QUESTION PAPER REFORMS

FOR OUTCOME-BASED EDUCATION

Dr. K. P Sampoornam
Professor, ECE
Skill Development Center
BIT Sathy
CURRENT SCENARIO
• Outcomes are defined, but Assessment is not in alignment with the
Expected Outcomes
• Correct Outcomes + Wrong Assessment = Wrong Attainment
• Students are not being assessed, evaluated, and informed of the levels of
achievement of the overall outcomes
EXPECTATIONS IN OBE
• Outcomes Based Education focuses on student learning by:
• Using learning outcome statements to make explicit what the student is
expected to be able to know, understand or do by
• Providing learning activities which will help the student to reach
these outcomes and
• Assessing the extent to which the student meets these outcomes by
explicit assessment criteria
PARADIGM SHIFT IN OBE
From teacher-centred
Teacher “owns” the knowledge and
convey it to the students
Teacher brings the content and the
answers into the training room with
him / her
To a student-centred
Students learn as much as possible.
Teacher as a coach who asks
questions and provides guidelines for
the acquisition of knowledge
PROGRAM OUTCOMES IN ENGINEERING
• Engineering Knowledge
• Problem Analysis
• Design and Development of Solutions
• Investigations on Complex Problems
• Modern Tool Usage
• Engineer and Society
• Environment and Sustainability
• Professional Ethics
• Individual and Teamwork
• Communication
• Project Management & Finance
• Life-long Learning
PROGRAM OUTCOMES IN ENGINEERING
• Engineering Knowledge
• Problem Analysis
• Design and Development of Solutions
• Investigations on Complex Problems
Mostly Memorization No Critical Thinking
• Modern Tool Usage
• Engineer and Society
We were Testing Only this through
our Examination System!
• Environment and Sustainability
• Professional Ethics
• Individual and Teamwork
• Communication
• Project Management & Finance
• Life-long Learning
PROBLEM IDENTIFIED

Students became Frustrated about Rote

Learning!
REFORMS IN ASSESSMENT – OB QUESTIONS
• Question Papers are Reformed in Such a Way that:
• Less Memorization
• Less Writing
• More Critical Thinking and Critical Analysis
• Real Testing of Understanding, Application and Analysis of a Concept
• Promote Self Learning
• Answer Open Ended Questions
RESULTS?
• Examination Stress on Students Reduced
• Students Started Discussions with Faculty and Peers
• Classroom and Online Engagements of Students Increased
• Students Started Applying their Critical Thinking in All Activities
• Students got Time for Practical Learning and New Innovations
• Industry Readiness of Students Increased – Placement
SOME SAMPLES
OUTCOME BASED
QUESTIONS
-EFFECTIVE WAY
MATHEMATICS
 JAMA11/SAMA11
ALGEBRA AND DIFFERENTIAL EQUATIONS
(APRIL 2020)

Obtain by Newton’s method the root of the equation

COURSE: 18MC401

CO: Compute the solution of nonlinear equations and to construct a

mathematical model for the given data
OUTCOME BASED SCENARIO:

A spherical storage tank contains oil. The

tank has a diameter of 6 ft. Calculate the
height to which a dipstick 8 ft long would be
wet with oil when immersed in a tank where
it contains 4 of oil.
OUTCOME BASED QUESTIONS:

1. The equation that gives the height , of the liquid in the spherical
tank for the given volume and radius is_________

(2 Marks,[U/P, 2])
2. The range of the height of the liquid in the tank lies between the
values_____ and _____
(2 Marks,[U /C, 2])
3. Height of the liquid h is______
(4 Marks-[Ap/P,3])
4. The remaining volume of the liquid to fill the tank
is__________
(2 Marks,[U/P, 2])
 JAMA11/SAMA11
ALGEBRA AND DIFFERENTIAL EQUATIONS
(APRIL 2020)

Solve the differential equation given that

with x=0.
COURSE: 18MC301

CO: Formulate a function in frequency domain for which the function

defined in time domain through the techniques of Laplace transforms
OUTCOME BASED SCENARIO :

An inductor(L) of 1 henry, a resistor(R) of 4 ohms and

a capacitor(C) of 0.3333 farads are connected in series
with an e.m.f. of E volts. Initially there is no charge
on the capacitor and no current in the circuit. Our aim
is to find the charge and current at any time t > 0
seconds if (volts). Let Q and I be the instantaneous
charge and current respectively at time t.
 OUTCOME BASED QUESTIONS:

1. The equation that governs this particular setup by Kirchhoff’s law

with the initial conditions is____
(1 Mark-[U/C,1])
2. The Laplace transform of electro motive force E=0 (volts) is____
(1 Mark-[U/C,1])
3. The charge in frequency domain Q(s) is____
(1 Mark-[U/P,1])
4. The charge Q(t) at any time t is_____
(2 Marks-[Ap/P,3])
5. The current at any time I(t) in the circuit is_____
(1 Mark-[Ap/P,2])
 OUTCOME BASED QUESTIONS:

Transfer function:
1. The ratio of the output signal to the input signal in the frequency
domain
Nature of the circuit:
2. If the common region of convergence contains axis then the system
is stable. Otherwise it is unstable. If all poles lie on left side of S-
plane then the system is causal. If any one of the poles lies on the
right side of S-plane then the system is non-causal.
 OUTCOME BASED QUESTIONS:

1. The transfer function for the circuit is_____

(1 Mark-[U/C,1])
2. The poles of the transfer function of the system is____
(1 Mark-[U/C,1])
3. If the region of convergence of the system is Re(s) > -1 and Re(s)
> - 3 , then the nature of the system is_____
(1 Mark-[U/C,2])
4. If the region of convergence of the system is Re(s) < -1 and Re(s)
< -3 , then the nature of the system is_____
(1 Mark-[U/C,2])
COURSE: 18IT401

CO: Formulate a function in frequency domain whenever the function

is defined in time domain
CONVENTIONAL

Find the solution of the difference equation

OUTCOME BASED SCENARIO :
A Linear time invariant system is represented by the linear difference equation

The transfer function is

OUTCOME BASED QUESTIONS:
• The initial conditions are____
(1 Mark-[U/C,1])
• The transfer function of the given difference equation is____
(2 Marks-[U/P,2])
• The poles of the transfer function are____
(1 Mark– [U/C,1])
• If the ROC is then the nature of the system is
____
(1 Mark – [U/C,2])
OUTCOME BASED QUESTIONS:
• The input for the finding the unit impulse response is___
(1 Mark-[U/C,1])
• The unit impulse response of the LTI system is____
(1 Mark-[U/P,3])
• The input for the finding the unit step response is_____
(1 Mark-[U/C,1])
• The unit step response of the LTI system is______
(1 Mark-[AP/P,3])
• The steady state part of the unit step response is_____
(1 Mark-[U/C,1])
COURSE: 22MA101

CO: Implement the concepts of mathematical modeling based on

linear functions in Engineering
OUTCOME BASED SCENARIO :

In A Party, Party Planner Marie Decides To Serve Dessert Baskets(x) To The

Visitors. She Estimates That Her Fixed Weekly Costly(y) For Rent And Electricity
Are Rs. 100. The Ingredients For One Dessert Basket Cost Are Rs. 5.50.
OUTCOME BASED QUESTIONS:
• Construct the mathematical model for the given scenario.

(2 Marks-[U/C,2])
• If Marie made 30 baskets in the first week, 35 in the second week, 40 in
the third week, 45 in the fourth week, then compute her total monthly cost
respectively.
(2 Marks-[Ap/p,2])
• Identify the domain and range of the above context.
(2 Marks-[U/C,2])
• Find y intercept of the cost (function) and interpret its meaning.
(2 Marks-[Ap/P,2])
• In case, her total cost for the week before were Rs. 542.50; compute the
number of baskets did she made the week before?
COURSE: 22MA101
CO: Demonstrate the real-world phenomena and data into Power and
Polynomial functions
OUTCOME BASED SCENARIO :

A car manufacturer decided to submit their 4 years expense y (in dollars)

details including labour, electricity, etc., to the Income Tax Department.
The details are given in the following table:
OUTCOME BASED QUESTIONS:

• Frame the normal equations for the expense of the car

manufacturer.
• (5 Marks-[U/P,2])
• Construct the third degree polynomial for the expense.
• (4 Marks-[Ap/P,2])
• Predict the 5th year expense of the car manufacturer.
• (1 Mark-[Ap/P,1])
PHYSICS
1. Write a short note on speed , velocity , acceleration , power & momentum
(III Semester , code No: 20397E, NOV 2022)

 Our pattern :
A car is moving along in a straight highway from point P to point Q to point R and to point S,
then back to point Q and finally to the point R as shown in the figure below

• a) Find the distance travelled by car

• b) Compute the acceleration of the car (2 Marks – [U/C,2])
 Outcome:
The student will be able to
i. understand the concept of rectilinear motion.
ii. Compute distance travelled by the car
iii. Calculate acceleration of the car
2.Write a short note on speed , velocity , acceleration , power & momentum
(III Semester , code No: 20397E, NOV 2022)
 Our pattern :
A man walks 7 km in 2 hour and 2 km in 1 hour in the same direction.
a) Identify the man's average speed for the whole journey
b) Represent the man's average velocity for the whole journey.

(3 Marks – [U/C,2])
3.SPEED IS A --------------QUANTITY (III Semester , code No: 20397E, NOV
2022)
OUR PATTERN
A particle moves along a horizontal path with its velocity varying with time. Find the
average acceleration of the particle.

(2 Marks – [Ap/P,2])
 4. Distinguish between velocity and acceleration
(III Semester , code No: 20397E, NOV 2022)

Our pattern

A rocket undergoes rectilinear motion with its

altitude as a function of time. Find the
relationship between the s, v and a .

(3 Marks – [Ap/C,2])
 5. WRITE THE SHORT NOTE ON WORK
(III SEMESTER , CODE NO: 20397E, NOV 2022)
Consider the following situations where a force of constant
magnitude F or moment M is applied to a pendulum over an angular
 Our pattern
distance θ. Rank the following situations in terms of the work done
from greatest to least

(4 Marks – [U/C,2])
 .
6 CALCULATE THE WORK DONE IN STRETCHING A WIRE.
(III SEMESTER, CODE NO: CAPH11, NOV 2022)

 Our Pattern
Let identical springs of steel and copper are equally stretched.
(a) Among the two which one requires more work in order to stretch?
(b) If oscillations are rapid, the time period will be less. Reason out.

 Outcome:
The student will be able to know material's tensile elasticity (ability to deform along
the axis) which is applied for the design of bridges, beam and pillar designs in
buildings
 7.WRITE A NOTE RESONANCE IN SHM (III SEMESTER, CODE NO: CAPH11,
NOV 2022)

 Our pattern

Think of pushing someone on a swing and someone is swinging continuously with certain
frequency.
 Identify the spot of resonance as depicted above.
 During heavy thunder storm, you would have observed that some of the objects like
window panes vibrates. Represent the fact behind that.
 Soldiers are not allowed to do march past while crossing a bridge. Justify
8. DEFINE SHM. WHAT ARE THE CHARACTERISTICS OF SHM? (III
SEMESTER, CODE NO: CAPH11, NOV 2022)

 Our pattern

Which one of the following statements is true for the speed v and the acceleration of a particle
executing simple harmonic motion?

a) When v is zero, a is zero b) Whatever the value of v is, the value of a is zero.
c) When v is maximum, a is zero d) When c is maximum, a is maximum

For S.H.M., which of the following is a necessary and sufficient condition?

(a) proportionality between acceleration and displacement from equilibrium position

(b) constant period
(c) proportionality between restoring force and displacement from equilibrium
position
(d) constant acceleration
(3 Marks – [U/C,2])

 Outcome:
The student will be able the study the concept of restoring force acting on the body.
9. STATE AND EXPLAIN LONGITUDINAL MODE OF VIBRATIONS. (III
SEMESTER, CODE NO: CAPH11, NOV 2022)

 Our pattern

A rectangular-prism-shaped tile is oscillated vertically along the axis shown in

the diagram. The tile moves in a medium that cannot support transverse
waves. Along which wave direction axis will waves travel away from the tile
surface? (3 Marks – [An/C,2])
 Outcome:
The student will be able the understand the propagation of sound in a medium and
analyze the type of wave pattern.
 10. STATE AND EXPLAIN NEWTON’S SECOND LAW (III SEMESTER, CODE NO: 20397E,
NOV 2022)

 Our pattern

Why heavier objects require more force to move than the lighter objects?
(3 Marks – [Ap/P,2])
 Outcome:
The student will be able to understand the relationship between force, acceleration and
mass for a real time applications.
 11. DISCUSS ABOUT THE ENERGY CONSERVATION AND EFFICIENCY IN
DETAIL. (VI SEMESTER, CODE NO: JMPH6B/SEPH 6B, NOV 2021)

The energy conversion.

 Our pattern

(a) With the help of above scenario , What are the ways in which energy can be
transferred?

(b) How do you measures to save the natural resources depleting at an alarming rate.
(8 Marks –
[Ap/P,2])
12. Explain in details about the conventional and non – conventional energy resources.
(VI Semester, Code No: JMPH6B/SEPH 6B, NOV 2021)
8 Marks – [Ap/C,2])
 Our pattern

Make a list of conventional and non-conventional sources of energy.

8 marks – [ap/P,2])
CHEMISTRY
BIT Syllabus

22CH203 ENGINEERING CHEMISTRY II 2023

Course Outcomes (COs)

•Apply the electrochemical concepts to determine the electrode potential of a metal
•Analyze the fabrication, cell reactions and working of energy storage devices
•Analyze the specific operating conditions under which corrosion occurs and suggest a method to control corrosion
•Illustrate reaction mechanisms and assess the role of catalyst in a chemical reaction
•Analyze various types of nuclear transmutation including decay reactions

UNIT I 5 Hours

ELECTROCHEMISTRY
Origin of potential: Electrode, electrolyte, electrode potential, salt bridge - Electromotive force - Electrical double layer - Transport
of charge within the cell - Cell description: Cell reaction, cell representation - Prediction of cell potentials: Standard electrodes -
Determination of single electrode potential - Electrochemical series and its importance
MSU Syllabus
• The emf of SHE is -------
( 1 mark)
• SHE can act both as cathode and anode.
Explain
( 5 marks)
• What is standard electrode potential?
Give its applications.
( 8 marks)
 Other Conventional questions
• Define electrochemical series and explain its significance
• What is an electrochemical series? Explain the various applications of the electrochemical series.
• What is standard potential?
• What is emf of a cell?
• Which electrode has highest potential?
• What is the order of the electrochemical series?
• Which element is most reactive in electrochemical series?
write name and polarity of an electrode where oxidation takes place in a galvanic cell?
• what is battery?
• Write the cell reaction if the Nernst equation is given by the relation
• Check the feasibility of the following redox reaction with the help of electrochemical series
 Scenario

Figure. Battery (electrochemical cell) and the electrochemical potentials of various metals
Battery is composed of electrodes. Electrodes coupled to produce desired voltage based on the electrochemical series. The electrochemical series listed in table
1.
 Outcome based questions

(i) View the electrochemical series and identify the anode and cathode in the cell pairs given below.
a) Mg-Pb
b) Ag-Na
c) Li-Ca
d) Ag-Au
e) Fe-Pb
(2 Marks – [U/C,2])
(ii) You are asked to construct an electrochemical cell. View the list in Question (i), and suggest a cell pair that gives
maximum output voltage. Give reason for your answer.
(3 Marks – [Ap/C,2])
(iii) A copper electrode coupled with an electrode to produce an output voltage of 2.00 V. Choose the suitable electrode to
get desired output. Give reason for the answer.
(4 Marks – [Ev/C,2])
(iv) Can we store copper sulphate in zinc vessels and silver vessels? Justify your answer.
(2 Marks – [An/C,2])
(v) Predict the changes occurred when AgCl solution stored in Zinc pot.
(2 Marks – [Ap/C,2])
(vi) What would happen if Nickel spatula is used to stir a solution of copper sulphate?
(2 Marks – [An/C,2])
(i) In Zn-Cu cell, Zn electrode connected to the negative terminal of a battery whereas Cu electrode connected to positive
terminal of a battery. Justify the statement with valid reasons.
(3 Marks – [An/C,2])
(ii) In the Zinc-Cu cell (refer figure 1), Zn electrode replaced with Copper electrode. Predict the output voltage and the nature of
the reaction (spontaneous/non-spontaneous)
(3 Marks – [Ap/C,2])
(iii) Let us assume that Zn-Cu cell produce an output voltage of 1.1 V. In Zn-Cu cell, Zinc electrode replaced with Mg. Compute
the output voltage of the resultant battery.
[Hint: Electrode potential of Mg=-2.37 V, E ocell = Eo RHS-EoLHS]
(3 Marks – [Ev/C,3])

S.No Cell reactions Reduction potential (V) Complete cell notation Cell output
(A) at 25oC (C) in V (D)
(B)
1 Zn2+(aq) + 2e- → Zn(s) -0.76 Ag/ Ag+// Au2+/Au 2.72
Cu2+(aq) + 2e- → Cu(s) +0.34
2 Pb(s)+H2SO4(aq.)→PbSO4(s)+H+ -0.13 Mg/ Mg2+// Cu2+/Cu 1.10
(aq.) +1.92
PbO2(s) +H2SO4(aq.) → PbSO4(s)
3 Mg2+(aq) + 2e- → Mg(s) -2.38 Zn/ Zn2+// Cu2+/Cu 2. 49
Cu2+(aq) + 2e- → Cu(s) +0.34
(4 Marks – [Ev/C,3])
(i)

Review the figure care fully, predict the feasibility of the given cell.
Statement: The output voltage of the given cell is 0.3 V.
Reason1: SHE acts as anode and copper acts as cathode
Reason 2: SHE acts as cathode and copper acts as anode
a) Statement is correct and the reason 1 is the suitable condition
b) Statement is incorrect and the reason 1 is the suitable condition
c) Statement is correct and the reason 2 is the suitable condition
d) Statement is incorrect and the reason 2 is the suitable condition
(2 Marks – [Ap/C,2])
 The simplified diagram represent two cells, A and B used in industry. Cell A is used in the purification of copper
ore containing silver and platinum impurities. Cell B is used to electroplate a bracelet with a layer of copper.

(i) Identify the type of electrochemical cell (electrolytic or galvanic) of which the above two cells are examples
(2 Marks – [U/C,2])
(ii) The sludge formed in this cell A is of economic importance. Give reason.
(2 Marks – [An/C,2])
(iii) By observing cell B, Predict the half- cell reaction taking place at pure copper electrode.
(3 Marks – [Ap/C,2])
(iv) Replace cell A with a conventional Daniel cell with cell representation

Draw the diagram of cell and indicate anode and cathode as current is drawn from the cell.
(3 Marks – [An/C,2])