ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Course Code MVJ21IS63 CIE Marks 50

Teaching Hours/Week (L:P:SDA) 3:2:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03
Course Learning objectives:
1 Understand fundamental concepts in Artificial Intelligence.
2 Understand the problem-solving techniques and knowledge representation.
3 Design intelligent components or programs to meet desired needs.
4 Implement and evaluate computer-based intelligent systems.
5 Understand fundamental concepts in Artificial Intelligence.
Module-1

Introduction: What Is AI? The Foundations of Artificial Intelligence, The History of Artificial Intelligence, The State
of the Art.
Searching: Searching for solutions, uniformed search strategies – Breadth first search, depth first search, Depth
limited search, Iterative deepening depth first search bi-direction search, Comparing uninformed search strategies.
Search with partial information (Heuristic search), A* search, Memory bounded heuristic search, Heuristic
functions.
Teaching- Chalk and talk, PPT
Learning
Process
Module-2
Game Playing: Games, Minimax algorithm, Optimal decisions in multiplayer games, Alpha-Beta pruning, Evaluation
functions, Cutting of search. system in propositional logic, resolution refutation in propositional logic, Predicate
logic, Logic programming

Teaching- Chalk and talk, PPT

Learning
Process
Module-3
Problem-solving paradigm: planning- types of planning systems, logic-based planning, Linear planning using a goal
stack, Means-ends analysis, non–linear planning strategies.
Decision Tree Learning: Decision tree representation, Appropriate problems for decision tree learning

Teaching- Chalk and talk, PPT

Learning
Process
Module-4
Uncertainty Measure: Probability Theory, Bayesian Belief Networks, Machine Learning Paradigms: Machine
learning system, supervised and unsupervised learnings, Inductive, deductive learning, Clustering

Teaching- Chalk and talk, PPT

Learning
Process
Module-5
Planning: Classical planning problem, Language of planning problems, Expressiveness and extension, planning with
state – space search, Forward state spare search, Backward state space search, Heuristics for state space search.
ANN: Single Layer, Multilayer. RBF, Design issues in ANN, Recurrent Network
Teaching- Chalk and talk, PPT
Learning
Process

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 Assessment Details (both CIE and SEE)
CIE is based on quizzes, tests, assignments/seminars and any other form of evaluation. Generally, there will be: Three
Internal Assessment (IA) tests during the semester (30 marks each), the final IA marks to be awarded will be the
average of three tests - Quizzes/mini tests (4 marks) - Mini Project / Case Studies (8 Marks) -
Activities/Experimentations related to courses (8 Marks)
The question paper for the SEE consists of two parts i.e. Part A and Part B. Part A is compulsory and consists of
objective type or short answer type questions of 1 or 2 marks each for a total of 20 marks covering the whole syllabus.
ii. Part B also covers the entire syllabus consisting of five questions having choices and may contain. sub-divisions,
each carrying 16 marks. Students must answer five full questions. iii. One question must be asked for each unit. The
duration of the examination is 3 hours.

Suggested Learning Resources:

Text Books:
1. Artificial Intelligence, Saroj Kaushik Cengage Learning 2014 Edition.

Reference Books:

2. Artificial Intelligence: Structures and Strategies for Complex Problem Solving, George F Luger Pearson Addison
Wesley 6 th Ed, 2008.

3. Artificial Intelligence, E Rich, K Knight, and S B Nair Tata Mc-Graw Hill 3rd Ed, 2009.

4. Artificial Intelligence: A Modern Approach, Stuart Russell and Peter Norvig Prentice Hall 3rd, 2009.

Web links and Video Lectures (e-Resources):

• https://nptel.ac.in/courses/106102220

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 Course outcome (Course Skill Set)
At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Define Artificial intelligence and identify problems for AI. Characterize the search L1
techniques to solve problems and recognize the scope of classical search techniques
CO2 Define knowledge and its role in AI. Demonstrate the use of Logic in solving AI L3
problems (can be attained through assignment and CIE)
CO3 Demonstrate handling of uncertain knowledge and reasoning in probability theory. L3
(can be attained through assignment and CIE)
CO4 Have knowledge of Learning methods L2
CO5 Investigate concept learning, ANN, Bayes classifier, k nearest neighbor, Q, Question L5

LABORATORY EXPERIMENTS

1. Implementation of FIND-Algorithm
2. Implementation of Candidate-Elimination algorithm
3. Implementation of Backpropagation algorithm
4. Programming in C or MATLAB to implement fuzzy logic application for autonomous robot system.
5. Implementation of Locally Weighted Regression algorithm
6. Programming in C/MATLAB to solve traveling salesman problem using ant colony optimization algorithm.
7. Implement A* algorithm to Solve 8-puzzle problem (Assume any initial configuration and define goal configuration
clearly)
8. Solving real time planning and scheduling problems using software like Witness/Pro-model.

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 Program Outcome of this course

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems PO3

and design system components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and the cultural, societal,
and environmental considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and PO4

research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional PO7
engineering solutions in business societal and environmental contexts, and
demonstrate the knowledge of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and PO8
responsibilities and norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend
and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s ownwork,
as a member and leader in a team, to manage projects and in multidisciplinary
environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to PO12
engage in independent and life-long learning in the broadest context of technological
change.

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 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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 HUMAN COMPUTER INTERFACE
Course Code 22SAD14 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• To figure out the basic knowledge on theories of psychology and on how the human being
interacts with (computer) systems.
• Explore the business function for user interface development
Module-1
The User Interface: Introduction, Importance of the User Interface, Importance and benefits of Good Design History
of Human Computer Interface. Characteristics of Graphical and Web User Interface: Graphical User Interface,
popularity of graphics, concepts of Direct Manipulation, Graphical System advantage and disadvantage,
Characteristics of GUI. Web User Interface, popularity of web, Characteristics of Web Interface, Merging of
Graphical Business systems& the Web, Principles of User Interface Design
Teaching- Chalk and board /PPT / Web content
Learning
Process
Module-2
The User Interface Design Process: Obstacles and Pitfall in the development Process, Usability, The Design Team,
Human Interaction with Computers, Important Human Characteristics in Design, Human Consideration in Design,
Human Interaction Speeds, Performance versus Preference, Methods for Gaining and Understanding of Users.

Teaching- Chalk and board /PPT / Web content

Learning
Process
Module-3
Understanding Business Functions: Business Definitions & Requirement analysis, Determining Business
Functions, Design standards or Style Guides, System Training and Documentation, Principles of Good Screen
Design: Human considerations in screen Design, interface design goals, test for a good design, screen meaning and
purpose, Technological considerations in Interface Design System Menus and Navigation Schemes: Structure,
Functions, Context, Formatting, Phrasing and Selecting, Navigating of Menus, Kinds of Graphical Menus Windows
Interface: Windows characteristic, Components of Window, Windows Presentation Styles, Types of
Windows, Window Management, Web systems.
Teaching- Chalk and board /PPT / Web content / Case Study
Learning
Process
Module-4
Device and Screen-Based Control: Device based controls, Operable Controls, Text entry/read- Only Controls, Section
Controls, Combining Entry/Selection Controls, Other Operable Controls and Presentation Controls, Selecting proper
controls.

Teaching- Chalk and board /PPT / Web content

Learning
Process
Module-5
Effective Feedback Guidance and Assistance: Providing the Proper Feedback, Guidance and Assistance Effective
Internationalization and Accessibility- International consideration, Accessibility, Create meaningful Graphics, Icons
and Images, Colors-uses, possible problems with colours, choosing colors.
Teaching- Chalk and board /PPT / Web content / Case Study
Learning
Process

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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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Text Books:
1. Fundamentals of Human Computer Interaction, Andrew Monk 1st Edition.

2. The Essential Guide to User Interface Design, Wilbert O. Galitz ,Wiley , Indian Edition.

Reference Books:

1. Designing the user interfaces, Ben Shneidermann, Pearson Education Asia 3 rd Edition.

2. User Interface Design, Soren Lauesen, Pearson Education.

3. Essentials of Interaction Design, Alan Cooper, Robert Riemann, David Cronin Wiley.

4. Human Computer Interaction, Alan Dix, Janet Fincay, GreGoryd, Abowd, Russell, Bealg Pearson Education.

Web links and Video Lectures (e-Resources):

• https://www.tutorialspoint.com/human_computer_interface/index.htm

Skill Development Activities Suggested

• The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill. The prepared report shall be evaluated for CIE marks.

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 Course outcome (Course Skill Set)
At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Demonstrate basic knowledge on theories of psychology and on how the human L3
being interacts with (computer) systems
CO2 Give insight on how knowledge of the human capabilities can influence the way in L2
which we construct technical systems.
CO3 Apply Methods and techniques for design and construction of user interfaces. L4

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x

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 ADVANCED DATA STRUCTURES
Course Code 22SAD15 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• To explore the basic principles and operation of data structures.
• To solve a given problem efficiently by analyzing and making use of appropriate data structures.

Module-1
Search Trees: Two Models of Search Trees. General Properties and Transformations. Height of a
Search Tree. Basic Find, Insert, and Delete. Returning from Leaf to Root. Dealing with Nonunique
Keys. Queries for the Keys in an Interval. Building Optimal Search Trees. Converting Trees into
Lists. Removing a Tree. Balanced Search Trees: Height-Balanced Trees. Weight-Balanced Trees.
(a, b)- and B-Trees. Red-Black Trees and Trees of Almost Optimal Height. Top-Down Rebalancing
for Red-Black Trees.
Teaching- Chalk and board / PPT / Web Content
Learning
Process
Module-2
Tree Structures for Sets of Intervals. Interval Trees. Segment Trees. Trees for the Union of Intervals.
Trees for Sums of Weighted Interval. Trees for Interval-Restricted Maximum Sum Queries.
Orthogonal Range Trees. Higher-Dimensional Segment Trees. Other Systems of Building Blocks.
Range-Counting and the Semigroup Model. kd-Trees and Related Structures.

Teaching- Chalk and board / PPT / Web Content

Learning
Process
Module-3
Heaps: Balanced Search Trees as Heaps. Array-Based Heaps. Heap-Ordered Trees and Half- Ordered
Trees. Leftist Heaps. Skew Heaps. Binomial Heaps. Changing Keys in Heaps. Fibonacci Heaps.
Heaps of Optimal Complexity. Double-Ended Heap Structures and Multidimensional Heaps
. Heap-Related Structures with Constant-Time Updates.
Teaching- Chalk and board / PPT / Web Content
Learning
Process
Module-4
Data Structure Transformations and Strings: Making Structures Dynamic. Making Structures
Persistent. Tries and Compressed Tries. Dictionaries Allowing Errors in Queries. Suffix Trees. Suffix
Arrays.
Teaching- Chalk and board / PPT / Web Content
Learning
Process
Module-5
Hash Tables: Basic Hash Tables and Collision Resolution .Universal Families of Hash Functions.
Perfect Hash Functions. Hash Trees. Extendible Hashing. Membership Testers and Bloom Filters
Teaching- Chalk and board / PPT / Web Content
Learning
Process

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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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
3. to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1.
The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Text Books:
1. Advanced Data Structures, Peter Brass, Cambridge University Press, 2008.

Reference Books:

1. Data Structures and Algorithm Analysis in C++, Mark Allen Weiss, 4 th Edition, 2014, Pearson.

2. Introduction to Algorithms, Thomas H Cormen, Charles E. Leiserson, Ronald L. Rivest, Clifford

Stein, 3 rd Edition, 2009, The MIT Press.

Web links and Video Lectures (e-Resources):

• https://www.coursera.org/learn/advanced-data-structures
• https://nptel.ac.in/courses/106106133
Skill Development Activities Suggested
• The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms
CO1 Explore the basic principles and operations of data structures. L2 L2
CO2 Apply Hashing, Disjoint sets and String Matching techniques for solving problems L3 L3
effectively. (can be attained through assignment and CIE)
CO3 Apply the concepts of advanced Trees and Graphs for solving problems effectively. L3 L3
(can be attained through assignment and CIE)
CO4 Analyze the given scenario and choose appropriate Data Structure for solving L4 L4
problems. (can be attained through assignment and CIE)

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 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x
CO3 x x
CO4 x x

Program Outcome of this course

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1

fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using firstprinciples
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or leader PO9
in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give and
receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

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 Common to all M tech programs in CSE board
Research Methodology and IPR
Course Code 22RMI16 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• To introduce various technologies of conducting research.
• To choose an approptiate rsearch design for the choosen problem.
• Choose appropriate tool for the conduction of research.
• To explain the art of interpretation and the art of writing research reports.
• To explain various forms of the intellectual property, its relevance and business impact in the changing global
business environment
• To discuss leading International Instruments concerning Intellectual Property Rights.
Module-1
Research Methodology: Introduction, Meaning of Research, Objectives of Research, Motivation in Research,
Types of Research, Research Approaches, Significance of Research, Research Methods versus Methodology,
Research and Scientific Method, Importance of Knowing How Research is Done, Research Process, Criteria of Good
Research, and Problems Encountered by Researchers in India. Defining the Research Problem: Research
Problem, Selecting the Problem, Necessity of Defining the Problem, Technique Involved in Defining a Problem,
An Illustration
Teaching- Chalk and talk/PPT/case study
Learning
Process
Module-2
Reviewing the literature: Place of the literature review in research, Bringing clarity and focus to your research problem,
Improving research methodology, Broadening knowledge base in research area, Enabling contextual findings, How to
review the literature, searching the existing literature, reviewing the selected literature, Developing a theoretical
framework, Developing a conceptual framework, Writing about the literature reviewed.
Research Design: Meaning of Research Design, Need for Research Design, Features of a Good Design, Important
Concepts Relating to Research Design, Different Research Designs, Basic Principles of Experimental Designs, Important
Experimental Designs.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Design of Sampling: Introduction, Sample Design, Sampling and Non-sampling Errors, Sample Survey
versus Census Survey, Types of Sampling Designs. Measurement and Scaling: Qualitative and
Quantitative Data, Classifications of Measurement Scales, Goodness of Measurement Scales, Sources of
Error in Measurement Tools, Scaling, Scale Classification Bases, Scaling Technics, Multidimensional
Scaling, Deciding the Scale. Data Collection: Experimental and Surveys, Collection of Primary Data,
Collection of Secondary Data, Selection of Appropriate Method for Data Collection, Case Study Method.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4

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 Testing of Hypotheses: Hypothesis, Basic Concepts Concerning Testing of Hypotheses, Testing of Hypothesis, Test
Statistics and Critical Region, Critical Value and Decision Rule, Procedure for Hypothesis Testing, Hypothesis Testing
for Mean, Proportion, Variance, for Difference of Two Mean, for Difference of Two Proportions, for Difference of Two
Variances, P-Value approach, Power of Test, Limitations of the Tests of Hypothesis. Chi-square Test: Test of
Difference of more than Two Proportions, Test of Independence of Attributes, Test of Goodness of Fit,
Cautions in Using Chi Square Tests
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Interpretation and Report Writing: Meaning of Interpretation, Technique of Interpretation, Precaution in
Interpretation, Significance of Report Writing, Different Steps in Writing Report, Layout of the Research Report,
Types of Reports, Oral Presentation, Mechanics of Writing a Research Report, Precautions for Writing Research
Reports. Intellectual Property: The Concept, Intellectual Property System in India, Development of TRIPS Complied
Regime in India, Patents Act, 1970, Trade Mark Act, 1999,The Designs Act, 2000, The Geographical Indications of
Goods (Registration and Protection) Act1999, Copyright Act,1957,The Protection of Plant Varieties and Farmers’
Rights Act, 2001,The Semi-Conductor Integrated Circuits Layout Design Act, 2000, Trade Secrets, Utility Models, IPR
and Biodiversity, The Convention on Biological Diversity (CBD) 1992, Competing Rationales for Protection of IPRs,
Leading International Instruments Concerning IPR, World Intellectual Property Organisation (WIPO),WIPO and
WTO, Paris Convention for the Protection of Industrial Property, National Treatment, Right of Priority, Common
Rules, Patents, Marks, Industrial Designs, Trade Names, Indications of Source, Unfair Competition, Patent
Cooperation Treaty (PCT), Advantages of PCT Filing, Berne Convention for the Protection of Literary and Artistic
Works, Basic Principles, Duration of Protection, Trade Related Aspects of Intellectual Property Rights(TRIPS)
Agreement, Covered under TRIPS Agreement, Features of the Agreement, Protection of Intellectual Property under
TRIPS, Copyright and Related Rights, Trademarks, Geographical indications, Industrial Designs, Patents, Patentable
Subject Matter, Rights Conferred, Exceptions, Term of protection, Conditions on Patent Applicants, Process Patents,
Other Use without Authorization of the Right Holder, Layout-Designs of
Integrated Circuits, Protection of Undisclosed Information, Enforcement of Intellectual Property Rights, UNSECO.
Teaching- Chalk and talk/PPT
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

@#01112023 10
 Suggested Learning Resources:
Text Books:
1. Research Methodology: Methods and Techniques, C.R. Kothari, Gaurav Garg,New Age International,4th Edition,
2018.. Douglas E Comer, “Internetworking with TCP/IP, Principles, Protocols and Architecture,” PHI, 6th
Edition

2. Research Methodology a step-by-step guide for beginners. (For the topic Reviewing the literature under
module 2), RanjitKumar,SAGE Publications,3rd Edition, 2011.

Reference Books:
1. Research Methods: the concise knowledge base, Trochim, Atomic Dog Publishing, 2005.

2. Conducting Research Literature Reviews: From the Internet to Paper, Fink A, Sage Publications, 2009.

Web links and Video Lectures (e-Resources):

• https://www.youtube.com/watch?v=A7oioOJ4g0Y&list=PLVf5enqoJ-yVQ2RXUl6mCfLPf3J_JUfoc

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Conduct research independently L2
CO2 Choose research designs, sampling designs, measurement and scaling techniques L2
and also different methods of data collections.
CO3 Statistically interpret the data and draw inferences L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x x
CO2 x x x
CO3 x x x

Program Outcome of this course

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1

fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using firstprinciples
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

@#01112023 10
 4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or leader PO9
in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give and
receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

@#01112023 10
 ARTIFICIAL INTELLIGENCE AND DATA SCIENCE LABORATORY
Course Code 22SADL17 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:2:0 SEE Marks 50
Credits 2 Exam Hours 3
The purpose of this laboratory is to get you acquainted with Python/R and use them in implementing Data Science
and Algorithms.
Data Sets
Iris
Iris is a particularly famous toy dataset (i.e. a dataset with a small number of rows and columns, mostly used for
initial small-scale tests and proofs of concept). This specific dataset contains information about the Iris, a genus that
includes 260-300 species of plants. The Iris dataset contains measurements for 150 Iris flowers, each belonging to
one of three species: Virginica, Versicolor and Setose. (50 flowers for each of the three species). Each of the 150
flowers contained in the Iris dataset is represented by 5 values:
• Sepal length, in cm
• Sepal width, in cm
• petal length, in cm
• petal width, in cm
Iris species, one of: iris-setose, iris-versicolor, iris-virginica. Each row of the dataset represents a distinct flower
(as such, the dataset will have 150 rows). Each row then contains 5 values (4 measurements and a species label). The
dataset is described in more detail on the UCI Machine Learning Repository website. The dataset can either be
downloaded directly from there (iris.data file), or from a terminal, using the wget tool. The following command
downloads the dataset from the original URL and stores it in a file named iris.csv.
$ wget "https://archive.ics.uci.edu/ml/machine-learning-databases/iris/iris.data" -O iris.csv

Citybik.es
Citybik.es is a website that offers an Application Programming Interface (or API, for short) for the usage of bike-
sharing services throughout the world. Among the others, data for one of Turin’s bike sharing system is available.
The information available is at a “station” granularity. This means that all the data available regards the bike stations:
some of the useful information available is the station name, its position (in terms of latitude and longitude), the
number of available bikes and the number of free docks. The data is offered in near real-time (i.e. it is updated every
15-30 minutes).

The API endpoint to request the data about for the Bike service is the following:
http://api.citybik.es/v2/networks/to-bike. This dataset is in the JSON (JavaScript Object Notation) format.

MNIST
The MNIST dataset is another particularly famous dataset as CSV file. It contains several thousands of hand-written
digits (0 to 9). Each hand-written digit is contained in a 28 × 28 8-bit grayscale image. This means that each digit has
784 (282 ) pixels, and each pixel has a value that ranges from 0 (black) to 255 (white). The dataset can be downloaded
from the following URL: https://raw.githubusercontent.com/dbdmg/data-science-
lab/master/datasets/mnist_test.csv. Each row of the MNIST datasets represents a digit. For the sake of simplicity,
this dataset contains only a small fraction (10,000 digits out of 70,000) of the real MNIST dataset, which is known
as the MNIST test set. For each digit, 785 values are available.
Sl.NO Experiments
1 Iris dataset

Load the Iris dataset as a list of lists (each of the 150 lists should have 5 elements). Compute and print the
mean and the standard deviation for each of the 4 measurement columns (i.e. sepal length and width, petal
length and width). Compute and print the mean and the standard deviation for each of the 4 measurement
columns, separately for each of the three Iris species (Versicolor, Virginica and Setose). Which

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@#01112023
 measurement would you consider “best”, if you were to guess the Iris species based only on those four
values?

2 Citybik.es dataset

Load the Citybik.es dataset as a Python dictionary. Use of the json module. Count and print the number of
active stations (a station is active if its extra.status field is "online"). Count and print the total number of
bikes available (field free_bikes) and the number of free docks (field empty_slots) throughout all stations.
Given the coordinates (latitude, longitude) of a point (e.g. 45.074512, 7.694419), identify the closest bike
station to it that has available bikes. For computing the distance among two points (given their coordinates),
you can use the function distance_coords() defined in the code snippet below (which is an implementation
of the great-circle distance):

from math import cos, acos, sin

defdistance_coords(lat1, lng1, lat2, lng2):
"""Compute the distance among two points."""
deg2rad = lambda x: x * 3.141592 / 180
lat1, lng1, lat2, lng2 = map(deg2rad, [ lat1, lng1, lat2, lng2 ])
R = 6378100 # Radius of the Earth, in meters
return R * acos(sin(lat1) * sin(lat2) + cos(lat1) * cos(lat2) * cos(lng1 - lng2))
3 MNIST dataset
Load the MNIST dataset. Create a function that, given a position 1 ≤ k ≤ 10, 000, prints the kthdigit of the
dataset (i.e. thekthrow of the csv file) as a grid of 28 × 28 characters. More specifically, you should map
each range of pixel values to the following characters:
[0, 64) → " "
[64, 128) → "."
[128, 192) → "*"
[192, 256) → "#"

Compute the Euclidean distance between each pair of the 784-dimensional vectors of the digits at the
following positions: 26th, 30th, 32nd, 35th. Based on the distances computed in the previous step and
knowing that the digits listed are 7, 0, 1, 1, can you assign the correct label to each of the digits ?
4 Tips dataset
Read the dataset “Tips.csv” as a dataframe “Data”. Extract the columns in the following sequence - Time,
TotalBill, Tips. Plot a histogram for the variable ‘TotalBill’ to check which range has the highest frequency.
Draw a bar chart for the variable “Day”. Identify the category with the maximum count. Demonstrate the
data distributions using box, scatter plot, histogram, and bar chart on iris dataset. Demonstrate the
correlation plot on iris dataset and perform exploratory visualization giving an overview of relationships
among data with covariance analysis.
5 Split the Iris dataset into two the datasets - IrisTest_TrainData.csv, IrisTest_TestData.csv. Read them as
two separate data frames named Train_Data and Test_Data respectively. Answer the following questions:
• How many missing values are there in Train_Data?
• What is the proportion of Setosa types in the Test_Data?
• What is the accuracy score of the K-Nearest Neighbor model (model_1) with 2/3 neighbors using
Train_Data and Test_Data?
• Identify the list of indices of misclassified samples from the ‘model_1’.
• Build a logistic regression model (model_2) keeping the modelling steps constant. Find the accuracy of
the model_2

17

@#01112023
 Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
• Demonstration of data visualization methods
• Understanding and implementation of data science algorithms

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 50% of the maximum 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 40%of maximum marks in the semester-
end examination(SEE). In total of CIE and SEE student has to secure 50% maximum marks of
the course.
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.
• 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 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
script to be strictly adhered to by the examiners. OR based on the course requirement

18

@#01112023
 evaluation rubrics shall be decided jointly by 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
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)
Change of experiment is allowed only once and 10% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours

19

@#01112023
 ADVANCED DATABASE MANAGEMENT AND NOSQL
Course Code 22SAD21 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• Explore the different types of database system architectures.
• Able to implement advanced object oriented database queries using Structured Query
Language.
• Discuss the advanced querying with information retrieval.
Module-1
Review of Relational Data Model and Relational Database Constraints: Relational model
concepts; Relational model constraints and relational database schemas; Update operations,
anomalies, dealing with constraint violations, Types and violations. Object and Object-
Relational Databases: Overview of Object Database Concepts, Object Database Extensions
to SQL, The ODMG Object Model and the Object Definition Language ODL, Object
Database Conceptual Design, The Object Query Language OQL, Overview of the C++
Language Binding in the ODMG Standard.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Disk Storage, Basic File Structures, Hashing, and Modern Storage Architectures:
Introduction, Secondary Storage Devices, Buffering of Blocks, Placing File Records on Disk
Operations on Files, Files of Unordered Records (Heap Files) , Files of Ordered Records
(Sorted Files), Hashing Techniques, Other Primary File Organizations, Parallelizing Disk
Access Using RAID Technology, Modern Storage Architectures. Distributed Database
Concepts: Distributed Database Concepts, Data Fragmentation, Replication, and Allocation
Techniques for Distributed Database Design, Overview of Concurrency Control and
Recovery in Distributed Databases, Overview of Transaction Management in Distributed
Databases,Query Processing and Optimization in Distributed Databases, Types of
Distributed Database Systems , Distributed Database Architectures,
Distributed Catalog Management.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
NOSQL Databases and Big Data Storage Systems: Introduction to NOSQL Systems, The
CAP Theorem, Document-Based NOSQL Systems and MongoDB, NOSQL Key-Value
Stores, Column-Based or Wide Column NOSQL Systems, NOSQL Graph Databasesand
Neo4j. Big Data Technologies Based on MapReduce and Hadoop: What Is Big Data?
Introduction to MapReduce and Hadoop, Hadoop Distributed File System (HDFS),
MapReduce: Additional Details Hadoop v2 alias YARN, General Discussion

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

@#01112023 1
 Module-4
Enhanced Data Models: Introduction to Active, Temporal, Spatial, Multimedia, and Deductive
Databases: Active Database Concepts and Triggers, Temporal Database Concepts, Spatial
Database Concepts, Multimedia Database Concepts, Introduction to Deductive Databases.
Introduction to Information Retrieval and Web Search: Information Retrieval (IR) Concepts,
Retrieval Models, Types of Queries in IR Systems, Text Preprocessing, Inverted Indexing,
Evaluation Measures of Search Relevance, Web Search and Analysis. Trends in
Information Retrieval
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Data Mining Concepts: Overview of Data Mining Technology, Association Rules,
Classification, Clustering, Approaches to Other Data Mining Problems, Applications of Data
Mining, Commercial Data Mining Tools Overview of Data Warehousing and OLAP:
Introduction, Definitions, and Terminology, Characteristics of Data Warehouses, Data
Modeling for Data Warehouses, Building a Data Warehouse, Typical Functionality of a Data
Warehouse, Data Warehouse versus Views, Difficulties of Implementing Data Warehouses
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of
the maximum marks of SEE. 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 50% (50 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

@#01112023 1
 Suggested Learning Resources:
Text Books:
1. Fundamentals of Database Systems, Elmasri and Navathe, Pearson Education, 2013.

2. Database Management Systems, Raghu Ramakrishnan and Johannes Gehrke, McGraw-

Hill 3rd Edition, 2013.

Reference Books:

1. Database System Concepts, Abraham Silberschatz, Henry F. Korth, S. Sudarshan

McGraw Hill, 6th Edition, 2010.

Web links and Video Lectures (e-Resources):

• https://www.tutorialspoint.com/dbms/index.htm
• https://www.javatpoint.com/dbms-tutorial
• https://www.youtube.com/watch?v=hKljaVcCMgg&list=PLLANTs44t4TVFZ6i8fIu0wOBv3FVUMc8
9 (Video Lectures)

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Select the appropriate high performance database like parallel and L2
distributed database
CO2 Infer and represent the real world data using object oriented database L2
CO3 Interpret rule set in the database to implement data warehousing of mining L3
CO4 Identify and resolve physical database design and implementation issues. L2

@#01112023 1
 Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

@#01112023 1
 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x x
CO3 x x
CO4 x x

@#01112023 1
 DEEP LEARNING
Course Code 22SAD22 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 10 hours Lab Total Marks 100
Credits 04 Exam Hours 03
Course objectives:

• Figure out the context of neural networks and deep learning

• Know how to use a neural network
• Explore the data needs of deep learning
• Have a working knowledge of neural networks and deep learning
• Explore the parameters for neural networks

MODULE-1
Machine Learning Basics: Learning Algorithms, Capacity, Overfitting and Underfitting, Hyperparameters and
Validation Sets, Estimator, Bias and Variance, Maximum Likelihood Estimation, Bayesian Statistics, Supervised
Learning Algorithms, Unsupervised Learning Algorithms, Stochastic Gradient Decent, building a Machine Learning
Algorithm, Challenges Motivating Deep Learning.
Teaching- Chalk and board /PPT / web contents
Learning
Process
MODULE-2
Deep Feedforward Networks: Gradient-Based Learning, Hidden Units, Architecture Design, BackPropagation.
Regularization: Parameter Norm Penalties, Norm Penalties as Constrained Optimization, Regularization and
Under-Constrained Problems, Dataset Augmentation, Noise Robustness, SemiSupervised Learning, Multi-Task
Learning, Early Stopping, Parameter Tying and Parameter Sharing, Sparse Representations, Bagging, Dropout.

Teaching- Chalk and board /PPT / web contents

Learning
Process
MODULE-3
Optimization for Training Deep Models: How Learning Differs from Pure Optimization, Challenges in Neural
Network Optimization, Basic Algorithms. Parameter Initialization Strategies, Algorithms with Adaptive Learning
Rates. Convolutional Networks: The Convolution Operation, Motivation, Pooling, Convolution and Pooling as an
Infinitely Strong Prior, Variants of the Basic Convolution Function, Structured Outputs, Data Types, Efficient
Convolution Algorithms, Random or Unsupervised Features.
Teaching- Chalk and board /PPT / web contents / Case study
Learning
Process
MODULE-4
Sequence Modelling: Recurrent and Recursive Nets: Unfolding Computational Graphs, Recurrent Neural Networks,
Bidirectional RNNs, Encoder-Decoder Sequence-to-Sequence Architectures, Deep Recurrent Networks, Recursive
Neural Networks. Long short-term memory

Teaching- Chalk and board /PPT / web contents/ Case study

Learning
Process

MODULE 5

@#01112023 1
 Practical Methodology: Performance Metrics, Default Baseline Models, Determining Whether to Gather More
Data, Selecting Hyperparameters, Debugging Strategies, Example: Multi-Digit Number Recognition. Applications:
Vision, NLP, Speech.

Teaching- Chalk and board /PPT / web contents / Case study.

Learning
Process

PRACTICAL COMPONENT OF IPCC (May cover all / major modules)

Sl.NO Experiments
1 Build Machine Learning model to solve real world regression problems.

2 Build machine learning model to real world binary classification problems.

3
Build simple model to understand over fitting and under fitting conditions.

4
Build simple convolution network to identify hard written character recognition.

5
Analyze performance metrics of the machine learning model.

@#01112023 1
 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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

CIE for the theory component of IPCC

1. Two Tests each of 20 Marks
2. Two assignments each of 10 Marks/One Skill Development Activity of 20 marks
3. Total Marks of two tests and two assignments/one Skill Development Activity added will be CIE for
60 marks, marks scored will be proportionally scaled down to 30 marks.

CIE for the practical component of IPCC

● On completion of every experiment/program in the laboratory, the students shall be evaluated
and marks shall be awarded on the same day. The15 marks are for conducting the experiment
and preparation of the laboratory record, the other 05 marks shall be for the test conducted at
the end of the semester.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks.Marks
of all experiments’ write-ups are added and scaled down to 15 marks.
● The laboratory test at the end /after completion of all the experiments shall be conducted for 50
marks and scaled down to 05 marks.
Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 20 marks.
.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the course (duration 03 hours)
1. The question paper will be set for 100 marks and marks scored will be scaled down
proportionately to 50 marks.
2. The question paper will have ten questions. Each question is set for 20 marks.
3. 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.
4. The students have to answer 5 full questions, selecting one full question from each module.

The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will
have a CIE component only. Questions mentioned in the SEE paper shall include questions from
the practical component).
● The minimum marks to be secured in CIE to appear for SEE shall be the 15 (50% of maximum
marks-30) in the theory component and 10 (50% of maximum marks -20) in the practical
component. The laboratory component of the IPCC shall be for CIE only. However, in SEE, the
questions from the laboratory component shall be included. The maximum of 04/05 questions to
@#01112023 be set from the practical component of IPCC, the total marks of all questions should not be 3more
than the 20 marks.
 Suggested Learning Resources:
Text Books:
1. Deep Learning Lan Good fellow and YoshuaBengio MIT Press https://www.deeplearn ingbook.org/
2016.
Reference Books:
2. Neural Networks:Asystematic Introduction Raúl Rojas 1996.
3. Pattern Recognition and machine Learning Chirstopher Bishop 2007.

Web links and Video Lectures (e-Resources):

● https://www.simplilearn.com/tutorials/deep-learning-tutorial
● https://www.kaggle.com/learn/intro-to-deep-learning
● https://www.javatpoint.com/deep-learning
Skill Development Activities Suggested
The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Identify the deep learning algorithms which are more appropriate for various types L1
of learning tasks in various domains.
CO2 Implement deep learning algorithms and solve real-world problems.(can be attained L4
through assignment and CIE)
CO3 Execute performance metrics of Deep Learning Techniques. (can be attained through L4
assignment and CIE)

@#01112023 4
 Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems PO3

and design system components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and the cultural, societal,
and environmental considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and PO4

research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional PO7
engineering solutions in business societal and environmental contexts, and
demonstrate the knowledge of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and PO8
responsibilities and norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend
and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s ownwork,
as a member and leader in a team, to manage projects and in multidisciplinary
environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to PO12
engage in independent and life-long learning in the broadest context of technological
change.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x

@#01112023 4
 FINANCIAL DATA ANALYTICS
Course Code 22SAD231 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
● To provide a strong foundation in financial analytics in order to handle complex financial data,
build advanced analytical models and deliver effective visualization product and comprehensive
reports.

Module-1
UNIVARIATE DATA DISTRIBUTIONS: Probability Distributions and Their Parameters, Observations and
Nonparametric Density Estimation, Monte Carlo Computations

Teaching- Chalk and board /PPT/Web content

Learning
Process
Module-2
DEPENDENCE & MULTIVARIATE DATA EXPLORATION: Multivariate Data and First Measure of
Dependence, The Multivariate Normal Distribution, Marginals and More Measures of Dependence, Copulas,
Principal Component Analysis.

Teaching- Chalk and board /PPT/Web content

Learning
Process
Module-3
PARAMETRIC REGRESSION: Simple Linear Regression, Regression for Prediction & Sensitivities,
Smoothing Versus Distribution Theory, Multiple Regression, Matrix Formulation and Linear Models,
Polynomial Regression, Nonlinear Regression, Term Structure of Interest Rates: A Crash Course.

Teaching- Chalk and board /PPT/Web content

Learning
Process
Module-4
LOCAL AND NONPARAMETRIC REGRESSION: Review of the Regression Setup, Basis Expansion
Regression, Nonparametric Scatterplot Smoothers, More Yield Curve Estimation, Multivariate Kernel
Regression, Projection Pursuit Regression, Nonparametric Option Pricing.
Teaching- Chalk and board /PPT/Web content
Learning
Process
Module-5
TIME SERIES MODELS: AR, MA, ARMA, & ALL THAT: Notation and First Definitions, Time Dependent
Statistics and Stationarity, First Examples of Models, Fitting Models to Data, Putting a Price on
Temperature .
Teaching- Chalk and board /PPT/Web content
Learning
Process

@#01112023 4
 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 50% of the maximum marks. Minimum passing marks in SEE is 40%
of the maximum marks of SEE. 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 50% (50 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Book:
1. Statistical Analysis of Financial Data in R , René Carmona Second Edition
Reference Books:
2. Computational Finance An Introductory Course, Argimiro Arratia (2014), Atlantis Press, ISBN 978-94-
6239-069-0 Bernhard Pfaff (2013),
3. Financial risk modelling and portfolio optimization, Wiley, ISBN 978-0-470-97870-2 Cairns, A.J. G (2004)

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Analyse and model financial data L2
CO2 Evaluate and model Risk on various financial assets (can be attained L3
through assignment and CIE)
CO3 Use the most powerful and sophisticated routines in Python for L3
analytical finance (can be attained through assignment and CIE)

@#01112023 4
 Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems PO3

and design system components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and the cultural, societal,
and environmental considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and PO4

research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional PO7
engineering solutions in business societal and environmental contexts, and
demonstrate the knowledge of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and PO8
responsibilities and norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend
and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s ownwork,
as a member and leader in a team, to manage projects and in multidisciplinary
environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to PO12
engage in independent and life-long learning in the broadest context of technological
change.

@#01112023 4
 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x

@#01112023 4
 BUSINESS INTELLIGENCE AND ANALYTICS
Course Code 22SAD232 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
● Be exposed with the basic rudiments of business intelligence system.
● Explore the modelling aspects behind Business Intelligence.
● Perceive the business intelligence life cycle and the techniques used in it.
● Be exposed with different data analysis tools and techniques.
Module-1
BUSINESS INTELLIGENCE Effective and timely decisions – Data, information and knowledge – Role of
mathematical models – Business intelligence architectures: Cycle of a business intelligence analysis –
Enabling factors in business intelligence projects – Development of a business intelligence system –
Ethics and business intelligence.
Teaching- Chalk and board / PPT / Web Content
Learning
Process
Module-2
KNOWLEDGE DELIVERY The business intelligence user types, Standard reports, Interactive Analysis and
Ad Hoc Querying, Parameterized Reports and Self-Service Reporting, dimensional analysis,
Alerts/Notifications, Visualization: Charts, Graphs, Widgets, Scorecards and Dashboards, Geographic
Visualization, Integrated Analytics, Considerations: Optimizing the Presentation for the Right Message.

Teaching- Chalk and board / PPT / Web Content

Learning
Process
Module-3
EFFICIENCY Efficiency measures – The CCR model: Definition of target objectives- Peer groups –
Identification of good operating practices; cross efficiency analysis – virtual inputs and outputs – Other
models. Pattern matching – cluster analysis, outlier analysis

Teaching- Chalk and board / PPT / Web Content

Learning
Process
Module-4
BUSINESS INTELLIGENCE APPLICATIONS Marketing models – Logistic and Production models – Case
studies.

Teaching- Chalk and board / PPT / Web Content

Learning
Process
Module-5
FUTURE OF BUSINESS INTELLIGENCE: Future of business intelligence – Emerging Technologies, Machine
Learning, Predicting the Future, BI Search & Text Analytics – Advanced Visualization – Rich Report,
Future beyond Technology.
Teaching- Chalk and board / PPT / Web Content
Learning
Process

@#01112023 4
 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 50% of the maximum marks. Minimum passing marks in SEE is 40%
of the maximum marks of SEE. 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 50% (50 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
3. to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books:
1. Decision Support and Business Intelligence Systems, Efraim Turban, Ramesh Sharda, Dursun Delen, , 9
th Edition, Pearson 2013.
2. Business Intelligence Roadmap: The Complete Project Lifecycle of Decision Making, Larissa T. Moss, S.
Atre, Addison Wesley, 2003.
Reference Books:
1. Business Intelligence: Data Mining and Optimization for Decision Making, Carlo Vercellis ,Wiley
Publications, 2009.
2. Business Intelligence: The Savvy Manager’s Guide, David Loshin Morgan, Kaufman Second Edition,
2012.
3. Successful Business Intelligence: Secrets to Making BI a Killer App, Cindi Howson, McGraw- Hill, 2007.
4. The Data Warehouse Lifecycle Toolkit, Ralph Kimball , Margy Ross , Warren Thornthwaite, Joy
Mundy, Bob Becker, , Wiley Publication Inc.,2007
Web links and Video Lectures (e-Resources):

● https://data-flair.training/blogs/business-intelligence/
● https://www.tutorialspoint.com/management_information_system/business_intelligence_system.h
tm

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill. The prepared report shall be evaluated for CIE marks.

@#01112023 4
 Course outcome (Course Skill Set)
At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Explain the fundamentals of business intelligence and Link data mining with L1
business intelligence.
CO2 Apply various modelling techniques. (can be attained through assignment and CIE) L3
CO3 Explain the data analysis and knowledge delivery stages. L2
CO4 Apply business intelligence methods to various situations. (can be attained through L3
assignment and CIE)
CO5 Decide on appropriate technique. L2

@#01112023 4
 Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

@#01112023 4
 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x
CO2 x x
CO3 x x
CO4 x x
CO5 x x

@#01112023 4
 PREDICTIVE ANALYSIS
Course Code 22SAD233
CIE Marks 50

Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50

Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
● Explore various classification and regression models.
● Explore working of supervised and unsupervised algorithms.
● Identify the best working models to solve real world problems.
Module-1
Overview of Supervised Learning: Introduction, Variable Types and Terminology, Two Simple Approaches
to Prediction: Linear Methods for Regression and Classification: Introduction, Linear regression models
and least squares, , Subset selection , Shrinkage Methods, A Comparison of the Selection and Shrinkage
Methods, Linear Discriminant Analysis, Logistic regression.
Text Book 1:Chapters 2.1 – 2.3, 3.1 – 3.4, 3.6, 4.1, 4.3 – 4.4
Teaching- Chalk and board / Web Content / PPT
Learning
Process
Module-2
Model Assessment and Selection: Bias, Variance, and model complexity, The Bias-varianceDecomposition,
Optimism of the training error rate, Estimate of In-sample prediction error, The Effective number of
parameters, Bayesian approach and BIC, Cross- validation, Boot strap methods, Conditional or Expected
Test Error.
Text Book 1:Chapters 7.1 – 7.7, 7.10 – 7.12
Teaching- Chalk and board / Web Content / PPT
Learning
Process
Module-3
Additive Models, Trees, and Related Methods: Generalized additive models, Tree-Based Methods, Boosting
and Additive Trees: Boosting Methods, Exponential Loss and AdaBoost, Example: Spam Data, Numerical
Optimization via Gradient Boosting , Illustrations (California Housing , New Zealand Fish, Demographic
Data)
Text Book 1: Chapters 9.1 – 9.2, 10.4, 10.8, 10.10, 10.13
Teaching- Chalk and board / Web Content / PPT
Learning
Process
Module-4
Neural Networks: Introduction, Fitting Neural Networks, Some Issues in Training Neural Networks
Support Vector Machines: Introduction, The Support Vector Classifier, Support Vector Machines and
Kernels Unsupervised Learning and Random forests: Association rules, Cluster analysis, Details of Random
Forests, Random forests and analysis.
Text Book 1: Chapters 11.1, 11.3 – 11.5, 12.1 – 12.3, 14.1 – 14.3, 15.1 – 15.4
Teaching- Chalk and board / Web Content / PPT
Learning
Process
Module-5
Assessing Performance of a classification Algorithm (t-test, McNemar’s test, Paired t-test, F-test), Analysis
of Variance, Creating data for analytics through designed experiments.
Text Book 2: Chapter 19

@#01112023 4
 Teaching- Chalk and board / Web Content / PPT
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of
the maximum marks of SEE. 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 50% (50 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Continuous Internal Evaluation:
1.Three Unit Tests each of 20 Marks
2.Two assignments each of 20 Marks or one Skill Development Activity of 40 marks to attain the
COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books:
1. The Elements of Statistical Learning-Data Mining, Inference, and Prediction Trevor
Hastie, Robert Tibshirani, Jerome Friedman Springer 2009.
2. Introduction to Machine Learning, E. Alpaydin PHI 2010.
Reference Books:
1. Pattern Recognition and Machine Learning, Christopher M. Bishop Springer 2007.
2. All of statistics, L.Wasserman Springer 2004.
3. An Introduction to statistical learning with applications in R, G. James, D. Witten, T.
Hastie, R. Tibshirani Springer 2017

Web links and Video Lectures (e-Resources):

● https://www.udemy.com/tutorial/become-a-python-data-analyst/introduction-to-predictive-
analytics-models/
● https://intellipaat.com/blog/what-is-predictive-analytics/
● https://www.youtube.com/watch?v=Kd0C-8q0HkI

@#01112023 4
 Skill Development Activities Suggested
The students with the help of the course teacher can take up relevant technical –activities which
will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Apply Regression and classification models to solve real world problems(can be L3
attained through assignment and CIE)
CO2 Identify and analyze different analytical models L2
CO3 Identify and apply Additive models to different data science related problems L2
CO4 Apply Supervised and Unsupervised learning techniques (can be attained through L3
assignment and CIE)
CO5 Choose appropriate assessment evaluation criterion for different analytical methods L2

@#01112023 4
 Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

@#01112023 4
 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x
CO5 x x

@#01112023 4
 DECISION SUPPORT SYSTEM
Course Code 22SAD234 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• Recognize the relationship between business information needs and decision making
• Appraise the general nature and range of decision support systems
• Appraise issues related to the development of DSS
• Select appropriate modeling techniques
• Analyze, design and implement a DSS
Module-1
Introduction to decision support systems: DSS Defined, History of decision support systems, Ingredients of a DSS, Data
and model management, DSS Knowledge base, User interfaces, User interfaces, The DSS user, Categories and classes of
DSSs, Chapter Summary. Decisions and decision makers Decision makers: who are they, Decision styles, Decision
effectiveness, How can a DSS help?, A Typology of decisions, Decision theory and simon’s model of problem solving,
Bounded decision making, The process of choice, Cognitive processes, Biases and heuristics in decision making,
Chapter summary.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Decisions in the organization: Understanding the organization, Organizational culture. Modelling decision processes:
Defining the problem and its structures, Decision models, Types of probability, Techniques for forecasting probabilities,
Calibration and sensitivity, Chapter summary

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Group decision support and groupware technologies: Group Decision making, the problem with groups, MDM support
technologies, Managing MDM activities, the virtual workspace, chapter summary. Executive information systems: What
exactly is an EIS, Some EIS history, Why area top executives so different?, EIS components, Making the EIS work, The
future of executive decision making and the EIS, chapter summary

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Designing and building decision support systems: Strategies for DSS analysis and design, The DSS developer, DSS user
interface issues, chapter summary. Implementing and integrating decision support systems: DSS implementation, System
evaluation, The importance of integration, chapter summary.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Creative decision making and problem solving What is creativity?, Creativity defined, The occurrence of creativity,
Creative problem solving techniques, Creativity and the role of technology, chapter summary.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

@#01112023 4
 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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books
1. Decision support system. George M.Marakas. PHI, 2011.

Reference Books:
1. Decision Support Systems, Marakas. 2Nd Edn, Pearson India, 2015.

Web links and Video Lectures (e-Resources):

• https://www.coursera.org/lecture/business-intelligence-tools/decision-support-systems-video-lecture-E8P9x

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Appraise issues related to the development of DSS L1
CO2 Select appropriate modeling techniques L1
CO3 Analyze, design and implement a DSS L2

@#01112023 4
 Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and
environmental considerations.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and
synthesis of the information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the PO10
engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.
11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x

@#01112023 4
 CLOUD COMPUTING
Course Code 22SAD235 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• To explain the fundamentals of cloud computing
• To illustrate the cloud application programming and aneka platform
• To Contrast different cloud platforms used in industry
Module-1
Introduction, Cloud Infrastructure: Cloud computing, Cloud computing delivery models and services,
Ethical issues, Cloud vulnerabilities, Cloud computing at Amazon, Cloud computing the Google perspective,
Microsoft Windows Azure and online services, Open-source software platforms for private clouds, Cloud
storage diversity and vendor lock-in, Energy use and ecological impact, Service level agreements, User
experience and software licensing. Exercises and problems.
Teaching- Chalk and board /PPT /Web contents
Learning
Process
Module-2
Cloud Computing: Application Paradigms: Challenges of cloud computing, Architectural styles of cloud
computing, Workflows: Coordination of multiple activities, Coordination based on a state machine model:
The Zookeeper, The Map Reduce programming model, A case study: The Gre The Web application, Cloud for
science and engineering, High-performance computing on a cloud, Cloud computing for Biology research,
Social computing, digital content and cloud computing.
Teaching- Chalk and board /PPT /Web contents
Learning
Process
Module-3
Cloud Resource Virtualization: Virtualization, Layering and virtualization, Virtual machine monitors,
Virtual Machines, Performance and Security Isolation, Full virtualization and paravirtualization, Hardware
support for virtualization, Case Study: Xen a VMM based paravirtualization, Optimization of network
virtualization, vBlades, Performance comparison of virtual machines, The dark side of virtualization,
Exercises and problems
Teaching- Chalk and board /PPT /Web contents/ Case Study
Learning
Process
Module-4
Cloud Resource Management and Scheduling: Policies and mechanisms for resource management,
Application of control theory to task scheduling on a cloud, Stability of a two-level resource allocation
architecture, Feedback control based on dynamic thresholds, Coordination of specialized autonomic
performance managers, A utility-based model for cloud-based Web services, Resourcing bundling:
Combinatorial auctions for cloud resources, Scheduling algorithms for computing clouds, Fair queuing, Start-
time fair queuing, Borrowed virtual time, Cloud scheduling subject to deadlines, Scheduling MapReduce
applications subject to deadlines, Resource management and dynamic scaling, Exercises and problems.
Teaching- Chalk and board /PPT /Weblinks
Learning
Process
Module-5

@#01112023 4
 Cloud Security, Cloud Application Development: Cloud security risks, Security: The top concern for cloud
users, Privacy and privacy impact assessment, Trust, Operating system security, Virtual machine Security,
Security of virtualization, Security risks posed by shared images, Security risks posed by a management OS,
A trusted virtual machine monitor, Amazon web services: EC2 instances, Connecting clients to cloud instances
through firewalls, Security rules for application and transport layer protocols in EC2, How to launch an EC2
Linux instance and connect to it, How to use S3 in java, Cloud-based simulation of a distributed trust
algorithm, A trust management service, A cloud service for adaptive data streaming, Cloud
based optimal FPGA synthesis .Exercises and problems.
Teaching- Chalk and board /PPT /Web Contents / Case Study
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the maximum marks
of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1.Three Unit Tests each of 20 Marks
2.Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1.The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Text Books:
1. Cloud Computing Theory and Practice, Dan C Marinescu ,Elsevier(MK) 2013.

2. Computing Principles and Paradigms, RajkumarBuyya , James Broberg, Andrzej Goscinski Willey 2014.

Reference Books:
1. Cloud Computing Implementation, Management and Security, John W Rittinghouse, James F Ransome CRC Press
2013

Web links and Video Lectures (e-Resources):

• https://onlinecourses.nptel.ac.in/noc22_cs87/preview

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will enhance
their skill. The prepared report shall be evaluated for CIE marks.

@#01112023 4
 Course outcome (Course Skill Set)
At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Compare the strengths and limitations of cloud computing L2

CO2 Identify the architecture, infrastructure and delivery models of cloud computing L2
CO3 Apply suitable virtualization concept (can be attained through assignments and CIE) L3
CO4 Choose the appropriate cloud player L2
CO5 Address the core issues of cloud computing such as security, privacy and interoperability (can L3
be attained through assignments and CIE)

Program Outcome of this course

Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems PO3

and design system components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and the cultural, societal,
and environmental considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and PO4

research methods including design of experiments, analysis and interpretation ofdata,
and synthesis of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional PO7
engineering solutions in business societal and environmental contexts, and
demonstrate the knowledge of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities PO8
and norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend
and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work,
as a member and leader in a team, to manage projects and in multidisciplinary
environments.

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 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x
CO5 x x

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 NATURAL LANGUAGE PROCESSING
Course Code 22SAD241 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• To Analyze the natural language text.
• To Generate the natural language.
• To Demonstrate Text mining.
• To Apply information retrieval techniques.
Module-1
OVERVIEW AND LANGUAGE MODELLING: Overview: Origins and challenges of NLP-Language and Grammar-
Processing Indian Languages- NLP Applications-Information Retrieval. Language Modelling: Various Grammar-
based Language Models-Statistical Language Model.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
WORD LEVEL AND SYNTACTIC ANALYSIS: Word Level Analysis: Regular Expressions-FiniteState Automata-
Morphological Parsing-Spelling Error Detection and correction-Words and Word Classes-Part-of Speech Tagging.
Syntactic Analysis: Context-free Grammar-Constituency- ParsingProbabilistic Parsing.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
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 Labelling, Learning to Annotate Cases with Knowledge
Roles and Evaluations. A Case Study in Natural Language Based Web Search: InFact System Overview, The
GlobalSecurity.org Experience.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
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 Analysing Texts, Latent Semantic Analysis, Predictions, Results of Experiments. Automatic Document
Separation: A Combination of Probabilistic Classification and Finite-State Sequence Modelling: 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 TextMining.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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.

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 Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Text Books
1. Natural Language Processing and Information Retrieval, TanveerSiddiqui, U.S. Tiwary, Oxford University Press,
2008.

2. Natural LanguageProcessing andText Mining. Anne Kao and Stephen R. Potee, Springer-Verlag London Limited.
2007.

Reference Books:
1. Speech and Language Processing: Anintroduction to Natural Language Processing,
Computational Linguistics and SpeechRecognition. Daniel Jurafsky and James H Martin.
Prentice Hall, 2008 2nd Edition.

2. Natural Language Understandin.James Allen. Benjamin/Cumming spublishing company, 2nd

edition, 1995.

3. Information Storage and Retrieval systems. Gerald J. Kowalski and Mark.T. Maybury. Kluwer
academic Publishers, 2000.

4. Natural Language Processing with Python.Steven Bird, Ewan Klein, Edward Loper. O'Reilly
Media, 2009.

Web links and Video Lectures (e-Resources):

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 • https://www.youtube.com/watch?v=fM4qTMfCoak&list=PLZoTAELRMXVMdJ5sqbCK2LiM0HhQVWNzm

This course focuses on learning key concepts, tools and methodologies for natural language processing with an emphasis
on hands-on learning through guided tutorials and real-world examples.

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Analyze the natural language text. L1
CO2 Generate the natural language. L2
CO3 Demonstrate Text mining. L2

Program Outcome of this course

Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the PO10
engineering community and with society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective presentations, and give and receive
clear instructions.
11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

@#01112023 4
 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x

@#01112023 4
 BIG DATA ANALYTICS
Course Code 22SAD242 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
• Explore the Hadoop framework and Hadoop Distributed File system
• Study HDFS and MapReduce concepts
• Employ MapReduce programming model to process the big data
• Explore the working of pig and SPARK tool
Module-1
Meet Hadoop: Data!, Data Storage and Analysis, Querying All Your Data, Beyond Batch, Comparison with Other
Systems: Relational Database Management Systems, Grid Computing, Volunteer Computing Hadoop Fundamentals
MapReduce: A Weather Dataset: Data Format, Analyzing the Data with Unix Tools, Analyzing the Data with
Hadoop: Map and Reduce, Java MapReduce, Scaling Out: Data Flow, Combiner Functions, Running a Distributed
MapReduce Job, Hadoop Streaming The Hadoop Distributed File systemThe Design of HDFS, HDFS Concepts:
Blocks, Namenodes and Datanodes, HDFS Federation, HDFS High-Availability, The Command-Line Interface, Basic
Filesystem Operations, HadoopFilesystems Interfaces, The Java Interface, Reading Data from a Hadoop URL,
Reading Data Using the FileSystem API, Writing Data, Directories, Querying the Filesystem, Deleting
Data, Data Flow: Anatomy of a File Read, Anatomy of a File Write.
Teaching- Chalk and board /PPT /Web Contents
Learning
Process
Module-2
YARN Anatomy of a YARN Application Run: Resource Requests, Application Lifespan, Building YARN Applications,
YARN Compared to MapReduce, Scheduling in YARN: The FIFO Scheduler, The Capacity Scheduler, The Fair
Scheduler, Delay Scheduling, Dominant Resource Fairness. Hadoop I/O Data Integrity, Data Integrity in HDFS,
Local FileSystem, Checksum File System, Compression, Codecs, Compression and Input Splits, Using Compression
in MapReduce, Serialization, The Writable Interface, Writable Classes, Implementing a Custom Writable,
Serialization Frameworks, File-Based Data Structures: SequenceFile
Teaching- Chalk and board /PPT /Web Contents / Case Study
Learning
Process
Module-3
Developing a MapReduce Application The Configuration API, Combining Resources, Variable Expansion, Setting
Up the Development Environment, Managing Configuration, Generic Options Parser, Tool, and Tool Runner,
Writing a Unit Test with MRUnit: Mapper, Reducer, Running Locally on Test Data, Running a Job in a Local Job
Runner, Testing the Driver, Running on a Cluster, Packaging a Job, Launching a Job, The MapReduce Web UI,
Retrieving the Results, Debugging a Job, Hadoop Logs, Tuning a Job, Profiling Tasks, MapReduce Workflows:
Decomposing a Problem into MapReduce Jobs, JobControl, Apache Oozie How MapReduce WorksAnatomy of a
MapReduce Job Run, Job Submission, Job Initialization, Task Assignment, Task Execution, Progress and Status
Updates, Job Completion, Failures: Task Failure, Application Master Failure, Node Manager Failure, Resource
Manager Failure, Shuffle and Sort: The Map Side, The Reduce Side, Configuration Tuning, Task Execution: The
Task Execution Environment, Speculative Execution, Output Committers.
Teaching- Chalk and board /PPT /Web Contents / Case Study
Learning
Process
Module-4

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 MapReduce Types and Formats:MapReduce Types, Input Formats: Input Splits and Records, Text Input, Binary Input,
Multiple Inputs, Database Input (and Output) Output Formats: Text Output, Binary Output, Multiple Outputs, Lazy
Output, Database Output, FlumeInstalling Flume, An Example, Transactions and Reliability, Batching, The HDFS Sink,
Partitioning and Interceptors, File Formats, Fan Out, Delivery Guarantees, Replicating and Multiplexing Selectors,
Distribution: Agent Tiers, Delivery Guarantees, Sink Groups, Integrating Flume with Applications, Component
Catalog.
Teaching- Chalk and board /PPT /Web Contents
Learning
Process
Module-5
Pig Installing and Running Pig, Execution Types, Running Pig Programs, Grunt, Pig Latin Editors, An Example:
Generating Examples, Comparison with Databases, Pig Latin: Structure, Statements, Expressions, Types, Schemas,
Functions, Data Processing Operators: Loading and Storing Data, Filtering Data, Grouping and Joining Data, Sorting
Data, Combining and Splitting Data.
Spark An Example: Spark Applications, Jobs, Stages and Tasks, A Java Example, A Python Example, Resilient
Distributed Datasets: Creation, Transformations and Actions, Persistence, Serialization, Shared Variables, Broadcast
Variables, Accumulators, Anatomy of a Spark Job Run, Job Submission, DAG Construction, Task
Scheduling, Task Execution, Executors and Cluster Managers: Spark on YARN
Teaching- Chalk and board /PPT /Web Contents / Case Study
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1.
The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Text Books:
1. Hadoop: The Definitive Guide ,Tom White, O'Reilley 3rd Edition, 2012.

2. SPARK: The Definitive Guide, Bill Chambers MateiZaharia, O'Reilley 2018.

References:

1. Apache Flume: Distributed Log Collection for Hadoop, D'Souza and SteveHoffman O'Reilley 2014.

@#01112023 4
 Web links and Video Lectures (e-Resources):
• https://onlinecourses.nptel.ac.in/noc20_cs92/
Skill Development Activities Suggested
The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Figure out concepts of managing big data using Hadoop and SPARK technologies L1
CO2 Explain HDFS and MapReduce concepts L2
CO3 Install, configure, and run Hadoop and HDFS L2
CO4 Perform map-reduce analytics using Hadoop and related tools (can be attained L3
through assignments and CIE)
CO5 Explain SPARK concepts (can be attained through assignments and CIE) L3

@#01112023 4
 Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

@#01112023 4
 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x x
CO4 x x
CO5 x x

@#01112023 4
 BLOCKCHAIN TECHNOLOGY
Course Code 22SAD243 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03

Course Learning objectives:

• To explore the driving force behind the cryptocurrency Bitcoin. Along with the Decentralization,

Module-1
Blockchain 101: Distributed systems, History of blockchain, Introduction to blockchain, Types of blockchain, CAP
theorem and blockchain, Benefits and limitations of blockchain.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Decentralization and Cryptography: Decentralization using blockchain, Methods of decentralization, Routes to
decentralization, Decentralized organizations. Cryptography and Technical Foundations: Cryptographic primitives,
Asymmetric cryptography, Public and private keys
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Bitcoin and Alternative Coins A: Bitcoin, Transactions, Blockchain, Bitcoin payments B: Alternative Coins,
Theoretical foundations, Bitcoin limitations, Namecoin, Litecoin, Primecoin, Zcash
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Smart Contracts and Ethereum 101: Smart Contracts: Definition, Ricardian contracts. Ethereum 101:Introduction,
Ethereum blockchain, Elements of the Ethereum blockchain, Precompiled contracts.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Alternative Blockchains: Blockchains Blockchain-Outside of Currencies: Internet of Things, Government, Health,
Finance, Media
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

@#01112023 4
 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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Text Books:
1. Bitcoin and Cryptocurrency Technologies, Arvind Narayanan, Joseph Bonneau, Edward Felten, Andrew
Miller, Steven Goldfeder, Princeton University, 2016

Reference Books:
1. Blockchain Basics: A Non-Technical Introduction in 25 Steps, Daniel Drescher, Apress, First Edition, 2017

2. Mastering Bitcoin: Unlocking Digital Cryptocurrencies, Andreas M. Antonopoulos, O'Reilly Media, First
Edition, 2014

Web links and Video Lectures (e-Resources):

• https://nptel.ac.in/courses/106105184
• https://ocw.mit.edu/courses/15-s12-blockchain-and-money-fall-2018/video_galleries/video-lectures/

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill. The prepared report shall be evaluated for CIE marks.

@#01112023 4
 Course outcome (Course Skill Set)
At the end of the course the student will be able to :

Sl. No. Description Blooms Level

CO1 Interpret the types, benefits and limitation of blockchain. L1
CO2 Explore the blockchain decentralization and cryptography concepts. L2
CO3 Enumerate the Bitcoin features and its alternative options. L1

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x x
CO2 x x
CO3 x x

Program Outcome of this course

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1

fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using firstprinciples
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or leader PO9
in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give and
receive clear instructions.

@#01112023 4
 11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

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 AGILE TECHNOLOGIES
Course Code 22SAD244 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03

Course Learning objectives:

• To interpret the fundamental principles and practices associated with each of the agile development methods.
• To apply the principles and practices of agile software development on a project of interest.
• To interpret how agile methods reduce risk via incremental learning and delivery.
Module-1
Why Agile?: Understanding Success, Beyond Deadlines, The Importance of Organizational Success, Enter Agility,
How to Be Agile?: Agile Methods, Don’t Make Your Own Method, The Road to Mastery, Find a Mentor

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Understanding XP: The XP Lifecycle, The XP Team, XP Concepts, Adopting XP: Is XP Right for Us?, Go!, Assess
Your Agility

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Practicing XP: Thinking: Pair Programming, Energized Work, Informative Workspace, Root-Cause Analysis,
Retrospectives, Collaborating: Trust, Sit Together, Real Customer Involvement, Ubiquitous Language, Stand-Up
Meetings, Coding Standards, Iteration Demo, Reporting,Releasing:“Done Done”, No Bugs, Version Control, Ten- Minute
Build, Continuous Integration, Collective Code Ownership, Documentation. Planning: Vision, Release Planning, The
Planning Game, Risk Management, Iteration Planning, Slack, Stories, Estimating. Developing: Incremental requirements,
Customer Tests, TestDriven Development, Refactoring, Simple Design ,Incremental Design and Architecture, Spike
Solutions, Performance Optimization, Exploratory Testing

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Mastering Agility: Values and Principles: Commonalities, About Values, Principles, and Practices, Further Reading,
Improve the Process: Understand Your Project, Tune and Adapt, Break the Rules, Rely on People :Build Effective
Relationships, Let the Right People Do the Right Things, Build the Process for the People, Eliminate Waste :Work in Small,
Reversible Steps, Fail Fast, Maximize Work Not Done, Pursue Throughput

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Deliver Value: Exploit Your Agility, Only Releasable Code Has Value, Deliver Business Results, Deliver Frequently, Seek
Technical Excellence :Software Doesn’t Exist, Design Is for Understanding, Design Trade-offs, Quality with a Name, Great
Design, Universal Design Principles, Principles in Practice, Pursue Mastery

Teaching- Chalk and talk/PPT/case study/web content

Learning

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 Process

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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs
and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books:
1. The Art of Agile Development, James shore, Chromatic, O'Reilly 2007

Reference Books:
1. Agile Software Development, Principles, Patterns, and Practices, Robert C. Martin Prentice Hall 1st edition, 2002
2. Agile and Iterative Development A Manger’s Guide, Craig Larman Pearson Education First Edition, India, 2004

Web links and Video Lectures (e-Resources):

• https://www.tutorialspoint.com/agile/index.htm
• https://www.javatpoint.com/agile
• https://www.udemy.com/topic/agile/free/

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level
CO1 Define XP Lifecycle, XP Concepts, Adopting XP L1
CO2 Examine on Pair Programming, Root-Cause Analysis, Retrospectives, Planning, L3
Incremental Requirements, Customer Tests
CO3 Demonstrate concepts to Eliminate Waste L3

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 Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO11
CO1 x x
CO2 x x
CO3 x x

Program Outcome of this course

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1

fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using firstprinciples
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or leader PO9
in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give and
receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

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 VIRTUAL REALITY
Course Code 22SAD245 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
● Explore how the design of VR technology relates to human perception and cognition.
● Discuss applications of VR to the conduct of scientific research, training, and industrial design.
● Figure out the fundamental aspects of designing and implementing rigorous empirical
experiments using VR.
● Explore about multimodal virtual displays for conveying and presenting information and
techniques for evaluating good and bad virtual interfaces.
Module-1
Definition of VR, modern experiences, historical perspective. Hardware, sensors, displays, software, virtual
world generator, game engines, human senses, perceptual psychology, psychophysics. Geometric
modelling, transforming rigid bodies, yaw, pitch, roll, axis-angle representation, quaternions, 3D rotation
inverses and conversions, homogeneous transforms, transforms to displays, look-at and eye transforms,
canonical view and perspective transforms, viewport transforms.
Teaching- Chalk and board /PPT / Web content
Learning
Process
Module-2
Light propagation, lenses and images, diopters, spherical aberrations, optical distortion; more lens
aberrations; spectral properties; the eye as an optical system; cameras; visual displays. Parts of thehuman
eye, photoreceptors and densities, scotopic and photopic vision, display resolution requirements, eye
movements, neural vision structures, sufficient display resolution, other implications of physiology on VR.
Depth perception, motion perception, vection, stroboscopic apparent motion, color perception,
combining information from multiple cues and senses, implications of perception on VR.
Teaching- Chalk and board /PPT / Web content
Learning
Process
Module-3
Graphical rendering, ray tracing, shading, BRDFs, rasterization, barycentric coordinates, VR rendering
problems, anti-aliasing, distortion shading, image warping (time warp), panoramic rendering. Velocities,
acceleration, vestibular system, virtual world physics, simulation, collision detection, avatar motion,
vection
Teaching- Chalk and board /PPT / Web content
Learning
Process
Module-4
Tracking systems, estimating rotation, IMU integration, drift errors, tilt and yaw correction, estimating
position, camera-feature detection model, perspective n-point problem, sensor fusion, lighthouse
approach, attached bodies, eye tracking, inverse kinematics, map building, SLAM. Remapping, locomotion,
manipulation, social interaction, specialized interaction mechanisms.
Teaching- Chalk and board /PPT / Web content
Learning
Process
Module-5

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 Sound propagation, ear physiology, auditory perception, auditory localization; Fourier analysis; acoustic
modelling, HRTFs, rendering, auralization. Perceptual training, recommendations for developers, best
practices, VR sickness, experimental methods that involve human subjects Touch, haptics, taste, smell,
robotic interfaces, telepresence, brain-machine interfaces
Teaching- Chalk and board /PPT / Web content / Case study
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40%
of the maximum marks of SEE. 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 50% (50 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks to attain the
COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. VIRTUAL REALITY http://vr.cs.uiuc.edu/book.html Steven M. LaValle. Cambridge University Press
2016.
2. HANDBOOK OF VIRTUAL ENVIRONMENTS: Design, Implementation, and Applications Kelly S. Hale
Kay M. Stanney CRC Press 2 nd Edition, 2015.
Web links and Video Lectures (e-Resources):

● https://www.youtube.com/watch?v=WzfDo2Wpxks
● https://www.simplilearn.com/tutorials/artificial-intelligence-tutorial/what-is-virtual-reality

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 Skill Development Activities Suggested
● The students with the help of the course teacher can take up relevant technical –activities which
will enhance their skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Explain fundamentals of virtual reality systems L1
CO2 Summarize the hardware and software of the VR L2
CO3 Analyse the applications of VR L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x x
CO3 x x x

Program Outcome of this course

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1

fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using firstprinciples
of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.

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 7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or leader PO9
in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give and
receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

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 DATABASE MANAGEMENT AND NoSQL LABORATORY
Course Code 22SADL26 CIE Marks 50
Teaching Hours/Week (L:P: SDA) 1:2:0 SEE Marks 50
Credits 02 Exam Hours 03
Course objectives:
• Create NoSQL queries for the small experiments.
• Create database objects that include tables, constraints, indexes, and sequences.
Sl.NO Experiments
1 Create the following tables with properly specifying Primary keys, Foreign keys and solve the following queries.
BRANCH (Branchid, Branchname, HOD)
STUDENT (USN, Name, Address, Branchid, sem)
BOOK (Bookid, Bookname, Authorid, Publisher, Branchid)
AUTHOR (Authorid, Authorname, Country, age)
BORROW (USN, Bookid, Borrowed_Date)
Execute the following Queries:
i.List the details of Students who are all studying in 2nd sem MCA.
ii.List the students who are not borrowed any books.
iii. Display the USN, Student name, Branch_name, Book_name, Author_name, Books_Borrowed_Date of 2nd
sem MCA Students who borrowed books.
iv. Display the number of books written by each Author.
v.Display the student details who borrowed more than two books.
vi.Display the student details who borrowed books of more than one Author.
vii.Display the Book names in descending order of their names.
viii.List the details of students who borrowed the books which are all published by the same publisher.
2 Consider the following schema: STUDENT (USN, name, date_of_birth, branch, mark1, mark2, mark3, total, GPA)
Execute the following queries: i. Update the column total by adding the columns mark1, mark2, mark3. ii. Find
the GPA score of all the students. iii. Find the students who born on a particular year of birth from the date_of_birth
column. iv. List the students who are studying in a particular branch of study. v. Find the maximum GPA score of
the student branch-wise. vi. Find the students whose name starts with the alphabet “S”. vii. Find the students
whose name ends with the alphabets “AR”. viii. Delete the student details whose USN is given as
1001
3 Design an ER-diagram for the following scenario, Convert the same into a relational model and then solve the
following queries. Consider a Cricket Tournament “ABC CUP” organized by an organization. In the tournament
there are many teams are contesting each having a Teamid,Team_Name, City, a coach. Each team is uniquely
identified by using Teamid. A team can have many Players and a captain. Each player is uniquely identified by
Playerid, having a Name, and multiple phone numbers,age. A player represents only one team. There are many
Stadiums to conduct matches. Each stadium is identified using Stadiumid, having a stadium_name,Address (
involves city,area_name,pincode). A team can play many matches. Each match played between the two teams in
the scheduled date and time in the predefined Stadium. Each match is identified uniquely by using Matchid. Each
match won by any of the one team that also wants to record in the database. For each match man_of_the match
award given to a player.
Execute the following Queries:
i. Display the youngest player (in terms of age) Name, Team name, age in which he belongs of the
tournament.
ii. List the details of the stadium where the maximum number of matches were played.
iii. List the details of the player who is not a captain but got the man_of _match award at least in two
matches.
iv. Display the Team details who won the maximum matches.
v. Display the team name where all its won matches played in the same stadium.
4 A country wants to conduct an election for the parliament. A country having many constituencies. Each
constituency is identified uniquely by Constituency_id, having the Name, belongs to a state,Number_of_voters.
A constituency can have many voters. Each voter is uniquely identified by using Voter_id, having the Name, age,

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 address (involves Houseno,city,state,pincode). Each voter belongs to only one constituency. There are many
candidates contesting in the election. Each candidates are uniquely identified by using candidate_id, having Name,
phone_no, age, state. A candidate belongs to only one party.Thereare many parties. Each party is uniquely identified
by using Party_id, having Party_Name,Party_symbol. A candidate can contest from many constituencies under a
same party. A party can have many candidates contesting from different constituencies. No constituency having
the candidates from the same party. A constituency can have many contesting candidates belongs to different
parties. Each voter votes only one candidate of his/her constituencty.
Queries:
i. List the details of the candidates who are contesting from more than one constituencies which are
belongs to different states.
ii. Display the state name having maximum number of constituencies.
iii. Create a stored procedure to insert the tuple into the voter table by checking the voter age. If voter’s age
is at least 18 years old, then insert the tuple into the voter else display the “Not an eligible voter msg”.
iv. Create a stored procedure to display the number_of_voters in the specified constituency. Where the
constituency name is passed as an argument to the stored procedure.
v. Create a TRIGGER to UPDATE the count of “ Number_of_voters” of the respective constituency in
“CONSTITUENCY” table , AFTER inserting a tuple into the “VOTERS” table.

5 Design an ER-diagram for the following scenario, Convert the same into a relational model, normalize Relations
into a suitable Normal form and then solve the following queries. A country can have many Tourist places . Each
Tourist place is identified by using tourist_place_id, having a name, belongs to a state, Number of kilometers away
from the 02.03.2021 updated 52/ 104 capital city of that state,history. There are many Tourists visits tourist places
every year. Each tourist is identified uniquely by using Tourist_id, having a Name, age, Country and multiple
emailids. A tourist visits many Tourist places, it is also required to record the visted_date in the database. A tourist
can visit a Tourist place many times at different dates. A Tourist place can be visited by many tourists either in the
same date or at different dates.
Queries:
i. List the state name which is having maximum number of tourist places.
ii. List details of Tourist place where maximum number of tourists visited.
iii. List the details of tourists visited all tourist places of the state “KARNATAKA”.
iv. Display the details of the tourists visited at least one tourist place of the state, but visited all states tourist
places.
v. Display the details of the tourist place visited by the tourists of all country.
Demonstration Experiments ( For CIE ) if any
6 Consider the following database of student enrollment in courses and books adopted for each course.
STUDENT (regno#: string, name: string, major: string, bdate: date)
COURSE (course#: int, cname: string, dept: String)
TEXT (book_ISBN#: int, book_title: string, publisher: string, author: string)
ENROLL (regno#: string, course#: int, sem: int, marks: int)
BOOK_ADOPTION (course#: int, sem: int, book_ISBN: int)
✓ Create the above tables by properly specifying the primary keys and the foreign keys
✓ Enter at least 7 to 10 records to each table.
Execute SQL queries for the following requirements:
1) List out the student details, and their course details. The records should be ordered in a semester wise manner.
2) List out the student details under a particular department whose name is ordered in a semester wise
3) List out all the book details under a particular course
4) Find out the Courses in which number of students studying will be more than 2.
5) Find out the Publisher who has published more than 2 books.
6) Find out the authors who have written book for I semester, computer science course.
7) List out the student details whose total number of months starting from their date of birth is more than 225
8) Find out the course name to which maximum number of students have joined

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 Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
• Create database objects.
• Design entity-relationship diagrams to solve given database applications.
• Implement a database schema for a given problem.
• Formulate SQL queries in Oracle for the given problem.
• Apply normalization techniques to improve the database design for the given problem.
• Build database and verify for its appropriate normalization for any given problem
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 50% of the maximum 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 40%of maximum marks in the semester-
end examination(SEE). In total of CIE and SEE student has to secure 50% maximum marks of
the course.
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.
• 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 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

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 script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by 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 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)
Change of experiment is allowed only once and 10% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours

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