ADMISSION DETAILS OF THE YEAR 2009-10

NAME	FATHER NAME	Alloted under category	RANK
MAYANK MAURYA	RAMA PATI MAURYA	BC	906
RAVI KUMAR	SURESH CHANDRA	BC	1084
DIVYA KUMAR	KRISHNA KUMAR	BC	1205
SURAJ KUMAR YADAV	RAM KRIPAL YADAV	BC	1243
MAHESH KUMAR GUPTA	ASHOK KUMAR GUPTA	BC	1309
SHREYASH PAL	PUTTAN LAL PAL	BC	1318
DHARMENDRA YADAV	SHISHU PAL SINGH	BCAF	2794
KAVITA GUPTA	PYARE LAL GUPTA	BC	3308
HARISH CHANDRA SINGH	SUBHASH SINGH	BCPH	23872
SAUMYA SHUKLA	SHYAM SHANKAR SHUKLA	OP	1002
SHUBHAM SHUKLA	UPENDRANATH SHUKLA	OP	257
DHIRENDRA PRATAP SINGH CHAUHAN	BRIJPAL SINGH CHAUHAN	OP	551
RACHIT KHANNA	JITENDRA K KHANNA	OP	202
SHUBHAM KAPOOR	R S KAPOOR	OP	588
ABHISHEK MISHRA	DIVYA PRAKASH MISHRA	OP	612
ARPIT GUPTA	R B GUPTA	OP	685
VARUN JAIN	SUBHASH CHAND JAIN	OP	695
PRABODH RAJPUT	RAJA RAM RAJPUT	OP	701
SHAILESH KHANDELWAL	RAJ KUMAR KHANDELWAL	OP	710
LOVE BANSAL	JITENDRA KUMAR BANSAL	OP	711
GAURAV AGARWAL	PRAKASH CHANDRA AGARWAL	OP	718
MOHIT GUPTA	BRAJESH KUMAR GUPTA	OP	772
MANVENDRA MISHRA	VINOD MISHRA	OP	786
TOYAJ BHUSHAN MISHRA	S B MISHRA	OPAF	924
VARTIKA TEWARI	OM PRAKASH TEWARI	OP	1216
AKANKSHA SHUKLA	VIJAY KUMAR SHUKLA	OP	1320
VIGYA	VINOD KUMAR SAXENA	OP	1429
SONALI SAHU	SHYAM BIHARI SAHU	BCPH	20383
SHASHI KANT JATAV	RAM NATH JATAV	SC	5060
SHARDUL SINGH	KULDEEP SINGH	SC	5601
JITENDRA KUMAR	KRISHAN BIHARI	SC	6317
SHUBHAM SIDDHARTH	GYANENDER KUMAR	SC	6484
PAWAN KUMAR	RAM CHANDRA PRASAD	SC	6590
RENU RAVAT	TULSI RAM	SC	2946
SHIVAM NAYAK	RADHEY SHYAM NAYAK	ST	17890

ELECTRICAL ENGG. DEPARTMENT AT HBTI KANPUR

Electrical Engineering Department

The Department of Electrical Engineering, established in the year 1965, is counted in the premier departments of the institute. The number of the students having completed their graduation program has reached the 1000 figure mark.

The pass out students have proved their mettle in various private, public sector and multinational companies both in India, and abroad. Electrical Engineers rolling out of the institute are well groomed in the core areas of Machine Design and Power Generation/Transmission/Distribution as well as Software Development/Handling and R&D work.

The continuous updating in the curriculum polishes the budding engineers, in a way, to meet the challenges posed by newer technologies and reach the ever-expanding horizons. The experience, expertise and enriched knowledge of the faculty members are the ‘distinguished features’ of our department. The department has an annual intake of 30 students in the undergraduate B.Tech program.

The department is continuously engaged in research and development activities; several National and State level seminars; Technical festivals are part of its annual program. National level technical festival called “RESONANCE” is organized every after four year, it being an event of a king, where in core expertise is sought, the speakers delivering lectures on the latest technology in the field of electrical engineering and related fields; it gets support from the distinguished alumni of the department, and is scheduled to be held this year.

The department has been accredited by National Board of Accreditation, (NAC).

With an eye towards growth and personality development of students, an association named AEE (Association of Electrical Engineers) has been formed which organizes different student activities round the year.

A workshop on emerging challenges in power system was organized in the department from October 29 th 2005 to October 31 st 2005. Speakers of high repute as Professor S.K. Srivastava ,Dean R & D IIT Kanpur , Engineer P.K. Asthana , Panki power plant, Professor B.K. Tyagi, IT BHU, Professor M.K. Verma , IT BHU, gave their views on the topic .The experts discussed on emerging challenges in power scenario and gave their theories on futuristic technology on restructuring of power systems and non conventional energy sources. For the hands on experience, lab sessions were held for the participants.

BACKGROUND OF ELECTRICAL ENGINEERING

Electrical engineering deals with the manipulation of electrons and photons to produce products that benefit humanity. The design of these products is based on scientific principles and theories that are best described mathematically. Mathematics is thus the universal language of electrical engineering science. Undergraduate electrical engineering education must provide students with the conceptual skills to formulate, develop, solve, evaluate and validate physical systems. Our students must understand various problem-solving techniques and know the appropriate techniques to apply to a wide assortment of problems. We believe that the mathematics required to enable students to achieve these skills should emphasize concepts and problem-solving skills more than emphasizing repetitive mechanics of solving routine problems.Students must learn the basic mechanics of mathematics, but care must be taken that these mechanics do not become the primary focus of any mathematics course. More generally, it is vitally important that electrical engineering students recognize the importance and beauty of mathematics in their chosen profession. We feel strongly that students will appreciate the power of mathematics if each mathematics course clearly states its objectives at the outset. Students should be told what they are going to study, why they are going to study it, and how it fits into the engineering profession.This motivation will need to be repeated throughout each course. Many undergraduate mathematics curricula currently supporting electrical engineering programs could be modified to better meet the needs of these programs. What follows are common weaknesses (from the viewpoint of electrical engineering) seen in many mathematics curricula.

1. Too much time and emphasis are placed on topics that are not widely used while topics that have widespread use often receive cursory treatment. One example is the excessive time and attention spent on various solution techniques for ordinary differential equations. Although understanding the structure of solutions for first- and second-order, constant coefficient differential equations is important for electrical engineering problems, more useful and widely used are Laplace transforms and related techniques.Yet these latter topics are often given cursory treatment in favor of more general structure theory.

2. There is often a disconnect between the knowledge that students gain in mathematics courses and their ability to apply such knowledge in engineering situations. Perhaps, the use of more engineering or real life examples will reduce this disconnect. Based on current learning theory, efforts to focus on underlying principles (not necessarily abstract statements of mathematical concepts) that are applicable in many different contexts are effective in helping students to transfer knowledge.

3. Current mathematics curricula for engineering are front-end loaded. Consequently, as a matter of timing, many topics are presented too early and cannot be reinforced soon enough through engineering applications before students forget the topics.

4. Too often, mathematics is taught as a list of procedures or as theorem-proof exercises without grounding the mathematics in reality. While we do not expect mathematics instructors to be well versed in all engineering applications, we would like examples of mathematical techniques explained in terms of the reality they represent. We strongly urge that team taught mathematics courses be considered. Teams would consist of mathematics and electrical engineering professors. We feel that team-teaching could better motivate and enthuse our students.

5. Failure to utilize appropriate technological tools while continuing to focus on mastery of symbolic manipulation often encourages memorization and rote algorithm practice at the expense of conceptual and graphical comprehension. Introducing symbolic manipulation programs, e.g., MathCAD, Mathematica, Maple, would be valuable to subsequent electrical engineering courses whose instructors choose to allow/encourage students to perform routine symbolic and numerical manipulations using such programs.

6. The first two years of mathematics that support instruction in electrical engineering should present students with conceptual understanding of mathematical disciplines other than just single variable calculus, multivariable calculus and ordinary differential equations. Other mathematical subjects that are important for electrical engineering students include linear algebra, probability and stochastic processes, statistics, and discrete mathematics.

Electrical engineering is an exciting and creative profession. Those engineers possessing an understanding and facility of mathematics have an opportunity to be among the most creative of designers. Students need to know and to feel how important, how useful, and how meaningful mathematics is. Many courses stress the drudgery, not the beauty. This needs to be changed.