textile dyeing and printing

State Council ofEducational Research and Training (SCERT)

Vidyabhavan, Poojappura, Thiruvananthapuram-122005

Vocational Higher SecondaryEducation, Kerala

Textile Dyeing and PrintingTeachers Sourcebook

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Vocational Higher Secondary School - I Year (Theory)

AcknowledgementEfforts have been made to obtain permission from copyright owners for reproducing the passages includedin this book. Due acknowledgements will be made as and when necessary permissions are obtained.

Director

Prepared by State Council of Educational Research and Training (SCERT)Poojappura, Thiruvananthapuram - 695 012, Kerala.

Website www.scert.kerala.gov.in e-mail [email protected]

Typeset and design by SCERT Computer Lab

© Government of Kerala • Department of Education • 2005

Price : 30/=

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Textile Dyeing and Printing

Dear teachers,The children admitted in standard XI are coming with a different kind of learning

experience. They have been learned constructively and evaluated continuously in theirhigh school classes according to a paradigm named ‘constructivist, learner centred andprocess oriented pedagogy’. The paradigm applied to those children in their secondaryclasses is to be continued in Higher Secondary level also, but we know that most of thepresent higher secondary teachers are not familiar with this paradigm. Hence for thefirst time we are introducing Sourcebooks for all the subjects included in the HigherSecondary curriculum.

The Sourcebook for ‘Textile Dyeing and Printing’ will be helpful to prepare yourselfto be competent in the activity oriented pedagogy. It is complementary to the trainingyou have undergone in the beginning of the academic year.

The sourcebook has three parts. Part I gives you the general approach to the teachinglearning process of ‘Textile Dyeing and Printing’. It also covers the curricular objectivesand syllabus of the subject. The term-wise distribution and time schedule of the syllabuswill be helpful for proper planning to complete the syllabus in a time bound, but efficientand effective manner. Towards the end of this part, the learning activities that can beapplied and narrated and some of them are taken for continuous evaluation as per thedirections of Higher Secondary curriculum committee. Evaluation indicators and guidelinesfor setting questions for written examination are also indicated in this part.

Part II of this book deals with the activities that can be carried out to attain thecurricular objectives and are described chapter-wise. The activities specified are tried-out and found apt and time bound. Being the teachers in different school situations, youhave the freedom to choose alternate activities, but should ensure the feasibility, studentsinvolvement and time limit while selecting activities or strategies. Part III contains samplequestions.

Suggestions are invited to improve the quality of the book as well as the teaching-learning process to attain the objectives of the new pedagogy.

With regards,

Dr E. Valsala KumarThiruvananthapuram Director25-11-2005 SCERT, Kerala

Preface

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Part I1. General Approach ............................................................................... 052. Subject wise Approach.......................................................................... 93. Teaching – Learning strategies. ............................................................. 224. Planning .............................................................................................. 245. Syllabus .............................................................................................. 296. Curriculum Objectives ......................................................................... 367. Evaluation ........................................................................................... 38

Part II - Unit-wise Learning ActivitiesSection A (Theory)1. Classification of Textile Fibers .............................................................. 552. General properties of Textile Fibres...................................................... 593. Properties of Cotton ............................................................................ 634. Best Fibers –Linen and Jute ................................................................. 685. Animal Fibers – Wool and Silk ............................................................ 746. Semi synthetic and Fully synthetic fibers ............................................... 817. Soaps and Synthetic detergents ............................................................ 898. Treatment of Materials Prior to Dyeing of Printing................................. 949. Mercerization .................................................................................... 10310.Classification of dyes and soluble groups of dyes................................ 107

Part IIIUnit-wise Learning Activities Section B - (Practical)

1.Curriculum Objectives......................................................................... 1191. Physical and chemical properties of textiles and fibers. ........................ 1202. Pre-treatments and bleaching. ............................................................ 1233. Direct dyes on cotton and after treatments. ......................................... 1264. Direct dyes on wool and silk. ............................................................. 1295. Basic dyes on cotton, wool and silk. .................................................. 1316. Reactive dyes on cotton, wool and silk. Acid dyes on wool ................ 1337. Mercerisation. ........................................................................... 135

• Sample Questions ........................................................................... 140

CONTENTS

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General Approach

Introduction

The ultimate aim of education is humanrefinement. Education should enable the learnerto formulate a positive outlook towards life andto accept a stand which suits the well being ofthe society and the individual as well.

The attitude and potential to ‘to work’ hasdetermined the destiny, progress and culturaldevelopment of the human race. As we all areaware, the objective of education to form asociety and individuals having a positive workculture. The educational process expected in andoutside our formal schools should concentrateupon inculcating concepts, abilities, attitudes andvalues in tune with these ‘work culture.’ Hencevocationalised education cannot be isolated fromthe main stream of education. In anthor sence,every educational process should bevocationalised. However, due to our inability toutilise the resources wisely, scarcity of job

oppurtunities is a severe issue of the presentsociety. For overcoming this deep crisis, emergenttechinques have to be sorted out and appropriateresearches have tobe seriously carried out. It isin the sence that the content and methodology ofvocational Higher Secondary Education have tobe approached.

The Vocational Higher Secondary course wasenvisaged as a part of the National Policy onEducation with the noble idea of securing a jobalong with education. The relevance of Vocationaleducation is very great in this age of unemployment. This education system, whichensures a job along with higher education, standsaloof from other systems of education.

A learning enviornment which ensuresvocational aptitude, vocational training, basic lifeskills, competencies related to different subjects,appropriate values and attitudes and existentialreadiness has to be provided here.

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The curriculum should be one whichrecognises the specific personality of the learnerand should develop it in a desirable way. It shouldprovide opportunity to imbibe novel ideas tofollow a ctritical approach and for learningthrough experiences.

The competency to transform ones ownresources for the betterment of the society andthe individual is to be ensured in each individual.Training in the sense of equality, democratic sense,enviornmental consiousness and devotion to theconstitution is an inseparable factor of thecurriculum.

The need of a systematic curriculum isprevailing in vocational subjects. A scientificallystructured curriculum incorperating the uniquefeatures peculiarity of Kerala ensuring thepossibility of higher education and utilising thenational and international possibilities ofemployment is required.

The new curriculum should be capable ofassimilating the life skills, scientific temper, attitudeof co-existence, leadership qualities and mentalhealth to face the challenges of life. It should becapable of strengthening the competenciesimbibed by the learners up to the tenth class.

A curriculum for selecting vocational areasaccording to the aptitude of the students, learningit in depth, acquire general awareness in the basicareas and to secure jobs has become the socialneed of the day. A learner centred, process

oriented, need based vocational curriculum isenvisaged.

What is learning?

• Learning is construction of knowledge andso it is a live and continuous mental process.

• Learning is a process of advancementthrough adding and correcting in the light ofcomparing the new issue with the previouslylearned concepts.

• Learning takes place as a part of the effortto solve problems.

• Learning takes place by assimilating bits ofknowledge into ones own cognitivestructure.

• Learning is not a linear process. It is a spiralprocess growing deeper and wider.

• Learning is an intellectual process ratherthan the mere memorisation of facts.Learning is a conglomeration of a varietyactivities like problem analysis, elucidation,critical thinking, rational thinking, finding outco-relations, prediction, arriving atconclusions, applications, grouping for otherpossibilities and extracting the crux. Whenopportunities are proviced for intellectualprocesses learning will become effective andintellectual ability will get strengthend.

Theoretical foundations of learning

Education is the best device that can be

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adopted for creation of a new society. It shouldbe democratic in content and process and shouldacknowledge the rights of the learner. It shouldalso provide opportunity for better citizenshiptraining. The concept of equality at all areas shouldget recognition in theory and practice.

There should be consious programme ofaction to develop nationality, humaness and loveand against the enchroachment of the sectarianismof caste and religion.

The learner should be able to take firm stepsand deferred against the social crisis likeprivatisation, liberalisation, globalisation etc andagainst all kinds of dominations.

They should develop a discrimination to usethe acquired learning as a liberative weapon.

They should be able to view education andlife with the perspective of social well being.

They should get opportunity to recognise thatco-operation is better than competition and thatco-operation is the key to social life and culture.

A basic awareness of all the subjects neededfor life essential for all students.

The remnants of perspectives formed in usduring the colonial period still influence oureducational philosophy. The solution to thepresent day perplexities of the society whichapproaches education on the basis ofcompetitions and marketisation is only acomprehensive view of life.

It is high time that education was recognisedon the basis of the philosophy of humaneducation. The human approach to education hasto reflect in its content, learning process andoutlook. The perspective of ‘learning to be ‘ andlearning to live together as expressed by theUNESCO and the concepts of existentialistintelligence intrapersonal and interpersonalintelligence.

The basis of new approaches on curriculum,teachinglearning process are derived from thedevelopments place in the east and west of theworld.

When we begin to see the learner at the centreof the learning process, the teaching process hasto be changed timely. It is the result of the rapidgrowth and development of Science andTechnology and Pedagogy. If we want to undergothe changing process, we have to imbibe themodern hypothesis regarding learner, they have;

• Great curiosity

• Good imagination

• Numerous other qualities and interests

• Independent individuality

• Interest in free thinking and working in afearless atmosphere.

• Have interest in enquiring and questioning.

• Ability to reach conclusions after logicalthinking.

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• ability for manifest and establish freely theconclusions arrived at.

• Interest for recognition in the society.

• Determination to face the interference ofsociety and make components which is apart of social life.

•

When we consider the learning system, thedomains to be stressed in education accordingto the modern development becomes relevant.

The knowledge domain consists of

• Facts

• Ideas

• Laws

• The temporary conclusions and principlesused presently by scientists.

The learning is a process. The continuousprocedures we undergo to reach a particular goalis process. The skills which are parts of theprocess to analyse the collected ideas and proofsand come to a conclusion is called process skills.Some important process skills are,

the skills;

• To observe

• To collect data and record

• To classify

• To measure and prepare charts

• To experiment

• To predict

• To recognise and control the variables

• To raise questions

• To generalise

• To form a hypothesis and check.

• To conclude

• To communicate

• To predict and infer

• To use tools.

• Observation is the process of acquiringknowledge through the senses. It ispurely objective oriented. Learningexperiences which provide theopportunity to use all the senses may beused.

The process of grouping is known asclassifying. Starting from simplegroupings of data, it can extend to thelevel of classification into minute sub-groups.

In addition to this, consider the skills relatedto creative domain also, they are skills:

• To visualize

• To connect facts and ideas in new ways

• To findout new and uncommon uses ofobjects

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• To fantasize

• To dream

• To develop creative isolated thoughts

• Creativity is an essential component ofprocess and activities. The element ofcreativity is involved in finding out problems,formation of hypothesis, finding ‘solutions’to problems etc. Through activity orientedlearning experiences, opportunities toexpress creativity can be created.

Again, the following factors consisting in theAttitudinal domain are also important as;

• Self confidence

• Love for scientific knowledge

• Attitude to know and value history

• Respect human emotions

• Decide with reasonable present problems

• Take logical decisions ragarding personalvalues

‘Hypothesis’ is a temporary conclusiondrawn using insight. Based on knowledgeand experiences relating to the problems thecauses and solutions can be guessed.

As regards the application domain theimportant factors are the ability to:

• observe in daily life examples of ideasacquired.

• take the help of scientific process to solvethe problems of daily life.

• choose a scientific life style

• connect the ideas acquired with othersubjects.

• integrate the subjects with other subjects.

Some basic stands have to be taken on thenew scientific knowledge about intelligencelearning and teaching. When such basic conceptsare accepted changes are required in the followingfactors.

• The vision, approach, structure and contentof the curriculum.

• The vision, approach, structure and contentof the textbooks.

• Role of the teacher and the learner.

• Learner atmosphere, learning materials andlearning techniques.

Some scientific pespectives accepted bymodern world in educationalpsychology are given below.

Constructivism

This approach puts forward the concept thatthe learner constructs knowledge. Newknowledge is constructed when ideas areexamined and practiced in new situations relatingthem with the previously acquired knowledge andexperience. That is assimilated into the congnitivestructure of one’s knowledge. This method which

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gives priority to critical thinking and proble solvingprovides opportunity for self motivated learning.

Social Constructivism

Social constructivism is a sub section ofconstructivism. Knowledge is formed, spread andimbibed and it becomes relevant in a socialenviornment. Interactive learning , group learning,co-operative participatory learning, all these areconcepts put forward by social constructivism.

The main propounders of constructivism arepiaget, vygotsky and Bruner.

Discovery learning and interactive learninghave prime importance. Learning takes place asa part of the attempt for problem solving. Theactivities of a learner who confronts cognitivedisequilibrium in a learning situation when he triesto overcome it is leades to the renewal ofcognitive structure. It is through this processconstruction of new knowledge and theassimilation of them that learning take place.Observation and enquiry are unavoidable factors.The learner advances towards new areas ofacquisition of knowledge where he tries tocompare his new findings with the existingconceptions.

Learning is a live mental process. Rather thanthe ability for memorisation of facts cognitiveprocess has to be given emphasis. The processof problem analysis, elucidation, critical thinking,rational thinking, finding out co-relation,prediction, hypothesis formation, application,

probing for other possibilities, extracting the cruxand other processes are of critical importance inlearning.

Constructivism gives greater predominonceto co-operative learning. Social and culturalfactors influence learning. Sharing of knowledgeand experience among learners, collectiveenquiry, assessment and improvement, groupactivity and collaborative learning, by sharingresponsibilities with the objective of publicactivity, provide opportunity for effective learning.

In learning internal motivation is moreimportant than external motivation. The learnershould have interest and initiative in learning.Learning situation should be capable of forminga sense of ownership in of the learner regardingthe learning process.

Learning is not a linear process. It progressesin a spiralled way advancing deeper and wider.

Learner-his nature and features

The learners in standard XI has undergone alearner centered and process oriented learningexperience up to X standard. He is adequatelycompetent to select vocational subjectsaccording to his aptitude and interest and toacquire higher education and profession as hewishes. The aspirations about future life is framedin this particular age foreseeing national andinternational job oppurtunities. Some of thepeculiarities of the learner at this stage are:

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• Physical, intellectual an emotional planes areintensive changes during this age and theirreflections can be observed.

• Ability to enquire, discover and establishcause-effect relationship betweenphenomena.

• Readiness to undertake challenges.

• Capacity to shoulder leadership roles.

• Attempt to interprest oneself.

• Susceptibility to different presseures.

• Doubts, anxities and eagerness about sex.

• Longing for social recognition.

Needs of the learner

• To make acquaintance with a job throughvocational education.

• To acquire more knowledge in theconcerned area through higher education.

• To recognise and encourage the peculiarpersonality of the later adolescent period.

• To enable him to defend against theunfavourable circumstances without anyhelp

Role of the Learner

• Active participant in the learning process.

• Acts as a researcher

• Sharer of information

• Sharer of responsibilities

• Collects information

• Takes leadership

• Involves in group work

• Acts as a co- participant

• Observes his environment

• Experiments and realises

• Makes interpretations and draws inferences.

Role of the Teacher

The teacher should;

• consider the ‘Stress and strain’ of theteenagers

• understand the socio- economic and culturalbackground of the students.

• promote and motivate the students toconstruct knowledge.

• arrange proper situations to interact in andoutside of the classroom.

• guide the students by explanations,demonstrations etc.

• promote opportunity for co-operativelearning and collaborative learning.

• facilitate interpersonal and intra-personalinteractions.

• act as a democratic leader.

• act as a problem solver

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• effectively guide the students for theselection and conduct of various continuousevaluation elements.

• continuously evaluate the progress of thelearners.

• gives scaffolding/support wherevernecessary.

• motivate for learning

• promote divergent thinking.

• act as a democratic group leader.

• act as a co-learner

• gives variety of learning experiences.

• be a constant student

• facilitate for reference/data collection

• have a clear under standing about the age,needs, peculiarities, abilities, nature, aptitudeetc. of the learner.

• have the ability to motivate the learner inorder to acquire and enrich their knowledge.

• be a guide to the learner in developinginsights and creating responses on currentaffairs.

• be capable to lead the learner into a varietyof learning methods and process based oncurricular objectives.

• be a link between school and community.

• be a good organiser, guide, friend,philosopher and co-learner.

• have an inter disciplinary approach inlearning activities.

• be able to guide the learner in his/her careerprospects based on his interest aptitude andability.

• be impartial and democratic.

• provide ample experiences to attain thebasic values and objectives of thecurriculum.

New Concepts of Learning

1. Discovery Learning-

The teacher has to create a motivatingatmosphere for the learner to discover conceptsand facts, instead of listening always. Creatingoccasion to progress towards discovery ispreferred. Instead of telling everything before andcompelling to initiate the models, situations areto be created to help the children act models asthemselves.

2. Learning by discussion

That discussion leads to learning is Burner'stheory. Here discussion is not opposing eachother. It is a sharing on the plane of ideas. Newideas are arrived at by seeking explanations, bymutual giving and taking of ideas and by problemsolving.

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3. Problem solving and learning

Only when the learner feels that some thing isa problem to be solved that he takes theresponsibility of learning it. It is an inborntendency to act to solve a problem that causescognitive disequilibrium in a particular area. It isalso needed to have confidence that one iscapable of doing it. The problems are to bepresented in consideration of the ability and levelof attainment of the learner.

4. Collaborative learning

This is the learning in which the responsibilitiesare distributed among the members of the groupkeeping common learning objectives. Thecommon responsibility of the group will besuccessful only if each member discharges hisduties. All the members will reach a stage ofsharing the result of learning, equally through theactivity with mutual understanding. The teacherswho arrange collaborative learning will have tomake clear the responsibilites to be discharged.This is possible through the discussion with thelearners. Collaborative learning will help to avoidthe situations of one person working for thewhole group.

5. Co-operative learning

This is the learning in which the learners helpone another. Those who have more knowledge,experience and competency, will help others. Bythis exchange of resources the learners develop

a plane of social system in learning also. As thereare no high ups and low ones according to statusamong the learners they can ask the fellowstudents doubts and for helps without anyhesitation or in hesitation Care should be takennot to lead this seeking of help to mechanicalcopying. It should be on the basis of actual needs.So even while encouraging this exchange of ideasamong the members of the group cautionsacceptance is to be observed as a convention.There should be an understanding thatsatisfactory responses should come from eachmember and that the achievement of the groupwill be assessed on the basis of the achievementof all the members

6 Zone of Proximal Development

Vygotsky observes that these is a stage ofachievement where a learner can reach by himselfand another higher zone where he can reach withthe help of his teachers and peers and elders.Even though some can fulfil the learning activityby themselves there is the possibility of a higherexcellence. If appropriate help is forth coveringevery learner can better himself.

7 Scaffolding

It is natural that the learner may not be ableto complete his work if he does not get supportat the proper time. The learner may require thehelp of the teacher in several learning activities.Here helping means to make the learner complete

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the activity taking responsibility by himself. Theteacher has to keep in mind the objective ofenabling the learner to take the responsibility andto make it successful.

8 Learning: a live mental process

Learning is a cognitive process, only a teacherwho has an awareness as to what the cognitiveprocess is alone can arrange learning situationsto the learner to involve in it. Learning can bemade effectively and intellectual sharpness canbe improved by giving opportunity for thecognitive processes like reminding, recognisingcompromising , co- relating, comparing,guessing, summarising and so on. How iscognitive process considered in languagelearning? Take guessing and prediction forexample.

• Guessing the meaning from the context.

• Guessing the content from the heading.

• Predicting the end of the story.

• Guessing the incident, story from the picture.

• Guessing the facts from indications.

• and other such activities can be given thefollowing activities can be given for thecognitive process of summarisation.

• Preparation of blue print.

• Preparation of list.

• Preparation of flow chart.

• Epitomising in one word.

• Giving titles and so on.

• Symbols, performance of charactersindications, lines of a poem, tables, pictures,concepts, actions, body language and suchthings can be given for interpretation.Process based language given forinterpretation. Process based languagelearning has to give prime importance to thecognitive process.

9 Internal motivation

Internal motivation is given more importancethan external motivation. The teacher has toarouse the internal motivation of the learner, Aperson internally motivated like this alone canimmerse in learning and own its responsibility.How motivating is each of the activities is to beassessed.

10 Multiple intelligence

The Theory of Multiple Intelligence putforward by Howard Gardener has created aturning point in the field of education. TheNational curriculum document has recommendedthat the curriculum is to be designed taking intoconsideration of this theory.

Main factors of the intellect :

1. Verbal/linguistic Intelligence -

Ability to read and write, making linguisticcreations , ability to lecture competence effective

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a communication , all these come under this .This can be developed by engaging in languagegames and by teaching others.

2. Logical /mathematical Intelligence

Thinking rationally with causes and effectrelation and finding out patterns and relationscome under this area, finding out relations andexplaining things sequential and arithmeticalcalculations are capable of developing this areaof intelligence.

3. Visual /spatial Intelligence

In those who are able to visualise modelsand bringing what is in the imagination into visualform and in philosophers, designers and sculptorsthis area of intelligence is developed. The activitieslike modelling using clay and pulp, making of artequipments, sculpture, and giving illustrations tostories can help the development of this ability.

4 Bodily Kinaesthetic Intelligence

The activities using body language come underthis. This area of intelligence is more developedin dancers and actors who are able to expressideas through body movements and in experts insports, gymnastics etc.

5 Musical Intelligence

This is an area of intelligence which is highlydeveloped in those who are able to recognisethe different elements of music in musicians andin those who can here and enjoy songs. Playing

musical instruments, initiating the songs ofmusicians, listening silently to the rhythms andactivities like this are capable of developing thisarea of intelligence.

6 Interpersonal Intelligence

Those in whom this area of intelligence isdeveloped show qualities of leadership andbehave with others in a noble manner. They arecapable of understanding the thought of othersand carrying on activities like discussionsuccessfully.

7 Intrapersonal Intelligence

This is the ability to understand oneself. Thesepeople can recognise their own abilities anddisabilities. Writing diaries truthfully and in ananalysing way and assessing the ideas andactivities of others will help developing this areasof intelligence

8 Naturalistic Intelligence

A great interest in the flora and fauna of thenature, love towards fellow beings interest inspiritual and natural factors will be capable ofdeveloping this area.

9. Existential Intelligence

The ability to see and distinguish ours ownexistence as a part of the universe, ability todistinguish the meaning and meaninglessness oflife, the ability to realise the ultimate nature ofmental and physical existences, all these are the

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peculiarities of this faculty of intelligence.

Emotional Intelligence

The concept of emotional intelligence putforward by Daniel Golman was used in framingthe new curriculum. The fact that one’sEmotional Quotient (E.Q) is the greatest factoraffecting success in life is now widely accepted.The teacher who aims to focus on improving theemotional intelligence of students need toconcentrate on the following.

i) Ability to take decisions

Rather than imposing decision on studentswhile planning and executing activities, thestudents may be allowed to take part in thedecision making process. Taking decisionsthrough open discussion in the class, invitingstudents suggestions on common problems etc.are habits to be cultivated.

ii) Ability to reach consensus

• When different opinions, ideas and positionsarise the students may be given theresponsibility to reach a consensus.

• Imaging what would be the course of actionin some situtations, allowing to intervene ina healthy way in problems betweenindividuals.

iii) Problem solving

• Developing the idea that there is reason andsolution to any problem.

• Training in finding reasons for problems.

• Suggesting solutions through individual orgroup efforts.

• Discussing social problems.

• Analysing the shortcomings in methods tosolve problems.

Whether plastic can be banned within schoolpremises can be given as a problem. Groupdiscussion will provide reasons and solutions.Problems which can influence classroom learningand for which the learner can actively contributesolutions need to be posed.

• Self criticism, evaluation

• Ability to face problem-situation in life

• Thinking what one would do if placed inthe situation of others, how one wouldrespond to certain experiences of others -All these foster the growth of emotionalintelligence.

iv) Life skills

Life skills need to be given a prominent placein education. W.H.O. has listed ten skills requiredfor success in life.

• Self awareness

• Empathy

• Inter personal relations

• Communication

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• Critical thinking

• Creative thinking

• Decision making

• Problem solving

• Copying with emotion

• Copying with stress

The new curriculum addresses these areas.

Knowing the characteristics of the learner, roleof the teacher and how to use the teachershandbook help the teacher to plan and effectivelyimplement learning activities.

Objectives of the Vocational HigherSecondary Curriculum.

• To facilitate higher education while givingopportunity to enter in the field ofemployment.

• To develop enviornmental awareness, senseof national integration, tolerence and humanvalues so as to ensure social and culturalimprovement.

• To enable the learner to find on his ownemployment.

• To inculcate mental courage in the learnerto face unfavourable situations.

• To make human resource developmentpossible.

• To enable the learner to understand socialproblems and to react appropriately.

• To develop the learner to identify anddevelop his own competencies.

• To develop vocational aptitude, workculture and attitude in the learner so as toprovide useful products and services to thesociety.

• To create an awarenss about mental andphysical health.

• To acquire awareness about different jobareas and to provide backgrounds foracquiring higher level training in subjects ofinterest.

• To develop possibilities of higher educationby creating awareness about commonentrance examinations.

• To provide situation for the encouragementof creative thinking and organising trainingprogrammes in each area, creative abilitiesand to develop artistic talents.

Nature of Approach

The learning device is to be organised in theselected vocational subjects in such a way thatadequate practical experience should be given,making use of the modern technology. Thedevelopment in each area on the basis ofinformation technology is to be brought to thelearner. The work experience in the respectivefields(OJT, Field trip, Production/Service .....training, Survey, Workshop, Exhibition, Youthfestival, Physical fitness etc.) are to be adjusted

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suitable to the learning and evalution process. Theparticipation and leadership of the students inplanning and execution is to be ensured throughthis kind of activities. Social service is to be madea part of the course.

Approach towards Vocational HigherSecondary Education

The learning methodology has to be organisedso as the learning provide adequate practicalthinking on the opted vocational subject utilisingthe new technology. The development ofinformation technology should be made availablein each sector. Work experience, OJT, Field tripproduction, Service cum training centre, Survey,Workshops, Exhibitions, Youth festivals, Physicalfitness etc should be systematised wellappropriate to learning and evaluation. Learnerparticipation should be ensured in the planningand implementation of these activities. Socialservice should be a part of the course. If a learnerhas to change his school, he should be providedan oppurtunity to continue his studies in the newschool. While considering criteria for admissionto higher courses, grades of vocational subjects

should also be given due weightage. In tune withthe changes in the Vocational Higher SecondaryEducation changes should be ensured in the fieldof higher education.

The teachers have to take special care inarranging learning activities for the developmentof all the faculties of intelligence.

Learning activities and learning atmosphere.

A proper learning atmosphere is essential forthe betterment of learning activities.

They are:

• Proper physical environment

• Healthy mental atmosphere

• Suitable social atmosphere

• Active participation of PTA, Local bodiesand SRG

• Reference materials and visual mediaequipments.

• Academic monitoring

• School Resource Group (SRG)

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Subject wise Approach

Introduction

Next to Food and Shelter, the most essentialrequirement for a human being is Cloth to be usedas apparel fabrics and furnishings. Textiletechnology deals with the production, colouringand finishing of textile materials. Textile dyeingand printing deals with the colouring of yarns andfabrics.

The method of colouring was practised inancient times but at that time, colouring mattersextracted from leaves, seeds, fruits, stem etc. ofplants were used for imparting colour. Colouringwas also practised by squeezing certain insectsgiving the colouring matter. It was in the year1856, the first synthetic dyestuff was discoveredby the scientist ‘Perkin’. This synthetic dyestuffwas named as ‘mauve’. Following this discovery,a number of synthetic dyestuffs have beendeveloped and at present, there are thousandsof colours having different properties.

Textile dyeing and printing can be done ondifferent types of materials like cotton, silk, wool,linen, jute, viscose rayon, acetate rayon, nylon,terylene etc. Dyeing is intended to make a uniformcolour while printing is done to produce therequired designs in desired colours. The main aimof colouring is to impart attractiveness to thecloth. Another aim is to prevent the soling of thecloth.

One of the measures used for counting theprosperity of a country is the per capitaconsumption of cloth. Textile materials have animportant role in deciding the economy and socialdevelopment of the country. In Kerala, there area number of textile mills. Besides catering theneeds of the country, a major part of the productsare exported which gives a large earning of foreignexchange. Special mention has to be made forthe huge demand of handloom fabrics made fromBalaramapuram, Kutheempully and Cannanore

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for the artistic designs and fault free durablefabrics.

The influence of textile materials can be seenin all walks of life. Kerala has an important rolein the manufacture of dyed and printed fabrics.The course ‘Textile Dyeing and Printing’ willsurely help the students to acquire technicalknowledge about the various types of textilematerials and their colouring by dyeing andprinting. At present, the textile related fields likeknitting, garment making, apparel designing andfashion designing are of having a booming naturewhich require qualified dyers and printers. It ishoped that all the students successfully completingthis course of study will find a suitable placementwithout any delay.

Teaching and Learning Strategies

Learning approach

Learning is the construction of knowledge, andthe learning approach of this course is based onlearning to know, learning together and learningto deal. Following are the different methods usedfor the construction of knowledge (i) Discoverylearning (ii) Enquiry learning. (iii) Collaborativelearning (iv) Co-operative learning. (v) Socialculture learning. The learning approach shouldstimulate the multiple intelligence and EQ ofstudents. Learning should be learner centred andproblem related. The role of teacher is to facilitatethe learning process, by creating knowledge inthe learner.

Need of New Approach:

Student’s can develop knowledge to selectTextile materials for dyeing and printing, developskills to handle equipments, machinery, tools,testing instruments etc. required for colouring.Technical aptitude, discovery learning and groupworking skills of students will be enhanced asdetailed below.

(i) Improve the ability to analyse.

(ii) Enhance the curiosity.

(iii) Familiarise to use the tools, equipments,machinery and testing instruments.

(iv) Provide skills to face technical problemsrelated to the subject.

(v) Improve the skills for communication andconvey the knowledge to the society.

Role of teacher:

Teacher is the person to give motivation tothe students. For this, the teacher should be

(i) A good communicator.

(ii) A facilitator for learning.

(iii) A good evaluator.

(iv) A good organizer.

(v) Able to understand the limitation of students.

(vi) A good guide.

(vii) Able to raise the leadership qualities ofstudents.

21


(viii) An authority in the subject.

(ix) A good observer.

(x) A resource manager.

(xi) A systematic record keeper.

(xii) A good counseller.

(xiii) Practically competent.

(xiv) A self evaluator.

(xv) Able to create awareness in socialproblems.

(xvi) A professional and philosopher.

(xvii)Able to keep up moral values.

(xviii)Impartial.

(xix) Optimistic.

Role of Students:

(i) Data collection from textile industries,research institutes, selling outlets.

(ii) Express their views related to the datacollected.

(iii) Hold discussions, seminars and industrialvisits with the active participation of facultymembers and subject experts fromindustries and research institutions.

(iv) Prepare project reports on selected topicswith an aim to start a small scale industry intextile dyeing and printing.

Teaching Aids

(i) Textbooks, reference books, sourcebooks.

(ii) Charts, slides, diagram.

(iii) Teaching notes, observation notes, seminarsand project report.

(iv) Laboratories and workshops.

(v) Textile, industries, Research institutes,Polytechnics.

(vi) Study tours, exhibitions.

(vii) Journals.

(viii) Library and internet.

(ix) Discussions, seminars.

22


Important learning strategies are experiments,discussions, debates, seminars, drawings, modelpreparation, specimen collection, quiz, exhibitionand field visits. The overall performance of thestudents are improved which include the skills,leadership research mentality etc.

Experiments:

It is an important learning strategy. Teacherhas to give the guidelines regarding theexperiments and demonstrate using the requiredinstruments. Students can be either permittedindividually or in groups. Most of the topics intextile dyeing and printing require experiments,which will be conducted simultaneously with theengagement of theory of related topics.

Discussions, debates, seminars.

Particular topics for the above are selectedand are held under the guidance of the facultymembers and subject experts from outside.

Learner centred seminars guided by experts intextile fields have to be conducted.

Drawings, model preparation, specimencollection

Preparation of drawings and models requiredfor the curriculum are to be prepared. Collectionof specimens from selling outlets, industries andresearch institutions are to be made and the qualityparticulars are to be noted.

Exhibition, Quiz:

Exhibition of the products manufactured bydyeing and printing has to be done, themanufacturing details to be noted in detail.Individual/group wise quiz will help to check theup-to-date knowledge on selected topics underthe guidance of faculty members or subjectexperts.

Learning Strategies

23


Field Visits

It is necessary to conduct a number of localvisits to industries related to textile dyeing andprinting. One or two study tours are to beconducted to cover the major industries outsidethe state. Field visits help the students to acquaintwith the most modern techniques adopted intextile industries for textile dyeing and printing.

Project Work

Project work help to develop interest inlearning and ensure the active participation of thestudents. Each student should be assigned witha project work either alone or as a group guidedby the teacher and the report of work doneshould be submitted at the end of each year.

The structure of the project report shouldcontain:

1. Project title

2. Name of student/students.

3. Branch/school.

4. Certificate

5. Preface

6. Introduction

7. Survey

8. Need for the project

9. Existing market potentiality

10. Site for the project

11. Plan and layout.

12. Product manufacture

13. Equipments/tools/machinery required.

14. Consumables required.

15. Staff and labour pattern.

16. Manufacturing process

17. Marketing.

18. Profit and loss account.

19. Conclusion

Some of the project works which can beassigned to the textile dyeing and printing studentsare:

1. Setting up a small-scale screen printing unit.

2. Setting up a small-scale dyeing unit.

3. Production of fancy designs by tie and dye.

4. Production of fancy designs by BatikPrinting.

5. Setting up of a cottage unit for bleaching.

6. Setting up of a cottage unit for Mercerising.

7. Setting a textile bleaching/dyeing/printingunit.

24


To make Textile Dyeing and Printingeducation activity based, we have to providelearning experiences that would help to developprocess skills and components of multipleintelligence. Whether the activities are conductedin the class or outside, they are to be completedin a time bound manner.

The teacher has to plan the activities necessaryto make learning effective, time required,evaluation methods and all other aspects. Teachermust prepare at least three planning documents.

• Year plan

• Unit plan

• Daily plan

1 Year Plan

The year plan will include the total number ofunits to be transacted through the three terms,units to be covered during each month and thenumber of periods required for each unit.

A model of year pan is given below.

IVPlanning

25


Year Plan (Theory)(First Year)

Term

July

Topics/Units Total Hours OtherActivities

1, 2 20 Industry visit

Month

August 3, 4 20 Seminar,Class test

September 5, 6 15 Terminal Exam.

October 6, 7 20 Study tour,Assignment

November 7, 8 20 Industry visit,Project work

December 8, 9 15 Terminal Exam

January 9, 10 20 Sports andGames

Assignment

February 10 10 SeminarMarch Revision, Model

Exam

Total 140 Hours

IstTerm

IIndTerm

IIIrdTerm

2 Unit Plan

Teacher may prepare unit plan before theactual transaction of the unit in the classroom.This plan must make clear the curriculumobjectives intended, periods required for

transactions of these objectives, instructionalstrategies to be used and materials required. Howthe outcomes are to be evaluated may also bespelt out. Unit analysis for each unit given in thesource book may be utilized for preparing unitplan. A model of unit plan is given below.

26


Uni

t Pla

nU

nit

1 -

Cla

ssif

icat

ion

of T

exti

le F

ibre

s

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

rnin

gM

ater

ials

Pro

duct

sS

l.N

o.

Cla

ssify

tex

tile

fibre

sth

roug

h di

scus

sion

obse

rvat

ions

an

dsa

mpl

e co

llect

ion.

10•D

efin

ition

of

text

ilefib

res.

•Var

ious

natu

ral a

ndm

an m

ade

fibre

s an

dfa

bric

s.

•Obs

er-

ving

•Cla

ssi-

fyin

g

•Ana

ly-

sing

•Dis

cu-

ssio

n

•Obs

er-

vatio

n

•Sam

ple

colle

ction

•Sam

ple

ofva

rious

text

ilefib

res

and

fabr

ics.

•Mic

ros-

cope

s

•Cha

rts

•Tex

tbo

oks

and

perio

dica

ls

•Not

es

•Cha

rts

•Col

le-

ctio

n of

sam

ples

1.

Tim

e

•Bas

ickn

owle-

dge

•Co-

op-

erat

ion

•Par

ti-ci

pa-

tion

indi

scu-

ssio

n.

•Pre

s-en

ting

abili

ty

•Rec

-or

d

27


3 Daily Plan

The daily plan included curriculum objectivesto be transacted during class period, learningactivities, learning aids and feedback.

Model of daily plan is given below :

Daily Lesson Plan for Classification of Textile FibersDate : ....................................... Class : .......................................

Curriculum Objective : Classify Textile Fibers.

Objectives : Through discussion, observation and sample collection.

DurationHour

ActivityDiscussion

Points

Required learningmaterials

LearnerParticipation

TeacherSuppliment

Remarks/Value points

2 Discussionand

Observation

• Textilefibers

•Naturalfibers

•Artificialfibers

• Students uniformdress

• Casuals• Furnis-hings• Samples of cotton,

wool, silk, linen,viscose rayon,acetate rayon, nylon,terylene etc.

LearnersParticipation

TeacherSuppliment


1½ SampleCollection

• Samples offabrics andyarns ofdifferenttextilematerials.

• Students uniformdress

• Casuals• Furnis-hings• Samples of cotton,

wool, silk, linen,viscose rayon,acetate rayon, nylon,terylene etc.

LearnersParticipation

TeacherSuppliment


Signature of Principal Signature of Teacher

28


TIME SCHEDULE

Theory 140 Hours

Unit No Name of Unit Hours

1. Classification of Textile Fibers 10

2. General properties of textile Fibers 10

3. Properties of Cotton 10

4. Bast fibers –Linen and jute 10

5. Animal Fibers – Wool and Silk 10

6. Semi Synthetic and Fully Synthetic Fibers 20

7. Soaps and Synthetic Detergents 10

8. Treatment of materials prior to dyeing and printing 25

9. Mercerisation 10

10. Classification of dyes and soluble group of dyes 25

Total 140 hrs.

29


Syllabus

Unit 1Classification of Textile Fibers

Classification based on origin. Natural, semisynthetic and fully synthetic. Natural fibersvegetable, animal and mineral fibres – examplesfor each class. Classification of synthetic fibressemi synthetic and fully synthetic. Cellulose andprotein based semi synthetic fibres. Fully syntheticfibres – poly amides and polyesters with examplesfor each type. 10 Hours.

Unit IIGeneral properties of Textile Fibres:

Properties required for a textile fibre. Essentialand desirable properties. Tensile strength, staplelength, spinning power and elasticity. Desirableproperties – lustre, cohesiveness, moisture regain,commercial availability. 10 hours

Unit IIIProperties of Cotton:

Physical properties – structure of cotton fibrecomposition, action of heat and light. Longitudinaland cross sectional views of raw cotton fibre.Action of cold and hot dilute and concentratedsolution of sulphuric acid, hydrochloric acid, nitricacid, acetic acid, sodium carbonate, sodiumhydroxide, potassium hydroxide, potassiumpermanganate, hydrogen peroxide, calciumhypo-chlorite, sodium hypo-chlorite and sulphurdioxide. Formation of mildew. Action of dyestuffs.

- 10 Hours

Unit IVBast Fibers – Linen and Jute

Method of separation of linen and jute fibresfrom the plants. Harvesting, retting, rippling,scutching and hackling. Different methods ofretting – water retting, dew retting and chemical

30


retting. Physical properties of linen and jute –action of heat, light, longitudinal and crosssectional views. Action of mineral acids –hydrochloric, nitric and sulphuric acid. Action ofoxidizing agents – hydrogen peroxide, calciumhypo-chlorite, sodium hypo-chlorite andpotassium permanganate. Action of Basic dyes.

- 10 hrs.

Unit VAnimal Fibres. Wool and silk.

Shearing, sorting classification and grading ofwool.

Physical properties – longitudinal and crosssectional views – action of heat and light.Composition of wool – action of acids andalkalies. Carbonisation and chlorination.Dyestuffs used for colouring wool.

Silk – sericulture, life cycle of silk worm. Silkreeling, throwing and doubling. Different typesof silk yarn and it various uses. Composition ofraw silk - Microscopical appearances –longitudinal and cross sectional views. Action ofbleaching agents, acids and alkalies. Degummingand weighting of silk. Composition of silk.Colours used for dyeing and printing of silk.

- 10 hrs.

VI. Semi synthetic and fully syntheticfibres

Difference between semi synthetic and fullysynthetic fibres. Cellulose based semi synthetic

fibres – viscose and acetate rayons. Viscose –sequence of operations involved in manufacturing– steeping, shredding, ageing, xanthation,preparation of spinning solution, ripening, filtering,spinning, coagulation and regeneration ofcellulose, purification. Microscopicalappearances, action of acids, alkalies and dyestuffs. Acetate rayon-steps involving inmanufacture – Acetylation, partial hydrolysis,precipitation, preparation of spinning solution,spinning and drawing of flaments. Physical andchemical properties.

Fully synthetic fibres – Polyamides andpolyesters. Chemicals required for nylon – 6 andnylon – 66.

Manufacture – Flow sheet – polymerisationreaction – Nylon spinning unit.

Terylene – chemicals required – conditionsof polymerisation – spinning method. Importantphysical and chemical properties of Nylon andterylene. (20 hrs.)

Unit VIISoaps and detergents

Soaps – definition – different methods ofmanufacture – chemicals required – hard and softsoap – action of acids. Detergents – definition –difference between detergents and soaps – effectof hard and soft water on soaps and detergents.Turkey Red Oil-preparation – wetting anddetergent action. (10 hrs.)

31


Unit VIIITreatment of material prior to dyeingand printing

Different types of materials used for textilepurposes – cotton, wool, silk, linen, jute, viscose,acetate, nylon and terylene. Impurities present inthe above fibres – natural, added and adheredsingeing impurities. Pretreatment of cotton.Singeing – definition, plate, roller and gas singeingmachines – sketch and description – merits anddemerits of different types of singeing machines.Desizing – objects – different methods employed– oxidative method and reduction method.Oxidative method – chlorine, chlorite and bromiteprocess. Enzymatic desizing. Kier boiling –objects – chemicals required, chemical changestaking place – vertical and horizontal kiers.Defects in scouring preventive measures. Greysouring – object. Bleaching – definition –classification of bleaching agents – oxidizing andreducing – examples for each type. Bleaching ofcotton using hydrogen peroxide, bleachingpowder and sodium hypo-chlorite. ContinuousJ-box scouring and bleaching. Impurities presentin Linen and jute – treatments done to removethe impurities. Bleaching of linen and jute. Silk –de-gumming and bleaching with hydrogenperoxide. Wool – carbonization – scouring –bleaching with sulphur dioxide. Removal ofadded and adhering impurities, from viscose,acetate, nylon and terylene. (25 hrs.)

Unit IXMercerisation

Definition – chemicals used – importantchanges taking place – method of mercerizingcotton hanks and cloth using machines.Longitudinal and cross sectional views ofmercerized cotton. (10 hrs.)

Unit XClassification of dyes and solublegroup of dyes.

Classification of dye stuffs according to theirmethod of application – Direct, acid, basic,reactive, sulphur, vat, mordant, naphthol,oxidized, mineral and dispersed dyes. Directdyes – properties – solubility – fibres coloured –assistants required, sodium carbonate andsodium chloride– function of assistants –procedure of application on cotton, wool andsilk. After treatments – objects – important aftertreatments given to improve light, washing andperspiration fastness. Topping with basic dyes –objects. Factors affecting the depth of colour –salt, concentration, time and temperature factors.

Acid dyes – properties – method ofapplication on wool and silk. Function of acids.Basic dyes – characteristic properties – highbrilliancy and colouring power, application oncotton after mordanting and fixing. Applicationon silk and wool using acetic acid and boiled-offliquor.

32


Reactive dyes – Reason for reactivity –reactive end groups present in dye stuffs andfibres. Reactive agents required, different types

of reactive dyes – cold and hot brands.Differences between direct and reactive colours.Fibres coloured with reactive dyes. Method ofapplication on cotton, wool and silk. (25 hrs.)

Textile Dyeing and Printing (Practicals)First Year

Practicals Time Scheduled 420 hrs

Unit Name of Unit Hours

1. Physical and chemical properties of textile fibres 40

2. Pretreatments and bleaching 60

3. Direct dyes on cotton and after treatments 80

4. Direct dyes on wool and silk 60

5. Basic dyes on cotton, wool and silk 80

6. Reactive dyes on cotton, wool, silk and acid dyes on wool 60

7. Mercerisation 40

Total 420 hrs

33


Year Plan (Practical)Textile Dyeing and Printing

First Year

Month Units Hours Other Activities

July 1, 2 50 Industry visit

August 2, 3 60

September 3 40 Assignment, test

October 3, 4 60 Study tour

November 4, 5 70 Industry visit

December 5 40 Assignment, test

January 6 60

February, March 7 40 Assignment, Revision, Text

Total 420 Hours

List of experiments to be done

Unit IPhysical and chemical properties oftextile fibres.

1.1 Action of heat and light on textile fibres.

1.2 Longitudinal and cross sectional views oftextile fibres.

1.3 Action of dilute and concentrated acids.

1.4 Action of alkalies.

1.5 Bleaching of cotton, linen, jute, silk andwool.

1.6 Identification of textile fibres by burning test,microscopical appearances, staining test andsolubility tests. (40 hrs.)

Unit IIPretreatments and bleaching.

2.1 Singeing, desizing, kier boiling of cottonfabric and singeing and kier boiling of cottonyarn.

2.2 Degumming of silk.

2.3 Carbonisation of wool.

2.4 Bleaching of cotton using bleaching powder,sodium hypochlorite and hydrogenperoxide.

34


2.5 Bleaching of linen and jute using sodiumhypo-chlorite.

2.6 Silk bleaching with hydrogen peroxide.

2.7 Bleaching of wool with sulphur dioxide.(60 hrs.)

Unit IIIDirect dyes on cotton and aftertreatments

3.1 Method of application of direct yellow,orange, red, blue, green, violet, brown andblack.

3.2 After treatment with copper sulphate,potassium dichromate and formaldehyde.

3.3 Topping with basic colours.

3.4 Salt factor and concentration factor.(80 hrs.)

Unit IVDirect dyes on wool and silk

4.1 Application of direct colours, red, yellow,blue, green, violet and black on wool andsilk using acid as assistant.

4.2 Dyeing of silk with direct pink, brown,yellow and red with boiled – off liquor asassistant. (60 hrs.)

Unit VBasic dyes on cotton, wool and silk.

1.1 Mordanting, fixing and dyeing of cotton withAuramine, Rhodamine, Methylene violet,

Methylene blue, Malachite green andBismarck brown.

1.2 Application of basic colours on wool andsilk with Auramine, Rhodamine, Methylviolet and Malachite green. (80 hrs.)

Unit VIReactive dyes on cotton, wool, silkand acid dyes on wool.

6.1 Application of metanil yellow, Kiton red,Kiton blue, Kiton brown and Kiton blackon cotton

6.2 Application of reactive yellow, blue and redon cotton, wool and silk. (60 hrs.)

Unit VIIMercerisation

7.1 Hank mercerizing with and without tension.

7.2 Cloth mercersing under tension and withouttension. (40 hrs.)

General Instructions to Teachers

1. Though the curriculum objectives areprepared separately for theory and practical,both should be conducted simultaneously.

2. The facilitator has to note down theobjectives of both theory and practical fora topic in a particular unit in their teachingmanual and plan the activities accordingly.

3. Record book should be maintained by thelearner, the experiments done should be

35


recorded and the products of practical workshould be affixed.

4. Sketches are to be drawn wherevernecessary.

5. Single record book is sufficient for keepingthe records of I and II year.

6. Clear cut separation of first and second yearpractical should be made in the recordbook.

7. Evaluation of the record book should bedone at the end of first and second year.

8. Assignments and class tests should be givenas a part of continuous evaluation.

36


1. Classify textile fibres through discussion,observation and sample collection.

2. Find out the general properties of textilefibres through discussion, observation andlisting.

3. Analyse the physical properties of cottonthrough discussion, observation andexperimentation.

4. Find out the chemical properties of cottonthrough discussion,, observation, andassignments.

5. To explore the method of separation of linenfibre from basts, physical and chemicalproperties through observation, discussionand experimentation.

6. Find out the method of extraction of JuteFibre, physical and chemical propertiesthrough observation, discussion andexperimentation.

Curriculum Objectives

7. Find out the method of shearing andcollection of wool, production of clean woolfrom raw wool, physical and chemicalproperties, uses through observation,discussion and experimentation.

8. Find out the production of silk from silkworms, physical and chemical properties ofsilk through observation, discussion andexperimentation.

9. Classify synthetic fibres into semi-syntheticand fully synthetic fibres throughobservation, discussion andexperimentation.

10. Familiarise the process of manufacture ofviscose rayon, acetate rayon, theirproperties through observation, discussionand flowchart preparation.

11. Identify the process of manufacture of nylonand terylene and their properties through

37


observation, discussion and flow chartpreparation.

12. Find out the method of manufacture andproperties of soaps, detergents and TurkeyRed Oil through discussion, observation anddemonstration.

13. Find out the detergent and wetting actionof soaps, detergents and turkey red oilthrough discussion, observation anddemonstration.

14. Differentiate between hard soap and softsoap through discussion, observation anddemonstration.

15. Classify bleaching agents, identify theproperties of bleaching agents throughobservation, discussion andexperimentation.

16. Find out the pre-treatments and the methodof bleaching cotton, linen, jute, silk, andwool through observation, discussion andexperimentation.

17. Identify the removal of added and adheringimpurities from viscose, acetate, nylon andterylene through observation and discussion.

18. Explore the objects, chemical reactions,factors affecting and properties achieved bymercerisaiton through discussion andexperimentation.

19. Identify Hank and cloth mercerizingmachines through discussion andexperimentation.

20. Classify dyes according to the method ofapplication through discussion,experimentation and observation.

21. Find out the method of application of direct,acid and basic dyes on cotton, wool andsilk including after treatments required andvarious factors affecting the depth of shadethrough discussion, experimentation anddemonstration.

22. Find out the properties of reactive dyes,method of application on cotton, wool, silkand viscose through discussion,experimentation and demonstration.

38


It is the process of scientific assessment ofachievements by the students in relation to thecurriculum objectives. Learning being acontinuous process, evaluation should also becontinuous. It should be comprehensive andstudents should be graded on the basis of theirknowledge and skills. Evaluations can be donein many ways like.

Evaluation

(i) Continuous evaluation

The multi dimensional competencies of thestudents can be evaluated through

1. Seminar 2. Project

3. Assignment 4. Lab work

5. Collections 6. Class test

How to evaluate CE items?

The table showing the CE items, theirindicators, weightage and score.

CE Items Evaluation IndicatorsScore4/3/2/1

TotalScore

Seminar 1. Ability to plan and organise (time, topic, sourcesof data, method of presentation etc.)

2. Skill in the collections of data (relevance,authenticity, variety of sources etc.)

3. Awareness of the content (presentation of thepaper, participation in discussion, ability tosubstantiate his own ideas and views)

4. Ability to prepare the report (sequence in thepresentation of the concepts, authenticity and clarityof ideas/views/concepts)

5. Skill in communication (presentation of the paper,participation in discussion)

4/3/2/1

4/3/2/1

4/3/2/1

204/3/2/1

4/3/2/1

39


CE Items Evaluation IndicatorsScore4/3/2/1

TotalScore

Project 1 Ability to plan• ability to select suitable learning method for

solving the problem• ability to develop suitable tools• ability to plan the duration of study, and the

various activities to be carried out in each stage2 Ability to collect data

• ability to collect sufficient and relevant data• ability to classify and arrange data for analysis• reliability and authenticity of the collected data

(this can be assessed based on their recording inthe project diary)

3 Ability to analyse the data and arrive atconclusions/inference• ability to analyse the data• ability to draw inference based on the analysis

of data• ability to give suitable suggestions based on the

inferences.4 Ability to prepare the project report

• ability to prepare the project report reflectingthe process skills involved.

• communicability of the report• authenticity of the report• relation with the project diary• time bound completion

5. Viva - Voce (Knowledge of the content andprocesses)• ability to analyse the data• ability to justify the inference• ability to explain the strategies and methods

adopted and communicate the findings

4/3/2/1

20

4/3/2/1

4/3/2/1

4/3/2/1

4/3/2/1

40


CE Items Evaluation Indicators Score4/3/2/1

TotalScore

Assignment 1. Awareness of the content2. Comprehensiveness of the content (coverage

of content)3. Systematic and sequential arrangement (clarity,

structure, language)4. Own observations/suggestions/views/judgement/

evaluation5. Timely submission

4/3/2/1

4/3/2/1

4/3/2/1 20

4/3/2/1

4/3/2/1

Lab Work 1.Preparation for the work (procedure, apparatusneeded, knowledge of the concepts or principles)

2.Skill in handling the apparatus

3.Accuracy and specificity in carrying out theexperiment (controlling variables, measurement,recording.)

4.Analysis of data and arriving at conclusion

5.Recording of the work and timely submission

4/3/2/1

4/3/2/1

4/3/2/1 20

4/3/2/1

4/3/2/1

Collections 1 Relevance

2 Variety

3 Uniqueness

4 Systematic recording

5 Neatness and timely submission

4/3/2/1

4/3/2/1

4/3/2/1

4/3/2/1

4/3/2/1

20

Class Test

20

For the year end evaluation the best score out of two class test shouldbe considered for the continuous evaluation. But with in a term, class

tests may be conducted after the completion of each unit. Therefore

within a term various class tests may be conducted for diagnostic purposeand the average score of them should be taken and recorded in the

evaluation profile. The features of a class test for diagnostic purpose

are as follows:-

41


CE Items Evaluation Indicators Score

Class Test • It is a tool used to find out and to solve the learning problems facedby pupils.

• It may be used as a tool to collect feedback from pupils during thelearning process.

• Class test need not be a written test. It can also be organised as a

performance test.

• After completing a unit, it can be in the form of a unit test.

• It may not be a test including more than one unit.

• Attendance of all pupils may be ensured during class test.

• Class test may be carried out by the teacher handling the subject.

• Questions may be prepared in school by following the directions of

school examination board.

• Class test should be informal. No time table or printed question

paper is required. No need of blue print.

• Questions should be suitable for subject approach.

• Should be completed in one period.

• Arrange more remedial activities to solve the problems identified

through the class test after discussing it with pupils.

• Discussion of value points with pupils and peer evaluation and self

evaluation may be used.

(Average marks of all tests is convernted in to 20.)

• Out of the above 6 CE items class test is compulsory. Consider any other two CE items for

evaluation and recording.

42


Summary of Methods

Feeling the problem

Formulating Hypothesis

Data collection

2. Project Analysis

Drawing conclusion

Report Writing

Presentation

Planning

Data Collection

1. Seminar Presentation of paper

Completion

Planning

4. Lab work Execution

Completion

4. Assignment Sharing Phase

Completion phase

Sharing in the class room

5. Collection Interim evaluation

6. Class test Completion phase

Distribution of scores for year endevaluation

For year end evaluation both theory andpractical test will be conducted

Score

Theory-written test (external) 80

Continous evalution (internal) 20

Total 100

Grading

Continuous evaluating is necessary for activitybased learning process. But the skills achievedby the students cannot be completely measuresin terms of Marking system. Marking Systemfailed in recording the growth and developmentof individual students both in scholastic and co-scholastic learning outcomes. Classification ofstudents in terms of marks were both unjust andindefensive. It also creates mental stress andstrain among the students. To overcome thislimitation, a popular mode of evaluating students’performance known as grading system has beenevolved. It is quite extensively used all over theworld. In the Higher Secondary stage, it isdesirable to use a 9 point scale absolute gradingto consolidate and record the evaluation. Aftergiving the score, they are changed intopercentages and appropriate letter grades areawarded corresponding to each percentage. Thissystem is termed as absolute grading.

43


The Score percentage and CorrespondingGrade is given below

Score in percentage Grade

90-100 A+

80-89 A

70-79 B+

60-69 B

50-59 C+

40-49 C

30-39 D+

20-29 D

Below 20 E

Test items of Termed Evaluation (TE)and year end evaluation

• Class tests, term end evaluation and yearend evaluation should be justifiable to newapproach.

• Questions should not lead to mugging up ofcontent.

• Questions should consider the learningprocess and subject approach.

• It should help to analyse the result with aresearch mind.

• Test items for different cognitive levels maybe provided.

• Allow chances for pupils to attemptmultilevel questions

Selection of COs

• Care should be given to select items fromareas where more activities are possible

• Stress should be given for the higher levelthinking/mental process of pupils.

• Learning by heart and knowledge notrelating to real life need not be encouraged.

• Cluster of more than on CO can be used.

Question Text

• Questions should be in tune with theapproach to technological learning.

• Stress should be given to apply the innatethinking/mental abilities of pupils

• Importance may be given to both theprocess as well as product.

• More than one possible answers to the samequestion need not be discouraged.

• Questions should be clear and hints may begiven wherever needed.

• Life related questions should be included.

• Language of the questions must be simpleand direct.

• When formulating questions and fixingscores, time required to read, think,understand and write answers may be takeninto consideration

44


• To avoid blind guessing, multiple choice andsupply type questions may be mixed.

• The questions may be of such type that makeit possible for students of different abilitylevels to interact.

Consolidated Statement of T.E. and C.E.

Sl. No. Name T.E. C.E. Total GradeScore

80 20 100

1. Vinitha 55 10.75 66 B

2. Rema 68 13 81 A

3. Nitha 42 11 53 C+

Consolidated Statement of C.E.

Sl. No. Name Seminar Assignment Class Total ScoreTest Score reduced

20 20 20 60 to 20

1. Vinitha 10 8 14 32 10.75

2. Rema 12 13 15 40 13

3. Nitha 14 9 10 33 11

Scoreobtained X

2060

45


Vocational Subject Evaluation

Vocational subject evaluation is used toevaluate the skills of the learner in the concernedsubject.The facilitator has to make learning inprint production techniques activity based,product based, student centered and societybound.

Part II Vocational Subject

Evaluation of First year

No minimum for CE

Practical Evaluation (PE)

In practical evaluation, the learner’s capabilityon basic workshop skills and proficiency inoperating machines and equipment for printproduction skills are to be examined. Questionsare framed in such a way that it should evaluateworking skills and knowledge in print production.

CE TE PE IE Total Minimum

VT 20 80 - - 100 30%

VP - - 150 - 150 40%

VCE - - - 50 - 30%

46


Practical Evaluation (PE)

The following general indicators are identifiedfor PE.

Identification - 15 Scores

Record - 15 Scores

Procedure writing for practicals- 35 Scores

Handling of equipments - 10 Scores

Observation/Tabulation - 30 Scores

Interpretation/Inference - 15 Scores

Result - 15 Scores

Viva - 15 Scores

Total - 150 Scores

Note : The subject wise details for eachvocational subject will be attached to theconcerned subject approach. PE should be donebefore the end of each term so as to.

III. Vocational Competancy Evaluation(VCE)

Being a vocational course a system tojudiciously evaluate the required value additionand consignment capacity building in the selectedvocational subject in highly essential. as the otherevaluation components like CE, PE and TEcannot amen the vocational competancies and

professional skills required by teh students, anInternship Evaluation (IE) component has beenintroduced to meet this requirement.

Internship Evaluation should be done basedon the following components.

I. Regularity and Punctuality

A regular presence and habit of task is a mustfor time bound completion of task is a must forattaining maximum efficiency.

II. Field Visit/Survey

The experiences gained through field visits andsurvey increased the level of interinsic motivationand positive attitude towards the vocational fieldand there by **** his valve as a skilled semi-professional.

III. Simulated experiment / OJT

Perofrmance - Comp/Exhibition/clinic

Performance - Production/Service cumTraining Centre

These components enable The students topractice th eacquired skills in the real situationand there by increasing self confidance andpromoting self reliance.

I. Regularity and Punctuality can be evaluatedby 5 point grading system.

47


Regularity and punctuality can be amassed byusing attendance of the student and time boundcompletion of tasks.

II. Indicators for field visit

• Attitude and readiness towards the task.

• Capacity for observation.

• Data collection.

• Application of ideas.

• Documentation/Recording.

Survey

• Planning

• Data collection

• Consolidation of data and analysis

• Drawing inference

• Reporting

III. Simulated Experiment/OJT

• Evolvement/participation

• Skills in doing work/communicates skill

• Time bound action

Sl. No.

1.

1 2 3 4

NeverRegular

OftenRegular

UsuallyRegular

Most of thetime Regular

Regularity

5

AlwaysRegular

2. NeverPunctual

OftenPunctual

UsuallyPunctual

Most of thetime Punctual

Punctuality AlwaysPunctual

Rating Scale

• Capacity for observation, analysis andinnovation.

• Documentation, recording and display.

Performance - clinic/Camp/exhibition

• Ability for planning and organisation.

• Mastery of subject

• Ability fro communication.

• Innovation.

• Involvement/social commitment.

Performance - Production/Service cumTraining Centre (PSCT)

• Mastery of Voc. skills.

• Managerial capacity.

• Promoting self confidence.

• Innovative approach.

• Promoting self-reliance.

48


Note: VC

Items Score

• Regularity and Punctuality 10

• Field visit/survey (any one) 20

• Simulated experiment/OJTPerformance - clinic/caup/exhibitionPerformance - PSCT (Any one) 20

Total 50 Scores

A minimum of 80% attendance is required forpromotion to the second year. Those who haveshortage of attendance should repeat first year.Those who have 80% attendance but failed toachieve 30% of internship valuatin will bepromoted to the second year. He has to improvethe component in which he performed poor. Hehas to attain the minimum by improving theparticular component to get eligible for appearingsecond year public examination.

49


VCE Item Evaluation Score Total ScoreIndicators

1. Regularity andPunctuality 10

2. Value addition Field Visit1. Attitude and readiness

towards the task.2. Capacity for

observation.3. Data collection.4. Application of ideas.5. Documentation/

recording.OR

Survey1. Planning.2. Data collection.3. Consolidation of data

and analysis.4. Drawing inference.5. Reporting.

4/3/2/1

4/3/2/1

4/3/2/14/3/2/14/3/2/1

4/3/2/14/3/2/14/3/2/1

4/3/2/14/3/2/1

20

Detailed format for Vocational Competency Evaluation (VCE)

1. Attendance

2. Discipline andObedience

5

5

3. Capacitybuilding

OJT/ SimulatedExperiment1. Involvement/

Participation.2. Skills in doing work/

Communication skill.3. Time bound action.4. Capacity for

observation, analysisand innovation.

5. Documentation,Recording and display.

4/3/2/1

4/3/2/1

4/3/2/14/3/2/1

4/3/2/120

50


4. Innovation.5. Involvement/Social

commitment.OR

Performace inproduction/ service cumtraining centre (PSCTC)1. Mastery of vocational

skills.2. Managerial capacity.3. Promoting self

confidence.4. Innovative approach.5. Promoting self -

reliance.

4/3/2/14/3/2/1

4/3/2/1

4/3/2/14/3/2/1

4/3/2/14/3/2/1

4/3/2/1

4/3/2/1

4/3/2/1

ORPerformance in camp/Exhibition1. Ability for planning and

organising.2. Mastery of subject.3. Ability for

communication.

VCE Item Evaluation Score Total ScoreIndicators

51

Textile Dyeing and PrintingSl

no:

Nam

e

CE

1C

lass

Test

(20)

2(2

0)3

(20) t

To- tal

(60)

Tot

alou

tof 20

TE

(80)

Tot

al

(100

)

Gra

dePE

12

34

56

78

Tot

alG

rade

Voc

atio

nal C

ompe

tenc

y E

valu

atio

n

Reg

ular

ityan

dPu

nctu

al-

ity

(10)

Val

ueA

ddit

ion

(20

)

Cap

acit

ybu

ildin

g (

20)

FOR

MAT

F

OR

E

VALU

ATI

ON

OF

VO

CAT

ION

AL

SU

BJE

CT

Tot

al(5

0)G

rade

52


PE

CETE

Che

mis

try

Mat

hem

atic

s

CETE

VP

Eng

lish

CETE

TotalGrade

Gen

eral

Fou

ndat

ion

Cou

rse

CETE

TotalGrade

Voc

atio

nal S

ubje

cts

CETE

TotalGradeTotal

VT

VCE

PE

CETEP

hysi

cs

Grade

TotalGrade

Total

Grade

Grade

Total

Grade

Total

Nam

eS

l

Part- III Optional Subjects

20 60 20

Physics

Chemistry

20 80

Mathematics

English

General Foundation Course

Part- II Vocational Subjects

Vocational Theory

Vocational Practical

Vocational Competency

Subject

Part- I

Score Obtained Positional

Grade

Grade in wordsCE 20 TE

80PE150

IE50

Total

CE- Continuous Evaluation, TE- Term End Evaluation, PE- Practical Evaluation, IE- InternshipEvaluation.

Grades A+ 90% and Above Outstanding A 80- 89% Excellent.

B+ 70 - 79% Very Good B 60- 69% GoodC+ 50 - 59% Above Average C 40- 49% Average

D+ 30 - 39% Marginal D 20- 29% Need improvement

E Below 20% Need improvement

SECRETARYMarks Entered by

Marks checked by

Supdt/ T. O

Government of KeralaBoard of Vocational Higher Secondary Examinations

Reg: No.Thiruvananthapuram

Dated :

Sri./Smt. is awarded Scores/grade as detailed below in the First Year Vocational Higher Secondary Examination held in

Name of School : Admission No :

Name of Vocational Course :

Evaluation Sheet

54


Part II - Unit-wise Learning ActivitiesSection A (Theory)1. Classification of Textile Fibers ...................................................... 422. General properties of Textile Fibres .............................................. 463. Properties of Cotton........................................................................ 504. Best Fibers –Linen and Jute ............................................................ 555. Animal Fibers – Wool and Silk ....................................................... 616. Semi synthetic and Fully synthetic fibers ...................................... 687. Soaps and Synthetic detergents ....................................................... 768. Treatment of Materials Prior to Dyeing of Printing ..................... 819. Mercerization................................................................................... 9010.Classification of dyes and soluble groups of dyes ....................... 98

55


Uni

t 1

- C

lass

ific

atio

n of

Tex

tile

Fib

res

Uni

t Ana

lysi

s

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

rnin

gM

ater

ials

Pro

duct

sS

l.N

o.

Cla

ssify

tex

tile

fibre

sth

roug

h di

scus

sion

obse

rvat

ions

an

dsa

mpl

e co

llect

ion.

10•D

efin

ition

of

text

ilefib

res.

•Var

ious

natu

ral a

ndm

an m

ade

fibre

s an

dfa

bric

s.

•Obs

er-

ving

•Cla

ssi-

fyin

g

•Ana

ly-

sing

•Dis

cu-

ssio

n

•Obs

er-

vatio

n

•Sam

ple

colle

ction

•Sam

ple

ofva

rious

text

ilefib

res

and

fabr

ics.

•Mic

ros-

cope

s

•Cha

rts

•Tex

tbo

oks

and

perio

dica

ls

•Not

es

•Cha

rts

•Col

le-

ctio

n of

sam

ples

1.

Tim

e

•Bas

ickn

owle-

dge

•Co-

op-

erat

ion

•Par

ti-ci

pa-

tion

indi

scu-

ssio

n.

•Pre

s-en

ting

abili

ty

•Rec

-or

d

56


Introduction

The fundamental units of different types oftextile materials are textile fibres like cotton, silk,wool, viscose royon, acetate reyon, nylon,terylene etc. In this unit, the learners understandthe classification of textile fibres according to theirorigin. Students will be able to acquire theclassification of textile fibres by various methods.

Curriculum Obejctives

Classify textile fibres through discussion,observations and sample collection.

Syllabus

Classification based on origin – Natural, SemiSynthetic and fully synthetic, Natural fibresvegetable, animal and mineral fibres – examplesfor each class; classification of synthetic fibressemi synthetic and fully synthetic fibres, celluloseand protein based semi synthetic fibrespolyamides and polyesters with examples foreach type.

Pre-requisites

Knowledge about the materials used tomanufacture commonly used apparels and household textile materials.

Activity

1. Name – types of fibers

Activity : Observation and discussion.

Materials – Uniform dress, casuals andfurnishings.

Process

Let the learners try to identify the materials of

• Pants

• Shirts

• Churidhar top

• Churidhar bottom

• Kerchief

Classification ofTextile Fibres

Unit I

57


• Window curtains

• Table cloth

Cloth Materials

Pants —————

Shirts —————

Churidhar top —————

Churidhar bottom —————

Kerchief —————

Window curtains —————

Table cloth —————

Consolidaiton – The teacher consolidates thetable.

Cloth Materials

Pants Cotton/Tery cotton/coatswood/poly viscose

Shirts Cotton/Tery cotton/polyester

Churidhar top Cotton/Tery cotton/polyester/silk

Churidarbottom Cotton/Terycotton/polyester/

silk

Window Cotton/blended materialscurtans

Table cloth Cotton/blended materials

Kerchief Cotton

Product – Filled up table in the subject chart.

Activity – 2

Name – Textile materials

Activity – Observations

Materials – Cotton, wool, silk, linen, viscoserayon, acetate rayon, nylon, terylene etc.

Process :

• Divide the pupils into five groups.

• Supply the materials.

• Burn a part of each sample.

• Note the type of smoke and smell.

Sample Finding Materials

a -------- --------

b -------- --------

c -------- --------

d -------- --------

e -------- --------

f -------- --------

g -------- --------

h -------- --------

i -------- --------

j -------- --------

58


ConsolidationCharacteristics of fibres

• Cotton, linen,jute, viscose : Burns with a smell of

burning paper.

• Silk : Burns with smell ofburning feather.

• Wool : Melts with smell ofburning hair.

• Acetate rayon : Burns with a smell ofacetic acid.

• Nylon andPolyester : Melts with the formation

of beads and with blackflames.

Product : the filled up table in the subject chart.

Activity 3

Name – Textile materials

Activity – Sample collection

Materials : Samples from Tailoring shops,selling outlets, other sources andremaining materials in theprevious part.

Process : Instruct the students to burn apart of sample.

• Identify the properties.

• Prepare a chart/table.

Consolidation:

Natural Fibre Artificial fibre

Cotton, Linen, Jute, Viscose, Acetate rayon,wool and silk Nylon, Polyester

Product : Record book using the samples(Mention the classification.)

59


Uni

t 2

- G

ener

al P

rope

rtie

s of

Tex

tile

Fib

ers

Uni

t Ana

lysi

s

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

rnin

gM

ater

ials

Pro

duct

sS

l.N

o.

Find

out

the

gene

ral

prop

ertie

s of

text

ilefib

ers

thro

ugh

disc

ussi

onob

serv

atio

n.

10•D

efin

ition

of

filam

ent

fibre

s an

dsta

ple

fibre

s.

•Sta

ple

fibre

flam

ent

fibre

s,fa

bric

and

yarn

.

•Obs

er-

ving

•Cla

ssif-

ying

•Ana

ly-

sing

•Dis

cu-

ssio

n

•Obs

er-

vatio

n

•Sam

ples

of v

ario

uste

xtile

fibre

s.

•Ref

eren

cebo

oks

and

perio

dica

ls

•Cha

rt

•Cha

rt

•Sub

ject

diar

y

1.

Tim

e

•Obs

e-rv

ing

Abi

lity

•Bas

ickn

owl-

edge

•Par

t-ic

ipa-

tion

indi

scus

s-io

n

60


General Propertiesof Textile Fibres

Unit II

In order to make the fibres into a continuousyarn and further into a fabric, the textile fibresmust possess certain properties. On completionof this unit , the learners will be able to understandthe essential properties like tensile strength, staplelingth, fineness, uniformity, spinn ability and thedesirable properties by discussion and lab work.


1. To know the general properties of textilefibres through discussion, observation andlisting.

Syllabus

General properties of textile fibres –Properties required for a textile fibre – Essentialand Desirable properties. Tensile strength, staplelength, spinning power and elasticity. Desirableproperties lusture, cohesiveness, moisture regain,commercial availability.

Pre-requisites

Knowledge about textile and non-textilefibers. Awareness about fabrics and furnishings.

Activity 1

Name – Properties of Fibers

Activity – Discussion

Materials – Very short and normal fibers ofcotton, silk, wool.

Process :

• Group the pupils in 7 batches.

• Distribute the materials among them.

• Try to make it in a continuous form (yarn)

Consolidation – The teacher consolidates theproperties.

General properties

• Length

61


Name of fibre Approximate Strength Spin ability Finenesslength in cm (Good/medium/ (Yes/No) (Fine/Coarse)

poor)

Cotton ---------------- ---------------- ---------------- ----------------

Linen ---------------- ---------------- ---------------- ----------------

Jute ---------------- ---------------- ---------------- ----------------

Wool ---------------- ---------------- ---------------- ----------------

Silk ---------------- ---------------- ---------------- ----------------

Rayon ---------------- ---------------- ---------------- ----------------

Nylon ---------------- ---------------- ---------------- ----------------

Polyester ---------------- ---------------- ---------------- ----------------

Silk cotton ---------------- ---------------- ---------------- ----------------

Coir ---------------- ---------------- ---------------- ----------------

Human hair ---------------- ---------------- ---------------- ----------------

Pineapple fibre ---------------- ---------------- ---------------- ----------------

• Fineness

• Elasticity

• Spinn ability

Product – The subject diary noted by thelearners.

Activity – 2

Name – General properties.

Activity – Observations and table preparation.

Materials – Fibers of cotton, linen, jute, wool,silk, rayons, nylon, polyester, silk cotton, humanhair, pineapple fibre, coir etc.

Process

• Divide the pupils into 5 groups.


• Measure the dimensions.

• Find-out the breaking strength and elasticity.

• Try to twist the fibre.

• Prepare the table.

Product – The filled up table in the subjectchart.

62


Name of fibre Approximate Strength Spinn ability Finenesslength in cm (good/medium/ (Yes/No) (Fine/coarse)

poor)Cotton 2 – 6 Medium Yes FineLinen 44 – 75 Medium Yes FineJute 150 – 300 Poor Yes FineWool 3 – 7 Medium Yes FineSilk Continuous Medium Yes FineRayon Continuous Medium/good Yes FineNylon Continuous Good Yes FinePolyester Continuous Good Yes FineSilkcotton 1 - 2 Medium No FineCoir 5 - 15 Good Yes CoarseHuman hair Continuous Good No FinePinapple fibre 15 - 30 Good Yes Coarse

Consolidation

Activity 3

Name – General properties of textile fibers.

Activity – Listing

Materials – Fibers of cotton, linen, jute, wool,silk, rayons, nylon, polyester, silk cotton, humanhair, pineapple fiber, coir etc.

Process:



• Instruct them to select and note

(a) Textile fiber

(b) Non-textile fibers

• List the properties of textile fibers.

Consolidation – Teacher consolidates that allthe above mentioned fibers except human hairand silk cotton are textile fibers.

General Properties

• Staple length

• Strength

• Fineness

• Elasticity

Product – The subject diary noted by thestudents.

63


Uni

t 3 -

Pro

pert

ies

of C

otto

nU

nit A

naly

sis

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

rnin

gM

ater

ials

Pro

duct

sS

l.N

o.

Ana

lyse

the

phys

ical

prop

ertie

s of

cot

ton

thro

ugh

disc

ussi

on,

obse

rvat

ion

and

expe

rimen

tatio

n

4•C

otto

nfib

res,

yarn

s,fa

bric

s,pr

oper

ties,

phys

ical

.M

icro

scop

ical

appe

aran

ces

actio

n of

heat

and

light

.

•Obs

erv-

atio

n

•Ana

lysi

s

•Me

asu

-rin

g

•Han

dlin

gof

mic

ro-

scop

e

•Dis

cus-

sion

•Obs

-er

vatio

n

•Exp

er-

imen

ta-

tion

•Mic

ro-

scop

e

•Slid

es

•Cha

rts

•Fib

res

•Tex

tboo

ks

•Dia

gr-

ams

•Cha

rts

•Sub

ject

diar

y

1.

Tim

e

•Dra

-w

ing

skill

•Par

tic-

ipat

ion

in disc

-us

sion

•Sub

j-ec

tkn

ow-

ledg

e

Find

out

che

mic

alpr

oper

ties

of c

otto

nth

roug

h di

scus

sion

,ob

serv

atio

n an

das

sign

men

ts.

6•A

ctio

n of

cotto

n fib

res

tow

ards

chem

ical

rege

nts

like

acid

s,al

kalie

sox

idiz

ing

and

redu

cing

agen

ts.

•Dis

cus-

sion

•Obs

-er

vatio

n

•Ass

ign-

men

t

•Che

mic

als

•Cha

rts

•Fib

res

•Ref

eren

cebo

oks

•Dia

gr-

ams

•Cha

rts

•Sub

ject

diar

y

•Ass

ign-

men

ts

2.•P

arti-

cipa

ti-on

indi

scu-

ssio

n

•Obs

e-rv

ing

abili

ty

•Bas

icid

eas

of chem

-ic

als

•Obs

er-

ving

•Ana

ly-

sing

•Mea

s-ur

ing

•Han

dlin

gof

mic

ro-

scop

e

64


Properties ofCotton

Unit III

Introduction

Cotton is the most important textile fibre. It isobtained from the seeds of cotton plants. Studentswill have awareness about the physical andchemical properties of cotton. The learners havea general idea about the general propertiesrequired for a textile fibre from unit II.


1. To know the physical properties of cottonthrough discussion, observation andexperimentation.

2. To know the chemical properties of cottonthrough discussion, observation andassignments.

Syllabus

Properties of cotton – Physical properties –structure of cotton fiber, action of heat and light.Longitudinal and cross sectional views of raw

cotton fibres. Action of dilute and concentratedsolution of sulphuric acid, hydrochloric acid, nitricacid, acetic acid, sodium carbonate, sodiumhydroxide, potassium hydroxide, potassiumpermanganate, hydrogen peroxide, calcium hypochlorite, sodium hypo chlorite and sulphurdioxide, formation of mildew – action of dyestuffs.

Pre-requisites

• Awareness of acids, alkalies, oxidizingagents and reducing agents.

• Knowledge to handle microscopes.

Activity – 1

Name – Physical properties of cotton.

Activity – Discussion.

Material – Cotton sample

65


Process

• Distribute the samples among the pupils.

• Try to identify the physical characters.

• Note the characteristics.

Consolidation

Physical propertiesTensile strengthStaple lengthElasticitySpin abilityUniformityFineness

Product – The subject diary.

Activity II

Name – Physical properties

Activity – observation

Materials – Cotton fibre

Process



• Check the physical properties.

• Note the properties

1) Length - ………………….. cm

2) Strength (week/average/good)

3) Elasticity (elastic or not)

4) Moisture absorption (Yes or No)

5) Fineness – (Fine/medium/coarse)

6) Colour

Consolidation

Staple length – 20 to 50 mm

Strength – 2.5 gpd.

Elongation at break – 10%

Moisture regain – 8%

Fineness – 3 to 6 mgms/inch

Colour – Cream

Product – Chart prepared by the students.

Activity III

Name – Physical properties

Activity – Experimentation

Materials – Cotton fibre, Microscope.

Process

• Distribute the samples to each student.

• Prepare the slide for longitudinal view.

• Prepare the slide for cross sectional view.

• Examine the views in microscope

• Sketch the view.

Consolidation

• Longitudinal view – Spirally twisted tubewith rough surface.

• Cross sectional view – Collapsed lumenrunning parallel to the axis of the fibre.

66


Product – Diagram.

Activity IV

Name – Chemical properties of cotton.


ProcessDiscussion Points

• Acids

• Alkalies

• Oxidising agents

• Reducing agents

• Dyes

List the important chemicals.

Consolidation – The teacher consolidates theaction of important chemical reagents mentionedin syllabus on cotton.

Product – Subject diary.

Composition of Cotton

• Cellulose - 85.5%

• Moisture - 8%

• Protein, pectose, and pectin - 5.0%

• Oils and wax - 0.5%

• Minerals - 1%

Activity V

Name - Chemical properties ofcotton.

Activity – Observation

Materisl – Cotton fibre and yarn,sodium carbonate,sodium hydroxide,sulphuric acid,hydrochloric acid, Nitricacid, acetic acid,bleaching powder,hydrogen peroxide,potassiumpermanganate.

Process


• Supply the fibres and yarn of cotton.

• Supply dilute acids, alkalies, oxidizing agentsand reducing agents.

• Instruct to treat a part of cotton with theabove chemicals separately in cold andboiling condition.

• Note the reactions.

• Supply concentrated acids, alkalies,oxidizing agents and reducing agents in coldand boiling condition.

• Instruct to treat a part of cotton with theabove chemicals separately.


• The teacher collects the response of thepupil.

67


Consolidation – The teacher consolidatesthe reactions of theabove chemical reagentson cotton.


Activity VI

Name – chemical properties ofcotton.

Activity – Assignment

Prepare a table showing the

• Reactions of dilute mineral acids on cottoncold and hot condition.

• Reactions of con: mineral acids on cottonin cold and hot condition.

• Reactions of dilute alkalies on cotton in coldand hot condition.

• Reactions of con: alkalies on cotton in coldand hot condition.

• Reactions of dilute oxidising agents oncotton in cold and hot condition.

• Reactions of con: oxidising agents on cottonin cold and hot condition.

• Reactions of dilute reducing agents on cottonin cold and hot condition.

• Reactions of con: reducing agents on cottonin cold and hot condition.

• Action of micro organisms.

Consolidate – The teacher should consolidatethe major findings of the report.

Product – The assignment report.

A seminar on ‘Saris in India’ to be conductedat the end of the unit.

68


Uni

t 4 -

Bas

t Fib

ers

- Lin

en a

nd J

ute

Uni

t Ana

lysi

s

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

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chem

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and

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69


Bast FibresLinen and Jute

Unit IV

Introduction

Linen and Jute fibres are separated from thestems or basts of certain plants. This unit dealswith the harvesting, method of separation of fibresfrom the basts, combing and the production ofthese fibres. The students also get a clear ideaabout the physical and chemical properties ofthese fibres.


1. Know the method of separation of liner fiber,physical and chemical properties throughobservation, discussion, experimentation.

2. Know the method of extraction of jute fiber,and their physical and chemical propertiesthrough observation, discussion andexperimentation.

Syllabus

Bast Fibres – Linen and jute

Method of separation of linen and jute fibresfrom the plants – Harvesting, Retting, rippling,scutching and hackling. Different methods ofretting – water retting, dew retting and chemicalretting. Physical properties of linen and jute –action of heat, light, longitudinal and crosssectional views. Action of mineral acids –hydrochloric, nitric and sulphuric acid. Action ofsodium carbonate and sodium hydroxide. Actionof oxidizing agents – hydrogen peroxide, calciumhypo chlorite, sodium hypo chlorite andpotassium permanganate – Action of basic dyes.

Pre – requisites

• Knowledge about extraction of coir fiberfrom of Husk.

• Knowledge of retting and preparation ofcoir yarn.

Activity I

Name – Linen Fibers

70



Discussion points

• Retting coconut husk.

• Bast or stem fibers.

• Names of important bast fibers.

• Separation of fibers.

• Note the points.

Consolidation – Teacher consolidates:

• Types of bast fibers : Linen and jute.

• Steps for separation of fibers from bast linenplant.

(a) Rippling

(b) Retting

(c) Scutching

(d) Breaking

(e) Combing


Activity – II

Name - Physical properties of linen fibers.


Materials – Linen fiber, Microscope.

Process

• Students are grouped into 5 batches.

• Distribute the samples of lines fibre.


• Note the physical properties.

• Length – cm

• Strength – (weak/average/good)

• Elasticity – (poor, average, good)

• Moisture absorption – (Yes or No)

• Fineness – (Fine/medium/coarse)

• Colour –

Consolidation

Staple length – 3.25 cm

Strength – 3.5 g pol

Elongation at break – 14%

Fine ness – 4 – 8 mgms/inch

Colour – light brown

Moisture region – 11% approx.

Product – chart prepared bythe students.

Activity III

Name – chemical properties of linen.

Activity – Experimentation.

Materials – Linen fiber and same chemicalsused in Unit III (Activity II)

Process


• Supply linen fibers to each group.

71



• Instruct to treat a part of linen with abovechemicals separately in cold and hot bath.

• Note the reaction.

• Supply concentrated acids, alkalies,oxidizing agents and reducing agents.

• Instruct to treat the balance portion of linenfiber with the above chemicals.

Separately in cold and hot bath.

• Note the reactions also.

• Collects the response of the pupil.

Consolidation

The teacher consolidates the reactions of theabove chemical reagents on linen product – Thesubject diary.

Activity IV

Name – Microscopical appearance of linenfiber.

Activity – Observation.

Material – Linen fiber, microscope.

Process


• Prepare slides for longitudinal and crosssectional views.

• Examine the microscopical views.

• Sketch the views.

Consolidation

• Longitudinal view – Fine lines withoccasional swellings like bamboo pole.

• Cross sectional view – Polygonal withrounded corners.


Activity V

Name – Extraction of jute fiber.


Process

The learners already know the process ofseparation of fibres from bast.

Discussion point

• Steps of extraction of jute fiber.

• Note the points

Points

• .......................................

• .......................................

• .......................................

• .......................................

• .......................................

Consolidaiton : The teacher consolidates thesteps as

72


Points

• Rippling

• Retting

• Scutching

• Breaking

• Combing


Activity VI

Name – Physical properties of jute.


Materials – Jute fibre and microscope.

Process

• Students are grouped into 5 batches.

• Distribute the samples of jute fiber.


• Note the properties.

• Length – cm

• Strength – (Weak/average/good)

• Elasticity - (Poor/average/Good)

• Moisture aborption (Yes or No)

• Fineness – ( F i n e / M e d i u m /Course)

• Colour –

Consolidation – The teacher shouldconsolidate as

• Length – 7 – 15 cm

• Strength – 5 – 8 g pel.

• Elasticity – 1.7%

• Moisture regain – 13%

• Fineness – 2 – 4 mgms/inch.

• Colour – light brown.

Product – Chart prepared bystudents.

Activity VII

Name – Chemical properties of jute.


Materials – Jute fibre, same chemicals usedin Unit III (Activity II) and Basic dyes.

Process:


• Supply jute fiber to each group.


• Instruct to treat a part of jute fiber with theabove chemicals separately in cold and hotbath.

• Note ht reactions.

• Supply con: acids, alkalies, oxidizing agentsand reducing agents.

• Instruct to treat portion of linen fiber withthe above chemicals separately in cold andhot bath.

73



• Supply basic dye solution and instruct totreat the jute fiber.


• Collect the response of pupil.

Consolidation – The teacher consolidates thereaction of the above chemical reagents on juteand affinity of basic dyes on jute.


Activity VIII

Name – Microscopical appearance of jute.


Materials – Jute fiber, microscope.

Process


• Prepare slides for longitudinal and cross –sectional views.



Consolidation

Longitudinal view - Regular fiber with finelines.

Cross sectional view – polygonal.


74


Uni

t 5 -

Ani

mal

Fib

ers

- Woo

l and

Silk

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75


Animals Fibres -Wool and Silk

Unit V

Wool is an animal fibre obtained from sheepsand silk is produced by silk worms. The structure,composition, uses, physical and chemicalproperties of wool are included in this unit. Themethod of cultivation of silk, uses, composition,pretreatments required, physical and chemicalproperties are also included in this unit. Thelearners understand the preparation of wool andsilk, their properties and uses.


1. Know the method of shearing and collectionof wool, production of clean wool from rawwool. Physical and chemical properties ofwool through observation, discussion andlisting.

2. Know the production of silk from silkworms physical and chemical properties ofsilk through observation, discussion,experimentation and listing.

Syllabus

Shearing, sorting, classification and gradingof wool. Physical properties – longitudinal andcross sectional views – Action of heat and light.Composition of wool – action of acids andalkalies. Carbonisation and chlorination.

Dye stuffs used for colouring wool.

Silk – sericulture, life cycle of silk worm. Silkreeling, throwing and doubling. Different typesof silk-yarn and it various uses.

Pre-requisites

• Knowledge about woollen winter garments,blankets and its advantages.

• Knowledge about attractiveness anddurability of silk especially wedding sarees.

Activity I

Name – Properties of wool.

76



Materials – wool fiber and fabric, human hair,photographs of sheeps and goats.

Process

• Display the photographs of sheeps and goat.

• Instruct the pupils to distinguish the animalfrom which fibres are collected.

• Supply wool fiber.

• Identify the properties.


• Instrument to write the uses of wool.

Length - ………………

Colour - ………………

Strength - ………………

Fineness - ………………

Spinnability- ………………

• Uses of wool

Consolidation

Staple length – 3 – 7 cm

Strength – 1 – 1.7 gpd.

Elongation at break – 25 to 35%

Diameter - .005 - .0015 m

Colour – Yellowish or brown toblack.

Moisture region – 15 – 18%

Uses of wool

• Sweater

• Blankets

• Coating

• Suitings

• Winter garments

Product – Chart prepared by the students.

Activity II

Name – collection of wool.


Discussion points

• Collection of wool from sheep.

• Sorting of fibers.

• Classification.

• Note the points

ConsolidationCollection of wool

• Shearing

• Grading

• Sorting

• Classification

Product – The subject diary

Activity III

Name – Chemical properties of wool.

77



Materials – wool and same chemicals used inUnit III (Activity II)

Process

• Divide pupils into 7 groups.


• Instruct to treat a part of wool with abovechemicals separately with cold and hot bath.


• Supply con: acids, alkalies, oxidizing agentsand reducing agents.

• Instruct to treat the balance portion of woolfibre with the above chemicals separatelywith cold and hot bath.

• Note the reactions also.

• Collect the response of the pupil.

Consolidation – The teacher consolidates thereaction of the above chemical reagents on wool.


Composition of wool

Keratin – 33%

Suint – 28%

Burrs - 26%

Wool fat – 12%

Minerals – 1%

Carbonisation : It is the process ofremoving vegetable impurities form raw woolusing acids.

Chlorination : It is the process of treatingraw wool with bleaching powder solution toremove the surface scales.

Activity IV

Name – Microscopical appearance of wool


Materials – Wool fiber, microscope.

Process

• Distribute wool fibre to each student.

• Prepare slides for longitudinal and crosssectional view.



• Presentation.

Consolidation

Longitudinal view – Rod like with scales onthe surface.

Cross – sectional view – oval to circular.

Classes of dyes used.

• Direct dyes.

• Acid dyes

• Basic dyes

78


Product – Diagram

Activity V

Name – Silk

Activity – Observaion

Materials – Silk filament, fabric, cotton fiberand wool fiber.

Process

• Supply above fiber to each student.

• Instruct them to compare silk with others.

• Note the differences.

Consolidation – Teacher consolidates thecomparison of silk with cotton and wool.

Activity VI

Name – Properties of silk.


Materials – Silk filament. Cocoon.

Process

• Supply silk filaments and cocoon,microscope.

• Identify the physical properties.

Name of fiber Type of fiber Strength Appearance

Cotton Staple Medium Fine

Wool Staple Medium Rough

Silk Filament Good Smoothand fine


• Identify the uses of silk.

• Instruct to observe the action of light andheat.

Consolidation

Length – Continuous

Strength - 2.5 – 5 gpd

Elongation at break – 10 – 25%

Diameter – 0.00054 to .0018 inch

Colour – Yellow wish

Moisture regain – 11%

Action of heat – 3300 F disintegrates

Action of light – weakened

Uses of silk

Ladies garments

Kidswear

Classes of dyes used

Acid dyes

Basic dyes

Reactive dyes

• Prepare the slide for longitudinal view.

• Prepare the slide for cross-sectional view.

• Examine the views in the microscope.


79


Consolidation

Longitudinal view of raw silk seem to bedouble filament with rough surface.

Degummed silk is rod like and smooth. Crosssectional view of raw silk appears as doublefilament triangular in shape with rounded corners.Cross sectional degummed silk is triangular withrounded corners.

Product – chart and diagram.

Activity VII

Name – Production of silk.

Activity : Observation

Materials – Cocoon, silk filament and silkyarn, photographs.

Process

• Group the pupil into 5 batches.

• Supply the materials to each group.

• Instruct them to observe cocoon, filamentsand yarns.

• Instruct them to unwind the filament fromcocoon.

• Then compare it with the filaments and yansupplied.

• Observe the difference.


• Instruct them to discuss the life cycle ofbutterfly up to the stage of pupa.

• Note the stages.

• Display the photographs of life cycle of silkworm.

• Instruct to note the various stages of life cycleof silk worm and various stages required toconvert cocoons to silk yarn.

ConsolidationLife cycle

Egg caterpillar

Moth Chrysalisis

Sericulture – It is the process of cultivationof mulbery tree and the production of cocoon.

Various steps involved in the production ofsilk yarn.

• Sericulture

• Life cycle of silk.

• Reeling

• Throwing

• Doubling

• Different types of silk-yarn.

Product – The subject diary and chart.

Activity VIII

Name – chemical properties of silk.


Materials – Silk filament, same chemicals usedin unit III (Activity II) and soap solution.

80


Process:


• Supply dilute acids, alkalies, oxidizing agentsand reducing.

• Instruct to treat a part of silk with abovechemicals separately in cold and heat bath.


• Supply concentrated acids, alkalies,oxidizing agents and reducing agents.

• Instruct to treat a portion of silk fiber withthe above chemicals separately in cold andhot bath.


• Instruct to treat the balance portion of silkwith boiled soap solution and sodiumcarbonate.


Consolidation – The teacher consolidates thereaction of the above chemical reagents on silk.

Product – Subject diary

Composition of silk

• Fibroin – 76%

• Sericin (Silk gum) – 22%

• Fat and wax – 1.5%

• Mineral salts – 0.5%

De-gumming of silk

• The process of removal of silk gum (Seri-cine) from raw silk using mild alkalie andsoap.

Weighting of silk

It is the process of adding weight of silk sothat handling can be done with out entanglement.

81


Uni

t 6 -

Sem

i Syn

thet

ic a

nd F

ully

Syn

teht

ic F

iber

sU

nit A

naly

sis

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82


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83


Semi Synthetic andFully Synthetic Fibres

Unit VI

Introduction

This unit deals with the natural raw materialsrequired and chemicals used for the preparationof semi-synthetic fibres viscose and acetaterayon. The various steps involved in themanufacture are given with their physical andchemical properties. It also gives the chemicalsrequired for manufacturing the fully syntheticfibres nylon and terylene and the detailedmanufacturing process, physical and chemicalproperties of these fibres. On completion of theunit, the students acquire the difference betweensemi-synthetic and fully synthetic fibres, theirmanufacture and properties.


1. To understand and distinguish semi-synthetic and fully synthetic fibres throughobservation, discussion andexperimentation.

2. To know the process of manufacture ofviscose rayon. Acetate rayon and itsproperties through observation discussionand flow chart preparation.

3. Understand the process of manufacture ofnylon and terylene and its properties,through observation, discussion and flowchart preparation.

Syllabus

Difference between semi synthetic and fullysynthetic fibres – cellulose based semi – syntheticfibres viscose and acetate Rayons. Viscose –sequence of operations involved in manufacturing,steeping, shredding, ageing, xanthation,preparation of spinning solution, ripening, filtering,spinning, coagulation and regeneration cellulose,purification. Microscopical appearances, actionof acids, alkalies and dye stuffs. Acetate rayon –steps involving in manufacture – Acetylation,partial hydrolysis, purification, preparation of

84


spinning solution, spinning and drawing offilaments. Physical and chemical properties.

Fully synthetic fibres – poly amides andpolyesters, chemicals required for nylon - 6 andnylon – 66 – Manufacture – flow chart –polymerization reaction – nylon spinning unit.

Terylene – chemicals required – conditionsof polymerization – spinning method. Importantphysical and chemical properties of nylon andterylene.

Pre-requisites

Basic knowledge about organic chemistry,functional groups and polymerisaiton.

Activity I

Name – Semi – Synthetic and fully syntheticfibers/filaments.


Materials – Samples of viscose, acetaterayon, nylon and terylene fibers.

Process

• Divide the students into five groups.

• Distribute the samples to each group.

• Examine the difference in appearance.

• Examine the difference in strength.

• Note the differences.

Consolidation, teacher consolidates thedifferences.

Viscose – Silk like appearance

Acetate – Not so lustrous as viscose

Less strength

Nylon and Terylene – Less lusturous thanviscose and acetate – more strength.


Activity II

Name – Semi synthetic and fully syntheticfibers.


Discussion Points

• Raw materials required for semi syntheticfiber.

• Raw materials required for fully syntheticfiber.


Consolidation – The teacher consolidates thatthe requirement of natural raw material (cellulose/protein) for semi synthetic fibres, Petroleum byproducts for fully synthetic fibers.


Activity III

Name – Semi synthetic and fully syntheticfibers.


Materials – Viscose rayon and terylene fibers.

85


Process

• Students are divided in to five groups.

• Distribute the samples.

• Instruct them to burn the fibres.

• Examine the characteristics.


Consolidation

Viscose rayon burns quickly with whitefumes having smell similar to burning paper.Terylene melts.


Activity IV

Name – Manufacture of viscose and acetaterayon.


Process – Through classroom discussion onthe following points, pupils understand the differentsteps involved in the manufacture of viscose rayonand acetate rayon

Discussion points

• Raw materials required for viscose.

• Chemicals required.

• Sequence of operations in viscosemanufacture.

• Coagulation and regeneration of cellulose.

• Purification.


• Raw materials required for acetate.

• Stages involved in manufacture.

• Dry spinning and drawing.

Note the points.

Consolidation

Viscose rayon Manufacture • Purificationof cellulose • conditioning of wood pulpsteeping • shredding ageing xanthationdissolving blen ding, filtration and deaerationRipening Spinning.

Acetate rayon manufacture Purification ofcotton Pre-treatment Acetylation ParticalHydrolysis Preparation of dope Spinning.


Activity V

Name – physical properties of viscose andacetate rayon.

Activity – observation.

Materials – Samples of viscose rayon andacetate rayon fibers and filaments microscope.

Process

• Divide the pupils in to 5 groups.




86


• Compare the properties.


• Elasticity – (Low/medium/high)

• Moistureabsorption – (Yes or No

• Lusture - (low/average/good)

Consolidation

Property Viscose Acetate

Strength 1.5 – 2.4 gpd 1.4 gpd

Elasticity 15 – 30% 30%

Moistureabsorption 11 to 13% 6.5%

Lusture Can be Can becontrolled controlledby the by themanufacture manufacture.

• Prepare the slides for LV and CSV.

• Examine the views in Microscope.


Consolidation

• Viscose rayon – LV – uniform diameterwith striations running paralled to the fiberaxis. CSV – Triangular in cross sectin.

• Acetate rayon – LV – Distinct lengthwisestriations no cross markings.

• CSV – Irregular shape with serratedoutline.

Products – chart and diagram.

Activity – VI

Name – Chemical properties of viscose andacetate.


Process

Discussion points

Action of concentrated and dialute:

• Acids

• Alkalies

• Oxidising agents

• Reducing agents

• Dyes

Consolidation

The teacher consolidates the action ofimportant chemical re-agents on viscose andacetate rayon.


Activity – VII

Name – Manufacture of viscose and acetaterayon.

Activity – Flow chart preparation.

Process

• Preparation of flow chart for viscose rayon.

• Preparation of flow chart for acetate rayon.

87


Consolidation – The teacher consolidates theflow charts.

Product – Flow charts.

Activity VIII

Name – Manufacture of Nylon and Terylene.


Process – Through class room discussion onthe following points, pupils understand the differentsteps involved in the manufacture of Nylon 60,Nylon – 66 and Terylene.

Discussion Points

Chemicals required for Nylon – 66 andNylon – 6.

• Polymerisation.

• Melt spinning.

• Drawing


• Chemicals required for Terylenemanufacture.

• Polymerisation.

• Melt spinning.

• Drawing.

Note the points.

Consolidation.

Raw materials.

Nylon – 66 – Hexamethylenediamine and adipicacid.

Nylon – 6 – Caprolactum.

Teryline – DMT and Ethyleneglycol.

Polymerisation – Condensationpolymerization.

Spinning – Melt spinning.


Activity – IX

Name – physical properties of nylon andpolyester.

Activity – observation.

Materials – samples of Nylon, Terylene andMicroscope.

Process

• Divide the pupils into five groups.




• Presentation and discussion.


• Elasticity (low/medium/high)

• Moisture absorption (Yes or No)

• Lusture – (low/average/good)

88


• Melting point – (low/medium/high)

Consolidation

Properties Nylon Terylene

Strength 6 – 8.5 gpd 6 – 9 gpd.

Elasticity 15 – 30% 10 – 30%

Moisture 3.5 to 5% 0.4% regain

Lusture Can be Can becontrolled controlled.

Melting 215o C 250oCpoints

Product – chart prepared by the students.

• Prepare the slides for LV and CSV.



Consolidation – Teacher consolidates that theLV of polyester and nylon is very regular, rodlike appearance and circular in cross section.


Activity – X

Name – Chemical properties of Nylon andTerylene.


Process

Discusison points

Action of dilute and concentrated.

• Acids.

• Alkalies

• Oxidising agents.

• Reducing agents

• Dyes

Consolidation.

The teacher consolidates the action of abovechemical re-agents on Nylon and Terylene.


Activity X

Name – Manufacture of Nylon and Terylene.

Activity – Reference and flow chartpreparation.

Process

• Preparation of flow chart for Nylon.

• Preparation of flow chart for Terylene.

• Presentation

Consolidation – The teacher consolidates theflow charts.

Product – Flow charts.

89


Uni

t 7 -

Soap

s an

d Sy

nthe

tic

Det

erge

nts

Uni

t Ana

lysi

s

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

rnin

gM

ater

ials

Pro

duct

sS

l.N

o.

To fi

nd o

ut th

em

etho

ds o

fm

anuf

actu

re a

ndpr

oper

ties

of s

oaps

,de

terg

ents

and

turk

ey re

d oi

l thr

ough

disc

ussi

on,

obse

rvat

ion,

and

expe

rimen

tatio

n.

6•S

oa

ps

,de

terg

ents

,tu

rkey

red

oil

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fere

nt

met

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of

man

ufac

ture

of s

oap-

soft

and

hard

soap

.•P

rope

rties

of

so

ap

s,

dete

rgen

tsan

d tu

rkey

red

oil.

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er-

ving

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nti-

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g•A

naly

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g

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s-ur

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cu-

ssio

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bser

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pe

-ri

men

t-at

ion

•Sam

ples

of s

oaps

and

dete

rgen

tsge

nts

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mic

als

and

othe

rIn

gred

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s.

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diar

y•S

oap

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gent

1.

Tim

e

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ti-cip

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in disc

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s-en

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Find

out

det

erge

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and

wet

ting

acti

on

of

soap

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ent,

turk

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is

cu

ss

io

n,

obse

rvat

ion

and

expe

rimen

tatio

n.

4•D

eter

gent

sac

tion

and

wet

ting

actio

n of

soap

s,de

terg

ents

and

turk

eyre

d oi

l.•H

ard

soap

.•S

oft s

oap.

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er-

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xper

i-en

ce

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ples

of s

oaps

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red

oil.

• Sa

mpl

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ured

and

non-

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.

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ty

90


Soaps and Detergents

Unit VII

Introduction

Soaps and detergents are used to removeimpurities from the cloth. Soaps are manufacturedby using oil and alkali. Oils generally used arecoconut oil, olive oil, palm oil etc. Alkalies usedare sodium carbonate, sodium hydroxide,potassium hydroxide etc. Detergents are madeby the sulphonation of castor oil. The impuritiesare not re-deposited, but precipitated on thesolution. Students get a clear idea about themanufacture of soaps and detergents and theirability to remove the impurities.


1. To understand the methods of manufactureand properties of soaps, detergents andTurkey Red Oil through, discussion,observation, and demonstration.

2. To know the detergents action and wettingaction of soap, detergent and Turkey Red

Oil, through discussion, observation, anddemonstration.

3. To distinguish between hard soap and softsoap through discussion, observation anddemonstration.

Syllabus

Definition – different methods of manufacture– chemicals required – hard and soft soap –action of acids. Detergents – definition –difference between detergents and soaps – effectof hard and soft water on soaps and detergents.Turkey Red Oil – preparation – wetting anddetergent action.

Pre-requisites

Knowledge about, washing soap. Toilet soapsand detergents.

Activity I

Name – soaps and detergents.

91



Materials – Soaps, detergents, sodiumhydroxide, fatty acids (oils), turkey red oil.

Process

• Instruct the pupil to observe the abovematerials.

• Note the difference between soaps anddetergents.

• Try to identify the ingredients required forvarious types of soaps.

• Try to identify the ingredients required forvarious types of detergent.s

• Try to identify the nature of fatty oils.

• Identify the reaction of concentrated alkalieswith fatty acids.

Consolidation

Teacher consolidate the nature of soaps,detergents, fatty acids, action of concentratedalkalies with fatty acids and manufacture of soaps,detergents and TRO.

Product

Subject diary.

Activity II

Name – Soaps and detergents.


Materials – Samples of hard and soft soaps,

detergents, oils, perfumes, chemicals, colouredand white cloth.

Process

• Divide the pupil into five groups.

• Issue hard and soft soap.

• Instruct to differentiate.


Consolidation – The teacher consolidates thecharacteristics of soft and hard soap.

Soft Soap

• Coconut oil/olive oil + mild alkalie.

• Used as toilet soap.

Hard soap

• Caster oil + strong alkaly.

• Used as washing soap.

• Issue samples of soaps and detergents.

• Instruct to differentiate.


Consolidation – Difference between soapsand detergents.

Soaps

• Attract the impurities again.

• Less lather than detergents.

92


Detergents

• Removed impurities are detracted.

• More lather.

• Issue coloured and white cloth.

• Instruct to dissolve soaps and detergentsseparately.

• Treat coloured and white cloth sample withcold and boiled solution of soap anddetergent solution of separately.

• Observe the actions of each solution towhile and coloured fabric.


Consolidation – Detergent action of soaps anddetergents at cold and hot temperature in whiteand coloured materials.


Activity – III

Name – Manufacture of soaps, detergents andturkey red oil.


Materials – Caster oils, coconut oil, sodiumhydroxide, sodium carbonate, potassiumhydroxide, sodium carbonate, perfumes.

Process

• Divide the pupil into five groups.

• Instruct to mix a definite proportion ofsodium carbonate and coconut oil.

• Instruct to mix a definite proportion of casteroil and sodium hydroxide.

• Heat both the mixture separately uptoboiling temperature.

• Allow to cool it.

• Examine the difference of the product.

• Note the reactions/changes.

Consolidation – Teacher consolidate themethod of manufacture of soft soap, hard soap,detergents and TRO.

Product – Soaps and detergents, subjectdiary.

Activity – IV

Name – detergent and wetting action.


Materials – Solutions of hard and soft soaps,detergents, turkey red oil coloured and whitecloth.

Process

• Instruct the pupil to treat coloured and whitefabrics with dilute and concentrated solutionof:

a) Soft soap solution in cold.

b) Hard soap solution in boiling.

c) Detergent solution in cold.

d) Detergent solution in boiling.

e) TRO in cold.

93


f) TRO in boiling.

g) Observe the action of coloured and whitecloth consolidation – Teacher consolidatesthe detergent and wetting action of soaps,detergents and TRO and differentiates hardand soft soap.

TRO and differentiates hard and soft soap.

Product; subject diary.

94


Uni

t 8 -

Tre

atm

ent o

f mat

eria

ls P

rior

to D

yein

g an

d P

rint

ing

Uni

t Ana

lysi

s

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

rnin

gM

ater

ials

Pro

duct

sS

l.N

o.

To c

lass

ify p

rope

rties

and

blea

chin

g ac

tion

of b

leac

hing

age

nts

thro

ugh

obse

rvat

ion,

disc

ussi

on a

ndex

perim

enta

tion.

5•A

ctio

n of

blea

chin

gag

ents

on

vario

uste

xtile

mat

eria

ls.

•Def

initi

on o

fbl

each

ing.

•Var

ious

blea

chin

gag

ents

.

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er-

ving

•Cla

ssi-

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naly

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g

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iscu

-ss

ion

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eri-

men

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tion

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ples

of blea

chin

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book

s•C

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diar

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illed

up

tabl

e

1.

Tim

e

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ickn

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ti-cip

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in disc

uss-

ion.

•Var

io-

us proc

ess

skill

s.

Find

out

the

pre-

trea

tmen

ts a

ndm

etho

ds o

f ble

achi

ngof

cot

ton,

line

n, ju

te,

silk

and

woo

l thr

ough

obse

rvat

ion

and

disc

ussi

on.

18•V

ario

ussa

mpl

es o

fco

tton,

line

n,ju

te, s

ilk,

woo

l.•O

bjec

ts o

fpr

e-tre

atm

ents

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ious

step

sin

volv

ed.

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mic

als

and

reac

tions

.•P

roce

dure

.

•Obs

er-

ving

•Ide

nti-

fyin

g•E

xper

i-en

cing

•Dis

cu-

ssio

n•O

bser

-va

tion

•Exp

eri-

men

tta-

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•Sam

ples

of blea

chin

gag

ents

• C

harts

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eren

cebo

oks

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ache

dm

ater

ials

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2.•B

asic

know

le-dg

e•P

arti-

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onin di

scus

s-io

n.• Pr

oces

ssk

ills

95


Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

gSt

rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

rnin

gM

ater

ials

Pro

duct

sS

l.N

o.

Find

out

the

rem

oval

of a

dded

and

adhe

ring

impu

ritie

sfr

om v

isco

se,

acet

ate,

nyl

on a

ndte

ryle

ne th

roug

hob

serv

atio

n,di

scus

sion

and

assi

gnm

ent.

2•O

bser

-vi

ng•M

easu

-rin

g•E

xper

ien-

cing

.

•Obs

er-

vatio

n•D

iscu

-ss

ion

•Ass

ign-

men

t

•Sam

ples

of blea

chin

gag

ents

.•R

efer

ence

book

s•C

hart

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ject

diar

y•A

ssig

n-m

ent

tabl

e

3.

Tim

e

•Bas

ickn

owle-

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ti-cip

ation

in disc

uss-

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•Ass

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men

t

•Sam

ples

of

visc

ose,

acet

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nylo

n,te

ryle

ne•V

ario

usch

emic

als

96


Treatment of MaterialsPrior to Dyeing and

Printing

Unit VIII

Introduction

For getting a uniform colour, the textilematerials should be freed from the impuritiespresent in it. Different textile fibres containdifferent types of impurities. Therefore, differenttypes of treatments are required to remove theimpurities present in them. Natural textile fibrescontain large amount of impurities and hencerequire severe treatments for their removal.Synthetic fibres contain very little amount ofimpurities and hence a simple washing with soapis adequate to remove the impurities. On thecompletion of the unit, the students will be ableto understand the objects of pre-treatments anddifferent types of pre-treatments given to them.


• To classify properties and bleaching actionof bleaching agents through observation,discussion and experimentation.

• Find out the pre-treatments and methodsof bleaching of cotton linen, jute, silk andwool through observations, discussion andexperimentation.

• Find out the removal of added and adheringimpurities from viscose, acetate, nylon andterylene through observation and discussion.

Syllabus

Treatment of material prior to dyeing andprinting.

Different types of materials used for textilepurposes – cotton, wool, silk, linen, jute, viscose,acetate, nylon and terylene. Impurities present inthe above fibres – natural, added and adheredimpurities. Pre-treatment of cotton. Singeing –definition, plate, roller and gas singeing machines,sketch and description – Merits and demerits ofdifferent types of singeing machines. De-sizingobjects – different methods employed – oxidative

97


method and reduction method. Oxidative method– chlorine, chlorite and bromite process.Enzymatic desizing. Kier boiling – objects –chemical required –chemical changes takingplace – vertical and horizontal Kiers. Defects inscouring – preventive measures – Grey souring– objects – bleaching – definition – classificationof bleaching agents – oxidising and reducingagents – examples for each type. Bleaching ofcotton using hydrogen peroxide, bleachingpowder and sodium hypochlorite. ContinuousJ-box - scouring and bleaching – Impuritiespresent in linen and jute – treatments done toremove the impurities. Bleaching of linen and jute.Silk-degumming and bleaching with hydrogenperoxide. Wool - carbonisation – scouring –bleaching with sulphur dioxide. Removal ofadded and adhering impurities from viscose,acetate, nylon and terylene.

Pre-requisites

• Knowledge about the natural colours andimpurities present in cotton, linen, jute, silkand wool.

• Colours, adhering and added impuritiespresent in artificial fibers.

Activity I

Name – Treatments prior to dyeing andprinting.


Materials – Bleached and unbleached cottonfabrics or yarns.

Process

• Display the samples to the pupils.

• Compare the colours of samples.

• Differentiate the colours.

• Types of bleaching agents.

• Oxidising bleaching agents.

• Reducing bleaching agents.

• Bleaching action.

Classification of bleaching agents.

Sl. Name Oxidising/No. reducing

1. Bleaching powder ————

2. Potassium permanganate ————

3. Hydrogen peroxide ————

4. Sulphur dioxide ————

5. Ozone ————

6. Sodium hydro sulphite ————

Consolidation – The teacher consolidates thebleaching agents.

98


Sl. Name Oxidising/No. reducing

1. Bleaching powder Oxidising

2. Potassium permanganate Oxidising

3. Hydrogen peroxide Oxidising

4. Sulphur dioxide Reducing

5. Ozone Oxidising

6. Sodium hydro sulphite Reducing

Product – Filled up table.

Activity II

Name – Properties of bleaching agents.


Materials : Bleaching powder, potassiumpermanganate, hydrogen peroxide, sulphurdioxide, sodium hydrosulphite.

Process

• Instruct the pupil to feel the smell carefully.

• Check whether it is liquid / powder / solid.

• List the observations.

Sl. No. Bleaching agents Smell Form Colour

1. Bleaching powder ............. ............. .............

2. Potassium permanganate ............. ............. .............

3. Hydrogen peroxide ............. ............. .............

4. Sulphur dioxide ............. ............. .............

5. Sodium hydro sulphite ............. ............. .............

Sl. No. Bleaching agents Smell Form Colour

1. Bleaching powder Odour of chorine Powder White

2. Potassium permanganate Odourless Crystalline Violet

3. Hydrogen peroxide Odourless Liquid Colourless

4. Sulphur dioxide Smell of rotten egg gas black

5. Sodium hydro sulphite Irritating smell of sulphur. Powder White

Consolidation

99


Activity III

Name – Bleaching action.


Materials – Solutions of bleaching powdersodium hypo chlorite potassium permanganate,hydrogen peroxide, sulphur dioxide, sodiumhydro sulphite and cotton yarn.

Process


• Instruct to each group to wet six samplesthoroughly.

• Treat each sample thoroughly with dilutesolutions of above chemicals separately forabout one hour.

• Note the colour changes of the sample.

Consolidaiton

CaOcI2 + H2O � [O] + .................

NaOcl + H2O � [O] + .................

H2O2 (On heating) � [O] + .................

KMnO4 + H2O � [O] + .................

SO2 + H2O � [H] + .................

NA2S2O4 + H2O � [H] + .................

Product – subject diary.

Activity IV

Name – Pre-treatments and bleaching ofnatural fibers.


Materials – Raw and bleached samples ofcotton, linen, jute, silk and wool.

Process

• Display the samples.

• Instruct to compare bleached andunbleached samples of each materials.

• Try to identify soluble impurities.

• Try to identify insoluble impurities.

• Try to identify adhered impurities and itsreason.


• Instruct to identify the treatments requiredto remove above impurities.

• Arrange the steps of treatments.

• Note the points and instruct to prepare atable of treatments required fabric and yarn.

Consolidation – pre-treatments required.

100


Sl. No. Treatments Fabric Yarn

1. Stamping and stiching P O

2. Brushing P O

3. Singeing P P

4. Desizing P O

5. Scoring P P

6. Gry souring P P

7. Washing P P

8. Bleaching (optional) P P

9. White souring P P

10. Washing P P

11. Blueing or Tinting. P P

Product – Table prepared by the students.

Activity V

Name – Pre-treatments and bleaching ofnatural fibers.


Process

• Identify the pre-treatments required for :

(a) Cotton, linen, jute, wool and silk fabric.

(b) Cotton, linen, jute, wool and silk yarn.

• List the treatment required for various yarnsand fabrics separately.

Consolidation – Teacher consolidates

various pre-treatment required fro cotton, linen,jute, wool and silk yarn and fabric separately.

Product – Subject dairy.

Activity VI

Name – Bleaching of natural fibers.


Materials – Pre-treated yarn of cotton, linen,jute, wool silk and solutions of Hydrogenperoxide.

Process

• Divide the pupils into 5 batches.

• Issue the above materials to each batch.

101


• Instruct to treat the materials in separate potswith dilute H2O 2 solution at boilingtemperature for about one hour.

• Wash thoroughly.

• Observe the change in the natural colour ofthe material.

• Note the procedure.

Consolidation – Teacher consolidates theprocedure.

Product – Bleached samples, subject diary.

Activity VII

Name – Pre-treatments and bleaching ofartificial fibers.


Materials – Raw and bleached samples ofviscose, acetate, nylon and terylene.

Process

• Display the samples.

• Instruct to compare bleached andunbleached samples of each material.

• Try to identify added impurities.

• Try to identify the adhered impurities.

• List the impurities.

• Identify the pre-treatments required.

(a) Viscose rayon.

(b) Acetate rayon.

(c) Nylon

(d) Terylene

• Note the points

Consolidation – Teacher consolidates theimpurities present and the treatments required toremove the added and adhered impurities,present in artificial fibers.


Activity VIII

Name – Removal of Impurities from artificialfibers.


Process

• Identify the treatments required to remove:-

(a) Added impurities from viscose, acetate,nylon and terylene yarn and fabric.

(b) Adhered impurities from viscose, acetate,nylon and terylene yarn and fabric.

• List the treatments required for each fibersseparately.

Consolidation

Teacher consolidates various impuritiespresent and treatments required for eachmaterial.


102


Activity – IX

Name – Pre-treatments of dyeing and printing.

Activity – Assignment.

Prepare tables showing.

(a) Impurities present in natural fibers (both yarnand fabric.)

(b) Treatment given to natural fibers beforedyeing and printing.

(c) Impurities present in artificial fibers. (bothyarn and fabric.)

(d) Treatment given to remove added andadhered impurities from artificial fibres.

Consolidation – The teacher consolidates thevarious tables.

Product – Assignment tables.

Project work to be assigned to learners.Member per group : Maximum 7

103


Uni

t 9

- M

erce

risa

tion

Uni

t Ana

lysi

s

Cur

ricu

lum

Obj

ecti

ves

Eva

luat

ion

Lea

rnin

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rate

gies

Pro

cess

Sk

ills

Act

ivit

ies

Lea

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ater

ials

Pro

duct

sS

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o.

Expl

ore

the

obje

cts,

chem

ical

rea

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ctor

s af

fect

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and

prop

ertie

s ac

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edby

mer

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scus

sion

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enta

tion

and

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4•D

efin

ition

of

mer

ceris

ing.

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tors

of

mer

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ects

of

mer

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mic

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.

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104


Mercerisation

Unit IX

Introduction

Mercerisation is the process of treating coldconcentrated sodium hydroxide of 18% strength.Students have already acquired general propertiesof cotton. By treating the cotton materials withcold concentrated sodium hydroxide, thematerials acquired some important properties likeimprovement in lusture, strength, moistureabsorbing capacity, affinity towards dyes andfinishes which attract the users. The importanceand method of mercerisation is to be conveyedto the pupil through discussion andexperimentation.


1. Explore the objects of chemical reaction,factors affecting and properties achieved bymercerisation through discussion,experimentation and observation.

2. To identify the working of hank and cloth

mercerising machines, through discussionand demonstration.

Syllabus

Mercerisation – Definition – chemicals used– Important changes taking place – method ofmercerising cotton hanks and cloth usingmachines. Longitudinal and cross sectional viewsof mercerised cotton.

Pre-requisites

1. Knowledge about raw cotton andprocessed cotton.

2. Knowledge about finishing of textilematerials.

Activity I

Name – Mercerisation.


Materials – Mercerised and un-mercerisedcotton fabric or yarn of same quality.

105


Discussion points

• Display mercerised and un-mercerisedsamples.

• Differentiate

(a) The appearance

(b) Strength

• Moisture content.

• Affinity towards dyes and finishes.

• The quality of the mercerised cottonimproves. Why?

• Affinity towards dyes, finishes and chemicalreagents improves. Why?


Consolidation

Effects of Mercerisation

• Improved lusture.

• Increased tensile strength.

• Increased affinity toward dye stuff andfinishes.

• Increased action at lower temperature.

Product – subject diary

Activity II

Name - Mercerisation


Materials – concentrated sodium hydroxidesolution – 18% strength bleached cotton yarn.

Process

• Divide the pupils into seven batches.

• Distribute the materials to each batch.

• Instruct to wet cotton thoroughly andsqueeze well.

• Treat it with given solution of sodiumhydroxide for about 10 minutes.

• Keep the tension.

• Take out and wash well.

• Observe the changes.


Consolidation – The teacher consolidates theproperties.

Product – Subject diary. Mercerised cottonyarn.

Activity – III

Name – Physical properties of mercerisedcotton.


Materials – Mercerised cotton fibre,microscope.

Process


• Prepare slide for longitude and view andcross sectional view.


106



Consolidation

LV – More smoother tube with moresmooth surface than un-mercerised cotton.

CV – Circular with no or less lumen.

Product – Diagram

Activity IV

Name – Mercerising machines


Materials – Diagrams and photographs ofhank mercerising and cloth mercerising machines.

Discussion points

• Materials to be mercerised.

• Types of machineries available.

• Control variables.

(a) Time

(b) Temperature

(c) Use of tension.

(d) Concentration of alkalie.

(e) Washing.

• Passage of material through the machine.

• Different methods for applying tension.

• Chemical changes in the fibre.


Consolidation – Teacher consolidate theworking of cloth mercerising and hankmercerising machines with proper diagram andphotographs.


Activity V

Name – Mercerising machines.

Activity – Demonstration.

Materials Grey cotton yarn and fabric, sodiumhydroxide solution – 18%. Demonstration modelof hank and fabric mercerising machines.

Process

• Partially fill the continers with NaOHsolution.

• Pass the material through the machines.

• Observe the working.

• Sketch the passage of yarn/fabric throughthe machines and name the parts.

Consolidation : The teacher consolidates theworking and vrious control variables hankmercerising and cloth mercerising machineswith photographs and sketchs.

Product - Diagram and subject diary.

107


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109


Classification of dyes andsoluble group of dyes

Unit X

Introduction

Dyestuffs or colouring matters available areclassification into eleven groups according to themethod of their application. Each group of colourrequire a particular method for producing thecolour. Some colurs are soluble in water andother require chemicals for dissolution. Colouris applied to a textile material from a solutionmade with water. On completion of this unit, thestudents acquire knowledge regarding theproperties and method of application of solublegroup of colours.

Curriculum objectives

1. Acquire knowledge of various classificationof dyes according to their method ofapplication through discussion,experimentation and observation.

2. Identify the method of application of direct,acid and basic dyes on cotton, wool and

silk including after treatments required andvarious factors affecting the depth of shadethrough discussion, experimentation anddemonstration.

3. To get a clear awarness about the propertiesof reactive dyes, method of application oncotton, wool, silk and viscose rayon throughdiscussion experimentation anddemonstration.

Syllabus

Classification of dyes and soluble group ofdyes.

Classification of dye stuffs according to theirmethods of application - direct, acid, basic,reactive, sulphur, vat, mordant, napthol, oxidized,mineral and dispersed dyes.

Direct dyes - properties - solubility - fibrescoloured assistants required - sodium carbonateand sodium chloride - Function of assistants -

110


procedure of application on cotton, wool andsilk. After treatments - objects - important aftertreatments given to improve light, washing andperspiration fastness. Topping with basic dyes -objects, factors affecting the depth of colour -Salt, concentration, time and temperature factors.

Acid dyestuffs - properties - method ofapplication on wool and silk. Functions of acids.

Basic dyes - characteristics, properties - highbrilliancy and colouring power - application oncotton after mordanting and fixing. Applicationon wool and silk using acetic acid and boiled offliquor.

Reactive dyes - reason for reactivity - reactiveend group present in the dyestuff and fibres -Reactive agents required - different types ofreactive dyes - cold and hot brands. Differencesbetween direct and reactive colours. Fibrescoloured with reactive dyes. Method ofapplication on cotton, wool and silk.

Prerequisites

- Learners should be aware of the colouringtechnique of textiles materials.

- They should have a general idea about textilefibres.

Activity I

Name : Classification of dye stuffs.

Activity : Discussion

Process: • Need of coluring of textilematerials.

• How it is produced on textilematerials?

• What are the materials required toproduce colour?

• Method of application of colours.

• Classification of dyes.

• Note the various classificationobserved.

Consolidation - the teacher consolidates.

• Basis classification -Method of application

• Different classes of dyes - Direct, acid,basic, reactive, sulphur, vat, mordant,naphthol, oxidized, mineral and disperseddyes.

• Soluble group of dyes -Direct, acid, basicand reactive.

• Insoluble group of days - Sulphur, vat,mordant, naphthol, oxidized, mineral anddispersed dyes.

Product: Subject diary

Activity II

Name : Solubility of dye stuffs.

Activity : Experimentation

Materials: Dye stuffs mentioned in theconsolidation of activity I, hot water.

111


Process: • Divide the pupil into seven groups.

• Instruct them to take a pinch of dyestuffs from one sample using a glassrod.

• Try to dissolve it in little water.

• Note the solubility.

• Repeat the process for all the dyestuffs.

• Note whether the samples aresoluble or not.

• Instruct them to prepare table whichshows the solubility of dye stuffs.

Sl. No. Group of dyes Soluble Insoluble

1. Direct dyes P

2. Acid dyes P

3. Basic dyes P

4. Reactive dyes P

5. Sulphur dyes P

6. Vat dyes P

7. Mordant dyes P

8. Napthol dyes P

9 Oxidized dyes P

10. Mineral dyes P

11. Dispersed dyes P

112


Consolidation

• Direct dyes have direct affinity towardscotton, linen, jute, wool, silk and viscoserayon.

• Basic dyes have direct affinity towards jute,cool and silk.

• Acid dyes have direct affinity towards wool,silk and nylon.

l• Reactive dyes have direct affinity towardscotton, linen, jute, wool, silk and viscose.

Product: Subject diary.

Activity IV

Name : Preparation of material

Activity : Discussion

Process: • Preparation of material.

• Dissolving of dye stuffs.

• Preparation of dye bath.

• Dyeing assistants required.

• Functions of dyeing assistants.

• Depth of shade.

• Material liquor ratio.

• Factors affecting dyeing.

• Dyeing.

• Washing

• Various after treatments.

• Note the discussion points.

Consolidation

Teacher consolidates soluble and insolublegroup of dyes.

Product: Filled up table.

Activity III

Name : Dye stuffs, fibers and assistant.

Activity : Demonstration

Materials: Different classes of soluble group ofdyes, yarns of cotton, linen, jute,wool, silk, viscose, acctate,terylene, nylon and various dyeingassistants.

Process: • Instruct the pupils to dissolve onesample of dye stuffs form eachgroup of dyes.

• Wash all the yarns and squeeze well.

• Treat the yarns with the prepareddye solution and heat it for about30 minutes.

• Note the affinity of dyes towards thevarious yarns.

• Instruct to add suitable dyeingassistants in proper proportions intodifferent dye bath.

• Treat the same material again forabout 15 minutes.

• Note the affinity of dyes with fibreat this stage also.

113


Consolidation

The teacher consolidates various stepsinvolved in the dyeing of direct, acid and basicdyes on cotton, wool and silk including depth ofshades, after treatments required, quantity ofchemicals, temperature, time, M : L ratio andaction of salt.


Activity V

Name : Application of direct, dyes oncotton, linen, jute and viscose -rayon.

Activity : Experimentation.

Materials: Direct dye stuff, yarns of cotton,linen, jute and viscose, sodiumcarbonate, sodium chloride, coppersulphate, potassium dichromate,acetic acid, formaldehyde.

Process: • Dissolving of dyestuff.


• Shades to be dyed.

• Dyeing.

• Washing.

• After treatment for tight, washing,perspiration.

• Topping with basic dyes.

• Instruct to note the procedure.

Consolidation

• Dye bath (a) Depth of shade (.5%, 1%,2%, & 4%)

(b) Sodium carbonate (1 - 3%)

(c) Sodium chloride (10 - 25%)

(d) Temperature (boiling)

(e) Time - 1 hour (45 min + 15 min)

(f) M : L ratio - 1 : 20.

• After washing the dyed materials are treatedwtih:

(a) Copper sulphate and acetic acid toimprove light fastness.

(b) Potassium dichromate and acetic acid toimprove washing fastness.

(c) Copper sulphate, potassium dichromateand acetic acid to improve light andwashing fastness.

(d) Formal dehyde and acetic acid to improvefastness to perspiration.

(c) Tapping with basic dyes to improvebrilliancy of colour.

• Factors affecting depth of shades.

(a) Salt

(b) Concentration

(e) Time

(d) Temperature

114


Product: Subject diary, dyed material.

Activity VI

Name : Application of direct dyes on wooland silk.


Materials: Direct dye stuffs, yarns of wool andsilk, acetic acid and sodium sulphite.

Process: • Dissolving of dye stuff.



• Dyeing

• Washing.


Consolidation

l - Dye bath (a)Depth of shade (.5%, 1%, 2%,& 4%)

(b)Acetic acid (1 - 3%)

(c)Sodium sulphite (10 - 20%)

(d)Temperature (wool - boiling, silk -80o C)

(e)Time - 1 hour

(f) M : L ratio - 1 : 20

Product: Subject diary, dyed samples.

Activity VII

Name : Acid dyes on wool and silk.


Materials: Acid dye stuffs, yarns of wool andsilk, mineral acid. (sulfuric acid/hydrochloric acid)

Process: • Dissolving of dye stuff.



• Dyeing

• Washing.


Consolidation

• Dye bath (a)Depth of shade (.5%, 1%, 2%,& 4%)

(b)Mineral acid (1 - 2%)

(c)Temperature (boiling)

(e)Time - 1 hour

(f) M : L ratio - 1 : 20


Activity VIII

Name : Application of basic dyes on cotton.


Materials: Basic dye stuffs, cotton yarn, tannicacid, tartaremetic and acetic acid.

Process: • Mordanting with tannic acid.

• Fixing with tartaremetic.

115


• Dying with basic dyes

- Dissolving of dye stuffs.

- Preparation of dye bath.

- Shades to be dyed.

• Washing.


Consolidation

Mordanting: Tannic acid (equal to shade)

Fixing: Tar-taremetic (half of the shade)

Dying (a)Depth of shade (.5%, 1%, 2%, &4%)


(d)Temperature (boiling)

(e)Time - 1 hour

(f) M : L ratio - 1 : 20


Activity IX

Name : Basic dyes on wool.


Materials: Basic dye stuffs, yarns of wool,acetic acid.




• Dyeing

• Washing


Consolidation

Dye bath(a)Depth of shade (.5%, 1%, 2%, &4%)



(e)Time - 1 hour

(f) M : L ratio - 1 : 20


Activity X

Name : Basic dyes on silk.


Materials: Basic dye stuffs, yarns of silk, boiled- off liquor.




• Dyeing

• Washing


Consolidation

Dyeing bath (a)Depth of shade (.5%, 1%, 2%,& 4%)

(b) Boiled off liquor (1 - 3%)

116


(c)Temp2erature (boiling)

(d)Time - 1 hour

(e)ML Ratio - 1 : 2

Product: Subject diary, dyed sample.

Activity X

Name : Reactive dyes on cotton, wool, silkand viscose rayon.

Activity : Discussion.

Process: • Why reactive dyes are called so?

• Reactive end group present in thedye stuff.

• Reactive and group present in thefibre.

• Type of reactive dyes - cold and hotbrand.

• Differentiate with direct dyes.


Consolidationl Reactive dyes forms insoluble colour bond

by the action of end groups present in dyestuff and fibre.

l Cold brand - can be dyed in coldcondition.

l Hot brand - boiling temperature isrequired.

Sl. No. Properties Direct Reactive

1. Fastness Poor Good

2. Alkalie used Levelling agent Reactive agent

3. Solubility In hot water Cold/hot

4. Lusture Dull Bright

5. Colour formed Water soluble Insoluble

6. Method of deposition Physical Chemical

117



Activity XII

Name : Reactive dyes on cotton, wool, silkand viscose rayon.


Materials: Reactive dyes, yarns of cotton,wool, silk and rayon.

Process: • Preparation of material.

• Dissolving of dye stuffs.



• Dyeing

• Washing and soap boiling.


Consolidation

- Dye bath (a)Depth of shade (.5%, 1%, 2%,& 4%)

(b)Sodium carbonate (1 - 3%)

Or

Sodium phosphate (1 - 3%)

Or

Sodium hydroxide (1 - 28%)

(c)NaCl (10 - 25%)


(e)Time - 1 hour.

(f) ML ratio - 1 : 20

Note : Gentle soap boiling is required toremove the hydrolysed dye formed asa result of reaction between dye stuffsand water.

Product subject diary and dyed samples.

Seminar on Textile Technology relatedsubjects to be conducted at the end of unit.

118

Vocational Higher Secondary School - I Year (Practical)

Part II1.Curriculum Objectives ....................................................................110

Unit-wise Learning Activities Section B - (Practical)1. Physical and chemical properties of textiles and fibers. ............ 1112. Pre-treatments and bleaching. ....................................................... 1143. Direct dyes on cotton and after treatments. ................................ 1174. Direct dyes on wool and silk. ........................................................1205. Basic dyes on cotton, wool and silk. ............................................1226. Reactive dyes on cotton, wool and silk. Acid dyes on wool .......1247. Mercerisation. ............................................................................126

Part III1. List of Books ............................................................................131

119


1. Finds the effect of action of heat, light, acids,alkalies and bleaching agents on cotton,wool, linen, jute and silk, prepare andpresent practical record.

2. Identifies the textile fibres by burning test,microscopical appearances, staining test andsolubility test, prepare and present practicalrecord.

3. Familiarizes and practises importantpretreatments given to cotton, wool and silk,records and presents the results.

4. Practising the bleaching of linen, jute, cotton,wool and silk with suitable bleaching agentsand presenting the results.

5. Acquires the knowledge and skills in theapplication of direct dyestuffs on cotton andafter treatments.

6. Identifies the factors affecting the depth ofcolour produced by direct dyes.

7. Identifies the method of application of directdyestuffs on silk and wool using acid as

1Curriculum Objectives

(Practical)

assistant and acquires skills to apply thesame.

8. Acquires skills in the dyeing of silk withboiled-off liquor as assistant.

9. Familiarizes and practises the procedure ofapplication of basic dyestuffs on cotton.

10. Acquires skills in the method of applicationof basic dyes on silk and wool.

11. Acquires knowledge and skills in theapplication of acid dyestuffs on wool.

12. Familiarizes the procedure of application ofreactive dyestuffs on cotton, wool and silkand acquires skills to apply reactivedyestuffs on natural fibres.

13. Acquire knowledge and skills inmercerization of yarn in hank form with andwithout tension.

14. Finding out the features of cloth mercerizingunder tension and without tension.

120


Unit - 01Physical and Chemical

Properties of Textile Fibres

Introduction

The important textile fibres are cotton,linen, jute, silk, wool, viscose rayon, acetaterayon, nylon and terylene. The compositionof these fibres differ each other and hence theyhave different physical and chemicalproperties. This unit deals with the importantproperties. On completion of this unit, thelearner will be able to understand theimportant physical and chemical propertiesand identify a textile fibre by conductingsuitable tests.


1. Finds the effect of action of heat, light, acids,alkalies and bleaching agents on cotton,wool, linen, jute and silk, prepare andpresent record.

2. Identify the textile fibres by burning test,microscopical appearances, staining test and

solubility test, prepare and present practicalrecord.

Syllabus

1. Action of heat and hight on textile fibres.

2. Longitudinal and cross sectional views oftextile fibres.

3. Action of dilute and concentrated acids.

4. Action of alkalies

5. Bleaching of cotton, linen, jute, silk andwool.

6. Identification of textile fibres by burning test,microscopical appearance, staining test andsolubility test.

Pre-requisites

- Basic knowledge about textile fibres.

- Ability to handle microscope.

121


- Idea about the physical and chemicalproperties of fibers and bleaching.

Activities

Preliminary discussion on the topic underconsideration and demonstrations are done asand when required. The learners are divided intogroups and are asked to conduct the followingexperiments. The teacher should ensure timelyrecording. Discussion and consolidation areconducted at the end of every experiment.Samples are verified.

1. Action of sunlight and heat. 2 hours

2. Views of textile fibres through microscope6 hours

3. Action of mineral acids; HCI, H2SO4 ,HNO3 4 hours

4. Action of alkalies, NaOH, Na2CO3

4 hours

5. Bleaching of cotton with bleaching powder,hydrogen peroxide and sodiumhypochlorite.

6. Bleaching of linen and jute with sodiumhypochlorite.

7. Bleaching of silk with hydrogen peroxide.

8. Bleaching of wool with sulphur dioxide1 2horus

9 Tests for identification of cotton, linen, jute,silk, wool, viscose, acetate, nylon, teryleneby

Burnig test

- Microscopical appearance

- Staining test

- Solubility test 12 hours

Product

• Records

• Samples prepared

122


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st a

nd s

olub

ility

test

,pr

epar

e an

d pr

esen

tpr

actic

al r

ecor

d.

lTe

st fo

r ide

nti-

fyin

g te

xt f

ilefi

bres

.

•O

bser

ving

•E

xp

eri

-m

entin

g•

Com

mun

i-ca

ting

•In

ferr

ing

•D

em

on

-st

ratio

n•

Doi

ng te

st

•R

ecor

ding

•P

rese

nta-

tion

•C

onso

lida-

tion

lFi

bres

and

flam

el

Rec

ord

2.l

Skill

s to

cond

uct

test

sl

Rec

ord

123


Unit - 02Pre-treatment and

BleachingIntroduction

Before dyeing and printing, the textilematerials should be pretreated to remove thevarious types of impurities present in them.After the removal of impurities, they arewhitened by bleaching. Pretreatments help togive uniform colour while dyeing or printing.Learners understand the different types of pre-treatments required for different fibres and themethod of bleaching on completion of thisunit.


1. Familiarises and practises the importantpretreatments given to cotton, wool and silk,records and present the results.

2. Practising the bleaching of cotton, linen, juteand silk and wool with suitable bleachingagents and presenting the results.

Syllabus

1. Singeing, desizing, kier boiling, of cotton

fabric; singeing and Kien boiling of cottonyarn.

2. Degumming of silk.

3. Carbonisation of wool.

4. Bleaching of cotton using bleaching powder,sodium hypochlorite and hydrogenperoxide.

5. Bleaching of linen and jute using sodiumhypocholorite.

6. Silk bleaching with hydrogen peroxide.

7. Bleaching of wool with sulphur dioxide.

Pre-requisites

- Idea about the various types of impuritiespresent in textile fibres and their removal.

- Objectives of pretreatments and bleaching,

- Different types of bleaching agents.

Activities

Preliminary discussion on the topic followed

124


by demonstration and discussion, sampleverification, consolidation etc., are conducted asand when required.

Learners practice

1. Singeing, desizing, Kier boiling of cottonfabric, singeing and kier 16 hrs.boiling of cotton yarn.

2. Degumming of silk. 4 hrs.

3. Carbonisation of wool. 4 hrs.

4. Bleaching of cotton using:

- bleaching powder 8 hrs.- sodium hypochlorite 8 hrs.- hydrogen peroxide 4 hrs.

5. Bleaching of linen using sodium hypochlorite- 4 hrs.

6. Bleaching of jute using sodium hypochlorite4 hrs.

7. Bleaching of silk using hydrogen peroxide4 hrs.

8. Bleaching of wool using sulphur dioxide4 hrs.

Product

• Record

• Samples

125


Uni

t - 2

(Pra

ctic

al) P

re-t

reat

men

t and

Ble

achi

ngU

nit A

naly

sis

Obj

ecti

ves

Eva

luat

ion

Idea

/Con

cept

sP

roce

ssS

kil

lsA

ctiv

itie

sM

ater

ials

Req

uire

dP

rodu

cts

Sl.

No.

Fam

iliar

ise

and

prac

tices

the

impo

rtant

pre

-tr

eatm

ents

giv

en to

cotto

n, w

ool,

and

silk

,re

cord

s an

d pr

esen

tsth

e re

sults

60

lPr

e-tr

eatm

ents

on n

atur

al fi

bres

lch

emic

als.

lO

bser

ving

lE

xp

eri

-m

entin

gl

Mea

surin

gl

Con

trol

ling

varia

bles

lC

omm

uni-

catin

gl

Ana

lysi

ngl

Infe

rrin

gl

Han

dli

ng

equi

pmen

ts

lE

xp

eri-

men

tl

Rec

ord

-in

gl

Pres

enta

-tio

nl

Con

soli

-da

tion

lTe

xtile

fibr

es,

chem

ical

s

lPr

e-tr

eate

d,sa

mpl

esl

Rec

ord

1.

Tim

e(H

rs.)

lA

bilit

y to

cond

uct

exp

eri-

men

tsl

Qu

alit

yof

pr

e-tr

eate

dsa

mpl

es

Pra

ctic

ing

the

blea

chin

g of

lin

en, j

ute,

cotto

n, w

ool

and

silk

with

sui

tabl

e bl

each

ing

agen

ts a

nd p

rese

ntin

gth

e re

sult.

lB

leac

hing

of

natu

ral f

ibre

s.

lB

lec

hin

gag

ents

.

lO

bser

ving

lE

xp

eri

-m

entin

gl

Mea

surin

gl

Com

mun

i-ca

ting

lIn

ferr

ing

lD

emo

n-

stra

tion

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lC

onso

li-

datio

n

lFi

bres

,

lB

leac

hing

agen

ts

lB

leac

hed

sam

ples

lR

ecor

ds

2.l

Qua

lity

of blea

ched

sam

ples

lR

ecor

ds

126


Unit - 03Direct Dyestuffs on Cotton

and After Treatments

Introduction

Direct dyestuffs are the cheapest of allclasses of dyestuffs and can be applied easilyon cotton. For colouring, sodium carbonateand sodium chloride are required as assistants.The colours are not fast and hence they arechemically after treated to improve theirdifferent fastness properties to a certainextent. Learners will be able to understandthe procedure for the application of directcolours on cotton and after treatments oncompletion of this unit.


1. Acquires knowledge and skills in theapplication of direct dyes on cotton and aftertreatments.

2. Identifies the factors affecting the depth ofcolour produced by direct dyes.

Syllabus

1. Method of application of direct yellow,orange, red, blue, green, violet, brown andblack.

2. After treatment with copper sulphate,potassium dichormate and formldehyde.

3. Topping with basic colours.

4. Salt factor and concentration factor.

Pre-requisites

- General idea about the procedure fordyeing with direct dyestuffs, objects of aftertreatments, different methods of aftertreatments and the factors affecting the depthof colour produced by direct dyestuffs.

Activities

Preliminary discussion on the topic followedby demonstration will be done by the teacher.Experiments done by the learners will beevaluated on completion of each experiment.

127


Learners practice.

1. Application of direct dyestuffs on cottonwith

yellow, dyestuffs, orange, red, blue, green,violet, brown, black 48 hrs.

2. After treatment with - copper sulphate,potassium dichromate, copper sulphateand potassium dichromats, formal dehyde.20 hrs.

3. Topping with basic dyestuffs. 4 hrs.

4. To understand the difference in the depthof colour by changing the quantity ofsalt and water. 8 hrs.

Product

• sRecord - samples and procedure

128


Uni

t - 3

(Pra

ctic

al)

Dire

ct D

yes

on C

otto

n an

d A

fter T

reat

men

tsU

nit A

naly

sis

Obj

ecti

ves

Eva

luat

ion

Idea

/Con

cept

sP

roce

ssS

kil

lsA

ctiv

itie

sM

ater

ials

Req

uire

dP

rodu

cts

Sl.

No.

Acq

uire

s kn

owle

dge

and

skill

in th

eap

plic

atio

n of

dire

ctdy

es o

n co

tton

and

afte

r tr

eatm

ents

.

80

lD

irec

t dy

es,

chem

ical

s fo

raf

ter

trea

t-m

ents

, co

tton

mat

eria

ls.

lO

bser

ving

lE

xp

eri

-m

entin

gl

Con

trol

ling

varia

bles

lM

easu

ring

lC

omm

uni-

catin

gl

Infe

ring

lD

emon

-st

ratio

n

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lC

onso

li-

datio

n

lC

otto

n,di

rect

dye

s,ch

emic

als.

lSa

mpl

espr

epar

edl

Rec

ords

1.

Tim

e(H

rs.)

lSk

ill to

appl

ydi

rect

dyes

.l

Qua

lity

of sam

ple

prep

ared

lR

ecor

d

Iden

tifie

s th

e fa

ctor

saf

fect

ing

the

dept

h of

colo

ur p

rodu

ced

bydi

rect

dye

s.

lFa

ctor

s af

fect

-in

g th

e de

pth

ofco

lour

lO

bser

ving

lE

xp

eri

-m

entin

gl

Con

trol

ling

varia

bles

lM

easu

ring

lC

omm

uni-

catin

gl

Infe

rrin

g

lE

xp

eri-

men

tl

Rec

ord

-in

gl

Pres

enta

-tio

nl

Con

soli

-da

tion

lC

hem

ical

sl

Rec

ord

2.l

Rec

ord

129


Unit - 04Direct Dyestuffs on

Wool and Silk

Introduction

Direct dyestuffs are applied on wool andsilk with the addition of acetic acid andsodium sulphate as assistants. Wool iscoloured at boiling temperature while silk at80oC. On completion of this activity, studentsget practised in the application of directdyestuffs on wool and silk.


1. Identifies the method of application of directdyestuffs on silk and wool using acid asassistant and acquires skills to apply thesame.

2. Acquires skills in the dyeing of silk withboiled-off liquor as assistant.

Syllabus

1. Application of direct dyestuff on wool andsilk using acid as assistant with

Red, yellow, blue, green, violet and blackcolours.

2. Dyeing of silk with boiled-off liquor asassistant with direct

Pink, brown, yellow and red.

Pre-requisites

- Learners should have the idea of applicationof direct dyestuffs on silk with acid orboiled off liquor as assistants and theapplication on wool with acid as assistant.

Activites

The skill of the learners will be evaluated bythe teacher at the end of each experiment. It willbe consolidated and recorded by the teacher.

Learners practice.

1. Application of direct dyestuffs on silk andwool with acid as assistant using

Direct - Read, yellow, blue, green, violetand black 40 hrs.

2. Application of direct dyestuffs on silk withboiled-off liquor as assistant using

Direct - Pink, brown, yellow and red 2 0hrs.

Product

l Record book and dyed samples,procedure.

130


Uni

t - 4

(Pra

ctic

al) D

irect

Dye

s on

Woo

l and

Silk

Uni

t Ana

lysi

s

Obj

ecti

ves

Eva

luat

ion

Idea

/Con

cept

sP

roce

ssS

kil

lsA

ctiv

itie

sM

ater

ials

Req

uire

dP

rodu

cts

Sl.

No.

Iden

tifie

s th

e m

etho

dof

app

licat

ion

ofdi

rect

dye

s on

silk

and

woo

l usi

ng a

cid

asas

sist

ant a

nd a

cqui

res

skill

s to

app

ly th

esa

me.

60

lM

etho

ds o

f ap

-pl

icat

ion

of d

i-re

ct d

yes o

n si

lkan

d w

ool

usin

gac

ids

as a

ssis

-ta

nt.

lO

bser

ving

lE

xp

eri

-m

entin

gl

Con

trol

ling

varia

bles

lM

easu

ring

lC

omm

uni-

catin

gl

Infe

ring

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lD

iscu

s-si

onl

Con

soli

-da

tion

lSi

lk, w

ool,

dire

ct d

yes,

acid

and

boile

d -

off

liquo

r

lSa

mpl

espr

epar

edl

reco

rds

1.

Tim

e(H

rs.)

lA

bilit

y to

appl

yl

Rec

ord

lQ

ual

ity

of

the

sam

ples

Acq

uire

s sk

ill i

n th

edy

eing

of

silk

wit

hbo

iled

off

liq

uor

asas

sist

ant.

lD

ying

of

silk

with

bo

iled

-of

f li

quor

as

assi

stan

t.

lO

bser

ving

lE

xp

eri

-m

entin

gl

Con

trol

ling

varia

bles

lM

easu

ring

lC

omm

uni-

catin

gl

Infe

rrin

g

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lD

iscu

s-si

onl

Con

soli

-da

tion

lSi

lkl

Sam

ples

prep

ared

lre

cord

2.l

Qua

lity

of

the

sam

ple

reco

rd

131


Unit - 05Basic Dyestuffs on Cotton,

Wool and Silk

Introduction

Basic dyestuffs are characterised by theirbrilliancy of colours. Wool and silk can bedirectly coloured while cotton requiresmordanting and fixing before colouring withbasic dyestuffs. Acetic acid is used as theassistant during dyeing. The learners getexperience in dyeing cotton, wool and silkwith basic dyes.


1. Familiarises and practises the procedure ofapplication of basic dyes on cotton.

2. Acquires skills in the method of applicaionof basic dyestuffs on silk and wool.

Syllabus

1. Mordanting, fixing and dyeing of cotton withbasic dyestuffs using

Auramine, Rhodamine, Methyl violet,Mehtylene blue, Malachite green andBismarck brown (50 hrs.)

2. Application of basic colours on wool andsilk with’ Auramine, Rhodamine, Methylviolet and Malachnite Green (30 hrs.)

Pre-requisites

- The learner should be aware of the necessityfor mordanting and fixing cotton materialsprior to dyeing with basic dyestuffs andshould have the idea of dyeing wool andsilk with these colours.

Activites

Preliminary discussion and demonstration willbe held by the teacher. Experiment done bylearners will be consolidated and recorded aftereach experiments.

1. Learners practice dyeing with basic dyeson cotton by moderating, fixing and dyeingwith:

Auramine, Rhodamine, Methyl violet,Methylene blue, Malachite green andBismarck brown (50 hrs.)

2. Application of basic dyestuffs on wool andsilk with: Auramine, Rhodamine, Methylviolet and Malachite green. (30 hrs.)

Product

• Record and dyed samples, procedure.

132


Uni

t - 5

(Pra

ctic

al) B

asic

Dye

s on

Cot

ton,

Woo

l and

Silk

Uni

t Ana

lysi

s

Obj

ecti

ves

Eva

luat

ion

Idea

/Con

cept

sP

roce

ssS

kil

lsA

ctiv

itie

sM

ater

ials

Req

uire

dP

rodu

cts

Sl.

No.

Fam

iliar

ise

and

prac

tice

proc

edur

e of

appl

icat

ion

of b

asic

dyes

on

cotto

n.

80

lP

roce

dure

of

appl

icat

ion

ofba

sic

dyes

on

cott

on,

woo

l, s

ilk,

on

basi

c dy

es,

chem

ical

s us

edas

ass

ista

nts,

boil

ed-o

ff

li-

quor

.

lO

bser

ving

lE

xp

eri

-m

entin

gl

Con

trol

ling

varia

bles

lM

easu

ring

lC

omm

uni-

catin

gl

Infe

ring

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lD

iscu

s-si

onl

Con

soli

-da

tion

lM

ater

ials

of

cotto

n,w

ool,

silk

,ch

emic

als,

boile

d-of

fliq

uors

.

lC

olou

red

sam

ples

,•

Rec

ord

1.

Tim

e(H

rs.)

lPr

actic

alsk

ills

lQ

ualit

yof sa

mpl

es

lR

ecor

d

Acq

uire

s sk

ill i

n th

em

etho

d of

app

licai

ton

of b

asic

dye

s on

silk

and

woo

l.

lM

etho

d of

ap-

plic

atio

n of

ba-

sic d

yes o

n sk

illan

d w

ool

lO

bser

ving

lE

xp

eri

-m

entin

gl

Con

trol

ling

varia

bles

lM

easu

ring

lC

omm

uni-

catin

gl

Infe

rrin

g

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lD

iscu

s-si

onl

Con

soli

-da

tion

lSi

lk, w

ool,

chem

ical

sl

Prep

ared

sam

ples

lR

ecor

d

2.l

Qua

lity

of sam

ples

lR

ecor

d

133


Unit - 06Reactive Dyestuffs on Cotton, Wool

Silk and Acid Dyestuffs on Wool

Introduction

Reactive dyes chemically react with the fibreand forms an insoluble colour on the fibre.Reactivity is shown only in the presence of asuitable reactive agent like sodium carbonate,sodium phosphate or sodium hydroxide. Theygive fast colours on cotton, wool and silk.

Fast colours are produced on wool withacid dyestuffs. The presence of mineral acidis required for getting the colour. The learnersget practised in dyeing with reactive and acidcolours on completion of this unit.


1. Acquires knowledge and skills in theapplication of acid dyes on wool.

2. Familiarises the procedure of application ofreactive dyes on cotton, wool and silk andacquire skills to apply reactive dyes onnatural fibres.

Syllabus

1. Applicatin of metalin yellow, kiton red, kitonblue, kiton brown and kiton black on wool.Application of reactive yellow, blue and redon cotton, wool and silk.

Pre-requisites

- Learners should have the idea of applicationof acid and reactive dyes on textile fibres.

Activites

Preliminary discussion and demonstration willbe held by the teacher. After each experiment,the skill of learner will be evaluated and recordedby the teacher.

1. Application on wool with

i. Metalin yellow

ii. Kiton red

iii. Kiton blue

iv. Kiton brown

v. Kiton black (20 hrs.)

2. Application of reactive colours on cotton,wool and silk

vi. Reactive yellow

vii. Reactive blue and

viii. Reactive red (40 hrs.)

Product

• Samples, procedures and record.

134


Uni

t - 6

(Pra

ctic

al) R

eact

ive

Dye

stuf

fs o

n C

otto

n, W

ool,

Silk

and

Aci

d D

yes

on W

ool

Uni

t Ana

lysi

s

Obj

ecti

ves

Eva

luat

ion

Idea

/Con

cept

sP

roce

ssS

kil

lsA

ctiv

itie

sM

ater

ials

Req

uire

dP

rodu

cts

Sl.

No.

Acq

uire

s kn

owle

dge

and

skill

s in

the

appl

icat

ion

of a

cid

dyes

on

woo

l.

60

lA

cid

dyes

,w

ool,

reac

tive

dyes

, co

tton

,si

lk, c

hem

ical

s.

lO

bser

ving

lEx

peri-

men

ting

lC

omm

uni-

catin

gl

Con

trolli

ngva

riabl

esl

Infe

ring

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lD

iscu

s-si

onl

Con

soli

-da

tion

lC

otto

n,w

ool,

silk

,ac

id d

yes,

reac

tive,

dyes

,as

sist

ants

lC

olou

red

sam

ples

,re

cord

1.

Tim

e(H

rs.)

lA

bilit

y to

appl

y th

em

etho

d.l

Qua

lity

of sam

ples

.l

Rec

ord

Fam

iliar

ises

the

proc

eudr

e of

appl

icat

ion

of r

eact

ive

dyes

on

cotto

n, w

ool

and

silk

and

acq

uire

ssk

ills

to a

pply

rea

ctiv

edy

es o

n na

tura

l fib

res.

lP

roce

dure

of

appl

icat

ion

ofre

activ

e dy

es.

lO

bser

ving

lEx

peri-

men

ting

lC

ontro

lling

varia

bles

lIn

ferr

ing

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lD

iscu

s-si

onl

Con

soli

-da

tion

lC

otto

n,w

ool,

silk

,re

activ

edy

es.

lPr

epar

edsa

mpl

es,

lR

ecor

d

2.l

Qua

lity

of sam

ples

lR

ecor

d

135


Unit - 07Mercerisation

Introduction

It is the process of treating cotton yarn orfabric with 18% NaOH solution undercontrolled conditions. The treated cottonattains improved lusture, strength andmoisture absorbing capacity. On completionof this unit, the learners get practised in yarnand cloth mercerising process.


1. Acquires knowledge and skills inmercerisation of yarn in hank form with andwithout tension.

2. Finding out the features of cloth mercerisingunder tension and without tension.

Syllabus

1. Hank mercerising with and without tension.Cloth mercerising under tension and withouttension.

Pre-requisites

- Students must be aware of the conditionsrequired and factors affecting mercerisation.

Activites

Teacher will hold demonstration. Skill of thestudents in hank and cloth mercerising will berecorded and consolidated by the teacher.

1. Hank mercerising under tension.

2. Hank mercerising without tension(20 hrs.)

3. Cloth mercerising under tension.

4. Cloth mercerising without tension(20 hrs.)

Product

• Mercerised hank, mercerised cloth,procedure, record.

136


Uni

t - 7

(Pra

ctic

al) M

erce

ristio

nU

nit A

naly

sis

Obj

ecti

ves

Eva

luat

ion

Idea

/Con

cept

sP

roce

ssS

kil

lsA

ctiv

itie

sM

ater

ials

Req

uire

dP

rodu

cts

Sl.

No.

Acq

uire

s kn

owle

dge

in m

erce

risat

ion

ofya

rn in

han

k fo

rmw

ith a

nd w

ithou

tte

nsio

n.

40

lM

erce

risat

ion

of c

otto

n in

hank

for

m,

clot

h fo

rm

lSo

dium

hydr

oxid

e

lO

bser

ving

lE

xp

eri

-m

entin

gl

Con

trol

ling

varia

bles

lM

easu

ring

lC

omm

uni-

catin

gl

Infe

ring

lPr

actic

als

lR

eco

rd-

ing

lPr

esen

ta-

tion

lD

iscu

s-si

onl

Con

soli

-da

tion

lC

otto

n,ya

rn a

ndcl

oth,

sodi

umhy

drox

ide

lM

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TERMWISE DISTRIBUTION OF UNITSTheoryFirst Year

Term Units HoursI 1, 2, 3, 4 40II 5, 6, 7, 8 55III 9, 10 45

Total 140 horus

TERMWISE DISTRIBUTION OF UNITSPracticalFirst Year

Term Units HoursI 1, 2, 3 110II 3, 4, 5 170III 6, 7 140

Total 420 horus

138


Split up of Score for Vocational EvaluationIndicators ScoreRegulating and Puntuality

10Field vist/survey (any one)

20Simulated experiment/OJTPerformance - clinic/camp/exhibitionPerformance production cum training centre(any one) 20Total 50

Practical Evaluation and Vocational Evaluation

Practical Evaluation : 150 scoresVocational Competency Evaluation : 50 scores

Total : 200 scores

Split-up of Scores for Practical Evaluation

Indicator ScoreIdentification 15Record 15Procedure 35Handling of equipments 10Observation/Tabulation 30Interpretation/Inference 15Result 15Viva 15 Total 150

139


Hour Plan

Name of Teacher : Class :

Name of School : Division :

Subject : Strength :

Unit : Average Age :

Topic : Duration :

Material RequiredCurriculum Objectives

Process skills

Previous knowledge

140


1. Human hair is a natural fibre. Mentionanother filament fiber obtained from naturesuitable for textile manufacture.

2. Semi synthetic fibers are also known asregenerated fibers. Give reasons.

3. Compare staple fibre and filament fibre.

4. While selecting a fiber for textilemanufacture, desirable properties are alsoconsidered. Give reasons.

5. Mildew is formed on wet cotton. Givereason.

6. Give the approximate composition of rawcotton.

7. Mainly one group of colour is used fordyeing and printing of linen and jute. Namethe group of colour.

8. Discuss the importance of retting.

9. Suggest two groups of dyes suitable forwool.

10. Silk is known as Queen of fibers. Givereasons.

11. Cellulose raw materials are treated withcertain chemicals to produce acetate rayon.Mention the name of chemicals.

12. Nylon – 6 and 6.6 are two important typesof Nylons. Discuss the importance ofnotations after the name Nylon.

13. For washing fabrics, soaps and detergentsare commonly used. Which you preferamong them and give reason.

14. Distinguish hard soap and soft soap.

15. You are given raw cotton fabric. List theimpurities present in the given cloth.

16. Mention the name of process by which theprotruding fibers are removed from thefabric.

17. Discuss the findings of John Mercer in thereaction of sodium hydroxide and cotton.

18. Effects of mercerization is based on certainfactors. Mention the factors.

19. Sort the following group of dyes into solubleand insoluble groups.

Sample Questions

141


a. Direct

b. Sulphur

c. Vat

d. Acid

20. In dyeing a sequence of operations areinvolved. List the sequence.

21. Group the following fibers into naturalartifical and mineral fibers.

a. Viscose Rayon

b. Wool

c. Linen

d. Polyester

e. Gold thread

f. Jute

g. Silk

h. Asbestos

22. You are given samples of cotton, silk,acetate rayon and polyester. Identify thematerials using flame.

23. Classify the following properties of textilefibers as essential and desirable properties.

a. Lusture.

b. Spinning power

c. Elasticity.

d. Moisture regain.

e. Tensile strength.

f. Commercial availability.

g. Staple length.

h. Colour.

24. The following fibers are not used for textilepurposes. Give reasons.

a. Silk cotton.

b. Spider net

c. Camel hair

d. Metal wire

25. Sketch and mark the structure of cottonfibre.

26. Select suitable dye stuffs for colouringcotton directly from the following.

a. Basic

b. Reactive

c. Naphthol

d. Direct

e. Sulphur

f. Vat

g. Acid

h. Mineral

27. Jute fibers are separated from stem of aplant. List the sequence of operationsrequired.

28. For softening the jute and linen stems,various methods are used. Mention theimportant methods.

142


29. Sketch the cross-sectional and longitudinalviews of wool and give the characteristics.

30. Give the composition of raw wool.

31. Cellulosic raw materials are used for themanufacture of viscose rayon. Mention thevarious steps involved in the manufactureof viscose rayon.

32. The manufacture of acetate rayon involvesa series of operation. Show the series ofoperation as a flow chart.

33. For almost all textile wet processing TurkeyRed Oil is used as wetting agent. Discussthe wetting and detergent action of TurkeyRed Oil.

34. Soaps produce less lather on hard water.Give reason.

35. Differentiate scouring and souring.

36. For bleaching of textile materials manybleaching agents are used. Classify themwith examples.

37. Differentiate the characteristics of rawcotton and mercerized cotton.

38. By the action of con sodium hydroxide oncotton, the material acquire some importantproperties. Discuss the properties acquired.

39. In dyeing process certain chemicals are alsoused along with dye stuffs. Mention theobjects to use these chemicals.

40. Discuss the processes involved to improvethe fastness properties of direct dyedmaterials.

41. Prepare a chart showing the classificationof textile fibers based on the starting pointof availability.

42. Wool is also known as appandage fiber andsilk is known as secretion fiber. Discuss thereasons.

43. While considering a fiber for textilemanufacture, importance are given toessential properties. Summarise the reason.

44. Mention the staple length, strength,elongation, moisture regain, fineness andcolour of cotton fibre.

45. Give the action of following chemicalreagents on cotton.

Hot con: sulphuric acid.

Cold dilute hydrochloric acid.

Cold concentrated nitric acid.

Cold dilute sodium carbonate.

Cold concern: Sodium hydroxide.

Cold concentrated bleaching powder.

46. Linen fibers are separated from stems offlax plant. Give a brief discription about thepreparation of fiber from stem.

47. Discuss the different methods adopted forretting linen and jute stems.

143


48. The life of silk worm is similar to that ofbutterfly. Discuss the various steps involvedin the life of silk moth.

49. Discuss the various steps involved in thepreparation of clean wool from raw wool.

50. Nylon – 66 is produced by thecondensation polymerization of twomonomers. Discuss the steps involved toconvert this monomers into Nylon filaments.

51. Polyester is produced by the condensationpolymerization of two raw materials.Discuss the steps involved to convert thisraw materials into polyester filaments.

52. Give brief description about the method ofmanufacture of Turkey Red Oil.

53. Give brief description about the method ofmanufacture of soap.

54. Suppose you are given ten peaces of cottongrey fabric having different length. Suggestsuitable sequence of processes required toproduce perfect white on it.

55. Conventional bleaching method takes aboutten hours. Suggest the speedy method whichreduces the time about two hours anddiscuss the process of operation.

56. In wet processing industries, machineriesare used for cloth mercerization. Suggestand explain the working of a machine suitablefor cloth mercerizing.

57. In industries, for mercerizing yarns in hankform, automatic and non-automaticmachines are used. Give the working ofautomatic machine with sketch.

58. Outline the method of application of basicdyes on wool.

59. Give the method of application of direct dyeson cotton.

60. Reactive dyes shows reactivity towardsfibers – Give reasons.

61. Certain factors affect the depth of colourproduced by direct dye stuffs. List andexplain the factors.

144


List of Books

Sl. No. Title of the Book Author

1. Technology of Manmade Fibres R.W. Moncriff

2. Teching of Textile Processing - Textile Fbires Dr.V.Shenai

3. Textile Chemistry Dr.V.A. Shenai

4. Technology of Dyeing Dr.V.A. Shenai

5. Fibre science R. Goplakrishnan

6. Textile fibres Hess

7. Technology of dyeing Trotman

8. Technology of bleching and dyeing Trotman

9. Merceriation Dr. R.S. Prayag

145


List of Apparatus/Equipment/Machinery Required

1. Stainless stell dyvessels capcaity - 500 ml : 50 nos.

2. Glass roads, assored size : 10 kg.

3. Measuring jar 100 cc, 200 cc, 500 cc : 10 each.

4. Pippette 10 cc : 20 nos.

5. Steel vessel - 20 litre capacity : 1 no.

6. Steel vessel - 50 litre capacity : 1 no.

7. Plastic bucket 20 litre cpacity : 3 nos.

8. Plastic bukets 30 litre capcaity : 3 nos.

9. Plastic mugs : 6 nos.

10. Electrically heated water bath with ‘6’holes of 3” diameter : 6 nos.

11. Kerosene wick stive : 2 nos.

12. Spirit lamps : 12 nos.

13. Gas stove with small burners like candle, 10 in each stove : 3 nos.

14. Jigger dyeing meachne - Lab model : 1 no.

15. Winch dying machine - Lab model : 1 no.

16. Hank mercerising machine - Lab model : 1 no.

17. Cloth mercerising machine - Lab model : 1 no.

18. Simple Microscope : 2 Nos.

19. Common balance : 2 Nos.

20. Printing table (½ mt x ½ mt) : 4 Nos.

21. Flat printing table (3 mts x 2 mts) : 4 Nos.

22. Printing pad (½ mt x ½ mt) : 4 Nos.

23. Screens : 12 Nos.

24. Squeeges : 6 Nos.

25. Printing block (hand block) : 24 Nos.

26. Developing Chamber : 1 Nos.

27. Refrigerator (230 litres) : 1 Nos.

textile dyeing and printing

Documents

silkunit analysisidea concepts activitiesl

identifying experiencing measuring

taking place vertical

turkey red oil

observing identifying analysing

cross sectional view

cross sectional views

wise learning activitiessection