4300017 BME LM Merged

Diploma Engineering
Laboratory Manual
BASICS OF MECHANICAL ENGINEERING
4300017
Electrical – 1ST Semester
Civil, Environment, Mining, Metallurgy, Plastics - 2ND Semester
Enrolment No
Name
Branch
Academic Term
Institute
Basics of Mechanical Engineering
(4300017)
Lab manuals are prepared by

1. Shri C. R. Vyas, Lecturer in Mechanical Engineering
Dr. J. N. Mehta Polytechnic, Amreli
2. Shri M. N. Dodiya, Lecturer in Mechanical Engineering
3. Dr. H. R. Sapramer, HOD Mechanical Engineering
Branch Coordinator
Dr. Pinkesh R. Shah
Lecturer in Mechanical Engineering
Government Polytechnic, Kheda
Committee Chairman
Shri R. D. Raghani
(HOD-EC)
Principal (I/C)
Government Polytechnic, Gandhinagar

BASICS OF MECHANICAL ENGINEERING (4300017)
Directorate Of Technical Education

Gandhinagar - Gujarat
DTE’s Vision:
● To provide globally competitive technical education.
● Remove geographical imbalances and inconsistencies.
● Develop student friendly resources with a special focus on girls’ education
and support to weaker sections.
● Develop programs relevant to industry and create a vibrant pool of technical
professionals.
DTE’s Mission:
Name of Institute: …………………………………………………………………..

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Certificate
This is to certify that Mr./Ms ………………………………………………………………….

Enrollment No. ………………………………….. of …….………. Semester of Diploma in
……………………………………………………………………………………………………….…….. of Institute
…………………………………………………………………………………………………………………………………… (GTU
Code:……………) has satisfactorily completed the term work in course Basics of Mechanical
Engineering (4300017) for the academic year: …………………… Term: Odd/Even prescribed in the
GTU curriculum.
Place:…………………..
Date: …………………..
Signature of Course Faculty Head of the Department

Preface
The primary aim of any laboratory/Practical/field work is enhancement of required skills as
well as creative ability amongst students to solve real time problems by developing relevant
competencies in psychomotor domain. Keeping in view, GTU has designed competency focused
outcome-based curriculum -2021 (COGC-2021) for Diploma engineering programmes. In this more
time is allotted to practical work than theory. It shows importance of enhancement of skills amongst
students and it pays attention to utilize every second of time allotted for practical amongst Students,
Instructors and Lecturers to achieve relevant outcomes by performing rather than writing practice in
study type. It is essential for effective implementation of competency focused outcome- based Green
curriculum-2021. Every practical has been keenly designed to serve as a tool to develop & enhance
relevant industry needed competency in each and every student. These psychomotor skills are very
difficult to develop through traditional chalk and board content delivery method in the classroom.
Accordingly, this lab manual has been designed to focus on the industry defined relevant outcomes,
rather than old practice of conducting practical to prove concept and theory.
By using this lab manual, students can read procedure one day in advance to actual
performance day of practical experiment which generates interest and also, they can have idea of
judgement of magnitude prior to performance. This in turn enhances predetermined outcomes amongst
students. Each and every Experiment /Practical in this manual begins by competency, industry relevant
skills, course outcomes as well as practical outcomes which serve as a key role for doing the practical.
The students will also have a clear idea of safety and necessary precautions to be taken while
performing experiment.
This manual also provides guidelines to lecturers to facilitate student-cantered lab activities for
each practical/experiment by arranging and managing necessary resources in order that the students
follow the procedures with required safety and necessary precautions to achieve outcomes. It also
gives an idea that how students will be assessed by providing Rubrics.
This course mainly encompasses the major areas of mechanical engineering which are being
used by engineering diploma holders and are required to perform tasks such as selection of hand tools,
power tools, welding, cutting, manufacturing processes, diesel generator sets, refrigeration and air
conditioning, hydro-pneumatic devices/equipment, and material handling equipment used for various
purposes. Such skills can be developed by knowing the basic principles of mechanical engineering.
The motive of this subject is to enhance the knowledge & skill level in the interdisciplinary area.
Although we try our level best to design this lab manual, but always there are chances of improvement. We
welcome any suggestions for improvement.
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Programme Outcomes (POs) :
1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics,

science and engineering fundamentals and engineering specialization to solve the
engineering problems.
2. Problem analysis: Identify and analyse well-defined engineering problems using

codified standard methods.
3. Design/ development of solutions: Design solutions for engineering well-defined

technical problems and assist with the design of systems components or processes to
meet specified needs.
4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools

and appropriate technique to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply

appropriate technology in context of society, sustainability, environment and ethical
practices.
6. Project Management: Use engineering management principles individually, as a

team member or a leader to manage projects and effectively communicate about
well-defined engineering activities.
7. Life-long learning: Ability to analyze individual needs and engage in updating in the
context of technological changes in field of engineering.
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Practical Outcome - Course Outcome matrix

Course Outcomes (COs):
a. CO1 Use relevant mechanical power and hand tools in real life applications.
b. CO2 Select relevant power transmission mode in simple engineering situations
c. CO3 Use relevant manufacturing process for various applications
d. CO4 Identify different components of various thermal systems.
e. CO5 Identify various hydro-pneumatic devices/equipment
f. CO6 Use material handling equipment for given situations
S. No. Practical Outcome/Title of experiment CO1 CO2 CO3 CO4 CO5 CO6
Use different hand and power tools for the √ - - - - -

1.
given application.*
Make simple pipe layouts using pipes and pipe √ - - - - -
2.
fittings as per given drawing.
3. Assemble/Dismantle a simple gear train.* √ √ - - -
Fix Chain and sprocket in a bicycle or a chain √ √ - - - -

4.
drive model.
Assemble/dismantle given brakes, clutches -
5. √ √ - - -
and couplings. *
Perform Plain Turning operation on the
6. cylindrical work piece for the given - - √ - - -
dimensions.
Perform arc welding operation on given -
7. - - √ - -
component.
Perform soldering operation on given -
8. - - √ - -
component.*
9. Prepare a wooden joint as per the drawing. √ - √ - - -
Prepare a simple sheet metal product as per -

10. √ - √ - -
the dimensions.*
Attach/detach different mountings and -
11. - - - √ -
accessories on steam boiler model. *
12. Assemble/dismantle impulse turbine model. √ - - √ - -
13. Assemble/dismantle reaction turbine model. √ - - √ - -
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Assemble/dismantle two stroke and four -

14. √ - - √ -
stroke petrol engine.*
Assemble/dismantle two stroke and four -
15. √ - - √ -
stroke diesel engine.
16. Determine properties of air. - - - √ - -
Assemble/dismantle centrifugal/reciprocating -
17. √ - - - √
pump.*
18. Assemble/dismantle water turbines models. √ - - - √ -
19. Assemble/Dismantle air compressor model. √ - - - √ -
Construct the Basic pneumatic circuit for the -

20. - - - - √
working of single and acting cylinder.
Construct the Basic hydraulic circuit for the -
21. - - - - √
working of double acting cylinder.*
Identify different material handling √
22. - - - - -
equipment.
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Industry Relevant Skills
The following industry relevant skills are expected to be developed in the students by
performance of experiments of this course.
1. Use different hand and power tools for different applications.

2. Identify the component of various mechanical equipments.
3. Lower the dependency on mechanical engineer for simple job/operations.
Guidelines to Course Faculty

1. Course faculty has to make sure that Minimum 14 (fourteen) practical have to be
performed which is equal to 28 hours and it should be a proper mix of practical
which cover all the units.
2. Some of the Practical marked ‘*’ are compulsory, as they are crucial for that
particular CO at the ‘Precision Level’ of Dave’s Taxonomy related to ‘Psychomotor
Domain’.
3. Course faculty should demonstrate experiment with all necessary implementation
strategies described in curriculum.
4. Course faculty should explain industrial relevance before starting of each experiment.
5. Course faculty should involve & give opportunity to all students for hands on
experience.
6. Course faculty should ensure mentioned skills are developed in the students by
asking.
7. Utilise 2 hrs of lab hours effectively and ensure completion of write up with quiz
also.
8. Encourage peer to peer learning by doing same experiment through fast learners.
Instructions for Students

1. Organize the work in the group and make record of all observations.
2. Students shall develop maintenance skill as expected by industries.
3. Student shall attempt to develop related hand-on skills and build confidence.
4. Student shall develop the habits of evolving more ideas, innovations, skills etc.
5. Student shall refer technical magazines and data books.
6. Student should develop habit to submit the practical on date and time.
7. Student should well prepare while submitting write-up of exercise.
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Continuous Assessment Sheet

Enrolment No: Name
Semester Term:
Sr Marks Sign
no
Practical Outcome/Title of experiment Page Date (25)
Use different hand and power tools for the given
1
application.*
Make simple pipe layouts using pipes and pipe fittings
2
as per given drawing.
3 Assemble/Dismantle a simple gear train.*
Fix Chain and sprocket in a bicycle or a chain drive
4
model.
Assemble/dismantle given brakes, clutches and
5
couplings.*
Perform Plain Turning operation on the cylindrical
6
work piece for the given dimensions.
7 Perform arc welding operation on given component.
8 Perform soldering operation on given component.*
9 Prepare a wooden joint as per the drawing.
Prepare a simple sheet metal product as per the
10
dimensions.*
Attach/detach different mountings and accessories on
11
steam boiler model. *
12 Assemble/dismantle impulse turbine model.
13 Assemble/dismantle reaction turbine model.
Assemble/dismantle two stroke and four stroke petrol
14
engine. *
Assemble/dismantle two stroke and four stroke diesel
15
engine.
16 Determine properties of air.
17 Assemble/dismantle centrifugal/reciprocating pump.*
18 Assemble/dismantle water turbines models.
19 Assemble/Dismantle air compressor model.
Construct the Basic pneumatic circuit for the working
20
of single and acting cylinder.
Construct the Basic hydraulic circuit for the working of
21
double acting cylinder.*
22 Identify different material handling equipment.
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Date: ……………
Practical No.1: Use different Hand and Power tools for the given application
A. Objective: Make use of different hand tools and power tools that are commonly
used.
B. Expected Program Outcomes (POs)
Basic and Discipline specific knowledge: Apply knowledge of basic mathematics,
Engineering Tools, Experimentation and Testing: Apply modern engineering tools

C. Expected Skills to be developed based on competency
This practical is expected to develop the following skills for the industry-identified
competency: “Apply basic principles of mechanical engineering in various
engineering applications.”
 Identify different hand tools, power tools and pipe fittings tools.
 Use hand tools, power tools and pipe fitting tools for various applications.
D. Expected Course Outcomes(Cos)
 Use relevant mechanical, Power and Hand tools in real life applications.
E. Practical Outcome(Pro)
 Use different hand, power tools and pipe fitting tools for the given
application.
F. Expected Affective domain Outcome(ADos)
 Follow safety practices.

 Maintain tools and equipment.
G. Prerequisite Theory
Some commonly used hand tools and power tools are given below,
Hand tools:
1. Hammers : Hammer is a hand tool used for striking. There are used to
make the surface flat. Most Commonly used hammer is ball peen hammer.
Care should be taken not to hit the objet at an angle.
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Figure 1.1 Hammer and its Types
2. Screw Drivers: Used to remove or tighten the screws. These are available
in different head with various sizes. Always select a screwdriver of proper
type and size as per the job. When using a flat blade screwdriver, the blade
should completely fill the screw slot. Do not direct working forces toward
your body when using these tools, they can easily slip off the screw head
and puncture anything in its path.
Figure 1.2 Screwdriver and its Types
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3. Spanners: Used To tighten or loosen nut and bolts. Make sure the spanner
fits snugly against the bolt or nuts, a loose fit may cause slipping of spanner
thereby causing injury to worker.
Figure 1.3 Spanners and its Types

4. Pliers: Pliers are hand tools with a pair of adjustable jaws for cutting or
gripping. Never use Pliers on nut or bolts heads these may damage the
head.
Figure 1.4 Types of Pliers
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5. Chisels: A chisel is a cutting tool with single cutting edge. Always use a
protective aids (goggles and hand gloves) when using a chisel.
Figure 1.5 Chisel
6. Hacksaws. A hacksaw is a fine-toothed saw, originally and mainly made for

cutting metal. Most hacksaws are hand saws with a C-shaped walking
frame that holds a blade under tension. On hacksaws, as with most frame
saws, the blade can be mounted with the teeth facing toward or away from
the handle, resulting in cutting action on either the push or pull stroke. In
normal use, cutting vertically downwards with work held in a bench vise,
hacksaw blades are set to be facing forwards.
Figure 1.6 Hacksaw
7. Files: Files are cutting tools used to remove/smooth rough and sharp
edges from cut metal. They are also used to file metal to shape or size. For
each type of material there is an ideal tooth form that gives the most
efficient cutting action.
Figure 1.7 Files
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Power Tools:
1. Hand Held Drills: Handheld Drills are comprised of the same basic parts
including,
 Trigger: For starting and stopping drilling

 Chuck: For holding the various drill bits
 Bit: Interchangeable, is used for cutting or fastening
 Direction Switch: Decides which direction the bit is spinning.
There are numerous types of drills for different activities, but the main task of
drill is to bore holes or driving fasteners (Screws, etc).
Figure 1.8 Hand Held Drill
2. Powered Saws: There are a huge amount of saws available for different
processes. Saws are used to cut pieces of work. These cuts can be intricate and
small or used for huge cuts in large projects or even chopping down trees or
cutting simple lumber for home projects.
Saws all involve a moving saw blade, whether that be in a rotary motion or a
back and forth motion, all include a sharp edged blade with teeth to slice
work.
Figure 1.9 Powered Saws
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3. Grinders and Sanders: Uses a variety of abrasive wheels, brushes, buffs,

drums, bits, saws, and discs. Used to finish a work piece by shaping or
smoothing the piece.
Figure 1.10 Hand Grinders

Electric power saw, Portable electric cutter, Electric demolition hammer,
Power screw driver are other some important Power tools that are widely
used.
H. Experimental set up
Teacher shall arrange all tools and equipment open for observation. Demonstrate
operation of all hand and power tools with safety precautions to be taken during
use. The students shall be given the opportunity to handle the tools.
In the Next step teacher should come with a variety of similar hand tools grouped
together. Students have to identify them by name and then explain how they are
used. Similar process should be followed for power tools also.
Teacher has to assign Specific tasks to students related to use of different hand
and power tools.
(Example: Cutting a small piece of metal with a hacksaw, and then filing the
edges smooth.)
(Note: This is just a sample example, faculty can assign simple work which can be done by hand and power tools)
I. Resources/Equipment Required
Instrument/Equipment Quanti
Sr.No. Specification
/Components/Trainer kit ty
Different Types of spanners (Wrench), Enough
1. Basic Hand Tools Pliers, Screw drives, Chisel, Hand
for each
hacksaw, Hammers, files Etc.
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student
to
Portable Drilling and grinding machine, handle
Electric power saw, portable electric
2. Basic Power Tools and
cutter, electric demolition hammer,
power screw driver etc.
operate
separate
ly.
J. Safety and Necessary Precautions followed
Remember that “Accidents do not occur, they are caused”. With this in mind,
strictly follow the general safety rules given below and safe practices indicated in
brief under each section.
General Safety Precautions while working in Workshop
1. Safety first, works next.

2. Avoid wearing clothing that might catch, moving or rotating parts. Long sleeves
of shirts, long hair, neck tie and jewellery are definite hazards in the shop.
3. Wear safety shoes. Do not wear canvas shoes; they give no resistance to hard
objects dropped on the feet.
4. Keep the area around the machine or work clean.
5. Keep away from revolving work.
6. Be sure that all guards are in place.
7. Wear safety goggles when working in areas, where sparks or chips of metal are
flying.
8. Never
(a) Operate a machine unless you are authorized to do so.
(b) Start a machine unless you know how to stop it.
(c) Walk away and leave a machine running.
(d) Distract or interfere with any one, operating a machine.
9. Get to know who in-charge of first-aid is and where boxes are placed and
where the first aid can be found in case of emergency.
Precautions while using Hand Tools and Power Tools
1. Select proper hand tools and Power tools according to job requirement.
2. Hand tools or power tools must be used only in the manner and for the work
for which they are designed.
3. Students must not intentionally subject a hand tool or power tool to conditions
beyond its designed capacity.
4. Student must not defeat or bypass any safety device
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5. Inspect tools and equipment prior to use. Defective or unsafe tools or

equipment must be repaired at once or taken out of service.
6. Store tools properly so they are kept in good working condition and can be
accessed easily.
7. Tools must not be place on moving machinery
8. For tools operated by swinging (hammers, shovels, axes, machetes, or other
similar equipment) group members must maintain a sufficient distance from
others to allow safe use of the tools.
9. Cracked or split tool handles must be removed from service immediately.
10. Workers must not step or jump on wrenches to apply additional force.
11. Hand-held power tools must be equipped with a switch that is manually held in
the on position (dead-man switch)
12. Use properly sized extension cords when using electrical equipment.
K. Procedure to be followed
1. Identify the given tool and equipment’s.

2. Categorize the tools and equipment’s according to their use/purpose and type.
3. Use the given tools and equipment’s for their job specified by faculty.
4. Refer the service manuals wherever required.
5. Follow safety precautions to be taken while handling given tools and
equipment’s.
6. Submit the work for inspection.
L. Observations and Calculations
Brief Description of Work Assigned

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
Name of
Sr. Precautions Taken while
tool/Equipment Specification Use of Tool
No using tool/equipment.
Used
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Paste the Photograph of your Final/Finished Product
M. Interpretation of Results
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N. Conclusion
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O. Practical related Quiz.
1. Write the name of manufacturer of hand held drill available at your laboratory.
2. Write the weight and size of hammer used by you.
3. Write the different types of pliers available at your laboratory.
4. Write the different types of files with their specific use.
SPACE TO WRITE ANSWERS

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(Note: Student can add multiple copies of this answer sheet as per requirement.)
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P. References / Suggestions ( lab manual designer should give)

1. https://www.youtube.com/watch?v=5_IFz7FEZ9E (Safety at work)
2. https://www.youtube.com/watch?v=g4f9Md0SagY (Hand Tools)
3. https://www.youtube.com/watch?v=f6kqYVkCbAk (Power Tools)
4. https://www.youtube.com/watch?v=0rExrKfzVGA (Power Tools)
The students are advised to search and write minimum one reference relevant to
this experiment below,
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Q. Assessment-Rubrics
Student Name:
Enrollment No.
Practical No. 1
Title of Practical Use different Hand and Power tools for the given application
Assessment Level
Performance (Marks)
Indicator No Very
Poor Fair Good Excellent
(Weightage In %) attempt Good
(1) (2) (3) (5)
(0) (4)
Identification of
tools/Equipment’s
(20%)
Selections and use
of proper
tools/equipment’s
(30%)
Timely completion
of manual.
(20%)
Final Product
Interpretation of
result and
conclusions.
(20%)
Practical Related
Questions.
(10%)
Total (Out of 25 Marks) =......................
Note:
1. First Three are Process Related Criteria and next two are Product related criteria.
Date and Sign of

Marks Obtained
Faculty
Total Marks Obtained Marks
25
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Date: ……………
Practical No.2: Make simple pipe layouts using pipes and pipe fittings as per given
drawing.
A. Objective: To study about various pipe fitting tools and prepare a pipe layout as
per the drawing assigned.
Engineering Tools, Experimentation and Testing: modern engineering tools and
appropriate technique to conduct standard tests and measurements.

1. Identify various pipe fittings tools.
2. Use pipe fitting tools to prepare pipe layout.
 Use relevant mechanical, Power and Hand tools in real life applications.
application.
 Make simple pipe layouts using pipes and pipe fittings as per given
drawing.

Some commonly used Pipe fitting tools are,
1. Pipe Wrench: It is used for Holding and gripping pipes. Assembling and
dismantling of pipes and fittings. The pipe wrench is designed as a heavy
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duty tool to withstand rough handling and heavy work. The jaws give and
immediate and positive grip. Pipe wrenches are selected according to the
pipe size. While using this pipe wrench, the jaws must be placed over the
work piece to their full depth and tightened by means of the adjusting nut
Figure 2.1 Pipe Wrench
2. Pipe Cutter: A tool or machine for cutting pipe specifically a hand tool
comprising a grasping device and three sharp-edged wheels forced inward
by screw pressure that cut into the pipe as the tool is rotated.
Figure 2.2 Pipe Cutter
3. Pipe Vice: A pipe vice is a plumbing tool used to hold pipe or tubing
securely so that it can be cut or threaded. Pipe vices are also useful for pipe
welding. In a manufacturing environment, a pipe vice is a critical piece of
apparatus in the assembly of pipeline components.
Figure 2.3 Pipe Vice
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4. Pipe Bending Machine: A pipe bender is a tool used to bend piping of

different materials, such as copper and stainless steel, to form various
angles and curves. There are four main categories of pipe benders: manual,
hydraulic, electric and mechanical.
Figure 2.4 Pipe Bending Machine
Standard Pipe Fittings:

Pipe fittings’ are those fittings that may be attached to pipes in order to:
 Change the direction of the pipe
 Connect two or more pipes of different sizes
 Connect a branch with a main water supply pipe
 Close the pipe ends.
1. Elbows: Elbows and bends provide deviations of 90° and 45° in pipe work
systems.
Figure 2.5 90° and 45°elbow
2. Tee Joints: A tee joint helps the pipe line to branch off at 90°. The branches
may be equal in diameter or there may be one reducing branch. Reducers
are fitted where a change in pipe diameter is required.
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Figure 2.6 Tee Joints
3. Cross: Cross is also known as four-way pipe fitting. A cross has one inlet
and three outlets (or vice versa).
Figure 2.7 Cross
4. Union: A device used to connect pipes. Unions are inserted in a pipe-line to

permit connections with little change to the position of the pipe. When
unions are used in pipe lines, it is easy to dismantle and repair.
Figure 2.8 Union
5. Coupling: A coupling is used to connect two pipes. Couplings have internal

threads at both ends to fit the external threads on pipes
Figure 2.9 Coupling
6. Plug: A plug is used for closing a pipeline which has an internal thread.
Figure 2.10 plug
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Dead end, Reducer, Pipe Nipples are some of the other important Pipe
Fittings joints.
operation of all standard pipe and pipe fitting tools with safety precautions to be
taken during use. The students shall be given the opportunity to handle the tools.
In the Next step Teacher should come with a variety of similar standard pipe fitting
joints grouped together. Students have to identify them by name and have to
explain its purpose.
Teacher has to assign drawing of pipe fitting structure to students. Students have
to build the entire pipe structure by using different piping tools and pipe fitting
joints.
Example:
Figure 2.11 Sample Pipe Fitting Structure

(Note: Above structure is just a sample drawing, faculty can assign different
structure also)
Instrument/Equipmen
t
Sr.No. Specification Quantity
/Components/Trainer
kit
Different Types of spanners (Wrench), Enough for
1. Basic Hand Tools Pliers, Screw drives, Chisel, Hand each
hacksaw, Hammers, files Etc. student to
Pipe and standard Pipe Pipe wrench, pipe vice, hacksaw, Tee, handle and
2. Elbow, cross, union, plug, nipples, operate
Fitting tools
Reducer Etc. separately.
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General Safety Precautions while working in Workshop,

of shirts, long hair, neck tie and Jewellery are definite hazards in the shop.
flying.
8. Never
Precautions while using Pipe and Pipe Fitting Tools
1. Select proper Pipe and Pipe Fitting tools according to job requirement.
2. Pipe Fitting tools must be used only in the manner and for the work for which
they are designed.
3. Students must not intentionally subject a Pipe Fitting tools to conditions
beyond its designed capacity.
6. Store tools properly so they are kept in good working condition and can be
accessed easily.
7. Tools must not be place on moving machinery
8. Students must not step or jump on wrenches to apply additional force.
30 | Page
1. Identify the given tool and equipment’s.

2. Study the given drawing carefully.
3. Categorize the tools and equipment’s according to given work.
4. Mark and Measure the given Pipe as per the drawings.
5. Cut the pipe to the required length.
6. Fit the pipes with suitable fittings by using proper tools and equipment’s as per
the drawing.
7. Refer the service manuals wherever required.
8. Follow the safety precautions to be taken while handling given tools and
equipment’s.

…………………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………………
Name of Precautions Taken

Sr.
tool/Equipment Specification Use of Tool while using
No
Used tool/equipment.
31 | Page
Paste the Photograph of your Final/Finished Product
32 | Page
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N. Conclusion
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1. Write the name of and specification of different manufacturer of Pipe Bending
Machine.
2. Collect different pipe fitting joint from scrap and submit with the experiment.
3. Write the use of all standard pipe fitting.

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(Note: Student can add multiple copies of this answer sheet as per requirement.
34 | Page
P. References / Suggestions:
1. https://www.youtube.com/watch?v=mP7zbTGV_rI (Pipe Fitting)
2. https://www.youtube.com/watch?v=b16XNDefwms (Plumbing Tools)
3. https://www.youtube.com/watch?v=XMjnk36Ktfg (Plumbing Tools)
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35 | Page
Student Name:
Enrollment No.
Practical No. 2
Make simple Pipe layout using Pipes and Pipe Fittings as per given
Title of Practical
drawing.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of
tools/Equipment’s
(20%)
Selections and use
of proper
tools/equipment’s
(30%)
Timely completion
of manual.
(20%)
Final Product
Interpretation of
result and
conclusions.
(20%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
36 | Page
Date: ……………
Practical No.3: Assemble/Dismantle a simple gear train.
A. Objective: Assemble/dismantle given simple gear train setup.

1. Identify various parts of Gear Train.
2. Identify location of each part in given gear train.
 Use relevant mechanical, power and hand tools in real life applications.
 Select relevant power transmission mode in simple engineering situation.
application
 Assemble/dismantle given power transmission setup.

The power is transmitted from one shaft to the other by means of
 Belts,
 Chains
 Gears.
37 | Page
The belts and ropes are flexible members which are used where distance between
the two shafts is large. The chains also have flexibility but they are preferred for
intermediate distances. The gears are used when the shafts are very close with
each other. This type of drive is also called positive drive because there is no slip.
A gear is wheel provided with teeth which mesh with the teeth on another wheel,
or on to a rack, so as to give a positive transmission of motion from one
component to another. Various Types of gears are available,
 Spur Gear
 Helical Gear
 Spiral Gear
 Gear Rack
 Bevel Gear
 Worm and Worm Wheel
A gear train is a combination of gears which are used for transmitting motion from
one shaft to another. There are several types of gear trains.
 Simple Gear Train

 Compound Gear Train.
 Reverted Gear Train
 Epicyclic Gear Train
Simple Gear Train: Simple gear train is a type of gear train in which a single gear is
mounted on each shaft.
A simple gear train uses two gears, which may be of different sizes. If one of these
gears is attached to a motor or a crank then it is called the driver gear. The gear
that is turned by the driver gear is called the driven gear.
When a simple gear train has three meshed gears, the intermediate gear between
the driver and driven gear is called an idler gear. An idler gear does not affect the
gear ratio (velocity ratio) between the driver gear and the driven gear. It is mainly
used to bridge the gap between the driver and driven wheels which are a distance
apart and may also be used to get same direction of rotation of driven as that of
driver.
38 | Page
Figure 3.1 Simple Gear Train

As shown in Fig. A. Since the gear 1 drives the gear 2, therefore gear 1 is called the
driver and the gear 2 is called the driven or follower. It may be noted that the
motion of the driven gear is opposite to the motion of driving gear.
Teacher shall arrange the model of simple gear train. Demonstrate the working of
the gear train. Explain the function and location of every part with safety
precautions to be taken during use. The students shall be given the opportunity to
handle the Gear Train.
Students have to dismantle the given Gear Train and assemble it again.
(Note: for more understanding of gear train dismantle toy having gear, same practical can be performed with the belt and
chain drive.)
Instrument/Equipment
Sr.No. /Components/Trainer Specification Quantity
kit
Different Types of spanners (Wrench),
1. Basic Hand Tools Pliers, Screw drives, Chisel, Hand Enough for
hacksaw, Hammers, files Etc. each
student to
2. Measuring Tools Vernier Caliper, Micrometer, Scales Etc. handle and
operate
Model of Various Power Working models of belt drives, chain
3. separately.
Transmission mode and sprocket, various gear drives.
39 | Page

flying.
8. Never
Precautions while using Power Transmission Elements
1. Select proper Hand tools according to job requirement.

4. Apply Specific Torque Wherever Required.
1. Identify the given Gear Train.

2. Identify Driver and Driven Gear.
3. Locate the location of every part.
4. Dismantle the same using suitable tools.
5. Count the number of gear and number of teeth on each gear.
6. Measure the Dimensions of Every Gear.
7. Assemble the same again
40 | Page

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Sr. Parts of
No Gear train Locations Specification Function
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N. Conclusion
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1. Write the name of different mode of power transmission.

2. Classify the Gear.
3. Write the name of Gear Material.
4. Write the name of different manufacturing processes used for making gear.
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43 | Page
1. https://www.youtube.com/watch?v=CngSaRLtA3M (Gear)
2. https://www.youtube.com/watch?v=LmYhzHnMH9o (Gear Train)
3. https://www.youtube.com/watch?v=ahjJ74EcctI (Gear Train)
4. https://www.youtube.com/watch?v=qJbP3I_Sj9M (Dismantling Gear Train)
…..................................................................................................................................
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44 | Page
Student Name:
Enrollment No.
Practical No. 3
Title of Practical Assemble/Dismantle a simple gear train.
Assessment Level
(Marks)
Performance Indicator No
Very
(Weightage In %) attemp Poor Fair Good Excellent
Good
t (1) (2) (3) (5)
(4)
(0)
Identification of Mode
of power transmission
(20%)
Selections and use of
proper
tools/equipment’s
(20%)
Timely completion of
manual. (20%)
Assemble/Dismantle,
Interpretation of result
and conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
45 | Page
Date: ……………
Practical No.4: Fix Chain and sprocket in a bicycle or a chain drive model.
A. Objective: Fix different transmission elements between two parallel shaft systems
(Bike, Cycle, Washing Machine, etc.)
1. Identify various parts of transmission system.
2. Fix Transmission system in bicycle.
 Use relevant mechanical power and hand tools in real life applications.
application.
 Fix different transmission elements between two parallel shaft systems
(Bike, Cycle, Washing Machine, etc.

The power is transmitted from one shaft to the other by means of
 Belts,
46 | Page
 Chains
 Gears.
The belts and ropes are flexible members which are used where distance between
the two shafts is large. The chains also have flexibility but they are preferred for
intermediate distances. The gears are used when the shafts are very close with
each other. This type of drive is also called positive drive because there is no slip.
In order to avoid slipping as in belt drives; steel chains are used. The chains are
made up of number of rigid links which are hinged together by pin joints in order
to provide the necessary flexibility for wrapping round the driving and driven
wheels (sprockets). These sprockets have projecting teeth of special profile and fit
into the corresponding recesses in the links of the chain. The large sprocket is
known as Gear and the smaller sprocket is known as pinion. The sprockets and the
chain are thus constrained to move together without slipping
Figure 4.1 Chain and Sprocket in Bicycle.

When the driving sprocket of cycle is rotated by pedalling, the chain wrapped on
the sprocket rotates with it. This applies mechanical force onto the driven shaft,
transmitting mechanical power to the rear wheel of cycle and will move the cycle
forward.
There’s a wide variety of different chain drive designs developed due to finding
use in many different mechanical applications. They can be classified into various
categories when classifying based on their function, chain drives can be divided
into three main types.
 Power transmission chain drive

 Conveyor chain drive
 Hoisting and hauling chain drive
Power transmission chain drive is specifically used for transmitting power between
two shafts. Common examples are bikes, agricultural machinery, compressors,
47 | Page
engine camshafts, etc. All these applications use chain drives for power
transmission.
As you can see in the Figure 4.2, a link of a chain comprises more than one part.
Each link consists of:
 Outer cover
 Inner attachment
 Pin
 Bush
 Roller
Figure 4.2 Parts of chain Link

Teacher shall arrange the model of bicycle or any model of chain drive.
Demonstrate the working of the chain drive. Explain the function and location of
every part with safety precautions to be taken during use. The students shall be
given the opportunity to handle the Chain drive.
Students have to remove the sprocket and chain from the model, study and
examine the sprocket and chain, lubricate it (if required) and assemble it again.
/Components/Trainer kit
1. Basic Hand Tools Enough for
Pliers, Screw drives, Chisel, Hand
student to
2. Measuring Tools Vernier Caliper, Micrometer, Scale Etc. handle and
Model of Various Power operate
Working models of belt drives, chain
3. separately.
Transmission mode and sprocket, various gear drives.
48 | Page


flying.
8. Never
Precautions while using Power Transmission Elements

1. Identify the given chain drive.

2. Identify Driver and Driven sprocket.
3. Locate the location of each part.
4. Dismantle the same using suitable tools.
5. Count the teeth on each sprocket.
6. Measure the Dimensions of each sprocket.
49 | Page
7. Measure the dimensions of Chain.

8. Assemble the same again.

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Sr.
Component Locations Specification Function
No
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N. Conclusion
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1. Write advantages and disadvantages of chain drive compare to belt drive.
2. Write the standard length of bicycle chain.
3. Write the name of chain Material.
4. Write the steps for maintenance of bicycle chain.
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52 | Page
1. https://www.youtube.com/watch?v=E6gWM8a082w (Chain Drive)
2. https://www.youtube.com/watch?v=rWchudX-Tqs (Replacement of chain)
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53 | Page
Student Name:
Enrollment No.
Practical No. 4
Title of Practical Fix chain and sprocket in bicycle or chain drive model
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of
Mode of power
transmission
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
54 | Page
Date: ……………
Practical No.5: Assemble/Dismantle a given brake, clutch and coupling (Any One)
A. Objective: Assemble/dismantle given brake, clutch and coupling

1. Identify various parts brake, clutch and coupling.
2. Assemble/Dismantle given Brake, clutch and coupling.
application
 Assemble/dismantle brake, clutch and coupling.

Brakes
The braking system is an important system in a vehicle, which helps in reducing
speed of the vehicle or stopping the motion of the vehicle in the desired location
55 | Page
by means of friction. It also helps to control the vehicle on inclined and curved
roads.
When a vehicle is moving it contains energy of motion (kinetic energy) and the
function of the braking system is to convert this kinetic energy into heat energy. It
does so through the friction at the brake linings and the brake drum, or the brake
pads and the disc.
Classification of brakes
According to method of power
 Mechanical brakes
 Hydraulic brakes
 Pneumatic brakes
According to method of application
 Foot Brakes
 Hand Brakes
According to method of operation
 Manual
 Servo
 Power Operated
According to method of braking contact
 Internal expanding brakes

 External contracting Brakes
Two basic types of Mechanical Brakes are in common use on vehicles; these are:
 Drum brake
 Disc Brake
Both types use a fixed (non-rotating) shoe or pad that rubs against a moving drum
or disc. The friction between the rubbing surfaces is increased by attaching a
special friction material to the fixed component (i.e. brake pad or shoe).
Disc Brake: These brakes consist of a metal disc and a pair of pads. The disc is
attached to the wheel hub by bolts. The caliper is connected to the axle casing or
stub axle. The caliper is cast in two parts, each part containing a piston. There is a
friction pad in between each piston and the disc. The passages are drilled in the
caliper for the fluid to enter or leave the housing. These passages are also
connected to another one for bleeding. There is a rubber sealing ring between
56 | Page
each cylinder and the piston. In a disc brake, the fluid from the master cylinder is
forced into a calliper where it presses against a piston. The piston in turn crushes
two brake pads against the disc that is being attached to wheel, making it to stop
or slow down.
Figure 5.1 Disc Brake

Drum Brake: In these type of brakes a brake drum is attached concentric to the
axle hub whereas on the axle casing is mounted a back plate. Two brake shoes are
anchored on the back plate. Friction linings are mounted on the brake shoes. One
or two retractor springs are used which serve to keep the brake shoes away from
the drum when brakes are not applied. The brake shoes are anchored at one end
whereas on the other ends Force F is applied by means of some brake actuating
mechanism which forces the brake shoe against the revolving drum, thereby
applying the brakes.
Figure 5.2 Drum Brake
57 | Page
Clutch: In Automobiles, the clutch is used to engage or disengage the engine with
the transmission system. It enables the rotary motion of one shaft to be
transmitted to the second shaft as and when required.
Requirement of Clutch
 Torque Transmission
 Gradual Engagement
 Heat Dissipation
 Dynamic Balancing
 Vibration Damping
 Inertia
 Ease of operation
In a vehicle, clutch is necessary because the engine spins all the time, but the
vehicle's wheels do not. In order for a vehicle to stop without killing the engine,
the wheels need to be disconnected from the engine somehow. The clutch allows
us to smoothly engage a spinning engine to a non-spinning transmission by
controlling the slippage between them.
Classification of clutch
Broadly clutch can be classified into following two types:
 Positive clutch
 Friction Clutch
Friction Clutch can be further classified into:
 Plate or disc Clutch (Single/ Multi plate Clutch)

 Cone clutch
 Centrifugal clutch
Single Plate Clutch: When the clutch pedal is depressed the pressure plate is
moved to the right against the force of the springs. With this movement of
pressure plate, the friction plate is released from the flywheel and the clutch is
disengaged. The flywheel continues to rotate as long as the engine is running,
while the clutch shaft reduces slowly and finally it stops rotating. Thus torque is
not transmitted to the gear box. Now, when pedal is released, the pressure plate
moves forward because of spring force and keeps the pressure on the clutch plate.
At this moment the clutch plate is gripped in between flywheel and pressure plate
and clutch is said to be engaged. Hence torque is transmitted to the gear box.
58 | Page
Figure 5.3 Single Plate Clutch

Multi Plate Clutch: When the clutch pedal is pressed clutch springs are
compressed and the friction plate move away from the clutch disc. Due to this the
contact between the metal plates and friction plates is disconnected and the
clutch is disengaged. When the clutch pedal is released the clutch springs expand
and forces the pressure plates on the friction plate. Due to the contact between
the metal plates and friction plates the torque is transmitted and the clutch is
engaged.
Figure 5.4 Multi Plate Clutch
59 | Page
Coupling: Couplings are used to connect two shafts for torque transmission in
varied applications. It may be to connect two units such as a motor and a
generator or it may be to form a long line shaft by connecting shafts of standard
lengths say 6-8m by couplings.
Coupling may be rigid or they may provide flexibility and compensate for
misalignment. They may also reduce shock loading and vibration.
A wide variety of commercial shaft couplings are available ranging from a simple
keyed coupling to one which requires a complex design procedure using gears or
fluid drives etc.
However there are two main types of couplings:
1. Rigid couplings
 Sleeve or muff coupling
 Clamp or compression coupling
 Flange coupling
2. Flexible couplings
 Bushed pin type coupling
 Universal coupling
 Oldham coupling
Rigid couplings are used for shafts having no misalignment while the flexible
couplings can absorb some amount of misalignment in the shafts to be connected.
Flange Coupling: A flange coupling usually applies to a coupling having two
separate cast iron flanges. Each flange is mounted on the shaft end and keyed to
it. The faces are turned up at right angle to the axis of the shaft. One of the flanges
has a projected portion and the other flange has a corresponding recess.
Figure 5.5 Flange Coupling
60 | Page
Teacher shall arrange the model of various brake, clutch and couplings.
Demonstrate the working of the brake, clutch and couplings. Explain the function
and location of every part with safety precautions to be taken during use. The
students shall be given the opportunity to handle the brake, clutch and couplings.
Students have to dismantle the given brake, clutch and couplings and assemble it
again.
(Example: Assemble/dismantle disc brake.)
Figure 5.6 Disc Brake Assembly and exploded view

(Example: Assemble/dismantle Single Plate Clutch.)
Figure 5.7 Exploded View of Single Plate Clutch
61 | Page
(Example: Assemble/dismantle Flange Coupling.)
Figure 5.8 Flange Coupling and Exploded View

(Note: Teacher can assign actual brake, clutch and coupling or working model of them.)
Different Types of spanners
(Wrench), Pliers, Screw drives,
Chisel, Hand hacksaw, Hammers,
files Etc. each
Vernier Caliper, Micrometre, Steel student to
2. Measuring Tools handle and
Rule Etc.
operate
Working Model
separately.
3. (Wooden/Plastic/Metallic) Suitable for dismantling
of brake, clutch, coupling


62 | Page
flying.
8. Never
Precautions while performing practical:

1. Identify the given unit.

2. Clean the given unit.
3. Carefully dismantle the given unit step by step.
4. Refer service manual if required.
6. Arrange the components sequentially in a clean tray during dismantling
process.
7. Identify the various parts of given unit.
8. Note constructional features of each part and its role in working of givn
brake/clutch/coupling.
9. Loosely assemble the components in the given unit housing and observe the
changes occurring inside.
10. Observe and understand the mechanism of power transmission
11. Reassemble the unit and ensure its smooth working
63 | Page

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Sr.
No
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N. Conclusion
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1. Differentiate clutch and coupling.

2. Write the name of clutch used in car and motorcycle.
3. Write the need of clutch in automobile.
4. Compare disc and drum brake.

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1. https://www.youtube.com/watch?v=MAuVDB-G-HQ (Disc brake)
2. https://www.youtube.com/watch?v=KJ0koDXk6PY (Disc brake Exploded
view)
3. https://www.youtube.com/watch?v=HY_PjmHRxuE (Single Plate clutch)
4. https://www.youtube.com/watch?v=t5vRsPhkY9w (Construction of single
plate clutch)
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67 | Page
Student Name:
Enrollment No.
Practical No. 5
Title of Practical Assemble/Dismantle a given brake, clutch and coupling (Any One)
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of given
unit
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
68 | Page
Date: ……………
Practical No.6: Perform Plain Turning operation on the cylindrical work piece for the given
dimensions.
A. Objective: Prepare a job on lathe machine according to given dimensions.
1. Identify the different parts of lathe machine.
2. Perform Turning operation on lathe machine.
 Use relevant manufacturing process for various applications

 Produce a Plain or taper turning job as per given drawing.

 Maintain tools and equipment
Lathe is one of the most versatile and widely used machine tools all over the
world. It is commonly known as the mother of all other machine tool. The main
function of a lathe is to remove metal from a job to give it the required shape and
size. The job is securely and rigidly held in the chuck or in between centres on the
lathe machine and then turn it against a single point cutting tool which will
remove metal from the job in the form of chips. Fig. 5.1 shows the working
69 | Page
principle of lathe. An engine lathe is the most basic and simplest form of the lathe.
It derives its name from the early lathes, which obtained their power from
engines. Besides the simple turning operation as described above, lathe can be
used to carry out other operations also, such as drilling, reaming, boring, taper
turning, knurling, screw thread cutting, grinding etc.
Figure 5.1 Working Principal of Lathe Machine

Construction of Lathe Machine:
A simple lathe comprises of a bed made of grey cast iron on which headstock,
tailstock, carriage and other components of lathe are mounted. Fig. 5.2 shows the
different parts of engine lathe or central lathe. The major parts of lathe machine
are given as under:
 Bed
 Head stock
 Tailstock
 Carriage
 Feed mechanism
 Thread cutting mechanism
Figure 5.2 Parts of Lathe Machine
70 | Page
Specification of Lathe:
The size of a lathe is generally specified by the following means:
 Swing or maximum diameter that can be rotated over the bed ways
Maximum length of the job that can be held between head stock and tail
stock centres
 Bed length, which may include head stock length also
 Maximum diameter of the bar that can pass through spindle or collect
chuck of capstan lathe.
Cutting Speed:
Cutting speed for lathe work may be defined as the rate in meters per minute at
which the surface of the job moves past the cutting tool. Machining at a correct
cutting speed is highly important for good tool life and efficient cutting. Too slow
cutting speeds reduce productivity and increase manufacturing costs whereas too
high cutting speeds result in overheating of the tool and premature failure of the
cutting edge of the tool.
Calculation of cutting speed Cs, in meters per minute Cs = ((22/7) × D × N)) /1000
Where D is diameter of job in mm. N is in RPM.
Feed:
Feed is defined as the distance that a tool advances into the work during one
revolution of the headstock spindle. It is usually given as a linear movement per
revolution of the spindle or job. Increased feed reduces cutting time. But
increased feed greatly reduces the tool life. The feed depends on factors such as
size, shape, strength and method of holding the component, the tool shape and its
setting as regards overhang, the rigidity of the machine, depth of cut, power
available, etc. rougher feeds are applied for roughing and finer feeds for finishing
cuts.
Depth of Cut:
The depth of cut (t) is the perpendicular distance measured from the machined
surface to the uncut surface of the work piec. In a lathe machine depth of cut is
shown as follows:
Where d1: diameter of work piece before machining

d2: Diameter of work piece after machining
71 | Page
Teacher has to explain the construction and function of lathe machine with safety
precautions to be taken during use. Demonstrate the working of the Lathe
machine. Assign the material and drawing of the job.
(Example: Reduce the diameter of Mild steel rod of 25 mm to 20 mm by
performing turning operation on lathe)
Figure 5.3 Mild Steel Component before Machining

(Note: Teacher can assign other job also.)
1. Center lathe machine Length between centers:1200mm Enough for

each student
Vernier Caliper, Micrometer, Scale
2. Measuring Tools to
Etc.
handle/opera
Mild Steel rod of 25 mm diameter te separately
3. Material
and 105 mm length
Safety Precautions while working in Workshop,
72 | Page
flying.
7. Never
1. Study the drawing carefully.

2. Measure the dimension of given work piece before machining.
3. Calculate speed, feed and depth of cut.
4. Hold the work piece in the chuck; tighten the chuck properly using chuck key.
5. Hold the single point cutting tool on tool post; tighten the tool properly using
tool post key.
6. Use appropriate coolant.
7. Perform plain turning operation on work piece to get the initial dimension.
8. Then the plain turning operation is further continued to Final dimension.
9. Finally, the dimensions are checked using Vernier caliper before work piece is
removed from the chuck.
10. Remove job from chuck and Submit for inspection.

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73 | Page
Part of
Sr.
Lathe Locations Specification Function
No
Machine
74 | Page
Calculations
Sr.No Parameter Calculation
Paste the photograph of Work piece before Paste the photograph of Work piece After
Machining Machining
75 | Page
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1. List the name of operation which can be performed on lathe machine.

2. Differentiate facing and turning operation.
3. List the name of material for single point cutting tool.
4. Write the specification of lathe machine available in your laboratory.
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1. https://www.youtube.com/watch?v=wL9AHJkvCiY (Lathe Machine)
2. https://www.youtube.com/watch?v=QWUxcK8JXbw (Operation performed on
lathe)
3. https://www.youtube.com/watch?v=SvlZHHDXCZs (Facing and Turning)
4. https://www.youtube.com/watch?v=SwnnFxz2JKg (Step Turning)
…..................................................................................................................................
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78 | Page
Student Name:
Enrollment No.
Practical No. 6
Perform plain turning operation on the cylindrical work piece for
Title of Practical
the given dimensions.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of Part
of lathe machine.
(20%)
proper tools/lathe
machine.
(20%)
manual. (20%)
Final Job,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
79 | Page
Date: ……………
Practical No.7: Perform arc welding operation on given component.
A. Objective: Prepare a Lap joint using an electric arc welding operation.
1. Identify various welding equipments.
2. Weld the parts using arc welding.

 Prepare a job using arc or gas welding operation.

Welding is the process of joining two pieces of metal so that bonding accompanied
by appreciable inter-atomic penetration takes place at their original boundary
surfaces.
The boundaries more or less disappear at the weld, and integrating crystals
develop across them. Welding is carried out by the use of heat or pressure or both
and with or without added metal.
80 | Page
Electric arc welding:

It is a group of welding processes which uses a welding power supply to create an
electric arc between an electrode and the base material to melt the metals at the
welding point. Types of electric arc welding processes
1. Shielded Metal Arc/Manual Metal Arc Welding
2. Submerged Arc Welding
3. Plasma Arc Welding
4. Electro Gas Welding
5. Atomic-hydrogen Welding
6. Underwater Welding
7. Metal Inert Gas Welding
8. Tungsten inert Gas Welding
Arc welding
Shielded Metal Arc Welding (SMAW), also known as Manual Metal Arc Welding
(MMAW), is a manual arc welding process that uses a consumable electrode
coated with flux to lay the weld. An electric current, in the form of either
alternating current or direct current from a welding power supply, is used to form
an electric arc between the electrode and the metals to be joined. As the weld is
laid, the flux coating of the electrode disintegrates, giving off vapors that serve as
a shielding gas and providing a layer of slag, both of which protect the weld area
from atmospheric contamination.
Figure 6.1 Electric arc welding setup
81 | Page
Welding equipment and accessories:
1. Transformer (Welding power source): It is basically a step down transformer

that reduces the voltage from the source voltage to a lower voltage that is
suitable for welding, usually between 15 and 45 volts. The secondary current is
quite high. 200 to 600 amps would be typical, but it could be much higher. The
secondary coil may have several taps for adjusting the secondary voltage to
control the welding current.
2. Electrode holder: A device used for mechanically holding the electrode and
conducting current to it.
3. Welding leads:
• Electrode lead:
The electrical conductor between the source of the arc welding current and
the electrode holder.
• Work lead:
The electrical conductor between the source of the arc welding current and
the work piece.
4. Work clamp: Connects the work lead to the work piece.
5. Cable lugs: These are very important items for connecting welding leads to the
welding power source.
6. Hand shield: A device used in arc welding to protect the face and neck. It is
equipped with a filter glass lens and is designed to be held by hand.
7. Helmet: A device used in arc welding to protect the face and neck. It is
equipped with a filter glass and is designed to be worn on the head.
8. Chipping hammer: A chipping hammer is a tool used to remove welding slag

from a weld and welding spatter from alongside weld.
9. Steel wire brush: Used to clean the work piece surfaces before welding and to
remove the slag after welding by brushing.
82 | Page
Figure 6.2 Welding Equipment
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Weld joints
1. Butt joint: A joint between two work pieces in such a manner that the weld
joining the parts is between the surface planes of both of the pieces joined.
2. Corner joint: A joint between two members located approximately at right
angles to each other in the form of an L.
3. Edge joint: A joint between the edges of two or more parallel or nearly parallel
members.
4. Lap joint: A joint between two overlapping members.
5. Tee joint: A joint between two members located approximately at right angles
to each other in the form of a T.
Figure 6.3 Types of weld Joint
Teacher has to explain the construction and function of arc welding with safety
precautions to be taken during use. Demonstrate the working of the arc welding
machine. Assign the material and drawing of the job.
(Example: prepare a lap joint using an electric arc welding.)
84 | Page
Figure 6.4 Lap joint weld

(Note: All Dimensions are in mm.
Teacher can assign other job for butt, corner, edge or T Joint also.)
kit
1. Arc welding Machine Current 20-400A.

Enough for
Electrode holder, cable connector, each student
2 Arc welding tools
cable lugs, earthing clamp, wire brush.
to
Vernier Caliper, Micrometer, Steel rule handle/opera
3 Measuring Tools
Etc. te separately
4. Material Mild Steel Plate: 60 × 100 × 8 mm

85 | Page

flying.
7. Never
1. Always wear proper protective clothing and shoes during welding.

2. Use hand shield during welding to protect your eyes.
3. Use goggles during cleaning of the joint.
4. Maintain proper arc length.
5. Always use correct current and correct electrode size.
6. Never handle the hot job by hand, use tongs for this purpose.
1. Study the drawing carefully.

2. Measure the dimension of given plate before welding, If required cut the plate
as per the drawing.
3. Set the two pieces, one over the other, such that the top piece overlaps the bottom
piece by 20 mm.
4. Set the MS plate in flat welding position. Set the suitable current.
5. Select suitable electrode holds it in electrode holder, and strike the arc.
6. Perform the welding operation.
7. Give wavy (side-to-side) movement to the electrode during welding in order to get
better results.
8. Repeat the same operation on the other side of the joint to obtain similar fillet weld
on both sides.
9. Submit the job for inspection.
86 | Page

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…………………………………………………………………………………………………………………………………
Component
Sr.
(List the Equipment of arc Function
No
welding)
87 | Page
Paste the photograph of MS Plate before Paste the photograph of MS Plate After
Welding Welding
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1. Differential straight polarity and reverse polarity.

2. List various Welding defects.

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90 | Page
1. https://www.youtube.com/watch?v=CoHVA7nr82A (Arc Welding)
2. https://www.youtube.com/watch?v=XzgHTKmBiCs (Importance of waving)
3. https://www.youtube.com/watch?v=4SKQ9NncCfQ (Welding defects)
4. https://www.youtube.com/watch?v=svd64WNW8So (Spot welding)
…..................................................................................................................................
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91 | Page
Student Name:
Enrollment No.
Practical No. 7
Title of Practical Perform arc welding operation on given component
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
arc welding machine.
(20%)
arc welding machine.
(20%)
manual.
(20%)
Final Job,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
92 | Page
Date: ……………
Practical No.8: Perform soldering operation on given component.
A. Objective: Solder different electrical Components to PCB (Printed Circuit Board)
1. Understand soldering operation.
2. Joint the parts using soldering.

 Perform soldering/brazing operation on the given job.

Soldering
Soldering is a process used for joining metal parts to form a mechanical or
electrical bond. In this case a molten fusible metal called solder is supplied and
allowed to solidify. The melting point of solder is below 420° C. Generally, lead and
tin alloys are used as solder materials. Some of the solders are:
1. Soft solder. Lead 37% and tin 63%.
2. Medium solder. Lead 50% and tin 50%.
93 | Page
3. Electricians solder. Lead 58 % and tin 42 %.

4. Plumbers solder. Lead 70% tin 30%.
As one might have seen with the radio repairers that, when the current is supplied
to the solder gun, the front end of it becomes hot. This hot end when brought in
contact with solder material, it melts. This molten material is used for joining wires
in radios, tape-recorders etc. The molten metal, when cools, produces solder
joints.
Figure 8.1 Soldering Process

Types of soldering processes
1. Soft soldering
It is used in sheet metal work and it has less strength.
2. Hard soldering
It is employed when stronger joint is required.
Based on the method of heating source, the soldering processes may be,
resistance soldering, torch soldering, furnace soldering etc.
Brazing
Brazing is a process of joining two pieces of similar or dissimilar metals. In this case
as non-ferrous metal or alloy in the molten form is supplied in between the metals
to be joined and allowed to solidify. The melting point of filler material is about
425°C but which is lower than the melting point of parent metals. During brazing
no forging action is present and also the parent metal parts do not melt.
The various brazing metals and alloys are Copper, Brass, Bronze, Silver alloys,
Aluminum alloys etc.
94 | Page
Types of brazing processes

Based on heating source the various brazing processes are:
1. Torch brazing
2. Furnace brazing
3. Resistance brazing etc.
Figure 8.2 Brazing Process
Teacher has to explain the construction and function soldering/Brazing operation
with safety precautions to be taken during use. Demonstrate the use of
soldering/Brazing Process. Assign the material and drawing of the job to the
students.
(Example: Solder different electrical Components to PCB (Printed Circuit Board)
The PCB assigned to students must be prepared with all the necessary
components at their place. Students have to just solder each of the components.)
(Note: Teacher can assign other Work also.)
kit
Soldering Iron e 15W to 30W, tin/lead Enough for
1. Brazing and soldering kit
solders or lead free solders each student
to
2. Material Prepared Printed Circuit Board (PCB) handle/opera
te separately
95 | Page
flying.
7. Never
Safety Precautions while performing soldering,
1. Always wear proper protective clothing and shoes during Soldering.

2. Remember that when soldering, the rosin in the solder releases fumes. These
fumes are harmful to your eyes and lungs. Therefore, always work in a well-
ventilated area. Hot solder is also dangerous. Be sure not to let it splash
around because it will burn you almost instantly.
3. Be especially careful with the soldering iron. This reaches very high
temperatures, and can easily melt plastic and burn through your clothing.
4. Do not ever play with the soldering iron.
5. Be careful while working with liquid metal do not splatter or splash around.
Any molten solder that lands on your skin will burn you instantly.
96 | Page
1. Study the PCB Carefully.

2. Select proper solder and soldering iron as per the job assigned, ensure that the
iron has no physical damage, the body is well insulated from the elements and
is of the correct voltage and power rating.
3. Check the bit to see whether the surface is smooth and clean.
4. Clean the joint to be soldered and wipe the dust with wire brush.
5. Connect the soldering iron to the supply and switch ON
6. When the bit becomes sufficiently hot, apply a small quantity of solder to the
bit.
7. Keep the soldering iron bit on the joint and heat it for soldering
8. When the joint is heated keep the solder on the joint and allow it to melt.
9. Make sure the solder flows freely and evenly on the joint.
10. Allow all joint to cool naturally.
L. Observation and calculation

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…………………………………………………………………………………………………………………………………
Sr. Component
No (List the Equipment of soldering) Specification Function
97 | Page
Tabulate The Component attached on PCB:
Sr.No. Name of Electrical Component Specification Function
Paste the photograph of PCB before Soldering Paste the photograph of PCB After Soldering
98 | Page
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1. Differential Soldering and brazing.

2. Write advantages of soldering and brazing.

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1. https://www.youtube.com/watch?v=cd3vn8GsmzA (Soldering operation)
2. https://www.youtube.com/watch?v=zbqsmvKk2Sk (Brazing operation)
3. https://www.youtube.com/watch?v=Pjsoq-ZejRM (Soldering circuit board)
4. https://www.youtube.com/watch?v=oqV2xU1fee8 (Soldering circuit board)
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101 | Page
Student Name:
Enrollment No.
Practical No. 8
Title of Practical Perform Soldering operation on given component.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
soldering.
(20%)
soldering machine.
(20%)
manual.
(20%)
Final Job,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
102 | Page
Date: ……………
Practical No.9: Prepare a wooden joint as per the drawing.
A. Objective: prepare a wooden joint as per the drawing.
1. Identify various carpentry tools.
2. Prepare a wooden joint as per the drawing.
 Use relevant mechanical power and hand tools in real life applications
 Prepare a wooden joint as per the drawing.

Carpentry may be defined as the process of making wooden components. It starts
from a marketable form of wood and ends with finished products. It deals with the
building work, furniture, cabinet making. Etc. joinery, i.e., preparation of joints is
one of the important operations in all woodworks. It deals with the specific work
of carpenter like making different types of joints to form a finished product.
103 | Page
Timber:
Timber is the name given to the wood obtained from well grown trees. The trees
are cut, sawn into various sizes to suit building purposes.
The word, ‘grain’, as applied to wood, refers to the appearance or pattern of the
wood on the cut surfaces. The grain of the wood is a fibrous structure and to make
it strong, the timber must be so cut, that the grains run parallel to the length.
Characteristics of Good Timber
The good timber must possess the following characteristics
 It should have minimum moisture content, i.e., the timber should be well
seasoned.
 The grains of wood should be straight and long.
 It must retain its straightness after seasoning.
 It should produce near metallic sound on hammering.
 It should be free from knots or cracks.
 It should be of uniform colour, throughout the part of the wood.
 It should respond well to the finishing and polishing operations.
 During driving the nails and screw, it should not split easily.
Carpentry Tools:
Carpentry tools are used to produce components to an exact size,
Some of the important carpentry tools are,
Marking and measuring tools:
Steel rule and steel tape: Steel rule is a simple measuring instrument consisting of
a long, thin metal strip with a marked scale of unit divisions. It is an important tool
for linear measurement. Steel tape is used for large measurements, such as
marking on boards and checking the overall dimensions of the work.
Figure 9.1 steel rule and steel tape
104 | Page
Marking Gauge: It is a tool used to mark lines parallel to the edge of a wooden
piece. It consists of a square wooden stem with a sliding wooden stock (head) on
it. On the stem is fitted a marking pin, made of steel. The stock is set at any
desired distance from the marking point and fixed in position by a screw. It must
be ensured that the marking pin projects through the stem, about 3 mm and the
end are sharp enough to make a very fine line. A mortise gauge consists of two
pins. In this, it is possible to adjust the distance between the pins, to draw two
parallel lines on the stock.
Figure 9.2 Marking Gauge

Compass and Divider: Compass and divider, are used for marking arcs and circles
on the planed surfaces of the wood.
Holding tools
Carpentry vice: A carpentry vice is the common work holding device. It consists of
one fixed jaw and one movable jaw. It’s one jaw is fixed to the side of the table
while the other is movable by means of a screw and a handle.
Figure 9.3 Bench Vice
105 | Page
C‐Clamp: It is used for holding small works.
Figure 9.4 C-Clamp

Cutting tools
Saws: A saw is used to cut wood into pieces. There is different type of saws,
designed to suit different purpose. A saw is specified by the length of its tooled
edge. The following saws are used in the carpentry section.
Rip Saw: The blade of rip saw is either straight or skew-backed. The teeth are so
set that the cutting edge of this saw makes a steeper angle about 60°.
Cross Cut saw: This is similar in shape of a rip saw. It is used to cut across the grain
of the stock. The correct angle for cross cutting is 45° .The teeth are so set that the
saw kerf is wider than the blade thickness. This allows the blade to move freely in
the cut without sticking.
Tenon or back saw: A tenon saw is used for fine and accurate work. It consists of a
very fine blade, which is reinforced with a rigid steel back. The teeth are shaped
like those of cross cut saw.
Chisels: Chisels are used for cutting and shaping wood accurately. Wood chisels
are made in various blade widths, ranging from 3 to 50mm .Most of the wood
chisels are made into tang type, having a steel shank which fits inside the handle.
Figure 9.5 Cutting tools
106 | Page
Planing Tools
Planing is the operation used to produce flat surfaces on wood. A plane is a
hand tool used for this purpose. The cutting blade used in a plane is very
similar to a chisel. The blade of a plane is fitted in a wooden or metallic block,
at an angle.
Jack Plane: It is the most commonly used general purpose plane. It is about 35
cm long. The cutting iron (blade) should have a cutting edge of slight
curvature. It is used for quick removal of material on rough work and is also
used in oblique planning.
Smoothing Plane: It is used for finishing work and hence, the blade should
have a straight cutting edge. It is about 20 to 25 cm long. Being short, it can
follow even the slight depressions in the stock, better than the jack plane. It is
used after using the jack plane.
Rebate Plane: It is used for making a rebate. A rebate is a recess along the
edge of a piece of wood, which is generally used for positioning glass in frames
and doors.
Plough Plane:It is used to cut grooves, which are used to fix panels in a door.
The following figure shows the various types of planes mentioned above.
Figure 9.6 Planing Tools

Types of wooden joints:
 Butt joint
 Mitered butt joint
 Lap joint
 Half lap joint
107 | Page
 Cross lap joint

 Pocket joint
 Biscuit joint
 Box joint
 Dovetail joint
 End halved joint
 Cross halved joint
operation of all carpentry tools with safety precautions to be taken during use.
The students shall be given the opportunity to handle the tools.
In the Next step Teacher should come with a variety of carpentry tools grouped
used.
Teacher has to assign a drawing of wooden joint to students.
(Example: Prepare a cross Lap joint as per the dimensions.)
Figure 9.4 Cross Lap Joint

(Note: All Dimensions are in mm. Teacher can assign other Work also)
108 | Page
kit
Enough for
Carpentry vice 150mm, marking and each student
2. Carpentry Tools measuring tools, saws, claw hammer, to
mallet, chisel, squares, Planing tools handle/opera
te separately
Wooden block (Size as per the
3. Material
drawing)
flying.
7. Never
Safety Precautions while performing Carpentry operation ,
1. Make sure that your hands are not in front of sharp edged tools while you are
using them.
109 | Page
2. Use only sharp tools. A dull tool requires excessive pressure, causing the tool
to slip.
3. Wooden pieces with nails should never be allowed to remain on the floor.
4. While using chisels, take care that cutting is performed in the direction away
from your body
1. Study the Drawing Carefully.

2. The given work piece is firmly clamped in the carpentry vice and any two
adjacent surfaces are planned to get right angles using the jack plane.
3. Using the try square, the right angles of planned faces are checked.
4. Now the other two surfaces are planned to get smooth surface.
5. The work piece is cut into two pieces by using the rip saw.
6. Using the steel rule and marking gauge, marking is done as per the drawing on
the two halves.
7. In one half, the unwanted portions of wood are removed by using the tenon
saw and firmer chisel. The same procedure is done for the other half of work
piece.
8. Using the jack plane, the other two faces of work piece is planned to the
required size.
9. The finished two pieces are assembled to getter to form the required joint.
10. Finally, the finished job is checked for required size and shape using the steel
rule and try square.

…………………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………………
Component
Sr.
(List the carpentry tool used for Specification Function
No
making given joint)
110 | Page
Paste the photograph of wooden joint Prepared
111 | Page
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N. Conclusion
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1. List the different types of wood and their use.

2. Sketch various wooden joint.

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1. https://www.youtube.com/watch?v=c7agOPgQXV4 (carpentry tools)
2. https://www.youtube.com/watch?v=-f7tTNRH_04 (wooden joint)
3. https://www.youtube.com/watch?v=uapzeNwKq4U (Cross halved wooden joint)
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114 | Page
Student Name:
Enrollment No.
Practical No. 9
Title of Practical Prepare wooden joint as per drawing
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of
Carpentry tools
(20%)
Selections and use
tools
(20%)
manual.
(20%)
Final Job,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
115 | Page
Date: ……………
Practical No.10: Prepare a simple sheet metal product as per the dimensions.
A. Objective: Prepare a box from Galvanized Iron (G.I.) Sheet as per given
dimensions.
1. Identify various sheet metal tools.
2. Prepare a simple sheet metal product as per the given dimensions.
 Use relevant mechanical power and hand tools in real life applications.
 Use relevant manufacturing process for various applications.
 Prepare a simple sheet metal product.

Tin smithy deals with the production of components in a wide variety of shapes
and sizes from a sheet of metal with the aid hand or machines. For example many
Engineering and house hold articles such as hoppers, guards covers, boxes and
cans, funnels and ducts etc. are made from a flat sheet of metal.
116 | Page
Sheet metal used in metal work

A wide variety of metals, in the form of sheet are used in sheet metal workshop.
The most commonly used are explained below.
Galvanized Iron (G.I.) Sheet: It is a sheet of soft steel coated with zinc. GI sheet is
one of the least expensive metals used in sheet metal shop. It is used for making
pans, buckets, gutters, tanks, boxes etc. Generally GI products are very suitable for
corrosive environment because zinc coating protects the iron form corrosion.
Copper: It has reddish colour and is used for water pipes, roofing, gutters and
other parts of the building. Copper products are used where thermal resistance is
the criterion along with corrosion resistance. But copper is somewhat expensive.
Tin Plate: Tin plate is the iron or steel coated with pure tin. It has bright silvery
appearance and is used for containers, dairy equipments, furnace fittings, cans,
trays and pans.
Stainless Steel: The 18-8 type steel is used in sheet metal work from the available
different type of stainless steel. The products like food containers, dairy
equipments and kitchen wares are prepare from 18-8 steel.
Black Iron: It is an uncoated sheet of metal with bluish appearance. The black iron
sheet is used for the products, which are having no restrictions on painting after
its preparation.
Aluminium: It is an uncoated sheet of metal with bluish appearance. The black

iron sheet is used for the products, which are having no restrictions on painting
after its preparation.
Sheet Metal Tools:

Most of the hand tools and discussed earlier practical are also used in sheet metal
work. The additional tools specially used in sheet metal work are,
Snips: Snips are hand shears varying in length from 200mm to 600mm. The 250
mm length is the commonly used one.
Straight snip: It has a straight blade and is used for cutting along straight lines and
for trimming the edges. The straight snip and its usage is shown in figure below,
117 | Page
Figure 10.1 Straight Snip
Bent or Curved Snip: It is having curved blade and is used for cutting circles and
irregular shapes. It is also used for trimming the cylindrical edges. The curved snip
and its usage is shown in figure below,
Figure 10.2 Bent Snips
Double Snip: Double shears are used for cutting thin cylinders, stove pipes and for
cutting holes and light gauge metals. The double cut snip is shown in figure below,
Figure 10.3 Double Snip
Bench Shear
In this type of hand cutting machine, the sheet is cut by shearing action. The force
is applied through compound lever. The machine is able to cut the sheet metal
upto 2 mm thick. The bench shear also consists of chopping hole in the chopping
blade which can shear a mild steel rod up to 10 mm diameter. The below figure
represents the schematic diagram of bench shear.
Figure 10.4 Bench Shear
118 | Page
Stakes
Stakes are supporting tools used in sheet metal work. These are used to form,
seam, bend or rivet the sheet metal objects. Stakes are made of wrought iron,
faced with steel. Its working face well machined and polished to prevent harmful
effect to sheet while doing the hammering process.
Funnel Stake: It is used for forming conical shapes and for making wire rings.
Figure 10.5 Funnel Stake
Half Moon Stake: It is used for folding edges of cylindrical shaped articles.
Figure 10.6 half Moon Stake
Beak Horn Stake: It is used for shaping round, square surfaces, bending edges, and
making corners.
Figure 10.7 Beak Horn Stake
119 | Page
Hatchet Stake: It has a horizontal sharp straight edge and is used for making
straight, sharp bends and folding edges.
Figure 10.8 Hatchet Stake
operation of all sheet metal tools with safety precautions to be taken during use.
The students shall be given the opportunity to handle the tools.
In the Next step Teacher should come with a variety of Sheet metal tools grouped
used.
Teacher has to assign a drawing of box or any other job to students.
(Example: Prepare a box from Galvanized Iron (G.I.) Sheet as per given
dimensions.)
Figure 10.6 Box Dimensions

(Note: All Dimensions are in mm. Teacher can assign other Work also)
120 | Page
kit
hacksaw, Hammers, files Etc. each student
2. Sheet metal tools Snip, shearing machine, stakes to
handle/opera
te separately
3. Material GI Sheet (Size as per the drawing)

flying.
7. Never
Safety Precautions while performing Sheet Metal Work,
1. Make sure that your hands are not in front of sharp edged tools while you are
using them.
121 | Page
2. Use only sharp tools. A dull tool requires excessive pressure, causing the tool
to slip.
3. Mark the dimensions correctly.
1. Study the Drawing Carefully.

2. The size of the given sheet is checked with proper measuring tool.
3. The layout of the box is marked on the given sheet.
4. The layout of the box is cut by using the proper snip.
5. Single hemming is made on the four sides of the box
6. The edges of the box can be riveted or soldered to ensure stability of the joints
7. Finally, the finished job is checked for required size and shape using measuring
tools.
8. Submit the job for inspection.

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Component
Sr.
(List the Sheet Metal tool used for Specification Function
No
making given component)
122 | Page
Paste the photograph of sheet Metal Part Prepared
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N. Conclusion
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1. Write the advantages of GI Sheet.
2. Write the name of house hold items made from sheet metal.

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125 | Page
1. https://www.youtube.com/watch?v=DtNyq21LIN0 (Sheet metal Tools)
2. https://www.youtube.com/watch?v=IZo0iKgluqU (Box from sheet metal)
3. https://www.youtube.com/watch?v=owEdINlhSlU (Funnel)
…..................................................................................................................................
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126 | Page
Student Name:
Enrollment No.
Practical No. 10
Title of Practical Prepare simple sheet metal product as per dimensions.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of sheet
metal tools
(20%)
Selections and use
tools
(20%)
manual.
(20%)
Final Job,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
127 | Page
Date: ……………
Practical No.11: Attach/detach different mounting and accessories on steam boiler
model.
A. Objective: Attach/detach different mounting and accessories on steam boiler

model.
1. Identify various mounting and accessories of boiler.
2. Identify the location of different mounting and accessories.
 Identify different components of various thermal systems
 Attach/detach different mountings and accessories on steam boiler model

A boiler is a closed vessel in which water is converted in to steam by burning of
fuel in presence of air at desired temperature, pressure and at desired mass flow
rate.
In case of boiler, any type of fuel burn in presence of air and form flue gases which
are at very high temperature (hot fluid). The feed water at atmospheric pressure
128 | Page
and temperature enters the system from other side (cold fluid). Because of
exchanges of heat between hot and cold fluid (water) temperature raises and it
form steam. The flue gases (hot fluid) temperature decreases and at lower
temperature hot fluid is thrown in to the atmosphere via stack/chimney.
Function of boiler
The steam generated is employed for the following purposes:
 Used in steam turbines to develop electrical energy.

 Used to run steam engines.
 In the textile industries, sugar mills or in chemical industries as a
cogeneration plant.
 Heating the buildings in cold weather.
 Producing hot water for hot water supply.
Classification of boiler
Boiler can be classified in number of ways,
According to boiler shell axis
 Horizontal (Example: Lancashire boiler, Locomotive boiler)

 Vertical (Example: Cochran boiler)
According to the flow medium inside the tube
 Fire Tube (Example: Lancashire, locomotive, Cochran)

 Water Tube (Example: Babcock and Wilcox boiler)
According to the boiler pressure
 High pressure boiler (>25 bar)

 Medium pressure boiler (10-25 bar)
 Low pressure boiler (3.5- 10 bar)
According to the Draft used
 Natural draft (Example: Lancashire boiler)

 Artificial draft (Example: Locomotive boiler)
According to method of water circulation
 Natural circulation (Example: Babcock and Wilcox boiler)

 Forced circulation (Example: Lamont boiler)
129 | Page
According to Furnace position
 Internally fired (Example: Lancashire boiler)

 Externally fired boilers (Example: Babcock and Wilcox boiler)
According to type of fuel used
 Solid
 Liquid
 Gaseous
 Electrical
 Nuclear energy fuel boilers
According to number of Tubes
 Single-tube (Example: Cornish boiler)

 Multi-tube boiler (Example: Babcock and Wilcox boiler)
Boiler Mounting
The components which are fitted on the surface of the boiler for complete safety
and control of steam generation process are known as boiler mountings.
These are the fittings, which are necessarily mounted on the boiler itself and
mandatorily required for the safe and proper operation of boiler. Some of the
important boiler mounting are,
Safety valve: A safety valve is designed to open and relieve excess pressure from
vessels or equipment and to reclose and prevent the further release of fluid after
normal conditions have been restored.
Figure 11.1 Dead Weight Safety valve.
130 | Page
Water Level Indicator: The function of a water level indicator is to indicate the
level of water in the boiler constantly. It is also called water gauge. It helps the
operator in keeping the level constant from outside through a glass tube. In case
of need, if the level falls down, water will be pumped by the operator.
Figure 11.2 Water level indicators

Fusible Plug: Fusible plug is a small device installed in small horizontal fire tube
boilers between furnace(burner, usually natural gas fired or oil fired) and boiler
water drum for protection of boiler while lower water level in drum. Failure of
water supply in drum due to any fault results in lower level of water in drum,
resulting in accumulation of the steam in upper part of the drum and further
combustion in the furnace leads to super heating of the steam. When water level
reduces lower than predefined level, the higher temperature of the steam melts
the lead of fusible plug so water from the drum fain in to the furnace and shell of
boiler, wetting the fire tube and disrupting combustion in the furnace and thus
preventing any damage to the boiler.
131 | Page
Figure 11.3 Fusible Plug

Pressure Gauge: A pressure gauge is used to indicate the steam pressure of the
boiler. It is also called as steam gauge. It is usually mounted in the front top of the
steam drum. An indicating pointer P is attached to the spindle to read the pressure
on a dial gauge.
Figure 11.4 Pressure Gauge
Steam stop valve: The function of the steam stop valve is to shut off or regulate
the flow of steam from the boiler to the steam pipe or from the steam pipe to the
engine. When used for the former purpose, it is called junction valve.
132 | Page
Figure 11.5 steam stop valve

Feed check valve: The function of feed valve is to allow or stop the supply of water
to the boiler. The check valve is automatic in operation and its function is stop the
back flow of water i.e. to prevent the water escaping from the boiler in case of
failure of the feed pump.
Figure 11.6 Feed Check Valve
133 | Page
Blow off cock: The function of blow-off cock is to discharge mud and other
sediments deposited in the bottom most part of the water space in the boiler,
while boiler is in operation to drain-off boiler water. It is mounted at the lowest
part of the boiler. When it is open, water under the pressure rushes out, thus
carrying sediments and mud.
Figure 11.7 Blow off cock

Boiler Accessories
Boiler accessories are the components which are attached to the boiler (Not
mounted on it) and are essentially for working of boiler and for increasing its
efficiency.
Economiser: Economiser is a one type of heat exchange which exchanges the
some parts of the waste heat of flue gas to the feed water. It is placed between
the exit of the furnace and entry into the chimney. Generally economiser is placed
after the feed pump because in economiser water may transfer into vapour
partially, which creates a priming problem in feed pump water into the boiler
drum. If economiser is used before feed pump it limits the temperature rise of
water.
134 | Page
Figure 11.8 Economiser

Air Pre-Heater: The function of air pre-heater is to further utilize the heat of flue
gases after coming out of economizer to preheat the air used in furnace or oil
burner. It is a plate type or tubular type or storage heat exchanger, in which flue
gases pass through the tubes on one side of plate and air pass on other side.
Figure 11.9 Air pre Heater
135 | Page
Super Heater: The function of super heater is to increase the temperature of

steam beyond its saturation temperature. It is a type of heat exchanger. Hot flue
gases coming out of burner are first directed through super heater before the
boiler.
Feed Pump: Feed pump is placed nearby the boiler and is used to feed water to
boiler working at a high pressure. The job of feed pump is not just put the water in
the boiler but as boiler is working at high pressure, discharge pressure of feed
pump must be sufficiently higher than this to push the water inside the boiler. The
feed pump used in boiler is of two types
 Reciprocating type
 Rotary type.
Both these types are positive displacement type to discharge against high
pressure.
Teacher shall arrange the various model of boiler. Explain the function and
location different mounting and accessories attached to that model. The students
shall be given the opportunity to observe and study the model.
Students have to attach/detach different mounting and accessories on boiler
model.
Various fire tube and water tube Enough for
1. Boiler model
boiler each
student to
Different mounting and handle and
2. Suitable for dismantling
accessories operate
separately.

136 | Page

flying.
8. Never
1. Identify given boiler model.

2. Identify the various mounting and accessories.
3. Locate the various mounting and accessories on the boiler model.
4. Dismantle the same using proper tools.
5. List the various mounting and accessories and state the function in given table.
6. Assemble the same again.

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Mountings:
Sr. Name of
No Mounting Locations Specification Function
137 | Page
Accessories:
Sr. Name of
No Accessories Locations Specification Function
138 | Page
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N. Conclusion
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1. Differentiate water tube boiler and fire tube boiler.

2. Differentiate mounting and accessories.
3. Write the name of safety valve used in high pressure boiler.
4. Write advantages of air pre heater and economiser.
5. Draw the sketch of Babcock and Wilcox boiler.

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1. https://www.youtube.com/watch?v=_WEBDgdh5g4 (Mounting and
accessories)
2. https://www.youtube.com/watch?v=qi80_lXgREM&list=PLgwJf8NK-
2e6HwlKfTWlma0CLtox5zLoB (Classification of boiler)
3. https://www.youtube.com/watch?v=cinr2m87s_I&list=PLgwJf8NK-
2e6HwlKfTWlma0CLtox5zLoB&index=6 (Mounting and accessories)
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141 | Page
Student Name:
Enrollment No.
Practical No. 11
Attach/detach different mounting and accessories on steam
Title of Practical
boiler model
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of
boiler
(20%)
Identification of
boiler
mounting/accessories
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
142 | Page
Date: ……………
Practical No.12: Assemble/Dismantle impulse turbine model.
A. Objective: Assemble/dismantle impulse turbine model.

1. Identify various parts of impulse turbine.
2. Identify location of each part of impulse turbine.
 Identify different components of various thermal systems.
application
 Assemble/dismantle impulse turbine model.

Turbine
A Turbine is a device which converts the heat energy of steam into the kinetic
energy & then to rotational energy. The Motive Power in a steam turbine is
143 | Page
obtained by the rate of change in momentum of a high velocity jet of steam

impinging on a curved blade which is free to rotate.
Concept of steam turbine
Figure 12.1 Steam Turbine Concept

Steam turbines are mainly classified into two types:
Impulse Turbine: An impulse turbine has fixed nozzles that orient the steam flow
into high speed jets. These jets contain significant kinetic energy, which the rotor
blades, shaped like buckets, convert into shaft rotation as the steam jet changes
direction. Steam energy is transferred to the rotor entirely by the steam jets
striking the moving blades.
Figure 12.2 Impulse Turbine

144 | Page
Reaction Turbine: In the reaction turbine, the rotor blades themselves are
arranged to form convergent nozzles. This type of turbine also makes use of the
reaction force produced as the steam accelerates through the nozzles formed by
the rotor. Steam is directed onto the rotor by the fixed vanes of the stator. It
leaves the stator as a jet that fills the entire circumference of the rotor. The steam
then changes direction and increases its speed relative to the speed of the blades.
Steam expands in both the stationary & moving blades. Moving blades also act as
nozzles.
Figure 12.3 Reaction Turbine

Teacher shall arrange the model of Impulse Turbine. Demonstrate the working of
the Impulse Turbine. Explain the function and location of each part. The students
shall be given the opportunity to handle Impulse Turbine Model.
Students have to dismantle the given Impulse turbine and assemble it again.
Different Types of spanners Enough for
(Wrench), Pliers, Screw drives, each
1. Basic Hand Tools
Chisel, Hand hacksaw, Hammers, student to
files Etc. handle and
Vernier Caliper, Micrometre, Steel operate
2. Measuring Tools
Rule Etc. separately.
145 | Page
Working Model
of Impulse turbine

flying.
8. Never

1. Identify the given model.

2. Clean the given model.
3. Carefully dismantle the given model step by step.
146 | Page

process.
7. Identify the various parts of given model.
8. Note constructional features of each part and its role in working of given
turbine.
9. Loosely assemble the components in the given model housing and observe the
10. Observe and understand the working of impulse turbine.
11. Reassemble the unit and ensure its smooth working.

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Sr.
No
147 | Page
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N. Conclusion
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1. Differentiate Impulse and Reaction Turbine.
2. Write the cause of blade failure in steam turbine.
148 | Page

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149 | Page
1. https://www.youtube.com/watch?v=pqqk9YQL5IM (Impulse and reaction
Turbine)
2. https://www.youtube.com/watch?v=XzopmHnXqwM (Impulse Turbine)
…..................................................................................................................................
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150 | Page
Student Name:
Enrollment No.
Practical No. 12
Title of Practical Assemble/Dismantle Impulse Turbine model
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Model
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
151 | Page
Date: ……………
Practical No.13: Assemble/Dismantle reaction turbine model.
A. Objective: Assemble/dismantle reaction turbine model.

1. Identify various parts of reaction turbine.
2. Identify location of each part of reaction turbine.
application
 Assemble/dismantle reaction turbine model.

Turbine
A Turbine is a device which converts the heat energy of steam into the kinetic
energy & then to rotational energy. The Motive Power in a steam turbine is
152 | Page
obtained by the rate of change in momentum of a high velocity jet of steam

impinging on a curved blade which is free to rotate.
Concept of steam turbine
Figure 13.1 Steam Turbine Concept

Steam turbines are mainly classified into two types:
Impulse Turbine: An impulse turbine has fixed nozzles that orient the steam flow
into high speed jets. These jets contain significant kinetic energy, which the rotor
blades, shaped like buckets, convert into shaft rotation as the steam jet changes
direction. Steam energy is transferred to the rotor entirely by the steam jets
striking the moving blades.
Figure 13.2 Impulse Turbine
153 | Page
Reaction Turbine: In the reaction turbine, the rotor blades themselves are
arranged to form convergent nozzles. This type of turbine also makes use of the
reaction force produced as the steam accelerates through the nozzles formed by
the rotor. Steam is directed onto the rotor by the fixed vanes of the stator. It
leaves the stator as a jet that fills the entire circumference of the rotor. The steam
then changes direction and increases its speed relative to the speed of the blades.
Steam expands in both the stationary & moving blades. Moving blades also act as
nozzles.
Figure 13.3 Reaction Turbine

Teacher shall arrange the model of reaction Turbine. Demonstrate the working of
the reaction Turbine. Explain the function and location of each part. The students
shall be given the opportunity to handle reaction Turbine Model.
Students have to dismantle the given reaction turbine and assemble it again.
1. Basic Hand Tools
2. Measuring Tools
154 | Page
Working Model
of reaction turbine

flying.
8. Never


155 | Page

process.
turbine.
10. Observe and understand the working of reaction turbine.

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Sr.
No
156 | Page
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N. Conclusion
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1. Differentiate Impulse and Reaction Turbine.
2. Write the cause of blade failure in steam turbine.
157 | Page

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158 | Page
1. https://www.youtube.com/watch?v=pqqk9YQL5IM (Impulse and reaction
Turbine)
2. https://www.youtube.com/watch?v=HfujmVBGVHI (Reaction Turbine)
…..................................................................................................................................
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159 | Page
Student Name:
Enrollment No.
Practical No. 13
Title of Practical Assemble/Dismantle reaction Turbine model
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Model
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
160 | Page
Date: ……………
Practical No.14: Assemble/Dismantle two stroke / four stroke petrol engine.
A. Objective: Assemble/dismantle given two stroke / four stroke petrol engine setup.
1. Identify various parts of two stroke/ four stroke petrol engine.
2. Identify the location of each part in a two stroke/ four stroke petrol
engines.
application
 Assemble/dismantle given two stroke and four stroke petrol engine setup.

Construction of IC Engine:
161 | Page
Figure.14.1 Construction Of IC Engine.
Cylinder: The cylinder of an IC engine constitutes the basic and supporting portion
of the engine power unit. Its major function is to provide space in which the piston
can operate to draw in the fuel mixture or air (depending upon spark ignition or
compression ignition), compress it, allow it to expand and thus generate power.
Piston: The piston of an engine is the first part to begin movement and to
transmit power to the crankshaft as a result of the pressure and energy
generated by the combustion of the fuel.
Piston Rings: These are made of cast iron on account of their ability to retain
bearing qualities and elasticity indefinitely. The primary function of the piston
rings is to retain compression and at the same time reduce the cylinder wall and
piston wall contact area to a minimum, thus reducing friction losses and
excessive wear.
Connecting Rod: This is the connection between the piston and crankshaft. The
end connecting the piston is known as small end and the other end is known as big
end.
162 | Page
Crankshaft: This is connected to the piston through the connecting rod and
converts the linear motion of the piston into the rotational motion of the flywheel.
Valves: To allow the air to enter into the cylinder or the exhaust, gases to escape
from the cylinder, valves are provided, known as inlet and exhaust valves
respectively. The valves are mounted either on the cylinder head or on the
cylinder block.
Camshaft: The valves are operated by the action of the camshaft, which has
separate cams for the inlet, and exhaust valves. The cam lifts the valve against the
pressure of the spring and as soon as it changes position the spring closes the
valve.
Flywheel: This is usually made of cast iron and its primary function is to maintain
uniform engine speed by carrying the crankshaft through the intervals when it is
not receiving power from a piston.
TWO-STROKE PETROL ENGINE:
Figure 14.2 Two Stroke Petrol Engine Working and Construction.
163 | Page
The two-cycle carburetor type engine makes use of an airtight crankcase for
partially compressing the air-fuel mixture. As the piston travels down, the mixture
previously drawn into the crankcase is partially compressed. As the piston nears
the bottom of the stroke, it uncovers the exhaust and intake ports. The exhaust
flows out, reducing the pressure in the cylinder. When the pressure in the
combustion chamber is lower than the pressure in the crankcase through the
port openings to the combustion chamber, the incoming mixture is deflected
upward by a baffle on the piston. As the piston moves up, it compresses the
mixture above and draws into the crankcase below a new air-fuel mixture.
FOUR STROKE PETROL ENGINES:
Figure 14.3 Four Stroke Petrol Engine Working and Construction.
Suction Stroke: During this stroke the piston moves from TDC to BDC, the inlet
valve open and proportionate fuel-air mixture is sucked in the engine cylinder.
Compression Stroke: In this stroke, the piston moves towards TDC and
compressors the enclosed fuel air mixture drawn in the engine cylinder during
suction. Both the inlet and exhaust valves remain closed during the stroke.
Expansion Stroke (power stroke): When the mixture is ignited by the spark plug
the hot gases are produced which drive or through the piston from T.D.C to B.D.C
and thus the work is obtained in this stroke. A spark plug which ignites the mixture
& combustion takes place at constant volume (2-3). Both the valves remain closed
164 | Page
during the start of this stroke but when the piston just reaches the B.D.C the
exhaust valve opens.
Exhaust Stroke: This is the last stroke of the cycle. Here the gases from which the
work has been collected become useless after the completion of the expansion
stroke and are made to escape through exhaust valve to the atmosphere. This
removed of gas is accomplished during this stroke. The piston moves from B.D.C to
T.D.C and the exhaust gases are driven out of the engine cylinder. This is also
called scavenging.
Teacher shall arrange the model of two stroke / four stroke petrol engine.
Demonstrate the working of two stroke / four stroke petrol engine. Explain the
function and location of every part with safety precautions to be taken during use.
The students shall be given the opportunity to handle the two strokes / four stroke
petrol engines.
.
Figure 14.4 cross sectional view of Petrol Engine
Students have to dismantle the given two strokes / four strokes petrol engines and
assemble it again.
165 | Page
kit
Enough for
student to
2. Measuring Tools Vernier Caliper, Micrometer, Scales Etc.
handle and
Working models of two stroke / four operate
Model of two stroke / separately.
3. stroke petrol engine that can be
four stroke petrol engine
dismantle.

flying.
8. Never
Precautions while using two strokes / four stroke petrol engines.
166 | Page


process.
8. Note constructional features of each part and its role in working of two strokes
/ four stroke petrol engines.
10. Observe and understand the working of two strokes / four stroke petrol
engines.

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Parts of two
Sr. strokes / four
No stroke petrol Locations Specification Function
engines
167 | Page
168 | Page
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N. Conclusion
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1. Write the name of different strokes in four stroke petrol engine.
2. Difference between two stroke petrol engine and four stroke petrol engine.
3. Write the name of Material used for making Piston, Cylinder, Cam Shaft, Crank
shaft, Crank Case, Connecting Road, and Valves.
4. Write the name of different manufacturing processes used for making Piston,
Cylinder, Cam Shaft, Crank shaft, Crank Case, Connecting Road, and Valves.

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170 | Page
1. https://www.youtube.com/watch?v=XKcRf2R5h4o (2 stroke petrol engine
working animation)
2. https://www.youtube.com/watch?v=zRh382Q-0HQ (4 stroke petrol engine
working animation)
3. https://www.youtube.com/watch?v=RqGF-BZKMFc (Yamaha 125 Two stroke
engine rebuild (1979))
4. https://www.youtube.com/watch?v=Ygm_4eQrJf4 (Dismantle view of petrol
engine)
5. https://www.youtube.com/watch?v=EhYlT-CX82s (gx35 4stroke teardown
assembly and disassembly)
…..................................................................................................................................
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171 | Page
Student Name:
Enrollment No.
Practical No. 14
Title of Practical Assemble/Dismantle two strokes / four stroke petrol engines.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of two
strokes / four stroke
petrol engines.
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
172 | Page
Date: ……………
Practical No.15: Assemble/Dismantle two stroke / four stroke Diesel engine.
A. Objective: Assemble/dismantle given two stroke / four stroke Diesel engine setup.
1. Identify various parts of two stroke/ four stroke Diesel engine.
2. Identify the location of each part of two stroke/ four stroke Diesel engine.
application
 Assemble/dismantle given two stroke and four stroke Diesel engine setup.

Construction of IC Engine:
173 | Page
Figure 15.1 Construction Of IC Engine.
Cylinder: The cylinder of an IC engine constitutes the basic and supporting portion
of the engine power unit. Its major function is to provide space in which the piston
can operate to draw in the fuel mixture or air (depending upon spark ignition or
compression ignition), compress it, allow it to expand and thus generate power.
Piston: The piston of an engine is the first part to begin movement and to
transmit power to the crankshaft as a result of the pressure and energy
generated by the combustion of the fuel.
Piston Rings: These are made of cast iron on account of their ability to retain
bearing qualities and elasticity indefinitely. The primary function of the piston
rings is to retain compression and at the same time reduce the cylinder wall and
piston wall contact area to a minimum, thus reducing friction losses and
excessive wear.
Connecting Rod: This is the connection between the piston and crankshaft. The
end connecting the piston is known as small end and the other end is known as big
end.
174 | Page
Crankshaft: This is connected to the piston through the connecting rod and
converts the linear motion of the piston into the rotational motion of the flywheel.
Valves: To allow the air to enter into the cylinder or the exhaust, gases to escape
from the cylinder, valves are provided, known as inlet and exhaust valves
respectively. The valves are mounted either on the cylinder head or on the
cylinder block.
Camshaft: The valves are operated by the action of the camshaft, which has
separate cams for the inlet, and exhaust valves. The cam lifts the valve against the
pressure of the spring and as soon as it changes position the spring closes the
valve.
Flywheel: This is usually made of cast iron and its primary function is to maintain
uniform engine speed by carrying the crankshaft through the intervals when it is
not receiving power from a piston.
TWO-STROKE DIESEL ENGINE:
Figure 15.2 Two Stroke Diesel Engine Working and Construction.
175 | Page
The cycle of the four-stroke of the piston (the suction, compression, power
and exhaust strokes) is completed only in two strokes in the case of a two-stroke
engine. The air is drawn into the crankcase due to the suction created by the
upward stroke of the piston. On the down stroke of the piston it is compressed in
the crankcase, The compression pressure is usually very low, being just sufficient
to enable the air to flow into the cylinder through the transfer port when the
piston reaches near the bottom of its down stroke.
The air thus flows into the cylinder, where the piston compresses it as it ascends,
till the piston is nearly at the top of its stroke. The compression pressure is
increased sufficiently high to raise the temperature of the air above the self-
ignition point of the fuel used. The fuel is injected into the cylinder head just
before the completion of the compression stroke and only for a short period. The
burnt gases expand during the next downward stroke of the piston. These
gases escape into the exhaust pipe to the atmosphere through the piston
uncovering the exhaust port.
FOUR STROKE DIESEL ENGINES:
Figure 15.3 Four Stroke Diesel Engine Working and Construction.

Suction Stroke: During this stroke the piston moves from TDC to BDC, the inlet
valve open and proportionate air is sucked in the engine cylinder.
176 | Page
Compression Stroke: In this stroke, the piston moves towards TDC and
compressors the enclosed fuel air drawn in the engine cylinder during suction.
Both the inlet and exhaust valves remain closed during the stroke.
Expansion Stroke (power stroke): When the fuel is ignited by the spark plug the
hot gases are produced which drive or through the piston from T.D.C to B.D.C and
thus the work is obtained in this stroke. A injector which inject and & combustion
takes place at constant pressure .Both the valves remain closed during the start of
this stroke but when the piston just reaches the B.D.C the exhaust valve opens.
Exhaust Stroke: This is the last stroke of the cycle. Here the gases from which the
work has been collected become useless after the completion of the expansion
stroke and are made to escape through exhaust valve to the atmosphere. This
removed of gas is accomplished during this stroke. The piston moves from B.D.C to
T.D.C and the exhaust gases are driven out of the engine cylinder. This is also
called scavenging.
Teacher shall arrange the model of two stroke / four stroke Diesel engine.
Demonstrate the working of two stroke / four stroke Diesel engine. Explain the
function and location of every part with safety precautions to be taken during use.
The students shall be given the opportunity to handle the two strokes / four stroke
Diesel engines.
Figure 15.4 cross sectional view of Diesel Engine

Students have to dismantle the given two strokes / four strokes Diesel engines and
assemble it again.
177 | Page
Instrument/Equipmen
t
/Components/Trainer
kit
each
2. Measuring Tools Vernier Caliper, Micrometer, Scales Etc. student to
handle and
Model of two stroke / Working models of two stroke / four operate
3. four stroke Diesel stroke Diesel engine that can be separately.
engine dismantle.


flying.
8. Never
Precautions while using two strokes / four stroke Diesel engines.
178 | Page


process.
8. Note constructional features of each part and its role in working of two strokes
/ four stroke Diesel engines.
10. Observe and understand the working of two strokes / four stroke Diesel
engines.

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Parts of two
Sr. strokes / four
No stroke Diesel Locations Specification Function
engines
179 | Page
180 | Page
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N. Conclusion
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1. Write the name of different strokes in Four stoke diesel engine.
2. Difference between two stroke Diesel engine and four stroke Diesel engine.
3. Write the name of Material used for making Piston, Cylinder, Cam Shaft, Crank
shaft, Crank Case, Connecting Road, and Valves.
4. Write the name of different manufacturing processes used for making Piston,
Cylinder, Cam Shaft, Crank shaft, Crank Case, Connecting Road, and Valves.

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182 | Page
1. https://www.youtube.com/watch?v=_hjuXjiF7_8 (Dismantling of 4 Stroke
Diesel Engine)
2. https://www.youtube.com/watch?v=UFmTkK69Vvk (Diesel Engine All Parts
Explanation)
3. https://www.youtube.com/watch?v=w62fAYEK-qE (Two Stroke Diesel Engine
Animation and Working)
4. https://www.youtube.com/watch?v=DZt5xU44IfQ (Four Stroke Diesel Engine
Animation and Working)
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183 | Page
Student Name:
Enrollment No.
Practical No. 15
Title of Practical Assemble/Dismantle two strokes / four stroke Diesel engines.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of two
strokes / four stroke
Diesel engines.
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
184 | Page
Date: ……………
Practical No.16: Determine the property of air.
A. Objective: Measure Dry bulb temperature, wet Bulb Temperature relative

humidity of air using psychromotor.
1. Use relevant instrument for measuring air properties.
 Determine property of air.

Psychrometric terms:
Dry air: The pure dry air is a mixture of a number of gases such as nitrogen,
oxygen, carbon dioxide, hydrogen, argon, neon, helium etc. But the nitrogen and
oxygen have the major portion of the combination.
185 | Page
Moist air: It is a mixture of dry air and water vapour. The amount of water vapour
present in the air depends upon the absolute pressure and temperature of the
mixture.
Saturated air: It is mixture of dry air and water vapour, when the air has diffused
the maximum amount of water vapour into it. The water vapours, usually, occur in
the form of superheated steam as an invisible gas. However, when the saturated
air is cooled, the water vapour in the air starts condensing, and the same may be
visible in the form of moist, fog or condensation on cold surfaces.
Humidity: It is the mass of water vapour present in 1 kg of dry air, and is generally
expressed in terms of gram per kg of dry air (g / kg of dry air). It is also called
specific humidity or humidity ratio.
Absolute humidity: It is the mass of water vapour present in 1 m3 of dry air, and is
generally expressed in terms of gram per cubic metre of dry air (g /m3 of dry air).
It is also expressed in terms of grains per cubic metre of dry air.
Relative humidity: It is the ratio of actual mass of water vapour in a given volume
of moist air to the mass of water vapour in the same volume of saturated air at the
same temperature and pressure. It is briefly written as RH.
Dry Bulb temperature (DBT): . It is the temperature of air recorded by a
thermometer, when it is not affected by the moisture present in the air. The dry
bulb temperature is briefly written as DBT
Wet Bulb Temperature (WBT): It is the temperature of air recorded by a
thermometer, when its bulb is surrounded by a wet cloth exposed to the air. Such
a thermometer is called wet bulb thermometer.
Wet bulb depression: Difference between dry and wet bulb temperature.
Dew point temperature: It is the temperature of air recorded by a thermometer,
when the moisture (water vapour) present in it begins to condense.
Psychrometer: There are many types of psychrometers, but the sling
psychrometer, as shown in Fig.16.1, is widely used. It consists of a dry bulb
thermometer and a wet bulb thermometer mounted side by side in a protective
case that is attached to a handle by a swivel connection so that the case can be
easily rotated. The dry bulb thermometer is directly exposed to air and measures
the actual temperature of the air. The bulb of the wet bulb thermometer is
covered; by a wick thoroughly wetted by distilled water. The temperature
measured by this wick covered bulb of a thermometer is the temperature of liquid
water in the wick and is called wet bulb temperature.
186 | Page
The sling psychrometer is rotated in the air for approximately one minute after
which readings from both the thermometers are taken. This process is repeated
several times to assure that the lowest possible wet bulb temperature is recorded.
Figure 16.1 Sling Psychrometer

Teacher shall arrange the Sling psychrometer. Demonstrate the working of the
Sling Psychrometer. Explain the Reading.
Students have to take at least five reading at different locations.
Enough for
Digital or anlog temperature and each
Sling Psychrometer and humidity measurement, student to
1. temperature range of -25° C to 60°
thermometer handle and
C or higher)
operate
separately.

1. Avoid improper handling of psychrometer.
2. Avoid touching wick.
3. Never take reading in direct sunlight.
4. Take accurate Reading.
187 | Page
1. Select suitable psychrometer.
2. Rotate the psychrometer for at least one minute in air.
3. Take the readings.
4. Do the same for five different locations.
5. Plot the reading on Psychrometric chart.

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Difference Relative
Sr. Name of DBT between Humidit
No resource Locations WBT (°C)
(°C) DBT and y (%)
WBT
1
2
3
4
5
Use Below table for calculation of RH, (Sample calculation process is also given)
188 | Page
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1. Define psychrometry.
2. State the purpose of measuring air properties. .

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1. https://www.youtube.com/watch?v=V1Wrl37oZAk (Psychrometric)
2. https://www.youtube.com/watch?v=yC7EMtRCqBM (Use of sling Psychrometer)
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191 | Page
Attach Psychrometric chart
192 | Page
Student Name:
Enrollment No.
Practical No. 16
Title of Practical Determine Properties of air
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Experiment Set Up
(20%)
Use of proper
tools/equipment’s
(20%)
manual. (20%)
Measurement,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
193 | Page
Date: ……………
Practical No.17: Assemble/Dismantle centrifugal / reciprocating pump.
A. Objective: Assemble/dismantle a centrifugal/reciprocating pump.

1. Identify various parts of centrifugal/reciprocating pump.
2. Identify the location of each part in centrifugal/ reciprocating pump.
 Identify various hydro-pneumatic devices/equipment.
application.
 Assemble/dismantle centrifugal and reciprocating pump

Pump
Pumps are used to transfer and distribute liquids for various purposes. Pumps
convert mechanical energy into hydraulic energy. Electrical energy is generally
used to operate the various types of pumps.
194 | Page
Classification of Pump
Positive Displacement Pumps

The term positive displacement pump is quite descriptive, because such pumps
are designed to displace a more or less fixed volume of fluid during each cycle of
operation. The flow capacity is t fixed by the design, size, and operating speed of
the pump.
The pressure (or head) that the pump develops depends upon the flow resistance
of the system in which the pump is installed and is limited only by the size of the
driving motor and the strength of the parts
Reciprocating pumps: Pumping takes place by to and fro motion of the piston or
diaphragm in the cylinder. It is often used where relatively small quantity of liquid
is to be handled and where delivery pressure is quite large.
Piston pump: A piston pump is a type of positive displacement pump where the
high-pressure seal reciprocates with the piston. The pump has a piston cylinder
arrangement. As the piston, goes away after the delivery stoke, low pressure is
created in the cylinder which opens the suction valve. On forward stoke, the fluid
195 | Page
filled inside the cylinder is compressed which intern opens the delivery valve for
the delivery of liquid.
Figure 17.1 Piston Type reciprocating Pump.

Dynamic Pressure Pumps
In dynamic pressure pump, during pumping action, tangential force is imparted
which accelerates the fluid normally by rotation of impeller. Some systems which
contain dynamic pump may require positive displacement pump for priming. They
are normally used for moderate to high discharge rate. The pressure differential
range for this type of pumps is in a range of low to moderate. They are popularly
used in a system where low viscosity fluids are used.
Centrifugal Pump: They use a rotating impeller to increase the pressure of a fluid.
Centrifugal pumps are commonly used to move liquids through a piping system.
The fluid enters the pump impeller along or near to the rotating axis and is
accelerated by the impeller, flowing radially outward into a diffuser or volute
chamber (casing),from where it exits into the downstream piping system.
Centrifugal pumps are used for large discharge through smaller heads. These types
of pumps are used for supply of water and handling of milk in dairy plants.
196 | Page
Figure 17.2 Centrifugal Pump

Teacher shall arrange the working model of centrifugal/reciprocating pump.
Demonstrate the working of centrifugal/reciprocating pump. Explain the function
and location of every part with safety precautions to be taken during use. The
students shall be given the opportunity to handle the centrifugal/reciprocating
pump.
Students have to dismantle the given centrifugal/reciprocating pump and
assemble it again. (Any one)
1. Basic Hand Tools
2. Measuring Tools
197 | Page
Working Model
(Wooden/Plastic/Metallic)
3. Suitable for dismantling
Centrifugal/reciprocating
pump


flying.
8. Never


198 | Page

process.
8. Note constructional features of each part and its role in working of
centrifugal/reciprocating pump.
10. Observe and understand the working of centrifugal/reciprocating pump.

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Parts of
Sr. centrifugal/
No reciprocating Locations Specification Function
pump
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1. Write the application of reciprocating and centrifugal pump.

2. Write the selection criteria for reciprocating/centrifugal pump.

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201 | Page
1. https://www.youtube.com/watch?v=Gfz_lOGV9zk (Reciprocating Pump)
2. https://www.youtube.com/watch?v=BaEHVpKc-1Q (Centrifugal Pump)
3. https://www.youtube.com/watch?v=Xk2IGrFCm3c (Cut section of
Reciprocating Pump)
4. https://www.youtube.com/watch?v=BRAlGc0m2T8 (Exploded View of
centrifugal Pump)
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202 | Page
Student Name:
Enrollment No.
Practical No. 17
Title of Practical Assemble/Dismantle centrifugal/Reciprocating Pump
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
unit
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
203 | Page
Date: ……………
Practical No.18: Assemble/Dismantle water turbine.
A. Objective: Assemble/dismantle micro Pelton turbine model.

1. Identify various parts of Pelton turbine.
2. Identify location of each part of Pelton turbine.
 Identify various hydro-pneumatic devices/equipment
application
 Assemble/dismantle water turbine models.

The hydraulic turbine is a mechanical device that converts the potential energy
contained in an elevated body of water (a river or reservoir) into rotational
mechanical energy.
204 | Page
Pelton Turbine: The Pelton wheel turbine is one kind of an impulse turbine utilized
for high heads of water (greater than 300 meters). The energy available at the
turbine inlet is only kinetic. The pressure is atmospheric at the inlet and outlet of
the turbine. Pelton wheel turbine is a hydraulic turbine, and its primary application
is in the hydropower plant for producing electricity.
Water flows from the nozzle with high kinetic energy along the runner’s path.
When the water jet comes in touch with the bucket, it exerts a push on the
bucket, which is called the impulse force. The nozzle applied at the end of the
penstock is provided with a spear or needle, which is fixed at the end of a rod to
control the water quantity hitting the runner.
During this process, the momentum of the water is conveyed to the turbine. The
impulse force generated due to this momentum of water makes the turbine
rotate. The double semi ellipsoidal buckets split the water jet into two equal
amounts, which helps in balancing the wheel (runner). This guarantees a smooth
transfer of the water jet to the turbine wheel. For maximum efficiency and power,
the turbine is designed in a way that the velocity of the water jet is twice that of
the bucket.
Figure 18.1 Working Principal Pelton Wheel Turbine

Teacher shall arrange the model of micro Pelton wheel turbine. Demonstrate the
working of the micro Pelton wheel turbine. Explain the function and location of
205 | Page
each part. The students shall be given the opportunity to handle micro Pelton
wheel turbine Model.
Students have to dismantle the given micro Pelton wheel turbine and assemble it
again.
(Note: Faculty can assign other hydraulic turbine also)
files Etc. each
Rule Etc.
operate
Working Model
separately.
of hydraulic turbines

flying.
8. Never
206 | Page



process.
turbine.
10. Observe and understand the working of given turbine.

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Sr. Parts of
No turbine Locations Specification Function
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N. Conclusion
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1. Write the advantages of Pelton wheel turbine.

2. Classify the hydraulic turbines.

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1. https://www.youtube.com/watch?v=qbyL--6q7_4 (Pelton Turbine)
2. https://youtube.com/shorts/-XflL0OySiQ (Pelton wheel model)
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211 | Page
Student Name:
Enrollment No.
Practical No. 18
Title of Practical Assemble/Dismantle micro Pelton wheel turbine
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Model
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
212 | Page
Date: ……………
Practical No.19: Assemble/Dismantle air compressor model.
A. Objective: Assemble/dismantle a centrifugal/reciprocating/screw compressor

model (Any one).
1. Identify various parts of screw compressor.
2. Identify location of each part of screw compressor.
application
 Assemble/dismantle centrifugal, reciprocating and screw compressor
model.

The process of increasing the pressure of a gas (usually air), by reducing its volume
is called compression. Compressed air is widely used as a power source in industry
to power tools in
213 | Page
 Many types of conveyors

 Manufacturing and converting processes
 Filtration, refrigeration, and aeration processes
 Vehicle and machine doors.
A compressor is a mechanical device that is used to compress gases.
Centrifugal Compressor: It consists of an impeller. It carries a large number of
radial vanes or blades are mounted on the compressor shaft. The impeller is
shrouded by means of the casing. It surrounds the impeller in such a way that it
forms the diverging passages for the air. Air coming out of the diffuser is collected
in the compressor. Air at low velocity and atmospheric pressure enters the
compressor through eye. It flows radially outward through the impeller blades.
This air is subjected to a centrifugal force while passing through the impeller. The
pressure and velocity increases in the impeller. Diffuser blades reduced the
velocity of air to increase its pressure. It is found that, nearly half the pressure of
the air is developed in the impeller and the remaining half in the diffuser.
Figure 19.1 Centrifugal Compressor

Reciprocating Compressor: Reciprocating compressor is a positive displacement
machine with constructional details similar to an IC engines. But, Unlike an IC
engine there is no combustion of a gas to drive the piston, instead the piston is
now used to compresses the gas in a closed volume. A reciprocating Air
Compressor consists of a piston which reciprocates inside a cylinder. The piston is
connected to the crankshaft by means of a connecting rod and a crank. In this way
the rotary movement of the crankshaft is converted into the reciprocating motion
of the piston. Suction and delivery valves are provided at the top of the cylinder.
214 | Page
Figure 19.2 Working of single acting Reciprocating Compressor

Screw Compressor: The rotary screw air compressor has become popular source
of compressed air for industrial applications. Air enters a sealed chamber where it
is trapped between two contra-rotating rotors. As the rotors intermesh, they
reduce the volume of trapped air and deliver it compressed to the proper pressure
level. This allows the rotary screw air compressor to operate with temperatures
approximately one half that generated by a reciprocating compressor. This
enables the compressor to operate in a continuous duty.
Figure 19.3 working of screw Compressor

Teacher shall arrange the model of centrifugal/reciprocating/screw compressor.
Demonstrate the working of the centrifugal/reciprocating/screw compressor.
Explain the function and location of each part. The students shall be given the
opportunity to handle centrifugal/reciprocating/screw compressor model.
215 | Page
Students have to dismantle the given centrifugal/reciprocating/screw compressor

and assemble it again. (Any one)
(Example: Assemble/Dismantle rotary screw compressor)
Figure 19.4 Cut Section of screw compressor

files Etc. each
Rule Etc.
operate
Working Model
separately.
of air compressor

216 | Page
flying.
8. Never


process.
compressor.
10. Observe and understand the working of given air compressor.
217 | Page

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Sr. Parts of air

No compressor Locations Specification Function
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1. Write the application of reciprocating, centrifugal and screw compressor.

2. Classify the air compressor.

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220 | Page
1. https://www.youtube.com/watch?v=kFQu9uoZWKg (Reciprocating
compressor)
2. https://www.youtube.com/watch?v=B5bfyPQgYZY (centrifugal compressor)
3. https://www.youtube.com/watch?v=Ov6yGngTzhc (Screw Compressor
assembly and working)
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221 | Page
Student Name:
Enrollment No.
Practical No. 19
Title of Practical Assemble/Dismantle air compressor model
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Model
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
222 | Page
Date: ……………
Practical No.20: Construct the Basic pneumatic circuit for the working of single and acting
cylinder.
A. Objective: Construct the Basic pneumatic circuit for the working of single acting
cylinder.
1. Identify component of Pneumatic circuit.
2. Construct pneumatic circuit for single acting cylinder.
 Design and assemble a pneumatic circuit that extends and retracts a single
acting (spring return) and double acting cylinder on a given training kit.

A pneumatic system is a system that uses compressed air to transmit and control
energy. Pneumatic systems are used in controlling train doors, automatic
production lines, mechanical clamps, etc. Pneumatic control systems are widely
used in our society, especially in the industrial sectors for the driving of automatic
machines.
223 | Page
Pneumatic Symbols
All main pneumatic components can be represented by simple pneumatic
symbols. Each symbol shows only the function of the component it represents, but
not its structure. Pneumatic symbols can be combined to form pneumatic
diagrams. A pneumatic diagram describes the relations between each pneumatic
component, that is, the design of the system.
Compressor: A compressor can compress air to the required pressures. It can
convert the mechanical energy from motors and engines into the potential energy
in compressed air.
Figure 20.1 Pneumatic symbols of compressor

Pressure regulating component: Pressure regulating components are formed by
various components, each of which has its own pneumatic symbol:
 Filter – can remove impurities from compressed air before it is fed to the
pneumatic components.
 Pressure regulator – to stabilise the pressure and regulate the operation of
pneumatic components
 Lubricator – To provide lubrication for pneumatic components.
Figure 20.2 Pneumatic Symbol of Pressure regulating components
Single acting Cylinder (SAC): A single acting cylinder has only one entrance that
allows compressed air to flow through. Therefore, it can only produce thrust in
one direction.
224 | Page
Figure 20.3 Pneumatic Symbol of SAC

Double acting cylinder (DAC): In a double acting cylinder, air pressure is applied
alternately to the relative surface of the piston, producing a propelling force and a
retracting force.
Figure 20.4 Pneumatic Symbol of DAC

Directional control valve: Directional control valves ensure the flow of air
between air ports by opening, closing and switching their internal connections.
Their classification is determined by the number of ports, the number of switching
positions, the normal position of the valve and its method of operation.
Common types of directional control valves include 2/2, 3/2, 5/2, etc. The first
number represents the number of ports; the second number represents the
number of positions. For Example 3/2 directional control valve is represented as,
Figure 20.5 Pneumatic Symbol of 3/2 directional control valve

Figure 20.6 (a) shows intial position of 3/2 Way valve,
 Port 1 = pressure supply is closed (blue).

 Port 2 = working, in intial position connected to port 3 exhaust (red).
 Basic position or normal position drawn in green.
Figure 20.6 (b) shows the actuated position of the valve,
225 | Page
 Valve has been actuated (actuation elements not shown here).

 Port 1 is connected to working port 2 (blue).
 Exhaust port 3 is closed (black).
 Actuated position drawn in green.
(a) (b)
Figure 20.6 basic and actuate position of 3/2 way valve
Basic Rule of Pneumatic circuit Diagram
1. A pneumatic circuit diagram represents the circuit in static form and assumes
there is no supply of pressure. The placement of the pneumatic components on
the circuit also follows this assumption.
2. The pneumatic symbol of a directional control valve is formed by one or more
squares. The inlet and exhaust are drawn underneath the square, while the outlet
is drawn on the top. Each function of the valve (the position of the valve) shall be
represented by a square. If there are two or more functions, the squares should be
arranged horizontally.
Figure 20.7 3/2 Way Valve

3. Arrows "↓↖" are used to indicate the flow direction of air current. If the
external port is not connected to the internal parts, the symbol “┬” is used. The
symbol “⊙” underneath the square represents the air input, while the symbol
“▽” represents the exhaust.
4. The pneumatic symbols of operational components should be drawn on the
outside of the squares. They can be divided into two classes: mechanical and
manual.
226 | Page
Figure 20.8 Mechanically operated pneumatic component
Figure 20.9 Manual operated pneumatic component

5. Pneumatic operation signal pressure lines should be drawn on one side of the
squares, while triangles are used to represent the direction of air flow.
Figure 20.10 Pneumatic operation signal pressure line

6. In a pneumatic circuit, the flow of energy is from the bottom to the top.
Therefore, the air supply unit should be put at the bottom left corner.
7.The work cycle should be drawn from left to right. The first operating cylinder
should be placed at the upper left corners
Figure 20.11 Pneumatic circuits for SAC (Initial Position)
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Pneumatic cylinders can be directly actuated by actuation of final control valve,

manually or electrically in small cylinders as well as cylinders which operates at
low speeds where the flow rate requirements are less. When the directional
control valve is actuated by push button, the valve switches over to the open
position, communicating working source to the cylinder volume. This results in the
forward motion of the piston. When the push button is released, the reset spring
of the valve restores the valve to the initial position [closed]. The cylinder space is
connected to exhaust port there by piston retracts either due to spring or supply
pressure applied from the other port.
SA Cylinder of suitable strok length

1. Pneumatic trainer 1
Actual working components.
1. Compressed air can cause serious damage to the human body if they enter the
body through ducts like the oral cavity or ears.
2. Never spray compressed air onto anyone
3. Under high temperature, compressed air can pass through human skin.
4. Compressed air released from the exhaust contains particles and oil droplets,
which can cause damage to eyes.
5. Even though the pressure of compressed air in pipes and reservoirs is relatively
low, when the container loses its entirety, fierce explosions may still occur.
6. Before switching on a compressed air supply unit, one should thoroughly
inspect the whole circuit to see if there are any loose parts, abnormal pressure
or damaged pipe.
7. In case of a leakage, the compressed air supply unit should be turned off
immediately.
8. Stay clear of the moving parts of the system. Never try to move the driving
parts in the mechanical operation valve with your hand.
228 | Page
1. Identify the different pneumatic symbols.

2. Draw the circuit diagram for single acting cylinder.
3. Switch on the compressor to store high pressure air.
4. Connect the pipes as per circuit shown above.
5. Connect air reservoir to junction box.
6. Check pressure level in tank to be full shown by indicator.
7. Observe the reciprocating motion of Single acting cylinder.

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Sr. Name of pneumatic

No parts Symbol Function
229 | Page
230 | Page
Draw pneumatic circuit for single acting cylinder in actuated position
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N. Conclusion
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1. Write ten advantages of using pneumatic systems.

2. Write limitation of pneumatic systems.
3. Write the difference(s) between a single acting cylinder and a double acting
cylinder
4. Explain Below Symbol.

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233 | Page
1. https://www.youtube.com/watch?v=iFhG57-dTaM (3/2 DCV)
2. https://www.youtube.com/watch?v=-NBmWa7vKo4 (2/2 DCV)
3. https://www.youtube.com/watch?v=8rTFzeBMJhg (Pneumatic Circuit for
SAC)
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234 | Page
Student Name:
Enrollment No.
Practical No. 20
Construct the Basic pneumatic circuit for the working of single
Title of Practical
acting cylinder.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of
pneumatic symbols
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
235 | Page
Date: ……………
Practical No.21: Construct the Basic hydraulic circuit for the working of double acting
cylinder.
A. Objective: Construct the Basic hydraulic circuit for the working of double acting
cylinder.
1. Identify component of hydraulic circuit.
2. Construct hydraulic circuit for single acting cylinder.
 Design and assemble a hydraulic circuit that extends and retracts a single
acting (spring return) and double acting cylinder on a given training kit.

Hydraulic circuits are used in high power and high load applications such as
earthmoving equipment. The pressure used in industrial applications is about 140
bar or 14MPa.
236 | Page
For more precise control, valves actuated by electrical signals are employed,
instead of manually operated valves.
Components of hydraulic Circuit
 Oil reservoir which has suction lines to pump and other lines of system
returning oil to tank.
 Electric motor
 Positive displacement Pump- like vane pump, gear pump or axial piston
pump
 A relief valve to limit the maximum pressure developed.
 Directional control valve (DC Valve) which controls direction of high
pressure oil to actuator, and to tank from actuator.
 Actuator – a hydraulic cylinder for linear motion of load (connected to
piston rod), or a hydraulic motor when load actuation is rotation.
 Filter: Oil filter is provided either in pump suction or return line.
4/3 way DC valve: A 3-position 4-port Directional Control valve is schematically
shown in Figure below.
Ports: The valve has port P connected to hydraulic pump; Port T is connected to
the tank. Two ports A & B are connected to either side of the hydraulic cylinder.
Thus there are 4 ports.
Figure 21.1 4/3 Way DC valve

Spool potions: The spool operated by a lever (for manual operation) takes 3
positions, which are shown in 3 blocks in Figure 21.1.
Flow directions in the three positions are explained as per Figure 21.2. In Position
2, the neutral position, all ports are blocked. Hence no flow from supply port to
any port, and no movement of actuator piston. Moving the spool to left end, ie
Position 1, means That left block is operative, where connections P to A and B to T
are established.
237 | Page
Similarly Position 3 of spool means, P - B and A -T are connected. Thus there are 4
ports and 3 valve positions. Hence the valve is called 3-position, 4- port Directional
Control Valve.
Figure 21.2 position of 4/3 DC valve

(Note: For better understanding of symbols and circuit diagram rules refer practical no.20)
Teacher shall arrange the hydraulic trainer kit; explain the working of double
acting cylinder. Explain the symbols of hydraulic circuits.
Figure 21.3 Hydraulic circuits for DAC (Neutral Position (2))
238 | Page
A double acting cylinder is one in which the piston rod can be moved forward or
backwards by supplying high pressure fluid to piston or rod side chamber of the
actuator. The fluid flow to the required side is controlled by movement of the
spool of DC valve.
DA Cylinder of suitable stork length

1. Hydraulic trainer 1
Actual working components.

1. Never begin work on a hydraulic system until fully trained

2. Carefully review the manuals on equipments before beginning work. Ask
questions about anything you do not fully understand.
3. Use all required safety Equipments.
4. Never try to repair a part.
5. During the tightening of pressurized lines hammering should not be done.
6. Tightening of Joints should be done in depressurized condition.
1. Identify the different hydraulic circuit symbols.

2. Set relief valve pressure setting to zero.
3. Connect various hoses from supply and tank to the valve.
4. Connect the circuit as shown above.
5. Turn Motor on.
6. Keep the valve in neutral position
7. Increase relief valve pressure setting to 5 bars, observing the pressure gauge.
8. Observe the reciprocating motion of Double acting cylinder.
239 | Page

…………………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………………
Sr. Name of Hydraulic

No parts Symbol Function
240 | Page
Draw Hydraulic circuit for Double acting Draw Hydraulic circuit for Double acting
cylinder in position 1 cylinder in position 2
241 | Page
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N. Conclusion
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1. Write ten advantages of using Hydraulic systems.

2. Write limitation of Hydraulic systems.
3. Draw the symbol of hydraulic pump and pneumatic compressor.

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243 | Page
1. https://www.youtube.com/watch?v=QvxgzU3qgqA (4/3 DCV)
2. https://www.youtube.com/watch?v=oCp-PNupoEU (Hydraulic Circuit for DAC)
3. https://www.mvsrec.edu.in/images/hydraulic-qn-paper.pdf
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244 | Page
Student Name:
Enrollment No.
Practical No. 21
Construct the Basic Hydraulic circuit for the working of Double
Title of Practical
acting cylinder.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of
Hydraulic symbols
(20%)
proper
tools/equipment’s
(20%)
manual. (20%)
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
245 | Page
Date: ……………
Practical No.22: Identify different material handling equipments.
A. Objective: Identify different material handling equipments.

Engineering practices for society, sustainability and environment: Apply
appropriate technology in context of society, sustainability, environment and
ethical practices.
1. Identify different material handling equipments.
2. Use material handling equipment for given situations.
 Use material handling equipment for given situations.
 Identify different material handling equipments.

Material handling is defined as movement of material of any form like raw,
packaged, loose, solid, liquid, gas, light, or heavy from one location to another
location either in restricted or unrestricted path by manual or mechanical aids.
The movement may be horizontal, vertical or may be combination of both.
In simple language, material handling is loading, moving and unloading of

materials. Material handing is a necessary and significant component of any
246 | Page
productive activity. Material handling at any level is necessary in daily household

activities, in commercial trades, in industrial processes, in production processes.
The essential requirements of a good materials handling system may be

summarized as:
(i) Efficient and safe movement of materials to the desired place.
(ii) Timely movement of the materials when needed.
(iii) Supply of materials at the desired rate.
(iv) Storing of materials utilizing minimum space.
(v) Lowest cost solution to the material handling activities.
Classification of material handling Equipments:

1. According to types of movements:
 Hoisting equipments
 Conveying equipments
 Surface and overhead equipments
2. According to working area:
 For limited or restricted movement
i. Area restricted
ii. Line restricted
iii. Position restricted
 For unlimited or unrestricted movement
3. According to position:
 Portable equipment
 Fixed equipment
4. According to power source:
 Non powered equipment
 Power equipment
5. According to special application:
 Can conveyor
 Bottle conveyor
 Wire and cable conveyor
 Drag conveyor
 Sortation (sorting-grouping) conveyor
 Trolley conveyor
6. According to direction of movement
 for horizontal movement (transportation movement)
 for vertical movement (hoisting equipment)
 for mixed direction movement (hoisting plus transportation
equipment)
247 | Page
Hoisting & Crane equipments:
Hoists are used for vertical movements and are operated either manually or by
electric or pneumatic or hydraulic motor. Cranes are used for horizontal
movement of materials.
Types of cranes:
1. Pure Hoisting Machineries

 Jack
 Winches
 Hand Hoists
 Pulley Blocks
2. Cranes
 EOT Crane
 Jib Crane
 Cantilever Crane
3. Elevators
 Lift
 Bucket Elevators
Figure 22.1 Modern Cranes
248 | Page
An overhead crane, commonly called a bridge crane, is a type of crane found in

industrial environments. An overhead crane consists of parallel runways with a
traveling bridge spanning the gap. A hoist, the lifting component of a crane, travels
along the bridge. If the bridge is rigidly supported on two or more legs running on
a fixed rail at ground level, the crane is called a gantry crane.
Figure 22.2 Chain Hoist Figure 22.3 Electric Hoist
Fig 22.4 Bucket Elevator
249 | Page
Conveying equipments
This group of equipment also can have further sub classifications as:
1. Belt Conveyor
2. Hydraulic Conveyor
3. Pneumatic Conveyor
4. Apron Conveyor
5. Screw Conveyor
6. Flight Conveyor
Figure 22.5 Belt Conveyor.

A conveyor belt is the carrying medium of a belt conveyor system (often shortened
to belt conveyor). A belt conveyor system is one of many types of conveyor
systems. A belt conveyor system consists of two or more pulleys (sometimes
referred to as drums), with an endless loop of carrying medium—the conveyor
belt—that rotates about them. One or both of the pulleys are powered, moving
the belt and the material on the belt forward. The powered pulley is called the
drive pulley while the unpowered pulley is called the idler pulley. There are two
main industrial classes of belt conveyors; Those in general material handling such
as those moving boxes along inside a factory and bulk material handling such as
those used to transport large volumes of resources and agricultural materials, such
as grain, salt, coal, ore, sand, overburden and more.
Figure 22.6 Roller Conveyor Fig 22.7 Wheel Conveyor.
250 | Page
Figure 22.8 Screw Conveyor Figure 22.9 Slat Conveyor
Figure 22.10 Two line conveyor Figure 22.11 Power And Free
Surface & overhead equipments

These are the group of equipment’s which are employed for handling unit load or
bulk load in batches on a horizontal surface. This group of equipment may be
further sub classified into:
1. Truck and Lorries
2. Railway Cars and Wagons
3. Fork Lifts
4. Overhead mono-rail / Equipment
5. Scrapers and Skidders
251 | Page
Fork Lifts
Figure 22.12 Fork Lift

A forklift truck (also called a lift truck, a fork truck, or a forklift) is a powered
industrial truck used to lift and move materials short distances.
(Note: Below Figures are sample of Surface & overhead Equipments, teacher will
show more samples and explain its working and applications.)
Figure 22.13 Hand Truck and Hand Cart
252 | Page
Figure 22.14 Lift Truck and its attachments

Earth moving machineries
Figure 22.15 Excavators
253 | Page
Heavy equipment refers to heavy-duty vehicles, specially designed for executing

construction tasks, most frequently ones involving earthwork operations. They are
also known as, heavy machines, heavy trucks, construction equipment,
engineering equipment, heavy vehicles, or heavy hydraulics. They usually comprise
five equipment systems: implement, traction, structure, power train, control and
information. Heavy equipment functions through the mechanical advantage of a
simple machine, the ratio between input force applied and force exerted is
multiplied. Currently most equipment use hydraulic drives as a primary source of
motion.
(Note: Teacher will show more Earth moving machineries and explain its working
and applications.)
Teacher will give name/ show sketch/show particular material handling
equipment, Student will write its working and applications.
Students have to suggest suitable Material Handling equipments for various
industry and different situations. Some of the situations are listed below; teacher
shall specify more industries,
 Ship building industry.

 Pharmaceutical industry.
 Bottling plant for cold drink.
Sr.N Instrument/Equipment
o. /Components/Trainer kit Specification Quantity
Enough for each

Model/Chart/Sketch of Model/Chart/Sketch of student to handle
1. Different Material Handling Different Material Handling
and operate
Equipment Equipments.
separately.
254 | Page

Precautions while using Material Handling Equipments.
1. For lifting of materials manually, the safe lifting postures, principles of lifting
and lifting techniques, must be followed.
2. Avoid manual lifting or carrying loads that is too large or heavy.
3. Always wear safety shoes and helmets.
4. No machines should be operated beyond its capacity.
5. No person shall ride on suspended load or any lifting machine.
1. Identify the given Material Handling Equipment.

2. Identify the various parts of given Material Handling Equipment.
3. Use material handling equipment for given situations.
Material Handling Equipment.
5. Observe and understand the mechanism of given Material Handling
Equipment.
6. Write working of given material handling equipment.
L. Observations and Calculations.

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………………………………………………………………………………………………………………………………..
Sr. Name Of Material

No Handling Equipment Purpose
255 | Page
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1. Define the significance of Material Handling in Industry.

2. Classify material handling equipments by its application.
3. Elaborate with examples Principles of Material Handling.
4. Discuss the selection of material handling system for foundry shop.
257 | Page

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258 | Page
1. https://youtu.be/BBWPIByOEfI (Types of Material Handling Equipment for
Warehouse)
2. https://youtu.be/CvY-G2FTbGM (How do Elevators work?)
3. https://youtu.be/1jfNIBtfWDY (How does an Escalator work?)
4. https://youtu.be/M08LCcVAuUY (Material Handling Made Simple' at Everest
Spices with DAIFUKU ASRS)
5. https://youtu.be/P7fi4hP_y80 (BMW Car Factory ROBOTS)
6. https://youtu.be/S2I8Dgu5k4k (ore handling plant)
7. https://youtu.be/Yl0gRXr_PCc (how do tower cranes work)
8. https://youtu.be/o_C2XISZ3Uc (Belt conveyor animation)
9. https://youtu.be/4Y31MD36xF4 (Caterpillar 365C Excavator Loading Trucks)
10. https://youtu.be/1QlKDptjT9U (Material Handling Safety Tips)
11. https://youtu.be/NDTyxwU7rXs (Materials Handling Safety Training)
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259 | Page
Student Name:
Enrollment No.
Practical No. 22
Title of Practical Identify different material handling equipments.
Assessment Level
Performance (Marks)
Indicator No Very
(1) (2) (3) (5)
(0) (4)
Identification of
Material Handling
Equipment
(20%)
Material Handling
Equipment for given
situation.
(20%)
manual. (20%)
Assemble/Dismantle,
Interpretation of
result and
conclusions.
(30%)
Practical Related
Questions.
(10%)
Note:
Date and Sign of

Marks Obtained
Faculty
25
260 | Page

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Diploma Engineering

Electrical – 1ST Semester

Civil, Environment, Mining, Metallurgy, Plastics - 2ND Semester

Lab manuals are prepared by

Dr. J. N. Mehta Polytechnic, Amreli

2. Shri M. N. Dodiya, Lecturer in Mechanical Engineering

Dr. J. N. Mehta Polytechnic, Amreli

3. Dr. H. R. Sapramer, HOD Mechanical Engineering

Dr. J. N. Mehta Polytechnic, Amreli

Lecturer in Mechanical Engineering

Government Polytechnic, Kheda

Government Polytechnic, Gandhinagar

Directorate Of Technical Education

Name of Institute: …………………………………………………………………..

Name of Department: …………………………………………………………………..

This is to certify that Mr./Ms ………………………………………………………………….

Signature of Course Faculty Head of the Department

Programme Outcomes (POs) :

1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics,

2. Problem analysis: Identify and analyse well-defined engineering problems using

3. Design/ development of solutions: Design solutions for engineering well-defined

4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools

5. Engineering practices for society, sustainability and environment: Apply

6. Project Management: Use engineering management principles individually, as a

Practical Outcome - Course Outcome matrix

b. CO2 Select relevant power transmission mode in simple engineering situations

c. CO3 Use relevant manufacturing process for various applications

d. CO4 Identify different components of various thermal systems.

e. CO5 Identify various hydro-pneumatic devices/equipment

f. CO6 Use material handling equipment for given situations

Use different hand and power tools for the √ - - - - -

Fix Chain and sprocket in a bicycle or a chain √ √ - - - -

9. Prepare a wooden joint as per the drawing. √ - √ - - -

Prepare a simple sheet metal product as per -

12. Assemble/dismantle impulse turbine model. √ - - √ - -

13. Assemble/dismantle reaction turbine model. √ - - √ - -

Assemble/dismantle two stroke and four -

16. Determine properties of air. - - - √ - -

18. Assemble/dismantle water turbines models. √ - - - √ -

19. Assemble/Dismantle air compressor model. √ - - - √ -

Construct the Basic pneumatic circuit for the -

Industry Relevant Skills

1. Use different hand and power tools for different applications.

Guidelines to Course Faculty

Instructions for Students

Continuous Assessment Sheet

Engineering Tools, Experimentation and Testing: Apply modern engineering tools

 Follow safety practices.

Figure 1.1 Hammer and its Types

Figure 1.2 Screwdriver and its Types

Figure 1.3 Spanners and its Types

Figure 1.4 Types of Pliers

Figure 1.5 Chisel

6. Hacksaws. A hacksaw is a fine-toothed saw, originally and mainly made for

Figure 1.6 Hacksaw

Figure 1.7 Files

 Trigger: For starting and stopping drilling

Figure 1.8 Hand Held Drill

Figure 1.9 Powered Saws

3. Grinders and Sanders: Uses a variety of abrasive wheels, brushes, buffs,