otal

DAYANANDA SAGAR COLLEGE OF ENGINEERING

(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

III SEMESTER
Teaching Examination
Hours/Week
Course and Course
# Course Title Durat
Code
L T P S ion CIE SEE Total
(hrs)
1 BSC 21MAT31B Statistics, Numerical Methods and Transforms MAT MAT 3 0 0 0 03 50 50 100 3
2 IPCC 21ET32 Digital System Design using Verilog ETE ETE 3 0 2 0 03 50 50 100 4
3 IPCC 21ET33 Basic Signal Processing ETE ETE 3 0 2 0 03 50 50 100 4
4 PCC 21ET34 Analog Electronic Circuits ETE ETE 2 2 0 0 03 50 50 100 3
5 PCC 21ETL35 Analog Electronic Circuits Lab(Standalone Lab) ETE ETE 0 0 2 0 03 50 50 100 1
6 UHV 21SCR36 Social Connect and Responsibility ETE ETE 1 0 0 0 02 50 50 100 1
HSMC 21KSK37 Samskrutika Kannada
HSMC 21KBK37 Balake Kannada HSMC
7 1 0 0 02 50 50 100 1
Or HSMC
HSMC 21CIP37 Constitution of India and Professional Ethics
ETE ETE Theory Course 02
8 AEC 21XX38X Ability Enhancement Course-III 1 0 0 0 50 50 100 1
Lab Course 02
0 0 2 0
400 400 800 18
A-Mathematics Course for IT branches, B-Mathematics Course for circuit branches, C-Non-circuit Branches.

Course prescribed to lateral entry Diploma holders admitted to III semester B.E./B.Tech programs
09 NCMC21MATDIP31 Additional Mathematics –I Maths 02 02 0 0 --- 100 --- 100 0

Ability Enhancement Course-III*

 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING
21ETL381 Circuit Design-1 21ETL383
LIC Lab using Pspice / MultiSIM
21ETL382 Basics of Embedded Controllers 21ETL384
LABVIEW Programming Basics
*Note: If ability enhancement course is offered as laboratory, keep the subject code as 21XXL38X

Note:
1) BSC: Basic Science Course, IPCC: Integrated Professional Core Course, PCC: Professional Core Course, INT –Internship, HSMC:
Humanity and Social Science & Management Courses, AEC–Ability Enhancement Courses. UHV: Universal Human Value Course.
2) L –Lecture, T – Tutorial, P- Practical/ Drawing, S- Self study
3) 21KSK37/47 Samskrutika Kannada is for students who speak, read and write Kannada and 21KBK37/47 Balake Kannada is for non-
Kannada speaking, reading, and writing students.
4) Integrated Professional Core Course (IPCC): Refers to Professional Theory Core Course Integrated with Practical of the same course.
The theory part of the IPCC shall be evaluated both by CIE and SEE. The practical part shall be evaluated by only CIE (no SEE).
However, questions from the practical part of IPCC shall be included in the SEE question paper.
21INT410 Inter/Intra Institutional Internship:
All the students admitted to engineering programs under the lateral entry category shall have to undergo a mandatory inter/intra
institutional internship of 03 weeks during the intervening period of III and IV semesters. The internship shall be slated for CIE only and
will not have SEE. The letter grade earned through CIE shall be included in the IV semester grade card. The internship shall be
considered as a head of passing and shall be considered for vertical progression and for the award of Degree. Those, who don’t take
up/complete the internship shall be declared fail and shall have to complete during subsequently after satisfying the internship requirements. The
faculty coordinator or mentor shall monitor the students internship progress and interact with them for the successful completion of the internship.

Scheduled activities for III to VIII semesters

All students have to register for any one of the courses namely National Service
National Service Scheme, Physical Education (PE)(Sports and Athletics) and Yoga with the
21NS83
Scheme(NSS) NSS concerned coordinator of the course during the first week of III semester. The
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

activities shall be carried out (for 4 semesters) between III semester to VI semester.
Physical
For the successful completion of the registered course, it is necessary for the student
21PE83 Education(PE)(Sports and
PE to provide a participation certificate to fulfil the requirements of this mandatory
Athletics)
course for the award of degree. The events shall be appropriately scheduled by the
colleges and the same shall be reflected in the calendar prepared for the NSS, PE
21YO83 Yoga Yoga
and Yoga activities.

Non–Credit Mandatory Courses (NCMC):

A. Additional Mathematics I and II:
1) These courses are prescribed for III and IV semesters respectively to lateral entry Diploma holders admitted to III semester of B.E.
/B.Tech Programs. They shall attend the classes during the respective semesters to complete all the formalities of the course and appear
for the Continuous Internal Evaluation (CIE). In case, any student fails to register for the said course/fails to secure the minimum 40 % of
the prescribed CIE marks, he/she shall be deemed to have secured an F grade. In such a case, the student has to fulfill the course
requirements during subsequent semester/s to earn the qualifying CIE marks. These courses are slated for CIE only and has no SEE.
2) Additional Mathematics I and II shall not be considered for vertical progression as well as for the calculation of SGPA and CGPA, but
completion of the courses shall be mandatory for the award of degree.
3) Successful completion of the courses Additional Mathematics I and II shall be indicated as satisfactory in the grade card. Non-completion
of the courses Additional Mathematics I and II shall be indicated as Unsatisfactory.

B. National Service Scheme/Physical Education (Sport and Athletics)/ Yoga:

1) In case, any student fails to register for NSS, PE or Yoga and fails to submit the requirements, he/she shall be deemed to have not
completed the requirements of the course. In such a case, the student has to fulfill the course requirements during subsequent semesters.
2) Successful completion of the course shall be indicated as satisfactory in the VIII semester grade card. Non-completion of the course shall
be indicated as Unsatisfactory.
3) These courses shall not be considered for vertical progression as well as for the calculation of SGPA and CGPA, but completion of the
courses shall be mandatory for the award of degree.
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING
otal
T

DAYANANDA SAGAR COLLEGE OF ENGINEERING

(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

IV SEMESTER
Teaching Examination
Hours/Week
Course and Course
# Course Title
Code
L T P S Duration CIE SEE Total

1 BSC 21MAT41B Probability Theory And Linear Algebra MAT MAT 3 0 0 0 03 50 50 100 3
2 IPCC 21ET42 Digital Signal Processing ETE ETE 3 0 2 0 03 50 50 100 4
3 IPCC 21ET43 CMOS VLSI ETE ETE 3 0 2 0 03 50 50 100 4
4 PCC 21ET44 Communication Theory ETE ETE 2 2 0 0 03 50 50 100 3
5 AEC 21BE45 Biology For Engineers BT ETE 2 0 0 0 02 50 50 100 2
6 PCC 21ETL46 Communication Laboratory (standalone Lab) ETE ETE 0 0 2 0 03 50 50 100 1
HSMC21KSK47 Samskrutika Kannada
HSMC21KBK47 Balake Kannada HSMC
7 HSMC 1 0 0 0 02 50 50 100 1
OR
HSMC21CIP47 Constitution of India & professional ethics
ETE ETE Theory course
02
8 AEC 21ET48X Ability Enhancement Course-IV 1 0 0 0 50 50 100 1
Lab Course 02
0 0 2 0
9 UHV 21UH49 Universal Human Values IM ETE 1 0 0 0 02 50 50 100 1
Completed during the
10 INT 21INT410 Inter/Intra Institutional Internship* intervening period of II 03 100 - 100 2
and III semesters
550 450 1000 22
A-Mathematics Course for IT branches, B-Mathematics Course for circuit branches, C-Non-circuit Branches, D-Mathematics course for BT
CourseprescribedtolateralentryDiplomaholdersadmittedtoIIIsemesterB.E./B.Techprograms
11 NCMC21MATDIP41 ADDITIONALMATHEMATICS -II Maths 02 02 0 0 --- 100 --- 100 0
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

Ability Enhancement Course-IV*

21ETL481 Circuit Design-2 21ETL483 PCB Design
21ETL482 Embedded C 21ETL484
Technical Writing
*Note: If ability enhancement course is offered as laboratory, keep the subject code as 21XXL48X
Note:
Internship:
Internship should be completed during the intervening period of III and IV semesters by students admitted to first year of BE./B.Tech and
during the intervening period of III and IV semesters by Lateral entry students admitted to III semester.
Internship of 04 weeks during the intervening period of IV and V semesters to be completed on Innovation/ Entrepreneurship/Societal
based Internship.
1) All the students shall have to undergo a mandatory internship of 04 weeks during the intervening period of III and IV semesters. The internship shall be
slated for CIE only and will not have SEE. The letter grade earned through CIE shall be included in the VI semester grade card. The internship shall be
considered as a head of passing and shall be considered for vertical progression and for the award of degree. Those, who do not take up / complete the
internship shall be considered under F (fail) grade and shall have to complete during subsequently after satisfying the internship requirements.
2) Innovation/ Entrepreneurship Internship shall be carried out at industry, State and Central Government /Non-government organizations (NGOs),
micro, small and medium enterprise (MSME), Innovation centers or Incubation centers. Innovation need not be a single major breakthrough; it can also
be a series of small or incremental changes. Innovation of any kind can also happen outside of the business world. Entrepreneurship internships offers a
chance to gain hands on experience in the world of entrepreneurship and helps to learn what it takes to run a small entrepreneurial business by
performing intern duties with an established company. This experience can then be applied to future business endeavors. Start-ups and small companies
are a preferred place to learn the business tack ticks for future entrepreneurs as learning how a small business operates will serve the intern well when
he/she manages his/her own company. Entrepreneurship acts as a catalyst to open the minds to creativity and innovation. Entrepreneurship internship
can be from several sectors, including technology, small and medium-sized, and the service sector.
3) Societal or social internship. Urbanization is increasing on a global scale; and yet, half the world’s population still resides in rural areas and is devoid of
many things that urban population enjoy. Rural internship, is a work-based activity in which students will have a chance to solve/reduce the problems
of the rural place for better living. As proposed under the AICTE rural internship programme, activities under Societal or social internship, particularly
in rural areas, shall be considered for 40 points under AICTE activity point programme.
otal
T

DAYANANDA SAGAR COLLEGE OF ENGINEERING

(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

V SEMESTER
Teaching Examination
Hours/Week
Course and
# Course Title
Course Code L T P S Duration CIE SEE Total

1 PCC 21ET51 Digital Communication ETE ETE

3 0 0 0 03 50 50 100 3
2 IPCC 21ET52 Circuits and Controls ETE ETE
3 0 2 0 03 50 50 100 4
3 PCC 21ET53 Electromagnetic Field Theory ETE ETE
3 0 0 0 03 50 50 100 3
4 PCC 21ET54 Data Structures and Object Oriented Programming with Java ETE ETE
3 0 0 0 03 50 50 100 3
5 PCC 21ETL55 Digital Communication Lab (standalone lab) ETE ETE
0 0 2 0 03 50 50 100 1
6 AEC 21RM56 Research Methodology & Intellectual Property Rights ME ETE
2 0 0 0 02 50 50 100 2
7 HSMC21ES57 Environmental Studies CV ETE
1 0 0 0 02 50 50 100 1
Theory course
02
8 AEC 21ET58X Ability Enhancement Course-V ETE ETE 1 0 0 0 50 50 100 1
Lab Course 02
0 0 2 0
400 400 800 18

Ability Enhancement Course-V*

21ETL581 Applied Wave Research 21ETL583
Simulink
21ET582 Latex 21ETL584
Internet of Things
*Note: If ability enhancement course is offered as laboratory, keep the subject code as 21XXL58X
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

Mini Project: Mini Project is a laboratory-oriented/hands on course that will provide a platform to students to enhance their practical
knowledge and skills by the development of small systems/applications etc. Based on the ability/abilities of the student/s and
recommendations of the mentor, a single discipline or a multidisciplinary Mini- project can be assigned to a group having not more than
4 students. The group of the mini project should be framed and guide should be allocated at the first week of the fifth semester. The
final evaluation of the Mini Project – II will be done at the end of sixth semester.
otal
T

DAYANANDA SAGAR COLLEGE OF ENGINEERING

(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

VI SEMESTER
Teaching Examination
Hours/Week
Course and
# Course Title Dura
Course Code L T P S CIE SEE Total
tion

1 PCC 21ET61 Microwave and Antenna theory ETE ETE 3 0 0 0 03 50 50 100 3

2 IPCC 21ET62 Computer Communication and Networking ETE ETE 3 0 2 0 03 50 50 100 4
3 PCC 21ET63 Wireless and 5G Mobile Networks ETE ETE 3 0 0 0 03 50 50 100 3
4 PEC 21ET64X Professional Elective Course-I ETE ETE 3 0 0 0 03 50 50 100 3
5 OEC 21ET65X Open Elective Course-I ETE ETE 3 0 0 0 03 50 50 100 3
6 PCC 21ETL66 Microwave and Antenna Laboratory (Standalone lab) ETE ETE 0 0 2 0 03 50 50 100 1
7 MP 21ETMP67 Mini Project Two contact hours /week - 100 - 100 2
To be completed during the
8 INT 21INT68 Innovation/Entrepreneurship/Societal Internship intervening period of IV -- 100 - 100 3
and V semesters.
500 300 800 22

PROFESSIONAL ELECTIVE COURSE –I

21ET641 Python Programming 21ET643 VLSI Design
21ET642 Multimedia Communication 21ET644 Optical Communication Networks

OPEN ELECTIVES – I (offered by the Department to other Department students)

21ET651 MEMS 21ET653 Sensor Networks
21ET652 Telecommunication Systems 21ET654 Mobile Communication
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

Note:
Internship:
Internship should be completed during the intervening period of IV and V semesters

Internship of 04 weeks during the intervening period of IV and V semesters to be completed on Innovation/Entrepreneurship/Societal
based Internship.
1) All the students shall have to undergo a mandatory internship of 04 weeks during the intervening period of IV and V semesters. The
internship shall be slated for CIE only and will not have SEE. The letter grade earned through CIE shall be included in the VI semester
grade card. The internship shall be considered as a head of passing and shall be considered for vertical progression and for the award of
degree. Those, who do not take up / complete the internship shall be considered under F (fail) grade and shall have to complete during
subsequently after satisfying the internship requirements.
2) Innovation/ Entrepreneurship Internship shall be carried out at industry, State and Central Government /Non-government
organizations (NGOs), micro, small and medium enterprise (MSME), Innovation centers or Incubation centers. Innovation need not be
a single major breakthrough; it can also be a series of small or incremental changes. Innovation of any kind can also happen outside of
the business world. Entrepreneurship internships offers a chance to gain hands on experience in the world of entrepreneurship and
helps to learn what it takes to run a small entrepreneurial business by performing intern duties with an established company. This
experience can then be applied to future business endeavors. Start-ups and small companies are a preferred place to learn the business
tack ticks for future entrepreneurs as learning how a small business operates will serve the intern well when he/she manages his/her
own company. Entrepreneurship acts as a catalyst to open the minds to creativity and innovation. Entrepreneurship internship can be
from several sectors, including technology, small and medium-sized, and the service sector.
3) Societal or social internship. Urbanization is increasing on a global scale; and yet, half the world’s population still resides in rural areas
and is devoid of many things that urban population enjoy. Rural internship, is a work-based activity in which students will have a
chance to solve/reduce the problems of the rural place for better living. As proposed under the AICTE rural internship programme,
activities under societal or social internship, particularly in rural areas, shall be considered for 40 points under AICTE activity point
programme.

Professional Elective Courses (PEC): A professional elective (PEC) course is intended to enhance the depth and breadth of educational
experience in the Engineering and Technology curriculum. Multidisciplinary courses that are added supplement the latest trend and
advanced technology in the selected stream of engineering. Each group will provide an option to select one course. The minimum
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

number of students’ strengths for offering professional electives is 10. However, this condition shall not be applicable to cases where the
admission to the program is less than 10.
Open Elective Courses:
Students belonging to a particular stream of Engineering and Technology are not entitled to the open electives offered by their parent
Department. However, they can opt for an elective offered by other Departments, provided they satisfy the prerequisite condition if any.
Registration to open electives shall be documented under the guidance of the Program Coordinator/ Advisor/Mentor. The minimum
numbers of students’ strength for offering an Open Elective Course is 10. However, this condition shall not be applicable to class where
the admission to the program is less than 10.

MINI-PROJECT:
Mini Project is a laboratory-oriented/hands on course that will provide a platform to students to enhance their practical knowledge and skills
by the development of small systems/applications etc. Based on the ability/abilities of the student/s and recommendations of the mentor, a
single discipline or a multidisciplinary Mini- project can be assigned to a group having not more than 4 students.

CIE procedure for Mini-project

1. Single discipline: The CIE marks shall be awarded by a committee consisting of the Head of the concerned Department and two
faculty members of the Department, one of them being the Guide. The CIE marks awarded for the Mini-project work shall be based
on the evaluation of the project report, project presentation skill, and question and answer session in the ratio of 50:25:25. The marks
awarded for the project report shall be the same for all the batches mates.
2. Interdisciplinary: Continuous Internal Evaluation shall be group-wise at the college level with the participation of all the guides of the
project.
The CIE marks awarded for the Mini-project, shall be based on the evaluation of the project report, project presentation skill, and question
and answer session in the ratio 50:25:25. The marks awarded for the project report shall be the same for all the batch mates.
No SEE component for Mini-Project.
otal
T

DAYANANDA SAGAR COLLEGE OF ENGINEERING

(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

VII SEMESTER
Teaching Examination
Hours/Week
Course and
# Course Title Dura
Course Code L T P S CIE SEE Total
tion

1 HSMC21HS71 Management and Entrepreneurship ME ETE 3 0 0 0 03 50 50 100 3

2 PCC 21ET72 Satellite Communication ETE ETE 2 2 0 0 03 50 50 100 3
3 PEC 21ET73X Professional Elective Course-II ETE ETE 3 0 0 0 03 50 50 100 3
4 PEC 21ET74X Professional Elective Course-III ETE ETE 2 0 0 0 03 50 50 100 2
5 OEC 21ET75X Open Elective Course-II ETE ETE 3 0 0 0 03 50 50 100 3
6 Project 21ETP76 Project Work Two contact hours /week 03 100 100 200 10
350 350 700 24
PROFESSIONAL ELECTIVE COURSE –II
21ET731 Cryptography & Network Security 21ET733 SDR and Cognitive Radio
21ET732 Real Time Operating Systems 21ET734 Machine Learning

PROFESSIONAL ELECTIVE COURSE –III

21ET741 Error Control Coding 21ET743 Mobile Adhoc Networks
21ET742 MIMO Wireless Communication 21ET744 Network on chip

OPEN ELECTIVES – II (offered by the Department to other Department students)

21ET751 Wireless Communication and Future Trends 21ET753 Fundamentals of Satellite Communication
21ET752 Remote Sensing and Global Information System 21ET754 Fundamentals of Network Security
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

PROJECTWORK:
The objective of the Project work is
1) To encourage independent learning and the innovative attitude of the students.
2) To develop interactive attitude, communication skills, organization, time management, and presentation skills.
3) To impart flexibility and adaptability.
4) To inspire team working.
5) To expand intellectual capacity, credibility, judgment and intuition.
6) To adhere to punctuality, setting and meeting deadlines.
7) To instill responsibilities to oneself and others.
8) To train students to present the topic of project work in a seminar without any fear, face the audience confidently, enhance communication skills,
involve in group discussion to present and exchange ideas.

CIE procedure for Project Work:

Single discipline: The CIE marks shall be awarded by a committee consisting of the Head of the concerned Department and two senior
faculty members of the Department, one of whom shall be the Guide.
The CIE marks awarded for the project work, shall be based on the evaluation of project work Report, project presentation skill, and question
and answer session in the ratio 50:25:25. The marks awarded for the project report shall be the same for all the batch mates.
Interdisciplinary: Continuous Internal Evaluation shall be group-wise at the college level with the participation of all guides of the college.
Participation of external guide/s, if any, is desirable. The CIE marks awarded for the project work, shall be based on the evaluation of project
work Report, project presentation skill, and question and answer session in the ratio 50:25:25. The marks awarded for the project report shall
be the same for all the batch mates.
SEE procedure for Project Work: SEE for project work will be conducted by the two examiners appointed by the University. The SEE
marks awarded for the project work, shall be based on the evaluation of project work Report, project presentation skill, and question and
answer session in the ratio 50:25:25.
otal
T

DAYANANDA SAGAR COLLEGE OF ENGINEERING

(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

VIII SEMESTER
Teaching Examination
Hours/Week
Course and
# Course Title
Course Code
L T P S Duration CIE SEE Total

1 Seminar 21ET81 Technical Seminar ETE ETE

Two contact hour
- 100 - 100 1
/week
03 (Batch
2 INT 21INT82 Research Internship/ Industry Internship Six contact hour /week
wise) 100 100 200 15
21NS83 National Service Scheme (NSS) NSS NSS Completed during the
intervening period of
3 NCMC 21PE83 Physical Education (PE) (Sports And Athletics) PE PE III - - - - 0
Semester to VIII
21YO83 Yoga Yoga Yoga semester.
NCMC 21ATP1/ Activity Points
4 21ATP2 - - 0 - - - - 0

200 100 300 16

TECHNICALSEMINAR:
The objective of the seminar is to inculcate self-learning, present the seminar topic confidently, enhance communication skill, involve in
group discussion for exchange of ideas. Each student, under the guidance of a Faculty, shall choose, preferably, a recent topic of his/her
interest relevant to the programme of Specialization.
1) Carry out literature survey, systematically organize the content.
2) Prepare the report with own sentences, avoiding a cut and paste act.
3) Type the matter to acquaint with the use of Micro-soft equation and drawing tools or any such facilities.
4) Present the seminar topic orally and/or through PowerPoint slides.
5) Answer the queries and involve in debate/discussion.
6) Submit a typed report with a list of references.
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

The participants shall take part in the discussion to foster a friendly and stimulating environment in which the students are motivated to reach
high standards and become self-confident.
Evaluation Procedure:
The CIE marks for the seminar shall be awarded (based on the relevance of the topic, presentation skill, participation in the question-and-
answer session, and quality of report) by the committee constituted for the purpose by the Head of the Department. The committee shall
consist of three teachers from the department with the senior-most acting as the Chairman.
Marks distribution for CIE of the course:
Seminar Report: 50 marks Presentation skill: 25 marks, Question and Answer: 25 marks.
No SEE component for Technical Seminar
Non – credit mandatory courses (NCMC):
National Service Scheme/Physical Education(Sport and Athletics)/Yoga:
1) In case, any student fails to register for NSS, PE or Yoga and fails to submit the requirements, he/she shall be deemed to have not
completed the requirements of the course. In such a case, the student has to fulfill the course requirements during subsequent
semesters.
2) Successful completion of the course shall be indicated as satisfactory in the VIII semester grade card. Non-completion of the course
shall be indicated as Unsatisfactory.
3) These courses shall not be considered for vertical progression as well as for the calculation of SGPA and CGPA, but completion of the
courses shall be mandatory for the award of degree.

AICTE ACTIVITY POINTS

Sl. Activity Points to Applicable
Student Category
No. be Earned course code
1 Day college Regular student admitted to the 4 years degree programme 100 19ATP1
2 Student entering 4 years degree programme through lateral entry 75 19ATP2
3 The student transferred from other Universities to the fifth semester 50 19ATP2

AICTE Activity Points to be earned by students admitted to BE/B.Tech,/B.Plan day college programme (For more details refer to Chapter 6,
AICTE Activity Point Programme, Model Internship Guidelines):
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING
Over and above the academic grades, everyday college regular student admitted to the 4 years Degree programme and every student entering 4
years Degree programme through lateral entry, shall earn 100 and 75 Activity Points respectively for the award of degree.
through AICTE Activity Point Programme. Students transferred from other Universities to the fifth semester are required to earn 50 Activity
Points from the year of entry to VTU. The Activity Points earned shall be reflected on the student’s eighth semester Grade Card.
The activities can be spread over the years, anytime during the semester weekends and holidays, as per the liking and convenience of the
student from the year of entry to the programme. However, the minimum hours’ requirement should be fulfilled. Activity Points (non-credit)
do not affect SGPA/CGPA and shall not be considered for vertical progression.
In case students fail to earn the prescribed activity Points, an Eighth semester Grade Card shall be issued only after earning the required
activity Points. Students shall be admitted for the award of the degree only after the release of the Eighth semester Grade Card.
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

EVALUATION PATTERN OF INTEGRATED PROFESSIONAL CORE COURSES (IPCC):

(Theory Integrated with practical Courses. (4 Credits))

Assessment Evaluation pattern for standalone theory and Lab courses

CIE in Theory Course (50 Marks)
(Bloom’s Taxonomy Levels: Remembering, Understanding, Applying, Analyzing, Evaluating and Creating)
Marks
Each Test will be conducted for 50 IAT Reduced to 30 IAT Final
Max. Marks Average
Marks adding up to 150 Marks. Final Marks Marks
test marks will be reduced to 30 IAT-I 50 30(A)
Marks. IAT-II 50 30(B) (A+B+C)/3 Total out of
=30 (D) 30 marks
IAT-III 50 30(C)
Evaluated for 30 Marks Reduced to 10 Marks
QUIZ
30 10 (E)
Reflection Note on Guest Lecture/ Reflection note on Industrial Visit/ E-course certification/Building
Alternate Assessment Tool (AAT) models/Group discussion/case study/Seminar/Paper Presentation/Open Book Assignment
10 Marks (F)
Total CIE Marks CIE ( D) +QUIZ (E)+ AAT(F) 50 Marks

CIE in Laboratory (50 Marks)

Conduction of Experiments(E)
Performance of the Experiment (On
completion of every experiment/program
in the laboratory, the students shall be Total out of
30 (G) Total= G+H=50
evaluated and marks shall be awarded on 20 50 Marks
the same day. 20 marks are for conducting
the experiment and
calculations/observations/output)
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

Record 05
Evaluation of Outcome/ Viva 05
Final test/Case Study/Open Ended
Experiment(if it is not test then a five page 50 Reduced to 20 (H)
report stapled has to be submitted)
Final theory CIE marks =50 Marks
Final Lab CIE marks =50 Marks

* SEE Theory will be conducted for 100 marks

*SEE Lab will be conducted for 50 marks

Assessment Evaluation pattern for AEC/UHV courses

CIE in Theory Course (50 Marks)
(Bloom’s Taxonomy Levels: Remembering, Understanding, Applying, Analyzing, Evaluating and Creating)
Marks
Each Test will be conducted for 50 Reduced to 30 IAT Final
IAT Max. Marks Average
Marks adding up to 100 Marks. Final Marks Marks
test marks will be reduced to 30
IAT-I 50 30(A) (A+B)/2 Total out of
Marks.
IAT-II 50 30(B) =30 (C) 30 marks
Evaluated for 30 Marks Reduced to 10 Marks
QUIZ
30 10 (D)
Reflection Note on Guest Lecture/ Reflection note on Industrial Visit/ E-course certification/Building
Alternate Assessment Tool (AAT) models/Group discussion/case study/Seminar/Paper Presentation/Open Book Assignment
10 Marks (E)
Total CIE Marks CIE ( C) +QUIZ (D)+ AAT(E) 50 Marks
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

CIE in AEC Laboratory (50 Marks)

Conduction of Experiments(E)
Performance of the Experiment (On
completion of every experiment/program
in the laboratory, the students shall be
evaluated and marks shall be awarded on 20
the same day. 20 marks are for conducting 30 (G)
the experiment and Total out of
Total= G+H=50
calculations/observations/output) 50 Marks
Record 05
Evaluation of Outcome/ Viva 05
Final test/Case Study/Open Ended
Experiment(if it is not test then a five page 50 Reduced to 20 (H)
report stapled has to be submitted)
Final theory CIE marks =50 Marks
Final Lab CIE marks =50 Marks

* SEE Theory will be conducted for 50 marks

*SEE Lab will be conducted for 50 marks

Assessment Evaluation pattern for Integrated Professional Core Courses

CIE for the theory component of Integrated Professional Core Courses (IPCC)
(Bloom’s Taxonomy Levels: Remembering, Understanding, Applying, Analyzing, Evaluating and Creating)
Each Test will be conducted for 50 Marks
Marks adding up to 150 Marks. Final IAT Reduced to 30 IAT Final
test marks will be reduced to 30 Max. Marks Average
Marks Marks
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

Marks. IAT-I 50 30(A)

IAT-II 50 30(B) (A+B+C)/3 Total out of
=30 (D) 30 marks
IAT-III 50 30(C)
QUIZ (One Quiz to be evaluated for Evaluated for 30 Marks Reduced to 10 Marks
30 marks) 30 10 (E)
Reflection Note on Guest Lecture/ Reflection note on Industrial Visit/ E-course certification/Building
Alternate Assessment Tool (AAT) models/Group discussion/Seminar/Paper Presentation/Open Book Assignment
10 Marks (F)
Total theory CIE Marks CIE ( D) +QUIZ (E)+ AAT(F) 50 (G) reduced to 30 (K) Marks
CIE for the practical component of Integrated Professional Core Courses (IPCC)
Conduction of Experiments
Performance of the Experiment (On
completion of every experiment/program
in the laboratory, the students shall be
evaluated and marks shall be awarded on
20
the same day. 20 marks are for conducting 30 (H)
the experiment and Total out of
calculations/observations/output) Total= H+I=50 (J) 50 (J) Marks reduced to
20 (L)
Record 05
Evaluation of outcome/Viva 05
Final test/Case Study/Open Ended
Experiment(if it is not test then a five page 50 Reduced to 20 (I)
report stapled has to be submitted)
Final CIE of IPCC=[CIE of Theory (K)+CIE of Lab (L)]=CIE marks scored by the student
The minimum marks to be secured in CIE of the lab to appear for SEE of IPCC shall be the 8 marks (40% of maximum marks) and 12
marks (40% of maximum marks) in the CIE theory component.
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute Affiliated to VTU, Belagavi. Approved by AICTE & UGC; ISO 9001:2015 Certified)
ShavigeMalleshwara Hills, Kumaraswamy Layout, Bengaluru-560078)
SCHEME OF TEACHING AND EXAMINATIONS (2021 Batch)
( As Per New Education Policy 2020)
DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

The laboratory component of the IPCC shall be for CIE only. However, in SEE, the questions from laboratory component shall be included. The
total marks of all questions in SEE should not be more than the 25 marks from the practical component of IPCC. The theory component of the
IPCC shall be for both CIE and SEE.
*SEE Theory will be conducted for 100 marks
srI
�

Digital System Design Using Verilog

Course Code 21ET32 C EM a k 50
Teaching Hours/Week (L: T: P: S) (3:0:2:0) SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 13 Total 100
Lab slots Marks
Credits 04 ExamHours 03
Course objectives: This course will enable students to:
1. To impart the concepts of simplifying Boolean expression using K-map techniques, Map Entered
Variable and Quine Mccluskey minimization techniques.
2. To impart the concepts of designing and analyzing combinational logic circuits.
3. To impart design methods and analysis of sequential logic circuits.
4. To impart the concepts of Verilog HDL-data flow, behavioral and structural models for the design
of Digital systems.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
Lecture method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
Show Video/animation films to explain the different concepts of Linear Algebra & Signal
Processing.
Encourage collaborative (Group) Learning in the class.
Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking.
Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
Topics will be introduced in a multiple representation.
Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and
have discussions on the topic in the succeeding classes.
Give Programming Assignments.

Module-1
Principles of Combinational Logic: Definition of combinational logic, Canonical forms,
Generation of switching equations from truth tables, Karnaugh maps- up to 4 variables,
Map Entered Variable Technique. Map Entered Variable using Don’t Care Terms.
-dAp
licatonsFp

Teaching-Learning Chalk and Talk, YouTube videos

Process RBT Level: L1, L2, L3
Module-2
Logic Design with MSI Components and Programmable Logic Devices: Binary Adders
and Subtractors, Comparators, Decoders, Encoders, Multiplexers, Programmable Logic
Devices (PLDs)
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-3
: The Master-Slave Flip-flops (Pulse-Triggered flip-flops): SR flip-flops,
JK flip flops, Characteristic equations, Registers, Binary Ripple Counters, Synchronous Binary
Counters, Counters based on Shift Registers, Design of Synchronous mod-n Counter using clocked T,
JK, D and SR flip-flops.

Teaching-Learning Chalk and Talk, YouTube videos

Process RBT Level: L1, L2, L3
Module-4
Introduction to Verilog: Structure of Verilog module, Operators, Data Types, Styles of Description.
(Section 1.1 to 1.6.2, 1.6.4 (only Verilog), 2 of Text 3).
Verilog Data flow description: Highlights of Data flow description, Structure of Data flow description.
Teaching-Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3
Module-5

Verilog Behavioral description: Structure, Variable Assignment Statement, Sequential Statements,

Loop Statements, Verilog Behavioral Description of Multiplexers
Verilog Structural description: Highlights of Structural description, Organization of structural
description, Structural description of ripple carry adder.
Teaching-Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3
Course Outcomes
At the end of the course the student will be able to:
1. Apply the fundamental concepts of binary logic and simplification techniques for the design of an
optimal logic circuit.
2. Investigate the design of combinational and sequential logic circuits
3. Design and evaluate Combinational and Sequential logic circuits for a given scenario.
4. Synthesize and Simulate simple digital systems using modern tools and submit a report in a team.
CO-PO Mapping

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Books:
Reference

CO1 3 3

CO2 3 3

CO3 3 3 3

CO4 3 2 2 1 3

Cii 3 3 3 3 3 2 2 1 3

Suggested Learning Resources:

Text Books
1.Digital Logic Applications and Design by John M Yarbrough, Thomson Learning, 2001.
2.Digital Principles and Design by Donald D Givone, McGraw Hill, 2002.
3.HDL Programming VHDL and Verilog by Nazeih M Botros, 2009 reprint, Dreamtech press.

1.Fundamentals of logic design, by Charles H Roth Jr., Cengage Learning

2.Logic Design, by Sudhakar Samuel, Pearson/ Sanguine, 2007
Fundamentals of HDL, by Cyril P R, Pearson/Sanguine 2010
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Programming Assignments /Mini Projects can begiven toimprove programming skills.

PRACTICAL COMPONENT OF IPCC

Using suitable simulation software, demonstrate the operation of the following circuits:
Sl. No. Experiments
Experiments 1, 2 and 3 to be conducted using Digital Trainer Kit
1 Verification of basic gates. Simplify the given Boolean expression
2 Realize Adder/Subtractor (Half/Full) circuits
3 Realize 4 bit counter.
4 Realize shift left, shift right, SISO, SIPO, PISO, PIPO operations using 7495
Experiments 4 to 11 to be realized using a suitable simulation software
5 To simplify the given Boolean expressions and realize using Verilog program.
6 To realize Adder/Subtractor (Full/half) circuits using Verilog data flow
description.
7 To realize 4-bit ALU using Verilog program.
8 To realize Gray to Binary and vice versa using Verilog Behavioral description
 9 To realize using Verilog Behavioral description: 8:1 mux, 8:3 encoder, Priority
encoder
10 To realize using Verilog Behavioral description: 1:8 Demux, 3:8 decoder, 2-bit
Comparator
11 To realize using Verilog Behavioral description:
Flip-flops: a) JK type b) SR type c) T type and d) D type
Demonstration Experiments (For CIE only – not to be included for SEE)
Use FPGA/CPLD kits for downloading Verilog codes and check the output for
interfacing experiments.
12 Verilog Program to interface a Stepper motor to the FPGA/CPLD and rotate
the motor in the specified direction (by N steps).
13 Verilog programs to interface a Relay or ADC to the FPGA/CPLD and
demonstrate its working.

Basic Signal Processing

Course Code 21ET33 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:2:0 SEE Marks 50
40 hours Theory +
Total Hours of Pedagogy Total Marks 100
13 Lab slots
Credits 3 Exam Hours 3
Course objectives: This course will enable students to:
1. Preparation: To prepare students with fundamental knowledge/ overview in the field of
Signal Processing and Familiarization with the concept of Vector spaces and qualitative insight
into applications in communications.
2. Core Competence: To equip students with a strong foundation of Signal Processing:
� by delivering the basics of quantitative parameters for Matrices & Linear
Transformations,
� the mathematical description of discrete time signals and systems,
� analysing the signals in time domain using convolution techniques,
� classifying signals into different categories based on their properties,
� analysing Linear Time Invariant (LTI) systems in time and transform domains
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various
course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking
 5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyse information rather
than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Definitions of a signal and system, Classification of signals: CT & DT, Even & Odd, Periodic &
Non-periodic, Deterministic and Random, Energy & Power, Basic Operations on signals:
Operation performed on dependent and independent variable, Impulse Function and its
properties
Teaching- Chalk and Talk, YouTube videos, Flipped Class Technique, Programming
Learning Process assignments RBT Level: L1, L2, L3
Module-2
System: Properties of systems: Stability, Memory, Causality, Invertibility, Time Invariance and
Linearity.
Time-domain representations for LTI systems: Introduction, The Convolution Integral and
Evaluation Procedure.
Teaching- Chalk and Talk, YouTube videos, Flipped Class Technique, Programming
Learning Process assignments RBT Level: L1, L2, L3

Module-3
Convolution Sum and Evaluation Procedure, Properties of convolution sum. Difference
Equation, Representations of LTI Systems, and Solving difference equation. Block diagram
representations.
Teaching- Chalk and Talk, YouTube videos, Flipped Class Technique, Programming
Learning Process assignments RBT Level: L1, L2, L3

Module-4
DTFT definition and Properties: Linearity, Time shift, Frequency shift, Scaling, Convolution
and Modulation, Parseval’s theorem and problems on properties of Fourier Transform. Basic
problems
Teaching- Chalk and Talk, YouTube videos, Flipped Class Technique, Programming
Learning Process assignments RBT Level: L1, L2, L3

Module-5
Z-Transforms: Definition, properties of ROC, properties of Z-transforms, Inversion of the z-
Transforms, the Transfer function, Causality and Stability
Teaching- Chalk and Talk, YouTube videos, Flipped Class Technique, Programming
Learning Process assignments RBT Level: L1, L2, L3
 Course outcomes (Course Skill Set) At the end of the course the student will be able to :
1. Apply mathematical operations on various types of signals and systems in signal
processing.
2. Analyze the various types of signals and systems with impulse response, also representing
in block diagram and by solving difference equations.
3. Evaluate the system by convolution, Z transforms and Fourier Transforms
4. Simulate and submit the report in a team, for various functionalities of signals and systems
by coding with modern tools(MATLAB)
Suggested Learning Resources:
Text Books
1. Simon Haykin and Barry Van Veen, “Signals and Systems”, 2nd Edition, 2008, Wiley
India. ISBN9971-51- 239-4.
2. H. P Hsu, R. Ranjan, “Signals and Systems”, Scham’s outlines, TMH, 2006.
Reference Books:
1. Michael Roberts, “Fundamentals of Signals & Systems”, 2nd edition, Tata McGraw-Hill,
2010, ISBN978-0- 07-070221-9.
2. Alan V Oppenheim, Alan S WiIIsky and S Hamid Nawab, “Signals and Systems” Pearson
Education Asia / PHI, 2"" edition, 1997. Indian Reprint 2002.
3. B P Lathi, “Linear Systems and Signals”, Oxford University Press, 2005.
4. Ganesh Rao and Satish Tunga, “Signals and Systems”, Pearson/Sanguine.
5. Seymour Lipschutz, Marc Lipson, “Schaums Easy Outline of Linear Algebra”, 2020.
Web links and Video Lectures (e-Resources):
Video lectures on Signals and Systems by Alan V Oppenheim
Lecture 1, Introduction | MIT RES.6.007 Signals and Systems, Spring 2011 - YouTube
Lecture 2, Signals and Systems: Part 1 | MIT RES.6.007 Signals and Systems, Spring 2011 -
YouTube NPTEL video lectures signals and system:
https://www.youtube.com/watch?v=7Z3LE5uM-
6Y&list=PLbMVogVj5nJQQZbah2uRZIRZ_9kfoqZyx
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning Programming
Assignments / Mini Projects can be given to improve programming skills

Mapping of Course outcomes to Program outcomes

PO PO PO PO PO PO PO PO PO PO PO PO PSO PSO PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3

CO1 3 3
CO2 3 3
CO3 3 3
CO4 3 2 2 1 2
Cii 3 3 - 3 3 - - - 2 2 - 1 3

Practical Component of the IPCC

Sl. Experiments
No.
1. a. To create and modify a vector (array).
b. To create and modify a matrix.
2. Perform basic operations on matrix.
3. Generation of various signals and sequences
4. Operations on signals and sequences(Dependent and independent Variable)
5. Verification of Sampling Theorem
6. Solving a given difference equation.
7. Auto Correlation and Cross Correlation
8. To perform convolution of two given sequences.
9. a. To perform verification of commutative property of linear convolution.
b. To perform verification of distributive property of linear convolution.
c. To perform verification of associative property of linear convolution.
10. To compute impulse response.
11. To find Z-transform and inverse Z-transform of a sequence.
12. To Plot Poles and Zeros on Z-transform domain

Analog Electronic Circuits

Course Code 21ET34 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: This course will enable students to
� Explain various BJT parameters, connections and biasing configurations.
� Design and demonstrate FET parameters and its small signal models.
� Explain various types of FET biasing and demonstrate the use of FET amplifiers.
� Analyse power amplifier circuits in different modes of operation.
� Construct Feedback and Oscillator circuits using FET.
� Demonstration of OP-AMP & 555 timer-based applications.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
 6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
MOSFETs: Biasing in MOS amplifier circuits: Fixing VGS, Fixing VG, Drain to Gate
feedback resistor. Small signal operation and modelling: The DC bias point, signal current
in drain, voltage gain, small signal equivalent circuit models, transconductance, The T
equivalent circuit model.
MOSFET Amplifier configuration: Basic configurations, characterizing amplifiers, CS
amplifier with and without source resistance RS, Source follower.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: MOSFET as an Amplifier & Switch.
Learning Process
RBT Level: L1, L2, L3

Module-2
MOSFET internal capacitances and High frequency model: The gate capacitive effect,
Junction capacitances, High frequency model, Unity Gain Frequency.
Frequency response of the CS amplifier: The three frequency bands, high frequency
response, Low frequency response.
Oscillators: Introduction, FET based Phase shift oscillator, LC, and Crystal Oscillators (no
derivation).
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: Discrete Circuit MOS Amplifier – The common
Learning Process source amplifier and the source follower.
RBT Level: L1, L2, L3

Module-3
Feedback Amplifier: General feedback structure, Properties of negative feedback, The
Four Basic Feedback Topologies, The series-shunt, series-series, shunt-shunt and shunt-
series amplifiers. (Qualitative Analysis).
Output Stages and Power Amplifiers: Introduction, Classification of output stages, Class
A output stage, Class B output stage: Transfer Characteristics, Power Dissipation, Power
Conversion efficiency, Class AB output stage, Class C tuned Amplifier.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Class D power amplifier.
Learning Process
RBT Level: L1, L2, L3

Module-4
Active Filters: All pass phase shifting circuits, First order and second order Low pass
filter, First order and second order High pass filter (Op-Amp based).
555 Timer & its applications: Basic 555 timer circuit, 555 timers used as Astable and
Monostable Multivibrator, PLL-operating principles.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Voltage Regulators, VCO.
Learning Process
RBT Level: L1, L2, L3

Module-5
Data Converters: Basic DAC Techniques- weighted resistor DAC, R-2R ladder DAC,
A/D converters- counter type ADC, Successive Approximation type ADC.
OP-AMP Applications: Instrumentation amplifier, precision rectifiers, sample and hold
circuit, Clamping circuits, Peak detectors, phase shift oscillator, Wein bridge oscillator.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Servo tracking ADC, dual slope ADC.
Learning Process
RBT Level: L1, L2, L3
Course Outcomes
At the end of the course the student will be able to:
1. Apply the working principles of MOSFET and Opamp, analyze the effect of
biasing in contrast with operation of electronic elements.
2. Analyze the performance behaviour of various feedback topologies in electronic
circuits, as well as their significance in relation to circuit parameter considerations.
3. Design the discrete analog circuits based on MOSFETs and Opamp for a given
specification.
4. Simulate the MOSFET & op-amp circuits pertaining to communication and
data converters using circuit simulator tool and submit a report/presentation.
Suggested Learning Resources:
Books
1. Microelectronic Circuits, Theory and Applications, Adel S Sedra, Kenneth C
Smith, 6th Edition, Oxford, 2015. ISBN: 978-0-19-808913-1.
2. Operational Amplifiers and Linear IC’s, David A. Bell, 2nd edition,PHI/Pearson,
2004.
3. Linear Integrated Circuits, D. Roy Choudhury and Shail B. Jain, 2ndedition,
Reprint 2006, New Age International.
Web links and Video Lectures (e-Resources):
� Integrated Electronics: Analog and Digital Circuits and Systems, Jacob Millman,
Christos C. Halkias, McGraw-Hill, 2015.
� Electronic Devices and Circuit, Boylestad & Nashelsky, Eleventh Edition, Pearson,
January 2015.

Mapping of Course outcomes to Program outcomes

Program Outcomes PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 3
 CO2 3 3
CO3 3 2
CO4 3 2 2 2 2
CO5 3 3 3 3 2 2 2 3

Analog Electronics lab

Course Code 21ETL35 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 0:0:2:0 SEE Marks 50
Credits 1 Exam Hours 3
Course objectives:
This laboratory course enables students to
1. Understand the electronic circuit schematic and its working
2. Realize and test amplifier and oscillator circuits for the given specifications
3. Realize the opamp circuits for the applications such as DAC, implement
mathematical functions and precision rectifiers.
4. Use the suitable ICs based on the specifications and functions.
Sl.No. Experiments
1 Wiring of RC coupled Single stage BJT/FET amplifier and determination of the
gain-frequency response, input and output impedances.
2 Design and set up the BJT/FET single stage common emitter voltage amplifier
with feedback and determine the gain- bandwidth product, input and output
impedances.
3 Wiring of BJT Darlington Emitter follower and determination of the gain, input
and output impedances.
4 Testing of a transformer less Class – B push pull power amplifier and
determination of its conversion efficiency.
5 Wiring and Testing for the performance of BJT/FET RC Phase shift Oscillator for
f0 ≤ 10 KHz.
6 Testing for the performance of BJT/FET -tuned oscillators – Hartley & Colpitt’s
Oscillators for RF range f0 ≥100KHz.
7 Testing for the performance of BJT/FET -Crystal Oscillator for f0 > 100 KHz.
8 Design a second order Active Filters using Operational Amplifier for the given
cut-off frequency and to determine Roll-off from its frequency response.
i) Low pass filter ii) High pass filter.
9 Design 4-bit R – 2R Digital to Analog Converter using op-amp.
10 Test the precision rectifiers using op-amp: i) Half wave rectifier ii) Full wave
rectifier.
11 Design and test Monostable and Astable Multivibrator using 555 Timer.
12 Design and set up the circuits using opamp:
i) Adder ii) Integrator iii) Differentiator and iv) Comparator
Course outcomes (Course Skill Set):
 At the end of the course the student will be able to:
1. Design and implement the amplifier circuits using BJT/FET.
2. Design and analysis the BJT/FET based oscillator circuits.
3. Design and construct the opamp based experiments using 741 IC & 555 timer
IC.
4. Simulate the BJT/FET & op-amp based circuits pertaining to communication
and data converters using circuit simulator tool & submit the report in a team.
Suggested Learning Resources:
1. Fundamentals of Electronic Devices and Circuits Lab Manual, David A Bell, 5th
Edition, 2009, Oxford
University Press.
2. Op-Amps and Linear Integrated Circuits, Ramakant A Gayakwad, 4th Edition, Pearson
Education,
2018. ISBN: 978-93-325-4991-3.
3. Fundamentals of Logic Design, Charles H Roth Jr., Larry L Kinney, Cengage Learning,
7th Edition.
Mapping of Course outcomes to Program outcomes
PO PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 3 3
CO2 3 3 2 3
CO3 3 2 3
CO4 3 2 2 2 2
Cii 3 3 3 2 3 - - - 2 2 - 2 3 - -

Ability Enhancement Course

Circuit Design - 1
Course 21ET381 CIE Marks 50
Code
Teaching (L: T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
1. Introduce Multisim software simulator features and functionalities.
2. Rig-up the basic circuits and run.
3. Explore the various measurement tools and options.
4. Analyse the obtained results.
Sl. No Contents
1 About Multisim
2 Resistor Color Codes
3 Drawing a Schematic, Basic Circuits
4 The Oscilloscope, Measuring Amplitude and Phase Shift with the Scope
5 The Low-Pass Filter
6 Clippers
7 Clampers
8 Bridge Rectifier and Zener Diode
9 Common Base Circuit
10 Emitter Follower
11 Measuring JFET Characteristics
12 Dynamic Measurement of JFET Characteristics
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Acquire a basic knowledge of MultiSim Simulator and its libraries.
2. Design analog and digital circuits for specific application.
3. Debug the circuit for its proper functionality.
4. Capture and analyze the results obtained.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the semester. In each test, test write-up, conduction of
experiment, acceptable result, and procedural knowledge will carry a weightage of 60%
and the rest 40% for viva-voce. The suitable rubrics can be designed to evaluate each
student’s performance and learning ability. Rubrics suggested in Annexure-II of
Regulation book. The average of 02 tests is scaled down to 20 marks (40% of the
maximum marks). The Sum of scaled-down marks scored in the report write-up/journal
and average marks of two tests is the total CIE marks scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Suggested Learning Resources:
1. Practical Teaching Ideas with Multisim 10, 7th Enlarged Edition, Tracy Shields,
Incorporating teaching ideas developed by Don Browning for Electronics
Workbench v.5.
2. Introduction to Multisim Schematic Capture and SPICE Simulation, Erik Luther,
Janell Rodriguez, C O N N E X I O N S, Rice University, Houston, Texas.
3. NI MultisimTM Basics Schematic Capture & Simulation Exercises, Course
Software Version 14.0, July 2015 Edition.
4. Circuit Analysis with Multisim, David Báez-López and Félix E. Guerrero-Castro,
Mitchell A. Thornton, Southern Methodist University.

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO

CO
1 2 3 4 5 6 7 8 9 0 1 2 1 2 3
CO 3 - - - - - - - - - - - 1 - -
1
CO - - 3 - 3 - - - - - - - 1 - -
2
CO - - 3 - 3 - - - - - - - 1 - -
3
CO - - - 3 3 - - - - - - - 1 - -
4
Cii 3 - 3 3 3 - - - - - - - 1 - -

Basics of Embedded Controllers

Course Code 21ET382 CIE Marks 50
Teaching (L: T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
1. Introduce to Embedded C Programming using Arduino Platform.
2. Train the Coding basics, importing libraries, sample commands and logics.
3. Interfacing various sensor modules with Arduino board
4. Actuating the output devices based on the designed logic
Sl. No Contents
1 Introduction to Arduino - Arduino Uno, Arduino Mega, Arduino Nano
2 Steps to Install Arduino Integrated Development Environment
3 Steps to Write a Program with Arduino Integrated Development
Environment
 4 Basic Commands for Arduino
5 Hardware, Power and Connectivity
6 Breadboard, Contrast between Input and Output
7 IR sensor input analog, Potentiometer input analog,
8 Temperature sensor module, Hall magnetic sensor module
9 Small passive buzzer module, Relay module
10 XY-axis joystick module, Obstacle avoidance sensor module
11 Motors types - simple dc motor, servo motor, stepper motor
12 Running a dc motor, Running a servo motor
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Acquire a basic knowledge about fundamentals of ATmega based microcontrollers.
2. Explore the main features of the Arduino based Embedded System development
environment.
3. Apply Programming knowledge to interface Arudino with sensors and motors.
4. Design hardware and software for specific application using Arudino.
5. Apply debugging skills to test embedded systems using Arudino.
6. Build digital devices and interactive objects that can sense and control the physical
world.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the semester. In each test, test write-up, conduction of
experiment, acceptable result, and procedural knowledge will carry a weightage of 60%
and the rest 40% for viva-voce. The suitable rubrics can be designed to evaluate each
student’s performance and learning ability. Rubrics suggested in Annexure-II of
Regulation book. The average of 02 tests is scaled down to 20 marks (40% of the
maximum marks). The Sum of scaled-down marks scored in the report write-up/journal
and average marks of two tests is the total CIE marks scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Suggested Learning Resources:
1. LEARN ARDUINO SENSORS COMPLETE HAND GUIDE BEGINNER TO
CORE ADVANCE Example Sensor Code, Specification, Dimensions, Connecting,
Sathish, Janani
2. Arduino-Based Embedded Systems - Interfacing, Simulation, and LabVIEW GUI,
Rajesh Singh, Anita Gehlot, Bhupendra Singh, Sushabhan Choudhury, CRC Press

LIC (Linear Integrated Circuits) Lab using Pspice / MultiSIM

Course Code 21ET383 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 0:0:2:0 SEE Marks 50
Credits 1 Exam Hours 3
Course objectives:
1. To apply operational amplifiers in linear and nonlinear applications.
2. To acquire the basic knowledge of special function ICs.
3. To use Multisim/Pspice software for circuit design and simulation
Note: Standard design procedure to be adopted.
Experiments using Pspice / MultiSIM Every experiment has to be designed, circuit
Sl.No. to be drawn / constructed and executed in the specified software. Results are also
to be noted and inferred.
1 To realize using op-amp an Inverting Amplifier and Non-Inverting Amplifie
2 To realize using op-amps i) Summing Amplifier ii)Difference amplifier
3 To realize using op-amps an Instrumentation Amplifier
4 To realize using op-amps i) Differentiator ii)Integrator
5 To realize using op-amps a Full wave Precision Rectifier
6 To realize using op-amps
� Inverting and Non-Inverting Zero Crossing Detectors
� Positive and Negative Voltage level detector
7 To realize using op-amp an Inverting Schmitt Trigger
8 To realize using op-amp an Astable Multivibrator
9 To design and implement using op-amps
 � Butterworth I & II order Low Pass Filter
� Butterworth I & II order High Pass Filter
10 To design and implement using op-amp a RC Phase Shift Oscillator
11 To design and implement Mono-stable Multivibrator using 555 timer
12 To design and implement 4 - bit R-2R Digital to Analog Converter
Course outcomes (Course Skill Set):
After studying this course, students will be able to;
1. Sketch/draw circuit schematics, construct circuits, analyze and troubleshoot circuits
containing op-amps, resistors, diodes, capacitors and independent sources.
2. Relate to the manufacturer's data sheets of IC 555 timer and IC μa741 op-amp.
3. Realize and verify the operation of analog integrated circuits like Amplifiers, Precision
Rectifiers, Comparators and Waveform generators.
4. Design and implement analog integrated circuits like Oscillators, Active filters, Timer
circuits, Data converters and compare the experimental results with theoretical values.
Suggested Learning Resources:
Op-Amps and Linear Integrated Circuits, Ramakant A Gayakwad, 4th Edition, Pearson
Education, 2018.

LABVIEW Programming Basics

Course Code 21ET384 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 0:0:2:0 SEE Marks 50
Credits 1 Exam Hours 3
Course objectives:
1. Aware of various front panel controls and indicators.
2. Connect and manipulate nodes and wires in the block diagram
3. Locate various toolbars and pull-down menus for the purpose of implementing
specific functions.
4. Locate and utilize the context help window.
5. Familiar with LABVIEW and different applications using it.
6. Run a Virtual Instrument (VI).
Note: Standard design procedure to be adopted.
Experiments using Pspice / MultiSIM Every experiment has to be designed, circuit
Sl.No. to be drawn / constructed and executed in the specified software. Results are also
to be noted and inferred.
1 Basic arithmetic operations: addition, subtraction, multiplication and division
2 Boolean operations: AND, OR, XOR, NOT and NAND
3 Sum of ‘n’ numbers using ‘for’ loop
4 Factorial of a given number using ‘for’ loop
5 Determine square of a given number
6 Factorial of a given number using ‘while ‘loop
7 Sorting even numbers using ‘while’ loop in an array
8 Finding the array maximum and array minimum
 Demonstration Experiments (For CIE)
9 Build a Virtual Instrument that simulates a heating and cooling system. The
system must be able to be controlled manually or automatically.
10 Build a Virtual Instrument that simulates a Basic Calculator (using formula node).
11 Build a Virtual Instrument that simulates a Water Level Detector.
12 Demonstrate how to create a basic VI which calculates the area and perimeter of a
circle
Course outcomes (Course Skill Set):
After studying this course, students will be able to;
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Use Lab VIEW to create data acquisition, analysis and display operations
2. Create user interfaces with charts, graph and buttons
3. Use the programming structures and data types that exist in Lab VIEW
4. Use various editing and debugging techniques
Suggested Learning Resources:
1. Virtual Instrumentation using LABVIEW, Jovitha Jerome, PHI, 2011
2. Virtual Instrumentation using LABVIEW, Sanjay Gupta, Joseph John, TMH, McGraw
Hill, Second Edition, 2011.
APPR-20.09.2022
(Common for B.E. (21SCR36), B. Plan.(21UH36/21SCR36), B.Arch.(21UH39/21SCR36) and B.Sc (21BS39/21SCR36)

SOCIAL CONNECT & RESPONSIBILITIES

Course Code 21SCR36 CIE Marks 50
Teaching Hours week (L:T:P:S) 1: 0: 0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 01 Exam Hours 03
Department Management Studies / Engineering Department
Offered for 3rd Semester
Prerequisite Nil

Objectives: The Course will

� Enable the student to do a deep drive into societal challenges being addressed by NGO(s),
social enterprises & The government and build solutions to alleviate these complex soci al
problems through immersion, design & technology.
� Provide a formal platform for students to communicate and connect with their
surroundings.
� Enable to create of a responsible connection with society.

Learning Outcomes: The students are expected to have the ability to :

1. Understand social responsibility
2. Practice sustainability and creativity
3. Showcase planning and organizational skills

Contents:
The course is mainly activity-based that will offer a set of activities for th e student that enables
them to connect with fellow human beings, nature, society, and the world at large. The cours e will
engage students inr interactive sessions, open mic, reading groups, storytelling sessions, and
semester-long activities conducted by faculty mentors. In the following a set of activi ties planned
for the course have been listed :

Module-I
Plantation and adoption of a tree: Plantation of a tree that will be adopted for four years by a
group of B.Tech. students. They will also make an excerpt either as a documentary or a photoblog
describing the plant’s origin, its usage in daily life, and its appearance in folklore and literature.

Module-II
Heritage walk and crafts corner: Heritage tour, knowing the history and culture of the city,
connecting to people around through their history, knowing the city and its craftsman, photoblog
and documentary on evolution and practice of various craft forms.

Module-III
Organic farming and waste management: usefulness of organic farming, wet waste management
in neighboring villages, and implementation in the campus.

Module-IV
Water Conservation: knowing the present practices in the surrounding villages and
APPR-20.09.2022
(Common for B.E. (21SCR36), B. Plan.(21UH36/21SCR36), B.Arch.(21UH39/21SCR36) and B.Sc (21BS39/21SCR36)

implementation in the campus, documentary or photo blog presenting the current practices.

Module-V
Food Walk City’s culinary practices, food lore, and indigenous materials of the region used in
cooking.
Activities
Jamming session, open mic, and poetry: Platform to connect to others. Share the stories with
others. Share the experience of Social Connect. Exhibit the talent like playing instruments,
singing, one-act play, art-painting, and fine art.

PEDAGOGY
The pedagogy will include interactive lectures, inspiring guest talks, field visi ts, social immersion,
and a course project. Applying and synthesizing information from these sources to defi ne the social
problem to address and take up the solution as the course project, with your group. Social
immersionwith NGOs/social sections will be a key part of the course. Will all lead to the cours e
project that will address the needs of the social sector?

COURSE TOPICS:
The course will introduce social context and various players in the social space, and present
approaches to discovering and understanding social needs. Social immersion and inspiri ng
conversional will culminate in developing an actual, idea for problem-based intervention, b ased on
an in-depth understanding of a key social problem.

A total of 14- 20 hrs engagement per semester is required for the 3 rd semester of the B.E. /B.Tech.
program. The students will be divided into 10 groups of 35 each. Each group will be handled by two
faculty mentors. Faculty mentors will design the activities (particularly Jammingsessions open
mic ,and poetry)
Faculty mentors has to design the evaluation system.
Guideline forAssessment Process:
Continuous Internal Evaluation (CIE)
After completion of, the social connect, the student shall prepare, with daily diary as reference, a
comprehensive report in consultation with the mentor/s to indicate what he has observed and learned
in the social connect period. The report should be signed by the mentor. The report shall be evaluated
on the basis of the following criteria and/or other relevant criteria pertaining to the activity completed.
Marks allotted for the diary are out of 50.
Planning and scheduling the social connect
Information/Data collected during the social connect
Analysis of the information/data and report writing
Considering all above points allotting the marks as mentioned below-

Excellent 80 to 100
Good 60 to 79
Satisfactory 40 to 59
Unsatisfactoryand fail <39
APPR-20.09.2022
(Common for B.E. (21SCR36), B. Plan.(21UH36/21SCR36), B.Arch.(21UH39/21SCR36) and B.Sc (21BS39/21SCR36)

Semester End Examination (SEE)

This Jamming session will be conducted at the end of the course for 50 marks
Jamming session includes -Platform to connect to others. Share the stories with others. Share the
experience of Social Connect. Exhibit the talent like playing instruments, singing, one-act play, art
painting, and fine art.
Faculty mentor has to design the evaluation system for the Jamming session.
Pedagogy (Guidelines)may differ depending on local resources available for the study

Modu Topic Content Group Location Magnitude Activity Reporting Evaluation

le Size
I Plantation Plantation of a tree that will 03 – 05 Farmers Land One Site selection Report Each module is
and be adopted for four years by or Road side or shall be evaluated for
adoption of a Community Students Select suitable species handwritte 50 Marks and
a tree group of B.Tech. students. area or must in consultation with n or blog average of all
They will also make an institution’s monitor it horticulture, forest or with the five
excerpt either as a campus, any for three agriculture department. paintings, modules will be
documentary or a photoblog one location to years Interact with sketches, the final marks.
describing the plant’s origin, be selected. NGO/Industry and poster,
its usage in daily life, and its community to plant video CIE Rubrics
appearance in folklore and Tag the plant for and/or for 50 M
literature. continuous monitoring photograph
with Geo Planning and
II Heritage Heritage tour, knowing the 03 - 05 Preferably One or two Survey in the form of tag. scheduling the
walk and history and culture of the Within the city questioner by social connect –
crafts city, connecting to people where One can be connecting to the 15 M
corner around through their history, institution is a structure people and asking.
knowing the city and its located or or a No standard questioner Information/Da
craftsman, photoblog and home town of heritage to be given by faculty ta collected
documentary on evolution the student building the and has to be evolved during the
and practice of various craft group other can involving students. social connect –
forms. be heritage Questions during 15 M
custom or survey can be asked in
practise local language but Analysis of the
report language is information/dat
English. a and report
III Waste Wet waste management 03 - 05 Preferably in One Report on importance writing – 20 M
manageme in neighbouring villages, and the nearby and benefits of Waste
nt implementation in the More villages and management. SEE 50 M:
campus. than within the Report on segregation, Presentation,
one campus. collection, Jamming
group transportation and session, Open
can be disposal. mic, Group
 assigne Suggestion for discussion and
d one composting. debate.
task
based Visit nearby
on village/location to
magnitu sensitize farmers and
de of public about waste
task. management and also
document current
practises.
III Organic Usefulness of organic 03 – 05 Visit to One Collect data on organic
farming farming in neighbouring farming lands farming in the vicinity.
villages, and implementation where organic Like types of crop,
in the campus. farming is methodology etc.,.
going on
Suggestion for
Campus implementation at
Garden selected locations

Roof top
Garden or
Vertical
Garden or
hydroponics if
land is scarce.
IV Water Knowing the present 03 – 05 Rain water One Visit
Conservati practices in the surrounding harvesting lakes/pond/river/dry
on villages and implementation demonstration well to involve on
in the campus, documentary available in the rejuvenation activity.
or photo blog presenting the campus or
current practices. surroundings Or

Assessment of Water
budget in the
campus/village
 Report on traditional
water conservation
practices (to minimize
wastage)
V Food Walk City’s culinary practices, 03 - 05 Within the city One Survey local food
food lore, and indigenous where centres and identify the
materials of the region used institution is speciality
in located
cooking. Identify and study the
Food culture of food ingredients
student’s
resident region Report on the regional
foods

Report on Medicinals
values of the local food
grains, and plants.

**Important recommendations requested; Special Appreciation from institution and university for students who take care of plants for three years.
 IV Semester

Digital Signal Processing

Course Code 21ET42 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 4 Exam Hours 3
Course objectives:
1. Preparation: To prepare students with fundamental knowledge/ overview in the field of Digital
Signal Processing
2. Core Competence: To equip students with a basic foundation of Signal Processing by delivering
the basics of Discrete Fourier Transforms & their properties, design of filters.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain the different concepts of Digital Signal Processing
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up with their
own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
9. Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and have
discussions on the that topic in the succeeding classes
10. Give Programming Assignments
Module-1
Discrete Fourier Transforms (DFT): The Discrete Fourier Transform Definition and example problems,
DFT as a linear transformation, Properties of the DFT: Periodicity, Linearity and Symmetry properties,
Circular Convolution. Parsvel’s Theorem
Teaching- Learning Chalk and Talk, YouTube videos, Programming assignments RBT Level: L1,
Process L2, L3

Module-2
Additional DFT Properties: DFT Properties: Circular Convolution (Multiplication of two DFTs),
Parseval’s Relation. Linear convolution using Circular Convolution, Filtering of long data sequences
using DFT: Overlap save method, overlap Add method, Computational complexity of Direct
Computation of DFT.
Teaching- Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3

Module-3
Fast Fourier Transforms algorithms: DIT-FFT algorithm, DIF-FFT Algorithm, Comparison between
DIT and DIF Algorithms, Inverse DFT using FFT Algorithms.
Teaching- Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3

Module-4
IIR Filter Design: Infinite Impulse response Filter Format, Analog Filters using Low pass prototype
transformation, Normalized Butterworth Functions, Bilinear Transformation Design Procedure, Digital
Butterworth (Lowpass and Highpass) Filter Design using BLT. Realization of IIR Filters in Direct form
I and II
Teaching- Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3

Module-5
Design of FIR Filters: Characteristics of practical frequency-selective filters, Symmetric and Anti-
symmetric FIR filters, Design of Linear-phase FIR (low pass and High pass) filters using windows -
Rectangular, Hamming, Hanning, Bartlett windows. Structure for FIR Systems: Direct form, Cascade
form and Lattice structures
Teaching- Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

At the end of the course the student will be able to:
1. Apply mathematical operations to determine response of LTI systems using time domain and
frequency domain techniques
2. Analyse Discrete Fourier Transform of real and complex discrete time signals using FFT algorithms
3. Design and Evaluate FIR and IIR Digital Filters
4. Simulate and submit the report in a team, various functionalities of filters by coding using modern
tools (MATLAB)
Mapping of Course outcomes to Program outcomes
PO PO PO PO PO PO PO PO PO PO PO PO PSO PSO PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 3
CO2 3 3
CO3 3 3
CO4 3 2 2 1 2
Cii 3 3 - 3 3 - - - 2 2 - 1 3
Suggested Learning Resources:
Text Books:
1. Proakis & Manolakis, “Digital Signal Processing - Principles Algorithms & Applications”, 4th
Edition, Pearson education, New Delhi, 2007. ISBN: 81-317-1000-9.
2. Li Tan, Jean Jiang, “Digital Signal processing - Fundamentals and Applications”, Academic Press,
2013, ISBN: 978-0-12-415893.
Reference Books:
1. Sanjit K Mitra, “Digital Signal Processing, A Computer Based Approach”, 4th Edition, McGraw Hill
Education, 2013,
2. Oppenheim & Schaffer, “Discrete Time Signal Processing", PHI, 2003.
3. D Ganesh Rao and Vineeth P Gejji, “Digital Signal Processing" Cengage India Private Limited,
2017, ISBN: 9386858231
Web links and Video Lectures (e-Resources):
By Prof. S. C. Dutta Roy, IIT Delhi
https://nptel.ac.in/courses/117102060
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning Programming
Assignments / Mini Projects can be given to improve programming skills

Practical Component of the IPCC

List of Programs to be implemented & executed using any programming languages like
C++/Python/Java/Scilab / MATLAB/CC Studio (but not limited to)
Sl. Experiments
No.
1. Computation of N point DFT of a given sequence and to plot magnitude and phase
spectrum.
2. Computation of circular convolution of two given sequences and verification of
commutative, distributive and associative property of convolution
3. Computation of linear convolution of two sequences using DFT and IDFT
4. Computation of circular convolution of two given sequences using DFT and IDFT
5. Verification of Linearity property, circular time shift property & circular
frequency shift property of DFT.
6. Verification of Parseval’s theorem
7. Design and implementation of IIR (Butterworth)low pass filter to meet given
specifications
8. Design and implementation of IIR (Butterworth) high pass filter to meet given
specifications
9. Design and implementation of low pass FIR filter to meet given specifications.
10. Design and implementation of high pass FIR filter to meet given specifications.
 CMOS VLSI
Course Code 21ET43 CIE Marks 50
Teaching Hours/Week (L: T:P:
3:0:2:0 SEE Marks 50
S)
Total Hours of Pedagogy 50 Total Marks 100
Credits 4 Exam Hours 3
Course objectives:
1. Impart knowledge of MOS transistor theory and CMOS technologies
2. Impart knowledge on architectural choices and performance trade-offs involved
in designing and realizing the circuits in CMOS technology
3. Cultivate the concepts of subsystem design processes
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the
various course outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different
type of teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyze
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
8. Incorporate programming examples given under Activity based learning.
Module-1
Introduction: A Brief History, MOS Transistors, MOS Transistor Theory, Ideal I-V
Characteristics, Non-ideal I-V Effects, DC Transfer Characteristics Fabrication: nMOS
Fabrication, CMOS Fabrication [P-well process, N-well process, Twin tub process]
Teaching-
Chalk and talk method, YouTube videos, Power point presentation
Learning
RBT Level: L1, L2
Process

Module-2
MOS and BiCMOS Circuit Design Processes: MOS Layers, Stick Diagrams, Design
Rules and Layout. Basic Circuit Concepts: Sheet Resistance, Area Capacitances of
Layers, Standard Unit of Capacitance, Some Area Capacitance Calculations, Delay Unit,
Inverter Delays, Driving Large Capacitive Loads
Teaching-
Chalk and talk method/Power point presentation RBT Level: L1, L2,
Learning
L3
Process

Module-3
Scaling of MOS Circuits: Scaling Models & Scaling Factors for Device Parameters
Subsystem Design Processes: Some General considerations, An illustration of Design
Processes, Illustration of the Design Processes: Regularity, Design of an ALU
Subsystem, The Manchester Carry-chain and Adder Enhancement Techniques
Teaching-
Chalk and talk method, YouTube videos, Power point presentation
Learning
RBT Level: L1, L2, L3
Process

Module-4
Subsystem Design: Some Architectural Issues, Switch Logic, Gate (restoring) Logic,
Parity Generators, Multiplexers, The Programmable Logic Array (PLA)
FPGA Based Systems: Introduction, Basic concepts, Digital design and FPGAs, FPGA
based System design, FPGA architecture, Physical design for FPGAs
Teaching-
Chalk and talk method, YouTube videos, Power point presentation
Learning
RBT Level: L1, L2, L3
Process

Module-5
Memory, Registers and Aspects of system Timing: System Timing Considerations,
Some commonly used Storage/Memory elements. Testing and Verification: Introduction,
Logic Verification, Logic Verification Principles, Manufacturing Test Principles, Design
for testability.
Teaching-
Chalk and talk method/Power point presentation RBT Level: L1, L2,
Learning
L3
Process

Course Outcomes
At the end of the course the student will be able to:
 1. Apply the knowledge of MOSFET structure, characteristics, comprehend the
process technology & rules of layout design. (M1, M2, M3)
2. Analyze the performance of various building blocks in terms of transistor level
circuits & the impact of scaling on MOS circuits. (M3, M4)
3. Design the various subsystems using different CMOS techniques, Test & verify
the same. (M3, M4, M5)
4. Simulate the various CMOS circuits using EDA tools with Verilog and
present/submit the report in a group.
Mapping of Course outcomes to Program outcomes
Program Outcomes PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 2
CO2 3 2
CO3 3 2
CO4 2 3 2 2 3 2
Cii 3 3 3 2 3 2 2 3 2
Suggested Learning Resources:
Suggested Learning Resources:
Text Books:
1. “Basic VLSI Design”- Douglas A Pucknell & Kamran Eshraghian, PHI, 3rd Edition.
2. “CMOS VLSI Design- A Circuits and Systems Perspective”, Neil H E Weste, David
Harris, Ayan Banerjee, 3rd Edition, Pearson Education.
3. “FPGA Based System Design”, Wayne Wolf, Pearson Education, 2004, Technology
and Engineering
Web links and Video Lectures (e-Resources):
� https://nptel.ac.in/courses/117101058
� https://nptel.ac.in/courses/117106093
� https://youtu.be/9SnR3M3CIm4
� https://nptel.ac.in/courses/108/107/108107129/

PRACTICAL COMPONENT OF IPCC

Write Verilog Code for the following circuits and their Test Bench for verification, observe
the waveform and synthesize the code with technological library with given Constraints*. Do
the initial timing verification with gate level simulation.
Sl. No. Experiments
1 An inverter
2 A Buffer
3 Transmission Gate
4 Basic/Universal gates
5 Inverter using Pseudo NMOS, Clocked CMOS, Dynamic CMOS Logic Structure
6 Multiplexer
7 Binary to Gray Code converter
 8 Serial & Parallel adder
9 Flip flop -RS, D, JK, T
10 4-bit Synchronous Counter
11 4-bit Asynchronous Counter
Demonstration Experiments (For CIE only – not to be included for SEE)
Design an op-amp with given specification* using given differential amplifier Common
source and Common Drain amplifier in library** and completing the design flow mentioned
below:
12 a. Draw the schematic and verify the following
i) DC Analysis
ii) AC Analysis
iii) Transient Analysis
13 Draw the Layout and verify the DRC, ERC

Communication Theory
Course Code 21ET44 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
This course will enable students to
1. Understand and analyse concepts of Analog Modulation schemes viz; AM, FM.,Low
pass, Sampling and Quantization as a random process.
2. Understand and analyse concepts digitization of signals viz; sampling, quantizing
and encoding.
3. Evolve the concept of SNR in the presence of channel induced noise and study
Demodulation of analog modulated signals.
4. Evolve the concept of quantization noise for sampled and encoded signals and study
the concepts of reconstruction from these samples at a receiver.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class.
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyze information
rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding
Module-1
AMPLITUDE MODULATION: Introduction, Amplitude Modulation: Time &
Frequency Domain description, Switching modulator, Envelop detector. DOUBLE SIDE
BAND-SUPPRESSED CARRIER MODULATION: Time and Frequency Domain
description, Ring modulator, Coherent detection, Costas Receiver, Quadrature Carrier
Multiplexing. SINGLE SIDE–BAND AND VESTIGIAL SIDEBAND METHODS OF
MODULATION: SSB Modulation, VSB Modulation, Frequency Translation, Frequency
Division Multiplexing, Theme Example: VSB Transmission of Analog and Digital
Television.
Chalk and talk method, Power Point Presentation. Self-study topics:
Teaching-
Properties of the Fourier Transform, Dirac Delta Function. RBT
Learning Process
Level: L1, L2, L3

Module-2
ANGLE MODULATION: Basic definitions, Frequency Modulation: Narrow Band FM,
Wide Band FM, Transmission bandwidth of FM Signals, Generation of FM Signals,
Demodulation of FM Signals, FM Stereo Multiplexing, Phase–Locked Loop: Nonlinear
model of PLL, Linear model of PLL, Nonlinear Effects in FM Systems. The Super
heterodyne Receiver
Chalk and talk method, Power Point Presentation, YouTube videos.
Teaching-
Self-study topics: FM Broadcasting System
Learning Process
RBT Level: L1, L2, L3

Module-3
NOISE: Shot Noise, Thermal noise, White Noise, Noise Equivalent Bandwidth. NOISE
IN ANALOG MODULATION: Introduction, Receiver Model, Noise in DSB-SC
receivers. Noise in AM receivers, Threshold effect, Noise in FM receivers, Capture effect,
FM threshold effect, FM threshold reduction, Pre-emphasis and De-emphasis in FM
Chalk and talk method, Power Point Presentation, YouTube videos.
Teaching-
Self-study topics: Mean, Correlation and Covariance functions of
Learning Process
Random Processes RBT Level: L1, L2, L3

Module-4
SAMPLING AND QUANTIZATION: Introduction, Why Digitize Analog Sources? The
Low pass Sampling process Pulse Amplitude Modulation. Time Division Multiplexing,
Pulse-Position Modulation, Generation of PPM Waves, Detection of PPM Waves.
Teaching- Chalk and talk method, Power Point Presentation, YouTube videos.
Learning Process Self-study topics: T1 carrier systems [Ref1] RBT Level: L1, L2, L3
 Module-5
SAMPLING AND QUANTIZATION (Contd): The Quantization Random Process,
Quantization Noise, Pulse–Code Modulation: Sampling, Quantization, Encoding,
Regeneration, Decoding, Filtering, Multiplexing; Delta Modulation (Text1: 7.8 to 7.10),
Application examples - (a) Video + MPEG and (b) Vocoders
Teaching- Chalk and talk method, Power Point Presentation, YouTube videos.
Learning Process Self-study topics: Digital Multiplexing. RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

At the end of the course the student will be able to:
Course Outcomes
At the end of the course the student will be able to:
1. Develop and solve the time domain and frequency domain representation for analog
modulation and demodulation techniques.
2. Examine and compare the performance of radio receivers and effect of noise on
their performance.
3. Assess and evaluate the various continuous-wave modulation schemes.
4. Design and formulate the processes of sampling, quantization and encoding.
CO-PO Mapping
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO PO10 PO PO12 PSO1 PSO2 PSO3
9 11

CO 3 2
1
CO 2 3 2
2
CO 3 2 2
3
CO 3 2
4
CO 3 3 3 3 2

Suggested Learning Resources:

Books
1. Simon Haykins & Moher, Communication Systems, 5th Edition, John Wiley, India
Pvt. Ltd, 2010, ISBN 978 – 81 – 265 – 2151 – 7.
Reference Books
1. B P Lathi and Zhi Ding, Modern Digital and Analog Communication Systems, Oxford
University Press., 4th edition, 2010, ISBN: 97801980738002.
2. Simon Haykins, An Introduction to Analog and Digital Communication, John Wiley
India Pvt. Ltd., 2008, ISBN 978–81–265–3653–5.
3. H Taub & D L Schilling, Principles of Communication Systems, TMH, 2011.
Weblinks and Video Lectures (e-Resources)
https://onlinecourses.nptel.ac.in/noc22_ee05/preview
https://nptel.ac.in/courses/117102059
https://web.iitd.ac.in/~saifkm/eel306.html
https://nptel.ac.in/courses/108104091
https://www.iitbbs.ac.in/curriculum_doc/ece_btech.pdf
https://www.ee.iitb.ac.in/~eeoffice/Syllabii_of_Under_Graduate_Courses.html
https://onlinecourses.nptel.ac.in/noc21_ee74/previewCourse layout

Communication Laboratory I
Course Code 21ETL46 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 0:0:2:0 SEE Marks 50
Credits 1 Exam Hours 3
Course objectives:
This laboratory course enables students to
1. Model an analog communication system signal transmission and reception.
2. Realize the electronic circuits to perform analog and pulse modulations and
demodulations.
3. Verify the sampling theorem and relate the signal and its spectrum before and after
sampling.
4. Understand the process of PCM and delta modulations.
5. Understand the PLL operation.
Sl.No. Experiments
1 Design of active second order Butterworth filters.
2 Amplitude Modulation and Demodulation of
(a) Standard AM and (b) DSBSC (LM741 and LF398 ICs can be used)
3 Frequency modulation and demodulation
4 Design and test Time Division Multiplexing and Demultiplexing of two bandlimited
signals
5 Design and test
i) Pulse sampling, flat top sampling and reconstruction.
ii)Pulse amplitude modulation and demodulation.
6 Design and test BJT/FET Mixer
7 Pulse Code Modulation and demodulation
8 Phase locked loop Synthesis
9 Illustration of
(a) AM modulation and demodulation and display the signal and its spectrum.
(b) DSB-SC modulation and demodulation and display the signal and its spectrum.
(Use MATLAB/SCILAB)
10 Illustration of FM modulation and demodulation and display the signal and its
spectrum. (Use MATLAB/SCILAB)
11 Illustrate the process of sampling and reconstruction of low pass signals. Display the
 signals and its spectrums of both analog and sampled signals. (Use
MATLAB/SCILAB).
12 Illustration of Delta Modulation and the effects of step size selection in the design of
DM encoder. (Use MATLAB/SCILAB)
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Demonstrate the AM and FM modulation and demodulation by representing the signals in
time and frequency domain.
2. Design and test the sampling, Multiplexing and PAM with relevant circuits.
3. Demonstrate the basic circuitry and operations used in AM and FM receivers.
4. Illustrate the operation of PCM and delta modulations for different input conditions.
Suggested Learning Resources:
1. Louis E Frenzel, Principles of Electronic Communication Systems, McGraw Hill Education
(India) Private Limited, 2016.
2. B P Lathi, Zhi Ding, Modern Digital and Analog Communication Systems, Oxford
University Press, 2015

BIOLOGY FOR ENGINEERS

Course Code 21BE45 CIE Marks 50

Teaching Hours/Week (L:T:P: S) 1:2:0:0 /2:0:0:0 SEE Marks 50

Total Hours of Pedagogy 25 Total Marks 100

Credits 02 Exam Hours 02

Course objectives:
- To familiarize the students with the basic biological concepts and their engineering applications.
- To enable the students with an understanding of biodesign principles to create novel devices and
structures.
- To provide the students an appreciation of how biological systems can be re-designed as
substitute products for natural systems.
- To motivate the students to develop the interdisciplinary vision of biological engineering.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.

- Explanation via real life problem, situation modeling, and deliberation of solutions, hands-on
sessions, reflective and questioning /inquiry-based teaching.
- Instructions with interactions in classroom lectures (physical/hybrid).
- Use of ICT tools, including YouTube videos, related MOOCs, AR/VR/MR tools.
- Flipped classroom sessions (~10% of the classes).
- Industrial visits, Guests talks and competitions for learning beyond the syllabus.
- Students’ participation through audio-video based content creation for the syllabus (as
assignments).
- Use of gamification tools (in both physical/hybrid classes) for creative learning outcomes.
- Students’ seminars (in solo or group) /oral presentations.

Module-1 (5 Hours)
BIOMOLECULES AND THEIR APPLICATIONS (QUALITATIVE)
Introduction to Biology: About biological molecules (Carbohydrates, nucleic acids, proteins,
Lipids). Carbohydrates (cellulose-based water filters, PHA and PLA as bioplastics), Nucleic acids
(DNA Vaccine for Rabies and RNA vaccines for Covid19, Forensics – DNA fingerprinting),
Proteins (Proteins as food – whey protein and meat analogs, Plant-based proteins), lipids
(biodiesel, cleaning agents/detergents), Enzymes (glucose-oxidase in biosensors, lignolytic
enzyme in bio-bleaching).

Module-2 (5 Hours)
HUMAN ORGAN SYSTEMS AND BIO DESIGNS - 1 (QUALITATIVE):
Brain as a CPU system (architecture, CNS and Peripheral Nervous System, signal transmission,
EEG, Robotic arms for prosthetics. Engineering solutions for various diseases).The eye as a
Camera system (architecture of rod and cone cells, optical corrections, cataract, lens materials,
bionic eye).Heart as a pump system (architecture, electrical signaling - ECG monitoring and
heart related issues, reasons for blockages of blood vessels, design of stents, pace makers,
defibrillators).

Module-3 (5 Hours)
HUMAN ORGAN SYSTEMS AND BIO-DESIGNS - 2 (QUALITATIVE):
Lungs as purification systems (architecture, gas exchange mechanisms, spirometry, abnormal lung
physiology - COPD, Ventilators, Heart-lung machine).Kidney as a filtration system (architecture,
mechanism of filtration, CKD, dialysis systems). Muscular and Skeletal Systems as scaffolds
(architecture, mechanisms, bioengineering solutions for muscular dystrophy and osteoporosis).

Module-4 (5 Hours)
NATURE-BIOINSPIRED MATERIALS AND MECHANISMS (QUALITATIVE): Echolocation
(ultrasonography, sonars), Photosynthesis (photovoltaic cells, bionic leaf). Bird flying (GPS and
aircraft), Lotus leaf effect (Super hydrophobic and self-cleaning surfaces), Plant burrs (Velcro),
Sharkskin (Friction reducing swimsuits), Kingfisher beak (Bullet train).
 Module-5 (5 Hours)
TRENDS IN BIOENGINEERING (QUALITATIVE):
Bioprinting techniques and materials, 3D printing of ear, bone, and skin. Electrical tongue and
electrical nose in food science, DNA origami and Biocomputing, Bioimaging, and Artificial
Intelligence for disease diagnosis. Self- healing Bioconcrete (based on bacillus spores, calcium
lactate nutrients and biomineralization processes) and Bioremediation and Biomining via
microbial surface adsorption (removal of heavy metals like Lead, Cadmium, Mercury, and
Arsenic).

Course outcomes (Course Skill Set)

At the end of the course, the student will be able to:
1. Elucidate the basic biological concepts via relevant industrial applications and case
studies.
2. Evaluate the principles of design and development, for exploring novel bioengineering
projects.
3. Corroborate the concepts of biomimetics for specific requirements.
4. Think critically about exploring innovative biobased solutions for socially relevant
problems.
 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End
Exam (SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum
marks (20 marks). A student shall be deemed to have satisfied the academic
requirements and earned the credits allotted to each subject/ course if the student
secures not less than 35% (18 Marks out of 50)in the semester-end
examination(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of
the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
· First test at the end of 5th week of the semester
· Second test at the end of the 10th week of the semester
· Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
· First assignment at the end of 4th week of the semester
· Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and
POs for 20 Marks (duration 01 hours)
· At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will
be out of 100 marks and will be scaled down to 50 marks (to have less stressed
CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus
portion of the course).

CIE methods /question paper is designed to attain the different levels of

Bloom’s taxonomy as per the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable,

with common question papers for the subject (duration 03 hours)
The question paper will have ten questions. Each question is set for 20 marks.
There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 2 sub- questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each
module. The SEE question paper will be set for 100 marks and marks scored will be
proportionately reduced to 50 marks

Suggested Learning Resources:

1. Human Physiology, Stuart Fox, Krista Rompolski, McGraw-Hill eBook. 16th

Edition, 2022
2. Biology for Engineers, Thyagarajan S., Selvamurugan N., Rajesh M.P., Nazeer
R.A., Thilagaraj W., Barathi S., and Jagannathan M.K., Tata McGraw-Hill,
New Delhi, 2012. · Biology for Engineers, Arthur T. Johnson, CRC Press,
Taylor and Francis, 2011
3. Biomedical Instrumentation, Leslie Cromwell, Prentice Hall 2011.
4. Biology for Engineers, Sohini Singh and Tanu Allen, Vayu Education of
India, New Delhi, 2014.
5. Biomimetics: Nature-Based Innovation, Yoseph Bar-Cohen, 1st edition, 2012,
CRC Press.
6. Bio-Inspired Artificial Intelligence: Theories, Methods and Technologies, D.
Floreano and C. Mattiussi, MIT Press, 2008.
7. Bioremediation of heavy metals: bacterial participation, by C R Sunilkumar, N
Geetha A C Udayashankar Lambert Academic Publishing, 2019.
8. 3D Bioprinting: Fundamentals, Principles and Applications by Ibrahim
Ozbolat, Academic Press, 2016.
9. Electronic Noses and Tongues in Food Science, Maria Rodriguez Mende,
Academic Press, 2016
10. Blood Substitutes, Robert Winslow, Elsevier, 2005
 Web links and Video Lectures (e-Resources):
· VTU EDUSAT / SWAYAM / NPTEL / MOOCS / Coursera / MIT-open
learning resource · https://nptel.ac.in/courses/121106008
· https://freevideolectures.com/course/4877/nptel-biology-engineers-other-non-biologists
· https://ocw.mit.edu/courses/20-020-introduction-to-biological-engineering-
design-spring 2009
· https://ocw.mit.edu/courses/20-010j-introduction-to-bioengineering-be-010j-
spring-2006 · https://www.coursera.org/courses?query=biology
· https://onlinecourses.nptel.ac.in/noc19_ge31/preview
· https://www.classcentral.com/subject/biology
· https://www.futurelearn.com/courses/biology-basic-concepts
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

● Group Discussion of Case studies

● Model Making and seminar/poster presentations
● Design of novel device/equipment like Cellulose-based water filters,
Filtration system mimicking the kidney, Bioremediation unit for E-waste
management, AI and ML based Bioimaging,

COs and POs Mapping

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

CO1 2 3 2 0 0 1 2 0 0 0 0 2

CO2 2 2 3 0 0 1 2 0 0 0 0 2

CO3 2 3 2 0 0 1 1 1 0 0 0 3

CO4 3 2 1 0 0 1 3 1 0 0 0 2

Level 3- Highly Mapped, Level 2-Moderately Mapped, Level 1-Low Mapped, Level 0- Not Mapped
 Ability Enhancement Course
Circuit Design - 2
Course 22ETL471 CIE Marks 50
Code
Teaching (L: T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
1. Introduce Multisim software simulator features and functionalities.
2. Rig-up the basic circuits and run.
3. Explore the various measurement tools and options.
4. Analyse the obtained results.
Sl. No Contents
1 Inverting and Non-Inverting Amplifiers
2 Zero Crossing Detector and IC Voltage Regulator
3 Half-wave and Full-wave Precision Rectifiers
4 First Order Active Filters (LPF, HPF)
5 Realization of Logic Gates
6 Astable Mutlivibrator
7 Monostable Mutlivibrator
8 Inverting Schmitt Trigger Circuit
9 Non-Inverting Schmitt Trigger Circuit
10 D flip-flop realization
11 T flip-flop realization
12 Code Conversion Circuits
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Acquire a basic knowledge of MultiSim Simulator and its libraries.
2. Design analog and digital circuits for specific application.
3. Debug the circuit for its proper functionality.
4. Capture and analyze the results obtained.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the semester. In each test, test write-up, conduction of
experiment, acceptable result, and procedural knowledge will carry a weightage of 60%
and the rest 40% for viva-voce. The suitable rubrics can be designed to evaluate each
student’s performance and learning ability. Rubrics suggested in Annexure-II of
Regulation book. The average of 02 tests is scaled down to 20 marks (40% of the
maximum marks). The Sum of scaled-down marks scored in the report write-up/journal
and average marks of two tests is the total CIE marks scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
 Suggested Learning Resources:
1. Practical Teaching Ideas with Multisim 10, 7th Enlarged Edition, Tracy Shields,
Incorporating teaching ideas developed by Don Browning for Electronics
Workbench v.5.
2. Introduction to Multisim Schematic Capture and SPICE Simulation, Erik Luther,
Janell Rodriguez, C O N N E X I O N S, Rice University, Houston, Texas.
3. NI MultisimTM Basics Schematic Capture & Simulation Exercises, Course
Software Version 14.0, July 2015 Edition.
4. Circuit Analysis with Multisim, David Báez-López and Félix E. Guerrero-Castro,
Mitchell A. Thornton, Southern Methodist University.

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO

CO
1 2 3 4 5 6 7 8 9 0 1 2 1 2 3
CO 3 - - - - - - - - - - - 1 - -
1
CO - - 3 - 3 - - - - - - - 1 - -
2
CO - - 3 - 3 - - - - - - - 1 - -
3
CO - - - 3 3 - - - - - - - 1 - -
4
Cii 3 - 3 3 3 - - - - - - - 1 - -

PCB Design
Course Code 21ETL473 CIE Marks 50
Teaching (L: T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
1. Introduce PCB design
2. Define Schematic and choose Libraries
3. Study the concept of designing single layer and multilayer PCB
4. Understand Routing and Basic Signal Integrity
Sl. No Contents
1 Introduction to Printed Circuit Board (PCB)
2 Types, Layers, Component identification
3 Component symbols & their footprints
4 Understand schematic
5 Component selection
6 Browsing footprints libraries
7 Setting up the PCB layers
8 Creating new PCB
9 Routing and completion of design
10 Track width selection
11 Design rule checking
12 Gerber File Generation
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Create a simple schematics, through components selection.
2. Create schematics from blue-prints and perform simple simulations.
3. Apply the concept of designing single layer and multilayer PCB.
4. Perform testing procedure of PCB.
5. Carry out any PCB design necessary for their graduation projects.
6. Recognize the technologies used in electronic industry through the practical
experience gained in the course.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the
semester. In each test, test write-up, conduction of experiment, acceptable result, and
procedural knowledge will carry a weightage of 60% and the rest 40% for viva-voce. The
suitable rubrics can be designed to evaluate each student’s performance and learning
ability. Rubrics suggested in Annexure-II of Regulation book. The average of 02 tests is
scaled down to 20 marks (40% of the maximum marks). The Sum of scaled-down marks
scored in the report write-up/journal and average marks of two tests is the total CIE marks
scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Suggested Learning Resources:
1. Dip Trace Schematic and PCB Design Software Tutorial
2. Jon Varteresian, Fabricating Printed Circuit Boards, Newnes, 2002
3. Elaine Rhodes, Developing Printed Circuit Assemblies: From Specifications to Mass
Production, 2008
4. C. Robertson. PCB Designer´s Reference. Prentice Hall, 2003

Technical Writing
Course 21ETL484 CIE Marks 50
Code
Teaching (L:T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
1.
Sl. No Contents
1 Introduction to Technical Writing
2 Introduction (Abstract, Keywords, Acronyms, Abbreviations)
3 Literature Survey (selection of Review papers, Comparative Analysis )
4 Methodology 1: Flowchart/Algorithm/Equations/figures
5 Methodology 2: Usage of Tools, Drawing Tools ,Equation Tools
6 Results and Inferences (Analysis, Interpretation, Representation)
7 Conclusion, Future Scope, Acknowledgement and References
8 Presentation (PPT, Introduction to Latex)
9 Plagiarism and Grammar check(usage of plagiarism tool and grammar
check tools)
10 Internship impact on Placements and Higher studies
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Apply the fundamental concepts of Microsoft Office for article writing
2. Prepare a scientific article and PPT using Latex
3. Analyze the Technical document for plagiarism and perform the Grammar check
4. Present the PPT of the technical article in a team and submit the report.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the semester. In each test, test write-up, conduction of
experiment, acceptable result, and procedural knowledge will carry a weightage of 60%
and the rest 40% for viva-voce. The suitable rubrics can be designed to evaluate each
student’s performance and learning ability. Rubrics suggested in Annexure-II of
Regulation book. The average of 02 tests is scaled down to 20 marks (40% of the
maximum marks). The Sum of scaled-down marks scored in the report write-up/journal
and average marks of two tests is the total CIE marks scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book

IV SEMESTER

UNIVERSAL HUMAN VALUES

Course Code: 21UH49 Credits: 01

L: P: T: S: 0: 0: 1: 0 CIE Marks: 50

Exam Hours: 03 SEE Marks: 50

Total Hours: 15

COURSE OBJECTIVES:
1. Recognize the need for harmony in society.
2. Understand the underlying the propositions of harmony in society and nature.
3. Verify the propositions and realise the implications of holistic understanding and
professional ethics

Module 1:
Harmony in the society Understanding the harmony in the society (society being an
extension of family): Samadhana, Samriddhi, Abhaya, Sah-astitva as comprehensive
Human Goals, Visualizing a universal harmonious order in society-Undivided Society
(Akhand Samaj), Universal Order (SarvabhaumaVyavastha)-, Case studies & Practice
sessions.

Module 2: Harmony in the Nature (Existence)-I: Understanding the harmony in the Nature,
Interconnectedness and mutual fulfillment among the four orders of nature. Case studies &
Practice sessions.

Module 3: Harmony in the Nature (Existence)-II Understanding existence as co-existence

(Sah-astitva) of mutually interacting units in all-pervasive space,., Case studies & Practice
sessions.

Module 4: Implications of the Holistic Understanding : Natural acceptance of human

values, Definitiveness of Ethical Human Conduct, Basis for Humanistic Education,. Case
studies & Practice sessions.

Module 5: A Look at Professional Ethics: Competence in Professional Ethics: Ability to

utilize the professional competence for augmenting universal human order, Ability to
identify the scope and characteristics of people-friendly and eco=friendly production
systems, technologies and management models, At the level of individual: as socially and
ecologically responsible engineers, technologists and managers and at the level of society.
Case studies & Practice sessions.
TEXT BOOKS:
1. A foundation course in HUMAN VALUES and Professional ethics; presenting a
universal approach to value education- through self-exploration by, R R Gaur, R
Sangal & GP Bagaria, Excel books Pvt. Ltd.

2. Professional Ethics & Human Values: Prof. D.R. Kiran, TATA Mc Graw Hill
Education

REFERENCE BOOKS:
1. Human Values: A. N. Tripathy (2003, New Age International Publishers)
2. Ethics in Engineering Mike W. Martin, Department of Philosophy, Chapman
University and Roland Schinzinger, School of Engineering, University of
California, Irvine.
3. Fundamentals of Ethics, Edmond G. Seebauer & Robert L. Barry, Oxford
University Press.

Course Outcomes: After completion of the course, the graduates will be able to

1. Recognize the importance of harmony in society.

2. Understand the concepts of harmony in nature
3. Develop skills for living in harmony and apply in professional life
4. Outline the principles of human values and examine its role in education
5. Adapt to natural acceptance of human values build holistic understanding
6. Test and verify the propositions on human values by self-exploration

Mapping of Course outcomes to Program outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - - - - - 3 3 2 2 2 - 2
CO2 - - - - - 3 3 2 2 2 - 2
CO3 - - - - - 3 3 2 2 2 - 2
CO4 - - - - - 3 3 2 2 2 2
CO5 - - - - - 3 3 2 2 2 2
CO6 - - - - - 3 3 2 2 2 2

SELF STUDY COMPONENT:

Module-1: From family to world family.

Module -2: Recyclability and self-regulation in nature.
Module -3: Holistic perception of harmony at all levels of existence.
Module -4: Humanistic Constitution and Universal Human Order.
Module -5: mutually enriching institutions and organizations.
srI
�

Digital Communication
Course Code 21ET51 C EM a k 50
Teaching Hours/Week (L: T: P: S) (3:0:0:0) SEE Marks 50
Total Hours of Pedagogy 40 hours Theory Total Marks 100
Credits 03 ExamHours 03
Course objectives: This course will enable students to:
1. To impart knowledge on comparison and analysis of various source and channel modulation
techniques in digital communication systems
2. To deliberate on the effect of ISI on digital communication system and its cures
3. To comprehend the fundamental concepts of performance, detection and estimation of digital data
4. To educate on simulation and analyze the performance of digital communication systems
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
Lecture method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
Show Video/animation films to explain the different concepts of Linear Algebra & Signal
Processing.
Encourage collaborative (Group) Learning in the class.
Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking.
Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
Topics will be introduced in a multiple representation.
Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and
have discussions on the topic in the succeeding classes.
Give Programming Assignments.
 Module-1
Baseband Shaping of Data transmission: Discrete PAM Signals, Power spectra of Discrete PAM
signals, Intersymbol Interference (ISI), Nyquist criterion for distortion less transmission, Ideal Solution
or Nyquist Solution for Zero ISI, EYE Diagram
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-2
Digital Modulation Techniques: Representation of bandpass Modulated Signal, Geometric representation
of signals, Gram-schmidt Orthogonal procedure, Generation , Detection and power spectral density of
Coherent and non-Coherent BASK, BPSK, BFSK, DPSK and QPSK, Introduction to M-ary PSK, M-ary
QAM, Minimum Shift keying (MSK)
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-3
Spread Spectrum Modulation: Introduction, Generation of Pseudo-Noise (PN) Sequences, Properties
of Maximum-Length Sequence, Direct Sequence Spread Spectrum, Frequency Hop Spread Spectrum.
Comparison of Spread spectrum methods, Application of Spread Spectrum Modulation
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-4

Detection and Estimation - Detection of Binary Signals, Optimum receiver(Matched Filters),

Probability of Matched Filters, Impulse response of matched Filter, Properties of Matched filters,
comparison of error performance of Binary Systems (ASK, FSK and PSK)
Teaching-Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3
Module-5

Information Theory: Measure of information, Average information content of symbols in long

independent sequences.
Source Coding: Encoding of the Source Output, Shannon’s Encoding Algorithm, Shannon-Fano,
Encoding Algorithm, Huffman coding.
Teaching-Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3
Course Outcomes
At the end of the course the student will be able to:
1. To Apply various Signaling, Modulation and Source encoding technique for transmission of signals over
digital communication channel
2. Analyze the performance of Digital communication System in the presence of noise.
3. Design and Evaluate various communication techniques for processing Digital signal.
4. Simulate one of the digital communication techniques and submit a technical document in team.
CO-PO Mapping
2.1

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1 3 - - - - - - - - - - - 2 - -

CO2 - 3 - - - - - - - - - - 2 - -

CO3 - - 2 - - - - - - - - - 2 - -

CO4 - - - - 3 - - - 2 1 - 1 2 - -

Cii 3 3 2 - 3 - - - 2 1 - 1 2 - -

Suggested Learning Resources:

Text Books
1. Simon Haykin , “Digital Communications”, John Wiley India Pvt. Ltd, 2008.
References
1.K.N.Hari Bhat, D.Ganesh Rao, “Digital communications”, Pearson edition, 3rd edition, 2009.
2.K. Sam Shanmugam, John Wiley, “An introduction to Analog and Digital Communication”,
2008.
Web links and Video Lectures:
www.ee.iitm.ac.in/courses(EE4140)

Circuits and Controls

Course Code 21ET52 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 4 Exam Hours 3
Course objectives:
1.Apply mesh and nodal techniques to solve an electrical network.
2.Solve different problems related to Electrical circuits using Network Theorems and Two port
network.
3.Understand basics of control systems and design mathematical models using block diagram
reduction, SFG, etc.
4.Understand Time domain and Frequency domain analysis.
5. Familiarize with the State Space Model of the system.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
Lecture method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
Show Video/animation films to explain the different concepts of Linear Algebra & Signal
Processing.
10.9876543

Encourage collaborative (Group) Learning in the class.

Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes critical
thinking.
Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
Topics will be introduced in a multiple representation.
Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and
have discussions on the topic in the succeeding classes.
Give Programming Assignments.
Module-1
Basic concepts and network theorems:
Introduction to Basic Network concepts, Ideal, Practical sources, Source transformation, Star-to-Delta
transformation, Delta-to-star Transformation, Mesh analysis and Nodal analysis with linearly dependent
and independent sources for DC network. Concepts of super mesh and super node analysis for sources.
Teaching- Learning Chalk and Talk, YouTube videos, Demonstrate the concepts using circuits
Process RBT Level: L1, L2, L3

Module-2
Two port networks: Short- circuit Admittance parameters(y parameters), Open- circuit Impedance
parameters(z- parameters), Transmission parameters(ABCD parameters), Hybrid parameters (h-
parameters)
Network Theorems: Super position theorem, Thevenin’s theorem, Norton’s Theorem, Maximum Power
transfer Theorem, Reciprocity theorem, Numerical problems
Teaching- Learning Chalk and Talk
Process RBT Level: L1, L2, L3

Module-3
Basic Concepts and representation:
Introduction to control systems, open loop and closed loop control systems, Applications, effect of
feedback systems, differential equation of physical systems (only electrical systems), Introduction to
block diagrams, transfer functions, Signal Flow Graphs: Introduction to signal flow graph, finding
transfer function of signal flow graph using Mason’s gain formula, Numerical Problems
Teaching- Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3

Module-4
Time Response analysis: Standard test signals, unit step response of first and second order systems,
 time response specifications of second order systems, Derivation of Ts,Tr, Td.
Stability Analysis: Concepts of stability, necessary and sufficient condition for stability, Routh
stability criterion, Relative stability Analysis: Epsilon Method, Reverse Coefficient Method, Auxillary
equation method, Numerical Problems
Teaching- Learning Chalk and Talk, Any software tool to show time response
Process RBT Level: L1, L2, L3

Module-5
Root locus: Introduction to root locus concepts, rules for the construction of root loci Frequency Domain
analysis and stability: Correlation between time and frequency response and Bode plots.
State Variable Analysis: Introduction to state variable analysis: Concepts of state, state variable and
state models. State model for Linear continuous –Time systems, Solution of state equations: Zero state
response, zero input response, Total response
Teaching- Learning Chalk and Talk, Any software tool to plot Root locus, Bode plot
Process RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

At the end of the course the student will be able to:
1. Compute the circuit analysis techniques to determine circuit parameters, assess stability, and
understand the impact of gain on system behaviour
2. Devise the time response and frequency response of the dynamic systems and the state models to
evaluate the system stability and the impact on the system behaviour
3. Assess the effectiveness of different circuit analysis techniques in solving real-world problems and
the stability of systems based on frequency response analysis
4. Design the circuits using a suitable modern tool individually and validate the design

CO PO Mapping
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
CO1 3 - - - - - - - - - - - 3 - -
CO2 - 3 - - - - - - - - 3 - -
CO3 - - - 3 - - - - - - - - 3 - -
CO4 - - - - 3 - - - 2 - - 1 3 - -
Cii 3 3 - 3 3 - - - 2 - - 1 3 - -

Web links and Video Lectures (e-Resources):

https://nptel.ac.in/courses/108106098
https://nptel.ac.in/courses/108102042
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Programming Assignments / Mini Projects can be given to improve programming skills

Practical Component of the IPCC

srI

Using suitable hardware and simulation software, demonstrate the operation of the
following circuits:
Sl. Experiments
No.
1. Verification of Superposition theorem, Maximum Power transfer theorem using
components
2. Verification of Thevenin’s, Norton’s theorem using components
3. Speed torque characteristics of i)AC Servomotor ii) DC Servomotors
4. Determination of time response specification of a second order Under damped
System, for different damping factors.
5. Determination of frequency response of a second order System
6. Determination of frequency response of a lead lag compensator
7. Using Suitable simulation package study of speed control of DC motor using
i) Armature control ii) Field control
8. Using suitable simulation package, draw Root locus & Bode plot of the given
transfer function.
Demonstration Experiments (For CIE only, not for SEE)
9. Using suitable simulation package, obtain the time response from state model of a
system.
10. Implementation of PI, PD Controllers.
11. Implement a PID Controller and hence realize an Error Detector.
12. Demonstrate the effect of PI, PD and PID controller on the system response.

ELECTROMAGNETIC FIELD
THEORY
Course Code 21ET53 C EM a k 50
Teaching Hours/Week (L: T: P: S) (3:0:0:0) SEE Marks 50
Total Hours of Pedagogy 40 hours Theory Total 100
Marks
Credits 03 ExamHours 03
Course objectives: This course will enable students to:
1. To study the vector coordinate systems in three dimensional format and formulate gauss law and divergence
concept.
2. To analyze the different concepts of electrostatic, magneto static field in three dimensional systems.
3. To learn and derive theorems and laws related to electric, magnetic, static and time varying field
�

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
Lecture method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
Show Video/animation films to explain the different concepts of vector analysis.
Encourage collaborative (Group) Learning in the class.
Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking.
Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
Topics will be introduced in a multiple representation.
Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and
have discussions on the topic in the succeeding classes.
Tool Based activity for EMFT in tutorial class and also give them assignments on tool based learning

Module-1
Module1: Introduction and Coulomb’s Law and Electric field intensity: The three coordinate
system, Coulomb’s law of charges, Electric field intensity, Field due to line, area and volume charge
distributions
Electric flux density, Gauss’ law and divergence: Electric flux density, Gauss’ law
Applications of Gauss law: Field at a point due to infinite line charge of uniform linear charge density,
Coaxial Cable, Divergence, Maxwell’s First equation, divergence theorem.
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3,L4
Module-2
Module 2:Energy and potential : Energy expanded in moving a point charge in an electric field, The
line integral, Definition of potential difference and Potential, The potential field of a point charge and
system of charges, Potential Field due to point Charge, Potential Field due to many Charges, Potential
field due to continuous distribution of charges, Potential field due to line charge distribution of charges,
Potential field due to surface charge distribution of charges, Potential field due to volume charge
distribution of charges.
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3,L4
Module-3
 Module-3:Conductors, dielectrics and capacitance: Current and current density, Continuity of
current, Nature of dielectric materials, Boundary conditions for perfect Dielectrics, Capacitance of a
two conductor system, capacitance of a parallel plate capacitor, Parallel plate capacitor with two
Different dielectric material.
Poisson’s and Laplace’s equations: Poisson’s and Laplace’s Equations, Uniqueness theorem.
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3,L4
Module-4
Module 4: The steady magnetic field and Magnetic forces: Biot-Savart law, Ampere’s circuital law,
curl, Stokes’ theorem, magnetic flux and flux density, scalar and Vector magnetic potentials.
Force on a moving point charge, Lorentz force equation, Magnetic forces and torques, A magnetic dipole,
Neuman’s formula, Inductance and mutual inductance, Magnetic energy, Magnetic recording, Shielding.
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3,L4
Module-5

Module 5: Magnetic materials: Magnetization and permeability, Magnetic boundary conditions,

Magnetic circuit
Time Varying Fields and Maxwell’s Equations:
Faraday’s law, Displacement current and current density, Maxwell’s equation in point form and integral
form, Boundary condition for time varying field, Magnetic Brake, Magnetic Levitation, electromagnetic
launcher, Magneto-hydrodynamic generator, EM waves.
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3,L4
Course Outcomes
At the end of the course the student will be able to:
1. Apply different techniques of vector calculus to understand different concepts of electromagnetic
field theory and also to derive Gauss law
2. Analyze fundamental study laws related to electromagnetic fields and evaluate the physical quantities
of electromagnetic fields in different media using the fundamental laws
3. Investigate electromagnetic force related to magnetic field such as Biot Savart law, Ampere’s
circuital law and Stoke’s theorem
4. Design propagation of waves of Electromagnetic fields using modern techniques and tools
CO-PO Mapping

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1 3 2

CO2 3 2
2 2 2
CO3 3 2
2 2 2
CO4 3 2
4.321

2 2 2
Cii 3 3 3 3 2

Suggested Learning Resources:

Text Books
1.William H Hayt Jr. and John A Buck, “Engineering Electromagnetics”, Tata McGraw-Hill, 7th
edition, 2006.
References
1. Mathew N.O Sadiku, “Elements of Electromagnetic ” New York – Oxford University Press, Fourth
Edition,2007
2. David K Cheng, “Field and Wave Electromagnetics”, Pearson Education Asia, 2nd edition, - 1989,
Indian Reprint – 2001.
3. Karl Lonngen,Sava .Savov,RandyJ.Jost, “Fundamentals of Electromagnetics with MATLAB”, PHI-
second Edition-2012
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Tool Based Assignments /Mini Projects can be given to improve programming skills.(using
MATLAB/ Blender for Animation)

Data Structures and Object Oriented Programming using JAVA

Course Code 21ET54 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course Objectives:

Understand fundamentals of programming such as variables, conditional and

iterative execution, methods, etc.
Understand fundamentals of object-oriented programming in Java, including
defining classes, invoking methods, using class libraries, etc.
Have the ability to write a computer program to solve specified problems.
Be able to use the Java SDK environment to create, debug and run simple Java
programs.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes. Lecture method (L) does not mean only traditional lecture
9.87654321

method, but different type of teaching methods may be adopted to develop the outcomes.
Show Video/animation films to explain the different concepts of Linear Algebra &
Signal Processing.
Encourage collaborative (Group) Learning in the class.
Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking.
Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyze
information rather than simply recall it.
Topics will be introduced in a multiple representation.
Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Adopt Flipped class technique by sharing the materials / Sample Videos prior to the
class and have discussions on the topic in the succeeding classes.
Give Programming Assignments.
Module-1
Introduction to Object oriented programming and JAVA:
Introduction to Object Oriented Programming, Difference between procedure and object-
oriented programming, Features of Object-Oriented Programming Introduction to Java and
Java applications, Java Buzzwords, Object-oriented programming; The Primitive Types,
Operators, Control Statements: Java’s Selection Statements, Iteration Statements, Jump
Statements. Strings
Teaching- Chalk and Talk, YouTube videos
Learning Process RBT Level: L1, L2, L3

Module-2
Classes and Methods:
Class and Object Declaration, Methods, Types of Methods, Passing Object as Method
Argument Assigning Object, Reference Variables
Constructors:
Types of Constructors, Constructor overloading, this keyword Polymorphism: Method
Overloading Final Keyword and Basic Programs
Teaching- Chalk and Talk
Learning Process RBT Level: L1, L2, L3
Module-3
Inheritance: Inheritance single multilevel inheritance, hierarchical inheritance Abstract
Class Method Overriding, Super Keyword, Dynamic binding.
Packages and Interfaces: Packages and Interfaces: Creation of Packages, Access
Protection, Importing Packages, Built in Packages
Interfaces: Defining an interface, nested interfaces, applying an interface, variables in
interfaces
Teaching- Chalk and Talk, YouTube videos
Learning Process RBT Level: L1, L2, L3

Module-4
Arrays:
Defining an Array, Initializing & Accessing Array, and Sorting -Insertion sort, Bubble sort,
Selection sorting Searching- Linear and Binary search Multi –Dimensional Array.
Linked List: Implementation of Single linked list, Double linked list, traversing,
searching, and addition of node and deletion of a node.
Teaching- Chalk and Talk
Learning Process RBT Level: L1, L2, L3

Module-5

Stacks and Queues: Implementation of stack Push Pop operations, Implementation of

queues adding an element, deleting an element in queue, getting first and last element.
Difference between stacks and queues Applications of stacks and queues
Binary Trees: Implementation, Traversal: in order, pre order and post order traversal,
finding height of the tree, addition and deletion of a node finding maximum and minimum
in the tree, finding sum of all the nodes. Binary tree applications.
Teaching- Chalk and Talk
Learning Process RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

At the end of the course the student will be able to:
1. Solve variety of mathematical problem statements using the fundamental and
object oriented concepts of Java Programming
2. Test the given java code for logical correctness for the given functionality.
3. Design and Develop different application programs and data structures by
implementing appropriate programming techniques.
4. Build application programs by adapting good programming & debugging skills and
software engineering practices.
3.21

CO-PO Mapping
C PO PO PO PO PO PO PO PO PO PO PO PO PS PS PS
Os 1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3
CO 3 - - - - - - - - - - - - - -
1
CO - 3 - - - - - - - - - - - - -
2
CO - - 3 - - - - - - - - - - - -
3
CO - - 3 - 3 - - - 2 1 - 1 - - 2
4
Cii 3 3 3 - 3 - - - 2 1 - 1 - - 2
Suggested Learning Resources:

Herbert Schildt, “Java, the Complete Reference”, 11th Edition, Tata McGraw Hill,
2018.
“Data Structures and Algorithms in Java”-Michael T. Goodrich, 4th edition, John
Wiley & sons, Inc.
“Data Structures and Algorithms in Java”- Robert Lafore 2nd Edition
Reference Books:
1. Mahesh Bhave and Sunil Patekar, “Programming with Java”, First Edition, Pearson
Education, 2008, ISBN: 9788131720806.
2. Rajkumar Buyya, S Thamarasiselvi , xingchen chu, “Object oriented Programming
with java”, Tata McGraw Hill education private limited.
3. E Balagurusamy, “Programming with Java A primer”, Tata McGraw Hill
companies.
4. Anita Seth and B L Juneja, “JAVA One step Ahead”, Oxford University Press,
2017.
5. “Problem Solving in Data Structures and Algorithms using Java”, Hemanth Jain
Web links and Video Lectures (e-Resources):
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Programming Assignments / Mini Projects can be given to improve programming skills

MOOCs:
1. Object Oriented Programming in Java by Course era 2019
https://www.classcentral.com/course/courseraobject-oriented-programming-in-java-
4212
2. Java Tutorial for Complete Beginners Udemy 2020
https://www.udemy.com/course/java-tutorial/
 3. Programming in Java NPTEL September 2020 – December 2020
https://swayam.gov.in/nd1_noc20_cs58/preview
4. Data Structure And Algorithms Using Java- NPTEL 2022
https://onlinecourses.nptel.ac.in/noc22_cs92/preview

Standalone Laboratory Course

Digital Communication lab

Course Code 21ETL55 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 0:0:2:0 SEE Marks 50
Credits 1 Exam Hours 3
Course objectives:
This laboratory course enables students to
1. Design, Implement and analyse various Digital modulation and demodulation schemes using
discrete components.
2. Design and analyse bit error rate of Digital Modulation schemes.
3. Implement certain modulation techniques using trainer’s kit
4. Simulate different source coding techniques using MATLAB
Sl.No. Experiments
1 Amplitude Shift Keying (ASK) Generation and Detection
2 Frequency Shift Keying (FSK) Generation and Detection
3 Phase Shift Keying (PSK) Generation and Detection
4 Binary and Differential Phase Shift Keying (BPSK and DPSK) Generation and Detection
5 Quadrature Phase Shift Keying (QPSK) Generation and Detection
6 Simulation Of Pulse Amplitude Modulation and Demodulation Using Matlab
7 Simulation Of Spread Spectrum modulation Using Matlab
8 Simulation Of Spread Spectrum demodulation/AWGN Using Matlab
9 Bit Error Rate Calculation of Shift Keyings Using Matlab
10 Source encoding using Shannon-Fano Coding technique
11 Source encoding using Huffman Coding technique
12 BER comparison of BPSK,QPSK and 16-QAM using Simulink
4.321

Course outcomes (Course Skill Set):

Students will be able to:
CO1:Design and interpret the working of various digital modulation Schemes
CO2:Investigate the Performance of various Modulation and Multiplexing schemes of digital
communication system
CO4:Simulate and analyse any one of the digital modulation and source encoding Technique using
matlab/simulink and submit a report in team

Mapping of Course outcomes to Program outcomes

PO PSO
COs 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 3 2
CO2 3 2
CO3 3 2
CO4 3 3 1 1 2

Cii 3 3 3 3 1 1 2

Ability Enhancement Course

Applied Wave Research
Course Code 21ETL581 CIE Marks 50
Teaching (L: T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
Introduce Applied Wave Research software features and functionalities.
Rig-up the basic circuits and run.
Explore the various measurement tools and options.
Analyze the obtained results.
Sl. No Contents
1 Voltage-Controlled Voltage Sources (VCVS)
2 Voltage-Controlled current Sources (VCCS)
3 Current-Controlled Current Sources (CCCS)
4 Current-Controlled Voltage Sources (CCCS)
5 Series RLC
6 Frequency Response of Passive Circuits
7 Ideal Op Amps and Real Op Amps
8 Inverting Amplifiers
9 Measurement of reflection coefficient and VSWR
10 Matched Transmission Lines
11 Mismatched Transmission Lines
12 Maximum Power Transfer
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Explore the main features and functionalities of the AWR simulation environment
2. Apply internal circuitry knowledge of devices/components and use its libraries to
build the schematic
3. Design AC, DC and RF circuits for the given specification
4. Capture, Debug and analyze the circuit parameters from the obtained results.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the semester. In each test, test write-up, conduction of
experiment, acceptable result, and procedural knowledge will carry a weightage of 60%
 and the rest 40% for viva-voce. The suitable rubrics can be designed to evaluate each
student’s performance and learning ability. Rubrics suggested in Annexure-II of
Regulation book. The average of 02 tests is scaled down to 20 marks (40% of the
maximum marks). The Sum of scaled-down marks scored in the report write-up/journal
and average marks of two tests is the total CIE marks scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Suggested Learning Resources:
1. https://kb.awr.com/display/awrfaq/Documentation
2. https://www.youtube.com/@ExploreRF/playlists

Mapping of Course outcomes to Program outcomes

PO PSO
COs 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 - - - 1 - - - - - - - 2 - -
CO2 - 3 - - 2 - - - - - - - 2 - -
CO3 - 3 - 3 - - - - - - - 2 - -
CO4 - - - 3 3 - - - - - - - 2 - -

Cii 3 3 3 3 3 - - - - - - - 2 - -
4.321

LateX
Course 21ETL582 CIE Marks 50
Code
Teaching (L: T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
Prepare a LateX document, to make scientific article, Conference proceedings
Presentation and thesis report.
To include figures and tables in a Latex document.
Use the preamble of LaTeX file to define document class and layout options.
Use BibTeX to maintain bibliographic information and to generate a
bibliography for a particular document.
Sl. No Contents
1 Beginning typesetting using LaTeX.
2 Basics for document structuring, preamble preparation, saving a folder.
3 Latex commands for font colour, font size,
4 Make title, begin document, new page, sectioning.
5 Creating Tables,
6 Inserting figures,
7 Enumeration list, itemized list, font effects,
8 Inserting equations.
9 Inserting references
10 Manual reference
11 Reference using BibTex
12 Citing reference
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Understand the method of installing LaTeX to minimise long term hassle.
2. Learn the basics of creating a document, including citations and referencing
3. Understand the method of including maths, graphics, tables and code in the
 document and also Create figures using LaTeX
4. Automate typical tasks in LaTeX for time saving.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the semester. In each test, test write-up, conduction of
experiment, acceptable result, and procedural knowledge will carry a weightage of 60%
and the rest 40% for viva-voce. The suitable rubrics can be designed to evaluate each
student’s performance and learning ability. Rubrics suggested in Annexure-II of
Regulation book. The average of 02 tests is scaled down to 20 marks (40% of the
maximum marks). The Sum of scaled-down marks scored in the report write-up/journal
and average marks of two tests is the total CIE marks scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
4.321

15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Suggested Learning Resources:
1. Learning Latex, D.F.Griffits, D.J.Higham, Siam, Philadelpha, 1997
2. Martin J. Erickson and Donald Bindner, A Student's Guide to the Study, Practice,
and Tools of Modern Mathematics, CRC Press, Boca Raton, FL, 2011.
3. L. Lamport. LATEX: A Document Preparation System, User’s Guide and
ReferenceManual. Addison-Wesley, New York, second edition, 1994.

Simulink
Course 21ETL583 CIE Marks 50
Code
Teaching (L: T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
Introduce the use of Simulink, an extension to MATLAB, for use in simulating
simple electric circuits, Laplace transforms, transfer functions, solutions to
ordinary differential equations.
These virtual devices will perform simulations of the models that is built.
Explore the various measurement tools and options.
Analyse the obtained results.
Sl. No Contents
1 Introduction to the Simulink interface
2 Study of Block libraries in Simulink:
3 Working with blocks, sources, signals, sinks
4 To simulate simple RLC circuits in series and parallel and study their
behaviour
5 To build a bipolar junction transistor based amplifier with common
emitter configuration biased with the voltage divider biasing method.
6 Verification of Kirchhoff’s voltage and current law, superposition
theorem, Thevenin’s theorem using Simulink
7 To simulate ordinary differential equations using Simulink
8 To simulate half wave and full wave rectifier with R and R-L load
9 To model and simulate transfer functions using Laplace transforms
10 To create and test simple digital circuits using AND, OR, gates and test
them.
11 Creating subsystems by grouping existing blocks
12 Modelling equations in Simulink
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Acquire a basic knowledge of Simulink.
2. Explore the main features and functionalities of virtual input and output devices
4.321

such as function generators and oscilloscopes.

3. Apply Circuit knowledge and use libraries to build the schematic.
4. Debug the circuit rules for proper results and analyse the result and its
characteristics.

IoT Lab
Course 21ETL584 CIE Marks 50
Code
Teaching (L:T:P: S) 0:0:2:0 SEE Marks 50
Hours/Week
Credits 1 Exam Hours 2
Course objectives:
Setup a basic IoT hardware.
Apply IoT concept in simple real life applications.
Explore the various measurement tools and options.
Monitoring the results over cloud setup.
Sl. No Contents
1 Introduction, Controller Pinout, Inputs and Outputs
2 PWM, Interrupts
3 Sensors - Temperature, Infrared, Proximity, Ultrasonic
4 Sensors - Chemical and Gas Sensors
5 Sensors – GPS
6 Sensors - Accelerometer, Gyroscope
7 Sensors - Optical Sensors
8 Modules - Relay Module, Stepper Motor
9 Modules - I2C Multiplexer
10 Displays - OLED, LCD, Matrix Display
11 Protocols - Web Server, MQTT, Wi-Fi
12 Web Servers – Thing Speak, Blynk
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 1. Acquire a basic knowledge of controller unit.
2. Identify the program environment and its key features, Apply libraries relevant to
the sensors and applications.
3. Design a sample circuit for specific application.
4. Analyze and debug the circuit for its correctness and functionality.
Assessment Details (both CIE and SEE)
� The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester
End Exam (SEE) is 50%.
� The minimum passing mark for the CIE is 40% of the maximum marks (20 marks).
A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course.
� The student has to secure not less than 35% (18 Marks out of 50) in the semester-
end examination (SEE).
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 14th week of the semester. In each test, test write-up, conduction of
experiment, acceptable result, and procedural knowledge will carry a weightage of 60%
and the rest 40% for viva-voce. The suitable rubrics can be designed to evaluate each
student’s performance and learning ability. Rubrics suggested in Annexure-II of
Regulation book. The average of 02 tests is scaled down to 20 marks (40% of the
maximum marks). The Sum of scaled-down marks scored in the report write-up/journal
and average marks of two tests is the total CIE marks scored by the student
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the 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 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
15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Suggested Learning Resources:
1. https://randomnerdtutorials.com/
2. https://aliot.eu.org/teaching-materials/
3. https://www.arduino.cc/education/explore-iot-kit
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute affiliated to VTU, Approved by AICTE & ISO 9001:2015 Certified)
Accredited by National Assessment & Accreditation Council (NAAC) with ‘A’ grade

RESEARCH METHODOLOGY AND

INTELLECTUAL PROPERTY RIGHTS

Course Code 21RM56 IA Marks 50

No. of Lecture Hrs/week 02 Exam Hours 02
Total Lecture Hrs 26 Exam Marks 50

Course Objectives:
1. To identify the importance of Research.
2. To understand the research methodology, tools and techniques.
3. To interpret the results of Research and Propose recommendations.

Module 1
Meaning, Objectives and Characteristics of research - Research methods Vs
Methodology - Types of research - Descriptive Vs. Analytical, Applied Vs. Fundamental,
Quantitative Vs. Qualitative, Conceptual Vs. Empirical - Research approaches, Significance
of research, Research process - Criteria of good research - Developing a research plan.
04 hours

Module 2:
Defining the research problem - Selecting the problem - Necessity of defining the problem -
Techniques involved in defining the problem.
Importance of literature review in defining a problem - Survey of literature - Primary and
secondary sources - Reviews, treatise, monographs- patents - web as a source - searching the
web - Identifying gap areas from literature review - Development of working hypothesis.
04 hours

Module 3:
Research design-Meaning of Research Design, need for research design, features of a good
design, Important concepts- Dependent and independent variables, Extraneous variable,
Control, Confounded relationship, Research hypothesis, Experimental and non-experimental
hypothesis-testing research, Experimental and control groups, Treatments, Experiment,
Different research designs. 06 hours

Module 4:
Sampling design - Steps in sampling design - criteria of selecting a sampling procedure
Characteristics of a good sample design - Types of sample designs- Non-probability sampling,
Probability sampling, how to select a random sample, random sample from an infinite
universe.
Testing of hypotheses - Basic concepts - Procedure for hypotheses testing flow diagram for
hypotheses testing Basic concepts concerning testing of hypotheses- null hypothesis and
alternative hypothesis, level of significance, type I and type II errors, two tailed and one
tailed tests, procedure for hypothesis testing (No Numerical) 06 hours
 DAYANANDA SAGAR COLLEGE OF ENGINEERING
(An Autonomous Institute affiliated to VTU, Approved by AICTE & ISO 9001:2015 Certified)
Accredited by National Assessment & Accreditation Council (NAAC) with ‘A’ grade

Module 5:
IPRs- Invention and Creativity- Intellectual Property-Importance and Protection of
Intellectual Property Rights (IPRs)- A brief summary of: Patents, Copyrights,
Trademarks, Industrial Designs- Integrated Circuits-Geographical Indications-Establishment
of WIPO-Applicationand procedures, Patenting Procedure.
Interpretation and report writing - Techniques of interpretation - Structure and components
of scientific reports - Different steps in the preparation - Layout, structure and language
of the report - Illustrations and tables - Types of report - Technical reports and thesis
06 hours
TEXT BOOKS:
1. Kothari, C.R., 2019. Research Methodology: Methods and Techniques, New Age
International, 4 th Edn.
2. Garg, B.L., Karadia, R., Agarwal, F. and Agarwal UK, 2002. An introduction to Research
Methodology, RBSA Publishers.
3. Ranjith Kumar, 2011. Research Methodology, A Step-by step guide for beginners, SAGE
Publications, 3rd Edn.

REFERENCES:
1. Sinha, S.C. and Dhiman, A.K., 2002. Research Methodology, Ess Ess Publications. 2 volumes.
2. Trochim, W.M.K., 2005. Research Methods: the concise knowledge base, Atomic Dog
Publishing..
3. Day, R.A., 1992.How to Write and Publish a Scientific Paper, Cambridge University Press.
4. Fink, A., 2009. Conducting Research Literature Reviews: From the Internet to Paper. Sage
Publications
5. Study Material: Professional Programme Intellectual Property Rights, Law and Practice, The
Institute of Company Secretaries of India, Statutory body under an Act of Parliament, 2013
 ENVIRONMENTAL STUDIES

Course Code 21ES57 Credits 01

L:T:P:S 1:0:0:0 CIE Marks 50
Exam Hours 02 SEE Marks 50
Hours/week 02 Total hours 12
The students will be able to
1. Develop sense of responsibility about the environment, natural
Course resources, their conservation
Objective 2. Understand the concept of various components of environment, their
pollution and their remediation methods.
3. To study global environmental issues.
Course Outcomes
CO1 Discuss the components of environment
CO2 Discuss the various sources of energy.
Identifications of various types of Environmental pollutions and suggestions
CO3
of remedial measures.
CO4 Study of various wastes produced from society and their disposal methods.
Identify the major challenges in environmental issues and suggest possible
CO5
solutions.
CO6 Understand global Environment problems.

Mapping of Course outcomes to Program Outcomes:

PO PO PO PO PO PO PO PO PO PO PO PO PS PS PSO
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 3

CO1 3

CO2 3

CO3 3 2

CO4 3 2

CO5 3 2

CO6 3
Module Content Hours CO’s
Introduction:
Environment - Components of Environment Ecosystem: Types & CO1
1 Structure of Ecosystem. 2
Water resources: Availability, quality, water borne & water
induced diseases
Energy: Different types of energy, Conventional sources & Non
Conventional sources of energy Solar energy, Hydro electric
2 2 CO2
energy, Wind Energy, Nuclear energy, Biomass & Biogas, Fossil
Fuels, Hydrogen as an alternative energy.
Environmental Pollution-Water Pollution, Noise pollution, Land
3 Pollution- sources, effects and remedies. 3 CO3
Air Pollution: Definition, Effects and remedies
Solid Waste Management: E-Waste, Hazardous waste &
Biomedical Waste -Sources, Characteristics & Disposal methods, CO4
4 3
Radioactive waste, construction and demolition debris, and Co5
mining waste.
Global Environmental Issues: Global Warming, Acid rain &
5 Ozone layer depletion, controlling measures, heat island effect, 2 CO6
Waste to energy concepts.

Text Books:
1. S.M. Prakash, “Environmental Studies”, Elite Publishers Mangalore, 2007
2. Benny Joseph (2005), “Environmental Studies”, Tata McGraw – Hill Publishing
Company Limited.
3. R. J. Ranjit Daniels and Jagadish Krishnaswamy, (2009), “Environmental Studies”,
Wiley India Private Ltd., New Delhi.
4. R Rajagopalan, “Environmental Studies – From Crisis to Cure”, Oxford University
Press, 2005.

References:
1. Raman Sivakumar, “Principals of Environmental Science and Engineering”, Second
Edition, Cengage learning Singapore, 2005
2. P. Meenakshi, “Elements of Environmental Science and Engineering”, Prentice Hall
of India Private Limited, New Delhi, 2006
3. Aloka Debi, “Environmental Science and Engineering”, Universities Press (India) Pvt.
Ltd. 2012
4. G.Tyler Miller Jr., “Environmental Science – working with the Earth”, Eleventh Edition,
Thomson Brooks /Cole, 2006
3.21

MICROWAVE AND ANTENNA THEORY

Course Code 21ET61 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course Objectives:

To understand the significance of microwaves in communication.

To analyse and design communication antennas to meet specific requirements.
To know the latest advancements in the field of microwaves and antennas.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes. Lecture method (L) does not mean only traditional lecture
method, but different type of teaching methods may be adopted to develop the outcomes.
1. Show Video/animation films to explain the different concepts of Linear Algebra &
Signal Processing.
2. Encourage collaborative (Group) Learning in the class.
3. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking.
4. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyze
information rather than simply recall it.
5. Topics will be introduced in a multiple representation.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
8. Adopt Flipped class technique by sharing the materials / Sample Videos prior to the
class and have discussions on the topic in the succeeding classes.
9. Give Programming Assignments.
Module-1
Introduction to Microwave Theory
Introduction, Microwave transmission lines, Transmission line equations, Reflection
coefficient and Transmission Coefficient, Standing Waves and Standing Wave Ratio, Line
impedance and admittance, Smith Chart, Microwave Applications and Hazards.

Teaching- Chalk and Talk, YouTube videos

Learning Process RBT Level: L1, L2, L3
Module-2
Microwave Components, Devices & Circuits
Rectangular Waveguides, Microwave Hybrid Circuits, Directional Couplers, Circulators
and Isolators, Strip Lines, Multimedia.
Teaching- Chalk and Talk
Learning Process RBT Level: L1, L2, L3

Module-3
Module 3: Fundamental Antenna Parameters & Antenna Arrays
Definition, Radiation Patterns, Directivity, Beam Area, Power Theorem, Friis
Transmission Formula, Antenna Apertures, Antenna Polarization, Antenna Field Zones,
Broad-Side Array, End-fire Array, Uniformly Excited Equally Spaced Linear Array (UE,
ESLA), Pattern Multiplication Principle, Radiation Resistance of Short Dipole,
Multimedia..
Teaching- Chalk and Talk, YouTube videos
Learning Process RBT Level: L1, L2, L3

Module-4
Module 4: Overview of Communication Antenna Types
Helical Antenna, Horn Antenna, Yagi-Uda Array, Folded Dipoles, V-antenna, Microstrip
Patch Antenna, LPDA, Ground Plane Antenna, Antennas for Satellite Communication,
Antennas for Special Applications, Multimedia.
Teaching- Chalk and Talk
Learning Process RBT Level: L1, L2, L3

Module-5
Module 5: SMART ANTENNAS: Introduction, Smart-Antenna Analogy, Switched Beam
Arrays, Adaptive Beam Arrays, Antenna Beam forming, Overview of DOA Algorithms,
Smart Antenna Benefits, Smart Antenna Drawbacks, and Multimedia.
Teaching- Chalk and Talk
Learning Process RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

At the end of the course the student will be able to:
1. Apply the knowledge of mathematics, engineering fundamentals to comprehend
the concepts of microwaves and antennas.
2. Design and analyze microwave transmission lines and antennas to meet the
specified needs.
3. Create awareness of societal, health and safety aspects while working with
3.21

microwaves and antennas.

4. Use modern engineering tools to synthesize/simulate/model microwave
components and communication antennas.

CO-PO mapping
P PO PO PO PO PO PO PO PO PO PO PO PS PS PS
O O O O
1 2 3 4 5 6 7 8 9 10 11 12 1 2 1
CO1 3 2 2
CO2 3 2 2
CO3 3 2 2
CO4 3 2 2 2 2
Cii 3 3 3 3 2 2 2 2
Suggested Learning Resources:

“Microwave Devices and Circuits”, Samuel Y Laio, Third Edition, Prentice Hall.
“Antennas and Wave Propagation”, John D Kraus, 4th edition, Mc-Graw Hill
Edition.
“Antenna Theory-Analysis and Design” Constantine A Balanis, 4th Edition, John
Wiley Production.
Reference Books:

1. “RF and Microwave Engineering”, Frank Gustrau, Wiley Productions

2. “Microwave Engineering”, Annapurna Das, KC Das, Second Edition, Mc Graw

Hill Productions.

3. Antennas for all applications - J.D. Kraus, Third Edition, TMH.

4. Antenna &amp; Wave Propagation - K.D. Prasad, Satyaprakash Publications
Web links and Video Lectures (e-Resources):
http://ece.iitr.ac.in/vendors/pdf/acad/syll/btech_ec_syll_22.pdf
https://freevideolectures.com/course/4125/nptel-microwave-engineering
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Programming Assignments / Mini Projects can be given to improve programming skills
4.321

COMPUTER COMMUNICATION AND NETWORKING

Course Code 21ET62 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 4 Exam Hours 3
Course Objectives:

To comprehend basic concepts of data transmission in computer networks over OSI

model techniques and also protocols over the layers
To discuss various protocols in Noiseless and Noisy Channels.
To describe various IEEE Ethernet standards.
To define and describe IPv4 and IPv6 address allocations and Domain Name space in
the Internet.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various
course outcomes. Lecture method (L) does not mean only traditional lecture method, but
different type of teaching methods may be adopted to develop the outcomes.
1. Show Video/animation films to explain the different concepts of Linear Algebra &
Signal Processing.
2. Encourage collaborative (Group) Learning in the class.
3. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking.
4. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyze
information rather than simply recall it.
5. Topics will be introduced in a multiple representation.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's possible,
it helps improve the students' understanding.
8. Adopt Flipped class technique by sharing the materials / Sample Videos prior to the
class and have discussions on the topic in the succeeding classes.
9. Give Programming Assignments.
Module-1
Introduction: Data Communications, Networks, Protocols and Standards, The OSI Model:
Layered Tasks, OSI model, Layers in OSI model, TCP/IP Suite, Addressing.
Teaching- Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-2
Data Link Control: Framing, Flow & Error control, Protocols, Noiseless channels & Noisy
channels, HDLC.
Multiple Accesses: Random access, Controlled access, channelization
Teaching- Learning Chalk and Talk
Process RBT Level: L1, L2, L3

Module-3
Wired LAN: IEEE standards, standard Ethernet, changes in the standards, Fast Ethernet,
Giga bit Ethernet, MAC Sublayer Wireless LAN: IEEE802.11, Wireless Cellular networks,
Sateliite Networks.
Teaching- Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3

Module-4
Network layer: Logical addressing, IPv4 addresses, IPv6 addresses, Internet Protocol:
Internet Working, IPv4, IPv6, IPv4 and IPv6 transition from IPv4 to IPv6, Unicast Routing
protocols, Multi cast Routing protocols, Address Mapping,ICMP,IGMP,ICMPv6
Teaching- Learning Chalk and Talk
Process RBT Level: L1, L2, L3

Module-5
Transport layer: process to process delivery, UDP, TCP, SCTP, Congestion Control, Data
traffic, QoS, Application Layer :Domain name system: Name Space, Domain Name Space,
Distribution of Name Space, DNS in the Internet, Resolution, rlogin, FTP, HTTP
Teaching- Learning Chalk and Talk
Process RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

At the end of the course the student will be able to:
1. Ability to apply the fundamentals of network technologies, network topologies,
architectures, and protocols from application perspective
2. Ability to analyse the data transmission over various layers and usage of protocols in each
layers.
3. Ability to design various network protocols/architecture available and report submit
to a team
4. Ability to make an effective written documentation on interoperability among network
1.

standard and the features and operations of various layers.

CO-PO Mapping
PO PO PO PO PO PO PO PO PO PO PO PS PS PS
PO
O O O
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 - - - - - - - - - - - 1 3
CO2 3 1 3
CO3 3 2 2 1 3
CO4 2
Cii 3 3 3 2 2 1 3
Suggested Learning Resources:

“Data Communication & Networking”, B Forouzan,TMH 4th Edition, 2006

Reference Books:

1. “Computer Networks”, James F. Kursoe, Keith W. Ross, 2nd Edition, 2003, Pearson.
2. “Introduction to Data communication & Networking”, Wayne Tomasi, Pearson 2007.
Web links and Video Lectures (e-Resources):
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Programming Assignments / Mini Projects can be given to improve programming skills

COMPUTER COMMUNICATION NETWORKING LAB(Integrated Professional

Core Course)
1. To comprehend basic concepts of data transmission in computer networks over OSI
model techniques and also protocols over the layers.
2. Develop an understanding of working principle of HDLC protocol
3. Develop an understanding of socket programming communication.
4. Develop an understanding of graph and tree and routing algorithms
5. Develop an understanding of error control methods and network security
6. Develop network models by using Simulators.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type
of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
 promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
I) CCN Programming using C/C++(3 lab sessions of 3hrs each)

1. Simulate bit/character stuffing & de-stuffing using HDLC

2. Simulate the Shortest Path Algorithm
3. Encryption and Decryption of a given message
4. Compute Polynomial Code Checksum for CRC-CCITT
II) CCN Experiments using Hardware (1 Lab Session of 3 hrs. each)
5. Asynchronous and Synchronous Communication using RS232 / Optical Fiber /
Twisted Pair / RJ45
6. Using fork function, create TWO processes and communicate between them.
7. Communicate between TWO PCs, using simple socket function
8. Simulate three nodes point-to-point networks with a duplex link between them. Set
the queue size and vary the bandwidth and find the number of packets dropped.
9. Simulate the transmission of ping messages over a network topology consisting of 6
nodes and find the number of packets dropped due to congestion.
Course Outcomes (Course Skill Set)
1. Understand fundamental underlying principles of computer networking
2. Apply mathematical foundations to solve computational problems in computer
networking analyse performance of various communication protocols.
3. Analyse performance of various communication protocols.
4. Compare routing algorithms and Practice packet /file transmission between nodes.
Text Books:
1.“Data Communication &Networking”, B Forouzan,TMH 4th Edition, 2006
2. “Computer Networks”, James F. Kursoe, Keith W. Ross, 2nd Edition, 2003, Pearson.
3. “Introduction to Data communication & Networking”, Wayne Tomasi, Pearson 2007.
 Wireless and 5G Mobile Networks
Course Code 21ET63 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits Exam Hours 3
Course objectives: This course will enable students to
� To study the fundamental concepts of Wireless communication systems.
� To comprehend the developments in Wireless communications.
� To study fundamentals cellular network concepts.
� To analyze various mobile propagation models and equalization techniques.
� To deliver a fundamental understanding of the essential technologies and enablers of
communication systems for 5G and beyond.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various
course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Module1: Overview of Wireless Communication Systems
Evolution of Mobile Radio communications, Examples of wireless communication systems –
Paging Systems, Cordless Telephone Systems, Cellular Telephone Systems, comparison of
common Wireless Communication Systems,
Chalk and talk method, Power Point Presentation.
Teaching- Learning Self-study topics: The wireless Spectrum- Methods for spectrum
Allocation, Spectrum Allocation for existing systems
Process .
RBT Level: L1, L2, L3

Module-2
Module 2: Wireless Networks
Introduction, Difference between Wireless and Fixed Telephone Networks, Development of
Wireless Networks- Second generation (2G) Third generation (3G), Fourth generation(4G),
Fifth generation (5G) ,Wireless Local Loop (WLL), Wireless Local Area Networks (WLANs),
Bluetooth and Personal Area Networks (PANS) ,GSM
 Chalk and talk method, Power Point Presentation.
Teaching- Learning Self-study topics: Multiple Access Techniques– TDMA, FDMA,
Process CDMA,
RBT Level: L1, L2, L3

Module-3
Module 3: Cellular concepts
System Design Fundamentals- Frequency Reuse, Channel Assignment Strategies, Handoff
strategies Interference and System capacity, Trunking and Grade –of- Service, Improving
Coverage and capacity in Cellular Systems.
Chalk and talk method, Power Point Presentation.
Teaching- Learning Self-study topics: Modulation Techniques for wireless
Process communication
RBT Level: L1, L2, L3

Module-4
Module 4: Mobile Radio Propagation
Introduction to Radio Wave Propagation, Free Space Propagation Model, Relating Power to
Electric field, Reflection, Diffraction, Scattering, Practical link budget Design using Path loss
Models, Outdoor propagation models, Indoor Propagation Models
Equalization and Diversity
Fundamentals of Equalization, Diversity Techniques, RAKE Receiver
Chalk and talk method, Power Point Presentation.
Teaching- Learning
Self-study topics: Channel coding for wireless communication
Process
RBT Level: L1, L2, L3

Module-5
Module 5: 5G Key Technologies: Small cells, massive MIMO, mmWave.
Small cells: Past, present, and future trends of cellular networks coverage and capacity of small
cell networks Interference management, D2D architecture Towards IoT Spectrum sharing.
Massive MIMO: Point-to-point MIMO, Virtual MIMO (relaying), multiuse MIMO Massive
MIMO, propagation channel model, channel estimation, uplink and downlink data transmission
capacity bounds, achievable rate, energy and spectral efficiency trade-off.
mmWave: Applications, radiowave propagation Physical layer design and algorithms mmWave
MIMO challenges channel modeling channel estimation Beamforming.
Multiple access techniques: OFDM, filter banks, GFDM, OTFS, NOMA.
Chalk and talk method, Power Point Presentation.
Teaching- Learning
Self-study topics: 5G security , Cloud RAN, Introduction to 6G
Process
RBT Level: L1, L2, L3
Course Outcomes
At the end of the course the student will be able to:
1. To apply various basic concepts of wireless communication systems to comprehend its
evolution and system design fundamentals.
2. Analyse the infrastructure developments, different propagation models and performance
of wireless communication Systems.
3. Evaluate the design aspects of various key technologies for wireless mobile
Communication systems.
4. Simulate any one of the wireless communication techniques using modern tools and
submit a technical document in the team.
Suggested Learning Resources:
Books
1. Theodore S Rappaport: Wireless Communications, Principles and Practice, 2nd Edition,
Pearson Education Asia, 2002.
2. Wireless Communication- Andreas F Molish, Wiley Student Second Edition
3. R. Vannithamby and S. Talwar, Towards 5G: Applications, Requirements and
Candidate Technologies. John Willey & Sons, West Sussex, 2017.
4. Manish, M., Devendra, G., Pattanayak, P., Ha, N., 5G and Beyond Wireless Systems
PHY Layer Perspective, Springer Series in Wireless Technology
5. Andrea Goldsmith: Wireless Communications, Cambridge University
6. M. Vaezi, Z. Ding, and H. V. Poor, Multiple Access techniques for 5G Wireless
Networks and Beyond., Springer Nature, Switzerland, 2019
Web links and Video Lectures (e-Resources):
Module 5:
https://website.nitrkl.ac.in/Academics/AcademicDepartments/SyllabiDetails.aspx?d=RU
M6RWxlY3Ryb25pY3MgYW5kIENvbW11bmljYXRpb24gRW5naW5lZXJpbmc=-
6xL4rgmtWLc=&di=NDE=-
PDL5pmYHJ84=&c=U2lnbmFsIGFuZCBJbWFnZSBQcm9jZXNzaW5nIChNLlRlY2g
uIC0gMnlycyk=-sw/xnIllDh0=&t=UEc=-5MSKGlzYw8o=&s=Nzc2Ng%3D%3D-
uL6p2yLZYrA%3D
� https://archive.nptel.ac.in/courses/117/102/117102062/
� https://onlinecourses.nptel.ac.in/noc21_ee66/preview

Mapping of Course outcomes to Program outcomes

Program Outcomes PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 - - - - - - - - - - 2 -
CO2 - 3 - - - - - - - - - 2 -
CO3 - - 2 - - - - - - - - - 2 -
CO4 - - - - 3 - - - 2 1 - 1 2 -
Cii 3 3 2 - 3 - - - 2 1 - 1 2 -
srI
�

Python Programming
Course Code 21ET641 C EM a k 50
Teaching Hours/Week (L: T: P: S) (3:0:0:0) SEE Marks 50
Total Hours of Pedagogy 40 hours Total Marks 100
Credits 03 ExamHours 03
Course objectives: This course will enable students to:
1. Understand fundamentals of programming such as variables, conditional and iterative execution,
methods, etc.
2. Understand fundamentals of object-oriented programming in Java, including defining classes,
invoking methods, using class libraries, etc.
3. Have the ability to write a computer program to solve specified problems.
4. Be able to use the Java SDK environment to create, debug and run simple Java programs
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
Lecture method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
Show Video/animation films to explain the different concepts of Linear Algebra & Signal
Processing.
Encourage collaborative (Group) Learning in the class.
Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking.
Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
Topics will be introduced in a multiple representation.
Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and
have discussions on the topic in the succeeding classes.
Give Programming Assignments.
 Module-1
Introduction to Python Programming: History, Application of Python, Identifiers, Keywords,
Statements and Expressions, Variables, Operators, Data Types, Type Conversions. Control Flow
Statements: The if, if…else, if…elif…else, Decision Control Flow Statement, Nested if Statement, The
while, for Loop, The continue and break Statements, Functions: Built-In Functions, Commonly Used
Modules, Function Definition and Calling the Function, The return Statement and void Function,
Strings: Basic String Operations, Accessing Characters in String by Index Number, String Slicing and
Joining, String Methods.
Teaching- Chalk and Talk, Demonstration sessions
Learning RBT Level: L1, L2, L3,L4
Process
Module-2
Object-Oriented Programming: Classes and Objects, Creating Classes in Python, Creating Objects in
Python, Encapsulation the Constructor Method, The Polymorphism., Inheritance

Teaching- Chalk and Talk Demonstration sessions, Programming Assignments

Learning RBT Level: L1, L2, L3, L4,L6
Process
Module-3
Lists: Basic List Operations, Indexing and Slicing in Lists, Built- In Functions used on Lists, List
Methods, The del Statement. Dictionaries: Creating Dictionary, Accessing and Modifying key: value
Pairs in Dictionaries, Built-In Functions Used on Dictionaries, Dictionary Methods, The del Statement,
Tuples and Sets: Basic Tuple Operations, Indexing and Slicing in Tuples, Built-In Functions Used on
Tuples, Relation between Tuples and Lists, Relation between Tuples and Dictionaries, Tuple Methods,
Sets, Set Methods, Traversing of Sets.

Teaching- Chalk and Talk, YouTube videos, Programming Assignments

Learning RBT Level: L1, L2, L3, L4,L6
Process
Module-4
Files: Types of Files, Creating and Reading Text Data, File Methods to Read and Write Data, Reading
and Writing Binary Files, The Pickle Module, Reading and Writing CSV Files
Regular Expression Operations: Using Special Characters, Regular Expression Methods, Named
Groups in Python Regular Expressions

Teaching- Chalk and Talk, YouTube videos, Programming assignments

Learning RBT Level: L1, L2, L3, L4, L5,L6
Process
Module-5

Data Science using Python: Functional Programming: Lamda, iterators generators List
Comprehensions JSON and XML in Python Numpy and Pandas Visualization with Matplotlib
Teaching- Chalk and Talk, YouTube videos, Programming assignments
Learning RBT Level: L1, L2, L3, L4, L5,L6
Process
Course Outcomes
At the end of the course the student will be able to:
Books:
Reference

1. Apply the fundamental Python syntax and semantics to solve simple computational problems
and interpret the concepts programming in Python.
2. Analyze the given Python program and debug for syntax and logical errors.
3. Develop programs to solve variety of problem statements by implementing appropriate logic
and programming techniques.
4. Adapt good software engineering practices and demonstrate programming skills to develop an
application.
CO-PO Mapping

COs PO PO PO PO PO5 PO PO PO PO9 PO10 PO11 PO1 PSO1 PSO2 PSO3

1 2 3 4 6 7 8 2

CO1 3

CO2 3 2

CO3 3 2

CO4 2 2 1 1

Suggested Learning Resources:

Text Books
1.Gowrishankar S, Veena A, “Introduction to Python Programming”, 1st Edition, CRC Press/Taylor &
Francis, 2018. ISBN-13: 978-0815394372.
2.Kenneth Lambert, “Fundamentals of Python: First Programs”, Course Technology, Cengage
Learning, 2012, ISBN-13: 978-1-111-82270-5
3.Swaroop, H. “A Byte of Python”. Independent, 2013. ISBN: 9781365042911
4.Mark Lutz, “Programming Python”, 4th Edition, O’Reilly Media, 2011.ISBN-13: 978-9350232873.
5. Pthon Data Science Hand book: Jake Vander Plas, O’REILLY Publication

1. Cody Jackson ,“Learning to Program using Python”, Second Edition, 2014.

2. Michael DAWSON, ”Python Programming”,3rd Edition, Course technology PTR, 2010
3. John V Guttag. "Introduction to Computation and Programming Using Python", Prentice Hall of
India
4. Kent D. Lee, Steve Hubbard, "Data Structures and Algorithms with Python, Springer, 2015
5. Charles R. Severance, “Python for Everybody: Exploring Data Using Python 3”, 1st Edition,
CreateSpace Independent Publishing Platform,
2016.http://do1.drchuck.com/pythonlearn/EN_us/pythonlearn.pdf
6. Allen B. Downey, “Think Python: How to Think Like a Computer Scientist”, 2nd Edition,
Green Tea Press, 2015. (http://greenteapress.com/thinkpython2/thinkpython2.pdf)
7. Pilgrim, Mark, and Simon Willison. “Dive Into Python 3”. Vol. 2. Apress, 2009. ISBN:
9786612825347
8. Zed A. Shaw, “"Learn Python 3 the Hard Way: A Very Simple Introduction to the Terrifyingly
Beautiful World of Computers and Code", Addison-Wesley Professional,
Year: 2017, ISBN: 0134692888, 9780134692883.
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Programming Assignments /Debugging contests/ quiz on program debugging
MOOCs:
1. Programming in Python NPTEL 2023
https://onlinecourses.swayam2.ac.in/cec23_cs06/announcements?force=true Java Tutorial for
Complete Beginners Udemy 2020 https://www.udemy.com/course/java-tutorial/
2. Programming, Data Structures and Algorithms Using Python
https://onlinecourses.nptel.ac.in/noc23_cs15/announcements?force=true
3. Programming in Python
https://onlinecourses.swayam2.ac.in/cec23_cs14/[email protected]

MULTIMEDIA COMMUNICATION
Course Code: 21ET642 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: This course will enable students to:
Comprehend the, multimedia information representation, application and basic principles
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various
course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's possible,
it helps improve the students' understanding.
Module-1

Multimedia Communications: multimedia information representation, multimedia networks,

multimedia applications, network QoS and application QoS.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Programmable logic.
Learning Process
RBT Level: L1, L2, L3

Module-2
Multimedia Information Representation: Digitization principles, Text formats –
Unformatted, formatted and hypertext; Images- Graphics, Digitized Documents, Audio and
Video.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Advanced Interconnect Techniques.
Learning Process
RBT Level: L1, L2, L3

Module-3
Text and Image Compression: Compression principles, Text compression- static Huffman
coding, static dynamic Huffman coding, Arithmetic Coding, LZ, LZW coding; Image
compression- GIF, TIFF, and pictures, JPEG
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Synchronizers and Arbiters.
Learning Process
RBT Level: L1, L2, L3

Module-4
Audio and Speech: Data acquisition, Sampling and Quantization, Human Speech production
mechanism, Digital model of speech production, Analysis and synthesis, Psycho-acoustics, low
bit rate speech compression, MPEG audio compression.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Memory Peripheral Circuitry.
Learning Process
RBT Level: L1, L2, L3

Module-5
Images and Video: Image acquisition and representation, Composite video signal NTSC, PAL
and SECAM video standards, Bilevel image compression standards: ITU (formerly CCITT)
Group III and IV standards, JPEG image compression standards, MPEG video compression
standards.
 Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: testable sequential circuit design using Non_scan
Learning Process Techniques
RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

1. To illustrate various multimedia communications network and its types by applying
communication engineering fundamentals.
2. To represent and differentiate various multimedia information for system processing
3. To analyze multimedia data/ information using various compression techniques for effective
data transmission.
4. To evaluate various compression standards used for multimedia communications

CO-PO Mapping
PO PO PO PO PO PO PO PO PO PO PO PO PS0 PSO PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 1 3
CO2 3 2 1 3
CO3 3 3 1 3
CO4 3 2 2 1 3
1. Fred Halsall, “Multimedia Communications”, Pearson education, 2013, ISBN: 978-81-
317-09948
2. Ralf Steinmetz and Klara Nahrstedt, Multimedia Systems, Springer.
3. J. D. Gibson, Multimedia Communications: Directions and Innovations, Springer.

VLSI Design

Course Code: 21ET643 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: This course will enable students to
� Learn overview of VLSI design flow.
� Emphasise on different types timing, delay parameters in VLSI.
� Learn about types of memory & their application.
� Validation & Testing of Manufactured circuits in VLSI Industry.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
CMOS VLSI Design for Power and Speed consideration:
Historical Perspective and Future Trends in CMOS VLSI Circuit and System Design ,
Logical Effort - A way of Designing Fast CMOS Circuits
Power Estimation and Control in CMOS VLSI circuits, Low Power Design Techniques,
Data Path Design: Arithmetic Implementation Strategies for VLSI
https://archive.nptel.ac.in/content/syllabus_pdf/117101004.pdf
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Programmable logic.
Learning Process
RBT Level: L1, L2, L3

Module-2
Coping With Interconnect: Introduction, Capacitive Parasitics, Capacitance and
Reliability-Cross Talk, Capacitance and Performance in CMOS, Resistive Parasitics,
Resistance and Reliability-Ohmic Voltage Drop, Electromigration, Resistance and
Performance-RC Delay, Inductive Parasitics, Inductance and Reliability-Voltage Drop,
Inductance and Performance-Transmission Line Effects, Impact of scaling, buffer insertion
and inductive peaking.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Advanced Interconnect Techniques.
Learning Process
RBT Level: L1, L2, L3

Module-3

Timing Issues in Digital Circuits: Introduction, Timing Classification of Digital Systems,

Synchronous Interconnect, Mesochronous interconnect, Plesiochronous Interconnect,
Asynchronous Interconnect, Synchronous Design — An In-depth Perspective,
Synchronous Timing Basics, Sources of Skew and Jitter, Clock-Distribution Techniques.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Synchronizers and Arbiters.
Learning Process
RBT Level: L1, L2, L3

Module-4
Designing Memory and Array Structures: Introduction, Memory Classification,
Memory Architectures and Building Blocks, The Memory Core, Read-Only Memories,
Non-volatile Read-Write Memories, Read-Write Memories (RAM), Contents-Addressable
or Associative Memory (CAM).
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Memory Peripheral Circuitry.
Learning Process
RBT Level: L1, L2, L3

Module-5
VLSI Design Automation: Brief Overview of Basic VLSI Design Automation Concepts,
Net list and System Partitioning 31. Timing Analysis in the context of Physical Design
Automation, Placement algorithm
Validation & Test of Manufactured Circuits: Introduction, Test Procedure, Design for
Testability, Controllability and Observability, Issues in DFT, Ad Hoc Testing, Scan based
testing, Boundary scan, Built-in self-test, Test pattern generation, Automatic Test pattern
generation, Fault Simulation.
https://archive.nptel.ac.in/content/syllabus_pdf/117101004.pdf
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: testable sequential circuit design using Non_scan
Learning Process Techniques
RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

1. Apply design automation for complex circuits using the different implementation
methodology like custom versus semi-custom, hardwired versus fixed, regular array versus
ad-hoc.
2. Use the approaches to minimize the impact of interconnect Parasitics on performance,
power dissipation and circuit reliability.
3. Impose the ordering of the switching events to meet the desired timing constraints using
synchronous, clocked approach.
4. Infer the reliability of the memory & System validation & Testing.

CO-PO mapping
PO PO PO PO PO PO PO PO PO PO PO PO PSO PSO PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 3 3 3 2
CO2 3 3 3 2 2
CO3 3 2 2 2 2
CO4 3 2 2 2 2
Suggested Learning Resources:
Books
1. “Principles of CMOS VLSI Design”, by Weste and Eshranghian, Second Edition,
Pearson Education, India;
2. “CMOS VLSI Design”, by Neil H.E. Weste, David F. Harris ,Pearson/Addison
Wesley ;
3. “Digital Integrated Circuits”, Jan M.Rabaey,Anant Chandrakasan, and Borivoje
Nikoli ,Prentice Hall (India);
4. “Logical Efforts: Designing Fast CMOS Circuits”, Ivan Suderland,Bob Sproull and
D. Harris, Morgan Kaufmann, India.
5. “Low Power CMOS VLSI Circuit Design”,Kaushik Roy, Wiley- Interscience.
6. “Digital Integrated Circuits-A Design Perspective”, Jan M Rabey, Anantha
Chandrakasan, Borivoje Nikolic PHI,2nd Edition.
7. Application Specific Integrated circuits , M. Smith , Addison Wesley ,1997
Web links and Video Lectures (e-Resources):
https://archive.nptel.ac.in/content/syllabus_pdf/117101004.pdf
NPTEL Videos. https://archive.nptel.ac.in/courses/117/101/117101004/

OPTICAL COMMUNICATION AND NETWORKS

Course Code: 21ET644 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: This course will enable students to
� To illustrate the basic elements of optical fiber transmission link, fiber modes
configurations and structures.
� To distinguish and demonstrate different kind of losses in optical fibers, signal
 distortion in optical wave guides and other signal degradation factors.
� To learn the fiber optical network components, variety of networking aspects,
FDDI, SONET/SDH and operational principles of WDM.
� To learn the fiber optical receivers and noise performance in photo detector and
link budget, WDM, solitons and SONET/SDH network.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
Motivation and Transmission characteristics of optical fiber communication.
Advantages, optical fiber waveguides, Ray theory transmission, cylindrical fiber, single
mode fiber, cutoff wave length, mode field diameter.
Transmission Characteristics of optical fibers: Attenuation, absorption, scattering losses,
Fiber bend loss, types of Dispersion losses.
https://archive.nptel.ac.in/courses/117/101/117101004/
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: Optical Fibers: fiber materials, photonic crystal,
Learning Process fiber optic cables.
RBT Level: L1, L2, L3

Module-2
Optical Sources and Detectors: LASER diodes. Optical Detectors: Photo detectors, Photo-
detector noise, detector Response time, Avalanche multiplication noise, comparison of
Photo detectors, Optical Receiver Operation, receiver sensitivity, quantum limit, eye
diagrams, Coherent detection.
https://archive.nptel.ac.in/courses/117/101/117101004/
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: Avalanche multiplication noise, comparison of
Learning Process Photo detectors.
RBT Level: L1, L2, L3

Module-3
ANALOG AND DIGITAL LINKS: Analog links – Introduction, overview of analog
links, CNR, multichannel transmission techniques, RF over fiber, key link parameters.
Digital links – Introduction, point–to–point links, System considerations, link power
budget, rise time budget, short wave length band.
https://vlab.amrita.edu/index.php?sub=59&brch=269&sim=1317&cnt=1
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: RF over fiber, key link parameters.
Learning Process
RBT Level: L1, L2, L3

Module-4
WDM CONCEPTS AND Optical COMPONENTS:
WDM concepts, overview of WDM operation principles, WDM standards, Couplers,
Isolators and circulators, Multiplexers and filters: Gratings, fiber Gratings, Fabry Perot
filters, Mach-Zehnder Interferometers, Arrayed Waveguide Grating, Acousto-optic tunable
filters.
http://www.brunel.ac.uk/~eestprh/EE5514/lesson%2006_new.pdf
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Acousto-optic tunable filters.
Learning Process
RBT Level: L1, L2, L3

Module-5
Optical Amplifiers and Networks –
Optical amplifiers, EDFA, Optical Networks: SDH/SONET Layering, Frame Structure,
Physical network topologies, Access Networks- PON, Optical Interconnects, Data Centers,
Optical communication for Wireless Front hauling, Optical line terminals, Optical line
amplifiers, Optical add/drop Multiplexers.

Teaching- Chalk and talk method, Power Point Presentation.

Learning Process Self-study topics: Optical Add/Drop Multiplexer architectures.
RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

1. To apply the fundamental strategies for solving practical problems of different
losses of optical fiber, optical sources, deployment problems of connectors in
optical networks.
2. To solve practical problems prevalent in computer communication and optical
networks having appraised Optical protocols, standards & amplifiers.
3. To categorize more bandwidth intensive communication applications in order to
meet these growing demands for efficient, cost-effective, reliable, high service
level, worldwide communication.
4. To categorize the basic applications of optical amplifiers like Erbium Doped Fiber
Amplifier (EDFA) to look into the widely used networks like SONET/SDH.

CO-PO Mapping:
P01 PO P PO PO PO PO PO PO P10 P11 P12 PS PS PS
2 O 4 5 6 7 8 9 O O O
3
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 2 2
CO2 3 2 2 2
CO3 3 3 2 2
CO4 2 1 2 2 2 2

Suggested Learning Resources:

Books
1. “Optical Fiber Communication”, Gerd Keiser, 4th Edition, 5th edition, Tata
McGraw Hill Publishing Company limited July 2017.
2. “Optical Fiber Communications: Principles and Practice”, January 2014, 3rd
edition, Pearson Education Prentice Hall
3. “Optical Networks”- Rajiv Ramaswami, Kumar N Sivarajan, 3rd edition 2009,
Morgan Kaufmann Publishers.
4. “Fiber‐Optic Communication Systems”, 5th Edition, Govind P. Agarwal, 5th
edition, June 2021.
Web links and Video Lectures (e-Resources):
https://www.youtube.com/watch?v=DpSJbtt5V7E
https://onlinecourses.nptel.ac.in/noc23_ee80/preview
http://www.brunel.ac.uk/~eestprh/EE5514/lesson%2006_new.pdf
NPTEL Videos.https://archive.nptel.ac.in/courses/117/101/117101004/

Institutional Elective

TELECOMMUNICATION SYSTEMS

SHOULD NOT BE OFFERED TO: Electronics & Communication

Electronics & Telecommunication

Sub Code: 21ET652 Credits: 03

L: T: P: S: 3: 0: 0: 0 CIE Marks: 50

Exam Hours: 03 SEE Marks: 50

Total hours: 40

OBJECTIVES:
1) Understand various cabling specifications and standards from installation and
manufacturability perspective.
2) Analyse different network topologies and the role of optical communication system and its
components.
3) Describe suitable wireless technique of communication standards from 1G to 5G
4) Classify satellite orbits and sub-systems for communication.
Course Outcomes:
After completion of the course, the graduates will be able to:
CO1 Apply the fundamentals of communication in understanding the various cables and Network
equipment’s key test parameters, design and installation procedures of communication system

CO2 Analyse various concepts and applications of communication system in terms Bandwidth,
Gain, Noise, Attenuation, Bit Error Rate etc. and various modulation and multiplexing
Schemes of communication model
CO3 Examine the basics of Network topologies, testing procedures, 5G systems and the satellite
communication systems
CO4 Compare the role of Modulation and Multiplexing in 5G and beyond for facilitating signal
transmission and submit a technical document in teams
 Mapping of Course outcomes to Program outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
CO1 3 2
CO2 3 2
CO3 3 2
CO4 3 2 2
Cii 3 3 3 2 2

COURSE CONTENTS
UNIT Course Content Hrs Cos
Introduction to Telecommunication: The Significance of Human
Communication, Communication System Model, Types of Electronic
Communication, A Survey of Communication Applications. CO1,
1 Fundamentals of Communication: Characteristic of Electromagnetic 08
CO2
Spectrum, Wavelength and Frequency, Signals, Simplex, Half-Duplex, Full
Duplex, Bandwidth, Sampling, Gain, Noise, Attenuation, Bit Error Rate,
Channel Capacity, Decibels and Quality of Service.
Copper Cable Media: Types of copper cabling, Best practices for copper
Installation, Coaxial Cable, Hybrid or Composite Cable, Installing Copper
Cable, Avoiding Electromagnetic Interference, Copper Cable for Data
2 Applications, Copper Cable for Voice Applications, Testing. 08 CO1
Fiber-optic Media: Introducing fiber-optic transmission, Advantages of fiber
optic cabling, Disadvantages of fiber optic cabling, Types of fiber optic
cables, Fiber installation issues, the advantage of optical fiber over copper,
basic fiber optic system considerations Link performance analysis.
Modulation Schemes:
Analog Modulation: AM, FM and PM- brief review.
Digital Modulation: PCM, ASK, FSK and PSK. CO2
3 08
Multiplexing and Multiple Access Techniques: CO4
Frequency division multiplexing, Time division multiplexing,
Multiple Access: FDMA, TDMA, CDMA.
Communication System design and installation: Cabling topologies, Choice
of Media, Telecommunications rooms, Cabling Management, Data and
Cabling Security, Cabling Installation Procedures. 08 CO1
4
Network Equipment: Network Connectivity Devices, Workstation Ports,
Repeaters and Hubs, Bridges, Switches, Servers, and Routers.

Introduction to 5G Telecommunication systems: Cellular concepts,

Frequency allocation, Frequency reuse, 2 G, 2.5 G, 3G and 4G cell phone
systems. 5G cellular systems, Evolution of 5G road map, Pillars of 5G, 5G
5 08 CO3
in different countries.
Satellite Communication: Satellite Orbits, Satellite Communication
Systems, Satellite Subsystems, Ground Stations, Satellite Applications,
 Global Positioning System.

Note:
1) Questions for CIE and SEE not to be set from self-study component.
2) Assignment Questions should be from self-study component only.

Self-Study Component
Module-1 Relationship between frequency range and bandwidth and give the frequency
ranges for spectrum uses ranging from voice to ultra-high-frequency television.
Module-2 Basic principles of Light, Optical Fiber construction and theory.
Module-3 The role of Modulation and Multiplexing in facilitating signal transmission.
Module-4 Identify the basic active components of a Hierarchical Star Network for
commercial buildings and networks
Module-5 Concept and Operation of the Global Positioning System.
Note : No questions from illustrative examples and from Self-study component
Text Books
1. Louis E. Frenzel, “Principles of Electronic Communication Systems”, Tata McGraw
Hill 3rdEdition 2008, ISBN: 978-0-07-310704-2.
2. Andrew Oliviero and Bill Woodward, “Cabling - The Complete Guide to Copper and
Fiber-Optic Networking”, 4th Edition, Wiley publisher, 2014.
3. “Fundamentals of 5G Mobile Networks”: By Jonathan Rodriguez, wiley edition 2015
edition.
References
1. Roy Blake, “Electronic Communication Systems”, Thomson/Delamar, 2nd edition,
2002, ISB: 978-81-315-0307-2.
2. George Kennedy, “Electronic Communication Systems”, Tata McGraw Hill
3rd Edition 2008, ISBN: 0-02-800592-9.
Anu A. Gokhale “Introduction to Telecommunications”, Cengage Learning,
3. 2nd Edition 2008, ISBN: 981-240-081-8

MICROWAVE AND ANTENNA LABORATORY (SYLLABUS)

Sub. Code: 21ETL66 IA Marks: 50
Hrs/Week:2 Exams Hrs: 3
Total Hrs: 30 Exam Marks: 50
COURSE OBJECTIVES:
1. To apply the fundamental concepts to antenna design and Microwave devices.
2. To design and analyze the antennas characteristics.
3. To analyze the characteristics of Microwave passive devices and active devices.
4. To measure various network parameters used to analyze microwave networks.

SYLLABUS:
1. Three point method of obtaining equivalent circuit parameters.
 2. Measurement of Impedance using Slotted Line assembly.
3. Study of Directional coupler. Extraction of S-parameters.
4. Study of Circulators and Isolators. Extraction of S-parameters.
5. Calibration of Variable Waveguide Attenuator.
6. Study of E-Plane Tee, H-Plane Tee, Magic Tee. Extraction of S-parameters.
7. Measurement of Di-electric strength of substrate (glass, rubber, Teflon, graphite)
8. Measurement of Phase Shift of Ferrite Phase Shifter.
9. Determination of field strength of Horn antenna.
10. Determination of radiation pattern, directivity and gain of Dipole antenna, Patch antenna,
Yagi-Uda antenna.
11. Design and simulation of Dipole antenna using available modern software tool.
12. Design and simulation of Rectangular Slotted Microstrip Patch antenna using available
modern software tool.
13. Design and simulation of Circular Microstrip Patch antenna using available modern
software tool.
Course Outcomes
CO1: Apply the fundamental concepts of basic antenna parameters and radiation characteristics
for analysis of microwave devices and antennas.
CO2: Apply Smith Charts and calculation of S-parameters in the design of the microwave
components and networks.
CO3: Analyze working principle and their characteristics of microwave passive devices and active
devices.
CO4: Experiment and evaluate the radiation characteristics of antennas using microwave benches
and modern software tools.
Co-Po mapping
P0 PO PO PO PO PO PO PO PO P10 P11 P12 PS0 PSO PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 2 2
CO2 3 1 2 2 2
CO3 2 1 1 2 2 2
CO4 2 1 1 2 2 2
 Satellite Communication
Course Code: 21ET72 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: This course will enable students to
� Comprehend the knowledge of satellite technology and applications.
� Interpret the significance of telemetry, tracking and command network.
� Classify the latest systems based on dependence of satellites in networks.
� Enumerate the latest advancements and software used in space communication.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
Introduction to Satellite Communication Systems:
Basics, Orbits, Kepler’s Laws, Definitions of Terms for Earth-Orbiting Satellites, Orbital
Elements, Apogee and Perigee Heights, Orbit Perturbations, Effects of non-spherical Earth,
Atmospheric drag.
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: Orbital and Spacecraft problems, Growth of
Learning Process Satellite communications.
RBT Level: L1, L2, L3

Module-2
Space Segment, Ground Segment:
The Power Supply, Attitude Control, Spinning Satellite Stabilization, Momentum Wheel
Stabilization, Station Keeping, TT&C Subsystem, Transponders, Wideband receiver,
Antenna Subsystem.
Receive-Only Home TV Systems, The outdoor unit, The indoor unit for Analog (FM) TV,
Master Antenna TV System, Transmit-Receive Earth Stations/
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Community Antenna TV System
Learning Process
RBT Level: L1, L2, L3

Module-3
Link Budget, Multiple Access Techniques:
Equivalent Isotropic Radiated Power, Transmission Losses, Free-space Transmission,
Feeder Losses, Antenna Misalignment Losses, Fixed Atmospheric and Ionospheric Losses,
The Link-Power Budget Equation, System Noise, Carrier-to-Noise Ratio, The Uplink, The
Downlink, Combined Uplink and Downlink C/N Ratio.
Single Access, GEO, MEO and LEO Satellites.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Spade System, Output back-off
Learning Process
RBT Level: L1, L2, L3

Module-4
TCP over satellite, ITU regulations, Standards and examples:
C-Band and Ku-Band Home Satellite TV, Digital DBS TV, DBS-TV Link Budget, Error
Control in Digital DBS-TV, Master Control Station and Uplink, Satellite Radio
Broadcasting, Digital Video Broadcast(DVB) Standards, Digital Video Broadcast –
Terrestrial (DVB-T) Satellite Mobile Services, VSATs, Radarsat, Global Positioning
Satellite System (GPS)
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Orbcomm, Iridium
Learning Process
RBT Level: L1, L2, L3

Module-5
Advancements in Satellite Technology:
Satellite Systems Software, Positioning and Navigation Software, Earth Observation
Software and Data, Satellite Communications Software, SDR, Standards, AI, Cloud
Computing Software.

Chalk and talk method, Power Point Presentation.

Teaching- Self-study topics: Other resources for open source, Open Source
Learning Process Catalogues and Repositories
RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

1. 1. Understand the dynamics of satellite technology, parameters involved in design
of satellites.
2. Deduce the necessary conditions for TT&C networks, multiple access techniques
used in satellite communication.
3. Apply and analyse the applications of satellite communications in various TCP
 networks and standards.
4. Overview of latest advancements and software technologies used for various
components involved in satellite communication link.
Suggested Learning Resources:
Books
1. Satellite Communications, Fourth Edition, Dennis Roddy, McGraw-Hill
Professional Engineering
2. Fundamentals of Satellite Communications: Concepts and Applications, Prof. K. N.
Raja Rao, Second Edition, Prentice Hall India Learning Private Limited
3. Wertz, J.R. and W.J. Larson, eds. Space Mission Analysis and Design (SMAD). 3rd
ed. Microcosm Press, 1999. ISBN: 1881883108.

4. Satellite Communications, International Edition, Charles W. Bostian, Timothy

Pratt, Jeremy E. Allnutt, Wiley; (30 May 2006); 2nd edition (January 1, 1900)
Web links and Video Lectures (e-Resources):
https://www.youtube.com/watch?v=dt4Ce8gQPns
https://www.youtube.com/watch?v=VfDAd-MO94o
NPTEL Videos: https://nptel.ac.in/courses/117105131

Professional Elective-II

Cryptography and Network Security

Course Code: 21ET731 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: This course will enable students to
� To provide impeccable knowledge on various technical aspects of Network
Security & Computer Security principles.
� To understand the principles of cryptographic algorithms.
� To understand modular arithmetic in public key cryptosystem.
� To determine the level of protection and response to security incidents.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
 develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
Services, Mechanisms, Mechanism Attacks, The OSI security architecture, a model for
network
Security. Symmetric Ciphers model, Substitution Techniques, Transposition Techniques.
Teaching- Learning Chalk and talk method, Power Point Presentation.
Process RBT Level: L1, L2, L3

Module-2
Simplified DES, Data encryption Standard (DES), The strength of DES, Differential and
Linear Cryptanalysis, Block Cipher Design Principles and modes of operation, S-AES
Cipher.
Teaching- Learning Chalk and talk method, Power Point Presentation.
Process RBT Level: L1, L2, L3

Module-3
Modular arithmetic, Euclid’s algorithm, Fermat’s and Euler’s Theorem. Principles of
public key Cryptosystem, The RSA algorithms, Key management, Diffie-Hellman Key
exchange, Elliptic Curve Cryptography over prime fields.
Teaching- Learning Chalk and talk method, Power Point Presentation.
Process RBT Level: L1, L2, L3

Module-4
Authentication functions and Hash functions. Digital Signatures, Authentication protocols,
Digital signature standard.
Teaching- Learning Chalk and talk method, Power Point Presentation.
Process RBT Level: L1, L2, L3

Module-5

Intruders, Intrusion Detection, Password Management. Malicious software programs:

Viruses and related Threats, Virus Countermeasures. Firewall Design Principles, Trusted
Systems.

Teaching- Learning Chalk and talk method, Power Point Presentation.

Process RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

 1. To develop solutions for various cipher techniques which addresses the different
security issues by using modular arithmetic.
2. To compose different key management techniques for public key cryptosystems.
3. Analyze the digital signatures and authentication protocols and Hash functions.
4. To assess the various security threats for a computer based network and provide
secured solutions for trusted systems.
Suggested Learning Resources:
Books
1. Cryptography and network Security. William Stalling, Pearson Education,
2003.
2. Perlman - Kaufman Spenciner, “Network Security”, Pearson Education/PHI,
2002,ISBN: 9971–51–345–5

NPTEL Videos: https://onlinecourses.nptel.ac.in/noc22_cs90

SDR and Cognitive Radio

Course Code: 21ET733 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: This course will enable students to
� Gain a thorough understanding of cognitive radio principles, including its economic
implications, design considerations, and practical applications.
� Analyze different cognitive radio network paradigms and their performance limits,
focusing on interference management and spectrum sharing techniques.
� Learn about various propagation issues specific to cognitive radios, including path
loss, delay dispersion, and frequency dispersion models.
� Develop knowledge about SDR architectures, their relationship with cognitive
radios, and the hardware and software components necessary for building
reconfigurable radio systems.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
 information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
Concept of Cognitive Radio:
Cognitive Radio, Economics of Cognitive Radio, Cognitive radio network design,
Hardware and system design considerations, Spectrum coexistence in cognitive radio
networks, Prototyping, Applications of cognitive radio
Chalk and talk method, Power Point Presentation.
Self-study topics: Standardization activity in cognitive radio
RBT Level: L1, L2, L3
Text Books:
1) Cognitive Radio, Software Defined Radio, and Adaptive
Teaching-
Wireless Systems, HÜSEYIN ARSLAN, University of South
Learning Process
Florida, Springer, 2007.

2) Principles of Cognitive Radio, Ezio Biglieri, Andrea J.

Goldsmith, Larry J. Greenstein, Narayan Mandayam and H.
Vincent Poor Frontmatter, Cambridge University Press, 2013.

Module-2
Capacity of cognitive radio networks:
Cognitive radio network paradigms, Fundamental performance limits of wireless networks,
Interference channels without cognition, Underlay cognitive radio networks, Interweave
cognitive radio networks, Overlay cognitive radio networks
Chalk and talk method, Power Point Presentation.
Self-study topics: Comparison of cognitive radio paradigms
RBT Level: L1, L2, L3
Teaching-
Text Books:
Learning Process
1) Principles of Cognitive Radio, Ezio Biglieri, Andrea J.
Goldsmith, Larry J. Greenstein, Narayan Mandayam and H.
Vincent Poor Frontmatter, Cambridge University Press, 2013.

Module-3
Propagation issues for cognitive radio:
Generic channel response, key model parameters - Path loss models, Ricean K-factor
models, Delay dispersion models, Frequency dispersion models, Comprehensive models.
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: Free-space path loss, Path loss in CR scenarios
Learning Process RBT Level: L1, L2, L3
Text Books:
 1) Principles of Cognitive Radio, Ezio Biglieri, Andrea J.
Goldsmith, Larry J. Greenstein, Narayan Mandayam and H.
Vincent Poor Frontmatter, Cambridge University Press, 2013.

Module-4
Software Based Radio:
Software Based Radio, Architectural Perspectives for a Software Based Radio,
Requirements and Specifications, Receiver Design Considerations, Transmitter Design
Considerations, Candidate Architectures for SDR
Chalk and talk method, Power Point Presentation.
Self-study topics: Receiver Signal Budget, Filtering Analogies
between Receiver and Transmitter
RBT Level: L1, L2, L3
Teaching- Text Books:
Learning Process 1) Software Defined Radio Enabling Technologies, Walter
Tuttlebee, Virtual Centre of Excellence in Mobile & Personal
Communications (Mobile VCE), John Wiley & Sons Ltd,
2002.

Module-5
Software Defined Radio Architectures for Cognitive Radios:
SDR and Cognitive Radio Relationship, SDR Architectures, Software Tunable Analog
Radio Components, Antenna Systems, Reconfigurable Digital Radio Technologies

Chalk and talk method, Power Point Presentation.

� Self-study topics: Heterogeneous Systems
� RBT Level: L1, L2, L3
Teaching-
Learning Process Text Books:
� Cognitive Radio, Software Defined Radio, and Adaptive
Wireless Systems, HÜSEYIN ARSLAN, University of South
Florida, Springer, 2007.

Course Outcomes (Course Skill Set)

1) Students will be able to explain the key concepts of cognitive radio, its economic
impact, and its role in modern wireless communication systems.
2) Students will be proficient in designing cognitive radio networks, understanding their
capacity limits, and applying spectrum coexistence strategies.
3) Students will demonstrate the ability to model and analyze the propagation
characteristics critical for cognitive radio performance.
4) Students will acquire the skills to design and implement software-defined radios,
including the development of software-tunable components and reconfigurable digital
radio technologies.
Suggested Learning Resources:
Books
 5. Cognitive Radio, Software Defined Radio, and Adaptive Wireless Systems,
HÜSEYIN ARSLAN, University of South Florida, Springer, 2007.
6. Principles of Cognitive Radio, Ezio Biglieri, Andrea J. Goldsmith, Larry J.
Greenstein, Narayan Mandayam and H. Vincent Poor Frontmatter, Cambridge
University Press, 2013.
7. Software Defined Radio Enabling Technologies, Walter Tuttlebee, Virtual Centre
of Excellence in Mobile & Personal Communications (Mobile VCE), John Wiley &
Sons Ltd, 2002.

Web links and Video Lectures (e-Resources):

https://www.youtube.com/playlist?list=PL48UwQJyfW3SmrjLgl5LrVciqfWz9XazY
https://www.youtube.com/playlist?list=PL1m96BgRlpq4tqX-Tsw8tgO89_bXvXRqE

NPTEL Videos: https://onlinecourses.nptel.ac.in/noc21_ee95/preview

Professional Elective-III

Error Control Coding

Course Code: 21ET741 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 2:0:0:0 SEE Marks 50
Total Hours of Pedagogy 25 Total Marks 100
Credits 2 Exam Hours 2
Course objectives: This course will enable students to
� To learn about Forward Error Correcting Codes.
� To gain knowledge on abstract algebra.
� To analyse different block codes and convolution codes.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
Linear block codes: Introduction, Generator and parity check matrices, Encoding circuits,
Syndrome and error detection, Minimum distance considerations, Error detecting and error
correcting capabilities, Standard array and syndrome decoding, decoding circuits.
Teaching- Chalk and talk method, Power Point Presentation.
Learning Process RBT Level: L1, L2, L3

Module-2
Cyclic codes: Introduction, Generator and parity check polynomials, Encoding of non-
systematic cyclic codes, Encoding Systematic cyclic codes using feedback shift register
circuits and generator matrix multiplication method, Syndrome computing , error detection
and correction techniques.
Teaching- Chalk and talk method, Power Point Presentation.
Learning Process RBT Level: L1, L2, L3

Module-3
Introduction to Algebra: Groups, Fields, Binary Field Arithmetic, Construction of Galois
Field GF (2m), Basic Properties of GF (2m), Computation using Galois field GF (2m)
arithmetic, Implementation of Galois Field arithmetic.
Teaching- Chalk and talk method, Power Point Presentation.
Learning Process RBT Level: L1, L2, L3

Module-4
Binary BCH codes: Encoding Binary primitive BCH codes, Decoding procedures,
Implementation of error correction.
Non-binary BCH codes: Encoding Reed -Solomon codes
Teaching- Chalk and talk method, Power Point Presentation.
Learning Process RBT Level: L1, L2, L3

Module-5

Convolution codes: Introduction, Encoding of convolution codes using time domain

approach, transform domain approach, generator matrix multiplication method and
constructing state transition table.

Teaching- Chalk and talk method, Power Point Presentation.

Learning Process RBT Level: L1, L2, L3

Course Outcomes (Course Skill Set)

1. To apply the concept of modular arithmetic for carrying out various forward error
correcting coding techniques
2. To analyse the performance of various coding techniques
3. To design and implement linear block codes, cyclic codes and convolution codes
 for a communication channel.
4. To simulate the coding techniques and submit a technical document in a team.
Suggested Learning Resources:
Books
8. Shu Lin and Daniel J. Costello. Jr, "Error control coding", Pearson, Prentice Hall,
2nd edition, 2004.
9. Blahut. R. E, "Theory and practice of error control codes", Addison Wesley, 198
NPTEL Videos: https://archive.nptel.ac.in/noc/courses/noc16/ SEM1/noc16-ec03

MANETS

Course Code: 21ET743 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 2:0:0:0 SEE Marks 50
Total Hours of Pedagogy 25 Total Marks 100
Credits 2 Exam Hours 2
Course objectives: This course will enable students to
� Explore fundamental principal and various techniques of mobile Adhoc network
� To understand the Infrastructure less networks and their importance in the future
directions for wireless communications
� To address security issues in Adhoc Wireless Network
� Analyze different mobile Adhoc wireless network protocols
� To analyze overall performance of MANET using QOS
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
 possible, it helps improve the students' understanding.
Module-1
Ad-hoc Wireless Networks: Introduction, Issues in Ad-hoc Wireless Networks, Ad-hoc
Wireless Internet MAC Protocols for Ad-hoc Wireless Networks: Introduction, Issues in
Designing a MAC Protocol, Design Goals of MAC Protocols, Classification of MAC
protocols.
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Applications of MANET.
Learning Process
RBT Level: L1, L2, L3

Module-2
Routing Protocols for Mobile Adhoc Wireless Networks: Introduction, Issues in Designing
a Routing Protocol for Ad-hoc Wireless Networks; Classification of Routing Protocols;
Table Driven Routing Protocols; On-Demand Routing Protocols, Hybrid Routing Protocol
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: WSN (Routing), Underwater WSN , Study of
Learning Process Wireless routing protocol using NS2
RBT Level: L1, L2, L3

Module-3
Multicast Routing in Mobile Ad-hoc Wireless Networks: Introduction, Issues in Designing
a Multicast Routing Protocol, Operation of Multicast Routing Protocols, Classifications of
Multicast Routing Protocols. Tree-Based Multicast Routing Protocols: Bandwidth-Efficient
Multicast Routing Protocol, Multicast Routing Protocol Based On Zone Routing
Mesh-Based Multicast Routing Protocols: On-Demand Multicast Routing Protocol.
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: An Architecture Reference Model for Multicast
Learning Process Routing Protocols , Study of weight based multicast protocol
RBT Level: L1, L2, L3
Module-4
Transport Layer and Security Protocols for Ad-hoc Networks: Introduction, Issues in
Designing a Transport Layer Protocol; Design Goals of a Transport Layer Protocol;
Classification of Transport Layer Solutions; TCP over Ad Hoc wireless Networks,
Security in Ad-hoc Wireless Networks, Issues and Challenges in Security Provisioning,
Network Security Attacks
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: Key Management, Study of client server program
Learning Process in MANET using NS2
RBT Level: L1, L2, L3
Module-5
Quality of Service in Ad-hoc Wireless Networks: Introduction, Issues and Challenges in
Providing QoS in Ad-hoc Wireless Networks, Classification of QoS Solutions Energy
Management Ad-hoc Wireless Networks: Introduction, Need for energy management in
Ad-hoc Wireless Networks, Classification energy management in Ad-hoc Wireless
Networks
Chalk and talk method, Power Point Presentation.
Teaching- Self-study topics: Opportunistic Mobile Networks, UAV networks,
Learning Process Wireless Sensor Networks
RBT Level: L1, L2, L3
Course Outcomes
At the end of the course the student will be able to:
1. Learn fundamental concepts and identify the challenges involved in creating Ad
hoc networks
2. Analyse issues of mobile ad hoc networks with regard to mac, routing, multicast
routing and TCP protocols.
3. Design various ad hoc network protocols.
4. Simulate and develop written documentation on ad hoc network protocols
associated with different layers

Suggested Learning Resources:

Books
1. C. Siva Ram Murthy & B. S. Manoj: Ad-hoc Wireless Networks, 2ndEdition,
Pearson Education, 2011
2. Ozan K. Tonguzand GianguigiFerrari: Ad-hoc Wireless Networks, John
Wiley,2007.
3. XiuzhenCheng, Xiao Hung, Ding-Zhu Du: Ad-hoc Wireless Networking, Kluwer
Academic Publishers,2004.
NPTEL Videos:
� http://www.iiitt.ac.in/downloads/curriculum/UG_ECE_2020.pdf
� https://archive.nptel.ac.in/content/syllabus_pdf/106105160.pdf
� https://archive.nptel.ac.in/courses/106/105/106105160/
� https://archive.nptel.ac.in/content/syllabus_pdf/106105160.pdf
� https://archive.nptel.ac.in/courses/106/105/106105160/
Opportunistic Mobile Networks, UAV networks, Wireless Sensor Networks
� https://archive.nptel.ac.in/content/syllabus_pdf/106105160.pdf

Mapping of Course outcomes to Program outcomes

Program Outcomes PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
CO1 3 1 1
 CO2 3 1 1
CO3 2
CO4 2 2
Cii 3 3 2 2 2 1 1

MIMO Wireless Communication

Course Code: 21ET742 CIE Marks 50

Teaching Hours/Week (L: T:P: S) 2:0:0:0 SEE Marks 50
Total Hours of Pedagogy 25 Total Marks 100
Credits 2 Exam Hours 2
Course objectives: This course will enable students to
� To understand the performance of MIMO system, MIMO-OFDM system.
� Apply the knowledge and analyze space time block codes (STBC) scheme of
channel estimation.
� Apply the knowledge and analyze Alamouti scheme of channel estimation.
� Design the space time Trellis codes
� Analyze and Design various space time schemes for MIMO.
� Model and develop MIMO-OFDM system solution using open source tools
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the
various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different
type of teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyse
information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
Module-1
Fading channels and diversity techniques: Wireless channels – Error/Outage probability
over fading channels – Diversity techniques –Channel coding as a means of time diversity
– Multiple antennas in wireless communications.
Teaching- Chalk and talk method, Power Point Presentation.
Learning Process RBT Level: L1, L2, L3
Module-2
Capacity and information rates of MIMO channels: Capacity and Information rates of
noisy, AWGN and fading channels – Capacity of MIMO channels – Capacity of non-
coherent MIMO channels – Constrained signalling for MIMO communications.
Teaching- Chalk and talk method, Power Point Presentation.
Learning Process RBT Level: L1, L2, L3
Module-3
Space-time block and trellis codes: Transmit diversity with two antennas: The Alamouti
scheme – Orthogonal and Quasi-orthogonal space-time block codes – Linear dispersion
codes
Chalk and talk method, Power Point Presentation.
Teaching-
Self-study topics: Spade System, Output back-off
Learning Process
RBT Level: L1, L2, L3
Module-4
Space-time trellis codes :
Generic space-time trellis codes – Basic space- time code design principles –
Representation of space-time trellis codes for PSK constellation – Performance analysis for
space-time trellis codes –Comparison of space-time block and trellis codes. Concatenated
codes and iterative decoding: Development of concatenated codes – Concatenated codes
for AWGN and MIMO channels – Turbo coded modulation for MIMO channels –
Concatenated space-time block coding.
Teaching- Chalk and talk method, Power Point Presentation.
Learning Process RBT Level: L1, L2, L3
Module-5

Space-time coding for frequency selective fading channels: MIMO frequency-selective

channels – Capacity and Information rates of MIMO FS fading channels – Space-time
coding and Channel detection for MIMO FS channels – MIMO OFDM systems.

Teaching- Chalk and talk method, Power Point Presentation.

Learning Process RBT Level: L1, L2, L3
Course Outcomes (Course Skill Set)
1. Analyze capacity and information rates of different channels
2. Design the Space-time block used in MIMO technologies.
sr

3. Evaluate the performance of various concatenated coding schemes in different

fading channel scenario.
4. Solve the engineering problems related to space time coding using in MIMO-
OFDM system in different fading channels.
Suggested Learning Resources:
Books
1. Tolga M. Duman and Ali Ghrayeb, “Coding for MIMO Communication systems”,
John Wiley &amp; Sons, West Sussex, England, 2007.
2. Fitzek, Frank H.P., Katz and Marcos D., Cooperation in Wireless Networks:
Principles and Applications, Springer (2007).
3. Arogyaswami., Paulraj, Gore, Dhananjay and Nabar, Rohit., Introduction to Space
Time Wireless Communications, Cambridge University Press (2008).
4. Larsson, Erik G. and Petre Stoica, Space-Time Block Coding for Wireless
Communications, Cambridge University Press (2008).
5. David, Tse and Viswanath, Pramod, Fundamentals of Wireless Communication,
Cambridge University Press (2006).

Wireless Communication and Future Trends

Course Code 21ET751 CI E M a k 50
Teaching Hours/Week (L: T: P: S) (3:0:0:0) SEE Marks 50
Total Hours of Pedagogy 40 hours Theory Total Marks 100
Credits 03 ExamHours 03
Course objectives: This course will enable students to:
1. To impart the concepts of communication system model and basic wireless networks concepts,
issues and standards.
2. To impart the evolution of mobile radio communication and cellular concepts and illustrate the
different wireless communication networks.
3. To impart the concepts of the basic sensor networks and applications of WSN and classification of
satellite orbits and sub-systems for communication
�

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
Lecture method (L) does not mean only traditional lecture method, but different type of teaching
methods may be adopted to develop the outcomes.
Show Video/animation films to explain the different concepts of Linear Algebra & Signal
Processing.
Encourage collaborative (Group) Learning in the class.
Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes
critical thinking.
Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
Topics will be introduced in a multiple representation.
Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and
have discussions on the topic in the succeeding classes.
Give Programming Assignments.
 Module-1
Introduction to Communication Systems
Introduction, wireless communication system, wireless media, frequency spectrum, technologies in digital
wireless communication, wireless communication channel specifications, types of wireless communication
systems.
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-2
Basics of Wireless Networks
Introduction, Wireless network, wireless switching technology, wireless communication problems, wireless
network reference model, wireless
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-3
Wireless Communication
Evolution of Mobile Radio Communications, Cellular Concepts: Frequency Reuse, Channel
Assignment Strategies, Handoff Strategies, Prioritizing Handoffs, Interference and System Capacity.
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3
Module-4
Wireless Sensor Networks and Applications
Background and Application of Sensor Network, Basic Sensor Network Architectural Elements.
Applications of Wireless Sensor Networks: Range of application, Examples of category I WSN
applications, Examples of category II WSN applications
Teaching-Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3
Module-5
Satellite Communication
Introduction, Frequency allocation, INTELSAT, Orbits: Kepler laws, Orbital elements, Orbit
perturbations, Inclined orbits, Geostationary orbit
Teaching-Learning Chalk and Talk, YouTube videos, Programming assignments
Process RBT Level: L1, L2, L3
Course Outcomes:
At the end of the course the student will be able to:
1. Apply basic communication theory to understand communication system, wireless networks,
wireless sensor network concepts, its issues, standards and applications
2. Analyse various concepts of cellular communication and its strategies such as Frequency allocation,
handoff etc.
3. Differentiate between various categories of applications of wireless sensor networks and satellite
communication.
4. Make a literature survey on evolution of Satellite and its applications by reading multiple IEEE
article, submit a survey report individually
CO-PO Mapping
 COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1 3 2

CO2 3 2

CO3 3 2

CO4 3 3 2

Cii 3 3 3 2

Suggested Learning Resources:

Text Books
1.Dr.Sunilkumar S Manvi and Dr.Mahabaleshwar S. Kakkasageri, Wireless and Mobile Networks:
Concepts and Protocols, Wiley Publications, 2010.
2.Theodore S. Rappaport, Wireless Communications: Principles and Practice, Prentice Hall PTR, 2002.
3.Kazem Sohraby, Daniel Minoli, Taieb Znati, “Wireless Sensor Networks: Technology, Protocols, and
Applications”, John Wiley Publication, 2007.
4.Satellite Communications, Dennis Roddy, 4th Edition, McGraw-Hill International edition, 2006.
Reference Books:
1.Roy Blake, “Electronic Communication Systems”, Thomson/Delamar, 2nd edition, 2002, ISB: 978-81-
315-0307-2.
2.George Kennedy, “Electronic Communication Systems”, Tata McGraw Hill 3rdEdition 2008, ISBN: 0-
02-800592-9.