Objective Oriented Learning Process Format RBT (OLF)

Branch: EEE
Semester: S8
Subject code & Title: 11E019 & Power Plant Instrumentation and
Control
Unit/Lesson No: I/V
T-L tools: PPT
Faculty
name:
S.MANIVANNAN
Prerequisite Knowledge:
Basic concepts of thermal power plants, boilers, turbines.
1.Topic for Learning through evocation:

2. Topic Introduction:
2.1. General Objective:
Distributed digital control systems in power plants.
2.3. Specific Objectives (Maximum 4):

Include the STEM concept for each

specific objective within brackets as (S) (T) (E) (M).

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

(If there are 4 objectives, formative assessment to be included as an

objective after every 2 objectives)

1. Examines safe operation of plants.(S)

2. Identify various possibilities to energy conservation.(T)
3. Illustrate advantages of maximum efficiency in power plants. (E)

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

Knowledge
Dimension

Taxonomy of Objectives
The Cognitive Process Dimension
Rememb Understa
Apply
Analy Evalu
er
nd
se
ate
1
2
3

Create

A.
Factual
Knowledge
B.
Conceptual
Knowledge
C.Procedural
Knowledge
D.
Meta
Cognitive
Knowledge
Explanatory Notes:

(This is not the notes for the topic. It is an explanatory notes to

remember the reason for doing a particular mapping in the table above)
A.

Factual Knowledge: It is a knowledge that contains the basic elements students must know if they are
to be acquainted with the discipline or to solve any of the problems in it.
B.
Conceptual Knowledge: It includes knowledge of categories and classifications and the relationships
between and among them.
C.
Procedural Knowledge: It is the knowledge that takes the form of series of logical steps to be followed.
It is more skill oriented and can include algorithms, techniques and methods.
D.
Meta Cognitive Knowledge: It is the knowledge of ones own cognition.

2.4: Key words:

Control system, automation process.
2.5: Key diagrams (if any):

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

3. Discussion:
The students will be asked to discuss the relevant topic among their team/other
team/Faculty. The students those who have not taken part will be noted and kindle
them to do.

4. Mind Map: (It must revolve around the concept)

5. Summary:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

6. Assessment through Stimulating questions/Analogy/New ideas and

Concepts:
1. How to make ideal power plants?
7. Sample formative assessment questions (MCQs):

(There should be

minimum of 10 questions/lesson plan)

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

8. References: (Books/Periodicals/Journals)
Text Book(s)
1. Sam G.Dukelow, The control of Boilers, instrument society of America, 1991.
Reference Books
1. S. M. Elonka, and A. L. Kohan, Standard Boilers Operations, McGraw Hill, New Delhi, 1994.
2. R.K.Jain, Mechanical and industrial Measurements, Khanna Publishers, New Delhi, 1995.
3. Modern power station practice, Vol.6, Instrumentation, Controls and Testing, Pergamon Press, Oxford, 1971.

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

Verified by Subject Expert:

Approved by HOD:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory