The development of modern technology in engineering education inspires students to acquire new knowledge and skills to understand the course better. The current teaching is derived from the conventional teaching methods with innovations and advanced technology-enabled techniques. Projectbased learning (PBL) is a technique to solve challenging authentic, curriculum-based, and interdisciplinary problems. The PBL determines the effectiveness of learning for both teachers and students. The Outcome-Based Education system (OBE) is a student-centric teaching and learning methodology in which the course delivery and assessment are planned to achieve stated objectives and outcomes. This paper attempts to develop the course content, delivery, and evaluation through an OBE and validate the Manufacturing Technology laboratory course's effectiveness using a PBL approach.The experiments and course projects are designed and delivered to design and fabricate a table clamp at the end of the course, demonstrating thorough, indepth knowledge about the course acquired through conduction and practices. Students designed and fabricated the table clamp through the PBL approach, evidenced through the feedback received against the course design and delivery effectiveness. By applying PBL techniques for the Manufacturing Technology laboratory course, students acquired new knowledge, complex problemsolving, communication, and higher-order thinking skillsThe whole exercise also enabled the course instructor to achieve program outcomes 3, 4, and 5. Keywords: Project-based Learning, Outcome-Based Education system, curriculum-based, complex problem-solving, higher-order thinking skill

The Material Handling Robot refers a type of system that can be used in production as well as in other industries etc. This system includes a battery operated remote sensing locomotive (carrier) on which a small lift is provided, specific path over which it moves, sensors for sensing the the obstructions on the path of the carrier. Also sensors for sensing exact positions from where load wants to carry and to where. The Material Handling Robot moves using the electric power from the battery. It moves with a low and constant speed on the prescribed path. The path has a specific colour (black). The bottom of the carrier have sensor which is always coupled with the path. The steering is done by the path. The front side of carrier vehicle contains sensors for sensing the obstructions on the path. As it reaches the unloading station, it is stopped and unloading of the material is done at that station. And move to collecting stations again. Continues working cycles for making this project a reality. By this the there is ease in transporting materials or finished products from one work station to the other.

Rapid technological changes have radically changed the expectations of employers from the current generation of engineering graduates, necessitating educators to focus on the development of core subject comprehension and required skills among the students in their engineering programs. Research has shown that project-based learning (PBL) is an effective pedagogy to address this dual requirement of core technical knowledge and skills to effectively utilize this knowledge to solve problems. PBL is a pedagogical approach wherein students work to address real- world problems and challenges through the application of knowledge acquired in the class, unlike the traditional classroom approach involving lectures, studying, and taking tests. The core of every PBL course involves effective cooperation, collaboration, and communication among students and between students and faculty. It is believed that this hands-on learning through problem- solving, combined with the development of soft skills, helps enhance learning outcomes and elevates learning to higher cognitive levels. An innovative course titled “Engineering Exploration”, taught and co-designed by a multidisciplinary faculty is offered at the authors’ institution. The course is a core component of the first-year undergraduate engineering curriculum. During this course, students learn about and apply the full range of engineering design tasks, from the development of need statements and problem definition to virtual and physical prototyping, to solve real-world problems. A continuing outcome of this course is interdisciplinary problem-solving, engineering design process, and teamwork. Effective assessment of student learning is a challenge in PBL courses. To address this constant challenge, the authors have developed a comprehensive assessment strategy, incorporating summative, formative, and diagnostic assessments, to assess student learning throughout the course. This paper presents a discussion of these strategies, our experiences and observations, and strategies to incorporate the same into PBL courses. Keywords— project-based learning, assessment, diagnostic assessment, PROBE

As we all know India is the nation of agriculture and farmers being the backbone of India are constantly in need of seeds for harvesting and cultivating. The existing type of seed measuring system involves the weighing the seeds approximately and packing them or processing them. So the focus of the project is on building a system which could tackle the problem of inaccurate seed measurement and counter the accurate number of seeds. For this purpose IR sensor based counting system which would operate the belt conveyor after certain number of grains/seeds falls in the box and the next box comes into the cycle. This circuit is configured using a microcontroller and a counter display LED for displaying the counts.