GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021)

Semester - V

Course Title: Microwave and Radar Communication

(Course Code: 4351103)

1. RATIONALE

The knowledge of microwave devices is essential for electronics and communication engineering diploma holders and they need to assimilate it in order to maintain Microwave devices used in Telecommunication Industry. Hence, the basic knowledge of microwave signal generation, propagation, amplification and measurement is vital. This course has been designed so that the diploma engineer can achieve skills to maintain microwave devices, components and accessories used in telecommunication industry.

2. COMPETENCY

The course content should be taught and implemented with the aim to develop different types of skills so that students are able to acquire following competency:

•  Install and Maintain microwave devices, components and accessories used in telecommunication field.

3. COURSE OUTCOMES (COs)

The theory should be taught and practical should be carried out in such a manner that students are able to acquire different learning outcomes in cognitive, psychomotor and affective domain to demonstrate following course outcomes.

1. Distinguish Electromagnetic wave propagation through reflections from voltage and Current transmission.
2. Analyze performance of microwave components from field point of view.
3. Maintain microwave components and Set up of microwave bench for optimum Operation.
4. Maintain microwave semiconductor devices used to realized amplifiers and Oscillators.
5. Maintain SONAR and RADAR systems as microwave application.

4. TEACHING AND EXAMINATION SCHEME

Note: Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessing the attainment of the cognitive domain UOs required for the attainment of the COs.

Legends: L - Lecture; T - Tutorial/Teacher Guided Theory Practice; P - Practical; C - Credit; CA - Continuous Assessment; ESE - End Semester Examination.

Note: It is the responsibility of the institute heads that marks for PA of theory & ESE and PA of practical for each student are entered online into the GTU Portal at the end of each semester within the dates specified by GTU.

5. SUGGESTED PRACTICAL EXERCISES

Following practical outcomes (PROs) are the sub-components of the Course Outcomes (COs). Some of the PROs marked '*' are compulsory, as they are crucial for that particular CO at the 'Precision Level' of Dave's Taxonomy related to 'Psychomotor Domain'.

Notes

1. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills/outcomes to match the COs. The above table is only a suggestive list.

2. The following are some sample 'Process' and 'Product' related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency.

6. MAJOR EQUIPMENT/INSTRUMENTS REQUIRED

These major equipment with broad specifications for the PROs is a guide to procure them by the administrators to use in uniformity of practicals in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES

The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above-mentioned COs and PROs. More could be added to fulfill the development of this course competency.

1. Work as a leader/a team member.
2. Follow safety practices while using electrical, electronics, pneumatic instruments and tools.

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl's 'Affective Domain Taxonomy' should gradually increase as planned below:

1. 'Valuing Level' in 1st year
2. 'Organization Level' in 2nd year
3. 'Characterization Level' in 3rd year

8. UNDERPINNING THEORY

The major underpinning theory is given below based on the higher level UOs of Revised Bloom's taxonomy that are formulated for development of the COs and competency. If required, more such UOs could be included by the course teacher to focus on attainment of COs and competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTIONPAPER DESIGN

Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom's taxonomy)

Note: This specification table shall be treated as only general guideline for students and teachers. The actual distribution of marks in the question paper may vary from above table.

10. SUGGESTED STUDENT ACTIVITIES

•  Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should perform following activities in group and prepare reports of about 5 pages for each activity. They should also collect/record physical evidences for their (student's) portfolio which may be useful for their placement interviews:
• Teacher guided tutorial exercises to solve problems based on all units.
• Implement all circuits on breadboard and verify the design.
•  Following is the list of proposed student activities such as:
• i. Prepare chart showing various microwave components.
• ii. Prepare/Download a dynamic animation to illustrate the following:
• a. Microwave tubes.
• b. EM waves propagation.
• iii. Visit a place where waveguides are used for microwave communication. ((Such as airport, earth station, Telephone exchange, Microwave link repeater, TV broadcast).

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Massive open online courses ( MOOCs ) may be used to teach various topics/sub topics.
• b) Guide student(s) in undertaking micro-projects.
• c) 'L' in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.
• d) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature can be given to the students for self-learning , but to be assessed using different assessment methods.
• e) With respect to section No.10 , teachers need to ensure to create opportunities and provisions for co-curricular activities .

12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-projects are group-based (group of 3 to 5). However, in the fifth and sixth semesters , the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each micro-project should encompass two or more COs

which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The duration of the micro project should be about 14 -16 (fourteen to sixteen) student engagement hours during the course. The students ought to submit micro-project by the end of the semester to develop the industry-oriented CO s.

A list of micro-projects has to match the competency and the COs. Micro-projects could be added by the concerned course teacher:

13. SUGGESTED LEARNING RESOURCES

14. SOFTWARE/LEARNING WEBSITES

1. RF Tool box: MATLAB & SIMULINK
2. RF Transmission Lines
3. RF Transmission Lines Video Lectures
4. NPTEL

15. PO-COMPETENCY-CO MAPPING

Legend: '3' for high, '2' for medium, '1' for low and '-' for no correlation of each CO with PO.

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

BoS Resource Persons