AIML SchemeSyllabus PDF

JBoS 26.08.2021/ EC 14.09.
2021
Visvesvaraya Technological University, Belagavi

Scheme of Teaching and Examinations 2021
Outcome-Based Education(OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
I Semester (Physics Group) [Common to all B.E./B.Tech. Programs]
Teaching
Examination
Hours /Week
Department
Board(PSB)
Teaching
(TD)and
Credits
Setting
Self-Study
Practical/
Paper
Total Marks
Drawing
Duration in
Course and
Tutorial
Sl.
Lecture
SEE Marks
Theory
CIE Marks
Course Title
hours
No Course Code
L T P S
TD and PSB:
1 BSC 21MAT11 Calculus
Calculus and Linear Algebra
& Differential Equations 2 2 -- 03 50 50 100 3
Mathematics
2 BSC 21PHY12 Engineering Physics TD and PSB: Physics 2 2 -- 03 50 50 100 3
TD and PSB: E and E 50 50
3 ESC 21ELE13 Basic Electrical Engineering 2 2 -- 03 100 3
Engineering
Elements of Civil Engineering TD and PSB: Civil 50 50
4 ESC 21CIV14 3 -- -- 03 100 3
and Mechanics Engineering
TD: ME, Auto, IP, IEM,
5 ESC 21EVNL15 Engineering Visualization Mfg. Engineering 03 50 50 100 3
PSB: Mechanical Engg 2 -- 2
TD and PSB: Physics 50 50
6 BSC 21PHYL16 Engineering Physics Laboratory -- -- 2 03 100 1
Basic Electrical Engineering TD and PSB: E and E
7 ESC 21ELEL17 Engineering -- -- 2 03 50 50 100 1
Laboratory
8 HSMC 21EGH18 Communicative English TD and PSB: Humanities 1 1 1 02 50 50 100 2
21IDT19/29 Innovation and Design Thinking

Any Engineering -- --
9 AEC OR 1 01 50 50 100 1
Department
21SFH19/29 Scientific Foundations of Health
TOTAL 13 07 07 24 450 450 900 20
Note: BSC: Basic Science Course, ESC: Engineering Science Course, HSMC: Humanity and Social Science & Management Courses, AEC –Ability Enhancement Courses.
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L –Lecture, T – Tutorial, P- Practical/ Drawing, S – Self Study Component, CIE: Continuous Internal Evaluation, SEE: Semester End Examination
Credit definition: (a) Four-credit courses are to be designed for 50 hours of Teaching-Learning process.
1hour Lecture (L) per week = 1 Credit (b) Three credit courses are to be designed for 40 hours of Teaching-Learning process.
2 hours Tutorial (T) per week = 1 Credit (c) Two credit courses are to be designed for 25 hours of Teaching-Learning process.
2 hours Practical /Drawing (P) per week = 1 Credit (d) One-credit courses are to be designed for 15 hours of Teaching-Learning process.
AICTE Activity Points to be earned by students admitted to BE/B.Tech., /B.Plan day college programme (For more details refer to Chapter 6,AICTE
Activity Point Programme, Model Internship Guidelines):
Over and above the academic grades, every Day College regular student admitted to the 4 years Degree programme and every student entering 4 years Degree
programme through lateral entry, shall earn 100 and 75 Activity Points respectively for the award of degree through AICTE Activity Point Programme. Students
transferred from other Universities to the fifth semester are required to earn 50 Activity Points from the year of entry to VTU. The Activity Points earned shall be
reflected on the student’s eighth semester Grade Card.
The activities can be spread over the years, anytime during the semester weekends and holidays, as per the liking and convenience of the student from the year of
entry to the programme. However, the minimum hours’ requirement should be fulfilled. Activity Points (non-credit) do not affect SGPA/CGPA and shall not be
considered for vertical progression.
In case students fail to earn the prescribed activity Points, an Eighth semester Grade Card shall be issued only after earning the required activity
Points. Students shall be admitted for the award of the degree only after the release of the Eighth semester Grade Card.
Summer Internship - I (21INT36): All the students admitted to engineering programmes shall have to undergo a mandatory summer internship of 03 weeks
during the intervening vacation of II and III semesters. Summer Internship shall include Inter / Intra Institutional activities. A University Viva-voce examination
(Presentation followed by question-answer session) shall be conducted during III semester and the prescribed credit shall be included in III semester. The
internship shall be considered as a head of passing and shall be considered for the award of degree. Those, who do not take up / complete the internship
shall be declared fail and shall have to complete during subsequent University examination after satisfying the internship requirements. (The faculty coordinator
or mentor has to monitor the students’ internship progress and interact to guide them for the successful completion of the internship.)
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II Semester (For students who attended I semester under Physics Group) [Common to all B.E./B.Tech Programs]
Teaching
Examination
Department(TD)
Hours /Week
Paper Setting
Board (PSB)
Teaching
Self-Study
Practical/
Credits
Total Marks
Duration in
Drawing
Tutorial
SEE Marks
Sl. Course and Course Course Title
Lecture
CIE Marks
Theory
and
hours
No Code
L T P S
Advanced Calculus and
1 BSC 21MAT21 TD and PSB: Mathematics 2 2 -- 03 50 50 100 3
Numerical Methods
2 BSC 21CHE22 Engineering Chemistry TD and PSB: Chemistry 2 2 -- 03 50 50 100 3
Problem-Solving through TD and PSB: Computer Science 50 50
3 ESC 21PSP23 2 2 -- 03 100 3
Programming and Engineering
Basic Electronics & 50 50
4 ESC 21ELN24 TD: ECE/E and I/ TC PSB: ECE 2 2 -- 03 100 3
Communication Engineering
TD: ME, Auto, IP,IEM, Mfg
Elements of Mechanical Engineering . Engineering 50 50
5 ESC 21EME25 PSB: Mechanical Engg 2 -- 2 03 100 3
Engineering Chemistry
6 BSC 21CHEL26 TD and PSB: Chemistry -- -- 2 03 50 50 100 1
Laboratory
TD and PSB: Computer Science
7 ESC 21CPL27 Computer Programming Laboratory -- -- 2 03 50 50 100 1
and Engineering
Professional Writing Skills 50 50
8 HSMC 21EGH28 TD and PSB: Humanities 1 1 1 02 100 2
in English
Any -- --
9 AEC OR 1 01 50 50 100 1
Department
TOTAL 13 09 07 24 450 450 900 20
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Credit definition: (a) Four credit courses are to be designed for 50 hours of Teaching – Learning process.
1hour Lecture (L) per week = 1 Credit (b) Three credit courses are to be designed for 40 hours of Teaching – Learning process.
2 hours Tutorial (T) per week = 1 Credit (c) Two credit courses are to be designed for 25 hours of Teaching – Learning process.
2 hours Practical /Drawing (P) per week = 1 Credit (d) One credit courses are to be designed for 15 hours of Teaching – Learning process.
AICTE Activity Points to be earned by students admitted to BE/B.Tech.,/B.Plan day college programme (For more details refer to Chapter 6,AICTE Activity Point
Programme, Model Internship Guidelines):
Over and above the academic grades, every Day College regular student admitted to the 4 years Degree programme and every student entering 4 years Degree programme
through lateral entry, shall earn 100 and 75 Activity Points respectively for the award of degree through AICTE Activity Point Programme. Students transferred from other
Universities to the fifth semester are required to earn 50 Activity Points from the year of entry to VTU. The Activity Points earned shall be reflected on the student’s eighth
semester Grade Card.
The activities can be can be spread over the years, anytime during the semester weekends and holidays, as per the liking and convenience of the student from the year of entry
to the programme. However, the minimum hours’ requirement should be fulfilled. Activity Points (non-credit) do not affect SGPA/CGPA and shall not be considered for
vertical progression.
Summer Internship - I (21INT36): All the students admitted to engineering programmes shall have to undergo a mandatory summer internship of 03 weeks during the
intervening vacation of II and III semesters. Summer Internship shall include Inter / Intra Institutional activities. A University Viva-voce examination (Presentation followed
by question-answer session) shall be conducted during III semester and the prescribed credit shall be included in III semester. The internship shall be considered as a head
of passing and shall be considered for the award of degree. Those, who do not take up / complete the internship shall be declared fail and shall have to complete during
subsequent University examination after satisfying the internship requirements. (The faculty coordinator or mentor has to monitor the students’ internship progress and
interact to guide them for the successful completion of the internship.)
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JBoS 26.08.2021/ EC 14.09.2021

I Semester (Chemistry Group) [Common to all B.E./B.Tech. Programmes]
Teaching
Examination
Hours /Week
Department
Board(PSB)
Teaching
(TD)and
Credits
Setting
Self-Study
Practical/
Paper
Total Marks
Drawing
Duration in
Course and
Tutorial
Sl.
Lecture
SEE Marks
Theory
CIE Marks
Course Title
hours
No Course Code
L T P S
TD and PSB: 03 50 50 100 3
1 BSC 21MAT11 Calculus
Calculus and Linear Equations
& Differential Algebra 2 2 --
Mathematics
2 BSC 21CHE12 Engineering Chemistry TD and PSB: Chemistry 2 2 -- 03 50 50 100 3
Problem-Solving through TD and PSB: Computer
3 ESC 21PSP13 2 2 -- 03 50 50 100 3
Programming Science and Engineering
Basic Electronics & TD: ECE/E and I/ TC PSB:
4 ESC 21ELN14 2 2 -- 03 50 50 100 3
Communication Engineering ECE
Elements of Mechanical TD: ME, Auto, IP,IEM, Mfg
5 .Engineering 03 50 50 100
ESC 21EME15 Engineering PSB: Mechanical Engg 2 -- 2 3
Engineering Chemistry
6 BSC 21CHEL16 TD and PSB: Chemistry -- -- 2 03 50 50 100 1
Laboratory
Computer Programming TD and PSB: Computer
7 ESC 21CPL17 -- -- 2 03 50 50 100 1
Laboratory Science and Engineering
8 HSMC 21EGH18 Communicative English TD and PSB: Humanities 1 1 1 02 50 50 100 2

Any Engineering -- --
9 AEC OR 1 01 50 50 100 1
Department
TOTAL 13 09 07 24 450 450 900 20
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Credit definition: (a) Four-credit courses are to be designed for 50 hours of Teaching-Learning process.
1hour Lecture (L) per week = 1 Credit (b) Three credit courses are to be designed for 40 hours of Teaching-Learning process.
2 hours Tutorial (T) per week = 1 Credit (c) Two credit courses are to be designed for 25 hours of Teaching-Learning process.
2 hours Practical /Drawing (P) per week = 1 Credit (d) One-credit courses are to be designed for 15 hours of Teaching-Learning process.
AICTE Activity Points to be earned by students admitted to BE/B.Tech., /B.Plan day college programme (For more details refer to Chapter 6,AICTE
Activity Point Programme, Model Internship Guidelines):
Over and above the academic grades, every Day College regular student admitted to the 4 years Degree programme and every student entering 4 years Degree
programme through lateral entry, shall earn 100 and 75 Activity Points respectively for the award of degree through AICTE Activity Point Programme. Students
transferred from other Universities to the fifth semester are required to earn 50 Activity Points from the year of entry to VTU. The Activity Points earned shall be
reflected on the student’s eighth semester Grade Card.
The activities can be spread over the years, anytime during the semester weekends and holidays, as per the liking and convenience of the student from the year of
entry to the programme. However, the minimum hours’ requirement should be fulfilled. Activity Points (non-credit) do not affect SGPA/CGPA and shall not be
considered for vertical progression.
Summer Internship - I (21INT36): All the students admitted to engineering programmes shall have to undergo a mandatory summer internship of 03 weeks
during the intervening vacation of II and III semesters. Summer Internship shall include Inter / Intra Institutional activities. A University Viva-voce examination
(Presentation followed by question-answer session) shall be conducted during III semester and the prescribed credit shall be included in III semester. The
internship shall be considered as a head of passing and shall be considered for the award of degree. Those, who do not take up / complete the internship
shall be declared fail and shall have to complete during subsequent University examination after satisfying the internship requirements. (The faculty coordinator
or mentor has to monitor the students’ internship progress and interact to guide them for the successful completion of the internship.)
2 /4
JBoS 26.08.2021/ EC 14.09.2021
II Semester ( For students who attended 1st semester under Chemistry Group) [Common to all B.E./B.Tech Programs]
Teaching
Examination
Department(TD)
Hours /Week
Paper Setting
Board (PSB)
Teaching
Self-Study
Practical/
Credits
Total Marks
Duration in
Drawing
Tutorial
SEE Marks
Sl. Course and Course Course Title
Lecture
CIE Marks
Theory
and
hours
No Code
L T P S
Advanced Calculus and
1 BSC 21MAT21 TD and PSB: Mathematics 2 2 -- 03 50 50 100 3
Numerical Methods
BSC 21PHY22 Engineering Physics TD and PSB: Physics 2 2 -- 03 50 50 100 3
2
TD and PSB: E and E 50 50
3 ESC 21ELE23 Basic Electrical Engineering 2 2 -- -- 03 100 3
Engineering
Elements of Civil Engineering TD and PSB: Civil 50 50
4 ESC 21CIV24 3 -- -- 03 100 3
and Mechanics Engineering
TD: ME, Auto, IP,IEM,
ESC 21EVNL25 Engineering Visualization Mfg. Engineering 03 50 50 100 3
5 PSB: Mechanical Engg 2 -- 2
TD and PSB: Physics
6 BSC 21PHYL26 Engineering Physics Laboratory -- -- 2 03 50 50 100 1
Basic Electrical Engineering TD and PSB: E and E
7 ESC 21ELEL27 -- -- 2 03 50 50 100 1
Laboratory Engineering
Professional Writing Skills 50 50
8 HSMC 21EGH28 TD and PSB: Humanities 1 1 1 02 100 2
in English
Any -- --
9 AEC OR 1 01 50 50 100 1
Department
TOTAL 13 07 07 24 450 450 900 20
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Credit definition: (a) Four credit courses are to be designed for 50 hours of Teaching – Learning process.
1hour Lecture (L) per week = 1 Credit (b) Three credit courses are to be designed for 40 hours of Teaching – Learning process.
2 hours Tutorial (T) per week = 1 Credit (c) Two credit courses are to be designed for 25 hours of Teaching – Learning process.
2 hours Practical /Drawing (P) per week = 1 Credit (d) One credit courses are to be designed for 15 hours of Teaching – Learning process.
AICTE Activity Points to be earned by students admitted to BE/B.Tech.,/B.Plan day college programme (For more details refer to Chapter 6,AICTE Activity Point
Programme, Model Internship Guidelines):
Over and above the academic grades, every Day College regular student admitted to the 4 years Degree programme and every student entering 4 years Degree programme
through lateral entry, shall earn 100 and 75 Activity Points respectively for the award of degree through AICTE Activity Point Programme. Students transferred from other
Universities to the fifth semester are required to earn 50 Activity Points from the year of entry to VTU. The Activity Points earned shall be reflected on the student’s eighth
semester Grade Card.
The activities can be can be spread over the years, anytime during the semester weekends and holidays, as per the liking and convenience of the student from the year of entry
to the programme. However, the minimum hours’ requirement should be fulfilled. Activity Points (non-credit) do not affect SGPA/CGPA and shall not be considered for
vertical progression.
Summer Internship - I (21INT36): All the students admitted to engineering programmes shall have to undergo a mandatory summer internship of 03 weeks during the
intervening vacation of II and III semesters. Summer Internship shall include Inter / Intra Institutional activities. A University Viva-voce examination (Presentation followed
by question-answer session) shall be conducted during III semester and the prescribed credit shall be included in III semester. The internship shall be considered as a head
of passing and shall be considered for the award of degree. Those, who do not take up / complete the internship shall be declared fail and shall have to complete during
subsequent University examination after satisfying the internship requirements. (The faculty coordinator or mentor has to monitor the students’ internship progress and
interact to guide them for the successful completion of the internship.)
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24.01.2022
I Semester
CALCULUS AND DIFFERENTIAL EQUATIONS
Course Code 21MAT11 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 2:2:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course objectives: The goal of the course Calculus and Differential Equations - 21MAT11 is
 To facilitate the students with a concrete foundation of differential calculus
 To solve the first and higher-order ordinary differential equations enabling them to acquire the
knowledge of these mathematical tools.
 To develop the knowledge of matrices and linear algebra in a comprehensive manner.
Teaching-Learning Process (General Instructions):
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods
may be adopted so that the delivered lessons shall develop student’s theoretical and applied
mathematical skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples.
3. Support and guide the students for self–study.
4. You will also be responsible for assigning homework, grading assignments and quizzes, and
documenting students' progress.
5. Encourage the students for group learning to improve their creative and analytical skills.
6. Show short related video lectures in the following ways:
● As an introduction to new topics (pre-lecture activity).
● As a revision of topics (post-lecture activity).
● As additional examples (post-lecture activity).
● As an additional material of challenging topics (pre-and post-lecture activity).
● As a model solution of some exercises (post-lecture activity).
Module-1: Differential Calculus - 1

Polar curves, angle between the radius vector and the tangent, angle between two curves. Pedal
equations. Curvature and Radius of curvature - Cartesian, Parametric, Polar and Pedal forms.
Problems.
Self-study: Center and circle of curvature, evolutes and involutes.
(RBT Levels: L1, L2 and L3 )
Teaching-Learning Process Chalk and talk method / Power Point Presentation
Module-2: Differential Calculus - 2
Taylor’s and Maclaurin’s series expansion for one variable (Statement only) – problems.
Indeterminate forms-L’Hospital’s rule. Partial differentiation, total derivative-differentiation of
composite functions. Jacobian and problems. Maxima and minima for a function of two variables.
Problems.
Self-study: Euler’s Theorem and problems. Method of Lagrange undetermined multipliers with
single constraint.
(RBT Levels: L1, L2 and L3)
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Module-3: Ordinary Differential Equations (ODE’s) of first order

Linear and Bernoulli’s differential equations. Exact and reducible to exact differential equations.
Applications of ODE’s-Orthogonal trajectories, Newton’s law of cooling.
Nonlinear differential equations: Introduction to general and singular solutions; Solvable for p only;
Clairaut’s equations, reducible to Clairaut’s equations. Problems.
Self-Study: Applications of ODE’s: L-R circuits. Solvable for x and y.
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-4: Ordinary Differential Equations of higher order
Higher-order linear ODE’s with constant coefficients - Inverse differential operator, method of
variation of parameters, Cauchy’s and Legendre homogeneous differential equations. Problems.
Self-Study: Applications to oscillations of a spring and L-C-R circuits.
Teaching Learning Process Chalk and talk method / Power Point Presentation
Module-5: Linear Algebra
Elementary row transformation of a matrix, Rank of a matrix. Consistency and Solution of system of
linear equations; Gauss-elimination method, Gauss-Jordan method and Approximate solution by
Gauss-Seidel method. Eigenvalues and Eigenvectors-Rayleigh’s power method to find the dominant
Eigenvalue and Eigenvector.
Self-Study: Solution of system of equations by Gauss-Jacobi iterative method. Inverse of a square
matrix by Cayley- Hamilton theorem.
(RBT Levels: L1, L2 and L3).
Teaching Learning Process Chalk and talk method / Power Point Presentation
Course outcomes (Course Skills Set)
After successfully completing the course, the student will be able to understand the topics.
 Apply the knowledge of calculus to solve problems related to polar curves and its applications
in determining the bentness of a curve.
 Learn the notion of partial differentiation to calculate rate of change of multivariate functions
and solve problems related to composite functions and Jacobian.
 Solve first-order linear/nonlinear ordinary differential equations analytically using standard
methods.
 Demonstrate various models through higher order differential equations and solve such linear
ordinary differential equations.
 Test the consistency of a system of linear equations and to solve them by direct and iterative
methods.
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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each
subject/ course if the student secures not less than 35% ( 18 Marks out of 50)in the semester-end
examination(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs
for 20 Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100
marks and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any
of the methods of the CIE. Each method of CIE should have a different syllabus portion of the
course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common
question papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with
a maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module eory
SEE will be conducted by University as per the scheduled time table, with common question papers for the
subject
Suggested Learning Resources:
Text Books
2. There will be 2 questions from each module. Each of the two questions under a module (with a
1. B. S. Grewal: “Higher Engineering Mathematics”, Khanna publishers, 44th Ed.2018
maximum of 3 sub-questions), should have a mix of topics under that module.
2. E. Kreyszig: “Advanced Engineering Mathematics”, John Wiley & Sons, 10th Ed. (Reprint), 2016.
The students have to answer 5 full questions, selecting one full question from each module
Reference Books
1. V. Ramana: “Higher Engineering Mathematics” McGraw-Hill Education, 11th Ed.

2. Srimanta Pal & Subodh C. Bhunia: “Engineering Mathematics” Oxford University Press, 3rd
Reprint, 2016.
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3. N.P Bali and Manish Goyal: “A textbook of Engineering Mathematics” Laxmi Publications,
Latest edition.
4. C. Ray Wylie, Louis C. Barrett: “Advanced Engineering Mathematics” McGraw – Hill Book
Co.Newyork, Latest ed.
5. Gupta C.B, Sing S.R and Mukesh Kumar: “Engineering Mathematic for Semester I and II”,
Mc-Graw Hill Education(India) Pvt. Ltd 2015.
6. H.K.Dass and Er. Rajnish Verma: “Higher Engineering Mathematics” S.Chand Publication
(2014).
7. James Stewart: “Calculus” Cengage publications, 7th edition, 4th Reprint 2019.
Web links and Video Lectures (e-Resources):

 http://.ac.in/courses.php?disciplineID=111
 http://www.class-central.com/subject/math(MOOCs)
 http://academicearth.org/
 VTU e-Shikshana Program
 VTU EDUSAT Program
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
 Quizzes
 Assignments
 Seminars
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I/II Semester
Engineering Physics
Course Code 21PHY12/22 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:2:0:1 SEE Marks 50
Credits 03 Exam Hours 03 Hours
Course objectives: This course(21PHY12/22) will enable the students to
 Learn the basic concepts of Physics which are essential in understanding and solving Engineering related
challenges.
 Gain the knowledge of problem solving and its practical applications.
 Signify the application of sensitive instrumentation for Nano-scale system.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
1. Apart from conventional lecture methods various types of innovative teaching techniques through videos,
animation films may be adopted so that the delivered lesson can progress the students in theoretical, applied
and practical skills in physics.
2. State the necessity of physics in engineering studies and offer real life examples.
3. Seminars and Quizzes may be arranged for students in respective subjects to develop skills.
4. Encourage the students for group learning to improve their creativity and analytical skills.
5. While teaching show how every concepts can be applied to the real world. This helps the students to expand
understanding level.
6. Support and guide the students for self-study.
7. Ask some higher order thinking questions in the class, which promotes critical thinking.
8. Inspire the students towards the studies by giving new ideas and examples.
Module-1
Oscillations and Waves: 08 Hours

Free Oscillations: Basics of SHM, derivation of differential equation for SHM, Mechanical simple harmonic
oscillators (spring constant by series and parallel combination), Equation of motion for free oscillations, Natural
frequency of oscillations.
Damped Oscillations: Theory of damped oscillations (derivation), over damping, critical & under damping (only
graphical representation), quality factor.
ForcedOscillations: Theory of forced oscillations (derivation) and resonance, sharpness of resonance.
Shock waves: Mach number, Properties of Shock waves, Construction and working of Reddy shock tube, applications
of shock waves, Numerical problems.
Teaching- Chalk and talk, Power point presentation, Videos
Learning Practical Topics:
Process 1.Spring in series and parallel combination
Self-study Component: Basics of SHM
Module-2
Modern Physics & Quantum Mechanics: 08 Hours
Introduction to blackbody radiation spectrum- Wien's law, Rayleigh Jean’s law, Stefan -Boltzmann law and Planck's
law (qualitative), Deduction of Wien's law and Rayleigh Jeans law from Planck's law. Wave-Particle dualism, de-
Broglie hypothesis, de-Broglie wavelength. Heisenberg's uncertainty principle and its physical significance,
Application of uncertainty principle-Non-existence of electron in the nucleus (relativistic case), Wave function-
Properties, Physical significance, Probability density, Normalization, Eigen values and Eigen functions. Time
independent Schrödinger wave equation. Particle in a box- Energy Eigen values and probability densities, Numerical
problems.
Process 1.Verification of Stefan’s Law
Self-study Component: Wave- Particle dualism, de-Broglie hypothesis , de- Broglie wavelength.
Module-3
1
24.01.2022
Lasers & Optical Fibers: 08 Hours
Lasers: Interaction of radiation with matter, Einstein’s coefficients (derivation of expression for energy density).
Requisites of a Laser system. Conditions for Laser action. Principle, Construction and working of CO 2 and
semiconductor Lasers. Application of Lasers in Defence (Laser range finder) and medical applications- Eye surgery
and skin treatment.
Optical Fibers: Propagation mechanism, angle of acceptance, Numerical aperture, Modes of propagation, Types of
optical fibers, Attenuation and Mention of expression for attenuation coefficient. Discussion of block diagram of point
to point communication, Optical fiber sensors- Intensity based displacement sensor and Temperature sensor based
on phase modulation, Merits and demerits, Numerical problems.
Process 1. wavelength of LASER source
2. Optical fiber
Self-study Component: Properties of Laser and comparison with ordinary source
Module-4
Electrical Conductivity in Solids: 08 Hours
Classical free electron theory: Drude- Lorentz theory & Assumptions, Expression for electrical conductivity (no
derivation), Failures of classical free-electron theory.
Quantum free electron theory: Assumptions, Density of states (no derivation), Fermi-energy, Fermi factor & its
temperature dependence, Fermi - Dirac Statistics, Expression for electrical conductivity (derivation), Merits of
Quantum free electron theory.
Physics of Semiconductors: Fermi level in intrinsic semiconductors, Expression for concentration of electrons in
conduction band, Holes concentration in valance band (only mention the expression), Conductivity of
semiconductors (derivation), Hall effect, Expression for Hall coefficient (derivation).
Dielectrics: Electric dipole, Dipole moment, Polarization of dielectric materials, Types of polarizations. Qualitative
treatment of Internal field in solids for one dimensional infinite array of dipoles (Lorentz field). Claussius-Mossotti
equation (derivation), Numerical problems.
Process 1.Fermi Energy of a material
2. Resistivity of a material
Self-study Component: Electric dipole, Dipole moment, Polarization of dielectric materials
Module-5
Material Characterization Techniques and Instrumentation: 08 Hours
Introduction to materials: Nanomaterials and nanocomposites. Principle, construction and working of X-ray
Diffractometer, crystal size determination by Scherrer equation. Principle, construction, working and applications of
-Atomic Force Microscope (AFM), X-ray Photoelectron Spectroscope (XPS), Scanning Electron Microscope (SEM),
Transmission Electron Microscope (TEM) Numerical problems.
Teaching-Learning Chalk and talk, Power point presentation, Videos
Process Self study Component:X-ray diffractometer.
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Interpret the types of mechanical vibrations and their applications, the role of Shock waves in various
fields.
2. Demonstrate the quantisation of energy for microscopic system.
3. App[y LASER and Optical fibers in opto electronic system.
4. Illustrate merits of quantum free electron theory and applications of Hall effect.
5. Analyse the importance of XRD and Electron Microscopy in Nano material characterization.
2
24.01.2022
examination(SEE).
course).
The students have to answer 5 full questions, selecting one full question from each module.
3
24.01.2022
Text Books:
1. A Text book of Engineering Physics- M.N. Avadhanulu and P.G. Kshirsagar, 10th revised Ed, S. Chand. & Company
Ltd, New Delhi.
2. An Introduction to Lasers theory and applications by M.N.Avadhanulu and P.S.Hemne revised Edition 2012 . S.
Chand and company Ltd -New Delhi.
3. Engineering Physics-Gaur and Gupta-Dhanpat Rai Publications-2017.
4. Concepts of Modern Physics-Arthur Beiser: 6th Ed;Tata McGraw Hill Edu Pvt Ltd- New Delhi 2006.
5. X-ray diffraction- B E Warren published by Courier Corporation.
6. Nano Composite Materials-Synthesis, Properties and Applications, J. Parameswaranpillai,, N.Hameed,
T.Kurian, Y. Yu, CRC Press.
7. Fundamentals of Fibre Optics in Telecommunication & Sensor Systems, B.P. Pal, New Age International
Publishers.
Reference Books:
1. Introduction to Mechanics — M.K. Verma: 2nd Ed, University Press(India) Pvt Ltd, Hyderabad 2009.
2. Lasers and Non Linear Optics – B.B. Laud, 3rd Ed, New Age International Publishers 2011.
3. LASERS Principles, Types and Applications by K.R. Nambiar-New Age International Publishers.
4. Solid State Physics-S O Pillai, 8th Ed- New Age International Publishers-2018.
5. Shock waves made simple- Chintoo S Kumar, K Takayama and KPJ Reddy: Willey India Pvt. Ltd. New Delhi2014.
6. Materials Characterization Techniques-Sam Zhang, Lin Li, Ashok Kumar, CRC Press, First Edition, 2008.
7. Characterization of Materials- Mitra P.K . Prentice Hall India Learning Private Limited.
8. Nanoscience and Nanotechnology: Fundamentals to Frontiers – M.S.Ramachandra Rao & Shubra Singh, Wiley
India Pvt Ltd .
https://www.britannica.com/technology/laser,k
https://nptel.ac.in/courses/115/102/115102124/
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
https://onlinecourses.nptel.ac.in/noc20_mm14/preview
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
http://nptel.ac.in
https://swayam.gov.in
https://www.vlab.co.in/participating-institute-amrita-vishwa-vidyapeetham
4
I/II Semester
BASIC ELECTRICAL ENGINEERING
Course Code 21ELE13/21ELE23 CIE Marks 50
Teaching Hours/Week (L: T:P) (2:2:0) SEE Marks 50
Course objectives:
1) To explain the laws used in the analysis of DC and AC circuits.
2) To explain the behavior of circuit elements in single-phase circuits.
3) To explain the generation of three-phase power and operation of three-phase circuits.
4) To explain the construction and operation of transformers, DC generators and motors,
inductionmotors, and synchronous generators.
5) To explain electric transmission and distribution, electricity billing and, equipment, and
personalsafety measures.
Module - 1
DC circuits: Ohm’s law and Kirchhoff’s laws, analysis of series, parallel and series-parallel
circuits excited by independent voltage sources. Power and energy, maximum power transfer
theorem appliedto the series circuit and its applications.
Single-phase circuits: Generation of sinusoidal voltage, frequency of generated voltage,
average value, RMS value, form, and peak factors. Voltage and current relationship, with phasor
diagrams, in R, L, and C circuits.
Teaching- Chalk and talk method.
Learning
Process
Module - 2
Single-phase circuits (continued): Analysis of R-L, R-C, R-L-C Series and Parallel circuits,
Real power, reactive power, apparent power, and Power factor. Measurement of power.
Three-phase circuits: Generation of three-phase power, representation of balanced star (3
wire and 4 wire system) and delta connected loads, the relation between phase and line values
of voltage and current from phasor diagrams, advantages of three-phase systems.
Measurement of three-phase powerby two-wattmeter method.
Single-phase circuits: Chalk and talk,
Teaching- Three-phase circuits: (i) For a generation of 3-phase power, video/animation
Learning areused. Numerical problems can be solved with the chalk and talk method.
Process (ii) Practical Topics: Relation between the line and phase parameter in 3-phase
connection both delta and Star connections, Power measurement in t h e
3-phase circuit.
Module - 3
DC Machines: (a) Principle of operation, constructional details, induced emf expression, types
of generators, and the relation between induced emf and terminal voltage.
(b) Principle of operation, back emf and torque equations, types of motors, characteristics
(shunt andseries only), and applications.
Transformers: Necessity of transformer, the principle of operation, Types, and construction
of single-phase transformers, emf equation, losses, variation of losses with respect to load,
efficiency, and condition for maximum efficiency.
Teaching- DC Machines: Cut out demo/actual machine module, video for working of
Learning machine, chalk, and talk.
Process Transformer topic: Demo modules, actual machine cut-out module and chalk
and talk method of teaching, YouTube videos.
Module – 4
Three-phase induction Motors: Concept of rotating magnetic field, Principle of operation,
constructional features of motor, types – squirrel cage and wound rotor, slip and problems on
the slip, significance of slip, applications.
Three-phase synchronous generators: Principle of operation, constructional details of
salient and non-salient pole generators, synchronous speed, frequency of generated voltage,
emf equation, with the concept of winding factor (excluding the derivation and calculation of
winding factors).
Teaching- Machine cut-out demo/actual models, YouTube videos, chalk, and
Learning talk.Practical Topic: Demonstration of working of Induction motor.
Process
Module - 5
Power transmission and distribution: Concept of power transmission and power
distribution. Lowvoltage distribution system (400 V and 230 V) for domestic, commercial, and
small-scale industry through block diagrams only.
Electricity bill: Power rating of household appliances including air conditioners, PCs, laptops,
printers,etc. Definition of “unit” used for consumption of electrical energy, two-part electricity
tariff, calculation of electricity bill for domestic consumers.
Equipment Safety measures: Working principle of Fuse and Miniature circuit breaker
(MCB), merits and demerits.
Personal safety measures: Electric Shock, Earthing and its types, Safety Precautions to avoid
shock,and Residual Current Circuit Breaker (RCCB).
Teaching- Chalk and talk, Demonstration of functioning of MCG and Fuse.
Learning Visit: Visit nearest area substation/locality pole or pad-mounted
Process transformer.Self-study topic: Safety precautions to avoid shock.
Course outcomes:
At the end of the course, the student will be able to
1) CO1: Analyse basic DC and AC electric circuits.
2) CO2: Explain the working principles of transformers and electrical machines.
3) CO3: Explain the concepts of electric power transmission and distribution of power.
4) CO4: Understand the wiring methods, electricity billing, and working principles of
circuit protectivedevices and personal safety measures.
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE)
is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each subject/ course if the student secures not less than 35% ( 18 Marks out of 50)in
the semester-end examination(SEE), and a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for
20 Marks (duration 01 hours)
course).
CIE methods /question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

2. There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that module.
Sl Title of the Book Name of the Name of the Edition and

No Author/s Publisher Year
Textbooks
1 Electrical and Edward Hughes Pearson 12th edition,
Electronic 2016
Technology
2 Basic Electrical D. C. Kulshreshtha McGraw-Hill 1st edition, 2019
Engineering Education
3 A Textbook of B.L.Theraja S Chand and Company Reprint
Electrical Edition2014
Technology
Reference Books
1 Basic Electrical P.V. Prasad et al. Cengage 2019
Engineering
2 Basic Electrical D.P. Kothari et al McGraw-Hill 4th Edition,2019
Engineering Education
3 Principles Electrical V.K Mehata, S Chand and Company 2nd edition, 2015
Engineering and RohitMehta
Electronics
JBOS 18.10.2021 / EC 30.10.2021
I Semester
ELEMENTS OF CIVIL ENGINEERING AND MECHANICS
Course Code 21CIV14/24 CIE Marks 50
Credits 3 Exam Hours 3 Hrs.
Course objectives:
 To make students learn the scope of various fields of civil engineering.
 To develop students’ ability to analyze the problems involving forces, moments with their
applications.
 To develop the student’s ability to find out the center of gravity and moment of inertia
and their applications.
 To make the students learn about kinematics and kinetics and their applications.
These are sample Strategies; which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) does not mean only the traditional lecture method, but a different
type of teaching method may be adopted to develop the outcomes.
2. Arrange visits to nearby sites to give brief information about the Civil Engineering structures.
3. Show Video/animation films to explain the infrastructures and the mechanism involved in the
principle.
4. Encourage collaborative (Group Learning) Learning in the class.
5. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking.
6. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather
than simply recall it.
7. Topics will be introduced in multiple representations.
8. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
9. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
10. Individual teachers can device innovative pedagogy to improve teaching-learning.
Module-1
Overview of Civil Engineering Systems:
Introduction to structural engineering, geotechnical engineering, Construction technology, hydraulics,
water resources and irrigation engineering transportation engineering, environmental and sanitary
engineering, GIS, earthquake engineering. Role of civil engineers in the development of the nation.
Building materials:
Stone, brick, wood, glass, aluminum, cement, aggregates, concrete, steel, RCC, PSC, smart materials.
Teaching- Site visits and report preparation, activity-based learning, PowerPoint presentation, videos.
Learning
Process
Module-2
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JBOS 18.10.2021 / EC 30.10.2021
Analysis of force systems:

Concept of idealization, force, a system of forces, superposition, transmissibility, Resolution, and
composition of forces, Law of Parallelogram of forces, polygonal law, Resultant of concurrent coplanar
force system, coplanar non-concurrent force system, a moment of forces, couple, Varignons theorem,
resultant of coplanar non-concurrent force system, free body diagram, Lamis theorem, equations of
equilibrium, equilibrium of concurrent and non-concurrent coplanar force system
Friction:
Types of friction, laws of friction, limiting friction, coefficient of friction concept of static and dynamic
friction, numerical problems on impending motion on horizontal and inclined planes along with
connected bodies,
Teaching- Chalk and talk, videos, PowerPoint Presentation, animations
Learning
Process
Module-3
Centroid:
Introduction, methods of determining the centroid, locating the centroid of simple figures from first
principle, the centroid of composite and built-up sections.
Moment of inertia:
Introduction, method of determining the second moment of area of plane sections from first principles,
parallel axis theorem and perpendicular axis theorem section modulus, the radius of gyration, moment
of inertia of composite area and built-up sections, concept of product of inertia ( No problem).
Teaching- Chalk and talk, videos, PowerPoint Presentation,, animations

Learning
Process
Module-4
Support reactions:
Types of loads and types of supports, statically determinate and indeterminate beams, support reactions
in beams, Numerical problems on support reactions for statically determinate beams (point load, udl,
uniformly varying loads and moments)
Analysis of trusses:
Types of trusses, analysis of statically determinate trusses using the method of joints and method of
sections.
Teaching- Chalk and talk, videos, ppt, animations
Learning
Process
Module-5
Kinematics:
Displacement, average velocity, instantaneous velocity, speed, acceleration, average acceleration, variable
acceleration, acceleration due to gravity, Newton’s law of motion, rectilinear motion and numerical problems,
curvilinear motion, superelevation, projectile motion, relative motion, numerical problems, motion under
gravity, numerical problems
Kinetics:
D ‘Alembert’s principle and its application in-plane motion and connected bodies including pulleys.
Teaching- Chalk and talk, videos, ppt, animations
Learning
Process
2
JBOS 18.10.2021 / EC 30.10.2021

At the end of the course the student will be able to:
 Understand the various fields of civil engineering.
 Compute the resultant of a force system and resolution of a force.
 Comprehend the action for forces, moments, and other types of loads on rigid bodies and
compute the reactive forces.
 Locate the centroid and compute the moment of inertia of regular and built-up sections.
 Analyze the bodies in motion.
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% ( 18 Marks out of 50)in the semester-end
examination(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and
will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the subject (duration 03 hours)
The students have to answer 5 full questions, selecting one full question from each moduleeory

Books
1. R. C. Hibbbler, Engineering Mechanics: Principles of Statics and Dynamics, Pearson Press.
2. Bansal R. K., A Text Book of Engineering Mechanics, Laxmi Publications.
3. Andy Ruina and Rudra Pratap, Introducing to Statics and Dynamics, Oxford University Press.
4. Reddy Vijaykumar K and K Suresh Kumar, Engineering Mechanics.
5. F.P. Beer and E. R. Johnston, Mechanics for Engineers, Statics and Dynamics, McGraw Hill.
6. Irving H. Shames, Engineering Mechanics, Prentice-Hall.
3
JBOS 18.10.2021 / EC 30.10.2021
Weblinks and Video Lectures (e-Resources):

 https://www.youtube.com/watch?v=nGfVTNfNwnk&list=PLOSWwFV98rfKXq2KBphJz95rao7q8
PpwT
 https://www.youtube.com/watch?v=nkg7VNW9UCc&list=PLOSWwFV98rfKXq2KBphJz95rao7q8P
pwT&index=2
 https://www.youtube.com/watch?v=ljDIIMvx-
eg&list=PLOSWwFV98rfKXq2KBphJz95rao7q8PpwT&index=5
 https://www.youtube.com/watch?v=VQRcChR9IkU&list=PLOSWwFV98rfKXq2KBphJz95rao7q8Pp
wT&index=18
 https://www.youtube.com/watch?v=3YBXteL-qY4
 https://www.youtube.com/watch?v=z95UW4wwzSc&list=PLOSWwFV98rfKXq2KBphJz95rao7q8P
pwT&index=10
 https://www.youtube.com/watch?v=lheoBL2QaqU&list=PLOSWwFV98rfKXq2KBphJz95rao7q8Pp
wT&index=7
 https://www.youtube.com/watch?v=atoP5_DeTPE
 https://www.youtube.com/watch?v=ksmsp9OzAsI
 https://www.youtube.com/watch?v=x1ef048b3CE
 https://www.youtube.com/watch?v=l_Nck-X49qc
 https://play.google.com/store/apps/details?id=appinventor.ai_jgarc322.Resultant_Force
 https://www.youtube.com/watch?v=RIBeeW1DSZg
 https://www.youtube.com/watch?v=R8wKV0UQtlo
 https://www.youtube.com/watch?v=0RZHHgL8m_A
 https://www.youtube.com/watch?v=Bls5KnQOWkY
 https://www.youtube.com/watch?v=Zrc_gB1YYS0
 https://play.google.com/store/apps/details?id=vn.edu.best4u.com.bieudonoiluc
 https://www.youtube.com/watch?v=Hn_iozUo9m4
 https://play.google.com/store/apps/details?id=com.teobou
 https://www.youtube.com/watch?v=WOHRp3V-QA0
4
JBOS 18.10.2021 / EC 30.10.2021
5
JBOS 18.10.2021 / EC 30.10.2021
6
Engineering Visualization
Course Code 21EVN15/25 CIE Marks 50
Teaching Hour/Week (L:T:P:S) 2:0:2:0 SEE Marks 50
Total Hours of Teaching - Learning 40 Total Marks 100
Course Learning Objectives:
CLO1: To understand the basic principles and conventions of engineering drawing
CLO2: To use drawing as a communication mode
CLO3: To generate pictorial views using CAD software
CLO4: To understand the development of surfaces
CLO5: To visualise engineering components
Teaching-Learning (General Instructions):
 Students should be made aware of powerful engineering communication tool – Drawing.
 Simple Case studies can be suitably selected by the teacher for hands on practice to induce the feel of
fruitfulness of learning.
 Appropriate Models, Power Point presentation, Charts, Videos, shall be used to enhance visualization before
hands on practice.
 For application problems use very generally available actual objects. (Example: For rectangular prism / object;
matchbox, carton boxes, book, etc can be used. Similarly for other shapes)
 Use any CAD software for generating orthographic and pictorial views.
 Make use of sketch book with graph sheets for manual / preparatory sketching
Module1
Introduction: for CIE only
Significance of Engineering drawing, BIS Conventions of Engineering Drawing, Free hand sketching of engineering
drawing, Scales.
Introduction to Computer Aided Drafting software, Co-ordinate system and reference planes HP, VP, RPP & LPP of
2D/3D environment. Selection of drawing sheet size and scale. Commands and creation of Lines, coordinate points,
axes, polylines, square, rectangle, polygons, splines, circles, ellipse, text, move, copy, off-set, mirror, rotate, trim,
extend, break, chamfer, fillet and curves.
Orthographic Projections of Points, Lines and Planes:
Introduction to Orthographic projections, Orthographic projections of points in all the quadrants.
Orthographic projections of lines. (Placed in First quadrant only)
Orthographic projections of planes viz triangle, square, rectangle, pentagon, hexagon and circular laminae. (Placed in
First quadrant only).
Application on projections of Lines & Planes (For CIE only)
Module2
Orthographic Projection of Solids:
Orthographic projection of right regular solids (Solids Resting on HP only);
Prisms & Pyramids (triangle, square, rectangle, pentagon, hexagon), Cylinders, Cones, Cubes, &Tetrahedron.
Application problems on projection of solids.
Projections of Frustum of cone, pyramid & truncated sphere (For CIE only).
Page 1 of 4
Module3
Isometric Projections:
Isometric scale, Isometric projection of hexahedron (cube), right regular prisms, pyramids, cylinders, cones and
spheres. Isometric projection of combination of two simple solids.
Conversion of simple isometric drawings into orthographic views.
Problems on applications of Isometric projections of simple objects / engineering components.
Introduction to drawing views using 3D environment (For CIE only).
Module4
Development of Lateral Surfaces of Solids:
Development of lateral surfaces of right regular prisms, cylinders, pyramids, and cones resting with base on HP only.
Development of their frustums and truncations.
Problems on applications of development of lateral surfaces like, funnels and trays.
Problems on applications of development of lateral surfaces of transition pieces connecting circular duct and
rectangular duct (For CIE Only)
Module5
Multidisciplinary Applications & Practice (For CIE Only):
Free hand Sketching; True free hand, Guided Free hand, Roads, Buildings, Utensils, Hand tools & Furniture’s etc
Drawing Simple Mechanisms; Bicycles, Tricycles, Gear trains, Ratchets, two wheeler cart & Four wheeler carts to
dimensions etc
Electric Wiring and lighting diagrams; Like, Automatic fire alarm, Call bell system, UPS system, Basic power
distribution system using suitable software
Basic Building Drawing; Like, Architectural floor plan, basic foundation drawing, steel structures- Frames, bridges,
trusses using Auto CAD or suitable software,
Electronics Engineering Drawings- Like, Simple Electronics Circuit Drawings.
Graphs & Charts: Like, Column chart, Pie chart, Line charts, Gantt charts, etc. using Microsoft Excel or any
suitable software.
Course outcomes
CO 1. Understand and visualize the objects with definite shape and dimensions
CO 2. Analyze the shape and size of objects through different views
CO 3. Develop the lateral surfaces of the object
CO 4. Create a 3D view using CAD software.
CO 5. Identify the interdisciplinary engineering components or systems through its graphical representation.
Page 2 of 4
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks) and that for SEE minimum
passing mark is 35% of the maximum marks (18 marks). A student shall be deemed to have satisfied the
academic requirements and earned the credits allotted to each subject/ course if the student secures not less
than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40 marks out
of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together
Continuous Internal Evaluation (CIE)
 CIE shall be evaluated for max marks 100. Marks obtained shall be accounted for CIE final marks, reducing it
by 50%.
 CIE component should comprise of
 Continuous evaluation of Drawing work of students as and when the Modules are covered on the basis of below
detailed weightage.
 At least one closed book Test covering all the modules on the basis of below detailed weightage.
 Weightage for Test and Continuous evaluation shall be suitably decided by respective course coordinators.
Module Max. Marks Evaluation Weightage in marks

Weightage Computer display and print out Preparatory sketching
(a) (b)
Module 1 15 10 05
Module 2 20 15 05
Module 3 20 20 00
Module 4 20 20 00
Module 5 25 15 10
Total 100 80 20
Consideration of CIE Marks Total of (a) + (b) ÷ 2 = Final CIE marks
Semester End Examination (SEE)

 SEE shall be conducted and evaluated for maximum marks 100. Marks obtained shall be accounted for SEE
final marks, reducing it by 50%
 Question paper shall be set jointly by both Internal and External Examiner and made available for each batch as
per schedule. Questions are to be set preferably from Text Books.
 Evaluation shall be carried jointly by both the examiners.
 Scheme of Evaluation: To be defined by the examiners jointly and the same shall be submitted to the university
along with question paper.
 One full question shall be set from each of the Module from Modules 1,2,3,4 as per the below tabled weightage
details. However, the student may be awarded full marks, if he/she completes solution on computer display
without sketch.
Page 3 of 4
Module Max. Marks Evaluation Weightage in marks
Weightage Computer display and print out Preparatory sketching
(a) (b)
Module 1 20 15 05
Module 2 30 25 05
Module 3 25 20 05
Module 4 25 20 05
Total 100 80 20
Consideration of SEE Marks Total of (a) + (b) ÷ 2 = Final SEE marks

Text Books
 Bhatt, N.D., Engineering Drawing: Plane and Solid Geometry, 53rd edition, Charotar Publishing House Pvt.
Limited, 2019.
 K. R. Gopalakrishna, & Sudhir Gopalakrishna: Textbook Of Computer Aided Engineering Drawing, 39th
Edition, Subash Stores, Bangalore, 2017
 S. N. Lal: Engineering Drawing with an Introduction to AutoCAD : First-angle Projection 1st Edition,
Cengage, Publication, 2018
 S.N. Lal, & T Madhusudhan:, Engineering Visulisation, 1st Edition, Cengage, Publication
 Luzadder Warren J., Duff John M., Fundamentals of Engineering Drawing: with an Introduction to Interactive
Computer Graphics for Design and Production, Prentice-Hall of India Pvt. Ltd., New Delhi, Eastern
Economy Edition, 2005.
Reference Books
 Parthasarathy N. S., Vela Murali, Engineering Drawing, Oxford University Press, 2015.
 Dhawan R. K., A Textbook of Engineering Drawing, 3/e, S. Chand Publishing, 2019.
 Venugopal K., Engineering Drawing and Graphics, New Age International publishers, 2014.
 Bhattacharya S. K., Electrical Engineering Drawing, New Age International publishers, second edition 1998,
reprint 2005.
 Chris Schroder, Printed Circuit Board Design using AutoCAD, Newnes, 1997.
 K S Sai Ram Design of steel structures, , Third Edition by Pearson
 Nainan p kurian Design of foundation systems, Narosa publications
 A S Pabla, Electrical power distribution, 6th edition, Tata Mcgraw hill
Page 4 of 4
JBOS 18.10.2021 / EC 30.10.2021
I/II Semester
ENGINEERING PHYSICS LABORATORY

Course Code 21PHYL16/26 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 3 Hours
Course objectives:
1. Understand the measurement techniques and usage of instruments in physics.
2. Demonstrate competency and understanding of the basic concepts found in experimental
Physics.
3. Construct andanalyse the electronic circuits.
4. Estimate the error in measurements and the ability to prepare a valid laboratory record.
List of Experiments: Any Ten Experiments to be performed
Sl.NO Experiments
1 Determination of spring constants by Series and Parallel combination.
2 Determination of rigidity modulus of the material by the torsional pendulum.
3 Study series and parallel LCR resonance and hence calculate inductance, bandwidth, and
quality factor.
4 To verify Stefan's Law
5 I-V Characteristics of Photodiode.
6 Determine acceptance angle and numerical aperture of an optical fiber.
7 Determine the wavelength of the laser source using a diffraction grating elements.
8 Determine the Fermi energy of metal (copper).
9 To find the resistivity of a semiconductor using the Four Probe method.
10 To determine the dielectric constant by charging and discharging the capacitor.
11 Determination of Magnetic field intensity along the axis of a circular coil carrying current.
12 Forced mechanical oscillations and resonance.
Course outcomes (Course Skill Set):
1. Understand the measuring techniques
2. Operate different instruments and be capable to analyse the experimental results.
3. Construct the circuits and theiranalysis.
JBOS 18.10.2021 / EC 30.10.2021

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 50% of the maximum marks (25
marks). A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each subject/ course if the student secures not less than 35% ( 18
Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester
End Examination) taken together
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software experiments
designed by the faculty who is handling the laboratory session and is made known to
students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the
8th week of the semester and the second test shall be conducted after the 14 th week of the
semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
Semester End Rubrics suggested
Evaluation in Annexure-II of Regulation book
(SEE Students):
SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the internal and external examiners appointed by the
University
1. All laboratory experiments are to be included for practical examination.

2. (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by internal and external examiners.
3. Students can pick one question (experiment) from the questions lot prepared by the
internal /external examiners jointly.
4. Evaluation of test write-up/ conduction procedure and result/viva will be conducted
jointly by Internal and external examiners.
5. General rubrics for SEE are mentioned here, writeup-20%, Conduction procedure and
result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
JBOS 18.10.2021 / EC 30.10.2021
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
6. Change of experiment is allowed only once and 15% Marks allotted to the procedure part
to be made zero.
The duration of SEE is 03 hours
7. Rubrics suggested in Annexure-II of Regulation book

Reference books.
1. Engineering Lab Manual by WBUT-New Age International Publishers.
2.Applied Physics Lab Manual by Anoop Sing Yadav.
Weblinks, Video lectures, and e-resources.

https://vlab.amrita.edu/?sub=1&brch=282&sim=1512&cnt=1
https://vlab.amrita.edu/?sub=1&brch=282&sim=879&cnt=1
https://vlab.amrita.edu/index.php?sub=1&brch=189&sim=343&cnt=1
https://bop-iitk.vlabs.ac.in/basics-of-physics/List%20of%20experiments.html
https://virtuallabs.merlot.org/vl_physics.html
https://phet.colorado.edu
https://www.myphysicslab.com
JBOS 18.10.2021 / EC 30.10.2021
BASICELECTRICALENGINEERINGLABORATORY
CourseCode 21ELE17/27 CIEMarks 50
TeachingHours/Week(L:T:P) 0:0:2 SEE Marks 50
Credits 01 ExamHours 03
Courseobjectives:
Afterstudyingthis course,studentsshould beableto
1) explainhowto verifyKCL andKVLforDCcircuitandmaximumpower transfertheorem.
2) explainpowerandpowerfactormeasurementofdifferenttypesoflamps.
3) explainthe measurementofimpedanceforR-Lcircuits.
4) explainthe measurement of powerconsumed ina3-phaseload.
5) explainmethodsofcontrollingalampfromdifferent places.
6) explaintheeffectof openandshortcircuits insimplecircuitsand the
suitabilityofearthresistance.
Sl. Experiments
NO
1 VerificationofKCL andKVL forDCcircuits
2 Verificationofmaximumpowertheorem.
3 MeasurementofCurrent,Power,andPowerFactorofIncandescentLamp,FluorescentLamp
and LEDLamp.
4 MeasurementofResistanceandInductanceofaChokecoil usingthreevoltmetermethod.
5 DeterminationofPhaseandLinequantitiesinthree-phasestaranddeltaconnectedloads.
6 Measurement of3 -phasePower usingTwoWattmeter Method.
7 Determinationofefficiencyofasingle-phasetransformerbydirectloadtest.
8 TwoWayandThree-WayControlof Lamp and Formation ofTruthTable.
9 MeasurementofEarthResistance
10 Studyof the effect of OpenandShortcircuitsinsimple circuits.
Courseoutcomes
At theendofthecoursethestudent will beableto:
CO1:verifyKCLandKVLandmaximumpower transfertheoremforDCcircuits.
CO2:comparepowerfactorsofdifferenttypesoflamps.
CO3:demonstratethemeasurementofthe
impedanceofanelectricalcircuitandpowerconsumedbya3-phase load.
CO4:analyzetwo-wayand three-waycontroloflamps.
CO5:explaintheeffectsofopenandshortcircuitsinsimplecircuits.
CO6:interpretthe suitabilityofearthresistance measured.
marks). A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course. The student has to secure not less than 35% (18 Marks out
of 50) in the semester-end examination (SEE). A student has to secure overall 40% of the
maximum marks of the course (CIE+SEE).

JBOS 18.10.2021 / EC 30.10.2021
marks).
8th week of the semester and the second test shall be conducted after the 14 th week of the
semester.
ability. Rubrics suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average
marks of two tests is the total CIE marks scored by the student.
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the internal and external examiners appointed by the
University
All laboratory experiments are to be included for practical examination.
(Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
evaluation rubrics shall be decided jointly by internal and external examiners.
Students can pick one question (experiment) from the questions lot prepared by the internal
/external examiners jointly.
Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly
by Internal and external examiners.
General rubrics for SEE are mentioned here, writeup-20%, Conduction procedure and result
in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100
marks and scored marks shall be scaled down to 50 marks (however, based on course type,
rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 15% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Communicative English
I Semester - BE
Course Code 21EGH18 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:0:0 Hours SEE Marks 50
Total Hours of Pedagogy 02 Hours/Week Total Marks 100
Credits 02 Exam Hours 02 hours
Course objectives:
The course (21EGH18) will enable the students,
 To know about Fundamentals of Communicative English and Communication Skills in general.

 To train to identifythenuancesof phonetics, intonation and enhance pronunciation skills for better
communication skills.
 To impart basic English grammar and essentials ofimportant language skills.
 To enhance English vocabulary and language proficiency for better communication skills.
 To learn about Techniques of Information Transfer through presentation.
Language Lab :To augment LSRW, grammar, and Vocabulary skills (Listening, Speaking, Reading, Writing and
Grammar, Vocabulary) through tests, activities, exercises etc., comprehensive web-based learning and assessment
systems can be referred as per the AICTE /VTU guidelines.

1. Teachers shall adopt suitable pedagogy for effective teaching - learning process. The pedagogy shall involve
the combination of different methodologies which suit modern technological tools and software’s to meet
the present requirements of the Global employment market.
(i) Direct instructional method ( Low /Old Technology),
(ii) Flipped classrooms ( High/advanced Technological tools),
(iii) Blended learning ( combination of both),
(iv) Enquiry and evaluation based learning,
(v) Personalized learning,
(vi) Problems based learning through discussion,
(vii) Following the method of expeditionary learning Tools and techniques,
(viii) Use of audio visual methods through language Labs in teaching of of LSRW skills.
2. Apart from conventional lecture methods, various types of innovative teaching techniques through videos,
animation films may be adapted so that the delivered lesson can progress the students In theoretical applied
and practical skills in teaching of communicative skills in general.
Module-1
Introduction to Communicative English:
Introduction, Language as a Tool, Fundamentals of Communicative English, Process of Communication, Barriers to
Effective Communicative English, Different styles and levels in Communicative English (Communication Channels).
Interpersonal and Intrapersonal Communication Skills, How to improve and Develop Interpersonal and
Intrapersonal Communication Skills.
Chalk and talk method, Videos, PowerPoint presentation to teach Communication skills (LSRW
Teaching-
Skills), Creating real time stations in classroom discussions, Giving activities and assignments
Learning
(Connecting Campus & community with companies real time situations).
Process
Module-2
1|Page
Introduction to Phonetics :
Introduction, Phonetic Transcription, English Pronunciation, Pronunciation Guidelines Related to consonants and
vowels, Sounds Mispronounced, Silent and Non-silentLetters, Syllables and Structure, Word Accent and Stress Shift,
– Rules for Word Accent, Intonation – purposes of intonation, Spelling Rules and Words often Misspelt – Exercises
on it.Common Errors in Pronunciation.
Teaching- Chalk and talk method, Videos, PowerPoint presentation and Animation videos to teach phonetics
Learning in Practical method, creating real time stations in classroom discussions, Giving activities and
Process assignments (Connecting Campus & community with companies real time situations).
Module-3
Basic English Communicative Grammar and Vocabulary PART - I :
Grammar: Basic English Grammar and Parts of Speech - Nouns, Pronouns, Adjectives, Verbs, Adverbs, Conjunctions,
Articles and Preposition. Preposition, kinds of Preposition and Prepositions often Confused. Articles: Use of Articles
– Indefinite and Definite Articles, Pronunciation of ‘The’, words ending ‘age’, some plural forms. Introduction to
Vocabulary, All Types of Vocabulary –Exercises on it.
Teaching- Chalk and talk method, Videos, PowerPoint presentation to teach Grammar, Animation videos on
Learning communication and language skills, creating real-time stations in classroom discussions, Giving
Process activities and assignments (Connecting Campus & community with companies real time situations).
Module-4
Basic English Communicative Grammar and Vocabulary PART - II:
Question Tags, Question Tags for Assertive Sentences (Statements) – Some Exceptions in Question Tags and
Exercises, One Word Substitutes and Exercises. Strong and Weak forms of words, Words formation - Prefixes and
Suffixes (Vocabulary), Contractions and Abbreviations. Word Pairs (Minimal Pairs) – Exercises, Tense and Types of
tenses, The Sequence of Tenses (Rules in use of Tenses) and Exercises on it.
Chalk and talk method, PowerPoint presentation to teach Grammar and phonetics, Animation
Teaching-
videos on communication and language skills, creating real time stations in classroom discussions,
Learning
Giving activities and assignments (Connecting Campus & community with companies real time
Process
situations).
Module-5
Communication Skills for Employment:
Information Transfer: Oral Presentation - Examples and Practice. Extempore / Public Speaking, Difference
between Extempore / Public Speaking, Communication Guidelines for Practice.Mother Tongue Influence (MTI) –
South Indian Speakers, Various Techniques for Neutralization of Mother Tongue Influence – Exercises.Reading and
Listening Comprehensions – Exercises.
Chalk and talk method, Videos, PowerPoint presentation to teach Grammar and phonetics,
Teaching-
Animation videos on communication and language skills, creating real time stations in classroom
Learning
discussions, Giving activities and assignments (Connecting Campus & community with companies
Process
real time situations).

At the end of the course(21EGH18) the student will be able to :
1. Understand and apply the Fundamentals of Communication Skills in their communication skills.
2. Identify the nuances of phonetics, intonation and enhance pronunciation skills.
3. To impart basic English grammar and essentials of language skills as per present requirement.
4. Understand and useall types of English vocabulary and language proficiency.
5. AdopttheTechniques of Information Transfer through presentation.
2|Page
(methods of CIE need to be defined topic wise i.e.- MCQ, Quizzes, written test, Reports writing, Seminar and
activities). Continuous internal evaluation (CIE) needs to be conducted for 50 marks like Engineering courses. The
weight age of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The student
has to obtain a minimum of 40% of maximum marks in CIE and 35% of maximum marks in SEE to pass. MCQ.
Overall a student has to secure 40% of the maximum marks of course (CIE+SEE). The pattern (Multiple Choice
Questions) Semester End Exam (SEE) is conducted for 50 marks (120 minutes duration). Based on this grading will
be awarded.
Continuous Internal Evaluation (CIE) :
All the tests are preferred similar to SEE pattern; however, teacher may follow test pattern
similar to other theory courses of Engineering
Report writing /Group discussion/Seminar any one of three suitably planned to attain the COs
and POs for 20 Marks (duration 01 hours)
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester End Examination (SEE) :

SEE paper will be set for 100 questions of each of 01 marks. The pattern of the question paper is
MCQ. The time allotted for SEE is 120 minutes. Marks scored are scaled down to 50 Marks.
(Time duration may be made 90 minutes to train the students for engineering / non-engineering
competitive examination)
1. Communicative English has become a very important component in all engineering and non-
engineering competitive examinations. In exams like GRE, TOEFL, IELTS and GATE exam, all state
and Central Government recruitment examinations, placement tests and other Examinations, so
the pattern of question paper, in general, will be in a multiple-choice question (MCQ) Pattern. So,
to meet the relevance of the recruitment requirement of our Engineering students “Communicative
English” Semester end examination (SEE) will be conducted in a multiple choice question (MCQ)
pattern.
2. MCQ Pattern (Multiple Choice Questions) Semester End Exam (SEE) is conducted for 50 marks
(120 minutes duration).
3|Page
1) Communication Skills by Sanjay Kumar and Pushp Lata, Oxford University Press - 2019.
2) English for Engineers by N.P.Sudharshana and C.Savitha, Cambridge University Press – 2018.
3) A Textbook of English Language Communication Skills, Infinite Learning Solutions–(Revised
Edition) 2021.
4) A Course in Technical English–D Praveen Sam, KN Shoba, Cambridge University Press – 2020.
5) Technical Communication by Gajendra Singh Chauhan and Et al, Cengage learning India Pvt
Limited [Latest Revised Edition] - 2019.
6) English Language Communication Skills – Lab Manual cum Workbook, Cengage learning
India Pvt Limited [Latest Revised Edition] – 2019.
7) Practical English Usage by Michael Swan, Oxford University Press – 2016.
8) Technical Communication – Principles and Practice, Third Edition by Meenakshi Raman and
Sangeetha Sharma, Oxford University Press 2017.

 Contents related activities (Activity-based discussions)
 For active participation of students instruct the students to prepare Flowcharts and Handouts
 Organising Group wise discussions Connecting to placement activities
 Quizzes and Discussions
 Seminars and assignments
4|Page
JBOS 18.10.2021 / EC 30.10.2021
I Semester
INNOVATION and DESIGN THINKING
Course Code 21IDT19/29 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0 SEE Marks 50
Course Category: Foundation

Preamble: This course provides an introduction to the basic concepts and techniques of
engineering and reverses engineering, the process of design, analytical thinking and ideas, basics
and development of engineering drawing, application of engineering drawing with computer aide.
Course objectives:
 To explain the concept of design thinking for product and service development
 To explain the fundamental concept of innovation and design thinking
 To discuss the methods of implementing design thinking in the real world.

These are sample Strategies; which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain concepts
3. Encourage collaborative (Group Learning) Learning in the class
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develops thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
Module-1
PROCESS OF DESIGN
Understanding Design thinking
Shared model in team-based design – Theory and practice in Design thinking – Explore presentation
signers across globe – MVP or Prototyping
Teaching- Introduction about the design thinking: Chalk and Talk method
Learning Theory and practice through presentation
Process MVP and Prototyping through live examples and videos
Module-2
Tools for Design Thinking
Real-Time design interaction capture and analysis – Enabling efficient collaboration in digital space
– Empathy for design – Collaboration in distributed Design
Teaching- Case studies on design thinking for real-time interaction and analysis
Learning
1/3
JBOS 18.10.2021 / EC 30.10.2021
Process Simulation exercises for collaborated enabled design thinking

Live examples on the success of collaborated design thinking
Module-3
Design Thinking in IT
Design Thinking to Business Process modelling – Agile in Virtual collaboration environment – Scenario
based Prototyping
Teaching- Case studies on design thinking and business acceptance of the design
Learning Simulation on the role of virtual eco-system for collaborated prototyping
Process
Module-4
DT For strategic innovations
Growth – Story telling representation – Strategic Foresight - Change – Sense Making - Maintenance
Relevance – Value redefinition - Extreme Competition – experience design - Standardization –
Humanization - Creative Culture – Rapid prototyping, Strategy and Organization – Business Model
design.
Teaching- Business model examples of successful designs
Learning Presentation by the students on the success of design
Process Live project on design thinking in a group of 4 students
Module-5
Design thinking workshop
Design Thinking Work shop Empathize, Design, Ideate, Prototype and Test
Teaching- 8 hours design thinking workshop from the expect and then presentation by the students
Learning on the learning from the workshop
Process
Course Outcomes:
Upon the successful completion of the course, students will be able to:
Knowledge Level
CO
Course Outcomes (Based on revised
Nos.
Bloom’s Taxonomy)
CO1 Appreciate various design process procedure K2
Generate and develop design ideas through different
CO2 K2
technique
Identify the significance of reverse Engineering toUnderstand
CO3 K2
products
CO4 Draw technical drawing for design ideas K3
2/3
JBOS 18.10.2021 / EC 30.10.2021

(methods of CIE need to be defined topic wise i.e.- Tests, MCQ, Quizzes, Seminar or micro project/Course
Project, Term Paper)
The student has to obtain a minimum of 35% of maximum marks in SEE and a minimum of 40% of
maximum marks in CIE. Semester End Exam (SEE) is conducted for 50 marks (1 hours’ duration) based
on this grading will be awarded.
The student has to score a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
(Preferred pattern of the all test are similar to the SEE pattern, however; teacher may follow the
CIE test pattern of other engineering courses)

Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for subject
MCQ. The time allotted for SEE is 01 hours

Text Books :
1. John.R.Karsnitz, Stephen O’Brien and John P. Hutchinson, “Engineering Design”,Cengage
learning (International edition) Second Edition, 2013.
2. Roger Martin, "The Design of Business: Why Design Thinking is the Next Competitive Advantage",
Harvard Business Press , 2009.
3. Hasso Plattner, Christoph Meinel and Larry Leifer (eds), "Design Thinking: Understand – Improve
– Apply", Springer, 2011
4. Idris Mootee, "Design Thinking for Strategic Innovation: What They Can't Teach You at Business
or Design School", John Wiley & Sons 2013.
3/3
JBOS 18.10.2021 / EC 30.10.2021
References:
5. Yousef Haik and Tamer M.Shahin, “Engineering Design Process”, Cengage Learning, Second
Edition, 2011.
6. Book - Solving Problems with Design Thinking - Ten Stories of What Works (Columbia Business
School Publishing) Hardcover – 20 Sep 2013 by Jeanne Liedtka (Author), Andrew King (Author),
Kevin Bennett (Author).
1. www.tutor2u.net/business/presentations/. /productlifecycle/default.html
2. https://docs.oracle.com/cd/E11108_02/otn/pdf/. /E11087_01.pdf
3. www.bizfilings.com › Home › Marketing › Product Developmen
4. https://www.mindtools.com/brainstm.html
5. https://www.quicksprout.com/. /how-to-reverse-engineer-your-competit
6. www.vertabelo.com/blog/documentation/reverse-engineering
https://support.microsoft.com/en-us/kb/273814
7. https://support.google.com/docs/answer/179740?hl=en
8. https://www.youtube.com/watch?v=2mjSDIBaUlM
thevirtualinstructor.com/foreshortening.html
https://dschool.stanford.edu/.../designresources/.../ModeGuideBOOTCAMP2010L.pdf
https://dschool.stanford.edu/use-our-methods/ 6. https://www.interaction-
design.org/literature/article/5-stages-in-the-design-thinking-process 7.
http://www.creativityatwork.com/design-thinking-strategy-for-innovation/ 49 8.
https://www.nngroup.com/articles/design-thinking/ 9.
https://designthinkingforeducators.com/design-thinking/ 10.
www.designthinkingformobility.org/wp-content/.../10/NapkinPitch_Worksheet.pdf

 http://dschool.stanford.edu/dgift/
https://onlinecourses.nptel.ac.in/noc19_mg60/preview
4/3
II Semester – AEC Course
Scientific Foundations of Health
Course Code 21SFH19/29 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:0:0 SEE Marks 50

Credits 01 Exam Hours 60 Minutes / 01 Hour
Course objectives:
The course 21SFH29 will enable the students:
 To know about Health and wellness (and its Beliefs)
 To acquire Good Health & It’s balance for positive mind-set
 To Build the healthy lifestyles for good health for their better future
 To Create of Healthy and caring relationships to meet the requirements of MNC and LPG world
 To learn about Avoiding risks and harmful habits in their campus and outside the campus for their bright
future
 To Prevent and fight against harmful diseases for good health through positive mindset
 Teachers shall adopt suitable pedagogy for effective teaching - learning process. The pedagogy shall
involve the combination of different methodologies which suit modern technological tools and software’s
to meet the present requirements of the Global employment market.
 Apart from conventional lecture methods, various types of innovative teaching techniques through videos,
animation films may be adapted so that the delivered lesson can progress the students In theoretical
applied and practical skills in teaching of the concepts of Health and Wellness in general.
Module-1
Good Health and It’s balance for positive mindset:
What is Health, Why Health is very important Now? – What influences your Health?, Health and Behaviour,
Health beliefs and advertisements, Advantages of good health (Short term and long term benefits), Health
and Society, Health and family, Health and Personality - Profession. Health and behaviour, Disparities of
health in different vulnerable groups. Health and psychology, Methods to improve good psychological
health. Psychological disorders (Stress and Health - Stress management), how to maintain good health,
Mindfulness for Spiritual and Intellectual health, Changing health habits for good health. Health and
personality.
Chalk and talk method, Power Point presentation and YouTube videos, Animation videos
Teaching-Learning
methods. creating real time stations in classroom discussions. Giving activities
Process
&assignments.
Module-2
1|Page
Building of healthy lifestyles for better future:
Developing a healthy diet for good health, Food and health, Nutritional guidelines for good health and well
beingness, Obesity and overweight disorders and its management, Eating disorders - proper exercises for
its maintenance (Physical activities for health), Fitness components for health, Wellness and physical
function,
How to avoid exercise injuries.
Chalk and talk method, PowerPoint presentation and YouTube videos, Animation videos
Teaching-Learning
methods. creating real time stations in classroom discussions. Giving activities
Process
&assignments.
Module-3
Creation of Healthy and caring relationships :
Building communication skills (Listening and speaking), Friends and friendship - education, the value of
relationships and communication, Relationships for Better or worsening of life, understanding of basic
instincts of life (more than a biology), Changing health behaviours through social engineering,
Teaching-Learning Chalk and talk method, PowerPoint presentation and Animation videos methods. creating
Process real time stations in classroom discussions. Giving activities and assignments.
Module-4
Avoiding risks and harmful habits :
Characteristics of health compromising behaviors, Recognizing and avoiding of addictions, How addiction
develops and addictive behaviors, Types of addictions, influencing factors for addictions, Differences
between addictive people and non addictive people and their behavior with society, Effects and health
hazards from addictions Such as..., how to recovery from addictions.
Teaching-Learning Chalk and talk method, PowerPoint presentation and Animation videos methods. creating
Process real time stations in classroom discussions. Giving activities and assignments.
Module-5
Preventing and fighting against diseases for good health :
Process of infections and reasons for it, How to protect from different types of transmitted infections such
as….,
Current trends of socio economic impact of reducing your risk of disease, How to reduce risks for good
health,
Reducing risks and coping with chronic conditions, Management of chronic illness for Quality of life,
Health and Wellness of youth : a challenge for the upcoming future Measuring of health and wealth status.
Chalk and talk method, PowerPoint presentation and YouTube videos, Animation videos
Teaching-Learning
methods. creating real time stations in classroom discussions. Giving activities &
Process
assignments.
At the end of the course the student will be able :
CO 1: To understand Health and wellness (and its Beliefs)
CO 2: To acquire Good Health & It’s balance for positive mindset
CO 3: To inculcate and develop the healthy lifestyle habits for good health.
CO 4: To Create of Healthy and caring relationships to meet the requirements of MNC and LPG world
CO 5: To adopt the innovative & positive methods to avoid risks from harmful habits in their campus & outside the
campus.
CO 6: To positively fight against harmful diseases for good health through positive mindset.
2|Page
(methods of CIE need to be defined topic wise i.e.- Tests, MCQ, Quizzes, Seminar or micro project/Course
Project, Term Paper)
The student has to obtain a minimum of 35% of maximum marks in SEE and a minimum of 40% of
maximum marks in CIE. Semester End Exam (SEE) is conducted for 50 marks ( hours’ duration). Based
on this grading will be awarded.
The student has to score a minimum of 40% (40 marks out of 100) in the sum total of the CIE

(All testsare similar to the SEE pattern i.e question paper pattern is MCQ)
and POs for 20 Marks(duration 01 hours)
papers for subject
MCQ. The time allotted for SEE is 01 hours

1. Health Psychology (Second edition) by Charles Abraham, Mark Conner, Fiona Jones and Daryl O’Connor –
Published by Routledge 711 Third Avenue, New York, NY 10017.
2. Health Psychology - A Textbook, FOURTH EDITION by Jane Ogden McGraw Hill Education (India)
Private Limited - Open University Press
3. HEALTH PSYCHOLOGY (Ninth Edition) by SHELLEY E. TAYLOR - University of California, Los Angeles,
McGraw Hill Education (India) Private Limited - Open University Press
4. Scientific Foundations of Health (Health & Welness) - General Books published for university and
colleges references by popular authors and published by the reputed publisher.
1) SWAYAM / NPTL/ MOOCS/ We blinks/ Internet sources/ YouTube videos and other materials / notes
3|Page
 For active participation of students, instruct the students to prepare Flowcharts and Handouts
 Organizing Group wise discussions and Health issues based activities
 Quizzes and Discussions
 Seminars and assignments
4|Page
24.01.2022
II Semester
ADVANCED CALCULUS AND NUMERICAL METHODS
Course Code 21MAT21 CIE Marks 50
Course objectives: The goal of the course Advanced Calculus and Numerical Methods - 21MAT21
is,
 To facilitate the students with a concrete foundation of integral calculus.
 To facilitate the students with concrete foundation of vector calculus, partial differential
equations and numerical methods enabling them to acquire the knowledge of these
mathematical tools.
Teaching-Learning Process (General Instructions):

These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different type of innovative teaching methods
may be adopted so that the delivered lessons shall develop student’s theoretical and applied
mathematical skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples
3. Support and guide the students for self-study.
4. You will also be responsible for assigning homework, grading assignments and quizzes, and
documenting students' progress
5. Encourage the students for group learning to improve their creative and analytical skills
6. Show short related video lectures in following ways:
● As an introduction to new topics (pre-lecture activity).
● As a revision of topics (post-lecture activity).
● As additional examples (post-lecture activity).
● As an additional material of challenging topics (pre and post lecture activity).
● As a model solution of some exercises (post-lecture activity)
Module-1: Integral Calculus
Multiple Integrals: Evaluation of double and triple integrals, evaluation of double integrals by change
of order of integration, changing into polar coordinates. Applications to find: Area and Volume by
double integral. Problems.
Beta and Gamma functions: Definitions, properties, relation between Beta and Gamma functions.
Problems.
Self-Study: Center of gravity.
Module-2: Vector Calculus
Vector Differentiation: Scalar and vector fields. Gradient, directional derivative, curl and
divergence - physical interpretation, solenoidal and irrotational vector fields. Problems.
Vector Integration: Line integrals, Surface integrals. Applications to work done by a force and flux.
Statement of Green’s theorem and Stoke’s theorem. Problems.
Self-Study: Volume integral and Gauss divergence theorem.
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Module-3: Partial Differential Equations (PDE's)

Formation of PDE's by elimination of arbitrary constants and functions. Solution of non-
homogeneous PDE by direct integration. Homogeneous PDEs involving derivative with respect to
one independent variable only. Solution of Lagrange's linear PDE. Derivation of one-dimensional
heat equation and wave equation.
Self-Study: Solution of one-dimensional heat equation and wave equation by the method of
separation of variables.
Module-4: Numerical methods -1
Solution of polynomial and transcendental equations: Regula-Falsi and Newton-Raphson methods
(only formulae). Problems.
Finite differences, Interpolation using Newton’s forward and backward difference formulae, Newton’s
divided difference formula and Lagrange’s interpolation formula (All formulae without proof).
Problems.
Numerical integration: Simpson's (1/3)rd and (3/8)th rules(without proof). Problems.
Self-Study: Bisection method, Lagrange’s inverse Interpolation, Weddle's rule.
Module-5: Numerical methods -2
Numerical Solution of Ordinary Differential Equations (ODE’s):
Numerical solution of ordinary differential equations of first order and first degree: Taylor’s series
method, Modified Euler’s method, Runge-Kutta method of fourth order, Milne’s predictor-corrector
formula (No derivations of formulae). Problems.
Self-Study: Adam-Bashforth method.
Teaching-Learning Process Chalk and talk method/Power Point Presentation
Course outcomes (Course Skills Set)
After successfully completing the course, the student will be able to understand the topics:
 Apply the concept of change of order of integration and change of variables to evaluate
multiple integrals and their usage in computing the area and volume.
 Illustrate the applications of multivariate calculus to understand the solenoidal and irrotational
vectors and also exhibit the inter dependence of line, surface and volume integrals.
 Formulate physical problems to partial differential equations and to obtain solution for
standard practical PDE’s.
 Apply the knowledge of numerical methods in modelling of various physical and engineering
phenomena.
 Solve first order ordinary differential equations arising in engineering problems.
2/3
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examination(SEE).
course).

3/3
24.01.2022

Text Books
1. B.S. Grewal: “Higher Engineering Mathematics”, Khanna publishers, 44 th Ed.2018
2. E. Kreyszig: “Advanced Engineering Mathematics”, John Wiley & Sons, 10th Ed.(Reprint), 2016.
Reference Books:

2. Srimanta Pal & Subodh C. Bhunia: “Engineering Mathematics” Oxford University press,
3rd Reprint, 2016.
3. N.P Bali and Manish Goyal: “A text book of Engineering Mathematics” Laxmi Publications,
Latest edition
4. C. Ray Wylie, Louis C. Barrett: “Advanced Engineering Mathematics” McGraw – Hill
Book Co. Newyork, Latest ed.
5. Gupta C.B, Sing S.R and Mukesh kumar: “Engineering Mathematics for Semester I and
II”, Mc-Graw Hill Education(India) Pvt.Ltd. 2015
6. H.K.Dass and Er. Rajnish Verma: “Higher Engineering Mathematics” S. Chand Publication
(2014).
7. James Stewart: “Calculus” Cengage publications, 7th edition, 4th Reprint 2019.

 http://.ac.in/courses.php?disciplineID=111
 http://www.class-central.com/subject/math(MOOCs)
 http://academicearth.org/
 VTU e-Shikshana Program
 VTU EDUSAT Program

Activity Based Learning (Suggested Activities in Class) / Practical Based learning
 Quizzes
 Assignments
 Seminars
4/3
I/II Semester
ENGINEERING CHEMISTRY
Course Code 21CHE12/22 CIE Marks 50
Credits 03 Exam Hours 3Hour
Course Objectives: The course will enable the students to

CLO1: Impart the basic knowledge of chemistry and its principles involved in electrochemistry,
energy storage devices and its commercial applications.
CLO2: Understand the basic principles of corrosion and its prevention, metal finishing and its
technological importance
CLO3: Master the knowledge of synthesis, properties and utilization of engineering materials like
polymers & Nano materials.
CLO4: Apply the knowledge of Green Chemistry principles for production of chemical compounds.
understanding the concepts of alternative energy sources.
CLO5: Understand the basic concepts of water chemistry & theory, basic principle and applications
of volumetric analysis and analytical instruments.
Pedagogy (General Instructions):

outcomes.
1. Lecturer method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain methods of synthesis of nanomaterials.
4. Encourage collaborative (Group Learning) Learning in the class
5. Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes critical
thinking
6. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyse information rather than simply recall
it.
7. Topics will be introduced in a multiple representation.
Module-1
Electrochemistry and energy storage systems:
Electrochemistry: Introduction, EMF of cell, Free Energy, Single electrode potential-Derivation of
Nernst equation, Numerical problems based on Nernst Equation (E, E o & Ecell).
Reference Electrodes: Introduction, construction, working and applications of calomel electrode, ion
selective electrodes: Introduction, construction, working and applications of Glass electrode,
determination of pH using Glass electrode.
Energy storage Systems: Introduction, Classification of batteries (primary, secondary and reserved
batteries). Construction, working and applications of Li-ion batteries. Advantages of Li-ion battery as
1
an electrochemical energy system for electric vehicles. Recycling of Lithium-ion batteries by direct
cycling Method. Brief introduction of Na- ion battery.
Teaching Electrochemistry and energy systems-chalk and talk method, power point presentation.
Learning Practical topic: Determination of pKa value of weak acid using glass electrode.
Process Energy storage Systems-Power point presentation, youTube videos for Li-ion battery
construction and working.
Self-study material: Construction and working of classical batteries like Zn-MnO 2 and
Pb-PbO2 batteries
Module-2
Corrosion and Metal finishing:
Corrosion and it’s control:
Introduction, Electrochemical theory of corrosion, Factors affecting the rate of corrosion: ratio of anodic
to cathodic areas, nature of corrosion product, nature of medium – pH, conductivity and temperature.
Types of corrosion - Differential metal and differential aeration (pitting and water line). Corrosion
control: Anodizing – Anodizing of aluminum, Cathodic protection - sacrificial anode and impressed
current methods, Metal coatings – Galvanization. Corrosion Penetration Rate (CPR), numerical
problems on CPR.
Metal finishing: Introduction, technological importance. Electroplating: Introduction, Electroplating
of chromium (hard and decorative). Electroless plating: Introduction, distinction between
electroplating and electroless plating processes. Electroless plating of copper.
Teaching Chalk and talk method and power point presentation - Electrochemical theory of
corrosion, Factors affecting the rate of corrosion, Types of corrosion and corrosion
Learning control. Technological importance. Electroplating: Introduction, principle governing
Process
electroplating, polarization, decomposition potential and over voltage. Videos:
Electroplating of chromium, electroless plating of Nickel and copper
Self-learning material: Organic coatings: Paint, components of paints and their
functions. Varnish, definition, differences between paints varnishes.
Module-3
Engineering Materials
Polymers: Introduction, Synthesis and applications of Polyurethanes. Polymer composites-
Introduction, synthesis, properties & applications of Kevlar Fibre,
Conducting Polymers: Introduction, Synthesis & Mechanism of conduction in polyaniline and factors
influencing conductivity of organic polymers.
Biodegradable polymers: Introduction and their requirements. Synthesis, properties and applications
of Poly lactic acid.
Nanomaterials:
Introduction, size dependent properties (Surface area, Electrical, Optical and Catalytic properties).
Synthesis of nanomaterials: Top down and bottom-up approaches, Synthesis by Sol-gel, and
precipitation method, Nanoscale materials: Fullerenes, Carbon nanotubes and graphenes –brief
Explanation, properties and applications.
2
Teaching Chalk and talk method & Power point presentation - Polymers, Conducting Polymers,
Biodegradable polymers, nanomaterials
Learning Practical topics: Synthesis of nanomaterials by precipitation method
Process
Self-learning material: Classification of polymers, nanomaterial synthesis by chemical
vapor deposition.
Module-4
Green Chemistry and Alternative energy resources
Green Chemistry: Introduction, definition, Major environmental pollutants - Oxides Nitrogen, Sulphur
and Carbon (Mansion the impact of these pollutants on environment), Basic principles of green
chemistry -brief discussion on 12 principles of green chemistry.
Various green chemical approaches – Microwave synthesis, Bio catalysed reaction (only explanation
with examples),
Solvent-free reactions- advantages and conditions
Synthesis of typical organic compounds by conventional and green route;
i) Adipic acid – Conventional synthesis from Benzene, Green synthesis from glucose.
ii) Paracetamol- Conventional and Green synthesis from Phenol
Industrial applications of Green Chemistry
Green fuel: Hydrogen-production (Photo electrocatalytic and photo catalytic water splitting) and
applications in hydrogen fuel cells. Construction, working and applications of Methanol-Oxygen fuel
cell (H2SO4 as electrolyte).
Solar Energy:
Introduction, construction, working and applications of photovoltaic cell.
Teaching Chalk and talk/power point presentation - Basic principles of green chemistry
Learning Videos: Various green chemical approaches,
process Self-study material: Atom economy-synthesis of ethylene oxide and methyl
methacrylate. Advantages & disadvantages of photovoltaic cell.
Module-5
Water Chemistry, chemical analysis and Instrumental methods of analysis
Water chemistry:
Introduction, sources and impurities in water, Potable water; meaning and specifications (as per WHO
standards), Hardness of water, types, determination of hardness using EDTA titration, numerical
problems on hardness of water. Definition of Biological oxygen demand (BOD) and Chemical
Oxygen Demand (COD), determination of COD of waste water sample and Numerical problems on
COD.
Methods of Chemical Analysis:

Volumetric Analysis: Introduction, principles of titrimetric analysis, requirement of titrimetric
analysis, primary and secondary standards. Requirement of a primary standard solution, units of
standard solutions- Definition of normality, molarity, molality, mole fraction, ppm.
Instrumental methods of analysis:
Introduction, Theory, Instrumentation and applications of Colorimetry, Flame Photometry,
Potentiometry, Conductometry (Strong acid with strong base, weak acid with a strong base, mixture
of strong acid and a weak acid with a strong base)
Teaching Chalk and talk/power point presentation – principles of titrimetric analysis, requirement
of titrimetric analysis, Classification of titrimetric analysis, Ostwald’s theory of acid-base
3
Learning indicator taking phenolphthalein and methyl orange as examples. Instrumental methods of
process analysis.
Practical topic: Volumetric titrations, instrumental methods.
Self-study material- Types of volumetric titrations (Neutralization, redox and
complexometric),

CO1: Discuss the electrochemical energy systems such as electrodes and batteries.
CO2: Explain the fundamental concepts of corrosion, its control and surface modification methods
namely electroplating and electroless plating
CO3: Enumerate the importance, synthesis and applications of polymers. Understand properties
and application of nanomaterials.
CO4: Describe the principles of green chemistry, understand properties and application alternative
fuels.
CO5: Illustrate the fundamental principles of water chemistry, applications of volumetric and
analytical instrumentation.
4
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student
shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per

papers for the subject (duration 03 hours)
The students have to answer 5 full questions, selecting one full question from each module.y

Books
1. Uppal M.M, Jain and Jain. Engineering Chemistry, Khanna Publishers, 35 th Edition, 2013.
2. P.C. Jain and Monica Jain, A test Book of Engineering Chemistry, Dhanpat Rai Publications, New
Delhi, 12th Edition, 2012.
3. SS Dara & Dr. SS Umare. -A Text book of Engineering Chemistry, S Chand & Company Ltd., 12 th
Edition, 2011.
4. R.V. Gadag and Nitthyananda Shetty-A Text Book of Engineering Chemistry, I.K. International
Publishing house. 2nd Edition, 2016.
5
5. B.S. Jai Prakash, R. Venugopal, Sivakumaraiah& Pushpa Iyengar.,- Chemistry for Engineering
Students”, Subash Publications, Bangalore.5th Edition, 2014
6. F.W. Billmeyer, Text Book of Polymer Science, John Wiley & Sons, 4 th Edition, 1999.
7. M.G. Fontana, N.D. Greene, Corrosion Engineering, McGraw Hill Publications, New York, 3 rd
Edition, 1996.
8. Principles of Physical Chemistry , B.R. Puri, L.R. Sharma & M.S. Pathania, S. Nagin Chand &
Co., 41 Edition, 2004.
9. G.A. Ozin & A.C. Arsenault, “Nanotechnology A Chemical Approach to Nanomaterials”. RSC
Publishing, 2005.

 https://www.youtube.com/watch?v=faESCxAWR9k
 https://www.youtube.com/watch?v=TBqXMWaxZYM&list=PLyhmwFtznRhuz8L1bb3X-
9IbHrDMjHWWh
 https://www.youtube.com/watch?v=j5Hml6KN4TI
 https://www.youtube.com/watch?v=X9GHBdyYcyo
 https://www.youtube.com/watch?v=1xWBPZnEJk8
 https://www.youtube.com/watch?v=wRAo-M8xBHM.

 https://www.vlab.co.in/broad-area-chemical-sciences
 https://demonstrations.wolfram.com/topics.php
 https://interestingengineering.com/science
6
JBOS18.10.2021 /EC 30.10.2021
PROBLEM-SOLVING THROUGH PROGRAMMING

Course Code 21PSP23/13 CIE Marks 50
Course Objectives:
1. Elucidate the basic architecture and functionalities of a Computer
2. Apply programming constructs of C language to solve the real-world problems
3. Explore user-defined data structures like arrays, structures and pointers in
implementing solutions to problems
4. Design and Develop Solutions to problems using modular programming constructs
such as functions and procedures
These are sample Strategies, which teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecturer method (L) need not be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain the functioning of various concepts.
4. Ask at least three HOT (Higher-order Thinking) questions in the class, which
promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop design thinking skills such as the ability to design, evaluate, generalize, and
analyse information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible,
it helps improve the students' understanding.
Module-1
Introduction to Computer Hardware and Software: Computer generations, computer types,
bits, bytes and words, CPU, Primary memory, Secondary memory, ports and connections, input
devices, output devices, Computers in a network, Network hardware, Software basics, software
types.
Overview of C: Basic structure of C program, executing a C program. Constant, variable and
data types, Operators and expressions
Teaching-Learning Process: Chalk &board, Active Learning
Module-2
Managing Input and output operations. Conditional Branching and Loops. Example programs,
finding roots of a quadratic equation, computation of binomial coefficients, plotting of Pascal’s
triangle.
Teaching-Learning Process: Chalk & board, Active Learning, Problem based learning
Module-3
Arrays: Arrays (1-D, 2-D), Character arrays and Strings, Basic Algorithms: Searching and
Sorting Algorithms (Linear search, Binary search, Bubble sort and Selection sort).
Teaching-Learning Process: Chalk & board, MOOC, Active Learning
JBOS18.10.2021 /EC 30.10.2021
Module-4
User Defined Functions and Recursion.
Example programs: Finding Factorial of a positive integer, GCD of two numbers and Fibonacci
sequence.
Teaching-Learning Process: Chalk& board, Problem based learning
Module-5
Structures, Unions and Pointers, Pre-processor Directives and Example Programs like
Addition of two complex numbers using structures , compute the sum, mean and standard
deviation of all elements stored in an array of N real numbers using pointers.
Teaching-Learning Process: Chalk & board, MOOC
Course Outcomes (Course Skill Set)
1. Elucidate the basic architecture and functionalities of a computer and also recognize
the hardware parts.
2. Apply programming constructs of C language to solve the real world problem
3. Explore user-defined data structures like arrays in implementing solutions to
problems like searching and sorting
4. Explore user-defined data structures like structures, unions and pointers in
implementing solutions
5. Design and Develop Solutions to problems using modular programming constructs
using functions
shall be deemed to have satisfied the academic requirements and earned the credits allotted to
each subject/ course if the student secures not less than 35% ( 18 Marks out of 50)in the
semester-end examination(SEE), and a minimum of 40% (40 marks out of 100) in the sum total
of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of
100 marks and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for
any of the methods of the CIE. Each method of CIE should have a different syllabus portion of
the course).
JBOS18.10.2021 /EC 30.10.2021
CIE methods /question paper is designed to attain the different levels of Bloom’s

2. There will be 2 questions from each module. Each of the two questions under a
module (with a maximum of 3 sub-questions), should have a mix of topics under
that module.
Books
1. E. Balaguruswamy, Programming in ANSI C, 7th Edition, Tata McGraw-Hill
2. Brian W. Kernighan and Dennis M. Ritchie, The ‘C’ Programming Language, Prentice
Hall of India.
Reference:
1. Reema Thereja , Programming in C , Cengage publication,
1. elearning.vtu.ac.in/econtent/courses/video/BS/15PCD23.html
2. https://nptel.ac.in/courses/106/105/106105171/
MOOC courses can be adopted for more clarity in understanding the topics and verities
of problem solving methods.

1. Real world problem solving using group discussion. E.g., Electricity bill generation. etc.,
2. Demonstration of solution to a problem through programming.
3. Demonstration of simple project and motivating the students to develop similar type of
projects.
JBOS 18.10.2021 / EC 30.10.2021
I/II Semester
BASIC ELECTRONICS & COMMUNICATION ENGINEERING

Course Code 21ELN14/24 CIE Marks 50
Teaching Hours / Week (L: T:P:S) 2:2:0 SEE Marks 50
Course Objectives:
1. Preparation: To prepare students with fundamental knowledge/ overview in the field of
Electronics and Communication Engineering.
2. Core Competence: To equip students with a basic foundation in electronic engineering
fundamentals required for comprehending the operation and application of electronic
circuits, logic design, embedded systems, and communication systems.
3. Professionalism & Learning Environment: To inculcate in first-year engineering students
an ethical and professional attitude by providing an academic environment inclusive of
effective communication, teamwork, ability to relate engineering issues to a broader social
context, and life-long learning needed for a successful professional career.
These are sample Strategies; which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Arrange visits to nearby PSUs such as BHEL, BEL, ISRO, etc., and small-scale hardware
industries to give brief information about the electronics manufacturing industry.
3. Show Video/animation films to explain the functioning of various analog and digital circuits.
4. Encourage collaborative (Group) Learning in the class
thinking
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
Module I
Electronic Circuits:
Power Supplies – Block diagram, Rectifiers, Reservoir and smoothing circuits, Full-wave
rectifiers, Bi-phase rectifier circuits, Bridge rectifier circuits, Voltage regulators, Output resistance
and voltage regulation, Voltage multipliers.
Amplifiers – Types of amplifiers, Gain, Input and output resistance, Frequency response,
Bandwidth, Phase shift, Negative feedback, Multi-stage amplifiers.
JBOS 18.10.2021 / EC 30.10.2021
Operational amplifiers - Operational amplifier parameters, Operational amplifier characteristics,

Operational amplifier configurations, Operational amplifier circuits.
Oscillators – Positive feedback, Conditions for oscillation, Ladder network oscillator, Wein bridge
oscillator, Multivibrators, Single-stage astable oscillator, Crystal controlled oscillators.
(Only Concepts, working, and waveforms. No mathematical derivations)
Text 1: Chapters 6, 7, 8 and 9
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos, Animation of
Learning input and output waveforms of the op-amp circuits.
Process Practical Topics: Problems on voltage regulators, op-amp parameters,
oscillators.
Self-study topics: BJT amplifier types, comparison of BJT & FET.
Module II
Logic Circuits – Logic gates, Bistables, R-S Bistables, D-type Bistables, J-K Bistables. Text 1:
Chapter 10
Data representation, Data types, Data storage, A microcontroller system. Text 1: Chapter 11
Realization using basic gates and truth table the Half Adder (Text 4: Fig.11.11) and Full Adder
(Text 4: Table 11.5 & Fig. 11.13), Multiplexer (Text 4: 10.5.3) and decoder (Text 4: 10.5.4).
Shift registers, Register type – operation and truth table (Text 4: 13.2, 13.3), Counters and
asynchronous counters (Text 4: 13.5, 13.6)
Text 4: Fig. 11.11, Fig. 11.13, 10.5.3, 10.5.4, 13.2, 13.3, 13.5, 13.6
(No simplification of Boolean algebra, no K-maps. Only logic circuit, working and truth table)
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos, Animation of
Learning truth table and timing waveforms of the logic circuits especially flip flops, adders,
Process shift registers, and counters.
Practical Topics: Problems on data representation and types.
Self-study topics: Waveforms of counters, shift registers.
Module III
Embedded Systems – Definition, Embedded systems vs general computing systems, Classification
of Embedded Systems, Major application areas of Embedded Systems, Elements of an Embedded
System, Core of the Embedded System, Microprocessor vs Microcontroller, RISC vs CISC, Harvard
vs Von-Neumann. Text 2: 1.1, 1.2, 1.4, 1.5, Fig. 2.1, 2.1, 2.1.1.4, 2.1.1.6, 2.1.1.7.
Sensors and Interfacing – Instrumentation and control systems, Transducers, Sensors. Text 1:
Chapter 15
Actuators, LED, 7-Segment LED Display, Stepper Motor, Relay, Piezo Buzzer, Push Button Switch,
Keyboard. Text 2: 2.3.2, 2.3.3.1 to 2.3.3.8 except 2.3.3.3
Communication Interface, UART, Parallel Interface, USB, Wi-Fi, GPRS. Text 2: 2.4, 2.4.1.3,
2.4.1.5, 2.4.2.2, 2.4.2.6, 2.4.2.8.
Teaching- Chalk and talk method, Power Point Presentation, YouTube videos
Learning Pictures of sensors, actuators, microcontrollers (with manufacturer names)
Process
Self-study topics: Block diagrams of the architectures of RISC, CISC, Harvard and
Von-Neumann, Actuator types, LCD, Touch screen displays
JBOS 18.10.2021 / EC 30.10.2021
Module IV
Analog and Digital Communication – Modern communication system scheme, Information source, and
input transducer, Transmitter, Channel or Medium – Hardwired and Softwired, Noise, Receiver,
Multiplexing, Types of communication systems.
Text 3: 1.2, 1.2.1, 1.3, 1.4 – 1.4.1, 1.4.2, 1.5, 1.5.2, 1.6, 1.14, 1.15
From Summary portion of Chapter 1 of Text 3:

Types of modulation (only concepts) – AM (only 2.2, no 2.2.1 and rest), FM, Phase Modulation, Pulse
Modulation, PAM (Fig. 6.5b), PWM (Fig. 6.8), PPM, PCM.
Concept of Radio wave propagation (Ground, space, sky with Fig. 1.28)
From Summary portion of Chapter 6 – Digital Communication of Text 3:

Concepts of Sampling theorem, Nyquist rate, Digital Modulation Schemes (also see 6.12) – ASK, FSK,
PSK
Radio signal transmission – Text 3: 6A.1.1, Fig. 6A.1, Fig. 6A.3
Multiple access techniques – Text 3: 6A.1.4, 6A.1.5
Multipath and fading – Text 3: 6A.2.1
Error Management – Text 3: 6A.3.1, 6A.3.2
Antenna, Types of antennas – Text 3: 13.1, 13.3 (only definition and antenna model, exclude radiation
patterns).
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos
Learning
Self-study topics: Multiplexing techniques – TDM, FDM, CDM, WDM, OFDM
Process
Module V
Cellular Wireless Networks - Introduction, cellular telephone system, cellular concept and frequency
reuse. Text 3: 8.1, 8.2, 8.3
Wireless Network Topologies - First Generation (1G) Technology, Second Generation (2G) Technology,
GSM Communications, GSM System architecture, Third Generation (3G) Technology, CDMA
Technology, High-level architecture of LTE, Fourth Generation (4G) Technology, Wireless LAN,
Bluetooth, Bluetooth Architecture. Text 3: 8.4, 8.5, 8.6, 8.7, 8.7.2, 8.9, 8.10, 8.12, 8.15, 8.16, 8.17, 8.17.1
Satellite Communication – Elements of Satellite Communication, Types of satellites – GEO, LEO, MEO.
Text 3: 9.1, 9.4, 9.12 - 9.12.1, 9.12.2, 9.12.3
Optical Fiber Communication - A fiber optic Communication system. Text 3: 10.15 – 10.15.1 to 10.15.9
Microwave Communication – Introduction, Frequency modulated microwave communication system.
Text 3: 11.1, 11.7.1
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos
Learning
Self-study topics: 5G
Process
JBOS 18.10.2021 / EC 30.10.2021

1. Describe the concepts of electronic circuits encompassing power supplies, amplifiers and
oscillators.
2. Present the basics of digital logic engineering including data representation, circuits and the
microcontroller system with associated sensors and actuators.
3. Discuss the characteristics and technological advances of embedded systems.
4. Relate to the fundamentals of communication engineering spanning from the frequency spectrum
to the various circuits involved including antennas.
5. Explain the different modes of communications from wired to wireless and the computing
involved.
Proposed Activities to be carried out for 10 marks of CIE:
Students should construct and make the demo of the following circuits in a group of 3/4 students:
1. +5V power supply unit using Bridge rectifier, capacitor filter, and IC 7805.
2. To switch on/off an LED using a diode in forwarding / reverse bias using a battery cell.
3. Transistor switch circuit to operate a relay that switched off/on an LED.
4. IC 741 Integrator circuit / comparator circuit.
5. To operate a small loudspeaker by generating oscillations using IC 555.
Note: Following experiments to be executed using Multisim/Pspice/EDA/Proteus or any suitable
Software
Using suitable simulation software, demonstrate the operation of the following circuits:
1. Half / full-wave rectifier using diodes
2. Voltage multipliers
3. Op-amp circuits – inverting, non-inverting amplifiers, summers, differentiators, oscillators.
4. Flip-flops – all types
5. Shift registers and counters
6. AM and FM modulation and demodulation
The CIE marks awarded in the case of Laboratory shall be based on the weekly evaluation of laboratory
journals/ reports after the conduction of every experiment and one/ two practical test(s).
JBOS 18.10.2021 / EC 30.10.2021

2. There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that
module.
The students have to answer 5 full questions, selecting one full question from each modulewill be
uestions, selecting one full question from each module.

Text Books:
1. Mike Tooley, ‘Electronic Circuits, Fundamentals & Applications’, 4th Edition, Elsevier, 2015.
DOI https://doi.org/10.4324/9781315737980. eBook ISBN9781315737980
2. K V Shibu, ‘Introduction to Embedded Systems’, 2nd Edition, McGraw Hill Education (India),
Private Limited, 2016.
3. S L Kakani and Priyanka Punglia, ‘Communication Systems’, New Age International
Publisher, 2017. https://elib4u.ipublishcentral.com/pdfreader/communication-systems
4. D P Kothari, I J Nagrath, ‘Basic Electronics’, 2nd edition, McGraw Hill Education (India),
Private Limited, 2018.
Note: E-book versions are available at ‘https://www.knimbus.com/’ of the VTU consortium. Remote
login available through respective college IDs.
Developing electronic applications using Raspberry Pi – Text 1: Chapter 18
Google Drive Link

https://drive.google.com/drive/folders/1aTCPv2Bf5M-k40IAYfE0cgZwBjcpAZcR?usp=sharing
JBOS 18.10.2021 / EC 30.10.2021
ELEMENTS OF MECHANICAL ENGINEERING

Course Code 21EME15/25 CIE Marks 50
Teaching Hour/Week (L: T:P:S) 2:0:2:0 SEE Marks 50
Total Hours of Teaching-Learning 40 Total Marks 100

The course will enable the students to
CLO 1. Acquire a basic understanding role of Mechanical Engineering in the industry and
society
CLO 2. Acquire a basic understanding of the formation of steam and its industrial
application.
CLO 3. Acquire a basic understanding of renewable energy resources and basic concepts of
Hydraulic turbines.
CLO 4. Acquire knowledge of various engineering materials and metal joining techniques.
CLO 5. Acquire essential experience with heat transfer devices.
CLO 6. Acquire knowledge on automobile technology in transport application and basics
of Refrigeration and Air-Conditioning.
CLO 7. Acquire essential experience on basic Power transmission systems, including
mechanical linkages.
CLO 8. Acquire knowledge of basic concepts on manufacturing principles and machine
tools and their advancement.
Teaching-Learning Process (General Instruction):
1. Adopt different types of teaching methods to develop the outcomes through
PowerPoint presentations and Video demonstrations or Simulations.
2. Chalk and Talk method for Problem Solving.
3. Arrange visits to show the live working models other than laboratory topics.
4. Adopt collaborative (Group Learning) Learning in the class.
5. Adopt Problem Based Learning (PBL), which fosters students Analytical skills and
develops thinking skills such as evaluating, generalizing, and analyzing information.
6. Conduct Laboratory Demonstrations and Practical Experiments to enhance
experiential skills.
Module 1
Introduction to Mechanical Engineering (Overview only):
Role of Mechanical Engineering in Industries and Society- Emerging Trends and Technologies
in different sectors such as Energy, Manufacturing, Automotive, Aerospace, and Marine sectors
and contribute to the GDP.
Steam Formation and Application:
Formation of steam and thermodynamic properties of steam (Simple Problems using Steam
Tables), Applications of steam in industries namely, Sugar industry, Dairy industry, Paper
industry, Food processing industry for Heating/Sterilization, Propulsion/Drive, Motive,
Atomization, Cleaning, Moisturization, Humidification
Energy Sources and Power Plants:
Review of energy sources; Construction and working of Hydel power plant, Thermal power
plant, Nuclear power plant, Solar power plant, Tidal power plant, Wind power plant.
Introduction to basics of Hydraulic turbines and pumps:
Page 1 of 5
JBOS 18.10.2021 / EC 30.10.2021
Principle and Operation of Hydraulic turbines, namely, Pelton Wheel, Francis Turbine and
Kaplan Turbine. Introduction to working of Centrifugal Pump.
Laboratory Components:
1. Visit any one Conventional or Renewable Energy Power Plant and prepare a
comprehensive report.
2. Demonstration of Components of any one Turbo-machine through Cut Sections.
3. Visit to an Industry using steam for their process and prepare a comprehensive report.
Teaching- 1. Power-point Presentation,
Learning 2. Video demonstration or Simulations,
Process 3. Chalk and Talk are used for Problem Solving (In-general).
4. Laboratory Demonstrations and Practical Experiments
Module 2
Properties, Composition, and Industrial Application of Engineering Materials:
Metals-Ferrous: Tool steels and stainless steels. Non-ferrous /metals: aluminum alloys.
Ceramics- Glass, optical fiber glass, cermets. Composites- Fiber reinforced composites, Metal
matrix Composites. Smart materials- Piezoelectric materials, shape memory alloys,
semiconductors, and super-insulators.
Metal Joining Processes:
Soldering, Brazing and Welding: Definitions. Classification and methods of soldering,
brazing, and welding. Brief description of arc welding, Oxy-acetylene welding, Introduction to
TIG welding and MIG welding.
Heat Transfer Applications:
Review of modes of Heat Transfer; Automobile Radiators; Condensers and evaporators of
refrigeration systems; Cooling of Electrical and Electronic Devices; Active, Passive, and Hybrid
Cooling.
Laboratory Components
1. One exercise each involving Welding, Soldering, and Brazing.
2. Study oxy-acetylene gas flame structure and its application to gas welding
3. Demonstration of anyone Heat transfer application device and prepare a comprehensive
report.
Teaching- 1. PowerPoint Presentation,
Learning 2. Video demonstration or Simulations,
Process 3. Chalk and Talk are used for Problem Solving (In-general).
Module 3
Fundamentals of IC Engines:
Review of Internal Combustion Engines, 2-Strokes and 4-Strokes engines, Components and
working principles, Application of IC Engines in Power Generation, Agriculture, Marine and
Aircraft Propulsion, Automobile.
Insight into future mobility technology; Electric and Hybrid Vehicles, Components of
Electric and Hybrid Vehicles, Drives and Transmission. Advantages and disadvantages of EVs
and Hybrid vehicles.
Refrigeration and Air-Conditioning:
Principle of refrigeration, Refrigeration effect, Ton of Refrigeration, COP, Refrigerants and their
desirable properties. Principles and Operation of Vapor Compression and Vapor absorption
refrigeration. Domestic and Industrial Applications of Refrigerator.
Page 2 of 5
JBOS 18.10.2021 / EC 30.10.2021
Working Principles of Air Conditioning, Classification, and Applications of Air Conditioners.

Concept and operation of Centralized air conditioning system,
1. Study of Engine Components through Cut Sections
2. Demonstrate Components and Working principles of Domestic Refrigerator and prepare a
comprehensive report OR Study/visit any commercial centralized Air-Conditioning unit,
understand various components and operations, and prepare a comprehensive report.
Learning 2. Chalk and Talk are used for Problem Solving (In-general).
Process 3. Video demonstration or Simulations,
Module 4
Mechanical Power Transmission:
Gear Drives: Types - spur, helical, bevel, worm and rack and pinion, velocity ratio,
Gear Trains and their application: simple and compound Gear Trains, Simple numerical
problems on Gear trains involving velocity ratios
Belt Drives: Components of belt drive and concept of velocity ratio; Types of belt drives, Flat-
Belt Drive, V-Belt Drive and Application of Belt Drives.
Simple numerical problems on Belt drives involving velocity ratios,
Concept of Chain, Rope drives and their applications
Fundamentals of Mechanical Linkages: Definitions of Machines and Mechanisms.
Applications of linear motion, oscillatory motion, rotary motion, ratchet and latches, clamping,
reverse motion, pause and hesitation, loading and unloading Mechanisms.
Introduction to Robotics:
Robot anatomy, Joints & links, common Robot configurations. Applications of Robotics in
Material Handling, Processing, Assembly, and Inspection.
1. Demonstration of the machine consists of Gear Trains.
2. Demonstration of various elementary mechanisms and their motion.
3. Demonstration of any one model of Robot
Learning 2. Chalk and Talk are used for Problem Solving (In-general)..
Process 3. Video demonstration or Simulations,
Module 5
Fundamentals of Machine Tools and Operations:
Fundamentals of Machining and machine tools,
Construction and Working Principle of Lathe, Various Lathe Operations: Turning, Facing, Taper
Turning and Knurling.
Construction and Working of Milling Machines and applications.
Construction and working of simple Drilling Machines and applications.
(Sketches of layout need not be dealt with for all machine tools)
Introduction to Modern Manufacturing Tools and Techniques:
CNC: Introduction, components of CNC, advantages and applications of CNC, CNC Machining
centres and Turning Centers
Concepts of Smart Manufacturing and Industrial IoT.
Page 3 of 5
JBOS 18.10.2021 / EC 30.10.2021
Introduction to Mechatronics: Concept of open-loop and closed-loop systems, Examples of

Mechatronic systems and their working principle.
1. Demonstration of developing one model involving Lathe, Milling and Drilling
2. Study/Visit an Industry using CNC/ modern techniques and submit a report
3. Carry out a Case study on anyone Mechatronics device and prepare a comprehensive
report.

Learning 2. Chalk and Talk are used for Problem Solving (In-general).
Process 3. Students are encouraged to practice only line diagrams for exams.
4. Video demonstration or Simulations,
Course Outcomes:
At the end of the course, the student will be able to:
CO 1. Understand basic concepts of mechanical engineering in the fields of energy and its
utilization, materials technology, manufacturing techniques, and transmission
systems through demonstrations.
CO 2. Understand the application of energy sources in Power generation and utilization,
Engineering materials, manufacturing, and machining techniques leading to the latest
advancements and transmission systems in day to day activities
CO 3. Apply the skills in developing simple mechanical elements and processes
Assessment Details both (CIE and SEE):
marks). A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 35% (18 Marks out
of 50) in the semester-end examination(SEE), and a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together
Continuous Internal Evaluation: Theory: 30marks and Lab Component: 20 marks=
Total 50 marks
1. Topics taught by Lecture hours need to be assessed by
2. Three tests each for a duration of one hour and an average of the marks scored is
reduced to 20
3. Any two Activities Namely quizzes, Assignment, seminar/ presentation, mini-project
leading to demonstration will be considered for 10 marks.
4. Practical Sessions need to be assessed by appropriate rubrics and viva-voce methods.
This will contribute to 20 marks. Note: Minimum of 80% of the laboratory
components have to be covered.
o Rubrics for each Experiment taken average for all Lab components – 15 Marks
o Viva-Voce– 5 Marks (more emphasized on demonstration topics)
 The question paper will have ten questions. Each question is set for 20 marks.
Page 4 of 5
JBOS 18.10.2021 / EC 30.10.2021
 There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module..
Books:
1. Elements of Mechanical Engineering, K R Gopala Krishna, Subhash Publications, 2008
2. Non-Conventional Energy Sources, G.D Rai, Khanna Publishers, 2003
3. Elements of Workshop Technology (Vol. 1 and 2), Hazra Choudhry and Nirzar Roy, Media
Promoters and Publishers Pvt. Ltd., 2010.
4. An Introduction to Mechanical Engineering, Jonathan Wickert and Kemper Lewis, Third
Edition, 2012
5. Turbo Machines, M. S. Govindegowda and A. M. Nagaraj, M. M. Publications 7Th Ed, 2012
6. Manufacturing Technology- Foundry, Forming and Welding, P.N.Rao Tata McGraw Hill 3rd
Ed., 2003.
7. Internal Combustion Engines, V. Ganesan, Tata McGraw Hill Education; 4th edition, 2017
8. Robotics, Appu Kuttan KK K. International Pvt Ltd, volume 1
9. Web-links
 (https://www.tlv.com/global/TI/steam-theory/principal-applications-for-steam.html
 https://www.forbesmarshall.com/Knowledge/SteamPedia/About-
Steam/Fundamental-Applications-of-Steam
 https://rakhoh.com/en/applications-and-advantages-of-steam-in-manufacturing-
and-process-industry/)
 Videos | Makino (For Machine Tool Operation)
 mechanisms and mechanical devices 4e.pdf (e-book- Mechanical Linkages)
Additional References:
10. Basic and Applied Thermodynamics, P.K.Nag, Tata McGraw Hill 2nd Ed., 2002
11. Standard Handbook of Machine Design, Joseph E Shigley; Charles R Mischke,
Thomas H Brown, Jr., McGraw-Hill, New York, 2004.
12. Thermal Management in Electronic Equipment, HCL Technologies, 2010
13. Thermal Management of Microelectronic Equipment, L. T. Yeh and R. C. Chu, ASME
Press, New York, 2002
14. Fundamentals of Robotics: Analysis and Control, Robert J. Schilling, Pearson Education
(US).
Page 5 of 5
24.01.2022
ENGINEERING CHEMISTRY LABORATORY

Course Code 21CHEL16/26 CIE Marks 50
Credits 01 Exam Hours 3hrs
Course objectives:
CLO1 Quantitative analysis of materials by volumetric and chemical method.
CLO2 Instrumental methods for developing experimental skills in building technical competence
Sl.N Instrumentation Experiments

O
1 Estimation of FAS Potentiometrically using standard K2Cr2O7 solution.
2 Estimation of Acids in acid mixture Conductometrically.
3 Determination of Viscosity coefficient of a given liquid using Ostwald’s viscometer
4 Estimation of copper Colorimetrically.
5 Determination of pKa value of a given weak acid using pH meter
Volumetric experiments
1 Estimation of Total hardness of water by EDTA complexometric method.
2 Determination of Nickel using EDTA by complexometric method
3 Determination of percentage of copper in brass using standard sodium thiosulphate solution.
4 Determination of Chemical oxygen demand of industrial waste water.
5 Estimation of percentage of iron in the given rust solution using standard Potassium Dichromate
solution (External indicator method)
Demonstration Experiments (For CIE only)
1 Estimation of Sodium & Potassium in the given sample of water using Flame Photometer.
2 Synthesis of nanomaterial by Precipitation method.
CO1 Determine the pKa and coefficient of Viscosity of a given organic liquid.
CO2 Estimate the amount of substance present in the given solution using Potentiometer Conductometric
and Colorimetric.
CO3 Determine the total hardness and chemical oxygen demand in the given solution by volumetric
analysis method
CO4 Estimate the percentage of Nickel, copper and Iron in the given analyte solution by titration method.
CO5 Demonstrate flame photometric estimation of sodium & potassium and the synthesis of
nanomaterials by Precipitation method.
24.01.2022

course. The student has to secure not less than 35% (18 Marks out of 50) in the semester-end
examination(SEE).
marks).
8th week of the semester and the second test shall be conducted after the 14th week of the
semester.
ability. Rubrics suggested in Annexure-II of Regulation book
The Sum of scaled-down marks scored in the report write-up/journal and average marks
of two tests is the total CIE marks scored by the student.
Text Books:
1 Vogel’s A.I. A text book of quantitative analysis, 35th edition, 2012.
2 Willard, Merit, Dean and Settle, A text book of Instrumental analysis, 6th edition 2012.
Reference books:
1. G.H Jeffery, J Bassett, J Mendham and R.C. Denney Vogel’s A.I. A text book of quantitative analysis,
Dorling Kindersley (India) Pvt., Ltd. 35th edition, 2012.
2. Gary D Christian, Analytical Chemistry, Wiley India, 6th edition, 2015.
3. T. Pradeep, A Text book of Nanoscience and Nanotechnology, McGraw Hill Education (India) Pvt., Ltd., 1st
edition, 2015
I/II Semester
COMPUTER PROGRAMMING LABORATORY

Course Code 21CPL27/17 CIE Marks 50
Total Hours of Pedagogy -- Total Marks 100
Course Objectives:
1. Explain problem statements and identify appropriate solutions
2. Demonstrate the use of IDE, C Compiler, and identify and rectify the syntax and syntactic
errors during programming.
3. Development of algorithms and programs using constructs of C programming language
4. Reporting the observations
Sl. No. Practise Programs
 Calculation of Simple Interest,
 Check whether the given number is even or odd
 Convert string case
 Check for palindrome, prime number, perfect square.
 Development of linear search algorithm Etc…
PART A – List of problems for which student should develop program and execute in
the Laboratory
1 Simulation of a SimpleCalculator.
Compute the roots of a quadratic equation by accepting the coefficients. Print appropriate
2
messages.
An electricity board charges the following rates for the use of electricity: for the first 200
units 80 paise per unit: for the next 100 units 90 paise per unit: beyond 300 units Rs 1 per
3 unit. All users are charged a minimum of Rs. 100 as meter charge. If the total amount is
more than Rs 400, then an additional surcharge of 15% of total amount is charged. Write a
program to read the name of the user, number of units consumed and print out the charges.
4 Implement Binary Search on Integers / Names.
5 Implement Matrix multiplication and validate the rules of multiplication.
Compute sin(x)/cos(x) using Taylor series approximation. Compare your result with the
6
built-in library function. Print both the results with appropriate inferences.
7 Sort the given set of N numbers using Bubble sort.
Write functions to implement string operations such as compare, concatenate, string
8
length. Convince the parameter passing techniques.
Implement structures to read, write and compute average- marks and the students scoring
9
above and below the average marks for a class of N students.
Develop a program using pointers to compute the sum, mean and standard deviation of all
10
elements stored in an array of N real numbers.
11 Implement Recursive functions for Binary to Decimal Conversion.
PART B – Practical Based Learning
A problem statement for each batch is to be generated in consultation with the co-examiner
1 and student should develop an algorithm, program and execute the program for the given
problem with appropriate outputs.
Course Outcome (Course Skill Set)

1. Define the problem statement and identify the need for computer programming
2. Make use of C compiler, IDE for programming, identify and correct the syntax and syntactic
errors in programming
3. Develop algorithm, flowchart and write programs to solve the given problem
4. Demonstrate use of functions, recursive functions, arrays, strings, structures and pointers in
problem solving.
5. Document the inference and observations made from the implementation.
examination (SEE).
 Each experiment to be evaluated for conduction with observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed
by the faculty who is handling the laboratory session and is made known to students at the
beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-
up will be evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th
week of the semester and the second test shall be conducted after the 14 th week of the semester.
 The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is
the total CIE marks scored by the student.
 SEE marks for the practical course is 50 Marks.

 SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the University
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
evaluation rubrics shall be decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly
by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
 Students can pick one experiment from the questions lot of PART A with equal choice to all the
students in a batch. For PART B examiners should frame a question for each batch, student
should develop an algorithm, program, execute and demonstrate the results with appropriate
output for the given problem.
 Weightage of marks for PART A is 80% and for PART B is 20%.General rubrics suggested to be
followed for part A and part B.
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to
be made zero (Not allowed for Part B).
 The duration of SEE is 03 hours
1. YashavanthKanetkar, Let us C, Authentic Guide to C Programming Langauge, bpb publisher,
17th Edition, 2020.
2. Herbert Schildt, C: The complete reference, Mc Graw Hill, 4th Edition, 2017
3. Programming in C , Reema Theraja

1. http://elearning.vtu.ac.in/econtent/courses/video/BS/14CPL16.html
Professional Writing Skills in English
II Semester - BE
Course Code 21EGH28 CIE Marks 50

Credits 02 Exam Hours 2 hour
Course objectives:
The course (21EGH28) will enable the students ,
 To Identify the Common Errors in Writing and Speaking of English.
 To Achieve better Technical writing and Presentation skills for employment.
 To read Technical proposals properly and make them to Write good technical reports.
 Acquire Employment and Workplace communication skills.
 To learn about Tequniqes of Information Transfer through presentation in different level.
Language Lab : To augment LSRW, grammar and Vocabulary skills (Listening, Speaking, Reading,
Writing and Grammar, Vocabulary) through tests, activities, exercises etc., comprehensive web-based learning and
assessment systems can be referred as per the AICTE / VTU guidelines.

 Teachers shall adopt suitable pedagogy for effective teaching - learning process. The pedagogy shall
involve the combination of different methodologies which suit modern technological tools and software’s
to meet the present requirements of the Global employment market.
(viii) Use of audio visual methods through language Labs in teaching of of LSRW skills.
 Apart from conventional lecture methods, various types of innovative teaching techniques through videos,
animation films may be adapted so that the delivered lesson can progress the students In theoretical
applied and practical skills in teaching of communicative skills in general.
Module-1
Identifying Common Errors in Writing and Speaking English :

 Advanced English Grammar for Professionals with exercises, Common errors identification in parts of
speech, Use of verbs and phrasal verbs, Auxiliary verbs and their forms, Subject Verb Agreement (Concord
Rules with Exercises).
 Common errors in Subject-verb agreement, Noun-pronoun agreement, Sequence of Tenses and errors
identification in Tenses. Advanced English Vocabulary and its types with exercises – Verbal Analogies,
Words Confused/Misused.
Teaching -
Chalk and talk method, Power Point presentation to teach Communication skills (LSRW Skills),
Learning
Creating real time stations in classroom discussions, Giving activities and assignments (Connecting
Process
Campus & community with companies real time situations).
1|Page
Module-2
Nature and Style of sensible writing :
 Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of
Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common
Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence
arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and
Paraphrasing.
 Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words,
Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
Teaching- Chalk and talk method, PowerPoint presentation and Animation videos to teach phonetics in
Learning Practical method, creating real time stations in classroom discussions, Giving activities and
Process assignments (Connecting Campus & community with companies real time situations).
Module-3
Technical Reading and Writing Practices :

 Reading Process and Reading Strategies, Introduction to Technical writing process,
Understanding of writing process, Effective Technical Reading and Writing Practices , Introduction to
Technical Reports writing, Significance of Reports, Types of Reports.
 Introduction to Technical Proposals Writing, Types of Technical Proposals, Characteristics of Technical
Proposals. Scientific Writing Process.
 Grammar – Voice and Speech (Active and Passive Voices) and Reported Speech, Spotting Error Exercises,
Sentence Improvement Exercises, Cloze Test and Theme Detection Exercises.
Teaching- Chalk and talk method, Power Point presentation to teach Grammar, Animation videos on
Learning communication and language skills, creating real time stations in classroom discussions, Giving
Process activities and assignments (Connecting Campus & community with companies real time situations).
Module-4
Professional Communication for Employment :
 The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding
and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener.
 Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading.
 Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment,
Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume
for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos
(Types of Memos) and other recent communication types.
Chalk and talk method, PowerPoint presentation to teach Grammar and phonetics, Animation
Teaching-
Learning
Process
situations).
Module-5
Professional Communication at Workplace :
 Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group
Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics,
Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills -
Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. Non-
Verbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI.
 Presentation skills and Formal Presentations by Students - Importance, Characteristics,
Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical
Sessions in class by Students).
2|Page
Chalk and talk method, Power Point presentation to teach Grammar and phonetics, Animation
Teaching-
Learning
Process
situations).
At the end of the course (21EGH28) the student will be able :
1. To understand and identify the Common Errors in Writing and Speaking.
2. To Achieve better Technical writing and Presentation skills.
3. To read Technical proposals properly and make them to Write good technical reports.
4. Acquire Employment and Workplace communication skills.
5. To learn about Techniques of Information Transfer through presentation in different level.
3|Page
Continuous internal evaluation (CIE) needs to be conducted for 50 marks like Engineering courses. The
weight age of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
student has to obtain a minimum of 40% of maximum marks in CIE and 35% of maximum marks in SEE
to pass. MCQ Pattern (Multiple Choice Questions) Semester End Exam (SEE) is conducted for 50 marks
(120 minutes duration). Based on this grading will be awarded.
Continuous Internal Evaluation (CIE) :
All the tests are preferred similar to SEE pattern; however, the teacher may follow test pattern
similar to other theory courses of Engineering
Semester End Examination (SEE) :

MCQ. The time allotted for SEE is 120 minutes. Marks scored are scaled down to 50 Marks.
(Time duration may be made 90 minutes to train the students for engineering / non-engineering
competitive examination)
1. Professional Writing Skills in English has become a very important component in all engineering
and non-engineering competitive examinations. In exams like GRE, TOEFL, IELTS and GATE exam,
all state and Central Government recruitment examinations, placement tests and other
Examinations, so the pattern of question paper, in general, will be in multiple-choice question
(MCQ) Pattern. So, to meet the relevance of the recruitment requirement of our Engineering
students “Professional writing skill in English” Semester end examination (SEE) will be conducted
in a multiple choice question (MCQ) pattern.
2. MCQ Pattern (Multiple Choice Questions) Semester End Exam (SEE) is conducted for 50 marks
(120 minutes duration).
4|Page
Suggested Learning Resources :
1. A Course in Technical English, Cambridge University Press – 2020.
2. Functional English (As per AICTE 2018 Model Curriculam) Cengage learning India Pvt Limited [Latest
Revised Edition] - 2020.
3. Communication Skills by Sanjay Kumar and Pushp Lata, Oxford University Press - 2018. Refer it’s
workbook for activities and exercises – “Communication Skills – I (A Workbook)” published by Oxford University Press
– 2018.
4. Professional Writing Skills in English, Infinite Learning Solutions – (Revised Edition) 2021.
5. Technical Communication – Principles and Practice, Third Edition by Meenakshi Raman and Sangeetha
Sharma, Oxford University Press 2017.
6. High School English Grammar & Composition by Wren and Martin, S Chandh & Company Ltd – 2015.
7. Effective Technical Communication – Second Edition by M Ashraf Rizvi, McGraw Hill Education (India)
Private Limited – 2018.
8. Intermediate Grammar, Usage and Composition by M.L.Tichoo, A.L.Subramanian, P.R.Subramanian,
Orient Black Swan – 2016.

 For active participation of students instruct the students to prepare Flowcharts and Handouts
 Organising Group wise discussions Connecting to placement activities
 Quizzes and Discussions, Seminars and assignments
5|Page
KM09032022 1
VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E. in Artificial Intelligence and Machine Learning
Scheme of Teaching and Examinations2021
Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 - 22)
III SEMESTER
Teaching Hours /Week Examination
Department (TD)
and Question
Paper Setting
Board (PSB)
Self -Study
Practical/
Teaching
Drawing
Tutorial
Total Marks
Lecture
Duration in
Theory
SEE Marks
Credits
CIE Marks
Sl. Course and
hours
Course Title
No Course Code
L T P S
BSC Transform Calculus, Fourier Series
Maths 3 0 0 03 50 50 100 3
1 21MAT31 and Numerical Techniques
IPCC
2 Data Structures and its Applications 3 0 2 03 50 50 100 4
21CS32
IPCC
3 Analog and Digital Electronics 3 0 2 03 50 50 100 4
21CS33 Any CS Board
PCC Computer Organization and Department
4 3 0 0 03 50 50 100 3
21CS34 Architecture
PCC Object Oriented Programming with
5 0 0 2 03 50 50 100 1
21CSL35 JAVA Laboratory
UHV Any Department
6 Social Connect and Responsibility 0 0 1 01 50 50 100 1
21UH36
HSMC
Samskrutika Kannada
21KSK37/47
HSMC
Balake Kannada TD and PSB:
7 21KBK37/47 1 0 0 01 50 50 100 1
HSMC
OR
HSMC Constitution of India and
21CIP37/47 Professional Ethics
TD: Concerned If offered as Theory Course
AEC 01
department 1 0 0
8 21CS38X/21 Ability Enhancement Course - III 50 50 100 1
PSB: Concerned If offered as lab. course
CSL38X 02
Board 0 0 2
Total 400 400 800 18
All students have to register for any one of the course namely
NMDC National Service Scheme
NSS National Service Scheme, Physical Education (PE)(Sports and
21NS83 (NSS)
Scheduled activities for
Athletics) and Yoga with the concerned coordinator of the course

III to VIII semesters
during the first week of III semester. The activities shall be carried
NMDC Physical Education (PE) out from (for 5 semesters) between III semester to VIII semester.
PE
21PE83 (Sports and Athletics) SEE in the above courses shall be conducted during VIII semester
9
examinations and the accumulated CIE marks shall be added to the
SEE marks. Successful completion of the registered course is
NMDC mandatory for the award of the degree.
21YO83 Yoga Yoga The events shall be appropriately scheduled by the colleges and the
same shall be reflected in the colander prepared for the NSS, PE and
Yoga activities.
Course prescribed to lateral entry Diploma holders admitted to III semester B.E./B.Tech programs
NCMC
1 Additional Mathematics - I Maths 02 02 -- -- --- 100 --- 100 0
21MATDIP31
Note: BSC: Basic Science Course, IPCC: Integrated Professional Core Course, PCC: Professional Core Course, INT –Internship, HSMC: Humanity and
Social Science & Management Courses, AEC–Ability Enhancement Courses. UHV: Universal Human Value Course.
L –Lecture, T – Tutorial, P- Practical/ Drawing, S – Self Study Component, CIE: Continuous Internal Evaluation, SEE: Semester End Examination. TD-
Teaching Department, PSB: Paper Setting department
21KSK37/47 Samskrutika Kannada is for students who speak, read and write Kannada and 21KBK37/47 Balake Kannada is for non-Kannada speaking,
reading, and writing students.
Integrated Professional Core Course (IPCC): Refers to Professional Theory Core Course Integrated with Practical’s of the same course. Credit for IPCC
can be 04 and its Teaching–Learning hours (L : T : P) can be considered as (3 : 0 : 2) or (2 : 2 : 2). The theory part of the IPCC shall be evaluated both
by CIE and SEE. The practical part shall be evaluated by only CIE (no SEE). However, questions from the practical part of IPCC shall be included in the
SEE question paper. For more details, the regulation governing the Degree of Bachelor of Engineering /Technology (BE/B.Tech.) 2021-22 may be
referred.
KM09032022 2
21INT49 Inter/Intra Institutional Internship: All the students admitted to engineering programs under the lateral entry category shall have to
undergo a mandatory 21INT49 Inter/Intra Institutional Internship of 03 weeks during the intervening period of III and IV semesters. The internship
shall be slated for CIE only and will not have SEE. The letter grade earned through CIE shall be included in the IV semester grade card. The internship
shall be considered as a head of passing and shall be considered for vertical progression and for the award of degree. Those, who do not take up /
complete the internship shall be declared fail and shall have to complete during subsequently after satisfying the internship requirements. The faculty
coordinator or mentor shall monitor the students’ internship progress and interact with them for the successful completion of the internship.
Non–credit mandatory courses (NCMC):

(A) Additional Mathematics I and II:
(1) These courses are prescribed for III and IV semesters respectively to lateral entry Diploma holders admitted to III semester of B.E./B.Tech.,
programs. They shall attend the classes during the respective semesters to complete all the formalities of the course and appear for the Continuous
Internal Evaluation (CIE). In case, any student fails to register for the said course/fails to secure the minimum 40 % of the prescribed CIE marks,
he/she shall be deemed to have secured an F grade. In such a case, the student has to fulfill the course requirements during subsequent semester/s
to earn the qualifying CIE marks. These courses are slated for CIE only and has no SEE.
(2) Additional Mathematics I and II shall not be considered for vertical progression as well as for the calculation of SGPA and CGPA, but completion of
the courses shall be mandatory for the award of degree.
(3) Successful completion of the courses Additional Mathematics I and II shall be indicated as satisfactory in the grade card. Non-completion of the
courses Additional Mathematics I and II shall be indicated as Unsatisfactory.
(B) National Service Scheme/Physical Education (Sport and Athletics)/ Yoga:
(1) Securing 40 % or more in CIE,35 % or more marks in SEE and 40 % or more in the sum total of CIE + SEE leads to successful completion of the
registered course.
(2) In case, students fail to secure 35 % marks in SEE, they have to appear for SEE during the subsequent examinations conducted by the University.
(3) In case, any student fails to register for NSS, PE or Yoga/fails to secure the minimum 40 % of the prescribed CIE marks, he/she shall be deemed to
have not completed the requirements of the course. In such a case, the student has to fulfill the course requirements during subsequent semester/s
to earn the qualifying CIE marks.
(4) Successful completion of the course shall be indicated as satisfactory in the grade card. Non-completion of the course shall be indicated as
Unsatisfactory.
(5) These courses shall not be considered for vertical progression as well as for the calculation of SGPA and CGPA, but completion of the courses shall
be mandatory for the award of degree.
Ability Enhancement Course - III
21CSL381 Mastering Office 21CS383
21CS382 Programming in C++ 21CS384
KM09032022 3

Outcome-Based Education (OBE) and Choice Based Credit System (CBCS)
IV SEMESTER
Department (TD)
and Question
Paper Setting
Board (PSB)
Self -Study
Practical/
Teaching
Drawing
Tutorial
Total Marks
Lecture
Duration in
Theory
SEE Marks
Credits
CIE Marks
Sl. Course and
hours
Course Title
No Course Code
L T P S
BSC Mathematical Foundations for
1 Maths 2 2 0 03 50 50 100 3
21CS41 Computing
IPCC
2 Design and Analysis of Algorithms 3 0 2 03 50 50 100 4
21CS42
IPCC Microcontroller and Embedded Any CS Board
3 3 0 2 03 50 50 100 4
21CS43 Systems Department
PCC
4 Operating Systems 2 2 0 03 50 50 100 3
21CS44
AEC BT, CHE, PHY
5 Biology For Engineers 2 0 0 02 50 50 100 2
21BE45
PCC Any CS Board
6 Python Programming Laboratory 0 0 2 03 50 50 100 1
21CSL46 Department
HSMC
Samskrutika Kannada
21KSK37/47
HSMC
Balake Kannada
7 21KBK37/47 HSMC 1 0 0 01 50 50 100 1
OR
HSMC Constitution of India & Professional
21CIP37/47 Ethics
TD and PSB: If offered as theory Course
AEC 01
Concerned 1 0 0
8 21CS48X/21C Ability Enhancement Course- IV 50 50 100 1
department If offered as lab. course
SL48X 02
0 0 2
9 UHV Any
Universal Human Values 1 0 0 01 50 50 100 1
21UH49 Department
Completed during the
intervening period of II
and III semesters by
Evaluation By students admitted to first
INT the year of BE./B.Tech and
10 Inter/Intra Institutional Internship 3 100 -- 100 2
21INT49 appropriate during the intervening
authorities period of III and IV
semesters by Lateral entry
students admitted to III
semester.
Total 550 450 1000 22
Course prescribed to lateral entry Diploma holders admitted to III semester of Engineering programs
NCMC
1 Additional Mathematics - II Maths 02 02 -- -- -- 100 -- 100 0
21MATDIP41
Note: BSC: Basic Science Course, IPCC: Integrated Professional Core Course, PCC: Professional Core Course, AEC –Ability Enhancement Courses,
HSMC: Humanity and Social Science and Management Courses, UHV- Universal Human Value Courses.
L –Lecture, T – Tutorial, P- Practical/ Drawing, S – Self Study Component, CIE: Continuous Internal Evaluation, SEE: Semester End Examination.
21KSK37/47 Samskrutika Kannada is for students who speak, read and write Kannada and 21KBK37/47 Balake Kannada is for non-Kannada speaking,
reading, and writing students.
Integrated Professional Core Course (IPCC): Refers to Professional Theory Core Course Integrated with Practical’s of the same course. Credit for IPCC
can be 04 and its Teaching – Learning hours (L : T : P) can be considered as (3 : 0 : 2) or (2 : 2 : 2). The theory part of the IPCC shall be evaluated both
by CIE and SEE. The practical part shall be evaluated by only CIE (no SEE). However, questions from practical part of IPCC shall be included in the SEE
question paper. For more details the regulation governing the Degree of Bachelor of Engineering /Technology (BE/B.Tech.) 2021-22 may be referred.
KM09032022 4
Non – credit mandatory course (NCMC):

Additional Mathematics - II:
(1) Lateral entry Diploma holders admitted to III semester of B.E./B.Tech., shall attend the classes during the IV semester to complete all the
formalities of the course and appear for the Continuous Internal Evaluation (CIE). In case, any student fails to register for the said course/fails to
secure the minimum 40 % of the prescribed CIE marks, he/she shall be deemed to have secured an F grade. In such a case, the student has to fulfil the
course requirements during subsequent semester/s to earn the qualifying CIE marks. These courses are slated for CIE only and has no SEE.
(2) Additional Mathematics I and II shall not be considered for vertical progression as well as for the calculation of SGPA and CGPA, but completion of
the courses shall be mandatory for the award of degree.
(3) Successful completion of the course Additional Mathematics II shall be indicated as satisfactory in the grade card. Non-completion of the courses
Additional Mathematics II shall be indicated as Unsatisfactory.
Ability Enhancement Course - IV
21CSL481 Web Programming 21CSL483 R Programming
21CS482 Unix Shell Programming 21CS484
Internship of 04 weeks during the intervening period of IV and V semesters; 21INT68 Innovation/ Entrepreneurship/ Societal based Internship.
(1) All the students shall have to undergo a mandatory internship of 04 weeks during the intervening period of IV and V semesters. The internship
shall be slated for CIE only and will not have SEE. The letter grade earned through CIE shall be included in the VI semester grade card. The internship
shall be considered as a head of passing and shall be considered for vertical progression and for the award of degree. Those, who do not take up /
complete the internship shall be considered under F (fail) grade and shall have to complete during subsequently after satisfying the internship
requirements.
(2) Innovation/ Entrepreneurship Internship shall be carried out at industry, State and Central Government /Non-government organizations (NGOs),
micro, small and medium enterprise (MSME), Innovation centers or Incubation centers. Innovation need not be a single major breakthrough; it can
also be a series of small or incremental changes. Innovation of any kind can also happen outside of the business world.
Entrepreneurship internships offers a chance to gain hands on experience in the world of entrepreneurship and helps to learn what it takes to run a
small entrepreneurial business by performing intern duties with an established company. This experience can then be applied to future business
endeavours. Start-ups and small companies are a preferred place to learn the business tack ticks for future entrepreneurs as learning how a small
business operates will serve the intern well when he/she manages his/her own company. Entrepreneurship acts as a catalyst to open the minds to
creativity and innovation. Entrepreneurship internship can be from several sectors, including technology, small and medium-sized, and the service
sector.
(3) Societal or social internship.
Urbanization is increasing on a global scale; and yet, half the world’s population still resides in rural areas and is devoid of many things that urban
population enjoy. Rural internship, is a work-based activity in which students will have a chance to solve/reduce the problems of the rural place for
better living.
As proposed under the AICTE rural internship programme, activities under Societal or social internship, particularly in rural areas, shall be considered
for 40 points under AICTE activity point programme.
KM09032022 5

Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
V SEMESTER
Department (TD)
and Question
Paper Setting
Board (PSB)
Self -Study
Practical/
Teaching
Drawing
Tutorial
Total Marks
Lecture
Duration in
Theory
SEE Marks
Credits
CIE Marks
Sl. Course and
hours
Course Title
No Course Code
L T P S
BSC Automata Theory and compiler
1 3 0 0 03 50 50 100 3
21CS51 Design
IPCC
2 Computer Networks 3 0 2 03 50 50 100 4
21CS52
PCC Any CS Board
3 Database Management Systems 3 0 0 03 50 50 100 3
21CS53 Department
PCC
4 Principles of Artificial Intelligence 3 0 0 03 50 50 100 3
21AI54
PCC Database Management Systems
5 0 0 2 03 50 50 100 1
21CSL55 Laboratory with Mini Project
TD: Any
Department
AEC Research Methodology &
6 PSB: As 2 0 0 02 50 50 100 2
21XX56 Intellectual Property Rights
identified by
university
TD: Civil/
HSMC Environmental
7 21CIV57 Environmental Studies /Chemistry/ 1 0 0 1 50 50 100 1
Biotech.
PSB: Civil Engg
If offered as Theory courses
AEC 01
Concerned 1 0 0
8 21CS58X/21 Ability Enhancement Course-V 50 50 100 1
Board If offered as lab. courses
CSL58X 02
0 0 2
Total 400 400 800 18
Ability Enhancement Course - IV
21CSL581 Angular JS and Node JS 21CS583
21CS582 C# and .Net Framework 21CS584
Note: BSC: Basic Science Course, PCC: Professional Core Course, IPCC: Integrated Professional Core Course, AEC –Ability Enhancement Course INT –
Internship, HSMC: Humanity and Social Science & Management Courses.
L –Lecture, T – Tutorial, P- Practical/ Drawing, S – Self Study Component, CIE: Continuous Internal Evaluation, SEE: Semester End Examination.
Integrated Professional Core Course (IPCC): refers to Professional Theory Core Course Integrated with Practical of the same course. Credit for IPCC
can be 04 and its Teaching – Learning hours (L : T : P) can be considered as (3 : 0 : 2) or (2 : 2 : 2). Theory part of the IPCC shall be evaluated both by
CIE and SEE. The practical part shall be evaluated by CIE only and there shall be no SEE. For more details the regulation governing the Degree of
Bachelor of Engineering /Technology (BE/B.Tech.) 2021-22 may be referred.
KM09032022 6

VI SEMESTER
Department (TD)
and Question
Paper Setting
Board (PSB)
Self -Study
Practical/
Teaching
Drawing
Tutorial
Total Marks
Lecture
Duration in
Theory
SEE Marks
Credits
CIE Marks
Sl. Course and
hours
Course Title
No Course Code
L T P S
HSMC Software Engineering and Project
1 2 2 0 03 50 50 100 3
21CS61 Management
IPCC Data Science and its Applications
2 3 0 2 03 50 50 100 4
21AD62 Any CS Board
PCC Machine Learning Department
3 3 0 0 03 50 50 100 3
21AI63
PEC Professional Elective Course-I
4 3 0 0 03 50 50 100 3
21XX64x
OEC Open Elective Course-I Concerned
5 3 0 0 03 50 50 100 3
21XX65x Department
PCC Machine Learning Laboratory Any CS Board
6 0 0 2 03 50 50 100 1
21AIL66 Department
Mini Project Two contact hours /week for
MP
7 interaction between the -- 100 -- 100 2
21AIMP67
faculty and students.
INT Innovation/Entrepreneurship Completed during the intervening period of IV
8 -- 100 -- 100 3
21INT68 /Societal Internship and V semesters.
Total 500 300 800 22
Professional Elective - I
21AI641 Business Intelligence 21AI643 Natural Language Processing
21CS642 Advanced JAVA Programming 21AI644 Computer Graphics and Fundamentals of Image Processing
Open Electives – I offered by the Department to other Department students

21CS651 Introduction to Data Structures 21CS653 Introduction to Cyber Security
21CS652 Introduction to Database Management Systems 21CS654 Programming in JAVA
Note: HSMC: Humanity and Social Science & Management Courses, IPCC: Integrated Professional Core Course, PCC: Professional Core Course, PEC:
Professional Elective Courses, OEC–Open Elective Course, MP –Mini Project, INT –Internship.
L –Lecture, T – Tutorial, P - Practical / Drawing, S – Self Study Component, CIE: Continuous Internal Evaluation, SEE: Semester End Examination.
Integrated Professional Core Course (IPCC): Refers to Professional Theory Core Course Integrated with Practical of the same course. Credit for IPCC
can be 04 and its Teaching – Learning hours (L : T : P) can be considered as (3 : 0 : 2) or (2 : 2 : 2). The theory part of the IPCC shall be evaluated both
by CIE and SEE. The practical part shall be evaluated by CIE only and there shall be no SEE. For more details, the regulation governing the Degree of
Bachelor of Engineering /Technology (BE/B.Tech) 2021-22 may be referred.
Professional Elective Courses (PEC):

A professional elective (PEC) course is intended to enhance the depth and breadth of educational experience in the Engineering and Technology
curriculum. Multidisciplinary courses that are added supplement the latest trend and advanced technology in the selected stream of engineering.
Each group will provide an option to select one course out of five courses. The minimum students’ strength for offering professional electives is 10.
However, this conditional shall not be applicable to cases where the admission to the programme is less than 10.
Open Elective Courses:
Students belonging to a particular stream of Engineering and Technology are not entitled for the open electives offered by their parent Department.
However, they can opt an elective offered by other Departments, provided they satisfy the prerequisite condition if any. Registration to open
electives shall be documented under the guidance of the Program Coordinator/ Advisor/Mentor.
Selection of an open elective shall not be allowed if,
(i) The candidate has studied the same course during the previous semesters of the program.
(ii) The syllabus content of open electives is similar to that of the Departmental core courses or professional electives.
(iii) A similar course, under any category, is prescribed in the higher semesters of the program.
In case, any college is desirous of offering a course (not included in the Open Elective List of the University) from streams such as Law, Business
(MBA), Medicine, Arts, Commerce, etc., can seek permission, at least one month before the commencement of the semester, from the University by
KM09032022 7
submitting a copy of the syllabus along with the details of expertise available to teach the same in the college.
The minimum students’ strength for offering open electives is 10. However, this conditional shall not be applicable to cases where the admission to
the programme is less than 10.
Mini-project work: Mini Project is a laboratory-oriented course which will provide a platform to students to enhance their practical knowledge and
skills by the development of small systems/applications.
Based on the ability/abilities of the student/s and recommendations of the mentor, a single discipline or a multidisciplinary Mini- project can be
assigned to an individual student or to a group having not more than 4 students.
CIE procedure for Mini-project:
(i) Single discipline: The CIE marks shall be awarded by a committee consisting of the Head of the concerned Department and two faculty members
of the Department, one of them being the Guide. The CIE marks awarded for the Mini-project work shall be based on the evaluation of project report,
project presentation skill, and question and answer session in the ratio of 50:25:25. The marks awarded for the project report shall be the same for all
the batch mates.
(ii) Interdisciplinary: Continuous Internal Evaluation shall be group-wise at the college level with the participation of all the guides of the project.
The CIE marks awarded for the Mini-project, shall be based on the evaluation of project report, project presentation skill, and question and answer
session in the ratio 50:25:25. The marks awarded for the project report shall be the same for all the batch mates.
No SEE component for Mini-Project.
VII semester Classwork and Research Internship /Industry Internship (21INT82)

Swapping Facility
Institutions can swap VII and VIII Semester Scheme of Teaching and Examinations to accommodate research internship/ industry internship after the
VI semester.
(2) Credits earned for the courses of VII and VIII Semester Scheme of Teaching and Examinations shall be counted against the corresponding
semesters whether VII or VIII semester is completed during the beginning of IV year or later part of IV year of the program.
Elucidation:
At the beginning of IV year of the programme i.e., after VI semester, VII semester classwork and VIII semester Research Internship /Industrial
Internship shall be permitted to be operated simultaneously by the University so that students have ample opportunity for internship. In other words,
a good percentage of the class shall attend VII semester classwork and similar percentage of others shall attend to Research Internship or Industrial
Internship.
Research/Industrial Internship shall be carried out at an Industry, NGO, MSME, Innovation centre, Incubation centre, Start-up, Centers of Excellence
(CoE), Study Centre established in the parent institute and /or at reputed research organizations / institutes. The internship can also be rural
internship.
The mandatory Research internship /Industry internship is for 24 weeks. The internship shall be considered as a head of passing and shall be
considered for the award of degree. Those, who do not take up/complete the internship shall be declared fail and shall have to complete during the
subsequent University examination after satisfying the internship requirements.
INT21INT82 Research Internship/ Industry Internship/Rural Internship
Research internship: A research internship is intended to offer the flavour of current research going on in the research field. It helps students get
familiarized with the field and imparts the skill required for carrying out research.
Industry internship: Is an extended period of work experience undertaken by students to supplement their degree for professional
development. It also helps them learn to overcome unexpected obstacles and successfully navigate organizations, perspectives, and cultures. Dealing
with contingencies helps students recognize, appreciate, and adapt to organizational realities by tempering their knowledge with practical
constraints.
Rural internship: A long-term goal, as proposed under the AICTE rural internship programme, shall be counted as rural internship activity.
The student can take up Interdisciplinary Research Internship or Industry Internship.
The faculty coordinator or mentor has to monitor the students’ internship progress and interact with them to guide for the successful completion of
the internship.
The students are permitted to carry out the internship anywhere in India or abroad. University shall not bear any expenses incurred in respect of
internship.
KM09032022 8

Swappable VII and VIII SEMESTER
VII SEMESTER
Department (TD)
and Question
Paper Setting
Board (PSB)
Self -Study
Practical/
Drawing
Tutorial
Teaching
Total Marks
Lecture
Duration in
Theory
SEE Marks
Credits
CIE Marks
Sl. Course and
hours
Course Title
No Course Code
L T P S
PCC Advanced AI and ML

1 3 0 0 3 50 50 100 3
21AI71
PCC Cloud Computing
2 2 0 0 3 50 50 100 2
21CS72 Any CS Board
PEC Professional elective Course-II Department
3 3 0 0 3 50 50 100 3
21XX73X
PEC Professional elective Course-III
4 3 0 0 3 50 50 100 3
21XX74X
OEC Open elective Course-II Concerned
5 3 0 0 3 50 50 100 3
21XX75X Department
Project Project work Two contact hours /week for
6 21AIP76 interaction between the 3 100 100 200 10
Total 350 350 700 24
VIII SEMESTER
Department
Self -Study
Practical/
Drawing
Tutorial
Teaching
Total Marks
Lecture
Duration in
Theory
CIE Marks
SEE Marks
Credits
Sl. Course and
hours
Course Title
No Course Code
L T P S
One contact hour /week for
Seminar
1 Technical Seminar interaction between the -- 100 -- 100 01
21AI81
INT Research Internship/ Industry Two contact hours /week for 03
2 21INT82 Internship interaction between the (Batch 100 100 200 15
faculty and students. wise )
3 21NS83 National Service Scheme (NSS) NSS
Completed during the
NCMC
21PE83 Physical Education (PE) (Sports

PE intervening period of III -- 50 50 100 0
and Athletics)
semester to VIII semester.
21YO83 Yoga Yoga
Total 250 150 400 16
Professional Elective - II
21AI731 Social Network Analysis 21CS734 Blockchain Technology
21CS732 Digital Image Processing 21CS735 Internet of Things
21AI733 Fullstack Development
Professional Elective - III

21AI741 Augmented Reality 21CS744 Robotic Process Automation Design and Development
21CS742 Multiagent Systems 21CS745 NoSQL Data Base
21AI743 Predictive Analytics
KM09032022 9
Open Electives - II offered by the Department to other Department students

21CS751 Programming in Python 21CS754 Introduction to Data Science
21CS752 Introduction to AI and ML 21CS755
21CS753 Introduction to Big Data
Note: PCC: Professional Core Course, PEC: Professional Elective Courses, OEC–Open Elective Course, AEC –Ability Enhancement Courses.
L –Lecture, T – Tutorial, P- Practical / Drawing, S – Self Study Component, CIE: Continuous Internal Evaluation, SEE: Semester End Examination.
Note: VII and VIII semesters of IV year of the programme
(1) Institutions can swap VII and VIII Semester Scheme of Teaching and Examinations to accommodate research internship/ industry internship after
the VI semester.
(2) Credits earned for the courses of VII and VIII Semester Scheme of Teaching and Examinations shall be counted against the corresponding
semesters whether VII or VIII semester is completed during the beginning of IV year or later part of IV year of the programme.
PROJECT WORK (21XXP76): The objective of the Project work is
(i) To encourage independent learning and the innovative attitude of the students.
(ii) To develop interactive attitude, communication skills, organization, time management, and presentation skills.
(iii) To impart flexibility and adaptability.
(iv) To inspire team working.
(v) To expand intellectual capacity, credibility, judgment and intuition.
(vi) To adhere to punctuality, setting and meeting deadlines.
(vii) To instil responsibilities to oneself and others.
(viii)To train students to present the topic of project work in a seminar without any fear, face the audience confidently, enhance communication
skills, involve in group discussion to present and exchange ideas.
CIE procedure for Project Work:
(1) Single discipline: The CIE marks shall be awarded by a committee consisting of the Head of the concerned Department and two senior faculty
members of the Department, one of whom shall be the Guide.
The CIE marks awarded for the project work, shall be based on the evaluation of project work Report, project presentation skill, and question and
answer session in the ratio 50:25:25. The marks awarded for the project report shall be the same for all the batch mates.
(2) Interdisciplinary: Continuous Internal Evaluation shall be group-wise at the college level with the participation of all guides of the college.
Participation of external guide/s, if any, is desirable. The CIE marks awarded for the project work, shall be based on the evaluation of project work
Report, project presentation skill, and question and answer session in the ratio 50:25:25. The marks awarded for the project report shall be the same
for all the batch mates.
SEE procedure for Project Work: SEE for project work will be conducted by the two examiners appointed by the University. The SEE marks awarded
for the project work, shall be based on the evaluation of project work Report, project presentation skill, and question and answer session in the ratio
50:25:25.
TECHNICAL SEMINAR (21XXS81): The objective of the seminar is to inculcate self-learning, present the seminar topic confidently, enhance
communication skill, involve in group discussion for exchange of ideas. Each student, under the guidance of a Faculty, shall choose, preferably, a
recent topic of his/her interest relevant to the programme of Specialization.
(i) Carry out literature survey, systematically organize the content.
(ii) Prepare the report with own sentences, avoiding a cut and paste act.
(iii)Type the matter to acquaint with the use of Micro-soft equation and drawing tools or any such facilities.
(iv) Present the seminar topic orally and/or through PowerPoint slides.
(v) Answer the queries and involve in debate/discussion.
(vi) Submit a typed report with a list of references.
The participants shall take part in the discussion to foster a friendly and stimulating environment in which the students are motivated to reach high
standards and become self-confident.
Evaluation Procedure:
The CIE marks for the seminar shall be awarded (based on the relevance of the topic, presentation skill, participation in the question and answer
session, and quality of report) by the committee constituted for the purpose by the Head of the Department. The committee shall consist of three
teachers from the department with the senior-most acting as the Chairman.
Marks distribution for CIE of the course:
Seminar Report:50 marks
Presentation skill:25 marks
Question and Answer: 25 marks. ∎ No SEE component for Technical Seminar
Non – credit mandatory courses (NCMC):
National Service Scheme/Physical Education (Sport and Athletics)/ Yoga:
(1) Securing 40 % or more in CIE,35 % or more marks in SEE and 40 % or more in the sum total of CIE + SEE leads to successful completion of the
registered course.
(2) In case, students fail to secure 35 % marks in SEE, they has to appear for SEE during the subsequent examinations conducted by the University.
(3)In case, any student fails to register for NSS, PE or Yoga/fails to secure the minimum 40 % of the prescribed CIE marks, he/she shall be deemed to
have not completed the requirements of the course. In such a case, the student has to fulfill the course requirements during subsequently to earn the
qualifying CIE marks subject to the maximum programme period.
(4) Successful completion of the course shall be indicated as satisfactory in the grade card. Non-completion of the course shall be indicated as
Unsatisfactory.
(5) These courses shall not be considered for vertical progression as well as for the calculation of SGPA and CGPA, but completion of the courses shall
be mandatory for the award of degree.
03.09.2022
III Semester
TRANSFORM CALCULUS, FOURIER SERIES AND NUMERICAL TECHNIQUES

Course Code: 21MAT31 CIE Marks 50
Course Objectives:
CLO 1. To have an insight into solving ordinary differential equations by using Laplace transform
techniques
CLO 2. Learn to use the Fourier series to represent periodical physical phenomena in engineering
analysis.
CLO 3. To enable the students to study Fourier Transforms and concepts of infinite Fourier Sine and
Cosine transforms and to learn the method of solving difference equations by the z-transform
method.
CLO 4. To develop the proficiency in solving ordinary and partial differential equations arising in
engineering applications, using numerical methods
outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather
Module-1
Definition and Laplace transforms of elementary functions (statements only). Problems on Laplace
𝑓(𝑡)
transform of 𝑒 𝑎𝑡 𝑓(𝑡), 𝑡 𝑛 𝑓(𝑡) , . Laplace transforms of Periodic functions (statement only) and unit-
𝑡
step function – problems.
Inverse Laplace transforms definition and problems, Convolution theorem to find the inverse Laplace
transforms (without Proof) and problems. Laplace transforms of derivatives, solution of differential
equations.
Self-study: Solution of simultaneous first-order differential equations.
Teaching-Learning Process Chalk and talk method /

Module-2
Introduction to infinite series, convergence and divergence. Periodic functions, Dirichlet’s condition.
Fourier series of periodic functions with period 2𝜋 and arbitrary period. Half range Fourier series.
Practical harmonic analysis.
Self-study: Convergence of series by D’Alembert’s Ratio test and, Cauchy’s root test
Teaching-Learning Process Chalk and talk method / Powerpoint Presentation
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Module-3
Infinite Fourier transforms definition, Fourier sine and cosine transforms. Inverse Fourier transforms,
Inverse Fourier cosine and sine transforms. Problems.
Difference equations, z-transform-definition, Standard z-transforms, Damping and shifting rules,

Problems. Inverse z-transform and applications to solve difference equations.
Self-Study: Initial value and final value theorems, problems.

Teaching-Learning Process Chalk and talk method / Powerpoint Presentation
Module-4
Classifications of second-order partial differential equations, finite difference approximations to
derivatives, Solution of Laplace’s equation using standard five-point formula. Solution of heat equation by
Schmidt explicit formula and Crank- Nicholson method, Solution of the Wave equation. Problems.
Self-Study: Solution of Poisson equations using standard five-point formula.

Module-5
Second-order differential equations - Runge-Kutta method and Milne’s predictor and corrector method.
(No derivations of formulae).
Calculus of Variations: Functionals, Euler’s equation, Problems on extremals of functional. Geodesics on a

plane, Variational problems.
Self- Study: Hanging chain problem

CO 1. To solve ordinary differential equations using Laplace transform.
CO 2. Demonstrate Fourier series to study the behaviour of periodic functions and their applications in
system communications, digital signal processing and field theory.
CO 3. To use Fourier transforms to analyze problems involving continuous-time signals and to apply Z-
Transform techniques to solve difference equations
CO 4. To solve mathematical models represented by initial or boundary value problems involving
partial differential equations
CO 5. Determine the extremals of functionals using calculus of variations and solve problems arising in
dynamics of rigid bodies and vibrational analysis.

course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
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CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
1. The question paper will have ten questions. Each question is set for 20 marks. Marks scored shall be
proportionally reduced to 50 marks
Textbooks
1. B. S. Grewal: “Higher Engineering Mathematics”, Khanna publishers, 44th Ed.2018
2. E. Kreyszig: “Advanced Engineering Mathematics”, John Wiley & Sons, 10th Ed. (Reprint), 2016.
Reference Books:
2. Srimanta Pal & Subodh C. Bhunia: “Engineering Mathematics” Oxford University Press, 3rd
Reprint, 2016.
3. N.P Bali and Manish Goyal: “A textbook of Engineering Mathematics” Laxmi Publications, Latest
edition.
4. C. Ray Wylie, Louis C. Barrett: “Advanced Engineering Mathematics” McGraw – Hill Book
Co.Newyork, Latest ed.
5. Gupta C.B, Sing S.R and Mukesh Kumar: “Engineering Mathematic for Semester I and II”, Mc-
Graw Hill Education(India) Pvt. Ltd 2015.
6. H.K.Dass and Er. Rajnish Verma: “Higher Engineering Mathematics” S.Chand Publication (2014).
7. James Stewart: “Calculus” Cengage publications, 7th edition, 4th Reprint 2019
1. http://www.class-central.com/subject/math(MOOCs)
2. http://academicearth.org/
3. http://www.bookstreet.in.
4. VTU e-Shikshana Program
5. VTU EDUSAT Program
 Quizzes
 Assignments
 Seminars
DATA STRUCTURES AND APPLICATIONS

Course Code: 21CS32 CIE Marks 50
Total Hours of Pedagogy 40 T + 20 P Total Marks 100
Course Objectives:
CLO 1. Explain the fundamentals of data structures and their applications essential for implementing
solutions to problems.
CLO 2. Illustrate representation of data structures: Stack, Queues, Linked Lists, Trees and Graphs.
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CLO 3. Design and Develop Solutions to problems using Arrays, Structures, Stack, Queues, Linked Lists.
CLO 4. Explore usage of Trees and Graph for application development.
CLO 5. Apply the Hashing techniques in mapping key value pairs.
outcomes.
thinking.
Module-1
Introduction: Data Structures, Classifications (Primitive & Non-Primitive), Data structure operations
(Traversing, inserting, deleting, searching, and sorting). Review of Arrays. Structures: Array of structures
Self-Referential Structures.
Dynamic Memory Allocation Functions. Representation of Linear Arrays in Memory, dynamically
allocated arrays and Multidimensional Arrays.
Demonstration of representation of Polynomials and Sparse Matrices with arrays.
Textbook 1: Chapter 1: 1.2, Chapter 2: 2.2 - 2.7, Text Textbook 2: Chapter 1: 1.1 - 1.4,
Chapter 3: 3.1 - 3.3, 3.5, 3.7, Chapter 4: 4.1 - 4.9, 4.14 Textbook 3: Chapter 1: 1.3
Laboratory Component:
1. Design, Develop and Implement a menu driven Program in C for the following Array Operations
a. Creating an Array of N Integer Elements
b. Display of Array Elements with Suitable Headings
c. Exit.
Support the program with functions for each of the above operations.
2. Design, Develop and Implement a menu driven Program in C for the following Array operations
a. Inserting an Element (ELEM) at a given valid Position (POS)
b. Deleting an Element at a given valid Position POS)
c. Display of Array Elements
d. Exit.
Support the program with functions for each of the above operations.
Teaching-Learning Process Problem based learning (Implementation of different programs to

illustrate application of arrays and structures.
https://www.youtube.com/watch?v=3Xo6P_V-qns&t=201s
https://ds2-iiith.vlabs.ac.in/exp/selection-sort/index.html
https://ds1-iiith.vlabs.ac.in/data-structures-
1/List%20of%20experiments.html
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Module-2
Stacks: Definition, Stack Operations, Array Representation of Stacks, Stacks using Dynamic
Arrays. Different representation of expression. Stack Applications: Infix to postfix conversion, Infix to
prefix conversion, evaluation of postfix expression, recursion.
Queues: Definition, Array Representation of Queues, Queue Operations, Circular Queues, Queues and
Circular queues using Dynamic arrays, Dequeues, Priority Queues.
Textbook 1: Chapter 3: 3.1 -3.4, 3.6 Textbook 2: Chapter 6: 6.1 -6.4, 6.5, 6.7-6.13
1. Design, Develop and Implement a menu driven Program in C for the following operations on
STACK of Integers (Array Implementation of Stack with maximum size MAX)
a. Push an Element on to Stack
b. Pop an Element from Stack
c. Demonstrate Overflow and Underflow situations on Stack
d. Display the status of Stack
e. Exit
Support the program with appropriate functions for each of the above operations
2. Design, Develop and Implement a Program in C for the following Stack Applications
a. Evaluation of Suffix expression with single digit operands and operators: +, -, *, /, %, ^
b. Solving Tower of Hanoi problem with n disks
Teaching-Learning Process Active Learning, Problem based learning

https://ds1-iiith.vlabs.ac.in/exp/stacks-queues/index.html
Module-3
Linked Lists: Definition, classification of linked lists. Representation of different types of linked lists in
Memory, Traversing, Insertion, Deletion, Searching, Sorting, and Concatenation Operations on Singly
linked list, Doubly Linked lists, Circular linked lists, and header linked lists. Linked Stacks and Queues.
Applications of Linked lists – Polynomials, Sparse matrix representation. Programming Examples.
Textbook 1: Chapter 4: 4.1 – 4.4, 4.5.2, 4.7, 4.8, Textbook 2: Chapter 5: 5.1 – 5.9
1. Singly Linked List (SLL) of Integer Data

a. Create a SLL stack of N integer.
b. Display of SLL
c. Linear search. Create a SLL queue of N Students Data Concatenation of two SLL of
integers.
2. Design, Develop and Implement a menu driven Program in C for the following operationson
Doubly Linked List (DLL) of Professor Data with the fields: ID, Name, Branch, Area of
specialization
a. Create a DLL stack of N Professor’s Data.
b. Create a DLL queue of N Professor’s Data
Display the status of DLL and count the number of nodes in it.
Teaching-Learning Process MOOC, Active Learning, Problem solving based on linked lists.
https://ds1-iiith.vlabs.ac.in/exp/linked-list/basics/overview.html
https://ds1-iiith.vlabs.ac.in/List%20of%20experiments.html
https://ds1-iiith.vlabs.ac.in/exp/linked-list/basics/overview.html
https://ds1-iiith.vlabs.ac.in/List%20of%20experiments.html
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Module-4
Trees 1: Terminologies, Binary Trees, Properties of Binary trees, Array and linked
Representation of Binary Trees, Binary Tree Traversals - Inorder, postorder, preorder;
Threaded binary trees, Binary Search Trees – Definition, Insertion, Deletion, Traversal, and Searching
operation on Binary search tree. Application of Trees-Evaluation of Expression.
Textbook 1: Chapter 5: 5.1 –5.5, 5.7; Textbook 2: Chapter 7: 7.1 – 7.9

1. Given an array of elements, construct a complete binary tree from this array in level order
fashion. That is, elements from left in the array will be filled in the tree level wise starting from
level 0. Ex: Input :
arr[] = {1, 2, 3, 4, 5, 6}
Output : Root of the following tree
1
/\
2 3
/ \ /\
4 5 6
2. Design, Develop and Implement a menu driven Program in C for the following operations on
Binary Search Tree (BST) of Integers
a. Create a BST of N Integers
b. Traverse the BST in Inorder, Preorder and Post Order
Teaching-Learning Process Problem based learning

http://www.nptelvideos.in/2012/11/data-structures-and-
algorithms.html
https://ds1-iiith.vlabs.ac.in/exp/tree-traversal/index.html
https://ds1-iiith.vlabs.ac.in/exp/tree-traversal/depth-first-
traversal/dft-practice.html
Module-5
 Trees 2: AVL tree, Red-black tree, Splay tree, B-tree.

Graphs: Definitions, Terminologies, Matrix and Adjacency List Representation of Graphs, Traversal
methods: Breadth First Search and Depth FirstSearch.
Hashing: Hash Table organizations, Hashing Functions, Static and Dynamic Hashing.
Textbook 1: Chapter 10:10.2, 10.3, 10.4, Textbook 2:7.10 – 7.12, 7.15 Chapter 11: 11.2, Textbook 1:
Chapter 6 : 6.1–6.2, Chapter 8 : 8.1-8.3, Textbook 2: 8.1 – 8.3, 8.5, 8.7
Textbook 3: Chapter 15:15.1, 15.2,15.3, 15.4,15.5 and 15.7
1. Design, Develop and implement a program in C for the following operations on Graph (G) of cities
a. Create a Graph of N cities using Adjacency Matrix.
b. Print all the nodes reachable from a given starting node in a diagraph using DFS/BFS
method.
2. Design and develop a program in C that uses Hash Function H:K->L as H(K)=K mod m(reminder
method) and implement hashing technique to map a given key K to the address space L. Resolve
the collision (if any) using linear probing.
Teaching-Learning Process NPTL, MOOC etc. courses on trees and graphs.

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http://www.nptelvideos.in/2012/11/data-structures-and-
algorithms.html
CO 1. Identify different data structures and their applications.
CO 2. Apply stack and queues in solving problems.
CO 3. Demonstrate applications of linked list.
CO 4. Explore the applications of trees and graphs to model and solve the real-world problem.
CO 5. Make use of Hashing techniques and resolve collisions during mapping of key value pairs
Practical Sessions need to be assessed by appropriate rubrics and viva-voce method. This will contribute
to 20 marks.
 Rubrics for each Experiment taken average for all Lab components – 15 Marks.
 Viva-Voce– 5 Marks (more emphasized on demonstration topics)
The sum of three tests, two assignments, and practical sessions will be out of 100 marks and will be
scaled down to 50 marks
(to have a less stressed CIE, the portion of the syllabus should not be common /repeated for any of the

1. The question paper will have ten questions. Each question is set for 20 marks. Marks scored shall
be proportionally reduced to 50 marks
Textbooks:
1. Ellis Horowitz and Sartaj Sahni, Fundamentals of Data Structures in C, 2nd Ed, Universities Press,
2014.
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2. Seymour Lipschutz, Data Structures Schaum's Outlines, Revised 1st Ed, McGraw Hill, 2014.
3. Reema Thareja, Data Structures using C, 3rd Ed, Oxford press, 2012.
Reference Books:
1. Gilberg and Forouzan, Data Structures: A Pseudo-code approach with C, 2nd Ed, Cengage
Learning,2014.
2. Jean-Paul Tremblay & Paul G. Sorenson, An Introduction to Data Structures with Applications,2nd
Ed, McGraw Hill, 2013
3. A M Tenenbaum, Data Structures using C, PHI, 1989
4. Robert Kruse, Data Structures and Program Design in C, 2nd Ed, PHI, 1996.
1. http://elearning.vtu.ac.in/econtent/courses/video/CSE/06CS35.html
3. http://www.nptelvideos.in/2012/11/data-structures-and-algorithms.html
 Real world problem solving using group discussion.
 Back/Forward stacks on browsers.
 Undo/Redo stacks in Excel or Word.
 Linked list representation of real-world queues -Music player, image viewer
03.09.2022
III Semester
ANALOG AND DIGITAL ELECTRONICS

Course Code 21CS33 CIE Marks 50
CLO 1. Explain the use of photo electronics devices, 555 timer IC, Regulator ICs and uA741
CLO 2. Make use of simplifying techniques in the design of combinational circuits.
CLO 3. Illustrate combinational and sequential digital circuits
CLO 4. Demonstrate the use of flipflops and apply for registers
CLO 5. Design and test counters, Analog-to-Digital and Digital-to-Analog conversion techniques.
outcomes.
1. Lecturer method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain functioning of various concepts.
thinking.
it.
Module-1
BJT Biasing: Fixed bias, Collector to base Bias, voltage divider bias
Operational Amplifier Application Circuits: Peak Detector, Schmitt trigger, Active Filters, Non-Linear
Amplifier, Relaxation Oscillator, Current-to-Voltage and Voltage-to-Current Converter, Regulated Power
Supply Parameters, adjustable voltage regulator, D to A and A to D converter.
Textbook 1: Part A: Chapter 4 (Sections 4.2, 4.3, 4.4), Chapter 7 (Sections 7.4, 7.6 to 7.11), Chapter
8 (Sections 8.1 and 8.5), Chapter 9.
1. Simulate BJT CE voltage divider biased voltage amplifier using any suitable circuit simulator.
2. Using ua 741 Opamp, design a 1 kHz Relaxation Oscillator with 50% duty cycle
3. Design an astable multivibrator circuit for three cases of duty cycle (50%, <50% and >50%)
using NE 555 timer IC.
4. Using ua 741 opamap, design a window comparator for any given UTP and LTP.
Teaching-Learning Process 1. Demonstration of circuits using simulation.
2. Project work: Design a integrated power supply and
function generator operating at audio frequency. Sine,
square and triangular functions are to be generated.
3. Chalk and Board for numerical
Module-2
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Karnaugh maps: minimum forms of switching functions, two and three variable Karnaugh maps, four
variable Karnaugh maps, determination of minimum expressions using essential prime implicants, Quine-
McClusky Method: determination of prime implicants, the prime implicant chart, Petricks method,
simplification of incompletely specified functions, simplification using map-entered variables
Textbook 1: Part B: Chapter 5 (Sections 5.1 to 5.4) Chapter 6 (Sections 6.1 to 6.5)
1. Given a 4-variable logic expression, simplify it using appropriate technique and inplement the
same using basic gates.
Teaching-Learning Process 1. Chalk and Board for numerical
2. Laboratory Demonstration
Module-3
Combinational circuit design and simulation using gates: Review of Combinational circuit design, design
of circuits with limited Gate Fan-in, Gate delays and Timing diagrams, Hazards in combinational Logic,
simulation and testing of logic circuits
Multiplexers, Decoders and Programmable Logic Devices: Multiplexers, three state buffers, decoders and
encoders, Programmable Logic devices.
Textbook 1: Part B: Chapter 8, Chapter 9 (Sections 9.1 to 9.6)
1. Given a 4-variable logic expression, simplify it using appropriate technique and realize the
simplified logic expression using 8:1 multiplexer IC.
2. Design and implement code converter I) Binary to Gray (II) Gray to Binary Code
Teaching-Learning Process 1. Demonstration using simulator
2. Case study: Applications of Programmable Logic device
Module-4
Introduction to VHDL: VHDL description of combinational circuits, VHDL Models for multiplexers, VHDL
Modules.
Latches and Flip-Flops: Set Reset Latch, Gated Latches, Edge-Triggered D Flip Flop 3,SR Flip Flop, J K Flip
Flop, T Flip Flop.
Textbook 1: Part B: Chapter 10(Sections 10.1 to 10.3), Chapter 11 (Sections 11.1 to 11.7)
1. Given a 4-variable logic expression, simplify it using appropriate technique and simulate the
same in HDL simulator
2. Realize a J-K Master / Slave Flip-Flop using NAND gates and verify its truth table. And implement
the same in HDL.
2. Case study: Arithmetic and Logic unit in VHDL
Module-5
Registers and Counters: Registers and Register Transfers, Parallel Adder with accumulator, shift registers,
design of Binary counters, counters for other sequences, counter design using SR and J K Flip Flops.
Textbook 1: Part B: Chapter 12 (Sections 12.1 to 12.5)

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1. Design and implement a mod-n (n<8) synchronous up counter using J-K Flip-Flop ICs and
demonstrate its working.
2. Design and implement an asynchronous counter using decade counter IC to count up from 0 to n
(n<=9) and demonstrate on 7-segment display (using IC-7447)
2. Project Work: Designing any counter, use LED / Seven-
segment display to display the output
CO 1. Design and analyze application of analog circuits using photo devices, timer IC, power supply and
regulator IC and op-amp.
CO 2. Explain the basic principles of A/D and D/A conversion circuits and develop the same.
CO 3. Simplify digital circuits using Karnaugh Map, and Quine-McClusky Methods
CO 4. Explain Gates and flip flops and make us in designing different data processing circuits, registers
and counters and compare the types.
CO 5. Develop simple HDL programs
to 20 marks.

03.09.2022

Textbooks
1. Charles H Roth and Larry L Kinney, Raghunandan G H Analog and Digital Electronics, Cengage
Learning,2019
Reference Books
1. Anil K Maini, Varsha Agarwal, Electronic Devices and Circuits, Wiley, 2012.
2. Donald P Leach, Albert Paul Malvino & Goutam Saha, Digital Principles and Applications, 8th
Edition, Tata McGraw Hill, 2015.
3. M. Morris Mani, Digital Design, 4th Edition, Pearson Prentice Hall, 2008.
4. David A. Bell, Electronic Devices and Circuits, 5th Edition, Oxford University Press, 2008
1. Analog Electronic Circuits: https://nptel.ac.in/courses/108/102/108102112/
2. Digital Electronic Circuits: https://nptel.ac.in/courses/108/105/108105132/
3. Analog Electronics Lab: http://vlabs.iitkgp.ac.in/be/
4. Digital Electronics Lab: http://vlabs.iitkgp.ac.in/dec
1. Real world problem solving - applying the design concepts of oscillator, amplifier, switch, Digital
circuits using Opamps, 555 timer, transistor, Digital ICs and design a application like tone
generator, temperature sensor, digital clock, dancing lights etc.
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III Semester
COMPUTER ORGANIZATION AND ARCHITECTURE

Course Learning Objectives
CLO 1. Understand the organization and architecture of computer systems, their structure and
operation
CLO 2. Illustrate the concept of machine instructions and programs
CLO 3. Demonstrate different ways of communicating with I/O devices
CLO 4. Describe different types memory devices and their functions
CLO 5. Explain arithmetic and logical operations with different data types
CLO 6. Demonstrate processing unit with parallel processing and pipeline architecture
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative effective
thinking.
7. Show the different ways to solve the same problem with different circuits/logic and encourage
the students to come up with their own creative ways to solve them.
Module-1
Basic Structure of Computers: Basic Operational Concepts, Bus Structures, Performance – Processor
Clock, Basic Performance Equation, Clock Rate, Performance Measurement.
Machine Instructions and Programs: Memory Location and Addresses, Memory Operations,
Instructions and Instruction Sequencing, Addressing Modes
Textbook 1: Chapter1 – 1.3, 1.4, 1.6 (1.6.1-1.6.4, 1.6.7), Chapter2 – 2.2 to 2.5
Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
Input/Output Organization: Accessing I/O Devices, Interrupts – Interrupt Hardware, Direct Memory
Access, Buses, Interface Circuits
Textbook 1: Chapter4 – 4.1, 4.2, 4.4, 4.5, 4.6

Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-3
Memory System: Basic Concepts, Semiconductor RAM Memories, Read Only Memories, Speed, Size, and
Cost, Cache Memories – Mapping Functions, Virtual memories
Textbook 1: Chapter 5 – 5.1 to 5.4, 5.5 (5.5.1, 5.5.2)

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
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Module-4
Arithmetic: Numbers, Arithmetic Operations and Characters, Addition and Subtraction of Signed
Numbers, Design of Fast Adders, Multiplication of Positive Numbers
Basic Processing Unit: Fundamental Concepts, Execution of a Complete Instruction, Hardwired control,
Microprogrammed control
Textbook 1: Chapter2-2.1, Chapter6 – 6.1 to 6.3

Textbook 1: Chapter7 – 7.1, 7.2,7.4, 7.5
Teaching-Learning Process Chalk& board, Problem based learning
Module-5
Pipeline and Vector Processing: Parallel Processing, Pipelining, Arithmetic Pipeline, Instruction
Pipeline, Vector Processing, Array Processors
Textbook 2: Chapter 9 – 9.1, 9.2, 9.3, 9.4, 9.6, 9.7

Teaching-Learning Process Chalk and board, MOOC
Course Outcomes
CO 1. Explain the organization and architecture of computer systems with machine instructions and
programs
CO 2. Analyze the input/output devices communicating with computer system
CO 3. Demonstrate the functions of different types of memory devices
CO 4. Apply different data types on simple arithmetic and logical unit
CO 5. Analyze the functions of basic processing unit, Parallel processing and pipelining
03.09.2022

Textbooks
1. Carl Hamacher, Zvonko Vranesic, Safwat Zaky, Computer Organization, 5 th Edition, Tata McGraw
Hill
2. M. Morris Mano, Computer System Architecture, PHI, 3rd Edition
Reference:
1. William Stallings: Computer Organization & Architecture, 9th Edition, Pearson
2. https://nptel.ac.in/content/storage2/courses/106103068/pdf/coa.pdf
6. http://www.nptelvideos.in/2012/11/computer-organization.html
 Discussion and literature survey on real world use cases
 Quizzes
03.09.2022
III Semester
OBJECT ORIENTED PROGRAMMING WITH JAVA LABORATORY

Course Code 21CSL35 CIE Marks 50
Course Objectives:
CLO 1. Demonstrate the use of Eclipse/Netbeans IDE to create Java Applications.

CLO 2. Using java programming to develop programs for solving real-world problems.
CLO 3. Reinforce the understanding of basic object-oriented programming concepts.
Note: two hours tutorial is suggested for each laboratory sessions.

Prerequisite
 Students should be familiarized about java installation and setting the java
environment.
 Usage of IDEs like Eclipse/Netbeans should be introduced.
Sl. No. PART A – List of problems for which student should develop program and execute in the
Laboratory
Aim: Introduce the java fundamentals, data types, operators in java
1
Program: Write a java program that prints all real solutions to the quadratic equation
ax2+bx+c=0. Read in a, b, c and use the quadratic formula.
Aim: Demonstrating creation of java classes, objects, constructors, declaration and
initialization of variables.
Program: Create a Java class called Student with the following details as variables within it.
USN
2 Name
Branch
Phone
Write a Java program to create n Student objects and print the USN, Name, Branch, and Phone
of these objects with suitable headings.
Aim: Discuss the various Decision-making statements, loop constructs in java
Program:
3
A. Write a program to check prime number
B.Write a program for Arithmetic calculator using switch case menu
Aim: Demonstrate the core object-oriented concept of Inheritance, polymorphism
Design a super class called Staff with details as StaffId, Name, Phone, Salary. Extend this class
4
by writing three subclasses namely Teaching (domain, publications), Technical (skills), and
Contract (period). Write a Java program to read and display at least 3 staff objects of all three
categories.
Aim: Introduce concepts of method overloading, constructor overloading, overriding.
5
Program: Write a java program demonstrating Method overloading and Constructor
overloading.
Aim: Introduce the concept of Abstraction, packages.
6 Program: Develop a java application to implement currency converter (Dollar to INR, EURO to
INR, Yen to INR and vice versa), distance converter (meter to KM, miles to KM and vice versa),
time converter (hours to minutes, seconds and vice versa) using packages.
7 Aim: Introduction to abstract classes, abstract methods, and Interface in java
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Program: Write a program to generate the resume. Create 2 Java classes Teacher (data:
personal information, qualification, experience, achievements) and Student (data: personal
information, result, discipline) which implements the java interface Resume with the method
biodata().
Aim: Demonstrate creation of threads using Thread class and Runnable interface, multi-
threaded programming.
8
Program: Write a Java program that implements a multi-thread application that has three
threads. First thread generates a random integer for every 1 second; second thread computes
the square of the number and prints; third thread will print the value of cube of the number.
Aim: Introduce java Collections.
9 Program: Write a program to perform string operations using ArrayList. Write functions for
the following a. Append - add at end b. Insert – add at particular index c. Search d. List all
string starts with given letter.
Aim: Exception handling in java, introduction to throwable class, throw, throws, finally.
10
Program: Write a Java program to read two integers a and b. Compute a/b and print, when b
is not zero. Raise an exception when b is equal to zero.
Aim: Introduce File operations in java.
Program:
11
Write a java program that reads a file name from the user, displays information about
whether the file exists, whether the file is readable, or writable, the type of file and the length
of the file in bytes
Aim: Introduce java Applet, awt, swings.
12 Programs:
Develop an applet that displays a simple message in center of the screen.
Develop a simple calculator using Swings.
A problem statement for each batch is to be generated in consultation with the co-examiner
01 and student should develop an algorithm, program and execute the program for the given
problem with appropriate outputs.
Course Outcome (Course Skill Set)

CO 1. Use Eclipse/NetBeans IDE to design, develop, debug Java Projects.

CO 2. Analyze the necessity for Object Oriented Programming paradigm over structured programming
and become familiar with the fundamental concepts in OOP.
CO 3. Demonstrate the ability to design and develop java programs, analyze, and interpret object-
oriented data and document results.
CO 4. Apply the concepts of multiprogramming, exception/event handling, abstraction to develop
robust programs.
CO 5. Develop user friendly applications using File I/O and GUI concepts.
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall
be deemed to have satisfied the academic requirements and earned the credits allotted to each course.
The student has to secure not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE).
03.09.2022
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed by
the faculty who is handling the laboratory session and is made known to students at the beginning
of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up
will be evaluated for 10 marks.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week
of the semester and the second test shall be conducted after the 14 th week of the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge
will carry a weightage of 60% and the rest 40% for viva-voce.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script
to be strictly adhered to by the examiners. OR based on the course requirement evaluation
rubrics shall be decided jointly by examiners.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for
100 marks and scored marks shall be scaled down to 50 marks (however, based on course
type, rubrics shall be decided by the examiners)
students in a batch. For PART B examiners should frame a question for each batch, student should
develop an algorithm, program, execute and demonstrate the results with appropriate output for
the given problem.
 Weightage of marks for PART A is 80% and for PART B is 20%. General rubrics suggested to be
 Change of experiment is allowed only once and Marks allotted to the procedure part to be
made zero (Not allowed for Part B).
 Rubrics suggested in Annexure-II of Regulation book
1. E Balagurusamy, Programming with Java, Graw Hill, 6th Edition, 2019.
2. Herbert Schildt, C: Java the Complete Reference, McGraw Hill, 11th Edition, 2020
03.09.2022
III Semester
MASTERING OFFICE
(Practical based)
Total Hours of Pedagogy 12T + 12P Total Marks 100
Course Objectives:
CLO 1. Understand the basics of computers and prepare documents and small presentations.
CLO 2. Attain the knowledge about spreadsheet/worksheet with various options.
CLO 3. Create simple presentations using templates various options available.
CLO 4. Demonstrate the ability to apply application software in an office environment.
CLO 5. Use MS Office to create projects, applications.
outcomes.
thinking.
Module-1
MS-Word -Working with Files, Text – Formatting, Moving, copying and pasting text, Styles – Lists –
Bulleted and numbered lists, Nested lists, Formatting lists. Table Manipulations. Graphics – Adding clip
Art, add an image from a file, editing graphics, Page formatting - Header and footers, page numbers,
Protect the Document, Mail Merge, Macros – Creating & Saving web pages, Hyperlinks.
Textbook 1: Chapter 2
Teaching-Learning Process Chalk and board, Active Learning, practical based learning
Module-2
MS-Excel- Modifying a Worksheet – Moving through cells, adding worksheets, rows and columns,
Resizing rows and columns, selecting cells, Moving and copying cells, freezing panes - Macros – recording
and running. Linking worksheets - Sorting and Filling, Alternating text and numbers with Auto fill, Auto
filling functions. Graphics – Adding clip art, add an image from a file, Charts – Using chart Wizard, Copy a
chart to Microsoft Word.
Teaching-Learning Process Active Learning, Demonstration, presentation,
Module-3
MS-Power Point -Create a Presentation from a template- Working with Slides – Insert a new slide,
applying a design template, changing slide layouts – Resizing a text box, Text box properties, delete a text
box - Video and Audio effects, Color Schemes & Backgrounds Adding clip art, adding an image from a file,
Save as a web page.
03.09.2022
Teaching-Learning Process Demonstration, presentation preparation for case studies
Module-4
MS-Access - Using Access database wizard, pages and projects. Creating Tables – Create a Table in design
view. Datasheet Records – Adding, Editing, deleting records, Adding and deleting columns Resizing rows
and columns, finding data in a table & replacing, Print a datasheet. Queries - MS-Access.
Teaching-Learning Process Chalk& board, Practical based learning.
Module-5
Microsoft Outlook- Introduction, Starting Microsoft Outlook, Outlook Today, Different Views In Outlook,
Outlook Data Files
Course Outcomes (Course Skill Set):
CO 1. Know the basics of computers and prepare documents, spreadsheets, make small
presentations with audio, video and graphs and would be acquainted with internet.
CO 2. Create, edit, save and print documents with list tables, header, footer, graphic, spellchecker,
mail merge and grammar checker
CO 3. Attain the knowledge about spreadsheet with formula, macros spell checker etc.
CO 4. Demonstrate the ability to apply application software in an office environment.
CO 5. Use Google Suite for office data management tasks
(SEE).
NOTE: List of experiments to be prepared by the faculty based on the syllabus mentioned above
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8 th week
03.09.2022

examiners.

1. https://youtu.be/9VRmgC2GRFE
2. https://youtu.be/rJPWi5x0g3I
3. https://youtu.be/tcj2BhhCMN4
4. https://youtu.be/ubmwp8kbfPc
5. https://youtu.be/i6eNvfQ8fTw
6. http://office.microsoft.com/en-us/training/CR010047968.aspx
7. https://gsuite.google.com/leaming-center
8. http://spoken-tutorial.org
 Real world examples of Windows Framework.
03.09.2022
III Semester
PROGRAMMING IN C++
Course Objectives:
CLO 1. Understanding about object oriented programming and Gain knowledge about the capability
to store information together in an object.
CLO 2. Understand the capability of a class to rely upon another class and functions.
CLO 3. Understand about constructors which are special type of functions.
CLO 4. Create and process data in files using file I/O functions
CLO 5. Use the generic programming features of C++ including Exception handling.
outcomes.
thinking.
Module-1
Introduction to Object Oriented Programming: Computer programming background- C++ overview-
First C++ Program -Basic C++ syntax, Object Oriented Programming: What is an object, Classes, methods
and messages, abstraction and encapsulation, inheritance, abstract classes, polymorphism.
Textbook 1: Chapter 1(1.1 to 1.8)

Module-2
Functions in C++: Tokens – Keywords – Identifiers and constants – Operators in C++ – Scope resolution
operator – Expressions and their types – Special assignment expressions – Function prototyping – Call by
reference – Return by reference – Inline functions -Default arguments – Function overloading.
Textbook 2: Chapter 3(3.2,3.3,3.4,3.13,3.14,3.19, 3.20) , chapter 4(4.3,4.4,4.5,4.6,4.7,4.9)

.
Teaching-Learning Process Chalk and board, Active Learning, Demonstration, presentation,

problem solving
Module-3
Inheritance & Polymorphism: Derived class Constructors, destructors-Types of Inheritance- Defining
Derived classes, Single Inheritance, Multiple, Hierarchical Inheritance, Hybrid Inheritance.
Textbook 2: Chapter 6 (6.2,6.11) chapter 8 (8.1 to,8.8)

03.09.2022
Teaching-Learning Process Chalk and board, Demonstration, problem solving

Module-4
I/O Streams: C++ Class Hierarchy- File Stream-Text File Handling- Binary File Handling during file
operations.
Textbook 1: Chapter 12(12.5) , Chapter 13 (13.6,13.7)

Teaching-Learning Process Chalk and board, Practical based learning, practical’s
Module-5
Exception Handling: Introduction to Exception - Benefits of Exception handling- Try and catch block-
Throw statement- Pre-defined exceptions in C++ .
Textbook 2: Chapter 13 (13.2 to13.6)

CO 1. Able to understand and design the solution to a problem using object-oriented programming
concepts.
CO 2. Able to reuse the code with extensible Class types, User-defined operators and function
Overloading.
CO 3. Achieve code reusability and extensibility by means of Inheritance and Polymorphism
CO 4. Identify and explore the Performance analysis of I/O Streams.
CO 5. Implement the features of C++ including templates, exceptions and file handling for
providing programmed solutions to complex problems.
SEE paper will be set for 50 questions of each of 01 marks. The pattern of the question paper is MCQ. The
time allotted for SEE is 01 hours
03.09.2022
Textbooks
1. Bhushan Trivedi, “Programming with ANSI C++”, Oxford Press, Second Edition, 2012.
2. Balagurusamy E, Object Oriented Programming with C++, Tata McGraw Hill Education Pvt.Ltd ,
Fourth Edition 2010.
Reference Books
1. Bhave , “ Object Oriented Programming With C++”, Pearson Education , 2004.
2. Ray Lischner, “Exploring C++ : The programmer’s introduction to C++” , apress, 2010
3. Bhave , “ Object Oriented Programming With C++”, Pearson Education , 2004
1. Basics of C++ - https://www.youtube.com/watch?v=BClS40yzssA
2. Functions of C++ - https://www.youtube.com/watch?v=p8ehAjZWjPw
Tutorial Link:
1. https://www.w3schools.com/cpp/cpp_intro.asp
2. https://www.edx.org/course/introduction-to-c-3
 Demonstration of simple projects
03.09.2022
IV Semester
MATHEMATICAL FOUNDATIONS FOR COMPUTING

Course Objectives:
CLO 1. Understand an intense foundational introduction to fundamental concepts in discrete

mathematics.
CLO 2. Interpret, identify, and solve the language associated with logical structure, sets, relations and
functions, modular arithmetic.
CLO 3. To develop probability distribution of discrete and continuous random variables. Joint
probability distribution occurs in digital signal processing, design engineering and microwave
engineering.
outcomes.
thinking.
it.
Discuss how every concept can be applied to the real world - and when that's possible, it helps improve
the students' understanding.
Module-1
Fundamentals of Logic: Basic Connectives and Truth Tables, Logical Equivalence – The Laws of Logic,
Logical Implication – Rules of Inference. Fundamentals of Logic contd.: The Use of Quantifiers, Quantifiers,
Definitions, and the Proofs of Theorems.
Self-study: Problems on Logical equivalence.

Teaching-Learning Process Chalk and Board, Problem based learning
Module-2
Relations and Functions: Cartesian Products and Relations, Functions – Plain and One-to-One, Onto
Functions. Function Composition, and Inverse Functions.
Relations: Properties of Relations, Computer Recognition – Zero-One Matrices and Directed Graphs,
Partial Orders – Hasse Diagrams, Equivalence Relations and Partitions.
Introduction to Graph Theory: Definitions and Examples, Subgraphs, Complements, and Graph
Isomorphism, Vertex Degree, Euler Trails and Circuits.
Self-study: The Pigeon-hole Principle, problems and its applications

Module-3
Statistical Methods: Correlation and regression-Karl Pearson’s coefficient of correlation and rank
correlation-problems. Regression analysis- lines of regression –problems.
03.09.2022
Curve Fitting: Curve fitting by the method of least squares- fitting the curves of the form-
𝑦 = 𝑎𝑥 + 𝑏, 𝑦 = 𝑎𝑥𝑏 𝑎𝑛𝑑 𝑦 = 𝑎𝑥2 + 𝑏𝑥 + c
Self-study: Angle between two regression lines, problems. Fitting of the curve y = a b x

Module-4
Probability Distributions: Review of basic probability theory. Random variables (discrete and
continuous), probability mass and density functions. Mathematical expectation, mean and variance.
Binomial, Poisson and normal distributions- problems (derivations for mean and standard deviation
for Binomial and Poisson distributions only)- Illustrative examples.
Self-study: exponential distribution.

Module-5
Joint probability distribution: Joint Probability distribution for two discrete random variables,
expectation, covariance and correlation.
Sampling Theory: Introduction to sampling distributions, standard error, Type-I and Type-II errors.
Test of hypothesis for means, student’s t-distribution, Chi-square distribution as a test of goodness of
fit.
Self-Study: Point estimation and interval estimation.

CO 1. Apply the concepts of logic for effective computation and relating problems in the Engineering
domain.
CO 2. Analyze the concepts of functions and relations to various fields of Engineering. Comprehend the
concepts of Graph Theory for various applications of Computational sciences.
CO 3. Apply discrete and continuous probability distributions in analysing the probability models
arising in the engineering field.
CO 4. Make use of the correlation and regression analysis to fit a suitable mathematical model for the
statistical data.
CO 5. Construct joint probability distributions and demonstrate the validity of testing the hypothesis.

03.09.2022

3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks

Books
1. Ralph P. Grimaldi and B V Ramana, Discrete and Combinatorial Mathematics- An Applied
Introduction, Pearson Education, Asia, Fifth edition – 2007. ISBN 978-81-7758-424-0.
2. Higher Engineering Mathematics B. S. Grewal Khanna Publishers 44th Edition, 2017
Reference Books:
1. Kenneth H. Rosen, Discrete Mathematics and its Applications, Tata – McGraw Hill, Sixth Edition,
Sixth reprint 2008. ISBN-(13):978-0-07-064824-1.
2. C. L. Liu and D P Mohapatra, Elementary Discrete Mathematics, Tata- McGraw Hill, Sixth Edition,
ISBN:10:0-07-066913-9.
3. J.P. Tremblay and R. Manohar, Discrete Mathematical Structures with Applications to Computer
Science, Tata – McGraw Hill, 35TH reprint 2008. ISBN 13:978-0-07-463113-3.
4. Advanced Engineering Mathematics C. Ray Wylie, Louis C.Barrett McGraw-Hill 6th Edition 1995
5. Higher Engineering Mathematics B. V. Ramana McGraw-Hill 11th Edition,2010
6. A Text-Book of Engineering Mathematics N. P. Bali and Manish Goyal Laxmi Publications 2014
7. Advanced Engineering Mathematics Chandrika Prasad and Reena Garg Khanna Publishing, 2018
1. https://www.youtube.com/watch?v=9AUCdsmBGmA&list=PL0862D1A947252D20&index=10
2. https://www.youtube.com/watch?v=oU60TuGHxe0&list=PL0862D1A947252D20&index=11
3. https://www.youtube.com/watch?v=_BIKq9Xo_5A&list=PL0862D1A947252D20&index=13
4. https://www.youtube.com/watch?v=RMLR2JHHeWo&list=PL0862D1A947252D20&index=14
5. https://www.youtube.com/watch?v=nf9e0_ylGdc&list=PL0862D1A947252D20&index=15
6. https://www.youtube.com/watch?v=7cTWea9YAJE&list=PL0862D1A947252D20&index=24
7. https://www.youtube.com/watch?v=695iAm935cY&list=PL0862D1A947252D20&index=25
8. https://www.youtube.com/watch?v=ZECJHfsf4Vs&list=PL0862D1A947252D20&index=26
9. https://www.youtube.com/watch?v=Dsi7x-A89Mw&list=PL0862D1A947252D20&index=28
10. https://www.youtube.com/watch?v=xlUFkMKSB3Y&list=PL0862D1A947252D20
11. https://www.youtube.com/watch?v=0uTE24o3q-o&list=PL0862D1A947252D20&index=2
12. https://www.youtube.com/watch?v=DmCltf8ypks&list=PL0862D1A947252D20&index=3
13. https://www.youtube.com/watch?v=jNeISigUCo0&list=PL0862D1A947252D20&index=4
14. http://nptel.ac.in/courses.php?disciplineID=111
15. http://www.class-central.com/subject/math(MOOCs)
16. http://academicearth.org/
17. VTU EDUSAT PROGRAMME - 20
03.09.2022
03.09.2022
IV Semester
DESIGN AND ANALYSIS OF ALGORITHMS

CLO 1. Explain the methods of analysing the algorithms and to analyze performance of algorithms.
CLO 2. State algorithm’s efficiencies using asymptotic notations.
CLO 3. Solve problems using algorithm design methods such as the brute force method, greedy method,
divide and conquer, decrease and conquer, transform and conquer, dynamic programming,
backtracking and branch and bound.
CLO 4. Choose the appropriate data structure and algorithm design method for a specified application.
CLO 5. Introduce P and NP classes.
outcomes.
thinking.
it.
Module-1
Introduction: What is an Algorithm? It’s Properties. Algorithm Specification-using natural language,

using Pseudo code convention, Fundamentals of Algorithmic Problem solving, Analysis Framework-Time
efficiency and space efficiency, Worst-case, Best-case and Average case efficiency.
Performance Analysis: Estimating Space complexity and Time complexity of algorithms.
Asymptotic Notations: Big-Oh notation (O), Omega notation (Ω), Theta notation ( ) with examples, Basic
efficiency classes, Mathematical analysis of Non-Recursive and Recursive Algorithms with Examples.
Brute force design technique: Selection sort, sequential search, string matching algorithm with
complexity Analysis.
Textbook 1: Chapter 1 (Sections 1.1,1.2), Chapter 2(Sections 2.1,2.2,2.3,2.4), Chapter 3(Section

3.1,3.2)
Textbook 2: Chapter 1(section 1.1,1.2,1.3)
03.09.2022
1. Sort a given set of n integer elements using Selection Sort method and compute its time
complexity. Run the program for varied values of n> 5000 and record the time taken to sort. Plot
a graph of the time taken versus n. The elements can be read from a file or can be generated using
the random number generator. Demonstrate using C++/Java how the brute force method works
along with its time complexity analysis: worst case, average case and best case.
Teaching-Learning Process 1. Problem based Learning.

2. Chalk & board, Active Learning.
3. Laboratory Demonstration.
Module-2
Divide and Conquer: General method, Recurrence equation for divide and conquer, solving it using
Master’s theorem. , Divide and Conquer algorithms and complexity Analysis of Finding the maximum &
minimum, Binary search, Merge sort, Quick sort.
Decrease and Conquer Approach: Introduction, Insertion sort, Graph searching algorithms, Topological
Sorting. It’s efficiency analysis.
Textbook 2: Chapter 3(Sections 3.1,3.3,3.4,3.5,3.6)
Textbook 1: Chapter 4 (Sections 4.1,4.2,4.3), Chapter 5(Section 5.1,5.2,5.3)
1. Sort a given set of n integer elements using Quick Sort method and compute its time
complexity. Run the program for varied values of n> 5000 and record the time taken to sort. Plot
the random number generator. Demonstrate using C++/Java how the divide-and-conquer
method works along with its time complexity analysis: worst case, average case and best case.
2. Sort a given set of n integer elements using Merge Sort method and compute its time
complexity. Run the program for varied values of n> 5000, and record the time taken to sort. Plot
the random number generator. Demonstrate using C++/Java how the divide-and-conquer
method works along with its time complexity analysis: worst case, average case and best case.
Teaching-Learning Process 1. Chalk & board, Active Learning, MOOC, Problem based
Learning.
Module-3
Greedy Method: General method, Coin Change Problem, Knapsack Problem, solving Job sequencing with
deadlines Problems.
Minimum cost spanning trees: Prim’s Algorithm, Kruskal’s Algorithm with performance analysis.
Single source shortest paths: Dijkstra's Algorithm.
Optimal Tree problem: Huffman Trees and Codes.
Transform and Conquer Approach: Introduction, Heaps and Heap Sort.
Textbook 2: Chapter 4(Sections 4.1,4.3,4.5)
Textbook 1: Chapter 9(Section 9.1,9.2,9.3,9.4), Chapter 6( section 6.4)
03.09.2022
Write & Execute C++/Java Program
1. To solve Knapsack problem using Greedy method.

2. To find shortest paths to other vertices from a given vertex in a weighted connected graph, using
Dijkstra's algorithm.
3. To find Minimum Cost Spanning Tree of a given connected undirected graph using Kruskal's
algorithm. Use Union-Find algorithms in your program.
4. To find Minimum Cost Spanning Tree of a given connected undirected graph using Prim's
algorithm.
Learning.
Module-4
Dynamic Programming: General method with Examples, Multistage Graphs.
Transitive Closure: Warshall’s Algorithm. All Pairs Shortest Paths: Floyd's Algorithm,
Knapsack problem, Bellman-Ford Algorithm, Travelling Sales Person problem.
Space-Time Tradeoffs: Introduction, Sorting by Counting, Input Enhancement in String Matching-

Harspool’s algorithm.
Textbook 2: Chapter 5 (Sections 5.1,5.2,5.4,5.9)
Textbook 1: Chapter 8(Sections 8.2,8.4), Chapter 7 (Sections 7.1,7.2)
Write C++/ Java programs to
1. Solve All-Pairs Shortest Paths problem using Floyd's algorithm.

2. Solve Travelling Sales Person problem using Dynamic programming.
3. Solve 0/1 Knapsack problem using Dynamic Programming method.
Learning.
Module-5
Backtracking: General method, solution using back tracking to N-Queens problem, Sum of subsets
problem, Graph coloring, Hamiltonian cycles Problems.
Branch and Bound: Assignment Problem, Travelling Sales Person problem, 0/1 Knapsack problem
NP-Complete and NP-Hard problems: Basic concepts, non- deterministic algorithms, P, NP, NP-
Complete, and NP-Hard classes.
Textbook 1: Chapter 12 (Sections 12.1,12.2) Chapter 11(11.3)
Textbook 2: Chapter 7 (Sections 7.1,7.2,7.3,7.4,7.5) Chapter 11 (Section 11.1)
1. Design and implement C++/Java Program to find a subset of a given set S = {Sl, S2,…, Sn} of n
positive integers whose SUM is equal to a given positive integer d. For example, if S = {1, 2, 5, 6, 8}
and d= 9, there are two solutions {1, 2, 6} and {1, 8}. Display a suitable message, if the given
problem instance doesn't have a solution.
03.09.2022
2. Design and implement C++/Java Program to find all Hamiltonian Cycles in a connected
undirected Graph G of n vertices using backtracking principle.
learning.
CO 1. Analyze the performance of the algorithms, state the efficiency using asymptotic notations and
analyze mathematically the complexity of the algorithm.
CO 2. Apply divide and conquer approaches and decrease and conquer approaches in solving the
problems analyze the same
CO 3. Apply the appropriate algorithmic design technique like greedy method, transform and conquer
approaches and compare the efficiency of algorithms to solve the given problem.
CO 4. Apply and analyze dynamic programming approaches to solve some problems. and improve an
algorithm time efficiency by sacrificing space.
CO 5. Apply and analyze backtracking, branch and bound methods and to describe P, NP and NP-
Complete problems.


to 20 marks.
03.09.2022
Textbooks
1. Introduction to the Design and Analysis of Algorithms, Anany Levitin: 2nd Edition, 2009. Pearson.
2. Computer Algorithms/C++, Ellis Horowitz, SatrajSahni and Rajasekaran, 2nd Edition, 2014,
Universities Press.
Reference Books
1. Introduction to Algorithms, Thomas H. Cormen, Charles E. Leiserson, Ronal L. Rivest, Clifford

Stein, 3rd Edition, PHI.
2. Design and Analysis of Algorithms, S. Sridhar, Oxford (Higher Education)
3. http://elearning.vtu.ac.in/econtent/courses/video/FEP/ADA.html
4. http://cse01-iiith.vlabs.ac.in/
5. http://openclassroom.stanford.edu/MainFolder/CoursePage.php?course=IntroToAlgorithms
1. Real world problem solving and puzzles using group discussion. E.g., Fake coin identification,
Peasant, wolf, goat, cabbage puzzle, Konigsberg bridge puzzle etc.,
2. Demonstration of solution to a problem through programming.
03.09.2022
IV Semester
MICROCONTROLLER AND EMBEDDED SYSTEMS

CLO 1: Understand the fundamentals of ARM-based systems, including programming modules with
registers and the CPSR.
CLO 2: Use the various instructions to program the ARM controller.
CLO 3: Program various embedded components using the embedded C program.
CLO 4: Identify various components, their purpose, and their application to the embedded system's
applicability.
CLO 5: Understand the embedded system's real-time operating system and its application in IoT.
outcomes.
1. The lecturer method (L) does not mean only the traditional lecture method, but different types of
2. Show video/animation films to explain the functioning of various concepts.
3. Encourage collaborative (group learning) learning in the class.
thinking.
it.
8. Discuss how every concept can be applied to the real world, and when that's possible, it helps
Module-1
Microprocessors versus Microcontrollers, ARM Embedded Systems: The RISC design philosophy, The
ARM Design Philosophy, Embedded System Hardware, Embedded System Software.
ARM Processor Fundamentals: Registers, Current Program Status Register, Pipeline, Exceptions,
Interrupts, and the Vector Table, Core Extensions
Textbook 1: Chapter 1 - 1.1 to 1.4, Chapter 2 - 2.1 to 2.5

1. Using Keil software, observe the various registers, dump, CPSR, with a simple ALP programme.
Teaching-Learning Process 1. Demonstration of registers, memory access, and CPSR in a
programme module.
2. For concepts, numerical, and discussion, use chalk and a
whiteboard, as well as a PowerPoint presentation.
Module-2
Introduction to the ARM Instruction Set: Data Processing Instructions , Branch Instructions, Software
Interrupt Instructions, Program Status Register Instructions, Coprocessor Instructions, Loading Constants
C Compilers and Optimization :Basic C Data Types, C Looping Structures, Register Allocation, Function
03.09.2022
Calls, Pointer Aliasing,
Textbook 1: Chapter 3: Sections 3.1 to 3.6 (Excluding 3.5.2), Chapter 5

2. Write a program to find the sum of the first 10 integer numbers.
3. Write a program to find the factorial of a number.
4. Write a program to add an array of 16 bit numbers and store the 32 bit result in internal RAM.
5. Write a program to find the square of a number (1 to 10) using a look-up table.
6. Write a program to find the largest or smallest number in an array of 32 numbers.
Teaching-Learning Process 1. Demonstration of sample code using Keil software.

Module-3
C Compilers and Optimization :Structure Arrangement, Bit-ﬁelds, Unaligned Data and Endianness,
Division, Floating Point, Inline Functions and Inline Assembly, Portability Issues.
ARM programming using Assembly language: Writing Assembly code, Profiling and cycle counting,
instruction scheduling, Register Allocation, Conditional Execution, Looping Constructs
Textbook 1: Chapter-5,6
1. Write a program to arrange a series of 32 bit numbers in ascending/descending order.
2. Write a program to count the number of ones and zeros in two consecutive memory
locations.
3. Display “Hello World” message using Internal UART.
Teaching-Learning Process 1. Demonstration of sample code using Keil software.

Module-4
Embedded System Components: Embedded Vs General computing system, History of embedded
systems, Classification of Embedded systems, Major applications areas of embedded systems, purpose of
embedded systems.
Core of an Embedded System including all types of processor/controller, Memory, Sensors, Actuators,
LED, 7 segment LED display, stepper motor, Keyboard, Push button switch, Communication Interface
(onboard and external types), Embedded firmware, Other system components.
Textbook 2: Chapter 1 (Sections 1.2 to 1.6), Chapter 2 (Sections 2.1 to 2.6)

1. Interface and Control a DC Motor.
2. Interface a Stepper motor and rotate it in clockwise and anti-clockwise direction.
3. Determine Digital output for a given Analog input using Internal ADC of ARM controller.
4. Interface a DAC and generate Triangular and Square waveforms.
5. Interface a 4x4 keyboard and display the key code on an LCD.
6. Demonstrate the use of an external interrupt to toggle an LED On/Off.
7. Display the Hex digits 0 to F on a 7-segment LED interface, with an appropriate delay in between.
Teaching-Learning Process 1. Demonstration of sample code for various embedded
components using keil.
2. Chalk and Board for numerical and discussion
Module-5
RTOS and IDE for Embedded System Design: Operating System basics, Types of operating systems,
Task, process and threads (Only POSIX Threads with an example program), Thread preemption,
Multiprocessing and Multitasking, Task Communication (without any program), Task synchronization
03.09.2022
issues – Racing and Deadlock, Concept of Binary and counting semaphores (Mutex example without any
program), How to choose an RTOS, Integration and testing of Embedded hardware and firmware,
Embedded system Development Environment – Block diagram (excluding Keil),
Disassembler/decompiler, simulator, emulator and debugging techniques, target hardware debugging,
boundary scan.
Textbook 2: Chapter-10 (Sections 10.1, 10.2, 10.3, 10.4 , 10.7, 10.8.1.1, 10.8.1.2, 10.8.2.2, 10.10
only), Chapter 12, Chapter-13 ( block diagram before 13.1, 13.3, 13.4, 13.5, 13.6 only)
1. Demonstration of IoT applications by using Arduino and Raspberry Pi
Teaching-Learning Process 1. Chalk and Board for numerical and discussion
2. Significance of real time operating system[RTOS] using
raspberry pi
At the end of the course, the student will be able to:
CO 1. Explain C-Compilers and optimization
CO 2. Describe the ARM microcontroller's architectural features and program module.
CO 3. Apply the knowledge gained from programming on ARM to different applications.
CO 4. Program the basic hardware components and their application selection method.
CO 5. Demonstrate the need for a real-time operating system for embedded system applications.
to 20 marks.

03.09.2022

Textbooks
1. Andrew N Sloss, Dominic Symes and Chris Wright, ARM system developers guide, Elsevier,
Morgan Kaufman publishers, 2008.
2. Shibu K V, “Introduction to Embedded Systems”, Tata McGraw Hill Education, Private Limited, 2 nd
Edition.
Reference Books
1. Raghunandan. G.H, Microcontroller (ARM) and Embedded System, Cengage learning
Publication,2019
2. The Insider’s Guide to the ARM7 Based Microcontrollers, Hitex Ltd.,1st edition, 2005.
3. Steve Furber, ARM System-on-Chip Architecture, Second Edition, Pearson, 2015.
4. Raj Kamal, Embedded System, Tata McGraw-Hill Publishers, 2nd Edition, 2008.

03.09.2022
IV Semester
OPERATING SYSTEMS
Course Objectives:
CLO 1. Demonstrate the need for OS and different types of OS

CLO 2. Apply suitable techniques for management of different resources
CLO 3. Use processor, memory, storage and file system commands
CLO 4. Realize the different concepts of OS in platform of usage through case studies
outcomes.
1. Lecturer methods (L) need not to be only traditional lecture method, but alternative effective
thinking.
6. IntroduceTopics in manifold representations.
Module-1
Introduction to operating systems, System structures: What operating systems do; Computer System
organization; Computer System architecture; Operating System structure; Operating System operations;
Process management; Memory management; Storage management; Protection and Security; Distributed
system; Special-purpose systems; Computing environments.
Operating System Services: User - Operating System interface; System calls; Types of system calls;
System programs; Operating system design and implementation; Operating System structure; Virtual
machines; Operating System generation; System boot.
Process Management: Process concept; Process scheduling; Operations on processes; Inter process
communication
Textbook 1: Chapter - 1,2,3

Teaching-Learning Process Active learning and problem solving
1. https://www.youtube.com/watch?v=vBURTt97EkA&list=PLBlnK6f
EyqRiVhbXDGLXDk_OQAeuVcp2O
2. https://www.youtube.com/watch?v=a2B69vCtjOU&list=PL3-
wYxbt4yCjpcfUDz-TgD_ainZ2K3MUZ&index=2
Module-2
Multi-threaded Programming: Overview; Multithreading models; Thread Libraries; Threading issues.
Process Scheduling: Basic concepts; Scheduling Criteria; Scheduling Algorithms; Multiple-processor
03.09.2022
scheduling; Thread scheduling.
Process Synchronization: Synchronization: The critical section problem; Peterson’s solution;

Synchronization hardware; Semaphores; Classical problems of synchronization; Monitors.
Textbook 1: Chapter - 4,5

Teaching-Learning Process Active Learning and problem solving
1. https://www.youtube.com/watch?v=HW2Wcx-ktsc
2. https://www.youtube.com/watch?v=9YRxhlvt9Zo
Module-3
Deadlocks: Deadlocks; System model; Deadlock characterization; Methods for handling deadlocks;
Deadlock prevention; Deadlock avoidance; Deadlock detection and recovery from deadlock.
Memory Management: Memory management strategies: Background; Swapping; Contiguous memory

allocation; Paging; Structure of page table; Segmentation.

Teaching-Learning Process Active Learning, Problem solving based on deadlock with animation
1. https://www.youtube.com/watch?v=MYgmmJJfdBg
2. https://www.youtube.com/watch?v=Y14b7_T3AEw&list=PL
EJxKK7AcSEGPOCFtQTJhOElU44J_JAun&index=30
Module-4
Virtual Memory Management: Background; Demand paging; Copy-on-write; Page replacement;
Allocation of frames; Thrashing.
File System, Implementation of File System: File system: File concept; Access methods; Directory
structure; File system mounting; File sharing; Protection: Implementing File system: File system
structure; File system implementation; Directory implementation; Allocation methods; Free space
management.
Textbook 1: Chapter - 9,10,11

Teaching-Learning Process Active learning about memory management and File system
1. https://www.youtube.com/watch?v=pJ6qrCB8pDw&list=PLI
Y8eNdw5tW-BxRY0yK3fYTYVqytw8qhp
2. https://www.youtube.com/watch?v=-orfFhvNBzY
Module-5
Secondary Storage Structures, Protection: Mass storage structures; Disk structure; Disk attachment;
Disk scheduling; Disk management; Swap space management. Protection: Goals of protection, Principles
of protection, Domain of protection, Access matrix, Implementation of access matrix, Access control,
Revocation of access rights, Capability- Based systems.
Case Study: The Linux Operating System: Linux history; Design principles; Kernel modules; Process
management; Scheduling; Memory Management; File systems, Input and output; Inter-process
communication.

Teaching-Learning Process Active learning about case studies
1. https://www.youtube.com/watch?v=TTBkc5eiju4
2. https://www.youtube.com/watch?v=8hkvMRGTzCM&list=P
LEAYkSg4uSQ2PAch478muxnoeTNz_QeUJ&index=36
3. https://www.youtube.com/watch?v=mX1FEur4VCw
CO 1. Identify the structure of an operating system and its scheduling mechanism.
03.09.2022
CO 2. Demonstrate the allocation of resources for a process using scheduling algorithm.

CO 3. Identify root causes of deadlock and provide the solution for deadlock elimination
CO 4. Explore about the storage structures and learn about the Linux Operating system.
CO 5. Analyze Storage Structures and Implement Customized Case study


Textbooks
1. Abraham Silberschatz, Peter Baer Galvin, Greg Gagne, Operating System Principles 7th edition,
Wiley-India, 2006
Reference Books
1. Ann McHoes Ida M Fylnn, Understanding Operating System, Cengage Learning, 6th Edition
2. D.M Dhamdhere, Operating Systems: A Concept Based Approach 3rd Ed, McGraw- Hill, 2013.
3. P.C.P. Bhatt, An Introduction to Operating Systems: Concepts and Practice 4th Edition, PHI(EEE),
2014.
4. William Stallings Operating Systems: Internals and Design Principles, 6th Edition, Pearson.
1. https://www.youtube.com/watch?v=vBURTt97EkA&list=PLBlnK6fEyqRiVhbXDGLXDk_OQAeuV
cp2O
03.09.2022
2. https://www.youtube.com/watch?v=783KAB-
tuE4&list=PLIemF3uozcAKTgsCIj82voMK3TMR0YE_f
3. https://www.youtube.com/watch?v=3-ITLMMeeXY&list=PL3pGy4HtqwD0n7bQfHjPnsWzkeR-
n6mkO

 Role play for process scheduling.
 Present animation for Deadlock.
 Real world examples of memory management concepts
03.09.2022
IV Semester
PYTHON PROGRAMMING LABORATORY

Teaching Hours/Weeks (L: T: P: S) 0: 0: 2: 0 SEE Marks 50
Course Objectives:
CLO 1. Demonstrate the use of IDLE or PyCharm IDE to create Python Applications
CLO 2. Using Python programming language to develop programs for solving real-world problems
CLO 3. Implement the Object-Oriented Programming concepts in Python.
CLO 4. Appraise the need for working with various documents like Excel, PDF, Word and Others
CLO 5. Demonstrate regular expression using python programming
Note: two hours tutorial is suggested for each laboratory sessions.
Prerequisite
 Students should be familiarized about Python installation and setting Python environment
 Usage of IDLE or IDE like PyCharm should be introduced
Python Installation: https://www.youtube.com/watch?v=Kn1HF3oD19c
PyCharm Installation: https://www.youtube.com/watch?v=SZUNUB6nz3g
Sl. No. PART A – List of problems for which student should develop program and execute in the
Laboratory
Aim: Introduce the Python fundamentals, data types, operators, flow control and exception
handling in Python
a) Write a python program to find the best of two test average marks out of three test’s
marks accepted from the user.
b) Develop a Python program to check whether a given number is palindrome or not and
also count the number of occurrences of each digit in the input number.
1
Datatypes: https://www.youtube.com/watch?v=gCCVsvgR2KU
Operators: https://www.youtube.com/watch?v=v5MR5JnKcZI
Flow Control: https://www.youtube.com/watch?v=PqFKRqpHrjw
For loop: https://www.youtube.com/watch?v=0ZvaDa8eT5s
While loop: https://www.youtube.com/watch?v=HZARImviDxg
Exceptions: https://www.youtube.com/watch?v=6SPDvPK38tw
Aim: Demonstrating creation of functions, passing parameters and return values
a) Defined as a function F as Fn = Fn-1 + Fn-2. Write a Python program which accepts a

value for N (where N >0) as input and pass this value to the function. Display suitable
error message if the condition for input value is not followed.
b) Develop a python program to convert binary to decimal, octal to hexadecimal using
2
functions.
Functions: https://www.youtube.com/watch?v=BVfCWuca9nw
Arguments: https://www.youtube.com/watch?v=ijXMGpoMkhQ
Return value: https://www.youtube.com/watch?v=nuNXiEDnM44
Aim: Demonstration of manipulation of strings using string methods
3
a) Write a Python program that accepts a sentence and find the number of words, digits,
uppercase letters and lowercase letters.
03.09.2022
b) Write a Python program to find the string similarity between two given strings
Sample Output: Sample Output:
Original string: Original string:
Python Exercises Python Exercises
Python Exercises Python Exercise
Similarity between two said strings: Similarity between two said strings:
1.0 0.967741935483871
Strings: https://www.youtube.com/watch?v=lSItwlnF0eU
String functions: https://www.youtube.com/watch?v=9a3CxJyTq00
Aim: Discuss different collections like list, tuple and dictionary
a) Write a python program to implement insertion sort and merge sort using lists
b) Write a program to convert roman numbers in to integer values using dictionaries.
Lists: https://www.youtube.com/watch?v=Eaz5e6M8tL4
4
List methods: https://www.youtube.com/watch?v=8-RDVWGktuI
Tuples: https://www.youtube.com/watch?v=bdS4dHIJGBc
Tuple operations: https://www.youtube.com/watch?v=TItKabcTTQ4
Dictionary: https://www.youtube.com/watch?v=4Q0pW8XBOkc
Dictionary methods: https://www.youtube.com/watch?v=oLeNHuORpNY
Aim: Demonstration of pattern recognition with and without using regular expressions
a) Write a function called isphonenumber () to recognize a pattern 415-555-4242 without

using regular expression and also write the code to recognize the same pattern using
regular expression.
5
b) Develop a python program that could search the text in a file for phone numbers
(+919900889977) and email addresses ([email protected])
Regular expressions: https://www.youtube.com/watch?v=LnzFnZfHLS4
Aim: Demonstration of reading, writing and organizing files.
a) Write a python program to accept a file name from the user and perform the following
operations
1. Display the first N line of the file
2. Find the frequency of occurrence of the word accepted from the user in the
file
6 b) Write a python program to create a ZIP file of a particular folder which contains several
files inside it.
Files: https://www.youtube.com/watch?v=vuyb7CxZgbU
https://www.youtube.com/watch?v=FqcjKewJTQ0
File organization: https://www.youtube.com/watch?v=MRuq3SRXses
7 Aim: Demonstration of the concepts of classes, methods, objects and inheritance

03.09.2022
a) By using the concept of inheritance write a python program to find the area of triangle,
circle and rectangle.
b) Write a python program by creating a class called Employee to store the details of
Name, Employee_ID, Department and Salary, and implement a method to update salary
of employees belonging to a given department.
OOP’s concepts: https://www.youtube.com/watch?v=qiSCMNBIP2g

Inheritance: https://www.youtube.com/watch?v=Cn7AkDb4pIU
Aim: Demonstration of classes and methods with polymorphism and overriding
a) Write a python program to find the whether the given input is palindrome or not (for
8
both string and integer) using the concept of polymorphism and inheritance.
Overriding: https://www.youtube.com/watch?v=CcTzTuIsoFk
Aim: Demonstration of working with excel spreadsheets and web scraping
a) Write a python program to download the all XKCD comics

b) Demonstrate python program to read the data from the spreadsheet and write the data
in to the spreadsheet
9
Web scraping: https://www.youtube.com/watch?v=ng2o98k983k
Excel: https://www.youtube.com/watch?v=nsKNPHJ9iPc
Aim: Demonstration of working with PDF, word and JSON files
a) Write a python program to combine select pages from many PDFs

b) Write a python program to fetch current weather data from the JSON file
PDFs: https://www.youtube.com/watch?v=q70xzDG6nls
10 https://www.youtube.com/watch?v=JhQVD7Y1bsA
https://www.youtube.com/watch?v=FcrW-ESdY-A
Word files: https://www.youtube.com/watch?v=ZU3cSl51jWE
JSON files: https://www.youtube.com/watch?v=9N6a-VLBa2I
Python (Full Course): https://www.youtube.com/watch?v=_uQrJ0TkZlc

For the above experiments the following pedagogy can be considered. Problem based
Pedagogy
learning, Active learning, MOOC, Chalk &Talk
A problem statement for each batch is to be generated in consultation with the co-examiner and student
should develop an algorithm, program and execute the program for the given problem with appropriate
outputs.
Course Outcomes:
CO 1. Demonstrate proficiency in handling of loops and creation of functions.
CO 2. Identify the methods to create and manipulate lists, tuples and dictionaries.
CO 3. Discover the commonly used operations involving regular expressions and file system.
CO 4. Interpret the concepts of Object-Oriented Programming as used in Python.
CO 5. Determine the need for scraping websites and working with PDF, JSON and other file formats.
03.09.2022

(SEE).

examiners.
the given problem.
03.09.2022
Textbooks:
1. Al Sweigart, “Automate the Boring Stuff with Python”,1stEdition, No Starch Press, 2015.
(Available under CC-BY-NC-SA license at https://automatetheboringstuff.com/)
2. Reema Thareja “Python Programming Using Problem Solving Approach” Oxford University
Press.
3. Allen B. Downey, “Think Python: How to Think Like a Computer Scientist”,
2nd Edition, Green Tea Press, 2015. (Available under CC-BY-NC license at
http://greenteapress.com/thinkpython2/thinkpython2.pdf)
03.09.2022
IV Semester
WEB PROGRAMMING
(Practical based)
Course Objectives:
CLO 1. Learn Web tool box and history of web browsers.
CLO 2. Learn HTML, XHTML tags with utilizations.
CLO 3. Know CSS with dynamic document utilizations.
CLO 4. Learn JavaScript with Element access in JavaScript.
CLO 5. Logically plan and develop web pages..
outcomes.
thinking.
Module-1
Introduction to WEB Programming: Internet, WWW, Web Browsers, and Web Servers, URLs, MIME,
HTTP, Security, The Web Programmers Toolbox.

Module-2
HTML and XHTML: Origins of HTML and XHTML, Basic syntax, Standard XHTML document structure,
Basic text markup, Images, Hypertext Links, Lists, Tables.
Forms, Frames in HTML and XHTML, Syntactic differences between HTML and XHTML.

problem solving
Module-3
CSS: Introduction, Levels of style sheets, Style specification formats, Selector forms, Property value forms,
Font properties, List properties, Color, Alignment of text, Background images, tags.

Module-4
Java Script – I: Object orientation and JavaScript; General syntactic characteristics; Primitives,
03.09.2022
Operations, and expressions; Screen output and keyboard input.

Module-5
Java Script – II: Control statements, Object creation and Modification; Arrays; Functions; Constructor;
Pattern matching using expressions; Errors, Element access in JavaScript.

CO 1. Describe the fundamentals of web and concept of HTML.
CO 2. Use the concepts of HTML, XHTML to construct the web pages.
CO 3. Interpret CSS for dynamic documents.
CO 4. Evaluate different concepts of JavaScript & Construct dynamic documents.
CO 5. Design a small project with JavaScript and XHTML.
(SEE).

03.09.2022
examiners.
Textbooks
1. Robert W Sebesta, “Programming the World Wide Web”, 6th Edition, Pearson Education, 2008.
Reference Books
1. M.Deitel, P.J.Deitel, A.B.Goldberg, “Internet & World Wide Web How to program”, 3rd Edition,
Pearson Education / PHI, 2004.
2. Chris Bates, “Web Programming Building Internet Applications”, 3rd Edition, Wiley India, 2006.
3. Xue Bai et al, “The Web Warrior Guide to Web Programming”, Thomson, 2003.
4. Sklar, “The Web Warrior Guide to Web Design Technologies”, 1st Edition, Cengage Learning
India
1. Fundamentals of WEB Programming: https://www.youtube.com/watch?v=DR9dr6gxhDM
2. HTML and XHTML: https://www.youtube.com/watch?v=A1XlIDDXgwg
3. CSS: https://www.youtube.com/watch?v=J35jug1uHzE
4. Java Script and HTML Documents: https://www.youtube.com/watch?v=Gd0RBdFRvF0
5. Dynamic Documents with JavaScript: https://www.youtube.com/watch?v=HTFSIJALNKc
Tutorial Link:
1. http://www.tutorialspoint.com
2. http://www.w3schools.com
03.09.2022
IV Semester
UNIX SHELL PROGRAMMING

Course Objectives:
CLO 1. To help the students to understand effective use of Unix concepts, commands and terminology.
CLO 2. Identify, access, and evaluate UNIX file system.
CLO 3. Understand UNIX command syntax and semantics.
CLO 4. Ability to read and understand specifications, scripts and programs.
CLO 5. Analyze Facility with UNIX Process.
outcomes.
thinking.
Module-1
Introduction of UNIX - Introduction, History, Architecture, Experience the Unix environment, Basic
commands ls, cat, cal, date, calendar, who, printf, tty, sty, uname, passwd, echo, tput, and bc.
Textbook 1: Chapter 1(1.1 to 1.4) , Chapter 2- 2.1

Module-2
UNIX File System- The file, what’s in a filename? The parent-child relationship, pwd, the Home directory,
absolute pathnames, using absolute pathnames for a command, cd, mkdir, rmdir, Relative pathnames, The
UNIX file system.
problem solving
Module-3
Basic File Attributes - Is – l, the –d option, File Permissions, chmod, Security and File Permission, users
and groups, security level, changing permission, user masks, changing ownership and group, File
Attributes, More file attributes: hard link, symbolic link, umask, find.
Module-4
Introduction to the Shell Scripting - Introduction to Shell Scripting, Shell Scripts, read, Command Line
03.09.2022
Arguments, Exit Status of a Command, The Logical Operators && and ||, exit, if, and case conditions, expr,
sleep and wait, while, until, for, $, @, redirection. The here document, set, trap, Sample Validation and
Data Entry Scripts.
Textbook 1: Chapter 11,12,14

Module-5
Introduction to UNIX System process: Mechanism of process creation. Parent and child process. The ps
command with its options. Executing a command at a specified point of time: at command. Executing a
command periodically: cron command and the crontab file.. Signals.
Textbook 1: Chapter 9,19

CO 1. Know the basics of Unix concepts and commands.
CO 2. Evaluate the UNIX file system.
CO 3. Apply Changes in file system.
CO 4. Understand scripts and programs.
CO 5. Analyze Facility with UNIX system process
Textbooks
1. Unix Concepts & Applications 4rth Edition, Sumitabha Das, Tata McGraw Hill
03.09.2022
References:
2. Unix Shell Programming, Yashwant Kanetkar
3. Introduction to UNIX by M G Venkatesh Murthy.

1. https://www.youtube.com/watch?v=ffYUfAqEamY
2. https://www.youtube.com/watch?v=Q05NZiYFcD0
3. https://www.youtube.com/watch?v=8GdT53KDIyY
4. https://www.youtube.com/watch?app=desktop&v=3Pga3y7rCgo

 Real world examples of Linux operating system Utilizations.
03.09.2022
IV Semester
R PROGRAMMING
(Practical based)
Course Objectives:
CLO 1. Explore and understand how R and R Studio interactive environment.
CLO 2. To learn and practice programming techniques using R programming.
CLO 3. Read Structured Data into R from various sources.
CLO 4. Understand the different data Structures, data types in R.
CLO 5. To develop small applications using R Programming
outcomes.
thinking.
Module-1
Numeric, Arithmetic, Assignment, and Vectors: R for Basic Math, Arithmetic, Variables, Functions,
Vectors, Expressions and assignments Logical expressions.

Module-2
Matrices and Arrays: Defining a Matrix, Sub-setting, Matrix Operations, Conditions and Looping: if
statements, looping with for, looping with while, vector based programming.
Textbook 1: Chapter 2- 2.8, chapter 3- 3.2 to 3.5

problem solving
Module-3
Lists and Data Frames: Data Frames, Lists, Special values, The apply facmily.
Textbook 1: Chapter 6- 6.2 to 6.4

Module-4
Functions: Calling functions, scoping, Arguments matching, writing functions: The function command,
Arguments, specialized function.

03.09.2022

Module-5
Pointers: packages, frames, de bugging, manipulation of code, compilation of the code.

CO 1. To understand the fundamental syntax of R through readings, practice exercises,
CO 2. To demonstrations, and writing R code.
CO 3. To apply critical programming language concepts such as data types, iteration,
CO 4. To understand control structures, functions, and Boolean operators by writing R programs
and through examples
CO 5. To import a variety of data formats into R using R-Studio
CO 6. To prepare or tidy data for in preparation for analyze.
(SEE).

03.09.2022

examiners.
Textbooks
1. Jones, O., Maillardet. R. and Robinson, A. (2014). Introduction to Scientific Programming and
Simulation Using R. Chapman & Hall/CRC, The R Series.
References:
1. Michael J. Crawley, “Statistics: An Introduction using R”, Second edition, Wiley,2015
1. Wickham, H. & Grolemund, G. (2018). for Data Science. O’Reilly: New York. Available for free at
http://r4ds.had.co.nz
03.09.2022
V Semester
AUTOMATA THEORY AND COMPILER DESIGN

CLO 1. Introduce the fundamental concepts of Automata Theory, Formal Languages and compiler design
CLO 2. Principles Demonstrate Application of Automata Theory and Formal Languages in the field of
compiler design
CLO 3. Develop understanding of computation through Push Down Automata and Turing Machines
CLO 4. Introduce activities carried out in different phases of Phases compiler
CLO 5. Identify the undecidability problems.
outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective
thinking.
7. Show the different ways to solve the same problem with different approaches and encourage the
students to come up with their own creative ways to solve them.
Module-1
Introduction to Automata Theory: Central Concepts of Automata theory, Deterministic Finite
Automata(DFA), Non- Deterministic Finite Automata(NFA) ,Epsilon- NFA, NFA to DFA Conversion,
Minimization of DFA
Introduction to Compiler Design: Language Processors, Phases of Compilers
Textbook 1: Chapter1 – 1.5, Chapter2 – 2.2,2.3,2.5 Chapter4 –4.4

Textbook 2: Chapter1 – 1.1 and 1.2
Module-2
Regular Expressions and Languages: Regular Expressions, Finite Automata and Regular Expressions,
Proving Languages Not to Be Regular
Lexical Analysis Phase of compiler Design: Role of Lexical Analyzer, Input Buffering , Specification of
Token, Recognition of Token.
Textbook 1: Chapter3 – 3.1, 3.2, Chapter4- 4.1

03.09.2022
Textbook 2: Chapter3- 3.1 to 3.4

Module-3
Context Free Grammars: Definition and designing CFGs, Derivations Using a Grammar, Parse Trees,
Ambiguity and Elimination of Ambiguity, Elimination of Left Recursion, Left Factoring.
Syntax Analysis Phase of Compilers: part-1: Role of Parser , Top-Down Parsing
Textbook 1: Chapter 5 – 5.1.1 to 5.1.6, 5.2 (5.2.1, 5.2.2), 5.4

Textbook 2: Chapter 4 – 4.1, 4.2, 4.3 (4.3.2 to 4.3.4) ,4.4
Module-4
Push Down Automata: Definition of the Pushdown Automata, The Languages of a PDA.
Syntax Analysis Phase of Compilers: Part-2: Bottom-up Parsing, Introduction to LR Parsing: SLR, More
Powerful LR parsers
Textbook1: Chapter 6 – 6.1, 6.2

Textbook2: Chapter 4 – 4.5, 4.6, 4.7 (Up to 4.7.4)
Teaching-Learning Process Chalk & board, Problem based learning
Module-5
Introduction to Turing Machine: Problems that Computers Cannot Solve, The Turing machine,
problems, Programming Techniques for Turing Machine, Extensions to the Basic Turing Machine
Undecidability : A language That Is Not Recursively Enumerable, An Undecidable Problem That Is RE.
Other Phases of Compilers: Syntax Directed Translation- Syntax-Directed Definitions, Evaluation

Orders for SDD’s. Intermediate-Code Generation- Variants of Syntax Trees, Three-Address Code.
Code Generation- Issues in the Design of a Code Generator
Textbook1: Chapter 8 – 8.1, 8.2,8.3,8.4 Chapter 9 – 9.1,9.2

Textbook2: Chapter 5 – 5.1, 5.2, Chapter 6- 6.1,6.2 Chapter 8- 8.1
Course Outcomes
CO 1. Acquire fundamental understanding of the core concepts in automata theory and Theory of
Computation
CO 2. Design and develop lexical analyzers, parsers and code generators
CO 3. Design Grammars and Automata (recognizers) for different language classes and become
knowledgeable about restricted models of Computation (Regular, Context Free) and their relative
powers.
CO 4. Acquire fundamental understanding of the structure of a Compiler and Apply concepts automata
theory and Theory of Computation to design Compilers
CO 5. Design computations models for problems in Automata theory and adaptation of such model in
the field of compilers

03.09.2022

Textbooks
1. John E Hopcroft, Rajeev Motwani, Jeffrey D. Ullman,“ Introduction to Automata Theory,
Languages and Computation”, Third Edition, Pearson.
2. Alfred V.Aho, Monica S.Lam,Ravi Sethi, Jeffrey D. Ullman, “ Compilers Principles, Techniques and
Tools”, Second Edition,Perason.
Reference:
1. Elain Rich, “Automata,Computability and complexity”, 1st Edition, Pearson Education,2018.
2. K.L.P Mishra, N Chandrashekaran , 3rd Edition , ‘Theory of Computer Science”,PHI,2012.
3. Peter Linz, “An introduction to Formal Languages and Automata “, 3rd Edition, Narosa
Publishers,1998.
4. K Muneeswaran, ”Compiler Design”, Oxford University Press 2013.
1. https://nptel.ac.in/courses/106/106/106106049/#
3. https://www.jflap.org/
Group Activities, quizzes, Puzzles and presentations

03.09.2022
V Semester
COMPUTER NETWORKS
Course Objectives:
CLO 1. Fundamentals of data communication networks.

CLO 2. Software and hardware interfaces
CLO 3. Application of various physical components and protocols
CLO 4. Communication challenges and remedies in the networks.
outcomes.
thinking.
Module-1
Introduction to networks: Network hardware, Network software, Reference models,
Physical Layer: Guided transmission media, Wireless transmission
Textbook 1: Ch.1.2 to 1.4, Ch.2.2 to 2.3

1. Implement Three nodes point – to – point network with duplex links between them for different
topologies. 1Set the queue size, vary the bandwidth, and find the number of packets dropped for
various iterations.

Module-2
The Data link layer: Design issues of DLL, Error detection and correction, Elementary data link
protocols, Sliding window protocols.
The medium access control sublayer: The channel allocation problem, Multiple access protocols.
Textbook 1: Ch.3.1 to 3.4, Ch.4.1 and 4.2

1. Implement simple ESS and with transmitting nodes in wire-less LAN by simulation and
determine the throughput with respect to transmission of packets
2. Write a program for error detecting code using CRC-CCITT (16- bits).
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Module-3
The Network Layer:
Network Layer Design Issues, Routing Algorithms, Congestion Control Algorithms, QoS.
Textbook 1: Ch 5.1 to 5.4

1. Implement transmission of ping messages/trace route over a network topology consisting of 6
nodes and find the number of packets dropped due to congestion in the network.
2. Write a program to find the shortest path between vertices using bellman-ford algorithm.

Module-4
The Transport Layer: The Transport Service, Elements of transport protocols, Congestion control, The
internet transport protocols.
Textbook 1: Ch 6.1 to 6.4 and 6.5.1 to 6.5.7

1. Implement an Ethernet LAN using n nodes and set multiple traffic nodes and plot congestion
window for different source / destination.
2. Write a program for congestion control using leaky bucket algorithm.
Module-5
Application Layer: Principles of Network Applications, The Web and HTTP, Electronic Mail in the
Internet, DNS—The Internet’s Directory Service.

CO 1. Learn the basic needs of communication system.
CO 2. Interpret the communication challenges and its solution.
CO 3. Identify and organize the communication system network components
CO 4. Design communication networks for user requirements.
to 20 marks.
03.09.2022


Textbooks:
1. Computer-Networks- Andrew S. Tanenbaum and David J. Wetherall, Pearson Education, 5th-
Edition. (www.pearsonhighered.com/tanenbaum)
2. Computer Networking A Top-Down Approach -James F. Kurose and Keith W. RossPearson
Education 7th Edition.
Reference Books:
1. Behrouz A Forouzan, Data and Communications and Networking, Fifth Edition, McGraw
Hill,Indian Edition
2. Larry L Peterson and Brusce S Davie, Computer Networks, fifth edition, ELSEVIER
1. https://www.digimat.in/nptel/courses/video/106105183/L01.html
2. http://www.digimat.in/nptel/courses/video/106105081/L25.html
3. https://nptel.ac.in/courses/106105081
4. VTU e-Shikshana Program
Simulation of Personal area network, Home area network, achieve QoS etc.
Note: For the Simulation experiments modify the topology and parameters set for the experiment and
take multiple rounds of reading and analyze the results available in log files. Plot necessary graphs and
conclude using NS2. Installation procedure of the required software must be demonstrated, carried out
in groups, and documented in the report. Non simulation programs can be implemented using Java
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V Semester
DATABASE MANAGEMENT SYSTEMS

CLO 1. Provide a strong foundation in database concepts, technology, and practice.
CLO 2. Practice SQL programming through a variety of database problems.
CLO 3. Demonstrate the use of concurrency and transactions in database
CLO 4. Design and build database applications for real world problems.
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Introduction to Databases: Introduction, Characteristics of database approach, Advantages of using the
DBMS approach, History of database applications.
Overview of Database Languages and Architectures: Data Models, Schemas, and Instances. Three
schema
architecture and data independence, database languages, and interfaces, The Database System
environment.
Conceptual Data Modelling using Entities and Relationships: Entity types, Entity sets, attributes,
roles, and structural constraints, Weak entity types, ER diagrams, Examples
Textbook 1: Ch 1.1 to 1.8, 2.1 to 2.6, 3.1 to 3.7

Module-2
Relational Model: Relational Model Concepts, Relational Model Constraints and relational database
schemas, Update operations, transactions, and dealing with constraint violations.
Relational Algebra: Unary and Binary relational operations, additional relational operations (aggregate,
grouping, etc.) Examples of Queries in relational algebra.
Mapping Conceptual Design into a Logical Design: Relational Database Design using ER-to-Relational
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mapping.
Textbook 1:, Ch 5.1 to 5.3, 8.1 to 8.5, 9.1;

Module-3
SQL: SQL data definition and data types, specifying constraints in SQL, retrieval queries in SQL, INSERT,
DELETE, and UPDATE statements in SQL, Additional features of SQL.
Advances Queries: More complex SQL retrieval queries, Specifying constraints as assertions and action
triggers, Views in SQL, Schema change statements in SQL.
Database
Application Development: Accessing databases from applications, An introduction to JDBC, JDBC classes
and interfaces, SQLJ, Stored procedures, Case study: The internet Bookshop.
Textbook 1: Ch 6.1 to 6.5, 7.1 to 7.4; Textbook 2: 6.1 to 6.6;

Module-4
Normalization: Database Design Theory – Introduction to Normalization using Functional and
Multivalued Dependencies: Informal design guidelines for relation schema, Functional Dependencies,
Normal Forms based on Primary Keys, Second and Third Normal Forms, Boyce-Codd Normal Form,
Multivalued Dependency and Fourth Normal Form, Join Dependencies and Fifth Normal Form. Examples
on normal forms.
Normalization Algorithms: Inference Rules, Equivalence, and Minimal Cover, Properties of Relational
Decompositions, Algorithms for Relational Database Schema Design, Nulls, Dangling tuples, and alternate
Relational Designs, Further discussion of Multivalued dependencies and 4NF, Other dependencies and
Normal Forms
Textbook 1: Ch 14.1 to -14.7, 15.1 to 15.6

Module-5
Transaction Processing: Introduction to Transaction Processing, Transaction and System concepts,
Desirable properties of Transactions, Characterizing schedules based on recoverability, Characterizing
schedules based on Serializability, Transaction support in SQL.
Concurrency Control in Databases: Two-phase locking techniques for Concurrency control,

Concurrency control based on Timestamp ordering, Multiversion Concurrency control techniques,
Validation Concurrency control techniques, Granularity of Data items and Multiple Granularity Locking.
Textbook 1: Ch 20.1 to 20.6, 21.1 to 21.7;

Course Outcomes
CO 1. Identify, analyze and define database objects, enforce integrity constraints on a database using
RDBMS
CO 2. Use Structured Query Language (SQL) for database manipulation and also demonstrate the
basic of query evaluation.
CO 3. Design and build simple database systems and relate the concept of transaction, concurrency
control and recovery in database
CO 4. Develop application to interact with databases, relational algebra expression.
CO 5. Develop applications using tuple and domain relation expression from queries.
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4. Marks scored shall be proportionally reduced to 50 marks.
Textbooks
1. Fundamentals of Database Systems, Ramez Elmasri and Shamkant B. Navathe, 7th Edition, 2017,
Pearson.
2. Database management systems, Ramakrishnan, and Gehrke, 3rd Edition, 2014, McGraw Hill
Reference Books:
1. Abraham Silberschatz, Henry F. Korth and S. Sudarshan’s Database System Concepts 6th
EditionTata Mcgraw Hill Education Private Limited

1. https://www.youtube.com/watch?v=3EJlovevfcA
2. https://www.youtube.com/watch?v=9TwMRs3qTcU
3. https://www.youtube.com/watch?v=ZWl0Xow304I
4. https://www.youtube.com/watch?v=4YilEjkNPrQ
5. https://www.youtube.com/watch?v=CZTkgMoqVss
6. https://www.youtube.com/watch?v=Hl4NZB1XR9c
7. https://www.youtube.com/watch?v=EGEwkad_llA
8. https://www.youtube.com/watch?v=t5hsV9lC1rU
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 Demonstration of real time Database projects - E-commerce Platform, Inventory Management,
Railway System, College Data Management, Library Data Management, Solution for Saving
Student Records, Hospital Data Management, Blood Donation Management.
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PRINCIPLES OF ARTIFICIAL INTELLIGENCE

Course Code 21AI54 CIE Marks 50
CLO 1. Gain a historical perspective of AI and its foundations

CLO 2. Become familiar with basic principles of AI toward problem solving
CLO 3. Get to know approaches of inference, perception, Uncertain Knowledge and Reasoning
outcomes.
1. Lecturer method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
thinking.
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall it.
Module-1
Introduction: What is AI? Foundations and History of AI
Intelligent Agents: Agents and environment, Concept of Rationality, The nature of environment, The
structure of agents.
Text book 1: Chapter 1- 1.1, 1.2, 1.3 Chapter 2- 2.1, 2.2, 2.3, 2.4
Teaching- Chalk and board, Active Learning.
Learning
Process
Module-2
Problem‐solving: Problem‐solving agents, Example problems, Searching for Solutions Uninformed Search
Strategies: Breadth First search, Depth First Search, Iterative deepening depth first search;
Text book 1: Chapter 3- 3.1, 3.2, 3.3, 3.4

Teaching- Chalk and board, Active Learning, Demonstration
Learning
Process
Module-3
Informed Search Strategies: Heuristic functions, Greedy best first search, A*search. Heuristic Functions
Logical Agents: Knowledge–based agents, The Wumpus world, Logic, Propositional logic, Reasoning patterns
in Propositional Logic
Text book 1: Chapter 4 – 4.1, 4.2 Chapter 7- 7.1, 7.2, 7.3, 7.4, 7.5
Teaching- Chalk and board, Problem based learning, Demonstration
Learning
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Process
Module-4
First Order Logic: Representation Revisited, Syntax and Semantics of First Order logic, Using First Order
logic.
Inference in First Order Logic :Propositional Versus First Order Inference, Unification, Forward Chaining,
Backward Chaining, Resolution
Text book 1: Chapter 8- 8.1, 8.2, 8.3 Chapter 9- 9.1, 9.2, 9.3, 9.4, 9.5
Learning
Process
Module-5
Uncertain Knowledge and Reasoning: Quantifying Uncertainty: Acting under Uncertainty, Basic
Probability Notation, Inference using Full Joint Distributions, Independence, Baye’s Rule and its use. Wumpus
World Revisited
Text Book 1: Chapter 13-13.1, 13.2, 13.3, 13.4, 13.5, 13.6

Teaching- Chalk and board, Active Learning.
Learning
Process
Course Outcomes
CO 1. Apply knowledge of agent architecture, searching and reasoning techniques for different
applications.
CO 2. Analyse Searching and Inferencing Techniques.
CO 3. Develop knowledge base sentences using propositional logic and first order logic
CO 4. Demonstrating agents, searching and inferencing
CO 5. Illustrate the application of probability in uncertain reasoning.
minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures not less than 35% (18 Marks out of 50) in the semester-end examination (SEE), and a
minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
(Semester End Examination) taken together


(duration 01 hours) OR Suitable Programming experiments based on the syllabus contents can be given to
the students to submit the same as laboratory work( for example; Implementation of concept learning,
implementation of decision tree learning algorithm for suitable data set, etc…)

03.09.2022
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy as
3. The students have to answer 5 full questions, selecting one full question from each module. Marks
scored shall be proportionally reduced to 50 marks
Text Books
1. Stuart J. Russell and Peter Norvig , Artificial Intelligence, 3rd Edition, Pearson,2015
Reference:
1. Elaine Rich, Kevin Knight, Artificial Intelligence, 3rd edition,Tata McGraw Hill,2013
2. George F Lugar, Artificial Intelligence Structure and strategies for complex, Pearson Education, 5th
Edition, 2011
1. https://www.kdnuggets.com/2019/11/10-free-must-read-books-ai.html
2. https://www.udacity.com/course/knowledge-based-ai-cognitive-systems--ud409
Role play for strategies – DFS & BFS, Reasoning and Uncertainty problems - reliability of sensor used to
detect pedestrians using Bayes Rule , A teacher does not know exactly what a student understand etc.
03.09.2022
V Semester
DATABASE MANAGEMENT SYSTEMS LABORATORY WITH MINI PROJECT

CLO 1. Foundation knowledge in database concepts, technology and practice to groom students into
well-informed database application developers.
CLO 2. Strong practice in SQL programming through a variety of database problems.
CLO 3. Develop database applications using front-end tools and back-end DBMS..
Sl. No. PART-A: SQL Programming (Max. Exam Marks. 50)

 Design, develop, and implement the specified queries for the following problems using
Oracle, MySQL, MS SQL Server, or any other DBMS under LINUX/Windows environment.
 Create Schema and insert at least 5 records for each table. Add appropriate database
constraints.
1 Aim: Demonstrating creation of tables, applying the view concepts on the tables.
ProgramConsider the following schema for a Library Database:

BOOK(Book_id, Title, Publisher_Name, Pub_Year)
BOOK_AUTHORS(Book_id, Author_Name)
PUBLISHER(Name, Address, Phone)
BOOK_COPIES(Book_id, Programme_id, No-of_Copies)
BOOK_LENDING(Book_id, Programme_id, Card_No, Date_Out, Due_Date)
LIBRARY_PROGRAMME(Programme_id, Programme_Name, Address)
Write SQL queries to
1. Retrieve details of all books in the library – id, title, name of publisher, authors, number of
copies in each Programme, etc.
2. Get the particulars of borrowers who have borrowed more than 3 books, but
from Jan 2017 to Jun 2017.
3. Delete a book in BOOK table. Update the contents of other tables to reflect this
data manipulation operation.
4. Partition the BOOK table based on year of publication. Demonstrate its working
with a simple query.
5. Create a view of all books and its number of copies that are currently available in
the Library.
Reference:
https://www.youtube.com/watch?v=AaSU-AOguls
https://www.youtube.com/watch?v=-EwEvJxS-Fw
2 Aim: Discuss the various concepts on constraints and update operations.
Program: Consider the following schema for Order Database:

SALESMAN(Salesman_id, Name, City, Commission)
CUSTOMER(Customer_id, Cust_Name, City, Grade, Salesman_id)
ORDERS(Ord_No, Purchase_Amt, Ord_Date, Customer_id, Salesman_id)
1. Count the customers with grades above Bangalore’s average.
2. Find the name and numbers of all salesman who had more than one customer.
3. List all the salesman and indicate those who have and don’t have customers in their cities
(Use UNION operation.)
4. Create a view that finds the salesman who has the customer with the highest order of a day.
5. Demonstrate the DELETE operation by removing salesman with id 1000. All his orders must
also be deleted.
Reference:
https://www.youtube.com/watch?v=AA-KL1jbMeY
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https://www.youtube.com/watch?v=7S_tz1z_5bA
3 Aim: Demonstrate the concepts of JOIN operations.
Program: Consider the schema for Movie Database:

ACTOR(Act_id, Act_Name, Act_Gender)
DIRECTOR(Dir_id, Dir_Name, Dir_Phone)
MOVIES(Mov_id, Mov_Title, Mov_Year, Mov_Lang, Dir_id)
MOVIE_CAST(Act_id, Mov_id, Role)
RATING(Mov_id, Rev_Stars)
1. List the titles of all movies directed by ‘Hitchcock’.
2. Find the movie names where one or more actors acted in two or more movies.
3. List all actors who acted in a movie before 2000 and also in a movie after 2015(use JOIN
operation).
4. Find the title of movies and number of stars for each movie that has at least one rating and find
the highest number of stars that movie received. Sort the result by
movie title.
5. Update rating of all movies directed by ‘Steven Spielberg’ to 5.
Reference:
https://www.youtube.com/watch?v=hSiCUNVKJAo
https://www.youtube.com/watch?v=Eod3aQkFz84
4 Aim: Introduce concepts of PLSQL and usage on the table.
Program: Consider the schema for College Database:

STUDENT(USN, SName, Address, Phone, Gender)
SEMSEC(SSID, Sem, Sec)
CLASS(USN, SSID)
COURSE(Subcode, Title, Sem, Credits)
IAMARKS(USN, Subcode, SSID, Test1, Test2, Test3, FinalIA)
1. List all the student details studying in fourth semester ‘C’ section.
2. Compute the total number of male and female students in each semester and in each
section.
3. Create a view of Test1 marks of student USN ‘1BI15CS101’ in all Courses.
4. Calculate the FinalIA (average of best two test marks) and update the corresponding table
for all students.
5. Categorize students based on the following criterion:
If FinalIA = 17 to 20 then CAT = ‘Outstanding’
If FinalIA = 12 to 16 then CAT = ‘Average’
If FinalIA< 12 then CAT = ‘Weak’
Give these details only for 8th semester A, B, and C section students.
Reference:
https://www.youtube.com/watch?v=horURQewW9c
https://www.youtube.com/watch?v=P7-wKbKrAhk
5 Aim: Demonstrate the core concepts on table like nested and correlated nesting queries and also
EXISTS and NOT EXISTS keywords.
Program: Consider the schema for Company Database:

EMPLOYEE(SSN, Name, Address, Sex, Salary, SuperSSN, DNo)
DEPARTMENT(DNo, DName, MgrSSN, MgrStartDate)
DLOCATION(DNo,DLoc)
PROJECT(PNo, PName, PLocation, DNo)
WORKS_ON(SSN, PNo, Hours)
1. Make a list of all project numbers for projects that involve an employee whose last name is ‘Scott’,
either as a worker or as a manager of the department that controls the project.
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2. Show the resulting salaries if every employee working on the ‘IoT’ project is given a 10 percent
raise.
3. Find the sum of the salaries of all employees of the ‘Accounts’ department, as well as the
maximum salary, the minimum salary, and the average salary in this department
4. Retrieve the name of each employee who works on all the projects controlled by department
number 5 (use NOT EXISTS operator).
5. For each department that has more than five employees, retrieve the department number and
the number of its employees who are making more than Rs.6,00,000.
Reference:
https://www.youtube.com/watch?v=Dk8f3ejqKts
Pedagogy For the above experiments the following pedagogy can be considered. Problem based
learning, Active learning, MOOC, Chalk &Talk
PART B
Mini project: For any problem selected, make sure that the application should have five or more
tables. Indicative areas include: Organization, health care, Ecommerce etc.
Course Outcomes:
CO 1. Create, Update and query on the database.
CO 2. Demonstrate the working of different concepts of DBMS
CO 3. Implement, analyze and evaluate the project developed for an application.
examination (SEE).
 Each experiment to be evaluated for conduction with an observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed by the
faculty who is handling the laboratory session and is made known to students at the beginning of the
practical session.
 Record should contain all the specified experiments in the syllabus and each experiment write-up will
be evaluated for 10 marks.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th week of
the semester and the second test shall be conducted after the 14th week of the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
 The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests is
03.09.2022

examiners.
 Students can pick one experiment from the questions lot of PART A with an equal choice to all the
students in a batch. For PART B, the project group (Maximum of 4 students per batch) should
demonstrate the mini-project.
Textbooks:
1. Fundamentals of Database Systems, Ramez Elmasri and Shamkant B. Navathe, 7th Edition, 2017, Pearson.
Suggested Weblinks/ E Resource

https://www.tutorialspoint.com/sql/index.htm
03.09.2022
V Semester
ANGULAR JS AND NODE JS

(Practical based)
Course Code: 21CSL581 CIE Marks 50
Teaching Hours/Week 0:0:2:0 SEE Marks 50
Total No. of Hours 12T + 12P Total Marks 100
Course Objectives: The student should be made to:
CLO 1. To learn the basics of Angular JS.
CLO 2. To understand the Angular JS Modules.
CLO 3. To implement Forms, inputs and Services
CLO 4. To implement Directives and Databases
CLO 5. To understand basics of Node JS.
outcomes.
thinking.
7. Show the different ways to solve the same problem with different logic and encourage the
Module-1
Introduction To Angular JS: Introduction – Features – Angular JSModel-View-Controller – Expression -
Directives and Controllers.
Module-2
Angular JS Modules: Arrays –Working with ng-model – Working with Forms – Form Validation – Error
Handling with Forms – Nested Forms with ng-form – Other Form Controls.
Module-3
Directives& Building Databases:
Part I- Filters – Using Filters in Controllers and Services – Angular JS Services – Internal Angular JS
Services – Custom Angular JS Services
Module-4
Directives& Building Databases:
Part-II- Directives – Alternatives to Custom Directives – Understanding the Basic options – Interacting
with Server –HTTP Services – Building Database, Front End and BackEnd
Module-5
Introduction to NODE .JS: Introduction –Using the Terminals – Editors –Building a Webserver with
Node – The HTTPModule – Views and Layouts.
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CO 1. Describe the features of Angular JS.
CO 2. Recognize the form validations and controls.
CO 3. Implement Directives and Controllers.
CO 4. Evaluate and create database for simple application.
CO 5. Plan and build webservers with node using Node .JS.
(SEE).

examiners.
03.09.2022

Textbooks
1. Adam Freeman - ProAngular JS, Apress, First Edition, 2014.
2. ShyamSeshadri, Brad Green –“AngularJS: Up and Running: Enhanced Productivity with
Structured Web Apps”, Apress, O'Reilly Media, Inc.
3. AgusKurniawan–“AngularJS Programming by Example”, First Edition, PE Press, 2014.
Reference Books
1. Brad Dayley, “Learning Angular JS”, Addison-Wesley Professional, First Edition, 2014.
2. Steve Hoberman, “Data Modeling for MongoDB”, Technics Publication, First Edition, 2014..
1. Introduction to Angular JS : https://www.youtube.com/watch?v=HEbphzK-0xE
2. Angular JS Modules : https://www.youtube.com/watch?v=gWmOKmgnQkU
3. Directives& Building Databases: https://www.youtube.com/watch?v=R_okHflzgm0
4. Introduction to NODE .JS: https://www.youtube.com/watch?v=8u1o-OmOeGQ
5. https://www.youtube.com/watch?v=7F1nLajs4Eo
6. https://www.youtube.com/watch?v=t7x7c-x90FU

03.09.2022
V Semester
C# AND .NET FRAMEWORK

Teaching Hours/Week 1:0:0:0 SEE Marks 50
Total No. of Hours 12 Total Marks 100
Course Objectives:
CLO 1. Understand the basics of C# and .NET

CLO 2. Learn the variables and constants of C#
CLO 3. Know the object-oriented aspects and applications.
CLO 4. Learn the basic structure of .NET framework.
CLO 5. Learn to create a simple project of .NET Core
outcomes.
thinking.
Module-1
Introduction to C#
Part-I: Understanding C#, .NET, overview of C#, Variables, Data Types, Operators, Expressions,
Branching, Looping, Methods, implicit and explicit casting.
Teaching-Learning Process Active learning
Module-2
Part-II: Constants, Arrays, Array Class, Array List, String, String Builder, Structure, Enumerations, boxing
and unboxing.
Module-3
Object Oriented Concepts-I:
Class, Objects, Constructors and its types, inheritance, properties, indexers, index overloading,
polymorphism.
Module-4
Object Oriented Concepts-II:
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Sealed class and methods, interface, abstract class, abstract and interface, operator overloading,
delegates, events, errors and exception, Threading.
Module-5
Introduction to .NET FRAMEWORK:
Assemblies, Versoning, Attributes, reflection, viewing meta data, remoting, security in .NET, Environment
Setup of .NET Core and create a small project.
CO 1. Able to explain how C# fits into the .NET platform.
CO 2. Describe the utilization of variables and constants of C#
CO 3. Use the implementation of object-oriented aspects in applications.
CO 4. Analyze and Set up Environment of .NET Core.
CO 5. Evaluate and create a simple project application.
course if the student secures not less than 35% (18 Marks out of 50)in the semester-end
examination(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together


03.09.2022
Textbooks
1. Herbert Schildt, “The Complete Reference: C# 4.0”, Tata McGraw Hill, 2012.
2. Christian Nagel et al. “Professional C# 2012 with .NET 4.5”, Wiley India, 2012.
Reference Books
1. Andrew Troelsen , “Pro C# 2010 and the .NET 4 Platform, Fifth edition, A Press, 2010.
2. Ian Griffiths, Matthew Adams, Jesse Liberty, “Programming C# 4.0”, Sixth Edition, O‟Reilly, 2010.
1. Introduction to C# : https://www.youtube.com/watch?v=ItoIFCT9P90
2. Object Oriented Concepts : https://www.youtube.com/watch?v=LP3llcExPK0
3. .NET FRAMEWORK : https://www.youtube.com/watch?v=h7huHkvPoEE
Tutorial Link:
1. https://www.tutorialsteacher.com/csharp
2. https://www.w3schools.com/cs/index.php
3. https://www.javatpoint.com/net-framework
Real world problem solving using group discussion.

03.09.2022
VI Semester
SOFTWARE ENGINEERING & PROJECT MANAGEMENT

CLO 1. Outline software engineering principles and activities involved in building large software
programs. Identify ethical and professional issues and explain why they are of concern to
Software Engineers.
CLO 2. Describe the process of requirement gathering, requirement classification, requirement
specification and requirements validation.
CLO 3. Infer the fundamentals of object oriented concepts, differentiate system models, use UML
diagrams and apply design patterns.
CLO 4. Explain the role of DevOps in Agile Implementation.
CLO 5. Discuss various types of software testing practices and software evolution processes.
CLO 6. Recognize the importance Project Management with its methods and methodologies.
CLO 7. Identify software quality parameters and quantify software using measurements and
metrics. List software quality standards and outline the practices involved
outcomes.
critical thinking.
Module-1
Introduction: The evolving role of software, Software, The changing nature of software, Software
engineering, A Process Framework, Process Patterns, Process Assessment, Personal and Team Process
Models, Process Technology, Product and Process.
Textbook 1: Chapter 1: 1.1 to 1.3
Process Models: Prescriptive models, Waterfall model, Incremental process models, Evolutionary
process models, Specialized process models.
Textbook 1: Chapter 2: 2.1, 2.2, 2.4 to 2.7
Requirements Engineering: Requirements Engineering Task, Initiating the Requirements Engineering

process, Eliciting Requirements, Developing use cases, Building the analysis model, Negotiating
Requirements, Validating Requirements, Software Requirement Document (Sec 4.2)
Textbook 1: Chapter 3: 3.1 to 3.6, Textbook 5: Chapter 4: 4.2

03.09.2022
Module-2
Introduction, Modelling Concepts and Class Modelling: What is Object orientation? What is OO
development? OO Themes; Evidence for usefulness of OO development; OO modelling history. Modelling
as Design technique: Modelling, abstraction, The Three models. Class Modelling: Object and Class
Concept, Link and associations concepts, Generalization and Inheritance, A sample class model,
Navigation of class models, Introduction to RUP(Textbook: 5 Sec 2.4) and UML diagrams
Building the Analysis Models: Requirement Analysis, Analysis Model Approaches, Data modeling
Concepts, Object Oriented Analysis, Scenario-Based Modeling, Flow-Oriented Modeling, class Based
Modeling, Creating a Behavioral Model.

Module-3
Software Testing: A Strategic Approach to Software Testing, Strategic Issues, Test Strategies for
Conventional Software, Test Strategies for Object -Oriented Software, Validation Testing, System Testing,
The Art of Debugging.
Agile Methodology & DevOps: Before Agile – Waterfall, Agile Development,
Self-Learning Section:
What is DevOps?, DevOps Importance and Benefits, DevOps Principles and Practices, 7 C’s of DevOps
Lifecycle for Business Agility, DevOps and Continuous Testing, How to Choose Right DevOps Tools?,
Challenges with DevOps Implementation.

Module-4
Introduction to Project Management:
Introduction, Project and Importance of Project Management, Contract Management, Activities Covered
by Software Project Management, Plans, Methods and Methodologies, Some ways of categorizing
Software Projects, Stakeholders, Setting Objectives, Business Case, Project Success and Failure,
Management and Management Control, Project Management life cycle, Traditional versus Modern Project
Management Practices.

Module-5
Activity Planning:
Objectives of Activity Planning, When to Plan, Project Schedules, Sequencing and Scheduling Activities,
Network Planning Models, Forward Pass– Backward Pass, Identifying critical path, Activity Float,
Shortening Project Duration, Activity on Arrow Networks.
Software Quality:
Introduction, The place of software quality in project planning, Importance of software quality, software
quality models, ISO 9126, quality management systems, process capability models, techniques to
enhance software quality, quality plans.
Textbook 3: Chapter 13: (13.1 to 13.6 , 13.9, 13.11, 13.14),

03.09.2022

Course Outcomes
CO 1. Understand the activities involved in software engineering and analyze the role of various
process models
CO 2. Explain the basics of object-oriented concepts and build a suitable class model using modelling
techniques
CO 3. Describe various software testing methods and to understand the importance of agile
methodology and DevOps
CO 4. Illustrate the role of project planning and quality management in software development
CO 5. Understand the importance of activity planning and different planning models

4. Marks scored shall be proportionally reduced to 50 marks

Textbooks
1. Roger S. Pressman: Software Engineering-A Practitioners approach, 7th Edition, Tata McGraw
Hill.
2. Michael Blaha, James Rumbaugh: Object Oriented Modelling and Design with UML, 2nd Edition,
Pearson Education, 2005.
3. Bob Hughes, Mike Cotterell, Rajib Mall: Software Project Management, 6 th Edition, McGraw Hill
03.09.2022
Education, 2018.
4. Deepak Gaikwad, Viral Thakkar, DevOps Tools From Practitioner’s Viewpoint, Wiley.
5. Ian Sommerville: Software Engineering, 9th Edition, Pearson Education, 2012.
Reference:
1. Pankaj Jalote: An Integrated Approach to Software Engineering, Wiley India.
1. https://onlinecourses.nptel.ac.in/noc20_cs68/preview
2. https://www.youtube.com/watch?v=WxkP5KR_Emk&list=PLrjkTql3jnm9b5nr-
ggx7Pt1G4UAHeFlJ
3. http://elearning.vtu.ac.in/econtent/CSE.php
5. https://nptel.ac.in/courses/128/106/128106012/ (DevOps)
Case study, Field visit

03.09.2022
VI Semester
DATA SCIENCE AND ITS APPLICATIONS

Course Code 21AD62 CIE Marks 50
CLO 1. Demonstrate the proficiency with statistical analysis of data to derive insight from results and
interpret the data findings visually
CLO 2. Utilize the
CLO 3. skills in data management by obtaining, cleaning and transforming the data.
CLO 4. Make use of machine learning models to solve the business-related challenges
CLO 5. Experiment with decision trees, neural network layers and data partition.
CLO 6. Demonstrate how social clustering shape individuals and groups in contemporary society.
outcomes.
thinking.
it.
Module-1: Introduction
What is Data Science? Visualizing Data, matplotlib, Bar Charts, Line Charts, Scatterplots, Linear
Algebra, Vectors, Matrices, Statistics, Describing a Single Set of Data, Correlation, Simpson’s Paradox,
Some Other Correlational Caveats, Correlation and Causation, Probability, Dependence and
Independence, Conditional Probability, Bayes’s Theorem, Random Variables, Continuous Distributions,
The Normal Distribution, The Central Limit Theorem.
Chapters 1, 3, 4, 5 and 6
1. Installation of Python/R language, Visual Studio code editors can be demonstrated along with
Kaggle data set usage.
2. Write programs in Python/R and Execute them in either Visual Studio Code or PyCharm
Community Edition or any other suitable environment.
3. A study was conducted to understand the effect of number of hours the students spent studying
on their performance in the final exams. Write a code to plot line chart with number of hours
spent studying on x-axis and score in final exam on y-axis. Use a red ‘*’ as the point character,
label the axes and give the plot a title.
03.09.2022
Number 10 9 2 15 10 16 11 16
of hrs
spent
studying
(x)
Score in 95 80 10 50 45 98 38 93
the final
exam (0
– 100)
(y)
4. For the given dataset mtcars.csv (www.kaggle.com/ruiromanini/mtcars), plot a histogram to

check the frequency distribution of the variable ‘mpg’ (Miles per gallon)
Teaching- 1. Demonstration of different charts

Learning 2. PPT Presentation for Theorems and different distributions
Process 3. Live coding and execution for visualization with simple examples
Module-2: Hypothesis and Inference
Statistical Hypothesis Testing, Example: Flipping a Coin, p-Values, Confidence Intervals, p-Hacking,
Example: Running an A/B Test, Bayesian Inference, Gradient Descent, The Idea Behind Gradient Descent
Estimating the Gradient, Using the Gradient, Choosing the Right Step Size, Using Gradient Descent to Fit
Models, Minibatch and Stochastic Gradient Descent, Getting Data, stdin and stdout, Reading Files,
Scraping the Web, Using APIs, Example: Using the Twitter APIs, Working with Data, Exploring Your Data,
Using NamedTuples, Dataclasses, Cleaning and Munging, Manipulating Data, Rescaling, An Aside: tqdm,
Dimensionality Reduction.
Chapters 7, 8, 9 and 10
1. Consider the books dataset BL-Flickr-Images-Book.csv from Kaggle
(https://www.kaggle.com/adeyoyintemidayo/publication-of-books) which contains information
about books. Write a program to demonstrate the following.
 Import the data into a DataFrame
 Find and drop the columns which are irrelevant for the book information.
 Change the Index of the DataFrame
 Tidy up fields in the data such as date of publication with the help of simple regular expression.
 Combine str methods with NumPy to clean columns
Teaching- 1. Demonstration of Hypothesis test.

Learning 2. PPT Presentation to explore and manipulate data.
Process 3. Live coding of concepts with simple examples
4. Case Study: Extraction of data from Books dataset
Module-3: Machine Learning
Modeling, What Is Machine Learning?, Overfitting and Underfitting, Correctness, The Bias-Variance
Tradeoff, Feature Extraction and Selection, k-Nearest Neighbors, The Model, Example: The Iris Dataset,
The Curse of Dimensionality, Naive Bayes, A Really Dumb Spam Filter, A More Sophisticated Spam Filter,
Implementation, Testing Our Model, Using Our Model, Simple Linear Regression, The Model, Using
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Gradient Descent, Maximum Likelihood Estimation, Multiple Regression, The Model, Further
Assumptions of the Least Squares Model, Fitting the Model, Interpreting the Model, Goodness of Fit,
Digression: The Bootstrap, Standard Errors of Regression Coefficients, Regularization, Logistic
Regression, The Problem, The Logistic Function, Applying the Model, Goodness of Fit, Support Vector
Machines.
Chapters 11, 12, 13, 14, 15 and 16
1. Train a regularized logistic regression classifier on the iris dataset
(https://archive.ics.uci.edu/ml/machine-learning-databases/iris/ or the inbuilt iris dataset)
using sklearn. Train the model with the following hyperparameter C = 1e4 and report the best
classification accuracy.
2. Train an SVM classifier on the iris dataset using sklearn. Try different kernels and the associated
hyperparameters. Train model with the following set of hyperparameters RBF-
kernel, gamma=0.5, one-vs-rest classifier, no-feature-normalization. Also
try C=0.01,1,10C=0.01,1,10. For the above set of hyperparameters, find the best classification
accuracy along with total number of support vectors on the test data
Teaching- 1. Demonstration of Models
Learning 2. PPT Presentation for techniques
Process 3. Live coding of all concepts with simple examples
Module-4: Decision Trees
What Is a Decision Tree?, Entropy, The Entropy of a Partition, Creating a Decision Tree, Putting It All
Together, Random Forests, Neural Networks, Perceptrons, Feed-Forward Neural Networks,
Backpropagation, Example: Fizz Buzz, Deep Learning, The Tensor, The Layer Abstraction, The Linear
Layer, Neural Networks as a Sequence of Layers, Loss and Optimization, Example: XOR Revisited, Other
Activation Functions, Example: Fizz Buzz Revisited, Softmaxes and Cross-Entropy, Dropout, Example:
MNIST, Saving and Loading Models, Clustering, The Idea, The Model, Example: Meetups, Choosing k,
Example: Clustering Colors, Bottom-Up Hierarchical Clustering
Chapters 17, 18, 19 and 20
1. Consider the following dataset. Write a program to demonstrate the working of the decision tree
based ID3 algorithm.
Price Maintenance Capacity Airbag Profitable

Low Low 2 No Yes
Low Med 4 Yes Yes
Low Low 4 No Yes
Low Med 4 No No
Low High 4 No No
Med Med 4 No No
Med Med 4 Yes Yes
Med High 2 Yes No
Med High 5 No Yes
High Med 4 Yes Yes
high Med 2 Yes Yes
High High 2 Yes No
high High 5 yes Yes
2. Consider the dataset spiral.txt (https://bit.ly/2Lm75Ly). The first two columns in the dataset
corresponds to the co-ordinates of each data point. The third column corresponds to the actual
cluster label. Compute the rand index for the following methods:
03.09.2022
 K – means Clustering
 Single – link Hierarchical Clustering
 Complete link hierarchical clustering.
 Also visualize the dataset and which algorithm will be able to recover the true clusters.
Teaching- 1. Demonstration using Python/ R Language
Learning 2. PPT Presentation for decision tree, Neural Network, Deep learning and clustering
Process 3. Live coding for the concepts with simple examples
4. Project Work: Algorithm implementation
Module-5: Natural Language Processing
Word Clouds, n-Gram Language Models, Grammars, An Aside: Gibbs Sampling, Topic Modeling, Word
Vectors, Recurrent Neural Networks, Example: Using a Character-Level RNN, Network Analysis,
Betweenness Centrality, Eigenvector Centrality, Directed Graphs and PageRank, Recommender Systems,
Manual Curation, Recommending What’s Popular, User-Based Collaborative Filtering, Item-Based
Collaborative Filtering, Matrix Factorization.
Chapters 21, 22 and 23
Mini Project – Simple web scrapping in social media
Teaching- 1. Demonstration of models
Learning 2. PPT Presentation for network analysis and Recommender systems
Process 3. Live coding with simple examples

CO 1. Identify and demonstrate data using visualization tools.
CO 2. Make use of Statistical hypothesis tests to choose the properties of data, curate and manipulate
data.
CO 3. Utilize the skills of machine learning algorithms and techniques and develop models.
CO 4. Demonstrate the construction of decision tree and data partition using clustering.
CO 5. Experiment with social network analysis and make use of natural language processing skills to
develop data driven applications.


03.09.2022
to 20 marks.

Text Books
1. Joel Grus, “Data Science from Scratch”, 2ndEdition, O’Reilly Publications/Shroff Publishers and
Distributors Pvt. Ltd., 2019. ISBN-13: 978-9352138326
Reference Books
1. Emily Robinson and Jacqueline Nolis, “Build a Career in Data Science”, 1 st Edition, Manning
Publications, 2020. ISBN: 978-1617296246.
2. AurélienGéron, “Hands-On Machine Learning with Scikit-Learn, Keras, and TensorFlow:
Concepts, Tools, and Techniques to Build Intelligent Systems”, 2 nd Edition, O'Reilly
Publications/Shroff Publishers and Distributors Pvt. Ltd., 2019. ISBN-13: 978-1492032649.
3. François Chollet, “Deep Learning with Python”, 1 st Edition, Manning Publications, 2017. ISBN-13:
978-1617294433
4. Jeremy Howard and Sylvain Gugger, “Deep Learning for Coders with fastai and PyTorch”, 1 st
Edition, O'Reilly Publications/Shroff Publishers and Distributors Pvt. Ltd., 2020. ISBN-13: 978-
1492045526
5. Sebastian Raschka and Vahid Mirjalili, “Python Machine Learning: Machine Learning and Deep
Learning with Python, scikit-learn, and TensorFlow 2”, 3rd Edition, Packt Publishing Limited,
2019.ISBN-13: 978-1789955750

1. Using Python : https://www.python.org
2. R Programming : https://www.r-project.org/
3. Python for Natural Language Processing : https://www.nltk.org/book/
4. Data set: https://bit.ly/2Lm75Ly
5. Data set: https://archive.ics.uci.edu/ml/datasets.html
6. Data set : www.kaggle.com/ruiromanini/mtcars
7. Pycharm : https://www.jetbrains.com/pycharm/
03.09.2022
10. http://nlp-iiith.vlabs.ac.in/List%20of%20experiments.html
1. Real world problem solving - Applying the machine learning techniques and developing models
03.09.2022
VI Semester
MACHINE LEARNING
CLO 1. Define machine learning and understand the basic theory underlying machine learning.
CLO 2. Differentiate supervised, unsupervised and reinforcement learning
CLO 3. Understand the basic concepts of learning and decision trees.
CLO 4. Understand Bayesian techniques for problems appear in machine learning
CLO 5. Perform statistical analysis of machine learning techniques.
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective
thinking.
thinking skills such as the ability to design, evaluate, generalize, and analyse information rather
Module-1
Introduction:
Machine learning Landscape: what is ML?, Why, Types of ML, main challenges of ML
Concept learning and Learning Problems – Designing Learning systems, Perspectives and Issues –
Concept Learning – Find S-Version Spaces and Candidate Elimination Algorithm –Remarks on VS- Inductive
bias.
Text book 2: Chapter 1, Text book 1:Chapter 1 and 2

Teaching- Chalk and board, Active Learning, Problem based learning
Learning
Process
Module-2
End to end Machine learning Project: Working with real data, Look at the big picture, Get the data,
Discover and visualize the data, Prepare the data, select and train the model, Fine tune your model.
Classification : MNIST, training a Binary classifier, performance measure, multiclass classification, error
analysis, multi label classification, multi output classification
Text book 2: Chapter 2, Chapter 3

Teaching- Chalk and board, Active Learning
Learning
03.09.2022
Process
Module-3
Training Models: Linear regression, gradient descent, polynomial regression, learning curves, regularized
linear models, logistic regression
Support Vector Machine: linear, Nonlinear , SVM regression and under the hood

Learning
Process
Module-4
Decision Trees Training and Visualizing DT, making prediction, estimating class, the CART training,
computational complexity, GINI impurity, Entropy, regularization Hyper parameters, Regression, instability
Ensemble learning and Random Forest: Voting classifiers, Bagging and pasting, Random patches, Random
forests, Boosting, stacking

Teaching- Chalk& board, Problem based learning
Learning
Process
Module-5
Bayes Theorem – Concept Learning – Maximum Likelihood – Minimum Description Length Principle – Bayes
Optimal Classifier – Gibbs Algorithm – Naïve Bayes Classifier– example-Bayesian Belief Network – EM
Algorithm
Text book 1: Chapter 6

Teaching- Chalk and board, MOOC
Learning
Process
Course Outcomes
CO 1. Understand the concept of Machine Learning and Concept Learning.
CO 2. Apply the concept of ML and various classification methods in a project.
CO 3. Analyse various training models in ML and the SVM algorithm to be implemented.
CO 4. Apply the ML concept in a decision tree structure and implementation of Ensemble learning and
Random Forest.
CO 5. Apply Bayes techniques and explore more about the classification in ML.
(Semester End Examination) taken together.

03.09.2022

(duration 01 hours)
(To have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
The students have to answer 5 full questions, selecting one full question from each module..

Textbooks
1. Tom M. Mitchell, Machine Learning, McGraw-Hill Education, 2013
2. Aurelien Geron, Hands-on Machine Learning with Scikit-Learn &TensorFlow , O’Reilly, Shroff
Publishers and Distributors Pvt. Ltd 2019
Reference:
1. Ethem Alpaydin, Introduction to Machine Learning, PHI Learning Pvt. Ltd, 2 nd Ed., 2013
2. T. Hastie, R. Tibshirani, J. H. Friedman, The Elements of Statistical Learning, Springer, 1st edition,
2001
3. Machine Learning using Python, Manaranjan Pradhan, U Dinesh Kumar, Wiley, 2019
4. Machine Learning, Saikat Dutt, Subramanian Chandramouli, Amit Kumar Das, Pearson,2020
1. https://www.youtube.com/playlist?list=PL1xHD4vteKYVpaIiy295pg6_SY5qznc77
03.09.2022
VI Semester
BUSINESS INTELLIGENCE
CLO 1. Explain the Decision Support systems and Business Intelligence framework.
CLO 2. Illustrate the significance of computerized Decision Support, and understand the
mathematical modeling behind decision support.
CLO 3. Explain Data warehousing, its architecture and Extraction, Transformation, and Load
(ETL) Processes.
CLO 4. Explore knowledge management; explain its activities, approaches and its implementation.
CLO 5. Describe the Expert systems , areas suitable for application of experts system
outcomes.
thinking.
it.
Module-1
Decision Support and Business Intelligence: Opening Vignette, Changing Business Environments and
Computerized Decision Support, Managerial Decision Making, Computerized Support for Decision
Making, An Early Framework for Computerized Decision Support, The Concept of Decision Support
Systems (DSS), A framework for Business Intelligence (BI), A Work System View of Decision Support.
Text Book 1: Chapter 1

Learning
Process
Module-2
Computerized Decision Support: Decision Making, Models, Phases of the Decision-Making Process, The
Intelligence Phase, The Design Phase, The Choice Phase, The Implementation Phase, How Decisions Are
Supported.
Modeling and Analysis: Structure of Mathematical Models for Decision Support, Certainty, Uncertainty,
and Risk, Management Support Systems, Multiple Goals, Sensitivity Analysis, What-If Analysis, and Goal
03.09.2022
Seeking.

Learning
Process
Module-3
Data Warehousing: Data Warehousing Definitions and Concepts, Data Warehousing Process Overview,
Data Warehousing Architectures, Data Integration and the Extraction, Transformation, and Load (ETL)
Processes.

Learning
Process
Module-4
Knowledge Management: Introduction to Knowledge Management, Organizational Learning and
Transformation, Knowledge Management Activities, Approaches to Knowledge Management, Information
Technology (IT) In Knowledge Management, Knowledge Management Systems Implementation.

Learning
Process
Module-5
Expert Systems: Basic Concepts of Expert Systems, Applications of Expert Systems, Structure of Expert
Systems, Knowledge Engineering, Problem Areas Suitable for Expert Systems, Development of Expert
Systems, Benefits, Limitations, and Critical Success Factors of Expert Systems.

Learning
Process
CO 1. Apply the basics of data and business to understand Decision Support systems and Business
Intelligence framework.
CO 2. Describe the significance of Computerized Decision Support, apply the basics of mathematics to
Understand the mathematical modeling behind decision support.
CO 3. Explain Data warehousing, its architecture and Extraction, Transformation, and Load (ETL)
Processes.
CO 4. Analyze the importance of knowledge management and explain its activities, approaches and Its
implementation
CO 5. Describe the Expert systems and analyze its development, discuss areas suitable for application
of experts system.
03.09.2022




Text Book
1. Business Intelligence, A managerial Perspective on Analytics. Sharda, R, Delen D, Turban
E.Pearson. 2014
Reference Books
1. Data Mining Techniques. For Marketing, Sales and Customer Relationship Management Berry
M.&Linoff G. Wiley Publishing Inc 2004
2. Data Science for Business, Foster Provost and Tom Fawcett, O’Reilly Media,Inc2013
5. https://www.youtube.com/watch?v=3DTFmMNiGlg
6. https://www.youtube.com/watch?v=Hg8zBJ1DhLQ
03.09.2022
VI Semester
ADVANCED JAVA PROGRAMMING

CLO 1. Understanding the fundamental concepts of Enumerations and Annotations

CLO 2. Apply the concepts of Generic classes in Java programs
CLO 3. Demonstrate the fundamental concepts of String operations
CLO 4. Design and develop web applications using Java servlets and JSP
CLO 5. Apply database interaction through Java database Connectivity
outcomes.
critical thinking.
7. Show the different ways to solve the same program
Module-1
Enumerations, Autoboxing and Annotations:
Enumerations, Ednumeration fundamentals, the values() and valueOf() methods, Java enumerations are
class types, enumerations inherits Enum, example, type wrappers, Autoboxing, Autoboxing methods,
Autoboxing/Unboxing occurs in Expressions, Autoboxing/Unboxing, Boolean and character values,
Autoboxing/Unboxing helps prevent errors, A word of warning
Annotations, Annotation basics, specifying retention policy, obtaining annotations at run time by use of
reflection, Annotated element interface, Using default values, Marker Annotations, Single member
annotations, Built in annotations
Textbook 1: Chapter12
Teaching-Learning Process Chalk and board, Online demonstration, Problem based learning
Module-2
Generics: What are Generics, A Simple Generics Example, A Generic Class with Two Type Parameters,
The General Form of a Generic Class, Bounded Types, Using Wildcard Arguments, Bounded Wildcards,
Creating a Generic Method, Generic Interfaces, Raw types and Legacy code, Generic Class Hierarchies,
Erasure, Ambiguity errors, Some Generic Restrictions
Teaching-Learning Process Chalk and board, Online Demonstration
Module-3
String Handling: The String Constructors, String Length, Special String Operations, Character Extraction,
03.09.2022
String Comparison, Searching Strings, Modifying a String, Data Conversion Using valueOf(), Changing the
case of characters within a String, String Buffer, String Builder
Module-4
Background; The life cycle of a servlet; A simple servlet; the servlet API; The javax.servlet package
Reading servlet parameter; the javax.servlet.http package; Handling HTTP Requests and Responses; using
Cookies; Session Tracking, Java Server Pages (JSP); JSP tags, Variables and Objects, Methods, Control
statements, Loops, Request String, Parsing other information, User sessions, Cookies, Session Objects
Module-5
The concept of JDBC; JDBC Driver Types; JDBC packages; A brief overview of the JDBC Process; Database
Connection; Associating the JDBC/ODBC Bridge with the Database; Statement Objects; ResultSet;
Transaction Processing; Metadata, Data Types; Exceptions.
Course Outcomes
CO 1. Understanding the fundamental concepts of Enumerations and Annotations
CO 2. Apply the concepts of Generic classes in Java programs
CO 3. Demonstrate the concepts of String operations in Java
CO 4. Develop web based applications using Java servlets and JSP
CO 5. Illustrate database interaction and transaction processing in Java
03.09.2022
1. The question paper will have ten questions. Each question is set for 20 marks
Marks scored shall be proportionally reduced to 50 marks.

Textbooks
1. Herbert Schildt: JAVA the Complete Reference. 9th Edition, Tata McGraw-Hill
2. Jim Keogh, The Complete Reference J2EE, Tata McGraw-Hill
Reference Books:
1. Y. Daniel Liang: Introduction to JAVA Programming, 7th Edition, Pearson Education, 2007.

 Programming exercises
03.09.2022
VI Semester
NATURAL LANGUAGE PROCESSING

CLO 1. Analyse the natural language text.

CLO 2. Define the importance of natural language.
CLO 3. Understand the concepts Text mining.
CLO 4. Illustrate information retrieval techniques.
outcomes.
critical thinking.
7. Show the different ways to solve the same program
Module-1
Overview and language modeling: Overview: Origins and challenges of NLP-Language and Grammar-
Processing Indian Languages- NLP Applications-Information Retrieval. Language Modeling: Various
Grammar- based Language Models-Statistical Language Model.
Textbook 1: Ch. 1,2
Teaching-Learning Process Chalk and board, Online demonstration, Problem based learning
Module-2
Word level and syntactic analysis: Word Level Analysis: Regular Expressions-Finite-State Automata-
Morphological Parsing-Spelling Error Detection and correction-Words and Word classes-Part-of Speech
Tagging. Syntactic Analysis: Context-free Grammar-Constituency- Parsing-Probabilistic Parsing.
Textbook 1: Ch. 3,4

Module-3
Extracting Relations from Text: From Word Sequences to Dependency Paths:
Introduction, Subsequence Kernels for Relation Extraction, A Dependency-Path Kernel for Relation
Extraction and Experimental Evaluation.
Mining Diagnostic Text Reports by Learning to Annotate Knowledge Roles: Introduction, Domain
Knowledge and Knowledge Roles, Frame Semantics and Semantic Role Labeling, Learning to Annotate
Cases with Knowledge Roles and Evaluations.
03.09.2022
A Case Study in Natural Language Based Web Search: InFact System Overview, The GlobalSecurity.org
Experience.
Textbook 2: Ch. 3,4,5

Module-4
Evaluating Self-Explanations in iSTART: Word Matching, Latent Semantic Analysis, and Topic
Models: Introduction, iSTART: Feedback Systems, iSTART: Evaluation of Feedback Systems,
Textual Signatures: Identifying Text-Types Using Latent Semantic Analysis to Measure the
Cohesion of Text Structures: Introduction, Cohesion, Coh-Metrix, Approaches to Analyzing Texts, Latent
Semantic Analysis, Predictions, Results of Experiments.
Automatic Document Separation: A Combination of Probabilistic Classification and Finite-State

Sequence Modeling: Introduction, Related Work, Data Preparation, Document Separation as a Sequence
Mapping Problem, Results.
Evolving Explanatory Novel Patterns for Semantically-Based Text Mining: Related Work, A
Semantically Guided Model for Effective Text Mining.
Textbook 2: Ch. 6,7,8,9

Module-5
INFORMATION RETRIEVAL AND LEXICAL RESOURCES: Information Retrieval: Design features of
Information Retrieval Systems-Classical, Non classical, Alternative Models of Information Retrieval –
valuation Lexical Resources: World Net-Frame Net- Stemmers-POS Tagger- Research Corpora.
Textbook 1: Ch. 9,12

Course Outcomes
CO 1. Analyse the natural language text.
CO 2. Define the importance of natural language.
CO 3. Understand the concepts Text mining.
CO 4. Illustrate information retrieval techniques.
03.09.2022

1. The question paper will have ten questions. Each question is set for 20 marks
3. The students have to answer 5 full questions, selecting one full question from each module..

Textbooks
1. Tanveer Siddiqui, U.S. Tiwary, “Natural Language Processing and Information Retrieval”, Oxford
University Press, 2008.
2. Anne Kao and Stephen R. Poteet (Eds), “Natural LanguageProcessing and Text Mining”, Springer-
Verlag London Limited 2007.
Reference Books:
1. Daniel Jurafsky and James H Martin, “Speech and Language Processing: Anintroduction to Natural
Language Processing, Computational Linguistics and SpeechRecognition”, 2nd Edition, Prentice
Hall, 2008.
2. James Allen, “Natural Language Understanding”, 2nd edition, Benjamin/Cummingspublishing
company, 1995.
3. Gerald J. Kowalski and Mark.T. Maybury, “Information Storage and Retrieval systems”, Kluwer
academic Publishers, 2000.

03.09.2022
VI Semester
COMPUTER GRAPHICS AND FUNDAMENTALS OF IMAGE PROCESSING

Course Objectives:
CLO 1. Overview of Computer Graphics along with its applications.
CLO 2. Exploring 2D and 3D graphics mathematics along with OpenGL API’s.
CLO 3. Use of Computer graphics principles for animation and design of GUI’s .
CLO 4. Introduction to Image processing and Open CV.
CLO 5. Image segmentation using Open CV.
outcomes.
thinking.
thinking skills such as the ability to design, evaluate, generalize, and analyse information
rather than simply recall it.
6. IntroduceTopicsin manifold representations.
Module-1
Overview:Computer Graphics hardware and software and OpenGL: Computer Graphics: Video Display
Devices, Raster-Scan Systems Basics of computer graphics, Application of Computer Graphics.OpenGL:
Introduction to OpenGL,coordinate reference frames, specifying two-dimensional world coordinate
reference frames in OpenGL, OpenGL point functions, OpenGL line functions, point attributes, line
attributes, curve attributes, OpenGL point attribute functions, OpenGL line attribute functions, Line
drawing algorithms(DDA, Bresenham’s).
Textbook 1: Chapter -1,2,3, 5(1 and 2 only)

Self-study topics : Input devices, hard copy devices, coordinate representation, graphics functions,
fill area primitives, polygon fill areas, pixel arrays, Parallel Line algorithms
Teaching- Chalk&board,Active Learning

Learning Virtual Lab
Process
Module-2
2D and 3D graphics with OpenGL: 2D Geometric Transformations: Basic 2D Geometric
Transformations, matrix representations and homogeneous coordinates, 2D Composite
transformations, other 2D transformations, raster methods for geometric transformations, OpenGL
raster transformations, OpenGL geometric transformations function,
3D Geometric Transformations: Translation, rotation, scaling, composite 3D transformations, other

3D transformations, OpenGL geometric transformations functions
03.09.2022
Textbook 1: Chapter -6, 8

Self-study topics: Transformation between 2D coordinate system, OpenGL geometric-
transformation, Transformation between 3D coordinate system.
Teaching- Chalk & board, Active Learning, Problem based learning
Learning Virtual Lab:
Process
Module-3
Interactive Input Methods and Graphical User Interfaces: Graphical Input Data ,Logical
Classification of Input Devices, Input Functions for Graphical Data , Interactive Picture-
ConstructionTechniques, Virtual-Reality Environments, OpenGL Interactive Input-DeviceFunctions,
OpenGL Menu Functions , Designing a Graphical User Interface.
Computer Animation :Design of Animation Sequences, Traditional Animation Techniques, General

Computer-AnimationFunctions, Computer-Animation Languages, Character Animation, Periodic
Motions, OpenGL Animation Procedures.
Textbook 1: Chapter -11, 18

Self-study topics: Raster methods for computer animation, Key frame systems, Motion
specification.
Teaching- Chalk & board, MOOC, Active Learning
Learning
Process
Module-4
Introduction to Image processing: overview, Nature of IP, IP and its related fields, Digital Image
representation, types of images.
Digital Image Processing Operations: Basic relationships and distance metrics, Classification of
Image processing Operations.
( Below topics is for experiential learning only , No questions in SEE)

Computer vision and OpenCV: What is computer vision, Evolution of computer vision, Application of
Computer vision, Feature of OpenCV, OpenCV library modules, OpenCV environment, Reading, writing and
storing images using OpenCV. OpenCV drawing Functions. OpenCV Geometric Transformations.
(Note : Computer vision and OpenCV for experimental learning or Activity Based
Learning using web sources, Preferred for assignments. No questions in SEE )
Web Source: https://www.tutorialspoint.com/opencv/
Learning Lab practice for OpenCV for basic geometric objects and basic image operation
Process
Module-5
Image Segmentation: Introduction, classification, detection of discontinuities, Edge detection (up to
canny edge detection(included)).
Text Book 2: Chapter 9: 9.1 to 9.4.4.4
( Below topics is for experiential learning only , No questions in SEE)

Image processing with Open CV: Resizing , Rotation/ Flipping, Blending, Creating region of Interest
(ROI), Image Thresholding, Image Blurring and smoothing, Edge Detection, Image contours and Face
Detection on images using OpenCV.
(Note :Image Processing withOpenCV for experimental learning or Activity Based
03.09.2022
Learning using web sources, Preferred for assignments. No questions in SEE)
Web source: https://medium.com/analytics-vidhya/introduction-to-computer-vision-opencv-in-

python-fb722e805e8b
Teaching- Chalk & board, MOOC

Learning Lab practice on image processing.
Process Virtual Lab:
Course Outcomes:
CO 1. Construct geometric objects using Computer Graphics principles and OpenGL APIs.
CO 2. Use OpenGL APIs and related mathematics for 2D and 3D geometric Operations on the objects.
CO 3. Design GUI with necessary techniques required to animate the created objects
CO 4. Apply OpenCV for developing Image processing applications.
CO 5. Apply Image segmentation techniques along with programming, using OpenCV, for developing
simple applications.
subject/ course if the student secures not less than 35% (18 Marks out of 50)in the semester-end
(To have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
The students have to answer 5 full questions, selecting one full question from each module.. Marks

Text Books
03.09.2022
1. Donald D Hearn, M Pauline Baker and Warren Carithers: Computer Graphics with OpenGL 4th
Edition, Pearson, 2014
2. S. Sridhar, Digital Image Processing, second edition, Oxford University press 2016.
Reference Books
1. Edward Angel: Interactive Computer Graphics- A Top Down approach with OpenGL, 5th
edition. Pearson Education, 2008
2. James D Foley, Andries Van Dam, Steven K Feiner, John F Huges Computer graphics with
OpenGL: Pearson education
5. https://www.tutorialspoint.com/opencv/ (Tutorial, Types of Images, Drawing Functions )
Mini project on computer graphics using Open GL/Python/Open CV.

03.09.2022
VI Semester
INTRODUCTION TO DATA STRUCTURES

CLO 1. Introduce elementary data structures.

CLO 2. Analyze Linear Data Structures: Stack, Queues, Lists
CLO 3. Analyze Non Linear Data Structures: Trees
CLO 4. Assess appropriate data structure during program development/Problem Solving.
outcomes.
critical thinking.
Discuss how every concept can be applied to the real world - and when that's possible, it helps improve
Module-1
Introduction:
Introduction to arrays: one-dimensional arrays, two dimensional arrays, initializing two dimensional
arrays, Multidimensional arrays.
Introduction to Pointers: Pointer concepts, accessing variables through pointers, Dynamic memory
allocation, pointers applications.
Introduction to structures and unions: Declaring structures, Giving values to members, structure
initialization, arrays of structures, nested structure, unions, size of structures.
Textbook 1: Ch 8.3 to 8.15,Ch 12.3 to 12.19

Textbook 2:Ch 2.1 to2.13,2.51 ,2.80 to 2.98
Teaching-Learning Process Chalk and board, Active Learning
Module-2
Linear Data Structures-Stacks and queues:
Introduction, Stack representation in Memory, Stack Operations, Stack Implementation, Applications of
Stack. Introduction, Queues-Basic concept, Logical representation of Queues, Queue Operations and its
types, Queue Implementation, Applications of Queue.
Textbook 2: Ch 6.1 to 6.14 ,Ch 8.1,8.2

Teaching-Learning Process Chalk and board, Active Learning, Problem Based Learning
Module-3
Linear Data Structures-Linked List:
Introduction, Linked list Basic concept, Logical representation of Linked list, Self-Referential structure,
Singly-linked List Operations and Implementation, Circular Linked List, applications of Linked list.
03.09.2022
Textbook 1: Ch 15.1 ,15.3,15.4,15.8

Textbook 2: Ch 9.2.9.5
Module-4
Non Linear Data Structures – Trees
Introduction, Basic concept, Binary Tree and its types, Binary Tree Representation, Binary Tree Traversal,
Binary Search tree, Expression Trees.
Textbook1: Ch 16.1,16.2
Textbook2:Ch 10.1,10.2,10.4,10.6.3
Teaching-Learning Process Chalk& board, Active Learning, Problem based learning
Module-5
Sorting and Searching
Sorting: Introduction, Bubble sort, Selection sort, Insertion sort
Searching: Introduction, Linear search, Binary search.
Textbook1: Ch 17.1,17.2.2, 17.2.4, 17.3.1,17.3.2

Textbook2: Ch 11.1.,11.2,11.3,11.7,11.10.1,11.10.2
Course Outcomes
CO 1. Express the fundamentals of static and dynamic data structure.
CO 2. Summarize the various types of data structure with their operations.
CO 3. Interpret various searching and sorting techniques.
CO 4. Choose appropriate data structure in problem solving.
CO 5. Develop all data structures in a high level language for problem solving.
03.09.2022


Textbooks
1. C Programming and data structures, E Balaguruswamy 4 th Edition, 2007, McGraw Hill
2. Systematic approach to Data structures using C, A M Padma Reddy, 7thEdition 2007, Sri Nandi
Publications.
References
1. Ellis Horowitz and Sartaj Sahni, Fundamentals of Data Structures in C, 2 nd Ed, Universities Press,
2014.
2. Seymour Lipschutz, Data Structures Schaum’s Outlines, Revised 1st Ed, McGraw Hill, 2014.
1. https://www.youtube.com/watch?v=DFpWCl_49i0
2. https://www.youtube.com/watch?v=x7t_-ULoAZM
3. https://www.youtube.com/watch?v=I37kGX-nZEI
4. https://www.youtube.com/watch?v=XuCbpw6Bj1U
5. https://www.youtube.com/watch?v=R9PTBwOzceo
6. https://www.youtube.com/watch?v=qH6yxkw0u78
Demonstration of projects developed using Linear/Non-linear data structures
03.09.2022
VI Semester
INTRODUCTION TO DATABASE MANAGEMENT SYSTEMS

CLO 1. Understand the basic concepts and the applications of database systems.
CLO 2. Understand the relational database design principles.
CLO 3. Master the basics of SQL and construct queries using SQL.
CLO 4. Familiar with the basic issues of transaction processing and concurrency control.
outcomes.
1. Lecturer method (L) need not be only a traditional lecture method, but alternative effective
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develops
Module-1
Introduction to Databases: Introduction, Characteristics of database approach, Advantages of using the
DBMS approach, History of database applications.
Overview of Database Languages and Architectures: Data Models, Schemas, and Instances. Three
schema
architecture and data independence, database languages, and interfaces, The Database System
environment.
Conceptual Data Modelling using Entities and Relationships: Entity types, Entity sets, attributes,
roles, and structural constraints, Weak entity types, ER diagrams,Examples
Textbook 1: Ch 1.1 to 1.8, 2.1 to 2.6, 3.1 to 3.7

Module-2
Relational Model: Relational Model Concepts, Relational Model Constraints and relationaldatabase
schemas, Update operations, transactions, and dealing with constraint violations.
Relational Algebra: Relational algebra: introduction, Selection and projection, set operations, renaming,
Joins, Division, syntax, semantics. Operators, grouping and ungrouping, relational comparison . Examples
of Queries in relational algebra.
Mapping Conceptual Design into a Logical Design: Relational Database Design using ER-to-Relational
mapping.
Textbook 1:,ch5.1 to 5.3, 8.1 to 8.5, 9.1;

03.09.2022

Module-3
SQL:SQL data definition and data types, specifying constraints in SQL, retrieval queries in SQL, INSERT,
DELETE, and UPDATE statements in SQL, Additional features of SQL.
Advances Queries: More complex SQL retrieval queries, Specifying constraints asassertions and action
triggers, Views in SQL, Schema change statements in SQL.Database
Textbook 1: Ch 6.1 to 6.5, 7.1 to 7.4; Textbook 2: 6.1 to 6.6;

Module-4
Normalization: Database Design Theory – Introduction to Normalization using Functional and
Multivalued Dependencies: Informal design guidelines for relation schema, Functional Dependencies,
Normal Forms based on Primary Keys, Second and Third Normal Forms, Boyce-Codd Normal Form,
Multivalued Dependency and Fourth Normal Form, Join Dependencies and Fifth Normal Form. Examples
on normal forms.
Textbook 1: Ch 14.1 to -14.7, 15.1 to 15.6

Module-5
Transaction management and Concurrency –Control Transaction management: ACID properties,
serializability and concurrency control, Lock based concurrency control (2PL, Deadlocks), Time stamping
methods, optimistic methods, database recovery management.
Textbook 1: Ch 20.1 to 20.6, 21.1 to 21.7;

Course Outcomes
CO 1. Identify, analyze and define database objects, enforce integrity constraints on a database using
RDBMS
CO 2. Use Structured Query Language (SQL) for database manipulation.
CO 3. Design and build simple database systems
CO 4. Develop application to interact with databases.
(duration 01 hours)
03.09.2022

Textbooks
1. Fundamentals of Database Systems, RamezElmasri and Shamkant B. Navathe, 7th Edition, 2017,
Pearson.

1. https://www.youtube.com/watch?v=3EJlovevfcA
2. https://www.youtube.com/watch?v=9TwMRs3qTcU
3. https://www.youtube.com/watch?v=ZWl0Xow304I
4. https://www.youtube.com/watch?v=4YilEjkNPrQ
5. https://www.youtube.com/watch?v=CZTkgMoqVss
6. https://www.youtube.com/watch?v=Hl4NZB1XR9c
7. https://www.youtube.com/watch?v=EGEwkad_llA
8. https://www.youtube.com/watch?v=t5hsV9lC1rU

Real world problem solving: Developing and demonstration of models / projects based on DBMS
application
03.09.2022
VI Semester
INTRODUCTION TO CYBER SECURITY

CLO 1. To familiarize cybercrime terminologies and ACTs
CLO 2. Understanding cybercrime in mobiles and wireless devices along with the tools for
Cybercrime and prevention
CLO 3. Understand the motive and causes for cybercrime, cybercriminals, and investigators
CLO 4. Understanding criminal case and evidence, detection standing criminal case and evidence.
outcomes.
critical thinking.
Module-1
Introduction to Cybercrime:
Cybercrime: Definition and Origins of the Word, Cybercrime and Information Security, Who are
Cybercriminals? Classifications of Cybercrimes,
Cybercrime: The Legal Perspectives,
Cybercrimes: An Indian Perspective, Cybercrime and the Indian ITA 2000.
Textbook1:Ch1 (1.1 to 1.8).

Module-2
Cyber offenses:
How Criminals Plan Them: Introduction, How Criminals Plan the Attacks, Social Engineering, Cyber
stalking, Cybercafe and Cybercrimes.
Botnets: The Fuel for Cybercrime, Attack Vector
Textbook1: Ch2 (2.1 to 2.7).

Module-3
Tools and Methods Used in Cybercrime: Introduction, Proxy Servers and Anonymizers, Phishing,
Password Cracking, Key loggers and Spywares, Virus and Worms, Trojan Horses and Backdoors,
Steganography, DoS and DDoS Attacks, Attacks on Wireless Networks.
03.09.2022
Textbook1: Ch4 (4.1 to 4.9, 4.12).

Teaching-Learning Process Chalk and board, Case studies
Module-4
Understanding the people on the scene: Introduction, understanding cyber criminals, understanding
cyber victims, understanding cyber investigators.
The Computer Investigation process: investigating computer crime.
Understanding Cybercrime Prevention: Understanding Network Security Concepts, Understanding

Basic Cryptography Concepts, Making the Most of Hardware and Software Security
Textbook 2:Ch3,Ch 4, Ch 7.
Teaching-Learning Process Chalk& board, Case studies
Module-5
Cybercrime Detection Techniques: Security Auditing and Log Firewall Logs, Reports, Alarms, and
Alerts, Commercial Intrusion Detection Systems, Understanding E-Mail Headers Tracing a Domain Name
or IP Address.
Collecting and preserving digital Evidence: Introduction, understanding the role of evidence in a
criminal case, collecting digital evidence, preserving digital evidence, recovering digital evidence,
documenting evidence.
TextBook 2:Ch 9, Ch 10.

Teaching-Learning Process Chalk and board, Case studies
Course Outcomes
CO 1. Describe the cyber crime terminologies
CO 2. Analyze cybercrime in mobiles and wireless devices along with the tools for Cybercrime and
prevention
CO 3. Analyze the motive and causes for cybercrime, cybercriminals, and investigators
CO 4. Apply the methods for understanding criminal case and evidence, detection standing criminal
case and evidence.
(duration 01 hours)
03.09.2022

Textbooks
1. SunitBelapure and Nina Godbole, “Cyber Security: Understanding Cyber Crimes, Computer
Forensics And Legal Perspectives”, Wiley India Pvt Ltd, ISBN: 978-81- 265-21791, 2013
2. Debra Little John Shinder and Michael Cross, “Scene of the cybercrime”, 2nd edition, Syngress
publishing Inc, Elsevier Inc, 2008
Reference Books:
1. Robert M Slade, “Software Forensics”, Tata McGraw Hill, New Delhi, 2005.
2. Bernadette H Schell, Clemens Martin, “Cybercrime”, ABC – CLIO Inc, California, 2004.
3. Nelson Phillips and EnfingerSteuart, “Computer Forensics and Investigations”, Cengage
Learning, New Delhi, 2009.
4. Kevin Mandia, Chris Prosise, Matt Pepe, “Incident Response and Computer Forensics”, Tata
McGraw -Hill, New Delhi, 2006.

1. https://www.youtube.com/watch?v=czDzUP1HclQ
2. https://www.youtube.com/watch?v=qS4ViqnjkC8
3. https://www.trendmicro.com/en_nz/ciso/21/h/cybercrime-today-and-the-future.html
Real world problem solving: Demonstration of projects related to Cyber security.

03.09.2022
VI Semester
PROGRAMMING IN JAVA
CLO 1. Learn fundamental features of object oriented language and JAVA.
CLO 2. To create, debug and run simple Java programs.
CLO 3. Learn object oriented concepts using programming examples.
CLO 4. Study the concepts of importing of packages and exception handling mechanism.
CLO 5. Discuss the String Handling examples with Object Oriented concepts.
outcomes.
critical thinking.
Module-1
An Overview of Java: Object-Oriented Programming, A First Simple Program, A Second Short Program,
Two Control Statements, Using Blocks of Code, Lexical Issues, The Java Class Libraries.
Data Types, Variables, and Arrays: Java Is a Strongly Typed Language, The Primitive Types, Integers,
Floating-Point Types, Characters, Booleans, A Closer Look at Literals, Variables, Type Conversion and
Casting, Automatic Type Promotion in Expressions, Arrays, A Few Words About Strings
Textbook 1:Ch 2,Ch 3.

Teaching-Learning Process Chalk and board, Problem based learning.
Module-2
Operators: Arithmetic Operators, The Bitwise Operators, Relational Operators, Boolean Logical
Operators, The Assignment Operator, The ? Operator, Operator Precedence, Using Parentheses,
Control Statements: Java’s Selection Statements, Iteration Statements, Jump Statements.
Textbook 1:Ch 4,Ch 5.

Module-3
Introducing Classes: Class Fundamentals, Declaring Objects, Assigning Object Reference Variables,
Introducing Methods, Constructors, The this Keyword, Garbage Collection, The finalize( ) Method, A Stack
Class.
A Closer Look at Methods and Classes: Overloading Methods, Using Objects as Parameters, A Closer
03.09.2022
Look at Argument Passing, Returning Objects, Recursion, Introducing Access Control, Understanding
static, Introducing final, Arrays Revisited. Inheritance: Inheritance, Using super, Creating a Multilevel
Hierarchy, When Constructors Are Called, Method Overriding.
Textbook 1: Ch 6, Ch 7.1-7.9,Ch 8.1-8.5

Module-4
Packages and Interfaces: Packages, Access Protection, Importing Packages, Interfaces.
Exception Handling: Exception-Handling Fundamentals, Exception Types, Uncaught Exceptions, Using

try and catch, Multiple catch Clauses, Nested try Statements, throw, throws, finally, Java’s Built-in
Exceptions, Creating Your Own Exception Subclasses, Chained Exceptions, Using Exceptions
Textbook 1: Ch 9,Ch 10.

Teaching-Learning Process Chalk& board, Problem based learning, Demonstration
Module-5
Enumerations :Enumerations, Type Wrappers.
String Handling: The String Constructors, String Length, Special String Operations, Character Extraction,
String Comparison, Searching Strings, Modifying a String, Data Conversion Using valueOf( ), Changing the
Case of Characters Within a String , Additional String Methods, StringBuffer, StringBuilder.
Textbook 1: Ch 12.1,12.2,Ch 15.

Course Outcomes
CO 1. Develop JAVA programs using OOP principles and proper program structuring.
CO 2. Develop JAVA program using packages, inheritance and interface.
CO 3. Develop JAVA programs to implement error handling techniques using exception handling
CO 4. Demonstrate string handling concepts using JAVA.
(duration 01 hours)
03.09.2022

maximum of 3 sub-questions), should have a mix of topics under that module

Textbooks
1. Herbert Schildt, Java The Complete Reference, 7th Edition, Tata McGraw Hill, 2007. (Chapters 2,
3, 4, 5, 6,7, 8, 9,10, 12,15)
Reference Books:
1. Mahesh Bhave and Sunil Patekar, "Programming with Java", First Edition, Pearson
Education,2008, ISBN:9788131720806.
2. Rajkumar Buyya,SThamarasiselvi, xingchen chu, Object oriented Programming with java, Tata
McGraw Hill education private limited.
3. E Balagurusamy, Programming with Java A primer, Tata McGraw Hill companies.
4. Anita Seth and B L Juneja, JAVA One step Ahead, Oxford University Press, 2017.

Real world problem solving: Demonstration of projects developed using JAVA
03.09.2022
VI Semester
MACHINE LEARNING LABORATORY

Course Code 21AIL66 CIE Marks 50
Teaching Hours/Week(L:T:P:S) 0:0:2:0 SEE Marks 50
CLO 2. To learn and understand the Importance Machine learning Algorithms
CLO 3. Compare and contrast the learning techniques like ANN approach, Bayesian learning and
reinforcement learning.
CLO 4. Able to solve and analyse the problems on ANN, Instance based learning and Reinforcement
learning techniques.
CLO 5. To impart the knowledge of clustering and classification Algorithms for predictions and
evaluating Hypothesis.
Prerequisite
 Students should be familiarized about Python installation and setting Python
environment
 Usage and installation of Anaconda should be introduced
https://www.anaconda.com/products/individual
 Should have the knowledge about Probability theory,Statistics theory and linear
Algebra.
 Should have the knowledge of numpy,pandas,scikit-learn and scipy library packages.
Sl. No. PART A – List of problems for which student should develop program and execute in
the Laboratory
1 Aim: Illustrate and Demonstrate the working model and principle of Find-S algorithm.
Program: For a given set of training data examples stored in a .CSV file, implement and
demonstrate the Find-S algorithm to output a description of the set of all hypotheses
consistent with the training examples.
Text Book 1: Ch2
2 Aim: Demonstrate the working model and principle of candidate elimination algorithm.
Program: For a given set of training data examples stored in a .CSV file, implement and
demonstrate the Candidate-Elimination algorithm to output a description of the set of all
hypotheses consistent with the training examples.
Text Book 1: Ch2
Reference: https://www.youtube.com/watch?v=tfpAm4kxGQI
3 Aim: To construct the Decision tree using the training data sets under supervised learning
concept.
Program: Write a program to demonstrate the working of the decision tree based ID3
algorithm. Use an appropriate data set for building the decision tree and apply this
knowledge to classify a new sample.
Text Book 1: Ch 3
4 Aim: To understand the working principle of Artificial Neural network with feed forward and
feed backward principle.
Program: Build an Artificial Neural Network by implementing the Backpropagation

algorithm and test the same using appropriate data sets.
Text Book 1: Ch 4
03.09.2022
5 Aim: Demonstrate the text classifier using Naïve bayes classifier algorithm.
Program: Write a program to implement the naive Bayesian classifier for a sample training
data set stored as a .CSV file. Compute the accuracy of the classifier, considering few test
data sets.
Text Book 1: Ch6

6 Aim: Demonstrate and Analyse the results sets obtained from Bayesian belief network
Principle.
Program:- Write a program to construct a Bayesian network considering medical data. Use
this model to demonstrate the diagnosis of heart patients using standard Heart Disease
Data Set. You can use Python ML library classes/API.
Text Book 1: Ch 6
7 Aim: Implement and demonstrate the working model of K-means clustering algorithm with
Expectation Maximization Concept.
Program: Apply EM algorithm to cluster a set of data stored in a .CSV file. Use the same data
set for clustering using k-Means algorithm. Compare the results of these two algorithms
and comment on the quality of clustering. You can add Python ML library classes/API in
the program.
Text Book 1: Ch 8
8 Aim: Demonstrate and analyse the results of classification based on KNN Algorithm.
Program: Write a program to implement k-Nearest Neighbour algorithm to classify the iris
data set. Print both correct and wrong predictions. Java/Python ML library classes can be
used for this problem.
Text Book 1: Ch 8
9 Aim: Understand and analyse the concept of Regression algorithm techniques.
Program: Implement the non-parametric Locally Weighted Regression algorithm in order

to fit data points. Select appropriate data set for your experiment and draw graphs.
Text Book 1: Ch8

10 Aim: Implement and demonstrate classification algorithm using Support vector machine
Algorithm.
Program: Implement and demonstrate the working of SVM algorithm for classification.
Text Book 2: Ch6

Pedagogy For the above experiments the following pedagogy can be considered. Problem
based learning, Active learning, MOOC, Chalk & Talk
PART B
A problem statement for each batch is to be generated in consultation with the co-examiner and
student should develop an algorithm, program and execute the Program for the given problem
with appropriate outputs.
Course Outcomes: At the end of the course the student will be able to:
CO 1. Understand the Importance of different classification and clustering algorithms.
CO 2. Demonstrate the working of various algorithms with respect to training and test data sets.
CO 3. Illustrate and analyze the principles of Instance based and Reinforcement learning techniques.
CO 4. Elicit the importance and Applications of Supervised and unsupervised machine learning.
CO 5. Compare and contrast the Bayes theorem principles and Q learning approach.
03.09.2022
examination (SEE).
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed
by the faculty who is handling the laboratory session and is made known to students at the
beginning of the practical session.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th
week of the semester and the second test shall be conducted after the 14 th week of the semester.
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks). The Sum of
scaled-down marks scored in the report write-up/journal and average marks of two tests is the
total CIE marks scored by the student.

examiners.
03.09.2022
the given problem.
 Rubrics suggested in Annexure-II of Regulation book
Text Books:
1. Tom M Mitchell, “Machine Lerning”,1st Edition, McGraw Hill Education, 2017.
2. Nello Cristianini, John Shawe-Taylor, An Introduction to Support Vector Machines and Other
Kernel-based Learning Methods, Cambridge University Press, 2013
3. Allen B. Downey, “Think Python: How to Think Like a Computer Scientist”, 2nd Edition, Green
Tea Press, 2015. (Available under CC-BY-NC license at
http://greenteapress.com/thinkpython2/thinkpython2.pdf)
Suggested Web Links / E Resource
1. https://www.kaggle.com/general/95287
2. https://web.stanford.edu/~hastie/Papers/ESLII.pdf
03.09.2022
VII Semester
ADVANCED AI AND ML
CLO 1. Demonstrate the fundamentals of Intelligent Agents

CLO 2. Illustrate the reasoning on Uncertain Knowledge
CLO 3. Explore the explanation-based learning in solving AI problems
CLO 4. Illustrate the use of KNN
CLO 5. Explore the Text feature Engineering concepts with Applications
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective
thinking.
Module-1
Intelligent Agents: Agents and Environments, Good Behaviour: The Concept of Rationality, The Nature of
Environments, The Structure of Agents
Problem Solving : Game Paying
Text book 1: Chapter 2, Chapter 5 (2.1 to 2.4, 5.1 to 5.6)

Learning
Process
Module-2
Uncertain knowledge and Reasoning: Quantifying Uncertainty, Acting under Uncertainty , Basic Probability
Notation, Inference Using Full Joint Distributions, Independence , Bayes’ Rule and Its Use The WumpusWorld
Revisited,

Learning
Process
Module-3
Neural Network Representation – Problems – Perceptrons – Multilayer Networks and Back Propagation
Algorithms – Genetic Algorithms – Hypothesis Space Search – Genetic Programming – Models of Evolution
03.09.2022
and Learning.
Text book 2: chapter 4.1-4.6 & 9.1-9.5
Neural networks and genetic algorithms:

Brief history and Evolution of Neural network, Biological neuron, Basics of ANN, Activation function, MP
model.
Text book 3: chapter 6

Learning
Process
Module-4
Recommender System:
Datasets, Association rules, Collaborative filtering, User-based similarity, item-based similarity, using
surprise library, Matrix factorization
Text Analytics:
Overview, Sentiment Classification, Naïve Bayes model for sentiment classification, using TF-IDF vectorizer,
Challenges of text analytics
Text book 4: Chapter 9 and 10

Learning
Process
Module-5
Clustering
Introduction, Types of clustering, Partitioning methods of clustering (k-means, k-medoids), hierarchical
methods
Instance Based Learning: Introduction, k-nearest neighbour learning(review), locally weighted regression,
radial basis function, cased-based reasoning,
Text book 2: Chapter 8.1-8.5

Learning
Process
Course Outcomes
CO 1. Demonstrate the fundamentals of Intelligent Agents

CO 2. Illustrate the reasoning on Uncertain Knowledge
CO 3. Explore the explanation-based learning in solving AI problems
CO 4. Apply effectively ML algorithms to solve real world problems.
CO 5. Apply Instant based techniques and derive effectively learning rules to real world problems.
03.09.2022


(duration 01 hours)

scored shall be proportionally reduced to 50 marks.
Textbooks:
1. Artificial Intelligence, A Modern Approach, Stuart J. Russell and Peter Norvig, Third Edition, Pearson,
2010
2. Tom M. Mitchell, Machine Learning, McGraw-Hill Education, 2013
3. Machine Learning, Anuradha Srinivasaraghavan, VincyJoeph, Wiley 2019
4. Machine Learning using Python ,Manaranjan Pradhan, U Dinesh Kumar, Wiley 2019
Reference:
1. An Introduction to Multi Agent Systems, Michael Wooldridge, Second Edition, John Wiley & Sons
1. https://www.youtube.com/playlist?list=PLwdnzlV3ogoXaceHrrFVZCJKbm_laSHcH
3. https://www.youtube.com/playlist?list=PL1xHD4vteKYVpaIiy295pg6_SY5qznc77
03.09.2022
VII Semester
CLOUD COMPUTING
CLO 1. Introduce the rationale behind the cloud computing revolution and the business drivers
CLO 2. Introduce various models of cloud computing
CLO 3. Introduction on how to design cloud native applications, the necessary tools and the design
tradeoffs.
CLO 4. Realize the importance of Cloud Virtualization, Abstraction`s and Enabling Technologies and
cloud security
outcomes.
thinking.
it.
Module-1
Introduction:
Introduction ,Cloud Computing at a Glance, Historical Developments, Building Cloud Computing
Environments, Amazon Web Services (AWS), Google AppEngine, Microsoft Azure, Hadoop, Force.com
and Salesforce.com, Manjrasoft Aneka
Textbook 1: Chapter 1: 1.1,1.2 and 1.3

Module-2
Virtualization: Introduction, Characteristics of Virtualized, Environments Taxonomy of
Virtualization Techniques, Execution Virtualization, Other Types of Virtualization,
Virtualization and Cloud Computing, Pros and Cons of Virtualization, Technology Examples
Textbook 1 : Chapter 3: 3.1 to 3.6

Module-3
Cloud Computing Architecture: Introduction, Cloud Reference Model, Types of Clouds, Economics of
the Cloud, Open Challenges
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Teaching-Learning Process Chalk and board, Demonstration
Module-4
Cloud Security: Risks, Top concern for cloud users, privacy impact assessment, trust, OS security, VM
Security, Security Risks posed by shared images and management OS.
Textbook 2: Chapter 9: 9.1 to 9.6, 9.8, 9.9

Teaching-Learning Process Chalk and board
Module-5
Cloud Platforms in Industry
Amazon web services: - Compute services, Storage services, Communication services, Additional
services. Google AppEngine: - Architecture and core concepts, Application life cycle, Cost model,
Observations.
Cloud Applications:
Scientific applications: - HealthCare: ECG analysis in the cloud, Biology: gene expression data analysis for
cancer diagnosis, Geoscience: satellite image processing. Business and consumer applications: CRM and
ERP, Social networking, media applications.

Teaching-Learning Process Chalk and board

CO 1. Understand and analyze various cloud computing platforms and service provider.
CO 2. Illustrate various virtualization concepts.
CO 3. Identify the architecture, infrastructure and delivery models of cloud computing.
CO 4. Understand the Security aspects of CLOUD.
CO 5. Define platforms for development of cloud applications


03.09.2022

Textbooks
1. Rajkumar Buyya, Christian Vecchiola, and Thamrai Selvi Mastering Cloud Computing McGraw Hill
Education.
2. Dan C. Marinescu, Cloud Compting Theory and Practice, Morgan Kaufmann, Elsevier 2013
Reference Books
1. Toby Velte, Anthony Velte, Cloud Computing: A Practical Approach, McGraw-Hill Osborne Media.
2. George Reese, Cloud Application Architectures: Building Applications and Infrastructure in the
Cloud, O'Reilly Publication.
3. John Rhoton, Cloud Computing Explained: Implementation Handbook for Enterprises, Recursive
Press.
 https://www.youtube.com/watch?v=1N3oqYhzHv4
 https://www.youtube.com/watch?v=RWgW-CgdIk0

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VII Semester
SOCIAL NETWORK ANALYSIS

CLO 1. Understand Semantic Web for social network analysis.

CLO 2. Learn the Representation, Modelling and Aggregating social network data.
CLO 3. Learn the basic algorithms and techniques for detection and decentralization of social network.
CLO 4. Study Human behaviour in social networks and its management.
CLO 5. Visual representation of social network data in different applications.
outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply
recall it.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve
Module-1
Introduction to Semantic Web: Limitations of current Web - Development of Semantic Web - Emergence of
the Social Web.
Social Network analysis: Development of Social Network Analysis - Key concepts and measures in network
analysis.
Electronic sources for network analysis: Electronic discussion networks, Blogs and online communities -
Web-based networks.
Text book 1: Chapter1 – 1.1, 1.3, 1.4, Chapter2 – 2.2 , 2.3, Chapter3 – 3.1 to 3.3
Teaching- Chalk and board, Active Learning,
Learning
Process
Module-2
Knowledge Representation on the Semantic Web: Ontology and their role in the Semantic Web – Ontology
based knowledge Representation - Ontology languages for the Semantic Web - Resource Description
Framework and schema - Web Ontology Language.
Modelling and aggregating social network data: State-of-the-art in network data representation -
Ontological representation of social individuals - Ontological representation of social relationships -
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Aggregating and reasoning with social network data.
Text book 1: Chapter4 – 4.1(4.1.1), 4.2(4.2.1,4.2.2), Chapter5 – 5.1 to 5.4

Learning
Process
Module-3
Detecting communities in social networks - Definition of community - Evaluating communities - Methods
for community detection - Tools for detecting communities
Decentralized online social networks - Introduction - Challenges for DOSN - The Case for Decentralizing
OSNs - General Purpose DOSNs - Specialized Application Centric DOSNs - Social Distributed Systems - Delay-
Tolerant DOSN.
Text book 2: Chapter 12 – 12.2 to 12.5, Chapter 17

Learning
Process
Module-4
Understanding and predicting human behaviour for social communities: User data management -
Inference and Distribution - Enabling new human experiences – The Technologies.
Managing Trust in Online Social Networks: Trust in online environment - Trust models based on
subjective logic - Trust network analysis - Trust transitivity analysis - Combining trust and reputation - Trust
derivation based on trust comparisons.
Text book 2: Chapter20 - 20.2, 20.3(20.3.1), Chapter22 – 22.3, 22.5, 22.6, 22.7, 22.9, 22.10
Teaching- Chalk & board, Problem based learning, MOOC
Learning
Process
Module-5
Visualization of Social Networks: Social Network Analysis - Visualization - Visualizing online social
networks,
Novel Visualizations and Interactions for Social Networks Exploration: Visualizing social networks with
matrix-based representations - Matrix and Node-Link Diagrams - Hybrid representations.
Applications of Social Network Analysis: Applications of Social Network Analysis - Covert networks -
Community welfare - Collaboration networks - Co-Citation networks.
Text Book 2: Chapter 27 – 27.2, 27.3, 27.4, Chapter 28 – 28.5, Chapter 29 – 29.3.3, 29.3.5 to 29.3.7
Learning
Process
Course Outcomes
CO 1. Understand the Semantic Web and Electronic sources for social network analysis.
CO 2. Understand the Representation, Modelling and Aggregating social network data.
CO 3. Analyse the human behaviour in social network.
CO 4. Apply techniques for detection and decentralization of social network.
CO 5. Illustrate the visual representation of social network data.
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student secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a
6. At the end of the 13th week of the semester -Group discussion/Seminar/quiz any one of three
suitably planned to attain the COs and POs for 20 Marks (duration 01 hours)
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
3. The students have to answer 5 full questions, selecting one full question from each module.. Marks
Text Books
1. Peter Mika, “Social Networks and the Semantic Web”, First Edition, Springer 2007.
2. Borko Furht, “Handbook of Social Network Technologies and Applications”, 1 st Edition, Springer,
2010.
Reference:
1. Guandong Xu ,Yanchun Zhang and Lin Li, “Web Mining and Social Networking – Techniques and
applications”, First Edition Springer, 2011.
2. Dion Goh and Schubert Foo, “Social information Retrieval Systems: Emerging Technologies and
Applications for Searching the Web Effectively”, IGI Global Snippet, 2008.
3. Max Chevalier, Christine Julien and Chantal Soulé-Dupuy, “Collaborative and Social Information
Retrieval and Access: Techniques for Improved user Modelling”, IGI Global Snippet, 2009.
4. John G. Breslin, Alexander Passant and Stefan Decker, “The Social Semantic Web”, Springer, 2009
1. https://www.youtube.com/watch?v=IiUDKDxScxI
2. http://www.nitttrc.edu.in/nptel/courses/video/106106146/L21.html
3. https://www.youtube.com/watch?v=DTxE9KV3YrE
4. https://www.youtube.com/watch?v=MQsTxRMy3Xg
5. https://www.youtube.com/watch?v=BQWoMRS5CGA
6. https://onlinecourses.nptel.ac.in/noc20_cs78/preview
03.09.2022
VII Semester
DIGITAL IMAGE PROCESSING

CLO 1.
Understand the fundamentals of digital image processing
CLO 2.
Explain the image transform techniques used in digital image processing
CLO 3.
Apply different image enhancement techniques on digital images
CLO 4.
Evaluate image restoration techniques and methods used in digital imageprocessing
CLO 5.
Understand the Morphological Operations and Segmentation used in digital
imageprocessing
outcomes.
critical thinking.
Module-1
Digital Image Fundamentals: What is Digital Image Processing? Originsof Digital Image Processing,
Examples of fields that use DIP, FundamentalSteps in Digital Image Processing, Components of an Image
ProcessingSystem, Elements of Visual Perception, Image Sensing and Acquisition, Image Sampling and
Quantization, Some Basic Relationships BetweenPixels, Linear and Nonlinear Operations.
Textbook 1: Chapter 1 and Chapter 2: Sections 2.1 to 2.5, 2.6.2
Module-2
Spatial Domain: Some Basic Intensity Transformation Functions, Histogram Processing, Fundamentals of
Spatial Filtering, SmoothingSpatial Filters, Sharpening Spatial Filters
Frequency Domain: Preliminary Concepts, The Discrete FourierTransform (DFT) of Two Variables,
Properties of the 2-D DFT, Filtering inthe Frequency Domain, Image Smoothing and Image Sharpening
UsingFrequency Domain Filters, Selective Filtering.
Textbook 1: Chapter 3: Sections 3.2 to 3.6 and Chapter 4: Sections 4.2, 4.5 to 4.10
Teaching-Learning Process 1. Chalk and board, Active Learning, Demonstration
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Module-3
Restoration: Noise models, Restoration in the Presence of Noise Onlyusing Spatial Filtering and
Frequency Domain Filtering, Linear, Position-Invariant Degradations, Estimating the Degradation
Function, InverseFiltering, Minimum Mean Square Error (Wiener) Filtering, ConstrainedLeast Squares
Filtering.
Textbook 1: Chapter 5: Sections 5.2, to 5.9

Teaching-Learning Process 1. Chalk and board
Module-4
Color Image Processing: Color Fundamentals, Color Models, Pseudo color Image Processing. Wavelets:
Background, Multiresolution Expansions.
Morphological Image Processing: Preliminaries, Erosion and Dilation, Opening and Closing, The Hit-or-
Miss Transforms, Some Basic Morphological Algorithms.
Text: Chapter 6: Sections 6.1 to 6.3, Chapter 7: Sections 7.1 and 7.2, Chapter 9: Sections 9.1 to 9.5
Teaching-Learning Process 1.Chalk& board
2.Demonstartion of Case study /Application for wavelet transfer
method
Module-5
Segmentation: Introduction, classification of image segmentation algorithms, Detection of
Discontinuities, Edge Detection, Hough Transforms and Shape Detection, Corner Detection, Principles of
Thresholding.
Representation and Description: Representation, Boundary descriptors.
Text2: Chapter 9: Sections 9.1, to 9.7 and Text 1: Chapter 11: Sections 11.1and 11.2
Teaching-Learning Process 1.Chalk and board, MOOC.
2. Poster making activity for various image segmentation
algorithms
Course Outcomes
CO 1. Understand the fundamentals of Digital Image Processing.
CO 2. Apply different Image transformation techniques
CO 3. Analyze various image restoration techniques
CO 4. Understand colour image and morphological processing
CO 5. Design image analysis and segmentation techniques


03.09.2022


Textbooks
1. Rafael C. Gonzalez and Richard E. Woods, Digital Image Processing, Third Ed., Prentice Hall, 2008.
2. S. Sridhar, Digital Image Processing, Oxford University Press, 2 ndEdition, 2016
Reference:
1. Digital Image Processing- S.Jayaraman, S.Esakkirajan, T.Veerakumar, TataMcGraw Hill 2014.
2. Fundamentals of Digital Image Processing-A. K. Jain, Pearson 2004
1. https://https://nptel.ac.in/courses/106/105/106105032/
2. https://github.com/PrajwalPrabhuiisc/Image-processing-assignments
Demonstration of finding the histogram from grayscale image, to check the low pass filter properties,
filtering the images using Gaussian low pass filter, etc… using Python programming
Practical Based Assignment like following or any topic which is in-line with the course requirement.
Students shall present and demonstrate their work at the end of semester.
 Program to show rotation, scaling, and translation of an image.

 Read an image and extract and display low-level features such as edges, textures using filtering
techniques
 Demonstrate enhancing and segmenting low contrast 2D images.
 To Read an image, first apply erosion to the image and then subtract the result from the
original.
03.09.2022
VII Semester
FULLSTACK DEVELOPMENT
Total Hours of Pedagogy 40 T Total Marks 100
CLO 1. Explain the use of learning full stack web development.
CLO 2. Make use of rapid application development in the design of responsive web pages.
CLO 3. Illustrate Models, Views and Templates with their connectivity in Django for full stack web
development.
CLO 4. Demonstrate the use of state management and admin interfaces automation in Django.
CLO 5. Design and implement Django apps containing dynamic pages with SQL databases.
outcomes.
thinking.
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
Module-1: MVC based Web Designing
Web framework, MVC Design Pattern, Django Evolution, Views, Mapping URL to Views, Working of
Django URL Confs and Loose Coupling, Errors in Django, Wild Card patterns in URLS.
Textbook 1: Chapter 1 and Chapter 3
Teaching-Learning Process 1.
Demonstration using Visual Studio Code
2.
PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
Module-2: Django Templates and Models
Template System Basics, Using Django Template System, Basic Template Tags and Filters, MVT
Development Pattern, Template Loading, Template Inheritance, MVT Development Pattern.
Configuring Databases, Defining and Implementing Models, Basic Data Access, Adding Model String
Representations, Inserting/Updating data, Selecting and deleting objects, Schema Evolution
Textbook 1: Chapter 4 and Chapter 5
Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
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4. Case Study: Apply concepts learnt for an Online Ticket

Booking System
Module-3: Django Admin Interfaces and Model Forms
Activating Admin Interfaces, Using Admin Interfaces, Customizing Admin Interfaces, Reasons to use
Admin Interfaces.
Form Processing, Creating Feedback forms, Form submissions, custom validation, creating Model
Forms, URLConf Ticks, Including Other URLConfs.
Textbook 1: Chapters 6, 7 and 8

Patterns
Module-4: Generic Views and Django State Persistence
Using Generic Views, Generic Views of Objects, Extending Generic Views of objects, Extending Generic
Views.
MIME Types, Generating Non-HTML contents like CSV and PDF, Syndication Feed Framework, Sitemap
framework, Cookies, Sessions, Users and Authentication.
Textbook 1: Chapters 9, 11 and 12
Patterns
4. Project Work: Implement all concepts learnt for Student
Admission Management.
Module-5: jQuery and AJAX Integration in Django
Ajax Solution, Java Script, XHTMLHttpRequest and Response, HTML, CSS, JSON, iFrames, Settings of
Java Script in Django, jQuery and Basic AJAX, jQuery AJAX Facilities, Using jQuery UI Autocomplete in
Django
Textbook 2: Chapters 1, 2 and 7.

Patterns
4. Case Study: Apply the use of AJAX and jQuery for
development of EMI calculator.
CO 1. Understand the working of MVT based full stack web development with Django.
CO 2. Designing of Models and Forms for rapid development of web pages.
CO 3. Analyze the role of Template Inheritance and Generic views for developing full stack web
applications.
CO 4. Apply the Django framework libraries to render nonHTML contents like CSV and PDF.
CO 5. Perform jQuery based AJAX integration to Django Apps to build responsive full stack web
applications,
03.09.2022
subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE



CIE methods /question paper has to be designed to attain the different levels of Bloom’s
3. The students have to answer 5 full questions, selecting one full question from each module…
Marks scored shall be proportionally reduced to 50 marks v

Textbooks
1. Adrian Holovaty, Jacob Kaplan Moss, The Definitive Guide to Django: Web Development Done
Right, Second Edition, Springer-Verlag Berlin and Heidelberg GmbH & Co. KG
Publishers, 2009
2. Jonathan Hayward, Django Java Script Integration: AJAX and jQuery, First Edition, Pack
Publishing, 2011
Reference Books
1. Aidas Bendroraitis, Jake Kronika, Django 3 Web Development Cookbook, Fourth Edition, Packt
Publishing, 2020
2. William Vincent, Django for Beginners: Build websites with Python and Django, First Edition,
Amazon Digital Services, 2018
3. Antonio Mele, Django3 by Example, 3rd Edition, Pack Publishers, 2020
4. Arun Ravindran, Django Design Patterns and Best Practices, 2nd Edition, Pack Publishers, 2020.
03.09.2022
5. Julia Elman, Mark Lavin, Light weight Django, David A. Bell, 1 st Edition, Oreily Publications,
2014
1. MVT architecture with Django: https://freevideolectures.com/course/3700/django-tutorials
2. Using Python in Django: https://www.youtube.com/watch?v=2BqoLiMT3Ao
3. Model Forms with Django: https://www.youtube.com/watch?v=gMM1rtTwKxE
4. Real time Interactions in Django: https://www.youtube.com/watch?v=3gHmfoeZ45k
5. AJAX with Django for beginners: https://www.youtube.com/watch?v=3VaKNyjlxAU
1. Real world problem solving - applying the Django framework concepts and its integration with
AJAX to develop any shopping website with admin and user dashboards.
03.09.2022
VII Semester
BLOCKCHAIN TECHNOLOGY
CLO 1. Explain the fundamentals of distributed computing and blockchain

CLO 2. Discuss the concepts in bitcoin
CLO 3. Demonstrate Ethereum platform
outcomes.
critical thinking.
Module-1
Blockchain 101: Distributed systems, History of blockchain, Introduction to blockchain, Types of
blockchain, CAP theorem and blockchain, Benefits and limitations of blockchain.
Decentralization and Cryptography: Decentralization using blockchain, Methods of decentralization,

Routes to decentralization, Decentralized organizations.
Textbook 1: Chapter 1, 2
Teaching-Learning Process Chalk and board, Active Learning – Oral presentations.
Module-2
Introduction to Cryptography & Cryptocurrencies: Cryptographic Hash Functions, Hash Pointers and
Data Structures, Digital Signatures, Public Keys as Identities, A Simple Cryptocurrency,
How Bitcoin Achieves Decentralization: Distributed consensus, Consensus without identity using a
block chain, Incentives and proof of work, Putting it all together,
Textbook 2: Chapter 1, 2
Teaching-Learning Process Chalk and board, Demonstration
Module-3
Mechanics of Bitcoin: Bitcoin transactions, Bitcoin Scripts, Applications of Bitcoin scripts, Bitcoin blocks,
The Bitcoin network, Limitations and improvements
How to Store and Use Bitcoins: Simple Local Storage, Hot and Cold Storage, Splitting and Sharing Keys,
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Online Wallets and Exchanges, Payment Services, Transaction Fees, Currency Exchange Markets
Textbook2: Chapter 3,4

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration, MOOC
Module-4
Bitcoin Mining: The task of Bitcoin miners, Mining Hardware, Energy consumption and ecology, Mining
pools, Mining incentives and strategies,
Bitcoin and Anonymity: Anonymity Basics, How to De-anonymize Bitcoin, Mixing, Decentralized Mixing,
Zerocoin and Zerocash,

Teaching-Learning Process Chalk& board, Problem based learning, MOOC
Module-5
Smart Contracts and Ethereum 101:
Smart Contracts: Definition, Ricardian contracts.
Ethereum 101: Introduction, Ethereum blockchain, Elements of the Ethereum blockchain, Precompiled
contracts.
Teaching-Learning Process Chalk and board, MOOC, Practical Demonstration
Course Outcomes
CO 1. Describe the concepts of Distrbuted computing and its role in Blockchain
CO 2. Describe the concepts of Cryptography and its role in Blockchain
CO 3. List the benefits, drawbacks and applications of Blockchain
CO 4. Appreciate the technologies involved in Bitcoin
CO 5. Appreciate and demonstrate the Ethereum platform to develop blockchain application.
03.09.2022


Textbooks
1. Mastering Blockchain - Distributed ledgers, decentralization and smart contracts explained,
Imran Bashir, Packt Publishing Ltd, Second Edition, ISBN 978-1-78712-544-5, 2017.
2. Arvind Narayanan, Joseph Bonneau, Edward W. Felten, Andrew Miller, Steven Goldfeder and
Jeremy Clark., Bitcoin and Cryptocurrency Technologies: A Comprehensive Introduction.
Princeton University Press, 2016.
Reference:
1. Mastering Bitcoins: Unlocking Digital Cryptocurrencies by Andreas Antonopoulos. O’Reilly Media,
Inc, 2013.
1. http://bitcoinbook.cs.princeton.edu/?_ga=2.8302578.1344744326.1642688462-
86383721.1642688462
3. https://ethereum.org/en/developers/
4. https://developer.ibm.com/components/hyperledger-fabric/tutorials/
03.09.2022
VII Semester
INTERNET OF THINGS
CLO 1. Understand about the fundamentals of Internet of Things and its building blocks along with
their characteristics.
CLO 2. Understand the recent application domains of IoT in everyday life.
CLO 3. Understand the protocols and standards designed for IoT and the current research on it.
CLO 4. Understand the other associated technologies like cloud and fog computing in the domain of
IoT.
CLO 5. Improve their knowledge about the various cutting-edge technologies in the field IoT and
machine learning applications.
CLO 6. Gain insights about the current trends of machine learning and AI techniques used in IoT to
orient towards the present industrial scenario.
outcomes.
critical thinking.
Module-1
Emergence of IoT: Introduction, Evolution of IoT, Enabling IoT and the Complex Interdependence of
Technologies, IoT Networking Components, Addressing Strategies in IoT.
Textbook 1: Chapter 4 – 4.1 to 4.5

Module-2
IoT Sensing and Actuation: Introduction, Sensors, Sensor Characteristics, Sensorial Deviations, Sensing
Types, Sensing Considerations, Actuators, Actuator Types, Actuator Characteristics.

Module-3
IoT Processing Topologies and Types: Data Format, Importance of Processing in IoT, Processing
Topologies, IoT Device Design and Selection Considerations, Processing Offloading.
03.09.2022

Module-4
IoT Connectivity Technologies: Introduction, IEEE 802.15.4, Zigbee, Thread, ISA100.11A,
WirelessHART, RFID, NFC, DASH7, Z-Wave, Weightless, Sigfox, LoRa, NB-IoT, Wi-Fi, Bluetooth

Teaching-Learning Process Chalk & board, Problem based learning
Module-5
IoT Communication Technologies: Introduction, Infrastructure Protocols, Discovery Protocols, Data
Protocols, Identification Protocols, Device Management, Semantic Protocols
IoT Interoperability: Introduction, Taxonomy of interoperability, Standards, Frameworks
Textbook 1: Chapter 8 – 8.1, 6.2, 8.3, 8.4, 8.5, 8.6, .7

Textbook 1: Chapter 9 – 9.1, 9.2, 9.3
Course Outcomes
CO 1. Understand the evolution of IoT, IoT networking components, and addressing strategies in IoT.
CO 2. Analyze various sensing devices and actuator types.
CO 3. Demonstrate the processing in IoT.
CO 4. Apply different connectivity technologies.
CO 5. Understand the communication technologies , protocols and interoperability in IoT.
6. At the end of the 13th week of the semester- Group discussion/Seminar/quiz any one of three
suitably planned to attain the COs and POs for 20 Marks (duration 01 hours)
03.09.2022
Textbooks
1. Sudip Misra, Anandarup Mukherjee, Arijit Roy, “Introduction to IoT”, Cambridge University Press
2021.
Reference:
1. S. Misra, C. Roy, and A. Mukherjee, 2020. Introduction to Industrial Internet of Things and Industry
4.0. CRC Press.
2. Vijay Madisetti and Arshdeep Bahga, “Internet of Things (A Hands-on-Approach)”,1st Edition, VPT,
2014.
3. Francis daCosta, “Rethinking the Internet of Things: A Scalable Approach to Connecting Everything”,
1st Edition, Apress Publications, 2013.
1. https://nptel.ac.in/noc/courses/noc19/SEM1/noc19-cs31/
03.09.2022
VII Semester
AUGMENTED REALITY
CLO 1. Understand the importance of Augmented reality
CLO 2. Understand and analyse the importance of Tracking system.
CLO 3. Compare and contrast the computer vision for Augmented reality and its applications
CLO 4. Analyse and understand Registration and camera simulation of visual coherence.
CLO 5. Acquire knowledge of Situated Visualization
outcomes.
1. Lecturer method (L) needs not to be only the traditional lecture method, but alternative effective
thinking.
Module-1
Introduction to Augmented Reality
What Is Augmented Reality - Defining augmented reality, history of augmented reality, Examples,
Displays-Multimodal Displays, Visual Perception, Requirements and Characteristics, Spatial Display Model
Text book 1: Chapter 1,2

Learning
Process
Module-2
Tracking: Tracking, Calibration, and Registration, Characteristics of Tracking Technology, Stationary
Tracking Systems, Mobile Sensors, Optical Tracking, Sensor Fusion

Learning
Process
Module-3
Computer Vision for Augmented Reality-Marker Tracking, Multiple-Camera Infrared Tracking, Natural
Feature Tracking by Detection, Incremental Tracking, Simultaneous Localization and Mapping, Outdoor
Tracking
03.09.2022
Calibration and Registration-Camera Calibration, Display Calibration, Registration

Learning
Process
Module-4
Visual Coherence: Registration, Photometric Registration, Common Illumination, Diminished Reality,
Camera Simulation, Stylized Augmented Reality

Learning
Process
Module-5
Situated Visualization: Challenges, Visualization Registration, Annotations and Labeling, X-Ray
Visualization, Spatial Manipulation, Information Filtering
Interaction-Output Modalities, Input Modalities, Tangible Interfaces
Text Book 1: Chapter 7,8

Learning
Process
Course Outcomes
CO1:Understand the importance of Augmented reality
CO2: Comprehend and analyse the Tracking system.
CO3: Compare and Contrast the computer vision for Augmented reality
CO4: Analyse and understand Registration and camera simulation of visual coherence.
CO5: Acquire knowledge of Situated Visualization


(duration 01 hours)

03.09.2022
CIE methods /question papers are designed to attain the different levels of Bloom’s taxonomy as per
Text Books
1. Augmented Reality: Principles and Practice by Dieter SCHMALSTIEG,Tobias HOLLERER
Reference:
1. Augmented Reality: Principles & Practice by Schmalstieg / Hollerer, Pearson Education India; First
edition (12 October 2016),ISBN-10: 9332578494
2. Sanni Siltanen- Theory and applications of marker-based augmented reality. Julkaisija – Utgivare
Publisher. 2012. ISBN 978-951-38-7449-0
3. Allan Fowler-AR Game Development‖, 1st Edition, A press Publications, 2018, ISBN 978-
1484236178
e-Books:
1. https://www.vttresearch.com/sites/default/files/pdf/science/2012/S3.pdf
2. https://docs.microsoft.com/en-us/windows/mixed-reality/
3. https://docs.microsoft.com/enus/archive/msdnmagazine/2016/november/hololensintroduction-
to-the-hololens
03.09.2022
VII Semester
MULTIAGENT SYSTEMS
CLO 1. To introduce the concept of a multi agent systems and Distributed Constraints
CLO 2. Explore the main issues surrounding the computer and extended form games.
CLO 3. Develop cooperative learning, stochastic games
CLO 4. Exhibit the awareness about protocols about multi agent resource allocation and auctions
CLO 5. Construct voting mechanism design.
outcomes.
critical thinking.
Module-1: Multiagent Problem Formulation
Utility, Markov Decision Processes, Planning
Distributed Constraints: Distributed Constraint Satisfaction, Distributed Constraint Optimization
Textbook 1: Chapters 1 &2, Textbook 2: Chapter 1
Teaching-Learning Process 1. PPT – Decision Processes, Planning

2. Demonstration of constraints and their optimization
Module-2: Standard and Extended Form Games
Games in Normal Form, Games in Extended Form, Self-interested agents, Characteristic Form Games,
Coalition Formation
Textbook 1: Chapters 3 & 4, Textbook 2: Chapter 3
Teaching-Learning Process 1. PPT – Games in different forms

2. Demonstration of coalition formation
Module-3: Learning in Multiagent Systems
The Machine Learning Problem, Cooperative Learning, Repeated Games, Stochastic Games, General
Theories for Learning Agents, Collective Intelligence
Textbook 1: Chapters 5
03.09.2022
Teaching-Learning Process 1. PPT – Cooperative learning, Collective intelligence

2. Demonstration of stochastic games
Module-4: Negotiation
The Bargaining Problem, Monotonic Concession Protocol, Negotiation as Distributed Search, Ad-hoc
Negotiation Strategies, The Task Allocation Problem.
Protocols for Multiagent Resource Allocation: Auctions: Simple Auctions, Combinatorial Auctions
Textbook 1: Chapters 6&7,

Teaching-Learning Process 1. PPT – Bargaining problems

2. Demonstration of different auctions for resource allocation
Module-5: Voting and Mechanism Design
The Voting Problem, Mechanism Design. Nature-Inspired Approaches: Ants and Termites, Immune
System
Textbook 1: Chapters 8&10,

Teaching-Learning Process 1. PPT – Voting Problem
2. Demonstration of nature inspired Approaches
Course Outcomes
CO 1. Demonstrate the decision process with different constraints
CO 2. Analyze games in different forms
CO 3. Apply the cooperative learning in developing games
CO 4. Analyze different negotiation strategies of Multi-Agent System
CO 5. Design and develop solutions for voting problems
CIE methods /question papers are designed to attain the different levels of Bloom’s taxonomy as
03.09.2022
Textbooks
1. Fundamentals of Multiagent Systems by Jos´e M. Vidal, 2006, available online
http://jmvidal.cse.sc.edu/papers/mas.pdf.
2. Multiagent Systems: Algorithmic, Game-Theoretic, and Logical Foundations,
By YoavShoham, Kevin Leyton-Brown, Cambridge University Press, 2008, 2nded
http://www.masfoundations.org/mas.pdf
Reference:
1. Multiagent Systems : A Modern Approach to Distributed Artificial Intelligence Gerhard Weiss The
MIT Press 2000
2. https://www.youtube.com/watch?v=O2su1u2AXG0.
3. https://www.coursera.org/lecture/modeling-simulation-natural-processes/multi-agent-
systems-kAKyC
03.09.2022
VII Semester
PREDICTIVE ANALYTICS
CLO 1. Comprehend the fundamental principles of analytics for business

CLO 2. Explore various techniques for predictive modelling
CLO 3. Analyse the data transformation of different predictors
CLO 4. Examine how predictive analytics can be used in decision making
CLO 5. Apply predictive models to generate predictions for new data
outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective
thinking.
Module-1
Introduction to Predictive analytics – Business analytics: types, applications, Analytical Techniques, Tools
Predictive Modelling: Propensity Models, Cluster Models,Applications.
Text book 1: Chapter 1, 2.

Teaching-Learning Chalk and board, Active Learning
Process
Module-2
Modelling Techniques: Statistical Modelling, Machine Learning, Empirical Bayes Method,Point Estimation.

Process
Module-3
Data Pre-processing: Data Transformations for Individual Predictors, Data Transformation for Multiple
Predictors, Dealing with Missing Values, Removing Predictors,Adding Predictors, Binning Predictors.
Over-Fitting and Model Tuning.
03.09.2022
Text book 2: 3, 4
Process
Module-4
Regression Models: Measuring Performance in Regression Models - Linear Regression and Its Cousins -
Non-Linear Regression Models - Regression Trees and Rule-Based Models Case Study: Compressive Strength
of Concrete Mixtures.
Text book 2: Chapter 5,6,7,8

Teaching-Learning Chalk& board, Active Learning, MOOC
Process
Module-5
Classification Models: Measuring Performance in Classification Models - Discriminant Analysis and Other
Linear Classification Models - Non-Linear Classification Models - Classification Trees and Rule-Based Models
– Model Evaluation Techniques.
Text Book 2: Chapter 11,12,13,14

Teaching-Learning Chalk and board, MOOC
Process
Course Outcomes
CO 1. Understand the importance of predictive analytics, able to prepare and process data for the models
CO 2. Apply the statistical techniques for predictive models
CO 3. Comprehend the transformation of data in the predictors.
CO 4. Apply regression and classification models for decision making and evaluate the performance
CO 5. Apply and build the time series forecasting models in a variety of business contexts
(duration 01 hours)
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
03.09.2022

scored shall be proportionally reduced to 50 marks.
Text Books
1. Jeffrey S. Strickland, Predictive Analytics using R,2014
2. Max Kuhn and Kjell Johnson, Applied Predictive Modeling, 1st edition Springer, 2013.
Reference:
1. Dean Abbott, Applied Predictive Analytics: Principles and Techniques for the Professional Data
Analyst, 1st Edition Wiley, 2014.
1. https://www.coursera.org/lecture/fundamentals-of-data-analysis/introduction-to-predictive-
analytics-u4H61
03.09.2022
VII Semester
ROBOTIC PROCESS AUTOMATION DESIGN AND DEVELOPMENT

CLO 1. To understand basic concepts of RPA

CLO 2. To Describe RPA, where it can be applied and how its implemented
CLO 3. To Describe the different types of variables, Control Flow and data manipulation techniques
CLO 4. To Understand Image, Text and Data Tables Automation
CLO 5. To Describe various types of Exceptions and strategies to handle
outcomes.
critical thinking.
Module-1
RPA Foundations- What is RPA – Flavors of RPA- History of RPA- The Benefits of RPA- The downsides
of RPA- RPA Compared to BPO, BPM and BPA – Consumer Willingness for Automation- The Workforce of
the Future- RPA Skills-On-Premise Vs. the Cloud- Web Technology- Programming Languages and Low
Code- OCR-Databases-APIs- AI-Cognitive Automation-Agile, Scrum, Kanban and Waterfall0 DevOps-
Flowcharts.
Textbook 1: Ch 1, Ch 2
Module-2
RPA Platforms- Components of RPA- RPA Platforms-About Ui Path- About UiPath - The future of
automation - Record and Play - Downloading and installing UiPath Studio -Learning Ui Path Studio- -
Task recorder - Step-by-step examples using the recorder.

Module-3
Sequence, Flowchart, and Control Flow-Sequencing the workflow-Activities-Control flow, various
types of loops, and decision making-Step-by-step example using Sequence and Flowchart-Step-by-step
03.09.2022
example using Sequence and Control flow-Data Manipulation-Variables and Scope-Collections-

Arguments – Purpose and use-Data table usage with examples-Clipboard management-File operation
with step-by-step example-CSV/Excel to data table and vice versa (with a step-by-step example).

Module-4
Taking Control of the Controls- Finding and attaching windows- Finding the control- Techniques for
waiting for a control- Act on controls – mouse and keyboard activities- Working with UiExplorer-
Handling events- Revisit recorder- Screen Scraping- When to use OCR- Types of OCR available- How to
use OCR- Avoiding typical failure points.
Textbook 2: Ch 5

Module-5
Exception Handling, Debugging, and Logging- Exception handling- Common exceptions and ways to
handle them- Logging and taking screensHOT- Debugging techniques- Collecting crash dumps- Error
reporting- Future of RPA
Textbook 2: Ch 8
Textbook 1: Ch 13

Course Outcomes
CO 1. To Understand the basic concepts of RPA
CO 2. To Describe various components and platforms of RPA
CO 3. To Describe the different types of variables, control flow and data manipulation techniques
CO 4. To Understand various control techniques and OCR in RPA
CO 5. To Describe various types and strategies to handle exceptions
03.09.2022
Textbooks
1. Tom Taulli , The Robotic Process Automation Handbook : A Guide to Implementing RPA Systems,
2020, ISBN-13 (electronic): 978-1-4842-5729-6, Publisher : Apress
2. Alok Mani Tripathi, Learning Robotic Process Automation, Publisher: Packt Publishing Release
Date: March 2018 ISBN: 9781788470940
Reference:
1. Frank Casale, Rebecca Dilla, Heidi Jaynes, Lauren Livingston, “Introduction to Robotic Process
Automation: a Primer”, Institute of Robotic Process Automation.
2. Richard Murdoch, Robotic Process Automation: Guide To Building Software Robots, Automate
Repetitive Tasks & Become An RPA Consultant
3. Srikanth Merianda,Robotic Process Automation Tools, Process Automation and their benefits:
Understanding RPA and Intelligent Automation

● https://www.uipath.com/rpa/robotic-process-automation

03.09.2022
VII Semester
NOSQL DATABASE
Course Objectives:
CLO 1. Recognize and Describe the four types of NoSQL Databases, the Document-oriented, KeyValue
CLO 2. Pairs, Column-oriented and Graph databases useful for diverse applications.
CLO 3. Apply performance tuning on Column-oriented NoSQL databases and Document-oriented NoSQL
Databases.
CLO 4. Differentiate the detailed architecture of column oriented NoSQL database, Document database
and Graph Database and relate usage of processor, memory, storage and file system commands.
CLO 5. Evaluate several applications for location based service and recommendation services. Devise an
application using the components of NoSQL.
outcomes.
1. Lecturer methods (L) need not to be only traditional lecture methods, but alternative effective
thinking.
Module-1
Why NoSQL? The Value of Relational Databases, Getting at Persistent Data, Concurrency, Integration, A
(Mostly) Standard Model, Impedance Mismatch, Application and Integration Databases, Attack of the
Clusters, The Emergence of NoSQL,
Aggregate Data Models; Aggregates, Example of Relations and Aggregates, Consequences of Aggregate
Orientation, Key-Value and Document Data Models, Column-Family Stores, Summarizing Aggregate-
Oriented Databases.
More Details on Data Models; Relationships, Graph Databases, Schemaless Databases, Materialized Views,
Modeling for Data Access,
Textbook1: Chapter 1,2,3
Module-2
Distribution Models; Single Server, Sharding, Master-Slave Replication, Peer-to-Peer Replication,
Combining Sharding and Replication.
03.09.2022
Consistency, Update Consistency, Read Consistency, Relaxing Consistency, The CAP Theorem, Relaxing
Durability, Quorums.
Version Stamps, Business and System Transactions, Version Stamps on Multiple Nodes
Textbook1: Chapter 4,5,6
Teaching-Learning Process Active Learning and Demonstrations
Module-3
Map-Reduce, Basic Map-Reduce, Partitioning and Combining, Composing Map-Reduce Calculations, A
Two Stage Map-Reduce Example, Incremental Map-Reduce
Key-Value Databases, What Is a Key-Value Store, Key-Value Store Features, Consistency, Transactions,
Query Features, Structure of Data, Scaling, Suitable Use Cases, Storing Session Information, User Profiles,
Preference, Shopping Cart Data, When Not to Use, Relationships among Data, Multioperation
Transactions, Query by Data, Operations by Sets

Teaching-Learning Process Active Learning, Problem solving based
Module-4
Document Databases, What Is a Document Database?, Features, Consistency, Transactions, Availability,
Query Features, Scaling, Suitable Use Cases, Event Logging, Content Management Systems, Blogging
Platforms, Web Analytics or Real-Time Analytics, E- Commerce Applications, When Not to Use, Complex
Transactions Spanning Dif erent Operations, Queries against Varying Aggregate Structure
Textbook1: Chapter 9
Module-5
Graph Databases, What Is a Graph Database?, Features, Consistency, Transactions, Availability, Query
Features, Scaling, Suitable Use Cases, Connected Data, Routing, Dispatch, and Location-Based Services,
Recommendation Engines, When Not to Use.
Textbook1: Chapter 11

CO1. Demonstrate an understanding of the detailed architecture of Column Oriented NoSQL databases,
Document databases, Graph databases.
CO2. Use the concepts pertaining to all the types of databases.
CO3. Analyze the structural Models of NoSQL.
CO4. Develop various applications using NoSQL databases.
03.09.2022

Textbooks
1. Sadalage, P. & Fowler, NoSQL Distilled: A Brief Guide to the Emerging World of Polyglot
Persistence, Pearson Addision Wesley, 2012
Reference Books
1. Dan Sullivan, "NoSQL For Mere Mortals", 1st Edition, Pearson Education India, 2015. (ISBN- 13:
978-9332557338)
2. Dan McCreary and Ann Kelly, "Making Sense of NoSQL: A guide for Managers and the Rest of us",
1st Edition, Manning Publication/Dreamtech Press, 2013. (ISBN-13: 978-9351192022)
3. Kristina Chodorow, "Mongodb: The Definitive Guide- Powerful and Scalable Data Storage", 2nd
Edition, O'Reilly Publications, 2013. (ISBN-13: 978-9351102694)
1. https://www.geeksforgeeks.org/introduction-to-nosql/ ( and related links in the page)
2. https://www.youtube.com/watch?v=0buKQHokLK8 (How do NoSQL databases work? Simply
explained)
3. https://www.techtarget.com/searchdatamanagement/definition/NoSQL-Not-Only-SQL (What is
NoSQL and How do NoSQL databases work)
4. https://www.mongodb.com/nosql-explained (What is NoSQL)
5. https://onlinecourses.nptel.ac.in/noc20-cs92/preview (preview of Bigdata course contains
NoSQL)

● Real world problem solving using group discussion.
03.09.2022
VII Semester
PROGRAMMING IN PYTHON
CLO 1. To understand why Python is a useful scripting language for developers

CLO 2. To read and write simple Python programs
CLO 3. To learn how to identify Python object types.
CLO 4. To learn how to write functions and pass arguments in Python.
CLO 5. To use Python data structures –- lists, tuples, dictionaries.
outcomes.
critical thinking.
Module-1
INTRODUCTION DATA, EXPRESSIONS, STATEMENTS:08 Hours
Introduction: Creativity and motivation, understanding programming, Terminology: Interpreter and
compiler, Running Python, The First Program; Data types: Int, float, Boolean, string, and list, variables,
expressions, statements, Operators and operands.
Textbook 1: Chapter 1.1,1.2,1.3,1.6, Chapter 2.1-2.6

Module-2
CONTROL FLOW, LOOPS:
Conditionals: Boolean values and operators, conditional (if), alternative (if-else), chained conditional (if-
elif-else); Iteration: while, for, break, continue, pass statement.
Textbook 1: Chapter 3.1-3.6, chapter 5

Module-3
FUNCTIONS AND STRINGS:
Functions: Function calls, adding new functions, definition and uses, local and global scope, return values.
Strings: strings, length of string, string slices, immutability, multiline comments, string functions and
methods;
03.09.2022
Module-4
LISTS, TUPLES, DICTIONARIES:08 Hours
Lists:List operations, list slices, list methods, list loop, mutability, aliasing, cloning lists, listparameters,
list comprehension;
Tuples: tuple assignment, tuple as return value, tuple comprehension;
Dictionaries: operations and methods, comprehension;

Teaching-Learning Process Chalk& board, Active Learning
Module-5
REGULAR EXPRESSIONS,FILES AND EXCEPTION:
Regular expressions:Character matching in regular expressions, extracting data using regular
expressions, Escape character
Files and exception: Text files, reading and writing files, command line arguments, errors andexceptions,
handling exceptions, modules.
Textbook 1: Chapter 11.1,11.2,11.4

Suggested Course Outcomes
CO 1. Understand Python syntax and semantics and be fluent in the use of Python flow control and
functions.
CO 2. Demonstrate proficiency in handling Strings and File Systems.
CO 3. Represent compound data using Python lists, tuples, Strings, dictionaries.
CO 4. Read and write data from/to files in Python Programs
(duration 01 hours)
03.09.2022
Textbooks
1. Charles R. Severance, “Python for Everybody: Exploring Data Using Python 3”, 1st Edition,
CreateSpace Independent Publishing Platform, 2016.
http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf
2. Allen B. Downey, "Think Python: How to Think Like a Computer Scientist”, 2ndEdition, Green Tea
Press, 2015. (Chapters 15, 16, 17)
http://greenteapress.com/thinkpython2/thinkpython2.pdf
REFERENCE BOOKS:
1. R. Nageswara Rao, “Core Python Programming”, dreamtech
2. Python Programming: A Modern Approach, Vamsi Kurama, Pearson
3. Python Programming , Reema theraja, OXFORD publication
1. https://www.w3resource.com/python/python-tutorial.php
2. https://data-flair.training/blogs/python-tutorials-home/
3. https://www.youtube.com/watch?v=c235EsGFcZs
4. https://www.youtube.com/watch?v=v4e6oMRS2QA
5. https://www.youtube.com/watch?v=Uh2ebFW8OYM
6. https://www.youtube.com/watch?v=oSPMmeaiQ68
7. https://www.youtube.com/watch?v=_uQrJ0TkZlc
8. https://www.youtube.com/watch?v=K8L6KVGG-7o
Real world problem solving: Demonstration of projects developed using python language
03.09.2022
VII Semester
INTRODUCTION TO AI AND ML
CLO1. Understands the basics of AI, history of AI and its foundations, basic principles of AI for problem
solving
CLO2. Explore the basics of Machine Learning & Machine Learning process, understanding data
CLO3. Understand the Working of Artificial Neural Networks
outcomes.
critical thinking.
Module-1
Introduction: What is AI, The foundation of Artificial Intelligence, The history of Artificial Intelligence,
Intelligent Agents: Agents and Environments, Good Behaviour: The concept of rationality, the nature of
Environments, the structure of Agents.
Textbook 1: Chapter: 1 and 2

Module-2
Problem solving by searching: Problem solving agents, Example problems, Searching for solutions,
Uniformed search strategies, Informed search strategies, Heuristic functions
Textbook 1: Chapter: 3
Module-3
Introduction to machine learning: Need for Machine Learning, Machine Learning Explained, and
Machine Learning in relation to other fields, Types of Machine Learning. Challenges of Machine Learning,
Machine Learning process, Machine Learning applications.
Understanding Data: What is data, types of data, Big data analytics and types of analytics, Big data
analytics framework, Descriptive statistics, univariate data analysis and visualization
Textbook 2: Chapter: 1 and 2.1 to 2.5

Module-4
03.09.2022
Understanding Data
Bivariate and Multivariate data, Multivariate statistics , Essential mathematics for Multivariate data,
Overview hypothesis, Feature engineering and dimensionality reduction techniques,
Basics of Learning Theory: Introduction to learning and its types, Introduction computation learning
theory, Design of learning system, Introduction concept learning.
Similarity-based learning: Introduction to Similarity or instance based learning, Nearest-neighbour

learning, weighted k- Nearest - Neighbour algorithm.
Textbook 2: Chapter: 2.6 to 2.10, 3.1 to 3.4, 4.1 to 4.3

Module-5
Artificial Neural Network: Introduction, Biological neurons, Artificial neurons, Perceptron and learning
theory, types of Artificial neural Network, learning in multilayer Perceptron, Radial basis function neural
network, self-organizing feature map,
Textbook 2: Chapter: 10
Course Outcomes
CO 1. Design intelligent agents for solving simple gaming problems.
CO 2. Have a good understanding of machine leaning in relation to other fields and fundamental issues
and
Challenges of machine learning
CO 3. Understand data and applying machine learning algorithms to predict the outputs.
CO 4. Model the neuron and Neural Network, and to analyze ANN learning and its applications.
(duration 01 hours)
03.09.2022

Textbooks
1. Stuart Russel, Peter Norvig: “Artificial Intelligence A Modern Approach”, 3 rd Edition, Pearson
Education, 2015.
2. S. Sridhar, M Vijayalakshmi “Machine Learning”. Oxford ,2021
REFERENCE BOOKS:
1. Elaine Rich, Kevin Knight: “Artificial Intelligence”, 3rd Edition, Tata McGraw Hill,
2009, ISBN-10: 0070087709
2. Nils J. Nilsson: “Principles of Artificial Intelligence”, Elsevier, 1980, ISBN: 978-3-540-11340-9.

http://stpk.cs.rtu.lv/sites/all/files/stpk/materiali/MI/Artificial%20Intelligence
%20A%20Modern%20Approach.pdf.
1. http://www.getfreeebooks.com/16-sites-with-free-artificial-intelligence-e
books/https://www.tutorialspoint.com/artificial_intelligence/artificial_intelligence_overview.ht
m
2. Problem solving agent:https://www.youtube.com/watch?v=KTPmo-KsOis.
3. https://www.youtube.com/watch?v=X_Qt0U66aH0&list=PLwdnzlV3ogoXaceHrrFVZCJKbm_laSH
cH
4. https://www.javatpoint.com/history-of-artificial-intelligence
5. https://www.tutorialandexample.com/problem-solving-in-artificial-intelligence
6. https://techvidvan.com/tutorials/ai-heuristic-search/
7. https://www.analyticsvidhya.com/machine-learning/
8. https://www.hackerearth.com/practice/machine-learning/machine-learning-algorithms/ml-
decision-tree/tutorial/
9. https://www.javatpoint.com/unsupervised-artificial-neural-networks
Real world problem solving: Demonstration of projects related to AI and ML.
03.09.2022
VII Semester
INTRODUCTION TO BIG DATA

CLO 1. Understand Hadoop Distributed File system and examine MapReduce Programming
CLO 2. Explore Hadoop tools and manage Hadoop with Sqoop
CLO 3. Appraise the role of data mining and its applications across industries
CLO 4. Identify various Text Mining techniques
outcomes.
critical thinking.
Module-1
Hadoop Distributed file system:HDFS Design, Features, HDFS Components, HDFS user commands
Hadoop MapReduce Framework: The MapReduce Model, Map-reduce Parallel Data Flow,Map Reduce
Programming
Textbook 1: Chapter 3,5,68hr

Module-2
Essential Hadoop Tools:Using apache Pig, Using Apache Hive, Using Apache Sqoop, Using Apache
Apache Flume, Apache H Base
Textbook 1: Chapter 78hr

Module-3
Data Warehousing: Introduction, Design Consideration, DW Development Approaches, DW
Architectures
Data Mining: Introduction, Gathering, and Selection, data cleaning and preparation, outputs ofData
Mining, Data Mining Techniques

Module-4
03.09.2022
Decision Trees: Introduction, Decision Tree Problem, Decision Tree Constructions, Lessons from
Construction Trees. Decision Tree Algorithm
Regressions: Introduction, Correlations and Relationships, Non-Linear Regression, Logistic Regression,

Advantages and disadvantages.

Module-5
Text Mining: Introduction, Text Mining Applications, Text Mining Process, Term Document Matrix,
Mining the TDM, Comparison, Best Practices
Web Mining: Introduction, Web Content Mining, Web Structured Mining, Web Usage Mining, Web Mining
Algorithms.

Suggested Course Outcomes
At the end of the course the students will be able to:
CO 1. Master the concepts of HDFS and MapReduce framework.
CO 2. Investigate Hadoop related tools for Big Data Analytics and perform basic
CO 3. Infer the importance of core data mining techniques for data analytics
CO 4. Use Machine Learning algorithms for real world big data.
(duration 01 hours)
03.09.2022

Textbooks
1. Douglas Eadline,"Hadoop 2 Quick-Start Guide: Learn the Essentials of Big DataComputing in the
Apache Hadoop 2 Ecosystem", 1stEdition, Pearson Education,2016.
2. Anil Maheshwari, “Data Analytics”, 1stEdition, McGraw Hill Education,2017
2. https://www.youtube.com/watch?v=mNP44rZYiAU
3. https://www.youtube.com/watch?v=qr_awo5vz0g
4. https://www.youtube.com/watch?v=rr17cbPGWGA
5. https://www.youtube.com/watch?v=G4NYQox4n2g
6. https://www.youtube.com/watch?v=owI7zxCqNY0
7. https://www.youtube.com/watch?v=FuJVLsZYkuE
Real world problem solving: Demonstration of Big Data related projects
Exploring the applications which involves big data.
03.09.2022
VII Semester
INTRODUCTION TO DATA SCIENCE

CLO 1. To provide a foundation in data Science terminologies

CLO 2. To familiarize data science process and steps
CLO 3. To Demonstrate the data visualization tools
CLO 4. To analyze the data science applicability in real time applications.
outcomes.
critical thinking.
Module-1
PREPARING AND GATHERING DATA AND KNOWLEDGE
Philosophies of data science - Data science in a big data world - Benefits and uses of data science and big
data - facts of data: Structured data, Unstructured data, Natural Language, Machine generated data, Audio,
Image and video streaming data - The Big data Eco system: Distributed file system, Distributed
Programming framework, Data Integration frame work, Machine learning Framework, NoSQL Databases,
Scheduling tools, Benchmarking Tools, System Deployment, Service programming and Security.

Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation
Module-2
THE DATA SCIENCE PROCESS-Overview of the data science process- defining research goals and
creating project charter, retrieving data, cleansing, integrating and transforming data, exploratory data
analysis, Build the models, presenting findings and building application on top of them.
Textbook 1:,Ch 2
Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation
Module-3
MACHINE LEARNING: Application for machine learning in data science- Tools used in machine learning-
Modeling Process – Training model – Validating model – Predicting new observations –Types of machine
learning Algorithm : Supervised learning algorithms, Unsupervised learning algorithms.

03.09.2022
Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation, Video
Module-4
VISUALIZATION–Introduction to data visualization – Data visualization options – Filters – MapReduce –
Dashboard development tools.
Textbook 1: Ch 9
Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation, MOOC
Module-5
CASE STUDIES Distributing data storage and processing with frameworks - Case study: e.g, Assessing risk
when lending money.
Textbook 1: Ch 5.1, 5.2

Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation, Video
Course Outcomes
CO 1. Describe the data science terminologies
CO 2. Apply the Data Science process on real time scenario.
CO 3. Analyze data visualization tools
CO 4. Apply Data storage and processing with frameworks
(duration 01 hours)
03.09.2022
Textbooks
1. Introducing Data Science, Davy Cielen, Arno D. B. Meysman and Mohamed Ali,Manning
Publications, 2016.
Reference Books
1. Doing Data Science, Straight Talk from the Frontline, Cathy O'Neil, Rachel Schutt, O’ Reilly, 1st
edition, 2013.
2. Mining of Massive Datasets, Jure Leskovec, Anand Rajaraman, Jeffrey David Ullman, Cambridge
University Press, 2nd edition, 2014
3. An Introduction to Statistical Learning: with Applications in R, Gareth James, Daniela Witten,
Trevor Hastie, Robert Tibshirani, Springer, 1st edition, 2013
4. Think Like a Data Scientist, Brian Godsey, Manning Publications, 2017.
1. https://www.simplilearn.com/tutorials/data-science-tutorial/what-is-data-science
2. https://www.youtube.com/watch?v=N6BghzuFLIg
3. https://www.coursera.org/lecture/what-is-datascience/fundamentals-of-data-science-tPgFU
4. https://www.youtube.com/watch?v=ua-CiDNNj30

Real world problem solving using Data science techniques and demonstration of data visualization
methods with the help of suitable project.

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JBoS 26.08.2021/ EC 14.09.

Visvesvaraya Technological University, Belagavi

21IDT19/29 Innovation and Design Thinking

TOTAL 13 07 07 24 450 450 900 20

Visvesvaraya Technological University, Belagavi

21IDT19/29 Innovation and Design Thinking

TOTAL 13 09 07 24 450 450 900 20

Module-1: Differential Calculus - 1

Teaching-Learning Process Chalk and talk method / Power Point Presentation

Module-3: Ordinary Differential Equations (ODE’s) of first order

Assessment Details (both CIE and SEE)

Semester End Examination:

1. V. Ramana: “Higher Engineering Mathematics” McGraw-Hill Education, 11th Ed.

Web links and Video Lectures (e-Resources):

Teaching-Learning Process (General Instructions)

Oscillations and Waves: 08 Hours

Semester End Examination:

Sl Title of the Book Name of the Name of the Edition and

Analysis of force systems:

Teaching- Chalk and talk, videos, PowerPoint Presentation,, animations

Course outcome (Course Skill Set)

Semester End Examination:

Suggested Learning Resources:

Weblinks and Video Lectures (e-Resources):

Module Max. Marks Evaluation Weightage in marks

Semester End Examination (SEE)

Suggested Learning Resources:

ENGINEERING PHYSICS LABORATORY

Assessment Details (both CIE and SEE)

1. All laboratory experiments are to be included for practical examination.

7. Rubrics suggested in Annexure-II of Regulation book

Weblinks, Video lectures, and e-resources.

Continuous Internal Evaluation (CIE):

 To know about Fundamentals of Communicative English and Communication Skills in general.

Teaching-Learning Process (General Instructions)

Course outcome (Course Skill Set)

Semester End Examination (SEE) :

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Course Category: Foundation

Teaching-Learning Process (General Instructions)

Process Simulation exercises for collaborated enabled design thinking

Assessment Details (both CIE and SEE)

Semester End Examination:

Suggested Learning Resources:

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Teaching Hours/Week (L:T:P: S) 1:0:0 SEE Marks 50

Continuous Internal Evaluation:

Suggested Learning Resources:

Teaching-Learning Process (General Instructions):

Module-3: Partial Differential Equations (PDE's)

Assessment Details (both CIE and SEE)

Semester End Examination:

Suggested Learning Resources:

1. V. Ramana: “Higher Engineering Mathematics” McGraw-Hill Education, 11th Ed.

Web links and Video Lectures (e-Resources):

Course Objectives: The course will enable the students to

Pedagogy (General Instructions):

Methods of Chemical Analysis:

At the end of the course the student will be able to: