5th Sem , CE
22058: Capstone Project Planning Syllabus for Civil Engineering 5th Sem I – Scheme MSBTE
- Updated on Jul 26, 2020
- By InI Labs MH
Capstone Project Planning detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.
For all other Diploma in Civil Engineering (CE) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Civil Engineering (CE) Syllabus for 5th Sem I – Scheme MSBTE Subjects . The detailed Syllabus for capstone project planning is as follows.
Capstone Project Planning
Competency:
The course should be taught and implemented with the aim to develop the required course outcomes so that students will acquire following competency needed by the industry:
- Plan innovative/creative solutions independently and/or collaboratively to integrate various competencies acquired during the semesters to solve/complete the identified problems/task/shortcomings faced by industry/user related to the concerned occupation.
Course Outcomes:
The following could be some of the major course outcomes depending upon the nature of the projects undertaken. However, in case of some projects few of the following course outcomes may not be applicable.
- Write the problem/task specification in existing systems related to the occupation.
- Select, collect and use required information/knowledge to solve the problem/complete the task.
- Logically choose relevant possible solutions
- Consider the ethical issues related to the project (if there are any)
- Assess the impact of the project on society (if there is any)
- Prepare ‘project proposals’ with action plan and time duration scientifically before beginning of project.
- Communicate effectively and confidently as a member and leader of team.
Capstones Project
Students are supposed to find out a suitable project and prepare a detailed plan in fifth semester so that it can be executed smoothly in sixth semester. The main characteristic of any project whether small or big is that it requires simultaneous application of various types of skills in the different domains of learning. Moreover, project normally do not have a predefined single solution, in other words for the same problem different students may come up with different but acceptable solutions. Further, in the process of arriving at a particular solution, the student must be required to make a number of decisions after scrutiny of the information s/he has accumulated from experiments, analysis, survey and other sources.
The projects will have a detailed project proposal, which must be executed or implemented within the time allocated, simultaneously maintaining a logbook periodically monitored by the teacher. A detailed project report is to be prepared as project progresses, which has to be submitted after the project is over. For self assessment and reflection students have to also prepare a portfolio of learning.
During the guidance and supervision of the project work, teachers should ensure that students acquire following learning outcomes (depending upon the nature of the project work some of these learning outcomes may not be applicable):
- Show the attitude of enquiry.
- Identify the problems in the area related to their programme.
- Identify the information suggesting the cause of the problem and possible solutions
- Assess the feasibility of different solutions and the financial implications.
- Collect relevant data from different sources (books/internet/market/suppliers/experts etc. through surveys/interviews).
- Prepare required drawings and detailed plan for execution of the work.
- Work persistently and participate effectively in group work to achieve the targets.
- Work independently for the individual responsibility undertaken.
- Ask for help from others including guide, when required.
- Prepare portfolio to reflect – chintcin-manari – on experiences during project work.
- Prepare seminar presentations to present findings/features of the project.
- Confidently answer the questions asked about the project.
- Acknowledge the help rendered by others in success of the project.
If students are able to acquire these learning outcomes, then they would be able to acquire the COs as discussed in section 3
Scopes of Projects
Scope of the project work should be decided based on following criteria:
- Relation to diploma programme curriculum: When students intend to select topics for the project work they need to choose a project which relates well to their curriculum (It may be beyond curriculum, but it should relate to it) and requires implementation of theories already learnt and skills already possessed by them from the previous semesters.
- Abilities possessed by the group of students: Projects should be chosen so that it can be completed mainly using students problem solving capabilities and depth of learning. It is natural that highly motivated students or high achievers may come out with projects which are more complex and challenging. Teachers should guide students to choose challenging projects according to the students ability.
- Time available
- Raw Material/Components required
- Manufacturing/Fabrication equipment and tools required
- Testing/Measuring equipment and instruments required
- Access to Journals (Library/Digital)
- Expertise for theoretical guidance (available in polytechnic, nearby institutes or nearby industries)
- Expertise and technology required for fabrication (if required)
- Software required.An important aspect to be considered is to decide who will choose a project. The best practice is that teacher should guide students about the above factors to be considered for choosing the project and based on these factors students should do the ground work and identify the possible projects and teachers should work as only facilitator and Guide in final selection of the project title and its scope.
In general, the projects that the students can take up could be of the following types;
- Feasibility studies, Design projects, Market surveys about raw material, components or finished products.
- Prototype (design, make, test and evaluate)
- Advanced experimental work requiring the development of existing equipment to be used and developed.
- Field works: This could include surveys, using equipment, charting data and information from visual observation.
- Comparative Studies: Theoretical study of two systems/mechanisms/ processes in detail and comparing them on the basis of cost/energy conservation/impact on environment/technology used etc.
- Application of Emerging technology: Theoretical study of some emerging technology and feasibility of its application in some real life situation in detail.
- Fabrication of some equipment/machine etc.
- Construction of some structure, Development of software or use of software for solving some broad-based problem.
Guidelines For Undertaking A Project
Portfolio for self-directed learning.
To ensure that students acquire these outcomes, students should also be guided to prepare a ‘Portfolio’, so that they may reflect on their weaknesses/mistakes and learn from them. Students should also be encouraged to discuss with their guide and record not only technical problems but also problems related to group work, planning, execution, leadership in the team etc., so that students can also identify their weaknesses in affective domain and take remedial actions to overcome the same. If they wish, the students can also show their portfolio to their teachers (whom they trust) for obtaining teachers comments on their reflection for pointing out their mistakes so that they can improve their performance.
‘Portfolio’ is the record of the reflection – thinking or chintcin-manari – on experiences to which students undergo during the different stages of the project. In a portfolio, students record their critical experiences and reflect – think or do chmtan-manari – on them in writing. This process of reflecting on the experiences make them learn from their mistakes and build on their strengths. To help students in reflection, a Portfolio format with reflective prompts (simple thought provoking questions) for different stages of the project is given as annexure
Purposes of Portfolio preparation:
Reflection by self is important since group work is so complex that it is difficult for teachers to appreciate the real problems amongst the students. In a portfolio, prompts (simple thought provoking questions) are given to trigger reflection on different aspects of project work. Prompts help the students to ask questions from themselves regarding different aspects of the project work and interpersonal relationships. Process of answering these questions forces students to think about behavioral problems and possible remedies/solution to deal with those problems. Portfolio preparation therefore helps in reflection on building the strengths and elimination of the weaknesses of the students pertaining to following qualities which the industry also need.
- Plan properly for execution of given work.
- Take appropriate decisions.
- Arrange resources.
- Work as member and leader of team.
- Communicate properly.
- Resolve the conflicts.
- Manage the time well.
- Have concern for ethical, societal and environmental issues and Learn-to-learn from experiences.
It may be seen that these qualities are not directly related with the theoretical subject knowledge and can be developed only through real life experiences. Project work is one such type of experience where opportunity is available to develop all these qualities.
However, even during project work, emphasis of most of the students and teachers remains on development of the technical knowledge and skills while development of above qualities is neglected. Students can develop these qualities if they reflect – do thinking or Chintan-Manari – on their experiences from the point of view of these qualities and find out their own weaknesses and strengths. Because if somebody wants to improve his/her abilities then first step for that person is to have self awareness about his/her weaknesses and strengths.
Though portfolio preparation requires considerable time, it is essential, if we want to learn from the experiences and develop these qualities. Writing down reflections helps in better reflection as it is well known that when a person starts writing something he/she becomes more cautious about his/her view and evaluate those views before writing. Thus process of writing improves the quality of reflection or thinking. Moreover, if reflections on different stages of work are written down, over a period of time a large amount of reflection can be generated, and if this reflection is looked back, it may help in identifying some pattern of behaviour in individual which may be improved or rectified latter on as per requirement.
Guidelines for Portfolio Preparation and assessment
The main purpose of portfolio preparation is learning based on self-assessment and portfolio is not to be used for assessment in traditional sense.
- Each student has to prepare his/her portfolio separately. However, he/she can discuss with the group members about certain issues on which he/she wants to write in the portfolio.
- For fifth semester and sixth semester, there will be only one portfolio but it will have two separate parts, first part for project planning (having two sections A and B) second part for project execution, (having two sections C and D)
- Whatever is written inside the portfolio is never to be used for assessment, because if teachers start giving marks based on whatever is written in the portfolio, then students would hesitate in true self-assessment and would not openly describe mistakes or shortcomings.
- Some marks are allocated for portfolio, these marks are to be given based on how sincerely portfolio has been prepared and not based on what strengths and weaknesses of the students are mentioned in the portfolio.
- Portfolio has to be returned back to the students after assessing it (assessment is only to see that whether portfolio is completed properly or not) by teachers. Because student is the real owner of the portfolio.
- Students mainly learn during portfolio preparation, but they can further learn if they read it after a gap. And hence they are supposed to keep the portfolios with them even after completion of the diploma because it is record of their own experiences (it is like diary some people write about their personal experiences), because they can read it again after some time and can revise their learning (about their own qualities)
Even after completion of Diploma programme, students can continue to prepare portfolio related to different experiences in their professional and personal life and by refereeing back to old portfolios after a gap of some years, they can learn that how their personality has evolved over the years. They can also see a pattern of behaviour in their own personality which may be source of their weaknesses or strengths and they can take remedial measures based on this study of their portfolios.
Since some sections of the portfolio are related with interpersonal relationships and student may find it difficult to write these experiences in English. Language should not be the barrier in reflection and hence students should be allowed to prepare the portfolio in their preferred language such as Marathi or Hindi if they find it difficult to write in English.
The amount and type of mistakes identified by students would not affect the marks received by the students. The total 7 Marks allocated for portfolio (4 marks for PA and 3 for ESE) are only for proper completion of the portfolio.
Project Report
At the end of fifth Semester, the student will prepare a Semester V ‘Project Report with the following sub-titles:
- Certificate (in the Format given in this document as annexure A )
- Acknowledgements
- Abstract (in one paragraph not more than 150 words)
- Content Page
- Chapter-1 Introduction and background of the Industry or User based Problem
- Chapter-2 Literature Survey for Problem Identification and Specification,
- Chapter-3 Proposed Detailed Methodology of solving the identified problem with action plan
- References and Bibliography
Note: The report should contain relevant diagrams and figures, charts.
Assessment Of Capstone Project – Planning
Progressive assessment (pa) guidelines.
15 Marks are allocated for the formal progressive assessment. However, following points need consideration during the three times of formal progressive assessment of the students at the end of 4th, 12th and 14th week.
- Fortnightly monitoring by the mentoring teachers is necessary and marks given progressively (even the gradual chapter preparation) so that that students will not copy earlier reports or get things done or reports from the market. The students should not be awarded marks if they have not done on their own.
- For progressive assessment at the end of 14th week, students should be asked to give the power point presentation before group of teachers and junior students (so that junior students may also get awareness about the capstone project work they have to carry out in future).
- Although marks for portfolio preparation is to be given at the end of 14th week, students should be asked to bring their partly prepared portfolio (relevant sections prepared) also during their assessment at the end of 4th week and 12th week.
- Marks for portfolio preparation should be based only on proper preparation of portfolio by writing answers to most of the prompts (self-questions to students) in the portfolio. These marks should not be based on the mistakes indicated by students in their working (while answering the prompts) and corrective actions taken by them.
- The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks if they have done enough efforts.)
- Originality of the report (written in own words) would be given more importance rather than use of glossy paper or multi-colour printing.
Progressive Assessment (PA) Criteria
Allocation Criteria of the 25 marks are for the Progressive Assessment (PA)
First Progressive Assessment at the end of 4th week
- Accuracy or specificity of the scope and
- Appropriateness of the work with reference to desired course outcomes.
- Industrial Survey and Literature Review: marks to be given based on extent/volume and quality of the survey of Industry / Society / Institutes/Literature/Internet for Problem Identification and possible solutions
- General Behaviour: initiative, resourcefulness, reasoning ability, imagination/creativity, self-reliance to be assessed Note: Oral feedback on general behaviour may also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back/suggestions
Second Progressive Assessment at the end of 12th week
- Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester
- Execution of Plan in fifth semester (Since project is to be fully completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed.
- Log book (for work done in fifth semester, detailed and regular entry would be basis of marks.
- General Behaviour (persistence, interest, confidence, problem solving ability, decision making ability, initiative to act, team spirit, sharing of material etc., participation in discussions, completion of individual responsibilities, leadership) Note: Oral feedback on general behaviour should also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back.
suggestions Third Progressive Assessment at the end of 14th week
- Portfolio for Self learning and reflection (marks based on amount of reflection and completion of the portfolio for work done in fifth semester.
- Final Report writing including documentation, (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work) Report has to be prepared for work done in fifth semester and planning for sixth semester work.
- Presentation (presentation skills including communication skills to be assessed by observing quality of presentations and asking questions during presentation and viva/voce) Report has to be prepared for work done in fifth semester and plan for sixth semester.
- Defence (ability to defend the methods/materials used and technical knowledge, and involvement of individual to be assessed by asking questions during presentation and viva/voce.
End-Semester-Examination (Ese) Assessent Guidelines
The remaining 25 marks are for the end-semester-examination (ESE). And marks would be given according to following criteria. Moreover, the suggested evaluation scheme can be changed slightly by the external faculty according to nature of problem / project following University guidelines..
- For each project, the one or two students from the concerned group of students should be asked to present the power point presentation before the external and internal (for about 10 minutes) and then external should ask the questions from each member of the group separately to ascertain the contribution made by each student.
- The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks commensurate with their efforts.)
- The students would not be awarded marks if they have completed the project by getting done the work from market or some professionals (taking help and guidance is different as compared to getting the work or maximum part of the work completed from others on payment basis).
- Originality of the report (written in own words, even if there are grammatical and spelling mistakes) would be given more importance rather than quality of printing and use of glossy paper (and preparing report by copy pasting from other reports).
Note: It is very common that people are not able to complete the project in time despite best of their efforts. (Please recall that how many times people are able to complete in time, personal projects such as building own house or professional projects such as developing the lab in the institute) So if students have put in enough genuine efforts but could not complete the project in time then we should consider it sympathetically and they should be given marks based on their efforts and they should get more marks as compared to students who have got their projects completed by taking major help from others/market.
End-Semester-Examination (ESE) Assessment Criteria.
Allocation Criteria of the 25 marks are for the end-semester-examination (ESE)
Description
- accuracy or specificity of the scope and
- appropriateness of the work with reference to desired course outcomes.
- Industrial Survey and Literature Review (marks to be given based on extent/volume and quality of the survey of industry / society / institutes/literature/intemet for problem identification and possible solutions.
- Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester.
- Log book (for work during fifth semester, marks to be given based on detailed and regular entry
- Portfolio for Self learning and reflection (for work during fifth semester) Marks based on amount of reflection and completion of portfolio.
- Project Report including Documentation (for work during fifth semester and planning for sixth semester) (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work.
- Presentation (presentation skills including communication skills to be assessed by observing the quality of presentations and asking questions during presentation and viva/voce) Presentation should be based on work done in fifth semester and planning for sixth semester.
Special Teaching Stretagies
For detail Syllabus of all other subjects of Civil Engineering, I – scheme do visit Civil Engineering 5th Sem Syllabus for I – scheme .
For all Civil Engineering results, visit MSBTE Civil Engineering all semester results direct links.
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Civil Engineering
Best capstone projects for civil engineering (with videos).
Engineering is the foremost field of science that justified the saying, “Necessity is the mother of invention.” It is a tool through which we end up recognising the problems and come up with innovative solutions. As time progressed, we came up with a method of spreading this knowledge of engineering throughout the generation.
Have you checked out our projects on Civil Engineering yet? Civil Engineering Kit will be shipped to you and you can build using tutorials. You can start with a free demo today!
2. Structural & Foundation Analysis
3. CPM & BIM
4. Tall Building Design
5. Construction Technology (Career Building Course)
6. Foundation Design
7. Construction Project Management
8. Building Information Modelling
9. Seismic Design
10. Quantity Surveying
11. ETABS Software
12. Project Management with Primavera
As technology progresses, many fields in engineering are coming up. These include computer science and data science as well. But most of the times, students are still involving themselves in courses that are non-contemporary. These courses include Electrical engineering, mechanical engineering and civil engineering.
The students pursuing civil engineering, who enter their final year, are divided into two categories. First, those who pursue corporate fields in future and others who pursue higher studies. For both the categories, the students can choose their topics on which they are going to develop their capstone projects. In this article, we have provided various civil project topics on which the students can work on their capstone projects.
Discover more about civil capstone projects
What do Civil Engineers do?
Civil engineering is one of the oldest form of engineering and with the advent of technology, it has been doing wonders lately. It is not restricted to making and designing buildings only but as we are progressing, it is expanding its wings towards solving the problems and coming up with innovative ways that could even solve many problems at one time.
The students have been involving themselves in projects that help them to come up with innovations and prove themselves in front of either companies or universities. These projects not only involve those which are inspired by the topics and problems available online, but they also include those topics that the students come up with. These include problems that the people around them face on a daily basis. The students come up with solutions to these problems on their own. Sometimes they even take help from their professors.
The civil engineers need to put their design on the computer screens and let the computer programs do the calculations and judgements. They can’t do this through hand calculations as it brings up many errors. Any error that occurs is very dangerous for the strength of the building or any construction. To avoid these errors, the help of technology is taken which not only reduces the errors but also makes the task easy for the engineers. This software gives a visual display of the structure and presents it on the screens that allow them to make efficient decisions.
Learn more about civil projects
Latest projects on Civil Engineering
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Advantages of Civil Engineering:
Civil Engineering is one of the oldest forms of engineering and it has its own advantages. Some of the advantages of civil engineering are:
1. Scope of constant learning: There is a scope of constant learning in the aforementioned field. The evolving technology adds up to new opportunities in the same field. The same add up to the learning process.
2. Exciting domain: The field has a spectrum of very exciting topics and it involves both onsite and offsite work. The designs can only be seen but the civil engineers face a lot many challenges in reaching those.
3. Appreciation: The results of the work done can be seen every day by everyone. Whether the engineer is working on-site or not, everyone is aware of what he is doing. Be it, the designs or the reports, people around are aware of the constant progress.
Learn more about capstone projects
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What is a capstone project in engineering?
None of the engineering students can escape the research project. The capstone project is one type of project that requires extensive research before the content can be formalised. The capstone project requires all kinds of jobs done by the students including choosing the topic and implementing the same. All the senior engineering students require to build a team which designs, engineers and builds a public service project as selected.
The students determine just what will be correct for the client and formulate a plan of working as suited by the client. The students themselves will brainstorm the designs and create them not only on the drawing boards but also on the CAD software. The engineering of the project should be foolproof and without any errors. The possible delays and mishaps should be kept in mind while designing the plan of occurrence of the projects.
Best capstone projects for civil engineering students
Skyfi Labs provides many topics on which the projects can be taken up. The students have the freedom to take over their own topics and figure out the solutions to the problems presented in those topics. These Projects are under RCC Designing , Transportation Engineering, Steel Designing, Prestressed concrete structures design, Environmental engineering, Construction & Estimation Projects, Concrete technology, Geotechnical engineering, STAAD Pro/E-Tab Based, and Water resources engineering.
1. Structural and Foundation Analysis
This capstone project provides hands-on experience to the student where they gain experience on structural engineering. This civil project helps you to figure out the design constraints involved in designing a building. You will use industrial-grade software (SAP2000, ETABS & SAFE) to analyse & design your very own building systems according to IS codes.
Learn more about Structural and Foundational Analysis capstone project
2. Tall Building Design
This civil capstone project will tell the students how can they reach the possibility of a mile-high building. The tall skyscrapers are trending and they kind of define the level of development in the city. Through this civil course, you will get an idea about the design considerations involved in designing the tall structure including the analysis of various load acting on the structure. This program also refers to the structural design software like SAP2000, ETABS & SAFE.
Learn more about Tall Building Design capstone project
3. Foundation Design capstone project
This capstone project helps in understanding the considerations involved in building a 100-meter-high building. This enables to figure out the design considerations of the foundations. The students will carry out the analysis of the stability of the foundation and will gain hands-on experience on industry-level software. The students will also gain the theoretical knowledge about Foundation systems and Design of isolated, combined and mat footings.
Learn more about Foundational design civil project
4. Seismic Design
In the seismic design capstone project, the students will work on their basics of the theory of seismic structural designs. They will carry on the seismic analysis of various structures and will test the seismic stability of the foundation. The two software that the students will get experience will be SAP2000 & ETABS.
Learn more about Seismic Design capstone project
You can also check out the following list for more capstone projects:
- Quantity Surveying
- ETABS Software
- Construction Project Management
- Building Information Modelling
- Geographical Information System
- Structural analysis and design of a multi-storeyed building with grid slabs
- Retrofitting of reinforced concrete frames using steel bracings
- Studying the seismic response of TC building connected with and without x-braced friction dampers
- Seismic Analysis of a Multi-storeyed Building with Floating Columns
- Structural Analysis of a High rise Building with different Plan Configurations using the ETABS software
- Designing an Earthquake resisting open ground storey building
- Study of lateral load resisting system of variable height in all soil types of the high seismic zone
Check out this link for more civil related capstone projects
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Capstone Design Project (CDP) Civil Engineering Department First Semester 1431/1432 H 10/14/20091 King Saud University, Civil Engineering Department.
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Program Name and Code: Capstone Project Execution & Report Writing (22060)
Course Name and Code: CSE 6I
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Academic Year :
Semester: Sixth
A MICRO PROJECT ON " Hospital Management System"
A micro-project proposal, 2.0 course outcome addressed..
- Select, collect and use required information/knowledge to solve the identified problem.
- Take appropriate decisions based on collected and analyzed information.
3.0 Proposed methodology
4.0 action plan, 5.0 resources used.
NAME OF TEAM MEMBERS WITH ROLL NO.
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Annexure-II Micro-Project Report
Hospital management system , 1.0 brief description:-.
- Operation theater
- Pharmaceutical
- Pathology etc
Why is HMS essential for a hospital?
Maintain the medical records of the patient
Maintain the contact details of the patient
Keep track of the appointment dates
Save the insurance data for later reference
Tracking the bill payments.
Advantages of HMS
Time-saving Technology
Improved Efficiency by avoiding human mistakes
Reduces scope for Error
Data security and correct data retrieval made possible
Cost-effective and easily manageable
Easy access to patient data with correct patient history
Improved patient care made possible
Easy monitoring of supplies in inventory
Reduces the work of documentation
Better Audit controls and policy compliance.
Features of HMS
- Appointment Management
- Billing Management
- Prescription Management
Handle commonly and recently used medicines. Option to display medicines available in the pharmacy. SMS medicines to Patients.
- Discharge Summary
Template-based Release Summary. ICD10 integration. Option to prevent discharge summary till IP bill is closed.
- Operation Theatre Management
- Pharmacy Management
Comprehensive Pharmacy Management manages stock, Prescription Integration, Ward Request, Stock Management, Stock Moment, and intelligent reports.
- Lab Management
Comprehensive Lab Management manages total order management, Custom Reports, Smart Notifications, Credit Settlement, detailed MIS Reports, Analytics, and App for Phlebotomists.
- Master Information Systems
Lets you access whole MIS data from your palm.
- Handle Multiple Locations
Any number of branches can be added and organized utilizing a single account.
Benefits of Hospital Management System:
- Easy Patient data retrieval:
- The Electronic Medical Record (EMR) or Electronic Health Record (EHR):
- Increased Data security:
- Enhance Visibility and Transparency:
Hospital Management System (HMS) improves visibility and translucency in the complete management operation and in all records.
- Streamline Correct Reporting:
It assists in streamlining the correct reporting with the use of updated and correct records.
- Enhanced Quality Control:
Hospital Management System enhances the quality control of the products and services of the hospital.
- Enhanced Management Visibility:
- Ease to Access System Facilities:
- Cost-Effective:
2.0 Actual Resources Used
3.0 outputs of the micro-project, 4.0 skill developed / learning outcomes of this micro-project, rate this article, post a comment, safelink converter.
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aL (TATA eH) (ISO: Qook:Qoks) (ISO/TES : 2900%-20R3) VMSA, BATA, VS, GATS, SIT (Ta), HAS - Yoo oW8. GREAT: PAW VAY (HT)/PEBIo O8RE (GL) THT 88-0RV-REWVBVCO Email : [email protected] Web :www.msbte.com FSF ARTA AT-4 0 THERON 5 16 feat: 2 7 SEP 2019 ukaaa ote, yrar, HSA Geld AICTE Approved GEM. (TL Scheme Wafarn-a Ga GAM) fan: ‘P Scheme Beale Wee Gardiet Capstone Project - Planning (28°o4¢) aT fasareai aaa Guideline Document 4141. sale fasareat art ‘TY’ Scheme Bellet Waren Garter Capstone Project - Planning (2Ro) aT aware stAeasTAOT Berfora TF 20R8-2o TAT FATT GAMA BLOAT SATetel ae. ‘TY Scheme Fulet Wae4# Garde Telaent SSaRasHArAT Capstone Project - Planning (QRoW) Al fase Guideline Document ae Implementation Aspect ™T aTSait faaRta GAT Courses Committee F Industry Expert ATT BR Ax (ATA Document AA GURU FLOAT SATetel Bre. wax favared qarta Guideline Document @taq Ssciet BRET t ASOT Meh LASTAL Were POAT Ad BAe. Uat ania Guideline Document 4 Ge Tyr asta sara Tar faareaten Fase Ss aed o IER Baal Hera. Aamo (Tar, X. STA) W. Grae FU. da fererr Hse, Hare. Wd: Q. AL. Saleh, HERTS Ue cat Prat Hse, Aas SMT ArlectharSt Bax 2. Gl. H. Vo, $2, $3 F ¥4 AM Aled F Bawa Palast. 3, soafas, ada fret tea, fart raters, arr, sikorens, Tr a yas arr fect a sagen pretaretaral. E:Letter - ISM.docx Capstone Project — Planning Course Code: 22058 Program Name : All Branches of Diploma in Engineering and Technology. Program Code : CE/CR/CS/CH/CM/CO/IF/CW/DE/EJ/EN/EQ/ET/EX/TE/ MU/EE/EP/EU/ISAC/AE/FG/ME/PG/PT/DC/TX/TC Semester : Fifth Course Title : Capstone Project — Planning Course Code : 22058 1. RATIONALE To develop “learning to learn” skill in the students so that they continue to acquire on their own new knowledge and skills from different ‘on the job experiences’ during their career in industry. An educational 'project' just does that and may be defined as ‘a purposeful student activity, planned, designed and performed by a student or group of students to solve/ complete the identified problem/task, which require students to integrate the various skills acquired over a period to accomplish higher level cognitive and affective domain outcomes and sometimes the psychomotor domain outcomes as well’. Projects mainly serve this purpose of developing learning-to-learn skills with an aim to develop the following attributes in the students: a) Initiative, confidence and ability to tackle new problems b) Spirit of enquiry c) Creativity and innovativeness d) Planning and decision making skills e) Ability to work in a team and to lead a team f) Ability of self directed learning which is required for lifelong learning g) Persistence (habit of not giving up quickly and trying different solutions in case of momentary failures, till success is achieved) h) Resourcefulness i) Habit of keeping proper records of events and to present a formal comprehensive report of their work. (Rational should not contain attributes and these attributes are repeated in CO s therefore may be eliminated) Zz COMPETENCY The course should be taught and implemented with the aim to develop the required course outcomes (COs) so that students will acquire following competency needed by the industry: e Plan innovative/creative solutions independently and/or collaboratively to integrate various competencies acquired during the semesters to solve/complete the identified problems/task/shortcomings faced by industry/user related to the concerned occupation. re 3. a) b) COURSE OUTCOMES (COs) The following could be some of the major course outcomes depending upon the nature of the projects undertaken. However, in case of some projects few of the following course outcomes may not be applicable. Write the problem/task specification in existing systems related to the occupation. Select, collect and use required information/knowledge to solve the problem/complete._ the task. Le or we: i i : 7 pea c) Logically choose relevant possible solution(s). [SY »~ ps d) Consider the ethical issues related to the project (if there are any). ae e) Assess the impact of the project on society (if there is any). Ke rr \ - : S. UL \- MSBTE — Final Copy Dt. 11/09/2019 Page | of 7 DN SI Capstone Project — Planning Course Code: 22058 f) g) 4. Prepare 'project proposals' with action plan. Communicate effectively and confidently as a member and leader of team. TEACHING AND EXAMINATION SCHEME ee Examination Scheme Credit Theaey Practical L{}T| pe [Ot Pr er |_ESE | PA Total ESE PA Total Hrs. |Max |Min |Max| Min | Max| Min| Max Min | Max | Min | Max | Min uy = ]_2 2 aS =] = | = 7 -- -- | [email protected] 10 25 10 50 20 @ - Internal Examination Legends: L-Lecture; T — Tutorial/Teacher Guided Theory Practice; P - Practical: C —- Credit, ESE - End Semester Examination; PA - Progressive Assessment 3. a) Capstones Project One of the dictionary meaning is the ‘crown’ or the stone placed on top of the building structure like ‘kalash on top of Temples and Mosques’ or ‘Cross on top of churches’. Capstone projects are culminating experiences in which students synthesize the competencies acquired over whole programme. In some cases they also integrate cross-disciplinary knowledge. Thus Capstone projects prepare students for entry into a career and can be described as a ‘rite of passage’ or ‘minimal threshold’ through which participants change their status from student to graduate. A capstone project therefore should serve as a synthesis — reflection and integration— to bridge the real-world preparatory experience to real life. Thus capstone project should have emphasis on integration, experiential learning, and real-world problem solving and hence these projects are very important for students. To develop the highly essential industry oriented skills and competencies in the students, the capstone projects are offered in the last two semesters to serve for following purposes: Integrate the competencies acquired by the students in the previous and current semesters. by -Provide-opportunities for interdisciplinary work in tackling problems likely to be faced by them in industry which are exciting and challenging. 6. Capstone Project Planning Students are supposed to find out a suitable project and prepare a detailed plan in fifth semester so that it can be executed smoothly in sixth semester. The main characteristic of any project whether small or big is that it requires simultaneous application of various types of skills in the different domains of learning. In the process of arriving at a particular solution, the student must be required to make a number of decisions after scrutiny of the information s/he has accumulated from experiments, analysis, survey and other sources. The projects will have a detailed project proposal, which must be executed or implemented within the time allocated, simultaneously maintaining a project diary periodically monitored by the teacher. A detailed project report is to be prepared as project progresses, which has to be submitted after the project is over. Project diary will be assessed by teacher During the guidance and supervision of the project work, teachers’ should ensure that students acquire following learning outcomes (depending upon the nature of the project, work some of these learning outcomes may not be applicable): a) Identify the problems in the area related to their programme. b) Identify the information suggesting the cause of the problem and possible solutions. c) Assess the feasibility of different solutions and the financial implications. —, d) Collect relevant data from different sources (books/internet/market/supplier_eperts etc. through surveys/interviews). MSBTE - Final Copy Dt. 11/09/2019 Page 2 of 7 5I Capstone Project — Planning Course Code: 22058 e) f) Prepare required drawings and detailed plan for execution of the work. Prepare seminar presentations to present findings/features of the project. During the guidance and supervision of the project work, teachers’ should ensure that the given rubrics are observed If students are able to acquire these Jearning outcomes, then they would be able to acquire the COs as discussed in section 3. Ta Scopes of Projects Scope of the project work should be decided based on following criteria: a) Relation to diploma programme curriculum: b) Abilities possessed by the group of students: c) Resources Available: d) Suggested Type of Capstone Projects In general, the projects that the students can take up could be of the following types; i. Design projects ii. Prototype (design, make, test and evaluate). iii. Field works: This could include surveys, using equipment, charting data and information from visual observation and prepare a case study. iv. Fabrication of some equipment/machine etc. v. Construction of some structure. vi. Application development using hardware/software. The best practice is that teacher should guide students about the above factors to be considered for choosing the project and based on these factors students should do the ground work and identify the possible projects and teachers should work as only facilitator and Guide in final selection of the project title and its scope. 8. a) GUIDELINES FOR UNDERTAKING A PROJECT The selection of the Capstone Project title must have emphasis to attain with respect to CO’s , PO’s and PSO’s of the programme. The students will then work on the identified problem/task through a rigorous process of understanding and analyzing the problem, conducting a literature search, deriving and discussing under the supervision of project guide. The project team will prepare the Project Proposal with the following sub-titles: Rationale (one page) b) Introduction c) Literature Survey d) Problem Definition e) Proposed Methodology of solving Identified problem f) Resources and consumables required. g) Action Plan (sequential list of activities with probable dates of completion) Project Idea shall be approved by the teacher and HOD. The student will begin to maintain a dated Project Diary comprising of 15-20 pages for the whole semester. This diary should be assessed by teacher timely. Suggested Project Activities to be performed in Semester V (Project Planning) a) Finalization of project team and allocation of project guide b) Identify project domain /area c) Submission of Project Proposals/ Project Ideas by the project team d) Finalization of Project Idea by project guide and HOD e) Weekly interaction of project team and project guide f) Project team should perform activities as mentioned in criteria no 8 and record in project diary (appendix D) : g) Before the end of semester V, Project team should prepare and ‘submit Project Planning Report as mentioned in criteria no 9. , ‘ MSBTE - Final Copy Dt. 11/09/2019 Page 3 of 7 y | Capstone Project — Planning Course Code: 22058 h) 9. Project team should prepare and submit detailed schedule of Project Execution and Report writing of Semester VI in consultation with project guide. Project Planning Report At the end of fifth Semester, the student will prepare a Semester V ,Project Planning Report with the following sub-titles: e Certificate (in the Format given in this document as annexure A ) e Acknowledgements e Abstract (in one paragraph not more than 150 words) e Content Page e Chapter-1 Introduction and background of the Industry or User based Problem e Chapter-2 Literature Survey for Problem Identification and Specification, e Chapter-3 Proposed Detailed Methodology of solving the identified problem with action plan e References and Bibliography Note: The report should contain relevant diagrams and figures, charts. 10. ASSESSMENT OF CAPSTONE PROJECT — PLANNING Like other courses, assessment of Project work also has two components, first is progressive assessment, while another is end of the term assessment. The faculty will undertake the progressive assessment to develop the COs in the students. They can give oral informal feedback about their performance and their interpersonal behaviour while guiding them on their project work every week. There will also be regular progressive assessment by the teacher as per the criteria no 12 and 13 on the basis of rubrics mentioned in Appendix —C and in the formats as shown in Appendix-B and also for the end-of-semester examination. 11. PROGRESSIVE ASSESSMENT (PA) GUIDELINES AND CRITERIA The assessment of the students in the fifth semester Progressive Assessment (PA) for 25 marks is to be done based on following criteria. 5. No. Criteria Marks 1 Problem Identification/Project Title 2 Industrial Survey and Literature Review 3 Punctuality and overall contribution 10 4 Project Diary ; 5 Report writing including documentation. —s_ | 10 6 Presentation 05 Total 25 12 END-SEMESTER-EXAMINATION (ESE) ASSESSENT CRITERIA The assessment of the students in the fifth semester end-semester-examination (ESE) for 25 marks is to be done based on following criteria. This assessment shall be done by the HOD/Senior Faculty in the presence of Project guide. S. No. Criteria | Marks il Report writing including documentation. 10 2 Presentation 15 Foal] 95 TY MSBTE — Final Copy Dt. 11/09/2019 Page 4 of 7 Capstone Project — Planning Course Code: 22058 Annexure- A CERTIFICATE This is to certify that Mr./MS...........:cccsssssesseeseneeceeseesensseeesesseenscssenenssnsnensasarsesesenesea seananenenengennans from (institute).........eceeecesceseeeeeeeeteneereteneeesseesseeeeneeneenetaes having Enrolment NO? saccsssnereneen has completed Project Planning Report having title ............sssseeee nets reece eteenntetttts Individually/ in a group consisting Of... Candidates under the guidance of the Faculty Guide. Name & Signature of Guide............::ceeeesceesesesesseeessansesaenene Name & Signature Of HOD: .....cecccceceseeeeeeeeeeeteeseeerneneeneerenee Appendix—B Evaluation Sheet (ESE) for Capstone Project Planning Name of Student: .............20ccc08 cave ves teens cas coerce eee cewee ewes omnes Enrollment Noissyseniwnescnnsaies Name Of Program..........scsesceeseeees serene neeaneeea ees sorscecscscsersaesens SeMeSteM: .....0c2eceececeeenesenrseseseatees Course Title and Code?..............ccccccc cence cetera cee cence eee apaeneneeerripnas de saaanererartsatansasrsebiecnecsaeaentens Title of the Capstone Project: .............cccccceeeeeeeeenecee eee eee sated auudtu neues uauubaies tee etieepnegsenennentetenecernes A. POs addressed by the Capstone Project (Mention only those predominant POs) A) casssssssecsenscnsasneneeseseearcecnnnmessereeceeersssssnessescecesggnunumus uissessebicononssussueususcessseanseeennnnnnsanensananssens BD) sescssossesssacssssseeseccececcecegensnqnenmenessssinunssssisseseseesesseeeecse nsecnensssnansnsstosssnioniassessessnnannnnnengnnnennant CC) seseesessecsenssssessecceggnnneqyenersceerennnssunnusvensessonsseeaunassesces sensestsnnsessssssssesstsssnenessesaenususstnensrtesrersset B. COs addressed by the Capstone Project (Mention only those predominant POs) AL) seccsssecessuseeccsssnscecsnseecersuesceennsssioesnanvesesssiccedienssssdsieiietsatsut tectshanasssestunecesseaqnnnsessestanieseennness Cc, Other learning outcomes achieved through this project 1. Unit Outcomes (Cognitive Domain) 2. Affective Domain Outcomes MSBTE - Final Copy Dt. 11/09/2019 Page 5 of 7 ae, Capstone Project — Planning Course Code: 22058 A) sisconsersssnarcannumananenieaencsecs cre naassneniaee tn eared SEEN name BD) cecsssesecsssssnsssecsussesssnessnestettutsnsansqusnsnatsnsensearsouesnessiseesn eeeessesersererteetentectenrserseeeseeenss A) ceesssscsssscesssssesanesssessnnetecsunuesssssstensssnnnesesceseenestsnenesensn snesesonnsesteaseneonnneneseees PROGRESSIVE ASSESSMENT (PA) Sheet S. Criteria Max Marks Marks Obtained No. 1 | Problem Identification/Project Title 2 | Industrial Survey and Literature Review 10 3 | Punctuality and overall contribution 4 | Project Diary . i 5 | Report writing including 10 documentation. 6 | Presentation 05 Total| 25 Name and Signature of Project Guide: Appendix—C SUGGESTED RUBRIC FOR ASSESSMENT OF CAPSTONE PROJECT S. Characteristic Poor Average Good Excellent No. to be assessed 1 Problem/Task | Relateto very |j, Relatedtosome |i. Take care ofat- |i. Take care of more Identification few POs POs least Three POs than three POs (Project Title) | Scope of Problem | jj, Scope of ii. Scope of ii. Scope of not clear at all Problem/Task Problem/task not problem/task very vague very specific clear 2 Literature Not more than ten | At-least 10 At —-least 15 About 20 relevant Survey sources (primary | relevant sources, relevant sources, sources, most latest Andustrial and secondary), at least 5 latest most latest Survey very old reference 3 Project Methods are not Appropriate plan | Appropriate and Appropriate and proposal appropriate, All but not in much detailed plan with detailed plan with steps not detail. Plan B for | Plan B for critical Plan B for critical mentioned, critical activities activities activities Design of not mentioned. mentioned, but mentioned, clarity prototype not Time line is not clarity is not there | in methods with started (if developed. in methods, time | time line, Detailed applicable). Design of line is given but not | design of prototype Prototype is not complete. (if applicable) appropriate. Design of prototype is not detailed (if applicable) (if applicable) MSBTE — Final Copy Dt. 11/09/2019 Page 6 of 7 Capstone Project — Planning Course Code: 22058 S. Characteristic Poor Average Good Excellent No. | to be assessed 4 Project Diary Entries for most Entries for some Entries were made Entries were made weeks are weeks are every week but are | every week in missing. There is | missing, details not in detail. Signed | detail, signed and no proper are not and approved by approved by guide sequence and appropriate, not guide every week every week details are not signed regularly correct. by the guide. 5 Final Report Very short, poor | Detailed, correct Conclusions. Very detailed, Preparation quality sketches, | and clear Sufficient Graphic correct, clear Details about description of Description. description of methods, methods, methods, materials, material, materials, precautions and precaution and precautions and conclusions. conclusions Enough tables, omitted, some charts and sketches details are wrong 6 Presentation Major Includes major Includes major Well organized, information is not | information but information and includes major included, not well well organized but information ,well information is not | organized and not | not presented well presented well organized . presented well 7 Question and Could not reply to | Replied to Replied properly to | Replied to most of Answer session | considerable considerable considerable the questions number of number of number of question. | properly questidn. questions but not very properly _| Appendix D Suggestive Project Diary format Week no: Activities planned: Activities Executed: Reason for delay if any Corrective measures adopted Remark and Signature of the Guide MSBTE - Final Copy Dt. 11/09/2019 Page 7 of 7
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