Objective Oriented Learning Process Format RBT (OLF)

Branch & Year: Mechanical Engineering & II Semester: IV

Subject code & Title : ME6401 kinematics Unit: I (Basic kinematic concepts and
of Machinery definitions)
Lesson No : 1(6)
T-L tools: PPT, BB & Videos Faculty name: S.SUNDARARAJAN

Prerequisite Knowledge: Basic Engineering Mechanics, classification of mechanics and

definitions

1. Topic for Learning through evocation:

A bird which is running from one end to other end which states by the term called kinematics in
terms of displacement (x), velocity (v), time (t) and acceleration (a).

2. Topic Introduction: Introduction to Kinematics

2.1. General Objective:

Students will understand about the kinematics.
2.2. Specific Objectives:
The students will be able to
1. Define kinematics. (S)
2. Contrary between machine and a structure. (E)

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 3. Understand the meaning of displacement, velocity and acceleration, and their
corresponding relation. (S)
4. Classify the constrained motions. (E)
5. Classify the Kinematic Pairs. (E)

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 Taxonomy of Objectives
Knowledge Dimension The Cognitive Process Dimension
Remember Understand Apply Analyse Evaluate Create
A. Factual Knowledge 1
B. Conceptual 2 4,5
Knowledge
C. Procedural 3
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)
1. The term “kinematics” is comes under factual knowledge is to be remembered.
2. Difference between the machine and a structure is the concept to be remembered
3. Explanation of displacement, velocity and acceleration is to be remembered in order.
4. Classifications of the constrained motions are to be understand from the concept of complete, incomplete and successful
constrained motions.
5. Classifications of the kinematic pairs are to be understand from the concept of type of relative motion, type of contact and
type of closure.
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 one’s own cognition.
2.4: Key words: Machine, Structure, Link, pair, chain etc.
2.5: Key diagrams (if any):
Machine, Structure, Link, pair, chain are the components of Kinematics. Kinematic pair has
two elements or links which have relative motion between them.

2. Discussion:

Students are allowed to discuss among themselves and the doubts asked by them are
clarified.

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

5. Summary:
Machine : Receives energy and transforms it into some useful work.
Kinematic link : Each part of machine moves relative to some other part.
Structure : It is an assemblage of a number of resistant bodies having no
relative motion between them
Kinematic pair : If the relative motion between pair is completely or successfully
constrained the pair is known as kinematic pair.
Kinematic chain : Combination of kinematic pairs joined in such a way that each
link forms a part of two pairs and the relative motion
between the links or elements is completely or
successfully constrained.
6. Assessment through Stimulating questions/Analogy/New ideas and Concepts:

1. What is a machine? Giving example, differentiate between a machine and a structure.

2. Explain different kinds of kinematic pairs giving example for each one of them.
3. Write notes on complete and incomplete constraints in lower and higher pairs,
illustrating your answer with neat sketches.
4. An object has moved through a distance. Can it have zero displacement? If yes,
support your answer with an example.

7. Sample formative assessment questions (MCQ’s):

Formative Assessment 1
The graph given here shows the position vs. time for an object travelling along the x-axis.
Which graph below shows the velocity vs. time for this same object during the same time
Period?

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Answer.

The correct answer is d. Recall that velocity (=A position/A time) represents the slope of
a position-time graph. A constant slope (straight line) on the position-time graph represents a flat
line on the velocity-time graph, and a changing slope on the position-time graph will represent a
changing velocity: increasing velocity for a concave upwards position-time curve, and
decreasing velocity for a concave-down position-time curve.

Formative Assessment 2
Consider a ball thrown up from the surface of the earth into the air at an angle of 30° above
the horizontal. Air friction is negligible. Just after the ball is released, its acceleration is:
a. Upwards at 9.8 m/s2
b. Upwards at 4.9 m/s2

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C. Downwards at 9.8 m/s2
d. 0 m/s2
e. None of these
Answer.
The correct answer is c. The ball, even as it moves upwards and sideways through the air,
experiences a force of gravity acting on it, which causes it to accelerate downwards at g.

Formative Assessment 3
A baseball is tossed straight up into the air in the +y direction. Which of the following
statements is true at the point where the baseball reaches its greatest height?

a. The velocity of the ball is 0 and the acceleration of the ball is negative.
b. The velocity of the ball is 0 and the acceleration is 0.
c. The velocity of the ball is positive and the acceleration of the ball is negative
d. The velocity of the ball is positive and the acceleration of the ball is 0.
e. The velocity of the ball is negative and the acceleration of the ball is negative.
Answer.

The correct answer is a. Although the ball's instantaneous velocity at this point in its path is 0, its
acceleration remains a constant 9.80 m/s2 in the downward (negative) direction.

7. References: (Books/Periodicals/Journals)

1. Rattan, S.S, “Theory of Machines”, 3rd Edition, Tata McGraw-Hill, 2009.

2. Khurmi, R.S.,”Theory of Machines”, 14th Edition, S Chand Publications, 2005.

Verified by Subject Expert: Approved by HOD:

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