School of Computing and Information

Technology

B.Tech. CSE
(Artificial Intelligence and Machine Learning)

2020-24 Batch

HANDBOOK

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SCHOOL OF COMPUTING AND INFORMATION TECHNOLOGY

HANDBOOK

B. Tech CSE (Artificial Intelligence and Machine Learning)

2020 - 2024 BATCH

Rukmini Knowledge Park,

Kattigenahalli, Yelahanka, Bangalore - 560 064
Phone No: +91-080-46966966

www.reva.edu.in

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 Chancellor’s Message
“Education is the most powerful weapon which you can use to change the
world.”
- Nelson Mandela.
There was a time when survival depended on just the realization of
physiological needs. We are indeed privileged to exist in a time when
‘intellectual gratification’ has become indispensable. Information is easily
attainable for the soul that is curious enough to go look for it. Technological
boons enable information availability anywhere anytime. The difference,
however, lies between those who look for information and those who look
for knowledge.
It is deemed virtuous to serve seekers of knowledge. As educators, it is in the ethos at REVA University to
empower every learner who chooses to enter our portals. Driven by our founding philosophy of ‘Knowledge is
Power’, we believe in building a community of perpetual learners by enabling them to look beyond their
abilities and achieve what they assumed impossible.
India has always been beheld as a brewing pot of unbelievable talent, acute intellect and immense potential.
All it takes to turn those qualities into power is a spark of opportunity. Being at a University is an exciting and
rewarding experience with opportunities to nurture abilities, challenge cognizance and gain competence.
For any University, the structure of excellence lies in the transitional abilities of its faculty and its facility. I’m
always in awe of the efforts that our academic board puts in to develop the team of subject matter experts at
REVA. My faculty colleagues understand our core vision of empowering our future generation to be ethically,
morally and intellectually elite. They practice the art of teaching with a student-centered and transformational
approach. The excellent infrastructure at the University, both educational and extra-curricular, magnificently
demonstrates the importance of ambience in facilitating focused learning for our students.
A famous British politician and author from the 19th century - Benjamin Disraeli, once said ‘A University
should be a place of light, of liberty and of learning’. Centuries later this dictum still inspires me and I believe,
it takes team-work to build successful institutions. I welcome you to REVA University to join hands in laying
the foundation of your future with values, wisdom and knowledge.

Dr. P. Shyama Raju

The Founder and Honourable Chancellor, REVA University

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 Vice-Chancellor’s Message
The last two decades have seen a remarkable growth in higher education in India and across the globe.
The move towards inter-disciplinary studies and interactive learning have opened up several options as well as
created multiple challenges. India is at a juncture where a huge population of young crowd is opting for higher
education. With the tremendous growth of privatization of education in India, the major focus is on creating a
platform for quality in knowledge enhancement and bridging the gap between academia and industry.
A strong believer and practitioner of the dictum “Knowledge is Power”, REVA University has been on the
path of delivering quality education by developing the young human resources on the foundation of ethical
and moral values, while boosting their leadership qualities, research culture and innovative skills. Built on a
sprawling 45 acres of green campus, this ‘temple of learning’ has excellent and state-of-the-art infrastructure
facilities conducive to higher teaching-learning environment and research. The main objective of the
University is to provide higher education of global standards and hence, all the programs are designed to meet
international standards. Highly experienced and qualified faculty members, continuously engaged in the
maintenance and enhancement of student-centric learning environment through innovative pedagogy, form
the backbone of the University.
All the programs offered by REVA University follow the Choice Based Credit System (CBCS) with
Outcome Based Approach. The flexibility in the curriculum has been designed with industry-specific goals in
mind and the educator enjoys complete freedom to appropriate the syllabus by incorporating the latest
knowledge and stimulating the creative minds of the students. Bench marked with the course of studies of
various institutions of repute, our curriculum is extremely contemporary and is a culmination of efforts of
great think-tanks - a large number of faculty members, experts from industries and research level
organizations. The evaluation mechanism employs continuous assessment with grade point averages. We
believe sincerely that it will meet the aspirations of all stakeholders – students, parents and the employers of
the graduates and postgraduates of REVA University.
At REVA University, research, consultancy and innovation are regarded as our pillars of success. Most of
the faculty members of the University are involved in research by attracting funded projects from various
research level organizations like DST, VGST, DBT, DRDO, AICTE and industries. The outcome of the research is
passed on to students through live projects from industries. The entrepreneurial zeal of the students is
encouraged and nurtured through EDPs and EACs.
REVA University has entered into collaboration with many prominent industries to bridge the gap
between industry and University. Regular visits to industries and mandatory internship with industries have

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helped our students. REVA University has entered into collaboration with many prominent industries to bridge
the gap between industry and University. Regular visits to industries and mandatory internship with industries
have helped our students become skilled with relevant to industry requirements. Structured training programs
on soft-skills and preparatory training for competitive exams are offered here to make students more
employable. 100% placement of eligible students speaks the effectiveness of these programs. The
entrepreneurship development activities and establishment of “Technology Incubation Centers” in the
University extend full support to the budding entrepreneurs to nurture their ideas and establish an enterprise.
With firm faith in the saying, “Intelligence plus character –that is the goal of education” (Martin Luther King,
Jr.), I strongly believe REVA University is marching ahead in the right direction, providing a holistic education to
the future generation and playing a positive role in nation building. We reiterate our endeavor to provide
premium quality education accessible to all and an environment for the growth of over-all personality
development leading to generating “GLOBAL PROFESSIONALS”.
Welcome to the portals of REVA University!

Dr. M. Dhanamjaya

Vice-Chancellor, REVA University

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 Director’s Message

I congratulate and welcome all the students to the esteemed school of Computing and Information
Technology (C & IT)). You are in the right campus to become a computer technocrat. The rising needs of
automation in Industry 4.0 and improvising living standards have enabled rapid development of computer
software and hardware technologies. Thus providing scope and opportunity to generate more human
resources in the areas of computers and IT. The B.Tech, M.Tech and Ph.D programs offered in the school are
designed to cater the requirements of industry and society. The curriculum is designed meticulously in
association with persons from industries (TCS, CISCO, AMD, MPHASIS, etc.), academia and research
organizations (IISc, IIIT, Florida University, Missouri S & T University, etc). The Curriculum caters to local,
national, regional and global developmental needs. Maximum number of courses are integrated with cross
cutting issues relevant to professional ethics, global needs, human values, environment and sustainability. The
curriculum also focusses on skill development, innovation and entrepreneurship.

This handbook presents the B.Tech in CSE (Artificial Intelligence and Machine Learning) program
curriculum. The program is of 4 years duration and split into 8 semesters. The courses are classified into
foundation core, hard core, and soft core courses. Hard core courses represent fundamentals study
requirements of ISE. Soft courses provide flexibility to students to choose the options among several courses
as per the specialization, such as, Information Theory, Information Security, Information Communication and
Information Systems. Theoretical foundations of engineering, science, and Information Science are taught in
first two and half years. Later, advanced courses and recent technologies are introduced in subsequent
semesters for pursuing specialization.

The important features of the B.Tech CSE (Artificial Intelligence and Machine Learning) are as follows:
1) Choice based course selection and teacher selection, 2) Studies in emerging areas like Machine
Learning, Artificial Intelligence, Data Analytics, Cloud Computing, Python/R Programming, NLP, IoT and Cloud
security, 3) Short and long duration Internships 4) Opportunity to pursue MOOC course as per the interest in
foundation and soft core courses, 5) Attain global and skill certification as per the area of specialization, 6)
Self-learning components, 7) Experiential, practice, practical, hackathons, and project based learning, 8) Mini
projects and major projects with research orientation and publication, 9) Soft skills training and 10) Platform
for exhibiting skills in cultural, sports and technical activities through clubs and societies.

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 The school has well qualified faculty members in the various areas of computing and IT including cloud
computing, security, IOT, AI, ML and DL, software engineering, computer networks, information technology,
cognitive computing, block chain technology etc. State of art laboratories are available for the purpose of
academics and research.

Dr. Mallikarjun M Kodabagi

Director, Computing & Information Technology

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 CONTENTS

Sl.No Particulars Page.no

1 Message from the Honorable Chancellor 3

2 Message from the Vice- Chancellor 4

3 Message from Director 6

4 Rukmini Educational Charitable Trust 9

5 About REVA University Vision, Mission, Objectives 10

About School of School of Computing and Information Technology 16
Vision
6 Mission
Advisory Board
Board of Studies
Program Overview 19
Program Educational Objectives
Program Outcomes
7
Program Specific Outcomes
Mapping of Course Outcomes with program Outcomes
Mapping program outcomes with Program Educational Objectives
22
8 Regulations governing B.Tech programs

9 Curriculum of B. Tech in CSE(Artificial Intelligence and Machine Learning) 39

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 RUKMINI EDUCATIONAL CHARITABLE TRUST
It was the dream of late Smt. Rukmini Shyama Raju to impart education to millions of underprivileged children
as she knew the importance of education in the contemporary society. The dream of Smt. Rukmini Shyama
Raju came true with the establishment of Rukmini Educational Charitable Trust (RECT), in the year 2002.
Rukmini Educational Charitable Trust(RECT) is a Public Charitable Trust, set up in 2002 with the objective of
promoting, establishing and conducting academic activities in the fields of Arts, Architecture, Commerce,
Education, Engineering, Environmental Science, Legal Studies, Management and Science & Technology, among
others. In furtherance of these objectives, the Trust has set up the REVA Group of Educational Institutions
comprising of REVA Institute of Technology & Management (RITM), REVA Institute of Science and
Management (RISM), REVA Institute of Management Studies (RIMS), REVA Institute of Education (RIE), REVA
First Grade College (RFGC), REVA Independent PU College at Kattigenahalli, Ganganagar and Sanjaynagar and
now REVA University. Through these institutions, the Trust seeks to fulfill its vision of providing world class
education and create abundant opportunities for the youth of this nation to excel in the areas of Arts,
Architecture, Commerce, Education, Engineering, Environmental Science, Legal Studies, Management and
Science & Technology.

Every great human enterprise is powered by the vision of one or more extraordinary individuals and is
sustained by the people who derive their motivation from the founders. The Chairman of the Trust is Dr. P.
Shyama Raju, a developer and builder of repute, a captain of the industry in his own right and the Chairman
and Managing Director of the DivyaSree Group of companies. The idea of creating these top notched
educational institutions was born of the philanthropic instincts of Dr. P. Shyama Raju to do public good, quite
in keeping with his support to other socially relevant charities such as maintaining the Richmond road park,
building and donating a police station, gifting assets to organizations providing accident and trauma care, to
name a few.

The Rukmini Educational Charitable Trust drives with the main aim to help students who are in pursuit of
quality education for life. REVA is today a family of ten institutions providing education from PU to Post
Graduation and Research leading to PhD degrees. REVA has well qualified experienced teaching faculty of
whom majority are doctorates. The faculty is supported by committed administrative and technical staff. Over
15,000+ students study various courses across REVA’s three campuses equipped with exemplary state-of-the-
art infrastructure and conducive environment for the knowledge driven community.

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 ABOUT REVA UNIVERSITY

REVA University has been established under the REVA University Act, 2012 of Government of Karnataka and
notified in Karnataka State Gazette dated 7th February, 2013. The University is recognised by UGC under Sec 2
(f) and empowered under Sec.22 of the UGC Act, 1956 to award degrees in any branch of knowledge. The
Programs of the University are approved by All India Council for Technical Education (AICTE), University Grants
Commission (UGC), Bar Council of India (BCI), and Council of Architecture (COA) .The University is a Member of
Association of Indian Universities, New Delhi. The main objective of the University is to prepare students with
knowledge, wisdom and patriotism to face the global challenges and become the top leaders of the country
and the globe in different fields.

REVA University located in between Kempegowda International Airport and Bangalore city, has a sprawling
green campus spread over 45 acres of land and equipped with state-of-the-art infrastructure that provide
conducive environment for higher learning and research. The REVA campus has well equipped laboratories,
auditoriums, seminar halls, custom-built teaching facilities, fully air-conditioned library and central computer
centre, well-planned sports facility with cricket ground, running track & variety of indoor and outdoor sports
activities, facilities for cultural programs. The unique feature of REVA campus is the largest residential facility
for students, faculty members and supportive staff.

The University is presently offering 26 Post Graduate Degree programs, 35 Undergraduate programs in various
branches of studies and has 15000+ students studying in various branches of knowledge at graduate and post
graduate level and 494 Scholars pursuing research leading to PhD in 19 disciplines. It has 900+ well qualified,
experienced and committed faculty members of whom majority are doctorates in their respective areas and
most of them are guiding students pursuing research leading to PhD.

The programs being offered by the REVA University are well planned and designed after detailed study with
emphasis on knowledge assimilation, applications, global job market and their social relevance. Highly
qualified, experienced faculty and scholars from reputed universities / institutions, experts from industries and
business sectors have contributed in preparing the scheme of instruction and detailed curricula for this
program. Greater emphasis on practice in respective areas and skill development to suit to respective job
environment has been given importance while designing the curricula.

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The Choice Based Credit System and Continuous Assessment Graded Pattern (CBCS – CAGP) of education has
been introduced in all programs to facilitate students to opt for subjects of their choice in addition to the core
subjects of the study and prepare them with needed skills. The system also allows students to move forward
under the fast track for those who have the capabilities to surpass others. These programs are taught by well
experienced qualified faculty supported by the experts from industries, business sectors and such other
organizations. REVA University has also initiated many supportive measures such as bridge courses, special
coaching, remedial classes, etc., for slow learners so as to give them the needed input and build in them
confidence and courage to move forward and accomplish success in their career. The University has also
entered into MOUs with many industries, business firms and other institutions seeking their help in imparting
quality education through practice, internship and also assisting students’ placements.

REVA University recognizing the fact that research, development and innovation are the important functions
of any university has established an independent Research and Innovation division headed by a senior
professor as Dean of Research and Innovation. This division facilitates all faculty members and research
scholars to undertake innovative research projects in engineering, science & technology and other areas of
study. The interdisciplinary-multidisciplinary research is given the top most priority. The division continuously
liaisons between various funding agencies, R&D Institutions, Industries and faculty members of REVA
University to facilitate undertaking innovative projects. It encourages student research projects by forming
different research groups under the guidance of senior faculty members. Some of the core areas of research
wherein our young faculty members are working include Data Mining, Cloud Computing, Image Processing,
Network Security, Big data analytics, Information Retrieval, VLSI and Embedded Systems, Wireless Sensor
Networks, Artificial Intelligence, Computer Networks, IOT, MEMS, Nano- Electronics, Wireless
Communications, Bio-fuels, Nano-technology for coatings, Composites, Vibration Energies, Electric Vehicles,
Multilevel Inverter Application, Battery Management System, , LED Lighting, Renewable Energy Sources and
Active Filter, Innovative Concrete Reinforcement, Electro Chemical Synthesis, Energy Conversion Devices,
Nano-structural Materials, Photo-electrochemical Hydrogen generation, Pesticide Residue Analysis, Nano
materials, Photonics, Nano Tribology, Fuel Mechanics, Operation Research, Graph theory, Strategic Leadership
and Innovative Entrepreneurship, Functional Development Management, Resource Management and
Sustainable Development, Cyber Security, General Studies, Feminism, Computer Assisted Language Teaching,
Culture Studies etc.

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The REVA University has also given utmost importance to develop much required skills through variety of
training programs, industrial practice, case studies and such other activities that induce the said skills among
all students. A full-fledged Career Development and Placement (CDC) department with world class
infrastructure, headed by a dynamic experienced Professor and Dean, and supported by well experienced
Trainers, Counsellors and Placement Officers. The University also has University-Industry Interaction (UIIC)
and Skill Development Centre headed by a Senior Professor and Director facilitating skill related training to
REVA students and other unemployed students. The University has been recognized as a Centre of Skill
Development and Training by NSDC (National Skill Development Corporation) under Pradhan Mantri Kaushal
Vikas Yojana. The Centre conducts several add-on courses in challenging areas of development. It is always
active in facilitating student’s variety of Skill Development Training programs, Entrepreneurship activities, and
IPR workshops. UIIC has established REVA NEST, an incubation centre for promoting start up industries.

The University has collaborations with Industries, universities abroad, research institutions, corporate training
organizations, and Government agencies such as Florida International University, Okalahoma State University,
Western Connecticut University, University of Alabama, University of California Berkeley, Arkansas State
University, Columbia University, Huntsville, Oracle India Ltd, Texas Instruments, Nokia University Relations,
EMC2, VMware, SAP, Apollo etc, to facilitate student exchange and teacher–scholar exchange programs and
conduct training programs. These collaborations with foreign universities also facilitates students to study
some of the programs partly in REVA University and partly in foreign university, viz, M.S in Computer Science
one year in REVA University and the next year in the University of Alabama, Huntsville, USA.

The University has also given greater importance to quality in education, research, administration and all
activities of the university. Therefore, it has established an independent Internal Quality division headed by a
senior professor as Dean of Internal Quality. The division works on planning, designing and developing
different quality tools, implementing them and monitoring the implementation of these quality tools. It
concentrates on training entire faculty to adopt the new tools and implement their use. The division further
works on introducing various examination and administrative reforms.

To motivate the youth and transform them to become innovative entrepreneurs, successful leaders of
tomorrow and committed citizens of the country, REVA organizes interaction between students and successful
industrialists, entrepreneurs, scientists and such others from time to time. As a part of this exercise great
personalities such as Bharat Ratna Prof. C. N. R. Rao, a renowned Scientist, Dr. N R Narayana Murthy, Founder
and Chairman and Mentor of Infosys, Dr. K Kasturirangan, Former Chairman ISRO, Member of Planning

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Commission, Government of India, Dr. Balaram, Former Director I.I.Sc., and noted Scientist, Dr. V S
Ramamurthy, Former Secretary, DST, Government of India, Dr. V K Aatre, noted Scientist and former head of
the DRDO and Scientific Advisor to the Ministry of Defence Dr. Sathish Reddy, Scientific Advisor, Ministry of
Defence, New Delhi and many others have accepted our invitation and blessed our students and faculty
members by their inspiring addresses and interaction.

As a part of our effort in motivating and inspiring youth of today, REVA University also has instituted awards
and prizes to recognize the services of teachers, researchers, scientists, entrepreneurs, social workers and
such others who have contributed richly for the development of the society and progress of the country. One
of such award instituted by REVA University is ‘Life Time Achievement Award’ to be awarded to successful
personalities who have made mark in their field of work. This award is presented on occasion of the
“Founders’ Day Celebration” of REVA University on 6th January of every year in presence of dignitaries, faculty
members and students gathering. The first “REVA Life Time Achievement Award” for the year 2015 has been
awarded to Shri. Kiran Kumar, Chairman ISRO, followed by Shri. Shekhar Gupta, renowned Journalist for the
year 2016, Dr K J Yesudas, renowned play back singer for the year 2017. REVA also introduced “REVA Award
of Excellence” in the year 2017 and the first Awardee of this prestigious award is Shri Ramesh Aravind, Actor,
Producer, Director, Screen Writer and Speaker.

REVA organizes various cultural programs to promote culture, tradition, ethical and moral values to our
students. During such cultural events the students are given opportunities to unfold their hidden talents and
motivate them to contribute innovative ideas for the progress of the society. One of such cultural events is
REVOTHASAVA conducted every year. The event not only gives opportunities to students of REVA but also
students of other Universities and Colleges. During three days of this mega event students participate in
debates, Quizzes, Group discussion, Seminars, exhibitions and variety of cultural events. Another important
event is Shubha Vidaaya, - Graduation Day for the final year students of all the programs, wherein, the
outgoing students are felicitated and are addressed by eminent personalities to take their future career in a
right spirit, to be the good citizens and dedicate themselves to serve the society and make a mark in their
respective spheres of activities. During this occasion, the students who have achieved top ranks and won
medals and prizes in academic, cultural and sports activities are also recognized by distributing awards and
prizes. The founders have also instituted medals and prizes for sports achievers every year. The physical
education department conducts regular yoga classes every day to students, faculty members, administrative
staff and their family members and organizes yoga camps for villagers around.

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Within short span of time, REVA University has been recognised as a fast growing university imparting quality
higher education to the youth of the country and received many awards, ranks, and accolades from various
agencies, institutions at national and international level. These include: Asia’s Greatest Brand and Leaders, by
Asia One, National Award of Leadership Excellence, by ASSOCHAM India, Most promising University, by EPSI,
Promising Upcoming Private University in the Country, by The Economic Times, Best University of India
(South), by Dialogue India, Gold Brand by QS University Ranking, placed under 151-200 band by NIRF, 6TH Rank
in the Super Excellence category by GHRDC, 6TH Rank in All India Law School Survey, ranked among Top 30
Best B Schools by Business World, India’s Best Law Institution by Careers 360, to mention a few.

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 REVA University

Vision

‘’REVA University aspires to become an innovative university by developing excellent human resources with
leadership qualities, ethical and moral values, research culture and innovative skills through higher education
of global standards”.

Mission

• To create excellent infrastructure facilities and state-of-the-art laboratories and incubation centers
• To provide student-centric learning environment through innovative pedagogy and education reforms
• To encourage research and entrepreneurship through collaborations and extension activities
• To promote industry-institute partnerships and share knowledge for innovation and development
• To organize society development programs for knowledge enhancement in thrust areas
• To enhance leadership qualities among the youth and enrich personality traits, promote patriotism and
moral values.

Objectives

• Creation, preservation and dissemination of knowledge and attainment of excellence in different

disciplines
• Smooth transition from teacher - centric focus to learner - centric processes and activities
• Performing all the functions of interest to its major constituents like faculty, staff, students and the society
to reach leadership position
• Developing a sense of ethics in the University and Community, making it conscious of its obligations to the
society and the nation
• Accepting the challenges of globalization to offer high quality education and other services in a competitive
manner.

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 ABOUT THE SCHOOL OF COMPUTING AND INFORMATION TECHNOLOGY

The school has a rich blend of experienced and committed faculty who are well-qualified in various aspects of
computing and information technology apart from the numerous state-of-the-art digital classrooms and
laboratories having modern computing equipment. The School offers four full-time undergraduate programs,
B.Tech in Computer Science and Engineering (Artificial Intelligence and Machine Learning), B.Tech in Computer
Science and Information Technology, B.Tech in Computer Science and Systems Engineering, B.Tech in
Information Science and Engineering and the following two postgraduate programs: M.Tech in Artificial
Intelligence and M.Tech in Cyber security. In addition, the school has a research centre in which students can
conduct cutting edge research leading to a Ph.D degree.

Curriculum of both undergraduate and postgraduate programs have been designed through a collaboration of
academic and industry experts in order to bridge the growing gap between industry and academia. This makes
the program highly practical-oriented, and thus industry-resilient. The B.Tech programs aims to create quality
human resources to play leading roles in the contemporary, competitive industrial and corporate world. The
masters’ degrees focus on quality research and design in the core and application areas of Artificial Intelligence
and Information Technology to foster a sustainable world and to enhance the global quality of life by adopting
enhanced design techniques and applications. This thought is reflected in the various courses offered in the
masters’ programs.

School Vision
To produce excellent quality technologists and researchers of global standards in computing and Information
technology who have potential to contribute to the development of the nation and the society with their
expertise, skills, innovative problem-solving abilities, strong moral and ethical values.

School Mission

• To create state of the art computing labs infrastructure and research facilities in information technology.
• To provide student-centric learning environment in Computing and Information technology through
innovative pedagogy and education reforms.
• To encourage research, innovation and entrepreneurship in computing and information technology
through industry/academia collaborations and extension activities
• Organize programs through club activities for knowledge enhancement in thrust areas of information
technology.
• To enhance leadership qualities among the youth and enrich personality traits, promote patriotism, moral
and ethical values.

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 Quality Policy

The school of Computing and Information Technology is committed to excellence through following policies.

1. Impart quality education by providing state of art curriculum, experimental learning, and state of the art
labs.
2. Enhance skill set of faculty members through faculty development programs and interaction with
academia and industries.
3. Inculcate the competency in software/hardware design and programming through co-curricular activities
like Hackathon, Project exhibition, Internship and Entrepreneurship Programe.
4. Provide soft skill and skill development training for personality development and better placement.
5. Promote innovation and research culture among students and support faculty members for better
research and development activity.

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 MEMBERS OF BOARD OF STUDIES

Sl.
Name Correspondence Address
No.
Dr. Mallikarjun M Kodabagi
Rukmini Knowledge Park,
Professor and Director
1 Chairperson Kattigenahalli, Yelahanka, Bengaluru,
School of Computing and Information
Karnataka 560064
Technology
Dr. Vishwanath R Hulipalled Rukmini Knowledge Park,
2 Professor Member Kattigenahalli, Yelahanka, Bengaluru,
School of C&IT Karnataka 560064
Dr. Udaya Rani V Rukmini Knowledge Park,
3 Professor Member Kattigenahalli, Yelahanka, Bengaluru,
School of C&IT Karnataka 560064
Rukmini Knowledge Park,
Dr. Parthasarathy G
4. Member Kattigenahalli, Yelahanka, Bengaluru,
Associate Professor, School of C&IT
Karnataka 560064
Rukmini Knowledge Park,
Dr. J. Ragaventhiran
5. Member Kattigenahalli, Yelahanka, Bengaluru,
Associate Professor, School of C&IT
Karnataka 560064
Academic Relationship Manager,
Sreenivasa Ramanujam Kanduri Member
6. Tata Consultancy Services,
Academic Relationship Manager, TCS (Industry Expert)
Bangalore.
Dr. Sundar K S
Member Associate Vice-President & Head, IMS
7. Associate Vice-President & Head, IMS
(Industry Expert) Academy at Infosys, Mysore
Academy at Infosys
Dr. Ramabrahmam Gunturi Tata Consultancy Services,
8. Industry Expert
Consultant, TCS Hyderabad.
Dr. S. A. Angadi Professor, School of CSE
9. Academic Expert
Professor, School of CSE,VTU Visvesvaraya, Belagavi
Dr. Bharati Arakeri
Professor, School of CSE
10. Professor, School of CSE Academic Expert
BMSIT, Bangalore
BMSIT, Bangalore.
Abhishek Revanna Swamy Alumni-Member Associate Project Manager, Robert
11.
Associate Project Manager, Robert Bosch Bosch, Bangalore
Prasad Chitta
Member
12. Solution Architect, TCS Bangalore Solution Architect, TCS, Bangalore
(Industry Expert)

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 B. Tech in CSE (Artificial Intelligence and Machine Learning)

Program Overview

Artificial Intelligence and Machine Learning (AI & ML) encompasses a variety of topics that relates to
computation, like development of algorithms, analysis of algorithms, programming languages, Information
retrieval, Information analysis, software design and computer hardware. Information Science & Engineering
has roots in electrical engineering, mathematics, and linguistics. In the past Information Science was taught as
part of mathematics or engineering departments and in the last 3 decades it has emerged as a separate
engineering field. In the present information era (Knowledge era) Information Science & Engineering will see
an exponential growth as the future machines work on Data Analytics.

The oldest known complex computing device, called the Antikythera mechanism, dates back to 87 B.C., to
calculate astronomical positions and help Greeks navigate through the seas. Computing took another leap in
1843, when English mathematician Ada Lovelace wrote the first computer algorithm, in collaboration with
Charles Babbage, who devised a theory of the first programmable computer. But the modern computing-
machine era began with Alan Turing’s conception of the Turing Machine, and three Bell Labs scientists
invention of the transistor, which made modern-style computing possible, and landed them the 1956 Nobel
Prize in Physics. For decades, computing technology was exclusive to the government and the military; later,
academic institutions came online, and Steve Wozniak built the circuit board for Apple-1, making home
computing practicable. On the connectivity side, Tim Berners-Lee created the World Wide Web, and Marc
Andreessen built a browser, and that’s how we came to live in a world where our glasses can tell us what
we’re looking at. With wearable computers, embeddable chips, smart appliances, and other advances in
progress and on the horizon, the journey towards building smarter, faster and more capable computers is
clearly just beginning.

Computers have become ubiquitous part of modern life, and new applications are introduced every day. The
use of computer technologies is also commonplace in all types of organizations, in academia, research,
industry, government, private and business organizations. As computers become even more pervasive, the
potential for computer-related careers will continue to grow and the career paths in computer-related fields
will become more diverse. Since 2001, global information and communication technologies (ICTs) have
become more powerful, more accessible, and more widespread. They are now pivotal in enhancing
competitiveness, enabling development, and bringing progress to all levels of society.

The career opportunities for Artificial Intelligence and Machine Learning graduates are plenty and growing.
Programming and software development, information systems operation and management, data science,
information retrieval, big data analytics, telecommunications and networking, Machine Learning development,
computer science research, web and Internet, graphics and multimedia, training and support, and computer
industry specialists are some of the opportunities the graduates find.

The School of Computing and Information Technology at REVA UNIVERSITY offers B. Tech. in CSE (Artificial

19
 Intelligence and Machine Learning) program to create motivated, innovative, creative thinking graduates to fill
ICT positions across sectors who can conceptualize, design, analyze, and develop ICT applications to meet the
modern day requirements.

The B. Tech. in CSE (AIML) curriculum developed by the faculty at the School of Computing and Information
Technology, is outcome based and it comprises required theoretical concepts and practical skills in the
domain. By undergoing this program, students develop critical, innovative, creative thinking and problem
solving abilities for a smooth transition from academic to real-life work environment. In addition, students are
trained in interdisciplinary topics and attitudinal skills to enhance their scope. The abovementioned features of
the program, advanced teaching and learning resources, and experience of the faculty members with their
strong connections with ICT sector makes this program unique.

This program involves various courses which are related to computation, like design and analysis of algorithms,
computer programming languages, software design, Information Theory, IoT and Smart Sensors, Agile
Software Engineering and DevOps, Big Data and Hadoop, Python for Data Analysis, Machine Learning and
Information Science, Cloud Computing, Computer Vision, Business Intelligence, Information Retrieval,
Management Information Systems, AI and Agents, Fuzzy Logic and Systems, Data Analytics Using “R”, Multi
Media Systems, Introduction to Drones. Block Chain Technology, Swarm Intelligence, Software Defined
Networks and NFV, Natural Language Processing, Augmented and Virtual Reality, Robotic Process
Automation, Deep Learning and Reinforcement Learning, UI/UX Design, Cyber Forensics. This program also has
courses such as electrical and electronics engineering, applied sciences and linguistics. This specialization is
proposed to enable students to design software to solve problems in industry and engineering that require
computers.

Program Educational Objectives (PEO’s)

After few years of graduation, the graduates of B. Tech Computer Science & Engineering (AI & ML) will:
• PEO-1: Demonstrate technical skills, competency in AI & ML and exhibit team management capability with
proper communication in a job environment.

• PEO-2: Support the growth of economy of a country by starting enterprise with a lifelong learning attitude

• PEO-3: Carry out research in the advanced areas of AI & ML and address the basic needs of the society.

Program Outcomes (PO’s)

On successful completion of the program, the graduates of B. Tech in CSE (Artificial Intelligence and Machine
Learning) program will be able to:
• PO-1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals for the solution of complex problems in Computer Science and Engineering.

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 • PO-2: Problem analysis: Identify, formulate, research literature, and analyze engineering problems to
arrive at substantiated conclusions using first principles of mathematics, natural, and engineering
sciences.
• PO-3: Design/development of solutions: Design solutions for complex engineering problems and
design system components, processes to meet the specifications with consideration for the public
health and safety, and the cultural, societal, and environmental considerations.
• PO-4: Conduct investigations of complex problems: Use research-based knowledge including design
of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.
• PO-5: Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an
understanding of the limitations.
• PO-6: The engineer and society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the
professional engineering practice.
• PO-7: Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
• PO-8: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms
of the engineering practice
• PO-9: Individual and team work: Function effectively as an individual, and as a member or leader in
teams, and in multidisciplinary settings.
• PO-10: Communication: Communicate effectively with the engineering community and with society at
large. Be able to comprehend and write effective reports documentation. Make effective
presentations, and give and receive clear instructions.
• PO-11: Project management and finance: Demonstrate knowledge and understanding of engineering
and management principles and apply these to one’s own work, as a member and leader in a team.
Manage projects in multidisciplinary environments.
• PO-12: Life-long learning: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.

Program Specific Outcomes (PSO’s)

On successful completion of the program, the graduates of B. Tech in CSE (Artificial Intelligence and
Machine Learning) program will be able to:

• PSO-1: Demonstrate the knowledge of human cognition, Artificial Intelligence, Machine Learning and data
engineering for designing intelligent systems.
• PSO-2: Apply computational knowledge and project development skills to provide innovative solutions.
• PSO-3: Use tools and techniques to solve problems in AI & ML.

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 REVA University Academic Regulations
B. Tech Degree Programs
(Applicable for the programs offered from 2020-21 Batch)
(Framed as per the provisions under Section 35 (ii), Section 7 (x) and Section 8 (xvi) & (xxi) of the REVA
University Act, 2012)

Title and Commencement:

These Regulations shall be called “REVA University Academic Regulations – B. Tech., Degree Program 2020-21
Batch subject to amendments from time to time by the Academic Council on recommendation of respective
Board of Studies and approval of Board of Management

These Regulations shall come into force from the date of assent of the Chancellor.

The Programs:
These regulations cover the following B. Tech, Degree programs of REVA University offered during 2020-21.

B. Tech in:
Bioelectronics Engineering
Civil Engineering
Computer Science and Engineering
Computer Science and Information Technology
Computer Science and Systems Engineering
Computer Science and Engineering (AI and ML)
Electrical and Electronics Engineering
Electrical and Computer Engineering
Electronics and Communication Engineering
Electronics and Computer Engineering
Information Science and Engineering
Mechanical Engineering
Mechatronics Engineering

Duration and Medium of Instructions:

Duration: The duration of the B. Tech degree program shall be FOUR years comprising of EIGHT Semesters. A
candidate can avail a maximum of 16 semesters - 8 years as per double duration norm, in one stretch to
complete B. Tech degree, including blank semesters, if any. Whenever a candidate opts for blank semester,
he/she has to study the prevailing courses offered by the School when he/she resumes his/her studies.

The medium of instruction shall be English.

22
Definitions:
Course: “Course” means a subject, either theory or practical or both, listed under a program; Example: “Fluid
Mechanics” in B. Tech Civil Engineering program, Engineering Thermodynamics in B. Tech., Mechanical
program are examples of courses to be studied under respective programs.

Every course offered will have three components associated with the teaching-learning process of the course,
namely:

L Lecture
T Tutorial
P Practice

Where:

L stands for Lecture session consisting of classroom instruction.

T stands for Tutorial session consisting participatory discussion / self-study/ desk work/ brief seminar
presentations by students and such other novel methods that make a student to absorb and assimilate more
effectively the contents delivered in the Lecture classes.

P stands for Practice session and it consists of Hands on Experience / Laboratory Experiments / Field Studies /
Case Studies / Project Based Learning or Course end Project/Self Study/ Online courses from listed portals that
equip students to acquire the much required skill component.

4.2 Classification of Courses

Courses offered are classified as: Core Courses, Open Elective Courses, Project work/Dissertation

Core Course: A course which should compulsorily be studied by a candidate choosing a particular program of
study

Foundation Course: The foundation Course is a mandatory course which should be completed successfully
as a part of graduate degree program irrespective of the program of study

Hard Core Course (HC) simply core course: The Hard Core Course is a Core Course in the main branch of
study and related branch (es) of study, if any, that the candidates have to complete compulsorily

Soft Core Course (SC) (also known as Professional Elective Course)

A Core course may be a Soft Core if there is a choice or an option for the candidate to choose a course from a
pool of courses from the main branch of study or from a sister/related branch of study which supports the
main branch of study.

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Open Elective Course (OE):
An elective course chosen generally from other discipline / subject, with an intention to seek exposure to the
basics of subjects other than the main discipline the student is studying is called an Open Elective Course

Project Work / Dissertation:

Project work / Dissertation work is a special course involving application of knowledge in solving / analyzing
/exploring a real life situation / difficult problems to solve a multivariable or complex engineering problems.
The project will be conducted in two phases, phase-I (7th Semester), Consists of literature survey, problem
identification, formulation and methodology. In Phase-II (8th Semester) student should complete the project
work by designing or creating an innovative process or development of product as an outcome. A project work
carrying TWO, FOUR or SIX credits is called Minor Project work / Dissertation. A project work of SIX, EIGHT, or
TEN, credits is called Major Project work / Dissertation. A Minor Project work may be a hard core or a Soft
Core as decided by the BOS / concerned. But the Major Project shall be Hard Core.

“Program” means the academic program leading to a Degree, Post Graduate Degree, Post Graduate Diploma
Degree or such other degrees instituted and introduced in REVA University.

Eligibility for Admission:

5.1. The eligibility criteria for admission to B. Tech Program of 4 years (8 Semesters) is given below:

Sl. No. Program Duration Eligibility

Passed 10+2 examination with Physics and Mathematics as
compulsory subjects, along with any one of the following
Bachelor of 4 Years subjects, namely, Chemistry, Bio-Technology, Computer
1 Technology (8 Science, Biology, Electronics and Technical Vocational
(B. Tech) Semesters) subject Obtained at least 45% marks (40% in case of
candidate belonging to SC/ST category) in the above subjects
taken together.
(A) Passed Diploma examination from an AICTE approved
Institution with at least 45% marks (40% in case of
candidates belonging to SC/ST category) in appropriate
branch of Engineering / Technology.

(B) Passed B. Sc Degree from a recognized University as

Bachelor of Lateral entry
defined by UGC, with at least 45% marks (40% in case of
Technology to second
2 candidates belonging to SC/ST category) and passed XII
(B. Tech) year
standard with mathematics as a subject.

(C) Provided that in case of students belonging to B. Sc.

Stream, shall clear the subjects of Engineering Graphics /
Engineering Drawing and Engineering Mechanics of the first
year Engineering program along with the second year
subjects.

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 (D) Provided further that, the students belonging to B. Sc.
Stream shall be considered only after filling the seats in this
category with students belonging to the Diploma stream.

(E) Provided further that student, who have passed Diploma

in Engineering & Technology from an AICTE approved
Institution or B. Sc., Degree from a recognized University as
defined by UGC, shall also be eligible for admission to the
first year Engineering Degree courses subject to vacancies in
the first year class in case the vacancies at lateral entry are
exhausted. However, the admissions shall be based strictly
on the eligibility criteria as mentioned in A, B, D, and E
above.
Lateral entry (F) Any candidate with genuine reason from any University /
Bachelor of to fourth Institution in the country upon credit transfer could be
3 Technology year (final considered for lateral admission to the respective semester
(B. Tech) year) in the concerned branch of study, provided he/she fulfils the
University requirements.
Pass in PUC /10+2 examination with Physics,
Biology/Biotechnology as compulsory
along with at least one of the Chemistry/Mathematics /
Computer Science / Electronics obtained minimum 45%
B. Tech. in
5 marks (40% in case of candidates belonging to SC / ST
Bioelectronics
category) in the above subjects taken together of any board
recognized by the respective State Government / Central
Government / Union Territories or any other qualification
recognized as equivalent there to.

Provided further that the eligibility criteria are subject to revision by the Government Statutory Bodies, such as
AICTE, UGC from time to time.

Courses of Study and Credits

Each course of study is assigned with certain credit value

Each semester is for a total duration of 20 weeks out of which 16 weeks dedicated for teaching and learning
and the remaining 4 weeks for final examination, evaluation and announcement of results

The credit hours defined as below

In terms of credits, every one hour session of L amounts to 1 credit per Semester and a minimum of two hour
session of T or P amounts to 1 credit per Semester or a three hour session of T / P amounts to 2 credits over a
period of one Semester of 16 weeks for teaching-learning process.

Credit = 13 credit hours spread over 16 weeks or spread over the semester

The total duration of a semester is 20 weeks inclusive of semester-end examination.

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The following table describes credit pattern

Table -2: Credit Pattern

Total Total Contact
Lectures (L) Tutorials (T) Practice (P) Credits (L:T:P)
Credits Hours
4 2 0 4:1:0 5 6
3 2 0 3:1:0 4 5
3 0 2 3:0:1 4 5
2 2 2 2:1:1 4 6
0 0 6 0:0:3 3 6
4 0 0 4:0:0 4 4

The concerned BoS will choose the convenient Credit Pattern for every course based on size and nature of the
course

Different Courses of Study:

Different Courses of Study are labeled as follows:
Core Course (CC)
Foundation Course (FC)
Hard Core Course (HC)
Soft Core Course (SC)
Open Elective Course (OE)
Project Work / Dissertation:
A project work carrying TWO, FOUR or SIX credits is called Minor Project work / Dissertation. A project work of
EIGHT, TEN, TWELVE or SIXTEEN credits is called Major Project work / Dissertation. A Project work may be a
hard core or a Soft Core as decided by the BoS / concerned.

These are defined under Section 4 of these regulations.

Credits and Credit Distribution

A candidate has to earn 160 credits for successful completion of B. Tech degree with the distribution of credits
for different courses as given in table below:

Credits (Range)
Course Type For B. Tech Degree
(8 Semesters)
Foundation Core Course A minimum of 06 but not exceeding 12
Hard Core Course A minimum of 118 but not exceeding 121
Soft Core Course A minimum of 15 but not exceeding 21
Open Elective A minimum of 04 but not exceeding 12

26
8.2. The concerned BOS based on the credits distribution pattern given above shall prescribe the credits to
various types of courses and shall assign title to every course including project work, practical work,
field work, self-study elective, as Foundation Course (FC), Hard Core (HC) or Soft Core (SC), Open
Elective (OE).

8.3. Every course including project work, practical work, field work, self-study elective should be entitled as
Foundation Course (FC), Hard Core (HC) or Soft Core (SC) or Open Elective (OE) or Core Course (CC) by
the BoS concerned. However, following shall be the Foundation Courses with credits mentioned
against them, common to all branches of study.

Sl. Number of
Course Title
No. Credits
Foundation Courses
English for Technical Communication / Communication
1 2
Skills
2 Environmental Studies / Environmental Science 2
3 Indian Constitution and Professional Ethics 2
MOOC / Internship /Soft Skill Training
4 6-15

8.4. The concerned BOS shall specify the desired Program Educational Objectives, Program Outcomes,
Program Specific Outcomes and Course Outcomes while preparing the curriculum of a particular
program.

8.5. A candidate can enrol for a maximum of 28 credits and a minimum of 19 credits per Semester. However
he / she may not successfully earn a maximum of 28 credits per semester. This maximum of 28 credits
does not include the credits of courses carried forward by a candidate.

Only such full time candidates who register for a minimum prescribed number of credits in each semester
from I semester to VIII semester and complete successfully 160 credits in 8 successive semesters shall be
considered for declaration of Ranks, Medals, Prizes and are eligible to apply for Student Fellowship,
Scholarship, Free ships, and such other rewards / advantages which could be applicable for all full time
students and for hostel facilities.

Add- on Proficiency Certification:

To acquire Add on Proficiency Certification a candidate can opt to complete a minimum of 4 extra credits
either in the same discipline /subject or in different discipline / subject in excess to 160 credits for the B. Tech
Degree program.

Add on Proficiency Diploma / Minor degree/ Honor Degree:

To acquire Add on Proficiency Diploma/ Minor degree/ Honor Degree:, a candidate can opt to complete a
minimum of 18 extra credits either in the same discipline /subject or in different discipline / subject in excess
to 160 credits for the B. Tech Degree program.

27
The Add on Proficiency Certification / Diploma/ Minor degree/ Honor Degree: so issued to the candidate
contains the courses studied and grades earned.

Assessment and Evaluation

The Scheme of Assessment will have two parts, namely;

Internal Assessment (IA); and
Semester End Examination (SEE)
Assessment and Evaluation of each Course shall be for 100 marks. The Internal Assessment (IA) and Semester
End Examination (SEE) of UG Engineering programs shall carry 50:50 marks respectively (i.e., 50 marks internal
assessment; 50 marks semester end examination).

The 50 marks of internal assessment shall comprise of:

Internal Test 30 marks

Assignments / Seminars / Model Making / Integrated Lab 20 marks
/ Project Based Learning / Quizzes etc.

There shall be two Internal Tests conducted as per the schedule announced below. The Students’ shall
attend both the Tests compulsorily.

1st test is conducted for 15 marks during 6th week of the Semester;

2nd test is conducted for 15 marks during 12th week of the of the Semester;

The coverage of syllabus for the said tests shall be as under:

Question paper of the 1st test should be based on first 40 %of the total syllabus;

Question paper of the 2nd test should be based on second 40 %of the total syllabus;

An assignment must be designed to cover the last 20% of the Syllabus

There shall be one Assignment / Project Based Learning / Field Visit / Quiz test carrying 20 marks covering the
last 20% of the Syllabus

The Semester End Examination for 50 marks shall be held in the 18th and 19th week of the beginning of the
semester and the syllabus for the semester end examination shall be entire syllabus.

A test paper is set for a maximum of 30 marks to be answered in 1 hour duration. A test paper can have 4 main
questions. Each main question is set for 10 marks. The main question can have 2-3 sub questions all totalling
10 marks. Students are required to answer any three main questions. Each question is set using Bloom’s
verbs. The questions must be set to assess the students outcomes described in the course document.

The question papers for internal test shall be set by the internal teachers who have taught the course. If the
course is taught by more than one teacher all the teachers together shall devise a common question paper(s).

28
However, these question papers shall be scrutinized by the Question Paper Scrutiny Committee to bring in the
uniformity in the question paper pattern and as well to maintain the necessary standards.

The evaluation of the answer scripts shall be done by the internal teachers who have taught the course and set
the test paper.

Assignment/seminar/Project based learning/simulation based problem solving/field work should be set in

such a way, students be able to apply the concepts learnt to a real life situation and students should be able to
do some amount self-study and creative thinking. While setting assignment care should be taken such that the
students will not be able to plagiarise the answer from web or any other resources. An assignment / Quiz can
be set for a maximum of 20. Course instructor at his/her discretion can design the questions as a small group
exercise or individual exercise. This should encourage collaborative learning and team learning and also self-
study.

Internal assessment marks must be decided well before the commencement of Semester End examinations

Semester End Examination: The Semester End Examination is for 50 marks shall be held in the 18th and 19th
week of the semester and the entire course syllabus must be covered while setting the question paper.

Semester End Examination paper is set for a maximum of 100 marks to be answered in 3 hours duration. Each
main question be set for a maximum of 25 marks, main questions can have a 3-4 sub questions. A total of 8
questions are set so that students will have a choice. Each question is set using Bloom’s verbs. The questions
must be set to assess the students outcomes described in the course document. (Please note question papers
have to be set to test the course outcomes)

There shall be three sets of question papers for the semester end examination of which one set along with
scheme of examination shall be set by the external examiners and two sets along with scheme of examination
shall be set by the internal examiners. All the three sets shall be scrutinized by the Board of Examiners. It shall
be responsibility of the Board of Examiners particularly Chairman of the BOE to maintain the quality and
standard of the question papers and as well the coverage of the entire syllabus of the course.

There shall be single evaluation by the internal teachers who have taught the subject. However, there shall be
moderation by the external examiner. In such cases where sufficient number of external examiners are not
available to serve as moderators internal senior faculty member shall be appointed as moderators.

Board of Examiners, question paper setters and any member of the staff connected with the examination are
required to maintain integrity of the examination system and the quality of the question papers.

There shall also be an Program Assessment Committee (PAC) comprising at-least 3 faculty members having
subject expertise who shall after completion of examination process and declaration of results review the
results sheets, assess the performance level of the students, measure the attainment of course outcomes,
program outcomes and assess whether the program educational objectives are achieved and report to the
Director of the School. The Examination Review Committee shall also review the question papers of both
Internal Tests as well Semester End Examinations and submit reports to the Director of the respective School
about the scope of the curriculum covered and quality of the questions.

The report provided by the Examination Review Committee shall be the input to the Board of Studies to review
and revise the scheme of instruction and curriculum of respective program

29
During unforeseen situation like the Covid-19, the tests and examination schedules, pattern of question papers
and weightage distribution may be designed as per the convenience and suggestions of the board of
examiners in consultation with COE and VC

University may decide to use available modern technologies for writing the tests and SEE by the students
instead of traditional pen and paper

Any deviations required to the above guidelines can be made with the written consent of the Vice Chancellor

Online courses may be offered as per UGC norms.

For online course assessment guidelines would be as follows:

If the assessment is done by the course provider, then the school can accept the marks awarded by the course
provider and assign the grade as per REVA University norms.

If the assessment is not done by the course provider, then the assessment is organized by the concerned
school and the procedure explained in the regulation will apply

In case a student fails in an online course, s/he may be allowed to repeat the course and earn the required
credits

IAs for online courses could be avoided and will remain the discretion of the school.

The online platforms identified could be SWAYAM, NPTEL, Coursera, Edx.org, Udemy, Udacity and any other
internationally recognized platforms like MIT online, Harvard online etc.

Utilization of one or two credit online courses would be:

4 week online course – 1 credit

8 week online course / MOOC – 2 credits
12 week online course / MOOC – 3 credits
Summary of Internal Assessment, Semester End Examination and Evaluation Schedule is provided in the table
given below.

Summary of Internal Assessment and Evaluation Schedule

Sl. Type of Syllabus Max Reduced Date by which the process

when
No. Assessment Covered Marks to must be completed

1 Test-1 During 6th week First 40% 30 15 7th week

Second
2 Test -2 During 12th Week 30 15 13th Week
40%
Assignment
3 15th Week Last 20% 20 20 16th Week
/ Quiz
4 SEE 18/19th Week 100% 100 50 20th Week

30
Assessment of Students Performance in Practical Courses

The performance in the practice tasks / experiments shall be assessed on the basis of:

a) Knowledge of relevant processes;

b) Skills and operations involved;
c) Results / products including calculation and reporting.
The 50 marks meant for Internal Assessment (IA) of the performance in carrying out practical shall further be
allocated as under:

Conduction of regular practical / experiments throughout the

i 20 marks
semester
ii Maintenance of lab records 10 marks
Performance of mid-term test (to be conducted while conducting
second test for theory courses); the performance assessments of
iii 20 marks
the mid-term test includes performance in the conduction of
experiment and write up about the experiment.
Total 50 marks

10.2 The 50 marks meant for Semester End Examination (SEE), shall be allocated as under:

i Conducting of semester end practical examination 30 marks

ii Write up about the experiment / practical conducted 10 marks

iii Viva Voce 10 marks

Total 50 marks

10.3 The duration for semester-end practical examination shall be decided by the concerned School Board.

For MOOC and Online Courses assessment shall be decided by the BOS of the School.

For > 3 credit courses

i IA-I 25 marks
ii IA-2 25 marks

Semester end examination by the concern school board (demo,

iii 50 marks
test, viva voice etc.)
Total 100 marks

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For 1 & 2 credit courses

i IA-I 15 marks
ii IA-2 15 marks
Semester end examination by the concern school board (demo, test,
iii 20 marks
viva voice etc.)
Total 50 marks

11. Evaluation of Minor Project / Major Project / Dissertation:

Right from the initial stage of defining the problem, the candidate has to submit the progress reports
periodically and also present his/her progress in the form of seminars in addition to the regular discussion with
the supervisor. At the end of the semester, the candidate has to submit final report of the project /
dissertation, as the case may be, for final evaluation. The components of evaluation are as follows:

Component – I Periodic Progress and Progress Reports (25%)

Component – II Demonstration and Presentation of work (25%)

Component – III Evaluation of Report (50%)

Requirements to Pass a Course:

A candidate’s performance from IA and SEE will be in terms of scores, and the sum of IA and SEE scores will be
for a maximum of 100 marks (IA = 50, SEE = 50) and have to secure a minimum of 40% to declare pass in the
course. However, a candidate has to secure a minimum of 25% (13 marks) in Semester End Examination (SEE)
which is compulsory.

The Grade and the Grade Point: The Grade and the Grade Point earned by the candidate in the subject will be
as given below:

Marks, Grade, Grade Point Letter

P G (GP=V x G) Grade
90-100 10 v*10 O
80-89 9 v*9 A+
70-79 8 v*8 A
60-69 7 v*7 B+
55-59 6 v*6 B
50-54 5.5 v*5.5 C+
40-49 5 v*5 C
0-39 0 v*0 F
ABSENT AB

32
O - Outstanding; A+-Excellent; A-Very Good; B+-Good; B-Above Average; C+-Average; C-Satisfactory; F –
Unsatisfactory.

Here, P is the percentage of marks (P=[IA + SEE]) secured by a candidate in a course which is rounded to
nearest integer. V is the credit value of course. G is the grade and GP is the grade point.

Computation of SGPA and CGPA

The Following procedure to compute the Semester Grade Point Average (SGPA).

The SGPA is the ratio of sum of the product of the number of credits with the grade points scored by a student
in all the courses taken by a student and the sum of the number of credits of all the courses undergone by a
student in a given semester, i.e : SGPA (Si) = ∑(Ci x Gi) / ∑Ci where Ci is the number of credits of the ith course
and Gi is the grade point scored by the student in the ith course.

Illustration for Computation of SGPA and CGPA

Illustration No. 1

Credit Point (Credit

Course Credit Grade Letter Grade Point
x Grade)
Course 1 3 A+ 9 3X9=27

Course 2 3 A 8 3X8=24

Course 3 3 B+ 7 3X7=21
Course 4 4 O 10 4X10=40
Course 5 1 C 5 1X5=5
Course 6 2 B 6 2X6=12
Course 7 3 O 10 3X10=30
19 159
Thus, SGPA = 159 ÷ 19 = 8.37

Illustration No. 2

Credit Point (Credit x

Course Credit Grade letter Grade Point
Grade point)
Course 1 4 A 8 4X8=32
Course 2 4 B+ 7 4X7=28
Course 3 3 A+ 9 3X9=27
Course 4 3 B+ 7 3X7=21
Course 5 3 B 6 3X6=18
Course 6 3 C 5 3X5=15
Course 7 2 B+ 7 2X7=21
Course 8 2 O 10 2X10=20
24 175

33
Thus, SGPA = 175 ÷ 24 = 7.29

Illustration No.3

Credit Point
Course Credit Grade Letter Grade Point
(Credit x Grade point)
Course 1 4 O 10 4 x 10 = 40
Course 2 4 A+ 9 4 x 9 = 36
Course 3 3 B+ 7 3 x 7 = 21
Course 4 3 B 6 3 x 6 = 18
Course 5 3 A+ 9 3 x 9 = 27
Course 6 3 B+ 7 3 x 7 = 21
Course 7 2 A+ 9 2 x 9 = 18
Course 8 2 A+ 9 2 x 9 = 18
24 199

Thus, SGPA = 199 ÷ 24 = 8.29

Cumulative Grade Point Average (CGPA):

Overall Cumulative Grade Point Average (CGPA) of a candidate after successful completion of the required
number of credits (160) for B. Tech degree in Engineering & Technology is calculated taking into account all the
courses undergone by a student over all the semesters of a program, i. e : CGPA = ∑(Ci x Si) / ∑Ci

Where Si is the SGPA of the ith semester and Ci is the total number of credits in that semester.

Illustration:

CGPA after Final Semester

Semester No. of Credits SGPA Credits x SGPA

(ith) (Ci) (Si) (Ci X Si)
1 19 6.83 19 x 6.83 = 129.77
2 21 7.29 21 x 7.29 = 153.09
3 22 8.11 22 x 8.11 = 178.42
4 22 7.40 22 x 7.40 = 162.80
5 22 8.29 22 x 8.29 = 182.38
6 22 8.58 22 x 8.58 = 188.76
7 22 9.12 22 x 9.12 = 200.64
8 10 9.25 10 x 9.25 =92.50
Cumulative 160 1288.36

Thus, CGPA = 19x6.83+21x7.29+22x8.11+22x7.40+22x8.29+22x8.58+22x9.12+10x9.25 = 8.05

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Conversion of grades into percentage:

Conversion formula for the conversion of CGPA into Percentage is:

Percentage of marks scored = CGPA Earned x 10
Illustration: CGPA Earned 8.05 x 10=80.5

The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the transcripts.

Classification of Results

The final grade point (FGP) to be awarded to the student is based on CGPA secured by the candidate and is
given as follows.

Grade
FGP
CGPA (Numerical Index) Letter Performance
Grade
G Qualitative Index
9 >= CGPA 10 10 O Outstanding
Distinction
8 >= CGPA < 9 9 A+ Excellent
7 >= CGPA < 8 8 A Very Good
First Class
6 >= CGPA < 7 7 B+ Good
5.5> = CGPA < 6 6 B Above average
Second Class
>5 CGPA< 5.5 5.5 C+ Average
>4 CGPA<5 5 C Satisfactory Pass
< 4 CGPA 0 F Unsatisfactory Unsuccessful

Overall percentage=10*CGPA

Provisional Grade Card: The tentative / provisional grade card will be issued by the Controller of Examinations
at the end of every semester indicating the courses completed successfully. The provisional grade card
provides Semester Grade Point Average (SGPA).

Final Grade Card: Upon successful completion of B. Tech Degree a Final Grade card consisting of grades of all
courses successfully completed by the candidate will be issued by the Controller of Examinations.

14. Attendance Requirement:

14.1 All students must attend every lecture, tutorial and practical classes.

14.2 In case a student is on approved leave of absence (e g:- representing the University in sports, games or
athletics, placement activities, NCC, NSS activities and such others) and / or any other such
contingencies like medical emergencies, the attendance requirement shall be minimum of 75% of the
classes taught.

14.3 Any student with less than 75% of attendance in aggregate of all the courses including practical
courses / field visits etc, during a semester shall not be permitted to appear to the end semester
examination and such student shall seek re-admission

15. Re-Registration and Re-Admission:

35
15.1 In case a candidate’s class attendance in aggregate of all courses in a semester is less than 75% or as
stipulated by the University, such a candidate is considered as dropped the semester and is not
allowed to appear for semester end examination and he / she shall have to seek re-admission to that
semester during subsequent semester / year within a stipulated period.

15.2 In such case where in a candidate drops all the courses in a semester due to personal reasons, it is
considered that the candidate has dropped the semester and he / she shall seek re-admission to such
dropped semester.

Absence during Internal Test:

In case a student has been absent from an internal test due to the illness or other contingencies he / she may
give a request along with necessary supporting documents and certification from the concerned class teacher /
authorized personnel to the concerned Director of the School, for conducting a separate internal test. The
Director of the School may consider such request depending on the merit of the case and after consultation
with course instructor and class teacher, and arrange to conduct a special internal test for such candidate(s)
well in advance before the Semester End Examination of that respective semester. Under no circumstances
internal tests shall be held / assignments are accepted after Semester End Examination.

17. Provision for Appeal

17.1. If a candidate is not satisfied with the evaluation of Internal Assessment components (Internal Tests
and Assignments), he/she can approach the Grievance Cell with the written submission together with
all facts, the assignments, and test papers, which were evaluated. He/she can do so before the
commencement of respective semester-end examination. The Grievance Cell is empowered to revise
the marks if the case is genuine and is also empowered to levy penalty as prescribed by the University
on the candidate if his/her submission is found to be baseless and unduly motivated. This Cell may
recommend for taking disciplinary/corrective action on an evaluator if he/she is found guilty. The
decision taken by the Grievance committee is final.

18. Grievance Committee:

For every program there will be one grievance committee. The composition of the grievance
committee is as follows:-

The Controller of Examinations - Ex-officio Chairman / Convener

One Senior Faculty Member (other than those concerned with the evaluation of the course concerned)
drawn from the school / department/discipline and/or from the sister schools / departments/sister
disciplines – Member.

One Senior Faculty Members / Subject Experts drawn from outside the University school / department –
Member.

Eligibility to Appear for Semester End Examination (SEE)

Only those students who fulfil a minimum of 75% attendance in aggregate of all the courses including practical
courses / field visits etc., as part of the program shall be eligible to appear for Semester End Examination

36
Provision for Supplementary Examination

In case a candidate fails to secure a minimum of 25% (13 marks) in Semester End Examination (SEE) and a
minimum of 40% marks together with IA and SEE to declare pass in the course, such candidate shall seek
supplementary examination of only such course(s) wherein his / her performance is declared unsuccessful. The
supplementary examinations are conducted after the announcement of even semester examination results.
The candidate who is unsuccessful in a given course(s) shall appear for supplementary examination of odd and
even semester course(s) to seek for improvement of the performance.

Provision to Carry Forward the Failed Subjects / Courses:

The student who has failed in a maximum of 4 courses in odd and even semesters together shall move to next
semester of succeeding year(s) of study till 8th semester. And he / she shall appear for Semester End
examination of failed courses of previous semesters concurrently with odd semester end examinations and /
or even semester end examinations of current year of study.

Examples:-

Student “A” has failed in 1 Course in First Semester and 3 Courses in Second Semester. He / she is eligible to
seek admission for Third Semester and appear for Semester End Examination of 1 failed Course of First
Semester concurrently with Third Semester end examination. Likewise, he / she is eligible to appear for
Semester End Examination of 3 failed Courses of Second Semester concurrently with Fourth Semester end
examination.

Student “B” has failed in 2 Courses of First Semester and 2 Courses in Fourth Semester and has passed in all
Courses of First and Second Semesters. He / she is eligible to seek admission to Fifth Semester and appear for
Semester End Examination of 2 failed Courses of First Semester concurrently with Fifth Semester end
examination. Likewise he / she is eligible to appear for Semester End Examination of 2 failed Courses of Fourth
Semester concurrently with Sixth Semester end examination.

Student “C” has failed in one course in Second Semester one course in third semester and two courses in fifth
semester and has cleared all other courses from first semester to Sixth Semester. He / She has also passed all
the courses of First to Sixth Semesters. Student “C” is eligible to seek admission for Seventh Semester and
appear for Semester End Examination of one failed Course of Second Semester, one course of third semester
and two courses in fifth semester concurrently with Seventh Semester end examination. However, he / she
has to pass all the failed courses of Second Semester, Third Semester and Fifth Semester along with Seventh
and Eighth Semesters courses to earn B. Tech Degree.

Student “D” failed in three courses in first semester and one course in second semester, but has passed in all
the courses of second to sixth semester. Student “D” is also eligible to seek admission for 7th Semester and
appear for Semester End Examination of 3 failed courses of 1st Semester and one course of second semester
concurrently with 7th Semester and 8th semester end examinations. However, he / she has to pass three
failed courses of first semester and one failed course of second semester along with Seventh and Eighth
Semester courses to earn B. Tech Degree.

37
The student failed in any course(s) in any of the first to eight semesters has to pass all the failed courses of all
Semesters within the double duration to earn B. Tech Degree failing which he / she has to seek re-admission to
the program afresh.

Challenge Valuation:

a) A student who desires to apply for challenge valuation shall obtain a photo copy of the answer
script(s) of semester end examination by paying the prescribed fee within 10 days after the
announcement of the results. He / She can challenge the grade awarded to him/her by surrendering
the grade card and by submitting an application along with the prescribed fee to the Controller of
Examinations within 10 days after the announcement of the results. This challenge valuation is only for
semester end examination.
b) The answer scripts (in whatever form) for which challenge valuation is sought for shall be evaluated by
the external examiner who has not involved in the first evaluation. The higher of two marks from first
valuation and challenge valuation shall be the final.

With regard to any specific case of ambiguity and unsolved problem, the decision of the Vice-Chancellor shall
be final.

All assessments must be done by the respective Schools as per the guidelines issued by the Controller of
Examinations. However, the responsibility of announcing final examination results and issuing official
transcripts to the students lies with the office of the Controller of Examinations.

38
 School of Computing and Information Technology
Scheme of Instructions
B. Tech CSE (AI & ML)
I SEMESTER
HC/FC/ Credit Pattern & Credit Contact
Sl. Value
Course Code Title of the Course SC/ OE Hours/
No
L T P Credits Week
Multivariable Calculus and
1 B20AS0105 HC 3 0 0 3 3
Linear Algebra
Basics of Electrical and
2 B20EE0101 HC 3 0 1 4 5
Electronics Engineering
Introduction to Python
3 B20CI0101 FC 2 0 1 3 4
Programming
4 B20AS0104 Engineering Chemistry HC 3 0 0 3 3
TOTAL 11 0 2 13 15
Practical /Term Work / Practice Sessions /MOOCs
5 B20ME0102 Design Thinking FC 1 0 1 2 3
6 B20AS0109 Biology for Engineers FC 1 0 0 1 1
Computer Aided Engineering
7 B20ME0101 HC 2 0 1 3 4
Drawing
TOTAL 4 0 2 6 8
TOTAL SEMESTER CREDITS 19
TOTAL CUMULATIVE CREDITS 19
TOTAL CONTACT HOURS 23

II SEMESTER
HC/FC/ Credit Pattern & Credit Contact
Sl.
Course Code Title of the Course SC/ OE Value Hours/
No
L T P Credits Week
1 B20AS0204 Probability and Statistics HC 4 0 0 4 4
2 B20AS0106 Physics for Computer Science HC 3 0 0 3 3
3 B20CS0101 Introduction to Data Science FC 2 0 1 3 4
Basics of Civil and mechanical
4 B20CE0201 HC 3 0 1 4 5
Engineering
Programming for Problem
5 B20CS0102 HC 3 0 1 4 5
Solving
TOTAL 15 0 3 18 21
Practical /Term Work / Practice Sessions /MOOCs
6 B20EC0101 IoT and Applications FC 1 0 1 2 3
7 B20ME0104 Entrepreneurship FC 1 0 0 1 1
TOTAL 2 0 1 3 4
TOTAL SEMESTER CREDITS 21
TOTAL CUMULATIVE CREDITS 40
TOTAL CONTACT HOURS 25

39
III SEMESTER
HC/FC/ Credit Pattern & Credit Contact
Sl.
Course Code Title of the Course SC/ OE Value Hours/
No
L T P Credits Week
1 B20CI0301 Analog and Digital Electronics. HC 3 0 1 4 5
2 B20CI0302 Programming with JAVA HC 3 0 1 4 5
3 B20CI0303 Data Structures HC 3 0 1 4 5
Discrete Mathematics and Graph
4 B20AS0302 HC 3 0 0 3 3
Theory
Agile software development and
5 B20CI0304 HC 3 0 0 3 3
DevOps
TOTAL 15 0 3 18 21
Practical /Term Work / Practice Sessions /MOOCs
6 B20MGM301 Management Science FC 2 0 0 2 2
7 B20AS0301 Environmental Science FC 2 0 0 2 2
B20AHM301 Advanced Kannada
8 OR OR MC 0 0 0 0 0
B20AHM 302 Basics of Kannada
TOTAL 4 0 0 4 4
TOTAL SEMESTER CREDITS 22
TOTAL CUMULATIVE CREDITS 62
TOTAL CONTACT HOURS 25

IV SEMESTER

HC/FC/ Credit Pattern & Contact

Sl.
Course Code Title of the Course SC/ OE Credit Value Hours/
No
L T P Credits Week
1 B20CI0401 Design and Analysis of Algorithms HC 3 0 1 4 5
2 B20CI0402 Unix Operating System HC 3 0 1 4 5
3 B20EA0401 Artificial Intelligence HC 3 0 0 3 3
4 B20EJ0401 Computer Organization and Architecture HC 3 0 0 3 3
5 B20CI0403 Database Management System HC 3 0 1 4 5
Numerical Methods and Optimization HC
6 B20AS0401 3 0 0 3 3
Techniques
TOTAL 18 0 3 21 24
Practical /Term Work / Practice Sessions /MOOCs
6 B20AH0301 Communication Skills FC 2 0 0 2 2
7 B20LS0301 Indian Constitution and Professional Ethics FC 2 0 0 2 2
8 B20AHM401 Universal human values MC 0 0 0 0 0
TOTAL 4 0 0 4 4
TOTAL SEMESTER CREDITS 25
TOTAL CUMULATIVE CREDITS 87
TOTAL CONTACT HOURS 28

40
V SEMESTER
HC/FC Credit Pattern &
Contact
/SC/ Credit Value
Sl. No Course Code Title of the Course Hours/
OE Credit
L T P Week
s
1 B20EA0501 Computer Vision HC 3 0 0 3 3
2 B20CI0502 Machine learning HC 3 0 0 3 3
3 B20CI0501 Computer Networks HC 3 0 0 3 3
4 B20EA0502 Virtualization and Cloud HC 3 3
3 0 0
Computing
5 B20EXS5(01-04) Professional Elective-I SC 3 0 0 3 3
6 B20XXO5XX Open Elective-I HC 3 0 0 3 3
7 B20EA0504 Computer Vision Lab HC 0 0 1 1 2
8 B20CI0505 Machine learning Lab HC 0 0 1 1 2
9 B20CI0506 Computer Networks Lab HC 0 0 1 1 2
TOTAL 18 0 3 21 24
Practical /Term Work / Practice Sessions /MOOCs
10 B20CI0503 Technical Documentation FC 1 0 0 1 1
11 B20EA0503 AI & Humanity FC 2 0 0 2 2
TOTAL 3 0 0 3 3
TOTAL SEMESTER CREDITS 24
TOTAL CUMULATIVE CREDITS 111
TOTAL CONTACT HOURS 27

VI SEMESTER
Credit Pattern &
HC/FC/SC Contact
Credit Value
Sl. No Course Code Title of the Course / OE Hours/
Credit
L T P Week
s
1 B20EA0601 Big Data Analytics HC 3 0 0 3 3
2 B20EA0603
Neural Networks and Deep HC
3 0 0
3 3
learning
3 B20EXS6(01-
Professional Elective-II
SC
3 0 0
3 3
04)
4 B20EXS6(05-
Professional Elective-III SC 3 0 0 3 3
08)
5 B20EXS6(09-
Professional Elective-IV SC 3 0 0 3 3
12)
6 B20XXO6XX Open Elective-II HC 3 0 0 3 3
7 B20EA0604 Big Data Analytics Lab HC 0 0 1 1 2
8 B20EA0605
Neural Networks and Deep HC
0 0 1
1 2
learning Lab
TOTAL 18 0 2 20 22

41
 Practical /Term Work / Practice Sessions /MOOCs
9 B20CI0601 Research Based Mini Project HC 0 0 2 2 4
10 B20PA0501 Indian Tradition and Culture FC 1 0 0 1 1
11 B20EA0602 Natural Language Processing HC 1 0 1 2 3
TOTAL 2 0 3 5 8
TOTAL SEMESTER CREDITS 25
TOTAL CUMULATIVE CREDITS 136
TOTAL CONTACT HOURS 30

VII SEMESTER

Credit Pattern & Credit Contact

Sl. HC/FC/SC
Course Code Title of the Course Value Hours/
No / OE
L T P Credits Week
1 B20EXS7 (01-04) Professional Elective-V SC 3 0 0 3 3
2 B20XXO7XX Open Elective-III OE 3 0 0 3 3
TOTAL 6 0 0 6 6
Practical /Term Work / Practice Sessions /MOOCs
Summer Internship/Global
3 B20CI0701 HC 0 0 3 3 6
Certification
4 B20CI0702 Project Phase-I HC 0 0 4 4 8
TOTAL 0 0 7 7 14
TOTAL SEMESTER CREDITS 13
TOTAL CUMULATIVE CREDITS 149
TOTAL CONTACT HOURS 20

VIII SEMESTER
Credit Pattern & Credit Contact
Sl. HC/FC/SC
Course Code Title of the Course Value Hours/
No / OE
L T P Credits Week
1 B20CI0801 Capstone-Project Phase-2 HC 0 0 8 8 16
TOTAL 0 0 8 8 16
Practical /Term Work / Practice Sessions /MOOCs
1 B20XXO8XX Open Elective-IV OE 3 0 0 3 3
TOTAL 3 0 0 3 3
TOTAL SEMESTER CREDITS 11
TOTAL CUMULATIVE CREDITS 160
TOTAL CONTACT HOURS 19

42
 Professional Electives in CSE(AI&ML) stream

Code Course Code Course Code Course Code Course

Decision
Data Fuzzy
Introduction Support &
PE-I/V Visualizatio B20EAS504 Logic and
B20EKS501 to Robotics B20EAS502 B20EAS503 expert
sem n Systems
and Drones systems
techniques

Knowledge
Information Informatio
PE-II/ Representati Modern B20EAS604
B20EAS601 B20EJS602 Retrieval B20EAS603 n Theory
VI sem on and Databases
System and coding
Reasoning
Predictive
Control
PE-III/ Analytics Bioinformati B20EAS608 Speech
B20EAS605 Systems B20EAS606 B20EAS607
VI sem using R cs processing

Advanced High
PE-IV/ Topics in Performanc Business B20EAS612 Video
B20EAS609 B20EAS610 B20EAS611
VI sem Machine e Intelligence processing
Learning Computing
Augmented
Artificial
Swarm and and Virtual
PE-V/ Cognitive B20EAS704 Intelligenc
B20EAS701 Bio-inspired B20EJS702 Reality B20EAS703
VII sem Science e in
Intelligence
Healthcare

Open Electives Offered to Other schools

5TH SEM /OE-I 6th SEM /OE-II 7th SEM /OE-III 8th SEM /OE-IV
Course Course Name Teachi Course Course Teachi Course Course Teachi Course Course Teac
code ng code Name ng code Name ng code Name hing
School Schoo School Scho
l ol
Data
B20CI Python IoT
B20CIO Introduction Mining/ B20CIO B20CI
CIT O601/ CIT for data CIT Progra CIT
501 to AI Machine 701 O801
602 science mming
Learning
Reinfor
OOPS with Deep
B20CIO B20CI Neural B20CIO B20CI cement
c++/Web CIT CIT Learnin CIT CIT
502/503 O603 Networks 702 O802 Learnin
technology g
g

43
 Skill Development Programs
Skill Development Programs (by Clubs/Industries/Corporate-Trainers/School-Faculty)
GitHub and Open Source
Project Development Tools Ethical Hacking
Technologies
Cyber Security and Forensics Cyber Physical Systems IOT And Cloud Convergence

Graphics With Open Source Tools AR And VR With UNITY Software Robotic Process Automation

Data Analysis Using Python Python And ML Data Analysis With R

Mongo dBand NOSQL Django And Python Full Stack Development

DevOps Tools Linux System Administration Cloud Administration

Network Administration Software Testing with Scrum Software Project Management

Big data Using Spark/Hadoop Excel And SQL For Data Analysis AWS Cloud and DevOps

Azure Cloud and DevOps Google Cloud and DevOps Coding And Programming Skills

Android Application Development IOS Application Development NLP With Python

Micro Website Design Google Web
Social Media Analytics JavaScript For Web Design
Designer
Algorithms Thinking and Data
UI Design Storage System Management
Structures
Web Services (Restful Services in
Digital SEO/Sem Marketing Digital Photography with Photoshop
Java, Etc.)
Network Programming WSN And IOT Programming Image Processing Using Python

5G And IOT Sentiment Analysis Machine Learning And IOT

Computational Biology Using
System Integration Tools C# And .Net
Python

Kotlin Programming Julia Programming Objective C Programming

C++ Programming For Automotive

JavaScript For Cyber Security E-Commerce Site Design
Applications
Banking And Insurance Using
MATLAB For Scientific Computing Network Simulator NS3
Python

44
 Certification Programs
EC Council: CHFI Certified Hacking
EC Council: Certified Ethical Hacker Cisco: CCNP Security
Forensics Investigator
CWNP: CWNS Certified Wireless ISACA: Certified Information Juniper: Juniper Network Certified
Network Security Professional Security Manager Internet Professional
AWS: Certified Solutions Architect
AWS: Certified DevOps Engineer AWS: Certified Security Speciality
Professional
Google: Certified Professional Cloud Red Hat: RHSCA in Red Hat Open
Google: Associate Cloud Engineer
Architect Stack
IBM: Certified Database
Professional Cloud Developer IBM: Certified System Administrator
Administrator
PSC: Scrum Certification Microsoft: Advanced MS Excel PMI: PMP Certification
VMWare: Advanced Certified
COBIT: IT Service Management VMWare: Certified Professional
Professional – Data Centre
Certification Network Virtualization
Virtualization
IBM: Certified Application IBM: Data Science Professional
IBM: AI Certification
Developer Certificate
Wireshark: Certified Network
Cisco: CCNA Network Associate Cisco: CCNP Enterprise
Analyst
CWNP: Wireless Security Kubernetes and Red Hat Open Stack
CWNP: WIFI administration
Professional /AWS
VMWare: Certified Professional
Cloud Management and Oracle: Business Intelligence Oracle: Enterprise Management
Automation
Block Chain Council: Blockchain
Oracle: Virtualization Red Hat: Microservices Certification
Certification
Cloud Credential Council: IOT
DLA: Certified REST API Practitioner Microsoft: DevOps Engineer
Certification
Microsoft: Azure Data Engineer Microsoft: Azure Administrator Microsoft: Azure AI Engineer

45
 Detailed Syllabus
Semester1

Course Title Multivariable Calculus and Linear Algebra Course Type Theory

Course Code B20AS0105 Credits 4 Class I Semester

Contact Work Total Number of
TLP Credits
Hours Load Classes Assessment in
Theory 4 4 4 Per Semester Weightage

Course Structure Practice - - -

Theory Practical IA SEE
Tutorial - - -

Total 4 4 4 52 - 50% 50%

COURSE OVERVIEW:

The course Differential Calculus deals with the basic aspect’s differential calculus. The students of Computer Science are
equally benefited with this course as stepping stone to the broad areas of calculus. This course familiarizes students with
important concepts coming under differential calculus and to develop strong foundations on these concepts.In Computer
Science, Calculus is used for machine learning, data mining, scientific computing, image processing, and creating the
graphics and 3D visuals for simulations. Calculus is also used in a wide array software program that require it.Linear
algebra provides concepts that are crucial to many areas of computer science, including graphics, image processing,
cryptography, machine learning, optimization, graph algorithms, information retrieval and web search.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain the scalar product and vector product of two or more vectors.
2. Illustrate how to find angle between polar curves with a suitable example.
3. Demonstrate the use of radius of curvature of the curves can be best suited for machine learning techniques with
big data analytics.
4. Describe the concepts of Linear algebra and calculus theory.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Apply Taylor’s and Maclaurin’s series for finding series expansions of
CO1 functions and approximating values. expansions of functions and 1-6 1,2
approximating values.
CO2 Identify and evaluate the radius of curvature of the given curve. Also
evaluate the given indeterminate form using L’ Hospital rule. 1-6 1,2

46
 CO3 Make use of Gauss elimination and Gauss Jordon method for solving
the system of equations, if the given system of equations is consistent. 1-6 1,2

CO4 Determine the Eigen values, the corresponding Eigen vectors and
diagonalizable the given square matrix. 1-6 1,2

CO5 Learn new tools and technologies in the linear algebra and apply for
suitable application development. 12 1,2

Develop solutions in the linear algebra to the complex problems,

CO6 either individually or as a part of the team and report the results with 5, 9, 10 2, 3
proper analysis and interpretation.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
CO#
Remember(L1) Understand(L2) Apply(L3) Analyse(L4) Evaluate(L5) Create(L6)

CO1 ✓

CO2 ✓ ✓

CO3 ✓

C04 ✓

CO5 ✓

CO6 ✓ ✓

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

POs

CO1 3 3 2 2 3 1 3 3

CO2 3 3 3 3 3 1 3 3

CO3 3 3 2 2 3 1 2 2

C04 2 3 2 3 3 1 1 1

CO5 2 2 2

CO6 2 2 2 2 3

Note:1-Low,2-Medium,3-High

47
COURSE CONTENT
THEORY

Contents
UNIT – 1
Introduction to Vector Differentiation: Introduction, Scalar and vector point functions, velocity, acceleration,
Gradient, Divergence, Curl, Laplacian, Solenoidal and Irrotational vectors, Vector identities.
Differential Calculus-1:Successive differentiation- nth derivatives of standard functions (no proof) simple problems,
Leibnitz Theorem (without proof) and problems, Taylor’s series and McLaurin’s series expansion for function of one
variable(only problems), Polar curves- Angle between the radius vector and the tangent, angle between two curves,
Pedal equation for polar curves. Applications in computer science.
UNIT-2
Differential Calculus-2: Derivative of arc length – concept and formulae (without proof), Radius of curvature-
Cartesian, parametric, polar and pedal forms (with proof) problems.
Indeterminate forms and solution using L’Hospital’s rule. Analysis of Randomized algorithms using Differential
Calculus. Applications in computer science.
UNIT-3
LinearAlgebra-1: Basic concepts, Echelon form, normal form of a matrix, Rank of Matrix, Gauss-Jordon method to
find inverse of a matrix, consistency of linear system of equations, Gauss elimination and Gauss-Jordon method to
solve system of equations. Linear Algebra for statistics. Applications in computer science.

UNIT-4
Linear Algebra-2: Linear Transformations, orthogonal transformation, Eigen values and Eigen Vectors. Complex
matrices, Similarity of Matrices, Diagonalization. Rayleigh power method to determiner largest Eigen value and the
corresponding Eigen vector. Analysis of Randomized algorithms using Linear Algebra. Applications in computer
science.

TEXTBOOKS:
1. Theodore Shifrin, “Multi-Variable Calculus and Linear Algebra with Applications”, Wiley, 1st Edition,Volume 2, 2018.
2. B.S. Grewal, “Higher Engineering Mathematics”, Khanna Publishers, 43nd edition, 2015.
3. Erwin Kreyszig, “Advanced Engineering Mathematics”, Wiley Publications, 9th edition,2013.
4. Ron Larson, “Multivariable Calculus, Cengage Learning”, 10th Edition, 2013.

REFERENCE BOOKS:
1. B.V. Ramana, “Higher Engineering Mathematics”, Tata McGraw Hill Publications, 19th Reprint edition, 2013.
2. R.K.Jain and S.R.K.Iyengar, “Advanced Engineering Mathematics”, Narosa Publishing House, 4th edition, 2016.
3. Stanley I. Grossman, “Multivariable Calculus, Linear Algebra, and Differential Equations”, 2nd Edition, Academic
Press 1986.

JOURNALS/MAGAZINES
https://www.sciencedirect.com/journal/linear-algebra-and-its-applications
SWAYAM/NPTEL/MOOCs:
1. https://youtu.be/XzaeYnZdK5o
2. https://youtu.be/KSntcGOFdUc
3. https://youtu.be/LJ-LoJhbBA4

48
SELF-LEARNINGEXERCISES:
1. Vectors in Space, Generalized Leibniz Rules, Mean Value of Derivatives, Powers of a matrix,
2. Testing of Linear Dependence and Independence and multivariate calculus. Introduction to differential
equations.

49
 Course Title Basic Electrical and Electronics Engineering Course Type Integrated

Course Code B20EE0101 Credits 4 Class I Semester

Contact Work
TLP Credits Total Number of
Hours Load
Classes Assessment in
Theory Per Semester Weightage
3 3 3
Course
Structure Practice
1 2 2 Theory Practical
CIE SEE
Tutorial - - - Hours Hours

Total 4 5 5 39 26 50% 50%

COURSE OVERVIEW

Basic Electrical & Electronics Engineering covers basic concepts of electrical engineering and electromagnetism. This
course introduces the student to the working AC and DC Machines. It also helps the student to understand the basics in
digital electronics by applying the knowledge of logic gates and learning the applications of diodes in rectifiers, filter
circuits. Further, it has a self-learning component on BJT’s.

COURSE OBJECTIVE (S):

1. Explain the basics of electrical and electronics engineering terminologies.
2. Distinguish the single and three phase systems.
3. Illustrate the different building blocks in digital electronics using logic gates and explain simple logic
functions using basic universal gates.
4. Discuss the applications of diode in rectifiers, filter circuits and wave shaping.
5. To build a broad concept for hands on experience in various types of electrical apparatus, tools and
instrumentation with electrical safety norms.
6. To analyze the schematics for making electrical connection and to interpret experimental data for various electrical
appliances.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Summarize the basics of electrical engineering terminology and the usage. 1-6 1

CO2 Analyze the concepts and applications of DC & AC Machines. 1-5 1

CO3 Apply the concept of domestic wiring, importance of safety and sensing devices 1-5,10 1

Analyze the different building blocks in digital electronics using logic gates and
CO4 1-5 1
applications of diode in rectifiers, filter circuits and wave shaping.

50
 Interpret, Identify and use appropriate electrical tools for electrical connections and 1-7,
CO5 to repair electrical equipment’s. 1,2
9,10

Compare experimental results with theoretical analysis and the ability to critically 1-7,
CO6 1,2
evaluate the performance of electrical appliances. 9,10

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
CO#
Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
√ √
CO1

CO2 √

CO3 √

CO4 √

CO5 √

CO6 √

51
COURSE ARTICULATION MATRIX

PSO1

PSO2
PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PSO3
CO#/
POs

CO1 2 1 3 1 2 1 1

CO2 1 3 2 2 1 1

CO3 2 2 2 2 1 2 1

CO4 3 3 3 1 1 1

CO5 2 2 1 3 1 3 1 3 1 3 3

CO6 2 2 1 3 1 3 1 3 1 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT:
THEORY:

CONTENTS
UNIT-1
Electrical Circuits: Basic definitions, Types of elements, Ohm’s Law, Kirchhoff’s Laws, Resistive, Inductive,
capacitive networks, Series, Parallel circuits and Star-delta and delta-star transformations, Network Theorems
(Superposition, Thevenin’s & Norton’s) Generation of an alternating Emf–average and rms values of alternating
quantity–representation of alternating quantities by phasors–single phase series and parallel circuits (simple
problems), three phase systems and power calculations
UNIT-2
DC-Machines: Construction and Principle of operation of DC Machines–Emf & Speed equations-types–applications.
AC-Machines: Principle of operation of single phase transformers–Emf equation–losses– efficiency and regulation-
Construction and working principle of induction motors–Slip–torque characteristics–applications-Construction and
Principle of operation of alternators applications.
UNIT-3
Instruments: Basic Principle of indicating instruments–PMMC&MI instruments. Tariff, Protective Devices and
Sensors: Tariff schemes, basic concepts of domestic wiring and types, Earthing, protective fuses, MCB, sensors:
pressure sensors, strain gage, proximity sensors, displacement sensors, Rotatory encoder and ultrasonic sensors
and civil engineering applications.
UNIT-4
Diodes: Introduction, Physical operation of p-n junction diodes, Characteristics of p-n junction diodes, Zener diode,
Rectifier circuits (half-wave, full-wave, bridge and peak rectifiers),Light emitting diodes.
Digital Electronic Principles: Introduction, Binary digits, Logic levels and Digital waveforms, Introduction to basic
logic operation, Number system, Decimal numbers, Binary numbers, Decimal-to-Binary conversion, Simple binary
arithmetic.

52
PRACTICE:

Tools and Expected Skill

No Title of the Experiment Techniques /Ability
Electrical Safety Training.
a) To Study the importance of Earthing during accidental Trainer kit Ohms
shorting of line wire and the body of equipment. Law Importance & applications
b) To conduct experiment and to know the Fall of resistance of Earthing, Fuse & MCB
1. Importance and mechanism of FUSE
c) To study the Importance and mechanism of MCB.
Home Electrical Wiring Demonstration.
Connection & Trouble
a) To study & verify the connection procedure Fluorescent Lamp
wiring Panel shooting of fluorescent lamp
2. for fluorescent lamp wiring.
Fan with switch wiring & Fan with switch and
b) To study the connection of Fan with switch and
and regulator Kit regulator
regulator.
Two-way switch/ staircase wiring.
Two-way switch or Connection, Working &
3. To study & verify the connection procedure for two-way
staircase wiring Kit application of Two-way switch
switch or staircase wiring
Behaviour of current and voltage in series and parallel
circuits.
a)To study and verify the behaviour of current Series and parallel Connection & behaviour of
4. and voltage in series circuit. circuits Kit current & voltage in series,
parallel circuit
b) To study and verify the behaviour of current
and voltage in parallel circuit.

Polarity test on single phase transformer.

a)To determine the additive polarity of Polarities of single phase
5 a single-phase transformer. Transformer Kit
transformer
b) To determine the subtractive polarity of a single-
phase transformer.
VI characteristics of VI characteristics of Zener
6 Determination of VI characteristics of Zener Diode
Zener Diode kit Diode
VI characteristics of VI characteristics of Silicon
7 Determination of VI characteristics of Silicon Diode
Silicon Diode kit Diode
Analyze the Half Wave and Full Wave rectifiers using Determine the efficiency,
8 Rectifier kit Voltage regulation, ripple factor
Diode with and without filter
Determine the Characteristics of BJT in Common Emitter Characteristics of BJT Input & Output Characteristics
9 in Common Emitter
Configuration of BJT
Determine the Characteristics of JFET in Common Characteristics of Input & Output Characteristics
10 JFET in Common
Source Configuration of JFET
Universal gates will be realized
11 Realization of Universal gates using basic logic gates. Trainer kit
using basic gates

53
TEXTBOOKS:
1. Nagrath I.J. and D. P. Kothari, “Basic Electrical Engineering”, Third Edition Tata McGraw Hill, 2009.
2. Hayt and Kimberly, “Engineering Circuit Analysis”, 8th Edition, Tata McGraw Hill, 2013.
3. Kulshreshtha D.C., “Basic Electrical Engineering”, Tata McGraw Hill, 2009.
4. Rajendra Prasad, “Fundamentals of Electrical Engineering”, Prentice Hall, India, 2009.
5. Hughes, E., “Electrical Technology”, Pearson, 2005.
6. David A. Bell, “Electronic Devices and Circuits”, Oxford University Press, 5th Edition, 2008.
7. D.P. Kothari, I. J. Nagrath, “Basic Electronics”, McGraw Hill Education (India) Private Limited, 2014.

REFERENCEBOOKS:
1. Theodore Wildi, “Electrical Machines, Drives, and Power, 5thSystems”, Pearson Edition, 2007.
2. Hughes, “Electrical Technology”, International Students 9th Edition, Pearson, 2005.

JOURNALS/MAGAZINES

1. International Journal of Electrical Power and Energy Systems (https://www.journals.elsevier.com/international- journal-

of-electrical-power-and-energy-systems)
2. Journal of Electrical Engineering (https://link.springer.com/journal/202)

SWAYAM/NPTEL/MOOCs:

1. https://nptel.ac.in/courses/108/108/108108076/

SELF-LEARNINGEXERCISES:

1. Build an electrical circuit using BJT as a switch

2. Identifying the practical application of Electromagnetic Induction

PROBLEM BASED LEARNING

No Problems
1 A current of 20A flows through two ammeter A and B in series. Potential difference across A is 0.2V and
across B is 0.8 V. Find how the same current will divide between A and B when they are joined in parallel.
2 For the given circuit calculate the current supplied by each battery and current in 6 ohm resistor.

3 Two 12V batteries with internal resistances 0.2 ohm and 0.25 ohm respectively are joined in parallel and a
resistance of 1 ohm is placed across the terminals. Find the current supplied by each battery.
4 A 6 pole induction motor is connected to a 50 Hz supply. It is running at a speed of 970 R.P.M. Find the
synchronous speed and the slip

P a g e 54
 5 If A= (1011)2 and B = (1110)2, perform the following arithmetic operations.
i)Addition ii) subtraction ii) Multiplication

6 Simplify the given Boolean expression and implement using logic gates. i)Y=AB+ABC+AB(D+E) ii)
Y=ABCD+ABD iii) Y=AB+A(B+C)+B(B+C)
7 Simplify the given Boolean Expression: i) Y= XY+XYZ+XY +
ii) C+ B + BC iii) Y= AC+C(A+ B)

8 a) Perform the following operations:

(i)Convert (01110111)2 to decimal
(ii) Convert (21)10 to binary
(iii) Add: (1010)2 and (0011)2
(iv) Subtract: (111.111)2 from (1010.01)2
(v) Divide: (101101)2 by (110)2

PROJECT BASED LEARNING

To enhance the skill set in the integrated course, the students are advised to execute course-based design projects. Some
sample projects are given below:
Suggested Projects

1. Design & Development of a rectifier circuit

2. Identify the types of wiring

3. Electricity bill calculation

4. Identify the types of motors used in domestic & industrial application with nameplate details.

5. Identification of different transformer based on their rating used for various applications.

P a g e 55
 Course Title Introduction to Python Programming Course Type Integrated
Course Code B20CI0101 Credits 3 Class I Semester
Contact Work Total Number of
TLP Credits
Hours Load Classes Assessment in
Theory 2 2 2 Per Semester Weightage
Course
Structure Practice 1 2 2
Theory Practical IA SEE
Tutorial - - -

Total 3 4 4 26 26 50 50

COURSE OVERVIEW:
Python is a Programming Language that can be treated in a procedural way, an object-orientated way or a
functional way. It can be used on a server to create web applications, create workflows, connect to database
systems, read and modify files, handle big data and perform complex mathematics. It can implement objectoriented
features and exception handling, It can parse the strings using regular expressions. It can be used for implementing
the machine learning algorithms to develop solutions for interdisciplinary problems apart from any general
problems leading to automation.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain the fundamentals of python programming language constructs and their applications.
2. Inculcate knowledge of parsing of regular expressions and their usage in various application domains.
3. Gain expertise in Object oriented programming and NumPy package.
4. Discuss the files, Pandas and Data Virtualization concepts.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Make use of language constructs to solve real world problems using 1- 4, 8, 9, 12 1

CO1
python programming.

CO2 Develop programs for text processing and other application domains by 1-3, 5,9,12 2
making use of regular expressions.

CO3 Apply features of object oriented and NumPy package to develop 1- 5, 9, 12 3

computationally intensive programming to analyze and interpret the
Create data science solutions with the help of files, Pandas and Data
CO4 1,4,5,9,12 1-3
Visualization.
Learn new tools and technologies in the python and apply for suitable
CO5 12 1,2
application development.
Develop solutions in the python 1to the complex problems, either
CO6 individually or as a part of the team and report the results with proper 5, 9, 10 2,3

P a g e 56
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √ √
CO4 √ √ √ √
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 1 1 2 1 1 1 3
CO2 3 2 3 2 1 1 3
CO3 3 1 2 1 2 1 1
CO4 3 2 2 1 1 3 3 3
CO5 1 2 2
CO6 2 1 1 2 2
Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY

Contents
UNIT-1
Introduction to Computer Fundamentals: Computer Components, accessories, specifications of computers
and external devices. Flowchart symbols and guidelines, types and advantages, Algorithm design.
Python Fundamentals: Introduction to Python: History, Applications, Your First Python Program, Constants,
Variables, Naming conventions, simple data types, Type casting, Assignment statements, expressions,
Boolean data type, Trigonometry functions, operators, precedence of operators, libraries, keywords, Python
Collections, I/O statements, conditional statements, loops, functions, user defined functions. Introduction to
GitHub and applications.
UNIT-2
Strings: Unicode, Formatting Strings, Format Specifiers, other Common String Methods, Slicing a String.
Regular Expressions: Case Study: Street Addresses, Case Study: Roman Numerals, Checking for Thousands,
Checking for Hundreds, Using the {n,m} Syntax, Checking for Tens and Ones.
UNIT-3
Object Oriented Programming: Defining Classes, The init() Method, Instantiating Classes, OOP features:
Abstraction. Encapsulation, Single Inheritance, Polymorphism.
Files: Reading from Text Files, Writing to text files, Reading and Writing the Binary Files.
UNIT-4
NumPy: Introduction to NumPy, Creating arrays, Indexing Arrays, Array Transposition, Universal Array
Function, Array Processing, Array Input and Output.
Pandas and Data Visualization: Introduction, Series and Data Frames in pandas and Data Visualization.

P a g e 57
PRACTICE:
Tools and Expected Skill
No Title of the Experiment
Techniques /Ability
Part-A
a). “LIST1” is a list that contains “N” different SRN of students
read using a user defined function with the help of input ()
function. It is required to add SRN of “M” more students that Windows/Linux Create and perform
are to be appended or inserted into “LIST1” at the appropriate OS, IDE, Jupiter operations on list.
place. The program must return the index of the SRN entered by
user.
1. b)“TUPLE1” and “TUPLE2” are two tuples that contain “N” values
of different data types read using the user defined function
Create and perform
“READ” with the help of input() function. Elements of “TUPLE1” Windows/Linux
operations on
and “TUPLE2” are to be read one at a time and the “larger” OS, IDE, Jupyter
Tuples.
value among them should be placed into “TUPLE3”. Display all
tuples.

a)SET1 and SET2 are two sets that contain unique integers. SET3
is to be created by taking the union or intersection of SET1 and Create and perform
SET2 using the user defined function Operation (). Perform Union and
either union or intersection by reading choice from user. Do not Intersection,
use built in functions union () and intersection () and also the Operations on Sets.
operators “|” and “&“. Windows/Linux
2.
OS, IDE, Jupyter
b)The Dictionary “DICT1” contains N Elements and each element Create dictionary
in dictionary has the operator as the KEY and operand’s as and perform
VALUES. Perform the operations on operands using operators operation using user
stored as keys. Display the results of all operations. defined function.

a)A substring “Substr” between index1 and index2 is to be

extracted from the given input string “Str1”, which is read using
input(). Display the substring “Substr” using a user defined
function if available in string “Str1”, otherwise display NULL.
Windows/Linux
3. b) A string containing multiple words is to be read from the user String operations.
OS, IDE, Jupyter
one at a time, after reading perform following operations.
Convert all the strings to uppercase and display
Split the words of a string using space as the separation character
and display.
a)Consider the text file, “Std.txt”, with the details of students like
SRN, NAME, SEMESTER, SECTION AND AVG_MARKS. Read the file,
“Std.txt” and display the details of all the students of 4th Semester File Handling.
“A” Section who have scored more than 75%.
b)Consider the text file “Emp.txt”, with the details of Employees
like EMP_CODE, EMP_NAME, BASIC_SALARY, DA, GROSS_SALARY,
NET_SALARY, LIC, PF and TOTAL-DEDUCTIONS. Read EMP_CODE, Windows/Linux
EMP_NAME, BASIC_SALARY, DA, LIC and PF from the user using OS, IDE, Jupyter
4.
input() and compute the following:
TOTAL_DEDUCTIONS= (LIC+PF) File Handling.
GROSS_SALARY= BASIC_SALARY+ DA
NET_SALARY= GROSS_SALARY – TOTAL_DEDUCTIONS.
Write the above data to file for each employee. Read the content
of “Emp.txt” and display the details of each employee

P a g e 58
 a). A “CAR” has the attributes COMPANY_NAME, MODEL, COLOR,
MANUFACUTING_YEAR and PRICE. A Class is required to be
created for “CAR” to store the above attributes and perform the
following operations:
Get the details of “CAR” object from user and store into Array of
objects
Display the details of “CAR” object based on “COMPANY”,
“MODEL” and “PRICE”.
b). Airline Reservation System contains the attributes of
passengers such as NAME, PAN_NO. MOBILE_NO, EMAIL_ID, Windows/Linux Classes and objects
5. SOURCE, DESTINATION, SEAT-NO, AIR-FARE and TRAVEL_DATE. A OS, IDE, Jupyter usage.
Class is required to be created for “Airlilne” with the above
attributes and perform the following operations:
Get the details of “Airline” object from user and store into Array
of objects
List details of all the passengers who travelled From “Bengaluru to
London”.
List details of all the passengers who travelled From “Chicago to
Beijing” on 10th of Feb, 2020.

a). “Arr_1” is an integer array of size M x N. Size and content of

the array is to be read using input() by using the user defined
function READ_DATA(). It is required to display the NumPy arrays
Diagonal elements of”Arr_1” usability.
Elements of mth row (row no should be entered by user)
Elements of nth column (column no should be entered by user) Windows/Linux
6.
OS, IDE, Jupyter
b)The dictionary “DICT1” contains the pass percentage of each
semester of B. Tech in CSE, where, “Semester” acts as the key and
Pandas Series
“Pass Percentage” acts as the value. A Python Pandas dataframe is
usability.
required to be created using the dictionary “DICT1” and display it
using a user defined function.

Part-B (Mini Project: Library Management System)

Develop a program to create the class “USER” with the attributes
Create a class user
USER_NAME, USER_ID, SCHOOL_NAME, ADDRESS, PHONE_NO,
to read the
EMAIL_ID, DOB and AGE. The functions add user (), delete user Windows/Linux
attributes of user
1. (), edit user (), search user () should be part of the class. OS, IDE, Jupyter
and store them in a
Instantiate “User” class with 10 objects. Read the attributes of
file.
each “User” object using input () and store them in the file
Develop a program to get the name of the “User” object whose Create a class user
details are to be deleted. Read the “User_File.txt” and delete the Windows/Linux to read the
2
“User” object if found. Display the contents of “User_File.txt” OS, IDE, Jupyter attributes and
Develop a program to get the name of the “User” object whose
Windows/Linux To create a class and
3 details are to be edited (modified). Edit the details of the user
OS, IDE, Jupyter edit the file.
object in the file “User_File.txt” and display the contents after
Develop a program to create the class “BOOK” with the attributes Create a class book
TITLE, AUTHOR, PUBLISHER, YEAR, PRICE, SCHOOL_NAME and the to read the
functions add book(), delete book(), edit book() and search book(). Windows/Linux
4 attributes of user
Instantiate “Book” class with 10 objects. Read the attributes of OS, IDE, Jupyter
and store them in a
each “BOOK” object using input () and store them in the file file.
Develop a program to get the name of the “BOOK” object whose Create a class book
details are to be deleted. Read the “Book_File.txt” and delete the Windows/Linux to read the
5 “BOOK” object whose details match with the data entered. OS, IDE, Jupyter attributes and
Display the contents of “Book_File.txt” after deletion. delete the object.

P a g e 59
 Develop a program to get the name of the “BOOK” object whose
details are to be edited (modified). Edit the details of the “Book” Windows/Linux To create a class and
6
object in the file “Book_File.txt” and display the contents after OS, IDE, Jupyter edit the file.
modification.
Develop a program to create the class “TRANSACTION” with the
attributes USER_ID, USER_NAME, AUTHOR, TITLE, EDITION,
ISSUE_DATE,DUE_DATE and RETURN_DATE and the functions
Create class and
issue book(), return book() and search book(). Instantiate Windows/Linux
7 perform string
“Transaction” class with 10 objects. Read the attributes of each OS, IDE, Jupyter
operations.
“Transaction” object using input () and store them in the file
“TransactionFile.txt”. Develop a program to issue the book as
requested by the user. Update the attributes in “Transaction
Develop a program to return the book. Edit the details of the user
like USER_ID, USER_NAME, AUTHOR, TITLE, EDITION, ISSUE_DATE,
DUE_DATE and RETURN_DATE in “TransactionFile.txt” and display Create class and
Windows/Linux
8 the contents after modification. Compute the fine amount to be perform string
OS, IDE, Jupyter
paid if return date is not same as due date. If both return date and operation.
due date are same and put zero in fine amount.
Create class and
Develop a program to search for a book using its “author”. Display
Windows/Linux object, perform file
9 the message “available” if search is successful otherwise display
OS, IDE, Jupyter operations and
the message “not available”.
regular expressions.
Create class and
Develop a program to get a list of users by referring to Windows/Linux object, perform file
10
“User_File.txt” and “Transaction_File.txt”. OS, IDE, Jupyter operations and
regular expressions.
Create class and
Develop a program to get List of Books in stock by referring to Windows/Linux object, perform file
11
“Book_File.txt” and “Transaction_File.txt”. OS, IDE, Jupyter operations and
regular expressions.
Create class and
Develop a program to get List of Books Issued by referring to Windows/Linux
12 object, perform file
“User File”, “Book File” and “Transaction File”. OS, IDE, Jupyter
operations and
Develop a project by integrating User, Books, Transaction and Windows/Linux Module integration
13 and project
Reports Modules. OS, IDE, Jupyter

TEXTBOOKS:
1. Mark Pilgrim, “Dive into Python 3”, Apress special edition, second edition, 20l5.
2. Travis E. Oliphant, “Guide to NumPy”, Trelgol publishers, 2006.

REFERENCEBOOKS:
1. A B Choudhary, “Flowchart and Algorithms Basics” Mercury Learning and Information,2020
2. Mark Lutz, “Learning Python”, Oreilly. 2003.
3. John M. Zelle, “PYTHON Programming: An Introduction to Computer Science”, Franklin, Beedle& Associates.
2004.
4. Michael Dawson, “Python Programming for the Absolute Beginners”, 3rd Edition, CENAGE Learning.
5. Wesley J. Chun, “Core Python Programming”, 2nd Edition, Prentice Hall.
6. Steve Holden and David Beazley, “Python Web Programming”, New Riders, 2002. Springer, Kent D. Lee,
“Python Programming Fundamentals”, 2nd Edition.
7. John V. Guttag, “Introduction to Computation and Programming using Python”, MIT Press, 2016.
8. https://www.tutorialspoint.com/computer_fundamentals/computer_fundamentals_tutorial.pdf

P a g e 60
 JOURNALS/MAGAZINES
1. https://www.codemag.com/Magazine/ByCategory/Python
2. http://ijaerd.com/papers/special_papers/IT032.pdf
3. https://iopscience.iop.org/article/10.1088/1742-6596/423/1/012027
4. https://ieeexplore.ieee.org/document/4160250

SWAYAM/NPTEL/MOOCs:
1. Coursera – Python for everybody, University of Michigan
2. Coursera – Python Basics, University of Michigan
3. https://nptel.ac.in/courses/106/106/106106182/
4. https://www.edx.org/learn/python

SELF-LEARNINGEXERCISES:
1. Explore PYTHON library for IOT programming
2. More exploration on GitHub
3. Data Visualization packages
4. C modules interface

P a g e 61
 Course Title Engineering Chemistry Course Type Theory

Course Code B20AS0104 Credits 3 Class I semester

Contact Work Total Number of
TLP Credits Hours Load Assessment in
Classes
Theory 3 3 3 Weightage
Per Semester
Course
Structure Practice 0 0 0
Theory Practical IA SEE
Tutorial 0 0 0
Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:
Engineering chemistry covers very relevant topics compatible with ECE, EEE and C&IT students and make
them aware of importance of various aspects of basic science in engineering. The subject of Engineering
chemistry covers area of light and matter interaction, clean energy storage and conversion devices,
corrosion phenomenon and control which is widely an interdisciplinary subject of discussion. Further the
course focus on the chemistry of engineering materials, and various applications. This area of science is
very much interdisciplinary in its nature and gives a platform for students to strengthen their engineering
knowledge to enlighten on the energy conversion and storage devices, which have become very attractive
field of research in engineering stream. The subject deals with various engineering materials, their
properties and applications in the field of engineering.

COURSE OBJECTIVE

The Engineering chemistry course is designed to fulfil the following objective;

i. Engineering chemistry covers the very basic knowledge required for engineering students to understand
its importance of science in technology.
ii. It provides the basic knowledge on Interaction of light and matter to know the electronic transitions in
materials and storage and conversion devices.
iii. Corrosion and metal finishing, explains the phenomenon of corrosion and its Prevention. It also covers the
importance of metal finishing in various industries and fabrication of PCB
iv. Polymers are all about the properties of various polymeric materials and their Commercial significance.
The chapter reveals about technical and commercial Importance of composite materials.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Understand the phenomenon of light and matter interaction to study the 1,2,
CO1 2
materials 4,7,11
CO2 Demonstrate the electrode processes in Batteries and conversion devices. 6,11 2
Describe Corrosion phenomenon and precautions to be taken in the selection
CO3 2,4,7,11 2
of materials in controlling corrosion, Fabrication of PCB and industrial
Illustrate the properties of polymers, nano materials, composite materials 1,2,
CO4 2
and their applications in various fields. 11,12
Learn new tools and technologies in the engineering chemistry and apply for
CO5 12 1,2
suitable application development.

P a g e 62
 Develop solutions in the engineering chemistry to the complex problems,
CO6 either individually or as a part of the team and report the results with proper 5, 9, 10 2,3
analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyse Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1

CO2

CO3

CO4

CO5

CO6

COURSE ARTICULATION MATRIX

PSO3
PSO1

PSO2
PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/
POs
CO1 1 2

CO2 2

CO3 2 2

CO4 2 3 2

CO5 2 2 2

CO6 2 2 2 2 2
Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY
Contents
UNIT-1
Light and matter interaction: Electro-magnetic spectrum-Applications in Engineering, Interaction of EM
radiation with matter, work function of matter, Electrons in matter. Bonding theories: MOT, Band
structure of matters HOMO-LUMO. Photochemical and thermal reactions: Laws of photochemistry,
quantum yield, high and low quantum yield reactions. Jablonski diagram - photophysical and
photochemical processes, photo-sensitization, photo- polymerization and commercial application of
photochemistry.

P a g e 63
 UNIT-2
CLEAN ENERGY STORAGE AND CONVERSION DEVICES: Introduction to electrochemistry, basic concepts of
Batteries and characteristics. Classification: Primary (Dry cell, Li-MnO2) and Secondary (Pb-acid, Li-ion)
batteries. Super capacitors: classification, construction and applications in hybrid vehicles. Fuel cells:
Alkaline fuel cells, Solid oxide fuel cells and phosphoric acid fuel cell. Photo-conversion devices:
Photovoltaic cell, antireflective coating, panels and arrays. Production of single crystal semiconductor by
Crystal pulling technique (Czochralski pulling technique), zone refining process (of Si).
Problems: Calculation of energy and power density, capacity of a Battery and capacitance of super
capacitors for electric vehicle applications.
UNIT-3
Corrosion: Electrochemical theory of corrosion, types of Corrosion- differential metal corrosion,
differential aeration corrosion, boiler corrosion, and grain boundary corrosion, Corrosion studies on Al, Fe
with pourbiax diagram, Factors affecting rate of corrosion-Primary, secondary. Corrosion control:
Galvanizing & tinning, cathodic protection & Anodic Protection.
Metal Finishing: Theory of electroplating, Factors required to study electroplating Effect of plating
variables in electroplating process, Electroplating of gold (acid, neutral and alkaline cyanide bath). Electro
less plating of copper and PCB manufacture by Electro less plating of copper. (Applications/case studies).
UNIT-4
CHEMISTRY OF ENGINEERING MATERIALS: Polymer composites: Carbon fiber, Kevlar synthesis and
applications, Conducting polymers: synthesis, electron transport mechanism and applications in
polyacetylene and polyaniline. Liquid crystals: Introduction classification and applications in electronic
display devices. Nanomaterials: Introduction, classification based on dimensionality, quantum
confinement. Size dependent properties- surface area, magnetic properties (GMR phenomenon), and
thermal properties. Synthesis, Properties and applications of Fullerenes, CNT and Graphene. Sensors:
Physical and chemical sensors, Biosensors for bioelectronic applications.
TEXTBOOKS:
1.R.V.Gadag & Nithyananda shetty,“Engineering Chemistry”, Ik International Publishing house.
2.S.S. Dara ,“Text Book of Engineering Chemistry”, S. Chand & Co.
3.S.S.Chawla ,”Text Book of Engineering Chemistry”, Dhanpat Rai Pub.Co.

REFERENCE BOOKS:
1. P.W. Atkins, ”Physical Chemistry”, 5thedition Oxford.
2. Callister W.D., “Materials Science and Engineering”, John Wiley & Sons.
3. R.Gopalan, D.\/enkappaya, S.Nagarajan,”Engineering Chemistry”, Vikas Publication.

JOURNALS/MAGAZINES:
1. https://www.sciencedirect.com/journal/water-science-and-technology
2. https://iwaponline.com/wst
3. https://www.scitechnol.com/nanomaterials-molecular-nanotechnology.php
4. https://www.journals.elsevier.com/journal-of-energy-storage
SWAYAM/NPTEL/MOOCs
1. https://nptel.ac.in/courses/105/105/105105201/
2. https://nptel.ac.in/courses/112/108/112108150/

PROLEM BASED LEARNING

No Problems
1 Calculation of wavelength and frequencies of the radiations
2 Calculation of band structure by HOMO and LUMO

P a g e 64
 3 Determination of cell potentials
4 Calculation of energy density and power density of a battery.
5 Determination of capacitance of a super capacitor
6 Crystal field stabilization energy

PROJECT BASED LEARNING

To enhance the skillset in the integrated course, the students are advised to execute course-based

Design projects.

Some sample projects are given below:

No. Suggested Projects

1. Collection of literature for the materials for the semi conducting applications

2. Synthesis of a semiconductor materials for the electronic applications

3. Construction of a PCB for the electronic device

4. Synthesis of conducting polymers

5. Synthesis of Energy storage materials

6. Fabrication of efficient aqueous battery or super capacitor

P a g e 65
 Course Title Design Thinking Course Type Integrated

Course Code B20ME0102 Credits 2 Class I Semester

Contact Work Total Number of

TLP Credits Assessment in
Hours Load Classes
Weightage
Theory 1 1 1 Per Semester
Design Tutorial 0 0 0
Thinking Practice Theory Practical IA SEE
1 2 2

Total 2 3 3 12 24 50% 50%

COURSE OVERVIEW:

Today, innovation is everyone's business. At every level, in every kind of organization, design thinking provides the tools
that one needs to become an innovative thinker and uncover creative opportunities. For example, companies like
Procter, Gamble and GE have incorporated Design Thinking into their strategy and marketing. The course draws on
methods from engineering and design, and combines them with ideas from the arts, tools from the social sciences, and
insights from the business world. In this course, students start in the field, where they discover the needs of the target
audience. They then iterate ideas on teams to develop a range of promising possible solutions, create rough prototypes
to take back out into the field, and learn to test with real people in the target audience.

COURSE OBJECTIVE:
1. To impart knowledge on design thinking process for understanding designs.

2. To provide design skills to analyze design thinking issues and apply the tools and techniques of design.

3. To inculcate attitude to solve societal problems using design thinking tools.

COURSE OUTCOMES (CO’s):

On successful completion of this course; the student shall be able to:

CO# Course Outcomes POs PSOs

Identify the problems that fall under the purview of human centered design
CO1 1,2, 9,10,12 1,2
process for creative problem solving.
Create empathy maps to visualize user attitudes and develop innovative
CO2 1,2,9,10,12 2
products or services for a customer base using ideation techniques

CO3 Build simple prototypes for problems using gathered user requirements. 1,3, 9,10,12 1,2
Improve prototype by testing it with a specific set of users for making it
CO4 sustainable by following ethics. 1,4,8,9,10,12 1,2

CO5 Learn new tools, technologies and apply for suitable application development. 12 1, 2

Develop solutions to the complex problems, either individually or as a part of

CO6 5, 9, 10 2, 3
the team and report the results with proper analysis and interpretation.

P a g e 66
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 ✓
CO2 ✓
CO3 ✓
CO4 ✓
CO5 ✓
CO6 ✓ ✓

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs
CO1 3 2 2 2 2 3 2
CO2 1 3 2 3 2 2
CO3 2 3 3 3 2 2 3
CO4 2 2 1 3 2 2 2 3

CO5 2 2 2

CO6 2 2 2 2
Note:1-Low,2-Medium,3-High

Course Content
Theory

Contents
UNIT-1
Design Thinking Process: Types of the thinking process, Design thinking: Definition, Origin of design thinking,
Importance of design thinking, Design vs Design thinking. Problem Exploration, Case Studies from Embrace-
Stanford Innovation Challenge, IDEO, GE Healthcare, The Good Kitchen- Denmark Program etc, identifying the
target users for the problem selected, Survey on existing solutions for the problem identified.
Empathizing: Powerful Visualizing tool – a method to connect to the user, Creating Empathy maps – Case
studies.
UNIT-2
Defining the problems: POV statements from User perspective. Idea generation: Methods to spark the
innovative ideas – Brainstorming, Mind map, Story board, Provocation etc.
What is a prototype? - Prototyping as a mindset, prototype examples, prototyping for products; Why we
prototype? Fidelity for prototypes, Process of prototyping- Minimum Viable prototype
Prototyping for digital products: What’s unique for digital, Preparation; Prototyping for physical products:
What’s unique for physical products, Preparation; Testing prototypes with users.

P a g e 67
PRACTICE:
Tools and Expected Skill
Sl.No Name of the Practice Session
Techniques /Ability
Identifying the problem that can be solved Observation and Develop identifying human centered
1
using Design Thinking approach survey problems
Build the empathy maps for simple problems Develop ability to understand other’s
2 Visualization
like single user emotions
Build the detailed empathy maps for Develop ability to understand other’s
3 Visualization
problem identified in the teams formed emotions

4 Presentation by student teams PPT Develop ability to express their views

Obtain the insights into user’s problems and Develop making problem statements
5 Understanding
make PoV statement from user perception
6 Presentation by student teams PPT Develop ability to express their views

Carry out Brain storming between the groups

7 Ideation tools Develop innovative mind set
and generate as many as ideas possible
Sketching, simple
8 Prototype for best 3 ideas selected Develop prototyping techniques
model making etc
9 Presentation by student teams PPT Develop ability to express their plan
Test the developed prototype with set of Google forms, cold Develop understanding of various
10
identified users calls, social media etc. testing methods
11 Pitching final solution PPT Develop ability to express their views

TEXT BOOKS:

1. Gavin Ambrose, “Paul Harris, Basics Design-Design Thinking”, AVA Publishing, 2010
2. Kathryn McElroy, “Prototyping for Designers: Developing the best Digital and Physical Products”, O’Reilly,2017.

REFERENCE BOOKS:

1. Michael G. Luchs, Scott Swan, Abbie Griffin, “Design Thinking – New Product Essentials from PDMA”, Wiley, 2015.
2. Vijay Kumar, “101 Design Methods: A Structured Approach for Driving Innovation in Your Organization”, 2012.

JOURNALS/MAGAZINES/ADDITIONAL SOURCES
1. Leonard, D., and Rayport, J. F. 1997. Spark Innovation through Empathic Design. In Harvard Business Review,
November-December 1997, 102-113.
2. https://www.ideo.com
3. https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
4. https://www.ibm.com/design/thinking/page/toolkit
5. https://www.interaction-design.org/literature/article/define-and-frame-your-design-challenge- by-creating-
your-point-of-view-and-ask-how-might-we
6. https://www.culturepartnership.eu/en/article/ten-tools-for-design-thinking
7. https://youtu.be/M66ZU2PCIcM
8. https://thisisdesignthinking.net/2017/07/innogy_energy_ecarsharing/

SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/courses/109/104/109104109/
2. https://nptel.ac.in/courses/110106124/

P a g e 68
 Course Title Biology For Engineers Course Type Theory

Course Code B20AS0109 Credits 3 Class I semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load Classes
Weightage
Theory 1 1 1 Per Semester
Course
Structure Practice - - -
Theory Practical CIE SEE
Tutorial - - -
Total 1 1 1 13 0 50% 50%

COURSE OVERVIEW:
Understanding biological systems, principles and concepts in order to create usable, tangible, economically viable product
or process has become need of the hour. Hence irrespective of the parent engineering discipline, knowledge and expertise
from pure and applied sciences is necessary to create product or process related to healthcare, agriculture, environmental
issues and many more. Any engineer will have a high probability of using biology related skills and concepts to create
products and processes beneficial to the mankind and as well for the sustainable environmental friendly approach. For
example, the knowledge can be used to create medical devices, diagnostic equipment’s, bioreactor designing, agriculture
related equipment/instruments or anything related to surface science, fluid mechanism and polymer science. This course
is designed to lay foundation in the field of Cell biology, Molecular biology and Genetics, so that anyone who is interested
can design better product/process to enhance the overall quality of life.

COURSE OBJECTIVES:

1. To inculcate the basic concepts of biology from engineering perspective among students
2. To understand the interplay between biology and engineering disciplines
3. To conceptualize the engineering design/process/product for life science challenges

COURSE OUTCOMES(COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Understand and explain the biology concepts from engineering perspective. 1 1

Apply the principles of Biology either for the process/product development

CO2 1,2 1,2
from the engineering perspective.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √ √

P a g e 69
COURSE ARTICULATIONMATRIX

PO10

PO11

PO12

PSO1

PSO2
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 2 2

CO2 2 2 2 1
Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:

CONTENTS
Introduction to Biology, Evolution and Origin of Life, Biomolecules-Lipids, Biomolecules: Carbohydrates,
Water, Biomolecules: Amino acids, Proteins, Biomolecules: Enzymes, Biomolecules: Nucleotides, Cell
structure and function – Prokaryotes, Cell structure and function – Eukaryotes, Cell cycle-Mitosis and
Meiosis, Mendelian genetics: Mendelian inheritance, Genetic diseases and Mendelian inheritance, Central
Dogma – Replication, Transcription and Translation.

TEXTBOOKS:

1. G.K. Suraishkumar, “Biology for Engineers”, Oxford University Press, 2019.

2. “Biology for Engineers: As per AICTE curriculum”, Wiley publication.
3. Dr. Sohini Singh, Dr. Tanu Allen, “Biology for Engineers”, Vayu Education of India.
REFERENCE BOOKS:

1. P.S.Verma and V.K. Agarwal, “Cell Biology, Genetics, Molecular Biology”, Evolution and Ecology , 2018.
2. Sambamurthy, ”Handbook of Genetics”, Friends Publisher, 2010 .

JOURNALS/MAGAZINES
1. Current Sciences

SWAYAM/NPTEL/MOOCs:

1. https://onlinecourses.nptel.ac.in/noc19_ge31/preview
2. Coursera: Biology everywhere

SELF-LEARNING EXERCISES:

1. Case study: Computational biology in agriculture and Health Care

2. Artificial Intelligence in health care
3. Image processing for medical applications

PROBLEM BASED LEARNING

No. Case Study

1 Case study: Computational biology in agriculture and Health Care
2 Case study: Artificial Intelligence in health care

P a g e 70
 Course Title Computer Aided Engineering Drawing Course Type Integrated
Course Code B20ME0101 Credits 3 Class I Semester

Contact Work Total Number of

TLP Credits Assessment in
Hours Load Classes
Weightage
Per Semester
Course Theory 2 2 2
Structure Practice 1 2 2
Theory Practical CIE SEE
Tutorial 0 - -
Total 3 4 4 26 26 50 50

COURSE OVERVIEW:
Engineering Graphics or drawing is known as language of engineers. All phases of engineering process require the
conversion of new ideas and design concepts into the basic line language of graphics. There are many areas such as civil,
mechanical, electrical, architectural, computer, electronics and industrial applications where knowledge and skills of the
drawing play major roles in the design and development of new products or construction. This course emphasizes on
projection of point, line, surfaces and solids. It also provides knowledge about representing the object in terms of 3d view
and also development of the object.

COURSE OBJECTIVE (S):

1. To introduce the students to various concepts like dimensioning, conventions and standards of engineering drawings
in order to become professionally efficient
2. To enable students to learn about the software tool to prepare engineering drawings
3. To teach the students about the concepts and principles of orthographic projections, development of lateral surfaces
and isometric projection of simple solids
4. To communicate the concept/idea with others through the language of technical drawing and
sketching.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Construct the simple 2D drawings manually and also by using CAD software 1,5,10,12 1

1,3,5,10,
CO2 Draw orthographic projection of point, line, plane surfaces and simple solids 1
12
1,3,5,10,
CO3 Draw sectional views of a prisms, pyramids, cone and cylinder 1
12
CO4 Develop the lateral surfaces of the solids 1-3,5,10, 1,2,3
1,3,5,10,
CO5 Create isometric view of the solids 1
12
Develop solutions in the CAD to the complex problems, either individually or
CO6 as a part of the team and report the results with proper analysis and 5, 9, 10 2, 3
interpretation.

P a g e 71
 BLOOM’S LEVELOF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √

CO3 √

CO4 √

CO5 √

CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 3 2 3

CO2 3 2 3 3 2 3

CO3 3 2 3 3 2 3

CO4 3 2 2 3 3 3 3 3 2

CO5 3 2 3 3 3 3 2 1

CO6 2 2 2 2 2

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:

CONTENTS

UNIT – 1
Introduction – Geometrical constructions, engineering drawing standards, Introduction to CAD Software. Orthographic
projection of points in first and third Quadrant only. Orthographic projection of straight lines inclined to both horizontal
and vertical planes. Orthographic projection of regular plane surfaces when the surface is inclined to both HP and VP.
UNIT-2
Orthographic projection of regular solids like prisms, pyramids cone and cylinder when the axis is inclined to both HP
and VP.
UNIT-3
Sections of solids – Drawing sectional views and true shape of section, Development of surfaces- Parallel line method
for prisms and cylinders, Radial line method for pyramids and cones.

UNIT-4
Isometric projections of simple and combined solids.

P a g e 72
PRACTICE:

Tools and Expected Skill

No Practice
Techniques /Ability
Solid Edge Use of commands to
1. Use of solid edge software and familiarization of tools
Software draw the drawings
Solid Edge Analyzing and software
2. Draw the projection of point locating in first and third quadrant
Software skill
Solid Edge Draw the views of the
3. Draw the projection of lines locating in first quadrant
Software line and software skill
Draw the projection of rectangular and pentagonal lamina inclined to Solid Edge analyzing and software
4.
both HP and VP Software skill

Draw the projection of hexagonal and circular lamina inclined to both Solid Edge analyzing and software
5.
HP and VP Software skill
Solid Edge interpretation and
6. Draw the projection of prisms inclined to both HP and VP
Software software skill
Solid Edge interpretation and
7. Draw the projection of pyramids inclined to both HP and VP
Software software skill
Solid Edge interpretation and
8. Draw the projection of cone and cylinder inclined to both HP and VP
Software software skill
Solid Edge analyzing and software
9 Draw the projection of section of solids in simple position
Software skill
Solid Edge Creative and software
10 Develop the lateral surface of prisms and cylinder
Software skill

Solid Edge Creative and software

11 Develop the lateral surface of pyramids and cone
Software skill

Draw the isometric projection of simple plane surface and simple Solid Edge Analyzing and software
12
solids Software skill

Solid Edge Analyzing and software

13 Draw the isometric projection of two co-axial solids
Software skill

TEXT BOOKS:
1. K. R. Gopalakrishna, “Engineering Graphics”, Subhas Publications, 2012.
2 Bhatt N.D., Panchal V.M. & Ingle P.R., “Engineering Drawing”, Charotar Publishing House,2014.

REFERENCE BOOKS:

1. Luzadder and Duff, “Fundamental of Engineering Drawing”, Prentice hall of India Pvt Ltd. 11thEdition, 2001.
2. Shah, M.B. & Rana B.C., “Engineering Drawing and Computer Graphics”, Pearson Education,2008.

SWAYAM/NPTEL/MOOCS:

1. https://nptel.ac.in/courses/112/103/112103019/
2. https://www.udemy.com/course/ed/

P a g e 73
PROBLEM BASEDLEARNING

Sl. No Problems
A point 30 mm above XY line is the front view of two points A and B. The top view of A is 40 mm
1 behind VP and the top view of B is 45 mm in front of VP. Draw the projections of the points and
state the Quadrants in which the points are situated.
A point ‘A’ is 30 mm in front of VP & 40 mm above HP. Another point B is 20 mm behind VP & 35
2 mm below HP. The horizontal distance between the points measured parallel to XY line is 60 mm.
Draw the three projections of the points. Join their front and top views.
A point P is on HP and 35 mm in front of VP. Another point Q is on VP and below HP. The line
3 joining their front views makes an angle of 300 to XY line, while the line joining their top views
makes an angle of 450 with XY line. Find the distance of the point Q from HP.
A point is 35 mm below HP, 20 mm behind VP and 25 mm behind / in front / from RPP. Draw its
4
projections and name the side view.
A line AB 80 mm long is inclined to HP at 30 degree and inclined to VP at 45degree. Draw front and
5 top views of line and determine their lengths. Also, measure the perpendicular distance of end B
from both HP & VP.
A line AB has its end A 20 mm above the HP and 30 mm in front of VP. The other end B is 60 mm
6 above HP and 45 mm in front of VP. The distance between end projectors is 70 mm. draw its true
length and apparent inclinations.
The top view pq of a straight line is 70 mm and makes an angle of 60 degree with XY line. The end
7 Q is 10 mm in front of VP and 30 mm above HP. The difference between the distances of P and Q
above HP is 45 mm. draw the projections. Determine its true length and true inclinations with HP
The top view of a line 75 mm long measures 50 mm. The end P is 30 mm in front of VP and 15 mm
8 above HP. The end Q is 15 mm in front of VP and above HP. Draw the projections of the line and
find its true inclinations with HP and VP.
The distance between the end projectors through the end points of a line AB is 60 mm. the end A
is 10 mm above HP and 15 mm in front of VP. The end B is 35 mm in front of VP. The line AB
9
appears 70 mm long in the front view. Complete the projections. Find the true length of the line
and its inclinations with HP and VP.
The point B of a line AB is on the horizontal plane, the top view of the line makes an angle of 30
degree with XY line, being 80mm. the point A is on the vertical plane and 50 mm above the
10
horizontal plane. Draw the top and front views of the line and obtain the true length of the line.
Also find the inclinations of the line with two planes.
The end A of a line AB is in HP and 25 mm in front of VP. The end B is 10 mm in front of VP and 50
mm above HP. The distance between the end projectors when measured parallel to the line of
11
intersection of HP and VP is 80 mm, Draw the projection of the line AB and determine its true
length and true inclination with HP and VP.
Find the true length and true inclination of a line AB with HP having one of its ends 20 mm in front
12 of VP and 30 mm above the HP. The line is inclined at 40 degree to VP and left side view of the
line is 60 mm long and inclined at 60degree to the x1y1 line. Draw all the three views of the line.
An equilateral triangular lamina of 25mm side lies with one of its edges on HP such that the surface
13
of the lamina is inclined to HP at 60degree. The edge on which it rests is inclined to VP at 60degree.
A 30 degree-60degree setsquare of 60mm longest side is kept such that the longest side is in HP,
14 making an angle of 30 degree with VP. The set square itself is inclined at 450 to HP. Draw the
projections of the setsquare.
A square lamina ABCD of 40mm side rests on corner C such that the diagonal AC appears to be at
15 45 degree to VP. The two sides BC and CD containing the corner C make equal inclinations with HP.
The surface of the lamina makes 30 degree with HP. Draw its top and front views.
A mirror 30 mm x 40 mm is inclined to the wall such that its front view is a square of 30 mm side.
16 The Longer sides of the mirror appear perpendicular to both HP and VP. Find the inclination of the
mirror with the wall.

P a g e 74
Sl. No Problems
A pentagonal lamina of sides 25 mm is resting on one of its edges on HP with the corner opposite
to that edge touching VP. This edge is parallel to VP and the corner, which touches VP, is at a
17
height of 15 mm above HP. Draw the projections of the lamina and determines the inclinations of
the lamina with HP and VP and the distance at which the parallel edge lies from VP.
A pentagonal lamina of sides 25 mm is having a side both on HP and VP. The corner opposite to
18
the side on which it rests is 15 mm above HP. Draw the top and front views of the lamina.
Draw the top and front views of a hexagonal lamina of 30mm sides having two of its edges
19 parallel to both vertical and horizontal planes and one of its edges is 10 mm from each of the
planes of projection. The surface of the lamina is inclined at an angle of 60° to the HP.
A hexagonal lamina of sides 30 mm has one of its comers in VP and its surface inclined at an angle
20 of 30° with VP. The diagonal passing through that corner which is in VP appears to be inclined at
45° to HP. Draw the projections of the lamina.
A hexagonal lamina of sides 25 mm rests on one of its corners on HP. The corner opposite to the
21 corner on which it rests is 35mm above HP and the diagonal passing through the corner on which
it rests is inclined at 30° to VP. Draw its projections. Find the inclination of the surface with HP.
Draw the projections of a circular plate of negligible thickness of 50 mm diameter resting on HP
22 on a point A on the circumference, with its plane inclined at 45° to HP and the top view of the
diameter passing through the resting point makes 60° with VP.
A circular lamina inclined VP appears in the front view as an ellipse of major axis 30 mm and
minor axis 15 mm. The Major- axis is parallel to both HP and VP. One end of the minor axis is in
23
both the HP and VP. Draw the projections of the lamina and determine the inclination of the
lamina with the VP.
A square prism 35mm side of base & 60mm axis length rests on HP on one of its edges of the base
24
which is inclined to VP at 30ᵒ. Draw the projections of the prism when the axis is inclined to HP at
A pentagonal prism 25mm sides of base & 60mm axis length rests on HP on one of its edges of the
25
base. Draw the projections of the prism when the axis is inclined to HP at 40ᵒ & VP at 30ᵒ
A Hexagonal prism 25mm sides of base and 50mm axis length rests on HP on one of its edges.
26
Draw the projections of the prism when the axis is inclined to HP at 45ᵒ & appears to be inclined
A cone 40 mm diameter and 50 mm axis is resting on one generator on HP which makes 30ᵒ
27 inclination with VP. Draw its projections.
A pentagonal pyramid 25mm sides of base and 50mm axis length rests on HP on one of its edges
28 of the base which is inclined to VP at 30º.Draw the projections of the pyramid when the axis is
inclined to HP at 45º
A hexagonal pyramid 30mm sides of base and axis 70mm long is resting on its base on HP with
29 one of the edges of the base parallel to VP. It is cut by sectional plane, perpendicular to VP,
inclined at 30° to HP and bisects the axis. Draw the front view, sectional top view & true shape of
A vertical cylinder of base diameter 50 mm and axis 65 mm long rests on HP. It is cut by a section
30 plane perpendicular to VP, inclined at 45 degree to HP and at a height of 30mm from the base.
Draw its sectional top view and true shape of the section.
A hexagonal pyramid 30mm sides of base and axis 70mm long is resting on its base on HP with one
31 of the edges of the base parallel to VP. It is cut by sectional plane, perpendicular to VP, inclined at
30° to HP and bisects the axis. Draw the front view, sectional top view & true shape of the section.
A square pyramid base 40mm side and axis 65mm long has its base on HP and all the edges of the
32 base are equally inclined to VP. It is cut to with an inclined plane so as the truncated surface at 45
degree to axis, bisecting it. Draw the development of the truncated pyramid.
A Hexagonal prism of base side 30mm and axis length 60mm resting on HP in such a way that two
of its edges are parallel to VP. The prism is cut by a section plane which is perpendicular to the VP
33
and inclined at 30º to the HP at a height of 35mm from the base. Draw the development of the
lateral surface of the prism.

P a g e 75
 Sl. No Problems
A pentagonal prism, 30 mm base side & 50 mm axis is standing on HP on its base whose one side is
perpendicular to VP. It is cut by a section plane 45 degree inclined to HP, through mid-point of axis.
34
Draw FV, sectional top view& sec. Side view. Also draw true shape of section and Development of
surface of remaining solid.
A hexagonal pyramid 25mm side of base and axis 65mm long is resting on its base on HP with one
of the edged of the base parallel to VP. It is cut by a section plane inclined at 60º to HP and
35
perpendicular to VP and intersecting the axis at 30mm above the base. Draw the development of
the remaining portion of the pyramid.
A cone of base diameter 40 mm and height 50 mm is placed centrally on the top of a square slab
36
side 60 mm and height 25 mm. Draw the isometric projection of the combination.
A sphere of diameter 45mm rests centrally over a frustum of cone of base diameter 60mm,top
37
diameter 40mm and height 50mm.Draw its isometric projections.
A cube of 35 mm placed centrally on a square slab of 50 mm and thickness 30 mm. Draw the
38
isometric projection of the combination.
Draw the isometric projection of the combination. Draw isometric projection of a hexagonal prism
39 of side of base 40mm and height 60mm with a right circular cone of base 40mm as diameter and
altitude 50mm, resting on its top such that the axes of both the solids are collinear.
A rectangular pyramid of base 40mmx25mm and height 50mm is placed centrally on a rectangular
40
slab side 100mmx60mm and thickness 20mm.Draw the isometric projection of the combination.

PROJECT BASED LEARNING

To enhance the skill-set in the integrated course, the students are advised to execute course-based design projects. Some
sample projects are given below:

No. Suggested Projects

1. Model making of different solids by using Hardbound sheet.
2. Using Hardbound sheet, prepare the different solids models by development and section methods.
3. Prepare a demo model to show the principle of orthographic projection.
4. Prepare the models for showing the method of Isometric projection.
5. Problem based on Practical approach in view of orthographic projection of lines and planes.
Collection or Interpretation of Engineering Drawing sheets Related to Manufacturing, Civil construction,
6.
Layouts, Plans and other Applications.
7. Study on Comparison of 3D views and isometric Views.
8. Drawing the Plan of students Home or building (2D)

P a g e 76
 Detailed Syllabus
Semester 2

Course Title Probability and Statistics Course Type Theory

Course Code B20AS0204 Credits 4 Class II semester

Contact Work
TLP Credits Total Number of
Hours Load
Classes Assessment in
Theory 4 4 4 Per Semester Weightage

Course
Structure Practice - - -
Theory Practical IA SEE
Tutorial - - -

Total 4 4 4 52 - 50% 50%

C
OURSE OVERVIEW:

The course Probability and Statistics for Computer Science treats the most common discrete and continuous
distributions, showing how they find use in decision and estimation problems, and
constructs computer algorithms for generating observations from the various distributions. Probability in the
design and analysis of randomized algorithms. Common randomized algorithms are things like Quicksort and
Quick select. Probabilistic method can also useful to prove various important results. Probabilistic methods
used to prove some partition theorems that were then used to create efficient data structure.

COURSE COBJECTIVE (S):

The objectives of this course are to:
1. Describe Curve fitting and regression in various problems in Computer Science & engineering fields
2. Illustrate the applications of Probability and statistics in various computer science engineering fields like
data mining, classification problems etc.
3. Discuss Sampling theory concepts to solve various engineering problems like structured and unstructured
Data models
4. Demonstrate Stochastic problem as Markov model as a problem solving methods for systematic model
buildings.
5. Learn new algorithms and methods in probability and statistics and apply for suitable problem Solving
methods.
6. Create solutions for problem solving methods using algorithms to the complex problems, either individually
Or as a part of the team and report the results with proper analysis.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Solve the problems of Curve fitting and regression in various
CO1 1-6 1,2
problems in Computer Science & Engineering fields.
Apply the concepts of Probability and statistics in various computer
CO2 science engineering fields like data mining, classification problems 1-6 1,2
etc.

Develop a stochastic problem as Markov model as a problem solving

CO3 1-6 1,2
methods for systematic model buildings.

P a g e 77
 Make use of sampling theory concepts to solve various engineering
CO4 1-6 1,2
problems like structured and unstructured data models.
Learn new algorithms and methods in probability and statistics and
CO5 1-6 1,2
apply for suitable problem solving methods.
Create solutions for problem solving methods using algorithms to the
CO6 complex problems, either individually or as a part of the team and 1-5,9 1
report the results with proper analysis.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO#
Remember(L1) Understand(L2) Apply(L3) Analyze(L4) Evaluate(L5) Create(L6)

CO1 ✓

CO2 ✓ ✓

CO3 ✓

C04 ✓ ✓

C05 ✓

C06 ✓

COURSE ARTICULATION MATRIX PO10

PO11

PO12

PSO1

PSO2
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/ POs

CO1 3 3 2 2 3 1 3 3

CO2 3 3 3 3 3 1 3 3

CO3 3 3 2 2 2 1 2 2

CO4 2 3 2 2 3 1 1 1

CO5 3 3 2 2 1 1 2 1

CO6 2 3 3 3 1 1 2 1

Note: 1-Low, 2-Medium, 3-High

P a g e 78
COURSE CONTENT
THEORY
Contents
UNIT – 1
Curve Fitting: Curve fitting by the method of least squares and fitting of the curves of the form,
y = ax + b, y = ax2 + bx + c, y = aebx and y = axb
Statistical Methods: Measures of central tendency and dispersion. Correlation-Karl Pearson’s coefficient of
correlation-problems. Regression analysis- lines of regression, problems. Rank correlation. Applications in
computer science
UNIT – 2
Probability distributions: Recap of probability theory (definition, addition rule, multiplication rule, conditional
probability). Random variables, Discrete and continuous probability distributions. Binomial, Poisson,
exponential and normal distributions (derivation of mean and variance for all distributions). Applications in
computer science.
UNIT – 3
Joint Probability distribution: Joint Probability distribution for two discrete random variables (both discrete and
continuous cases), expectation, covariance, correlation coefficient.
Stochastic processes- Stochastic processes, probability vector, stochastic matrices, fixed points, regular
UNIT – 4
Sampling theory:-Sampling, Sampling distributions, standard error, test of hypothesis for means and
proportions, confidence limits for means, student’s t-distribution, Chi-square distribution as a test of goodness
of fit. Applications in Computer Science.

TEXT BOOKS:
1. B.S. Grewal, “Higher Engineering Mathematics”, Khanna Publishers, 43nd edition, 2015.
2. Erwin Kreyszig, “Advanced Engineering Mathematics”, Wiley Publications, 9th edition, 2013.
3. Seymour Lipschutz, John J. Schiller., “Schaum's Outline of Introduction to Probability and Statistics”
McGraw Hill Professional, 1998, pp. 256.

REFERENCE BOOKS:

1. B.V. Ramana, “Higher Engineering Mathematics”, Tata McGraw Hill Publications, 19th print edition, 2013.
2. R.K.Jain and S.R.K.Iyengar, “Advanced Engineering Mathematics”, Narosa Publishing House, 4th edition,
2016.
3. V.Sundarapandian, “Probability, Statistics and Queuing theory”, PHI Learning, 2009
4. Dr. B. Krishna Gandhi, Dr. T.K.V. Iyengar, Dr. M.V.S.S.N. Prasad & S. Ranganatham. “Probability and Statistics”
S. Chand Publishing, 2015.
5. J. K. Sharma “Operations Research theory and applications”, Macmillan publishers, fifth

JOURNALS/MAGAZINES

1. https://www.hindawi.com/journals/jps/
2. https://www.journals.elsevier.com/statistics-and-probability-letters
3. http://www.isoss.net/japs/

SWAYAM/NPTEL/MOOCs:

1. https://www.coursera.org/browse/data-science/probability-and-statistics \
2. https://nptel.ac.in/courses/111/105/111105041/
3. https://onlinecourses.swayam2.ac.in/cec20_ma01/preview

P a g e 79
SELF-LEARNING EXERCISES:
1. Curve fitting for application problems, Regression analysis for a bivariate data.
2. Probability distribution- Geometric, gamma- distributions, Joint probability distributions of
Continuous random variables.
3. Sampling analysis of real time problems. Applications to computer science: Data Mining,
classification problems etc.

P a g e 80
 Course Title Physics for Computer Science Course Type Theory
Course Code B20AS0106 Credits 3 Class I/II Semester

Contact Work Total Number of

TLP Assessment in
Credits Hours Load Classes
Weightage
Theory Per Semester
3 3 3
Course
Practice 0 0 0
Structure
Theory Practical IA SEE
- - - -

Total 3 3 3 39 - 50 50

COURSE OVERVIEW

This course introduces the basic concepts of Physics and its applications to Computer Science Engineering courses
by emphasizing the concepts underlying four UNITs: Wave Mechanics, Lasers and optical fibers, EM wave and
spectrum, Display Technology and Quantum computation. The subject has basic laws, expressions and theories
which help to increase the scientific knowledge to analyze upcoming technologies.

COURSE OBJECTIVE (S):

The objectives of this course are to:

1 .Impart the knowledge about wave mechanics, electromagnetic waves, and its applications

2. Demonstrate the different applications of lasers, and optical fibers

3. Discuss different types of display technologies, touch screen techniques and its applications

4. Explain the importance of quantum computation as an emerging technology.

5. Learn new tools and technologies Physics and its applications to Computer Science Engineering and

Apply for suitable technologies.

6. Increase the scientific knowledge to analyze upcoming technologies.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Apply knowledge of wave mechanics, its importance, and applications 1-4 1

Classify EM waves based on the frequency range, optical fibers and derive
CO2 1-4 1
expression for NA, number of Modes and attenuation.

CO3 Summarize capacitive and resistive Display Technologies. 1-4 2

CO4 Analyze the working and application of quantum computation 1-3 1

P a g e 81
 Learn new tools and technologies Physics and its applications to Computer
CO5 1-4 2
Science Engineering and apply for suitable technologies.

CO6 Increase the scientific knowledge to analyze upcoming technologies 1-3 1

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO#
Remember(L1) Understand(L2) Apply(L3) Analyze(L4) Evaluate(L5) Create(L6)
CO1 √

CO2 √

CO3 √

CO4 √

CO5 √ √

CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/ POs

CO1 3 3 2 1 3

CO2 3 3 2 1 3

CO3 3 3 2 1 3

CO4 3 2 1 3

CO5 3 2 2 3

CO6 3 2 2 3

Note: 1-Low, 2-Medium, 3-High

P a g e 82
COURSE CONTENT
THEORY
Contents
UNIT-1
Wave mechanics: Introduction to Wave mechanics, De-Broglie hypothesis. Expression for de-Broglie
wavelength of an electron in terms of accelerating potential. Phase velocity and group velocity, Relation
between phase velocity and group velocity.
Quantum Physics: Wave function, properties of wave function and physical significance. Probability density
and Normalization of wave function, Schrodinger time- dependent and independent wave equation, Eigen
values and Eigen functions. Applications of Schrödinger wave equation – energy Eigen values of a free
particle, Particle in one dimensional infinite potential well with numerical examples. Application-Quantum
UNIT-2
Lasers: Lasers Interaction between radiation and matter (induced absorption, spontaneous and stimulated
emission). Expression for energy density at thermal equilibrium in terms of Einstein’s coefficients.
Characteristics of laser light, Conditions for laser operation (population inversion and Meta stable state).
Requisites of laser system, semiconductor laser and its applications.
Electromagnetic Waves: Basic idea of displacement current, Electromagnetic waves, their characteristics,
Electromagnetic spectrum (7 types of EM waves) including elementary facts. Uses of EM waves in
communications.
UNIT-3
Optical fibers: Construction and light propagation mechanism in optical fibers (total internal reflection and its
importance), Acceptance angle, Numerical Aperture (NA), Expression for numerical aperture in terms of core
and cladding refractive indices, Condition for wave propagation in optical fiber, V-number and Modes of
propagation, Types of optical fibers, Attenuation and reasons for attenuation, Applications: Explanation of
optical fiber communication using block diagram, Optical source (LED) and detector (Photodiode) and their
applications. Advantages and limitations of optical communications.

UNIT-4
Display technology: Touch screen technologies: Resistive and capacitive touch screen and Displays: CRT, Field
emission display, Plasma display, LED display, OLED display, LCD display.
Quantum Computation: Quantum wires (one dimensional), Quantum dots (zero dimensional); the idea of
“qubit” and examples of single qubit logic gates- Classical bits, Qubit as a two-level system.

TEXT BOOKS:
1. William T. Silfvast, “Laser Fundamentals”, Cambridge University press, New York, 2004
2. D. Halliday, R. Resnick and J. Walker, “Fundamentals of Physics”, John Wiley and Sons, New York,
10th edition 2013
3. R. K. Gaur and S.L. Gupta, “Engineering Physics”, Dhanpat Rai Publications (P) Ltd, New Delhi.
53rd edition, 2014.
4. M.N. Avadhanulu and P.G. Kshirsagar, “A textbook of Engineering Physics”, S. Chand and Company, New
Delhi, 2014.
5. EM Waves and Fields: P. Lorrain and O. Corson.

REFERENCE BOOKS:

1. Charls Kittel, “Introduction to Solid State Physics”, Wiley, Delhi,8th Edition, 2004
2. Arthur Beiser, “Concepts of modern Physics”, Tata McGraw Hill publications, New Delhi, 8th Edition,
2011.
3. S. O. Pillai, “Solid State Physics”, New Age International publishers, New Delhi, 2010
4. Chen, Wayne Cranton, Mark Fihn, “Handbook of Visual Display Technology”, Springer Publication,
Second edition 2012.

P a g e 83
 JOURNALS/MAGAZINE

1. https://www.codemag.com/Magazine/ByCategory/Python
2. http://ijaerd.com/papers/special_papers/IT032.pdf
3. https://iopscience.iop.org/article/10.1088/1742-
6596/423/1/012027https://ieeexplore.ieee.org/document/4160250
4. Python for scientific computing

SWAYAM/NPTEL/MOOCs:

1. https://www.mooc.org/
2. https://www.coursera.org/

P a g e 84
 Course Title Introduction to Data Science Course Type Integrated
Course Code B20CS0101 Credits 3 Class I/II semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load Classes
Weightage
Theory 2 2 2 Per Semester
Course
Structure Practice 1 2 2
Theory Practical IA SEE
Tutorial - - -

Total 3 4 4 26 26 50% 50%

COURSE OVERVIEW:

Data Science is an interdisciplinary, problem-solving oriented subject that is used to apply scientific techniques
to practical problems. The course orients on preparation of datasets and programming of data analysis tasks.
This course covers the topics: Set Theory, Probability theory, Tools for data science, ML algorithms and
demonstration of experiments by using MS-Excel.

COURSE OBJECTIVE (S):

The objectives of this course are to:

1. Explain the fundamental concepts of Excel.
2. Illustrate the use of basic concepts of Data Science in the real world applications.
3. Demonstrate the use of SQL commands in real world applications.
4. Discuss the functional components of Data Science for real world applications

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Make use of the concepts of Data Science in developing the real world
CO1 1-4,11 1,2
applications.

CO2 Apply the SQL commands in developing the real-world applications. 1,2 2, 3

Build the data analytics solutions for real world problems, perform
CO3 1-4 1, 2, 3
analysis, interpretation and reporting of data.

Create the real world AI based solutions using different machine learning
C04 1-4 1, 2
algorithms

Learn new tools and technologies in Data Science and apply for suitable
C05 1-5 1,2
application development.

Develop solutions in the Data Science to the complex problems, either

C06 individually or as a part of the team and report the results with proper 1-3 1,2
analysis and interpretation

P a g e 85
 BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO#
Remember(L1) Understand(L2) Apply(L3) Analyze(L4) Evaluate(L5) Create(L6)

CO1 ✓

CO2 ✓

CO3 ✓ ✓

C04 ✓ ✓ ✓ ✓

C05 ✓ ✓

C06 ✓ ✓

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 3 2 2 3 3 3 3

CO2 2 2 2 2 3 3

CO3 3 3 3 3 3 3 3 3 2

C04 3 3 3 3 3 3 3 3

C05 3 3 3 3 3 3

C06 3 3 3 1 3 3 2

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT
THEORY

Contents
UNIT-1
Introduction to Microsoft Excel
Creating Excel tables, Understand how to Add, Subtract, Multiply, Divide in Excel. Excel Data Validation, Filters,
Grouping. Introduction to formulas and functions in Excel. Logical functions (operators) and conditions.
Visualizing data using charts in Excel. Import XML Data into Excel How to Import CSV Data (Text) into Excel, How
to Import MS Access Data into Excel, Working with Multiple Worksheets.
UNIT-2
Introduction to Data Science
What is Data Science? Probability theory, Bayes theorem, Bayes probability; Cartesian plane, equations of
lines, graphs; exponents.
Introduction to SQL
SQL: creation, insertion, deletion, retrieval of Tables by experimental demonstrations. Import SQL Database Data
into Excel

P a g e 86
 UNIT-3
Data science components
Tools for data science, definition of AI, types of machine learning (ML), list of ML algorithms for classification,
clustering, and feature selection. Description of linear regression and Logistic Regression. Introducing the
Gaussian, Introduction to Standardization, Standard Normal Probability Distribution in Excel, Calculating
Probabilities from Z-scores, Central Limit Theorem, Algebra with Gaussians, Markowitz Portfolio Optimization,
Standardizing x and y Coordinates for Linear Regression, Standardization Simplifies Linear Regression, Modeling
Error in Linear Regression, Information Gain from Linear Regression.

UNIT-4
Data visualization using scatter plots, charts, graphs, histograms and maps
Statistical Analysis: Descriptive statistics- Mean, Standard Deviation for Continuous Data, Frequency, Percentage
for Categorical Data
Applications of Data Science
Data science life cycle, Applications of data science with demonstration of experiments either by using Microsoft
Excel.

PRACTICE:
Tools and Expected
No Title of the Experiment
Techniques Skill/Ability
The height (in cm) of a group of fathers and sons are given below, Find the
lines of regression and estimate the height of son when the height of father
is 164 cm. Create and
perform
Plot the operations on
1 graph. 15 16 16 16 16 17 16 17 17 18 MS Excel
Excel data set by
Hgt of 8 6 3 5 7 0 7 2 7 1 applying Linear
Fathers regression
Hgt of 16 15 16 17 16 18 17 17 17 17
Sons 3 8 7 0 0 0 0 5 2 5
Using the data file DISPOSABLE INCOME AND VEHICLE SALES, perform the
following:
Plot a scatter diagram. Perform
Determine the regression equation. prediction and
2 MS Excel
Plot the regression line (hint: use MS Excel's Add Trend line feature). visualization of
Compute the predicted vehicle sales for disposable income of $16,500 and data
of $17,900.
Compute the coefficient of determination and the coefficient of correlation
Managers model costs in order to make predictions. The cost data in the
data file INDIRECT COSTS AND MACHINE HOURS show the indirect
manufacturing costs of an ice-skate manufacturer. Indirect manufacturing
costs include maintenance costs and setup costs. Indirect manufacturing
costs depend on the number of hours the machines are used, called
Perform
machine hours. Based on the data for January to December, perform the
prediction and
3 following operations. MS Excel
visualization of
data
Plot a scatter diagram.
Determine the regression equation.
Plot the regression line (hint: use MS Excel's Add Trend line feature).
Compute the predicted indirect manufacturing costs for 300 machine hours
and for 430 machine hours.

P a g e 87
 Apply multiple linear regression to predict the stock index price which is a
Perform
interest unemployment stock index prediction and
4 year month MS Excel
rate rate price visualization of
data
2020 10 2.75 5.3 1464
Calculate the total interest paid on a car loan which has been availed from
HDFC bank. For example, Rs.10, 00,000 has been borrowed from a bank
with annual interest rate of 5.2% and the customer needs to pay every
month as shown in table below. Calculate the total interest rate paid for a
loan availed of Rs.10, 00,000 during 3 years.

Sl No. A B
Create Excel data
1 Principal Rs.10,00,000
5. MS Excel and perform EMI
2 Annual interest rate 5.20% estimator
3 Year of the loan 3
4 Starting payment number 1

5 Ending payment number 36

6 total interest paid during
?
period
Create a supplier database of 10 records with SUPPLIER_ID as primary key,
SUPPLIER_NAME, PRODUCTS, QUANTITY, ADDRESS, CITY, PHONE_NO and
6 SQL Creating Tables
PINCODE, Where SUPPLIER_NAME, PRODUCTS, QUANTITY and PHONE_NO,
should not be NULL.
Create the customer database of a big Market with CUSTOMER_ID as
primary key, CUSTOMER_NAME, PHONE_NO, EMAIL_ID, ADDRESS, CITY and
Creating and
7 PIN_CODE. Store at least twenty customer’s details where SQL
retrieving Tables
CUSTOMER_NAME and PHONE_NO are mandatory and display the
customer data in alphabetical order.
Apply linear regression to find the weather (temperature) of a city with the
amount of rain in centimeters. Create your own database with following
Apply Linear
8 details. MS Excel
regression
CITY Temperature in Rain in
Centigrade Centimeters
Use the linear regression technique to compare the age of humans with the
amount of sleep in hours. Apply Linear
9 Name Age in Years Sleep in hours MS Excel
regression
Create your own database with above details.
Apply the linear regression, compare the average salaries of batsman
Apply Linear
10 depending on the run rate scored/ recorded in the matches. Assume your MS Excel
regression
own database.
Design the ER diagram and create schema of the REVA library management Entity Entity
11 Relationship
system. Relationship
Design the ER diagram and create schema for Hospital Management Entity
12 Schema design
system. Relationship

TEXT BOOKS:

1. B.S. Grewal, “Higher Engineering Mathematics”, Khanna Publishers, 43nd edition, 2015.
2. Ramakrishnan and Gehrke , “Database Management systems”, Third Edition, McGraw Hill
Publications, 2003.
3. Mastering Data Analysis in Excel - https://www.coursera.org/learn/analytics-excel.
P a g e 88
4. Kenneth N. Berk, Carey, “Data Analysis with Microsoft Excel”, S. Chand & Company, 2004.

REFERENCE BOOKS:

1. B.V. Ramana, “Higher Engineering Mathematics”, Tata McGraw Hill Publications, 19th edition, 2013.
2. ErwinKreyszig, “Advanced Engineering Mathematics”, Wiley Publications, 9th edition, 2013.
3. Seymour Lipschutz, John J. Schiller, “Schaum's Outline of Introduction to Probability and Statistics”,
McGraw Hill Professional, 1998.
JOURNALS/MAGAZINES

1. https://www.journals.elsevier.com/computational-statistics-and-data-analysis
2. https://www.springer.com/journal/41060
International Journal on Data Science and Analytics
3. https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=8254253
IEEE Magazine on Big data and Analytics

SWAYAM/NPTEL/MOOCs:

1. Excel Skills for Business: Essentials, Macquarie University (https://www.coursera.org/learn/excel-

Essentials)
2. SQL for Data Science, University of California, Davis (https://www.coursera.org/learn/sql-for-data-
science)
3. Data Science Math Skills, Duke University (https://www.coursera.org/learn/datasciencemathskills)
4. https://www.edx.org/course/subject/data-science
5. https://onlinecourses.nptel.ac.in/noc19_cs60/preview

SELF-LEARNING EXERCISES:
1. Relational database management system.
2. Advanced MS-Excel

P a g e 89
 Course Title Basics of Civil Engineering and Mechanical Course Type Integrated
Engineering
Course Code B20CE0201 Credits 4 Class II Semester
Contact Work Total Number of
TLP Credits Hours Load Assessment in
Classes
Weightage
Per Semester
Theory 3 3 3
Course
Structure Practice 1 2 2
- - - - Theory Practical IA SEE

Total 4 5 5 39 26 50 50

COURSE OVERVIEW

This course introduces the Mechanical and Civil Engineering concepts, underlying the fact that this knowledge
is essential for all Engineers. The students are made to understand the concept of internal combustion engines
and power transmission systems. The students are also exposed to the knowledge of mechanical machine tools
with its operations on lathe, drilling, and CNC machines. The students are introduced to the domain of
fabrication processes like Soldering, Welding and 3D printing technology. Along with this student are made to
expose to scope of Civil engineering, role of civil engineers in different infrastructure & economic development
of the country. Students will learn about basic concept of forces, friction, centroid and moment of inertia.

COURSE OBJECTIVE

This course enables graduating students

1. To develop the basic knowledge of IC engines, refrigeration-air conditioning and power
Transmission systems.
2. To incorporate the concepts of manufacturing processes using different machine tools, welding
Techniques, CNC and 3D printing technology.
3. To understand a broad concept of engineering mechanics.
4. To develop the basics of composition of coplanar forces and fluid mechanics
5. Learn concept of internal combustion engines and power transmission systems
6. Introduction to the domain of fabrication processes like Soldering, Welding and 3D printing technology.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Describe the fundamentals of IC engines, refrigeration-air conditioning and

CO1 1,2 3
power transmission systems.

Explain the manufacturing processes using lathe, drilling, welding, CNC

CO2 1,2 3
machines and 3D printing technology

CO3 Describe the moment of force and couples and equivalent force-couple system. 1,2 3

Solve numerical problems on composition of coplanar concurrent and non-

CO4 1,2 3
concurrent force system and basics of fluid mechanics

P a g e 90
 CO5 Learn concept of internal combustion engines and power transmission systems 1,2 1

Introduction to the domain of fabrication processes like Soldering, Welding and

CO6 1,5 1
3D printing technology.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 ✔
CO2 ✔
CO3 ✔ ✔ ✔ ✔ ✔
C04 ✔ ✔ ✔
C05 ✔
C06 ✔

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 2
1
CO2 3 2 1

CO3 3 2 1

C04 3 2 1

C05 3 2 1

C06 3 2 1

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT
THEORY
Contents
UNIT-1
Introduction to Mechanical Engineering: Overview of Mechanical Engineering, Importance and applications of
Mechanical Engineering in different fields.
Thermal Energy Systems: Introduction to IC Engines, Classification, parts of IC Engine, working of 4-stroke Petrol
engine with PV-diagram. Simple numerical on calculation of IP, BP and Mechanical efficiency, Introduction to
refrigeration system, working of vapour compression refrigeration and window spit air conditioning system.
Applications of refrigeration systems

P a g e 91
 UNIT-2
Power Transmission System: Introduction to drives, classification, belt drives (open and crossed-No derivations)
and gear drives and types of gear, Numerical on gear drives.
Mechanical Machine Tools: Introduction- lathe, classification, major parts of engine lathe, operations, Drilling
machine, classification working bench drilling machine and operations, CNC Machines-Block diagram and
applications. Introduction to 3D Printing technology
Joining processes-Welding: Working of electric arc welding and soldering, Differences between welding and
UNIT-3
Introduction to Civil Engineering: Scope of Civil Engineering, Types of Infrastructure, Effect of Infrastructure
facilities, Role of Civil Engineers in the Infrastructure and Economic Development of Country.
Introduction to Engineering Mechanics: Basic concepts, Newton laws of Motion Elements of force, system of
forces, principles of physical Independence, superposition and Transmissibility of forces. Moment of force –
Couple, Moment of couple and its characteristics, Equivalent Force – Couple system. Resolution and
composition of forces. Coplanar Concurrent Force System: Parallelogram Law of forces, principle of resolved
parts, composition of concurrent forces.
UNIT-4
Coplanar Non – concurrent forces: Varignon’s principle of Moments, Resultant of Non – Concurrent force
systems, Equilibrium of Coplanar Concurrent Force System: Type’s forces acting on the body, free body diagrams,
Equations of Equilibrium, Lami’s theorem, Equilibrium of Non – concurrent forces equilibrium equations
Friction: Frictional forces, Law of friction, Angle of friction, Angle of Repose and Cone of Friction (Theory only)
Centroid: Center of Gravity, Center of Gravity of Flat Plate, Centroid, difference between Center of gravity and
Centroid, Uses of Axis Symmetry, simple problems
Moment of Inertia: Moment of Inertia of Plane Figure, Polar Moment of Inertia and Moment of Inertia of
Standard sections (Derivations not included). Simple problems.
Fluid Mechanics: Introduction, methods of describing fluid motion, definitions of types of fluid flow, streamline,
path line, stream tube. General Continuity equation (problems).

PRACTICE:

Tools and Expected Skill

No Title of the Experiment
Techniques /Ability
Dismantling and Assembly of 2-Wheeler (2– 2-Stroke Engine
1. (TVS Bike) Hands on Experience
stroke) Engine

Study of Fitting tools and preparation of fitting

2 Fitting tools Hands on experience
model (1 Model)

Study of sheet metal tools and development of Sheet metal tools and
3. Hands on experience
Cylinder (1 Model) soldering tools
Study of sheet metal tools and development of Sheet metal tools and
4. Creative Thinking
Pen stand and funnel (2-Models) soldering tools
Hands on training on basic welding joint (Butt
5. Welding tools Hands on experience
Joint-1 Model)
To study the carpentry tools with one model Carpentry Tools Comprehend the different
6. (Marking, Sawing,
(Half joint-Model) handling carpentry tools
Planning and Chiseling
Carpentry Tools
To study the carpentry tools with one model Comprehend the different
7. (Marking, Sawing,
(Dovetail-Model) handling carpentry tools
Planning and Chiseling

P a g e 92
 Carpentry Tools
To study the carpentry tools with one model ( T- Comprehend the different
8. (Marking, Sawing,
Joint - Model) handling carpentry tools
Planning and Chiseling
To Study the plumbing tools and to make Plumbing Tools Comprehend the different
9. threads on pipe and pipe fittings using plumbing
tools handling plumbing tools

To Study the plumbing tools used for valves and Plumbing Tools Comprehend the different
10.
sanitary fitting handling plumbing tools

TEXT BOOKS:

1. K.R. Gopalkrishna ,“Elements of Mechanical Engineering”, 12th Edition, Subhash Publishers, Bengaluru,
2012.
2. Roy & Choudhury, "Elements of Mechanical Engineering", Media Promoters & Publishers Pvt. Ltd, Mumbai,
2000.
3. Mikell P Groover : Automation, Production Systems, and Computer Integrated
4. Manufacturing , Pearson India, 2007, 4th Edition
REFERENCE BOOKS:

1. SKH Chowdhary, AKH Chowdhary, Nirjhar Roy,”The Elements of Workshop Technology - Vol I & II, 11th
edition, Media Promotors and publisher, Mumbai, 2001.
2. Avikshit Saras, “3D Printing-Made Simple”, BPB Publications-New Delhi .

JOURNALS/MAGAZINES

1. International Journal of Machine Tools and Manufacture

2. International Journal of Refrigeration.

SWAYAM/NPTEL/MOOCs:

1. https://nptel.ac.in/courses/112/103/112103262/#
2. https://www.my-mooc.com/en/mooc/fundamentals-manufacturing-processes-mitx-2008x/
3. https://www.coursera.org/learn/3d-printing-applications

P a g e 93
 Course
Programming for Problem Solving Course Type Integrated (HC)
Title
Course
B20CS0102 Credits 4 Class II Semester
Code
Contact Work Total Number of
TLP
Credits Hours Load Classes Per Assessment in
Semester Weightage
Theory 3 3 3
Course
Structure Practice 1 2 2
Theory Practical IA SEE
- - - -

Total 4 5 5 39 26 50% 50%

COURSE OVERVIEW:
Algorithms and flowcharts are the fundamental tools for problem solving which can be used by the computers.
The computer programs can be developed using algorithms and flowcharts to provide solutions to problems. C
Language is a general-purpose, structured and procedure oriented programming language. It is one of the most
popular computer languages today because of its structure and higher-level abstraction C. This course introduces
algorithms, flowcharts and various C Programming language constructs for the development of real world
applications.

COURSE OBJECTIVE (S):

1. Explain algorithms, flowcharts and different programming constructs of C to be used for Development of
applications.
2. Illustrate the use of iterative statements and conditional Statements for solving the real World problems.
3. Demonstrate the use of functions with parameter passing mechanisms for solving the real World problems.
4. Discuss the use of structures, unions, pointers and file operations for solving the real world Problems.
5. Learn new algorithms and technologies in C Programming and apply for suitable application development.
6. Develop solutions by using C Programming to the complex problems, either individually or as a part of team and report the
results.

COURSE OUTCOMES (COs)

On successful completion of this course; the student shall be able to:

CO# Course Outcomes POs PSOs

Identify the programming constructs of C language to solve a given problem. 1-6 1
CO1
Apply the concepts of matrices to develop data processing and analysis 1-5 1
CO2 solutions in various application domains.

CO3 Develop text processing based applications using string operations. 1-5 2,3

Create solutions for real world problems using Pointers, Union, Structures and 1-5 2,3
CO4 file operations.

Learn new algorithms and technologies in C Programming and apply for 1-5 2,3
CO5 suitable application development

Develop solutions by using C Programming to the complex problems, either

CO6 individually or as a part of the team and report the results 1-5,9 2,3

P a g e 94
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO#
Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
✓
CO1

CO2 ✓

CO3 ✓

CO4 ✓

CO5 ✓
✓

CO6 ✓

COURSE ARTICULATION MATRIX

CO#/
PO10

PO11

PO12

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

Pos

CO1 2 1 3 1 2 1 3

CO2 1 3 2 2 1 3

CO3 2 2 2 2 1 3 3

CO4 3 3 3 1 1 3 3

CO5 3 3 3 2 2 1

CO6 3 3 3 2 2 2 3 3 2

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT
THEORY
Contents
UNIT-1
Algorithm: Definition, Purpose of writing an algorithm, Rules for writing an algorithm, Advantage of writing
algorithm and examples.
Flowchart: Definition, Notations used to write a flow chart, Advantage and disadvantages of writing the flowchart
and examples.
Introduction to “C”: Introduction to GitHub, Structure of C program with example, C language & its features, C
tokens, data types in C, variables, constants, input and output functions

P a g e 95
 UNIT-2
Operators and Expressions: Unary operator, assignment operator, arithmetic operator, relational operators, logical
operators &bitwise operator, conditional operator, increment and decrement operator, special operator.
Conditional Statements: if statement, if-else statement, nested if, switch statement.
Unconditional Statements: break and continue statement, goto statement, return statement
Iterative Statements (loops): while loop, do-while, for loop, differences between while, do-while and for loop.
UNIT-3
Arrays: one dimensional array, two dimensional array, Linear and binary search and bubble sorting.
Functions: Structure of a function, types of functions, parameter passing mechanisms, Command line arguments.
Strings: string operations with and without using inbuilt string functions.

UNIT-4
Structures & Union: Derived types- structures- declaration, definition and initialization of structures, accessing
structures, nested structures, arrays of structures, union, typedef.
Pointers: Introduction to pointers.
File Operations: Formatted Input & Output, Character Input and Output Functions, Direct Input and Output
Functions, File Positioning Functions, Error Functions

PRACTICE:

PART A:
Tools and Expected Skill
No Title of the Experiment
Techniques /Ability
Consider Loan applications in a bank consisting of various
customer details such as Name, Organization, salary and
Apply if-else and
loan amount applied. Segregate the loan applications Condition checking
switch
based on income (low: <=5 lpa, medium: >5lpa <10lpa
and high:>10lpa)
1
Two files DATA1 and DATA2 contain sorted lists of
integers. Write a C program to merge the contents of two
Apply File
files into a third file DATA i.e., the contents of the first file Files operations
concepts
followed by those of the second are placed in the third
file. Display the contents of DATA.
Statistical measures are used for data analysis and
Use Array and
interpretation. Develop program to determine the mean Statistical Computing
loops
and stand deviation of data stored in an array.
Consider the details of Airline passengers such as Name,
2 PAN-No., Mobile-no, Email-id, Source, Destination, Seat-
No and Air-Fare. Develop a program to read the details of
Search technique Apply Structures
airline passengers, store them in the structure “Airline”
and List details of all the passengers who travelled From
“Bengaluru to London”.
Assume that Mr. Peterson shopped N items at Big Market
and his Cart comprises of name of the item, cost of the
item per UNIT and quantity. Read the details of shopping Apply Structure
3 Statistical measure
and store them in the structure “Shop”. Compute the and if then else
total amount spent on shopping at Big Market and also
find out the item with minimum and maximum cost.
b. Write a C program to define a structure named
Student with name and DOB, where DOB in turn is a
structure with day, month and year. Read the details of Apply Nested
Nested Structures
student and store them in the structure “Student”. Structures
Display name and date of birth of students using the
concept of nested structures.

P a g e 96
 Consider a set of N students with SRN, name, and marks
scored in 8 subjects. Read the details of students and
Average computation Apply Structure,
4 store them in the structure “Student_Marks”. Compute
and visualization Array and Loops
total marks and average marks of each student and
display them with suitable headings.
b. Create the structure “Book” with book_id, title,
author_name and price. Write a C program to pass a Passing structures
Functions
structure as a function argument and print the book to function
details.
Assume that Ms. Jassica shopped N items at Amazon and
Apply sorting the
the Cart comprises of name of the item, cost of the item
5 Sorting contents of
per UNIT and quantity. Arrange the items in the
structure.
increasing order of cost of the item per UNIT.
Write a C program to compute the monthly pay of “N”
employees using each employee’s name, Basic_Pay, DA
and HRA. The DA and HRA are 80% and 30% of the Use structures for
Reading and storing
Basic_Pay respectively. Gross-salary is computed by reading and storing
data
adding DA and HRA to Basic_Pay. Store all the details in data
an array of structures and print the name and gross
salary of each employee.
a. Consider the details of “N” Faculty members
consisting of Name, EMP-ID,name of the school, address
and salary. Create a file to store the above details.
Retrieve the contents of the file to perform following Create file, store
6 operations: File operations data and display
(i) Display the details of the faculty based on salary range details.
entered.
(ii) Display the details of the faculty based on the EMP-ID
entered.
b. Write a C program to determine whether the character
Apply string
entered is a capital letter, a small case letter, a digit or a String operations
functions
special symbol using if else and switch case.
PART B:
Project 1: Address Contact List with the following modules:
User
Add User(Name, Address, Primary contact number, secondary contact number, E-mail ID)
Delete User
Search for User
Edit
Find and replace the user name
Edit the contact (Phone Number) details.
Edit the Address of the user
Report
List of users based on the starting letter of their names.
List of users based on first 2 digits of their mobile number.
List of users based on the domain name of their E-mail ID.
Develop a program in C to create the structure “Contact” Structures and Files Develop the
with the fields, user_name, address, mobile, phone1 and program using
1
email_id. Read the data into the structure “Contact” and Structures and Files
store them in the file “Contact.txt”.
Develop a program in C to open contact list from the file String, File and Linear Develop the
“Contact.txt” in read mode and delete contact details of Search program using
2
the person based on name of the person by searching String and File
his/her details. Display the updated list.
Develop a program in C to input the string,”Str1”( which String, File and Linear Develop the
3
can be either a mobile no. or name of the user) and Search program using

P a g e 97
 search for it in the file , “Contact.txt” and display the String and File
details if it is found else display an error.
Develop a program in C to input the name of the user String, File and Linear Develop the
into the string, ”Str1” , search Search program using
4 for it in the file “Contact.txt” and replace the content of String, File and
“Str1” with the new data apply linear search
if found.
Develop a program in C to input the phone number of String, File and Linear Develop the
user into the string, “Str1”, Search program using
5
search for it in the file “Contact.txt” and edit it with new String, File and
data if found and save the apply linear search
same.
Develop a program in C to input the address of the user String, File and Linear Develop the
and search for the same in the file, “Contact.txt” and Search program using
6
edit the address with new address and save the same. String, File and
apply linear search
Develop a program in C to input a letter into “Letter”, File operations Develop the
compare it with the details stored in “Contact.txt” and program using file
7
then display the list of the users whose name begin with
“Letter “.
Develop a program in C to input first two digits of a File operations Develop the
mobile number into “Mobile”, search for the same in program using file
8
“Contact.txt” and display the details of all the users
whose mobile number begin with “Mobile”.
Develop a program in C to input a domain name of email- File operations Develop the
id and search for the same in the file, “contact.txt” and program using file
9
list the details of the users whose email-id matches with
the given domain name.

TEXT BOOKS:

1. B.W. Kernighan & D.M. Ritchie, "C Programming Language", 2nd Edition, PRENTICE HALL
SOFTWARE SERIES, 2005.
2. Herbert Schildt, “C: The Complete Reference”, 4th edition, TATA McGRAW Hill, 2000.
3. B.S. Anami, S.A. Angadi and S. S. Manvi, “Computer Concepts and C Programming: A
Holistic Approach”, second edition ,PHI,2008.

REFERENCE BOOKS:

1. Balaguruswamy,”Programming in ANSI C”, 4th edition, TATA MCGRAW Hill, 2008.

2. Donald Hearn, Pauline Baker, “Computer Graphics C Version”, second edition, Pearson Education, 2004.

JOURNALS/MAGAZINES:
1. https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=6294
(IEEE Journal/Magazine on IT Professional)
2. https://ieeexplore.ieee.org/document/1267572
(IEEE Computing in Science and Engineering)

SWAYAM/NPTEL/MOOCs:

1. https://onlinecourses.nptel.ac.in/noc20_cs06/preview
(Problem Solving through Programming in C)
2. https://www.edx.org/course/c-programming-getting-started

P a g e 98
 (C Programming Getting started)
3. https://www.coursera.org/specializations/c-programming
(Introduction to C programming)
SELF-LEARNING EXERCISES
1. Fundamentals of computer graphics: output primitives–Line, Circle and Ellipse drawing algorithms-
Attributes of output primitives.
2. Inline Assembly Language Program: Simple inline assembly, Extended Assembly Syntax Microsoft C
Compiler.

P a g e 99
 Course Title IoT and Applications Course Type Integrated
Course Code B20EC0101 Credits 2 Class II Semester
Contact Work
Total Number of
TLP Credits Hours Load
Classes Assessment in
Theory 1 1 1 Per Semester Weightage
Course
Structure Practice 1 2 2
Theory Practical CIE SEE
Tutorial - - -

Total 2 3 3 13 26 30% 30%

COURSE OVERVIEW

The Internet of Things (IoT) expands access to the world-wide web from computers, smartphones, and other
typical devices to create a vast network of appliances, toys, apparel, and other goods that are capable of
connecting to the Internet. This introductory course focuses on IoT architecture, its domains and
communication protocols. The course is supported with hands on sessions that incorporates different types
sensors interfaced with IoT board to build IoT projects to solve real time problems. The case study of
deployment of IoT in various applications are provided.

COURSE OBJECTIVE(S):

The objectives of this course are to:

1. Explain the architecture of Internet of Things.
2. Inculcate knowledge of IoT devices, Sensors and Communication Protocols in various application domains.
3. Gain expertise in interface of various sensors to IoT Boards.
4. Discuss the various applications of IoT.
5. Learn new technologies in the IoT and apply for suitable application development.
6. Develop simple IoT projects and modules.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Describe the architecture of IoT eco-system 1 1,2

CO2 Identify IoT devices, architecture, sensors and Communication protocols 1 1,2

CO3 Demonstrate the interface of sensors to IoT board 1,5, 12 1,2

CO4 Realize various Applications of IoT through case studies 1,5, 12 1,2
Learn new technologies in the IoT and apply for suitable application
CO5 1,5,9, 12 1,2
development.
CO6 Develop simple IoT projects and modules 1,5,6,9, 12 1,2

P a g e 100
 BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √

CO2 √

CO3 √

CO4 √ √

CO5 √ √

CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 3

CO2 3 3 3

CO3 3 3 3 2 2

CO4 3 3 3 1 1

CO5 3 2 3 2 1 1 1

CO6 3 3 2 3 3 3

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT
THEORY

Contents
UNIT-I
IoT Basics: Introduction to IoT, How does Internet of Things Works, Features of IoT, Advantages and Disadvantages
of IoT, Embedded Devices in IoT, IoT eco-system
IoT Architecture and IoT Devices: Components of IoT architecture, Stages of IoT solution architecture, Smart Objects,
IoT Devices.
UNIT-II
IoT boards in Market: Arduino, Arduino UNO, ESP8266 ,Raspberry Pi

IoT Platform: Amazon Web Services (AWS) IoT platform, Microsoft Azure IoT platform, Google Cloud Platform IoT, IBM
Watson IoT platform, ThingWork IoT platform

Technologies Used in IoT: Bluetooth, Wi-Fi, Li-Fi, RFID ,Cellular ,Z-Wave

P a g e 101
PRACTICE:

Tools and Expected Skill

No Title of the Experiment
Techniques /Ability
Introduction to IoT Board
Identifications of various parts
Arduino UNO of Arduino and Node MCU
1.
Arduino Nano Hardware boards
Node MCU Study of Ethernet shield and
connection to the board
Ethernet Shield
Download specified software
Working with Arduino IDE (Integrated Open source Arduino
2. Modify code as per the
Development Environment) IDE
application
3. a) Demonstration of Multimeter usage
Measurement of voltage at
b) Demonstration of Breadboard connection for Multimeter
various points in IoT boards
Voltage, Ground, series and parallel connections Breadboard
Choose the value of Resistor for
c) Exercise to read the value of resistor using Resistor packs
an application
Colour code chart
Arduino UNO
Interface of photo sensor to IoT
Reading photo resistor sensor value connected Arduino IDE
board for light measurement
to Arduino Board LDR , Multimeter,
4 applications
Resistor
Interface of Temperature
Arduino UNO , Arduino
Reading temperature sensor value connected to sensor to IoT board for
IDE, Temperature
5 Arduino Board temperature measurement
sensor, Multimeter
application
Arduino UNO , Arduino Interface of Motion detector
Reading motion detector sensor value connected
6. IDE, pyro-dielectric sensor to IoT board for motion
to IoT board
sensor, Multimeter detection applications
Interface of Motion
Arduino UNO , Arduino
Reading distance measurement using Ultrasonic detector sensor to
7 IDE, Ultrasonic sensor,
sensor Connected to IoT board IoT board for
Multimeter
motion detection

Interface relay to
Arduino UNO , Arduino IoT board for
8 Interface relay to IoT board
IDE, relay Multimeter Switching
applications
Arduino UNO
Connect Wifi-ESP8266 to Arduino UNO board , Connect IoT board to
9 ESP8266, Arduino IDE
Send and receive data through smart phone. Wifi network
Smart phone
Mini Projects
Arduino Controlled Light intensity
9 Thermometer
Motion activated light lamp
Touchless motion sensor trash can

P a g e 102
TEXT BOOK:
1. Vijay Madisetti, Arshdeep Bahga ,”Internet of Things: A Hands-On- Approach”, ISBN: 978 0996025515,
2014.

REFERENCE BOOKS:
1. Raj Kamal ,”Internet of Things: Architecture & design Principle”, McGraw Hill Education, 2017.

SWAYAM/NPTEL/MOOCs:
1. https://www.coursera.org/learn/iot

2. https://www.coursera.org/learn/interface-with-arduino
SELF-LEARNING EXERCISES:
a) Create Arduino project hub

P a g e 103
 Course Title ENTREPRENEURSHIP Course Type Theory

Course Code B20ME0104 Credits 1 Class I/II semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load Classes
Weightage
Theory 1 1 1 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 1 1 1 13 0 50% 50%

COURSE OVERVIEW:

Course Description: This is an introductory course is designed to provide the foundational concepts of
entrepreneurship, including the definition of entrepreneurship, the profile of the entrepreneur, and the role of
venture creation in society. The course also provides a bird’s eye view on the steps to start a venture, financing,
marketing as well as support by various institutions towards entrepreneurship.

COURSE OBJECTIVE
1. To understand the basic terms, concepts in Entrepreneurship Development
2. To apply for the supporting schemes towards entrepreneurship

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Understand and explain the key terms, definitions, and concepts used in 1 1
CO1
Entrepreneurship Development
Plan a startup and understand sources available for finance and the
CO2 supporting schemes offered by state and central governments and 1,2 1,2
other entrepreneurial development organizations

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/ POs

CO1 2 2

CO2 2 2 2 1

Note: 1-Low, 2-Medium, 3-High

P a g e 104
COURSE CONTENT
THEORY

Contents

UNIT-1

INTRODUCTION TO ENTREPRENEURSHIP
Evolution of term ‘Entrepreneurship’, Factors influencing entrepreneurship’, Psychological factors, Social factors,
Economic factors, Environmental factors. Characteristics of an entrepreneur, Difference between Entrepreneur
and Entrepreneurship, Types of entrepreneurs. New generations of entrepreneurship viz. social
entrepreneurship, Edupreneurship, Health entrepreneurship, Tourism entrepreneurship, Women
entrepreneurship etc., Barriers to entrepreneurship, Creativity and entrepreneurship, Innovation and inventions,
Skills of an entrepreneur, Decision making and Problem Solving

UNIT-2

INSTITUTIONAL SUPPORT FOR ENTREPRENEURSHIP

Organization Assistance to an entrepreneur, New Ventures, Industrial Park (Meaning, features, & examples),
Special Economic Zone (Meaning, features & examples), Financial assistance by different agencies, MSME Act
Small Scale Industries, Carry on Business (COB) licence, Environmental Clearance, National Small Industries
Corporation (NSIC), e-tender process, Excise exemptions and concession, Exemption from income tax, The Small
Industries Development Bank of India(SIDBI), Incentives for entrepreneurs

TEXT BOOKS:

1. K. Ramachandran ,”Entrepreneurship Development”, Tata Mc. Graw Hill, 2008.

2. Sangeeta Sharma, “Entrepreneurship Development”, PHI Publications, 2016.

REFERENCE BOOKS:
1. Baringer and Ireland, “Entrepreneurship”, 11th Edition, Pearson, 2020.
2. P. Narayana Reddy, “Entrepreneurship – Text and Cases”, Cengage Learning India, I edition, 2010
3. Paul Burns ,"Corporate Entrepreneurship: Building The Entrepreneurial Organization" , Palgrave
Macmillan.
4. Drucker F Peter,:”Innovation and Entrepreneurship”, 1985.Heinemann, London.
5. Doanld F Kuratko & Richard M ,”Entrepreneurship in the New Millennium”, India Edition.

JOURNALS/MAGAZINES
1. International Small Business Journal: https://journals.sagepub.com/home/isb
2. Journal of Development Entrepreneurship: https://www.worldscientific.com/worldscinet/jde

SWAYAM/NPTEL/MOOCs:

1. Entrepreneurship: https://nptel.ac.in/courses/110/106/110106141/

SELF-LEARNING EXERCISES:

1. Introverts participate. If you have a few vocal students asking questions and little participation from
others, anonymous questions lower student anxiety, which makes it easier for everyone to participate.

P a g e 105
 2. You learn what students are thinking about. Anonymity provides cover for students to ask questions they
may be too afraid to ask but are curious about.
3. Discussions start. Anonymity means you can invite students to pose “challenging” questions. If you
encourage your students to question what they’re learning, why it’s important, or why they should have
to do the work you’re assigning, you spark discussions about how entrepreneurship is relevant, which can
often be the key to increasing engagement.

PROBLEM BASED LEARNING

No. Description
1 How to write a Business Plan
2 Creating Marketing, Financial and Organizational Plans.
3 How to apply for financial assistance via various schemes
4 How to file taxes as a Small Business and understand the importance of GST

P a g e 106
 Detailed Syllabus
Semester -3
Course Title Analog and Digital Electronics Course Type Integrated

Course Code B20CI0301 Credits 4 Class III Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course Practice 1 2 2 Theory Practical CIE SEE
Structure -
Total 4 5 5 39 26 50 50

COURSE OVERVIEW
This course covers basic concepts of Electrical Engineering. The course introduces the working of analog
components and helps in understanding basics in digital electronics by applying the knowledge of logic gates
and learning the applications of diodes and opamps.The course provides foundation on designing and
implementation of logic circuits. Analog circuits are simulated using ORCAD tool and digital circuits using
XILINX tool which helps in gaining experience in creating and testing of circuits.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Discuss the applications of diode in rectifiers, filter circuits and wave shaping.
2. Describe the foundation on designing, building and testing of common combinational and sequential
Digital logic circuits.
3. Explain the procedure required for simulation of digital logic circuits.
4. Analyze the working principle and designing of analog circuits using ORCAD tool
5. Analyze the working principle and designing of digial circuits using XILINIX tool
6. Demonstrate the use of general electronic instruments in design and testing of digital logic circuits.
COURSE OUTCOMES(COs)
Afterthecompletionofthecourse, the student will be able to:
CO# Course Outcomes POs PSOs
CO1 Analyze the use of diodes in rectifiers, filter circuits and wave shaping 1 to 4 1
Apply the basic knowledge used in solid state electronics including diodes,
CO2 1 to 3, 5 1
and operational amplifiers for specific engineering applications.
Identify the different families of digital integrated circuits build, and
CO3 1 to 5 2
troubleshoot combinatorial circuits using digital integrated circuits
Analyze the working principle and designing of analog circuits using ORCAD
tool
CO4 1 to 4 1
Analyze the working principle and designing of digial circuits using XILINIX
tool
Analyze the working principle and designing of digial circuits using XILINIX
CO5 1 to 4 1
tool

P a g e 107
 Develop the ability to analyze and design analog electronic circuits using
CO6 1,4,5 3
discrete components

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √

CO4 √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
POs
CO1 3 1 1 2 3

CO2 3 2 3 3
2

CO3 3 1 2 1 3
2

CO4 3 1 1 2 3

CO5 3 1 1 2 3
3
CO6 3 2 2

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
UNIT – 1
Limiters and Oscillators: Clipping and clamping circuits using diodes, Oscillator operation, Phase shift
Oscillator, Wien bridge Oscillator, Tuned Oscillator circuits, Crystal Oscillator. (BJT Version Only) Simple design
methods of Oscillators.
UNIT- 2
Operational Amplifiers: Ideal Opamp versus Practical Opamp, Performance Parameters, Some Applications:
Peak Detector Circuit, Absolute Value Circuit, Comparator, Active Filters-First order LPF and HPF, Phase
Shifters, Instrumentation Amplifier, Non-Linear Amplifier-Log and antilog amplifier.

P a g e 108
 UNIT – 3
Principle and Minimization Techniques of combinational Circuits: Introduction to combinational logic,
Minimization Techniques: Minterm, Maxterm, Sum of Products (SOP), Product of Sums (POS), 3 and 4 Variable
Karnaugh map.
UNIT – 4
Analysis of Combinational and sequential Circuits: Half adder, full Adder, Half Subtractor,full Subtractor,
multiplexers and Demultiplexers.
Introduction to Sequential circuits: flip-flops: SR, JK, D, T Characteristic tables and equations; Application of
Shift register (Ring Counter and Johnson counter).

PRACTICE:

Tools and Expected Skill

No Title of the Experiment
Techniques /Ability
Part-A
1 To simulate a positive clipper, double ended clipper Orcad Simulation of clipper and
& positive clamper circuits using diodes clamper electronic

To simulate a rectangular wave form generator (Op- Orcad Simulation of

amp relaxation oscillator) and compare the rectangular waveform
2
frequency and duty cycle with the design generator
specifications
To simulate a Schmitt trigger using Op-amp and Orcad Simulation of Schmitt
3. compare the UTP andLTP values with the given trigger
specification

Orcad Simulation of wein

To simulate a Wien bridge Oscillator bridge oscillator
4.

To determine the working of a power supply and Orcad Simulationof power

5. observe the waveforms supply

To build and simulate CE amplifier (RC coupled Orcad Simulation of RC coupled

amplifier) for itsfrequency response and measure amplifier and
6.
the bandwidth. determining the
frequency response
ICs, Trainer kit and patch ICs, Trainer kit and patch
Realization of Half/Full adder and Half/Full cords Create and perform cords Create and
7.
Subtractors using logic gates the adder and subtractor perform the adder and
circuits subtractor circuits
Design and develop VHDL code to realize Full adder Xilinx Simulation knowledge of
8. and Full Subtractors the mentioned adders
an

.Given a 4-variable logic expression, simplify it using ICs, Trainer kit and patch Realization of a
9. Entered Variable Map and realize the simplified logic cords multiplexer
expression using 8:1 multiplexer IC

Design and develop the VHDL code for an 8:1 Xilinx Simulation knowledge of
10. multiplexer. Simulate and verify it’s working combinational logic
circuit

P a g e 109
 Design and implement a ring counter using 4-bit shift ICs, Trainer kit and patch Realization of shift
11. register and demonstrate its working cords register and ring counter

Design and develop the Verilog / VHDL code for Xilinx Simulation of ring
12. switched tail counter. counter

TEXTBOOKS:
1. Anil K Maini, Varsha Agarwal,”Electronic Devices and Circuits”, Wiley, 2009.
2. Jacob Millman, Christos Halkias, Chetan D Parikh,”Millman’s Integrated Electronics – Analog and
Digital Circuits and Systems”, 2nd Edition, Tata McGraw Hill, 2010.
3. Donald P Leach, Albert Paul Malvino&GoutamSaha ,”Digital Principles and Applications”, 7th Edition,
Tata McGraw Hill, 2010.

REFERENCEBOOKS:
1. Stephen Brown, ZvonkoVranesic,” Fundamentals of Digital Logic Design with VHDL”, 2nd Edition, Tata
McGrawHill, 2005.
2. R D Sudhaker Samuel, “Illustrative Approach to Logic Design”, Sanguine-Pearson, 2010.
3. Charles H. Roth,” Fundamentals of Logic Design”, Jr., 5th Edition, Cengage Learning, 2004.
4. Ronald J. Tocci, Neal S. Widmer, Gregory L. Moss,” Digital Systems Principles and Applications”, 10th
Edition, Pearson Education, 2007.
5. M Morris Mano,” Digital Logic and Computer Design”, 10th Edition, Pearson Education, 2008.
6. Jacob Millman, Christos Halkias, “ Analog and Digital Circuits and Systems”, 2nd Edition, Tata McGraw
Hill, 2010
7. R. D. Sudhaker Samuel,” Electronic Circuits”, Sanguine-Pearson, 2010

JOURNALS/MAGAZINES
1. https://ieeexplore.ieee.org/document/1085417
2. https://www.academia.edu/Documents/in/Digital_Electronics
3. https://www.mdpi.com/journal/electronics/special_issues/circuit_machine_learning

SWAYAM/NPTEL/MOOCs:
1. https://technobyte.org/digital-electronics-logic-design-course-engineering/
2. https://www.udemy.com/course/digital-electronics-logic-design/
3. https://www.javatpoint.com/digital-electronics/.

P a g e 110
 Course Title Programming with JAVA Course Type Integrated

Course Code B20CI0302 Credits 4 Class III Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course Practice 1 2 2 Theory Practical CIE SEE
Structure - - - -
Total 4 5 5 39 26 50 50

COURSE OVERVIEW
Java's unique architecture enables programmers to develop a single application that can run across multiple
platforms seamlessly and reliably. In this course, students gain extensive experience with Java, object-oriented
features and advance Java programming skills. Students learn to create robust object-oriented applications
with Java.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain the basic data types and control structures of the Java language.
2. Illustrate the creation of classes and objects in Java.
3. Demonstrate the extending a class (inheritance) and use proper program anomaly handling
structures.
4. Discuss the use of Java generics and collections.
5. Discuss object-oriented features and advance Java programming skills
6. Explain to create robust object-oriented applications with Java.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Make use of array concepts in java to solve real world problems. 1 to 5 1

CO2 Apply the features of OOPS in java to solve the real-world problems. 1 to 5 1
1 to 5
CO3 Develop program for stack implementation using Exception Handling in java. 2, 3

Identify suitable data structures to solve real world applications. 1 to 5, 12

CO4 2

Discuss object-oriented features and advance Java programming skills 1 to 5

CO5 1

Explain to create robust object-oriented applications with Java. 1 to 5, 12

CO6 2,3

P a g e 111
BLOOM’S LEVELOF THECOURSE OUTCOMES
Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √ √
CO4 √
CO5 √

CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
POs
1
CO1 3 3 2 2 3

CO2 3 3 2 2 3
1

CO3 3 3 1 1 3
1 3

CO4 3 3 3 1 2 1 3

CO5 3 3 3 1 2 3

CO6 3 3 2 2 2 3
3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
UNIT – 1
Fundamental Programming Structures: Dissecting the “Hello, World” Program; Compiling and Running a Java
Program; Primitive Types; Variables; Arithmetic Operations; Strings; Input and Output; Control Flow; Arrays;
Functional Decomposition.
UNIT – 2
Object-Oriented Programming: Working with Objects; Implementing Classes; Object Construction; Static
Variables and Methods, Packages; Nested Classes; Documentation Comments; Interfaces; Static, Default and
Private Methods in interface; Lambda Expressions; Method and Constructor References; Local and
Anonymous Classes.

P a g e 112
 UNIT – 3
Inheritance and Exceptions: Extending a Class; Object: The Cosmic Superclass; Enumerations; Runtime Type
Information and Resources; Exception Handling: Throwing Exceptions; The Exception Hierarchy; Declaring
Checked Exceptions; Catching Exceptions; the Try-with-Resources Statement; The finally Clause; Rethrowing
and Chaining Exceptions; Uncaught Exceptions and the Stack Trace.

UNIT – 4
Generic Programming and Collections: Generic Classes; Generic Methods; Type Bounds; Type Variance and
Wildcards; Restrictions on Generics; an Overview of the Collections Framework; Iterators; Sets; Maps.

PRACTICE:
Tools and Expected Skill
No Title of the Experiment
Techniques /Ability
Part-A

The sieve of Eratosthenes is one of the most efficient ways Windows/Linux Understanding
1. to find all primes smaller than n when n is smaller than 10 OS, IDE conditional operators
million. Given a number n, use JAVA to print all primes and statements
The Gauss-Jordan method is also known as Gauss-Jordan Windows/Linux Creating an array and
elimination method is very useful in solving a linear system OS, IDE performing some
2.
of equations. It is a technique in which a system of linear operations on array.
equations is resolved by the means of matrices. Develop a

To compute a square root of any positive number a, start Windows/Linux Understanding

with an initial guess x=x1 for √a; then calculate successive OS, IDE conditional
approximations x2,x3...,√a using the formula: statements (if,
if..else, etc)

3.

Develop a JAVA application that implements the above

SQRT function to compute the square root of any positive
number.

P a g e 113
 Model a lamp as a Java object. Make a Lamp class. This will Windows/Linux Object and class
contain atleast one instance variable which will be of type OS, IDE creation and its usage
Boolean and will hold the state of the lamp: i.e., whether it
is on or off. In addition, add methods to do the following
things: switch the light on and off, and check its current
state, i.e., whether it is on or off. Maintain proper
encapsulation mechanism.
4.
Next, write a launcher class with a main() method to carry
out the following tasks:
• create a lamp object;
• turn it on and off;
• Print the lamp's on/off status to the console.

Given the following functional interface: Windows/Linux Creation of interfaces

interface MathOperation { OS, IDE and its usage.
int operation(int a, int b);}
5. Develop an application that would implement the above
interface using lambda expressions as to perform
theaddition, subtraction, multiplication and division
operations.
The String class in JAVA has a static method compare To Windows/Linux Creation of string
Ignore Case, which compares two strings and the Arrays OS, IDE class and its usage
class has a static sort method. Build a JAVA program that
6. creates an array of strings, use the sort function from
Arrays class to sort the strings by passing the compare To
Ignore Case function as a parameter to the sort function
using method reference. Print the sorted array.

P a g e 114
 XYZ technologies is firm that has 5 employees with 1 Windows/Linux Creation multiple
manager, and 4 technicians. XYZ wants to digitize its payroll OS, IDE inheritance and its
system, the following requirements: Dearness Allowance is usage
70% of basic for all employees. House Rent Allowance is
30% of basic for all employees. Income Tax is 40% of gross
salary for all employees. The annual increments to the
7 employees are to be given of the following criteria: -
Manager 10% of the basic salary, and Technicians 15% of
basic. Develop the pay roll for XYZ. Implement a class
hierarchy using inheritance, where Employee is an abstract
class and Manager and Technician are derived from
Employee. Demonstrate a polymorphic behavior for giving
the annual increments.
Define a new Exception class named Odd Exception. Create Windows/Linux Creation of exception
a new class named Even Odd. Write a method called OS, IDE class and its usage
halfOf(), which takes an int as parameter and throws an
Odd Exception if the int is odd or zero, otherwise returns
8
(int / 2). Write a main method that calls halfOf() three
times (once each with an even int, an odd int, and zero),
with three try/catch blocks, and prints either the output of
halfOf() or the caught Odd Exception.

Implement a class named Fraction that represents fractions Windows/Linux Creation of exception
with numerator and denominator always stored reduced to OS, IDE class and its usage
lowest terms. If fraction is negative, the numerator will
9
always be negative, and all operations leave results stored
in lowest terms. Implement the addition, subtraction,
multiplication and division operation for the Fraction class
Create a class Student that has instance variables as Name, Windows/Linux Object and class
Age, Address and access transmutation methods to access OS, IDE creation and its
the instance variables along with display method to print usage
10
the details of student. Next write a main() function that will
create a collection of 10 students and reverse the list. Print
the details before and after reversing the collection.

Use generics to build a class Sort. Implement the bubble Windows/Linux Creation of generics
11
sort algorithm to sort an array of any type. OS, IDE class and its usage
Write a generic method to count the number of elements Windows/Linux Creation of generics
12 in a collection that have a specific property (for example, OS, IDE class and its usage
odd integers, prime numbers, palindromes).

P a g e 115
Sl. No. Part B Mini Project

1 Develop a project for Airline reservation system List with the following modules:
1. PASSENGER
a) Add member
b) Delete member
c) Search for member
d) Edit member

2. FLIGHT
a. Add Flight
b. Delete Flight
c. Search Flight
d. Display Flights

3. RESERVATION
a. Book
b. Cancel

Title: Airline Reservation system

Problem Definition:
Airline Reservation System” main aim is to provide the online ticket & seat reservation of National and
International Flights and give the information about flight departures.
Solution:
Develop a project to implement an Airline reservation system with the following modules:
1. PASSENGER
a. Add member
b. Delete member
c. Search for member
d. Edit member
2. FLIGHT
a. Add Flight
b. Delete Flight
c. Search Flight
d. Display Flights
3. RESERVATION
a. Book
b. Cancel

P a g e 116
 List of Experiments:

Sl.No Name of the Experiment

1 Create a passenger class with the attributes Adhar_number, Passenger_name, Email_id, Phone,
Address, DOB and the methods to facilitate Addition, Deletion, Search and Modify the passenger
data. Store the details of the 10 passenger objects in “Passenger.txt” and Display.
a. void Add_passenger()
b. Display_details()
c. void Delete_Passenger(Adhar_number)
d. void Search_Passenger(Adhar_number)
e. void Modify_Passenger(Adhar_number)
2 It is required to delete an existing passenger data based on the request from the passenger.
Read adhar card number of the passenger to be deleted and delete the record from “passenger.txt” if
found. Otherwise display an error message saying that “record does not exist”.
Develop a program to implement the above task.
3 It is required to modify an existing passenger data based on the request from the passenger.
Read adhar card number of the passenger to be modified and modify the record from “passenger
.txt” if found. Otherwise display an error message saying that “Record does not exist”.
Develop a program to implement the above task.
4 It is required to Search an existing passenger data based on the request from the passenger. Read
Adhaar card number of the passenger to be searched for, search the record from “passenger .txt” and
display the details of passenger if found. Otherwise display the error message “Record does not
exist”. Develop a program to implement the above task.

5 Create a Flight class with attributes Flight_number, Flight_name, Source, Destination,

Departure_Timing and the methods Add_Flight(), Delete_Flight(), Search_Flight() and Display_Flight().
Store the details of any 5 Flights in a file called “Flights.txt” and display the same. Develop a program
to achieve the above task.

6 It is required to delete the details a flight stored in “Flights.txt”. Read the Flight_no and search for the
same in “Flights.txt”. If found, it should be deleted from “Flights.txt”. Otherwise display the error
message “Flight Does Not Exist”. Develop a program to achieve the above task.

7 It is required to delete the search for a flight stored in “Flights.txt”. Read the Flight_no and search for
the same in “Flights.txt”. If found, Display the details of Fllight, otherwise display the error message
“Flight Does Not Exist”. Develop a program to achieve the above task.

8 It is required to display the details of all the flights running from Source1 to Destination1. Read the
name of source1 and destination1 and fetch from “Flights.txt” the details of all the flights running
between Source1 and desitnation1 and display the same. Develop a program to achieve the above

P a g e 117
 task.

9 Create a reservation class that facilitates booking and cancellation of domestic and international
flights using the following methods and parameters. Develop a program to store the details of 10
bookings in “Reservations.txt” and display the same.
a. Book_Ticket(Flight_Number, Flight_Name, Ticket_Number,Source, Destination,
Adhar_number, Passport_number,Date, Departure_time, Class, Type_of_Travel(Domestic ,
International), Fare, Status)
b. Cancel_Ticket(Ticket_Number)
10 A passenger would like to cancel the ticket due to a genuine reason. Read the ticket_no and search
for the record in “Reservation.txt”. Cancel the Ticket based on the request from passenger and update
the status.

TEXTBOOKS:
1.
Cay S. Horstmann, ”Core Java® SE 9 for the Impatient”, Addison Wesley, Second Edition, 2018.
2.
HerbertSchild, ”Java™:TheCompleteReference”,McGraw-Hill,TenthEdition,2018.
3.
David Gallardo, Ed Burnette, Robert Mcgovern, ” Eclipse in Action a guide for java developers”,
Manning Publications,2003.
4. Ed Burnette; ” Eclipse IDE Pocket Guide : Using the Full-Featured IDE”, O'Reilly Media, Inc, USA,2005.
REFERENCEBOOKS:
1. Cay S. Horstmann, ”Core Java™ Volume I—Fundamentals”, Prentice Hall, Tenth Edition, 2015
2. Joshua Bloch, ”Effective Java”,Addison-WesleyProfessional,ThirdEdition,2017
3. Ken Kousen, ” Modern Java Recipes”, O'Reilly Media, Inc.,2017
4. Oracle Java Documentation. (https://docs.oracle.com/javase/tutorial/)
JOURNALS/MAGAZINES
1. https://ieeexplore.ieee.org/document/5464387
2. https://files.eric.ed.gov/fulltext/EJ1075126.pdf
3. https://www.sciencedirect.com/science/article/pii/S0167642304000590
4. https://www.informingscience.org/Publications/4322?Source=%2FJournals%2FJITEIIP%2FArticles%3F
Volume%3D0-0
5. https://www.javadevjournal.com/
6. https://blogs.oracle.com/javamagazine/

SWAYAM/NPTEL/MOOCs:
1. https://onlinecourses.nptel.ac.in/noc19_cs84/preview
2. https://www.classcentral.com/course/swayam-programming-in-java-12930
3. https://swayam.gov.in/explorer?searchText=java

Self-Learning Exercises:
1. The Eclipse-IDE
2. Streams
3. Concurrent Programming
4. Swing and JavaFX
5. Networking- JDBC, Database Access

P a g e 118
 Course Title Data Structures Course Type Integrated

Course Code B20CI0303 Credits 4 Class III Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course Practice 1 2 2 Theory Practical CIE SEE
Structure - - - -
Total 4 5 5 39 26 50 50

COURSE OVERVIEW
The course focuses on basic and essential topics in data structures, including array-based lists, linked lists,
recursion, stack, queues, and binary trees, heaps, sorting and searching algorithms. It also covers analysis and
design of fundamental data structures and engages learners to use data structures as tools to algorithmically
design efficient computer programs that will cope with the complexity of actual applications.

COURSE OBJECTIVE (S):

The objectives of this course are to:

1. Discuss the concept of Abstract Data Types (ADT)

2. Provide the knowledge of stacks and queues.
3. Understand the importance of Linked lists
4. Illustrate the operations of trees
5. Demonstrate the use of appropriate of data structures for a given problem.
6. Design a data structure application for real time problems.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
CO1 Explain the Abstract Data Types, Structures. 1 to 5 1
Formulate the solution for any computational problem using stacks and
CO2 1 to 5 1,2
queues.
Analyze the importance of linked lists.
CO3 1 to 5 1,2
Solve real time problems using trees data structure.
CO4 1 to 5 1,2
Apply appropriate data structures to solve a given problem.
CO5 1 to 5 1
CO6 Compare the performance of various data structures. 1 to 5 1,2

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √

P a g e 119
 CO3 √

CO4 √
CO5 √

CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
Pos
CO1 3 2 2 3 3
2

CO2 3 2 3 3 3 3
2

CO3 3 1 2 3 3 3
1
CO4 3 1 3 3 2 3 3

CO5 3 2 2 3 3
2

CO6 3 1 3 3 2 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
UNIT- 1

Introduction to Data structures and Algorithms: Data, Data Types, Abstract Data Types and Examples, Algorithms,
Arrays: One Dimensional and Two Dimensional, Structures: Introduction to structures and nested structures.

UNIT -2

Data Structures-1: Stacks, Evaluation of expressions: Infix, Prefix, postfix; Queues: Simple, circular and priority
Queues.

UNIT- 3

Data Structures-2: Pointers; Dynamic memory allocation; Linked List: singly linked list, doubly linked list, stack
using linked list, queue using linked list.

UNIT- 4

Data Structures-3: Trees: Binary Tree, Binary Tree Traversals, Binary search Tree.

P a g e 120
PRACTICE:
1 Design, Develop and Implement a menu driven Program in C for the following Array operations

a. Creating an Array of N Integer Elements

b. Display of Array Elements with Suitable Headings

c. Inserting an Element (ELEM) at a given valid Position (POS)

d. Deleting an Element at a given valid Position(POS)

e. Exit.

Support the program with functions for each of the above operations.

2 Design, Develop and Implement a Program in C for the following operations on Strings

a. Read a main String (STR), a Pattern String (PAT) and a Replace String (REP)

b. Perform Pattern Matching Operation:

c. Find and Replace all occurrences of PAT in STR with REP if PAT exists in STR.

d. Report suitable messages in case PAT does not exist in STR Support the program with functions
for each of the above operations.

Note: Don't use Built-in functions

3 Design, Develop and Implement a menu driven Program in C for the following operations on STACK
of Integers (Array Implementation of Stack with maximum size MAX)

a. Push an Element on to Stack

b. Pop an Element from Stack

c. Demonstrate how Stack can be used to check Palindrome

d. Demonstrate Overflow and Underflow situations on Stack

e. Display the status of Stack

f. Exit

Support the program with appropriate functions for each of the above operations

4 Design, Develop and Implement a Program in C for converting an Infix Expression to Postfix
Expression. Program should support for both parenthesized and free parenthesized expressions
with the operators: +, -, *, /, %( Remainder), ^ (Power) and alphanumeric operands.

5 Design, Develop and Implement a Program in C for the following Stack Applications a. Evaluation of
Suffix expression with single digit operands and operators: +, -, *, /, %, ^ b. Solving Tower of Hanoi
problem with n disks 21 6 Design, Develop and Imp

6 Design, Develop and Implement a menu driven Program in C for the following operations on
Circular QUEUE of Characters (Array Implementation of Queue with maximum size MAX)

P a g e 121
 a. Insert an Element on to Circular QUEUE

b. Delete an Element from Circular QUEUE

c. Demonstrate Overflow and Underflow situations on Circular QUEUE

d. Display the status of Circular QUEUE

e. Exit

Support the program with appropriate functions for each of the above operations

7 Design, Develop and Implement a menu driven Program in C for the following operations on Singly
Linked List (SLL) of Student Data with the fields: USN, Name, Branch, Sem, PhNo

a. Create a SLL of N Students Data by using front insertion.

b. Display the status of SLL and count the number of nodes in it

c. Perform Insertion and Deletion at End of SLL

d. Perform Insertion and Deletion at Front of SLL

e. Demonstrate how this SLL can be used as STACK and QUEUE

f. Exit

8 Design, Develop and Implement a menu driven Program in C for the following operations on Doubly
Linked List (DLL) of Employee Data with the fields: SSN, Name, Dept, Designation, Sal, PhNo

a. Create a DLL of N Employees Data by using end insertion.

b. Display the status of DLL and count the number of nodes in it

c. Perform Insertion and Deletion at End of DLL

d. Perform Insertion and Deletion at Front of DLL

e. Demonstrate how this DLL can be used as Double Ended Queue

f. Exit

9 Design, Develop and Implement a Program in C for the following operations on Singly Circular
Linked List (SCLL) with header nodes a. Represent and Evaluate a Polynomial P(x,y,z) = 6x2y2z-
4yz5+3x3yz+2xy5z-2xyz3 b. Find the sum of two polynomials POLY1(x,y,z) and POLY2(x,y,z) and
store the result in POLYSUM(x,y,z) Support the program with appropriate functions for each of the
above operations

10 Design, Develop and Implement a menu driven Program in C for the following operations on Binary
Search Tree (BST) of Integers

a. Create a BST of N Integers: 6, 9, 5, 2, 8, 15, 24, 14, 7, 8, 5, 2

b. Traverse the BST in Inorder, Preorder and Post Order

c. Search the BST for a given element (KEY) and report the appropriate message

P a g e 122
 d. Delete an element(ELEM) from BST

e. Exit

TEXTBOOKS:
1. Michael T. Goodrich, Roberto Tamassia, Michael H. Goldwasser, “Data Structures and Algorithms in
JAVA “, Wiley, 6th Edition, 20l4
2. Herbert Schildt, “The Complete reference Java”, 7th edition, 2007

REFERENCEBOOKS:
1. Richard Gilberg, Behrouz Forouzan, “DataStructures: A Pseudocode Approach with C”, Cengage
Learning,2004.
2. DebasisSamanta, “Classic DataStructures”, second edition, PHI Learning Private Limited,2011.

JOURNALS/MAGAZINES
1. https://www.imedpub.com/scholarly/data-structure-journals-articles-ppts-list.php
2. https://www.mdpi.com/journal/algorithms/special_issues/Efficient_Data_Structures
3. https://ieeexplore.ieee.org/document/4055607
4. https://ieeexplore.ieee.org/abstract/document/6312216
5. https://www.sciencedirect.com/science/article/pii/0022000083900065
6. https://www.sciencedirect.com/journal/journal-of-algorithms

SWAYAM/NPTEL/MOOCs:
1. Coursera – Data Structures and Algorithms Specialization
2. Coursera – Data Structures, University of California San Diego
3. Data Structures and Algorithms, National Research University Higher School of Economics
4. https://nptel.ac.in/courses/106/102/106102064/
5. https://nptel.ac.in/courses/106/106/106106127/
6. https://nptel.ac.in/courses/106/103/106103069/

Self-LearningExercises:

AVL Trees, Threaded Binary Trees, Heaps, Sparse Matrix, Searching and sorting techniques.

P a g e 123
 Course Title Discrete Mathematics and Graph Theory Course Type Theory

Course Code B20AS0302 Credits 3 Class III Semester

Contact Work Total Number of
TLP Credits Hours Load Classes Assessment in
Theory 3 3 3 Per Semester Weightage

Course Practice - - - Theory Practical CIE SEE

Structure - - - -
Total 3 3 3 39 - 50 50

COURSE OVERVIEW

Discrete Mathematics is the study of discrete objects. Discrete Mathematics is used to develop our ability to
understand and create mathematical arguments and also used to provide the mathematical foundation for
advanced mathematics and computer science courses.Graphs (abstract networks) are among the simplest
mathematical structures, which are used in most of the areas of Computer Science to solve the complex
problems.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain mathematical arguments using logical connectives and quantifiers.
2. Illustrate the operation on discrete structures such as sets, relations and functions.
3. Describe the theory and application of graphs, fundamental theorems and their proofs.
4. Demonstrate the use of graphs to model many types of relations and processes in physical, biological.
Social and information system.
5. Explain to provide the mathematical foundation for advanced mathematics
6. Illustrate to use discrete mathematics to solve the complex problems in most of the areas of Computer
Science

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Construct mathematical arguments using logical connectives and

CO1 1 to 4 2
quantifiers

Apply the operations like union and intersection on discrete structures

CO2 1 to 3, 5,6 2
such as sets, relations and functions

CO3 Make use of graph and fundamental theorems in real world applications 1 to 6 2

P a g e 124
 Develop a model using advanced concepts of graph for real world
CO4 1,2,4,5,6 2
applications

CO5 Apply the mathematical foundation for advanced mathematics 1 to 3, 5,6 2

CO6 Solvethe complex problems in most of the areas of Computer Science 1,2,3,4 3

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √
CO2 √
CO3 √
CO4 √
CO5 √
C06 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/
POs
CO1 3 1 1 2 3

CO2 3 2 3 1 3
2

CO3 3 1 2 1 3 3
2

CO4 3 2 2 2 2 3

CO5 3 2 3 1 3
2
3
C06 3 2 3 3

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
UNIT – 1

Set Theory and Logic: Fundamentals of Sets, Sub sets, Venn diagram, Operations on sets, Laws of set theory,
Countable and Uncountable sets, Addition Principle, Extended Addition Principle, Propositions, Logical

P a g e 125
Connectives and truth tables (Illustrative Examples), Logical equivalence, Laws of logic, Duality, NAND and NOR
connectives (Circuits), Converse, Inverse and Contrapositive, Rules of Inference, Open statements, Quantifier,
Logical implication involving quantifiers, Statement with more than one variable. Methods of Proofs and
Disproof.

UNIT – 2

Relations and Functions :Cartesian product of sets (Illustrative Examples), Matrices and Digraph of the
relations, Properties of relations, Equivalence relations, Partial ordered relations, Posets, Hasse diagrams,
Extremal elements in posets, Types of Functions, properties of Functions, The pigeon hole principle, composite
functions, invertible functions, Floor and ceiling functions, Sterling number of second kind.
UNIT – 3
Introduction to graph theory: Konigsberg’s bridge problems, Utilities problem, Seating Problem, Graphs,
Representation of Graphs. Directed graphs, Incidence, Adjacency, Degree, In degree, Out degree, Regular
graphs, Complete graphs, Null Graph, Bipartite Graphs, Isomorphism, Directed Graphs, Sub graphs, Walk, Trail,
Path, Circuit, Cycle, Connected and disconnected graphs, Components, Weakley connected and Strongly
connected Components, Complement of graphs, Partition and Decompositions.
UNIT – 4
Euler and Hamiltonian graphs and Graph coloring: Operation on graphs, Definition of Euler Trail, Euler
Graphs, Hamiltonian path, Hamiltonian Cycle, Hamiltonian Graphs, Standard Theorems on Euler and
Hamiltonian graphs, planar graph, detection of Planarity, Dual of planar graphs, Euler formula for planar graph,
Graph coloring, Chromatic polynomial, Map coloring, Four Color Theorem, Five Color Theorem, Matching,
Network flow, and its applications, Cut set, Cut vertex, Chord, Properties of Cut Sets, Max Flow Min Cut
Theorem.
TEXT BOOKS:

1. Ralph P Grimaldi, “Discrete and Combinatorial Mathematics”, Pearson Education, 5th Edition, 2014.
2. Nasingh Deo, “Graph Theory with Applications to Engineering Computer Science”, Prentice-Hall, 2014.

REFERENCE BOOKS:

1. Keneth H Rosen, “Discrete Mathematics and its applications”, 5thEdition,, Tata McGraw Hill, 2014.
2. C L Liu, “Elements of Discrete Mathematics”, 4th edition, Tata MacGraw Hill 2014.
3. Thomas Khoshy, “Discrete Mathematics with applications”, Elsvier, 2012.
4. Ralph P Grimaldi, “Discrete and Combinatorial Mathematics”, Pearson Education, Asia, 2015.
5. Frank Harary, “Graph Theory”, Norosa, 2013.
6. J. A. Bondy and V. S. R. Murthy,”Graph Theory with Applications”, Macmillan, London, 2013.

JOURNALS/MAGAZINES

1. https://www.journals.elsevier.com/discrete-mathematics
2. http://www.math.iit.edu/~kaul/Journals.html
3. https://www.siam.org/publications/journals/siam-journal-on-discrete-mathematics-sidma
4. https://onlinelibrary.wiley.com/journal/10970118
5. https://iopscience.iop.org/article/10.1088/1742-6596/1175/1/012069/meta

P a g e 126
 6. https://iopscience.iop.org/article/10.1088/1742-6596/1188/1/012065/meta
7. https://www.worldscientific.com/worldscinet/jml
8. https://www.scimagojr.com/journalsearch.php?q=12000154480&tip=sid

SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/courses/111/107/111107058/
2. https://nptel.ac.in/courses/106/103/106103205/
3. https://onlinecourses.swayam2.ac.in/cec20_ma02/preview
4. https://onlinecourses.nptel.ac.in/noc20_ma05/preview
5. https://onlinecourses.swayam2.ac.in/cec20_ma03/preview
6. https://www.coursera.org/learn/graphs

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 Course Title Agile software development and DevOps Course Type Theory

Course Code B20CI0304 Credits 3 Class III Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Course Weightage
Theory 3 3 3 Per Semester
Structure
Practice 0 0 0 Theory Practical CIE SEE
- - - -
Total 3 3 3 39 0 50 50

COURSE OVERVIEW
The course provides students with a knowledge on the basic principles of software development life cycle,
activities involved in software requirements engineering, software development, testing, evolution and
maintenance. It introduces concepts such as software processes and agile methods, and essential software
development activities.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Discuss the importance of the software development process.
2. Demonstrate the workflow of Automating process.
3. Explain the development of a software using Agile method
4. Illustrate with case study, the importance of DevOps.
5. Discussabout importance of software testing process.
6. Explian essential software development activities.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes Pos PSOs

Apply software development process to solve complex problems of

CO1 1 2
engineering

CO2 Make use of Agile principle for rapid software development 1,3 3

Distinguish between the traditional SDLC and agile ALM model for efficient
CO3 1,3,4 1
and effective product delivery.

CO4 Develop the real-world applications using DevOps tools. 1,3 2,3

CO5 Discuss about importance of software testing process. 4 3

CO6 Explain essential software development activities. 4,6 3

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BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √
CO4 √
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
POs

CO1 3 3 2 2 3 3
3
CO2 1 1 3 3 3

CO3 1 3 2 3 1 3
3
CO4 1 1 3 2 2 3
3
CO5 2
3
CO6 2 3

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
UNIT – 1
Introduction Defining the Software Development Process: Goals of Defining the Software Development
Process , Why Is Defining the Software Development Process Important? , Where Do I Start?, Explaining the
Software Development Lifecycle , Systems versus Software Development Life cycle Defining Requirements,
Managing Complexity and Change, Validity of Requirements, Testing Requirements ,Functional Requirements,
Nonfunctional Requirements, Epics and Stories, Planning for Changing Requirements , Workflow for Defining
Requirements ,Test- Driven Development , Designing Systems ,Software Development ,Testing , Testing the
Application ,Testing the Process Itself , Continuous Integration , Continuous Delivery and Deployment ,
Defining Phases of the Lifecycle ,Documentation Required , DevOps , Communicating with All Stakeholders,
Production Support ,Maintenance and Bugfixes, Lifecycle in the Beginning ,Maintenance of the Lifecycle
,Creating the Knowledge Base.

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 UNIT – 2
Agile Application Life cycle Management: Goals of Agile Application Life cycle Management, Why Is Agile ALM
Important? Where Do I Start? Understanding the Paradigm Shift, Rapid Iterative Development, Remember
RAD?, Focuson12 Agile Principles, Agile Manifesto, Fixed Time box Sprints, Customer Collaboration,
Requirements and Documentation.
UNIT – 3
Automating the Agile ALM: Goals of Automating the Agile ALM, Why Automating the ALMIs Important, Where
Do I Start? Tools, Do Tools Matter? Process over Tools, Understanding Tools in the Scope of ALM, Staying
Tools Agnostic, Commercial versus Open Source, What Do I Do Today?, Automating the Workflow, Process
Modeling Automation, Managing the Lifecycle with ALM, Broad Scope of ALM Tools ,Achieving Seamless
Integration ,Managing Requirements of the ALM, Creating Epics and Stories, Systems and Driven
Development, Environment Management, Gold Copies, Supporting the CMDB, Driving DevOps ,Supporting
Operations ,Help Desk ,Service Desk ,Incident Management , Problem Escalation ,Project Management,
Planning the PMO ,Planning for Implementation, Evaluating and Selecting the Right Tools, Defining the Use
Case, Training Is Essential, Vendor Relationships, Keeping Tools Current.

UNIT – 4
DevOps: Goals of DevOps, Why Is DevOps Important? Where Do I Start? How Do I Implement DevOps?
Developers and Operations Conflicts, Developers and Operations Collaboration, Need for Rapid Change,
Knowledge Management, the Cross-Functional Team, Is DevOps Agile? The DevOps Ecosystem, Moving the
Process Upstream, Left-Shift, Right-Shift, DevOps inDev, DevOps as Development, Deployment Pipeline,
Dependency Control, Configuration Control, Configuration Audits, QA and DevOps, Information Security,
Infrastructure as Code, Taming Complexity, Automate Everything, Disaster Recovery and Business Continuity,
Continuous Process Improvement.

TEXTBOOKS:
1. BobAiello and LeslieSachs, “Agile Application Life cycle Management Using DevOps to Drive Process
Improvement”, Addison Wesly, First printing, 2016.

REFERENCEBOOKS:
1. Roger S, “Software Engineering-A Practitioner’s Approach”, seventh edition, Pressman, 2010.
2. Roger Pressman, Ian sommerville, “Software Engineering”, Pearson,9th edition,2010.
3. HansVanVliet, “Software Engineering: Principles and Practices”, Wiley,2008.
4. Richard Fairley, “Software Engineering Concepts”, McGraw-Hill ,2008
5. ACM Transactions on Software Engineering and Methodology(TOSEM).
6. IEEE Transactions on Software Engineering.

P a g e 130
JOURNALS/MAGAZINES
1. Journal of Software Engineering Research and Development
2. International Journal of Agile and Extreme Software Development
3. A decade of agile methodologies: Towards explaining agile software development
4. Journal of Systems and Software

SWAYAM/NPTEL/MOOCs:
1. https://www.udemy.com/course/devops-core-fundamentals
2. https://www.scaledagile.com/certification/courses/safe-devops/
3. https://www.coursera.org/learn/devops-culture-and-mindset
4. https://www.coursera.org/learn/uva-darden-continous-delivery-devops

Self-LearningExercises:
1. Case study on Critical system
2. Case study on ATM using agile method

P a g e 131
 Course Title Management Science Course Type Theory

Course Code B20MGM301 Credits 2 Class III Semester

Contact Work Total Number of
TLP Credits Hours Load Assessment in
Classes
Course Weightage
Theory 2 2 2 Per Semester
Structure
Practice 0 0 0 Theory Practical CIE SEE
- - - -
Total 2 2 2 26 0 50 50

COURSE OVERVIEW
The course intends to familiarise students to understand the management principles and applications, which
lays a strong foundation for managers and leaders in critical thinking and decisions making process. The course
emphasises on giving an overview of the functional area of management

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs

CO1 To Plan organizational structure for a given context in the organisation carry out 1-5 2
production operations through Work-study.

CO2 To carry out production operations through Work-study. 1-5 3

CO3 To Understand the markets, customers and competition better and price the given 1-5 2
products Appropriately.

CO4 To Plan and control the HR function better. 1-5 2,3

CO5 To create foundation of decision making process and critical thinking 1-6 3

CO6 To emphasises on giving an overview of the functional area of management 2,4 2

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √ √ √ √

CO2 √ √ √ √ √

CO3 √ √ √ √ √

CO4 √ √ √ √ √

CO5 √ √ √ √ √ √
CO6 √ √

P a g e 132
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
POs
CO1 3 3 2 2 3 3
3
CO2 1 1 3 3 3

CO3 1 3 2 3 1 3
3
CO4 1 1 3 2 5 3
3
CO5 1 1 2 3 2 2

CO6 1 2 3

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
UNIT – 1
Introduction to Management and Organisation: Concepts of Management and organization- nature, importance and
Functions of Management. Systems Approach to Management – Taylor’s Scientific Management Theory- Taylor’s Principles of
Management, Maslow’s theory of Hierarchy of Human Needs- Douglas McGregor’s Theory X and Theory– Hertzberg Two
Factor Theory of Motivation – Leadership Styles, Social responsibilities of Management. Designing Organisational
Structures: Basic concepts related to OrganisationDepart mentation and Decentralisation.

UNIT – 2
. Operations and Marketing Management: Principles and Types of Plant Layout-Methods of Production( Job, batch and
Mass Production), Work Study –Basic procedure involved in Method Study and Work Measurement – Business Process
Reengineering(BPR) Statistical

Quality Control: control charts for Variables and Attributes (simple Problems) and Acceptance Sampling, TQM, Six Sigma,
Deming’s contribution to quality. Objectives of Inventory control, EOQ, ABC Analysis. Purchase Procedure, Stores Management
and Store Records – JIT System, Supply Chain Management, Functions of Marketing, Marketing Mix. And Marketing
Strategies based on Product Life Cycle. Channels of distribution.

UNIT – 3
Human Resources Management (HRM): Concepts of HRM. HRD and Personnel Management and Industrial Relations (PMIR),
HRM vs PMIR.. Basic functionsof HRManager: Manpower planning, Recruitment, Selection, Training and Development. Placement,
Wage and Salary Administration, Promotion. Transfer, Separation, Performance Appraisal, Grievance Handling and Welfare
Administration, Job Evaluation and Merit Rating -Capability Maturity Model (CMM) Levels – Performance Management
System.

P a g e 133
 UNIT – 4
Strategic Management and Contemporary strategic Issues: Mission, Goals, Objectives, Policy, Strategy. Programmes,
Elements of Corporate Planning Process, Environmental Scanning. Value Chain Analysis, SWOT Analysis. Steps in Strategy
Formulation and implementation, Generic. Strategy alternatives. Bench Marking and Balanced Score and as Contemporary
Business Strategies.

TEXTBOOKS:
I. Kotler Philip and Keller Kevin Lane, Marketing Management, Pearson, New York, 15th Edition, 2012.
2. Koontz and Weihrich: Essentials of management, McGraw Hill, New Delhi, 11th Edition, 2012.

REFERENCEBOOKS:
1. Thomas N. Duening and John M. Ivancevich, Management – Principles and Guidelines, Dreamtech Press; 1st Edition,
2012.
2. Samuel C. Certo, Modern Management, Prentice Hall, New York, 9th Edition, 2012.
3. Schermerhorn, Capling, Poole and Wiesner, Management, Wiley, New York, 6th Edition, 2012.
4. John A. Parnell, Strategic Management – Theory and Practice, Cengage Publications, 2018.
5. Lawrence R Jauch, R. Gupta and William F. Glucek: Business Policy and Strategic Management Science, McGraw Hill,
New York, 5th Edition, 2012.

P a g e 134
 Course Title Environmental Science Course Type Theory

Course Code B20AS0301 Credits 2 Class III Semester

Contact Work Total Number of
TLP Credits Hours Load Assessment in
Classes
Course Weightage
Theory 2 2 2 Per Semester
Structure
Practice 0 0 0 Theory Practical CIE SEE
- - - -
Total 2 2 2 26 0 50 50

COURSE OVERVIEW
This course intends to understand, analyze and execute the environmental conditions and the control
measures on various types of pollutions can be recognized. This course also talks about the environmental
degradation on global warming, acid rain formation, and waste management and how the energy and natural
resources can be used effectively in ecosystem.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Graduates will be familiar with current and emerging environmental engineering and global issues, and
have an understanding of ethical and societal responsibilities.
2. Graduates will have the ability to obtain the knowledge, and will recognize the need for engaging in life-
long learning.
3. Will find the need of various types of energy (conventional & non-conventional) resources and natural
resources.
4. Acquire knowledge with respect to biodiversity, threats, conservation and appreciate the concept of
ecosystem.
5. Acquire knowledge about sources, effects and control measures of environmental pollution, degradation
and waste management.
6. Explore the ways for protecting the environment.

COURSE OUTCOMES(Cos)
After the completion of the course, the student will be able to:

CO# Course Outcomes Pos PSOs

Understand, analyse and execute favourable environmental conditions and

CO1 1-5 2
the role of individual, government and NGO in environmental protection.
1-5
List the causes, effects & remedial measures and find ways to overcome
CO2 3
them by suggesting the pollution-controlled products.

1-5
CO3 Classify different wastes, sources of waste and their effect on population 2,3

Get motivation to find new renewable energy resources with high efficiency 1-5
CO4 through active research and innovation and Criticallyanalyse the ecological 2,3
imbalances and provide recommendations to protect the environment.

P a g e 135
 2,3,4
CO5 To learn about increase in population growth and its impact on environment 3

1-5
CO6 To Gain knowledge about environment and ecosystem 3

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √
CO4 √
CO5 √ √ √
CO6 √ √ √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/
POs
CO1 3 3 2 2 3 3
3
CO2 1 1 3 3 3

3
CO3 1 3 2 3 1 3
3
CO4 1 1 3 2 5 3
3
CO5 2 2 2
3
CO6 1 2 2 2 2

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
UNIT – 1
ENVIRONMENT & ENVIRONMENTAL PROTECTION:
Basics of environment: Introduction & definition to Environment, objectives and guiding principles of
environmental education, Components of environment, Structure of atmosphere, Sustainable
environment/Development, Impact of technology on the environment in terms of modern agricultural
practices and industrialization, Environmental Impact Assessment. 4 Hr

Environmental protection: Role of Government - Assignments of MOEF, Functions of central and state boards,
Institutions in Environment and People in Environment,Environmental Legislations, Initiative and Role of Non-
government organizations in India and world.

P a g e 136
 UNIT – 2
Environmental pollution, degradation & Waste management:
Environmental Pollution: Definition, sources and types, Pollutant-Definition & classification, Concepts of air
pollution, water pollution, Soil pollution, Automobile Pollution-Causes, Effects & control measures.
Environmental degradation: Introduction, Global warming and greenhouse effect, Acid rain-formation &
effects, Ozone depletion in stratosphere and its effect.
Waste management: Municipal solid waste, Biomedical waste and Electronic waste (E-Waste).

UNIT – 3
Energy & Natural resources:
Energy: Definition, classification of energy resources, electromagnetic radiation-features and applications,
Conventional/Non-renewable sources – Fossil fuels based (Coal, petroleum & natural gas), nuclear energy,
Non-conventional/renewable sources – Solar, wind, hydro, biogas, biomass, geothermal, ocean thermal
energy, Hydrogen as an alternative as a future source of energy.
Natural resources:
Water resource - Global water resource distribution, Water conservation methods, Water quality parameters,
Uses of water and its importance. Mineral resources - Types of minerals, Methods of mining & impacts of
mining activities. Forest wealth - Importances, Deforestation-Causes, effects and controlling measures

UNIT – 4
Ecology, ecosystem & field work:
Ecology-Definition, branches, objectives and classification, Concept of an ecosystem – Structure and functions,
Characteristics of an Ecosystem - Ecosystem Resilience, Ecological succession and productivity, Balanced
ecosystem, Components of ecosystem-abiotic and biotic, biological diversity.
Biogeochemical cycles and its environmental significance – Carbon and nitrogen cycle, Energy flow in
ecosystem, food chains –types, food web & Ecological Pyramids.

TEXTBOOKS:
1. R.J. Ranjit Daniels and Jagadish Krishnaswamy, “Environmental Studies”, Wiley India Private Ltd.,
New Delhi, Co-authored &Customised by Dr.MS Reddy & Chandrashekar, REVA University, 1st Edition,
2017.
2. R.J. Ranjit Daniels and Jagadish Krishnaswamy, “Environmental Studies”, Wiley India Private Ltd.,
New Delhi, 2nd Edition, 2014.
3. Benny Joseph, “Environmental Studies”, Tata McGraw – Hill Publishing Company Limited, New Delhi,
2nd Edition, 2008.
4. Dr.S.M.Prakash, “Environmental Studies”, Elite Publishers, Mangalore, 2nd Edition, 2009.

REFERENCEBOOKS:
1. Rajagopalan R, “Environmental Studies – from Crisis to cure”, Oxford University Press, New Delhi, 3rd
Edition, 2016.
2. Anil Kumar Dey and Arnab Kumar Dey, “Environmental Studies”, New age international private
limited publishers, New Delhi, 2nd Edition, 2007.
3. Michael Allaby, “Basics of environmental Science”, Routledge-Tayler & Francis e-library, New York,
2nd Edition, 2002.
4. Dr.Y.K Singh, “Environmental Science”, New age international private limited publishers, New Delhi,
1st Edition, 2006.

Self-LearningExercises: Need for public awareness on the environment, Gaia Hypothesis

P a g e 137
Course Title ADVANCED KANNADA Course Type Theory

Course Code B20AHM301 Credits 0 Class III Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory - - - Per Semester
Course Practice - - -
Structure Theory Practical CIE SEE
- - - -
Total - - - - - - -

P a g e 138
Course Title Basics of Kannada Course Type Theory

Course Code B20AHM302 Credits 0 Class III Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory - - - Per Semester
Course Practice - - -
Structure Theory Practical CIE SEE
- - - -
Total - - - - - - -

P a g e 139
 Detailed Syllabus
Semester-4

Course Title Design and Analysis of Algorithm Course Type Theory

Course Code B20CI0401 Credits 4 Class IV Semester

Contact Work Total Number of
TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course Practice 1 2 2 Theory Practical CIE SEE
Structure - - - -
Total 4 5 5 39 26 50 50

COURSE OVERVIEW
In this course the study of fundamental algorithms to solve a variety of problems, including sorting, searching and graph
algorithms are discussed. Techniques for analyzing time and space complexity of algorithms are discussed and hence
evaluation of tradeoffs between different algorithms is done.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain the mathematical foundation for the analysis of algorithms.

2. Illustrate the algorithms using brute force and divide and conquer design technique.

3. Make use of greedy and dynamic algorithmic design techniques for a given problem.

4. Discuss the problems based on backtracking and branch and bound techniques.

COURSE OUTCOMES (COs):

After the completion o fthe course, the student will be able to:

CO# Course Outcomes POs PSOs

Apply the knowledge of mathematical foundation for the analysis of
CO1 algorithms. 1 to 5, 12 1,2

Develop a program to solve the given real world problems using brute force
CO2 1 to 5,12 1,2
and divide and conquer design paradigm.

Make use of greedy and dynamic programming techniques for solving the
CO3 given real world problem. 1 to 5,12 1,2,3

Utilize backtracking and branch and bound techniques to solve real world
CO4 problems. 1,to 5,12 1,2,3

P a g e 140
 Learn new tools and technologies in the Desiging of algorithms and apply for
CO5 suitable application development. 12 1

Develop solution to the complex problems, either individually or as a part of

CO6 the team and report the results with proper analysis and interpretation. 5,6,12 1,2

BLOOM’S LEVELOF THE COURSE OUTCOMES:

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √

CO4 √
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12
CO#/

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

Pos

CO1 2 2 1 3 1 1 3 3

CO2 2 2 1 2 2 2 3 3

3
CO3 2 2 1 3 2 2 3 3
3
CO4 2 1 1 3 2 1 3 3

CO5 3 3

CO6 3 3 2 3 3

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
UNIT – 1
Introduction-Notion of an Algorithm; Fundamentals of Algorithmic Problem Solving; Fundamentals of the Analysis of
Algorithm Efficiency- The Analysis Framework, Asymptotic Notations and Basic Efficiency Classes, Mathematical
Analysis of Non-recursive Algorithms, Mathematical Analysis of Recursive Algorithms.

P a g e 141
 UNIT – 2
Brute Force: Bubble Sort, Selection Sort, Sequential Search and Brute-Force String Matching, Exhaustive Search,
Depth-First Search and Breadth-First Search, Divide-and-Conquer: Merge sort, Quick sort, Multiplication of Large
Integers, Decrease-and-Conquer- Insertion Sort, Topological Sorting.

UNIT – 3
Greedy Technique-Prim’s Algorithm, Kruskal’s Algorithm, Dijkstra’s Algorithm Dynamic Programming- Fibonacci
numbers, Binomial coefficient, The Knapsack Problem and Memory Functions, Warshall’s and Floyd’s Algorithms

UNIT – 4
Space and Time Trade-Offs- Sorting by Counting, Input Enhancement in String Matching,, Coping with the Limitations
of Algorithm Power- Backtracking-n-Queens Problem, Subset-Sum Problem, Branch-and-Bound, Assignment Problem,
Travelling Salesman Problem

PRACTICAL:

Exp. No PROBLEM STATEMENT

1 Search for a given pattern in a text string using Brute Force String Matching.
2 Sort a set of elements in ascending order using Quick Sort algorithm.
3 Find Minimum Cost Spanning Tree of a given undirected graph using Kruskal's
4 Find Minimum Cost Spanning Tree of a given undirected graph using Prim’s algorithms.
Differentiate the methods.
5 From a given vertex in a weighted connected graph, find shortest paths to other
vertices using Dijikstra’s algorithm
6 Design and Implement 0/1 Knapsack problem using Dynamic Programming.
7 Implement All-Pairs Shortest Paths Problem using Floyd's algorithm
8 Obtain the DFS ordering of vertices in a given digraph.
9 Implement Horspool’s algorithm for String Matching and find the number of key
comparisons in successful search and unsuccessful search
10 Sort a given set of elements in ascending order which has duplicate entries. Use the
sorting by counting algorithm
11 Implement N Queen's problem using Back Tracking.
12 Write a program to sort all transactions of Big Mall by quantity of sales.
13 Write a program to find network of people of same location in Linkedin social network.

TEXTBOOKS:
1. Anany Levitin, “Introduction to the Design and Analysis of Algorithms”, Pearson, 3rd Edition, 2012.
2. Ellis Horowitz, Satraj Sahni and Rajasekaran,”Computer Algorithms/C++”, Universities Press, 2nd Edition, 2014.
3. Kleinberg, “Algorithm Design”, Pearson Education, 1st Edition, 2013.
4. Michael Goodrich, Roberto Tamassia, “Algorithm Design and Applications”, Wiley Publishers, 1st Edition, 2014.

P a g e 142
 REFERENCEBOOKS:
1. Thomas H. Cormen, Charles E. Leiserson, Ronal L. Rivest, Clifford Stein, “Introduction to Algorithms”, PHI, 3rd
Edition,
2. ACM Transactions on Algorithms.
3. ACM Journal of Algorithms and Computational Technology.

JOURNALS/MAGAZINES
1. https://www.mdpi.com/journal/algorithms
2. https://ieeexplore.ieee.org
3. https://www.springer.com/journal/453
4. https://ieeexplore.ieee.org/document/7990553

SWAYAM/NPTEL/MOOCs:
1. https://onlinecourses.swayam2.ac.in/cec20_cs03/preview
2. https://iiiier.org/NPTEL-Local-Chapter
3. https://www.edx.org/course/algorithm-design-and-analysis

Self-LearningExercises:
1. More exploration on GIThub

P a g e 143
 Course Title Unix Operating System Course Type Integrated

Course Code B20CI0402 Credits 4 Class IV Semester

Contact Work
Course TLP Credits Total Number of Assessment in
Hours Load
Classes
Structure Theory 3 3 3 Weightage
Per Semester

Practice 1 2 2 Theory Practical CIE SEE

- - - -
Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
UNIX operating system provides a practical case of operating systems for the user to understand and master deeply and
tangibly the theory and algorithms in operating systems. It gives deeper insights into the hierarchical structure, principles,
applications, shells, development, and management of the UNIX operation system multi-dimensionally, systematically
and from the elementary to the profound. It makes the user to understand about how UNIX operating system functions.

COURSE OBJECTIVE(S):
The objectives of this course are to:
1. Explain the history, basics and structure of UNIX Operating System
2. Describe UNIX process concepts and scheduling techniques
3. Illustrate the use of different memory management techniques of UNIX.
4. Describe UNIX kernel, data structures and internal representation of files in UNIX operating system

COURSE OUTCOMES (COs):

After the completion of the course, the students will beableto:

CO# Course Outcomes POs PSOs

CO1 Outline the history of UNIX environment and its software architecture. 1,2,5 1,3

Develop the programs to implement the different process states, attributes

CO2 1,4,5 1,3
and control the process in foreground and background.

Compare and analyze the performance of different memory management

CO3 1,4,5 2,3
techniques.

CO4 Make use of UNIX file types, file structure and file system implementation. 1,2,4, 5 1,3

Learn new tools and technologies in the Desiging of algorithms and apply for
CO5 12 1
suitable application development.

Develop solution to the complex problems, either individually or as a part of

CO6 5,6,10 1,2
the team and report the results with proper analysis and interpretation.

P a g e 144
 BLOOM’S LEVELOF THECOURSE OUTCOMES
Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO# (L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √
CO4 √
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

CO#/

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

POs PO9

CO1 3 3 1 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 2 3 3

CO5 2 3

CO6 3 3 3 3 2

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
UNIT – 1
Background of UNIX Operating System: Introduction of Operating System, Types of UNIX, History of UNIX, UNIX
Software Architecture: System Call Interface, Standard Libraries and Language Libraries, UNIX Shell, Applications, UNIX
Environment, Character User Interface Versus Graphical User Interface, UNIX Command Lines.
UNIT – 2
UNIX Process Management: Multiple Processes Running Concurrently: Fundamental Concept for Scheduler and
Scheduling Algorithm, UNIX Scheduling Algorithm and Context Switch, Process States, Process Image and Attributes,
Process Control: Running Command in Foreground or in Background, More Concepts about Process Concurrently,
Execution in UNIX, UNIX Inter-Process Communication, UNIX Signals, Termination of Processes, Daemons UNIX
Background "Guardian Spirits", UNIX System Boot and Init Process.

P a g e 145
 UNIT – 3
UNIX Memory Management: Outline of Memory Management: Memory Allocation Algorithms in Swapping, Page
Replacement Algorithms in Demand Paging, Process Swapping in UNIX: Swapped Content, Timing of Swapping,
Allocation Algorithm, Selection Principle of Swapped Processes, Swapper, Swapping Effect, Demand Paging in UNIX:
Demand Paging, Page Replacement.

UNIT – 4
UNIX File System: UNIX File System Structure: File System Organization, Home and Working Directories, Absolute and
Relative Pathnames, UNIX Inodes and Data Structures for File System, UNIX File Concept and Types of Files, Managing
Files and Directories : Displaying Pathname for Home Directory and Changing Directories, Viewing Directories and File
Attributes, Creating Directories and Files, Displaying Type of a File, File and Directory Wildcards, UNIX File Storage and
File System Implementation.

PRACTICE:

Tools and Expected Skill

No Title of the Experiment
Techniques /Ability

Part-A

a) Execute at least ten UNIX shell commands on the Linux OS Shell commands.
terminal and the use of the shell commands.
1.
b) Write a C/C++ program to display the output of any Linux OS
UNIX shell command.
a) Write a C/C++ program to create a sub process by Linux OS Process Control.
printing its pid and the main process pid value.
2.
b) Write a C/C++ program to show the process is an
orphan process and print its parent pid value.
a) Write a C/C++ program that creates a zombie and then Linux OS Zombie Process.
calls system to execute the ps command to verify that the
3. process is zombie.
b) Write a C/C++ program to avoid zombie process by
forking twice.
a) Write a C/C++ program that outputs the contents of its Linux OS Process Control.
4. Environment list.
b) Write a C/C++ program to illustrate the race condition.
a) Write a C/C++ to create hard link and soft link and Linux OS File Types and File attributes
display the hard link count with other attributes of the
5. created file within the sample code.

P a g e 146
 b) Consider the last 100 bytes as a region. Write a C/C++
program to check whether the region is locked or not. If
the region is locked, print pid of the process which has
locked. If the region is not locked, lock the region with
a) Write a C/C++ program which demonstrates Linux OS Inter Process Communication.
Interprocess communication between a reader process
and a writer process of a FIFO file by using the
6.
b) Write a C/C++ program which demonstrates the UNIX signals.
signal handler function to handle the signal sent by the
process.
Part-B (Mini Project: Bank Management System)

Bank System is based on the concept of recording Linux OS Modules of Bank Management
customer’s account details. The system contains only System
the admin section. Here the admin can perform all the
tasks like creating an account, deposit and withdraw
amount, check balance, view all account holder. It
contains the following modules of account creation.
1. Customer Module
2. Transaction Module
Write a C++ program to create account of a customer Linux OS Create a class bank to create
1 of Bank Management System and display the contents. account and display the
Write a C++ program to close or delete an account of a Linux OS To close an existing account.
2
created customer accounts of Bank Management
Write a C++ program to display all account holders of a Linux OS To display all account holders.
3
created customer accounts of Bank Management
Write a C++ program to modify an account of a created Linux OS To modify account and display
4
customer accounts of Bank Management System. the contents.
Write a C++ program to deposit amount of a created Linux OS To deposit amount and display
5 customer account of bank Management System and the contents.
display the contents
Write a C++ program to deposit and withdraw amount Linux OS To withdraw amount and display
6
of a created customer account of bank Management the contents.

Write a C++ program to check the balance amount of a Linux OS To check balance and display the
7 created customer account of bank Management contents.
System and display the contents.
Write a C++ program to intergrate the above modules Linux OS Complete knowledge of the
8
scenario and display each module contents. project.

P a g e 147
TEXT BOOKS:
1. Yukun Liu, Yong Yue ,Liwei Guo, “UNIX Operating System: The Development Tutorial via UNIX Kernel
Services”, Springer, Higher Education Press, 2011.
2. Maurice J. Bach, “The Design of the UNIX Operating System; Pearson Education”, Prentice Hall of India,
2004.

REFERENCE BOOKS:
1. William Stallings, ”Operating Systems: Internals and Design Principles”, Prentice Hall of India, seventh
edition 2011.
2. D. M. Dhamdhere, ”Operating Systems: A Concept-Based Approach”, Tata McGraw-Hill,2002.
3. Gary J. Nutt, ”Operating Systems: A Modern Perspective”, Addison-Wesley, 2011.

JOURNALS/MAGAZINES
1. https://link.springer.com/chapter/10.1007/978-3-030-02619-6_53
2. https://link.springer.com/chapter/10.1007/978-3-642-88049-0_25
3. https://link.springer.com/chapter/10.1007/978-3-642-20432-6_1

SWAYAM/NPTEL/MOOCs:
1. Coursera – The UNIX Workbench
2. Coursera – Practical Introduction to the Command line
3. https://www.edx.org/course/linux-basics-the-command-line-interface
4. https://www.edx.org/course/introduction-to-linux

Self-LearningExercises:
1. Basic Shell commands
2. Usage of vi and gedit text editors
3. UNIX I/O system and redirection
4. C modules interface

P a g e 148
 CourseTitle Artificial Intelligence CourseType Theory

CourseCode B20EA0401 Credits 3 Class IV semester

Contact Work
TLP Credits Total Number of Assessment in
Hours Load Classes
Weightage
Course Theory 3 3 3 Per Semester

Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE
Total 3 3 3 39 0 50 50

COURSE OVERVIEW
This course introduces the basics of Artificial Intelligence (AI), AI problems and search strategies. The students can explore
knowledge representation issues and methods. This course provides planning methods /algorithms for, problem solving
and controlling the knowledge and also demonstrates various learning methods for constructing knowledge and taking
decisions

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Describe the basics of Artificial Intelligence (AI).
2. Illustrate knowledge representation issues and methods
3. Explain planning methods/algorithms in problem solving
4. Discuss the application of AI in Robot.

COURSE OUTCOMES(COs) :
After the completion of the course, the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Solve AI problems using AI search strategies and production system 1,2,3,4,5 1,2

Develop knowledge base for representing the given real world data using 1,2,3,4,5 1,2
CO2
logic and reasoning methods
CO3 Make use of planning and probability to solve uncertainty problems. 1,2,3,4,5 1,2

Design and develop an intelligent agent for robotics in a specific 1,2,3,4,5 1,2,3
CO4
environmentto solve real world problems.
Learn new tools and technologies in Artificial Intelligence and apply for 12 1
CO5
suitable application development.
Develop solutions in the Artificial Intelligence to the complex problems, 5, 9, 10 1, 2, 3
CO6
either individually or as a part of the team and report the results with

P a g e 149
 BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’sLevel

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √

CO2 √

CO3 √

CO4 √ √

CO5 √ √

CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/ POs

CO1 3 2 3 1 3 3 3

CO2 3 3 3 2 3 3 3

CO3 3 2 3 3 3 3 3 1

CO4 3 2 2 2 2 3 3 3

CO5 3 3

CO6 3 3 3 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY
UNIT- 1
Problems and search: What is AI, AI Problems; AI Techniques; Problem Space and Problem Search techniques; Defining the
problem as a state space search, production systems; Problem characteristics, production system characteristics, Issues in
the design of search programs; Heuristic search techniques, generate-and-test; Hill climbing, BFS, DFS; Problem reduction;
Constraint satisfaction.

P a g e 150
 UNIT- 2
Knowledge Representation: Knowledge representation Issues, representations and mappings; Approaches to knowledge
representation; Issues in knowledge representation; Using Predicate logic: Representing simple facts in logic; Representing
Instance and ISA relationships; Computable functions and predicates; Representing Knowledge using Rules; Procedural
versus declarative knowledge; Resolution Forward versus backward reasoning; Matching

UNIT- 3
Planning: A simple planning agent; Representations for planning; A partial-order planning example; A partial-order planning
algorithm; Planning with partially Instantiated operators; Knowledge Engineering for planning; Uncertainty: Sources of
Uncertainty; Probability Theory, Issues with Probability; Advantages & Disadvantages of Bayesian Network

UNIT- 4

Robotic Sensing and Manipulation: Introduction to robotics, Sensing, Manipulation, Human-robot interaction
Mobile Robots: Navigation and path planning, Learning and robotics: Reinforcement learning, Case study: Autonomous
vehicles technologies and impacts

TEXTBOOKS:
1. Russell & Norvig, “Artificial Intelligence: A Modern Approach”, Third Edition, Prentice-Hall, 2010.
2. Elaine Rich, Kevin Knight, “Artificial Intelligence”, “, 3rdedition, TataMcgraw Hill, 2009

REFERENCE BOOKS:
1. Nils J.Nilsson, Elsevier, “Principles of Artificial Intelligence”, 1980. “Artificial Neural Networks”,
2. Krishan Mehrotra, Chilkuri K. Mohan, Sanjay Ranka, “Artificial Neural Networks”, Penram International Publishing, 1997.
3. B.Yegananarayana, “Artificial Neural Networks”, PHI, 2001.

JOURNALS/MAGAZINES:
1. Springer- Springer transaction for security based intelligent systems
2. IEEE transaction for computational Intelligence
3. ACM, ACM transaction on Multi-Agent System.
4. Boston Dynamics videos, 2018 , https://www.youtube.com/user/BostonDynamics
5. Priday, R. “What’s Really Going on in those Boston Dynamics Videos,” Wired, February 18, 2018
6. https://www.wired.co.uk/article/bostondynamics-robotics-roboticist-how-to-watch ○ RAND Institute, “Autonomous
7. RAND Institute, “Autonomous Vehicle Technology: A Guide for Policymakers”, 2016
8. https://www.rand.org/content/dam/rand/pubs/research_reports/RR400/RR443- 2/RAND_RR443-2.pdf

SWAYAM/NPTEL/MOOCS:
1. https://onlinecourses.nptel.ac.in/noc21_cs42/preview
2. Introduction to Artificial Intelligence -Coursera

SELF-LEARNING EXERCISES:
Natural Language Processing, Deep Learning

P a g e 151
 Course Title Computer Organization and Architecture Course Type Integrated

Course Code B20EJ0401 Credits 3 Class IV Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course Practice - - - Theory Practical CIE SEE
Structure - - - -
Total 3 3 3 39 - 50 50

COURSE OVERVIEW
Computer organization and architecture is the science and art of selecting and interconnecting hardware
components to create a computer that meets functional, performance, and cost goals. Computer organization
defines the constituent parts of the system, how they are interconnected, and how they interoperate in order
to implement the architectural specification. In this course, student will learn the basics of hardware
components from basic arithmetic units to memory and I/O devices, instruction set architectures and assembly
language, and designs to improve performance.

COURSE OBJECTIVE(S):
The objectives of this course are to:
1. Explain architecture of ARM processor and write simple assembly programs.
2. Demonstrate the translation of assembly instructions into their binary representation.
3. Describe and understand the processor memory hierarchy.
4. Discuss basic understanding of interrupts, I/O devices, and I/O protocols

COURSE OUTCOMES(COs):
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Make use of ARM processor instruction set for developing simple

CO1 1,2,7,12 1
assembly programs.

CO2 Interpret the functional architecture of computing systems. 1,2,4,10 1

Identify the issue related to instruction set architecture, memory unit and
CO3 1,11 1
control unit and I/O functions.

CO4 Develop a real world application using parallel processing concepts. 1,2,4,10,11 1,2

Learn new tools and technologies and apply for suitable application
CO5 12 1
development.

P a g e 152
 Develop solutions in the Computer Architecture and Organization to the
CO6 complex problems, either individually or as a part of the team and report 5, 6, 10 1, 2
the results with proper analysis and interpretation.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √

CO3 √

CO4 √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/
POs
CO1 2 3 3 1 3

CO2 3 3 2 2 3

CO3 3 2 3

CO4 3 3 2 2 2 3 3

CO5 1

CO6 1 1 1 1 1

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
UNIT – 1
Introduction to ARM processor: Introduction to the architecture of Microprocessor, Microcontroller, Microcomputer and
Internet of Things (IoT). ARM characteristics, Register structure, Addressing modes, Instructions, Assembly language,
Operating Modes and Exceptions, Conditional execution of Instructions.

UNIT – 2
Arithmetic unit:Addition and Subtraction of Signed Numbers, Multiplication of unsigned numbers, Multiplication of
signed numbers, Fast multiplication, Integer division, Floating point numbers and operations, Arithmetic operations on
floating point numbers.

P a g e 153
 UNIT – 3
Memory System: Basic concepts, Synchronous RAM memories, Read-only memories, Direct Memory Access, Memory
Hierarchy, Cache memories, Virtual memory.

UNIT – 4

Input/output Organization: Bus structure, Bus operation, Arbitration, Interface circuits, Intercommunication standards.

Parallel processing: Hardware multithreading, Vector (SIMD) processing and Shared Memory multiprocessors.

TEXTBOOKS:
1. Carl Hamacher ,ZvonkoVranesic, SafwatZaky, NaraigManjikian, “Computer Organization and Embedded Systems”,
Sixth Edition, McgraHIll.

REFERENCEBOOKS:
1. Linda Null, Julia Labor, “The Essentials of Computer Organization and Architecture”, Viva Publishers, 4th Edition,
2015.
2. William Stallings. “Computer organization and architecture: designing for performance”. Pearson Education India,
2000.
3. David A. Patterson, John L. Hennessy. “Computer organization and design: the Hardware/software interface”.
Elsevier, 2011.
4. Peter Knaggs , “ARM Assembly Language Programming”, April 2016.

JOURNALS/MAGAZINES
1. https://engineering.lehigh.edu/cse/academics/course-index/cse-202-computer-organization-and-architecture-3
2. https://www.computer.org/csdl/magazine/co/1977/12/01646340/13rRUwInvnA
3. https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=10208

SWAYAM/NPTEL/MOOCs:
1. https://www.classcentral.com/course/swayam-computer-organization-and-architecture-a-pedagogical-aspect-9824
2. https://onlinecourses.nptel.ac.in/noc20_cs25/preview
3. https://www.edx.org/course/computation-structures-2-computer-architecture-2

Self-Learning Exercises:
1. Intel IA-32 architecture, Instruction Set Architecture of IA-32, Basic Input/Output, Basic processing unit and
Pipelining.

P a g e 154
 Course Title Database Management System Course Type Integrated

Course Code B20CI0403 Credits 4 Class IV Semester

Contact Work Total Number of

TLP Credits Hours Load Classes Assessment in
Per Semester Weightage
Course Theory 3 3 3
Structure Practice 1 2 2
Theory Practical CIE SEE
- - - -
Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
This course introduces topics such as conceptual data modelling, relational data model, relational query languages,
and relational database design. It helps the students to gain fundamental concepts, techniques and applications in
database.

COURSE OBJECTIVE(S):
The objectives of this course are to:
1. Explain the basics of Database Management System.
2. Demonstrate the use of Relational model and Relational algebra.
3. Illustrate the use of different SQL statements.
4. Discuss the topics such as Database Design and Normalization.

COURSE OUTCOMES(COs):
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
Design conceptual entity relationship diagrams for the real world
CO1 1 to 5, 10,12 1,2
applications.
Make use of the concepts of relational algebra to solve queries over
CO2 1 to 5,12 1,2
database.
Construct the database for given real world application and solve queries
CO3 1 to 5,12 1,2,3
over it using SQL commands.
Develop an optimized database using design guidelines and normalization
CO4 1,to 5,12 1,2
technique.
Learn new tools and technologies in DBMS and apply for suitable
CO5 12 1
application development.
Develop solutions and create better database, either individually or as a
CO6 part of the team and report the results with proper analysis and 5,6,10 1,2
interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES:

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √

CO3 √

CO4 √

CO5 √

CO6 √ √

P a g e 155
COURSE ARTICULATION MATRIX:
CO#/
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
POs

CO1 3 3 2 2 2 1 1 3 3

CO2 3 3 2 3 1 1 3 3

CO3 3 3 2 3 3 1 3 3 3

CO4 3 3 2 3 1 1 3 3

CO5 3 2

CO6 2 3 2 3 3
Note: 1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
UNIT – 1
Introduction to databases and Conceptual Modelling: Introduction to database, characteristics of the database
approach, data models, schemas, instances, database languages and interfaces, Using high-level conceptual data
models for database design, a sample database application, entity types, attributes, keys, relationship types, weak
entity types, ER diagrams, naming conventions, design issues. Introduction to various database tools and framework
(commercial and open source)

UNIT – 2
Relational Data Model and Relational algebra: Relational model concepts, relational model constraints and
relational database schemas, update operations, transactions, dealing with constraint violations, unary relational
operations, select and project, relational algebra operations from set theory, binary relational operations, join and
division, additional relational operations, examples of queries in relational algebra.

UNIT – 3
SQL: SQL data definition and data types, specifying constraints in SQL, basic retrieval queries in SQL, insert, delete,
update statements in SQL, additional features of SQL, schema change statements in SQL, Retrieving data using the
SQL Select Statement, Restricting and sorting data, Using Single row functions, Joins, More complex SQL retrieval
queries, views in SQL.
UNIT – 4
Database Design Theory and Normalization: Informal design guidelines for relation schemas, Functional
dependencies, and Normal forms based on primary keys, General definitions of second and third normal forms,
Other Normal forms.

P a g e 156
PRACTICE:
Expected
Tools and
S.No Title of the Experiment Skill
Techniques
/Ability
1. Consider the following schema for Order Database: SALESMAN
(Salesman_id, Name, City, Commission) CUSTOMER
(Customer_id, Cust_Name, City, Grade, Salesman_id)
ORDERS
(Ord_No, Purchase_Amt, Ord_Date, Customer_id, Salesman_id)
Write SQL queries to
Solving
1. Count the customers with grades above Bangalore’s average.
queries using
2. Find the name and numbers of all salesmen who had more than one SQL PLUS
SQL
customer.
3. List all salesmen and indicate those who have and don’t have
customers in their cities (Use UNION operation.)
4. Create a view that finds the salesman who has the customer with the
highest order of a day.
5. Demonstrate the DELETE operation by removing salesman with id
1000. All his orders must also be deleted
2. Consider the following schema for Order Database: SALESMAN
(Salesman_id, Name, City, Commission) CUSTOMER
(Customer_id, Cust_Name, City, Grade, Salesman_id)
ORDERS
(Ord_No, Purchase_Amt, Ord_Date, Customer_id, Salesman_id)
Write SQL queries to
Solving
1. Count the customers with grades above Bangalore’s average.
queries using
2. Find the name and numbers of all salesmen who had more than one SQL PLUS
SQL
customer.
3. List all salesmen and indicate those who have and don’t have
customers in their cities (Use UNION operation.)
4. Create a view that finds the salesman who has the customer with the
highest order of a day.
5. Demonstrate the DELETE operation by removing salesman with id
1000. All his orders must also be deleted
3. Solve the below queries by using SQL
Student(snum, sname, major, level, age)
Class(cname, meets at, room, fid)
Enrolled(snum, cname)
Faculty(fid, fname, deptid)

The meaning of these relations is straightforward; for

example, Enrolled has one record per student-class pair such that the
student is enrolled in the class.
Queries
1. Find the names of all juniors (Level = JR) who are enrolled in a class
Solving
taught by I. Teacher.
SQL PLUS queries using
2. Find the age of the oldest student who is either a History major or is
SQL
enrolled in a course taught by I. Teacher.
3. Find the names of all classes that either meet in room R128 or have
five or more students enrolled.
4. Find the names of all students who are enrolled in two classes that
meet at the same time.
5. Find the names of faculty members who teach in every room in
which some class is taught.
6. Find the names of faculty members for whom the combined
enrollment of the courses that they teach is less than five.
7. Print the Level and the average age of students for that Level, for
each Level.

P a g e 157
 8. Print the Level and the average age of students for that Level, for all
Levels except JR.
9. Find the names of students who are enrolled in the maximum
number of classes.
10. Find the names of students who are not enrolled in any class.
4. Solve the below queries by using SQL
branch (branch-name, branch-city, assets)
customer (customer-name, customer-street, customer-city)
account (account-number, branch-name, balance)
loan (loan-number, branch-name, amount)
depositor (customer-name, account-number)
borrower (customer-name, loan-number)
employee (employee-name, branch-name, salary)
1. Find the names of all Customers.
2. Find the names of all brancehes in the loan relation, don’t display
duplicates. Solving
3. Display the entire branch table. queries using
SQL PLUS
4. Find the account number of all cuatomers where the balance is SQL
greater than $7000.
5. Find the account number and balance for all account from Brighton
where the balance is greater than $8000.
6. Display the brance name and assets from all brances in thousands of
dollars and rename the asset column to “Assets in thousand”.
7. Find the name of all brances with assets between one and four million
dollar.
8. Find the name, account number, and balance of all customers who
have an account.
9. Find the name, account number, and balance of all cuatmer who have
an account with a balance of $1400 or less.
5. Consider the following schema for a Library Database:
BOOK (Book_id, Title, Publisher_Name, Pub_Year)
BOOK_AUTHORS (Book_id, Author_Name)
PUBLISHER (Name, Address, Phone)
BOOK_COPIES (Book_id, Branch_id, No-of_Copies)
BOOK_LENDING (Book_id, Branch_id, Card_No, Date_Out, Due_Date)
LIBRARY_BRANCH (Branch_id, Branch_Name, Address)
Write SQL queries to
Solving
1. Retrieve details of all books in the library – id, title,
queries using
name of publisher, authors, number of copies in each branch, etc. SQL PLUS
SQL
2. Get the particulars of borrowers who have borrowed
more than 3 books, but from Jan 2017 to Jun 2017
3. Delete a book in BOOK table. Update the contents of
other tables to reflect this data manipulation operation.
4. Partition the BOOK table based on year of publication.
Demonstrate its working with a simple query.
5. Create a view of all books and its number of copies that
are currently available in the Library.

TEXTBOOKS:
1. Elmasri and Navathe, “Fundamentals of Database Systems”, Pearson Education, 5th Edition, 2007.
2. Raghu Ramakrishnan and Johannes Gehrke, “Database Management Systems”, McGraw-Hill, 3rd Edition, 2003.
3. Phill Pratt, “Concepts of Database Management, Cengage Learning”, 8th Edition, 2014
4. Jeffrey A Hoffer, “Modern Database Management, Pearson”, 12th Edition, 2015

P a g e 158
REFERENCE BOOKS:
1. Abraham Silberschatz, Henry F. Korth, S. Sudarshan: “Database System Concepts”, 6th Edition, McGraw Hill, 2010.
2. C J Date, “Database Design and Relational Theory: Normal Forms and All that Jazz”, O ‘Reilly, April 2012.
3. James Martin, “Principles of Database Management Systems”, 1985, Prentice Hall of India, New Delhi
4. IEEE Transactions on Knowledge and Data Engineering
5. Elsevier Data and Knowledge Engineering
6. ACM Transactions on Database Systems

JOURNALS/MAGAZINES
1. http://www.ijstr.org/final-print/june2019/Database-Management-System.pdf
2. https://www.dbjournal.ro/

SWAYAM/NPTEL/MOOCs:
1. https://www.coursera.org/courses?query=database%20management

P a g e 159
 Course Title Numerical Methods and Optimization Course Type Theory
Techniques
Course Code B20AS0401 Credits 3 Class IV Semester
Contact Work Total Number of
TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course Practice 0 0 0 Theory Practical CIE SEE
Structure - - - -
Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:
Numerical Methods and Optimization Techniques emphasizes on the development of numerical
algorithms to provide solutions to common problems formulated in science and engineering. The
primary objective of the course is to develop the basic understanding of the construction of numerical
algorithms, and perhaps more importantly, the applicability and limits of their appropriate use. The
emphasis of the course will be the thorough study of numerical algorithms to understand the
guaranteed accuracy that various methods provide, the efficiency and scalability for large scale
systems. and issues of stability. Optimization Techniques provide ability to solve real-world problems by
finding the optimal solutions to the models subject to constraints.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain numerical methods to obtain approximate solutions to mathematical problems.
2. Examine numerical methods for various mathematical operations and tasks, such as interpolation and
integration.
3. Illustrate the notation of vector spaces, sub spaces, linear independence, coordinate and change of
coordinate.
4. Solve linear programming problems considering Transportation and Assignment Problems.

COURSE OUTCOMES(COs):
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Apply numerical methods to obtain approximate solutions for
CO1 1 to 3, 12 1
mathematical problems.

Determine suitable interpolation formula and quadrature formulae to

CO2 1 to 4 ,12 2
find the solution for the given data.

P a g e 160
 Solve the matrix associated with liner transformation with respect to

CO3 the given base and understand the relationship between the 1 to 5, 3
operation and linear transformations and their corresponding

Develop mathematical equations with simplex method and

CO4 1 to 5,12 1,2,3
Transportation-Assignment problem for linear programming

Learn new tools and technologies in the Numerical Methods and apply
CO5 12
for suitable application development.
Develop solutions in the Numerical Methods to the complex problems,
CO6 either individually or as a part of the team and report the results with 5,6,10
proper analysis and interpretation.

BLOOM’S LEVELOF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √
CO2 √
CO3 √

CO4 √
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/
Pos
CO1 3 3 3 1 3

CO2 3 3 3 3 1 3

3
CO3 3 3 3 3 1
3

CO4 3 3 3 3 3 1 3 3
3

CO5 2

CO6 2 3 3
Note: 1-Low,2-Medium,3-High

P a g e 161
COURSE CONTENT
THEORY:
UNIT – 1
Numerical Methods: Errors in Numerical Calculations Types of Errors-Significant Digits-Programming Errors- Numerical
Solution of Non-Linear Equations-Bisection Method-Regula Falsi Method-Newton Raphson Method –Fixed Point Method of
Iteration – Rates of Convergence of These Methods. Solutions of Algebraic Equations, Relaxation Method and Gauss Seidel
Iteration Method.
UNIT – 2
Numerical Analysis: Finite Differences-Operators (∆, ∇ and E), Interpolation, Newton-Gregory Forward Interpolation
Formula, Central Difference, Stirling And Bessel’s Interpolation Formulae, Lagrange’s Interpolation Formula, Inverse
Interpolation Formula, Divided Difference Formula, and Newton’s Divided Differences Formula. Numerical
integration:Newton-Cotes quadrature formulae: Trapezoidal, Simpson's rules and Weddle’s rule.

UNIT – 3
Vector Spaces and Linear transformations: Bases, Echelon forms, Rank, and determinants. Gauss elimination and its
complexity, Inner products, Gram-Schmidt orthogonalization. Linear transformations.

UNIT – 4
Linear Programming: Introduction, Canonical and Standard Form of LPP-Simplex Method-Big M Method- Two Phase
Method-Principle of duality-Dual Simplex Method. Transportation Problem and Assignment problem.

TEXTBOOKS:

1. Sastry S.S., “Numerical Analysis”, Prentice-Hall India (module I), 4th edition
2. K. Hoffman and R. Kunze,” Linear Algebra”, Prentice-Hall India, 1971.
3. R Panneerselvam,” Operations research”, 2nd edition, PHI
REFERENCES

1. KanthiSwarup, P.K. Gupta, Man Mohan, “Operations research”, Sultan Chand & Sons. (module II), 5th edition.
2. Froberg, “Introduction to Numerical Analysis”,Second Edition, Addition Wesley
3. Gerald and Wheatley, “Applied Numerical Analysis”, Pearson Education Asia, Sixth Edition
4. S.S Rao, “Optimization Theory and Applications”, Wiley Eastern
5. Grawin W. W, “Introduction of Linear Programming”, McGraw Hill.
6. M. K. Jain, S. R. K. Iyengar and R. K. Jain, “Numerical Methods for Scientific and Engineering Computation”,
New Age International Publishers, 6th edition, 2012.
JOURNALS/MAGAZINES
1. https://onlinelibrary.wiley.com/journal/10970207
2. https://www.springer.com/journal/245
3. https://ijnao.um.ac.ir/
4. https://www.scimagojr.com/journalrank.php?category=2612
SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/courses/106/108/106108056/
2. https://www.coursera.org/learn/intro-to-numerical-analysis
P a g e 162
3. https://nptel.ac.in/courses/122/102/122102009/
4. https://nptel.ac.in/courses/122/106/122106033/
5. https://www.edx.org/course/convex-optimization

Self-LearningExercises:
1. Optimization Methods for Business Analytics
2. Numerical Methods and Optimization in Finance

P a g e 163
 Course Title Communication Skills Course Type Theory

Course Code B20AH0301 Credits 2 Class IV Semester

Work
TLP Credits Contact Hours Total Number of
Load
Classes Assessment in Weightage
Theory 2 2 2 Per Semester

Course Structure
Practice 0 0 0
Theory Practical CIE SEE
- - - -

Total 2 2 2 26 0 50% 50%

COURSE OVERVIEW:

This course is aimed to develop basic communication skills in English in the learners, to prioritize listening and reading
skills among learners, to simplify writing skills needed for academic as well as workplace context, to examine that the
learners use the electronic media such as internet and supplement the learning materials used in the classroom.

COURSE OBJECTIVE(S):

The objectives of this course are to:

1. Develop basic communication skills in English.

2. Emphasize on the development of speaking skills amongst learners of EngineeringandTechnology
3. Impart the knowledge about use of electronic media such as internet and supplement the learning materials used in the
classroom.
4. Inculcate the habit of reading and writing leading to effective and efficient communication.

COURSE OUTCOMES(Cos):

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Demonstrate speaking ability with clarity, confidence and

CO1 1 to 3, 12 1,3
comprehension and communicate with one or many listeners using

CO2 Build inferences from the text. 1 to 4 ,12 2

CO3 Makeuseofaccuratewritingskillsusingdifferentcomponentsof academicwriting. 1 to 5,12 2

Develop the ability to write cohesively, coherently and flawlessly avoiding

CO4 grammatical errors, using a wide vocabulary range, organizing their ideaslogically 1 to 5,12 2,3
on a topic

P a g e 164
BLOOM’S LEVEL OF THE COURSE OUTCOMES:

Bloom’s Level
CO#
Remember (L1) Understand (L2) Apply (L3) Analyze (L4) Evaluate (L5) Create (L6)

CO1 √

CO2 √

CO3 √

CO4 √

COURSE ARTICULATION MATRIX:

CO#/

PSO1

PSO2

PSO3
PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 3 3 1 3 1

CO2 3 3 3 3 1 3

CO3 3 3 3 3 3 1 2

CO4 3 3 3 3 3 1 3 3

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT

THEORY:

UNIT – 1

FunctionalEnglish: Grammar: Prepositions; Modal Auxiliaries, Reading Comprehension, Active and passive voice, Giving Instructions.

UNIT – 2

Interpersonal Skills: Grammar: Tenses; Wh-questions, Compound words; Phrasal verbs, Recommendations

UNIT – 3

Multi tasking Skills Grammar: Conditional Sentences, Homonyms; homophones, Subject-verb agreement.

UNIT – 4

Communication Skills Grammar: Direct and indirect speech, Interpreting visua lmaterials (linegraphs,pie chartsetc.),Single word
substitutes.

TEXT BOOKS:

1. Green, David. Contemporary English Grammar Structures and Composition, NewDelhi: MacMillan Publishers,
20l0,

P a g e 165
2. Thorpe, Edgar and Showick, Basic Vocabulary. Pearson Education India, 20l2.
3. Leech, Geoffrey and JanSvartvik, A Communicative Grammar of English, Longman,2003.

REFERENCES:

1. Murphy,Raymond “ Murphy’s EnglishGrammar with CD”, Cambridge University Press,2004.

2. Rizvi, M.Ashraf, “EffectiveTechnicalCommunication”, NewDelhi, TataMcGraw-Hill, 2005.
3. Riordan,Daniel, “Technical Communication”, NewDelhi:CengagePublications,20ll.
4. Senetal, “CommunicationandLanguage Skills” Cambridge University Press, 20l5.

P a g e 166
 Course Title Indian Constitution and Professional Ethics Course Type Theory

Course Code B20LS0301 Credits 2 Class IV Semester

Contact Work Total Number of
TLP Credits Hours Load Classes Assessment in
Theory 2 2 2 Per Semester
Weightage
Practice 0 0 0 Theory Practical CIE SEE
Course
- - - -
Structure
Total 2 2 2 26 0 50 50

COURSE OVERVIEW
The Constitution of India lays down in defining fundamental political principles, establishes the structure, procedures, powers
and duties of government institutions and sets out fundamental rights, directive principles and duties of citizen. It helps to know
and understand the human rights and human values. It also helps to know the meaning of ethics and need of ethics in personal
and professional life.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain basic knowledge required to understand Constitution of India.
2. Describe the Fundamental Rights, Duties and other Rights.
3. Discuss different types of ethics.
4. Explore ethical standards followed by different companies.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Analyze the Fundamental Rights, Duties and other Rights protected under
CO1 1 ,6,7,8,9, 12 1,3
Indian Constitution.

CO2 Demonstrate the practicality of Constitution perspective and make them 1 to 4,7,8 ,12 2
face the world as a bonafide citizen.
CO3 Illustrate the professional ethics and human values. 1 to 5, 7,8 ,12 2

CO4 Summarize ethical standards followed by different companies. 1 to 5,7,8,12 2,3

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √

CO2 √

P a g e 167
 CO3 √

CO4 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
CO1 3 2 2 2 2 1 3 1

CO2 3 3 3 3 3 3 1 3

CO3 3 3 3 3 3 3 3 1 2 3

CO4 3 3 3 3 3 3 3 1 3 3

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT
THEORY:
UNIT – 1
Indian constitution: Sailent features, fundamental rights and duties (Directive principle and statepolicy), Legislature (Loka Sabha
&Rajya Sabha), Executive (President& Governor) and Judiciary (Supreme court & high court), Composition and function of
parliament, Council of ministers, prime minister, Speaker, Passing of bills.
UNIT – 2
Human Rights: Nature and Scope of human rights, Universal protection of human rights (UDHR), Regional protection of human
rights, National level protection of human rights, Human rights and vulnerable groups (children, women & old-age).
Human values: Truth, Honesty, Loyalty, Love, Peace with examples, Difference between ethics, beliefs and morals.
UNIT – 3
Ethics: Meaning, Definition, Evolution, Need of ethics, Aristotlean Ethics, Utilitarianism, Katianism, human values (Good
conduct, respect for elders), ethical human conduct (Gender equality), Professional Ethics, Personal Ethics and Business Ethics,
Ethical Standards, Duties of Employers and Employees.
UNIT – 4
Engineering Ethics: Definition Scope and needs, Ethics in Consumer Protection, Due Care theory, Environmental Ethics, Ethical
Code of Conduct in ethics. Best Ethical Companies in India and Abroad; Corporate Social Responsibilities, Code of Conduct and
Ethical Excellence

TEXT BOOKS:
1. Kapoor, S.K., “Human rights under International Law and Indian Law”, Prentice Hall of India, New Delhi, 2002.

2. Basu, D.D., “Indian Constitution”, Oxford University Press, New Delhi, 2002.

3. Chakraborty, S.K., “Values and ethics for Organizations and Theory Practice”, Oxford University Press, New Delhi, 2001.

P a g e 168
REFERENCES BOOKS:
1. Meron Theodor, “Human Rights and International Law Legal Policy Issues”, Vol. 1 and 2, Oxford University, Press, New Delhi,
2000.
2. M V Pylee, “An Introduction to Constitution of India”, S Chand & Company, 5th Edition
3. Durga Das Basu, “Introduction to constitution of India”, LexisNexis, 23rd Edition.

SELF-LEARNING EXERCISES:
Abuse of Technologies: Hacking and other crimes, addiction to mobile phone usage, video games and social networking
websites

P a g e 169
 Course Title Universal human values Course Type Theory

Course Code B20AHM401 Credits 0 Class IV Semester

Contact Work Total Number of
TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 0 0 0 Per Semester
Course Practice 0 0 0 Theory Practical CIE SEE
Structure - - - -
Total 0 0 0 0 0 50% 50%

COURSE OVERVIEW:

Universal human values help the students appreciate the essential complementarily between 'VALUES' and 'SKILLS' to
ensures ustained happiness and prosperity, which are the core aspirations of all human beings.To facilitate the development
of a Holistic perspective among students towards life and profession as well as towards happiness and prosperity based
on a correct understanding of the Human reality and the rest of Existence. Such a holistic perspective forms the basis of
Universal Human Values and movement towards value-based living in a natural way.

COURSE OBJECTIVE(S):

The objectives of this course are to:

1. Development of a holistic perspective based on self-explorati on about themselves (humanbeing), family, society
and nature/existence.
2. Understanding (o rdeveloping clarity) of the harmony in the humanbeing, family, society and
nature/existence
3. Strengthening of self-reflection.
4. Development of commitment and courage to act

COURSE OUTCOMES(COs):
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Understand the significance of value inputs in a classroom and start applying
CO1 1 to 3, 12 1,3
them in their life and profession
Distinguish between values and skills, happiness and accumulation of Physical
CO2 1 to 4 ,12 2
facilities, the Self and the Body, Intention and Competence of an individual, etc.
CO3 Understand the role of a humanbeing in ensuring harmony in society and nature. 1 to 5,12 2
CO4 Demonstrate the role of humanbeing in the abetment of pollution 1 to 5,12 2,3

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember (L1) Understand (L2) Apply (L3) Analyze (L4) Evaluate (L5) Create (L6)
CO1 √
CO2 √
CO3 √
CO4 √

P a g e 170
COURSE ARTICULATION MATRIX

CO#/

PSO3
PO10

PO11

PO12

PSO1

PSO2
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 3 3 1 3 1

CO2 3 3 3 3 1 3

CO3 3 3 3 3 1 2 3
3

CO4 3 3 3 3 3 1 3 3

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT

THEORY:

UNIT – 1

Happiness and Prosperity- A look at basic Human Aspirations. Right understanding, Relationship, basic requirements
for fulfilment of aspirations of every human being with their correct priority. Understanding Happiness and Prosperity
correctly, Method to fulfil human aspirations: understanding and living in harmony at various levels, Understanding
humanbeing as a co-existence of the sentient ‘I’ and them aterial ‘Body’. Understanding the needs of Self(‘I’) and ‘Body’-
happiness and physical facility.Understanding the Body as an instrument of ‘I’ (I being the doer, seeker and enjoyer).
Understanding the characteristics and activities of ‘I’ and harmony in ‘I’. Understanding the harmony of I with the Body:
Sanyam and Health; correct appraisal of Physical needs, meaning of Prosperity in detail.

UNIT – 2

Understanding values in human- human relationship; meaning of Justice (nine universal values in relationships) and
program for its fulfillment to ensure mutual happiness; Trust and Respect as the foundational values of relationship.
Understanding the meaning of Trust; Difference between intention and competence. Understanding the meaning of
Respect, Difference between respect and differentiation; the other salient values in relationship. Understanding the
harmony in the society (society being an extension of family): Resolution, Prosperity, fearlessness (trust) and co -
existence as comprehensive Human Goals. Visualizing a universal harmonious order in society-Undivided Society,
Universal Order – from family to world family.

UNIT – 3

Understanding the harmony in the Nature: Interconnectedness and mutualfulfilment among the four orders of nature-
recyclability and self-regulation in nature. Understanding Existence as Co-existence of mutually interacting units in all-
pervasive space. Holistic perception of harmony at all levels of existence. Include practice sessions to discuss
humanbeing as cause of imbalance in nature (film“Home”canbeused), pollution, depletion of resources and role of
technology etc.

UNIT – 4

Natural acceptance of humanvalues: Definitiveness of Ethical Human Conduct .Basis for Humanistic Education,
Humanistic Constitution and Humanistic Universal Order. Competence in professional ethics: a. Ability to utilize the

P a g e 171
professional competence for augmenting universal human order b.Ability to identify the scope and characteristics of
people friendly and eco-friendly production systems, c. Ability to identify and develop appropriate technologies and
management patterns for above production systems. Case studies of typical holistic technologies, management models
and production systems. Strategy for transition from the present state to Universal Human Order: a)At the level of
individual: associally and ecologically responsible engineers, technologists and managers b)At the level of society: as
mutually enriching institutions and organizations

TEXTBOOKS:

1. R R Gaur, R Sangal, G P Bagaria, Human Values and Professional Ethics, ExcelBooks, New Delhi, 2010
2. A.N Tripathy, HumanValues, NewAge Intl. Publishers, NewDelhi, 2004.
3. R.R.Gaur, R.Sangal and G.P.Bagaria, A Foundation Course in Human Values and Professional Ethics, Excel Books,
NewDelhi, 2010
4. Bertr and Russell, Human Society in Ethics &Politics, Routledge Publishers, London, 1992

REFERENCES

1. Corliss Lamont, Philosophy of Humanism, Humanist Press, London, 1997

2. I.C.Sharma, Ethical Philosophy of India, Nagin&co, Julundhar, 1970
3. Mohandas Karamchand Gandhi, The Story of My Experiments with Truth, Navajivan Mudranalaya,
Ahmadabad,1993
4. William Lilly, IntroductiontoEthics, Allied Publisher, London, 1955

P a g e 172
 Detailed Syllabus
Semester-5

Course Title COMPUTER VISION Course Type Theory

Course Code B20EA0501 Credits 4 Class V semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice 1 2 2
Tutorial - - - Theory Practical CIE SEE

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
Course Description: Computer Vision is one of the fastest growing and most exciting AI disciplines in today’s academia and
industry. This course is designed to open the doors for students who are interested in learning about the fundamental
principles and important applications of computer vision. The course, introduces a number of fundamental concepts in
computer vision, expose students to a number of real-world applications that are important to our daily lives. More
importantly, students will be guided through a series of well-designed projects such that they will get to implement using
few interesting and cutting-edge computer vision algorithms. The course benefit is to apply computer vision algorithms to
solve real world problems.

COURSE OBJECTIVE
The objectives of this course are to:
1. Explain the fundamentals of Computer vision
2. Discuss various segmentation techniques.
3. Demonstrate the use of techniques for registration and classification of images.
4. Describe the object detection and recognition process in a given application.

COURSE OUTCOMES(COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Utilize linear filters to enhance the quality of images in given real world application. 1 to 5 1,2
CO2 Develop Segmentation technique to solve real world problems. 1 to 5 1,2
Design and Develop program for registration and classification of images in the real 1 to 5 1,2
CO3
world application.
CO4 Apply object detection and recognition techniques to solve real world problems. 1 to 5 1,2,3
Learn new tools and technologies in the Computer Vision and apply for suitable 12
CO5
application development.
Develop solutions in the Computer Vision to the complex problems, either individually or 5,9,10
CO6 as a part of the team and report the results with proper analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

P a g e 173
 CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √
CO6 √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 2 2 3 3 3

CO2 3 2 2 3 3 3

CO3 3 2 3 3 3 3

CO4 3 2 3 3 3 3 3
CO5
3

CO6 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT THEORY

Contents

UNIT-1

Introduction and overview to computer vision: Linear Filters and Convolution, Shift Invariant Linear Systems, Spatial
Frequency and Fourier Transforms, Sampling and Aliasing, Filters as Templates, Technique: Normalized Correlation and
Finding, Technique: Scale and Image Pyramids. Local Image Features: Computing the Image Gradient , Representing the
Image

Gradient, Finding Corners and Building Neighbourhoods , Describing Neighbourhoods with SIFT and HOG Features ,
Computing Local Features in Practice , Texture

UNIT-2

MID-LEVEL VISION: Segmentation by Clustering, Human Vision Grouping and Gestalt, Important Applications, Background
Subtraction, Shot Boundary Detection, Interactive Segmentation, Forming Image Regions , Image Segmentation by
Clustering Pixels . Basic Clustering Methods , The Watershed Algorithm , Segmentation Using K-means , Mean Shift:
Finding Local Modes in Data ,Clustering and Segmentation with Mean Shift, Segmentation, Clustering, and , Terminology
and Facts for Graphs , Agglomerative Clustering with a Graph ,Divisive Clustering with a Graph.

UNIT-3

HIGH-LEVEL VISION: Registration: Registering Rigid Objects, Model-based Vision: Registering Rigid Objects, Registering
Deformable Objects .Learning to Classify: Classification, Error, and Loss, Major Classification Strategies, Practical Methods
for Building Classifiers, Classifying Images: Building Good Image Features, Classifying Images of Single, Image Classification

P a g e 174
 in Practice

UNIT-4

Detecting Objects in Images: The Sliding Window Method, Detecting Deformable Objects, The State of the Art of Object
Detection Topics in Object Recognition: What Should Object Recognition Do?

TEXT BOOKS:
1. David A. Forsyth, Jean Ponce, “Computer Vision: A Modern Approach” , 2nd Edition, University of Illinois atUrbana-
Champaign Jean Ponce, Ecole Normale Superieure, Paris©2012, Pearson
2. Richard Szeliski, “ Computer Vision: Algorithms and Applications” , Springer
3. David Marr, Tomaso A. Poggio, Shimon Ullman “A Computational Investigation into the Human Representation and
Processing of Visual Information”, , eBook - Amazon.com

RECOMMENDED LEARNING RESOURCES (REFERENCE BOOKS):

1. Gary Bradski, Adrian Kaehler, “ Learning OpenCV: Computer Vision with the OpenCV Library” Amazon
2. International Journal of Computer Vision, Springer
3. Image and Vision Computing, Elsevier
4. Computer Vision and Image Understanding, Elsevier

JOURNALS/MAGAZINES
1. International Journal of Computer Vision, Springer
2. Image and Vision Computing, Elsevier
3. Computer Vision and Image Understanding, Elsevier
4. IEEE Transactions on Image Processing
5. IEEE Transactions on Pattern recognition and machine intelligence

SWAYAM/NPTEL/MOOCs:
1. Computer Vision and Image Processing - Fundamentals and Applications:
https://onlinecourses.nptel.ac.in/noc21_ee23/preview
2. Computer Vision: https://nptel.ac.in/courses/106/105/106105216/
3. Deep Learning for Computer Vision: https://nptel.ac.in/courses/106/106/106106224/

Self-Learning Exercises:
1. Artificial Neural Networks, Convolutional Neural Networks.
2. Implementation of applications using the above topics
Course Title Computer Networks Course Type Theory

Course Code B20CI0501 Credits 4 Class V semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:
Course Description: The main emphasis of this course is on the organization and management of local area networks (LANs).
The course description include learning about computer network organization and implementation, obtaining a theoretical
understanding of data communication and computer networks, and about Open Systems Interconnection (OSI)
communication model with TCP/IP protocol; This course provides knowledge of error detection and recovery; local area
networks; bridges, routers and gateways; network naming and addressing; and local and remote procedures. This course also
emphasis on User Datagram Protocol, TCP Congestion Control; DNS Message Formatting and Remote Login. Protocols.
COURSE OBJECTIVE:

P a g e 175
The main objectives of this course are:
1. Explain the protocol stacks (OSI and TCP/IP) for data communication
2. Discuss the error detection & correction strategies for data transmission.
3. Design the connection establishment of network computing devices.
4. Illustrate the TCP, UDP protocols and explain Domain Name System.
COURSE OUTCOMES(COs)
On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

Make use of the architectural principles of computer networking and compare 1 to 6,12 1,2
CO1
different approaches to organising networks
Identify the good network design with simplicity, scalability, performance and the 1 to 6,12 1,2
CO2
end-to-end principle
CO3 Appraise the working principles of Internet 1 to 6,12 1,2
CO4 Develop applications using network protocols 1 to 6,12 1,2
Learn new tools and technologies in the Computer Networks and apply for suitable 5,6,9,10 2
CO5
application development.
Develop solutions in the Computer Networks to the complex problems, either 5,6,9,10 3
CO6 individually or as a part of the team and report the results with proper analysis and
interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √ √
CO2 √ √
CO3 √ √ √
CO4 √
CO5 √
CO6 √

P a g e 176
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 3 3 2 1 1 3 3
CO2 3 3 3 3 2 2 1 3 3
CO3 3 3 3 3 2 1 2 3 3
CO4 3 3 3 2 2 1 1 3 3
CO5 2 3 2 3 3
CO6 2 3 2 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY

Contents

UNIT – 1

Introduction to Data Communication and Networking: Internet history and Internet today, Data
Communications, Networks, Network Topologies, Classification of Networks, Protocols & Standards, Introduction
to Network Tools-(WireShark, Packet Tracer, NS3, etc), Layered Tasks, The OSI model, Layers in OSI model,
TCP/IP Protocol suite, Addressing. Introduction to switching: Circuit Switched Networks, Datagram Networks,
Virtual Circuit Networks, Physical Layer – Periodic Analog signals, Digital signals, Request bit rate, shanon
capacity, performance, PCM, DM, Parallel transmission, serial transmission, ASK, FSK, PSK, QAM, AM, FM, PM.

UNIT-2

Coding: Line Coding and block coding. Multiplexing: FDM, WDM, TDM, FHSS, DSSS. Transmission Media.

Error Detection and Correction: Introduction, cyclic Codes: Cyclic redundancy code generation. Frames, Packets,
Data Link Protocols: HDLC, Point-to-Point Protocol.

MAC Protocols: classification of MAC protocols, Random access (ALOHA, CSMA/CD, CSMA/CA), Controlled
Access (Reservation, Polling, Token passing), Channelization Protocols (FDMA, TDMA, CDMA)

Introduction to Networking Devices: Digital Subscriber line Modems, Cable modems, Repeaters, Hubs, Bridges,
Routers, and High layered switches, Gateways, Virtual LAN.

UNIT – 3

Standards: IEEE Standards, Standard Ethernet, Fast Ethernet, Gigabit Ethernet. IEEE 802.11: Architecture, MAC
Sublayer, Addressing Mechanism. Bluetooth Architecture.
Introduction to Wireless networks WiFi, WiMAX, 4G, 5G, Satellite networks, MPLS,VPN, ATM.
Network Layer: IPv4 addresses, IP Datagram format, ICMP Messages, Mobile IP, IPv6 addresses, IPv6 Packet
Format, Transition from IPv4 to IPv6, Routing algorithms (Distance Vector, Link State and Path vector), Unicast
Routing protocols(RIP, OSPF), Introduction to BGP, Introduction to Multicasting protocols, brief introduction to
multicast protocols such DVMRP, MOSPF, PIM, IGMP.

P a g e 177
 UNIT –4
Transport Layer: Introduction to GoBack-N, Selective repeat N, Piggybacking. Services and port numbers, User
Datagram Protocol (UDP): UDP Segment, Transmission Control. Protocol (TCP): TCP Segment, TCP Connection Set
up, Application of TCP and UDP. TCP flow control, TCP error control, TCP Congestion Control and options.
Introduction to SCTP services and features.
Application Layer: Client server programming using UDP and TCP, Name/Address Mapping, DNS Message
Format.

TEXT BOOKS:
1. Behrouz A Forouzan, “Data Communications and Networking”, 5th Edition, McGraw – Hill, 2016.
2. Nader F. Mir, “Computer and Communication Networks”, Pearson Education, 2009.

REFERENCE BOOKS:
1. Alberto Leon-Garcia and Indra idjaja, “Communication Networks – Fundamental Concepts and Key Architectures”, 2nd
Edition Tata McGraw – Hill, 2004.
2. Andrew S. Tanenbaum, “Computer Networks”, 4th Edition, Pearson Education, 2005.
3. Larry L. Peterson and Bruce S. Davie, “Computer Networks- A system Approach”, 5th Edition, Elsevier, 2012.
4. William Stallings, “Data and Computer Communications”, 10th Edition, Pearson Education, 2008.
5. Douglas E. Comer, “Internetworking with TCP/IP”, Vol.1, 6th Edition, Pearson, 1995.

JOURNALS/MAGAZINES:
1. IEEE Transactions on Networking.
2. Elsevier Journal of Computer Networks
3. Springer Journal of communications and Information networks.

SWAYAM/NPTEL/MOOCs:
1. https://www.udemy.com/topic/computer-network/
2. https://www.coursera.org/courses?query=computer%20network
3. https://nptel.ac.in/courses/106/105/106105183/
4. https://www.edx.org/learn/computer-networking

SELF-LEARNINGEXERCISES:
Wifi, WiMAX, 4G, 5G, Satellite Networks, MPLS, VPN, ATM. Bluetooth Architecture. World Wide Web (WWW).

P a g e 178
 Course Title Machine Learning Course Type Integrated
Course Code B20CI0502 Credits 4 Class V semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE
Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:
Course Description: Machine learning uses interdisciplinary techniques such as statistics, linear algebra, optimization, and
computer science to create automated systems that can process through large volumes of data at high speed to make
predictions or decisions without human intervention.
COURSE OBJECTIVES:
The objectives of this course are to:
1. Explain machine learning and problems relevant to machine learning.
2. Discuss the fundamentals of Decision trees learning and its issues
3. Illustrate neural networks, Bayes classifier and k nearest neighbour for problems appearing in machine learning.
4. Describe statistical analysis of machine learning techniques.
COURSE OUTCOMES(COs)
On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Explain the basics of machine learning concepts. 1 to 5 1,2,3

CO2 Implement suitable classification technique for intelligent 1 to 5 1,2,3

applications
CO3 Implement clustering algorithms for intelligent applications 1 to 5
1,2,3
CO4 Implement machine learning algorithms for intelligent 1 to 5
applications 1,2,3

CO5 Learn new tools and technologies related to machine learning 10,12
and apply for suitable application development. 2,3

CO6 Develop solutions using machine learning based algorithms for 11,12
the complex problems, either individually or as a part of the 2,3
team and report the results with proper analysis and
interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √
P a g e 179
 CO3 √ √
CO4 √ √ √
√
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 1 1 2 1 3 3 3

CO2 3 2 3 1 2 3 3 3

CO3 3 1 2 1 2 3 3 3

CO4 3 2 2 2 2 3 3 3

CO5 2 3 2 2

CO6 3 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT THEORY:

Contents
Unit-1:

Introduction to Machine Learning: What is Machine Learning, challenges, Applications,

methods of Machine Learning, performance metrics, Data preprocessing, Data Loading,
Understanding data, Pre-Processing unit

Unit-2:Classification – Decision Tree, K-nearest neighbor, logistic regression, support vector

machine algorithm, naive Bayes algorithm, random forest algorithm

Unit -3:Regression - linear regression, Random Forest Regression

Clustering: overview, k – means clustering, mean shift clustering, hierarchical clustering,

DBSCAN clustering algorithm.

Unit – 4

Introduction to neural networks:

Biological Neuron, ANN Perception, Network Topology (Feed forward network, Feedback
Networks), Adjustments of Weights or Learning, Activation Functions, Training Algorithm,
Gradient descent algorithms -Batch Gradient Descent, Stochastic Gradient

P a g e 180
TEXT BOOKS:
1. Tom M. Mitchell, Machine Learning, India Edition McGraw Hill Education, 2013.

Websites:
1. https://www.tutorialspoint.com/machine_learning_with_python/index.htm
2. https://www.tutorialspoint.com/artificial_neural_network/index.htm

RECOMMENDED LEARNING RESOURCES (REFERENCE BOOKS):

1. Trevor Hastie, Robert Tibshirani, Jerome Friedman, “The Elements of Statistical Learning”, 2nd edition,
springer series in statistics.
2. Ethem Alpaydın, “Introduction to machine learning”, second edition, MIT press.

JOURNALS/MAGAZINES:
1. Springer Journal of Machine Learning.
2. International Journal of Machine Learning and Computing.

SWAYAM/NPTEL/MOOCs:
1. Coursera – Machine Learning
2. Coursera – Deep Learning
3. https://onlinecourses.nptel.ac.in/noc19_cs53/preview

SELF-LEARNING EXERCISES:
Reinforcement Learning: Introduction, Learning Task, Q Learning

P a g e 181
 Course Title VIRTUALIZATION & CLOUD COMPUTING Course Type Theory

Course Code B20CS0602 Credits 3 Class VI semester

Course TLP Credits Contact Work Total Number of Assessment in
Structure Hours Load Weightage
Classes
Theory 3 3 3 Per Semester
Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:
Cloud Computing has become one of the greatest technologies in recent times. Most of the big Multinational
Companies are utilizing Cloud Computing to analyse, design, and deploy their applications. This course introduces the
fundamental concepts of cloud computing, models in cloud, specialized environment, cloud management mechanisms and
virtualizations.

COURSE OBJECTIVE
1. Introduce cloud computing and provide knowledge in different layers of cloud computing such as:
InfrastructureasaService(IaaS),PlatformasaService(PaaS),andSoftwareasaService(SaaS)
2. Describe various cloud computing technologies like data center technology, virtualization technology, web technology,
multitenant technology; service technology
3. Explain Virtualization technologies: Hypervisor, emulation, and application VM, Platform virtualization, storage
virtualization, and network virtualization.
4. Provide knowledge about cloud security and threats
5. Gain expertise in cloud security mechanisms

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Explain the cloud computing concepts such as Infrastructure as a Service (IaaS), 1,2,4,6 1,2
CO1 Platform as a Service (PaaS), and Software as a Service(SaaS)
Use various cloud computing technologies like data center technology, 2,3,6,8 1,2
CO2 virtualization technology, web technology, multitenant technology, service
technology
Apply Virtualization technologies: Hypervisor, emulation, and application VM, 2,7,12 1,2
CO3 Platform virtualization, storage virtualization, and network virtualization in
developing cloud applications.
Analyse cloud security and threats for new problems in hand and develop and 1-6,12 1,2
CO4
provide security services for cloud-based applications
Learn new tools and technologies in the Virtualization & Cloud Computing and 12
CO5
apply for suitable application development.
Develop solutions in the Virtualization & Cloud Computing to the complex 5,9,10
CO6 problems, either individually or as a part of the team and report the results with
proper analysis and interpretation.

P a g e 182
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √ √
CO2 √ √
CO3 √ √ √ √
CO4 √ √ √ √ √
CO5 √ √ √
CO6 √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs
CO1 2 2 1 2 3 2

CO2 2 1 2 1 3 2

CO3 2 1 2 3 2

CO4 2 2 1 1 1 2 1 3 2
CO5
3

CO6 3 3 3
Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY

Contents

UNIT-1

Introduction to Cloud Computing: Origins and Influences, Basic Concepts and Terminology, Goals and Benefits, Risks and
Challenges.

Fundamental Concepts and Models: Roles and Boundaries, Cloud Characteristics, Cloud Delivery Models, Cloud
Deployment Models.
UNIT-2

Cloud Computing Technologies: Broadband networks and internet architecture, data center technology, virtualization
technology, web technology, multitenant technology, service technology Cloud Infrastructure
Mechanisms: Logical Network Perimeter, Virtual Server, Cloud Storage Device, Cloud Usage Monitor, Resource
Replication, Ready-made environment
UNIT-3

Specialized Cloud Environment: Automated Scaling Listener, Load Balancer, SLA Monitor,

Pay-per-use monitor, Audit Monitor, Failover System, Hypervisor, Resource cluster, Multi-device Broker, State
Management
Cloud Management Mechanisms: Remote Administration System, Resource Management System, SLA Management
System, Billing Management System.

P a g e 183
 UNIT-4
Virtualization: Implementation levels of virtualization, virtualization structures/tools and mechanisms, virtualization of
CPU, memory and I/O devices.

TEXTBOOKS:
1. Thomas Erl , Ricardo Puttini , Zaigham Mahmood Cloud Computing: Concepts, Technology & Architecture PHI, 2013.
2. KaiHwang, Geoffrey C.Fox, Jack J Dongarra, Distributed and Cloud Computing, MK, 2012.

REFERENCE BOOKS:
1. Dan C. Marinescu, Cloud Computing: Theory and Practice, MK
2. Michael Miller, Cloud Computing: Web-Based Applications That Change the Way You Work and Collaborate Online, Que
Publishing, August 2008.
3. Rajkumar Buyya, James Broberg, Andrzej Goscinski, Cloud Computing- Principles and Pradigms, Wiley.
4. Anthony T.Velte, Toby J.Velte, Robert Elsenpeter, Cloud Computing, A practical approach, TATA McGRAW HILL.
5. Gautam Shroff, Enterprise Cloud Computing- Technology, Architecture, Applications, CAMBRIDGE.
6. David Marshall, Wade A. Reynolds and Dave McCrory, Advanced Server Virtualization-VMware and Microsoft Platforms in
the Virtual Data Center, AUERBACH Publications.

JOURNALS/MAGAZINES:
1. International Journal of Cloud Computing, INDERSCIENCE Publishers.
2. IEEE Cloud Computing
3. International Journal of Cloud Applications and Computing (IJCAC), IGI Global.

SWAYAM/NPTEL/MOOCs:
1. https://onlinecourses.nptel.ac.in/noc21_cs15/preview
2. https://onlinecourses.nptel.ac.in/noc21_cs14/preview
3. https://www.classcentral.com/course/swayam-cloud-computing-and-distributed-systems-17544

SELF LEARNING EXERCISE:

1. https://www.cybrary.it/course/virtualization-management/
2. http://cds.iisc.ac.in/faculty/simmhan/SE252/
3. https://data-flair.training/blogs/hardware-virtualization-in-cloud-computing/

INTRODUCTION TO ROBOTICS & DRONES

Course Title Course Type Theory
(PE-1)
Course Code B20EKS501 Credits 3 Class V semester
Contact Work
TLP Credits Total Number of
Hours Load Assessment in
Classes Weightage
Course Theory 3 3 3 Per Semester
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE
Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:
This course introduces techniques, algorithms and principles of interactive computer graphics and animation, this course
also prepares for study in real-time rendering, realistic image Synthesis, and computer animation.

COURSE OBJECTIVE:
1. Discuss the fundamental concepts of Robotics.
2. Explain intelligent module for robotic motion control.
3. Demonstrate robotic vision system using transformation techniques.
4. Illustrate the working of innovative robotic devices.
P a g e 184
COURSE OUTCOMES(COs)
On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Outline the fundamentals and architecture of robotics. 1 to 5 1,2
CO2 Design an Intelligent module to control robotic system. 1 to 5 1,2
Develop robotic vision system using transformation techniques and 1 to 5,9,12 1,2
sensors.
CO3
Make use of innovative robotic devices for industrial and socially
relevant applications.
Make use of innovative robotic devices for industrial and socially 1 to 5 1,2
CO4
relevant applications.
Learn new tools and technologies in the Introduction To Robotics & 12
CO5
Drones and apply for suitable application development.
Develop solutions in the Introduction To Robotics & Drones to the 5,9,10
CO6 complex problems, either individually or as a part of the team and
report the results with proper analysis and interpretation.

BLOOM’S LEVELOF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √
CO3 √ √ √ √
CO4 √ √ √ √ √
CO5 √ √ √
CO6 √ √ √

P a g e 185
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 2 2 2 3 3
CO2 3 3 3 3 3 3 3
CO3 3 3 3 3 3 1 1 3 3
CO4 3 3 2 2 2 3 3
CO5 3
CO6 3 3 3
Note:1-Low,2-Medium,3-High

COURSE CONTENT THEORY

Contents

UNIT – 1

Introduction: Robot anatomy-Definition, law of robotics, History and Terminology of Robotics-Accuracy and
repeatability of Robotics-Simple problems-Specifications of Robot-Speed of Robot- Robot joints and links-
Robot classifications-Architecture of robotic systems-Robot Drive systems-Hydraulic, Pneumatic and Electric
system.
UNIT -2

End effectors and robot controls: Mechanical grippers-Slider crank mechanism, Screw type, Rotary actuators,
cam type-Magnetic grippers-Vacuum grippers-Air operated grippers-Gripper force analysis-Gripper design-
Simple problems-Robot controls-Point to point control, Continuous path control, Intelligent robot-Control
system for robot joint-Control actions-Feedback devices-Encoder, Illustration using ARDUINO Boards

UNIT – 3

Robot transformations and sensors: Robot kinematics-Types- 2D, 3D Transformation-Scaling, Rotation, and
Translation- Homogeneous coordinates, multiple transformation-Simple problems. Sensors in robot – Touch
sensors-Tactile sensor – proximity and range sensors – Robotic vision sensor-Force sensor-Light sensors,
Pressure sensors, Illustration using ARDUINO Boards

UNIT – 4

Robot cell design and applications :Robot work cell design and control-Sequence control, Operator interface,
Safety monitoring devices in Robot-Mobile robot working principle, actuation using MATLAB, NXT Software
Introductions-Robot applications- Material handling, Machine loading and unloading, assembly, Inspection,
Welding, Spray painting and undersea robot. Introduction to robotic operating system (ROS) .

TEXT BOOKS:
1. S.R. Deb, “Robotics Technology and flexible automation”, Tata McGraw-Hill Education, 2009.
2. Mikell P Groover & Nicholas G Odrey, Mitchel Weiss, Roger N Nagel, Ashish Dutta, “Industrial Robotics, Technology
programming and Applications”, McGraw Hill, 2012.
.
REFERENCE BOOKS:
1. Richard D. Klafter, Thomas .A, ChriElewski, Michael Negin, “Robotics Engineering an Integrated Approach”, Phi
Learning.,2009.
2. Francis N. Nagy, Andras Siegler, “Engineering foundation of Robotics”, Prentice Hall Inc., 1987.
3. P.A. Janaki Raman, “Robotics and Image Processing an Introduction”, Tata McGraw Hill Publishing Company Ltd., 1995
4. Carl D. Crane and Joseph Duffy, “Kinematic Analysis of Robot manipulators”, Cambridge University press, 2008.

P a g e 186
 5. Craig. J. J., “Introduction to Robotics mechanics and control”, Addison- Wesley, 1999.
JOURNALS/MAGAZINES:
1. Elsevier Journal of Robotics and autonomous systems.
2. IEEE Journal on robotics and automation.

SWAYAM/NPTEL/MOOCs:
1. https://www.udemy.com/topic/robotics/beginner/
2. https://www.coursera.org/specializations/robotics

SELF LEARNING EXERCISES:

https://www.generationrobots.com/en/162-tools

P a g e 187
 Course Title Data Visualization Techniques (PE I) Course Type Theory

Course Code B20EAS502 Credits V semester Class V Semester

Contact Work Total Number of

TLP Credits Hours Load Classes Assessment in
Theory 3 3 3 Per Semester Weightage

Practice 0 0 0
Course Theory Practical CIE SEE
- - - -
Structure
Total 3 3 3 39 0 50 50

COURSE OVERVIEW
This course is all about data visualization, the art and science of turning data into readable graphics. We’ll explore how to design
and create data visualizations based on data available and tasks to be achieved. This process includes data modeling, data
processing (such as aggregation and filtering), mapping data attributes to graphical attributes, and strategic visual encoding
based on known properties of visual perception as well as the task(s) at hand. Students will create their own data visualizations,
and learn to use Open Source data visualization tools like Tableau and R. Students will also read papers from the current and
past visualization literature and create video presentations of their findings.

COURSE OBJECTIVE (S):

1. Introduction to theory of data visualizations and create data visualizations.
2. Conduct exploratory data analysis using visualization.
3. Craft visual presentations of data for effective communication.
4. Design and evaluate color palettes for visualization based on principles of perception.
5. Apply data transformations such as aggregation and filtering for visualization and Identify opportunities for application
of data visualization in various domains.
6. Use tools tableau and R for visualization techniques. Design and evaluate color palettes for visualization based on
principles of perception

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
Understanding concepts of Data Visualization presentation and
CO1 1,2,11 3
exploratory graphics.
Data Visualization through Graphical Representations, Graph-theoretic
CO2 Graphics, High-dimensional Data Visualization, Multivariate Data Glyphs 1-5,9 3
for analyzing data.
Applying mapping techniques and separation methods to analyze
CO3 1-6,9 3
visualizations.
CO4 Understanding concepts of R and Tableau for filtering visualization 1-5,9,12 2
Apply data transformations such as aggregation and filtering for
CO5 visualization and Identify opportunities for application of data visualization 1-5,9,12 2
in various domains
Design and evaluate color palettes for visualization based on principles of
CO6 1-5,9,12 2
perception

P a g e 188
BLOOM’S LEVEL OF THE COURSE OUTCOMES:
Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √ √
CO3 √ √
CO4 √
CO5 √ √
CO6 √ √ √

COURSE ARTICULATION MATRIX:

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 2 2 3
CO2 3 3 3 2 2 3
CO3 3 3 3 2 3 2 2
CO4 2 2 3 2 2 3 2 2
CO5 3 3 3 2 3 2 3

CO6 2 2 3 2 3 2 3 2

COURSE CONTENT
THEORY:
UNIT – I

Introduction to Data Visualization:

Theory of Data Visualization, Presentation and Exploratory Graphics, Graphics and Computing.

UNIT – II

Principles and Methodologies:

Data Visualization through Graphical Representations, Graph-theoretic Graphics, High-dimensional Data Visualization,
Multivariate Data Glyphs: Principles and Practice, Linked Views for Visual Exploration, Linked Data Views, Visualizing Trees
and Forests, Interactive Linked Micromap Plots for the Display of Geographically Referenced Statistical Data, Smoothing
Techniques for Visualisation, Structural Adaptive Smoothing by Propagation–Separation Methods.

UNIT – III
Data visualization using Tableau:

Introduction to tableau, connecting to data, Visual Analytics, Dashboard and stories, Calculations, Mapping ,Tableau online &
competitors

UNIT – IV

Data visualization using R:

Introduction to R, Getting spotted with basic plots, visualizations Libraries in R, Visualizing geographical data in R and
conclusion.

P a g e 189
TEXT BOOKS:
1. Visualization Analysis & Design by Tamara Munzner (2014)
2. Learning Tableau Book by Joshua N. Milligan
3. Practical Tableau: 100 Tips, Tutorials, and Strategies from a Tableau Zen Master
4. R for Data Science Book by Garrett Grolemund and Hadley Wickham
5. R in Action Book by Rob Kabacoff

REFERENCE BOOKS:
1. Interactive Data Visualization for the Web by Scott Murray 2nd Edition (2017)
2. Semiology of Graphics by Jacques Bertin (2010)
3. The Grammar of Graphics by Leland Wilkinson
4. ggplot2 Elegant Graphics for Data Analysis by Hadley Wickham

JOURNALS/MAGAZINES:
1. https://analyticsindiamag.com/tag/data-visualisation/
2. https://www.cs.uic.edu/~kzhao/Papers/00_course_Data_visualization.pdf
3. https://www.perceptualedge.com/.../Whitepapers/Data_Visualization.pdf
4. https://www.sas.com/.../data-visualization-techniques-106006.pdf

SWAYAM/NPTEL/MOOCs:
1. https://onlinecourses.nptel.ac.in/noc20_mg24/preview
2. https://www.coursera.org/specializations/data-visualization

P a g e 190
 Course Decision Support System and Expert System
Course Type Theory
Title (PE I)
Course
B20EAS503 Credits 3 Class V Semester
Code
Contact Work Total Number of
TLP Credits Assessment in
Hours Load Classes Weightage
Course Theory 3 3 3 Per Semester
Structure Practice - - -
Theory Practical CIE SEE
Tutorial - - -
Total 3 3 3 39 - 50% 50%

Course Overview:

The Course provides the knowledge on the basics of decision support systems that are designed to help people overcome their
biases and limitations, and make decisions more knowledgeably and effectively. It includes the components and various
models of the decision support system. This course provides the methods to design DSS. This course also includes the insight of
Expert systems.

Course Objective(s):

The objectives of the course are:

1. Explains the concept of Decision Support Systems

2. Exhibit the decision making techniques
3. Investigate various models in Decision Support Systems
4. Apply Design and development techniques in DSS
5. Design an expert system by applying various Knowledge Acquisition techniques.

Course Outcome(s):

After the completion of the course the students will be able to:

CO# Course Outcomes Pos PSOs

CO1 Understand the concept of Decision Support Systems 1,2,3,12 1

CO2 Apply various decision making techniques for decision support systems 1,2,3,4,6 1,2

CO3 Analyze various models in decision support systems 1,2,3,4,6,9 2

CO4 Apply intelligence in decision support systems 1,2,3,6,9

CO5 Design a decision support systems 1,2,3,6 1

CO6 Design an expert system by applying various knowledge acquisition 1,2,3,6,9 1

techniques

P a g e 191
Bloom’s Level of Course Outcomes:

CO# Bloom’s Level

Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √
CO3 √
CO4 √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX:

CO#

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 1 1 1 1

CO2 3 1 2 1 2 2 1

CO3 2 2 3 2 2 1 3

CO4 2 1 2 2 1

CO5 1 1 3 2 1

CO6 3 1 3 1 1 1

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT

THEORY

Content
Unit I
Introduction to Decision Support Systems: What is DSS?, Uses of Decision support systems. Decision Making- Rational
Decision, Nature of Managers, Appropriate Decision Support, Group Decision Making, Intuition, Qualitative data and
Decision Making, Business Intelligence and Decision Making
Unit II
DSS Components: Data Components-Characteristics of Information, Database, DBMS, Data Warehouse, Case study on
Car. Model Components – Model and Analysis, Options for Models, Data Mining, Model-Based Management Systems
and Example.
Unit III
Intelligence and DSS: Programming Reasoning, Uncertainty, User Interface: Goal, Mechanisms of User Interfaces, User
Interface Components,
Designing a Decision Support: Planning for DSS, DSS Design and Reengineering.

P a g e 192
 Unit IV
Expert System: Definition of Expert systems, Features of Good expert systems, Architecture and Components of Expert
Systems, Role of Individuals who interact with the expert System, Advantage and Disadvantages of Expert Systems,
Source of errors in Expert system development.
Knowledge Acquisition: Knowledge basics, Knowledge Engineering, Knowledge Acquisition Techniques – Natural
Techniques, Contrived Techniques, Modelling Techniques- Laddering, Concept tree

TEXT BOOKS:

1. Vicki L. Sauter, “Decision Support systems for Business Intelligence”, Jonh Wiley & Sons, 2010.
2. I. Guptha, G. Nagpal, “Artificial Intelligence and Expert Systems”, Mercury Learning and Information, 2020.

REFERENCE BOOKS:

1. Daniel J. Power, “Decision Support Systems – Concept and Resources for Managers”, Quourum Books, London, 2002.
2. Efraim Turban, Ramesh E Sharda, Dursun Delen, “Decision support and Business Intelligence Systems”, 9th Edition,
Pearson Publications, 2010.
3. Maryse Salles, “Decision-Making and Information Systems”, Wiley, 2015

JOURNALS/MAGAZINES:

1. Journal of Decision Support systems and E-Commerce, Elsevier

2. International Journal of Decision Support Systems, Inderscience Publishers
3. Journal of Soft Computing and Decision Support Systems
4. Expert Systems with Applications, Elsevier
5. Journal of Knowledge Engineering, Expert Systems, Wiley Online

SWAYAM/NPTEL/MOOCs:

1. https://www.coursera.org/business -intelligence-tools
2. https://nptel.ac.in/courses/110/105/110105147
3. https://alison.com/course/diploma-in-decision-support-systems-for-managers
4. https://infyni.com/course/detail/65/artificial-intelligence-expert-systems

SELF LEARNING EXERCISE:

1. Case study on Decision making.

2. Case study on modeling the Decision Support Systems.

P a g e 193
 Course Title FUZZY LOGIC & SYSTEMS(PE-I) Course Type Theory

Course Code B20EAS504 Credits 3 Class V semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:
Course Description: This course covers the introduction to Classical Sets, Fuzzy Sets, Classical Relations and Fuzzy Relations,
Properties of Membership Functions, Fuzzification and Defuzzification, Development of Membership Functions, Decision
Making with Fuzzy Information, Classification by Equivalence Relations, Fuzzy Pattern Recognition and to understand the
difference between Logic and Fuzzy systems.
COURSE OBJECTIVE
Objectives of this course are to:
1. Provide insights about the basics of Classical Sets, Fuzzy Sets, Classical Relations and Fuzzy Relations.
2. Explain the Properties of Membership Functions, Fuzzification and Defuzzification and to identify the difference between
Logic and Fuzzy systems.
3. Describe the Development of Membership Functions and to work with Decision Making using Fuzzy Information.
4. Classify Fuzzy System to know the interpretation of Fuzzy Pattern Recognition.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
Make use of the fundamental concepts of Fuzzy sets, functions and 1 to 5 1 ,2
CO1
classification to solve real world problems.
Apply the different types of Fuzzy system and decision making with 1 to 5 1 ,2
CO2
fuzzy.
CO3 Develop Fuzzy logic to solve real life problems. 1 to 5 1 ,2
CO4 Model the Fuzzy logic for the given problem domain. 1 to 5 1 ,2
Learn new tools and technologies in the fuzzy logic and apply for 12
CO5 1
suitable application development.
Develop solutions in the fuzzy logic to the complex problems, either 5,9,10
CO6 individually or as a part of the team and report the results with proper 1,2
analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √
CO3 √ √ √
CO4 √ √
CO5 √
CO6 √ √

P a g e 194
 COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 2 1 1 3 3
CO2 3 2 2 1 1 3 3
CO3 3 2 2 1 3 3
CO4 3 3 2 2 1 3 3
CO5 3
CO6 2 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY

Contents
UNIT-1
Introduction: Classical Sets and Fuzzy Sets: The Case for Imprecision, A Historical Perspective, The Utility of Fuzzy
Systems, Limitations of Fuzzy Systems, The Illusion: Uncertainty and Accuracy, Uncertainty and Information, Fuzzy
Sets and Membership, Chance versus Fuzziness, Sets as Points in Hypercube.
UNIT-2
Properties of Membership Functions, Fuzzification and Defuzzification: Features of the Membership Function,
Various Forms, Fuzzification, Defuzzification to Crisp Sets, Lambda -Cuts for Fuzzy Sets, Lambda - Cuts for Fuzzy
Relations, Defuzzification to Scalars. Logic and Fuzzy systems: Part1 Logic, Part II Fuzzy Systems.
UNIT-3
Development of Membership Functions - Membership Value Assignments. Decision Making with Fuzzy
Information: Fuzzy Synthetic Evaluation, Fuzzy Ordering, Non - Transitive Ranking, Preference and Consensus, Multi
Objective Decision Making, Fuzzy Bayesian Decision Method, Decision Making under Fuzzy States and Fuzzy Actions.
UNIT-4
Fuzzy Classification: Classification by Equivalence Relations - Crisp Relations, Fuzzy Relations, Cluster Analysis,
Cluster Validity, c- Means Clustering - Hard c-Means (HCM), Fuzzy c-Means (FCM), Classification Metric, Hardening
the Fuzzy c-Partition, Similarity Relations from Clustering. Fuzzy Pattern Recognition: Feature Analysis,
Partitions of the Feature Space, Single-Sample Identification, Multifeature Pattern Recognition, Image processing

TEXT BOOKS:

1. Timothy J. Ross, “Fuzzy Logic with Engineering Applications”, Wiley India, 3rd Edition, 2010.
2. George K Klirand and Bo Yuan, “Fuzzy Sets and Fuzzy Logic: Theory and Applications”, Prentice Hall, 1995.

REFERENCE BOOKS:

1. B Kosko, “Neural Networks and Fuzzy Systems: A Dynamical System Approach”, PHI, 1991.

JOURNALS/MAGAZINES:

1. https://www.journals.elsevier.com/fuzzy-sets-and-systems/most-downloaded-articles
2. https://www.springer.com/journal/40815

P a g e 195
 SWAYAM/NPTEL/MOOCS:

1. https://www.udemy.com/course/fuzzy-logic/
2. https://www.coursera.org/lecture/children-literacy/fuzzy-logical-model-of-perception-ZT8ZJ

SELF-LEARNING EXERCISES:

Automated Methods for Fuzzy System, Batch Least Squares Algorithm, Recursive Least Squares Algorithm, Gradient, Fuzzy
Systems Simulation, Nonlinear Simulation Using Fuzzy System

Computer Vision LAB

Course Title Course Type Practical

Course Code B20EA0504 Credits 1 Class V semester

Contact Work
TLP Credits Assessment in
Hours Load 13Hrs/ Semester
Weightage
Theory - - -
Course
Structure Practice 1 2 2
Tutorial - - - Theory Practical CIE SEE

Total 1 2 2 0 26 50% 50%

COURSE OVERVIEW:
Computer Vision is one of the fastest growing and most exciting AI disciplines in today’s academia and
industry. This course is designed to open the doors for students who are interested in learning about the
fundamental principles and important applications of computer vision. The course, introduces a number of
fundamental concepts in computer vision, expose students to a number of real-world applications that are
important to our daily lives. More importantly, students will be guided through a series of well-designed
projects such that they will get to implement using few interesting and cutting-edge computer vision
algorithms. The course benefit is to apply computer vision algorithms to solve real world problems.

COURSE OBJECTIVE (S):

The objectives of this course are to:

1. Explain the fundamentals of Computer vision

2. Experiment with different segmentation techniques
3. Demonstrate the use of techniques for registration and classification of images.
4. Illustrate the object detection in a given application.
COURSE OUTCOMES (COs):
After the completion of the course, the student will be able to:
CO1 Outline the fundamentals of Computer vision.

CO2 Apply image enhancement in one dimension and two dimensional using DFT

CO3 Implement registration and classification of images.

Develop application to perform object detection

CO4

P a g e 196
 CO5 Apply and compare different segmentation techniques.

CO6 Analyze wavelet transform in various compression standard

BLOOM’S LEVEL OF THE COURSE OUTCOMES:

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √

CO2 √ √

CO3 √ √

CO4 √ √ √ √

CO5 √ √ √

CO6 √ √ √

COURSE ARTICULATION MATRIX:

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/ Pos

CO1 2 1 1 1 2 2

CO2 2 3 1 1 3 1
N
o CO3 1 2 1 2 3 1 1 2 1
t
e CO4 1 2 3 1 1 1 2 1
:
CO5 2
1
- CO6 2 2 2
L
ow, 2-Medium, 3-High

SL Lab Programs PAGE

NO NO

P a g e 197
01 Write a program by Using OpenCV in python read and display an image.

02 Write a program to Opening in grayscale mode.

03 Write a program using python open cv to create a border to an image

04 Write a Python program to Image blurring using OpenCV

05 Write a program for Image Processing in Python Scaling,

Rotating

06 Write a program for Image Processing in Python Shifting and Edge Detection.

07 Write a program to Erosion and Dilation of images using OpenCV

in python

08 Write a python program code to Below is the Python code explaining Opening
Morphological Operation

09 Write a Python program to explain cv2.line() method

TEXT BOOKS:
1. David A. Forsyth, Jean Ponce, “Computer Vision: A Modern Approach” , 2nd Edition, University of Illinois at
Urbana-Champaign Jean Ponce, Ecole Normale Superieure, Paris©2012, Pearson
2. Richard Szeliski, “ Computer Vision: Algorithms and Applications” , Springer
3. David Marr, Tomaso A. Poggio, Shimon Ullman “A Computational Investigation into the Human Representation and
Processing of Visual Information”, , eBook - Amazon.com

REFERENCE BOOKS:
1. Gary Bradski, Adrian Kaehler, “ Learning OpenCV: Computer Vision with the OpenCV Library” Amazon
2. International Journal of Computer Vision, Springer
3. Image and Vision Computing, Elsevier
4. Computer Vision and Image Understanding, Elsevier
5. IEEE Transactions on Image Processing
6. IEEE Transactions on Pattern recognition and machine intelligence

P a g e 198
 Course Title Machine Learning Lab Course Type Practical
Course Code B20CI0505 Credits 1 Class V semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory - - - Per Semester
Course
Structure Practice 1 2 2
Tutorial - - - Theory Practical CIE SEE
Total 1 2 2 - 26 50% 50%

COURSE OVERVIEW:
Course Description: Machine learning uses interdisciplinary techniques such as statistics, linear algebra, optimization, and
computer science to create automated systems that can process through large volumes of data at high speed to make
predictions or decisions without human intervention.
COURSE OBJECTIVES:
The objectives of this course are to:
5. Explain machine learning and problems relevant to machine learning.
6. Discuss the fundamentals of Decision trees learning and its issues
7. Illustrate neural networks, Bayes classifier and k nearest neighbour for problems appearing in machine learning.
8. Describe statistical analysis of machine learning techniques.
COURSE OUTCOMES(COs)
On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Explain the basics of machine learning concepts. 1 to 5 1,2,3

CO2 Implement suitable classification technique for intelligent 1 to 5 1,2,3

applications
CO3 Implement clustering algorithms for intelligent applications 1 to 5
1,2,3
CO4 Implement machine learning algorithms for intelligent 1 to 5
applications 1,2,3

CO5 Learn new tools and technologies related to machine learning 10,12
and apply for suitable application development. 2,3

CO6 Develop solutions using machine learning based algorithms for 11,12
the complex problems, either individually or as a part of the 2,3
team and report the results with proper analysis and
interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √
CO3 √ √

P a g e 199
 CO4 √ √ √
√
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 1 1 2 1 3 3 3

CO2 3 2 3 1 2 3 3 3

CO3 3 1 2 1 2 3 3 3

CO4 3 2 2 2 2 3 3 3

CO5 2 3 2 2

CO6 3 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT LAB:

Decision Tree Classifier

Implement and demonstrate a Decision Tree Classifier to classify the instances of dataset. Display the
1 classification results. Also, try the same algorithm to classify the instances for any given medical
diagnosis dataset.
Feature extraction using Principal Component Analysis (PCA)
2 Implement and demonstrate the Principal Component Analysis algorithm for dimensionality
reduction for any dataset.
K nearest neighbour (KNN)
Implement and demonstrate the k-Nearest Neighbour algorithm (k-NN) to classify the iris data
3 set. Display the Confusion matrix and classification report. Also, try the same algorithm of
the social networks dataset to predict a customer can purchase an item or not.
Support Vector Machine (SVM)
Implement and demonstrate a Support vector machine classifier to classify the instances of any dataset.
4 Display the classification results. Also, try the same algorithm to classify the instances for any given
dataset
Short Title: Regression
5 Implement and demonstrate linear regression and logistic regression algorithms for any given
dataset(s). Visualize the results using graphs. (Salary prediction, Price Prediction)
Random Forest (RF)
Implement and demonstrate a Random Forest classifier to classify the instances of dataset.
6 Display the classification results. Also, try the same algorithm to classify the instances for any given
dataset
K-Means Clustering
7 Implement and demonstrate the k-means clustering algorithms. Visualize the results using graphs.
Hierarchical clustering
8
Implement and demonstrate the hierarchical clustering algorithms. Visualize the results using graphs.
9 DBSCAN clustering
P a g e 200
 Implement and demonstrate the hierarchical clustering algorithms. Visualize the results using graphs.
Short Title: Artificial Neural Networks (ANN)
10 Implement and demonstrate the two hidden layer multilayer perceptron neural network to any given
dataset for classification. Apply two different optimizers or activation functions and compare the results.

TEXT BOOKS:
1. Tom M. Mitchell, Machine Learning, India Edition McGraw Hill Education, 2013.

Websites:
1. https://www.tutorialspoint.com/machine_learning_with_python/index.htm
2. https://www.tutorialspoint.com/artificial_neural_network/index.htm

RECOMMENDED LEARNING RESOURCES (REFERENCE BOOKS):

3. Trevor Hastie, Robert Tibshirani, Jerome Friedman, “The Elements of Statistical Learning”, 2nd edition,
springer series in statistics.
4. Ethem Alpaydın, “Introduction to machine learning”, second edition, MIT press.

JOURNALS/MAGAZINES:
3. Springer Journal of Machine Learning.
4. International Journal of Machine Learning and Computing.

SWAYAM/NPTEL/MOOCs:
4. Coursera – Machine Learning
5. Coursera – Deep Learning
6. https://onlinecourses.nptel.ac.in/noc19_cs53/preview

SELF-LEARNING EXERCISES:
Reinforcement Learning: Introduction, Learning Task, Q Learning

P a g e 201
 INTRODUCTION TO AI
Course Title Course Type Theory
(OE-1)
Course Code B20CIO501 Credits 3 Class V semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:
Course Description: This course introduces the basics of Artificial Intelligence (AI), AI problems and search strategies. The
students can explore knowledge representation issues and methods. This course provides planning methods /algorithms for,
problem solving and controlling the knowledge and also demonstrates various learning methods for constructing knowledge and
taking decisions.

COURSE OBJECTIVE:
The objectives of this course are to:
1. Describe the basics of Artificial Intelligence (AI).
2. Illustrate knowledge representation issues and methods
3. Explain planning methods/algorithms in problem solving
4. Discuss the application of AI in Robot .

COURSE OUTCOMES(COs)
On successful completion of this course; the student will be able to:
CO# Course Outcomes POs PSOs
CO1 Solve AI problems using AI search strategies and production system 1 to 5 1,2
Develop knowledge base for representing the given real world data 1 to 5 1,2
CO2
using logic and reasoning methods
CO3 Make use of planning and probability to solve uncertainty problems 1 to 5 1,2
Design and develop an intelligent agent for robotics in a specific 1 to 5 1, 2,3
CO4
environmentto solve real world problems.
Learn new tools and technologies in the Introduction to AI and apply for 12
CO5
suitable application development.
Develop solutions in the Introduction to AI to the complex problems, 5,9,10
CO6 either individually or as a part of the team and report the results with
proper analysis and interpretation.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √
CO6 √ √ √

P a g e 202
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 2 3 1 3 3 3
CO2 3 3 3 2 3 3 3
CO3 3 2 3 3 3 3 3
CO4 3 2 2 2 3 3 3 3
CO5 3
CO6 3 3 3
Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY

Contents

UNIT – 1

Problems and search: What is AI, AI Problems; AI Techniques; Problem Space and Problem Search
techniques; Defining the problem as a state space search, production systems; Problem characteristics,
production system characteristics, Issues in the design of search programs; Heuristic search techniques,
generate-and-test; Hill climbing, BFS, DFS; Problem reduction; Constraint satisfaction.

UNIT -2

Knowledge Representation: Knowledge representation Issues, representations and mappings; Approaches to

knowledge representation; Issues in knowledge representation; Using Predicate logic: Representing simple
facts in logic; Representing Instance and ISA relationships; Computable functions and predicates; Representing
Knowledge using Rules; Procedural versus declarative knowledge; Resolution Forward versus backward
reasoning; Matching
UNIT – 3

Planning: A simple planning agent; Representations for planning; A partial-order planning example; A partial-
order planning algorithm; Planning with partially Instantiated operators; Knowledge Engineering for planning;
Uncertainty: Sources of Uncertainty; Probability Theory, Issues with Probability; Advantages & Disadvantages
of Bayesian Network
UNIT – 4

Robotic Sensing and Manipulation: Introduction to robotics, Sensing, Manipulation, Human-robot interaction

Mobile Robots: Navigation and path planning, Learning and robotics: Reinforcement learning, Case study:
Autonomous vehicles technologies and impacts

TEXT BOOKS:
1. Russell &Norvig, “Artificial Intelligence: A Modern Approach”, Third Edition, Prentice-Hall, 2010.
2. Elaine Rich, Kevin Knight, “Artificial Intelligence”, 3rdedition, TataMcgraw Hill, 2009.

REFERENCE BOOKS:
1. Nils J.Nilsson, “Principles of Artificial Intelligence”, Elsevier, 1980.
2. Krishan Mehrotra, Chilkuri K. Mohan, Sanjay Ranka, “Artificial Neural Networks”, Penram International Publishing, 1997.
3. B.Yegananarayana, “Artificial Neural Networks”, PHI, 2001.
4. Boston Dynamics videos, 2018 ,https://www.youtube.com/user/BostonDynamics

P a g e 203
 5. Priday, R. “What’s Really Going on in those Boston Dynamics Videos,” Wired, February 18, 2018
https://www.wired.co.uk/article/bostondynamics-robotics-roboticist-how-to-watch ○ RAND Institute, “Autonomous
6. RAND Institute, “Autonomous Vehicle Technology: A Guide for Policymakers”, 2016
https://www.rand.org/content/dam/rand/pubs/research_reports/RR400/RR443- 2/RAND_RR443-2.pdf

JOURNALS/MAGAZINES:
1. ACM, ACM transaction on Multi-Agent System.
2. IEEE, IEEE transaction for computational Intelligence.
3. Springer, Springer transaction for security based intelligent systems.

SWAYAM/NPTEL/MOOCS:
1. https://www.udemy.com/topic/artificial-intelligence/
2. https://www.udemy.com/course/introduction-to-ai-for-business/

SELF LEARNING EXERCISES:

Analyze the different types of Agents in Intelligent agents, Illustrate the communication between agents in Multi-agent
environment.

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 OOPS With C++(OE-1)
Course Title Course Type Theory

Course Code B20CIO502 Credits 3 Class V semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:
This course introduces the basic concepts of object oriented programming. Familiarizes with object creation and
accessing members of object. OOPs concepts such as data abstraction, information hiding (Encapsulation),
overloading operations, inheritance mechanisms, virtual functions, friend functions and are discussed. FileI/O
operations, Templates and exception handling mechanisms are also introduce

COURSE OBJECTIVE
The objectives of this course are to:
1. Explain the basic concepts of objects and classes for a real world application.
2. Illustrate the use of operator overloading/function overloading for given applications.
3. Demonstrate the use of inheritance in real world applications.
4. Describe I/O streams and Templates and Exception Handling

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Apply the basic concepts of objects and classes for a real world application 2,3,7,11 1,2
Develop applications by implementing operator overloading and function 2,3,4,5 2,3
CO2
overloading.
CO3 Make use Inheritance feature of OOPs to develop a real world application 1-4,8,9,11 2,3
CO4 Build the real world application using exception handling and templates 1-4,11,12 2,3

Learn new tools and technologies in the OOPS USING C++and apply for 12
CO5
suitable application development.
Develop solutions in the OOPS USING C++to the complex problems, either 5,9,10
CO6 individually or as a part of the team and report the results with proper
analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √
CO3 √ √
CO4 √ √ √ √
CO5 √ √ √
CO6 √ √ √

P a g e 205
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 2 1 1 1 2 2
CO2 2 3 1 1 3 1
CO3 1 2 1 2 3 1 1 2 1
CO4 1 2 3 1 1 1 2 1
CO5 3
CO6 3 3 3

Note: 1-Low,2-Medium,3-High

COURSE CONTENT
THEORY
Contents

UNIT-1

Introduction: Introduction to object oriented concepts: Encapsulation, Abstraction, Inheritance,

Polymorphism, Overview of OOP, Introduction to object oriented modelling, Introduction to variables in
C++, I/O operators, Function overloading, Inline function, Recursive function.
Classes & Objects: Introduction to Classes, Member Functions and Member data, Constructors and
Destructors, Static Class members.
UNIT-2

Operator overloading: Introduction to Objects, Array of Objects, Dynamic Objects, Pointers to objects,
Friend Function, Access specifiers.
The scope resolution operator, Generic functions and classes, Operator overloading using Friend
function: Unary operator ‘+’ & binary operator, Copy constructor.
UNIT-3

Inheritance: Base Class, Inheritance and Protected members, inheriting multiple base classes,
Constructors, Destructors and Inheritance, Virtual base classes. Virtual functions and Polymorphism:
Virtual functions, pure virtual functions, Early and late binding.
UNIT-4
Templates and Exception handling: Template Functions, Template Classes, Fundamentals of Exception
handling, handling derived class exceptions.

TEXTBOOKS:
1. Herbert Schildt,”The Complete Reference C++”, 4th Edition, Tata McGraw Hill, 2003.
2. Sanley B. Lippmann, Josee Lajore, “C++ Primer”, 4th Edition, Pearson Education, 2005.

REFERENCE BOOKS:
1. Paul J Deitel, Harvey M Deitel, “C++ for Programmers”, Pearson Education, 2009.
2. K R Venugopal, Rajkumar Buyya, T Ravi Shankar, “Mastering C++”, Tata McGraw Hill,l999.

JOURNALS/MAGAZINES:
1. ACM, ACM Transactionson Programming Languages and Systems(TOPLAS).
2. ACM Journal on Object-Oriented Programming

SWAYAM/NPTEL/MOOCS:
1. https://www.coursera.org/specializations/object-oriented-programming
2. https://www.coursera.org/lecture/writing-running-fixing-code/introduction-to-the-programming-environment-sXizU

P a g e 206
3. https://www.coursera.org/learn/object-oriented-design

SELF LEARNING EXERCISES:

I/O System Basics, File I/O: C++ stream classes, Formatted I/O, <fstream> and File classes.

P a g e 207
 WEB TECHNOLOGY
Course Title (OE-1) Course Type Theory

Course Code B20CIO503 Credits 3 Class V semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW: The basics of Web application tools such as HTML, XHTML and CSS are introduced. The course also provides
knowledge about advanced research topics such as XML, Perl and PHP.

COURSE OBJECTIVE
The objectives of this course are to:
1. Understand the various steps in designing a creative and dynamic website.
2. Describe the hierarchy of objects in HTML and XML.
3. Design dynamic and interactive web pages by embedding Java Script code in HTML.
4. Illustrate the advantages and use of different types of CSS.
5. Examine the HTML. Know how to use Dynamic HTML.
6. Familiarize server side scripting language like Perl &PHP.

COURSE OUTCOMES (COs)

CO# Course Outcomes POs PSOs

Describe the concepts of WWW including browser and HTTP protocol 2,3,7,11 1,2
CO1 and summarize the various HTML tags and use them to develop
the user friendly web pages.
Define the CSS with its types and use them to provide the styles to the 2-5 2,3
CO2
web pages at various levels.
Develop the modern web pages using the HTML and CSS 1,4,8,9,11 2,3
CO3
features with different layouts as per need of applications.
Apply JavaScript to develop the dynamic web pages and use server 1-4,11,12 2,3
CO4 side scripting with PHP to generate the web pages dynamically using
the database connectivity.
CO5 Examine the HTML .Know how to use Dynamic HTML 2,3,4,5 2,3

CO6 Familiarize server side scripting language like Perl & PHP. 2-5 1,2

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √ √
CO3 √
CO4 √ √ √
CO5 √ √ √ √
CO6 √ √ √ √

P a g e 208
COURSE ARTICULATION MATRIX

PSO3
CO#/ POs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2

CO1 2 1 1 1 2 2
CO2 2 3 1 1 3 1
CO3 1 2 1 2 3 1 1 2 1
CO4 1 2 3 1 1 1 2 1
CO5 2 2 3 1 2 2
CO6 1 2 3 1 1 2

COURSE CONTENT THEORY

Contents
UNIT-1
Web Essentials: Clients, Servers, and Communication. The Internet-Basic Internet Protocols -The World Wide
Web-HTTP request message-response message-Web Clients Web Servers-Case Study. Markup Languages: XHTML.
An Introduction to HTML History-Versions-Basic XHTML Syntax and Semantics- Some Fundamental HTML
Elements-Relative URLs-Lists-tables-Frames-Forms-XML Creating HTML Documents. Representing Web Data:
XML-Documents and Vocabularies-Versions and Declaration - Namespaces JavaScript and XML
UNIT-2
Style Sheets: Lists, Tables, Forms, Frames CSS: Introduction, Levels of style sheets, Style specification formats,
Selector forms, Property value forms, Font properties, List properties, Color, Alignment of text, The box model,
Background images, The <span>and <div>tags, Conflict resolution.
Javascript: Overview of Javascript, Object orientation and Javascript, Syntactic characteristics, Primitives,
operations, and expressions, Screen output and keyboard input, Control statements, Object creation and
modification, Arrays, Functions, Constructors.
UNIT-3
Perl, CGI Programming: Origins and uses of Perl, Scalars and their operations, Assignment statements and simple
input and output, Control statements, Fundamentals of arrays, Hashes, References, Functions, Pattern matching,
File input and output; Examples. The Common Gateway Interface; CGI linkage; Query string format;
CGI.pm module;
Cookies. Database access with Perl and MySQL
UNIT-4
Introduction and basic syntax of PHP: Decision and looping with examples, PHP and HTML, Arrays, functions,
Browser control and detection, string, Form processing, Files, Advance Features: Cookies and Sessions, Object
Oriented Programming with PHP. PHP and MySQL: Basic commands with PHP examples, Connection to server,
creating database, selecting a database, listing database, listing table names, creating a table, inserting data,
altering tables, queries, deleting database, deleting data and tables.

TEXT BOOKS:
1. Robert. W. Sebesta, "Programming the World Wide Web", Fourth Edition, Pearson Education.
2. Jeffrey C.Jackson, "Web Technologies--A Computer Science Perspective", Pearson Education, 2006. 2007.
REFERENCE BOOKS:
1. Deitel, Deitel, Goldberg, "Internet & World Wide Web How to Program", Third Edition, Pearson Education, 2006.
2. Marty Hall and Larry Brown, “Core Web Programming” Second Edition, Volume I and II,
3. Pearson Education, 2001.
4. Bates, “Developing Web Applications”, Wiley, 2006.

JOURNALS/MAGAZINES:
1. International Journal of Web Technology- ISSN:2278-2389
2. International Journal of Web & Semantic Technology(IJWesT)
3. ELSEVIER Journals within "Internet And Web Technology”

P a g e 209
SWAYAM/NPTEL/MOOCS:
1. Coursera - Web Design: Wireframes to Prototypes
2. Coursera – Web Application Technologies and Django
3. https://nptel.ac.in/courses/106/105/106105084/
4. 4.https://www.edx.org/learn/web-development

SELF LEARNING EXERCISES:

1. HTML5
2. JQuery
3. XML
4. Ruby
5. Introduction to REST and RESTful API

P a g e 210
 TECHNICAL DOCUMENTATION
Course Title Course Type Theory

Course Code B20CI0503 Credits 1 Class V semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 1 1 1 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE
Total 1 1 1 13 - 50 50

COURSE OVERVIEW:

The goal of this course is to prepare engineering students with the individual and collaborative technical
writing, presentation, and research skills necessary to be effective technical communicators in academic and
professional environments

COURSE OBJECTIVE
The objectives of this course are:
1. Understanding the characteristics of technical writing and the importance of purpose, audience, and
genre for written communication in technical fields.
2. Planning, drafting, revising, editing, and critiquing technical and professional documents through
individual and collaborative writing.
3. Writing effective technical documents that are grammatically and stylistically correct.
4. Explain the knowledge and skills required for undertaking a research project, for presenting a
conference paper and for writing a scientific article.

COURSE OUTCOMES(COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Describe the characteristics of technical writing and the importance

1 to 4, 8,
CO1 of purpose, audience, and genre for written communication in 1
9, 12
technical fields.

Develop professional documents through individual and collaborative 1 to 3,

CO2 writing. 1
5,9,12
Write effective technical documents that are grammatically and 1 to 5, 9,
CO3 2
stylistically correct 12

CO4 Writing effective paper for conference or journal publication 1,4,5,9,12 1

Learn new tools and technologies in the Technical Documentation 12

CO5 and apply for suitable application development.

Develop solutions in the Technical Documentation to the complex 5,9,10

CO6 problems, either individually or as a part of the team and report the
results with proper analysis and interpretation.

P a g e 211
 BLOOM’S LEVELOF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √ √
CO4 √
CO5 √ √ √
CO6 √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
POs

CO1 3 1 1 2 1 1 1 2 2

CO2 3 2 3 1 1 3 1
2
CO3 3 1 2 1 2 1 1 2 1

CO4 3 2 2 1 1 2 1

CO5 3

CO6 3 3 3
Note: 1-Low,2-Medium,3-High

COURSE CONTENT THEORY

Contents

UNIT-1

Introduction Technical Reports: Importance of Reports, Objectives of Reports ,characteristics of a Report,

Categories of Reports, Informative Reports , Analytical Reports , Periodic and Special Reports , Oral and Written
Reports , Long and Short Reports , Formal and Informal Reports, Individual and Group Reports Formats , Prewriting ,
Purpose and Scope ,Audience , Sources of Information , Organizing the Material , Interpreting Information ,Making
an Outline , Structure of Reports (Manuscript Format), Prefatory Parts ,
Main Text, Supplementary Parts , Types of Reports , Writing the Report , First Draft ,Revising, Editing, and
Proofreading.
Technical Proposals: Introduction , Definition and Purpose , Types , Characteristics , Structure of Proposals ,
Prefatory Parts , Body of the Proposal , Supplementary Parts , Style and Appearance , Evaluation of Proposals.

TEXTBOOKS:
1. Meenaxi Raman and Sangeetha Sharma, “Technicial communication”, Oxford University press, 2015.
2. C. R. Kothari, Research Methodology Methods and Techniques, 2nd. ed. New Delhi: New Age International Publishers,
2009.
3. R. Panneerselvam, Research Methodology, New Delhi: PHI, 2005.
4. P. Oliver, Writing Your Thesis, New Delhi: Vistaar Publications, 2004.
5. F. Mittelbach and M. Goossens,The LATEX Companion, 2nd. ed. Addison Wesley, 2004.

P a g e 212
 Course Title AI and Humanity Course Type Integrated

Course Code B20EA0501 Credits 2 Class V Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Course Theory 2 2 2 Weightage
Per Semester
Structure
Practice 0 0 0 Theory Practical CIE SEE
- - - -
Total 2 2 2 26 0 50 50

COURSE OVERVIEW
AI and Humanity provides an analytical framing and a common language for understanding the effects of technological
advances in artificial intelligence on society. The theme is driven by an exploration of the cultural and etymological roots of a
series of keywords relevant to both AI and society. Here the possibility of applying the key principles and tools of current
artificial intelligence (AI) to design future human systems in ways that could make them more efficient, fair, responsive, and
inclusive.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain the fundamentals of artificial intelligence and its applications to society.
2. Discuss the machine learning concepts.
3. Inculcate knowledge of data processing and building classifiers in various application domains.
4. Gain expertise in logic programming and search techniques.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
1 to 4, 8, 9 ,
CO1 Make use of AI Techniques to solve social problems. 1
12
CO2 Develop programs for machine learning algorithms. 1 to 3, 5,9,12 1

CO3 Apply the techniques of data pre-processing and build a classifier. 1 to 5, 9, 12 2

CO4 Create search solutions for different application. 1,4,5,9,12 1

Learn new tools and technologies in the AI and Humanity and apply for 12
CO5 suitable application development.
Develop solutions in the AI and Humanity to the complex problems, either 5,9,10
CO6 individually or as a part of the team and report the results with proper
analysis and interpretation.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √ √
CO4 √ √ √ √
CO5 √ √ √
CO6 √ √ √

P a g e 213
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs
CO1 3 1 1 2 1 1 1 3
CO2 3 2 3 2 1 1 3
CO3 3 1 2 1 2 1 1 3
CO4 3 2 2 1 1 3 3 3
CO5 3
CO6 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT THEORY:

UNIT – 1

Introduction: Basic Concept of Artificial Intelligence (AI), The Necessity of Learning AI, What is Intelligence?,
What is Intelligence Composed Of?, What’s Involved in AI, Application of AI,

UNIT – 2

AI and Machine Learning: Types of Machine Learning (ML), supervised machine learning algorithms,
unsupervised machine learning algorithms, Reinforcement machine learning algorithms,

UNIT – 3

Data Preparation and Building a Classifier: Techniques for Data Preprocessing, Labeling the Data, , Naïve Bayes
Classifier, Support Vector Machines (SVM), Logistic Regression, Decision Tree Classifier, Random Forest
Classifier, Performance of a classifier, Class Imbalance Problem, Sampling.

UNIT – 4

Logic Programming and Gaming: How to Solve Problems with Logic Programming, Heuristic Search, Difference
between Uninformed and Informed Search, Minimax Algorithm, Alpha-Beta Pruning.

TEXTBOOKS:
1. AI and Humanity, Illah Reza Nourbakhsh, publishers Pearson, March 2020.
2. How Artificial Intelligence is redefining who we are. Coleman, Flynn. A Human Algorithm: Counterpoint Press, 2019.

REFERENCEBOOKS:
1.Artificial Intelligence with Python by Prateek Joshi, first edition 2017, Packt publishers.
2.Artificial Intelligence For Dummies Stuart Jonathan Russell, Peter Norvig

SWAYAM/NPTEL/MOOCs:
1. https://medium.com/javarevisited/10-best-udemy-and-coursera-courses-to-learn-artificial-intelligence-in-2020-
ec77ad13bdc1
2. https://medium.com/javarevisited/10-best-udemy-and-coursera-courses-to-learn-artificial-intelligence-in-2020-
ec77ad13bdc1
3. https://javarevisited.blogspot.com/2020/08/top-10-coursera-courses-and-certification-for-artificial-intelligence-and-
machine-learning.html#axzz6jQ05pXOG

Self-Learning Exercises:
1. Prolog programming language for artificial intelligence.

P a g e 214
2. Multi-Agent Systems and Agent Communication for distributed problem solving which is performed by agents working
together towards a solution of a common problem.

P a g e 215
 Detailed Syllabus Semester-6

Course Title BIG DATA ANALYTICS Course Type Integrated

Course Code B20EA0601 Credits 4 Class VI semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:
This course is for those new to data science and interested in understanding why the Big Data Era has come to be. It is for
those who want to become conversant with the terminology and the core concepts behind big data problems,
applications, and systems. It is for those who want to start thinking about how Big Data might be useful in their business or
career. It provides an introduction to one of the most common frameworks, Hadoop, that has made big data analysis
easier and more accessible -- increasing the potential for data to transform our world.

COURSE OBJECTIVE (S):

1.Introduce Big Data concepts and managing big data.
2.Describe Hadoop and processing data using Hadoop.
3.Illustrate the use of map-reduce analytics using Hadoop and related tools.
4.Describe Hadoop tools, PIG and Hive architecture
COURSE OUTCOMES (COs):
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs

CO1 Make use of the concepts of Big Data in real world applications. 1 to5,9,12 2
CO2 Apply the theories of Hadoop. 1 to5,9,12 2
CO3 Illustrate the fundamental techniques and scalable algorithms like 1 to5,9,12 1
Hadoop, Map Reduce.
CO4 Develop a real world application using Hadoop tools 1 to5,9,12 1
CO5 Learn new tools and technologies in the bigdata and apply for suitable 1 to5,9,12 1
application development.
CO6 Develop solutions in the bigdata platform to the complex problems, 1 to 5,9,12 2
either individually or as a part of the team and report the results with
proper analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES:

Bloom’s Level

CO# Remember(L Understand(L2 Apply(L3) Analyze(L4) Evaluate(L5) Create(L6)

1) )
CO1 √ √ √

P a g e 216
CO2 √

CO3 √ √

CO4 √

CO5 √

CO6 √

COURSE ARTICULATION MATRIX:

CO#/POs

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO1 2 3 3 2 2 1 3 3

CO2 3 3 3 3 3 1 3 3

CO3 3 3 3 3 3 1 3 3

CO4 3 3 3 3 3 2 3 3

CO5 3 3 3 3 3 2 3 3

CO6 3 3 3 3 3 1 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY
UNIT Syllabus

Unit – 1
Introduction to Big Data: Classification of digital data, characteristics of data, evolution of big data,
1 definition of big data, challenges with big data, what is big data, why big data, traditional business
intelligence (BI) versus big data, A typical data warehouse environment, A typical Hadoop environment, top
challenges facing big data, why is big data analytics, what kind of technologies are we looking toward to
help meet the challenges posed by big data?
Unit – 2
2 Introduction to Hadoop: Introducing Hadoop, why Hadoop, why not RDBMS, RDBMS versus Hadoop,
History of Hadoop, Hadoop overview, use case of Hadoop, Hadoop distributors, HDFS, Processing data with
Hadoop, NoSQL, Hadoop-Features of Hadoop.

Unit – 3
3 MapReduce: A weather dataset, Analyzing data with UNIX tools, Analyzing data with Hadoop, scaling out,
How MapReduce Works, Anatomy of a MapReduce job run, shuffle and sort, job scheduling.

Unit – 4
4 Hadoop Related Tools: Introduction to PIG, What is PIG, The anatomy of PIG,PIG on Hadoop, PIG Latin,
Data types in PIG, running PIG,Execution modes,HDFS Commands,Relational operators,PIG versus Hive,
Introduction to HIVE, What is hive ,hive architecture, hive data types,hive file formats,HQL,UDF.
P a g e 217
TEXT BOOKS:
1. Sridhar Alla, “Big Data Analytics with Hadoop 3”, published by Packt Publishing Ltd, May 2018.
2. Subhashini Chellappan, Dharanitharan Ganesan,” Practical Apache Spark Using the Scala API”, A Press, 2018.
REFERENCE BOOKS:
1. Michael Minelli, Michele chambers, Ambiga Dhiraj,” Big data, big analytics”, Wiley,2013
2. P. Tan, M. Steinbach, V. Kumar, “Introduction to Data Mining”, Addison-Wesley, 2005.
3. J. Han, M. Kamber, “Data Mining: Concepts and Techniques”, 2nd ed. Morgan Kaufmann, 2005.
JOURNALS/MAGAZINES:
1. IEEE,Introduction to the IEEE Transactions on Big Data
2. Elsevier, Big data research journal Elsevier
3. Springer, Journal on Big Data Springer.
4. ACM DL,The Journal of Machine Learning Research-ACM
SWAYAM/NPTEL/MOOCS:

1. Coursera – Big Data

2. Coursera – Introduction to Big Data
3. https://nptel.ac.in/courses/106/104/106104189/
4. https://www.edx.org/learn/big-data

SELF-LEARNING EXERCISES:
Spark Real-Time Use Case: Data Analytics Project Architecture, Data Ingestion, Data Storage, Data Processing, Data Visualization
1. https://www.journals.elsevier.com/big-data-research
2. https://journalofbigdata.springeropen.com
3. https://dl.acm.org/journal/jmlr

SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/courses/106/104/106104189/
2. https://www.edx.org/course/big-data-and-education

SELF-LEARNING EXERCISES:
Spark Real-Time Use Case: Data Analytics Project Architecture, Data Ingestion, Data Storage, Data Processing, Data Visualization.

P a g e 218
 Course Title
Neural Networks & Deep Learning Course Type Theory

Course Code B20EA0603 Credits 3 Class VI semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

OVERVIEW:
Neural Networks are an effective programming paradigm that enable a computer to learn from observed data. They simulate
biological learning of the nervous system and have been demonstrated to increase the power of known machine learning
models by stacking them as computational graphs. This is different from conventional programming where human
programmers define the set of tasks to be carried out by a computer to solve a problem. Deep learning is a subset of machine
learning that uses many layers of neural networks to accomplish tasks like image recognition, text procession, speech
recognition, natural language processing etc. This course aims at giving the students the knowledge and the skills required to
model the solutions to real world problems using neural networks and deep learning.

COURSE OBJECTIVE
The objectives of this course are to:
1. Explain the fundamentals of neural network based paradigm to problem solving.
2. Inculcate knowledge of concepts involved in training of neural networks.
3. Discuss the concepts and issues in deep neural networks.
4. Explain generalizability of deep neural networks and introduce prominent deep neural architectures.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs

Explain the fundamental architecture of neural network and the

CO1 1,2,3,4,5 1,2
concepts involved.
Apply the shallow neural network models - Perceptron, Least-Squares
CO2 Regression, Logistic Regression, Support Vector machines to solve 1,2,3,4,5 1,2
real world binary and multiclass classification problems.

Develop simple deep neural networks to solve problems in

CO3 1,2,3,4,5 1,3
unsupervised learning.
1,3
CO4 Create deep neural models like CNN and RNN to solve problems. 1,2,3,4,5

CO5 Illustrate the applications of CNN for solving real world Problems 1,2,3, 11, 12 1,3
1,2,3, 11, 12
CO6 Illustrate the applications of CNN for solving real world Problems 1,3

P a g e 219
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 1 1 2 1 2 2

CO2 3 2 3 1 2 2 2

CO3 3 1 2 1 2 2 2

CO4 3 2 2 2 2 2 2

CO5 3 2 2 1 1

CO6 3 2 3 1 1
Note: 1-Low, 2-Medium, 3-High

Course Content:
Theory:

Contents
UNIT-1
Introduction to Neural Networks: The basic architecture of Neural Networks – Single computational layer – The
Perceptron, What Objective Function Is the Perceptron Optimizing? , Relationship with Support Vector Machines Choice
of Activation and Loss Functions, Some Useful Derivatives of Activation Functions Choice and Number of Output Nodes
multilayer neural network, The Multilayer Network as a Computational Graph, Training a Neural Network with
Backpropagation, Practical Issues in Neural Network Training -The Problem of Overfitting, The Vanishing and Exploding
Gradient Problems
Common Neural Architectures - Simulating Basic Machine Learning with Shallow Models, Radial Basis Function Networks,
Restricted Boltzmann Machines, Recurrent Neural Networks, Convolutional Neural Networks, Two Notable Benchmarks -
The MNIST Database of Handwritten Digits, The ImageNet Database
UNIT-2
Machine Learning with Shallow Neural Networks - Neural Architectures for Binary Classification - Revisiting the
Perceptron, Least-Squares Regression, Logistic Regression, Support Vector machines, Neural Architectures for Multiclass
Models - Multiclass Perceptron, Weston-Watkins SVM, Multinomial Logistic Regression (Softmax Classifier), Hierarchical
Softmax for Many Classes, Auto encoder: Basic Principles, Nonlinear Activations, Deep Auto encoders, Application to
Outlier Detection, When the Hidden Layer Is Broader than the Input Layer, Word2vec: An Application of Simple Neural
Architectures, Simple Neural Architectures for Graph Embedding’s
UNIT-3
Deep Neural Networks – Introduction, Backpropagation - Backpropagation with the Computational Graph Abstraction,

P a g e 220
Backpropagation with Post-Activation Variables, Backpropagation with Pre-activation Variables, Examples of Updates for
Various Activations, Loss Functions on Multiple Output Nodes and Hidden Nodes, Setup and Initialization Issues - Tuning
Hyper-parameters, Gradient-Descent Strategies- Learning Rate Decay, Momentum-Based Learning -Nesterov Momentum,
Parameter-Specific Learning Rates –AdaGrad, RMSProp, Adam, Gradient Clipping, Second-Order Derivatives, Batch
Normalization.
UNIT-4
Teaching Deep Learners to Generalize- The Bias-Variance Trade-Off, Generalization Issues in Model Tuning and
Evaluation, Issues with Training at Scale, Penalty-Based Regularization - L1-Regularization, L1- or L2-Regularization,
Penalizing Hidden UNITs: Learning Sparse Representations, Ensemble Methods- Bagging and Subsampling, Parametric
Model Selection and Averaging, Randomized Connection Dropping, Dropout, Data Perturbation Ensembles, Early
Stopping.
Prominent Deep Learning Models - Restricted Boltzmann Machines – The Boltzmann Machine, How a Boltzmann
Machine Generates Data, Training the RBM, Recurrent Neural Networks - The Architecture of Recurrent Neural
Networks, Long Short-Term Memory (LSTM), Convolutional Neural Networks - The Basic Structure of a Convolutional
Network Training a Convolutional Network, Deep Reinforcement Learning - The Basic Framework of Reinforcement
Learning

COURSE CONTENT
PRACTICE:
Tools and Expected Skill
No Title of the Experiment
Techniques /Ability
Python Analytical/Problem
A simplest perceptron has a single-layer network whose weights
Programming solving through coding
and biases can be trained to produce a correct target vector when
presented with the corresponding input vector. The training
1.
technique used is called the perceptron learning rule. Develop a
python program to create a simple perceptron from scratch to
simulate working of AND and OR gates.
TensorFlow Analytical/Problem
Simulate XOR Gate Using Multi-Layer Perceptron with Error Back /Keras/ solving through coding
2 Python
Propagation.

Develop a feedforward neural network to classify digits as even or Python Data Analysis/
3 odd. Problem solving
through coding

Neural networks can solve some really interesting problems once TensorFlow Data Analysis/
they are trained. They are very good at pattern recognition problems /Keras/Pyt Problem solving
and with enough elements (called neurons) can classify any data hon through coding
4 with accuracy. Develop a deep neural network to classify Wine
samples in the dataset available at -
http://archive.ics.uci.edu/ml/datasets/Wine

Build a neural network model to classify movie reviews as positive or Keras/Pyth Data Analysis/
negative using the IMDB Movie reviews dataset available at on Problem solving
5 https://ai.stanford.edu/~amaas/data/sentiment/ through coding

Develop your own neural network to predict daily bike rental TensorFlow Data Analysis/
ridership using the data set available at /Keras/Pyt Problem solving
6 https://archive.ics.uci.edu/ml/datasets/bike+sharing+dataset. hon through coding
Perform the necessary data preprocessing to improve the model
performance.

P a g e 221
 Develop a python program that implements an artificial neural TensorFlow Data Analysis/
7 network to predict the prices of houses. Use the input data set /Keras/Pyt Problem solving
available at https://www.kaggle.com/prasadperera/the-boston- hon through coding
housing-dataset/data
Build your own convolutional network for classifying digits in TensorFlow Data Analysis/
8 MNIST dataset /Keras/Pyt Problem solving
Develop a neural network model in Keras to make predictions TensorFlow Data Analysis/
using pima-indians-diabetes dataset available at /Keras/Pyt Problem solving
9 https://raw.githubusercontent.com/jbrownlee/Datasets/master/ hon through coding
pima-indians-diabetes.data.csv

Develop a simple Recurrent Neural Network from scratch using Keras/Pyth Data Analysis/
10 Keras / Numpy. on Problem solving
Develop an RNN to classify movie reviews as positive or negative. Tensorflow Data Analysis/
11 Use the dataset available at https://victorzhou.com/movie- /Keras/Pyt Problem solving
reviews-dataset.zip hon through coding
Develop your CNN to recognize photos. Train your CNN using TensorFlow Data Analysis/
12 CIFAR 10 dataset in Keras. Use data augmentation techniques to /Keras/Pyt Problem solving
improve your model. hon through coding

TEXTBOOKS:
1. Charu Aggarwal, “Neural Networks and Deep Learning”, Springer, 2018.
2. Ian Goodfellow, YoshuaBengio, Aaron Courville, “Deep Learning”, MIT Press

REFERENCEBOOKS:
1. Francis Chollet, “Deep Learning with Python”, Manning, 2018.
2. Jacek M. Zurada, Introduction to Artificial Neural Systems, PWS Publishing Company, 1995.
3. Simon Haykin, Neural Networks: A Comprehensive Foundation, Macmillan College Publishing Company, 1994.
4. Mohamad H. Hassoun, Fundamentals of Artificial Neural Networks, The MIT Press, 1995.
5. Laurene Fausett, Fundamentals of Neural Networks: Architectures, Algorithms, and Applications, Prentice Hall
International, Inc., 1994.
6. B. D. Ripley, Pattern Recognition and Neural Networks, Cambridge University Press. 1996.

JOURNALS/MAGAZINES
1. IEEE Transactions on Neural Networks and Learning Systems
https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=5962385
2. IEEE Transactions on Pattern Analysis and Machine Intelligence
https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=34http://ijaerd.com/papers/special_papers/IT032.pdf
3. International Journal of Intelligent Systems https://onlinelibrary.wiley.com/journal/1098111x
4. http://www.charuaggarwal.net/neural.htm
5. http://neuralnetworksanddeeplearning.com/
6. https://github.com/mnielsen/neural-networks-and-deep-learning
7. deeplearning.stanford.edu
8. http://yann.lecun.com/exdb/mnist/
9. University of California Irvine Machine Learning Repository - https://archive.ics.uci.edu/ml/datasets.php
SWAYAM/NPTEL/MOOCs:
1. Swayam Nptel – Deep Learning – IIT Ropar https://onlinecourses.nptel.ac.in/noc21_cs35/preview
2. Coursera – Neural Networks and Deep Learning Andrew Ng
3. Coursera - Neural Networks for Machine Learning by Geoffrey Hinton in Coursera

SELF-LEARNINGEXERCISES:
1. Experiment with problems on Kaggle.com
2. Tweak the given solutions with changes to hyper-parameters

P a g e 222
 Course Title Knowledge Representation and Reasoning(PE II) Course Type Theory

Course Code B20EAS601 Credits 03 Class VI semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes Weightage
Theory 3 3 3 Per Semester
Practice 0 0 0
Course Theory Practical CIE SEE
- - - -
Structure
Total 3 3 3 39 0 50 50

COURSE OVERVIEW
Knowledge representation and reasoning is the field of artificial intelligence (AI) dedicated to representing information about
the world in a form that a computer system can utilize to solve complex tasks such as diagnosing a medical condition or having
a dialog in a natural language. Knowledge representation incorporates findings from psychology about how humans solve
problems and represent knowledge in order to design formalisms that will make complex systems easier to design and build.
Knowledge representation and reasoning also incorporates findings from logic to automate various kinds of reasoning, such as
the application of rules or the relations of sets and subsets.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain the fundamentals concepts of knowledge representation and reasoning.
2. Inculcate knowledge of reasoning, production systems and their usage in various application domains.
3. Gain expertise in Object oriented representation.
4. Discuss the actions and planning concepts.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Understand and explain the key terms, rules and concepts used in knowledge 1 to 4,6,
CO1 1
representation and reasoning 11,12
Identify the core concepts and other application domains by making use of
CO2 1 to 3, 6,7,11 1
reasoning and production systems
Apply features of object-oriented representation to analyze and interpret the
CO3 1 to 5, 11, 12 1,2
data.
Describe the role of actions and planning with the help of mathematical
CO4 1 to 6,10,12 1
concepts
Continuous learning with knowledge representation and reasoning for
CO5 11, 12 2
futuristic research development

Applying mathematical concepts with continuous learning for progressing

CO6 11, 12 2
knowledge representation

P a g e 223
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √
CO3 √ √
√
CO4 √ √ √
CO5 √ √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
Pos

CO1 3 1 1 2 1 1 1 2

CO2 3 2 1 1 1 1 1

CO3 3 3 3 2 2 1 1 3 1

CO4 3 1 2 1 2 1 1 1 3

CO5 2 2 2 2

CO6 2 2 2 2

Note: 1-Low,2-Medium,3-High
COURSE CONTENT THEORY:
UNIT – 1
Introduction

Knowledge-Based Systems, Why Knowledge Representation?, Why Reasoning?, The Role of Logic, The Syntax, The
Semantics, The Pragmatics, Explicit and Implicit Belief, Knowledge Engineering, Vocabulary, Basic Facts, Complex Facts,
Terminological Facts, The Propositional Case, Handling Variables and Quantifiers, Dealing with Computational
Intractability

UNIT – 2
Reasoning and Production Systems

Horn Clauses, SLD Resolution, Backward Chaining, Forward Chaining, Facts and Rules, Rule Formation and Search
Strategy, Algorithm Design, Specifying Goal Order, Committing to Proof Methods, Controlling Backtracking, Negation as
Failure, Production Systems: Basic Operation, Working Memory, Production Rules, Conflict Resolution, Applications and
Advantages

P a g e 224
 UNIT – 3
Object Oriented Representation

Objects and Frames, Generic and Individual Frames, Reasoning with Frames, Object-Driven Programming with Frames,
Noun Phrases, Concepts, Roles, and Constants, Interpretations, Entailment, Normalization, Structure Matching,
Inheritance Networks. Strategies for Defeasible Inheritance, Extensions, Some Subtleties of Inheritance Reasoning

UNIT – 4

Actions and Planning

Non categorical Reasoning, Objective Probability, A Basic Bayesian Approach, Belief Networks, Dempster–Shafer Theory,
Vagueness, The Situation Calculus, Complex Actions, Planning in the Situation Calculus, Progressive Planning, Regressive
Planning, Planning as a Reasoning Task

TEXTBOOKS:
1. Ronald J.Brachman and Hector J.Levesque, “Knowledge Representation and Reasoning”, First edition, Morgan Kaufmann
Publishers, 2004.
2. Frank van Harmelen, Vladimir Lifschitz and Bruce Porter, “Handbook of Knowledge Representation”, First edition , Elsevier
Science,2008.

REFERENCEBOOKS:
1. Patrick Henry Winston, “Artificial Intelligence”, Third Edition, Addison –Wesley Publishers, 1993
2. George F Luger, “Artificial Intelligence: Structures and Strategies for Complex Problem Solving”, Sixth Edition, Pearson
Education, 2009.
3. Stuart Russell and Peter Norvig, “Artificial Intelligence A Modern Approach”, Third Edition , Pearson Education/Prentice
Hall Series, 2015.
4. David L.Poole and Alan K.Mackworth , “Artificial Intelligence: Foundations of Computational Agents” Cambridge
University Press, 2010
5. Pascal Hitzler, Markus Krotzsch and Sebastian Rudolph, “Foundations of Semantic Web Technologies”, CRC Press- Taylor
and Francis Group, 2009
6. Elaine Rich, Kevin Knight and Shivashankar B Nair, “Artificial Intelligence”, Third Edition, Tata McGraw-Hill, 2009

JOURNALS/MAGAZINES
1. https://www.sciencedirect.com/topics/computer-science/knowledge-representation-and-reasoning
2. https://ieeexplore.ieee.org/document/6772009
3. https://www.sciencedirect.com/science/article/pii/S187705091732834X
4. https://www.emerald.com/insight/content/doi/10.1108/eb026790/full/html
5. https://onlinelibrary.wiley.com/toc/1098111x/3/3

SWAYAM/NPTEL/MOOCs:
1 https://nptel.ac.in/course.html
2 https://www.edx.org/course/machine-learning-fundamentals-2
3 https://www.edx.org/course/cs50s-introduction-to-artificial-intelligence-with-python
4 https://onlinecourses.nptel.ac.in/noc21_cs26/preview

Self-Learning Exercises:
3. Explore the core concepts of artificial intelligence
4. More exploration on machine learning
5. Explore Object oriented principles and design concepts
Mathematical concepts related to knowledge representation and reasoning

P a g e 225
 Course Title Information Retrieval System (PE-II) Course Type Theory

Course Code B20EJS602 Credits 3 Class VI semester

Contact Work
TLP Credits Total Number of Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW
Information retrieval is the process through which a computer system can respond to a user's query for text-based information
on a specific topic. IR was one of the first and remains one of the most important problems in the domain of natural language
processing (NLP). Web search is the application of information retrieval techniques to the largest corpus of text anywhere --
the web -- and it is the area in which most people interact with IR systems most frequently.

COURSE OBJECTIVE(S)

The objectives of this course are to:

1. Describe the basic concepts of the information retrieval and its models.
2. Illustrate the use of query languages and its operations in real world applications
3. Demonstrate the use of user interfaces and visualization for search process
4. Explain the multimedia IR models, Indexing and searching the web concepts.
5. Explain the information Access Process for Human-computer Interaction.
6. Illustrate the different searching techniques using Hyperlinks

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Outline basic concepts of the information retrieval. 1 to 5 1,2

CO2 Apply appropriate Query technique on given real world applications 1 to 5 2

Develop user interfaces and visualization for search process to address

CO3 1 to 5 2,3
research issues.

CO4 Identify appropriate indexing and searching method for Feature Extraction. 1 to 5 1,2

CO5 Analyze the information Access Process for Human-computer Interaction 1 to 5 1,2

CO6 Analyze different Searching techniques using Hyperlinks 1 to 5 1,2

P a g e 226
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √

CO4 √

CO5 √
CO6 √

COURSE ARTICULATION MATRIX

CO#/

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 2 2 2 2 1 3 2

CO2 3 2 3 1 2 3

3
CO3 3 1 2 2 3 3

CO4 2 2 2 1 1 2 3

CO5 2 2 2 1 1 2 2

CO6 2 2 2 1 1 3 2

Note: 1-Low,2-Medium,3-High

COURSE CONTENT
Theory:

Contents

UNIT-1

INTRODUCTION TO INFORMATION RETRIEVAL AND MODELING: Introduction: Basic Concepts, The Retrieval
Process. Modelling: Introduction, classic Information Retrieval, Alternative set Theoretic Models, Alternative
Algebraic Models, Alternative Probabilistic Models, Structured Text Retrieval Models, Models for browsing,
Trends and research Issues.

UNIT-2

QUERY LANGUAGES AND QUERY OPERATIONS: Query languages: Introduction, keyword querying, Pattern
Matching, Structural Queries, Query Protocols, Trends and research issues. Query Operations: Introduction, User
Relevance Feedback, Automatic Local Analysis, Automatic Global Analysis, Trend and Research Issue.

P a g e 227
 Text Operations: Document Preprocessing, Document Clustering, Text Compression, Comparing Text
compression Techniques. Indexing and Searching: Inverted files, Boolean Queries, Sequential Searching, Pattern
Matching, Structural Queries, Compression
UNIT-3

USER INTERFACES AND VISUALIZATION: Human-computer Interaction, The information Access Process, Starting
points, Query specification, context, using Relevance judgments, interface support for the search process, trends
and research issues.

UNIT-4

MULTIMEDIA IR: Data Modeling, Query languages, Trends and research issues. Indexing and searching: A generic
Multimedia indexing Approach, One-dimensional Time series, Two-dimensional color images, Automatic Feature
Extraction.
Searching the web: Challenges, Characterizing the web, Search engines, Browsing, Metasearchers, Finding the
needle in the Haystack, Searching using Hyperlinks.

TEXT BOOKS:
1. Ricardo Baeza -Yates and Berthier Ribeiro - Neto, Modern Information Retrieval: The Concepts and Technology behind
Search 2nd Edition, ACM Press Books 2011.
2. William B.Frakes, Ricardo Baeza-Yates “Information Retrieval : Data Structures and Algorithms” Fifth edition,
Pearson,2012.

REFERENCE BOOKS:
1. C. Manning, P. Raghavan, and H. Schütze, Introduction to Information Retrieval, Cambridge University Press, 2008.
2. Ophir Frieder “Information Retrieval: Algorithms and Heuristics: The Information Retrieval Series “, 2nd Edition,
Springer, 2004.

JOURNALS/MAGAZINES
1. Springer Journal on Information Retrieval(https://link.springer.com/journal/10791)

SWAYAM/NPTEL/MOOCs:
https://www.nptel.ac.in/courses/106/101/106101007

SELF-LEARNINGEXERCISES:
Introduction about Text and Multimedia languages and properties, Meta data, text, Markup Languages, Multimedia.

P a g e 228
 Course Title MODERN DATABASES(PE II) Course Type Theory

Course Code B20EAS603 Credits 3 Class VI semester

Contact Work
TLP Credits Total Number of Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50 50

COURSE OVERVIEW
This course will provide students with a general overview of databases, introducing you to database history, modern
database systems, the different models used to design a database, and Structured Query Language (SQL), which is the
standard language used to access and manipulate databases. Effective collection, analysis, and maintenance of data is key to
achieve rapid progress in almost all disciplines of science and engineering.

COURSE OBJECTIVE(S):
The objectives of this course are to:
1. Explain the concepts of DBMS and SQL
2. Discuss the Object oriented concepts and object relational Databases
3. Demonstrate the use of parallel and distributed databases in real world applications
4. Illustrate the development of Enhanced Data Model for given applications
5. Utilize a wide range of features available in a DBMS package.
6. Analyse database requirements and determine the entities involved in the system and their relationship to one
another.
COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

1 to 4, 8, 9 ,
CO1 Make use of the concepts of DBMS and SQL in real world applications 1
12
Develop programs for Make use of the Object oriented concepts and object
CO2 1 to 3, 5,9,12 1
relational databases in real world applications.
CO3 Apply features of Experiment with parallel and distributed databases. 1 to 5, 9, 12 2

CO4 Create enhanced Data Model for given applications 1,4,5,9,12 1

CO5 Utilize a wide range of features available in a DBMS package. 1,4,5,9,12 1

Analyse database requirements and determine the entities involved in the

CO6 1,4,5,9,12 1
system and their relationship to one another.

P a g e 229
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
CO#
Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √
CO3 √ √
CO4 √ √ √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 1 2 1 2 3

CO2 2 2 3 2 3

CO3 3 1 2 1 2 3

CO4 3 2 2 3 3 3

CO5 3 2 2 3 3 3

CO6 3 2 2 3 3 3

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY

Contents

UNIT-1

Overview of DBMS and SQL: Introduction to DBMS and SQL, SQL Data Definition and Data Types, Schema change
statements in SQL, Specifying basic constraints in SQL, Basic Queries in SQL, More Complex Queries in SQL.
UNIT-2

Modern database: General Constraints as Assertions, Views in SQL, Database Programming, Embedded SQL.
Introduction to Hadoop, NoSQL, New SQL, MongoDB, Amazon RDS, Oracle & other latest technologies.

UNIT-3

Overview of Object-Oriented Concepts: Objects, Encapsulation, Polymorphism, Type and class hierarchies etc.
Object model of ODMG, Object definition Language ODL; Object Query Language OQL
UNIT-4

Object and Object-Relational Databases: Overview of C++ language binding; Conceptual design of Object

P a g e 230
 database; Overview of object relational features of SQL; Object-relational features of Oracle.

TEXTBOOKS

1. Raghu Ramakrishnan and Johannes Gehrke, Database Management Systems, 3rd Edition, McGraw- Hill, 2003.
2. Elmasri and Navathe, Fundamentals of Database Systems, 5th Edition, Pearson Education, 2007.

REFERENCEBOOKS
1. Abraham Silberschatz, Henry F. Korth, S. Sudarshan: Database System Concepts, 6th Edition, McGraw Hill, 2010.
2. C J Date, Database Design and Relational Theory: Normal Forms and All that Jazz, O ‘Reilly, April 2012.
3. Jiawei Han, Micheline Kamber, Jian Pei, Data Mining: Concepts and Techniques, Elsevier, 2011.
4. Connolly and Begg, Database Systems, 4th Edition, Pearson Education, 2002.

JOURNALS/MAGAZINES
1. IEEE, IEEE Transactions on Knowledge and Data Engineering
2. Elsevier, Elsevier Data and Knowledge Engineering
3. ACM, ACM Transactions on Database Systems

SWAYAM/NPTEL/MOOCs:
1. https://www.coursera.org/courses?query=database
2. https://www.edx.org/learn/databases
3. https://academy.oracle.com/en/solutions-curriculum.html

SELF-LEARNING EXERCISES
1. Data warehousing, Data Marts, Getting data into the warehouse More exploration on GIThub
2. Data warehousing &KM, Data warehousing & CRM C modules interface

P a g e 231
 Course Title Information Theory and coding(PE – II) Course Type Theory
B20EAS604
Course Code Credits 3 Class VI semester
Contact Work Total Number of Assessment in
TLP Credits Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice 0 0 0
Theory Practical IA SEE
Tutorial 0 0 0
Total 3 3 3 39 0 50% 50%

Course Overview:

Information produced in many ways every day such as text, image, video etc. If directly stored as it received makes the
security in question mark also it occupies more storage area. This course discusses about the various forms of information
and its storage methods.

Course Objective(s):

The objectives of this course are:

 To introduce the concept of information

 To understand the limits of error free representation of information signals and the transmission of such signals over a
noisy channel
 To design and analyses data compression techniques with varying efficiencies as per requirements
 To understand the concept of various theorems proposed by Shannon for efficient data compression and reliable
transmission
 To give idea on different coding techniques for reliable data transmission
 To design an optimum decoder for various coding schemes used.

Course Outcome(s):

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Students will be able to understand the concept of information and entropy
CO1 1,2,3,12 1,2

Students will be able to design a lossless transmission system on the basis of

CO2 1,2,3,5,12 1,2
channel capacity and source coding theorem
Students will be able understand the basics of Gaussian Channel & Shannon’s
CO3 Limit 1,2,3,5,12 1,2

Students will be able to analyze error correction and detection using linear
CO4 1,2,3,5,12 1,2
block codes.
Students will be able to analyze error correction and detection using cyclic
CO5 1,2,3,5,12 1,2
codes.
Students will be able to implement encoding and decoding of convolutional
CO6 1,2,3,5,12 1,2
codes.

P a g e 232
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyse Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √

CO3 √ √

CO4 √ √

CO5 √ √

CO6 √
√

COURSE ARTICULATION MATRIX

PSO3
CO#/

PO10

PO11

PO12

PSO1

PSO2
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

POs PO9

CO1 2 3 1 2 3 2

CO2 3 3 2 2 2 3 2

CO3 3 3 2 2 2 1 1

CO4 3 3 3 2 2 3 2

CO5 3 3 3 2 2 3 2

CO6 3 3 2 2 3 2

Note: 1-Low, 2-Medium, 3-High

Course Content

Theory

Contents
UNIT-1
Fundamentals of Information Theory: Introduction to Information Theory. Concept of information, units, entropy,
marginal, conditional and joint entropies, relation among entropies, mutual information, information rate.
Source coding: Instantaneous codes, construction of instantaneous codes, Kraft‘s inequality, coding efficiency and
redundancy, Huffman coding

P a g e 233
 UNIT-2
Channel capacity and Source Channels: Channel capacity – redundancy and efficiency of a channel, binary symmetric
channel (BSC), Binary erasure channel (BEC) – capacity of band limited Gaussian channels.
Continuous Sources and Channels: Differential Entropy, Mutual information, Waveform channels, Gaussian channels,
Shannon – Hartley theorem, bandwidth, SNR trade off, capacity of a channel of infinite bandwidth, Shannon‘s limit.

UNIT-3
Rings and Perfect codes: Introduction to rings, fields, and Galois fields. Codes for error detection and correction – parity
check coding – linear block codes – error detecting and correcting capabilities – generator and parity check matrices –
Standard array and syndrome decoding.

Perfect codes, Hamming codes, encoding and decoding cyclic codes, generation of cyclic codes, decoding of cyclic
codes BCH codes, Construction and decoding
UNIT-4
Convolutional Codes: Convolutional Codes – encoding – time and frequency domain approaches, State Tree & Trellis
diagrams – transfer function and minimum free distance – Maximum likelihood decoding of convolutional codes – The
Viterbi Algorithm. Sequential decoding

TEXT BOOKS:

1. P S Sathya Narayana, Concepts of Information Theory & Coding, Dynaram Publications, 2005.
2. Simon Haykin: Digital Communication Systems, Wiley India, 2013.
3. Bose, Information theory coding and cryptography, 3/e McGraw Hill Education India , 2016
4. D.E.R. Denning, Cryptography and Data Security, Addison Wesley, 1983.
5. K. Sam Shanmugam, “Digital and Analog Communication Systems” reprint: 2014, by John Wiley & Sons. ISBN: 978-81-
265-3680-1

REFERENCE BOOKS:

1. J S Chitode, Information Theory and Coding, Technical Publications, Pune, 2009

2. Kelbert & Suhov, Information theory and coding by examples, Cambridge University Press, 2013
3. Shu Lin & Daniel J. Costello. Jr., Error Control Coding : Fundamentals and Applications, 2/e, Prentice Hall Inc., Englewood
Cliffs, NJ,2004

JOURNALS/MAGAZINES

1. https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=18
2. https://www.inderscience.com/jhome.php?jcode=ijicot
3. https://airccse.org/journal/ijit/index.html

SWAYAM/NPTEL/MOOCs

1. https://www.mooc-list.com/tags/information-theory
2. https://www.coursera.org/learn/information-theory
3. https://nptel.ac.in/courses/108/102/108102117/

P a g e 234
 Course
Control Systems(PE III) Course Type Theory
Title

Course
B20EAS605 Credits 3 Class VI Semester
Code

Contact Work
TLP Credits Total Number of Assessment in
Hours Load Classes Weightage
Per Semester
Course Theory 3 3 3
Structure Practice - - -
Theory Practical CIE SEE
Tutorial - - -

Total 3 3 3 39 - 50% 50%

Course Overview:

Control systems begin with a discussion of the systems and representation of linear time invariant systems. The subject
provides a wide idea in analysis of the LTI systems in both time domain and frequency domains. It provides idea about the
powerful graphical techniques like bode, root locus, polar and nyquist methods in analyzing the LTI systems. The stability
analysis is also provided briefly in which absolute, asymptotic and relative stability is discussed. The modern control modeling
method state variable analysis is also discussed in a wide manner.

Course Objective(s):

The objectives of the course are:

1. To understand the different ways of system representations such as Transfer function representation and state space
representations and to assess the system dynamic response
2. To assess the system performance using time domain analysis and methods for improving it
3. To assess the system performance using frequency domain analysis and techniques for improving the performance.
4. To introduce state variable representation of physical systems and study the effect of state feedback

Course Outcome(s):

After the completion of the course the students will be able to:

CO# Course Outcomes Pos PSOs

CO1 Develop the mathematical model of the physical systems 1,2 1

CO2 Apply methods of representation of systems and Design their transfer function 1,2,4,5
models
CO3 Analyze the time response using Controllers 1,2,4,5

CO4 Derive the open and closed loop time and frequency response of LTI systems 1,2,3,4,5,6
and Analyze the steady state error
CO5 Analyze the stability of the closed and open loop systems 1,2,3,4,5,6

CO6 Develop and analyze state space models 1,2,4,5,6

P a g e 235
Bloom’s Level of Course Outcomes:

CO# Bloom’s Level

Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √
CO3 √
CO4 √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX:

CO#

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 3 2

CO2 3 3 2 2

CO3 3 3 2 2

CO4 3 3 1 2 2 1

CO5 3 3 1 2 2 1

CO6 3 3 2 2 1

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT

THEORY

Content
Unit I
Introduction to Control Problem: Industrial Control examples. Mathematical models of physical systems. Control
hardware and their models. Transfer function models of linear time-invariant systems. Feedback Control: Open-Loop and
Closed-loop systems. Benefits of Feedback. Block diagram algebra.
Unit II
Time Response: Standard test signals, Unit step response of First and Second order Systems. Time response specifications,
Time response specifications of second order systems, steady state errors and error constants. Introduction to PI, PD and
PID Controllers.
Unit III
FREQUENCY RESPONSE: Frequency response – Bode plot – Polar plot – Determination of closed loop response
from open loop response - Correlation between frequency domain and time domain specifications
Stability Analysis: Characteristics equation – Routh Hurwitz criterion – Nyquist stability criterion
Unit IV
STATE VARIABLE ANALYSIS: Concept of state variables – State models for linear and time invariant Systems – Solution of
state and output equation in controllable canonical form – Concepts of controllability and observability –Effect of state
feedback.

P a g e 236
TEXT BOOKS:

1. M. Gopal, ‘Control Systems, Principles and Design’, 4th Edition, Tata McGraw Hill, New Delhi,2012
2. S.K.Bhattacharya, Control System Engineering, 3rd Edition, Pearson, 2013.

REFERENCE BOOKS:

1. Arthur, G.O.Mutambara, Design and Analysis of Control; Systems, CRC Press, 2009.
2. Richard C. Dorf and Robert H. Bishop, “ Modern Control Systems”, Pearson Prentice Hall, 2012.
3. Benjamin C. Kuo, Automatic Control systems, 7th Edition, PHI, 2010.
4. K. Ogata, ‘Modern Control Engineering’1, 5th edition, PHI, 2012.

JOURNALS/MAGAZINES:

1. IEEE Journal on Automatic Control

2. International Journal of Control, Automation and Systems(IJCAS), Springer
3. Journal of Control Science and Engineering
4. IFAC Journal of System and Control, Elsevier

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/topic/control-systems/
2. https://www.edx.org/course/introduction-to-control-system-design-a-first-look
3. https://onlinecourses.nptel.ac.in/noc19_de04/
4. https://www.isa.org/training-and-certification/isa-training/control-systems-training

SELF LEARNING EXERCISE:

1. Case study on effect of P, PI, and PID Controllers

2. Design a controller using MATLAB Software

P a g e 237
 PREDICTIVE ANALYTICS USING R
Course Title Course Type Theory
(PE-III)
Course Code B20EAS606 Credits 3 Class VI semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:
R has become the language of choice for data analytics. Students will learn concepts, techniques and tools they need to deal
with various facets of data science practice, including data collection and integration, exploratory data analysis, predictive
modeling, descriptive modeling, data product creation, evaluation, and effective communication. The focus in the treatment
of these topics will be on breadth, rather than depth, and emphasis will be placed on integration and synthesis of concepts
and their application to solving problems. To make the learning contextual, real datasets from a variety of disciplines will be
used. Data Science is the study of the generalizable extraction of knowledge from data. Being a data scientist requires an
integrated skill set spanning mathematics, statistics, machine learning, databases and other branches of computer science
along with a good understanding of the craft of problem formulation to engineer effective solutions.

COURSE OBJECTIVE
1. Explain the concepts of data and descriptive statistics;
2. Demonstrate the knowledge on R programming and data analysis techniques;
3. Illustrate the use of concepts of Regression, Classification and Clustering;
4. Discuss the NLP and Deep Learning concepts.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Compare various measures of central tendency and dispersions of a 1 to 5 1, 2, 3
CO1
dataset using R programming
CO2 Design and develop the programs in R to solve real world problems. 1 to 5 1, 2, 3

Develop R programs for implementation of regression, classification 1 to 5 1, 2, 3

CO3
and clustering algorithms
Identify suitable algorithm and model for processing the language 1 to 5 1, 2
CO4
using natural language processing.
Learn new tools and technologies in the Predictive analysis and apply 12 1,2
CO5
for suitable application development.
Develop solutions to the complex problems, either individually or as a 5,9,10 1,2
CO6 part of the team and report the results with proper analysis and
interpretation.

P a g e 238
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √
CO6 √ √
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 2 1 2 3 3 3 3

CO2 3 1 3 2 3 3 3 3

CO3 3 2 3 3 3 3 3 3

CO4 3 1 3 2 3 3 3

CO5 2

CO6 2 2 2
Note: 1-Low,2-Medium,3-High

COURSE CONTENT THEORY

Contents
UNIT-1
Data Definition: Elements, Variables, and Data categorization, Levels of Measurement, Data management and
indexing, Introduction to statistical learning and R Programming.
Descriptive Statistics: Measures of central tendency, Measures of location of dispersions, Practice and analysis
with R.
UNIT-2
R-programming: History and overview of R: R nuts and bolts, Getting Data In and Out of R, Interfaces to the
Outside World, Subsetting R Objects, Managing Data Frames with the dplyr package, Control structures, Functions,
Loop functions, R Graphics: Quickly exploring data and Bar graphs.
Basic Analysis Techniques: Basic analysis techniques, Statistical hypothesis generation and testing, Chi-Square test,
t-Test, Analysis of variance Correlation analysis
UNIT-3
Regression Algorithms: Ordinary Least Squares, Lasso, Bayesian
Classification Algorithms: Logistic, Decision Tree, kNN, Random Forest, Ensemble models – Bagging and Boosting
Clustering Algorithms: K-means, DBSCAN, Hierarchical, Agglomerative
Case study: Jake’s Exercise: Naive Bayes for Article Classification.
UNIT-4
Natural Language Processing: Bag-of-words model and algorithms for NLP. Machine Learning with stats models
and mlr- package for machine learning for R, Deep learning with Tensor Flow for R.

P a g e 239
 TEXT BOOKS:

1. Eric Mayor, ”Learning Predictive Analytics with R”, Packt Publishing, ASIN: BOOYSIKNKC, 2015.
2. Rachel Schutt and Cathy O’Neil, ” Doing Data Science”, Published by O’Reilly Media, Inc., 1005 Gravenstein Highway
North, Sebastopol, CA 95472, 2013.
3. Roger D. Peng, “R Programming for Data Science”, Leanpub, 2015.
4. Winston Chang, “R Graphics Cookbook Practical Recipes for Visualizing Data”, O'Reilly Media, 2012.
5. Kuhn, Max, Johnson and Kjell, “Applied Predictive Modeling”, Springer eBook, 2012.

REFERENCE BOOKS:

1. John Main donald, W. John Braun, “Data Analysis and Graphics Using R – an Example Based Approach”, 3rd Edition,
Cambridge University Press, 2010.
2. Johannes Le dolter, “Data Mining And Business Analytics With R”, WILEY, 2013.

JOURNALS/MAGAZINES:

1. Inderscience Journal of Data Mining , Modelling and Management

2. ACM Transactions on Knowledge Discovery from Data (TKDD)
3. ACM Transactions on data Science (TDS).

SWAYAM/NPTEL/MOOCS:

1. https://nptel.ac.in/courses/110/107/110107129/
2. https://onlinecourses.nptel.ac.in/noc19_mg47/preview
3. https://onlinecourses.swayam2.ac.in/cec20_cs12/preview

SELF LEARNING EXERCISES:

Visualization Tools in R, Deep Learning with R.

P a g e 240
 Course Title Bioinformatics (PE-III) Course Type Theory

Course Code B20EAS607 Credits 3 Class VI Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Course Weightage
Theory 3 3 3 Per Semester
Structure
Practice - - - Theory Practical CIE SEE
- - - -
Total 3 3 3 39 - 50 50

COURSE OVERVIEW
Bioinformatics represents a new, growing area of science that uses computational approaches to answer biological questions.
Answering these questions requires that investigators take advantage of large, complex data sets (both public and private) in a
rigorous fashion to reach valid, biological conclusions. The potential of such an approach is beginning to change the fundamental
way in which basic science is done, helping to more efficiently guide experimental design in the laboratory.

COURSE OBJECTIVE(S):
The objectives of this course are to:
1. Explain the fundamentals of Bioinformatics, Technological Tools and its understanding in problem solving
2. Inculcate knowledge of applying tools in analyzing bio-centric complex problems and patterns
3. An experimental and computational knowledge to embrace a systems biology approach under Database
4. Discuss the Applications on predictive models and phylogenetic methods using Machine Learning

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
Introducing Bioinformatics in Technological Computation approaches for
CO1 1, 2 1
solving complex problems
Developing domain knowledge on applying, analyzing and validating
CO2 1,3 1
bioinformatics and Databases under WEB
Able to understand the data structure (databases) used in bioinformatics and
CO3 1,2,3 2
interpret the information

Understanding current research and to be able to critically evaluate the

CO4 1,2,3,4,12 1
literature and to identify the influence of machine learning in bioinformatics

CO5 Apply machine learning algorithms for cluster analysis and feature extraction 1 to 4,9,12 1
on gene networks

CO6 Apply Phylogenetic analysis and predictive methods for tree building and tree 1 to 4,9,12 1
Evaluation

P a g e 241
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √
CO3 √
CO4 √ √ √ √
√
CO5
√
CO6
√

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/
POs

CO1 3 2 3

CO2 3 2 3

CO3 3 2 3 3

CO4 3 2 2 3 3 3

CO5 3 2 3 2 1 2 3

CO6 3 2 3 2 1 2 3

Note: 1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
UNIT – 1
Introduction to Bioinformatics & Internet – History and Scope of Bioinformatics, Dogma- Central and Peripheral,
Observables and data archives, WWW & Programming, Biological classification and nomenclature, searching for similar
sequences in databases: PSI-BLAST, Introduction to protein structure, Classification, Protein structure prediction and
engineering
UNIT – 2
Structure Databases and Sequence Alignment: Introduction, Evolutionary basis of sequence alignment, Optimal alignment
methods, Substitution scores & gap penalties, Statistical significance of alignments, Database similarity searching, FASTA,
BLAST, Low complexity regions, Repetitive elements, Multiple Sequence Alignment: Progressive alignment methods, Motifs
and patterns, Genomic Mapping

P a g e 242
 UNIT – 3
Phylogenetic analysis and predictive methods: Elements of phylogenetic models, data analysis: Alignment, substitution
model building, tree building and tree evaluation, building methods, searching for trees, hooting trees, Evaluating trees and
data, phylogenetic software Some simple practical consideration, Gene structure Genome-types, Gene Prediction tools,
Genome, Browsers, Genome Annotation pipeline Codon Bias Detection, Protein identity based on composition, Propsearch,
Physical properties based on sequences, secondary structure features prediction, Tertiary structure, homology modeling,
and initio methods threading
UNIT – 4
Advances in Bioinformatics: Machine Learning - Supervised, Unsupervised, Dimensional Reduction, Cluster Analysis,
Classification and Regression models, Feature Extraction (Biological Data Coding), Gene Network, S- Systems.

TEXTBOOKS:
1. Arthur M Lesk, “Introduction to Bioinformatics”, Fourth Edition, Oxford Press, 2014
2. Andreas D. Baxevanis, B. F. Francis Ouellette, “BIOINFORMATICS: A Practical Guide to the Analysis of Genes and Proteins”
Second Edition, A John Wiley & Sons, Inc., Publication, 2001
3. Yang, Zheng Rong. Machine learning approaches to bioinformatics. Vol. 4. World scientific, 2010.

REFERENCEBOOKS:
1. Jones, Neil C., Pavel A. Pevzner, and Pavel Pevzner. “An introduction to bioinformatics algorithms”. MIT press, 2004.
2. Ramsden, Jeremy. “Bioinformatics: an introduction”, Vol. 21. Springer, 2015.
3. Mitra, Sushmita, Sujay Datta, Theodore Perkins, and George Michailidis “Introduction to machine learning and
bioinformatics”. CRC Press, 2008.

JOURNALS/MAGAZINES
1. Aoki-Kinoshita, Kiyoko F. "An introduction to bioinformatics for glycomics research." PLoS computational biology 4, no. 5
(2008): e1000075.
2. Wang, Jason TL, Mohammed J. Zaki, Hannu TT Toivonen, and Dennis Shasha. "Introduction to data mining in
bioinformatics." In Data Mining in Bioinformatics, pp. 3-8. Springer, London, 2005.
3. Ewens, Warren J., and Gregory R. Grant. Statistical methods in bioinformatics: an introduction. Springer Science &
Business Media, 2006.

SWAYAM/NPTEL/MOOCs:
Coursera – Bioinformatics

Self-LearningExercises:
1. Explore Bioinformatics
2. DNA Sequencing and Analysis

P a g e 243
 Course Title Speech Processing (PE-III) Course Type Theory
Course Code B20EAS608 Credits 3 Class VI Semester
TLP Credits Contact Work Total Number of Assessment in
Course Hours Load Classes
Weightage
Theory 3 3 3 Per Semester
Structure
Practice 0 0 0
Theory Practical CIE SEE
- - - -
Total 3 3 3 39 - 50 50

COURSE OVERVIEW
Speech processing is a discipline of computer science that deals with designing computer systems that recognize spoken
words. The main purpose of speech processing is (i) To understand speech as a means of communication (ii) To represent
speech for transmission and reproduction (iii) To analyze speech for automatic recognition and extraction of information and
(iv) To discover some physiological characteristics of the talker. Speech recognition software works by breaking down the
audio of a speech recording into individual sounds, analyzing each sound, using algorithms to find the most probable word fit
in that language, and transcribing those sounds into text. Hidden Markov Models (HMMs) provide a simple and effective
frame- work for modelling time-varying spectral vector sequences. As a con- sequence, almost all present day large
vocabulary continuous speech recognition (LVCSR) systems are based on HMMs.

COURSE OBJECTIVE(S)

The objective of this course is:

1. To introduce the mathematical basics of speech modeling, and its applications.
2. To understand the various applications of speech modeling
3. To comprehend the computational concepts learned in the lecture classes through numerical simulations and
programming
4. To help the students extend their understanding of signal processing algorithms for speech processing.
5. To strengthen the research skills of students in speech processing.
COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
CO1 Apply the mathematical methods required for speech modelling 1, 2, 12 1, 2
CO2 Analyze the various applications of speech modeling theory 1, 2, 12 2, 3

CO3 Evaluate the selected machine learning algorithms used in spoken language 1, 2, 4 2, 3
processing
CO4 Implement the selected speech modeling algorithms, and understand the 1, 2, 3 3
characteristics of the different types of speech signals
CO5 Develop an insight into the working of the machine learning algorithms used in 1, 2, 3, 12 3
spoken language processing
Develop solutions in the speech processing to the complex problems, either
CO6 individually or as a part of the team and report the results with proper analysis 5, 9, 10 3
and interpretation.

P a g e 244
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √
CO3 √ √
CO4 √ √
CO5 √ √
CO6 √ √

COURSE ARTICULATION MATRIX

PO/PSO

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO
CO1 3 2 2 2 2
CO2 2 2 2 2 2
CO3 3 3 3 2 2
CO4 3 2 3 3
CO5 3 2 3 3 3
CO6 3 3 3 3

Note:1-Low,2-Medium,3-High
COURSE CONTENT
THEORY:
Contents
UNIT 1
Speech analysis - source filter modeling - Speech sounds - Lip radiation - Linear prediction - Lattice filters - Levisnon-
Durbin recursion. Feature extraction for speech processing: Short Term Fourier Transform - Mel frequency cepstral
coefficients (MFCC) - Perceptual linear prediction (PLP) - Mel filter bank energies
UNIT 2
Principles of speech coding - Main characteristics of a speech coder - Key components of a speech coder - From
predictive coding to CELP - Improved CELP coders - Wide band speech coding - Audio-visual speech coding. Speech
synthesis: Linguistic processing - Acoustic processing - Training models automatically - Text preprocessing - Grapheme
to phoneme conversion – Rule based and decision tree approaches - Syntactic prosodic analysis - Prosodic analysis -
Speech signal modeling.
UNIT 3
Principles of speech recognition - Hidden Markov models (HMM) for acoustic modeling, Observation probability and
model parameters - HMM as probabilistic automata - Viterbi algorithm - Language models - n-gram language modeling
and difficulties with the evaluation of higher order n-grams and solutions - Spoken language identification –
Approaches – Acoustic – Phonetic – (LVCSR) Large Vocabulary Continuous Speech Recognition based.
UNIT 4

P a g e 245
 Introduction to text to speech synthesis (TTS) - popular techniques used in TTS -Introduction to speech understanding
– challenges ahead in developing state-of-the-art natural language processing systems. Spoken keyword spotting
approaches - Evaluation metric - detection error trade-off (DET) – measured by equal error rate (ER) – Cost function –
weighted error rate and half total error rate (HTER).

TEXT BOOKS:
1. Joseph Mariani (Ed), Language and Speech Processing, John Wiley and Sons, 2009.
2. Xuedong Huang, Alex Acero and Hsiao-Wuen Hon, Spoken Language Processing, A Guide to Theory, Algorithm and System
Development, Prentice Hall Inc, New Jersey, USA, 2000.
3. Lawrence R Rabiner and Ronald W Schafer, Digital Processing of Speech Signals, Pearson Education, 2003.

REFERENCE BOOKS:
1. J Benesty, M MSondhi, Y. Huang (Eds.), “Springer Handbook on Speech Processing”, Springer-Verlag Berlin, Heidenberg,
2008.
2. Thomas F. Quatieri Cloth, Discrete-Time Speech Signal Processing: Principles and Practice, Prentice Hall Inc, 2008.
3. B. Gold and N. Morgan, Speech and Audio Signal Processing: Processing and Perception of Speech and Music, Wiley, 2000.

JOURNALS/MAGAZINES
1. IEEE Transactions on Speech Processing
2. Signal Processing - Journal – Elsevier
3. International Journal of Speech Technology - Springer.

SWAYAM/NPTEL/MOOCs:
1. https://www.coursera.org/lecture/nlp-sequence-models/speech-recognition-sjiUm
2. https://nptel.ac.in/courses/117/105/117105145/
3. https://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-345-automatic-speech-
recognition-spring-2003/
4. https://swayam-uat-node1.appspot.com/practice_course1/preview

Self-Learning Exercises:
Case study, Assignments, MOOC / Coursera/Conference

P a g e 246
 Advanced Topics in Machine Learning
Course Title Course Type Theory
(PE-IV)
Course Code B20EAS609 Credits 3 Class VI Semester

Contact Work
Total Number of
TLP Credits Hours Load Classes Assessment in
Theory 3 3 3 Per Semester Weightage
Course Practice 0 0 0
Theory Practical CIE SEE
Structure - - - -
Total 3 3 3 39 - 50 50

COURSE OVERVIEW
The course combines breadth and depth of concepts involved in machine learning, offering advanced concepts on learning,
hypothesis, analytical learning, inductive analytical approaches to learning

COURSE OBJECTIVE (S):

The objectives of the course are to:

1. Enable students to understand advanced probabilistic concepts in machine learning
2. Explore various models in advanced machine learning.
3. Design model parameters
4. Help the student choose most appropriate model to solve a problem.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs
CO1 Explain the advanced concepts in machine learning techniques 1,2,3,4,5,12 1,2
CO2 Examine the problem to determine correct model to apply 1,2,3,4,5,12 1,2
Estimate parameters of different types of models in advanced machine
CO3 1,2,3,4,5,12 1,2
learning
Decide on the best ML approach and model to apply for solving a real world
CO4 1,2,3,4,5,12 1,2
problem.
Learn new tools and technologies in the Machine learning and apply for
CO5 12 1,2
suitable application development.
Develop solutions in the Machine learning to the complex problems, either
CO6 individually or as a part of the team and report the results with proper 5,9,10 1,2,3
analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO#
Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

P a g e 247
 CO4 √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 3 3 3 1 1 3 3
3 3

CO2 3 3 3 3 3 1 3 3 3

CO3 3 2 2 2 1 2 3 3
3

CO4 3 3 2 3 3 1 3 3 3

CO5 2 2 2

CO6 3 3 3 3 3 2
Note: 1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
UNIT – I
Introduction – Machine Learning : what and why – Types of ML, Supervised Learning – Classification , Regression,
Unsupervised Learning – discovering clusters, discovering latent factors. Parametric vs non-parametric models, a simple
non-parametric classifier – K-nearest neighbors, Curse of dimensionality, Parametric models for classification and
regression, linear regression, logistic regression, overfitting, model selection, no free lunch theorem. A brief review of
probability – Discrete random variables, discrete distributions, Bayes rule. Bayesian Statistics - MAP estimation, Bayesian
Occam’s razor, Priors – Uninformative priors, Jeffreys priors, Robust priors, Mixtures of conjugate priors
UNIT – 2
Gaussian Models : Introduction – notation, basics, MLE for an MVN, Maximum entropy derivation of the Gaussian, Linear
discriminant analysis, two class LDS, Nearest shrunken centroids classifier
Linear Regression – Maximum Likelihood estimation least squares- derivation, robust linear regression, ridge regression –
basic idea, connection with PCA, Bayesian Linear Regression – computing posterior, computing posterior predictive,
Bayesian linear regression.
Bayesian Logistic Regression – Laplace approximation.
Boosting - Forward stage wise additive modeling, L2 bosting, AdaBoost, LogitBoost, Boosting as functional gradient descent,
sparse boosting. Ensemble learning – stacking
UNIT – 3
Bayesian Concept Learning – Likelihood, prior, posterior, posterior predictive. Beta binomial model – likelihood, prior,

P a g e 248
posterior, posterior predictive, Dirichlet multinomial model-likelihood, prior, posterior, posterior predictive.
Gaussian Models – Notation, Basics, Maximum likelihood estimation for a MVN. Gaussian discriminant analysis – quadratic
discriminant analysis, linear discriminant analysis, two class LDA, regularized LDA, nearest shrunken centroids classifier.
Advanced Models -Generalized linear models – basics, Probit regression –ML/MAP estimation using gradient based
optimization
UNIT – 4
Multi-task learning – Hierarchical Bayes for multi task learning, application to personalized email spam filtering, Directed
Graphical Models (Bayes nets) – Markov and Hidden Markov Models, Medical Diagnosis, Mixture Models – Mixtures of
Gaussians, using mixture models for clustering. EM algorithm for GMMS, l1 and l2 regularization, Kernel functions – RBF,
kernels for comparing documents, Mercer kernels, linear kernels, Matern kernels, string kernels, string kernels, Pyramid
match kernels. Kernel machines, kernel trick, kernelized nearest neighbor classification, kernelized K-medoids clustering,
kernelized ridge regression.

TEXTBOOKS:
1. Kevin P. Murphy Machine Learning: A Probabilistic Perspective,2012, The MIT Press.

REFERENCEBOOKS:
1. Tom M. Mitchell, “Machine Learning”, India Edition McGraw Hill Education, 2013.
2. Chris Bishop, “Pattern Recognition and Machine Learning” , Springer (India) Private Limited, 2013.
3. Ethem Alpaydin, “Introduction to Machine Learning”, Second edition MIT press, 2010, Chapters 1, 2, 6, 7, 19.
4. Yoshua Bengio and Aaron Courville , ”Deep Learning”, Ian Good fellow, MIT Press book,2016.
5. Richard o. Duda, Peter E. Hart and David G. Stork, “Pattern classification”, John Wiley & Sons Inc., 2001

JOURNALS/MAGAZINES
1. IEEE Transactions on Pattern Analysis and Machine Intelligence
2. Springer machine learning
3. Elsevier Computational Statistics and Data Analysis
4. Wiley- International Journal of Intelligent Systems

SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/courses/106/106/106106198/
2. Advanced Machine Learning Specialization -Coursera

Self-Learning Exercises:
Latent linear models – factor analysis, PCA, Sparse linear models

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 Course Title HIGH PERFORMANCE COMPUTING(PE-V) Course Type Theory

Course Code B20EQS610 Credits 3 Class VI semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:

Course Description: The goal of this course is to give students solid foundations for developing, analyzing, and implementing
parallel and locality-efficient algorithms. This course focuses on theoretical underpinnings. To give a practical feeling for how
algorithms map to and behave on real systems and will supplement algorithmic theory with hands-on exercises on modern HPC
systems, such as Cilk Plus or OpenMP on shared memory nodes, CUDA for graphics co- processors (GPUs) and OpenMPI for
message passing.

COURSE OBJECTIVE
The objectives of this course are to:
1. Explain the features of Modern processors and parallel computers
2. Describe different levels of parallelism along with the synchronization and scheduling
3. Demonstrate the use of features of OpenMP programming.
4. Illustrate the use of features of Open MPI programming.
5. Learn new tools and technologies in High Performance computing and apply for suitable solutions for application
development.
6. Develop solutions in High Performance computing to the complex problems, either individually or as a part of the team
and report the results with proper analysis and interpretation.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes Pos PSOs

Identify different levels of parallelism that can be applied to solve the 1 to 5, 9 ,12 1,2
CO1
given real world problems.
Develop the programs using different levels of parallelism to solve the 1 to 4 , 9, 12 1,2
CO2
real world problems.
Make use of features of OpenMP to develop parallel programs for 1 to 5, 9 ,12 3
CO3 solving real world problems.
Apply the features of Distributed-memory parallel programming with 1 to 5, 9 ,12 3
CO4
openMPI for solving real world problems.
CO5 Learn new tools and technologies in High Performance computing 12 2
and apply for suitable solutions for application development.
Develop solutions in High Performance computing to the complex 1 to 5,9,12 3
CO6
problems, either individually or as a part of the team and report the
results with proper analysis and interpretation.

P a g e 250
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √ √
CO2 √ √ √
CO3 √
CO4 √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 2 2 1 2 3 1 3 3

CO2 3 2 1 1 3 1 3 3

CO3 3 2 2 2 2 3 1 3

CO4 3 2 2 2 3 2 2 3

CO5
2

CO6
2 2 3 2 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY

Contents
UNIT-1
Modern Processors: Stored-program computer architect; General-purpose cache-based microprocessor architecture;
Memory hierarchies; Multicore processors; Multithreaded processors; Vector processors.
Parallel computers: Taxonomy of parallel computing paradigms; Shared-memory computers; Distributed-memory
computers; Hierarchical (hybrid) systems; Networks.
UNIT-2
Basics of parallelization: Why parallelize; Parallelism; Parallel scalability.
UNIT-3
Shared-memory parallel programming with OpenMP: Introduction to OpenMP; Case study: OpenMP-parallel Jacobi
algorithm; Advanced OpenMP: Wavefront parallelization.
Efficient OpenMP programming: Profiling OpenMP programs; Performance pitfalls; Case study: Parallel sparse matrix-
vector multiply.

P a g e 251
 UNIT-4
Distributed-memory parallel programming with MPI: Message passing; A short introduction to MPI; Example: MPI
parallelization of a Jacobi solver.
Efficient MPI programming: MPI performance tools; Communication parameters; Synchronization, serialization,
contention; Reducing communication overhead; Understanding intranode point-to-point communication.

TEXT BOOKS:
1. Georg Hager, Gerhard Wellein,” Introduction to High Performance Computing for Scientists and Engineers”, CRC, Press,
2011.

REFERENCE BOOKS:
1. Rohit Chandra, Leo Dagum , DrorMaydan , David Kohr, Jeff McDonald , Ramesh Menon, ”Parallel Programming
inOpenMP”, Morgan Kaufmann,2000
2. Shameem Akhter and Jason Roberts 6,” Multi-core programming, Increase performance through software
multithreading”, IEEE Transactions on Knowledge and Data Engineering.
3. Kai Hwang “, Advanced Computer Architecture: Parallelism, Scalability, Programmability”, TATA McGraw Hill, 1993
4. George S. Almasi and Alan Gottlieb,“Highly Parallel Computing”.
5. 5.Ananth Grama, Anshul Gupta, George Karypis, and Vipin Kumar ,”Introduction to Parallel Computing”, Addison-Welsey,
2003.

JOURNALS/MAGAZINES:

1. International Journal of High Performance Computing Applications, ACM

2. The International Journal of High Performance Computing Applications, sagepub
3. International Journal of High Performance Computing and Networking, Inderscience

SWAYAM/NPTEL/MOOCS:

1. https://nptel.ac.in/courses/112/105/112105293/
2. https://nptel.ac.in/courses/106/103/106103206/

SELF LEARNING EXERCISES:

More Recent Applications: Mobile databases; Multimedia databases; Geographical Information Systems; Genome data
management.

P a g e 252
Course Title Business Intelligence (PE IV) Course Type Theory

Course Code B20EAS611 Credits 3 Class VI semester

TLP Credits Contact Work Total Number of Assessment in

Hours Load Classes
Weightage
Course Theory 3 3 3 Per Semester

Structure Practice - - -
Theory Practical
Tutorial - - - CIE SEE
Total 3 3 3 39 - 50 50

COURSE OVERVIEW
This course provides an introduction to the concepts of business intelligence (BI) as components and
functionality of information systems. It explores how business problems can be solved effectively by using
operational data to create data warehouses, and then applying data mining tools and analytics to gain new
insights into organizational operations. Detailed discussion of the analysis, design and implementation of
systems for BI, including: the differences between types of reporting and analytics, enterprise data
warehousing, data management systems, decision support systems, knowledge management systems, big data
and data/text mining. Case studies are used to explore the use of application software, web tools, success and
limitations of BI as well as technical and social issues.

COURSE OBJECTIVE(S)
The objective of this course is:
1. To define the importance of business intelligence.
2. Identify how various business intelligence systems can contribute to organizational success.
3. Apply common methods used in business intelligence.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs

CO1 Identify concept, process, and practice of the data science and how 1,2 1, 2
methodologies are applied to visualize information from raw data.
CO2 Explore various predictive and statistical approach used in business intelligence 1, 2, 2, 3
CO3 Analyze BI concepts and techniques 1, 2, 4 2, 3
CO4 Apply BI Techniques for various situations 1, 2, 3 3
CO5 Implement BI techniques by using various tools and Create data visualization. 1, 2, 3, 12 3
Develop solutions to the complex problems of, business intelligence either
CO6 individually or as a part of the team and report the results with proper analysis 5, 9, 10 3
and interpretation.

P a g e 253
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √
CO4 √ √
CO5 √ √
CO6 √

COURSE ARTICULATION MATRIX

PO/PSO

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO
CO1 1 2 2 2
CO2 2 2 2 2
CO3 2 3 3 2 2
CO4 3 2 3 3
CO5 3 2 3 3 3
CO6 3 3 3 3
Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT
THEORY
Contents
UNIT 1
An Overview of Business Intelligence: A Framework for Business Intelligence, Analytics Overview, Analytics
Examples in Selected Domains, A Brief Introduction to Big Data Analytics, An Overview of the Analytics
Ecosystem, Descriptive Analytics -1: The Nature of Data, A Simple Taxonomy of Data, The Art and Science of
Data Preprocessing, Data Visualization, Different Types of Charts and Graphs, The Emergence of Visual
Analytics
UNIT 2
Descriptive Analytics -2: Business Intelligence and Data Warehousing, Data Warehousing Process, Data
Warehousing Architectures, Data Integration and ETL Processes, Data Warehouse Development, Data
Warehousing Implementation Issues, Performance Measurement, Six Sigma as a Performance Measurement
System
UNIT 3
Predictive Analytics: Data Mining Process, Data Mining Methods, Text Analytics and Text Mining Overview,
Text Mining Applications, Text Mining Process, Sentiment Analysis, Web Mining Overview, Search Engines,
Web Usage Mining (Web Analytics), Social Analytics,
UNIT 4
Prescriptive Analytics :Model-Based Decision Making, Structure of Mathematical Models for Decision Support,
Certainty, Uncertainty, and Risk, Decision Modeling with Spreadsheets, Mathematical Programming
Optimization, Future Trends, Privacy and Managerial Considerations in Analytics: Cloud Computing and
Business Analytics, Location-Based Analytics for Organizations, Issues of Legality, Privacy, and Ethics, Impacts of
Analytics in Organizations: An Overview, Data Scientist as a Profession

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TEXTBOOKS:
1. Ramesh Sharda, Dursun Delen, Efraim Turban “Business Intelligence, Analytics, and Data Science: A
Managerial Perspective ”, 4th Edition, Pearson, 2017

REFERENCE BOOKS:
1. David Loshin Morgan, Kaufman, “Business Intelligence: The Savvy Manager‟s Guide”, Second Edition,
2012.
2. Larissa T. Moss, S. Atre, “Business Intelligence Roadmap: The Complete Project Lifecycle of Decision
Making”, Addison Wesley, 2003
3. Carlo Vercellis, “Business Intelligence: Data Mining and Optimization for Decision Making”, Wiley
Publications, 2009.

JOURNALS/MAGAZINES
1. IEEE Transactions on Knowledge and Data Engineering
2. Data Mining and Knowledge Discovery
3. Journal of Knowledge Management

SWAYAM/NPTEL/MOOCs

1. https://www.coursera.org/specializations/data-warehousing
2. https://www.udemy.com/course/the-business-intelligence-analyst-course-2018

SELF-LEARNING EXERCISES:
Case study, Assignments, MOOC / Coursera/Conference

P a g e 255
 Course Title VIDEO PROCESSING (PE IV) Course Type Theory

Course Code B20EAS612 Credits 3 Class VI semester

TLP Credits Contact Work Total Number of Assessment in

Hours Load
Classes Weightage
Course Theory 3 3 3 Per Semester
Practice - - -
Structure
Tutorial - - - Theory Practical CIE SEE
Total 3 3 3 39 - 50 50

COURSE OVERVIEW
Video processing is a particular case of signal processing, where the input and output signals are video
files or video streams. Video processing techniques are used in television sets, VCRs, DVDs, video codecs, video
players and other devices. A video processor may perform all or some combination of the following functions:
up conversion, deinterlacing, frame rate conversion, noise reduction, artifact removal, lip sync (A/V
synchronization) and edge enhancement.

COURSE OBJECTIVE(S)
The objective of this course is:
1. To provide deep understanding of two dimensional and three dimensional transforms in video processing.
2. To understand and implement video processing algorithms.
3. To efficiently solve real time problems using video processing algorithms.
4. To understand how tracking and segmentation in video processing.
5. To apply various motion analysis techniques in real world applications.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs

CO1 Explain basic techniques in digital video processing, including imaging 1, 2, 3 1

characteristics and sensors.
CO2 Apply motion estimation and object tracking algorithms on video sequence 1, 2, 4, 5, 12 1, 3
CO3 Analyze the video formation techniques 1, 2, 4, 5, 12 3
CO4 Learn about the techniques for applying motion estimation in video coding 1, 2, 4, 5, 12 3
CO5 Apply the concepts of video processing and their applications 1, 2, 4, 5, 12 2, 3
Develop solutions in the video processing to the complex problems, either
CO6 individually or as a part of the team and report the results with proper analysis 5, 9, 10 2, 3
and interpretation.

P a g e 256
 BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √
CO3 √
CO4 √ √
CO5 √ √
CO6 √ √

COURSE ARTICULATION MATRIX

PO/PSO

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO
CO1 1 1 1 1 2
CO2 2 3 3 3 3 2 3
CO3 3 3 3 3 3 3
CO4 2 3 3 3 3 3
CO5 2 3 3 3 3 2 3
CO6 3 2 2 2 3
Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT
THEORY
Contents
UNIT 1
Basics of Video Processing: Video formation, perception and representation: Principle of color video, video
cameras, video display, pinhole model, CAHV model, Camera motion, Shape model, motion model, Scene
model, two dimensional motion models. Three Dimensional Rigid Motion, Approximation of projective
mapping.
UNIT 2
Motion estimation Techniques: Optical flow, motion representation, motion estimation criteria, optimization
methods, pixel based motion estimation, Block matching algorithm, Gradient Based, Intensity matching, feature
matching, frequency domain motion estimation, Depth from motion.
UNIT 3
Tracking and Segmentation:2D and 3D video tracking, blob tracking, Kernel based counter tracking, feature
matching, filtering Mosaicing, video segmentation, mean shift based, active shape model, video short boundary
detection. Interframe compression, Motion compensation
UNIT 4
Motion analysis applications: Video Summarization, video surveillance, Steepest Descent method, Newton
Raphson method, Transform coding, 3D waveform coding, Global minima, Predictive coding, Photometric image
formation, Photometric effects of 3D motion,

P a g e 257
 TEXTBOOKS:
1. M. Tekalp,” Digital video Processing”, Prentice Hall International
2. Yao wang, Joem O starmann and Ya – quin Zhang, “Video processing and communication “,1st edition, PHI

REFERENCE BOOKS:
1. “Handbook of Image and Video processing”, Al Bovik, Academic press, second Edition.

JOURNALS/MAGAZINES
4. Image and Vision Computing - Journal – Elsevier
5. Signal, Image and Video Processing | Home – Springer
6. Journal on Image and Video Processing - ACM Digital Library
7. Multimedia Image and Video Processing | Taylor & Francis

SWAYAM/NPTEL/MOOCs

1. https://www.coursera.org/lecture/internet-of-things-multimedia/video-processing-
oRMdY
2. https://nptel.ac.in/courses/117/104/117104020/

SELF-LEARNING EXERCISES:
Case study, Assignments, NPTEL/Coursera courses, Conference

Course Title
Big data analysis Lab Course Type Practica
l
Course Code B20EA0604 Credits 1 Class VI semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory - - - Per Semester
Course
Structure Practice 1 2 2
Tutorial - - - Theory Practical CIE SEE

Total 1 2 2 - 26 50% 50%

Lab programs

P a g e 258
1 Installation and Configuration of Hadoop.

Tools and Expected

No Title of the Experiment
Techniques Skill
/Ability
2 Evaluate the performance of MapReduce program on word count for different file size.

3 Evaluate the performance of MapReduce program on Character count for different file size.

4 Using MapReduce process the weather dataset.

5 Evaluate performance of PIG Latin script for student data.

Course Title
Neural Networks & Deep Learning Lab Course Type Practica
l
Course Code B20EA0605 Credits 1 Class VI semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory - - - Per Semester
Course
Structure Practice 1 2 2
Tutorial - - - Theory Practical CIE SEE

Total 1 2 2 - 26 50% 50%

OVERVIEW:
Neural Networks are an effective programming paradigm that enable a computer to learn from observed data. They simulate
biological learning of the nervous system and have been demonstrated to increase the power of known machine learning
models by stacking them as computational graphs. This is different from conventional programming where human
programmers define the set of tasks to be carried out by a computer to solve a problem. Deep learning is a subset of machine
learning that uses many layers of neural networks to accomplish tasks like image recognition, text procession, speech
recognition, natural language processing etc. This course aims at giving the students the knowledge and the skills required to
model the solutions to real world problems using neural networks and deep learning.

COURSE OBJECTIVE
The objectives of this course are to:
5. Explain the fundamentals of neural network based paradigm to problem solving.
6. Inculcate knowledge of concepts involved in training of neural networks.
7. Discuss the concepts and issues in deep neural networks.
8. Explain generalizability of deep neural networks and introduce prominent deep neural architectures.

P a g e 259
 Python Analytical/Problem
A simplest perceptron has a single-layer network whose weights and biases can
Programming solving through
be trained to produce a correct target vector when presented with the
coding
corresponding input vector. The training technique used is called the perceptron
1.
learning rule. Develop a python program to create a simple perceptron from
scratch to simulate working of NOT gate without the concept of learning.

Python Analytical/Problem
a). A simplest perceptron has a single-layer network whose weights and biases
2 Programming solving through
can be trained to produce a correct target vector when presented with the
coding
corresponding input vector. The training technique used is called the perceptron
learning rule. Develop a python program to create a simple perceptron from
scratch to simulate working of OR gate without the concept of learning.
b). A simplest perceptron has a single-layer network whose weights and biases
can be trained to produce a correct target vector when presented with the
corresponding input vector. The training technique used is called the perceptron
learning rule. Develop a python program to create a simple perceptron from
scratch to simulate working of AND gate without the concept of learning.
3 Python Analytical/Problem
A simplest perceptron has a single-layer network whose weights and biases can
Programming solving through
be trained to produce a correct target vector when presented with the
coding
corresponding input vector. The training technique used is called the perceptron
learning rule. Develop a python program to create a simple perceptron from
scratch to simulate working of XOR gate without the concept of learning.
We can observe that, XOR(x1,x2)=AND(NOT(AND(x1,x2)),OR(x1,x2))
4 A simplest perceptron has a single-layer network whose weights and biases can Python Analytical/Problem
be trained to produce a correct target vector when presented with the Programming solving through
corresponding input vector. The training technique used is called the perceptron coding
learning rule. Develop a python program to create a simple perceptron from
scratch to simulate working of NAND gate with the concept of learning and
backpropagation.
TensorFlow Analytical/Problem
A simplest perceptron has a single-layer network whose weights and biases can
/Keras/ solving through
5 be trained to produce a correct target vector when presented with the
Python coding
corresponding input vector. The training technique used is called the perceptron
learning rule. Develop a python program to create a simple perceptron from
scratch to simulate working of XOR gate with the concept of learning using
backpropagation.
TensorFlow Data Analysis/
Binary classification for Classifying movie reviews of IMDB dataset using neural
6 /Keras/Pyt Problem solving
networks
hon through coding
TensorFlow Data Analysis/
Neural network for classification of MNIST data (From text book) using
/Keras/Pyt Problem solving
sequential dense model
7 hon through coding

TensorFlow Data Analysis/

Linear regression for predicting house price (The Boston Housing Price dataset)
/Keras/Pyt Problem solving
8 hon through coding

9. TensorFlow Data Analysis/

Classifying newswires: a multi-class classification example on Reuters dataset
/Keras/Pyt Problem solving
hon through coding

P a g e 260
10 TensorFlow Data Analysis/
Using Convolutional neural network for classification of images
/Keras/Pyt Problem solving
hon through coding

TensorFlow Data Analysis/

Self Learning:
/Keras/Pyt Problem solving
Prevent overfitting by using regularization, dropout, hyper parameter tuning, hon through coding
RNN

TEXTBOOKS:
1. Charu Aggarwal, “Neural Networks and Deep Learning”, Springer, 2018.
2. Ian Goodfellow, YoshuaBengio, Aaron Courville, “Deep Learning”, MIT Press

REFERENCEBOOKS:
7. Francis Chollet, “Deep Learning with Python”, Manning, 2018.
8. Jacek M. Zurada, Introduction to Artificial Neural Systems, PWS Publishing Company, 1995.
9. Simon Haykin, Neural Networks: A Comprehensive Foundation, Macmillan College Publishing Company, 1994.
10. Mohamad H. Hassoun, Fundamentals of Artificial Neural Networks, The MIT Press, 1995.
11. Laurene Fausett, Fundamentals of Neural Networks: Architectures, Algorithms, and Applications, Prentice Hall
International, Inc., 1994.
12. B. D. Ripley, Pattern Recognition and Neural Networks, Cambridge University Press. 1996.

JOURNALS/MAGAZINES
10. IEEE Transactions on Neural Networks and Learning Systems
https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=5962385
11. IEEE Transactions on Pattern Analysis and Machine Intelligence
https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=34http://ijaerd.com/papers/special_papers/IT032.pdf
12. International Journal of Intelligent Systems https://onlinelibrary.wiley.com/journal/1098111x
13. http://www.charuaggarwal.net/neural.htm
14. http://neuralnetworksanddeeplearning.com/
15. https://github.com/mnielsen/neural-networks-and-deep-learning
16. deeplearning.stanford.edu
17. http://yann.lecun.com/exdb/mnist/
18. University of California Irvine Machine Learning Repository - https://archive.ics.uci.edu/ml/datasets.php
SWAYAM/NPTEL/MOOCs:
4. Swayam Nptel – Deep Learning – IIT Ropar https://onlinecourses.nptel.ac.in/noc21_cs35/preview
5. Coursera – Neural Networks and Deep Learning Andrew Ng
6. Coursera - Neural Networks for Machine Learning by Geoffrey Hinton in Coursera

Course Title Computer Networks Lab Course Type Practical

Course Code B20CI0506 Credits 1 Class V semester

Contact Work
TLP Credits Assessment in
Hours Load
13weeks/Semester Weightage
Theory - - -
Course
Structure Practice 1 2 2
Tutorial - - - Theory Practical CIE SEE

Total 1 2 2 - 26 50% 50%

COURSE OVERVIEW:
The main emphasis of this course is on the organization and management of local area networks(LANs).The course description
include learning about computer network organization and implementation, obtaining a the or etical understanding of data
communication and computer networks, and about Open Systems Interconnection(OSI) communication model with TCP/IP
protocol; This course provides knowledge of error detection and recovery; local area networks; bridges, routers and gateways;
P a g e 261
network naming and addressing; and local and remote procedures. This course also emphasis on User Datagram Protocol, TCP
Congestion Control; DNS Message Formatting and Remote Login. Protocols
COURSE OBJECTIVE(S):
The main objectives of this course are:
1. Explain the protocol stacks (OSI and TCP/IP) for data communication
2. Discuss the error detection & correction strategies for data transmission.
3. Design the connection establishment of network computing devices.
4. Illustrate the TCP, UDP protocols and explain Domain Name System.
5. Emphasis the management of local area networks
6. Learning about computer network organization and implementation

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:
CO# Course Outcomes POs PSOs

CO1 Make use of the architectural principles of computer networking and 1to6,12 1
compare different approaches to organizing networks.

CO2 Identify the good network design with simplicity, scalability, 1to6,12 1
performance and the end-to-end principle.
CO3 Appraise the working principles of Internet. 1to6,12 1

CO4 Develop applications using network protocols. 1to6,12 1,2,3

CO5 Emphasis the management of local area networks 1to6,12 2,3

CO6 Learning about computer network organization and implementation 1to6,12 1,2,3

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO#
Remember(L1) Understand(L2 Apply(L3) Analyze(L4) Evaluate(L5) Create(L6)
)
CO1 √ √ √

CO2 √ √

CO3 √ √ √

CO4 √

CO5 √ √ √ √

CO6 √ √ √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/Pos

CO1 3 3 3 3 2 1 1 3

CO2 3 3 3 3 2 2 1 3

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 CO3 3 3 3 3 2 1 2 3

CO4 3 3 3 2 2 1 1 3 3 3

CO5 3 3 3 2 2 1 2 3 3

CO6 3 3 3 2 2 1 2 2 3 3

Note:1-Low,2-Medium,3-High

PRACTICE:
Tools and Expected Skill
No Title of the Experiment
Techniques /Ability
Part – A
RJ-45 connector, Cable Crimping, Standard
a) Study of different types of Network
IO Connector, Cabling and Cross Cabling, IO
cables and practically implement the cross-
Crimping Tool, connector crimping and testing
wired cable and straight through cable using
Twisted pair Cable, the crimped cable using a cable
clamping tool.
Cable Tester. tester can be done successfully
Installation and configuration of
Wired and Wireless (remotely)
b) Install and Configure Wired and
NIC and transfer files between
Wireless NIC and transfer files between NIC, Adapter
1 systems in LAN and Wireless LAN. systems in LAN and Wireless
LAN between two systems in a
LAN can be done successfully.
HUB, Switch, Router Gain the knowledge on
c) Install and configure Network
and configuration configuring the different
Devices: HUB, Switch and Routers.
software. connecting devices
Computer Systems
d) Connect the computers in Local Interconnection and building a
with connecting
Area Network. simple LAN
media.
a) Establish Peer to Peer network
Computer Systems
connection using two systems using Switch Configuration of peer to peer
with connecting
and Router in a LAN. network communication
media.
b) Configure Internet connection and
2 Connected Computer
use IPCONFIG, PING / Tracer and Net stat Configure Internet connection
Systems.
utilities to debug the network issues.
c) Transfer files between systems in Connected Computer
File transfer between systems in
LAN using FTP Configuration, install Print Systems with
LAN using FTP Configuration.
server in a LAN and share the printer in a printer.
P a g e 263
 network

d) Study of basic network command

Command Prompt Network configuration
and Network configuration commands
In information theory and coding theory
with applications in computer science and
telecommunication, error detection and
correction or error control are techniques
that enable reliable delivery of digital data
over unreliable communication channels.
Many communication channels are subject
to channel noise, and thus errors may be CRC
Error detection and control in
3 introduced during transmission from the Hamming Code
data transmission.
source to a receiver. Error detection
techniques allow detecting such errors,
while error correction enables
reconstruction of the original data in many
cases.
Write a Program for Implementation of any
one mechanism for Error Detection / Error
Correction Techniques.
A routing algorithm is a procedure that lays
down the route or path to transfer data
packets from source to the destination. They
help in directing Internet traffic efficiently. ...
Distance vector & Routing in networks before the
4 Routing algorithm mathematically computes
Link state routing communication begins.
the best path, i.e. “least – cost path” that the
packet can be routed through
Write a Program for Implementation of any
routing algorithms.
Part B: Mini Project 1: Design of Corporate Network
Configuring a Switched network and Study Windows/Linux OS, Switch and VLAN Configuration.
1 of VLAN’s and assigning a PC based on the Packet Tracer
VLAN.
Implementing an IP Addressing Scheme Windows/Linux OS, Router configuration and
2 Configuring WEP on a Wireless Router. Packet Tracer connectivity checking.
Interpreting Ping and Traceroute Output
Configuring Static Routing. Configuring Windows/Linux OS, Static and Dynamic Routing
3
Dynamic Routing protocols RIP, OSPF. Packet Tracer over a network
Examining Network Address Translation Windows/Linux OS, Configuration and working of
4 (NAT). Configuring a Cisco Router as a DHCP Packet Tracer NAT with setup of DHCP server.
Server
Part C: Mini Project 2: Performance Analysis of TCP and UDP applications over the different
Topologies of network
Consider Six nodes and demonstrate the Python, NS3, Ubuntu. Create an interface between the
different ways of connecting them in devices using different
1 topology methods. Also specify the different topologies.
transmission media with specific channel
specifications.
Configure the IP address of the nodes in the Analyze the performance using
specified network. Achieve the port Python, NS3, Ubuntu. UDP based applications
specifications for different applications.
2
Apply and Demonstrate the TFTP on the
specified network using UDP. Observe the
trace results.
Apply and Demonstrate the FTP and Python, NS3, Ubuntu. Analyze the performance using
3 TELNET on the specified network using TCP. TCP based applications
Observe the trace results.
Apply and Demonstrate the Congestion and Python, NS3, Ubuntu. Analyze the congestion and
4
Error Controlling mechanism in the error controlling in TCP based
P a g e 264
 specified networks. Observe the trace applications
results.

TEXTBOOKS:

1. Behrouz A Forouzan, “Data Communications and Networking”, 5th Edition, McGraw – Hill, 2016.
2. Nader F. Mir, “Computer and Communication Networks”, Pearson Education, 2009.
REFERENCE BOOKS:
1. Alberto Leon-Garcia and Indra idjaja, “Communication Networks – Fundamental Concepts and Key Architectures”, 2nd
Edition Tata McGraw – Hill, 2004.
2. Andrew S. Tanenbaum, “Computer Networks”, 4th Edition, Pearson Education, 2005.
3. Larry L. Peterson and Bruce S. Davie, “Computer Networks- A system Approach”, 5th Edition, Elsevier, 2012.
4. William Stallings, “Data and Computer Communications”, 10th Edition, Pearson Education, 2008.
5. Douglas E. Comer, “Internetworking with TCP/IP”, Vol.1, 6th Edition, Pearson, 1995.
6. IEEE Transactions on Networking.
7. Elsevier Journal of Computer Networks
8. Springer Journal of Communications and Information Networks.
JOURNALS/MAGAZINES:
1. IEEE Transactions on Networking.
2 Elsevier Journal of Computer Networks
SWAYAM/NPTEL/MOOCS:
1. https://www.udemy.com/topic/computer-network/
2. https://www.coursera.org/courses?query=computer%20network
3. https://nptel.ac.in/courses/106/105/106105183/
4. https://www.edx.org/learn/computer-networking
SELF LEARNING EXERCISES:
Remote Login. Protocols: TELNET Protocol and SSH Protocol. Electronic Mail (E-Mail), World Wide Web (WWW).

P a g e 265
 DATA MINING
Course Title Course Type Theory
(OE-II)
Course Code B20CIO601 Credits 3 Class VI semester
Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:

This course will cover the major techniques for mining and analyzing text data to discover interesting patterns,
extract useful knowledge, and support decision making, with an emphasis on statistical approaches that can be
generally applied to arbitrary text data in any natural language with no or minimum human effort. Detailed
analysis of text data requires understanding of natural language text, which is known to be a difficult task for
computers. This course focuses on extracting knowledge from the web by applying Machine Learning techniques
for classification and clustering of hypertext documents. Basic approaches from the area of Information Retrieval
and text analysis are also discussed. The students use recent Machine Learning and Data Mining software to
implement practical applications for web document retrieval, classification and clustering.

COURSE OBJECTIVE
1. Introduce the basics of data mining, data types, similarity and dissimilarity measures
2. Explain association rules and algorithms
3. Describe the classification algorithms for data categorization
4. Illustrate the clustering algorithms for grouping datasets
5. Demonstrate the appropriate data mining techniques for decision making

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Explain the basics of data mining techniques, data types, identify 1,2,4,6,11,12 1,2
CO1 the similarity and dissimilarity between the datasets and analyze
the data sets using the association rules and algorithms
Characterize and discriminate data sets with classification methods 1-7 2
CO2

CO3 Employ the clustering methods in real life problems 1-7 2,3

CO4 Apply the knowledge for data mining applications 1-7,12 2,3
Learn new tools and technologies in the Data Mining and apply for 12
CO5 suitable application development.
Develop solutions in the Data Mining to the complex problems, 5,9,10
CO6 either individually or as a part of the team and report the results
with proper analysis and interpretation.

P a g e 266
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √ √
CO3 √ √
CO4 √ √
CO5 √ √ √
CO6 √ √ √

COURSE ARTICULATIONMATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 2 1 1 2 1 2 3

CO2 3 3 2 2 3 2 1 3 3

CO3 3 2 3 2 3 2 3 3 3

CO4 3 2 3 2 3 1 1 2 3 3

CO5 3

CO6 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT THEORY

Contents

UNIT-1

Introduction: What is Data Mining? Motivating Challenges, The origins of data mining, Data Mining Tasks, Types
of Data, Data Quality, Data Preprocessing, Measures of Similarity and Dissimilarity, Data Mining Applications,
Visualization.
UNIT-2

Association Analysis: Basic Concepts and Algorithms, Frequent Itemset Generation, Rule Generation, Compact
Representation of Frequent Itemsets, Alternative methods for generating Frequent Itemsets, FP GROWTH
Algorithm, Evaluation of Association Patterns .
UNIT-3
Classification: Basics, General approach to solve classification problem, Decision Trees, Evaluating the
performance of a Classifier, Rule Based Classifiers, Nearest Neighbour Classifiers, Naïve Bayes Classifier

P a g e 267
 UNIT-4
Clustering: overview, K-means, agglomerative hierarchical clustering, DBSCAN, Cluster Evaluation,
Characteristics of Data, Clusters and Clustering Algorithms, Prototype Based Clustering.

TEXTBOOKS:
1. A Pang-Ning Tan, Michael Steinbach and Vipin Kumar, “Introduction to Data Mining”, Pearson
Education,2007.
2. JiaweiHanandMichelineKamber,“DataMiningConceptsandTechniques”SecondEdition,Elsevier, Reprinted2008.

REFERENCE BOOKS:
1. K.P.Soman, Shyam Diwakar and V.Ajay, “Insight into Data mining Theory and Practice”, Easter Economy Edition,
Prentice Hall of India,2006.
2. G.K.Gupta,“IntroductiontoDataMiningwithCaseStudies”,EasterEconomyEdition,Prentice Hall of India,2006.

JOURNALS/MAGAZINES:
1. Data Mining and Knowledge Science – Springer.
2. Interscience,The International Journal of DataMining, Modelling and Management-
3. IEEE, IEEE Transactions on Knowledge and Data Engineering.

SWAYAM/NPTEL/MOOCS:
1. https://www.linguamatics.com/what-text-mining-text-analytics-and-natural-language-processing
2. https://www.coursera.org/learn/text-mining
3. https://www.ibm.com/cloud/learn/text-mining

SELF LEARNING EXERCISES:

1. https://www.linguamatics.com/what-text-mining-text-analytics-and-natural-language-processing
2. https://www.coursera.org/learn/text-mining
3. https://www.ibm.com/cloud/learn/text-mining

P a g e 268
 Course Title Machine Learning (OE II) Course Type Theory

Course Code B20CIO602 Credits 3 Class VI semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE
Total 3 3 3 39 00 50% 50%

COURSE OVERVIEW:
Course Description: Machine learning uses interdisciplinary techniques such as statistics, linear algebra,
optimization, and computer science to create automated systems that can process through large volumes
of data at high speed to make predictions or decisions without human intervention.

COURSE OBJECTIVES:
The objectives of this course are to:
1. Explain machine learning and problems relevant to machine learning.
2. Discuss the fundamentals of Decision trees learning and its issues
3. Illustrate neural networks , Bayes classifier and k nearest neighbour for problems appearing in
machine learning.
4. Describe statistical analysis of machine learning techniques.

COURSE OUTCOMES(COs):
On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

Design the learning system to provide the solution for the given
CO1 1 to 5
problem. 1,2,3
CO2 Apply Decision Tree technique for Classification problem 1 to 5 1,2,3
Develop Recognition or Prediction systems using Neural 1,2,3
CO3 1 to 5
Network/Bayesian Model
Solve the problem by hypothesis testing using probability and 1,2,3
CO4 1 to 5
statistics.
Learn new tools and technologies in the Machine Learning and apply 12
CO5
for suitable application development.
Develop solutions in the Machine Learning to the complex problems, 5,9,10
CO6 either individually or as a part of the team and report the results with
proper analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √
CO3 √ √
CO4 √ √ √
CO5 √ √ √
CO6 √ √ √

P a g e 269
COURSE ARTICULATION MATRIX

PSO1

PSO2

PSO3
PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 1 1 2 1 3 3 3

CO2 3 2 3 1 2 3 3 3

CO3 3 1 2 1 2 3 3 3

CO4 3 2 2 2 2 3 3 3

CO5
3

CO6 3 3 3

Note: 1-Low,2-Medium,3-High

COURSE CONTENT THEORY

Contents

UNIT-1

Introduction: Well posed learning problems, designing a Learning system, Perspective and Issues in Machine
Learning.
Concept Learning: Concept learning task, Concept learning as search, Find-S algorithm, Version space,
Candidate Elimination algorithm, Inductive Bias.
UNIT-2

Decision Tree Learning: Decision tree representation, Appropriate problems for decision tree learning, Basic
decision tree learning algorithm, hypothesis space search in decision tree learning, Inductive bias in decision
tree learning, Issues in decision tree learning.

UNIT-3

Artificial Neural Networks: Introduction, Neural Network representation,

appropriate problems, Perceptrons, Back propagation algorithm.
Bayesian Learning: Introduction, Bayes theorem, Bayes theorem and concept learning, ML and LS error
hypothesis, ML for predicting probabilities, MDL principle, Naive Bayes classifier, Bayesian belief networks,
EM algorithm.
UNIT-4

Evaluating Hypothesis: Motivation, Estimating hypothesis accuracy, Basics of sampling theorem, General
approach for deriving confidence intervals, Difference in error of two hypothesis, Comparing learning
algorithms.
Instance Based Learning: Introduction, k-nearest neighbour learning, locally weighted regression, radial basis
function, cased-based reasoning.

TEXT BOOKS:
1. Tom M. Mitchell, Machine Learning, India Edition McGraw Hill Education,2013.

P a g e 270
REFERENCE BOOKS:
1. Trevor Hastie, Robert Tibshirani, Jerome Friedman, “The Elements of Statistical Learning”, 2nd edition,
springer series in statistics.
2. Ethem Alpaydın, “Introduction to machine learning”, second edition, MIT press.

JOURNALS/MAGAZINES:
1. Springer Journal of Machine Learning.
2. International Journal of Machine Learning and Computing.

SWAYAM/NPTEL/MOOCs:
1.Coursera – Machine Learning
2.Coursera – Deep Learning
3. https://onlinecourses.nptel.ac.in/noc19_cs53/preview

SELF-LEARNING EXERCISES:
Reinforcement Learning: Introduction, Learning Task, Q Learning

P a g e 271
 Course Title NEURAL NEWORKS(OE-II) Course Type Theory

Course Code B20CIO603 Credits 3 Class VI semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE
Total 3 3 3 39 - 50% 50%

COURSE OVERVIEW:
Course Description: This course introduces the basic learning models, learning algorithms, and some
applications of neural networks. The focus is on to understand and use neural networks for solving different
problems related to pattern recognition, function approximation, data visualization, etc.

COURSE OBJECTIVE
The objectives of this course are to:
1. Understand mathematical basics of neural networks.
2. Choose appropriate error function and optimization algorithm
3. Enable a student to train a neural network using suitable approach
4. Design real world solutions using Neural networks.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Outline the mathematical concepts behind working of neural networks 1 to 8 1,2
CO1
Illustrate the error functions and optimization algorithms that can be 1 to 5 1,2
CO2 applied to a neural network model
Demonstrate the training of a neural network model to solve a 1 to 5 1,2,3
CO3
problem.
Design a neural network using Tensor Flow to solve a real-world 1 to 5 1, 2, 3
CO4 problem.

Learn new tools and technologies in the Neural Networks and apply for 12
CO5 suitable application development.

Develop solutions in the Neural Networks to the complex problems, 5,9,10

either individually or as a part of the team and report the results with
CO6 proper analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √

P a g e 272
 CO3 √
CO4 √ √
CO5 √ √ √
CO6 √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
CO#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 2 3 1 2 1 1 1 3 3

CO2 3 3 2 2 3 3 3

CO3 3 2 3 2 3 3 3 3

CO4 3 2 3 2 3 3 3 3

CO5
3

CO6 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT THEORY:

Contents

UNIT-1

Neural Network Basics – Statistical Pattern Recognition – an example character recognition, classification and
regression, pre-processing and feature extractions, polynomial curve fitting, multivariate non-linear functions,
decision boundaries, minimizing risk, single layer networks – linear discriminant functions, linear separability,
least squares techniques, the perceptron, multi-layer perceptron – feed forward network mappings, threshold
units, sigmoidal units, error back propagation, Jacobian Matric, Hessian matrix.
UNIT-2

Learning and Generalization:

Error Functions and Parameter Optimization Algorithms – Sum of squares error, Minkowski error, input
dependent variance, modelling conditional distributions, estimating posterior probabilities, sum of squares for
classification, cross entropy for two classes, entropy. Error Surfaces, Local quadratic approximation, linear output
units, optimization in practice, gradient descent, conjugate gradients, Newton’s Method,
Bias and Variance, Regularization, Training with noise, soft weight sharing, Linear Neurons and Their Limitations,
Sigmoid, Tanh, and ReLU Neurons, Softmax Output Layers, Looking Forward
UNIT-3

Training Feed-Forward Neural Networks:The Fast-Food Problem, Gradient Descent, The Delta Rule and Learning
Rates, Gradient Descent with Sigmoidal Neurons, The Back-propagation Algorithm, Stochastic and Mini batch
Gradient Descent, Test Sets, Validation Sets, and Over fitting, Preventing Over fitting in Deep Neural Networks.
Back Propagation: The Back propagation Network, The Generalized Delta Rule, Practical Considerations,

P a g e 273
 BPNApplications, The Back propagation Simulator.

UNIT-4

Implementing Neural Networks in Tensor Flow: Definition of Tensor Flow, Installing Tensor Flow, Creating and
Manipulating Tensor Flow Variables, Tensor Flow Operations, Placeholder Tensors ,Sessions in Tensor Flow,
Navigating Variable Scopes and Sharing Variables, Managing Models over the CPU and GPU, Specifying the
Logistic Regression Model in Tensor Flow, Logging and Training the Logistic Regression Model, Leveraging Tensor
Board to Visualize Computation Graphs and Learning, Building a Multilayer Model for MNIST in Tensor Flow.

TEXTBOOKS:
1. Christopher M Bishop, “Neural Networks for Pattern Recognition”, Clarendon Press, Oxford, 2005.
2. Nikhil Buduma, Nicholas Locascio, “Fundamentals of Deep Learning, designing next-generation machine
intelligence algorithms”, O’Reilly, 1st Edition.

REFERENCE BOOKS:
1. Simon Haykin, "Neural Networks- A comprehensive foundation", Pearson Education, 2003.
2. S.N.Sivanandam, S.Sumathi,S. N. Deepa "Introduction to Neural Networks using MATLAB 6.0", TATA Mc Graw
Hill, 2006.
3. Neural Networks Algorithms, Applications, and Programming Techniques - James A. Freeman

JOURNALS/MAGAZINES:
1. IEEE Transactions on Neural Networks and learning systems
2. IEEE Transactions on Evolutionary Computation
3. IEEE Transactions on Fuzzy systems
4. Journal of Applied Soft Computing –Elsevier

SWAYAM/NPTEL/MOOCS:
1. https://www.udemy.com/topic/neural-networks/
2. https://www.coursera.org/learn/neural-networks-deep-learning

SELF LEARNING EXERCISES:

Architecture of Hopfield Network: Discrete and Continuous versions, Storage and Recall Algorithm,
Stability Analysis. Neural network applications: Process identification, control, fault diagnosis.

P a g e 274
 Course Title RESEARCH BASED MINI PROJECT Course Type Theory

Course Code B20CI0601 Credits 2 Class VI semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory - - - Per Semester
Course
Structure Practice 2 4 4
Tutorial - - - Theory Practical CIE SEE

Total 2 4 4 0 52 50% 50%

COURSE OVERVIEW:
This course offers "An overview of research methodology including basic concepts employed in quantitative
and qualitative research methods. This course introduces problem selection, synopsis writing, ethics, research
design skills, research methods, how to carry out literature survey, reading and writing technical paper, thesis
writing, introduction latex and beamer and how to design the quality research proposal.

COURSE OBJECTIVE
The objectives of this course are to:
1. Explain the dimensions and methods of research.
2. Illustrate the design of informed choice from the large number of alternative methods and experimental
designs available.
3. Describe the features of a good research proposal.
4. Discuss the skills required for undertaking a research project and preparing a technical paper.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Make use of the dimensions and methods of research for solving 1,4,7,11,12 2,3
CO1 real world problems.

Identify the appropriate research problem and parameters to carry 2,5,6,12 2,3
CO2 out the research work.
Apply different research skills in preparing proposal for research 6,7,11 2,3
CO3
project and technical paper.
CO4 Create IPR documents using Latex Tool. 3,12 3
Learn new tools and technologies in the Research Based Mini 12
CO5 Project and apply for suitable application development.
Develop solutions in the Research Based Mini Project to the 5,9,10
CO6 complex problems, either individually or as a part of the team and
report the results with proper analysis and interpretation.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √

P a g e 275
 CO3 √

CO4 √

CO5 √ √ √

CO6 √ √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 2 2 1 1 1 1 2

CO2 2 1 3 2 2 2

CO3 2 1 2 2 1

3
CO4 2 2

CO5 3

CO6 3 3 3

Note:1-Low,2-Medium,3-High
A Mini Project has to be carried out by the students and the same has to be completed by the end of
semester. Students have to spend a minimum of 8 hours per week on the mini project. A Mini Project has to
be developed and documented using Latex. The outcome of the mini project should be paper publication/
IPR

P a g e 276
 Course Title INDIAN TRADITION & CULTURE Course Type Theory

Course Code B20PA0501 Credits 1 Class VI semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 1 1 1 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 1 1 1 13 - 50% 50%

COURSE OVERVIEW:
This course offers the students with various aspects of culture and heritage of India. This course also
enable the students to understand the contribution of our ancestors in the areas of science, medicine,
arts, language and literature.

COURSE OBJECTIVE
1. To provide conceptual knowledge of Indian culture and traditions
2. To introduce students to the science and technological advancements related to Indian culture
3. To help students understand the Indian spiritual aspects of Indian culture
4. To help learners understand the factors which unite the diverse cultures of India

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Gain conceptual understanding of Indian culture and traditions. 2,3,4,6,8,

12
3

Describe various ancient theories in treatment of any disease, Appreciate the science 10,11 3
CO2 and technological advancements in ancient India.

Comprehend the Indian spiritual aspects of Indian culture like yoga, meditation, and 3
CO3 11
nirvana.
Demonstrate the theory behind celebrating Hindu festivals and concept of making 3
CO4 varieties of food and Understand India as a land united by cultural diversity 11,12

Learn new tools and technologies in the Indian Tradition & Culture and apply for suitable 12
CO5 application development.

Develop solutions in the Indian Tradition & Culture to the complex problems, either 5,9,10
CO6 individually or as a part of the team and report the results with proper analysis and
interpretation.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √ √
CO3 √
CO4 √
CO5 √ √ √
CO6 √ √ √

P a g e 277
COURSE ARTICULATION MATRIX

PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 2 1 2 2 3 3
CO2 2 2
CO3 2
CO4 2 2
CO5 3
CO6 3 3 3
Note: 1-Low,2-Medium,3-High

COURSE CONTENT THEORY

Contents

UNIT-1

Indian Tradition

i. Culture – Indus Valley Civilization and early cultural practices, The Vedic culture, Influence of
Buddhism and Jainism on Indian Culture, Influence of Islam and Christianity, Indian Cultural
Renaissance of the 19th Century
ii. Religion – Pre-vedic and Vedic religion, Jainism, Buddhism, Hinduism, Religious Reform Movements,
Advent of Christianity
iii. Art – Introduction to Natyashastra, classical and contemporary art forms (dance and music),
regional art forms (dance and music), Folk art, puppetry
iv. Architecture – Engineering and Architecture in Ancient India; Evolution of Hindu Temple Structures,
Sculptures, Coins and Pottery from Ancient India
v. Literature- Vedas, Upanishads, Ramayana, Mahabharata & Bhagavat Gita.

UNIT-2

Contribution of ancient India to Science and Maths. Development of Science in Ancient India- Astronomy,
Mathematics, Medicine, Metallurgy.

ii. Scientists of Ancient India:

a. Mathematics and Astronomy- Baudhayan, Aryabhata, Brahmagupta, Bhaskaracharya, Mahaviracharya

b. Science- Kanad, Varahamihira, Nagarjuna
c. Medical Sciences (Ayurveda and Yoga)- Susruta, Charaka, Yoga and Patanjali
iii. Science and Scientists in Medieval India- Mathematics, Biology, Chemistry, Astronomy, Medicine, Agriculture.

iv. Scientists in Modern India- Srinivas Ramanujan, Chandrasekhara V Raman, Jagadish Chandra Bose, Homi
Jehangir Bhabha, Dr, Vikram Ambalal Sarabhai, ,Dr. APJ Abdul Kalam

UNIT-3

Indian Spiritual Aspects

I. Hindu Spirituality based on shruti and smriti- Hinduism in General, Basic notions of Vedas, Upanishads,
Ramayana, Mahabharata & Bhagavat Gita.

ii. Hata Yoga and Pranayama- Main Features, Basics of Yoga –Different kinds of Yoga; Raja Yoga (Ashtanga yoga);

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Karma yoga; Bhakti Yoga – yoga of Loving Devotion; Jnana yoga – Yoga of Knowledge; Hatha Yoga (Asana/
Pranayamas); Kundalini Yoga; Nada Yoga; Sannyasa Yoga

iii. Buddhist, Jaina Spiritualities- Main Doctrines of Buddhism: Four Noble Truths (Arya Satya), Concept of Nirvana
- Ashtanga Marga

UNIT-4

Unity in Diversity

i. Commensality and the Significance of Food – Eating Together as Family and as a Society, Food at
Rituals; annaprasan, marriage and funeral, Kitchen as Shared Space for Women, Food and
Nationalist Response of Indian Community, Visibility of Indian Cuisine in the World
ii. Celebrating Diverse Festivals – Festival Types: Religious and Seasonal, Religious - Holi, Diwali,
Ganesh Chaturthi, Janmashtami, Mahavir Jayanthi, Ramadan, Christmas, Buddha Purnima;
Seasonal (harvest festivals) - Baisakhi, Pongal, Sankranti
iii. Attire - Indus Valley Civilization, Vedic period, Modern India

TEXT BOOKS:
1. Sundararajan K.R., Hindu Spirituality - Vedas through Vedanta, Cross Road Publications, New York, 1997.
2. Griffiths Bede, Yoga and the Jesus Prayer Tradition, Asian Trading Corporation, Bangalore, 1992

REFERENCE BOOKS:
1. Ansh Mishra, Science in Ancient India, Indian Corporation, New Delhi, 1998
2. Sen Taylor, Collen. Feasts and Fasts: A History of Food in India. Reaktion Books, New Delhi, 2014.
3. Thapar, Romila, Readings in Early Indian History. Oxford University Press. New Delhi, 2018

JOURNALS/MAGAZINES
1. Arts and Humanities (miscellaneous)
2. History
3. Language and Linguistics
4. History and Philosophy of Science
5. Literature and Literary Theory

SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/courses/109/104/109104102/
2. https://nptel.ac.in/courses/109/103/109103018/

SELF-LEARNING EXERCISES:
Different languages of india, Indian history

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 Course Title Natural Language Processor Course Type Theory &Practical

Course Code B20EA0602 Credits 2 Class V semester

TLP Credits Contact Work Assessment in
- Hours Load 13weeks/Semester Weightage
Theory 1 1 1
Course
Structure Practice 1 2 2
Theory Practical CIE SEE
Tutorial - - -
Total 2 3 3 13 26 50% 50%

COURSE OVERVIEW:
This course examines fundamental Natural Language Processor and related pre-processing techniques. In particular, the
important phases of language recognition will be reviewed, emphasizing the significance of each phase of NLP different.
The course will also include concepts such as test word level analysis and syntactic analysis.

COURSE OBJECTIVE(S):

• Analyze the natural language text.

• Define the importance of natural language.

• Understand the concepts Text mining.

• Illustrate information retrieval techniques.

COURSE CONTENT
THEORY

Contents
UNIT-1
Overview and language modeling:
Overview: Origins and challenges of NLP-Language and Grammar-Processing Indian
Languages- NLP Applications-Information Retrieval. Language Modeling: Various
Grammar- based Language Models-Statistical Language Model.

UNIT-2
Word level and syntactic analysis:
Word Level Analysis: Regular Expressions-FiniteState Automata-Morphological Parsing-
Spelling Error Detection and correction-Words and Word classes-Part-of Speech Tagging.
Syntactic Analysis: Context-free GrammarConstituency- Parsing-Probabilistic Parsing.

PRACTICE:

S .No. Name of the Experiments Tools and

Techniques
1 Preprocessing of Text ( Tokenization, Filtration, Script Validation, Stop Python
Word Removal, Stemming)
2 Morphological Analysis Python
3 N-Gram Model Python
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4 POS Tagging Python
5 Chunking Python
6 Named Entity reorganization Python
7 Virtual La on Word Generator Python
8 Mini Project based on NLP Application Python

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

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P a g e 282
 Detailed Syllabus Semester-7

Title Swarm and Bio-inspired Intelligence(PE V) Course Type Theory

Course Code B20EAS701 Credits 3 Class VII semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:
Course Description: The basics of swarm and bio inspired intelligence are introduced. The course also provides knowledge
Bio-inspired algorithms such as ant colony algorithm, bat algorithm (BA), cuckoo search (CS), firefly algorithm (FA), and
particle swarm optimization.

COURSE OBJECTIVE(Cos):
The objectives of this course are to:
1. Impart the knowledge of swarm and bio inspired intelligence
2. Illustrate the swarm intelligence algorithms
3. Discuss Meta heuristic Algorithms
4. Analyze Swarm algorithms
COURSE OUTCOMES(COs):
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Identify the fundamentals of Swarm and Bio inspired intelligence 1,2,4,5 1,2
Analyze the performance of Swarm based Algorithm for Constrained
CO2 1,2,3,4,5 1,2
Optimization
CO3 Apply Meta heuristic algorithm for Meta heuristic Optimization 1,2,3,4,5 1,2
Develop a program to solve real world problem using Self-Adaptive
CO4 Memantic Swarm Optimization Algorithm. 1,2,3,4,5 1,2

Learn new tools and technologies and apply for suitable application
CO5 development. 12 1,2

Develop solutions using optimization to the complex problems, either

CO6 individually or as a part of the team and report the results with proper 5,9,10 1,2
analysis and interpretation.

BLOOM’S LEVELOF THE COURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √

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 CO4 √ √
CO5 √
CO6 √ √
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 2 2 1 3 3

CO2 3 2 2 1 1 3 3

CO3 3 2 2 1 1 3 3

CO4 3 2 1 1 1 3 3

CO5 2

CO6 1 1 1

Note:1-Low,2-Medium,3-High

COURSE CONTENT THEORY:

Contents
UNIT-1

Introduction to swarm and bio inspired Intelligence. Current Issues in Bio-Inspired Computing, Search for the
Magic Formulas for Optimization, Characteristics of Metaheuristics, Swarm-Intelligence-Based Algorithms

UNIT-2

Analysis of Swarm Intelligence Based Algorithms for Constrained Optimization, Ant bee colony, Cuckoo
search, Numerical examples

UNIT-3
Metaheuristic Algorithms, Le´vy Flights in Global Optimization, Metaheuristic Algorithms Based on Le´vy
Probability Distribution: Is It a Good Idea?
UNIT-4
Memetic Self-Adaptive Firefly Algorithm, Swarm Algorithms

TEXT BOOKS:
1. Xin-She Yang, Zhihua Cui, Renbin Xiao, Amir Hossein Gandomi, Mehmet Karamanoglu,"Swarm Intelligence and Bio
Inspired
2. Computation”, Elsevier, 1st Edition, 2013.
3. Eric Bonabeau, Marco Dorigo, Guy Theraulaz "Swarm Intelligence: From Natural to Artificial Systems”, Springer, 19
4. Felix Chan, Manoj Tiwari, "Swarm Intelligence: Focus on Ant and Particle Swarm Optimization”, InTech, 2007
5. Veysel Gazi and Kevin M. Passino, “Swarm Stability and Optimization”, Springer, 2011

P a g e 284
REFERENCE BOOKS:
1. James Kennedy and Russel Eberhart, “Swarm Intelligence”, Morgan Kaufmann, 2001.
2. Zbigniew Michalewicz and David Fogel, “How to solve it: Modern Heuristics”, Springer, 2001.
3. Marco Dorigo and Thomas Stützle, “Ant Colony Optimization”, The MIT Press, 2004.
4. C. Solnon, “Ant Colony Optimization and Constraint Programming”, Wiley 2010.
5. Gerhard Weiss, “Multiagent Systems: A modern approach to distributed artificial systems”, The MIT Press, 2000.
6. Christian Müller-Schloer, Hartmut Schmeck and Theo Ungerer, “Organic Computing — A Paradigm Shift for Complex
Systems”, Springer, 2011.

JOURNALS/MAGAZINES
1. https://www.springernature.com/gp/researchers/text-and-data-mining
2. https://www.researchgate.net/publication/220834557_Using_Swarm_Intelligence_Techniques_in_Document_Manag
ement_Systems

SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/noc/courses/noc19/SEM2/noc19-ma29/

SELF-LEARNINGEXERCISES:
Comparative study of swarm and bio inspired algorithms

P a g e 285
 Course Title Augmented and Virtual Reality(PE IV) Course Type Theory

Course Code B20EJS702 Credits 3 Class VII semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW

Course Description: This course covers basic concepts of augmented reality and virtual reality. The course also introduces the
student to the working of multiple models of input and output interface in VR. The course also helps the student to
understand development tools and frameworks in VR. Further, this course helps the student to work on the application of
VR in digital entertainment.

COURSE OBJECTIVE(S)
The objectives of this course are to:
1. Explain the principles and multidisciplinary features of Virtual Reality.
2. Illustrate the multimodal user interaction and perception in Virtual Reality.
3. Demonstrate the use of objects for managing large scale Virtual Reality environment in real time.
4. Discuss the various solutions using Virtual Reality system framework and development tools for industry and social relevant
applications.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Identify the components of Augmented Reality and Virtual Reality.

CO1 1,10 1

Apply multimodal user interaction and perception techniques

CO2 1,2,3,5,10 3
involved in Virtual Reality.
Develop real world applications using simulation and interactive 1,2,3,5,10,
CO3 2,3
techniques. 11
Choose the innovative Virtual Reality solutions for industrial and
CO4 1,10,11 1
Social relevant applications.
Evaluate current trends of AR and VR media delivery to propose
CO5 options to potential clients, and discuss the benefits, challenges and 1,8,12 1,2
misconceptions involved with working in AR and VR.

CO6 Evaluate various interaction schemes common to AR/VR experiences. 5,9,10 2

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BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
CO#
Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √
CO2 √
CO3 √
CO4 √
CO5 √
CO6 √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 3

CO2 3 3 3 3 3 3

CO3 3 3 3 3 3 2 3 3

CO4 3 3 2 3
CO5 2 2 1 2

CO6 2 2 2 2

Note: 1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
Contents
UNIT-1
Introduction to Augmented Reality (AR): Definition and Scope, A Brief History of Augmented Reality, Examples,
Related Fields, System Structure of Augmented Reality, Key Technology in AR.
Introduction to Virtual Reality (VR): Fundamental Concept and Components of VR, Primary Features and Present
Development on VR.
UNIT-2
Multiple Models of Input and Output Interface in VR: Input – Tracker, Sensor, Digital Glove, Movement Capture,
Video-based Input, 3D Menus and 3D Scanner. Output – Visual, Auditory, Haptic Devices.
UNIT-3
Environment Modeling in VR: Geometric Modeling, Behavior Simulation, Physically Based Simulation.
Interactive Techniques in VR: Body Track, Hand Gesture, 3D Manus, Object Grasp.
UNIT-4
Development Tools and Frameworks in VR: Frameworks of Software Development Tools in VR, X3D Standard, Vega,
MultiGen, Virtools, Unity.
Application of VR in Digital Entertainment: VR Technology in Film and TV Production, VR Technology in Physical
Exercises and Games, Demonstration of Digital Entertainment by VR.

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TEXT BOOKS:

1. Dieter Schmaltzier and Tobias Hollerer. Augmented Reality: Principles and Practice, Addison-Wesley, 2006.
2. Burdea, G. C. and P. Coffet. Virtual Reality Technology, Second Edition. Wiley-IEEE Press, 2003/2006.

REFERENCE BOOKS:

1. Sherman, William R. and Alan B. Craig, Understanding Virtual Reality – Interface, Application, and Design, Morgan
Kaufmann, 2002.
2. Fei GAO, Design and Development of Virtual Reality Application System, Tsinghua Press, March 2012.
3. Guangran LIU, Virtual Reality Technology, Tsinghua Press, Jan. 2011.

JOURNALS/MAGAZINES
1. International Journal of Virtual and Augmented Reality (IJVAR),
2. https://www.igi-global.com/journal/international-journal-virtual-augmented-reality/145080
3. Springer, Virtual Reality, https://www.springer.com/journal/10055

SWAYAM/NPTEL/MOOCs:
1. https://www.mooc-list.com/tags/virtual-reality
2. https://nptel.ac.in/courses/106/106/106106138/

SELF-LEARNINGEXERCISES:
Unity 3D, Manus VR

P a g e 288
 Course Title Cognitive Science Course Type Theory

Course Code B20EAS703 Credits 3 Class VII semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

COURSEOVERVIEW:
This course provides theoretical foundation level training that enables, appreciate and effective participation in Cognitive
Science projects. This course is an interdisciplinary with Cognitive Psychology, Neuroscience, Computational Modeling,
Linguistics and Philosophy. This Lay foundation to the basics of mental processes and several other aspects of the mind
studied through Mathematical methodologies encompassing psychology, Neuroscience and Computer Science. Course
expects some basics of Brain functions, Mathematics and Programming knowledge but it is not mandatory.

COURSE OBJECTIVE(COs)
The objectives of this course are to:
1. Learn the concepts of Cognitive Science and Scope of Work
2. Learn Mathematical models to analyze
3. Areas of application and future work
4. Students should be able to read and analyze Journals

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Introduction to Cognitive Science. Learn basics and Fundaments of
CO1 Cognitive Science and interdisciplinary context. Explore Human 1 to 5,9,12 1,2,3
faculties
Examine Brain Functions, Analyze Visual Perception and Understand
CO2 1 to 5,9,12 1,2,3
and Investigate Human behavior and Formulate observations
Evaluate Fundamentals of Multisensory Integration, Analyze User
CO3 1 to 5,9,12 1,2,3
Experience. Investigate Human-Machine interfaces
Learn Fundamentals of Brain Imaging, Language and Cognition
CO4 Investigate Visual designs to create Advertisements, Audio assisting 1 to 5,9,12 1,2,3
Book reading
Mathematical Methods for Cognitive Science, Understand
CO5 12 1,2
methodologies of mathematical models, Probability, Statistics
Introduction to Real life examples of Cognitive Science, Investigate
CO6 5,9,10 1,2,3
and project work

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √ √
CO3 √ √
CO4 √ √ √

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 CO5 √ √ √
CO6 √ √ √
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/POs

CO1 1 1 3 1 1 3 3 3

CO2 1 1 2 3 1 1 3 3 3

CO3 1 1 1 3 1 1 3 3 3

CO4 1 1 1 3 1 1 3 3 3

CO5 1 1 3 1 1 1 3 3 3

CO6 1 3 1 1 1 1 1 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
Contents
Unit-1
Cognitive Science: Learn basics and Fundaments of Cognitive Science and interdisciplinary context like Cognition,
Neuroscience, Neuropsychology, and Neuroscience. Learn important Brain functions like Attention, Emotion, Learning,
Action, Language, Memory and Language.
Describe the emotional incident you have experienced in your life and write your thoughts and perception on it. Read
the book” first few chapters and write a report “Redirect: Surprising New Science of Psychological Change”
Unit-2
Visual perception and Social Behaviour: Study and examine Visual implications in Attention, Eye catching, Memory,
Recalling and Perception.
Explore Social Behaviours of Humans, Understanding, Beliefs, Motivation, Stress, and Relaxation
Case study of Start up: Pintrest, Instagram, InShorts, Facebook
Unit-3
Mathematical models: Explore Brain functions with the help of Mathematical functions, Probability, Statistics.
Examine by Examples like Finding Minimal Route (Google Map), Investigate Visual designs to create Advertisements,
Audio assisting Book reading,
Unit-4
Applications: Decision making, Relaxation, Communication,
Evaluate User friendly designs for Fully/Partial paralysed,
Community development of ADHD, Dyslexic, Depression candidates
Survey of Cognitive science Journals and Paper works.

TEXT BOOKS:

1) Timothy D. Wilson, “Redirect: Surprising New Science of Psychological Change”, Little, Brown and Company
2) Bergmann, M. et al (2013) The Logic Book. 6'hed. New York: McGraw Hill.

P a g e 290
REFERENCE BOOKS:
1. Computational Neuroscience: Dayan and Abbot; MIT Press
2. Speech and Language Processing: Daniel Jurafsky and James H Martin; Pearson Education
3. The Logic Manual, Volker Halbach, OUP.

JOURNALS/MAGAZINES
1. https://ieeexplore.ieee.org/document/5196041

SWAYAM/NPTEL/MOOCs:
1. https://www.coursera.org/learn/philosophy-cognitive-sciences

SELF-LEARNING EXERCISES:
How Cognitive Science techniques can be used for teaching profession and also Learning Disabilities.

P a g e 291
 Course Title Artificial Intelligence in Health Care Course Type Theory

Course Code B20EAS704 Credits 3 Class VII semester

Contact Work Total Number of
TLP Credits Assessment in
Hours Load
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 - 50% 50%

COURSEOVERVIEW:
This course provides theoretical foundation level training that enables immediate and effective participation in AI in Health
Care projects. The course provides grounding in basic methods to AI in Health Care. Basic building blocks of AI and
Methodologies.

COURSE OBJECTIVE (COs)

The objectives of this course are to:
1. Learn the concepts of Artificial Intelligence and its Business Implications
2. Learn Deep Learning framework and setup
3. Understand methods for Data Analysis
4. Demonstrate solving of Medical problems using AI setup
COURSE OUTCOMES (COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Identify and differentiate Artificial Intelligence and Machine Learning, 2, 3,4,5,6,
CO1 Algorithms, Philosophy of the AI and Address Myths of AI 1,2,3
8,12
Learn Fundamentals of Learning. Differentiate Supervised and Unsupervised 1, 2, 3,4,5,
CO2 1,2,3
Learning. Team work to prepare a report 9,10
Learn and analyze Searching, logic representation concepts 1, 2, 3
CO3 1,2,3
4,5,12
Methods of Investigate Data, Statistical Ranking, Link Analysis, Data Storage 1,2,3, 4,5,
CO4 and retrieval 1,2,3
12
Analyze modern medical practices and Medical Image processing,
Understanding Different infections. Prepare a Team report on identifying and 1,2,3, 4,5,
CO5 1,2
analysing pathological infections. 9, 12

Apply above knowledge to Rank and analyse. 1,2,3, 4,

CO6 Read the literature and Journals to equip and participate in the AI projects 1,2,3
5,9,12

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √ √
CO2 √ √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √ √
CO6 √ √ √ √

P a g e 292
COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/POs

CO1 1 3 3 2 2 3 3 3

CO2 1 3 2 3 1 3 3 3 3 3

CO3 2 2 3 3 3 3 3 3

CO4 2 3 3 3 3 3 3 3 3

CO5 1 1 3 3 3 3 3

CO6 1 1 3 3 3 3 3

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:

Contents
Unit-1
Artificial Intelligence: Introduction and Defining AI, History of AI, Debunk myths of AI, Features and Principles. Learn the
essential components of Artificial Intelligence. Debunk the myths of AI. History of Artificial Intelligence.
Unit-2
Basics and Fundamentals of Learning: Logic representation. Basics and Fundamentals of Learning, Logic representation
and retrieval.
Supervised Learning: Learn supervised learning, Inputs to the Intelligence. Discuss statistical methods such as the k-
nearest neighbour algorithm or decision trees, Introduction to Bayesian inference. Look into other methods such as kernel-
based learning and stochastic processes.
Unit-3
Unsupervised Learning
Learning the unsupervised methods. Explore the distribution of data points in collection and attempt to discover clusters
and other structures of interest using k-means and hierarchical clustering, density-based spatial clustering and anomaly
detection.
Unit-4
Deep Learning
Deep learning is a recently popular machine learning paradigm based on multi-layered Methods. Introduction to the
formal framework of neural networks and discuss a number of frequently encountered network architectures such as
feed-forward, convolution or recurrent neural networks.
Use case of Medical Imaging to approximate early detection of Infections:
Any of the project one can take up
Collect and analyze the medical images and determine the future infections/malignant tumors.
Discovery of Drugs with new evolving type of diseases.

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TEXT BOOKS:

1. Bishop, Christopher M. Pattern Recognition and Machine Learning . Springer (2011). ISBN: 978-0-387-31073-2
2. Artificial Intelligence: Modern approach By Stuart Russel and Peter Norvig ISBN 0-13-103805-2

REFERENCE BOOKS:
1. Jurafsky, Daniel and Martin, James H. Speech and Language Processing . Pearson (2008). ISBN: 978-0-131-87321-6

JOURNALS/MAGAZINES
2. https://ieeexplore.ieee.org/document/8974295
3. https://ieeexplore.ieee.org/document/542794

SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/courses/106/102/106102220/

SELF-LEARNING EXERCISES:
AI Real time Use Case: Medial Image processing to analyze the Carcinoma diagnostic images to determine the infestation
accuracy and with speed.

P a g e 294
 Course Title Python for Data Science (OE-III) Course Type Theory

Course Code B20CIO701 Credits 3 Class VII semester

Contact Work
TLP Credits Total Number of Assessment in
Hours Load Classes
Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -

Tutorial - - - Theory Practical CIE SEE

Total 3 3 3 39 0 50 50

COURSE OVERVIEW
This course covers fundamentals of Python programming, data preprocessing, sampling methods, Data Visualization
techniques, it involves developing the methods to analyzing data effectively to extract useful information and statistical
method used in statistical decision using experimental data.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain the fundamentals of python programming
2. Discuss the data science and issues of Data science.
3. Describe the methods and programming tips of handling large data
4. Summarize the fundamentals of statistics and various Data Visualization techniques.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Apply the concepts of python programming to develop simple applications. 1,2,3,4,5 1,2

CO2 Make use of the concepts of data science for solving real world problem. 1,2,3,4,5 1,2
Identify the techniques which are suitable to handle large volumes of data for
CO3 distributed data storage. 1,2,3,4,5 1,2

Analyze the results obtained using various visualization techniques on given

CO4 1,2,3,4,5 3
data.
Learn new tools and technologies in the data science and apply for suitable
CO5 12 1,2
application development.

Develop solutions in the data science to the complex problems, either

CO6 individually or as a part of the team and report the results with proper analysis 5, 9, 10 1,2,3
and interpretation.

P a g e 295
BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √
CO4 √ √

CO5

CO6

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/
POs
CO1 2 2 1 2 1 3 3

CO2 2 2 1 2 2 3 3

CO3 2 2 2 1 2 3 3

CO4 2 2 1 2 2 3

CO5 3 2 2

CO6 2 2 2 2 2 2

Note:1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
Content
UNIT- 1
Introduction to concepts of OOPs: Objects and Classes, Data Abstraction, Encapsulation, Polymorphism and Inheritance.
Difference between OOP and POP. Python IDEs
Your First Python Program: Diving in; Declaring Functions; Optional and Named Arguments, Writing Readable Code,
Documentation Strings, The import Search Path, Everything Is an Object, What’s an Object?, Indenting Code, Exceptions,
Catching Import Errors, Unbound Variables
Native Data types: Booleans, Numbers, Coercing integers to Floats and Vice Versa, Numbers in a Boolean Context, Lists,
Tuples, Sets, and Dictionaries
Comprehensions: Working with Files and Dictionaries, List Comprehensions, Dictionary Comprehensions, Set
Comprehensions

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 UNIT- 2
Introduction: Introduction to Data Science: Definition: Big Data and Data Science Hype, Why Data Science, Getting Past
the Hype, Current Landscape, Who is Data Scientist?, Data Science Process Overview, Defining goals, Retrieving data, Data
preparation, Data exploration, Data modeling , Presentation.
UNIT -3
Handling large data on a single computer: The problems you face when handling large data, General techniques for
handling large volumes of data, General programming tips for dealing with large data sets, Case study 1: Predicting
malicious URLs, Case study 2: Building a recommender system inside a database. First Steps in Big data: Distributing data
storage and processing with Frameworks, Case study: Assessing risk when loaning money.
UNIT- 4
Statistics: Introduction, Types of Statistics. Data Visualization and Interpretation: Histogram, Bar Charts, Scatter Plots,
Good vs. Bad Visualization.
Sampling distributions; Point estimation - estimators, minimum variance unbiased estimation, maximum likelihood
estimation, method of moments, consistency; Interval estimation.

TEXT BOOKS:
1. Mark Pilgrim, “Dive into Python 3”, Apress special edition, second edition, 20l5.
2. Davy Cielen, Arno D. B. Meysman, Mohamed Ali, “Introducing Data Science”, Manning Publications Co., 1st edition, 2016.
3. Travis E. Oliphant, “Guide to NumPy”, Trelgol publishers,2006.
4. Jiawei Han and Micheline Kamber, “Data Mining Concepts and Techniques”, Third Edition, Morgan Kaufmann, 2011.
5. William Navidi ,“Statistics for Engineers and Scientists”, McGraw Hill Education, India, 3rd Edition, 2013.

REFERENCE BOOKS:
1. Mark Lutz, “Learning Python”, Oreilly.2003.
2. John M. Zelle, “PYTHON Programming: An Introduction to Computer Science”, Franklin, Beedle& Associates, 2009.
3. Michael Dawson, “Python Programming for the Absolute Beginners”, 3rd Edition, CENAGE Learning, 2011.
4. Pang-Ning Tan, Michael Steinbach and Vipin Kumar, “Introduction to Data Mining”, Person Education, 2007.
5. K.P. Soman, Shyam Diwakar and V. Ajay “, Insight into Data mining Theory and Practice”, Easter Economy Edition, Prentice
Hall of India, 2016.

JOURNALS/MAGAZINES
1. https://datascience.codata.org
2. https://www.springer.com/journal/41060
3. https://ieeexplore.ieee.org/document/8757088
4. https://www.ijcseonline.org/pub_paper/57-IJCSE-03229.pdf

SWAYAM/NPTEL/MOOCs:
1. https://onlinecourses.nptel.ac.in/noc21_cs33/preview
2. Python for Data Science, AI & Development -Coursera

Self-Learning Exercises:
Data Science using R, Creating own datasets, functions and packages in R and using packages in R

P a g e 297
 Course Title Deep Learning (OE III) Course Type Theory

Course Code B20CI0702 Credits 3 Class VII semester

Contact Wor Total Number of
TLP Credits Assessment in
Hours k
Classes Weightage
Theory 3 3 3 Per Semester
Course
Structure Practice - - -
Theo
Tutorial - - - Practical CIE SEE
ry
Total 3 3 3 39 0 50% 50%

COURSE OVERVIEW:
Course Description: This course is an introduction to deep learning, a branch of machine learning concerned with the
development and application of modern neural networks. Deep learning algorithms extract layered high-level
representations of data in a way that maximizes performance on a given task. Deep learning is behind many recent advances
in AI, including Siri’s speech recognition, Facebook’s tag suggestions and self-driving cars.

COURSE OBJECTIVE:

The objectives of this course are to:

1. Explain the basic concepts of Deep Learning.
2. Describe supervised and unsupervised learning.
3. Demonstrate the use of a deep learning neural network in a real world application.
4. Illustrate the use of deep learning techniques in neural networks and natural language processing

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Apply the basic concepts of mathematics to solve problems based on deep 1,2,3,4 1,2
CO1
learning concepts.
Make use of suitable machine learning algorithms on real world problems 1,3,4,5,8 1,2
CO2 (classification, clustering).

CO3 Utilize deep learning neural network model on real time applications. 1,3,4,5,8 1,3

CO4 Develop Recommender systems applications using CNN concepts of NLP. 1,2,4,5 1

Learn new tools and technologies in the deep learning and apply for 12 1,2
CO5 suitable application development
Develop solutions in the deep learning to the complex problems, either 5,9,10 1,2
CO6 individually or as a part of the team and report the results with proper
analysis and interpretation.

P a g e 298
 BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level
CO# Remember Understand Apply Analyze Evaluate Create
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √
CO3 √
CO4 √
CO5 √ √

CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 2 2 1 2 3 3

CO2 2 1 2 1 1 3 3

CO3 1 1 2 2 1 3 3

CO4 1 1 2 1 3

CO5 2 2

CO6 2 2 2 2 2

Note:1-Low,2-Medium,3-High
COURSE CONTENT

THEORY:
Contents
UNIT-1
Machine Learning Basics: Linear Algebra-Scalors, Vectors, Matrices and Tensors, Eigen Decomposition, SVD, PCA
Probability and Information Theory-Probability Distribution, Conditional Probability, Chain Rule of Conditional Probability,
Bayes’ Rule.
UNIT-2
Numerical Computation: Overflow, Underflow, Gradient Based Optimization, Constrained Optimization, Linear Least
Squares, Machine Learning Basics- Learning Algorithms, Overfitting and Underfitting, Maximum Likelihood Estimation,
Supervised and Unsupervised Learning Algorithms, Building Machine Learning Algorithm, Challenges Motivating Deep
Learning.
UNIT-3
Deep Networks: Modern Practices-Example: Learning XOR, Gradient-Based Learning, Hidden Units, Architectural Design,
Back-Propagation Algorithm.
UNIT-4
Convolutional Networks: Recurrent Neural Networks, Applications- Natural Language Processing, Recommender
Systems.

P a g e 299
TEXT BOOKS:
1. Bengio, Yoshua, Ian J. Good fellow, and Aaron Courville. "Deep learning." First edition, An MIT Press book in preparation,
2015.

REFERENCE BOOKS:

1. Duda, R.O., Hart, P.E., and Stork, D.G. “Pattern Classification”, Wiley-Interscience. 2nd Edition. 2001.
2. Theodoridis, S. and Koutroumbas, K. ,”Pattern Recognition”, Edition 4. Academic Press, 2008.
3. Russell, S. and Norvig, N. ,”Artificial Intelligence: A Modern Approach”, Prentice Hall Series in Artificial Intelligence. 2003.

JOURNALS/MAGAZINES
1. Springer Journal of Machine Learning, https://www.springer.com/journal/10994
2. http://ieeexplore.ieee.org/document/8297269/

SWAYAM/NPTEL/MOOCs:
1. https://www.my-mooc.com/en/categorie/deep-learning
2. https://nptel.ac.in/courses/106/105/106105215/

SELF-LEARNING EXERCISES:
Linear factor Models, Structured probabilistic Models, Monte-Carlo Methods, Deep generative Moodles.

P a g e 300
 Detailed Syllabus Semester- 8

Course Title IoT Programming (OE-IV) Course Type Theory

Course Code B20CI0801 Credits 3 Class VIII Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course
Practice - - - Theory Practical CIE SEE
Structure
Tutorial - - -
Total 3 3 3 39 0 50 50

COURSE OVERVIEW
The course covers the importance of IoT in society, the current components of typical IoT devices and trends for the future.
IoT design considerations, constraints and interfacing between the physical world and your device will also be covered. This
course will get to know how to make design trade-offs between hardware and software. It also covers key components of
networking to ensure that students understand how to connect their device to the Internet.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Explain basics of Arduino programs.
2. Illustrate sample programs to interface sensors to aurdino board storead, process and analyze data.
3. Demonstrate WebApp storead and stored at a from sensors, and to monitor and control IoT devices.
4. Discuss IoT programming to develop larger smart products useful for the society.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes POs PSOs

Develop programs to interface sensors to Aurdino board stored, process and

CO1 1,2,3,4,5,6 3
analyze data.

Analyse the performance of Communication Protocols used in real time IoT

CO2 1,2,3,4,5,6 1
Projects.

CO3 Make use of different IoT Patterns to develop the real world applications. 1,2,3,4,5,6 1

CO4 Identify the IoT security requirements to solve the given real world problem. 1,2,3,4,5,6 1
Learn new tools and technologies in the IoT and apply for suitable application
CO5 12 1
development.
Develop solutions in the IoT to the complex problems, either individually or as a
CO6 5,9,10 1
part of the team and report the results with proper analysis and interpretation.

P a g e 301
 BLOOM’S LEVELOF THECOURSE OUTCOMES
Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √ √
CO2 √
CO3 √ √
CO4 √ √
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs
3
CO1 3 3 3 2 3 2

CO2 2 3 3 2 2 3 3

CO3 3 3 2 2 3 3 3

CO4 3 3 3 3 3 2 3

CO5 2 2

CO6 2 2 2 2

Note: 1-Low,2-Medium,3-High

COURSE CONTENT
THEORY:
UNIT- 1
Building Blocks: Arduino Basics, Hardware Requirements, Software Requirements: Toolbar, Status Window, Serial
Monitor Window; Arduino Programming Language Reference Internet Connectivity: Arduino Uno Wired Connectivity
(Ethernet), Hardware Required, Software Required Circuit, Code(Arduino), Final Product; Arduino Uno Wireless
Connectivity(WiFi), Hardware Required, Software Required, Circuit, Code (Arduino), Final Product
Communication Protocols: HTTP: Code (Arduino), Final Product; MQTT: Intrusion Detection System, Remote Lighting
Control, Code (Arduino), Final Product
UNIT -2
Complex Flows: Node-RED: Hardware Required, Software Required, Circuit, Node-REDFlow, Code (Arduino), External
Libraries, Internet Connectivity (Wireless),Read Sensor Data, Data Publish, Standard Functions and the Final Product.
IoT Patterns: Real-time Clients: Hardware Required, Software Required, Circuit, Code (Arduino): External Libraries,
Internet Connectivity (Wireless), Read Sensor Data, Data Publish, Standard Functions, Code (Android): Project Setup,
Screen Layout, Screen Logic, MQTT Client and the Final Product.
IoT Patterns: Remote Control: Hardware Required, Software Required, Circuit, Code (Android): Project Setup, Screen
Layout, Screen Logic; MQTT Client,Code(Arduino):External Libraries, Internet Connectivity(Wireless) ,Data Subscribe,
Control Lights, Standard Functions and the Final Product.

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 UNIT- 3
IoT Patterns: On-Demand Clients: Hardware Required, Software Required, Circuit, Database Table(MySQL), Code(PHP):
Database Connection, Receive and Store Sensor Data, Get the Parking Spot Count; Code(Arduino): External Libraries,
Internet Connectivity(Wireless), Read Sensor Data; Code(iOS): Project Setup, Screen Layout, Screen Logic and the Final
Product.
IoT Patterns: Web Apps: Hardware Required, Software Required, Circuit, Database Table (MySQL),Code(PHP): Database
Connection, Receive and Store Sensor Data, Dashboard; Code (Arduino): External Libraries, Internet Connectivity
(Wireless), Read Sensor Data, Data Publish, Standard Functions and the Final Product.
IoT Patterns: Location Aware: Hardware Required, Software Required, Circuit, Database Table (MySQL),
Code(PHP):Database Connection, Receive and Store Sensor Data, Map; Code (Arduino):External Libraries, Get GPS
Coordinates, Data Publish, Standard Functions and the Final Product.
UNIT-4
IoT Patterns: Machine to Human: Hardware Required, Software Required, Circuit, Code (Arduino): External Libraries,
Internet Connectivity (Wireless), Read Sensor Data, Data Publish, Standard Functions, Effektif Workflow: Process
Creation, Process Configurations; Node-RED Flow and the Final Product.
IoT Patterns: Machine to Machine: Light Sensor Device, Code (Arduino): Lighting Control Device, Code (Arduino) and the
Final Product
IoT Platforms: Hardware Required, Software Required, Circuit, Xively Setup, Zapier Setup, Xively Trigger, Code (Arduino):
External Libraries, Internet Connectivity (Wireless), Read Sensor Data, Data Publish, Standard Functions and the Final
Product. Security Requirements in IoT Architecture - Security in Enabling Technologies - Security Concerns in IoT
Applications. Security Architecture in the Internet of Things - Security Requirements in IoT - Insufficient
Authentication/Authorization - Insecure Access Control - Threats to Access Control, Privacy, and Availability - Attacks
Specific to IoT. Vulnerabilities - Secrecy and Secret-Key Capacity - Authentication/Authorization for Smart Devices -
Transport Encryption - Attack & Fault trees

TEXT BOOKS:
1. Adeel Javed,“Building Arduino Projects for the Internet of Things: Experiments with Real-World applications”, Apress, 2015.
2. Brian Russell, DrewVanDuren,“PracticalInternetofThingsSecurity(KindleEdition)”,2016

REFERENCE BOOKS:
1. Agus Kurniawan, “Smart Internet of Things Projects ”, Packt Publishing,2016.

JOURNALS/MAGAZINES
1. https://www.researchgate.net/publication/266854342_On_IoT_programming
2. https://jisajournal.springeropen.com/about/new-content-item
3. https://ieeexplore.ieee.org/document/8628483/
4. https://ieeexplore.ieee.org/document/8845363

SWAYAM/NPTEL/MOOCs:
1. https://onlinecourses.nptel.ac.in/noc20_cs66/preview
2. An Introduction to Programming the Internet of Things (IOT) Specialization -Coursera

Self-Learning Exercises:
Explore any one of the boards like Raspberry Pi, Intel Galileo, Beagle Bone Black, Dragon Board, UDOO DUAL/QUAD, ARM Boards,
DIY Development boards for IoT prototyping (C.H.I.P, MediatekLinkit One, Particle Photon, Tessel, Adafruit Flora, LightBlue Bean,
Udoo Neo, Intel Edison)

P a g e 303
 Course Title Reinforcement Learning (OE-IV) Course Type Theory

Course Code B20CIO802 Credits 3 Class VIII Semester

Contact Work Total Number of

TLP Credits Hours Load Assessment in
Classes
Weightage
Theory 3 3 3 Per Semester
Course
Practice - - - Theory Practical CIE SEE
Structure
Tutorial - - -
Total 3 3 3 39 0 50 50

COURSE OVERVIEW
This course covers fundamental principles and techniques in deep and reinforcement learning. Topics include convolution
neural networks, recurrent and recursive neural networks, back propagation algorithms, regularization and optimization
techniques for training such networks, dynamic programming, Monte Carlo, and temporal difference, and function
approximation reinforcement learning algorithms, and applications of deep and reinforcement learning.

COURSE OBJECTIVE (S):

The objectives of this course are to:
1. Describe back propagation algorithms to train deep neural networks and apply regularization techniques.
2. Explain optimization techniques to train deep neural networks and convolutional neural networks.
3. Discuss recurrent neural networks to analyze basic deep learning algorithms for speech recognition, face recognition,
object recognition and NLP.
4. Demonstrate reinforcement learning algorithms for real time applications.

COURSE OUTCOMES(COs)
After the completion of the course, the student will be able to:

CO# Course Outcomes Pos PSOs

Identify the concepts of Deep Feed forward Networks to train deep neural
CO1 1,2,3,4,5,6 1
networks.

Utilize optimization techniques in deep neural networks and convolutional

CO2 1,2,3,4,5,12 1
neural networks for real world application.

1,2,3,4,5,6,9,
CO3 Develop recurrent neural networks algorithm for analysis of NLP applications. 1
12

CO4 Solve real world complex problems using reinforcement learning algorithms. 1,2, 4,5 ,6 1,2

Learn new tools and technologies in the Reinforcement learning and apply for
CO5 12
suitable application development.
Develop solutions in the Reinforcement learning to the complex problems,
CO6 either individually or as a part of the team and report the results with proper 5,9,10
analysis and interpretation.

P a g e 304
 BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level
Remember Understand Apply Analyze Evaluate Create
CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √ √
CO4 √
CO5 √
CO6 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

CO#/ POs PO9

2
CO1 2 2 1 2 2 3

CO2 1 2 1 1 1
1 3

CO3 3 2 1 2 1 1 1 3
2

CO4 2 1 2 2 1 3 3

CO5 1

CO6 1 1 1

Note: 1-Low, 2-Medium, 3-High

COURSE CONTENT THEORY:

UNIT-1
Deep Networks:Deep Feedforward Networks: Example: Learning XOR, Gradient-Based Learning, Hidden Units,
Architecture Design, Back-Propagation and Other Differentiation Algorithms. Regularization for Deep Learning:
Parameter Norm Penalties, Norm Penalties as Constrained Optimization, Regularization and Under-Constrained
Problems, Dataset Augmentation, Noise Robustness, Semi-Supervised Learning, Multitask Learning, Early Stopping,
Parameter Tying and Parameter Sharing, Sparse Representations, Bagging and Other Ensemble Methods, Dropout,
Adversarial Training, Tangent Distance, Tangent Prop and Manifold Tangent Classifier.
UNIT-2
Optimization for Training Deep Models: How Learning Differs from Pure Optimization, Challenges in Neural Network
Optimization, Basic Algorithms, Parameter Initialization Strategies, Algorithms with Adaptive Learning Rates,
Approximate Second-Order Methods, Optimization Strategies and Meta-Algorithms. Convolutional Networks: The
Convolution Operation, Pooling, Convolution and Pooling as an Infinitely Strong Prior, Variants of the Basic Convolution
Function, Structured Outputs, Data Types, Efficient Convolution Algorithms, Random or Unsupervised Features, The
Neuro scientific Basis for Convolutional Networks.

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 UNIT-3
Sequence Modeling: Recurrent and Recursive Nets: Unfolding Computational Graphs, Recurrent Neural Networks,
Bidirectional RNNs, Encoder-Decoder Sequence-to-Sequence, Architectures, Deep Recurrent Networks, Recursive Neural
Networks, The Challenge of Long-Term Dependencies, Echo State Networks, Leaky Units and Other Strategies for
Multiple Time Scales, The Long Short-Term Memory and Other Gated RNNs, Optimization for Long-Term Dependencies,
Applications: Large-Scale Deep Learning, Computer Vision, Speech Recognition, Natural Language Processing.
UNIT-4
The Reinforcement Learning Problem: Reinforcement Learning, Elements of Reinforcement Learning, Limitations and
Scope. Multi-arm Bandits :An n-Armed Bandit Problem, Action-Value Methods, Incremental Implementation, Tracking a
Nonstationary Problem, Optimistic Initial Values, Upper-Confidence-Bound Action Selection, Gradient Bandits, Associative
Search, Finite Markov Decision Processes : The Agent–Environment Interface , Goals and Rewards, Returns, Unified
Notation for Episodic and Continuing Tasks, The Markov Property, Markov Decision Processes, Value Functions, Optimal
Value Function, Optimality and Approximation, Dynamic Programming: Policy Evaluation, Policy Improvement, Policy
Iteration, Value Iteration, Asynchronous Dynamic Programming, Generalized Policy Iteration.

TEXT BOOKS:
1. Ian Good fellow, Yoshua Bengio, and Aaron Courville Deep Learning, MIT Press, 2016.
2. Richard S. Sutton and Andrew G. Barto, “Reinforcement Learning: An Introduction” second edition, the MIT PRESS, 2015.

REFERENCE BOOKS:
1. Abhishek Nandy, Manisha Biswas, Reinforcement Learning: With Open AI, TensorFlow and Keras Using Python, Apress,
2017.
2. Eugene charniak, Introduction to Deep Learning, The MIT Press, 2018.

JOURNALS/MAGAZINES
1. https://ieeexplore.ieee.org/document/6025669
2. https://ieeexplore.ieee.org/document/7301554
3. https://www.jair.org/index.php/jair/article/view/10166
4. http://www.ijstr.org/final-print/mar2020/A-Study-Of-Reinforcement-Learning-Applications-Its-Algorithms.pdf
SWAYAM/NPTEL/MOOCs:
1. https://nptel.ac.in/noc/courses/noc18/SEM1/noc18-cs27/
2. Reinforcement Learning, Practical Reinforcement Learning-Coursera

Self-Learning Exercises:
Implement and apply Monte Carlo reinforcement learning algorithms, implement and apply temporal-difference
reinforcement learning algorithms.

P a g e 306
School of
Computer
Science and
Engineering
HANDBOOK

Rukmini Knowledge Park

Kattigenahalli, Yelahanka, Bengaluru – 560064
www.reva.edu.in
1
 School of Computer Science and Engineering

HANDBOOK
M. Tech. in Computer Science and Engineering

2020-22

Rukmini Knowledge Park,

Kattigenahalli, Yelahanka, Bangalore - 560 064
Phone No: +91-9021190211/080-46966966

www.reva.edu.in

2
 Chancellor’s Message
“Education is the most powerful weapon which you can use to change
the world.”
- Nelson Mandela.
There was a time when survival depended on just the realization of
physiological needs. We are indeed privileged to exist in a time when
‘intellectual gratification’ has become indispensable. Information is easily
attainable for the soul that is curious enough to go look for it.
Technological boons enable information availability anywhere anytime.
The difference, however, lies between those who look for information and
those who look for knowledge.
It is deemed virtuous to serve seekers of knowledge and as educators it is in the ethos at REVA University to
empower every learner who chooses to enter our portals. Driven by our founding philosophy of ‘Knowledge is
power’, we believe in building a community of perpetual learners by enabling them to look beyond their abilities
and achieve what they assumed impossible.
India has always been beheld as a brewing pot of unbelievable talent, acute intellect and immense potential. All
it takes to turn those qualities into power is a spark of opportunity. Being at a University is an exciting and
rewarding experience with opportunities to nurture abilities, challenge cognizance and gain competence.
For any University, the structure of excellence lies in the transitional abilities of its faculty and its facility. I’m
always in awe of the efforts that our academic board puts in to develop the team of subject matter experts at
REVA. My faculty colleagues understand our core vision of empowering our future generation to be ethically,
morally and intellectually elite. They practice the art of teaching with a student-centered and transformational
approach. The excellent infrastructure at the University, both educational and extra-curricular, magnificently
demonstrates the importance of ambience in facilitating focused learning for our students.
A famous British politician and author from the 19th century - Benjamin Disraeli, once said ‘A University should
be a place of light, of liberty and of learning’. Centuries later this dictum still inspires me and I believe, it takes
team-work to build successful institutions. I welcome you to REVA University to join hands in laying the
foundation of your future with values, wisdom and knowledge.
Dr. P. ShyamaRaju
The Founder and Hon'ble Chancellor, REVA University

3
 Vice-Chancellor’s Message

The last two decades have seen a remarkable growth in higher education in
India and across the globe. The move towards inter-disciplinary studies
and interactive learning have opened up several options as well as created
multiple challenges. India is at a juncture where a huge population of young
crowd is opting for higher education. With the tremendous growth of
privatization of education in India, the major focus is on creating a platform
for quality in knowledge enhancement and bridging the gap between
academia and industry.A strong believer and practitioner of the dictum
“Knowledge is Power”, REVA University has been on the path of delivering quality education by developing the
young human resources on the foundation of ethical and moral values, while boosting their leadership qualities,
research culture and innovative skills. Built on a sprawling 45 acres of green campus, this ‘temple of learning’ has
excellent and state-of-the-art infrastructure facilities conducive to higher teaching-learning environment and
research. The main objective of the University is to provide higher education of global standards and hence, all
the programs are designed to meet international standards. Highly experienced and qualified faculty members,
continuously engaged in the maintenance and enhancement of student-centric learning environment through
innovative pedagogy, form the backbone of the University.All the programs offered by REVA University follow
the Choice Based Credit System (CBCS) with Outcome Based Approach. The flexibility in the curriculum has been
designed with industry-specific goals in mind and the educator enjoys complete freedom to appropriate the
syllabus by incorporating the latest knowledge and stimulating the creative minds of the students. Bench marked
with the course of studies of various institutions of repute, our curriculum is extremely contemporary and is a
culmination of efforts of great think-tanks - a large number of faculty members, experts from industries and
research level organizations. The evaluation mechanism employs continuous assessment with grade point
averages. We believe sincerely that it will meet the aspirations of all stakeholders – students, parents and the
employers of the graduates and postgraduates of RevaUniversity.At REVA University, research, consultancy, and
innovation are regarded as our pillars of success. Most of the faculty members of the University are involved in
research by attracting funded projects from various research level organizations like DST, VGST, DBT, DRDO,
AICTE and industries.

4
The outcome of the research is passed on to students through live projects from industries. The entrepreneurial
zeal of the students is encouraged and nurtured through EDPs and EACs.REVA University has entered into
collaboration with many prominent industries to bridge the gap between industry and University. Regular visits
to industries and mandatory internship with industries have helped our students become skilled with relevant to
industry requirements. Structured training programs on soft-skills and preparatory training for competitive
exams are offered here to make students more employable. 100% placement of eligible students speaks the
effectiveness of these programs. The entrepreneurship development activities and establishment of “Technology
Incubation Centers” in the University extend full support to the budding entrepreneurs to nurture their ideas and
establish an enterprise.With firm faith in the saying, “Intelligence plus character –that is the goal of education”
(Martin Luther King, Jr.), I strongly believe REVA University is marching ahead in the right direction, providing a
holistic education to the future generation and playing a positive role in nation building. We reiterate our
endeavor to provide premium quality education accessible to all and an environment for the growth of over-all
personality development leading to generating “GLOBAL PROFESSIONALS”.
Welcome to the portals of REVA University!
Dr. M Dhanamjaya
Vice-Chancellor, REVA University

5
 Director’s –Message
I congratulate and welcome all the students to the esteemed School of Computer Science and Engineering. You
are in the right campus to become a computer technocrat. The rising needs of automation in Industry 4.0 and
improvising living standards have enabled rapid development of computer software and hardware technologies.
Thus providing scope and opportunity to generate more human resources in the areas of compute rscience. The
B.Tech and M.Techprogram curriculum and Ph.D areas in the school are designed to cater to the requirements
of industry and society. The curriculum is designed meticulously in association with persons from industries
(TCS, CISCO, AMD, MPHASIS, etc.), academia and research organizations (IISc, IIIT, Florida University, Missouri S
& T University, etc).This handbook presents the M. Tech in Computer Science and Engineering program
curriculum. The program is of 2 years duration and split into 4 semesters. The courses are classified into
foundation core, hard core, and soft core courses. Hard core courses represent fundamentals study
requirements of CSE. Soft courses provide flexibility to students to choose the options among several courses
as per the specialization, such as, AI, Data Science, and Systems. Theoretical foundations of engineering, science,
and computer science are taught in first two Semesters. Later, advanced courses and recent technologies are
introduced in subsequent semesters for pursuing specialization.
The important features of the M.TechCSE are as follows: 1) Choice based course selection and teacher selection,
2) Studies in emerging areas like Machine Learning, Artificial Intelligence, Data Analytics, Cloud Computing,
Python/R Programming, Genetic Engineering, NLP, Swarm Intelligence, IOT and Cybersecurity, 3) Short and long
duration Internships 4) Opportunity to pursue MOOC course as per the interest in foundation and soft core
courses, 5) Attain global and skill certification as per the area of specialization, 6) Self-learning components, 7)
Experiential, practice, practical, hackathons, and project based learning, 8) Mini projects and major projects
with research orientation and publication, 9) Soft skills training and 10) Platform for exhibiting skills in cultural,
sports and technical activities through clubs and societies.
The curriculum caters to and has relevance to local, national, regional, and local developmental needs.
Maximum number of courses are interpreted with cross cutting issues relevant to professional ethics generic
human values environmental and sustainability.
The school has well qualified faculty members in the various areas of Computer Science and Engineering
including cloudcomputing, security, IOT, AI, ML and DL, software engineering, computer networks, cognitive
computing, etc. State of art laboratories is available for the purpose of academics and research.
Dr. Sunilkumar S Manvi
Director, School of CSE and CIT

6
 CONTENTS
Sl. No. Particulars Page No.

1 Message from the Hon’ble Chancellor 3

Message from the Pro Vice- Chancellor 4

2

3 Message from Director 6

4 Rukmini Educational Charitable Trust 8

About REVA University 9

5
Vision, Mission, Objectives 12

About School of Computer Science and Engineering

13
-Vision
6
-Mission
15
-Board of Studies

Programme Overview 16

Programme Educational Objectives 18

7
Programme Outcomes 19

Programme Specific Outomes 20

8 Regulations Governing M.Tech. programmes 21

9 Scheme of Instructions and Curriculum-M. Tech in Computer Science and Engineering 38

7
 RUKMINI EDUCATIONAL CHARITABLE TRUST
It was the dream of late Smt. RukminiShyamaRaju to impart education to millions of underprivileged children as
she knew the importance of education in the contemporary society. The dream of Smt. Rukmini ShyamaRaju
came true with the establishment of Rukmini Educational Charitable Trust (RECT), in the year 2002. Rukmini
Educational Charitable Trust (RECT) is a Public Charitable Trust, set up in 2002 with the objective of promoting,
establishing and conducting academic activities in the fields of Arts, Architecture, Commerce, Education,
Engineering, Environmental Science, Legal Studies, Management and Science & Technology, among others. In
furtherance of these objectives, the Trust has set up the REVA Group of Educational Institutions comprising of
REVA Institute of Technology & Management (RITM), REVA Institute of Science and Management (RISM), REVA
Institute of Management Studies (RIMS), REVA Institute of Education (RIE), REVA First Grade College (RFGC),
REVA Independent PU College at Kattigenahalli, Ganganagar and Sanjaynagar and now REVA University. Through
these institutions, the Trust seeks to fulfill its vision of providing world class education and create abundant
opportunities for the youth of this nation to excel in the areas of Arts, Architecture, Commerce, Education,
Engineering, Environmental Science, Legal Studies, Management and Science & Technology.
Every great human enterprise is powered by the vision of one or more extraordinary individuals and is sustained
by the people who derive their motivation from the founders. The Chairman of the Trust is Dr. P. ShyamaRaju, a
developer and builder of repute, a captain of the industry in his own right and the Chairman and Managing
Director of the DivyaSree Group of companies. The idea of creating these top notched educational institutions
was born of the philanthropic instincts of Dr. P. ShyamaRaju to do public good, quite in keeping with his support
to other socially relevant charities such as maintaining the Richmond road park, building and donating a police
station, gifting assets to organizations providing accident and trauma care, to name a few.
The Rukmini Educational Charitable Trust drives with the main aim to help students who are in pursuit of quality
education for life. REVA is today a family of ten institutions providing education from PU to Post Graduation and
Research leading to PhD degrees. REVA has well qualified experienced teaching faculty of whom majority are
doctorates. The faculty is supported by committed administrative and technical staff. Over 13,000 students study
various courses across REVA’s three campuses equipped with exemplary state-of-the-art infrastructure and
conducive environment for the knowledge driven community.

8
 ABOUT REVA UNIVERSITY

REVA University has been established under the REVA University Act, 2012 of Government of Karnataka and
notified in Karnataka State Gazette No. 80 dated 27thFebruary, 2013. The University is empowered by UGC to
award degrees any branch of knowledge under Sec.22 of the UGC Act. The University is a Member of Association
of Indian Universities, New Delhi. The main objective of the University is to prepare students with knowledge,
wisdom and patriotism to face the global challenges and become the top leaders of the country and the globe in
different fields.
REVA University located in between Kempegowda International Airport and Bangalore city, has a sprawling green
campus spread over 45 acres of land and equipped with state-of-the-art infrastructure that provide conducive
environment for higher learning and research. The REVA campus has well equipped laboratories, custom-built
teaching facilities, fully air-conditioned library and central computer centre, the well planned sports facility with
cricket ground, running track & variety of indoor and outdoor sports activities, facilities for cultural
programs. The unique feature of REVA campus is the largest residential facility for students, faculty members
and supportive staff.
REVA consistently ranked as one of the top universities in various categories because of the diverse community
of international students and its teaching excellence in both theoretical and technical education in the fields of
Engineering, Management, Law, Science, Commerce, Arts, Performing Arts, and Research Studies. REVA offers
28 Undergraduate Programmes, 22 Full-time and 2 Part-time Postgraduate Programmes, 18 Ph. D Programmes,
and other Certificate/ Diploma/Postgraduate Diploma Programmes in various disciplines.
The curriculum of each programme is designed with a keen eye for detail by giving emphasis on hands-on training,
industry relevance, social significance, and practical applications. The University offers world-class facilities and
education that meets global standards.
The programs being offered by the REVA University are well planned and designed after detailed study with
emphasis with knowledge assimilation, applications, global job market and their social relevance. Highly
qualified, experienced faculty and scholars from reputed universities / institutions, experts from industries and
business sectors have contributed in preparing the scheme of instruction and detailed curricula for this program.
Greater emphasis on practice in respective areas and skill development to suit to respective job environment has
been given while designing the curricula. The Choice Based Credit System and Continuous Assessment Graded
Pattern (CBCS – CAGP) of education has been introduced in all programs to facilitate students to opt for subjects
of their choice in addition to the core subjects of the study and prepare them with needed skills. The system also
allows students to move forward under the fast track for those who have the capabilities to surpass others. These
programs are taught by well experienced qualified faculty supported by the experts from industries, business
9
sectors and such other organizations. REVA University has also initiated many supportive measures such as
bridge courses, special coaching, remedial classes, etc., for slow learners so as to give them the needed input and
build in them confidence and courage to move forward and accomplish success in their career. The University
has also entered into MOUs with many industries, business firms and other institutions seeking their help in
imparting quality education through practice, internship and also assisting students’ placements.
REVA University recognizing the fact that research, development and innovation are the important functions of
any university has established an independent Research and Innovation division headed by a senior professor as
Dean of Research and Innovation. This division facilitates all faculty members and research scholars to undertake
innovative research projects in engineering, science & technology and other areas of study. The interdisciplinary-
multidisciplinary research is given the top most priority. The division continuously liaisons between various
funding agencies, R&D Institutions, Industries and faculty members of REVA University to facilitate undertaking
innovative projects. It encourages student research projects by forming different research groups under the
guidance of senior faculty members. Some of the core areas of research wherein our young faculty members are
working include Data Mining, Cloud Computing, Image Processing, Network Security, VLSI and Embedded
Systems, Wireless Censor Networks, Computer Networks, IOT, MEMS, Nano- Electronics, Wireless
Communications, Bio-fuels, Nano-technology for coatings, Composites, Vibration Energies, Electric Vehicles,
Multilevel Inverter Application, Battery Management System, LED Lightings, Renewable Energy Sources and
Active Filter, Innovative Concrete Reinforcement, Electro Chemical Synthesis, Energy Conversion Devices, Nano-
structural Materials, Photo-electrochemical Hydrogen generation, Pesticide Residue Analysis, Nano materials,
Photonics, Nana Tribology, Fuel Mechanics, Operation Research, Graph theory, Strategic Leadership and
Innovative Entrepreneurship, Functional Development Management, Resource Management and Sustainable
Development, Cyber Security, General Studies, Feminism, Computer Assisted Language Teaching, Culture Studies
etc.
The REVA University has also given utmost importance to develop the much required skills through variety of
training programs, industrial practice, case studies and such other activities that induce the said skills among all
students. A full-fledged Career Development and Placement (CDC) department with world class infrastructure,
headed by a dynamic experienced Professor& Dean, and supported by well experienced Trainers, Counselors and
Placement Officers.
The University also has University-Industry Interaction and Skill Development Centre headed by a Senior
Professor & Director facilitating skill related training to REVA students and other unemployed students. The
University has been recognised as a Centre of Skill Development and Training by NSDC (National Skill
Development Corporation) under PradhanMantriKaushalVikasYojana. The Centre conducts several add-on

10
courses in challenging areas of development. It is always active in facilitating student’s variety of Skill
Development Training programs.
The University has collaborations with Industries, universities abroad, research institutions, corporate training
organizations, and Government agencies such as Florida International University, Okalahoma State University,
Western Connecticut University, University of Alabama, Huntsville, Oracle India Ltd, Texas Instruments, Nokia
University Relations, EMC2, VMware, SAP, Apollo etc, to facilitate student exchange and teacher–scholar
exchange programs and conduct training programs. These collaborations with foreign universities also facilitates
students to study some of the programs partly in REVA University and partly in foreign university, viz, 2.S in
Computer Science one year in REVA University and the next year in the University of Alabama, Huntsville, USA.
The University has also given greater importance to quality in education, research, administration and all
activities of the university. Therefore, it has established an independent Internal Quality division headed by a
senior professor as Dean of Internal Quality. The division works on planning, designing and developing different
quality tools, implementing them and monitoring the implementation of these quality tools. It concentrates on
training entire faculty to adopt the new tools and implement their use. The division further works on introducing
various examination and administrative reforms.
To motivate the youth and transform them to become innovative entrepreneurs, successful leaders of tomorrow
and committed citizens of the country, REVA organizes interaction between students and successful
industrialists, entrepreneurs, scientists, and such others from time to time. As a part of this exercise great
personalities such as Bharat Ratna Prof. C. N. R. Rao, a renowned Scientist, Dr. N R Narayana Murthy, Founder
and Chairman and Mentor of Infosys, Dr. K Kasturirangan, Former Chairman ISRO, Member of Planning
Commission, Government of India, Dr. Balaram, Former Director IISc., and noted Scientist, Dr. V S Ramamurthy,
Former Secretary, DST, Government of India, Dr. V K Aatre, noted Scientist and former head of the DRDO and
Scientific Advisor to the Ministry of Defence Dr. Sathish Reddy, Scientific Advisor, Ministry of Defence, New Delhi
and many others have accepted our invitation and blessed our students and faculty members by their inspiring
addresses and interaction.
REVA organises various cultural programs to promote culture, tradition, ethical and moral values to our students.
During such cultural events the students are given opportunities to unfold their hidden talents and motivate
them to contribute innovative ideas for the progress of the society. One of such cultural events is REVAMP
conducted every year. The event not only gives opportunities to students of REVA but also students of other
Universities and Colleges. During three days of this mega event students participate in debates, Quizzes, Group
discussion, Seminars, exhibitions, and variety of cultural events. Another important event is Shubha Vidaaya,
Graduation Day for the final year students of all the programs, wherein, the outgoing students are felicitated and

11
are addressed by eminent personalities to take their future career in a right spirit, to be the good citizens and
dedicate themselves to serve the society and make a mark in their respective spheres of activities. During this
occasion, the students who have achieved top ranks and won medals and prizes in academic, cultural and sports
activities are also recognised by distributing awards and prizes. The founders have also instituted medals and
prizes for sports achievers every year. The physical education department conducts regular yoga class’severyday
to students, faculty members, administrative staff and their family members and organizes yoga camps for
villagers around.

REVA University

Vision
‘’REVA University aspires to become an innovative university by developing excellent human resources with
leadership qualities, ethical and moral values, research culture and innovative skills through higher education of
global standards”.
Mission

 To create excellent infrastructure facilities and state-of-the-art laboratories and incubation centers
 To provide student-centric learning environment through innovative pedagogy and education reforms
 To encourage research and entrepreneurship through collaborations and extension activities
 To promote industry-institute partnerships and share knowledge for innovation and development
 To organize society development programs for knowledge enhancement in thrust areas
 To enhance leadership qualities among the youth and enrich personality traits, promote patriotism and
moral values.

Objectives

 Creation, preservation and dissemination of knowledge and attainment of excellence in different disciplines
 Smooth transition from teacher - centric focus to learner - centric processes and activities
 Performing all the functions of interest to its major constituents like faculty, staff, students and the society to
reach leadership position
 Developing a sense of ethics in the University and Community, making it conscious of its obligations to the
society and the nation
 Accepting the challenges of globalization to offer high quality education and other services in a competitive
manner.

12
 ABOUT THE SCHOOL OF COMPUTER SCIENCE AND ENGINEERING

The School has a rich blend of experienced and committed faculty who are well qualified in various aspects of
Computer Science and Engineering apart from the numerous state-of-the-art digital classrooms and laboratories
having modern computing equipment. The School offers B Tech in Computer Science and Engineering and M.
Tech in Computer Science and Engineering (Both Full time and Part time). In addition, the school has a unique
academic collaboration with the University of Alabama in Huntsville to jointly offer an MS program in Computer
Science. In addition, the school has a research center in which students can conduct cutting edge research
leading to a PhD degree.

Curricula of both undergraduate and postgraduate programs have been designed through a collaboration of
academic and industry experts in order to bridge the growing gap between industry and academia. This makes
the program highly practical-oriented, and thus industry-resilient. The B Tech program aims to create quality
human resources to play leading roles in the contemporary, competitive industrial and corporate world. The
masters’ degrees focus on quality research and design in the core and application areas of computing to foster
a sustainable world and to enhance the global quality of life by adopting enhanced design techniques and
applications. This thought is reflected in the various courses offered in the masters’ programs.

Vision

School of Computer Science and Engineering aspires to become an Innovative Technological Education and
Research hub in developing excellent human resources through education of global standards that will inculcate
technical competence, leadership qualities, ethical, moral values, research and innovative skills, social
responsibility and entrepreneurship abilities.

Mission

 To create state of the art- Computing labs infrastructure and research facilities in Computer Science and
Engineering.
 To provide student-centric learning environment in Computer Science and Engineering through innovative
pedagogy and education reforms.
 To encourage research, innovation and entrepreneurship in Computer Science and Engineering through
industry/academia collaborations and extension activities
 Organize programs through club activities for knowledge enhancement in thrust areas of Computer Science
and Engineering.
13
 To enhance leadership qualities among the youth and enrich personality traits, promote patriotism, moral
and ethical values.
Quality Policy

The School of Computer Science and Engineering is committed to excellence through following policies.

1. Impart quality education by providing state of art curriculum, experimental learning, and state of the art
labs.
2. Enhance skill set of faculty members through faculty development programmes and interaction with
academia and industries.
3. Inculcate the competency in software/hardware design and programming through co-curricular activities
like Hackathon, Project exihibition, Internship and Enterpreneuship Programme.
4. Provide soft skill and skill development training for personality development and better placement.
5. Promote innovation and research culture among students and support faculty members for better research
and development activity.

14
 MEMBERS OF BOARD OF STUDIES
Sl.NO Name, Designation and Status Correspondence Address
Affiliation
1. Dr Sunil Kumar S Manvi
Professor and Director Chair Rukmini Knowledge Park, Kattigenahalli,
School of CSE and CIT, REVA Person Yelahanka, Bengaluru, Karnataka 560064
University
2. Dr Mallikarjuna Shastry P M Member Rukmini Knowledge Park, Kattigenahalli,
Professor, School of CSE, (Internal) Yelahanka, Bengaluru, Karnataka 560064
REVA University
3. Dr KiranKumari Patil,
Professor, Member Rukmini Knowledge Park, Kattigenahalli,
School of CSE, (Internal) Yelahanka, Bengaluru, Karnataka 560064
Director UIIC, REVA University
4. Dr Mallikarjuna M. Kodabagi, ,
Assistant Director, Member Rukmini Knowledge Park, Kattigenahalli,
School of CSE, REVA (Internal) Yelahanka, Bengaluru, Karnataka 560064
University
5. Dr. Ashwin Kumar U M,
Professor and Assistant Member Rukmini Knowledge Park, Kattigenahalli,
Director, (Internal) Yelahanka, Bengaluru, Karnataka 560064
School of CSE, REVA
University
6. Dr. Gopal Krishna Shyam
Professor, Member Rukmini Knowledge Park, Kattigenahalli,
School of CSE, REVA (Internal) Yelahanka, Bengaluru, Karnataka 560064
University
7. Mr. Chetan Shivakumar,
CEO & Cofounder, Member CEO & Cofounder, Aikaan Labs Pvt Ltd,
Aikaan Labs Pvt Ltd, Bengaluru
Bengaluru
8. Mr. Muralidhar Jahagirdhar,
Practice Head Engineering,
ATMECS Technology Pvt Ltd, Member Practice Head Engineering,
Hyderabad ATMECS Technology Pvt Ltd,
Hyderabad
9. Mr. Ravikant Soni, Technical
Manager, Solution Architect, Technical Manager, Solution Architect,
Standard Chartered bank, Member Standard Chartered bank, Bengaluru.
Bengaluru.
10. Dr Sanjay,
HoD Dept. of ISE, NITTE Member HoD Dept. of ISE,
Meenakshi Institute of NITTE Meenakshi Institute of
Technology, Bengaluru Technology, Bengaluru
11. Dr Raghavendra Kulkarni,
Director of Academics, Member Director of Academics,
M. S. Ramaiah University of Ramaiah University of Applied Sciences,
Applied Sciences, Bengaluru Bengaluru

15
 Program Overview
M Tech in Computer Science and Engineering
Computer Science and Engineering (CSE) encompasses a variety of topics that relates to computation, like
development of algorithms, analysis of algorithms, programming languages, and software design and
computer Computer Science was taught as part of mathematics or engineering departments and in the last
hardware. ComputerScience and engineeringhas roots in electrical engineering, mathematics, and
linguistics. In the past 3 decades it has emerged as a separate engineering field. In the present information
era (Knowledge era) computer science and engineering will see an exponential growth as the future
machines work on artificial intelligence.

The oldest known complex computing device, called the Antikythera mechanism, dates back to 87 B.C., to
calculate astronomical positions and help Greeks navigate through the seas. Computing took another leap
in 1843, when English mathematician Ada Lovelace wrote the first computer algorithm, in collaboration
with Charles Babbage, who devised a theory of the first programmable computer. But the modern
computing- machine era began with Alan Turing’s conception of the Turing Machine, and three Bell Labs
scientists invention of the transistor, which made modern-style computing possible, and landed them the
1956 Nobel Prizein Physics. Fordecades, computing technology was exclusive to the government and the
military; later, academic institutions came online, and Steve Wozniak built the circuit board for Apple-1,
making home computing practicable. On the connectivity side, Tim Berners-Lee created the World Wide
Web, and Marc Andreessen built a browser, and that’s how we came to live in a world where our glasses
can tell us what we’re looking at. With wearable computers, embeddable chips, smart appliances, and other
advances in progress and on the horizon, the journey towards building smarter, faster and more capable
computers is clearly justbeginning.

Computers have become ubiquitous part of modern life and new applications are introduced everyday. The
use of computer technologies is also commonplace in all types of organizations, in academia, research,
industry, government, private and business organizations. As computers become even more pervasive, the
potential for computer-related careers will continue to grow and the career paths in computer-related fields
will become more diverse. Since 2001, global information and communication technologies (ICTs) have

16
become more powerful, more accessible, and more widespread. They are now pivotal in enhancing
competitiveness, enabling development, and bringing progress to all level society.

The career opportunities for computer science and engineering graduates are plenty and growing.
Programming and software development, information systems operation and management,
telecommunications and networking, computer science research, web and Internet, graphics and
multimedia, training and support and compute rindustry specialists are some of the opportunities the
graduates find.

The School of Computer Science and Engineering at REVA University offers M. Tech Computer Science and
Engineering programme to create motivated, innovative, creative thinking graduates to fill ICT positions
across sectors who can conceptualize, design, analyse, and develop ICT applications to meet the modern-
day requirements.

The MTech., in Computer Science and Engineering curriculum developed by the faculty at the School of
Computer Science and Engineering, is outcome based and it comprises required theoretical concepts and
practical skills in the domain. By undergoing this programme, students develop critical, innovative, creative
thinking and problemsolving abilities for a smooth transition from academic to real-life work environment.
In addition, students are trained in interdisciplinary topics and attitudinal skills to enhance their scope. The
above-mentioned features of the programme, advanced teaching and learning resources, and experience
of the faculty members with their strong connections with ICT sector makes this programme unique.

17
 School of Computer Science and Engineering

Program Educational Objectives (PEO’s)

After few years of graduation, the graduates of M. Tech. (Computer Science and Engineering) will:

PEO-1: Have successful professional careers in industry, government, academia and military as innovative
engineers.
PEO-2: Successfully solve engineering problems associated with the lifecycle of Computer Science and
Engineering either leading a team or as a team member.
PEO-3: Continue to learn and advance their careers through activities such as research and development,
acquiring doctoral degree, participation in national level research programme, teaching and research at
university level etc.
PEO-4: Be active members ready to serve the society locally and internationally, may take up entrepreneurship
for the growth of economy, to generate employment and adopt the philosophy of lifelong learning to be aligned
with economic and technological development.

18
 Program Outcomes (POs)
On successful completion of the program, the graduates of M. Tech. (Computer Science and Engineering) program will be
able to:
PO-1: Demonstrate in-depth knowledge of specific discipline or professional area, including wider and global perspective,
with an ability to discriminate, evaluate, analyze and synthesize existing and new knowledge, and integration of the same
for enhancement of knowledge.
PO-2: Analyze complex engineering problems critically, apply independent judgment for synthesizing information to make
intellectual and/or creative advances for conducting research in a wider theoretical, practical and policy context.
PO-3: Think laterally and originally, conceptualize and solve engineering problems, evaluate a wide range of potential
solutions for those problems and arrive at feasible, optimal solutions after considering public health and safety, cultural,
societal and environmental factors in the core areas of expertise.
PO-4: Extract information pertinent to unfamiliar problems through literature survey and experiments, apply appropriate
research methodologies, techniques and tools, design, conduct experiments, analyze and interpret data, demonstrate
higher order skill and view things in a broader perspective, contribute individually/in group(s) to the development of
scientific/technological knowledge in one or more domains of engineering.
PO-5: Create, select, learn and apply appropriate techniques, resources, and modern engineering and IT tools, including
prediction and modeling, to complex engineering activities with an understanding of the limitations.
PO-6:Possess knowledge and understanding of group dynamics, recognize opportunities and contribute positively to
collaborative-multidisciplinary scientific research, demonstrate a capacity for self-management and teamwork, decision-
making based on open-mindedness, objectivity and rational analysis in order to achieve common goals and further the
learning of themselves as well as others.
PO-7: Demonstrate knowledge and understanding of engineering and management principles and apply the same to one’s
own work, as a member and leader in a team, manage projects efficiently in respective disciplines and multidisciplinary
environments after consideration of economical and financial factors.
PO-8: Communicate with the engineering community, and with society at large, regarding complex engineering activities
confidently and effectively, such as, being able to comprehend and write effective reports and design documentation by
adhering to appropriate standards, make effective presentations, and give and receive clear instructions.
PO-9: Recognize the need for and have the preparation and ability to engage in life-long learning independently, with a high
level of enthusiasm and commitment to improve knowledge and competence continuously.
PO-10: Acquire professional and intellectual integrity, professional code of conduct, ethics of research and scholarship,
consideration of the impact of research outcomes on professional practices and an understanding of responsibility to
contribute to the community for sustainable development of society.
PO-11: Observe and examine critically the outcomes of one’s actions and make corrective measures subsequently and learn
from mistakes without depending on external feedback (SELF learning).

19
 Programme Specific Outcomes (PSO’s)

On successful completion of the program, the graduates of M Tech. (Computer Science and Engineering) program will be
able to:
PSO-1: Isolate and solve complex problems in the domains of Computer Science and Engineering using latest hardware and
software tools and technologies, along with analytical and managerial skills to arrive at cost effective and optimum solutions
either independently or as a team.
PSO-2: Implant the capacity to apply the concepts of wireless communications, advanced computer networks, network
security, IoT and cyber physical systems, etc. in the design, development and implementation of application-oriented
engineering systems.
PSO-3: Review scholarly work by referring journals, define a new problem, design, model, analyze and evaluate the solution
and report as a dissertation in the area of Data Science.

20
 REVA University Academic Regulations
M Tech., Degree Programs
(Applicable for the programs offered from 2020-21 Batch)

21
 Regulations - MTech., Degree Program
Academic Year 2020-21 Batch

1. Title and Commencement:

1.1 These Regulations shall be called “REVA University Academic Regulations – M Tech., Degree
Program 2020-21 Batch subject to amendments from time to time by the Academic Council
on recommendation of respective Board of Studies and approval of Board of Management
1.2 These Regulations shall come into force from the date of assent of the Chancellor.

2. The Programs:
These regulations cover the following M Tech., Degree programs of REVA University offered during 2020-21

M Tech (Full Time) in:

Artificial Intelligence
Computer Science and Engineering
Computer Aided Structural Engineering
Construction Technology & Management
Digital Communication and Networking
Machine Design
Power Energy & Systems
Transportation Engineering and Management
VLSI and Embedded Systems

Also
M Tech (Part Time) in:
Computer Science and Engineering
VLSI and Embedded Systems

22
3. Duration and Medium of Instructions:

3.1 Duration: The duration of the M Tech degree program shall be TWO years comprising of FOUR
Semesters. A candidate can avail a maximum of 8 semesters - 4 years as per double duration norm,
in one stretch to complete M Tech degree. The duration for part time students is THREE years and
a maximum of 6 years they are required to complete the program.

3.2 The medium of instruction shall be English.

4. Definitions:

4.1 Course: “Course” means a subject, either theory or practical or both, listed under a programme;
Example: “Finite Element Method of Analysis” in M Tech Civil Engineering program, “Advanced
Theory of Vibration” in M Tech., Mechanical program are examples of courses to be studied under
respective programs.

Every course offered will have three components associated with the teaching-learning process of the course,
namely:
L Lecture

T Tutorial

P Practice

Where:

L stands for Lecture session consisting of classroom instruction.

T stands for Tutorial session consisting participatory discussion / self-study/ desk work/ brief seminar
presentations by students and such other novel methods that make a student to absorb and assimilate more
effectively the contents delivered in the Lecture classes.

23
 P stands for Practice session and it consists of Hands on Experience / Laboratory Experiments / Field Studies
/ Case Studies / Project Based Learning or Course end Project/Self Study/ Online courses from listed portals
that equip students to acquire the much required skill component.

4.2 Classification of Courses

Courses offered are classified as: Core Courses, Open Elective Courses, Project work/Dissertation

4.2.1 Core Course: A course which should compulsorily be studied by a candidate choosing a
particular program of study

4.2.2 Foundation Course: The foundation Course is a mandatory course which should be completed
successfully as a part of graduate degree program irrespective of the program of study
4.2.3 Hard Core Course (HC) simply core course: The Hard Core Course is a Core Course in the main
branch of study and related branch(es) of study, if any, that the candidates have to complete
compulsorily
4.2.4 Soft Core Course (SC) (also known as Professional Elective Course)
A Core course may be a Soft Core if there is a choice or an option for the candidate to choose a course
from a pool of courses from the main branch of study or from a sister/related branch of study which
supports the main branch of study
4.2.5 Open Elective Course (OE):
An elective course chosen generally from other discipline / subject, with an intention to seek exposure
to the basics of subjects other than the main discipline the student is studying is called an Open Elective
Course

4.2.6 Project Work / Dissertation:

Project work / Dissertation work is a special course involving application of knowledge in solving /
analysing /exploring a real life situation / difficult problems to solve a multivariable or complex
engineering problems.

5. Eligibility for Admission:

5.1. The eligibility criteria for admission to M Tech Program (Full Time) of 2 years (4 Semesters) and (Part
Time) of 3 years (6 Semesters) are given below:
24
Sl. No. Program Duration Eligibility
1 Masters of 4 Semesters B E / B.Tech. in CSE / ISE / TE / MCA / M. Sc. in
Technology (2 years) Computer Science or Mathematics or Information
(M Tech) in Science or Information Technology with a minimum
Artificial of 50% (45% in case of SC/ST) marks in aggregate of
Intelligence any recognized University / Institution or AMIE or
any other qualification recognized as equivalent
there to.
2 M Tech in Full Time – B E / B.Tech. in ECE / IT / EEE / CSE / ISE / TE / MCA
Computer 4 Semesters / M.Sc. in Computer Science or Mathematics or
Science and (2 years) Information Science or Information Technology with
Engineering Part Time – a minimum of 50% (45% in case of SC/ST) marks in
5 Semesters aggregate of any recognized University / Institution
(3 years) or AMIE or any other qualification recognized as
equivalent there to.
3 M Tech in 6 Semesters BE/ B.Tech. in Civil Engineering with a minimum of
Computer Aided (2 years) 50% (45% in case of SC/ST) marks in aggregate of
Structural any recognized University / Institution or AMIE or
Engineering any other qualification recognized as equivalent
there to.
Construction
Technology &
Management

Transportation
Engineering and
Management
4 M Tech in Power 4 Semesters BE/ B.Tech. in EE/ EEE/ ECE/ CSE/ MS / M.Sc. in
Energy & (2 years) Mathematics/Physics/Electronics / Information
Systems Technology or Information Science with a minimum
of 50% (45% in case of SC/ST) marks in aggregate of
any recognized University / Institution or AMIE or
any other qualification recognized as equivalent
there to.
5 M Tech in Digital 4 Semesters B E / B.Tech. in ECE /TE / EEE / CSE / ISE /
Communication (2 years) Instrumentation Technology / Medical
and Networking Electronics/M Sc in Electronics with a minimum of
Machine Design 50% (45% in case of SC/ST) marks in aggregate of
any recognized University/Institution or AMIE or any
other qualification recognized as equivalent there to.
6 M Tech in VLSI Full Time – B E / B.Tech. in ECE /TE / EEE / CSE / ISE /
and Embedded 4 Semesters Instrumentation Technology / Medical
Systems (2 years) Electronics/M Sc in Electronics with a minimum of
50% (45% in case of SC/ST) marks in aggregate of
Part Time – any recognized University/Institution or AMIE or any
6 Semesters other qualification recognized as equivalent there to.
(3 years)
25
 7 M Tech in 4 Semesters BE / B.Tech. in Mechanical/Aeronautical /
Machine Design (2 years) Automobile / Industrial Production Engineering with
a minimum of 50% (45% in case of candidate
belonging to SC/ST category) marks in aggregate, of
any recognized University / Institution or AMIE or
any other qualification recognized as equivalent
there to.

5.2 Provided further that the eligibility criteria are subject to revision by the Government Statutory
Bodies, such as AICTE, UGC from time to time.

6. Courses of Study and Credits

6.1 Each course of study is assigned with certain credit value

6.2 Each semester is for a total duration of 20 weeks out of which 16 weeks dedicated for teaching
and learning and the remaining 4 weeks for final examination, evaluation and announcement of
results
6.3 The credit hours defined as below
In terms of credits, every one hour session of L amounts to 1 credit per Semester and a minimum
of two hour session of T or P amounts to 1 credit per Semester or a three hour session of T / P
amounts to 2 credits over a period of one Semester of 16 weeks for teaching-learning process.
1 credit = 13 credit hours spread over 16 weeks or spread over the semester

26
 The total duration of a semester is 20 weeks inclusive of semester-end examination.

The following table describes credit pattern

Table -2: Credit Pattern

Total Total Contact
Lectures (L) Tutorials (T) Practice (P) Credits (L:T:P)
Credits Hours
4 2 0 4:1:0 5 6
3 2 0 3:1:0 4 5
3 0 2 3:0:1 4 5
2 2 2 2:1:1 4 6
0 0 6 0:0:3 3 6
4 0 0 4:0:0 4 4
2 0 0 2:0:0 2 2

a. The concerned BoS will choose the convenient Credit Pattern for every course based on size
and nature of the course

7. Different Courses of Study:

Different Courses of Study are labeled as follows:

a. Core Course (CC)

b. Foundation Course (FC)
c. Hard Core Course (HC)
d. Soft Core Course (SC)
e. Open Elective Course (OE)
f. Minor Project
g. Major Project / Dissertation:

The credits for minor projects, major project/Dissertation will be decided by the respective Schools.

8. Credit and Credit Distributions:

8.1 A candidate has to earn 72 credits for successful completion of M Tech degree with a distribution of
credits for different courses as prescribed by the University.

8.2 A candidate can enroll for a maximum of 24 credits per Semester. However s/he may not successfully
earn a maximum of 24 credits per semester. This maximum of 24 credits does not include the credits of
courses carried forward by a candidate.

27
8.3 Only such full time candidates who register for a minimum prescribed number of credits in each
semester from I semester to IV semester and complete successfully 72 credits in 4 successive semesters
shall be considered for declaration of Ranks, Medals, Prizes and are eligible to apply for Student
Fellowship, Scholarship, Free ships, and such other rewards / advantages which could be applicable
for all full time students and for hostel facilities.

9. Assessment and Evaluation

9.1 The assessment and evaluation process happens in a continuous mode. However, for reporting purpose,
a Semester is divided into 3 components as IA1, IA2 and SEE. The performance of a candidate in a course
will be assessed for a maximum of 100 marks as explained below.

(i) Component IA1:

The first Component (IA1), of assessment is for 25 marks. This will be based on test, assignment / seminar.
During the first half of the semester (i.e. by 8th week), the first 50% of the syllabus (Unit 1&2) will be
completed. This shall be consolidated during the first three days of 8th week of the semester. A review
test based on IA1 will be conducted and completed in the beginning of the 9th week. In case of courses
where test cannot be conducted, the form of assessment will be decided by the concerned school and
such formalities of assessment will be completed in the beginning of the 9th week. The academic sessions
will continue for IA2 immediately after completion of process of IA1.

The finer split - up for the award of marks in IA1 is as follows:

Assignment & Seminars…………………….. 10 marks for the first 20% of the syllabus
Test (Mid-Term) ………………….…………..15 marks for the first 30% of the syllabus
Total ………………………….…… ……..25 marks

(ii) Component IA2:

The second component (IA2), of assessment is for 25 marks. This will be based on test, assignment
/seminar. The continuous assessment and scores of second half of the semester (9th to 16th week) will
be consolidated during 16th week of the semester. During the second half of the semester the remaining
28
 units in the course will be completed. A review test based on IA2 will be conducted and completed during
16th week of the semester. In case of courses where test cannot be conducted, the form of assessment
will be decided by the concerned school and such formalities of assessment will be completed during
16th week.

The 17th week will be for revision of syllabus and preparation for the semester – end examination.

The finer split - up for the award of marks in IA2 is as follows:

Assignment/Seminar……………………......10 marks for the second 20% of the syllabus
Review Test (Mid-Term) …………….…….15 marks for the second 30% of the syllabus
Total ………………………….……...25 marks

(iii) Component SEE:

The Semester End Examination of 3 hours duration for each course shall be conducted during the 18th
& 19th week. This forms the third / final component of assessment (SEE) and the maximum marks for
the final component will be 50.

9.2 The schedule of continuous assessment and examinations are summarized in the following
Table below.

Component Period Syllabus Weightage Activity

1 Week to 8th
st
Instructional process and
Week Continuous Assessment
First 50%
IA1
Last 3 days of 8th (two units) Consolidation of IA1
Week 25%

9th week to 16th Instructional process and

Second 50%
week Continuous Assessment
IA2 (remaining
Last 3 days of 16th Consolidation of IA2
two units) 25%
week
17th and 18th Revision and preparation for
week Semester end examination
SEE 19th week to 20th Entire Conduct of semester end
week syllabus 50% examination and Evaluation
concurrently
21st week Notification of Final Grades
*Evaluation shall begin very first day after completion of the conduct of examination of the
first course and both examination and evaluation shall continue concurrently. The
examination results / final grades be announced latest by 21 st week
Note: 1. Practical examination wherever applicable shall be conducted before conducting of IA2
29
 examination. The calendar of practical examination shall be decided by the respective school.
2. Finally, awarding the Grades be announced latest by 5 days after completion of the
examination.

9.3 The Assessment of MOOC and Online Courses shall be decided by the concerned School Board
of Studies (BOS).

9.3.1 For > 3 credit courses

I IA-I 25 marks
Ii IA-2 25 marks
Iii Semester end examination by the concern school board ( demo, 50 marks
test, viva voice etc)
Total 100 marks

9.3.2 For 1 & 2 credit courses

I IA-I 15 marks
Ii IA-2 15 marks
Iii Semester end examination by the concern school board ( demo, 20 marks
test, viva voice etc)
Total 50 marks

9.3.3 The 50 marks meant for Internal Assessment (IA) of the performance in carrying out practical
shall further be allocated as under:
I Conduction of regular practical / experiments throughout the 20 marks
semester
Ii Maintenance of lab records / Activities /Models / charts etc 10 marks
Iii Performance of mid-term test (to be conducted while conducting 20 marks
second test for theory courses); the performance assessments of
the mid-term test includes performance in the conduction of
experiment and write up about the experiment.
Total 50 marks

In case of an integrated course 20% marks be earmarked for laboratory work.

30
 For example:
During IA1
Laboratory work ………….…………………….. 10 marks
Test (Mid-Term) ………………….…………..15 marks for the first 50% of the theory syllabus
Total ………………………….…… ……..25 marks
During IA2
Laboratory work ………….…………………….. 10 marks
Test (Mid-Term) ………………….…………..15 marks for the second 50% of theory syllabus
Total ………………………….…… ……..25 marks

SEE to be conducted for theory portions only and assessed for 50 marks

10. Setting Questions Papers and Evaluation of Answer Scripts:

10.1 There shall be three sets of questions papers set for each course. Two sets of question papers shall be
set by the internal and one set by external examiner for a course. The Chairperson of the BoE shall get
the question papers set by internal and external examiners.

10.2 The Board of Examiners shall scrutinize and approve the question papers and scheme of valuation.

10.3 There shall be double evaluation, viz, first valuation by the internal evaluator who has taught the course
and second evaluation shall be an external examiner who is familiar with the course. The average marks
of the two evaluations (internal examiner & external examiner) shall be the marks to be considered for
declaration of results.

10.4 The examination for Practical work/ Field work/Project work will be conducted jointly by two examiners
(internal and external). However, in case of non-availability of external examiner or vice versa, the
Chairperson BoE at his discretion can invite internal / external examiners as the case may be, if required.

10.5 If a course is fully of (L=0):T: (P=0) type, then the examination for SEE Component will be as decided by
the BoS concerned.

31
10.6 In case of a course with only practical component a practical examination will be conducted with two
examiners and each candidate will be assessed on the basis of: a) Knowledge of relevant processes, b)
Skills and operations involved, and c) Results / Products including calculation and reporting.

10.7 The duration for Semester-End practical examination shall be decided by the Controller of Examinations.

11. Evaluation of Minor Project / Major Project / Dissertation:

Right from the initial stage of defining the problem, the candidate has to submit the progress reports
periodically and also present his/her progress in the form of seminars in addition to the regular discussion
with the supervisor. At the end of the semester, the candidate has to submit final report of the project /
dissertation, as the case may be, for final evaluation. The components of evaluation are as follows:

Component – I (IA1) Periodic Progress and Progress Reports (25%)

Component – II (IA2) Results of Work and Draft Report (25%)
Component– III (SEE) Final Evaluation and Viva-Voce (50%). Evaluation of the
report is for 30% and the Viva-Voce examination is for 20%.

12. All assessments must be done by the respective Schools as per the guidelines issued by the
Controller of Examinations. However, the responsibility of announcing final examination results
and issuing official transcripts to the students lies with the office of the Controller of
Examinations.

13. Requirements to Pass a Course

13.1 A candidate’s performance from all 3 components will be in terms of scores, and the sum of all three
scores will be for a maximum of 100 marks (25 + 25 + 50). A candidate who secures a minimum of 40%
in the SEE and an overall 40% (IA1+IA2+SEE) in a course is said to be successful.
13.2 The Grade and the Grade Point: The Grade and the Grade Point earned by the candidate in the subject
will be as given below:
Marks, Grade, Grade Point Letter
P G (GP=V x G) Grade
90-100 10 v*10 O
80-89 9 v*9 A+
70-79 8 v*8 A

32
 60-69 7 v*7 B+
55-59 6 v*6 B
50-54 5.5 v*5.5 C+
40-49 5 v*5 C
0-39 0 v*0 F
ABSENT AB
O - Outstanding; A+-Excellent; A-Very Good; B+-Good; B-Above Average; C+-Average; C-Satisfactory; F –
Unsatisfactory.

Here, P is the percentage of marks (P=[(IA1+IA2)+SEE] secured by a candidate in a course which is

rounded to nearest integer. v is the credit value of course. G is the grade and GP is the grade point.

a. Computation of SGPA and CGPA

The Following procedure to compute the Semester Grade Point Average (SGPA)

The SGPA is the ratio of sum of the product of the number of credits with the grade points scored
by a student in all the courses taken by a student and the sum of the number of credits of all the
courses undergone by a student, i.e
SGPA (Si) = ∑(Ci x Gi) / ∑Ci
Where Ci is the number of credits of the ith course and Gi is the grade point scored by the student
in the ith course.

b. Illustration for Computation of SGPA and CGPA

Illustration No. 1

Course Credit Grade letter Grade Point Credit Point

(Credit x
Grade)
Course 1 3 A 9 3X9=27
Course 2 3 B 8 3X8=24
Course 3 3 C 7 3X7=21
Course 4 3 O 10 3X10=30
Course 5 3 D 6 3X6=18
Course 6 3 O 10 3X10=30
Course 7 2 A 9 2X 9 = 18
Course 8 2 B 8 2X 8 = 16
22 184
Thus, SGPA = 184 ÷ 22 = 8.36

33
 c. Cumulative Grade Point Average (CGPA):

Overall Cumulative Grade Point Average (CGPA) of a candidate after successful completion of the
required number of credits (72) for two year post graduate degree in a specialization is calculated
taking into account all the courses undergone by a student over all the semesters of a program, i. e
CGPA = ∑(Ci x Si) / ∑Ci
Where Si is the SGPA of the ith semester and Ci is the total number of credits in that semester.

The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the transcripts.

Illustration:
CGPA after Final Semester

Semester No. of Credits SGPA Credits x SGPA

(ith) (Ci) (Si) (Ci X Si)
1 22 8.36 22 x 8.36 = 183.92
2 22 8.54 22 x 8.54 =187.88
3 16 9.35 16x9.35=149.6
4 12 9.50 12x9.50=114
Cumulative 72 635.4
Thus, CGPA = 22x8.36+22x8.54+16x9.35+12x9.50 = 8.83
72
13.3 Conversion of Grades Into Percentage:
Conversion formula for the conversion of CGPA into Percentage is:
Percentage of marks scored = CGPA Earned x 10
Illustration: CGPA Earned 8.83 x 10=88.30
14. Classification of Results
The final grade point (FGP) to be awarded to the student is based on CGPA secured by the candidate and
is given as follows:
Grade
(Numerical FGP
Letter
CGPA Index) Performance
Grade
Qualitative
G
Index
9 >= CGPA 10 10 O Outstanding
Distinction
8 >= CGPA < 9 9 A+ Excellent
7 >= CGPA < 8 8 A Very Good
First Class
6 >= CGPA < 7 7 B+ Good

34
 5.5> = CGPA < 6 6 B Above average
Second Class
> 5 CGPA < 5.5 5.5 C+ Average
> 4 CGPA <5 5 C Satisfactory Pass
< 4 CGPA 0 F Unsatisfactory Unsuccessful
Overall percentage=10*CGPA
a. Provisional Grade Card: The tentative / provisional Grade Card will be issued by the Controller
of Examinations at the end of every Semester indicating the courses completed successfully.
The provisional grade card provides Semester Grade Point Average (SGPA).This statement will
not contain the list of DROPPED courses.
b. Final Grade Card: Upon successful completion of the Post Graduate Degree a Final Grade card
consisting of grades of all courses successfully completed by the Candidate will be issued by the
COE.
15. Attendance Requirement:
15.1 All students must attend every lecture, tutorial and practical classes.
15.2 In case a student is on approved leave of absence (e g:- representing the University in sports, games or
athletics, placement activities, NCC, NSS activities and such others) and / or any other such
contingencies like medical emergencies, the attendance requirement shall be minimum of 75% of the
classes taught.
15.3 Any student with less than 75% of attendance in aggregate of all the courses including practical courses
/ field visits etc., during a semester shall not be permitted to appear to the end semester examination
and such student shall seek re-admission

16. Re-Registration and Re-Admission:

16.1 In case a candidate’s class attendance in aggregate of all courses in a semester is less than 75% or as
stipulated by the University, such a candidate is considered as dropped the semester and is not allowed
to appear for semester end examination and he / she shall have to seek re-admission to that semester
during subsequent semester / year within a stipulated period.
16.2 In such case where in a candidate drops all the courses in a semester due to personal reasons, it is
considered that the candidate has dropped the semester and he / she shall seek re-admission to such
dropped semester.

17. Absence during Internal Test:

In case a student has been absent from an internal tests due to the illness or other contingencies he /

35
 she may give a request along with necessary supporting documents and certification from the concerned
class teacher / authorized personnel to the concerned Director of the School, for conducting a separate
internal test. The Director of the School may consider such request depending on the merit of the case
and after consultation with course instructor and class teacher, and arrange to conduct a special internal
test for such candidate(s) well in advance before the Semester End Examination of that respective
semester. Under no circumstances internal tests shall be held / assignments are accepted after Semester
End Examination.

18. Eligibility to Appear for Semester End Examination (SEE)

18.1 Only those students who fulfill 75% attendance requirement and who secure minimum 30% marks in
IA1 and IA2 together in a course are eligible to appear for SEE examination in that course.

18.2 Those students who have 75% of attendance but have secured less than 30% marks in IA1 and IA2
together in a course are not eligible to appear for SEE examination in that course. They are treated as
dropped the course and they will have to repeat that course whenever it is offered.

18.3 In case a candidate secures more than 30% in IA1 and IA2 together but less than 40% in aggregate of
IA1, IA2 and SEE in a course is considered as unsuccessful and such a candidate may either opt to DROP
that course or appear for SEE examination during the subsequent semesters / years within the stipulated
period.
18.4 In such a case wherein he / she opts to appear for just SEE examination, then the marks secured in IA1
and IA2 shall get continued. Repeat SEE examination will be conducted in respective semesters.

19. Provision for Supplementary Examination

In case a candidate fails to secure a minimum of 40% (20 marks) in Semester End Examination (SEE) and
a minimum of 40% marks overall (IA and SEE together), such candidate shall seek supplementary
examination of only such course(s) wherein his / her performance is declared unsuccessful. The
supplementary examinations are conducted after the announcement of even semester examination
results. The candidate who is unsuccessful in a given course(s) shall appear for supplementary
examination of odd and even semester course(s) to seek for improvement of the performance.

36
20. Provision to Carry Forward the Failed Subjects / Courses:

A candidate who secures a minimum of 40% in the SEE and an overall 40% (IA1+IA2+SEE) in a course is
said to be successful otherwise considered that the candidate has failed the course. A candidate is
required to successfully complete all the courses before submission of major project report or
dissertation report.
(It means that the candidate has no restrictions on the number of courses that can be carried forward)

21. Provision for Appeal

If a candidate is not satisfied with the evaluation of Internal Assessment components (Internal Tests and
Assignments), he/she can approach the Grievance Cell with the written submission together with all facts,
the assignments, and test papers, which were evaluated. He/she can do so before the commencement
of respective semester-end examination. The Grievance Cell is empowered to revise the marks if the case
is genuine and is also empowered to levy penalty as prescribed by the University on the candidate if
his/her submission is found to be baseless and unduly motivated. This Cell may recommend for taking
disciplinary/corrective action on an evaluator if he/she is found guilty. The decision taken by the
Grievance committee is final.
22. Grievance Committee:
In case of students having any grievances regarding the conduct of examination, evaluation and
announcement of results, such students can approach Grievance Committee for redressal of grievances.
Grievance committees will be formed by CoE in consultation with VC

For every program there will be one grievance committee. The composition of the grievance committee
is as follows:-
 The Controller of Examinations - Ex-officio Chairman / Convener

 One Senior Faculty Member (other than those concerned with the evaluation of the course
concerned) drawn from the school / department/discipline and/or from the sister schools /
departments/sister disciplines – Member.

 One Senior Faculty Members / Subject Experts drawn from outside the University school /
department – Member.

23. With regard to any specific case of ambiguity and unsolved problem, the decision of the Vice-Chancellor
shall be final.

37
 M. Tech in Computer Science and Engineering
Scheme of Instructions
(Effective from the Academic Year 2020-21)

Credit Pattern and

Course No. of
Sl. Course Code Course Title Credit Value
Type Hrs.
No L T P C
FIRST SEMESTER
1 M20TC0101 Advanced Database Management Systems HC 3 0 0 3 3
2 M20CS0101 Advanced Machine Learning HC 3 0 1 4 5
3 M20TC0102 Advanced Java Programming HC 3 0 0 3 3
4 M20TC0103 Advanced Algorithms HC 3 0 0 3 3
5 M20TC0104 Internet of Things HC 3 0 1 4 5
6 M20CI0101 Python for Artificial Intelligence HC 2 0 1 3 4
7 M20TC0105 Mini Project HC 0 0 2 2 4

Total Credits for the First Semester 22 27

SECOND SEMESTER
M20TCS211 Cloud Computing Tools
1 M20TCS212 Advanced Web Technologies SC 2 0 1 3 4
M20TCS213 Distributed Computing
M20TCS221 Big data Analytics
M20TCS222 Wireless and Mobile Networks
2 SC 3 0 1 4 5
M20TCS223 User Interface (UI)/
User Experience (UX) Design
M20TCS231 Unix System Programming
3 M20TCS232 Mobile Application Development SC 3 0 1 4 5
M20TCS233 Python for Data Analysis
M20TCS241 High Performance Computing
4 M20TCS242 Program Analysis SC 3 0 1 4 5
M20TCS243 Block Chain Technology
M20TCS251 Robotic Process Automation
5 M20TCS252 Agile Software Development SC 3 0 0 3 3
M20TCS253 Deep Learning
6 M20TC0206 Cyber Security Lab HC 0 0 2 2 4
7 M20TC0207 Mini Project HC 0 0 2 2 4

Total Credits for the Second Semester 22 30

38
THIRD SEMESTER
M20TCS311
Virtual and Augmented Reality
M20TCS312
1 Computer Vision SC 3 0 1 4 5
M20TCS313 Natural Language Processing

M20TCO302
2 Open Elective OE 4 0 0 4 4
M20TC0303
3 Project Work Phase-1 HC 0 0 4 4 8
M20TC0304 HC
4 Internship/ Global Certification 0 0 4 4 8

Total Credits for the Third Semester 16 25

FOURTH SEMESTER

1 M20TC0401 Project-Work Phase-2 and Dissertation HC 0 0 12 12 28

Total Credits for the Fourth Semester 12 28

Total Credits for all Four Semesters is 72.

Note:Internship should be carried out in a reputed /Tier-1/R & D organization, preferably, internship should be
with stipend. The internship should be approved by the REVA University authorities before completion of 3rd
semester and the students should obtain the permission for the same by producing the necessary details of
company, selection process, and the offer letter issued by the company. At the end of the Internship, detailed
report must be submitted.

Students can take-up the internship only if it is approved by RU authorities.

Project work phase 1 comprises of literature survey, review paper writing, and problem formulation,
identification of tools and techniques, and methodology for the project.
Project work phase – 2, in 4thsemester should have an outcome: publication in a reputed
National/International Journal or a patent filing to earn 2 credits.
Global Certification programs: Students have to register for global certification programs of their choice such as
networking, JAVA, ORACLE, etc. The students can also choose skill development programs conducted by the
UIIC or School, which may not be globally certified. However, weightage is more for global certification courses
(10% weightage is accounted less for non-global programs).
The registration must happen before beginning of the third semester.

39
 I Year
Detailed Syllabus

40
I Semester
Syllabus

41
 Course Title Advanced Database Management Systems Course Type Theory

Course Code M20TC0101 Credits 3 Class I Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 0 0 0
Structure Theory CIE SEE
- 0 - -

Total 3 3 3 Practical
39 50 50

COURSE OVERVIEW:

This course introduces to new database technology with emphasis on object orientation. The focus is mainly on
the data modeling aspect. The course gives an overview of motivation and background of the new developments,
and is intended as an introduction to the most important advances with respect to the classical relational
database systems. Effective collection, analysis, and maintenance of data is key to achieve rapid progress in
almost all disciplines of science and engineering. This course covers the core principles and techniques of data
and information management such as Object oriented concepts in relational databases, Architectures of Parallel
and Distributed databases OLAP, Enhanced Data Models for Advanced Applications.

COURSE OBJECTIVES:
1. The objectives of this course are to:
2. Explain the concepts of DBMS and SQL
3. Discuss the Object oriented concepts and object relational Databases
4. Demonstrate the use of parallel and distributed databases in real world applications
5. Illustrate the development of Enhanced Data Model for given applications.

42
 COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Solve queries using SQL for real world applications 1,2,3,4,5 1,2,3

CO2 Make use of the Object oriented concepts in relational databases for real world 1,2,3,4,5 1,2,3
applications.

CO3 Design parallel and distributed databases, Query database and incorporate 1,2,3,4,5 1,2,3
recovery mechanisms.

CO4 Develop Enhanced Data Model for given real world applications 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √

CO3 √

CO4 √

COURSE ARTICULATIONMATRIX
Course Program Outcomes
Outcomes
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PSO1 PSO2 PSO3

CO1 3 2 3 2 1 3 3 3

CO2 3 3 2 3 2 3 3 3

CO3 3 2 3 1 2 3 3 3

CO4 3 3 3 2 2 3 3 3

43
COURSE CONTENTS:

UNIT 1

Overview of DBMS and SQL: Introduction to DBMS and SQL, SQL Data Definition and Data Types, Schema change
statements in SQL, Specifying basic constraints in SQL, Basic Queries in SQL, More Complex Queries in SQL,
General Constraints as Assertions, Views in SQL, Database Programming, Embedded SQL
UNIT- 2
Overview of Object-Oriented Concepts, Object and Object-Relational Databases: Objects, Encapsulation,
Polymorphism, Type and class hierarchies etc. Object model of ODMG, Object definition Language ODL; Object
Query Language OQL; Overview of C++ language binding; Conceptual design of Object database; Overview of
object relational features of SQL; Object-relational features of Oracle.
UNIT -3
Parallel and Distributed Databases: Architectures for parallel databases; Parallel query evaluation; Parallelizing
individual operations; Parallel query optimizations; Introduction to distributed databases; Distributed DBMS
architectures; Storing data in a Distributed DBMS; Distributed catalog management; Distributed Query
processing; Updating distributed data; Distributed transactions; Distributed Concurrency control and Recovery.
UNIT- 4
Enhanced Data Models for Some Advanced Applications: Active database concepts and triggers; Temporal,
Spatial, and Deductive Databases – Basic concepts. More Recent Applications: Mobile databases; Multimedia
databases; Geographical Information Systems; OLAP - OLAP Architecture, Relational OLAP , Multidimensional
OLAP , Relational vs. Multidimensional OLAP , Web based OLAP Major features & functions , Drill-Down and Roll-
Up , Slice-and-Dice or Rotation
SELF-LEARNING COMPONENT:
Data warehousing, Data Marts, Getting data into the warehouse , Extraction , Transformation ,Cleansing ,
Loading, Summarization, Meta data, Data warehousing & ERP, Data warehousing & KM , Data warehousing &
CRM , Data Mining , Data mining algorithms, Clustering, Classification, association rules, Knowledge discovery:
KDD process, Decision trees ,
TEXT BOOKS:
1. Raghu Ramakrishnan and Johannes Gehrke “ Database Management Systems”, McGraw- Hill, 2003.
2. Elmasri and Navathe, “Fundamentals of Database Systems”, Pearson Education, 2007.

44
REFERENCE BOOKS:
1. Abraham Silberschatz, Henry F. Korth, S. Sudarshan, “Database System Concepts”, McGraw Hill, 2010.
2. C J Date, “Database Design and Relational Theory, Normal Forms and All that Jazz”, O ‘Reilly.inc 2012.
3. Jiawei Han, MichelineKamber, Jian Pei, “Data Mining: Concepts and Techniques”, Elsevier, 2011.
4. Connolly and Begg, “Database Systems”, Pearson Education, 2002.

JOURNALS/MAGAZINES

1. IEEE Transactions on Advance Data Base Management

2. Springer Journal of Advance Data Base Management
3. Elsevier Journal of Advance Data Base Management

SWAYAM/NPTEL/MOOCS:

1. https://www.udemy.com/ Data Base Management

2. https://www.coursera.org/learn/ Data Base Management
3. https://nptel.ac.in/courses/106106139/

45
 Course Title Advanced Machine Learning Course Type Integrated

Course Code M20CS0101 Credits 4 Class I Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course Practice 1 2 2
Structure CIE SEE
- 0 - - Theory Practical

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
The course introduces machine learning, with various aspects involved in machine learning, types of learning like
supervised, unsupervised and reinforcement learning. It also introduces various methods of dimensionality
reduction, reasons for dimensionality reduction, concepts of neural networks, different aspects involved in
neural networks, their activation function, back propagation algorithm etc.

COURSE OBJECTIVES:
The objectives of this course are to:
1. Explain the basic blocks of machine learning and the techniques involved.
2. Discuss the various Learning trees used in real world problems.
3. Illustrate the use of different Linear Models in real world problems.
4. Demonstrate the use of different dimensionality reduction techniques.

46
 COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

C01 Apply the basic blocks of machine learning and the techniques involved 1,2,3,4,5 1,2,3
C02 Analyze the various Learning trees used in real world problems. 1,2,3,4,5 1,2,3
C03 Design simple linear models to solve real world problems. 1,2,3,4,5 1,2,3
C04 Formulate different dimensionality reduction techniques to real world problems. 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 2 3 3 3 3 3

CO2 2 3 3 2 3 3 3 3

CO3 3 2 2 2 3 3 3 3

CO4 3 3 2 2 3 3 3 3

47
COURSE CONTENTS:

UNIT-1
Introduction : Learning – Types of Machine Learning – Concept Learning Task – Concept Learning as Search –
Finding a Maximally Specific Hypothesis – Version Spaces and the Candidate Elimination Algorithm –– Inductive
bias [1] , Bayesian Learning [1]
Learning with trees: Learning with Trees, Decision Trees, Constructing Decision Trees, Classification and
Regression Trees.
UNIT-2
Learning with trees (contd...): Boosting, Bagging, Random Forest, Different ways to combine Classifiers
Probabilistic Learning – Gaussian Mixture Models, Nearest Neighbor Methods [2]
Support Vector Machines - Optimal separation, kernels, the support vector machine algorithm, extensions to the
SVM

UNIT-3
Linear models: Perceptron, Linear Separability, Linear Regression.
Multi-layer Perceptron, Going Forwards, Going Backwards: Back Propagation Error, Multi-layer Perceptron in
Practice, Examples of using the MLP, Overview, and Deriving Back-Propagation
UNIT-4
Dimensionality reduction and evolutionary models: Dimensionality Reduction - Linear Discriminant Analysis,
Principal Component Analysis, Factor Analysis, Independent Component Analysis .
Unsupervised learning: Different types of clustering methods, K means Algorithms, Vector Quantization, and
Self-Organizing Feature Map
Unsupervised learning: Classification, Association
SELF- LEARNING:
Reinforcement learning -Introduction, Learning task, Q-learning –Qfunction, An Algorithm for Learning Q, An
Illustrative Example, Convergence, Experimentation Strategies, Updating Sequence, Nondeterministic Rewards
and Actions, Temporal Difference Learning.

TEXT BOOKS:

1. Tom M. Mitchell, “Machine Learning”, McGraw-Hill Education (India) Private Limited, 2013.
2. Stephen Marsland,” Machine Learning” – An Algorithmic Perspective”, Second Edition,
Chapman and Hall/CRC Machine Learning and Pattern Recognition Series, 2014.

48
REFERENCE BOOKS:

1. Ethem Alpaydin, “Introduction to Machine Learning 3e (Adaptive Computation and Machine

Learning Series)” Third Edition, MIT Press, 2014
2. Peter Flach, “Machine Learning: The Art and Science of Algorithms that Make Sense of
Data”, First Edition, Cambridge University Press, 2012.
3. Jason Bell, “Machine learning – Hands on for Developers and Technical Professionals”, First
Edition, Wiley, 2014

JOURNALS/MAGAZINES:

1. IEEE Transactions on Pattern Analysis and Machine Intelligence

1 Springer Journal of Machine Learning
2 Elsevier Journal of Machine Learning with Applications

SWAYAM/NPTEL/MOOCS:

1. https://www.udemy.com/machinelearning/
2. https://www.coursera.org/learn/machine-learning
3. https://nptel.ac.in/courses/106106139/

49
PRACTICE:

Sl.No. List of Programs

PROCEDURE TO INSTALL R STUDIO: It is an integrated development environment (IDE) for R. It

1. includes a console, syntax-highlighting editor that supports direct code execution, as well as tools
for plotting, history, debugging and workspace management. Install R studio and Pacakages.
FIND-S ALGORITHM: In Machine Learning, concept learning can be termed as “a problem of
2. searching through a predefined space of potential hypothesis for the hypothesis that best fits the
training examplesl. Implemrent the Find-S algorithm that starts with the most specific hypothesis.
CANDIDATE ELIMINATION ALGORITTHM: The candidate elimination algorithm incrementally builds
3. the version space from most general hypothesis to most specific hypothesis. Implement candidate
elimination algorithm that considers positive instances and negative instances.
LINEAR REGRESSION: It is regression technique which try to fit all possible values. Builds a linear
4. relation. Consider any dataset to implement linear regression for analyze the data, do possible data
preprocessing and data exploration.
5. NAIVE BAYES: It is probabilistic approach undergoes bayes rule. Apply Navie Bayes algorithm using
Gethub dataset for classification model on Flowers.
6. KNN: It is mainly used for classification predictive problems. Select the number K of the neighbors.
Calculate the Euclidean distance of K number of neighbors.
K-MEANS: K-Means Clustering is an Unsupervised Learning algorithm, which groups the unlabelled
7. dataset into different clusters.Implement KNN to calculate the variance and place a new centroid
of each cluster
APRIORI ALGORITHM: The Apriori algorithm uses frequent item sets to generate association rules,
8. and it is designed to work on the databases that contain transactions. Determine the support of
item sets in the transactional database and select the minimum support and confidence.

50
 Course Title Advanced Java Programming Course Type Theory

Course Code M20TC0102 Credits 3 Class I Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 0 0 0
Structure Theory
CIE SEE
- 0 - -
Practical
Total 3 3 3 39 50 50

COURSE OVERVIEW:
Advanced Java is everything that goes beyond Core Java – most importantly the APIs defined in Java Enterprise
Edition, includes Servlet programming, Web Services, the Persistence API, etc. It is a Web & Enterprise application
development platform which basically follows client & server architecture. Advance Java i.e. JEE (Java Enterprise
Edition) gives you the library to understand the Client-Server architecture for Web Application Development.
This course focuses on advanced concepts in the java programming starting from basic concepts of classes,
objects, java database connection, servlets-The technology is used to create a web application (resides at server
side and generates a dynamic web page) and java server pages, using which windows, web applications can be
developed
COURSE OBJECTIVES:
The objectives of this course are to:
1. Describe the advanced concepts of java programming.
2. Explain the concepts used for developing web application.
3. Discuss different session management techniques used in web pages.
4. Demonstrate the establishment of communication between application and databases.

51
COURSE OUTCOMES:
On successful completion of this course; the student will be able to:
CO# Course Outcomes Pos PSOs

CO1 Summarize the fundamentals of Java like object oriented programming, 1,2,3,4,5 1,2,3

exception handling and multithreading to solve real world problems.

CO2 Choose proper component, like java servlets, java server pages etc., to 1,2,3,4,5 1,2,3

develop a web application using J2EE

CO3 Apply advanced java concepts to manage sessions and cookies for optimal 1,2,3,4,5 1,2,3

performance
CO4 Develop an application to establish communication between application 1,2,3,4,5 1,2,3

and database.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 3 1 2 3 2 3

CO2 2 3 1 2 3 2 3 3

CO3 3 2 1 3 2 2 2 3

CO4 2 3 1 3 2 2 3 3

52
COURSE CONTENTS: UNIT-1

Introduction to Java: Java and Java applications; Java Development Kit (JDK); Java is interpreted, Byte Code, JVM;
Object-oriented programming; Classes: Classes in Java; Inheritance: Simple, multiple, and multilevel inheritance;
Overriding, overloading. Exception handling: Exception handling in Java
Multi-Threaded Programming: What are threads? How to make the classes threadable; Extending threads;
Implementing runnable; Synchronization; Changing state of the thread;

UNIT-2
Java 2 Enterprise Edition Overview, Database Access : Overview of J2EE and J2SE The Concept of JDBC; JDBC
Driver Types; JDBC Packages; A Brief Overview of the JDBC process; Database Connection; Associating the
JDBC/ODBC Bridge with the Database; Statement Objects; Resultset; Transaction Processing; Metadata, Data
types; Exceptions.
UNIT-3
Servlets : Background; The Life Cycle of a Servlet; Using Tomcat for Servlet Development; A simple Servlet; The
Servlet API; The Javax.servlet Package; Reading Servlet Parameter; The Javax.servlet.http package; Handling HTTP
Requests and Responses; Using Cookies; Session Tracking.

UNIT-4
JSP, RMI : Java Server Pages (JSP): JSP, JSP Tags, Tomcat, Request String, User Sessions, Cookies, Session
Objects. Java Remote Method Invocation: Remote Method Invocation concept; Server side, Client side. IDE:
Eclipse IDE, Netbeans IDE &Myeclipse IDE; Servers: Apache Tomcat Glassfish Server, JBoss Server & Weblogic
Server. Functional Interfaces, Lambda Expressions, Working with Collections, Stream APIs (Streams and
Collectors) and Socket Programming

SELF-LEARNING COMPONENT:
JAVA Model-View-Controller Pattern & Spring Framework.
TEXT BOOKS:

1. Bryan Basham, Kathy Sierra & Bert Bates, “Head First Servlets & JSP”, O’Reilly 2nd Edition.1999
2. Barry J. Holmes and Daniel T. Joyce, “Object-Oriented Programming With Java”, Second
Edition, Jones And Bartlett Publishers,2000
3. Dale Skrien, “Object-Oriented Design Using Java”, McGraw-Hill Higher Education,2009
4. Danny Poo, “Object-Oriented Programming and Java”, Second Edition; Springer, 2008.

53
REFERENCE BOOKS:

1. Cay Horstmann “Big Java”, John Wiley and Sons 2nd Edition, 2001
2. Herbert Schildt, “The Complete Reference Java J2SE”, 5th Edition, TMH Publishing Company Ltd,
New Delh

JOURNALS/MAGAZINES:

1. Elsevier Journal on Computer Languages, Systems, and Strucutres

2. ACM Transactions on Programming Languages and Systems

SWAYAM/NPTEL/MOOCS:

1.https://onlinecourses.nptel.ac.in/noc19_cs84/preview
2. https://nptel.ac.in/courses/106/105/106105191/

54
 Advanced Algorithms
Course Title Course Type Theory

Course Code M20TC0103 Credits 3 Class I Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course Practice 0 0 0
Structure Theory CIE SEE
- 0 - -

Total 3 3 3 Practical
39 50 50

COURSE OVERVIEW:
Emphasis is placed on fundamental algorithms and advanced methods of algorithmic design, analysis, and
implementation. ... Domains include string algorithms, network optimization, parallel algorithms, computational
geometry, online algorithms, external memory, cache, and streaming algorithms, and data structures.

COURSE OBJECTIVES:
The objectives of this course are to:
1. Explain the problem-solving methods and provide a solid foundation in algorithm design and analysis.
2. Discuss sorting & string-matching algorithmic design paradigms.
3. Demonstrate a familiarity with major algorithms and data structures related to graph.
4. Design efficient algorithms for common engineering problems.

55
COURSE OUTCOMES:
On successful completion of this course; the student will be able to:
CO# Course Outcomes Pos PSOs

CO1 Apply iterative and recursive algorithms to model engineering problems in real 1,2,3,4,5 1,2,3
world
CO2 Experiment with different sorting and string matching algorithms for real time 1,2,3,4,5 1,2,3
data sets..

CO3 Analyse the search and graph algorithms for real world applications 1,2,3,4,5 1,2,3

CO4 Make use of Number Theoretic Algorithms and Probabilistic and Randomized 1,2,3,4,5 1,2,3
Algorithms in real world applications.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 3 2 3 3 3 3

CO2 3 3 3 1 3 3 2 3

CO3 3 3 2 2 3 3 3 2

CO4 3 3 3 2 2 3 3 3

56
COURSE CONTENTS:
UNIT-1
Review of Fundamentals: Algorithms from Ancient to Modern Times – Toward a modern Theory of Algorithms –
Computing in the Third Millennium – Guidelines for Algorithm Design – Recursion – Data Structures and
Algorithm Design – Major Design Strategies – Analyzing Algorithm Performance – Designing and nalyzing some
basic comparison based list algorithms – Asymptotic behavior of Functions – Asymptotic order formulae for three
important series – Recurrence relations for complexity – Mathematical induction and proving the correctness of
algorithms – Establishing lower bounds for problems.
UNIT-2
Sorting and string matching Algorithms: Merge Sorting and its analysis, Quick Sorting and its Analysis, Bubble
Sort, Selection Sort, Shell sort, Bingo sort and Radix sort. String-Matching Algorithms: Naïve string Matching;
Rabin - Karp algorithm; String matching with finite automata; Knuth-Morris-Pratt algorithm; Boyer – Moore
algorithms.
UNIT-3
Trees & Applications of Algorithms: Mathematical properties of Binary trees – implementation of trees and
forests – Tree traversal – Binary search trees – Graph Algorithms: Bellman - Ford Algorithm; Single source shortest
paths in a DAG; Flow networks and Ford-Fulkerson method; maximum bipartite matching. Extending the Limits
of Tractability: Finding small vertex covers, Coloring a set of circular arcs, Tree decompositions of Graphs.
UNIT-4
Number Theoretic Algorithms: Elementary notions; GCD; Modular Arithmetic; Solving modular linear equations;
The Chinese remainder theorem; Primality testing; Integer factorization. Probabilistic and Randomized
Algorithms: Probabilistic algorithms; Randomizing deterministic algorithms, Monte Carlo and Las Vegas
algorithms; Probabilistic numeric algorithms.
SELF-LEARNING COMPONENT:
Mathematical induction and proving the correctness of algorithms – Establishing lower bounds for problems.
Naïve string Matching; Mathematical properties of Binary trees – implementation of trees and forests – Tree
traversal – Binary search trees.
TEXT BOOKS:
1. T. HCormen, C E Leiserson, R1Rivest and C Stein, “ Introduction to Algorithms”, Prentice-Hall of India,
2010.
2. M. Kenneth A. Berman, Jerome Paul “Algorithms”, Cengage Learning, 2002.
3. Jon Kleinberg and Eva Tardos, “Algorithm Design”, Pearson, 2016
57
REFERENCE BOOKS:
1. AnanyLevitin, “Introduction to the Design & Analysis of Algorithms”, Pearson, 2013
2. Ellis Horowitz, SartajSahni, S. Rajasekharan, “Fundamentals of Computer Algorithms”, Universities
Press, 2007.
3. J. Kleinberg and E. Tardos, “Algorithm Design”, Addison Wesley, 2005.
4. V. Aho, J. E. Hopcraft, and J. D. Ullman, “Design and Analysis of Algorithms”, Addison-Wesley, 1974.

JOURNALS/MAGAZINES

1. IEEE Transactions on Advance Algorithms

2. Springer Journal of Advance Algorithms
3. Elsevier Journal of Advance Algorithms
4. ACM Transactions on Algorithms
5. ACM Transactions on Modeling and Computer Simulation (TOMACS)
6. Transactions on Parallel and Distributed Systems

SWAYAM/NPTEL/MOOCS:

1. https://www.udemy.com/ Advance Algorithms

2. https://www.coursera.org/learn/ Advance Algorithms
3. https://nptel.ac.in/courses/106106139/

58
 Course Title Internet of Things Course Type Integrated

Course Code M20TC0104 Credits 3 Class I Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 1 2 2
Structure CIE SEE
- 0 - - Theory Practical

Total 3 5 5 39 26 50 50

COURSE OVERVIEW:
This course introduces the Concept of connecting processing devices together through a network using which
things can communicate with each other using internet as means of communication between them. All the
things should be IP protocol enabled in order to have this concept possible. Not one but multiple technologies
are involved to make IoT a great success.

COURSE OBJECTIVES:
The objectives of this course are to:
1. Explain the basics of embedded systems and embedded system design.
2. Describe Internet-of-Things and design principles.
3. Demonstrate the use of prototyping in development of real world application.
4. Illustrate the use of internet principles and techniques for writing embedded code.

59
COURSE OUTCOMES:
On successful completion of this course; the student will be able to:
CO# Course Outcomes POs PSOs
CO1 Summarize the foundation in the Internet of Things, including the components, 1,2,3,4,5 1,2,3
tools, and analysis.

CO2 Apply Internet-of-Things and design principles in development of real-world 1,2,3,4,5 1,2,3
applications.
CO3 Design prototypes forimplementingIoT in Big Data and understand the 1,2,3,4,5 1,2,3
utilization and modelling of extracted data development of real-world
application.
CO4 Develop embedded IoT Solutions using sensors and components integration for 1,2,3,4,5 1,2,3
the real time application

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 2 3 3 3 2 3

CO2 2 1 3 3 2 3 3 3

CO3 3 2 2 3 3 3 3 2

CO4 3 2 2 3 3 3 2 3

60
COURSE CONTENTS:

UNIT-1

Introduction to Internet of Things: Introduction-Definition & Characteristics of IoT, Physical Design of IoT- Things
in IoT , IoT Protocols, Logical Design of IoT- IoT Functional Blocks, IoT Communication Models, IoT Communication
APIs,IoT Enabling Technologies- Wireless Sensor Networks, Cloud Computing, Big Data Analytics , Communication
Protocols , Embedded Systems, IoT Levels & Deployment Templates.

UNIT-2
IoT and M2M: Introduction, M2M, Difference between IoT and M2M, SDN and NFV for IoT, Software Defined
Networking, Network Function Virtualization, IoT Platform Design Methodology, Introduction, IoT Design
Methodology, Step1: Purpose and requirement specification, Step2: Process Specification, Step 3: Domain Model
Specification, Step 4: Information Model Specification, Step 5: Service Specification, Step 6: IoT Level
Specification, Step 7: Function View Specification, Step 8: Operational View Specification, Step 9: Device and
Component Integration, Step 10: Application Development, IoT System
UNIT-3
Logical Design Using Python: Introduction, Installing Python, Python Data Types and Data Structures, Control
Flow, Functions, Modules, Packages, File Handling, Date Time applications, Classes, Python Packages of Interest
for IoT.
IoT Physical Devices and End Points: What is and IoT Device, Exemplary Device Raspberry Pi, About the Board,
Linux on Raspberry Pi, Raspberry pi interfaces, programming raspberry pi with python, other IoT devices.
UNIT-4
Case Study & advanced IoT Applications: IoT applications in home, infrastructures, buildings, security, Industries,
Home appliances, other IoT electronic equipments. Use of Big Data and Visualization in IoT, Industry 4.0 concepts.
Sensors and sensor Node and interfacing using any Embedded target boards.

SELF-LEARNING COMPONENT:
Various sensors available in market – application of various sensor – Their specifications – code used to connect
these sensors into Microcontroller board – Various microcontroller boards available in market – Arduino IDE
download – usage of this IDE to carryout projects.

61
TEXT BOOKS:
1. Arshdeep Bahga, Vijay audisetti, Internet of Things,” A Hands on Approach”, University Press, 2014.
2. Michael Millen, “The Internet of Things”, Pearson, 2015.
REFERENCE BOOKS:
1. Adrian McEwen & Hakim Cassimally, “Designing the Internet of Things”, ISBN 978-81-265-5686-1 Wiley
Publication, 2013
2. Dr. OvidiuVermesan, Dr. Peter Friess, “Internet of Things: Converging Technologies for Smart
Environments and Integrated Ecosystems”, River Publishers, 2013

JOURNALS/MAGAZINES

1. IEEE Transactions on Internet of Things

2. Springer Journal of Internet of Things
3. Elsevier Journal of Internet of Things
4. IEEE Transactions on Wireless Communications
5. IEEE Sensors Journal
6. IEEE Internet of Things Journal
7. Elsevier, Journal of Network and Computer Applications,
8. Elsevier, Computer Law & Security Review
9. ACM, ACM Transactions on Internet Technology (TOIT)

SWAYAM/NPTEL/MOOCS:

1. https://www.udemy.com/ Internet of Things

2. https://www.coursera.org/learn/ Internet of Things
3. https://nptel.ac.in/courses/106106133/

62
 PRACTICE:

SL.NO List of Programs

There are lots of ways to control DC motors with an Arduino. But one of the easiest and most
1 popular is with an L293D motor driver. The L293D motor driver is designed specifically to control
DC motors, stepper motors, solenoids, and any other load with a high impedance. One of its main
advantages is that it can control.
Design and construct a module to drive DC motor clockwise and anti-clockwise using L293D with
Arduino board.
Interfacing is the first step to create any useful project. So why don’t we create an RFID based
2 Access Control System or an RFID based Door Lock using Arduino? The system I have designed here
is a simple version of the project. This project can be enhanced with a lot of features (which I will
be doing in the next version of this project – Advanced RFID based Door Lock).
Design and construct a module to build a RFID based Access Control System or an RFID based Door
Lock using Arduino and display lock status on LCD.
The ESP8266 has been a growing star among IoT or WiFi-related projects. It’s an extremely cost-
3 effective WiFi module that – with a little extra effort – can be programmed to build a standalone
web server.
Design a module to control an LED from Webserver using NodeMcu or Esp8266 programming with
Arduino IDE.
Most new cars today come with a host of advanced safety features including automated systems
4 that assist the drive in maintaining control of the car and warning the driver of possible dangers.
The problem, however, is that while these kinds of features greatly increase the safety of a car, they
are exorbitantly expensive and only available in new, high-end cars not in old, low-end cars.
Design a module for non-contact object detection using Arduino and proximity sensor (Car
proximity alert).
To designing a intelligent “Graden Computer” with an optional digital plant moisture sensor/water
5 pump controller that lights an LED to alert the user when it is time to water a potted plant, and/or
turn on a water pump to quench the thirst, here is an Arduino Primer for you. No doubt, an Arduino
can convert your favorite pots into self-watering planters, keeping your plants from drying out and
reducing the time you spend watering.
Design an intelligent Garden Computer with Arduino and soil moisture sensor that lights an LED to
alert the user when it is time to water a potted plant.
PART-B (IoT Projects)
The Arduino Yun solves that problem. The Yun is an Arduino with WiFi built in. Additionally, the Yun
6 has a second microprocessor that runs a lightweight version of Linux and comes with Python
preinstalled. This means that for $75, you can have sensors and buttons trigger Python scripts, and
Python scripts trigger LEDs, motors and other actuators. And Python’s just the language that comes
with it — you can install Ruby, Node or PHP if that’s your jam.
Set up ArduinoYún to connect to WiFi
To control your room's temperature, we can build a smart temperature controller. In this case, we
7 use a PID (proportional–integral–derivative) controller. When you set a certain temperature, a PID
controller will change the temperature by turning either cooler or hotter. A PID controller program
is developed using Python, which runs on the Raspberry Pi board.
Build a smart temperature controller for your room

63
 Dedicated control over room temperature is not only a key issue in providing work conditions that
8 ensure employee satisfaction and hence increased work output; it is now a health and safety issue.
The design considered the flexibility of using a microcontroller, PIC16F876A along with other
peripheral devices such as LM35 temperature sensor, LCD display unit to form all-encompassing
single system
Build your own decision system based-IoT
Tracking multiple objects through video is a vital issue in computer vision. It’s used in various video
9 analysis scenarios, such as visual surveillance, sports analysis, robotic navigation, autonomous
driving, human-computer interaction, and medical visualization. In cases of monitoring objects of a
certain category, such as people or cars, detectors used to make tracking easier. Usually, it is done
in two steps: Detecting and Tracking.
Build a tracking vision system for moving objects
The robot constantly checks to see if it is within 0 meters of the GPS position, if it is then the App
10 display will read "Destination Reached". As you can see sometimes it returns to the correct location
and other times it is several feet off.
Build a your own car robot based on GPS

64
 Course Title Python for Artificial Intelligence Course Type Integrated

Course Code M20CI0101 Credits 3 Class I Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 2 2 2 Semester
Course
Practice 1 2 2
Structure
Theory Practical CIE SEE
- 0 - -

Total 3 4 4 26 26 50 50

COURSE OVERVIEW:
This course is an introduction to basic concepts of various fields of artificial intelligence like Artificial Neural
Networks, Natural Language Processing, Machine Learning and its implementation in Python.

COURSE OBJECTIVES:

The objectives of this course are to

1. Explain the Basics concepts of Python and Artificial Intelligence.

2. Build an Intelligent Agent using AI concepts.

3. Develop a sentiment analyzer using python.
4. Illustrate the Concepts of Reinforcement Learning.

65
COURSE OUTCOMES:
On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Demonstrate fundamental understanding of artificial intelligence (AI) and 1,2,3,4,5 1,2,3

python.

CO2 Apply basic principles of AI to solve real world applications. 1,2,3,4,5 1,2,3

CO3 Make use of AI principles to design a Speech recognizer. 1,2,3,4,5 1,2,3

CO4 Make use of python to Implement Q-Learning algorithm. 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 2
3 2 3 3 2

CO2 2 3 3
2 3 2 3 3

CO3 3 2 3 3 2 3 3 2

CO4 3 2 3
3 2 3 2 2

66
COURSE CONTENTS:

UNIT-1
Python Basics: Introducing Python, Variables and Data Types, Making Choices, Using Lists, Functions, Working
with Text, Executable Files.
Introduction to Artificial Intelligence: What is Artificial Intelligence?, Why do we need to study AI?, Applications
of AI, Branches of AI, Defining intelligence using Turing Test, Making machines think like humans, Building rational
agents, General Problem Solver, Solving a problem with GPS, Building an intelligent agent, Types of models,

UNIT -2
Natural Language Processing: Introduction and installation of packages, Tokenizing text data, Converting words
to their base forms using stemming, Converting words to their base forms using lemmatization, Dividing text data
into chunks, Extracting the frequency of terms using a Bag of Words model, Building a category predictor,
Constructing a gender identifier, Building a sentiment analyzer, Topic modeling using Latent Dirichlet Allocation,
Summary.

UNIT-3
Probabilistic Reasoning for Sequential Data: Understanding sequential data, Handling time-series data with
Pandas, Slicing time-series data, Operating on time-series data, Extracting statistics from time-series data,
Generating data using Hidden Markov Models, Identifying alphabet sequences with Conditional Random Fields,
Stock market analysis, Summary.
Building A Speech Recognizer: Working with speech signals, Visualizing audio signals, Transforming audio signals
to the frequency domain, Generating audio signals, Synthesizing tones to generate music, Extracting speech
features, Recognizing spoken words, Summary.

UNIT-4
Reinforcement Learning: Understanding the premise, Reinforcement learning versus supervised learning, Real
world examples of reinforcement learning, Building blocks of reinforcement learning, Creating an environment,
Building a learning agent, Summary.

SELF –LEARNING COMPONENTS

Artificial neural networks, Machine Learning Techniques

67
TEXT BOOKS:
1) Tim Hall and J-P Stacey, “Python 3 for Absolute Beginners”, publishersApress,2009.
2) Prateek Joshi, “Artificial Intelligence with Python”,Packt publishers , 2017.

REFERENCE BOOKS:
1. Stuart Jonathan Russell, Peter Norvig, “Artificial Intelligence For Dummies”, Prentice-Hall, 201

JOURNALS/MAGAZINES:

1. Elsevier Journal of Artificial Intelligence

2. IEEE Transactions on Artificial Intelligence
3. Springer Jounal of Artificial Intelligence

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/Artificial intilligence/
2. https://www.coursera.org/learn/machine-learning
3. https://nptel.ac.in/courses/106106139/

68
PRACTICE:

Sl.No List of programs

.

Machine learning algorithms expect data to be formatted in a certain way before they start
the training process. In order to prepare the data for ingestion by machine learning
algorithms, we have to preprocess it and convert it into the right format.
1 Apply the following preprocessing techniques on the given data set
i) Binarization ii) Normalization iii) Mean removal iv) Scaling
The dataset is available in the following website.
https://github.com/PacktPublishing/Artificial-Intelligence-with-
Python.
Naïve Bayes is a technique used to build classifiers using Bayes theorem. Bayes theorem
2. describes the probability of an event occurring based on different conditions that are related
to this event. Build an Naïve Bayes classifier to classify an animal to Cheetah assuming the
attributes.
A Support Vector Machine (SVM) is a classifier that is defined using a separating hyperplane
between the classes. This hyperplane is the N-dimensional version of a line. Given labeled
3. training data and a binary classification problem, the SVM finds the optimal hyperplane that
separates the training data into two classes. Build a Support Vector Machine classifier to
predict the income bracket of a given person based on 14 attributes. Our goal is to see
where the income is higher or lower than $50,000 per year. The income dataset available
at https://archive.ics.uci.edu/ml/datasets/Census+Income.
Regression is the process of estimating the relationship between input and output
variables. Regression analysis helps us in understanding how the value of the output
4
variable changes when we vary some input variables while keeping other input variables
fixed. Build a regression model for a single variable for any given Dataset.
A Decision Tree is a structure that allows us to split the dataset into branches and then
make simple decisions at each level. This will allow us to arrive at the final decision by
5
walking down the tree.Build a classifier using Decision Trees in Python.
Clustering is one of the most popular unsupervised learning techniques. This technique is
used to analyze data and find clusters within that data. In order to find these clusters, we
6
use some kind of similarity measure such as Euclidean distance, to find the subgroups.
This similarity measure can estimate the tightness of a cluster.
Apply K-Means clustering on two-dimensional data and analyze the data.
7 Apply unsupervised learning techniques to segment the market, based on customer
shopping habits.
Build a model to find the relationship between the family members using logic
8 programming.
9. Build a python program Predicting traffic using Extremely Random Forest regressor.
Sentiment analysis is the process of determining the sentiment of a given piece of text
10 Build a sentiment Analyzer using NLp concepts to determine whether a movie review is
positive or negative.

69
 Course Title Mini Project Course Type Practice

Course Code M20TC0105 Credits 2 Class I Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 0 0 0 Semester
Course
Practice 2 4 4
Structure
Practice CIE SEE
- 0 - -

Total 2 4 4 26 50 50

COURSE OVERVIEW:

Project survey has to be completed and problem identification for the project must be done. Students must meet
the guide and discuss with due PPT presentations at least two hours per Wk. and do the necessary ground work
for Phase II devoting at least 6 hours per week.

COURSE OBJECTIVE (S):

1. To create an Industrial environment and culture within the department of CSE.
2. To provide students hands on experience on, troubleshooting, maintenance, innovation, record keeping,
documentation etc thereby enhancing the skill and competency part of technical education.
3. To promote the concept of entrepreneurship.
4. To inculcate innovative thinking and thereby preparing students for main project.

COURSE OUTCOMES (CO’S):

On successful completion of this course, the student shall be able to:

CO# Course Outcomes POs PSOs

1,2,3
CO1 Demonstrate in-depth knowledge on the project topic. 7 to 11

Identify, analyze and formulate complex problem chosen for project work 1,2,3
CO2 to attain substantiated conclusions. 7 to 11

1,2,3
CO3 Design solutions to the chosen project problem. 7 to 11

70
 1,2,3
CO4 Undertake investigation of project problem to provide valid conclusions. 7 to 11

Use the appropriate techniques, resources and modern engineering tools 7 to 11 1,2,3
CO5 necessary for project work.

7 to 11 1,2,3
CO6 Apply project results for sustainable development of the society.

Understand the impact of project results in the context of environmental 7 to 11 1,2,3

CO7 sustainability.

Understand professional and ethical responsibilities while executing the 7 to 11 1,2,3

CO8 project work.

7 to 11 1,2,3
CO9 Function effectively as individual and a member in the project team.

Develop communication skills, both oral and written for preparing and 7 to 11 1,2,3
CO10 presenting project report.

Demonstrate knowledge and understanding of cost and time analysis 7 to 11 1,2,3

CO11 required for carrying out the project.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √ √ √

CO2 √ √ √
CO3 √ √ √

CO4 √ √ √
CO5 √ √ √
CO6 √ √ √
CO7 √ √ √
CO8 √ √ √

CO9 √ √ √
CO10 √ √ √

CO11 √ √ √

71
COURSE ARTICULATION MATRIX

PO10

PO11

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3
3 3 3 3 3 3 3

CO2 3 3 3 3 3 3 3 3

CO3 3
3 3 3 3 3 3 3

CO4 3
3 3 3 3 3 3 3

CO5 3
3 3 3 3 3 3 3

CO6 3
3 3 3 3 3 3 3

CO7 3
3 3 3 3 3 3 3

CO8 3
3 3 3 3 3 3 3

CO9 3
3 3 3 3 3 3 3

CO10 3
3 3 3 3 3 3 3

CO11 3
3 3 3 3 3 3 3
Note: 1-Low, 2-Medium, 3-High

The following are the guidelines to be followed by the students to complete their research based mini projects.

1. The students can select their guides based on their area of interest in their previous semester.
2. In the beginning of the current semester the students shall corner the problem by performing the literature survey
(by choosing the research papers of reputed Journals) in their area of interest.
3. The students shall choose a base paper from the list of papers they would have surveyed.
4. The students shall identify the research gaps in their selected research domain, and finalize their problem
statement with objectives for the research based mini project.
5. The students shall be completing the synopsis presentation (phase-1 presentation (progress)), and phase-2
presentation (implementation with demo) as per the calendar set by the concerned coordinator.
6. Finally, the students shall complete their mini projects providing innovative solutions for the selected research
problem and apply for patent / copyright / paper publication in SCOPUS indexed journals / research proposals /
product development / and or startups.

72
COURSE CONTENTS:

Sample Mini Projects: (if any) Consider a mini project that includes work in most disciplines, ending in a stable
executable for a 3-week iteration (any example of software project of candidate choice). Construct a discipline
across iterations diagram considering the sample disciplines i.e., Requirements, Design, Implementation and
Test.
Imagine there is ultimatelybe a 20-iteration project for evolutionary and iterative development. Design an
evolutionary requirement analysis and show the diagram for the same 20-iteration project for evolutionary and
iterative development.

73
II Semester
Syllabus

74
 Course Title Cloud Computing Tools Course Type Integrated

Course Code M20TCS211 Credits 3 Class II Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 2 3 3 Semester
Course
Practice 1 2 2
Structure
CIE SEE
- 0 - - Theory Practical

Total 3 5 5 26 26 50 50

COURSE OVERVIEW:

This course provides a technical description of cloud computing technologies, covering cloud infrastructure
and platform services. It describes emerging technologies critical to cloud computing. It also covers the
fundamentals of cloud mechanisms. It provides the basics of virtualization, different types of virtualizations. It
also provides cloud based application development, and working with OpenNebula and Eucalyptus tools.

COURSE OBJECTIVES:

The main objectives of this course are:

1. Discuss the concepts of Virtualizations and its applications

2. Explain Cloud based application development using AWS

3. Demonstrate Cloud deployment using OpenNebula

4. Illustrate Cloud operations using Eucalyptus.

75
 COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Understand different virtualization technique through theoretical concepts and 1,2,3,4,5 1,2,3
practical training

CO2 Develop Cloud based applications with AWS 1,2,3,4,5 1,2,3

CO3 Experiment applications deployment using OpenNebula 1,2,3,4,5 1,2,3

CO4 Create Cloud based scenarios using Eucalyptus 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 3 2 3 3 3 3

CO2 3 2 3 3 3 3 3 2

CO3 3 2 3 2 3 3 3 3

CO4 3 2 2 3 3 3 2 3

76
COURSE CONTENTS:

UNIT- 1

Introduction To Cloud Computing And Resource Virtualization: Cloud Computing delivery models and services,
Introduction to Virtualization, Layering and virtualization, Virtual machine monitors, Virtual machines,
Performance and Security Isolation, Full virtualization and para virtualization, Hardware support for
virtualization, Case study: Xen, a VMM based on para virtualization.

Unit -2
Cloud Based Application Development: Amazon Web Services: EC2 instances, Connecting clients to cloud
instances through firewalls, Application and transport layer protocols in EC2, Launch and connect EC2 Linux
instance, Use S3 in Java, Install Simple Notification Service on Ubuntu, Create EC2 Placement Group and use MPI
UNIT- 3
Containers and Cloud Native Computing: Introduction to containers, Overview of Dockers, Dockers Architecture
and components (Docker Host – docker daemon, containers, images, Docker Client Docker Registry). Creating an
application as docker Docker registry and introduction to dockerhub, Creating a docker image, Sharing images
through registry (dockerhub), creating containers using docker, Virtual Machines vs Containers, Overview of
Kubernetes , Kubernetes components and architecture.

UNIT- 4
Opennebula-A Cloud On VmwareVcenter: Overview: Open Cloud Architecture, VMware Cloud Architecture,
OpenNebula Provisioning Model; OpenNebula Installation: Front-end Installation, MySQL Setup; Authentication
Setup: SSH Authentication, x509 Authentication, LDAP Authentication

SELF-LEARNING COMPONENT:
Maintenance, Failures, and Debugging; Network Troubleshooting; Logging and Monitoring; Backup and
Recovery; Customization; Upstream OpenStack; Advanced Configuration.

77
TEXT BOOKS:
1. Dan C. Marinescu, "Cloud Computing - Theory and Practice", Morgan Kaufmann is an imprint
of Elsevier, 2013.
2. BirisLublinsky, Kevin T. Smith and Alexey Yakubovich, “Professional Hadoop Solutions”, Wiley,
ISBN 13:9788126551071, 2015.
3. The Open Replacement for vCloud - Bring your VMware environment to the Cloud in 5
minutes. http://vonecloud.today/ ,http://docs.vonecloud.com/1.8/
4. A complete Guide to Docker. https:// docs.docker.com/get-started/resources/r Documentation
5. A introduction to Kubernetes. https://kubernetes.io/docs/concepts/

REFERENCE BOOKS:
1. Kevin Jackson, Cody Bunch, “OpenStack Cloud Computing Cookbook”, Packt Publishing, 2013.
2. Cloud services for your virtual infrastructure, Part 1: Infrastructure-as-a-Service (IaaS) and
Eucalyptus. http://www.ibm.com/developerworks/library/os-cloud-virtual1/
3. YohanWadia, "The Eucalyptus Open-Source Private Cloud".
http://www.cloudbook.net/resources/stories/the-eucalyptus-open-source-privatecloud as on
4. ArshdeepBahga, Vijay Madisetti, "Cloud Computing: A Hands-On Approach", University Press,
2016.
5. OpenNebula 5.8 Deployment guide, Ebook available at:
http://docs.opennebula.org/pdf/5.8/opennebula_5.8_deployment_guide.pdf

JOURNALS/MAGAZINES:

1. Elsevier Journal of Cloud Computing

2. IEEE Transactions on Cloud Computing
3. Springer Jounal of Cloud Computing

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/ Cloud Computing /

2. https://www.coursera.org/learn/ Cloud Computing
https://nptel.ac.in/courses/106106149/

78
 PRACTICE:

SL.NO LISTOF PROGRAM

1 This directive is a special purpose directive and is used to turn on or off some features. This type of directives
are compiler-specific i.e., they vary from compiler to compiler. Some of the #pragma directives are discussed
below:
#pragma startup and #pragma exit: These directives helps us to specify the functions that are needed to
run before program startup( before the control passes to main()) and just before program exit (just before
the control returns from main()).
Design a Program on #pragrma using C.

2 OpenMP is a library for parallel programming in the SMP (symmetric multi-processors, or shared-memory
processors) model. When programming with OpenMP, all threads share memory and data. OpenMP
supports C, C++ and Fortran. The OpenMP functions are included in a header file called omp.h.
Design a Program using Sections, omp for and omp single
3 Throughput computing focuses on delivering high volumes of computation in the form of transactions.
Initially related to the field of transaction processing, throughput computing has since been extended
beyond that domain. Throughput computing is realized by means of multiprocessing and multithreading,
Multiprocessing is the execution of multiple programs in a single machine, where as multithreading relates
to the possibility of multiple instruction streams within the same program.
Design a Program using thread private directives.
4 Cloud computing is required by modern technology. Task scheduling and resource allocation are important
aspects of cloud computing.
Design a Program on scheduling.
5 Cloud computing transforms the way information technology (IT) is consumed and managed, promising
improved cost efficiencies, accelerated innovation, faster time-to-market, and the ability to scale
applications on demand.
Design a Program using last private reduction, copying and shared.
6 A point-to-point communication always involves exactly two processes. One process sends a message to
the other. This distinguishes it from the other type of communication in MPI, collective communication,
which involves a whole group of processes at one time.
Design a Program for Point to Point MPI calls
7 Login to the workshop cluster using user workshop username and OTP token. Copy the exercise files to
user home directory. Familiarize user with LC's OpenMP environment.
Write a simple "Hello World" OpenMP program. Successfully compile your program. Successfully run your
program.Modify the number of threads used to run your program.
8 Login to the LC workshop cluster, if you are not already logged in. Sharing DO/for construct examples:
review, compile and run. Work-Sharing SECTIONS construct example: review, compile and run.
9 Login to the workshop cluster. Orphaned directive example: review, compile, run. Get OpenMP
implementation environment information .Hybrid OpenMP + MPI programs. Check out the "bug" program
10 Mininet is a system that supports the creation of lightweight logical nodes that can be connected into
networks. These nodes are sometimes called containers, or, more accurately, network namespaces.
Virtual-machine technology is not used.
Install and configure Mininet SDN emulator with 2 traffic engineering experiment applications to
understand how to program ‘flow spaces’ within networks to: (i) comply with enterprise network capacity
provisioning policies, and (ii) balance the utilization of network resources – Use Iperf and Ping Tools to
verify your SDN functionality

79
 Course Title Advanced Web Technologies Course Type Integrated

Course Code M20TCS212 Credits 3 Class II Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 2 3 3 Semester
Course
Practice 1 2 2
Structure
Theory Practical CIE SEE
- 0 - -

Total 3 5 5 26 26 50 50

COURSE OVERVIEW:

This course introduces the current and future forms of the Web, It is necessary to understand the underlying
design principles and concepts, relevant issues and techniques. The fast changing nature of the Web means that
such a deep understanding is essential to understand the latest developments and their potential. The topics
covered in this course includes how to make web sites that serve "dynamic content": content that is based on
returning or updating results in a database.

COURSE OBJECTIVES:

The objectives of this course are to:

1. Discuss the fundamentals of Client side caching concepts in the area of web services.

2. Illustrate the design of JavaScript based web based applications.

3. Discuss the PHP based web based applications.

4. Describe optimization and security issues of a web and the mechanisms to make it more secure.

80
COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Summarize the fundamentals Client side caching concepts in the area of web 1,2,3,4,5 1,2,3
services.

CO2 Design and Develop JavaScript based web based applications. 1,2,3,4,5 1,2,3
CO3 Design and Develop PHP based web based applications. 1,2,3,4,5 1,2,3

CO4 Optimize the web applications and mechanisms to make it more secure. 1,2,3,4,5,8 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 2 2 2 3 2 3

CO2 2 3 2 3 1 3 2 3

CO3 3 2 3 2 1 3 3 2

CO4 2 2 3 3 2 3 3 2 3

81
COURSE CONTENTS:

UNIT-1
Utilizing Client-Side Caching: Introduction, Understanding the Types of Caching, Controlling Caching , Dealing
with Intermediate Caches, Cache-Control Revisited, Caching HTTP Responses, DNS caching and prefetching,
Search Engines: Searching techniques used by search engines, keywords, advertisements, Search Engine
Optimization (SEO) for individual web pages: header entries, selection of URL; SEO for entire website: Hyperlinks
and link structure.
UNIT-2
JavaScript: Introduction, Operators, ControlStructures, looping constructs, functions, Array declaration and
allocation, Handling Events Using JavaScript, data validation using regular expressions. Object oriented
JavaScript, callbacks, closures, modules, AJAX, JQuery.
UNIT-3
PHP: Introduction, Data Types, Operators, Control Flow; Functions; Exception Handling, Storing and Retrieving
Data, Arrays, String Manipulation and Regular Expressions, Object-Oriented PHP, Authentication with PHP,
Interaction with File System and Server, Form processing, Handling Images, Session Management, Cookies,
Debugging, Building CMS application.
UNIT- 4
Optimization: Optimizing images, Load balancers, Tuning MYSQL, query caching, query execution and
optimization, traffic generation.
Security: Introduction, Handling user access and user input, Bypassing client-side controls, Authentication,
Session hijacking, Attacks on data stores: SQL query log, SQL injections; Attacks on Users: XSS attacks; Cross-site
Request Forgery (CXRF), DoS and DDoS attacks, DNS Hijacking.
SELF-LEARNING COMPONENT:
Practical application of the latest evolving web technologies. Topics include HTMLS, CSS/SASS, JavaScript, NodeJS,
Polymer, NoSQL, asynchronous programming, functional programming, event driven systems, debugging,
testing, workflow optimization, and deployment pipelines.
TEXT BOOKS:
1. Peter Smith, “Professional Website performance”, Wiley India Pvt. Ltd, 2019.
2. Luke Welling Laura Thomson “PHP and MySQL Web Development”, Pearson Education, 2009.

82
REFERENCE BOOKS:
1. Kogent Learning, “Web Technologies: HTML, JavaScript, PHP, Java, JSP, XML, AJAX – Black Book”, Wiley
India Pvt. Ltd, 2009
2. Stuttard D., Pinto M., “The Web Application Hackers Handbook”., Wiley India Pvt. Ltd, 2016.
3. DeitelH.M., Deitel P.J., “Internet & World wide Web: How to program”, Pearson Education, 2007

JOURNALS/MAGAZINES:

1. Elsevier Journal of Advance Web Technology

2. IEEE Transactions on Advance Web Technology
3. Springer Jounal of Advance Web Technology
4. ACM Transactions on Internet Technology
5. ACM Transactions on Information Systems.

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/ Advance Web Technology/

2. https://www.coursera.org/learn/ Advance Web Technology
3. https://nptel.ac.in/courses/106106149/

83
PRACTICE:

Sl.
List of Programs
No.

Write an HTML page that has one input, which can take multi-line text and a submit button. Once the
1 user clicks the submit button, it should show the number of characters, lines and words in the text
entered using an alert message. Words are separated with white space and lines are separated with new
line character
2 Write a JavaScript program which takes user input as name, stores it in array and sort them alphabetically
and displays it using alert box
Exception handling is the process of responding to exceptions when a computer program runs.
3
An exception occurs when an unexpected event happens that requires special processing. create an html
page named to demonstrate exception handling in JavaScript
Assume four users user1, user2, user3 and user4 having the passwords pwd1, pwd2, pwd3 and pwd4
respectively. Write a servlet for doing the following. (i). Create a Cookie and add these four user id’s and
passwords to this Cookie. (ii). Read the user id and passwords entered in the Login form (week1) and
4
authenticate with the values (user id and passwords) available in the cookies. If he is a valid user (i.e.,
user-name and password match) you should welcome him by name (user-name) else you should display
“You are not an authenticated user “. Finding Related Forum Posts through Content Similarity over
Intention-based Segmentation
JavaScript is mainly designed to add interactivity in the HTML pages. A JavaScript can be executed when
5 an event occurs, like when a user clicks on an HTML element. To execute code when a user clicks on an
element, add JavaScript code to an HTML event attribute Simple web application such as calculator,
calendar can be developed using JavaScript. Design a scientific calculator using java script
Install a database (Mysql or Oracle). Create a table which should contain at least the following fields:
6 name, password, email-id, phone number Write a java program/servlet/JSP to connect to that database
and extract data from the tables and display them. Insert the details of the users who register with the
web site, whenever a new user clicks the submit button in the registration page
User authentication is very common in modern web application. It is a security mechanism that is used
7 to restrict unauthorized access to member-only areas and tools on a site. In this context, write a program
to create a simple registration and login system using the PHP and MySQL and validate the user’s
authenticity
Create tables in the database which contain the details of items (books in our case like Book name, Price,
8 Quantity, Amount) of each category. Modify your catalogue page (week 2) in such a way that you should
connect to the database and extract data from the tables and display them in the catalogue page using
PHP
The user may add some items to cart from the catalogue page. He can check the cart page for the selected
items. He may visit the catalogue again and select some more items. Here our interest is the selected
items should be added to the old cart rather than a new cart. Multiple users can do the same WEB
9 TECHNOLOGIES LAB MANUAL jdirectoryjkmaterialzjkd thing at a time (i.e., from different systems in the
LAN using the IP-address instead of local host). This can be achieved through the use of sessions. Every
user will have his own session which will be created after his successful login to the website. When the
user logs out his session should get invalidated, modify your catalogue and cart PHP pages to achieve the
above mentioned functionality using sessions
10 Create appropriate web page for the following self-descriptive user friendly services. E-Visa Processing &
Follow Up System

84
 Course Title Distributed Computing Course Type Integrated

Course Code M20TCS213 Credits 3 Class II Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 2 3 3 Semester
Course Practice 1 2 2
Structure CIE SEE
- 0 - - Theory Practical

Total 3 5 5 26 26 50 50

COURSE OVERVIEW:

The course aims to provide an understanding of the principles on which the Internet and other distributed
systems are based; their architecture, algorithms and how they meet the demands of contemporary distributed
applications. The course covers the building blocks for a study of distributed systems, and addressing the
characteristics and the challenges that must be addressed in their design: scalability, heterogeneity, security and
failure handling being the most significant.

COURSE OBJECTIVES:

The objectives of this course are to:

1. Explain the various distributed systems and its architectures

2. Discuss various communication aspects in the distributed systems
3. Describe the consistency and replication, fault tolerance and security aspects
4. Illustrate the use of Distributed-Object based Systems, Distributed File Systems and Distributed Web-
based Systems in real world applications.

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COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Apply the concepts of distributed computing systems 1,2,3,4,5 1,2,3

CO2 Analyze the various communication aspects in the distributed systems 1,2,3,4,5 1,2,3

CO3 Design applications for consistency and replication, fault tolerance and security 1,2,3,4,5 1,2,3
aspects

CO4 Make use of Distributed-Object based Systems, Distributed File Systems and 1,2,3,4,5 1,2,3
Distributed Web-based Systems in real world applications

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 2 3 2 3 3 3

CO2 3 2 3 3 2 3 2 3

CO3 3 3 1 2 2 3 3 2

CO4 3 2 3 1 2 3 2 3

86
COURSE CONTENTS:

UNIT-1
Introduction: Introduction to distributed systems; goals; types of distributed systems
Architecture: Architectural styles; system architectures; architectures versus middleware; self-management in
distributed systems
Processes: Threads; virtualization; clients; servers; code migration

UNIT-2
Communication: Remote procedure calls;message-oriented communication; stream-oriented communication;
multicast communication
Naming: Names, identifiers and addresses;flat naming; structured naming; attribute-based naming
Synchronization: Clock synchronization; logical clocks; mutual exclusion; global positioning of nodes; election
algorithms
UNIT-3
Consistency and Replication: Introduction; data-centric consistency models; client-centric consistency models;
replica management; consistency protocols
Fault Tolerance: Introduction; process resilience; reliable client-server communication; reliable-group
communication; distributed commit; recovery
Security: Introduction; secure channels; access control; security management
UNIT-4
Distributed-Object based Systems: Architecture; Processes; Communication; Naming; Synchronization;
Consistency and Replication; Fault Tolerance; Security
Distributed File Systems: Architecture; Processes; Communication; Naming; Synchronization; Consistency and
Replication; Fault Tolerance; Security
Distributed Web-based Systems: Architecture; Processes; Communication; Naming; Synchronization;
Consistency and Replication; Fault Tolerance; Security

SELF-LEARNING COMPONENT:
Explore the tools used in distributed computing: Availability Monitoring, Capacity and Performance Monitoring,
Security Events Monitoring.

87
TEXT BOOKS:
1. Andrew S. Tanenbaum, “Distributed Operating System”, Pearson, 2008.
2. George Coulouris, Jean Dollimore and Tim Kindberg, “Distributed Systems: Concepts and design”,Pearson,
2011.

REFERENCE BOOKS:
1. Andrew S. Tanenbaum, Maarten Van Steen, “Distributed Systems: Principles and Paradigms”, Pearson, 2007.
2. Pradeep K. and Sinha, “Distributed Operating System: Concepts and Design” , PHI, 2009.

JOURNALS/MAGAZINES:

1. Elsevier Journal of Distributed Computing

2. IEEE Transactions on Distributed Computing
3. Springer Jounal of Distributed Computing

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/ Distributed Computing/

2. https://www.coursera.org/learn/ Distributed Computing
3. https://nptel.ac.in/courses/106106149/

88
PRACTICE:

Sl. No. List of Programs

1 In Distributed systems, we neither have shared memory nor a common physical clock and there for we
can not solve mutual exclusion problem using shared variables. To eliminate the mutual exclusion
problem in distributed system approach based on message passing is used.
Write a program in c for implementation of non token base algorithm for distributed mutual exclusion.
2 The Lamport timestamp algorithm is a simple logical clock algorithm used to determine the order of
events in a distributed computer system. As different nodes or processes will typically not be perfectly
synchronized, this algorithm is used to provide a partial ordering of events with minimal overhead, and
conceptually provide a starting point for the more advanced vector clock method. The algorithm is
named after its creator, Leslie Lamport.
Write a program in C to implement Lamports logical clock
3 In computer science, edge-chasing is an algorithm for deadlock detection in distributed systems.
Developed by ChandyMisra Hass. Whenever a process A is blocked for some resource, a probe message
is sent to all processes A may depend on. The probe message contains the process id of A along with
the path that the message has followed through the distributed system. If a blocked process receives
the probe it will update the path information and forward the probe to all the processes it depends on.
Non-blocked processes may discard the probe.
Write a program to implement edge chasing distributed deadlock detection algorithm.
4 The purpose of a lock is to ensure that among several nodes that might try to do the same piece of
work, only one actually does it (at least only one at a time). That work might be to write some data to
a shared storage system, to perform some computation, to call some external API, or suchlike. At a high
level, there are two reasons why you might want a lock in a distributed application: for efficiency or for
correctness .
Write a program in C to implement locking algorithm.
5 The RMI (Remote Method Invocation) is an API that provides a mechanism to create distributed
application in java. The RMI allows an object to invoke methods on an object running in another JVM.The
RMI provides remote communication between the applications using two objects stub and skeleton.
Write a program to implement Remote Method Invocation
6 RPC is a powerful technique for constructing distributed, client-server based applications. It is based on
extending the notion of conventional or local procedure calling, so that the called procedure need not
exist in the same address space as the calling procedure. The two processes may be on the same
system, or they may be on different systems with a network connecting them. By using RPC,
programmers of distributed applications avoid the details of the interface with the network. The
transport independence of RPC isolates the application from the physical and logical elements of the
data communications mechanism and allows the application to use a variety of transports.
Write a Program to implement Remote Procedure Call.
7 A simple date time server was created which handled multiple user requests at the same time using
threading. It explains the basic concepts of threading in network programming. The same concepts can

89
 be used with very slight modification to extend the above idea and create a chatting application similar
to facebook messenger, whatsapp etc.
Write a program to implement Chat Server
8 Algorithms for the detection of termination in a distributed system and analyzes them for effectiveness
and efficiency. The algorithms are analyzed for the overhead and conclusions are made about the
situations in which they can be used, i.e. an operating system, a real-time system, or a user application.
An original algorithm is presented for the asynchronous case with first-in-first-out message ordering. It
allows any process to initiate detection of termination and makes use of multiple tokens.
Write a Program to implement termination detection
9 SOAP is an XML-based protocol for accessing web services over HTTP. It has some specification which
could be used across all applications.SOAP is known as the Simple Object Access Protocol, but in later
times was just shortened to SOAP v1.2. SOAP is a protocol or in other words is a definition of how web
services talk to each other or talk to client applications that invoke them.
Monitor SOAP request and response packets. Analyze parts of it and compare them with the operations
(java functions) headers.
10 The Java Remote Method Invocation (RMI) mechanism and the Common Object Request Broker
Architecture (CORBA) are the two most important and widely used distributed object systems. Each
system has its own features and shortcomings. Both are being used in the industry for various
applications ranging from e-commerce to health care. Selecting which of these two distribution
mechanisms to use for a project is a tough task.
Implement CORBA mechanism by using C++program at one end and Java program on the
other.

90
 Course Title Big Data and Analytics Course Type Integrated

Course Code M20TCS221 Credits 4 Class II Semester

Contact Work
Total Number of Assessment in
TLP Credits Hours Load
ClassesPer Weightage
Theory 3 3 3 Semester
Course Practice 1 2 2
Structure CIE SEE
- 0 - - Theory Practical

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:

This course is to familiarize the students with most important information technologies used in manipulating,
storing, and analyzing big data. The basic tools for statistical analysis, R and Python, and several machine learning
algorithms are introduced. The emphasis of the course will be on mastering Spark 2.0 which emerged as the most
important big data processing framework. Spark ML (Machine Learning) API and Spark Streaming which allows
analysis of data in flight, i.e. in near real time. We will learn about so-called NoSQL storage solutions exemplified
by Cassandra for their critical features: speed of reads and writes, and ability to scale to extreme volumes. We
will learn about memory resident databases (VoltDB, SciDB) and graph databases (Ne4J). Students will gain the
ability to initiate and design highly scalable systems that can accept, store, and analyze large volumes of
unstructured data in batch mode and/or real time. Most lectures will be presented using Python examples. Some
lectures will use Java and R.

COURSE OBJECTIVES:

1. Discuss the fundamentals of Hadoop distributed file system and Big Data Analytics.

2. Demonstrate Big Data Processing with MapReduce and Batch Analytics with Apache Spark.

3. Describe the implementation of Real-Time Analytics with Apache spark in real world Applications.

4. Illustrate the working of Stream Processing and also discuss the fundamentals of Cloud Computing

91
COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Summarize the fundamentals of Hadoop distributed file system and Big Data 1,2,3,4,5 1,2,3
Analytics

CO2 Apply Big Data Processing with MapReduce and Batch Analytics with Apache 1,2,3,4,5 1,2,3
Spark to simple real world problems.
.
CO3 Implement Real-Time Analytics with Apache spark in real world Applications. 1,2,3,4,5 1,2,3

CO4 Develop data models for real world stream processingApplications 1,2,3,4,5 1,2,3

.BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

Remember Understand Apply Analyze Evaluate Create

CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 2 3 2 2 3 3 3 3

CO2 2 3 1 3 1 3 2 3

CO3 3 3 1 2 2 2 3 3

CO4 1 3 3 2 2 3 3 2

92
COURSE CONTENTS:

UNIT–1
Introduction to Hadoop: Hadoop distributed file system: High availability, Intra-Data Node balancer, EC, Port
mapping; MapReduce: Task Level optimization; YARN: Opportunistic Containers, Timeline service v.2; Overview
of Big data Analytics: Introduction to data analytics, Introduction to big data, distributed computing using Apache
Hadoop, MapReduce framework.
UNIT-2
Big Data Processing with MapReduce: TheMapReduce framework, MapReduce job types: Single mapper jobs,
Single mapper reducer jobs, Multiple mappers reducer jobs; MapReduce patterns: Aggregation patterns, Filtering
patterns, Join patterns.
Batch Analytics with Apache Spark: SparkSQL and Data Frames, Data Frames and the SQL API, Data Frame
schema, Datasets and encoders, loading and saving data, Aggregations and Joins.
UNIT–3
Real-Time Analytics with Apache Spark: A short introduction to streaming: At-least-once processing, At-most-
once processing, Exactly-once Processing; Spark Streaming: Streaming context, creating streaming context,
Starting and Stopping Streaming Context; Discretized Streams, Stateful and stateless transformations,
CheckPointing.
Batch Analytics with Apache Flink: Introduction to Apache Flink.
UNIT-4
Stream Processing with Apache Flink: Data processing using the DataStream API transformations, Aggregations
,Window , Physical partitioning , Rescaling , Data sinks , Event time and watermarks.
Introduction to Cloud Computing:Cloud computing basics, Concepts and terminology, Goals and benefits, Risks
and challenges, Roles and boundaries, Cloud characteristics, Cloud delivery models, Cloud deployment models.
SELF-LEARNING COMPONENT:
Concept of AWS and its Services.
TEXT BOOKS:
1.Sridhar Alla, “Big Data Analytics with Hadoop 3”, Packt Publishing Ltd, 2018
2. SeemaAcharya, SubhashiniChellappan, “Big Data and Analytics”, Wileyindia pvt ltd, 2015.

93
REFERENCE BOOKS:
1.Deka, Ganesh Chandra Mazumder, Sourav Singh Bhadoria, Robin “ Distributed Computing in Big Data
Analytics – Concepts”, Springer International Publishing 2017.
2. Arthur Zhang, “Data Analytics Practical Guide to Leveraging the Power of Algorithms, Data Science, Data
Mining, Statistics, Big Data, and Predictive Analysis to Improve Business, Work, and Life”, CreateSpace
Independent Publishing Platform, 2017.

JOURNALS/MAGAZINES:

1. Elsevier Journal of Big Data and Anbalytics

2. IEEE Transactions on Big Data and Anbalytics
3. Springer Jounal of Big Data and Anbalytics
4. ACM Transactions on Knowledge Discovery in Data (TKDD).
5. SIGKDD Explorations, a magazine of the SIGKDD, the data miners professional group.
6. Data Mining and Knowledge Discovery journal (now published by Springer).

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/ Big Data and Anbalytics

2. https://www.coursera.org/learn/ Big Data and Anbalytics
3. https://nptel.ac.in/courses/106106129/

94
PRACTICE:

Sl. No. List of Programs

1 Hive is a data warehousing infrastructure tool built on the top of Hadoop. This article helps you to start
quickly with the Hive by providing guidance about downloading Hive, setting and configuring Hive and
launching HiveServer2, and the Beeline Command shell to interact with Hive.
Installing Hadoop 3, Hive, Derby, R, Anaconda, Python, Apache Spark, Apache Flink, Tableu
2 As datasets grow and analytic algorithms become more complex, the typical workflow of analysts
launching an analytic,
waiting for it to complete, inspecting the results, and then re-launching the computation with adjusted
parameters is not realistic for
many real-world tasks. This paper presents an alternative workflow, progressive visual analytics, which
enables an analyst to inspect
partial results of an algorithm as they become available and interact with the algorithm to prioritize
subspaces of interest. Progressive
visual analytics depends on adapting analytical algorithms to produce meaningful partial results and
enable analyst intervention
without sacrificing computational speed.
As datasets grow and analytic algorithms become more complex, the typical workflow of analysts
launching an analytic,waiting for it to complete, inspecting the results, and then re-launching the
computation with adjusted parameters is not realistic for many real-world tasks. Progressive visual
analytics depends on adapting analytical algorithms to produce meaningful partial results and enable
analyst intervention without sacrificing computational speed.
Download any data sets from UCI Machine Learning Repositories or Kaggle. Perform Exploratory data
analytics that include: Study of data through pairplots, heatmaps, histograms, finding correlations
amongst data, and so on
3 MapReduce is a kind of processing large scale data
sets distributed Google proposed parallel programming
model, also is Isthe current cloud computing core
calculation model. Many scientific research institutions and companies are R & D design of a parallel
processing system for massive data specification MapReduce based on their technology.
Install R on a shared server and connect to Hadoop. Demonstrate execution of R programming
constructs inside MapReduce using RMR2. Hence, develop any application using R and Hadoop
Streaming by choosing data sets from Internet-bound big data repositories
4 PIPELINE.In machine learning, it is common to run a sequence of algorithms to process and learn from
data.
E.g., a simple text document processing workflow might include several stages:
 Split each document’s text into words.
 Convert each document’s words into a numerical feature vector.
 Learn a prediction model using the feature vectors and labels.
A Pipeline is specified as a sequence of stages, and each stage is either a Transformer or an Estimator.
These stages are run in order, and the input DataFrame is transformed as it passes through each stage.
Perform Machine Learning Clustering Task using SparkML in Python by choosing public datasets that
are openly available for the task identified. Then, perform experiments and interpret the results
obtained
5 Use Map Reduce framework to perform big data analytics on distributed clusters. by choosing public
datasets that are openly available for the task identified.
95
 Perform experiments and interpret the results obtained.
6 Use Spark framework to perform big data analytics on distributed clusters. by choosing public datasets
that are openly available for the task identified.
Perform experiments and interpret the results obtained.
7 Perform big stream data analytics on using spark framework using SparkML in Python by choosing public
datasets that are openly available for the task identified.
Perform experiments and interpret the results obtained.
8 Perform big stream data analytics on using Flink framework using SparkML in Python by choosing public
datasets that are openly available for the task identified.
Perform experiments and interpret the results obtained.
9 Hadoop requires external memory for processing big data applications, whereas, it suffers from its poor
processing time due to this limitation. Apache Spark is found to overcome the limitations of Hadoop by
performing in-memory data processing.
Develop
a) Batch Analytics application using Apache Spark.
b) Real time-Analytics application using Apache Spark.
(Note: choose data sets from Internet-bound big data repositories)
10 Develop any Batch-Analytics application using Apache Flink.

96
 Course Title Wireless and Mobile Networks Course Type Integrated

Course Code M20TCS222 Credits 4 Class II Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course Practice 1 2 2
Structure CIE SEE
- 0 - - Theory Practical

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
This course will introduce to wireless communication and mobile computing. It covers the fundamentals of
wireless transmission and telecommunication system such as GSM, GPRS, DECT, and UMTS. Mobile network layer
and transport layers covers about mobile IP, Traditional TCP and the architecture of LTE and its protocol.

COURSE OBJECTIVES:

The objectives of this course are to

1. Explain the basic concepts of wireless communication.

2. Describe wireless network architecture and concepts of Ad-hoc network.
3. Demonstrate the working of wireless Local area networks and wireless ad-hoc networks.
4. Discuss various applications using the wireless technologies

97
COURSE OUTCOMES:

On successful completion of this course; student shall be able to:

CO# Course Outcomes Pos PSOs

CO1 Outline the fundamental concepts of wireless communication. 1,2,3,4,5 1,2,3

CO2 Analyse the working of wireless network and wireless Ad-hoc network. 1,2,3,4,5 1,2,3

CO3 Make use of the Wireless Application protocol in a real world application. 1,2,3,4,5 1,2,3

CO4 Develop applications using the wireless technologies. 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 1 3 2 3 2 - - - - - - 3 3 3

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

CO3 2 3 2 3 3 - - - - - - 3 2 2

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

98
COURSE CONTENTS:

UNIT -1
Introduction: Fundamentals of wireless communication: Wireless communication system, Wireless media,
Frequency spectrum, Wireless communication channel specifications, Types of wireless communication systems.
Basics of wireless networks: Wireless network architecture, Wireless network reference model, Wireless
networking issues.
UNIT -2
Telecommunication System: Global system for mobile communications (GSM) Services, System Architecture,
Radio interface, protocol, handover, General packet radio service (GPRS). DECT System Architecture, protocol,
TETRA, UMTS System Architecture.
Wireless Body Area Networks, Properties, Network architecture, Components, Network Protocols, Bluetooth
and Zigbee, Applications.

UNIT -3
Wireless Local Area Networks: Network Components, Network architecture, WLAN standards, WLAN protocols,
IEEE 802.11p, WLAN applications.
Wireless Ad Hoc Networks: Wireless Ad Hoc Networks, Mobile Ad Hoc networks, Wireless sensor networks,
Vehicular Ad Hoc networks (VANETs).
UNIT -4
Wireless Application protocol: Version 1.X Architecture, WAP 2.0.
4G LTE Networks: Introduction, LTE, LTE Architecture, Protocol layer Architecture, LTE Advanced, 5G Networks
overview.
SELF-LEARNING COMPONENTS:
Network Function Virtualization (NFV),Capability-based Security,5G,Cyber Physical Systems (CPS), and
Capability-based Security.

TEXT BOOKS:

1. Sunil Kumar S.Manvi, MahabaleshwarS.Kakkasageri, “Wireless and mobile networks concepts and
protocols”, Wiley,2016.
2.Jochen3. Schillier, “Mobile Communications”, Pearson publishers,2004.

99
REFERENCE BOOKS:
1. Asoke K Talukder, Hasan Ahmed, Roopa R Yavagal, “Mobile computing technology, Application and service
creation”, Tata McGraw Hill Education Private limited, 2010.

JOURNALS/MAGAZINES:

1. IEEE Transactions on Vehicular Technology

2. 3. IEEE Transactions on Wireless Communications
3. 4. Springer Wireless Networks Journal

4. Elsevier Journal of Wireless and Mobile Networks

5. IEEE Transactions on Wireless and Mobile Networks
6. Springer Jounal of Wireless and Mobile Networks

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/ Wireless and Mobile Networks

2. https://www.coursera.org/learn/ Wireless and Mobile Networks
3. https://nptel.ac.in/courses/106106129/

100
PRACTICE:

Sl. No. List of Programs

1 Today’s network simulators are widely used in the mobile world. Simulation networks are valuable tools
with which to investigate the behavior and performance of new protocol designs, while reinforcing their
understanding of networking concepts. Network simulation tools save money and time by offering
researchers the possibility to test network protocols in virtual environments that might be difficult or
expensive to emulate using real hardware, such as routers, computers, or switches.
Introduction to: (a) discrete event simulation, (b) ns3, (c) ns3 Installation, (d) NetAnim.
2 The ns-3 CSMA device models a simple network in the spirit of Ethernet. A real Ethernet uses CSMA/CD
(Carrier Sense Multiple Access with Collision Detection) scheme with exponentially increasing backoff
to contend for the shared transmission medium.
Write a NS3 program to connect two nodes with a point to point link, which have unique interface.
Analyze the network performance using UDP client server.
3 Token ring in token bus the ring topology is virtually created and maintained by the protocol. A node
can receive data even if it is not part of the virtual ring, a node joins the virtual ring only if it has data to
transmit. In token bus data is transmitted to the destination node only where as other control frames
is hop to hop. After each data transmission there is a solicit_successsor control frame transmitted which
reduces the performance of the protocol.
Write a NS 3 program to demonstrate bus topology. Analyze the performance using UDP based
applications.
4 The star topology reduces the damage caused by line failure by connecting all of the systems to a central
node. When applied to a bus-based network, this central hub rebroadcasts all transmissions received
from any peripheral node to all peripheral nodes on the network, sometimes including the originating
node. All peripheral nodes may thus communicate with all others by transmitting to, and receiving from,
the central node only.
Write a NS 3 program to demonstrate star topology. Analyze the performance using UDP based
applications.
5 The Transmission Control Protocol (TCP) is one of the main protocols of the Internet protocol suite. It
originated in the initial network implementation in which it complemented the Internet Protocol (IP).
Therefore, the entire suite is commonly referred to as TCP/IP. TCP provides reliable, ordered, and error-
checked delivery of a stream of octets (bytes) between applications running on hosts communicating
by an IP network. Major Internet applications such as the World Wide Web, email, remote
administration, and file transfer rely on TCP.
Write a NS3 program to implement FTP using TCP bulk transfer, Analyze the performance
6 At the lower levels of the protocol stack, due to network congestion, traffic load balancing, or
unpredictable network behaviour, IP packets may be lost, duplicated, or delivered out of order.
TCP detects these problems, requests re-transmission of lost data, rearranges out-of-order
data and even helps minimize network congestion to reduce the occurrence of the other
problems. If the data still remains undelivered, the source is notified of this failure. Write a
NS3 program to connect two nodes with a point to point link, which have unique interface.
Analyse the traffic control using TCP by changing suitable parameters.

101
7 A mobile ad hoc network or MANET does not depend on a fixed infrastructure for its networking
operation. MANET is an autonomous and short-lived association of group of mobile nodes that
communicate with each other over wireless links. A node can directly communicate to the nodes that
lie within its communication range. If a node wants to communicate with a node that is not directly
within its communication range, it uses intermediate nodes as routers.
Write NS 3 Program to configure two nodes on an 802.11b physical layer, with802.11b NICs in
adhocmode, and by default, sends one packet of 1000 (application) bytes to the other node. The
physical layer is configured to receive at a fixed RSS (regardless of the distance and transmit power);
therefore, changing position of the nodes has no effect. Analyze the performance.
8 To find troubleshooting network issues, and to inspect individual packets, Wireshark is needed.
Wireshark is the de facto, go-to, you-need-to-know-how-to-use, application to capture and investigate
network traffic. Since Wireshark is the be-all-end-all tool for this job, – like where to download, how to
capture network packets, how to use the Wireshark filters, and more. Install wireshark, and analyze the
packets using it on a selected interface.
Apply filters and check the packets.
9 Modern switches use virtual local-area networks (VLANs) to improve network performance by
separating large Layer 2 broadcast domains into smaller ones. VLANs can also be used as a
security measure by controlling which hosts can communicate. In general, VLANs make it easier
to design a network to support the goals of an organization.
Install packet tracer, and consider a topology and configure VLAN
10 Nmap, short for Network Mapper, is a free, open-source tool for vulnerability scanning and network
discovery. Network administrators use Nmap to identify what devices are running on their systems,
discovering hosts that are available and the services they offer, finding open ports and detecting
security risks. Nmap can be used to monitor single hosts as well as vast networks that encompass
hundreds of thousands of devices and multitudes of subnets.
Install NMAP, and execute atleast 10 commands to demonstrate the scanning of networks hosts and
ports.

102
 Course Title User Interface (UI)/User Experience (UX) Design Course Type Integrated

Course Code M20TCS223 Credits 4 Class II Semester

Contact Work
TLP Credits Total Number of Assessment in
Hours Load
ClassesPer Weightage
Theory 3 3 3 Semester

Course Practice 1 2 2
Structure Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:

This course aims at providing knowledge of basic concepts of UI and UX. UX design refers to user experience
design, while UI design stands for user interface design. Both of these are crucial to an IT product and need to
work closely together. Despite being very integral to each other, the roles themselves are quite different,
involving distinct processes.

COURSE OBJECTIVES:

The objectives of this course are to:

1. Explain the new technologies that provide interactive devices and interfaces.

2. Illustrate the UI/UX design process.

3. Describe various Interaction styles including Direct Manipulation and Virtual Environment

4. Discuss the command, natural languages and issues in design for maintaining QoS

103
COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Understand the new technologies that provide interactive devices and interfaces 1,2,3,4,5 1,2,3
in real world applications
CO2 Implement the UI/UX design process and evaluate UID. 1,2,3,4,5 1,2,3
CO3 Develop applications using various Interaction styles including Direct 1,2,3,4,5 1,2,3
.
Manipulation and Virtual Environment..
CO4 Elaborate the command, natural languages and issues in design for maintaining 1,2,3,4,5 1,2,3
QoS.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 2 2 3 3 3 3

CO2 3 3 2 2 1 2 3 3

CO3 3 3 2 2 3 3 2 3

CO4 2 3 2 3 3 3 3 2

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COURSE CONTENTS:

UNIT- 1
Introduction: Usability of Interactive Systems: Introduction, Usability Goals and Measures, Usability Motivation,
Universal Usability, Goals for our profession. Guideline, principles, and theories: Introduction, Guidelines,
principles, Theories.

UNIT -2
Development Process: Managing Design Processes- Introduction, Organizational Design to support Usability, The
Four Pillars of Design, and Development methodologies: Ethnographic Observation, Participatory Design,
Scenario Development, and Social Impact statement for Early Design Review, Legal Issues.
Evaluating Interface Design- Introduction, Expert Reviews, Usability Testing and Laboratories, Survey
Instruments, Acceptance tests, Evaluation during Active Use, Controlled Psychologically Oriented Experiments
UNIT- 3
Interaction Styles: Direct Manipulation and Virtual Environments- Introduction, Examples of Direct
Manipulation, Discussion of direct manipulation, 3D Interfaces, Tele-operation, Virtual and Augmented Reality.
Menu Selection, Form Filling and Dialog Boxes- Introduction, Task-Related Menu Organization, Single Menus,
Combination of Multiple Menus, Content Organization, Fast Movement Through Menus, Data Entry With Menus,
Form Filling, Dialog Boxes and Alternatives, Audio Menus and Menus for Small Displays.
Command and Natural Languages- Introduction, Command-organization functionality strategies and structure,
Naming and Abbreviations, Natural Language in computing.
Interaction Devices- Introduction, Keyboards and Keypads, Pointing Devices, Speech and Auditory interfaces,
Displays-Small and Large
UNIT- 4
Design Issues: Quality of Service- Introduction, Models of Response-Time Impacts, Expectations and Attitudes,
User Productivity, Variability in Response time, Frustrating Experiences Balancing Function and Fashion:
Introduction, Error Messages, Nonanthropomorphic Design, Display design, web page design, Window Design,
Colour User Documentation and Online Help- Introduction, Online versus paper documentation, Reading from
paper versus Displays, Shaping the content of the Manuals, Accessing the Documentation, Online Tutorials and
animated demonstrations, Online Communities for User Assistance, The Development Process.

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SELF-LEARNING COMPONENT:
Information Search and Visualization- Introduction, Search in Textual Documents and Database Querying,
Multimedia document searches, Advanced filtering and Search Interfaces, Information Visualization:
Introduction, Data type by task taxonomy, Challenges for information visualization.

TEXT BOOKS:
1. Ben Shneiderman, Plaisant, Cohen, Jacobs,” Designing the User Interface”, Pearson Education, 2010.
2. Alan Dix, Janet Finalay, Gregory D AbiwdmRusselBealel, “Human-Computer Interaction, Pearson
Education, 2008.

REFERENCE BOOKS:
1. Eberts. ” User Interface Design”, Prentice Hall, 1994.
2. Wilber O Galitz, “ The Essential Guide to User Interface Design- An Introduction to GUI Design,
Principles and Techniques”, Wiley-Dreamtech India Pvt Ltd, 2011

JOURNALS/MAGAZINES:

1. Elsevier Journal of User Interface / User Experience

2. IEEE Transactions on User Interface / User Experience
3. Springer Jounal of User Interface / User Experience

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/ User Interface / User Experience

2. https://www.coursera.org/learn/ User Interface / User Experience
3. https://nptel.ac.in/courses/106106129/

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Practice:

Sl. No. List of Programs

1 Suppose you need to design a system for users in two countries that are very different from each other
culturally.
What are some of the design concerns that you should be aware of to create a successful design?
2 Don Norman suggests organizing screens and menus functionally, designing commands and menu
choices to be distinctive, and making it difficult for users to take irreversible actions. Norman also says
to provide feedback about the state of the interface (e.g., changing the cursor to show whether a map
interface is in zoom- in or select mode) and designing for consistency of actions (e.g., ensuring that
Yes/No buttons are always displayed in the same order).
State one example you have seen where you know these rules have been violated . Although this is
crucial to a user interface's success, suggest why there may be challenges to implement some of
Norman's guidelines
3 You are the new Chief Design Officer (COO) of a start-up, DTUI Inc. The project is to design a system for
selling pottery. The aim is to develop an interface that meets the needs of both the potters and the
customers.
Describe in detail a design methodology of four stages to facilitate the proper design of such a system.
Write your answer in the form of a management plan for this project. For each stage, indicate the
number of weeks that should be allocated. Hint: Note the four phases of the design process:

1. Requirements analysis
2. Preliminary (conceptual) and detailed design
3. Build and implementation
4. Evaluation
For questions 4-6, refer to the following scenario:
The State of Maryland is developing a web-voting interface. For selecting the candidates, one design
(RB) is a set of radio buttons and another is (CB) a combo-box (drops down when selecting the scroll
arrow icon), both using standard fonts at 10-point size.
4 Compare these two designs when there are four candidates and predict the relative speed of
performance and error rates. Support your choice by a thoughtful argument.
5 An expert reviewer complains that both designs may work with young users who are familiar and expert
in using a mouse, but that there will be problems for elderly and motor-impaired users who have
difficulty controlling a mouse. The reviewer recommends a new design that includes a larger font (20-
point size) and a numbered list to allow selection by keyboard easily. Describe a participatory design or
social imp act statement process that might clarify this issue with elderly users.
6 Design an experiment to help resolve the issue brought up in question 5. Assume you have substantial
resources and access to subjects.
7 Consider a system that does not yet exist; for example, a totally automated fast-food restaurant , where
customers order via touch screen interactions, pay by swiping their debit or credit cards, and then pick

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 up their food analogous to the self-check-out at some supermarkets, but even more extreme. Discuss
how you would conduct a co11textual inquiry for a system that does not yet exist.
8 An airline company is designing a new online reservation system. They want to add some direct-
manipulation features. For example, they would like customers to click a map to specify the departure
cities and the destinations, and to click on the calendar to indicate their schedules. From your point of
view, list four benefits and four problems of the new idea compared with their old system, which
required the customer to do the job by typing text.
9 A company is designing a kiosk that can display weather information in public locations. The kiosk will
feature a touch screen so users can select a city by pointing on a map. Give three reasons why a touch
screen is an effective device for this application.
10 Your documentation team has developed an online help support for instant messaging client. You are
hiring a usability testing firm to evaluate the online help and recommend improvements. Prepare a
contract that specifies how you want the usability test to be performed and what reports you would
like to receive. Your schedule gives them one week to prepare the study, one week to run it, plus one
week to write up the final report. In your contract, specify the details of your requirements, including
such information as the
number of subjects required, test plans, and the types of reports.

SELF LEARNING:

A group decision system is being built over a network, which has inherent delays due to network lag.
Suggest the longest acceptable amount of time the delay could last without affecting the user
negatively. Provide an argument for the time you selected.
1. System confirming the user's password when logging on.
2. Synchronous group editing of a document.
3. Asynchronous critiquing of other participants' work.

108
 Course Title Unix System Programming Course Type Integrated

Course Code M20TCS231 Credits 4 Class II Semester

Contact Work
TLP Credits Total Number of Assessment in
Hours Load
ClassesPer Weightage
Theory 3 3 3 Semester

Course Practice 1 2 2
Structure Theory Practical CIE SEE
- 0 - -
Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
This course is an introduction to basic concepts of various fields of UNIX operating system is called the kernel .
The kernel denes the application programming interface and provides all of UNIX's services, whether directly or
indirectly. The kernel is a program, or a collection of interacting programs, depending on the particular
implementation of UNIX, with many entry ointsp15 .

COURSE OBJECTIVES:

Objectives of this course are to:

1. Discuss the UNIX, ANSI Standardsand POSIX API’S forfiles.
2. Describe the API’s for implementing process control and to Identify System call interface for process
management, multitaskingprograms.
3. Demonstrate the use of Signals and Daemon processes inUNIX.
4. Explain different API’s and IPCmethods.
5. On completion of this course; the student will be able to:

109
COURSE OUTCOMES:
On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Make use of POSIX API’S to work with files. 1,2,3,4,5 1,2,3

CO2 Apply the API’s for implementing UNIX commands, process control and 1,2,3,4,5 1,2,3
processmanagement.
CO3 Utilize Signals and Daemon processes in UNIX. 1,2,3,4,5 1,2,3

CO4 Develop programs for message queues, FIFO programs and data 1,2,3,4,5 1,2,3
transfer socket using appropriate API’s, IPC methods and Sockets.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 2 1 3 3 2 3 2 3

CO2 3 2 1 3 1 3 3 3

CO3 3 2 3 3 1 3 3 2

CO4 3 3 2 3 2 3 2 3

110
COURSE CONTENTS:

UNIT-1
UNIX and ANSI Standards: ANSI C standard, ANSI/ISO C++ standards, Difference between
ANSICandC++,POSIXstandards,POSIX.1FIPSstandard,X/Openstandards.UNIXandPOSIX
APIs:POSIXAPIs,UnixandPOSIXdevelopmentEnvironment,APIcommoncharacteristics
Files: File types, Unix and POSIX file system, Unix and POSIX file attributes, INODES in Unix
SystemV,Applicationprograminterfacetofiles,Unixkernelsupportforfiles,Relationshipof
Cstreampointersandfiledescriptors,DirectoryFiles,HardandSymboliclinks.
UNIX File APIs: General File APIs, File and Record locking, Directory File APIs, Device file APIs, FIFO file APIs,
Symbolic Link File APIs.
UNIT- 2
UNIX Processes: Environment of Unix process: Introduction to main function, Process Termination,
Command Line Argument, Environment list.
Process Control: Introduction, Process identifiers, fork, vfork, exit, wait, waitpid, wait3, wait4 functions,
Raceconditions, execfunctions, changing UsersIDs and GroupIDs, Interpreterfiles, Systemfunction, Process
accounting, User identification, Process times, I/O Redirection.
Process Relationship: Introduction, Terminallogin, Networklogin, process groups, sessions,job control, Shell
execution of programs, Orphaned processgroups.
UNIT -3
Signals: Unix Kernel support for signals, signal, Signal mask, Sigaction, SIGCHLD signal and waitpid function,
sigsetjmp and siglongjmp functions, Kill, Alarm, Interval Times, POSIX.lb timers,
Daemon processes: Introduction, Daemon characteristics, Coding Rules, Error logging, Client server mod
UNIT-4
Inter Process Communication: Overview of IPCmethods, Pipes, Popen, Pclosefunctions, Co- processes, FIFOs
system V IPC, Message Queues, Semaphores, Shared Memory, Client server properties, Streampipes, Passing
Filede scriptors, Anopenserverversion1 and Clientserver connections functions.

SELF LEARNING COMPONENT

OPENMP, OPENMPI, Sockets

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TEXT BOOKS:
1. Terrence Chan “Unix System Programming Using C++”,Prentice Hall India,2011.
2. Stephen A. Rago, W. Richard Stevens, “Advanced Programming in the UNIX Environment”, Pearson
Education / PHI,2013.

REFERENCE BOOKS:
1. Kay A. Robbins and Steven Robbins, “UNIX Systems Programming: Communication, Concurrency, and
Threads”,Prentice Hall,2015.
2. W.Richard Stevens, “UNIX Network Programming, Interprocess Communications(Paperback)”,
Addison-Wesley. 2014.

JOURNALS/MAGAZINES:

1. Elsevier Journal of Unix Sytem Programming

2. IEEE Transactions on Unix Sytem Programming
3. Springer Jounal of Unix Sytem Programming

SWAYAM/NPTEL/MOOCs:

1. https://www.udemy.com/ Unix Sytem Programming

2. https://www.coursera.org/learn/ Unix Sytem Programming
3. https://nptel.ac.in/courses/106107129/

112
Practice:

Sl. No. List of Programs

1 POSIX allows an application to test at compile or run time whether certain options are supported, or
what the value is of certain configurable constants or limits.At compile time this is done by including
<unistd.h> and/or <limits.h> and testing the value of certain macros.
Write a C/C++ POSIX compliant program to check the following limits:
(i) No. of clock ticks
(ii) Max. no. of child processes
(iii) Max. path length
(iv) Max. no. of characters in a file name
(v) Max. no. of open files/ process
2File locking provides a very simple yet incredibly useful mechanism for coordinating file accesses. flock - manage
locks from shell scripts.fcntl(used to manipulate the file descriptors) file commands can be used to
support record locking, which permits multiple cooperating programs to prevent each other from
simultaneously accessing parts of a file in error-prone ways.fcntl() performs the operations on the open
file descriptor fd.
Consider the last 100 bytes as a region. Write a C/C++ program to check whether the region is locked or
not. If the region is locked, print pid of the process which has locked. If the region is not locked, lock the
region with an exclusive lock, read the last 50 bytes and unlock the region.
3 Pipes are the oldest form of UNIX System IPC and are provided by all UNIX systems. Pipes have two
limitations.
1. Historically, they have been half duplex (i.e., data flows in only one direction). Some systems
now provide full-duplex pipes, but for maximum portability, we should never assume that
this is the case.
2. Pipes can be used only between processes that have a common ancestor. Normally, a pipe
is created by a process, that process calls fork, and the pipe is used between the parent and
the child.
A pipe is created by calling the pipe function.
Write a C/C++ program which demonstrates interprocess communication between a reader process
and a writer process. Use mkfifo, open, read, write and close APIs in your program.

4 Environment variables are a set of dynamic named values that can affect the way running processes
will behave on a computer. They are part of the operating environment in which a process runs. For
example, a running process can query the value of the TEMP environment variable to discover a
suitable location to store temporary files, or the HOME or USERPROFILE variable to find the directory
structure owned by the user running the process.
Write a C/C++ program that outputs the contents of its Environment list
5 Links are created by giving alternate names to the original file. The use of links allows a large file, such
as a database or mailing list, to be shared by several users without making copies of that file. Not only
do links save disk space, but changes made to one file are automatically reflected in all the linked files.
The ln command links the file designated in the SourceFile parameter to the file designated by the
TargetFile parameter or to the same file name in another directory specified by the TargetDirectory
parameter. By default, the ln command creates hard links
Write a C /C++ program to emulate the unixlncommand

113
6 A race condition occurs when multiple processes are trying to do something with shared data and the
final outcome depends on the order in which the processes run. The fork function is a lively breeding
ground for race conditions, if any of the logic after the fork either explicitly or implicitly depends on
whether the parent or child runs first after the fork. In general, we cannot predict which process runs
first. Even if we knew which process would run first, what happens after that process starts running
depends on the system load and the kernel's scheduling algorithm
Write a C/C++ program to illustrate the race condition.
7 In unix terminology, a process that has terminated, but whose parent has not yet waited for it, is called
a zombie.
Write a C/C++ program that creates a zombie and then calls system to execute the pscommand to
verify that the process is zombie.
8 If we want to write a process so that it forks a child but we don't want to wait for the child to complete
and we don't want the child to become a zombie until we terminate, the trick is to call fork twice.
Write a C/C++ program to avoid zombie process by forking twice.
9 System() executes a command specified in command by calling /bin/sh -c command, and returns after
the command has been completed. The exec() family of functions replaces the current process image
with a new process image. The execl() function is one among the exec() family of functions. The
waitpid() system call suspends execution of the calling process until a child specified by pid argument
has changed state.
Write a C/C++ program to implement the systemfunction.
10 First, every signal has a name. These names all begin with the three characters SIG. For example
SIGABRT is the abort signal that is generated when a process calls the abort function. SIGALRM is the
alarm signal that is generated when the timer set by the alarm function goes off.Use the alarm API
for generating a signal after certain time interval as specified by the user.
Write a C/C++ program to set up a real-time clock interval timer using the alarmAPI.

114
 Course Title Mobile Application Development Course Type Integrated

Course Code M20TCS232 Credits 4 Class II Semester

Contact Work
TLP Credits Total Number of Assessment in
Hours Load
ClassesPer Weightage
Theory 3 3 3 Semester

Course Practice 1 2 2
Structure Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
This course introduces programming technologies, design and development tools related to mobile applications.
Topics include accessing device capabilities, industry standards, operating systems, and programming for mobile
applications using OS Software Development Kit (SDK).

COURSE OBJECTIVES:

The objectives of this course are to:

1. Explain basics of Mobile communication.

2. Demonstrate the use of fundamentals of Android Application development.

3. Illustrate the use of Menus and Graphics in app development.

4. Describe the concepts related to views and activity.

COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Analyse Android Platform, its architecture and features. 1,2,3,4,5 1,2,3

CO2 Design and implementation of user interface, database and content providers. 1,2,3,4,5 1,2,3

CO3 Make use of activities, layouts and Graphics in the development of apps for 1,2,3,4,5 1,2,3
android

CO4 Evaluate multimedia, camera and location based services in Android 1,2,3,4,5 1,2,3
application..
115
BLOOM’S LEVELOF THECOURSE OUTCOMES
Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 3 2 2 3 2 3

CO2 2 3 2 3 1 3 3 2

CO3 3 2 3 2 3 3 2 3

CO4 2 3 3 3 1 3 3 3

COURSE CONTENTS:
UNIT-1
Introduction to mobile communication and computing: Introduction to mobile computing, Novel applications,
limitations and GSM architecture, Mobile services, System architecture, Radio interface, protocols, Handover and
security, Smart phone operating systems and smart phones applications.
UNIT-2
Fundamentals of Android Application Development: Introduction to Android., The Android 4.1 Jelly Bean SDK,
Understanding the Android Software Stack, Installing the Android SDK, Creating Android Virtual Devices, Creating
the First Android Project, Using the Text View Control, Using the Android Emulator.

116
 UNIT-3
Layouts, Menus and Graphics in Android: Menus: Options menu and app bar, Context menu and contextual
action mode, Popup menu, Defining a Menu in XML, Creating an Options Menu, Changing menu items at runtime,
Creating Contextual Menus, Creating Menu Groups, Adding Menu Items Based on an Intent.
Activity, Service, BroadcastReceiver and Content Provider. Building Blocks for Android Application Design, Laying
Out Controls in Containers. Graphics and Animation: Drawing graphics in Android, Creating Animation with
Android’s Graphics API.
UNIT-4:
Creating the Activity, Working with views: Exploring common views, using a list view, creating custom views,
understanding layout. Using Selection Widgets and Debugging Displaying and Fetching Information Using Dialogs
and Fragments. Multimedia: Playing Audio, Playing Video and Capturing Media. Advanced Android
Programming: Internet, Entertainment, and Services.
SELF-LEARNING COMPONENT:
More Recent Applications: Multimedia;2D graphics ; networking support in Android, Introduction to IoS, App.
Development.
TEXT BOOKS:

1. Bill Phillips, Chris Stewart, and Kristin Marsican, “Android Programming” The Big Nerd Ranch
Guide pearson technology group,3rd Edition,2015
2. Barry Burd, “Android Application Development All-in-One For Dummies”, Wiley publisher, 2nd
Edition, 2012.
3. ZigurdMednieks, Laird Dornin, G. Blake Meike, Masumi Nakamura, “Programming Android”
Java Programming for the New Generation of Mobile Devices, oiley,2nd Edition,2012.
REFERENCE BOOKS:

1. Greg Nudelman, “Android Design Patterns: Interaction Design Solutions for Developer”, Wiley, 2013.
2. Jason Tyler, “App Inventor for Android: Build Your Own Apps No Experience Required”,Wiley,2011.
3. J.F.Dimarzio, “Android programming with Android studio”,Wrox,4th edition ,2017
4. Maurice Sharp Erica Sadun Rod Strougo, “Learning iOS Development-A Hands-on Guide to the
Fundamentals of iOS Programming”, Addison Wesley by Pearson Education, Inc.2014.
5. Wei-Meng Lee, “Beginning Swift Programming”, Wiley India Pvt. Ltd.,2018.

JOURNALS/MAGAZINES:

1. Springer Journal on Mobile Networks and Applications

2. Springer Journal on Multimedica and Applications
3. Elsevier Journal on Systems and Software

117
SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/noc20_cs52/preview
2. https://www.classcentral.com/course/swayam-introduction-to-modern-application-development-
7908
3. https://nptel.ac.in/courses/106/106/106106156/

118
PRACTICE:

Sl.NO List of Programs

1 Introduction to Android platform. Introduction to the tools used in the Android emulator. Create a
simple application.
2 Create an Android UI with one text field, centered at the top of the screen, and one button. The text
field display the text "You tapped 0 times". For every user ‘s tap the button, will increment a counter
and update the text field accordingly.
3 Program a "<username>DemoSuite" app that allows a user to retrieve and display an internet resource
(an xkcd cartoon), trigger a simple custom animation, play video, convert text to speech, and enter text
via speech. The main structure that developer must follow is that of a "TabLayout + ViewPager "
skeleton, and five different fragments that are started from tabs in the TabLayout. The five fragments
will implement the above mentioned functionalities, and they can be tested individually, and need not
interact with each other, other than being started from the same framework.
4 The Developer can use skeleton code to get started with the development. Unzip the file and rename
the "BoilerPlateHW3" folder to "<username>DemoSuite", which can then import to Android Studio.
Refactor this code to rename the package name to your usual package name, and the app name to
"<username>DemoSuite" (as shown in class). The skeleton code displays a package name in the
Activity's onCreate method. Include the code if app is created from scratch. The TAs will rely on this
Toast while grading. Fragments are added, using Android Studio menu actions. The app must handle
orientation switches from Portrait to Landscape and back. State should be saved in all cases. The video
player should have a special landscape layout. When the app is opened for the first time it should
display a view of the first tab (the xkcd viewer), with an empty page and a text field to enter a number
and a send button.
5 RFID BASED AUTOMATIC TRAFFIC VIOLATION TICKETING
The “Traffic Violation Ticketing Automation using RFID” can be used easily anytime, anywhere and
ticket will be present in the customer’s phone in the form of “RFID”. GPS facility is used for validation
of the ticket at the source and deletion at the destination. The main objective for this project is
developing an android application so that passengers can book the tickets online directly from their
smart phones and a received message to their own phones is enough for travelling a desired distance.
Thus, the process of standing in lines to book the tickets and after that carrying the tickets is curdled.
For security reasons the information about every user is stored in CLOUD which is to be accessed for
each ticket booking for validation purpose. This change of paradigm benefits from the fact that cloud
ticketing services can be accessed through the Internet and they can be elastically grown or shrunk,
providing easier scalability and high availability. There are two modes of ticket payment. Firstly, a
customer can pay using their wallet and secondly user can request ticket checker to load some amount
in the wallet. The information for each user is stored in a SQL database for security purpose. Also the
ticket checker is provided with an application to search for the user’s ticket with the ticket number in
the cloud database for checking purposes.
6 CHILD MONITORING SYSTEM APPLICATION PROJECT
The application uses two main services that is GPS and telephonic services. For location services is GPS
and telephony services is SMS, call logs and contacts. Android is a widely used OS used by a lot of
masses globally. Internet is used for communicating between children and parent side. The System
can be designed in a simple way. The application developed to make user-friendly approach on both
sides. The parents and children both should have GPS Based smart phones. The application is used to

119
 track the Child’s location as well as call logs, messages and contact from their smartphone. Reason for
choosing android OS is that to target more users.
7 ANDROID DABBAWALA PROJECT
This system is made with the view point of managing the Mumbai Dabbawala’s who provide homemade
food to the respective people working in an organization. With the help of this system the dabbawala
can deliver the food at correct time. This system is developed in android where user can easily order
their food with their hand held devices. As this system is developed in android user can easily use dabba
service anywhere at anytime. This application is built to be beneficial to student knowledge as well as
help Mumbai dabbawala’s. This system allows the user to order the dabba service based on weekly,
monthly or quarterly basis. System will calculate the cost based on the service user had selected. In this
system android user can select dabba service or catering service. In dabba service he can get food
delivered from his home by the dabbawala’s at specified timing. In catering service he can order thali
by mentioning certain details required for the dabbawala’s such as food type, quantity, time etc. User
can view the orders he had placed. User can make payment online by mentioning the details required
for the payment. Admin can view order of various users. Admin can make dabba order as well as
catering order in case user had informed through call. Admin can even view various user details. This
system helps to manage the whole dabbawala system. This system helps to deliver food faster and at
right time to the respective users.
8 ANDROID VOTING SYSTEM PROJECT
This application provides is a new technique of casting votes using mobile phones. Android voting
system is an application developed for android devices to deploy an easy and flexible way of casting
votes anytime and from anywhere. The application is especially developed for organizations to get
employees votes for any new policy regulation or issues. The issues or arguments are fed into the
system by the admin. Employees can then cast their vote as yes or no. One voter can only post one
vote for an argument. Each and every vote casted is stored in the database for the respective argument.
At the end of the voting process the system counts the total votes and generates a brief report of it to
the admin. Thus the app helps the company to get proper feedback of the employees
9 ANDROID VOTING SYSTEM PROJECT
This application provides is a new technique of casting votes using mobile phones. Android voting
system is an application developed for android devices to deploy an easy and flexible way of casting
votes anytime and from anywhere. The application is especially developed for organizations to get
employees votes for any new policy regulation or issues. The issues or arguments are fed into the
system by the admin. Employees can then cast their vote as yes or no. One voter can only post one
vote for an argument. Each and every vote casted is stored in the database for the respective
argument. At the end of the voting process the system counts the total votes and generates a brief
report of it to the admin. Thus the app helps the company to get proper feedback of the employees
10 CLASSROOM AUTOMATION USING ANDROID APP PROJECT In this Classroom Automation project, we
are using an android app by which the user can select the classroom or group multiple classrooms to
announce script, with this system human effort and time is reduced. Announcement from control
room is captured with mic and feeded into the amplified box, from that amplifier box sound signal is
sent into relay switching box, from relay switching box sound is switched into the respective classroom
based on user inputs from android app

120
 Course Title Python for Data Analysis Course Type Integrated

Course Code M20TCS233 Credits 4 Class II Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 1 2 2
Structure
Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
Python has become one of the most popular dynamic, programming languages, along with Perl, Ruby, and others.
Python and Ruby have become especially popular in recent years for building websites using their numerous web
frameworks, like Rails (Ruby) and Django (Python). Among interpreted languages Python is distinguished by its
large and active scientific computing community. Adoption of Python for scientific computing in both industry
applications and academic research has increased significantly since the early 2000s.
Python’s improved library support (primarily pandas) has made it a strong alternative for data manipulation tasks.
Combined with Python’s strength in general purpose programming, it is an excellent choice as a single language
for building data-centric applications.

COURSE OBJECTIVES:

The objectives of this course are to:

1. Understand Python, data structures, functions;

2. Demonstrate the knowledge on numpy and pandas for data analysis techniques;

3. Illustrate the use of concepts of Reading and Writing Data, data cleaning and preparation for data
analysis;

4. Apply data wrangling and to plot and visualize data.

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COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Understand the concepts of Python, data structures, functions; 1,2,3,4,5 1,2,3
CO2 Make use of inbuilt packages like numPy and pandas to perform operations on 1,2,3,4,5 1,2,3
dataset
CO3 Experiment with various pre processing techniques for data analysis . 1,2,3,4,5 1,2,3

CO4 Apply data wrangling and to plot and visualize data. 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

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

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

CO3 3 1 3 2 2 - - - - - 3 3 2

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

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COURSE CONTENTS:
UNIT- 1
Preliminaries: Why Python for Data Analysis?Essential Python Libraries.Python Language Basics, IPython and
Jupyter Notebooks: The python interpreter, IPython basics, Python language basics
Built in Data Structures, functions and Files: Data srructures and sequences, Functions, Files and operating system
UNIT- 2
NumPy Basics: Arrays and Vectorized Computation: The NumPyndarray: A Multidimensional Array Object,
Universal Functions: Fast Element-wise Array Functions, Array oriented Programming with Arrays, File Input and
Output with Arrays,
Getting started with pandas: Introduction to pandas Data Structures, Essential Functionality, Summarizing and
Computing Descriptive Statistics, Correlation and Covariance, Unique Values, Value Counts, and Membership
UNIT- 3
Data Loading, Storage, and File Formats: Reading and Writing Data in Text Format, Interacting with HTML and
Web APIs, Interacting with Databases.
Data Cleaning and Preparation: Handling missing data, Data Transformation, String Manipulation
UNIT- 4
Data Wrangling: Hierarchical indexing, Combining and Merging Datasets, Reshaping and pivoting.
Plotting and Visualization: Plotting using matplotlib, pandas and seaborn, other python visualization Tools.
SELF-LEARNING:
Advanced Numpy, Advanced Pandas, Data Aggregation
TEXT BOOKS:
1. Wes McKinny, O’Reilly Media, “Python for Data Analysis: Data Wrangling with Pandas, NumPy, and IPython”,
2012. ISBN 978-1-4493-1979-3

REFERENCE BOOKS:
1. Kenneth A. Lambert, “The Fundamentals of Python: First Programs”, Cengage Learning, ISBN: 978-
1111822705, 2011.

JOURNALS/MAGAZINES:

1. Springer Journal on Python for Data Analysis

2. Springer Journal on Python for Data Analysis
3. Elsevier Journal on Python for Data Analysis

123
 SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Python for Data Analysis

2. https://www.classcentral.com/course/swayam- Python for Data Analysis
3. https://nptel.ac.in/courses/106/106/106106156/

PRACTICE:

Sl. No. List of Programs

1 Anaconda is a free and open-sourcedistribution of the Python and R programming languages for data
science, machine learning applications, large-scale data processing, predictive analytics, etc..
Anaconda makes package management and deployment very simple.
Download and Install of Anaconda Distribution of Python, understanding of Jupyter Notebook and
various menu items in it, importing modules like Pandas, Numpy, SciPy etc.
2 Data frames in Python Pandas are excellent objects to handle tabular data from various sources. Write
a python program to demonstrate creation of data frame using various formats of input data
3 Any real time project involves data munging and data wrangling which involves selecting required rows
and columns of data and manipulations on them.
Write a python program to demonstrate following operations on rows and columns of a data frame:
a. Selection
b. Insertion
c. Deletion
4 In order to explore the dataset and understand insights from it, the measures of central tendency play
a crucial role, python has a strong set of functions that help you explore data.
Write a python program to compute descriptive statistics for measures of central tendency from given
data: - Mean, Geometric Mean, Harmonic Mean, Median, and Mode
5 Measuring descriptive statistics in data helps you decide what kind of processing to perform on it to
gain useful information from data.
Write a python program to compute descriptive Statistics for Measures of Variability from given data-
Variance, Standard Deviation, Skew, Percentiles
6 Correlation is a statistical technique that can show whether and how strongly pairs of variables are
related. For example, height and weight are related; taller people tend to be heavier than shorter
people.
Write a python program to compute measures of Correlation in given data - using Pearson, Spearman
correlation coefficients.
7 Data Visualization is visually representing the data using different plots/graphs/charts to find out the
pattern, outliers, and relation between different attributes of a dataset. It is a graphical representation
of data that helps human eye to detect patterns in data hence helps give a direction to data analysis
tasks.
Write a python program to plot following graphs using Matplotlib – Scatter plot, Box Plot, Bar Chart,
Pie Chart
8 Often a data analyst needs to combine data in a data frame by some criteria. This is done by providing
a label to group data in the table. The pandas functions allow us to merge as well group data along rows
124
 and columns as per various criteria.
Write a python program to demonstrate following operations on two data frames:
a. Merging
b. GroupBy
9 Hypothesis testing is a core concept in inferential statistics and a critical skill in the repertoire of a data
scientist. The t-test is statistical hypothesis test in which the test statistic follows a Student's t-
distribution under the null hypothesis. It is applied for normally distributed test statistic.
Write a python program to demonstrate Hypothesis testing using Student’s T Test.
10 Regression is a technique for searching relationships among variables in data. E.g. trying to understand
relationship between salary and experience in years for employees in a data set containing employee
information. Linear regression involves relation between one dependent and one independent
variable.
Write a python program to apply simple linear regression on data

125
 High Performance Computing
Course Title Course Type Integrated

Course Code M20TCS241 Credits 4 Class II Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 1 2 2
Structure
Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
The goal of this course is to give students solid foundations for developing, analyzing, and implementing parallel
and locality-efficient algorithms. This course focuses on theoretical underpinnings. To give a practical feeling for
how algorithms map to and behave on real systems and will supplement algorithmic theory with hands-on
exercises on modern HPC systems, such as Cilk Plus or OpenMP on shared memory nodes, CUDA for graphics co-
processors (GPUs).

COURSE OBJECTIVES:

The objectives of the course are:

1. Explain the basics of processors and parallel computing

2. Discuss the different models of parallel systems.
3. Demonstrate Shared-memory parallel programming with OpenMP for real world Applications
4. Describe the fundamental Distributed-memory parallel programming with MPI.

126
COURSE OUTCOMES:
On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Summarize the basics of processors and parallel computing 1,2,3,4 1,2,3
CO2 Apply the different models of parallelism to real world applications. 1,2,3,4 1,2,3
CO3 Develop Shared-memory parallel programming with OpenMP for real world 1,2,3,4 1,2,3
Applications

CO4 Make use of the concepts of fundamental Distributed-memory parallel 1,2,3,4 1,2,3
programming with MPI.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 3 2 3 3 3

CO2 2 3 2 3 2 3 3

CO3 3 2 3 3 3 3 2

CO4 2 3 3 3 3 3 3

COURSE CONTENTS:
UNIT-1

127
Modern Processors: Stored-program computer architect; General-purpose cache-based microprocessor
architecture; Memory hierarchies; Multicore processors; Multithreaded processors; Vector processors.
Parallel computers: Taxonomy of parallel computing paradigms; Shared-memory computers; Distributed-
memory computers; Hierarchical (hybrid) systems; Networks.

UNIT -2
Basics of parallelization: Why parallelize; Parallelism; Parallel scalability.
UNIT-3
Shared-memory parallel programming with OpenMP: Introduction to OpenMP; Case study: OpenMP-parallel
Jacobi algorithm; Advanced OpenMP: Wavefront parallelization.
Efficient OpenMP programming: Profiling OpenMP programs; Performance pitfalls; Case study: Parallel sparse
matrix-vector multiply.
UNIT-4
Distributed-memory parallel programming with MPI: Message passing; A short introduction to MPI; Example:
MPI parallelization of a Jacobi solver.
Efficient MPI programming: MPI performance tools; Communication parameters; Synchronization, serialization,
contention; Reducing communication overhead; Understanding intranode point-to-point communication.
SELF-LEARNING COMPONENT:
More Recent Applications: Mobile databases; Multimedia databases; Geographical Information Systems;
Genome data management.
TEXT BOOKS:
1. Chapman and Hall, “Introduction to High Performance Computing for Scientists and Engineers”, CRC
Press,2011.
REFERENCE BOOKS:
1. Georg Hager, Gerhard Wellein, Rohit Chandra, Leo Dagum, DrorMaydan, David Kohr, Jeff McDonald,
Ramesh Menon. “Parallel Programming in OpenMP”, Morgan Kaufmann Publisher, 2000
2. Shameem Akhter and Jason Roberts 6, “Multi-core programming, Increase performance through
software multi Threading”, IEEE Transactions on Knowledge and Data Engineering, 2001
3. Kai Hwang , “Advanced Computer Architecture: Parallelism, Scalability, Programmability”, McGraw Hill,
1993
4. George S. Almasi and Alan Gottlieb , “Highly Parallel Computing”, Benjamin/Cummings Publisher, 1994

128
 5. Ananth Grama, Anshul Gupta, George Karypis, and Vipin Kumar, “Introduction to Parallel Computing”,
Addison-Welsey, © 2003.

JOURNALS/MAGAZINES:

1. Springer Journal on High Performance Computing

2. Springer Journal on High Performance Computing
3. Elsevier Journal on High Performance Computing
SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ High Performance Computing

2. https://www.classcentral.com/course/ High Performance Computing
3. https://nptel.ac.in/courses/106/106/106106156/

129
PRACTICE:

SL.NO List of Programs

1 Program which is composed of three parts executed consecutively:

1. A part which you can not parallelize, responsible for a fraction α1 = 0.01 of the total
running time.
2. A part which you can parallelize with only 2 processors. This part is responsible for α2 =
0.04 of the time.
3. A part that can be parallelizable with many processors, occupying the remaining time of
the
program execution.
According to the above information, what maximum speedup can you achieve, if you had no
limitations on the number of processors n? How many processors do you need to obtain a
speedup of at least 8?
2 Determine the asymptotic bounds on the operational intensity I(n) for the following matrix/vector
operations, where n is the dimension of the vector.
State your assumptions.
1. DAXPY: y = αx + y α ∈ R; x, y ∈ R n , double precision,
2. SGEMV: y = Ax + y x, y ∈ R n ; A ∈ R n×n , single precision,
3. DGEMM: C = AB + C A, B, C ∈ R n×n , double precision.

Hint: Assume that A, B and C fit into the cache at the same time

3 Write a program that calculates the sum of numbers from 1 to 1000 in a parallel fashion while
executing on all the cluster nodes and providing the result at the end on only one node. It should
be noted that the print statement for the sum is only executed on the node that is ranked zero (0)
otherwise the statement would be printed as much time as the number of nodes in the cluster.
4 Write an MPI code where array on each process is created. initialize it on process 0. Once the
array has been initialized on process 0, then send it out to each process.
5 Implement and demonstrate the sharing of work among threads in an OpenMP program. using
‘Sections Construct’
6 Non-blocking point-to-point operation allows overlapping of communication and computation to
use the common parallelism in modern computer systems more efficiently. This enables the user
to use the CPU even during ongoing message transmissions at the network level. Demonstrate
the understanding of MPI Non-Blocking operation.
7 Sequential simulations frequently use a single random number generator. What must a parallel
simulation do in this context? Some desirable properties are:
1. Each worker process must draw from a distinct random number sequence.
2. Repeatability between parallel runs when using the same random seed.
3. Repeatability in comparing a parallel run with n slaves and a
parallel run with only 1 slaves, when using the same random seed.
4. Repeatability between the parallelized simulation and the
original (unmodified) sequential simulation.

8 For this exercise study basic MPI functions such as:

For MPI management MPI_Int(),MPI Final()

130
 Each MPI program should start with MPI_Int and finish with MPI_Final()
Each process can fetch the number of processes in the default communicator
MPI_COMM_WORLD (the application) by calling MPI_Comm_size
Process in a MPI application are identified by so called ranks ranging from 0 to n-1 where n is
the number of processs returned by MPI_Comm_size().
Based on the rank each process can perform a part of all required computations so that all
process contribute to final goal and process all required data.
9 For Point-to-point communication: MPI-Send(), MPI_Recv()
Int MPI_Send(void * buf, int count,MPI_Datatype dtype, int dest, int tag, MPI_Count(comm)
MPI_Send sends data pointed by buf to process with with rank dest. There should be count
elements of data type dtype. For instance, when sending 5 doubles, count should be 5 and dtype
should be MPI_DOUBLE tag can be any number which additionally describe thwe message and
comm. Can be MPI_COMM-WORLD for the default communications.
Int MPI_ Recv(void *buf , int count, MPI_Datatype dtype
Int src, int tag, MPI_Comm comm., MPI-Status *star)
MPI-Recv is a blocking receive which waits for message with tag from process with rank src in
communicator comm.. Dtype and count denote the type and the number of elements which are
to be received and stored in buf. Stat holds information about the received message.
10 For collective communication MPI_Barrier (), MPI_Gather(), MPI_Scatter(),MPI_Allgather()
As an example :
Int MPI_Reduce(void *sbuf, void * rbuf, int count
MPI_Datatype dtype, MPI_Op op, int root
MPI_Comm comm)
Reduce all values given by processes in communicator comm to a single value in process with
rank root. See the code below for adding numbers given by all process to a single value in process
0

131
 Course Title Program Analysis Course Type Integrated

Course Code M20TCS242 Credits 4 Class II Semester

Contact Work
Total Number of Assessment in
TLP Credits Hours Load
ClassesPer Weightage
Theory 3 3 3 Semester

Course Practice 1 2 2
Structure Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
Data flow analysis in a program is used to discover information for a wide variety of useful applications, ranging
from compiler optimizations to software engineering and verification. Modern compilers apply it to produce
performance-maximizing code, and software engineers use it to re-engineer or reverse engineer programs and
verify the integrity of their programs. The course will mainly cover topics: Introduction, compiler architecture,
intermediate representations, Dataflow analysis, Control flow analysis, control-flow graphs, basic blocks, Pointer
and alias analysis, Interprocedural analysis, Advanced Topics: Program Synthesis, Program Testing, & Types and
Programming.

COURSE OBJECTIVES:

The objective of this course is to:

1. Explain the basic concepts of data flow analysis through a contemporary optimization.

2. Describe common properties of program analysis at an abstract level.

3. Discuss the Complexity of Iterative Data Flow Analysis.

4. Illustrate the Data Flow Analysis in GCC

132
COURSE OUTCOMES:

On successful completion of this course, student shall be able to:

CO# Course Outcomes Pos PSOs

CO1 Summarize the basic concepts of data flow analysis and common properties of 1,2,3,4,5 1,2,3
variables and expressions.
CO2 Apply graph properties to data flow analysis, framework, assignments, functions 1,2,3,4,5 1,2,3
and equations.
CO3 Design data flow analysis algorithm in round robin and iterative methods. 1,2,3,4,5 1,2,3
CO4 Develop various data flow analysis algorithms using the concept of GCC. 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 3 1 1 3 3 1

CO2 3 3 2 1 3 3 2 3

CO3 3 2 1 3 3 2 3 3

CO4 3 2 3 1 3 3 3 2

133
COURSE CONTENTS:
UNIT-1
An Introduction to Data Flow Analysis: A Motivating Example, Program Analysis: The Larger Perspective,
Characteristics of Data Flow Analysis, Classical Bit Vector Data Flow Analysis: Basic Concepts and Notations,
Discovering Local Data Flow Information, Discovering Global Properties of Variables, Discovering Global
Properties of Expressions.

UNIT-2
Theoretical Abstractions in Data Flow Analysis: Graph Properties Relevant to Data Flow Analysis, Data Flow
Framework, Data Flow Assignments, Computing Data Flow Assignments, General Data Flow Frameworks: Non-
Separable Flow Functions, Discovering Properties of Variables.
UNIT-3
Complexity of Iterative Data Flow Analysis: Generic Flow Functions and Data Flow Equations, Generic Round-
Robin Iterative Algorithm, Complexity of Round-Robin Iterative Algorithm
UNIT 4
An Introduction to GCC: About GCC, Building GCC, Implementing Data Flow Analysis in GCC : Specifying a Data
Flow Analysis, An Example of Data Flow Analysis
SELF-LEARNING COMPONENT:
Discovering Properties of Pointers, Liveness Analysis of Heap Data, Implementing the Generic Data Flow
Analyzer gdfa.

TEXT BOOKS:
1.Uday P. Khedker, AmitabhaSanyal, and BageshriKarkare, “Data Flow Analysis: Theory and Practice”, CRC
Press,2009
REFERENCE BOOKS:
1. M. S. Hecht, “Flow Analysis of Computer Programs”, ElsevierNorth-Holland Inc, 1977.
2. F. Nielson, 3. R. Nielson, and C. Hankin, “ Principles of Program Analysis”, Springer-Verlag, 1998.

JOURNALS/MAGAZINES:

1. Springer Journal on Program Analysis

2. Springer Journal on Program Analysis
3. Elsevier Journal on Program Analysis

134
SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Program Analysis

2. https://www.classcentral.com/course/ Program Analysis
3. https://nptel.ac.in/courses/106/266/106106156/

135
PRACTICE:

Use any of the following programming languages Java, C++, C# and Python to implement the list of following
programming task and use any of the following tools to analyze the code developed by you.

SL.NO List of Tools

1 PVS-Studio: PVS-Studio is a tool for detecting bugs and potential vulnerabilities in the source code of
programs written in C, C++, C#, or Java, and is also a Static Application Security Testing (SAST) tool. It is
meant to be used as part of the CI practice and allows the user to detect bugs at the earliest development
stages, where they cost almost nothing to fix.
2 Kiuwan: Automatically scan your code to identify and remediate vulnerabilities. Compliant with the most
stringent security standards, such as OWASP and CWE, Kiuwan Code Security covers and integrates
languages with leading DevOps tools.
3 Embold: Embold is a static analysis platform that offers AI-assisted code testing that not only identifies weak
code and vulnerabilities, but also suggests solutions to rectify them.
4 CodeScene Behavioral Code Analysis: CodeScene is different from the traditional code analysis tools you
might have come across earlier. So follow along as we explain how you use the analysis information and how
you integrate CodeScene in your organization’s daily work to get the most out of the tool.
5 Visual Expert: Visual Expert is a static program analyzer, extracting design and technical information from
software source code by reverse-engineering, used by programmers for software
maintenance, modernization or optimization.
6 Veracode: The Veracode REST and XML APIs mirror the major steps you complete on the Veracode Platform,
automating the scanning, reviewing, mitigating, and administrative tasks.
7 Fortify Static Code Analyzer: Fortify Static Code Analyzer Fortify SCA is a static application security
testing (SAST) offering used by development groups and security professionals to analyze the source code for
security vulnerabilities. It reviews code and helps developers identify, prioritize, and resolve issues with less
effort and in less time.
8 Parasoft: ParasoftSOAtest is a Web API Automation tool that makes use of two services i.e. SOAP and REST
to perform Functional, Regression, Unit Testing, Runtime error detection, static code analysis, service
virtualization
9 Coverity: Coverity is a proprietary static code analysis tool from Synopsys. This product enables engineers
and security teams to find and fix software defects.
10 CodeSonar: CodeSonar is a static code analysis tool from GrammaTech. CodeSonar is used to find and fix
bugs and security vulnerabilities in source and binary code. It performs whole-program, inter-procedural
analysis with abstract interpretation on C, C++, C#, Java, as well as x86 and ARM binary executable and
libraries.

136
SL.NO List of Programs

1 Develop a program to multiply two given matrices of any order.

2 Create a program that would simulate stack operations.

3 Create a program that would simulate Queue operations.

4 Develop a program code to create and traverse a binary search tree.

5 Create a code to sort a list of items in ascending order, use merge sort logic.

6 Program to implement linear and binary search.

7 Develop a code to solve 0-1 Knapsack Problem

8 Create a code to implement dijkstra's algorithm.

9 Develop a code to solve the N Queens problem

10 Program to find all Permutations of a given string

137
 Course Title Blockchain Technology Course Type Integrated

Course Code M20TCS243 Credits 4 Class II Semester

Contact Work
TLP Credits Total Number of
Hours Load Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 1 2 2
Structure
Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
This course introduces the concept of digital crypto currencies using Blockchain, which is fundamentally a public
digital ledger to share information in a trustworthy and secure way. The course also discuss the concept and
applications of Blockchain that have now spread from crypto currencies to various other domains, including
business process management, smart contracts, IoT and so on. This includes the fundamental design and
architectural primitives of Blockchain, the system and the security aspects, along with various use cases from
different application domains.

COURSE OBJECTIVES:

The objective of the course is to:

1. Explain the underlying technology of transactions, blocks, proof-of-work, and consensus building

2. Discuss Hyperledger to build applications on blockchain

3. Describe the architecture of bit coins and to give the working of the bit coin

4. Illustrate the design and implementation of new ways of using blockchain technology

138
COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Describe the usage of block chain in terms of the underlying technology 1,2,3,4,5 1,2,3

CO2 Make use of Hyperledger to build applications on blockchain 1,2,3,4,5 1,2,3

CO3 Explore working of the bit coin 1,2,3,4,5 1,2,3
CO4 Implement new ways of using blockchain for applications in various 1,2,3,4,5 1,2,3
aspects

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 3 2 3 3 3 2

CO2 2 2 3 3 2 3 3 3

CO3 3 2 3 2 2 3 2 3

CO4 3 2 3 3 3 3 3 2

139
COURSE CONTENTS:
UNIT-1
Introduction to Blockchain: History: Digital Money to Distributed Ledgers; Design Primitives: Protocols, Security,
Consensus, Permissions, Privacy; Blockchain Architecture and Design: Basic crypto primitives: Hash, Signature;
Hashchain to Blockchain; Basic consensus mechanisms; Consensus: Requirements for the consensus protocols,
Proof of Work (PoW), Scalability aspects of Blockchain Consensus, consensus protocols.

UNIT-2
Permissioned Blockchains: Design goals, Consensus protocols for Permissioned BlockchainsHyperledger Fabric I:
Decomposing the consensus process, Hyperledger fabric components, Chaincode Design and Implementation;
Hyperledger Fabric II: Beyond Chaincode: Fabric SDK and Front End Hyperledger composer tool.
UNIT-3
Use case I:Blockchain in Financial Software and Systems (FSS): Settlements, KYC, Capital markets, Insurance; Use
case II: Blockchain in trade supply chain: Provenance of goods, visibility, trade supply chain finance, invoice
management discounting, etc Use case III: Blockchain for Government: Digital identity, land records and other
kinds of record keeping between government entities, public distribution system, social welfare systems.

UNIT-4
Blockchain Cryptography, Privacy and Security on Blockchain; Research aspects I: Scalability of Blockchain
consensus protocols, Case Study of various recent works on scalability; Research aspects II: Secure cryptographic
protocols on Blockchain; Case Study of Secured Multi-party Computation, Blockchain for science: making better
use of the data-mining network; Case Studies: Comparing Ecosystems - Bitcoin, Hyperledger, Ethereum and
more.

SELF-LEARNING COMPONENT:
Explore the architecture and design of Ethereum
TEXT BOOKS:
1. Arvind Narayanan, Joseph Bonneau, Edward Felten, Andrew Miller, and Steven Goldfeder “Bitcoin and
Cryptocurrency Technologies” , Princeton University Press,2016
2. https://github.com/bitcoinbook/bitcoinbook

140
REFERENCE BOOKS:
1. “Hyperledger Fabric” - https://www.hyperledger.org/projects/fabric
2. Bob Dill, David Smits ,“Zero to Blockchain”, An IBM Redbooks course, 2000

JOURNALS/MAGAZINES:

1. Springer Journal on Blockchain Technology

2. Springer Journal on Blockchain Technology
3. Elsevier Journal on Blockchain Technology

SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Blockchain Technology

2. https://www.classcentral.com/course/ Blockchain Technology
3. https://nptel.ac.in/courses/106/266/106106156/

4. https://www.redbooks.ibm.com/Redbooks.nsf/RedbookAbstracts/crse0401.html
5. http://cs251crypto.stanford.edu/18au-cs251/syllabus.html

141
 PRACTICE:
SL.NO List of Programs

1 Remix: Develop Smart Contracts for the EthereumBlockchain. Remix is a Solidity IDE that’s used
to write, compile and debug Solidity code. Solidity is a high-level, contract-oriented programming
language for writing smart contracts. It was influenced by popular languages such as C++, Python
and JavaScript.
Develop your first program that prints “Hello Blockchain” using the remix sandbox for Etherium.
2 Hyperledger Fabric is an enterprise-grade, distributed ledger framework that aims to provide
two core features for Blockchain use cases – modularity and versatility.
Configure your machine and development environment to run hyper ledger fabric programs and
test the set up by writing a program that computes squares of input numbers.
3 The blockchain is an innovative technology that overcomes these threats and allows to
decentralize sensitive operations while preserving a high level of security. It eliminates the need
for trusted intermediaries. The blockchain is accessible to all network nodes and keeps track of
all transactions already made.
Write a program that enables a user to send a signed message to other user on blockchain.
4 All transactions are recorded on the blockchain network and rely on user verification to be fully
authenticated. The transactions executed during a given period of time are recorded into files
Write a program that retrieves transaction details associated with a specific block on the chain.
5 Step-by-step guide to building a smart contract on Ethereum Step #1: Introducing two parties to
an Ethereum smart contract Step #2: Enabling a client to transfer money to a smart contract Step
#3: Allowing a smart contract to transfer money to a tasker Step #4: Deploying your smart
contract
Write a program to demonstrate how to deploy a blockchain smart contract.
6 A block chain is an application of cryptographic functions, namely hash functions, to create a
system where participants are discouraged from behaving "bad".
Simulate a simple blockchain in python – demonstrating mining, transaction, communication
between nodes.
7 Instead of having a network, a central server, and a database, the blockchain is a network and
a database all in one. A blockchain is a peer-to-peer network of computers, called nodes, that
share all the data and the code in the network.
Write a program to simulate simplified steps in decentralized election process.
8 Blockchain also has other applications outside the world of cryptocurrencies, including copyright
law, anti-piracy practices, and automated cash transfers. As long as distrust exists in the world,
there will be a purpose for blockchain.
Write a program to simulate creation your own crypto currency and demonstrate its usage in a
transaction.
9 Supply chain is happening all around you. If your company somehow makes a product, or
procures a product, or procures then makes a product that you then sell to a customer, you have
an end-to-end supply chain that might need optimizing.
Write a program to simulate agricultural supply chain from farmer to end customer.
10 Blockchain Firm is primarily aimed at resolving the current issues prevailing in the electronic
commerce line of businesses. We leverage your enterprises by boosting blockchain e-commerce
platforms. Our trending and innovative ideas aid you in incorporating this profitable tech into
your business.
Write a program to create a very basic e-commerce platform for trading.
142
 Course Title Robotic Process Automation Course Type Theory

Course Code M20TCS251 Credits 3 Class II Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Structure Practice 0 0 0
Theory
CIE SEE
- 0 - -
Practical
Total 3 3 3 39 50 50

COURSE OVERVIEW:
Robotic Process Automation (RPA) offers many challenges for software developers and scientists. This course
introduces the UiPath Robotic Process Automation concepts through UiPath Studio and UiPath Orchestrator
where a student gains knowledge of how to build a bot to automate required tasks. he objectives of this course
are to

COURSE OBJECTIVES:

The objectives of this course are to:

1. Discuss the concepts of Robotics Process automation

2. Describe the sequence, flowchart and control flow in automation tool

3. Demonstrate the data manipulation techniques

4. Demonstrate the usage of UI Explorer and Screen scraping

143
COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Make use of recording features in UiPath Studio to automate the repetitive 1,2,3,4,5 1,2,3
tasks.

CO2 Apply appropriate Workflow Activities in UiPath Studio to automate the 1,2,3,4,5 1,2,3
complex tasks using Flowchart and Sequence.

CO3 Build data table and data manipulation techniques in UiPath Studio to automate 1,2,3,4,5 1,2,3
CSV / Excel workbook applications
CO4 Design and Develop bot process using UI Explorer and Automate using Screen 1,2,3,4,5 1,2,3
Scraping for applications in
UiPath Studio.

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 2 2 2 3 3 3

CO2 3 2 1 3 3 3 2 3

CO3 3 3 1 2 3 3 3 2

CO4 1 3 2 3 3 3 2 3

144
COURSE CONTENT:
UNIT-1
What Is Robotic Process Automation: Scope and techniques of automation, Robotic process automation, About
UiPath, Future of Automation. Record and Play: UiPath stack, Downloading and installing UiPath Studio, Learning
UiPath Studio, Task recorder, Step-by-step examples using the recorder.
UNIT-2
Sequence. Flowchart and Control Flow: Sequencing the Workflow, Activities, Control Flow, various types of
loops, and decision making, Step-by-step example using Sequence and Flowchart, Step-by-step example using
Sequence and Control Flow
UNIT-3
Data Manipulation: Variables and Scope, Collections, Arguments-Purpose and use, Data table usage and
examples, Clipboard management, File operation with step-by-step example, CSV/Excel to data table and vice
versa with a step-by-step example
UNIT-4
Taking Control of the Controls: Finding and attaching windows, Finding the control, Techniques for waiting for a
control, Act on controls-mouse and keyboard activities, Working with UI Explorer, Handling events, Screen
Scraping, When to use OCR, Types of OCR available, How to use OCR

SELF-LEARNING COMPONENTS:
Handling User Events and Assistant Bots
TEXT BOOKS:
1. Alokmani Tripathi, “Learning Robotic Process Automation”, Packt Publishing, 2018
2.E. Turban, R. Sharda, D. Delen, David King, “Business Intelligence”, Pearson India, 2010.
REFERENCE BOOKS:
1. Marlon Dumas et. al., “Fundamentals of Business Process Management”, Springer, ebook, 2012.
2. Van der Aalst, “Process Mining: Discovery, Conformance and Enhancement of Business Processes”,
Third edition, 2011.

JOURNALS/MAGAZINES:

1. Springer Journal on Robotic Process and Automation

2. Springer Journal on Robotic Process and Automation
3. Elsevier Journal on Robotic Process and Automation

145
SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Robotic Process and Automation

2. https://www.classcentral.com/course/ Robotic Process and Automation
3. https://nptel.ac.in/courses/106/266/106106156/

146
 Course Title Agile software development Course Type Theory

Course Code M20TCS252 Credits 3 Class II Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course Practice 0 0 0
Structure Theory CIE SEE
- 0 - -
Practical
Total 3 3 3 39 50 50

COURSE OVERVIEW:
The objective of the course will help you gain knowledge on what is agile? Why agile is better suited for the
situations and to cover some of the most common agile frameworks like scrum and XP in depth. The course also
examines Agile Development concepts, its evolution from the Waterfall Lifecycle, various agile methods and best
practices and knowledge on how to apply Agile to your software projects.

COURSE OBJECTIVES:

The objective of this course is to:

1. Explain the basics of Agile Software Development and Software Development Rhythms.

2. Demonstrate the unique features related to traditional agile software practices.

3. Describe the core principles of a DevOps implementation and culture.

4. Discuss the enormous benefits of DevOps practices and culture.

147
COURSE OUTCOMES:

On successful completion of this course, the student is expected to be able to:

CO# Course Outcomes Pos PSOs

CO1 Develop applications using traditional Agile Software practices 1,2,3,4,5 1,2,3

CO2 Outline the fundamental principles and practices of Agile Software in real world 1,2,3,4,5 1,2,3
problem

CO3 Analyze the agile principles and values to a given situation. 1,2,3,4,5 1,2,3

CO4 Make use of Building Blocks of DevOps methods in real world problems. 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 2 3 2 3 3 3

CO2 3 2 2 2 3 2 3 3

CO3 3 2 3 2 1 3 3 2

CO4 3 2 2 3 3 3 2 3

148
COURSE CONTENTS:
UNIT-1

Introduction: Iterative Development, Risk-Driven and Client-Driven Iterative Planning, Time boxed Iterative
Development, Evolutionary and Adaptive Development, Evolutionary Requirements Analysis, Early “Top Ten”
High-Level Requirements and Skillful Analysis, Evolutionary and Adaptive Planning. Incremental Delivery,
Evolutionary Delivery.
UNIT-2
Agile: Agile Development, Classification of Methods, The Agile Manifesto and Principles, Agile Project
Management, Embrace Communication and Feedback, Programming as If People Mattered, Simple Practices and
Project Tools, Empirical vs. Defined & Prescriptive Process, Principle-Based versus Rule-Based. Sustainable
Discipline: The Human Touch, Team as a Complex Adaptive System, Agile Hype? Specific Agile Methods.
UNIT-3
Motivation: The Facts of Change on Software Projects, Key Motivations for Iterative Development, Meeting the
Requirements Challenge Iteratively, Problems with the Waterfall.
Evidence: Research Evidence, Early Historical Project Evidence, Standards-Body Evidence, Expert and Thought
Leader Evidence, Business Case for Iterative Development.
UNIT 4
Fundamentals: Beginning DevOps for Developers, Introducing DevOps, Building Blocks of DevOps.
Metrics and Measurement View: Quality and Testing, Process view.
Technical View: Automatic Releasing, Infrastructure as Code, Specification by Example

SELF-LEARNING COMPONENT:
A Qualitative Study of DevOps Usage in Practices, A Case Study of DevOps at Netflix.

TEXT BOOKS:
1. Craig Larman, “Agile and Iterative Development: A Manager's Guide”, Pearson Education, 2006.
2. Jim Highsmith, “ Agile Project Management: Creating Innovative Products (Agile Software
Development)” Addison Wesley, 2009.
3. Robert Cecil Martin, “ Agile Software Development: Principles, Patterns, and Practices”, Prentice Hall
PTR, Upper Saddle River, NJ, USA, 2009.

149
REFERENCE BOOKS:
1. Jeff Sutherland, “ Scrum: A revolutionary approach to building teams, beating deadlines, and boosting
productivity”, Random House Business Books, 2014.
2. Mitch Lacey, “The Scrum Field Guide: Agile Advice for Your First Year”, Addison Wesley, 2012.
3. Martin C. Robert, Martin Micah, “Agile Principles, Patterns, and Practices in C#”, Prentice Hall, 2006.
4. Michael Huttermann, “DevOps for Developers, Integrate Development and Operations, the Agile Way”,
Apress Publications. 2000(https://books.google.co.in/

JOURNALS/MAGAZINES:

1. Springer Journal on Agile Software Development

2. Springer Journal on Agile Software Development
3. Elsevier Journal on Agile Software Development
4. IEEE transactions on Agile Software Development Using Scrum.
5. ACM Transactions on DevOps.

SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Agile Software Development

2. https://www.classcentral.com/course/ Agile Software Development
3. https://nptel.ac.in/courses/188/255/106106156/

150
 Course Title Deep Learning Course Type Theory

Course Code M20TCS253 Credits 3 Class II Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 0 0 0
Structure Theory CIE SEE
- 0 - -
Practical
Total 3 3 3 39 50 50

COURSE OVERVIEW:
This course introduces to deep learning, a branch of machine learning concerned with the development and
application of modern neural networks. Deep learning algorithms extract layered high-level representations of
data in a way that maximizes performance on a given task. Deep learning is behind many recent advances in AI,
including Siri’s speech recognition, Facebook’s tag suggestions and self-driving cars.

COURSE OBJECTIVES:

The objectives of this course are to:

1. Illustrate the use of Mathematical model for a real world application.

2. Explain learning algorithm for a real world application.

3. Demonstrate the deep learning neural network in a real world application.

4. Discuss the deep learning techniques in neural networks and natural language processing

151
COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes POs PSOs

CO1 Apply the basic concepts of mathematics to solve problems based on deep 1,2,3,4,5 1,2,3
learning concepts.

CO2 Make use of suitable machine learning algorithms on real world problems 1,2,3,4,5,8 1,2,3
(classification, clustering).

CO3 Utilize deep learning neural network model on real time applications like(face 1,2,3,4,5,8 1,2,3
recognition, speech recognition)

C04 Apply object detection and recognition techniques to solve real world problems. 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

Remember Understand Apply Analyze Evaluate Create

CO#
(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 1 2 3 3 2 3

CO2 2 3 3 2 1 1 2 3 3

CO3 3 3 1 2 2 1 3 3 3

CO4 2 1 3 2 3 3 3 2

152
COURSE CONTENTS:
UNIT-1
Introduction: Applied math and Machine Learning Basics: Linear Algebra-Scalors, Vectors, Matrices and Tensors,
Eigen Decomposition, SVD, PCA Probability and Information Theory-Probability Distribution, Conditional
Probability, Chain Rule of Conditional Probability, Bayes’ Rule.
UNIT-2
Numerical Computation: Overflow, Underflow, Gradient Based Optimization, Constrained Optimization, Linear
Least Squares, Machine Learning Basics- Learning Algorithms, Overfitting and Underfitting, Maximum Likelihood
Estimation, Supervised and Unsupervised Learning Algorithms, Building Machine Learning Algorithm, Challenges
Motivating Deep Learning
UNIT-3
Deep Networks: Modern Practices-Example: Learning XOR, Gradient-Based Learning, Hidden Units, Architectural
Design, Back-Propagation Algorithm.
UNIT-4
Convolutional Networks: Recurrent Neural Networks, Applications- Natural Language Processing,
Recommender Systems.
SELF-LEARNING COMPONENT:
Linear factor Models, Structured probabilistic Models, Monte-Carlo Methods, Deep generativeModels.

TEXT BOOKS:
1. Bengio, Yoshua, Ian J. Goodfellow, and Aaron Courville. "Deep learning." MIT Press book in
preparation,2015.
2. Duda, R.O., Hart, P.E., and Stork, “Pattern Classification”, Wiley-Interscience,2001.
REFERENCES:
1. Theodoridis, S. and Koutroumbas, “ Pattern Recognition”, Academic Press, 2008.
2. Russell, S. and Norvig, N, “Artificial Intelligence: A Modern Approach”, Prentice Hall Series in Artificial
Intelligence. 2003.

153
JOURNALS/MAGAZINES:

1. Springer Journal on Deep Learning

2. Springer Journal on Deep Learning
3. Elsevier Journal on Deep Learning
4. Springer Journal of Machine Learning.

SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Deep Learning

2. https://www.classcentral.com/course/ Deep Learning
3. https://nptel.ac.in/courses/106/266/106106156/

154
 Course Title Cyber Security Lab Course Type Practice

Course Code M20TC0206 Credits 2 Class II Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 0 0 0 Semester
Course Practice 2 4 4
Structure Practice
CIE SEE
- 0 - -

Total 2 4 4 26 50 50

COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Implement the cipher techniques 1,2,3,4,5,10 1,2,3

CO2 Develop the various security algorithms 1,2,3,4,5,9 1,2,3

CO3 Design different open source tools for network security and analysis 1,2,3,4,5,10 1,2,3

CO4 Demonstrate intrusion detection system using various open tools 1,2,3,4,5,10,11 1,2,3

155
Practice:

Sl. No. List of Program

Implement the following SUBSTITUTION & TRANSPOSITION TECHNIQUES concepts:

a) Caesar Cipher
1 b) Playfair Cipher
c) Hill Cipher
d) Vigenere Cipher
e) Rail fence – row & Column Transformation
Implement the following algorithms
a) DES
2 b) RSA Algorithm
c) Diffiee-Hellman
d) MD5
e) SHA-1
3
Implement the Signature Scheme - Digital Signature Standard
4 Demonstrate how to provide secure data storage, secure data transmission and for creating
digital signatures (GnuPG)
5
Setup a honey pot and monitor the honeypot on network (KF Sensor)
6
Installation of rootkits and study about the variety of options
7 Perform wireless audit on an access point or a router and decrypt WEP and WPA. (Net
Stumbler)
8
Demonstrate intrusion detection system (ids) using any tool (snort or any other s/w)

COURSE ARTICULATION MATRIX

Course Program Outcomes

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

CO1 3 2 2 3 3 1 3 3 3

CO2 1 3 2 3 2 1 3 3 2

CO3 3 3 1 2 1 1 3 2 3

CO4 3 3 3 1 2 1 2 2 3 3

156
 Course Title Mini Project Course Type Practice

Course Code M20TC0207 Credits 2 Class II Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 0 0 0 Semester
Course Practice 2 4 4
Structure Practice CIE SEE
- 0 - -
Practical
Total 2 4 4 26 50 50

COURSE OVERVIEW:
Project survey has to be completed and problem identification for the project must be done. Students must meet
the guide and discuss with due PPT presentations at least two hours per Wk. and do the necessary ground work
for Phase II devoting at least 6 hours per week.
COURSE OBJECTIVE (S):
1. To create an Industrial environment and culture within the department of CSE.
2. To provide students hands on experience on, troubleshooting, maintenance, innovation, record keeping, documentation etc
thereby enhancing the skill and competency part of technical education.
3. To promote the concept of entrepreneurship.
4. To inculcate innovative thinking and thereby preparing students for main project.

COURSE OUTCOMES (CO’S):

On successful completion of this course, the student shall be able to:

CO# Course Outcomes POs PSOs

1,2,3
CO1 Demonstrate in-depth knowledge on the project topic. 7 to 11

Identify, analyze and formulate complex problem chosen for project work 7 to 11 1,2,3
CO2 to attain substantiated conclusions.
7 to 11 1,2,3
CO3 Design solutions to the chosen project problem.

7 to 11 1,2,3
CO4 Undertake investigation of project problem to provide valid conclusions.

157
 Use the appropriate techniques, resources and modern engineering tools 7 to 11 1,2,3
CO5 necessary for project work.

7 to 11 1,2,3
CO6 Apply project results for sustainable development of the society.

Understand the impact of project results in the context of environmental 7 to 11 1,2,3

CO7 sustainability.

Understand professional and ethical responsibilities while executing the 7 to 11 1,2,3

CO8 project work.

7 to 11 1,2,3
CO9 Function effectively as individual and a member in the project team.

Develop communication skills, both oral and written for preparing and 7 to 11 1,2,3
CO10 presenting project report.

Demonstrate knowledge and understanding of cost and time analysis 7 to 11 1,2,3

CO11 required for carrying out the project.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √ √ √

CO2 √ √ √

CO3 √ √ √

CO4 √ √ √

CO5 √ √ √

CO6 √ √ √
CO7 √ √ √
CO8 √ √ √
CO9 √ √ √

CO10 √ √ √

CO11 √ √ √

COURSE ARTICULATION MATRIX

158
 PO10

PO11

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3
3 3 3 3 3 3 3
CO2 3 3 3 3 3 3 3 3

CO3 3
3 3 3 3 3 3 3
CO4 3
3 3 3 3 3 3 3
CO5 3
3 3 3 3 3 3 3
CO6 3
3 3 3 3 3 3 3
CO7 3
3 3 3 3 3 3 3
CO8 3
3 3 3 3 3 3 3
CO9 3
3 3 3 3 3 3 3
CO10 3
3 3 3 3 3 3 3
CO11 3
3 3 3 3 3 3 3
Note: 1-Low, 2-Medium, 3-High

The following are the guidelines to be followed by the students to complete their research based mini projects.

1. The students shall form groups (max 4) and select their guides based on their area of interest in their previous
semester.
2. In the beginning of the current semester the students shall corner the problem by performing the literature
survey (by choosing the research papers of reputed Journals) in their area of interest.
3. The students shall choose a base paper from the list of papers they would have surveyed.
4. The students shall identify the research gaps in their selected research domain, and finalize their problem
statement with objectives for the research based mini project.
5. The students shall be completing the synopsis presentation (phase-1 presentation (progress)), and phase-2
presentation (implementation with demo) as per the calendar set by the concerned coordinator.
6. Finally, the students shall complete their mini projects providing innovative solutions for the selected research
problem and apply for patent / copyright / paper publication in SCOPUS indexed journals / research proposals
/ product development / and or startups.

COURSE CONTENTS

159
A mini project is an assignment that student try to complete at the end of every semester, especially in
engineering to strengthen the understanding of your fundamentals through effective application of theoretical
concepts. There are separate credits for each mini project you complete at college although I have seen many
students taking up a project out of their own interest and passion. Mini project can help you boost your skills and
widen your horizon of your thinking.

Mini projects form a middle ground for all segments of electronics engineers looking to build. Students work on
various mini project ideas topics to improve their skills, whereas hobbyists like the fun in meddling with
technology.

Mini project is based on small scale which can benefit the society or any organization on a small scale. Students
work on various mini project ideas topics to improve their skills, whereas hobbyists like the fun in meddling with
technology. Mini projects form a middle ground for all segments of electronics engineers looking to build.

SAMPLE MINI PROJECTS:

Consider a mini project that includes work in most disciplines, ending in a stable executable for a 3-week iteration
(any example of software/hardware project of candidate choice). Construct a disciplines across iterations
diagram considering the sample disciplines i.e., Requirements, Design, Implementation and Test.

1. Make Your Own Dual-Voltage Rechargeable Torch Light Line Follower

The purpose of this circuit is to create a new topology with good power factor maintained at AC voltage input,
to provide good efficiency output to the battery and to increase its life.

2. GPS On ATmega
This electronics mini project idea might be something to get your hands on. Based on ATmega 16A, this uses a
GPS receiver.

3. PC Based GPS
If working with ATmega gets too much for you, we have an alternative as well. This project designs a system
that connects a GPS module to a PC com port, which enables you to use the navigation on a PC.

4. Low Power Inverter

Here is a simple low power inverter that converts 12V DC into 230-250V AC. It can be used to power light loads
like window chargers, night lamps, or simply give a shock to keep the intruders away.

5. LPG Leakage Detector

This mini project is for a low-cost circuit for an LPG detector that you can build easily. The next time there is a
leakage, you can easily be on top of things.

160
 II Year
Detailed Syllabus

161
III Semester
Syllabus

162
 Course Title Virtual and Augmented Reality Course Type Integrated

Course Code M20TCS311 Credits 4 Class III Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 1 2 2
Structure
Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:

This Course provides the knowledge on Virtual reality concepts, multiple modal interaction, visual-auditory-
haptic, interaction inmersion and imagination, visual computation and environmental modeling; geometric
behavior and physically based simulation; management of large scale environment, VR development tools,
augmented reality, mixed reality, digital entertainment
COURSE OBJECTIVES:

The objectives of this course are to

1. Explain the principles and multidisciplinary features of virtual reality.

2. Illustrate the technology for multimodal user interaction and perception in VR, in particular the visual,
audial and haptic interface and behavior.

3. Describe the objects using technology for managing large scale VR environment in real time.

4. Demonstrate the design of the solutions using VR system framework and development tools.

163
COURSE OUTCOMES:

On successful completion of this course; the student shall be able to:

CO# Course Outcomes Pos PSOs

CO1 Summarize the fundamentals of Augmented Reality and Virtual Reality. 1,2,3,4,5 1,2,3

CO2 Apply multimodal user interaction and perception techniques involved in Virtual 1,2,3,4,5 1,2,3
Reality.

CO3 Design different objects using Simulation and Interactive techniques for real 1,2,3,4,5 1,2,3
world applications.

CO4 Develop innovative Virtual Reality solutions for industrial and Social relevant 1,2,3,4,5 1,2,3
applications..

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 3 3 1 3 3 3

CO2 3 3 2 1 3 3 3 2

CO3 3 2 1 3 3 3 2 3

CO4 3 1 3 2 1 2 3 3

164
COURSE CONTENTS: UNIT- 1

Introduction to Virtual Reality (VR): Fundamental Concept and Components of VR, Primary Features and Present
Development on VR.
Multiple Modals of Input and Output Interface in VR: Input – Tracker, Sensor, Digital Glove, Movement Capture,
Video-based Input, 3D Menus and 3D Scanner. Output – Visual, Auditory, Haptic Devices.
UNIT -2
Visual Computation in VR: Fundamentals of Computer Graphics; Real time rendering technology; Principles of
Stereoscopic Display; Software and Hardware Technology on Stereoscopic Display.
Environment Modeling in VR: Geometric Modeling, Behavior Simulation, Physically Based Simulation
UNIT- 3
Haptic & Force Interaction in Virtual Reality: Concept of haptic interaction; Principles of touch feedback and
force feedback; typical structure and principles of touch/force feedback facilities in applications. Interactive
Techniques in VR: Body Track, Hand Gesture, 3D Manus, Object Grasp.
Development Tools and Frameworks in VR: Frameworks of Software Development Tools in VR, X3D Standard,
Vega, MultiGen, Virtools, Unity.
UNIT- 4
Augmented Reality: System Structure of Augmented Reality; Key Technology in AR; General solution for
calculating geometric & illumination consistency in the augmented environment.
Application of VR in Digital Entertainment: VR Technology in Film and TV Production, VR Technology in Physical
Exercises and Games, Demonstration of Digital Entertainment by VR.

SELF-LEARNING COMPONENT:
Unity 3D, Manus VR

TEXT BOOKS:
1. Burdea, G. C. and P. Coffet, “Virtual Reality Technology”, Wiley-IEEEPress, 2003/2006.
REFERENCE BOOKS:
1. Sherman, William R. and Alan B. Craig, “Understanding Virtual Reality – Interface,Application, and
Design”, Morgan Kaufmann, 2002.
2. Fei GAO, “Design and Development of Virtual Reality Application System”, TsinghuaPress, March 2012.
3. Guangran LIU, “Virtual Reality Technology”, Tsinghua Press, Jan. 2011.

165
JOURNALS/MAGAZINES:

1. Springer Journal on Virtual and Augmented Reality

2. Springer Journal on Virtual and Augmented Reality
3. Elsevier Journal on Virtual and Augmented Reality
4. International Journal of Virtual and Augmented Reality (IJVAR).
5. Springer, Virtual Reality.

SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Virtual and Augmented Reality

2. https://www.classcentral.com/course/ Virtual and Augmented Reality
3. https://nptel.ac.in/courses/136/166/1116106156/

166
PRACTICE:

Sl. No. List of Programs

Build a Virtual Reality application for the promotion of a tourist destination of your choice. This could
1 be an application providing information about a particular destination, providing 360-degree pictures
and videos of the location. The user should be able to navigate scene-by-scene through the
destination that you have built the tour for.
2 Build an Augmented Reality application for making your syllabus topics interactive and fun to learn.
This could be an application providing information about particular topics or subject.
3 Build a Virtual Reality application that allows prospective students, parents or elderly person to
actually see a campus without having to physically be there.
Build a Virtual Reality application for athletics or the spectators by providing real-life images of what
4
it’s like to sit in certain seats during a game, to offering behind-the-scenes VR tours of pre-game and
the athletics facilities, so it’s easy to get people excited about the athletics.
Build an Augmented Reality application that can bring changes in the Education sector by enabling
5
Augmented triggers around the Laboratory so when students scan through them, they can learn
different safety procedures and protocols of the laboratory equipment.
6 Build an Augmented Reality application that makes the teachers to have augmented their field trips
and added layers of learning and interaction to the day’s activity.
7 Build an Augmented Reality application that uses face filters – a mask-like augmented reality that adds
virtual objects to an individual's face during video call.
8 Build an Augmented Reality application that uses your mobile device's camera to visualize how virtual
items like furnitures, home appliances, kitchen utensils would look and fits in any given space.
9 Build a Virtual Reality gaming application to play virtual Holi with colors by avoiding harmful chemicals
and wastage of water
10 Build an Augmented Reality food menu application that displays virtual food

167
 Course Title Computer Vision Course Type Integrated

Course Code M20TCS312 Credits 4 Class III Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course Practice 1 2 2
Structure CIE SEE
- 0 - - Theory Practical

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:
The course, introduces a number of fundamental concepts in computer vision, expose students to a number of
real-world applications that are important to our daily lives. More importantly, students will be guided through
a series of well-designed projects such that they will get to implement using few interesting and cutting-edge
computer vision algorithms. The course benefit is to apply computer vision algorithms to solve real world
problems Computer Vision is one of the fastest growing and most exciting AI disciplines in today’s academia and
industry. This course is designed to open the doors for students who are interested in learning about the
fundamental principles and important applications of computer vision.

COURSE OBJECTIVES:

The objectives of this course are to:

1. Explain the fundamentals of Computer vision

2. Describe different segmentation techniques

3. Illustrate registration and classification of images.

4. Discuss the concepts of object detection in real world problem

168
COURSE OUTCOMES:

On successful completion of this course; the student will be able to:

CO# Course Outcomes Pos PSOs

CO1 Utilize linear filters to enhance the quality of images. 1,2,3,4,5 1,2,3

CO2 Develop Segmentation technique to solve real world problems. 1,2,3,4,5 1,2,3

CO3 Design and Develop program for registration and classification of images. 1,2,3,4,5 1,2,3

C04 Apply object detection and recognition techniques to solve real world problems. 1,2,3,4,5 1,2,3
2,4,5 1,2,6

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 2 2 3 3 3 3 2

CO2 3 2 2 2 3 3 3 3

CO3 3 2 1 3 3 2 3 3

CO4 3 2 3 3 1 3 3 2

169
COURSE Contents:
UNIT-1
Introduction and overview to computer vision: Introduction :What is computer vision? A brief history ,Image
formation: Geometric primitives and transformations, Geometric primitives, 2D transformations ,3D
transformations, 3D rotations, 3D to 2D projections, Lens distortions, Photometric image formation, Lighting,
Reflectance and shading, The digital camera, Sampling and aliasing, Color, Compression,
UNIT-2
Image processing: Point operators, Linear filtering, More neighborhood operators, Fourier transforms, Pyramids
and wavelets, Geometric transformations, Global optimization
Feature detection and matching , Points and patches, Feature detectors , Feature descriptors, Feature matching,
Feature tracking, Edges, Edge detection, Edge linking, Application: Edge editing and enhancement, Lines,
Successive approximation, Vanishing points, Hough transforms, Application: Rectangle detection
UNIT-3
Segmentation : Active contours, Snakes, Dynamic snakes and CONDENSATION, Scissors, Level Sets, Application:
Contour tracking and rotoscoping, Split and merge, Watershed, Region splitting (divisive clustering), Region
merging (agglomerative clustering) , Graph-based segmentation, Probabilistic aggregation, Mean shift and mode
finding, Normalized cuts Graph cuts and energy-based methods .
UNIT-4
HIGH-LEVEL VISION Registration: Registering Rigid Objects, Model-based Vision: Registering Rigid Objects,
Registering Deformable Objects .Learning to Classify: Classification, Error, and Loss, Major Classification
Strategies, Practical Methods for Building Classifiers, Classifying Images: Building Good Image Features,
Classifying Images of Single, Image Classification in Practice
Detecting Objects in Images: The Sliding Window Method, Detecting Deformable Objects, The State of the Art
of Object Detection Topics in Object Recognition: What Should Object Recognition Do?

SELF-LEARNING COMPONENT:
Implementation of segmentation using different techniques and evaluation of performance between the
methods. Implementation of Registration of non rigidobjects , Classification using ensemble methods, object
detection in images, localization of images, image captioning

170
TEXT BOOKS:
1. David A. Forsyth, Jean Ponce, “Computer Vision: A Modern Approach”, Pearson, 2012.
2. Richard Szeliski, “Computer Vision: Algorithms and Applications”, Springer,2010

REFERENCE BOOKS:
1. David Marr, Tomaso A. Poggio, Shimon Ullman “A Computational Investigation into the Human
Representation and Processing of Visual Information”, MIT Press Scholarship Online: August 2013 eBook -
Amazon.com

JOURNALS/MAGAZINES:

1. Springer Journal on Computer Vision

2. Springer Journal on Computer Vision
3. Elsevier Journal on Computer Vision
4. International Journal of Computer Vision, Springer

SWAYAM/NPTEL/MOOCS:

1. https://onlinecourses.nptel.ac.in/ Computer Vision

2. https://www.classcentral.com/course/ Computer Vision
3. https://nptel.ac.in/courses/443/766/2346106156/

171
PRACTICE:

Implement the list of programs using any relevant tool like Matlab, Scilab, Octave, Python,

Sl. No. List of Programs

1 Image processing has lot of basic operations also called as preprocessing. Preprocessing involves
conversion of color images to gray images.
Implement conversion of colour to gray to black and white and vice versa.
2 Image classifications needs efficient feature extraction. Basic features could be edges.
Implement various edge detection algorithm.
3 Histogram equalization is a method in image processing of contrast adjustment using the image's
histogram. Histogram equalization often produces unrealistic effects in photographs.
Write the code for obtaining histogram, and also perform histogram equalization.
4 Filtering is a technique for modifying or enhancing an image.
Implement smoothing or averaging filter in spatial domain.
5 The Canny edge detector is an edge detection operator that uses a multistage algorithm to detect
a wide range of edges in images.
Implement the program for edge detection algorithm
6 Segmentation of certain applications need background detection.
Implement the various methods for background detection.
7 Clustering has become very popular as they are used to group things having similar attributes.
There are various clustering techniques used for segmentation.
Implement the following:
i) The Watershed Algorithm
ii) Segmentation Using K-means
iii) Agglomerative Clustering with a Graph
iv) Divisive Clustering with a Graph
8 Image registration involves aligning of images of the same thing taken at different time. Given two
images captured at different time slots.
Perform Image registration.
9 When images are being captured, there could be deformation.
Implement the techniques used when there is deformation.
10 Classifiers are used to classify the given image. UCI machine learning repository is a hub of datasets
related to computer vision. Using any dataset from Kaggle, Apply decision tree, SVM and random
forest.
Compare the performance.

172
 Course Title Natural Language Processing Course Type Integrated

Course Code M20TCS313 Credits 4 Class III Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 3 3 3 Semester
Course
Practice 1 2 2
Structure
Theory Practical CIE SEE
- 0 - -

Total 4 5 5 39 26 50 50

COURSE OVERVIEW:

The intent of the course is to give introduction to Natural Language Processing (NLP, a.k.a. computational
linguistics), the study of computing systems that can process, understand, or communicate in human language.
The primary focus of the course will be on understanding various NLP tasks as listed in the course syllabus,
algorithms for effectively solving these problems, and methods for evaluating their performance. There will be a
focus on statistical algorithms to acquire the knowledge needed to perform language processing.

COURSE OBJECTIVES:

The objectives of this course are to:

1. Explain the fundamentals of natural language processing and python

2. Discuss how to access the text corpora and Lexical Resources

3. Demonstrate the writing the structured programs to process the raw text

4. Describe role of Classifiers in Text processing.

173
COURSE OUTCOMES:

On successful completion of this course, the student shall be able to:

CO# Course Outcomes POs PSOs

CO1 Summarize the fundamentals of natural language processing and python 1,2,3,4,5 1,2,3
CO2 Learn how to access the text corpora and Lexical Resources 1,2,3,4,5 1,2,3
CO3 Acquiring the skills for writing the structured programs to process the raw 1,2,3,4,5 1,2,3
text
C04 Analyze the role of different classifiers in Text processing 1,2,3,4,5 1,2,3

BLOOM’S LEVELOF THECOURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)
CO1 √

CO2 √
CO3 √

CO4 √

COURSE ARTICULATIONMATRIX

Course Program Outcomes

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

CO1 3 3 1 3 2 3 3 3

CO2 2 3 3 2 2 3 2 3

CO3 3 2 3 2 3 2 3 3

CO4 3 3 2 2 3 3 2 3

174
COURSE CONTENTS:

UNIT-1
Language Processing and python, Accessing Text corpora and Lexical Analysis: Computing with language: Texts
and words,a closer look at python: texts as list of words, computing with language: simple statistics, Automatic
natural language understanding; Accessing Text Corpora, Conditional Frequency Distributions, Lexical Resources,
WordNet, Introduction to NLTK Tool.
UNIT-2
Processing Raw Text:Accessing Text from the Web and from Disk, Strings: Text Processing at the Lowest Level,
Text Processing with Unicode,Regular Expressions for Detecting Word Patterns, Useful Applications of Regular
Expressions, Normalizing Text, Regular Expressions for Tokenizing Text, Segmentation, Formatting: From Lists to
Strings,
UNIT-3
Categorizing and Tagging words: Using a Tagger, Using a Tagger, Mapping Words to Properties Using Python
Dictionaries, Automatic Tagging, N-Gram Tagging, Transformation-Based Tagging, How to Determine the
Category of a Word.
UNIT-4
Classifying Text: Supervised Classification: Examples, Evaluation; Decision Trees, Naive Bayes Classifiers,
Maximum Entropy Classifiers, Modelling Linguistic Patterns.

SELF-LEARNING COMPONENT:
Extracting information from Text, Exploring the 20 Newsgroups with Text Analysis Algorithms, Stock
Price prediction with Regression Algorithms, Best Practices: i) Data preparation stage ii)Training sets generation
stage iii) Model training, evaluation and selection stage.

TEXT BOOKS:
1. Steven Bird, Ewan Klein and Edward Loper, “Natural Language Processing with Python”, OReilly Media,
2009.
2. Yuxi (Hayden) Liu, “Python Machine Learning by Example”, Packt publisher, 2017.

175
REFERENCES:

1. James Allen , “Natural Language Understanding”, Benjamin-Cummings Publishing Co, Inc., 1995.
2. Christopher D. Manning and Hinrich Schutze , “Foundations of Statistical Natural Language Processing”,
The MIT Press, 1999.
3. Randolf Quirk, Sidney Greenbaum, Geoffrey Leech, Jan Svartvik, “A Comprehensive Grammar of English
Language”, Cambridge University Press,1987.

JOURNALS/MAGAZINES:

1. Springer Journal on Natural Language Process

2. Springer Journal on Natural Language Process

3. Elsevier Journal on Natural Language Process

4. ACM Transactions on Language Processing
5. Elsevier Journal of cognitive systems research
SWAYAM/NPTEL/MOOCS:

4. https://onlinecourses.nptel.ac.in/ Natural Language Process

5. https://www.classcentral.com/course/ Natural Language Process
6. https://nptel.ac.in/courses/476/876/3323106156/

176
PRACTICE:

Sl. No. List of Programs

NLTK is a leading platform for building Python programs to work with human language data. It
provides easy-to-use interfaces to over 50 corpora and lexical resources such as WordNet, along with
1 a suite of text processing libraries for classification, tokenization, stemming, tagging, parsing, and
semantic reasoning, wrappers for industrial-strength NLP libraries, and an active discussion forum.
Write a python program to extract tokens from the input sentence of English language using python
NLTK toolkit.
An incredible amount of unstructured text data is generated every day by social media, web pages,
and a variety of other sources. But without the ability to tame and harness that data, you'll be unable
to glean any value from it. In this course, learn how to translate messy text data into powerful insights
2 using Python. Instructor Derek Jedamski begins with a quick review of foundational NLP concepts,
including how to clean text data and build a model on top of vectorized text. He then jumps into more
complex topics such as word2vec, doc2vec, and recurrent neural networks.
Develop a python program to create social network structure of LinkedIn profile using python NLTK
toolkit.
Analysing movie reviews data and try to predict whether the review is positive or negative. Familiarity
3 with some machine learning concepts will help to understand the code and algorithms used.
Develop a program to analyze the review comments of a movie trailer to provide rating using Python
NLTK Toolkit
Cluster is a process of grouping similar items together. Ecah group, also called as a cluster, contains
4
items that are similar to each other. Clustering algorithms are unsupervised learning algorithms
Develop a program to cluster similar text documents using Python NLP Toolkit.
A popular NLP application called Machine Translation . In Machine Translation, you take in a bunch
5
of words from a language and convert these words into another language.
Develop a NLP program to convert simple sentences from one language to another.
Sentiment Analysis is the process of ‘computationally’ determining whether a piece of writing is
6 positive, negative or neutral. It’s also known as opinion mining, deriving the opinion or attitude of a
speaker.
Analyse twitter sentimental data set to predict the sentiments.
While the voice of an individual is unique, secure authentication through voice recognition can be a
7 challenge in some cases – for instance, if the user has a sore throat or cold. It is therefore important
to prevent unauthorized users from hacking into the database by mimicking someone else’s voice.
Develop program to recognize speech for authentication.
Text summarization is the process of creating a short, accurate, and fluent summary of a longer text
document. It is the process of distilling the most important information from a source text. Automatic
text summarization is a common problem in machine learning and natural language processing (NLP).
8
Automatic text summarization methods are greatly needed to address the ever-growing amount of
text data available online to both better help discover relevant information and to consume relevant
information faster.
Perform document summarization using NLP toolkit.
An IVR system's effectiveness is rated by the percentage of callers who ask to speak to a live operator.
9
The lower the percentage, the more successful the system. Of course there are some IVR systems
that never give you the option of speaking to a live operator.

177
 Develop an IVR system for REVA University.

Again, for services and email clients not mentioned here, you can almost always prevent emails from
getting sent to spam simply by adding the sender to your address book or contacts. If it has an option
10
to mark as “Not Spam”, “Remove From Spam”, or something similar, you can always click that too.
However, it’s generally better to add a sender
Develop a program to classify mails to spam.

178
 Course Title Open Elective Course Type Theory

Course Code M20TC0302 Credits 4 Class III Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 4 4 4 Semester
Course
Practice 0 0 0
Structure Theory CIE SEE
- 0 - -
Practical
Total 4 4 4 52 50 50

An Open Elective is a powerful tool introduced in engineering syllabus which allows allows university
students to study the syllabus by picking subjects, usually from another stream. Apart from that, it’s a
chance for students to gain skills they feel they are lacking or need to improve.

179
 Course Title Project Work Phase – I Course Type Practice

Course Code M20TC0303 Credits 4 Class III Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 0 0 0 Semester
Course Practice 4 4 4
Structure Practice CIE SEE
- 0 - -

Total 4 4 4 Practical
52 50 50

COURSE OVERVIEW
The major project is a two semester-long practical project with the main objective that students show their ability to apply
theoretical concepts learned in lectures to solve (complex) practical problems. The results are to be presented in a project
report and as an oral presentation.

COURSE OBJECTIVE (S):

1. To allow students to demonstrate a wide range of the skills learned during their course of study by asking them to
deliver a product that has passed through the design, analysis, testing and evaluation.

2. To encourage multidisciplinary research through the integration learned in a number of courses.

3. To allow students to develop problem solving, analysis, synthesis and evaluation skills.

4. To encourage teamwork.

5. To improve students' communication skills by asking them to produce both a professional report and to give an oral
presentation

COURSE OUTCOMES (CO’S):

On successful completion of this course, the student shall be able to:

CO# Course Outcomes POs PSOs

CO1 Demonstrate in-depth knowledge on the project topic 1 1,2,3

Identify, analyze and formulate complex problem chosen for project work to
CO2 2 1,2,3
attain substantiated conclusions.
180
 CO3 Design solutions to the chosen project problem. 3 1,2,3

CO4 Undertake investigation of project problem to provide valid conclusions. 4 1,2,3

Use the appropriate techniques, resources, and modern engineering tools

CO5 5 1,2,3
necessary for project work.

CO6 Apply project results for sustainable development of the society. 6 1,2,3

Understand the impact of project results in the context of environmental

CO7 7 1,2,3
sustainability.

Understand professional and ethical responsibilities while executing the project

CO8 8 1,2,3
work.

CO9 Function effectively as individual and a member in the project team. 9 1,2,3

Develop communication skills, both oral and written for preparing and presenting
CO10 10 1,2,3
project report.

Demonstrate knowledge and understanding of cost and time analysis required for
CO11 11 1,2,3
carrying out the project.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √

CO2 √

CO3 √

CO4 √

CO5 √

C06 √

CO7 √

CO8 √

CO9 √ √

CO10 √ √

181
 CO11 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 3 3

CO2 3 3 3 3

CO3 3 3 3 3

CO4 3 3 3 3

CO5 3 3 3 3

C06 3 3 3 3

CO7 3 3 3 3

CO8 3 3 3 3

CO9 3 3 3 3

CO10 3 3 3 3

CO11 3 3 3 3

Note: 1-Low, 2-Medium, 3-High

The students are informed to follow the following instructions to complete the Capstone-Project Phase-1:

 Student should carry out project work in V semester. Student must select a faculty member from department of
CSE as an internal project guide based on research domain and expertise. Student may optionally also select
external guide bearing domain expertise from different departments within University and Industry to carry out
multidisciplinary project.

 Student must propose a project title, after consultation with guides and after carrying out a literature survey. The
proposed title must be submitted in form a document (synopsis) that contains the proposed title of the project, an
abstract, Introduction, Survey, Feasibility, and cost estimation to carry out the project.

 Further with the help of respective guide, each student have to the literature review based on the literature survey,
identify the research gaps in the selected research/project domain, and then finalize the problem statement and
objectives for the project.

 Each student shall be reviewed and evaluated in two reviews through the semester.
182
 Review 1 shall be on the presentation of the synopsis and justification of the title and feasibility of the project

 Review 2 shall be on the presentation on the literature survey carried out.

Finally, the Capstone-Project Phase-1 shall conclude with each project apply for idea patent or copyright and
publish a survey paper in SCOPUS indexed journals, write research proposals for fundings from various
governmental organizations or industries

183
 Course Title Internship/Global Certification Course Type Practice

Course Code M20TC0304 Credits 4 Class III Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 0 0 o Semester
Course
Practice 4 0 0
Structure Practice CIE SEE
- 0 - -
Practical
Total 4 4 4 52 50 50

Internship
COURSE OVERVIEW
An internship can present students with new skills and opportunities. Interns not only gain technical knowledge within the
industry of their choice, but they also learn how to interact with professionals in a workplace setting, and develop essential
soft skills like time management, organization, adaptability, problem-solving and teamwork.

COURSE OBJECTIVE (S):

1. To allow students to develop problem solving, analysis, synthesis and evaluation skills.
2. To encourage teamwork.
3. To help students to gain exposure into industries.
4. To improve students' communication skills by asking them to produce both a professional report and to give an oral presentation

COURSE OUTCOMES (CO’S):

On successful completion of this course, the student shall be able to:

CO# Course Outcomes POs PSOs

CO1 Demonstrate in-depth knowledge on the project topic 1 1,2,3

Identify, analyze and formulate complex problem chosen for project work to
CO2 2 1,2,3
attain substantiated conclusions.

CO3 Design solutions to the chosen project problem. 3 1,2,3

CO4 Undertake investigation of project problem to provide valid conclusions. 4 1,2,3

Use the appropriate techniques, resources, and modern engineering tools

CO5 5 1,2,3
necessary for project work.

184
 CO6 Apply project results for sustainable development of the society. 6 1,2,3

Understand the impact of project results in the context of environmental

CO7 7 1,2,3
sustainability.

Understand professional and ethical responsibilities while executing the project

CO8 8 1,2,3
work.

CO9 Function effectively as individual and a member in the project team. 9 1,2,3

Develop communication skills, both oral and written for preparing and presenting
CO10 10 1,2,3
project report.

Demonstrate knowledge and understanding of cost and time analysis required for
CO11 11 1,2,3
carrying out the project.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √

CO2 √

CO3 √

CO4 √

CO5 √

C06 √

CO7 √

CO8 √

CO9 √ √

CO10 √ √

CO11 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/ POs

185
 CO1 3 3 3 3

CO2 3 3 3 3

CO3 3 3 3 3

CO4 3 3 3 3

CO5 3 3 3 3

C06 3 3 3 3

CO7 3 3 3 3

CO8 3 3 3 3

CO9 3 3 3 3

CO10 3 3 3 3

CO11 3 3 3 3

Note: 1-Low, 2-Medium, 3-High

The students are informed to follow the following instructions to complete the Internship:

 The internship should be paid internship in IT industry.

 The internship should be for minimum of three months.

 The project title must be submitted in form a document (synopsis) that contains the proposed title of the project,
an abstract, Introduction and their roles and responsibilities in company.

 Each student shall be reviewed and evaluated in two reviews through the semester.

 Review 1 shall be on the presentation of the synopsis.

 Review 2 shall be on the presentation on the roles and responsibilities carried out with module competion results(as
applicable).

Global Certification

COURSE OVERVIEW
The Global Certification is a one semester intensive project based learning approach to cater with the Industry requirement.
It prepares the students to up skill their knowledge base to compete in terms of latest technology and become competent
enough to the industry requirment. In this, students will be able to solve complex real world problems pertaining to the

186
domain chosen and gain confidence. It is an individual course and students have to earn the certificate based on their
performances in terms of project assignment and aptitude. Student have to choose two Global certification courses.

COURSE OBJECTIVE (S):

1. To allow students to learn skills of their choice required in the current Industry perspective.
2. To encourage building multidisciplinary skill set through the integration of courses learned.
3. To allow students to develop problem solving, analysis, synthesis and evaluation skills.
4. To prepare them to face the interview as professionals by improving communication skills.

COURSE OUTCOMES (CO’S):

On successful completion of this course, the student shall be able to:

CO# Course Outcomes POs PSOs

CO1 Demonstrate in-depth knowledge on the project topic 1 1,2,3

Identify, analyze and formulate complex problem chosen for project work to
CO2 2 1,2,3
attain substantiated conclusions.

CO3 Design solutions to the chosen project problem. 3 1,2,3

CO4 Undertake investigation of project problem to provide valid conclusions. 4 1,2,3

Use the appropriate techniques, resources, and modern engineering tools

CO5 5 1,2,3
necessary for project work.

CO6 Apply project results for sustainable development of the society. 6 1,2,3

Understand the impact of project results in the context of environmental

CO7 7 1,2,3
sustainability.

Understand professional and ethical responsibilities while executing the project

CO8 8 1,2,3
work.

CO9 Function effectively as individual and a member in the project team. 9 1,2,3

Develop communication skills, both oral and written for preparing and presenting
CO10 10 1,2,3
project report.

Demonstrate knowledge and understanding of cost and time analysis required for
CO11 11 1,2,3
carrying out the project.

187
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √

CO2 √

CO3 √

CO4 √

CO5 √

C06 √

CO7 √

CO8 √

CO9 √ √

CO10 √ √

CO11 √ √

COURSE ARTICULATION MATRIX

PO10

PO11

PSO1

PSO2
PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO#/ POs

CO1 3 3 3 3

CO2 3 3 3 3

CO3 3 3 3 3

CO4 3 3 3 3

CO5 3 3 3 3

C06 3 3 3 3

CO7 3 3 3 3

CO8 3 3 3 3

CO9 3 3 3 3

188
 CO10 3 3 3 3

CO11 3 3 3 3

Note: 1-Low, 2-Medium, 3-High

The students are informed to follow the following instructions to complete the Global Certification

 Student should choose two Global certifications among the available Industry ready courses to cope up with the
vast changing software world.

 Student should register for the course having minimum of 39 hours of teaching and should have 100 percent
attendance for all the sessions.

 Each student shall be reviewed and evaluated in two reviews through the semester.

 Review 1 shall be on the presentation of the course, assignment completed followed by viva.

 Review 2 shall be on the presentation of their overall skills learned in the course followed by their certificate
verification.

189
IV Semester
Syllabus

190
 Practice
Course Title Project Work Phase – 2 and Dissertation Course Type

Course Code M20TC0401 Credits 12 Class IV Semester

Contact Work
TLP Credits Hours Load Total Number of Assessment in
ClassesPer Weightage
Theory 0 0 0 Semester
Course
Practice 12 12 12
Structure Practice CIE SEE
- 0 - -
Practical
Total 12 12 12 208 50 50
COURSE OVERVIEW
Project Phase-2 is continuation of Project Phase-1 from semester III.

COURSE OBJECTIVE (S):

1. To allow students to demonstrate a wide range of the skills learned during their course of study by asking them to deliver
a product that has passed through the design, analysis, testing and evaluation.
2. To encourage multidisciplinary research through the integration learned in a number of courses.
3. To allow students to develop problem solving, analysis, synthesis and evaluation skills.
4. To encourage teamwork.
5. To improve students' communication skills by asking them to produce both a professional report and to give an oral
presentation

COURSE OUTCOMES (CO’S):

On successful completion of this course, the student shall be able to:

CO# Course Outcomes POs PSOs

CO1 Demonstrate in-depth knowledge on the project topic 1 1,2,3

Identify, analyze and formulate complex problem chosen for project work to
CO2 2 1,2,3
attain substantiated conclusions.

CO3 Design solutions to the chosen project problem. 3 1,2,3

CO4 Undertake investigation of project problem to provide valid conclusions. 4 1,2,3

Use the appropriate techniques, resources, and modern engineering tools

CO5 5 1,2,3
necessary for project work.

191
 CO6 Apply project results for sustainable development of the society. 6 1,2,3

Understand the impact of project results in the context of environmental

CO7 7 1,2,3
sustainability.

Understand professional and ethical responsibilities while executing the project

CO8 8 1,2,3
work.

CO9 Function effectively as individual and a member in the project team. 9 1,2,3

Develop communication skills, both oral and written for preparing and presenting
CO10 10 1,2,3
project report.

Demonstrate knowledge and understanding of cost and time analysis required for
CO11 11 1,2,3
carrying out the project.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom’s Level

CO# Remember Understand Apply Analyze Evaluate Create

(L1) (L2) (L3) (L4) (L5) (L6)

CO1 √

CO2 √

CO3 √

CO4 √

CO5 √

C06 √

CO7 √

CO8 √

CO9 √ √

CO10 √ √

CO11 √ √

192
COURSE ARTICULATION MATRIX

PO10

PO11

PSO1

PSO2

PSO3
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
CO#/ POs

CO1 3 3 3 3

CO2 3 3 3 3

CO3 3 3 3 3

CO4 3 3 3 3

CO5 3 3 3 3

C06 3 3 3 3

CO7 3 3 3 3

CO8 3 3 3 3

CO9 3 3 3 3

CO10 3 3 3 3

CO11 3 3 3 3

Note: 1-Low, 2-Medium, 3-High

The students are informed to follow the following instructions to complete the Project Phase-2:

 Each student shall conduct the required experiment to implement the proposed project with the consultation of
respective guides.

 Each student shall be reviewed and evaluated in two reviews through the semester and finally each student shall
demonstrate the completed project to a team of examiners.

 Review 1 shall be on the presentation of the methodology employed and model created.

 Review 2 shall be on the presentation on the functional project.

 Finally, the Project Phase-2 shall conclude with each project apply for patent or copyright and publish a paper in
SCOPUS indexed journals.

 In Semester end examination, each student shall be evaluated, based on the course outcomes.

193
CAREER DEVELOPMENT AND PLACEMENT

Having a degree will open doors to the world of opportunities for you. But Employers are looking for much more
than just a degree. They want graduates who stand out from the crowd and exhibit real life skills that can be
applied to their organizations. Examples of such popular skills employers look for include:
WILLINGNESS TO LEARN

SELF MOTIVATION

TEAM WORK

COMMUNICATION SKILLS AND APPLICATION OF THESE SKILLS TO REAL SCENARIOS

REQUIREMENT OF GATHERING, DESIGN AND ANALYSIS, DEVELOPMENT AND TESTING SKILLS

ANALYTICAL AND TECHNICAL SKILLS

COMPUTER SKILLS

INTERNET SEARCHING SKILLS

INFORMATION CONSOLIDATION AND PRESENTATION SKILLS

ROLE PLAY

GROUP DISCUSSION, and so on

REVA University therefore, has given utmost importance to develop these skills through variety of training
programs and such other activities that induce the said skills among all students. A full-fledged Career Counseling
and Placement division, namely Career Development Center (CDC) headed by well experienced senior Professor
and Dean and supported by dynamic trainers, counselors and placement officers and other efficient supportive
team does handle all aspects of Internships and placements for the students of REVA University. The prime
objective of the CDC is to liaison between REVA graduating students and industries by providing a common
platform where the prospective employer companies can identify suitable candidates for placement in their
respective organization. The CDC organizes pre-placement training by professionals and also arranges expert
talks to our students. It facilitates students to career guidance and improve their employability. In addition, CDC
forms teams to perform mock interviews. It makes you to enjoy working with such teams and learn many things
apart from working together in a team. It also makes you to participate in various student clubs which helps in
developing team culture, variety of job skills and overall personality.

194
The need of the hour in the field of Commerce is efficient leaders of repute, who can deal the real time problems
with a flavour of innovation. This kept in focus, the CDC has designed the training process, which will commence
from second semester along with the curriculum. Special coaching in personality development, career building,
English proficiency, reasoning, puzzles, leadership, and strategic management and communication skills to every
student of REVA University is given with utmost care. The process involves continuous training and monitoring
the students to develop their soft skills including interpersonal skills that will fetch them a job of repute in the
area of his / her interest and march forward to make better career.
The University has recognized skill development and industry relationship as its very important activities.
Therefore, the University-Industry Interaction and Skill Development Centre headed by a Senior Professor
&Director has been established to facilitate skill related training to REVA students and other unemployed
students around REVA campus. The center conducts variety of skill development programs to students to suite
to their career opportunities. Through this skill development centre the students shall compulsorily complete at
least two skill / certification based programs before the completion of their degree. The University has
collaborations with Industries, Corporate training organizations, research institutions and Government agencies
like NSDC (National Skill Development Corporation) to conduct certification programs. REVA University has been
recognised as a Centre of Skill Development and Training by NSDC (National Skill Development Corporation)
under PradhanMantriKaushalVikasYojana.
The various skill/certification programs identified are as follows:
Big-data and Cloud Computing, Internet of Things (IOT), ORACLE, MYSQL, Advanced Java and Internals of
LINUX/UNIX
Red-hat certified programs on LINUX,
Management related programs like SAP, ERP and Business Analytics
Open Source software/hardware, Software Testing
Advanced networking based CISCO / Microsoft technology.
Web designing, System administration
IBM certified programs.

The University has signed MOU’s with Multi-National Companies, research institutions, and universities abroad
to facilitate greater opportunities of employability, students’ exchange programs for higher learning and for
conducting certification programs.

195
196
(School of Arts, Humanities
and Social Sciences)

BA JEP

HANDBOOK

2020-23

Rukmini Knowledge Park

Kattigenahalli, Yelahanka, Bengaluru – 560064
www.reva.edu.in
Rukmini Knowledge Park
Kattigenahalli, Yelahanka, Bengaluru – 560064
www.reva.edu.in
+91-9021190211
+91-08-46966966
 Contents
Sl. No. Particulars Page No.

1 Message from the Honorable Chancellor 3

2 Message from the Vice Chancellor 4-5

3 Message from the Director 6

4 Rukmini Educational Charitable Trust 7

5 About REVA University; Vision, Mission & Objectives 8-11

6 School of Arts, Humanities and Social Sciences 12-17

- Vision
- Mission
- Advisory Board

7 Academic Regulations 18-37

8 BA – Journalism, English, Psychology Programme 38-41

Programme Overview
Programme Educational Objectives
Programme Outcomes
Programme Specific Outcomes
Typical Curriculum Map
Mapping of Course Outcomes with Programme Outcomes
Mapping Programme Outcomes with Programme
Educational Objectives

8 BA – Journalism, English, Psychology Programme 42-154

➢ Scheme of Instructions
➢ Detailed Syllabus
- Course Overview
- Course Objective
- Course Outcomes
- Course Contents (Unit - 1, 2, 3, 4)
- Skill development activity, if any
- Textbooks
- Reference books
9 Career Development and Placement 155-156

2
 Chancellor‟s Message

“Education is the most powerful weapon which you

can use to change the world.”
- Nelson Mandela

There was a time when survival depended on just the realization of

physiological needs. We are indeed privileged to exist in a time
when „intellectual gratification‟ has become indispensable.
Information is easily attainable for the soul that is curious enough
to go look for it. Technological boons enable information
availability anywhere anytime. The difference, however, lies
between those who look for information and those who look for
knowledge.

It is deemed virtuous to serve seekers of knowledge and as educators it is in the ethos at REVA University to
empower every learner who chooses to enter our portals. Driven by our founding philosophy of „Knowledge
is Power‟, we believe in building a community of perpetual learners by enabling them to look beyond their
abilities and achieve what they assumed impossible.

India has always been beheld as a brewing pot of unbelievable talent, acute intellect and immense potential.
All it takes to turn those qualities into power is a spark of opportunity. Being at a University is an exciting
and rewarding experience with opportunities to nurture abilities, challenge cognizance and gain competence.

For any University, the structure of excellence lies in the transitional abilities of its faculty and its facility. I
am always in awe of the efforts that our academic board puts in to develop the team of subject matter experts
at REVA. My faculty colleagues understand our core vision of empowering our future generation to be
ethically, morally and intellectually elite. They practise the art of teaching with a student-centered and
transformational approach. The excellent infrastructure at the University, both educational and extra-
curricular, magnificently demonstrates the importance of ambience in facilitating focused learning for our
students.

A famous British politician and author of the 19th century - Benjamin Disraeli, once said „A University
should be a place of light, of liberty and of learning‟. Centuries later this dictum still inspires me and I
believe, it takes team-work to build successful institutions. I welcome you to REVA University to join hands
in laying the foundation of your future with values, wisdom and knowledge.

Dr. P. Shyama Raju

The Founder and Honorable Chancellor, REVA University

3
 Vice-Chancellor‟s Message
The last two decades have seen a remarkable growth in higher education in India and across the globe. The
move towards inter-disciplinary studies and interactive learning have opened up several options as well as
created multiple challenges. India is at a juncture where a huge population of young crowd is opting for
higher education. With the tremendous growth of privatization of education in India, the major focus is on
creating a platform for quality in knowledge enhancement and bridging the gap between academia and
industry.

A strong believer and practitioner of the dictum “Knowledge is Power”, REVA University has been on the
path of delivering quality education by developing the young human resources on the foundation of ethical
and moral values, while boosting their leadership qualities, research culture and innovative skills. Built on a
sprawling 45 acres of green campus, this „temple of learning‟ has excellent and state-of-the-art infrastructure
facilities conducive to higher teaching-learning environment and research. The main objective of the
University is to provide higher education of global standards and hence, all the programs are designed to
meet international standards. Highly experienced and qualified faculty members, continuously engaged in
the maintenance and enhancement of student-centric learning environment through innovative pedagogy,
form the backbone of the University.

All the programs offered by REVA University follow the Choice Based Credit System (CBCS) with
Outcome Based Approach. The flexibility in the curriculum has been designed with industry-specific goals
in mind and the educator enjoys complete freedom to appropriate the syllabus by incorporating the latest
knowledge and stimulating the creative minds of the students. Benchmarked with the course of studies of
various institutions of repute, our curriculum is extremely contemporary and is a culmination of efforts of
great think-tanks - a large number of faculty members, experts from industries and research level
organizations. The evaluation mechanism employs continuous assessment with grade point averages. We
believe sincerely that it will meet the aspirations of all stakeholders – students, parents and the employers of
the graduates and postgraduates of REVA University.

At REVA University, research, consultancy and innovation are regarded as our pillars of success. Most of
the faculty members of the University are involved in research by attracting funded projects from various
research organizations like DST, VGST, DBT, DRDO, AICTE and industries. The outcome of the research
is passed on to students through live projects from industries. The entrepreneurial zeal of the students is
encouraged and nurtured through EDPs and EACs.

REVA University has entered into collaboration with many prominent industries to bridge the gap between
industry and University. Regular visits to industries and mandatory internship with industries have helped
our students become skilled with relevance to industry requirements. Structured training programs on soft
4
skills and preparatory training for competitive exams are offered here to make students more employable.
100% placement of eligible students speaks the effectiveness of these programs. The entrepreneurship
development activities and establishment of “Technology Incubation Centers” in the University extend full
support to the budding entrepreneurs to nurture their ideas and establish an enterprise.

With firm faith in the saying, “Intelligence plus character – that is the goal of education” (Martin Luther
King, Jr.), I strongly believe REVA University is marching ahead in the right direction, providing a holistic
education to the future generation and playing a positive role in nation building. We reiterate our endeavor
to provide premium quality education accessible to all and an environment for the growth of overall
personality development leading to generating “GLOBAL PROFESSIONALS”.

Welcome to the portals of REVA University!

Vice-Chancellor, REVA University

5
Message from the Director of the School
“For last year‟s words belong to last year‟s language/ And next year‟s words await another voice/
and to make an end is to make a beginning.” (T.S. Eliot) A hearty welcome to this „new
beginning‟!
The School of Arts, Humanities and Social Sciences at REVA University, one of the most sought-
after schools, has cut a niche for itself by building a prominent academic record. The School offers
Undergraduate, Postgraduate, and Ph.D. programs to scholars from all over the world, initiating in
them the continuous urge to delve into the vast arena of creative and critical thinking.
The programs of study offered in the school foster cultural, social and political understanding and
enhance the creative abilities of the scholars. Here, students not only develop knowledge in their
area of specialization but also acquire practical skills useful for their future careers. We are at a
wonderful phase when the domain of Arts, Humanities and Social Sciences all over the world is
taking very meaningful and innovative turns. With various new career opportunities and
specializations coming to the forefront, young enthusiasts have the boon of limitless career choices.
We, at REVA University, deem it fit to channelize the potential of the young minds towards newer
horizons. With the expertise of the highly qualified and committed teaching faculty members of the
School, we continuously strive to provide the best practical knowledge to our students.
This academic year, keeping in mind our trend, our goals are set very high. Focusing primarily on
Research and Development, the School will initiate every scholar under our wings to take a step
forward in their specialized areas by engaging in collaborative and individual research projects.
Research collaboration with other prestigious organizations is also in the pipeline. Many external
subject specialists from the teaching fraternity as well as industry will bring in their expertise to our
scholars, providing them with current scenarios of the entire world.
I invite you to participate in the many opportunities offered by the School of Arts, Humanities and
Social Sciences join our hands to strengthen our participation in the international global Humanities
forum.
The curriculum caters to and has relevance to Local, Regional, National, and Global developmental
needs.
Maximum number of courses are integrated with cross-cutting issues with relevant to professional
ethics, gender, human values Environment & Sustainability.

With Best Wishes,

Dr. Payel Dutta Chowdhury

Director
School of Arts, Humanities and Social Sciences

6
RUKMINI EDUCATIONAL CHARITABLE TRUST
It was the dream of late Smt. Rukmini Shyama Raju to impart education to millions of underprivileged
children as she knew the importance of education in the contemporary society. The dream of Smt. Rukmini
Shyama Raju came true with the establishment of Rukmini Educational Charitable Trust (RECT), in the year
2002. Rukmini Educational Charitable Trust (RECT) is a Public Charitable Trust, set up in 2002 with the
objective of promoting, establishing and conducting academic activities in the fields of Arts, Architecture,
Commerce, Education, Engineering, Environmental Science, Legal Studies, Management and Science &
Technology, among others. In furtherance of these objectives, the Trust has set up the REVA Group of
Educational Institutions comprising of REVA Institute of Technology & Management (RITM), REVA
Institute of Science and Management (RISM), REVA Institute of Management Studies (RIMS), REVA
Institute of Education (RIE), REVA First Grade College (RFGC), REVA Independent PU College at
Kattigenahalli, Ganganagar and Sanjaynagar and now REVA University. Through these institutions, the Trust
seeks to fulfill its vision of providing world class education and create abundant opportunities for the youth of
this nation to excel in the areas of Arts, Architecture, Commerce, Education, Engineering, Environmental
Science, Legal Studies, Management and Science & Technology.

Every great human enterprise is powered by the vision of one or more extraordinary individuals and is
sustained by the people who derive their motivation from the founders. The Chairman of the Trust is Dr. P.
Shyama Raju, a developer and builder of repute, a captain of the industry in his own right and the Chairman
and Managing Director of the DivyaSree Group of companies. The idea of creating these top notched
educational institutions was born out of the philanthropic instincts of Dr. P. Shyama Raju to engage in
public welfare, quite in keeping with his support to other socially relevant charitable works, such as,
maintaining the Richmond Road Park, building and donating a police station, gifting assets to organizations
providing accident and trauma care, to name a few.

The Rukmini Educational Charitable Trust drives with the main aim to help students who are in pursuit of
quality education for life. REVA is today a family of ten institutions providing education from PU to Post
Graduation and Research leading to Ph.D. degrees. REVA has well qualified experienced teaching faculty
members of whom majority are doctorates. The faculty members are supported by committed administrative
and technical staff. Over 15,000+ students study various courses across REVA‟s three campuses equipped
with exemplary state-of-the-art infrastructure and conducive environment for the knowledge driven
community.

7
REVA UNIVERSITY

REVA University has been established under the REVA University Act, 2012 of Government of Karnataka
and notified in Karnataka State Gazette dated 27th February, 2013. The University is empowered by UGC to
award degrees in any branch of knowledge under Sec.22 of the UGC Act. The University is a Member of
Association of Indian Universities, New Delhi. The main objective of the University is to prepare students
with knowledge, wisdom and patriotism to face the global challenges and become the top leaders of the
country and the globe in different fields.

REVA University, located in between Kempegowda International Airport and Bangalore city, has a
sprawling green campus spread over 45 acres of land and equipped with state-of-the-art infrastructure that
provide conducive environment for higher learning and research. The REVA campus has well equipped
laboratories, custom-built teaching facilities, fully air-conditioned library, central computer center, a well-
planned sports facility with cricket ground, running track and variety of indoor and outdoor sports activities,
and facilities for cultural programs. The unique feature of REVA campus is the largest residential facility for
students, faculty members and support staff.

The University is presently offering 26 Post Graduate Degree programs, 34 Undergraduate Degree programs
in various branches of studies and has 15000+ students studying in various branches of knowledge at
graduate and post graduate level and 410 scholars pursuing research leading to Ph.D. in 19 disciplines. It has
900+ well qualified, experienced and committed faculty members of whom majority are doctorates in their
respective areas and most of them are guiding students pursuing research leading to Ph.D.

The programs offered by the REVA University are well planned and designed after detailed study with
emphasis on knowledge assimilation, applications, global job market and their social relevance. Highly
qualified, experienced faculty members and scholars from reputed universities / institutions, experts from
industries and business sectors have contributed in preparing the scheme of instruction and detailed curricula
for various programs. Greater emphasis on practice in respective areas and skill development to suit to
respective job environment has been given while designing the curricula. The Choice Based Credit System
and Continuous Assessment Graded Pattern (CBCS – CAGP) of education has been introduced in all
programs to facilitate students to opt for subjects of their choice in addition to the core subjects of the study
and prepare them with needed skills. The system also allows students to move forward under the fast track
for those who have the capabilities to surpass others. These programs are taught by well experienced
qualified faculty members supported by the experts from industries, business sectors and such other
organizations. REVA University has also initiated many supportive measures such as bridge courses, special
coaching, remedial classes, etc., for slow learners so as to give them the needed input and build in the
confidence and courage to move forward and accomplish success in their career. The University has also

8
entered into MOUs with many industries, business firms and other institutions seeking their help in
imparting quality education through practice, internship and also assisting students‟ placements.

REVA University recognizes the fact that research, development and innovation are the important functions
of any university and has therefore, established an independent Research and Innovation division headed by
a senior professor as Dean of Research and Innovation. This division facilitates all faculty members and
research scholars to undertake innovative research projects in engineering, science & technology and other
areas of study. Interdisciplinary and multidisciplinary research is given the topmost priority. The division
continuously liaisons between various funding agencies, R&D Institutions, industries and faculty members
of REVA University to facilitate undertaking innovative projects. It encourages student research projects by
forming different research groups under the guidance of senior faculty members. Some of the core areas of
research wherein our young faculty members are working include Data Mining, Cloud Computing, Image
Processing, Network Security, VLSI and Embedded Systems, Wireless Censor Networks, Computer
Networks, IOT, MEMS, Nano- Electronics, Wireless Communications, Bio-fuels, Nano-technology for
coatings, Composites, Vibration Energies, Electric Vehicles, Multilevel Inverter Application, Battery
Management System, LED Lightings, Renewable Energy Sources and Active Filter, Innovative Concrete
Reinforcement, Electro Chemical Synthesis, Energy Conversion Devices, Nano-structural Materials, Photo-
electrochemical Hydrogen generation, Pesticide Residue Analysis, Nano materials, Photonics, Nana
Tribology, Fuel Mechanics, Operation Research, Graph theory, Strategic Leadership and Innovative
Entrepreneurship, Functional Development Management, Resource Management and Sustainable
Development, Cyber Security, General Studies, Feminism, Computer Assisted Language Teaching, Culture
Studies etc.

REVA University has also given utmost importance to develop the much-required skills through variety of
training programs, industrial practice, case studies and such other activities that induce various skills among
all students. A full-fledged Career Development and Placement (CDC) department with world class
infrastructure, headed by a dynamic experienced Professor and Dean, and supported by well experienced
Trainers, Counselors and Placement Officers is one of the highlights of the university.

The University also has University-Industry Interaction and Skill Development Centre headed by a Senior
Professor & Director facilitating skill related training to REVA students and other unemployed students. The
University has been recognized as a Centre of Skill Development and Training by NSDC (National Skill
Development Corporation) under Pradhan Mantri Kaushal Vikas Yojana. The Centre conducts several add-
on courses in challenging areas of development. It is always active in facilitating students a variety of Skill
Development Training programs.

The University has collaborations with industries, universities abroad, research institutions, corporate
training organizations, and Government agencies, such as, Florida International University, Okalahoma State
University, Western Connecticut University, University of Alabama, Huntsville, Oracle India Ltd, Texas

9
Instruments, Nokia University Relations, EMC2, VMware, SAP, Apollo etc, to facilitate student exchange
and teacher–scholar exchange programs and conduct training programs. These collaborations with foreign
universities also facilitate students to study some of the programs partly in REVA University and partly in
foreign university, viz, MS in Computer Science one year in REVA University and the next year in the
University of Alabama, Huntsville, USA.

The University has also given greater importance to quality in education, research, administration and all
activities of the university. Therefore, it has established an independent Internal Quality division headed by
a senior professor as Dean of Internal Quality. The division works on planning, designing and developing
different quality tools, implementing them and monitoring the implementation of these quality tools. It
concentrates on training the faculty members to adopt the new tools and implement their use. The division
further works on introducing various examination and administrative reforms.

To motivate the youth and transform them to become innovative entrepreneurs, successful leaders of
tomorrow and committed citizens of the country, REVA University organizes interaction between students
and successful industrialists, entrepreneurs, scientists and such others from time to time. As a part of this
exercise great personalities, such as, Bharat Ratna Prof. C. N. R. Rao, a renowned Scientist, Dr. N R
Narayana Murthy, Founder and Chairman and Mentor of Infosys, Dr. K Kasturirangan, Former Chairman
ISRO, Member of Planning Commission, Government of India, Dr. Balaram, Former Director IISc, and
noted Scientist, Dr. V S Ramamurthy, Former Secretary, DST, Government of India, Dr. V K Aatre, noted
Scientist and former head of the DRDO and Scientific Advisor to the Ministry of Defense Dr. Sathish
Reddy, Scientific Advisor, Ministry of Defense, New Delhi and many others have accepted our invitation
and blessed our students and faculty members by their inspiring addresses and interaction.

As a part of our effort in motivating and inspiring the youth of today, REVA University also has instituted
awards and prizes to recognize the services of teachers, researchers, scientists, entrepreneurs, social workers
and such others who have contributed richly for the development of the society and progress of the country.
One of such awards instituted by REVA University is „Life Time Achievement Award‟ to be awarded to
successful personalities who have made a mark in their field of work. This award is presented on the
occasion of the “Founders‟ Day Celebration” at REVA University on 6th January every year in the
presence of dignitaries, faculty members and students. The first “REVA Lifetime Achievement Award” for
the year 2015 has been awarded to Shri. Kiran Kumar, Chairman ISRO, followed by Shri. Shekhar Gupta,
renowned Journalist for the year 2016, Dr. K J Yesudas, renowned playback singer for the year 2017. REVA
has also introduced the “REVA Award of Excellence” in the year 2017 and the first awardee of this
prestigious award is Shri Ramesh Aravind, Actor, Producer, Director, Screen Writer and Speaker.

REVA University organizes various cultural programs to promote culture, tradition, ethical and moral values
to our students. During such cultural events the students are given opportunities to unfold their hidden
talents and motivate them to contribute innovative ideas for the progress of the society. One of such cultural
events is REVOTHSAVA conducted every year. The event not only gives opportunities to students of

10
REVA but also students of other Universities and Colleges. During three days of this mega event students
participate in debates, quizzes, group discussions, seminars, exhibitions and a variety of cultural events.
Another important event is the Graduation Day for the final year students of all the programs, wherein, the
outgoing students are felicitated and are addressed by eminent personalities to take their future career in a
right spirit, to be the good citizens and dedicate themselves to serve the society and make a mark in their
respective sphere of activities. During this occasion, the students who have achieved top ranks and won
medals and prizes in academic, cultural and sports activities are also recognised with awards and prizes. The
founders have also instituted medals and prizes for sports achievers every year. The physical education
department conducts regular yoga classes everyday for students, faculty members, administrative staff and
their family members and organises yoga camps for villagers in the vicinity.

Recognizing the fast growth of the university and its quality in imparting higher education, the BERG
(Business Excellence and Research Group), Singapore has awarded BERG Education Award 2015 to REVA
University under Private Universities category. The University has also been honoured with many more
such honours and recognitions.

11
 SCHOOL OF ARTS, HUMANITIES AND SOCIAL SCIENCES

The School of Arts, Humanities and Social Sciences, established in the year 2014, is one of the
most sought-after Schools for Humanities programmes. At present the School offers three under-
graduate programmes - B.A. in Journalism, English and Psychology; B.A. in Political Science,
Economics and Journalism and B.A. in Tourism, History and Journalism and three post-graduate
programmes – M.A. in English, M.A. in Journalism and Communication and M.Sc. in Psychology.
The School offers programs that prepare graduates who are aware of and can interact with
contemporary thought and research in their respective specializations and utilize the same in their
professional lives. The graduates will also be equipped with foundation of subjects and variety of
skills required to compete in the global job market. The School also facilitates research leading to
Ph.D. in humanities disciplines in English, Psychology, Hindi and Kannada.

Why Arts, Humanities and Social Sciences @ REVA University?

The UG and PG programs offered by the school are designed with an extremely contemporary
curriculum, where learners get a variety of choices to select electives and specializations that they
desire.
In B.A. (JEP), B.A. (PEJ) and B.A. (THJ) programs, students can experience a contemporary
curriculum in a triple major scheme. In B.A. JEP, the focus is on equipping learners with various
journalistic skills as well as creating a strong foundation of Psychology. The courses in English
enable them to hone their communication which is the very basis of any career that they may
choose in future. The triple combination opens wider avenues of career choices and ensures that
students can decipher their own specialties in each stream. The needs of employers today are very
global and intersperse different areas. Journalism provides opportunities in content writing, editing,
filmmaking, photography, animation, print media, advertising, public relations etc. Psychology
opens new areas in mental health such as counseling, clinical psychology, criminal psychology,
human resources, personnel training etc. English is rudimentary to every aspect of the media field,
particularly to writing, editing, publishing, content development, communication and teaching. The
opportunities provided are limitless and with the emergence of New Media various individuals and
associations are making their foray into blogging, vlogging, webcasting, podcasting and digital
media marketing. Internships, research projects and placement trainings are integrated with the
program to make it a full-fledged one. In B.A. PEJ, the students will gain an understanding of three
major core disciplines associated with humanities and social sciences - Political Science,
Economics and Journalism and gather proficiency and eligibility to pursue higher studies in any of
the branch of studies and also allied branches. They will also be equipped to prepare for various
12
competitive exams for banking sector, central and state administrative government jobs. A
Bachelor‟s Degree in Political Science, Economics and Journalism can help students to gain
insights in various fields like media, management and administration in the public and private
sectors. Career opportunities are available in academia, banking, economic consultancy, political
campaign manager, politician, political consultant, international business specialist, PR specialist,
and market researcher. The programme takes amulti-disciplinary approach to enlighten the students
on the integral working of the significant three core subjects of the programme. In B.A. THJ
program, the students will gain an understanding of three major core disciplines associated with
humanities and social sciences -Tourism, History and Journalism and gather proficiency and
eligibility to pursue higher studies in any of the branch of studies and also allied branches. A
Bachelor‟s Degree in Tourism, Journalism & History addresses the requirements in the key sectors
like hotels, restaurants, retailing, transportation, travel agencies, tour companies, tourist attractions,
leisure, recreation and sport, and cultural industries. Besides these, students can also find scope in
the industry as Travel Journalist, Travel Photographer, Blogger & Vlogger Archivist, Heritage
manager, Historic buildings conservation officer, Museum or gallery curator, academia and
research. The forte of this program is its multi-faceted approach to prepare skilled, confident, well-
groomed and diligent aspirants who are well versed in the integral workings of the Tourism &
Hospitality industry.
The PG programs in English; Journalism and Communication, and M.Sc. Psychology are designed
to make students ready for their future career. The focus in M.A. English program is to equip
students with a complete knowledge of recent trends and concerns in literature and language in a
global context. Emphasis is on building research skills in the learners and the courses are also
exposed from that perspective. Learners are mentored and guided to take up various MOOC and
other certification programs in their areas of interest. A compulsory research project is carried out
by all students which is a preparation for serious research in the future. Various placement trainings
in content writing, teaching pedagogy, etc. are designed within the curriculum. The M.A. in
Journalism & Communication at REVA University is outlined with subtle observation on the
contemporary advancements in the field of journalism and mass communication. The curriculum is
precisely refined to promote an innovative learning platform to assimilate the fundamentals of
journalism & communication aspects. Students studying this influential discipline learn the usage
of the various media i.e. print, radio, television, internet, photography, visual communication,
graphics and animation, content writing, technical writing, media research and so on. They gain an
insight into the history and organizational structure of these media which in turn aids them in
evaluating the policies of media and how they are affecting and influencing the masses. The
students of this program gain a firsthand knowledge of all such skills through real-life experiences,
13
internships, projects, and so on. M.Sc. Psychology (Dual Specialization in Clinical Psychology and
Organizational Psychology) program at REVA University is an extensive program which provides
students an in-depth knowledge and training in the application of psychological theories and
principles to the areas of Clinical and Organizational Psychology. The course for M.Sc. Psychology
is well-structured in terms of academics and also combine the training and practical skills to equip
for the present job market.
M.Sc. Psychology program is designed for students in such a way that it enhances their skills and
competencies of an individual which is required for professional psychologists in the areas of
Research, Assessment, Mental Health, Counselling, and Organizational Behavior.

USP of the Programmes Run by the School of Arts, Humanities and Social Sciences:

• Hi-tech State of the Art Media Lab and Studio with recording facility, radio room and
editing room
• Well-equipped Psychology Labs
• Language Labs
• Contemporary curriculum
• Ample scope to gain practical exposure through internships. Present batch students are
undergoing internships at Star Sports, Adzu Advertising, Red Advertisement, and so on.
• Academia-industry interface – expert lectures and workshops by resource persons from
various industries, media houses, authors and academicians.
• Chance to participate in Vox Pops conducted by various TV Channels
• Chance to participate in various extension activities, such as, road shows, street theatre,
educative programs, etc. in association with newspapers like The Hindu and other media
houses.
• Training in event management – both in-house events and outside events, such as,
International Film Festival conducted by Innovative Film City
• Training in anchoring for in-house events and outside events, such as, the Edu Expo by The
Hindu
• Practical exposure through visits to various news channels, High Court, Press Clubs, etc.
• Certification programs, such as, Pearson Global English, Certification in Animation,
Certification in Photography, etc.
• Certificate programs in foreign languages – French, German, Mandarin and Japanese
• Certification and training program for CBSE UGC NET exam
• Demo classes in teaching
• Training in placement/ employability skills integrated within the curriculum
• Complete guidance in research activities – students are trained by their mentors on
presenting their research papers in conferences and seminars. They are also trained to
publish their research papers in reputed journals. Many students have received “Best Paper”
awards during conferences.
• Compulsory research project with complete guidance by teachers; deserving projects are
published in the form of book or papers in journals.

14
 VISION

To promote excellence in advancement of Arts, Humanities and Social Sciences disciplines,

professions, and services through education, research, innovation, extension and
collaboration.

MISSION

• Impart quality education to meet the needs of profession and society, and achieve
excellence in teaching-learning and research in the area of communication, Journalism and
Psychology through student-centric learning, interdisciplinary approach and innovative
pedagogies;

• Attract and develop talented and committed human resource, and provide an environment
conducive to research, innovation, creativity, and team-spirit;

• To establish collaborations, promote industry-university partnership, encourage

entrepreneurship, and involve in community development services;

• Develop excellent infrastructural facilities, facilitate effective interaction among faculty and
students with other schools, and foster networking with alumni, industries, institutions and
other stake-holders; and

• To practice and promote high standards of professional ethics, enrich personality traits,
promote patriotism and moral values.

15
ADVISORY BOARD

1. Dr. Magdalena Zemojjel Piotrowska

Professor & Chair, Cross Cultural Psychology Section of Polish Society of Social Psychology
Head, Cross Cultural Psychology Unit, University of Cardinal Stefan Wyszynski, Poland

2. Prof. Elizabeth Birmingham

Dean, Faculty of Social Sciences and Humanities
Lakehead University, Canada

3. Dr. Mohamad Abbas

Professor, School of Communication
University of Tehran, Iran

4. Mr. Brijesh Kalappa

Advocate in the Supreme Court
Former Legal Advisor to the Government of Karnataka
(with the rank of Minister of State) and
Former Additional Advocate General, Haryana

5. Mr. Syed Sultan Ahmed

MD & Chief Learner @LXL Ideas
Educator | Entrepreneur | Film Maker | Publisher

6. Dr. G. Venkatesh Kumar

Dean, Science and Technology
Professor, Department of Studies in Psychology
University of Mysore, Manasagangotri, Mysore

7. Dr. Surabhi Dhahiya

Professor
Indian Institute of Mass Communication, New Delhi

8. Dr. Priyanka Tripathi

Associate Professor of English
Dept of Humanities & Social Sciences
IIT, Patna, India

9. Dr. Hitesh D. Ravia

Professor & Head
Department of English
The Maharaj Sayajirao University of Baroda
Vadodara, Gujarat

10. Mr. T.R GopalaKrishnan

Former Editor, The Week Magazine

16
 Board of Studies Members
Sl. Name, Designation &
No. Status Address of Correspondence
Affiliation
Dr. Payel Dutta
Chair School of Arts, Humanities and Social Sciences, Rukmini
1 Chowdhury
Person Knowledge Park, Yelahanka, Bangalore-560 064
Director
Dr. Sapna Dr. Sapna, Assoc.Professor, DOS in Journalism &
2 Assoc.Professor Member Communication, University of Mysore, Karnataka
Dr. Nandini
3 Lakshmikantha Member Manipal University, Manipal, Karnataka
Assoc.Professor
Mr. Ravindra
Invited
4 Sathwick, Line Star Sports, Bangalore, Karnataka
Producer Member
Ms. Nidhi Krishnan
Independent Market
Invited
5 Research Consultant & Bangalore, Karnataka
Member
Former Associate
Director
Dr G
6 VenkateshKumar, Member DOS in Psychology, University of Mysore, Karnataka
Professor
Dr Ashok H S, Retired
7 Member Bangalore University, Bangalore, Karnataka
Professor,

Invited Dept. of Psychology, Karnataka University, Dharwad,

8 Dr Triveni, Professor
Member Karnataka

Dr HemanthaKumara
Member School of Arts and Humanities, Rukmini Knowledge Park,
10 V, Asst. Professor
(Internal) Yelahanka, Bangalore-560 064
(Psychology)
Dr. Prathibha MV,
Member School of Arts and Humanities, Rukmini Knowledge Park,
11 Asst. Professor
(Internal) Yelahanka, Bangalore-560 064
(Psychology)
Mr. Manjunatha M, Member School of Arts and Humanities, Rukmini Knowledge Park,
12
Asst. Professor (Media) (Internal) Yelahanka, Bangalore-560 064
Ms. Sudeshna Das Member School of Arts and Humanities, Rukmini Knowledge Park,
13
Asst. Professor (Media) (Internal) Yelahanka,Bangalore-560 064
Mr. Manoj B A Member School of Arts and Humanities, Rukmini Knowledge Park,
14 (Internal)
Asst. Professor(Media) Yelahanka,Bangalore-560 064
Dr. Abhisarika
Member School of Arts and Humanities, Rukmini Knowledge Park,
15 Asst. Professor
(Internal) Yelahanka,Bangalore-560 064
(English)
Dr Sreenivas Murthy
Member School of Arts and Humanities, Rukmini Knowledge Park,
16 K Assoc.Professor
(Internal) Yelahanka, Bangalore-560 064
(Hindi)
Mr. Puneeth Kumar Member School of Arts and Humanities, Rukmini Knowledge Park,
17 L Asst. Professor (Internal) Yelahanka, Bangalore-560 064
(Kannada)
Current 5th Sem, B.A JEP, School of Arts and Humanities
18 Ms. Lavanya S
Student

17
 REVA University Academic Regulations
Bachelor Degree (3 years) Programs
(Applicable for the programs offered from 2020-21 Batch)

18
 (Framed as per the provisions under Section 35 (ii), Section 7 (x) and Section 8 (xvi) & (xxi) of the
REVA University Act, 2012)
1. Title and Commencement:

1.1 These Regulations shall be called “REVA University Academic Regulations – Bachelor
Degree Programs 2020-21 Batch subject to amendments from time to time by the
Academic Council on recommendation of respective Board of Studies and approval of
Board of Management
1.2 These Regulations shall come into force from the date of assent of the Chancellor.

2. The Programs:
These regulations cover the following Bachelor Degree Programs of REVA University offered
during 2020-21:

B Com (Industry Integrated)

B Com (Honors)
BBA (Industry Integrated)
BBA (Honors)
BBA (Entrepreneurship)
BA - Journalism, English, Psychology
BA - Tourism, History & Journalism
BA - Political Science, Economics & Journalism
BA - Performing Arts, English Psychology
BCA
BSc (Honours) Cloud Computing & Big Data
BSc in Physics, Chemistry, Maths
BSc in Maths, Statistics, Comp Sci.
BSc in Bioinformatics Biology, Maths, Computer Science
BSc in Biotechnology, Biochemistry, Genetics
BSc in Medical Lab Technology
BSc in Physics, Maths, Computer Science

3. Duration and Medium of Instructions:

3.1 Duration: The Bachelor Degree program is of 6 Semesters duration. A candidate can avail a
maximum of 12 semesters - 6 years as per double duration norm, in one stretch to complete the
Bachelor Degree, including blank semesters, if any. Whenever a candidate opts for blank
semester, s/he has to study the prevailing courses offered by the School when s/he resumes
his/her studies.

3.2 The medium of instruction shall be English.

19
4. Definitions:
4.1 Course: “Course” means a subject, either theory or practical or both, listed under a
program; Example: “Business Research Methodology” in BBA (Honors) program, “Auditing
and Corporate Governance” in B Com (Industry Integrated) program are examples of courses to
be studied under respective programs.

Every course offered will have three components associated with the teaching-learning process of
the course, namely:

L Lecture

T Tutorial

P Practice

Where:

L stands for Lecture session consisting of classroom instruction.

T stands for Tutorial session consisting participatory discussion / self-study/ desk work/ brief
seminar presentations by students and such other novel methods that make a student to absorb
and assimilate more effectively the contents delivered in the Lecture classes.
P stands for Practice session and it consists of Hands on Experience / Laboratory Experiments /
Field Studies / Case Studies / Project Based Learning or Course end Project/Self Study/ Online
courses from listed portals that equip students to acquire the much required skill component.

4.2 Classification of Courses

Courses offered are classified as: Foundation Courses, Core Courses, Hard Core Courses,
Soft Core Courses, Open Elective Courses, Project work/Dissertation

4.2.1 Foundation Course: The foundation Course is a mandatory course which should be completed
successfully as a part of graduate degree program irrespective of the program of study

4.2.2 Core Course: A course which should compulsorily be studied by a candidate choosing a
particular program of study
4.2.3 Hard Core Course (HC) simply core course: The Hard Core Course is a Core Course in the
main branch of study and related branch(es) of study, if any, that the candidates have to complete
compulsorily
20
4.2.4 Soft Core Course (SC) (also known as Professional Elective Course)
A Core course may be a Soft Core if there is a choice or an option for the candidate to choose a
course from a pool of courses from the main branch of study or from a sister/related branch of
study which supports the main branch of study
4.2.5 Open Elective Course (OE):
An elective course chosen generally from other discipline / subject, with an intention to seek
exposure to the basics of subjects other than the main discipline the student is studying is called
an Open Elective Course
4.2.6 Project Work / Dissertation:
School can offer project work/dissertation as a course. Depending on the duration required for
completing the project/dissertation work, credits can be assigned. Normally 26 hours of practical
work/project work/dissertation work is considered to be equivalent to a credit. School can
classify project as a minor or a major project depending on the credits allotted. Normally, a minor
project carries 4-6 credits and a major project carries double the number of credits of a minor
project.
4.2.7 “Program” means the academic program leading to a Degree, Post Graduate Degree, Post
Graduate Diploma or such other degrees instituted and introduced in REVA University.

5. Eligibility for Admission:

5.1. The eligibility criteria for admission to Three Years Bachelor Degree Programs (6 Semesters) is
given below:

Sl. Program Duration Eligibility

No.
1 Bachelor of Commerce 6 Pass in PUC/10+2 with minimum 50% marks
(Industry Integrated) Semesters of any recognized Board / Council or any
(3 years) other qualification recognized as equivalent
there to.
2 Bachelor of Commerce Pass in PUC/10+2 with minimum 75% marks
(Honours) of any recognized Board / Council or any
other qualification recognized as equivalent
there to.

21
3 Bachelor of Business 6 Pass in PUC/10+2 with minimum 50% marks
Administration of any recognized Board / Council or any
Semesters
(Industry Integrated) other qualification recognized as equivalent
(3 years) there to.
4 Bachelor of Business 6 Pass in PUC/10+2 with minimum 75% marks
Administration (Honours) Semesters of any recognized Board / Council or any
(3 years) other qualification recognized as equivalent
5 Bachelor of Business 6 there to.
Administration Semesters
(Entrepreneurship) (3 years)
6 Bachelor of Arts in 6 Pass in PUC /10+2 of any recognized Board /
a) Journalism, English & Semesters Council or any other qualification recognized
Psychology (JEP) (3 years) as equivalent there to.
b) Political Science,
Economics, Journalism
(PEJ)
c) Tourism, Journalism &
History (TJH)
7 Bachelor of Arts in Performing 6
Arts, English & Psychology Semesters
(3 years)
8 Bachelor of Computer 6 Pass in PUC/10+2 with at least 45% marks
Applications Semesters (40% in case of candidate belonging to SC/ST
(3 years) category) of any recognized Board/Council of
any other qualification recognized as
equivalent there to.
9 Bachelor of Science (Hons.) in 6 Pass in PUC/10+2 examination with
Computer Science Semesters Mathematics / Computer Science / Statistics
(with specialization in Cloud (3 years) as compulsory subject along with other
Computing & Big Data) subjects and obtained minimum 45% marks
(40% in case of candidates belonging to
SC/ST category) in the above subjects taken
together from any Board recognized by the
respective State Government /Central
Government/Union Territories or any other
qualification recognized as equivalent thereto.
10 B Sc in 6 Pass in PUC/10+2 with Mathematics as
a) Physics, Chemistry Semesters compulsory subjects and at least 45% marks
and Mathematics (PCM) (3 years) (40% in case of candidate belonging to SC/ST
b) Mathematics, Statistics category) of any recognized Board/Council or
and Computer Science any other qualification recognized as
(MStCs) equivalent there to.
c) Physics, Mathematics and
Computer Science (PMCs)
11 B Sc in 6 Pass in PUC/10+2 with Biology as
a) Bioinformatics – Biology, Semesters compulsory subject and at least 45% marks
Computer Science & (3 years) (40% in case of candidate belonging to SC/ST
22
 Mathematics (BCsM) category) of any recognized Board/Council or
b) Biotechnology, any other qualification recognized as
Biochemistry, Genetics equivalent there to.
c) Medical Laboratory
Technology (BMLT)

5.2 Provided further that the eligibility criteria are subject to revision by the Government Statutory
Bodies, University from time to time.

6. Courses of Study and Credits

6.1 Each course of study is assigned with certain credit value

6.2 Each semester is for a total duration of 20 weeks out of which 16 weeks dedicated for teaching
and learning and the remaining 4 weeks for IAs and final examination, evaluation and
announcement of results.
6.3 The credit hours defined as below
In terms of credits, every one hour session of L amounts to 1 credit per Semester and a minimum
of two hour session of T or P amounts to 1 credit per Semester or a three hour session of T / P
amounts to 2 credits over a period of one Semester of 16 weeks for teaching-learning process.
1 credit = 13 credit hours spread over 16 weeks or spread over the semester

The total duration of a semester is 20 weeks inclusive of semester-end examination.

For Example: The following table describes credit pattern

Table -2: Credit Pattern

Total Total Contact
Lectures (L) Tutorials (T) Practice (P) Credits (L:T:P)
Credits Hours
4 2 0 4:1:0 5 6
3 2 0 3:1:0 4 5
3 0 2 3:0:1 4 5
2 2 2 2:1:1 4 6
0 0 6 0:0:3 3 6
4 0 0 4:0:0 4 4
2 0 0 2:0:0 2 2

a. The concerned BoS will choose the convenient Credit Pattern for every course based on size
and nature of the course

7. Different Courses of Study:

Different Courses of Study are labeled as follows:
23
 a. Foundation Course (FC)
b. Core Course (CC)
c. Hard Core Course (HC)
d. Soft Core Course (SC)
e. Open Elective Course (OE)
f. Project Work / Dissertation: School can offer project work/dissertation as a course.
Depending on the duration required for completing the project/dissertation work, credits can
be assigned. Normally 26 hours of practical work/project work/dissertation work is
considered to be equivalent to a credit. School can classify project as a minor or a major
project depending on the credits allotted. Normally, a minor project carries 4-6 credits and a
major project carries double the number of credits of a minor project.

These are defined under Section 4 of these regulations.

8. Credits and Credit Distribution

Registered candidates are required to earn the credits stated in the below table for the award of
degree in the respective program:

Credits Programs
120 B.Com (Industry Integrated) degree, BBA (Industry Integrated) degree,
and BCA
140 B.Com (Honors), BBA (Honors), BBA (Entrepreneurship) and B Sc
(Honors)
144 BA - Journalism, English, Psychology, BA - Tourism, History &
Journalism, BA - Political Science, Economics & Journalism, BA -
Performing Arts, English Psychology, BSc in Physics, Chemistry, Maths,
BSc in Maths, Statistics, Comp Sci., BSc in Bioinformatics Biology,
Maths, Computer Science, BSc in Biotechnology, Biochemistry, Genetics,
BSc in Medical Lab Technology, and BSc in Physics, Maths, Computer
Science

The following courses are foundation courses and they are mandatory courses. Students registering for
any of the programs mentioned in the table above are required to successfully complete the
courses for the award of the degree.
1. Communicative English

24
 2. Languages K / H / Additional English
3. Indian Constitution
4. Human Rights

8.2. The concerned BoS shall prescribe the credits to various types of courses and shall assign title to
every course including project work, practical work, field work, self-study elective and classify
the courses as Foundation Course (FC), Hard Core (HC), Soft Core (SC) and Open Elective
(OE).

8.3. The concerned BoS shall specify the desired Program Educational Objectives, Program
Outcomes, Program Specific Outcomes and Course Outcomes while preparing the curriculum of
a particular program.

8.4. A candidate can enrol during each semester for credits as prescribed in the scheme of the program.

8.5 Only such full time candidates who register for a minimum prescribed number of credits in each
semester from I semester to VI semester and complete successfully prescribed number of credits
for the award of the degree for three year program in 6 successive semesters shall be considered
for declaration of Ranks, Medals, Prizes and are eligible to apply for Student Fellowship,
Scholarship, Free ships, and such other rewards / advantages which could be applicable for all
full time students and for hostel facilities.

8.6 Add on Proficiency Diploma / Minor degree/ Honor Degree:

To acquire Add on Proficiency Diploma/ Minor degree/ Honor Degree:, a candidate can opt to
complete a minimum of 18-20 extra credits either in the same discipline /subject or in different
discipline / subject in excess to prescribed number of credits for the award of 3 year degree in the
registered program.

The Add on Proficiency Certification / Diploma/ Minor degree/ Honor Degree: so issued to the
candidate contains the courses studied and grades earned.

9 Assessment and Evaluation

9.1 The Scheme of Assessment will have two parts, namely;
i. Internal Assessment (IA); and
ii. Semester End Examination (SEE)
25
9.2 Assessment and Evaluation of each Course shall be for 100 marks. The Internal Assessment (IA)
and Semester End Examination (SEE) of for 3 year programs shall carry 50:50 marks
respectively (i.e., 50 marks internal assessment; 50 marks semester end examination).

9.3 The 50 marks of internal assessment shall comprise:

Internal Test 30 marks

Assignments / Seminars / Quizzes / 20 marks

Presentations / Case Studies etc.

9.4 There shall be two Internal Tests conducted as per the schedule announced below. The
Students‟ shall attend both the Tests compulsorily.

➢ 1st test is conducted for 15 marks during 8th week of the Semester;
➢ 2nd test is conducted for 15 marks during 16th week of the of the Semester;
➢ Suitable number of Assignments/quizzes/presentations are set to assess the remaining 20
marks of IA at appropriate times during the semester

9.5 The coverage of syllabus for the said tests shall be as under:

➢ Question paper of the 1st test should be based on first 50% of the total syllabus;
➢ Question paper of the 2nd test should be based on second 50% of the total syllabus;

9.6 The Semester End Examination for 50 marks shall be held in the 18th and 19th week of the
beginning of the semester and the syllabus for the semester end examination shall be entire
syllabus.

9.7 A test paper is set for a maximum of 30 marks to be answered as per the pre-set time duration (1
hr / 1 hr 15 minutes / 1 hr 30 minutes). Test paper must be designed with School faculty members
agreed pattern and students are assessed as per the instructions provided in the question paper.
Questions must be set using Bloom‟s verbs. The questions must be set to assess the students
outcomes described in the course document.

9.8 The question papers for internal test shall be set by the internal teachers who have taught the
course. If the course is taught by more than one teacher all the teachers together shall devise a

26
 common question paper(s). However, these question papers shall be scrutinized by School
specific Question Paper Scrutiny Committee formed by the respective School Head /Director to
bring in the uniformity in the question paper pattern and as well to maintain the necessary
standards.

9.9 The evaluation of the answer scripts shall be done by the internal teachers who have taught the
course and set the test paper.

9.10 Assignment/seminar/Project based learning/simulation based problem solving/field work should

be set in such a way, students be able to apply the concepts learnt to a real life situation and
students should be able to do some amount self-study and creative thinking. While setting
assignment care should be taken such that the students will not be able to plagiarise the answer
from web or any other resources. An assignment / Quiz or combination thereof can be set for a
maximum of 20 marks. Course instructor at his/her discretion can design the questions as a small
group exercise or individual exercise. This should encourage collaborative learning and team
learning and also self-study.

9.11 Internal assessment marks must be decided well before the commencement of Semester End
examinations

9.12 Semester End Examination: The Semester End Examination is for 50 marks shall be held in the
18th and 19th week of the semester and the entire course syllabus must be covered while setting
the question paper.

9.13 Semester End Examination paper is set for a maximum of 100 marks to be answered in 3 hours
duration. Each main question be set for a maximum of 25 marks, main questions can have 3-4 sub
questions. A total of 8 questions are set so that students will have a choice. Each question is set
using Bloom‟s verbs. The questions must be set to assess the students outcomes described in the
course document. (Please note question papers have to be set to test the course outcomes)

9.14 There shall be three sets of question papers for the semester end examination of which one set
along with scheme of examination shall be set by the external examiners and two sets along with
scheme of examination shall be set by the internal examiners. All the three sets shall be
scrutinized by the Board of Examiners. It shall be responsibility of the Board of Examiners
particularly Chairman of the BOE to maintain the quality and standard of the question papers and
as well the coverage of the entire syllabus of the course.

9.15 There shall be single evaluation by the internal teachers who have taught the subject. However,
there shall be moderation by the external examiner. In such cases where sufficient number of
external examiners are not available to serve as moderators internal senior faculty member shall
be appointed as moderators.

27
9.16 Board of Examiners, question paper setters and any member of the staff connected with the
examination are required to maintain integrity of the examination system and the quality of the
question papers.

9.17 There shall also be an Program Assessment Committee (PAC) comprising at-least 3 faculty
members having subject expertise who shall after completion of examination process and
declaration of results review the results sheets, assess the performance level of the students,
measure the attainment of course outcomes, program outcomes and assess whether the program
educational objectives are achieved and report to the Director of the School. Program
Assessment Committee (PAC) shall also review the question papers of both Internal Tests as
well Semester End Examinations and submit reports to the Director of the respective School
about the scope of the curriculum covered and quality of the questions.

9.18 The report provided by the Program Assessment Committee (PAC) shall be the input to the
Board of Studies to review and revise the scheme of instruction and curriculum of respective
program

9.19 During unforeseen situation like the Covid-19, the tests and examination schedules, pattern of
question papers and weightage distribution may be designed as per the convenience and
suggestions of the board of examiners in consultation with COE and VC

9.20 University may decide to use available modern technologies for writing the tests and SEE by the
students instead of traditional pen and paper

9.21 Any deviations required to the above guidelines can be made with the written consent of the
Vice Chancellor

9.22 Online courses may be offered as per BACHELOR norms.

For online course assessment guidelines would be as follows:
1. If the assessment is done by the course provider, then the School can accept the marks
awarded by the course provider and assign the grade as per REVA University norms.

2. If the assessment is not done by the course provider then the assessment is organized by the
concerned school and the procedure explained in the regulation will apply

3. In case a student fails in an online course, s/he may be allowed to repeat the course and earn
the required credits

IAs for online courses could be avoided and will remain at the discretion of the School.

9.23 The online platforms identified could be SWAYAM, NPTEL, Coursera, Edx.org, Udemy,
Udacity and any other internationally recognized platforms like MIT online, Harvard online etc.

9.24 Utilization of one or two credit online courses would be:

28
 4 week online course – 1 credit – 15 hours
8 week online course / MOOC – 2 credits – 30 hours
12 week online course / MOOC – 3 credits – 45 hours

9.25 Summary of Internal Assessment, Semester End Examination and Evaluation Schedule is
provided in the table given below.

Summary of Internal Assessment and Evaluation Schedule

S. Type of Assessment when Syllabu Max Reduce Date by which

No s Mark d to the process
Covere s must be
d completed

1 Test-1 During First 30 15 8th week

8th 50%
week

2 Assignment / quiz /
presentation / any other
On or before 8th week (10 marks)
assessment method as
decided by the School

3 Test -2 During Second 30 15 16th Week

16th 50%
Week

4 Assignment / quiz /
presentation / any other
On or before 16th Week (10 marks)
assessment method as
decided by the School

5 SEE 19/20th 100% 100 50 20th Week

Week

Note: 1. Examination and Evaluation shall take place concurrently and Final Grades shall be
announced as per the notification from COE.
2. Practical examination wherever applicable shall be conducted after 2nd test and before
semester end examination. The calendar of practical examination shall be decided by the
respective School Boards and communicated well in advance to the Controller of
Examination who will notify the same immediately

10 Assessment of Students Performance in Practical Courses

29
 The performance in the practice tasks / experiments shall be assessed on the basis of:
a) Knowledge of relevant processes;
b) Skills and operations involved;
c) Results / products including calculation and reporting.

10.1 The 50 marks meant for Internal Assessment (IA) of the performance in carrying out
Practical shall further be allocated as under:

i Conduction of regular practical / experiments throughout the 20 marks

semester
ii Maintenance of lab records 10 marks
iii Performance of mid-term test (to be conducted while 20 marks
conducting second test for theory courses); the performance
assessments of the mid-term test includes performance in the
conduction of experiment and write up about the experiment.
Total 50 marks

10.2 The 50 marks meant for Semester End Examination (SEE), shall be allocated as under:

i Conducting of semester end practical examination 30 marks

ii Write up about the experiment / practical conducted 10 marks
iii Viva Voce 10 marks
Total 50 marks

The duration for semester-end practical examination shall be decided by the concerned School
Board.

10.3 For MOOC and Online Courses assessment shall be decided by the BOS of the School.

11. Evaluation of Minor Project / Major Project / Dissertation:

Right from the initial stage of defining the problem, the candidate has to submit the progress reports
periodically and also present his/her progress in the form of seminars in addition to the regular
discussion with the supervisor. At the end of the semester, the candidate has to submit final report of
the project / dissertation, as the case may be, for final evaluation. The components of evaluation are
as follows:

Component – I Periodic Progress and Progress Reports (25%)

Component – II Demonstration and Presentation of work (25%)
Component – III Evaluation of Report (50%)

All assessments must be done by the respective Schools as per the guidelines issued by the
30
 Controller of Examinations. However, the responsibility of announcing final examination results
and issuing official transcripts to the students lies with the office of the Controller of
Examinations.

12. Requirements to Pass a Course:

A candidate‟s performance from IA and SEE will be in terms of scores, and the sum of IA and
SEE scores will be for a maximum of 100 marks (IA = 50 , SEE = 50) and have to secure a
minimum of 40% to declare pass in the course. However, a candidate has to secure a minimum
of 25% (13 marks) in Semester End Examination (SEE) which is compulsory.

The Grade and the Grade Point: The Grade and the Grade Point earned by the candidate in the
subject will be as given below:

Marks, Grade, Grade Point Letter

P G (GP=V x G) Grade
90-100 10 v*10 O
80-89 9 v*9 A+
70-79 8 v*8 A
60-69 7 v*7 B+
55-59 6 v*6 B
50-54 5.5 v*5.5 C+
40-49 5 v*5 C
0-39 0 v*0 F
ABSENT AB
O - Outstanding; A+-Excellent; A-Very Good; B+-Good; B-Above Average; C+-Average; C-
Satisfactory; F – Unsatisfactory.

Here, P is the percentage of marks (P=[IA + SEE]) secured by a candidate in a course which is
rounded to nearest integer. V is the credit value of course. G is the grade and GP is the grade
point.
a. Computation of SGPA and CGPA

The Following examples describe computation of Semester Grade Point Average (SGPA).

31
 The SGPA is the ratio of sum of the product of the number of credits with the grade points
scored by a student in all the courses taken by a student and the sum of the number of credits
of all the courses undergone by a student in a given semester, i.e : SGPA (Si) = ∑(Ci x Gi) /
∑Ci where Ci is the number of credits of the ith course and Gi is the grade point scored by the
student in the ith course.

Examples on how SGPA and CGPA are computed

Example No. 1
Credit Point (Credit x
Course Credit Grade Letter Grade Point
Grade)
Course 1 3 A+ 9 3X9=27
Course 2 3 A 8 3X8=24
Course 3 3 B+ 7 3X7=21
Course 4 4 O 10 4X10=40
Course 5 1 C 5 1X5=5
Course 6 2 B 6 2X6=12
16 129

Thus, SGPA = 129 ÷ 16 = 8.06

Example No. 2
Credit Point (Credit x
Course Credit Grade letter Grade Point
Grade point)
Course 1 4 A 8 4X8=32
Course 2 4 B+ 7 4X7=28
Course 3 3 A+ 9 3X9=27
Course 4 3 B+ 7 3X7=21
Course 5 3 B 6 3X6=18
Course 6 3 C 5 3X5=15
20 141
Thus, SGPA = 141 ÷ 20 = 7.05

b. Cumulative Grade Point Average (CGPA):

Overall Cumulative Grade Point Average (CGPA) of a candidate after successful completion of the
required number of credits for the respective programs are calculated taking into account all the
courses undergone by a student over all the semesters of a program, i. e : CGPA = ∑(Ci x Si) /
∑Ci
Where Si is the SGPA of the ith semester and Ci is the total number of credits in that semester.

Example:
32
 CGPA after Final Semester

Semester No. of Credits SGPA Credits x SGPA

(ith) (Ci) (Si) (Ci X Si)
1 20 6.83 20 x 6.83 = 136.6
2 19 7.29 19 x 7.29 = 138.51
3 21 8.11 21 x 8.11 = 170.31
4 20 7.40 20 x 7.40 = 148.00
5 22 8.29 22 x 8.29 = 182.38
6 18 8.58 18 x 8.58 = 154.44
Cumulative 120 930.24

Thus, CGPA = 930.24/120 = 7.75

c. Conversion of grades into percentage:

Conversion formula for the conversion of CGPA into Percentage is:

Percentage of marks scored = CGPA Earned x 10
Example: CGPA Earned 7.75 x 10=77.5
d. The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the transcripts.

13. Classification of Results

The final grade point (FGP) to be awarded to the student is based on CGPA secured by the
candidate and is given as follows.

Grade
(Numerical Letter FGP
CGPA Index) Performance
Grade
G Qualitative Index
9 >= CGPA 10 10 O Outstanding
Distinction
8 >= CGPA < 9 9 A+ Excellent
7 >= CGPA < 8 8 A Very Good
First Class
6 >= CGPA < 7 7 B+ Good
5.5> = CGPA < 6 6 B Above average
Second Class
> 5 CGPA < 5.5 5.5 C+ Average
> 4 CGPA <5 5 C Satisfactory Pass
< 4 CGPA 0 F Unsatisfactory Unsuccessful
Overall percentage=10*CGPA

a. Provisional Grade Card: The tentative / provisional grade card will be issued by the

33
 Controller of Examinations at the end of every semester indicating the courses completed
successfully. The provisional grade card provides Semester Grade Point Average
(SGPA).
b. Final Grade Card: Upon successful completion of three year Degree a Final Grade card
consisting of grades of all courses successfully completed by the candidate will be issued
by the Controller of Examinations.

14. Attendance Requirement:

14.1 All students must attend every lecture, tutorial and practical classes.
14.2 In case a student is on approved leave of absence (e g:- representing the University in sports,
games or athletics, placement activities, NCC, NSS activities and such others) and / or any other
such contingencies like medical emergencies, the attendance requirement shall be minimum of
75% of the classes taught.
14.3 Any student with less than 75% of attendance in aggregate of all the courses including practical
courses / field visits etc., during a semester shall not be permitted to appear to the end semester
examination and such student shall seek re-admission

15. Re-Registration and Re-Admission:

15.1 In case a candidate‟s class attendance in aggregate of all courses in a semester is less than 75% or
as stipulated by the University, such a candidate is considered as dropped the semester and is not
allowed to appear for semester end examination and S/he shall have to seek re-admission to that
semester during subsequent semester / year within a stipulated period.
15.2 In such case where in a candidate drops all the courses in a semester due to personal reasons, it
is considered that the candidate has dropped the semester and s/he shall seek re-admission to
such dropped semester.

16. Absence during Internal Test:

In case a student has been absent from an internal tests due to the illness or other contingencies
s/he may give a request along with necessary supporting documents and certification from the
concerned class teacher / authorized personnel to the concerned Director of the School, for
conducting a separate internal test. The Director of the School may consider such request
depending on the merit of the case and after consultation with course instructor and class teacher,
34
 and arrange to conduct a special internal test for such candidate(s) well in advance before the
Semester End Examination of that respective semester. Under no circumstances internal tests
shall be held / assignments are accepted after Semester End Examination.

17. Provision for Appeal

If a candidate is not satisfied with the evaluation of Internal Assessment components (Internal
Tests and Assignments), s/he can approach the Grievance Cell with the written submission
together with all facts, the assignments, and test papers, which were evaluated. S/he can do so
before the commencement of respective semester-end examination. The Grievance Cell is
empowered to revise the marks if the case is genuine and is also empowered to levy penalty as
prescribed by the University on the candidate if his/her submission is found to be baseless and
unduly motivated. This Cell may recommend for taking disciplinary/corrective action on an
evaluator if s/he is found guilty. The decision taken by the Grievance committee is final.

18. Grievance Committee:

In case of students having any grievances regarding the conduct of examination, evaluation and
announcement of results, such students can approach Grievance Committee for redressal of
grievances. Grievance committees will be formed by CoE in consultation with VC.

35
 For every program there will be one grievance committee. The composition of the grievance
committee is as follows:-
▪ The Controller of Examinations - Ex-officio Chairman / Convener

▪ One Senior Faculty Member (other than those concerned with the evaluation of the course
concerned) drawn from the school / department/discipline and/or from the sister schools /
departments/sister disciplines – Member.

▪ One Senior Faculty Members / Subject Experts drawn from outside the University school /
department – Member.

19. Eligibility to Appear for Semester End Examination (SEE)

Only those students who fulfil a minimum of 75% attendance in aggregate of all the courses
including practical courses / field visits etc., as part of the program shall be eligible to appear for
Semester End Examination

20. Provision for Supplementary Examination

In case a candidate fails to secure a minimum of 25% (13 marks) in Semester End Examination
(SEE) and a minimum of 40% marks together with IA and SEE to declare pass in the course,
such candidate shall seek supplementary examination of only such course(s) wherein his / her
performance is declared unsuccessful. The supplementary examinations are conducted after the
announcement of even semester examination results. The candidate who is unsuccessful in a
given course(s) shall appear for supplementary examination of odd and even semester course(s)
to seek for improvement of the performance.

21. Provision to Carry Forward the Failed Subjects / Courses:

A student who has failed in a given number of courses in odd and even semesters shall move to
next semester of immediate succeeding year and final year of the study. However, s/he shall
have to clear all courses of all semesters within the double duration, i.e., with six years of
admission of the first semester failing which the student has to re-register to the entire program.

36
22. Challenge Valuation:
a. A student who desires to apply for challenge valuation shall obtain a photo copy of the
answer script(s) of semester end examination by paying the prescribed fee within 10 days
after the announcement of the results. S/he can challenge the grade awarded to him/her by
surrendering the grade card and by submitting an application along with the prescribed fee to
the Controller of Examinations within 10 days after the announcement of the results. This
challenge valuation is only for semester end examination.

b. The answer scripts (in whatever form) for which challenge valuation is sought for shall be
evaluated by the external examiner who has not involved in the first evaluation. The higher of
two marks from first valuation and challenge valuation shall be the final.

23. With regard to any specific case of ambiguity and unsolved problem, the decision of the Vice-
Chancellor shall be final.

BA (Journalism, English, Psychology – JEP) Program

37
Program Overview
Humanities deal with human life and human experience qualitatively. Humanities investigates
how do human beings behave? Why do they behave this way? How do human beings interact
with each other? How do human beings interpret the world around them? And what kind of
political, social and cultural institutions do they form?

The field of humanities include Modern languages, Classical languages, Linguistics, Literature,
History, Jurisprudence, Philosophy, Archaeology, Comparative religion, Ethics, History,
criticism and theory of the arts, Journalism, Psychology, Political science and such subject areas.

Bachelor of Arts programme in Journalism, English and Psychology is a triple major

programme, offered by School of Arts and Humanities at REVA UNIVERSITY. It intends to
develop English language skills, Journalism as a profession and application of Psychology
knowledge in dealing with the life issues amongst its students.

Journalism is all about collecting information and disseminating the facts and figures to the
public via print, television and Internet. Journalists present the news in a manner that is useful,
informative and thought provoking. Journalism careers include reporter, feature writer, intern,
sub editor, designer, proof reader, newsreader, news presenter, news analyst, news editor, editor
and many such.

English Literature and Language is offered as a subject to empower communication skills to

polish the aspects of English language through the study of literature that enable the candidate to
explore their critical and creative faculties. The subject ranging from British, American,
European and Non-European literature to Literature from India and Theory and Criticism,
provide the learner a vast saga of various Sociopolitical contexts and issues of local and global
concerns that propels the student to enterprise in their chosen literary or non-literary endeavors
with a better idea of the relevance of human values and to locate an ethical environment in day
today professional and personal life. A comprehensive study of English literature instills human
concerns, triggers a zeal for innovative ideas and enhances cognitive skills that refines the theory
of mind.

Psychology is the scientific approach to understand human and animal behavior and applying the
knowledge to solve day to day problems. General psychology is offered to orient the students to
the general concepts of human behavior in the first year. Socialpsycholgy aims to better
understanding of social behaviors and factors the influences it. Child development focuses on
various developmental milestones of early years of life. To bring in research interest among the
students‟, research is introduced as mandatory paper with research project. To equip the students
for higher education the specialization papers such as Abnormal Psychology, Health Psychology
38
and Industrial Psychology is offered. The course aims at Self-development and Psychological
wellbeing of students across their journey.

The language skills and understanding psychology of people helps a Journalist to gain expertise
in his/her profession.

As per the data available with the Government, a total of 1, 05,443 newspapers/periodicals are
registered with the Registrar of Newspapers for India as on 31st March, 2015. There are more
than 120 TV News channels and in addition there are huge opportunities to write blogs and news
on internet. There are thousands of opportunities in corporate sector for compiling corporate
news and publication. The media and entertainment sector is expected to cross Rs. 2 trillion by
2020 at a CAGR of 11.6%.

In this context, an undergraduate University Programme offered by REVA UNIVERSITY in

Journalism, English and Psychology is relevant to meet the future human resources requirement
of News and Media enterprises.

The programme focusses on Journalism, media studies, psychology, critical theory, English
language and literature, in addition to various transferable skills particularly writing skills that
are required for successful career development in Journalism.

Program Educational Objectives:

After few years of graduation, the graduates of B.A. (Journalism, English, Psychology) will
be able to:

PEO-1: Step into Higher Education and take up research in Universities at national and
global level.

PEO-2: Become a team member in Public, Private, Corporate and Government Sector as
techno managers, academicians, administrator or entrepreneurs, investigative agencies
with efficient Communication and ethics.

PEO-3: Set up own enterprise and communicate with customers proficiently and adapt
life skills for enhancing Business.

Program Specific Outcomes

39
On successful completion of the program, the graduates of B.A. (Journalism, English,
Psychology) will be able to:
PSO – 1: Demonstrate the knowledge in Journalism, English and Psychology.
PSO - 2: Analyze and apply skills in Journalism with effective communication by
understanding the psychology of the people.
PSO - 3: Use different techniques to gather information in Journalism and report
effectively.
Program Outcomes
After successful completion of the program, the graduates the graduates of B.A.
(Journalism, English, Psychology) will be able to:
• PO 1: Disciplinary knowledge: Demonstrate comprehensive knowledge and in
understanding Journalism, English and Psychology study.
• PO 2: Reasoning: Analyze, interpret and draw conclusions from evidence and
experiences from an open-minded and reasoned perspective.
• PO 3: Problem solving: Extrapolate and apply their competencies to solve different
kinds of non-familiar problems and apply one‟s learning to real life situations using
curriculum content knowledge.
• PO 4: Environment and Sustainability: Understand the issues of environmental
contexts and sustainable development.
• PO 5: Research-related skills: Be inquisitive with a sense of inquiry and capability for
asking relevant/appropriate questions, and articulating; Ability to recognize cause-and-
effect relationships, define problems, formulate hypotheses, test hypotheses, analyze,
interpret and draw conclusions from data, establish hypotheses, predict cause-and-effect
relationships; ability to plan, execute and report the results of an experiment or
investigation
• PO 6: Ethics: Recognize different value systems including your own, understand the
moral dimensions of your decisions, and accept responsibility for them.
• PO 7: Cooperation/Team work: Work effectively and respectfully with diverse teams;
facilitate cooperative or coordinated effort on the part of a group, and act together as a
40
 group or a team in the interests of a common cause and work efficiently as a member of a
team.
• PO 8: Communication Skills: Express thoughts and ideas effectively in writing and
orally; Communicate with others using appropriate media; confidently share one‟s views
and express herself/himself; demonstrate the ability to listen carefully, read and write
analytically, and present complex information in a clear and concise manner to different
groups
• PO 9: Self-directed and Life-long Learning: Acquire the ability to engage in
independent and life-long learning in the broadest context socio-technological changes.

41
BA (Journalism, English, Psychology – JEP) Program
Scheme of Instructions

42
 (Effective from 2020-2023)

Course Credit Pattern and Weekly

Type Value Contact
Sl. Course Code Title of the Course Hours
Cre
L T P
No dits
FIRST SEMESTER
1 B20BJ1010 Environmental Science FC Noncredit 2
compulsory course
2 B20BJ1020 Communicative CC 2 1 0 3 4
English – I
3 B20BJ1031 Language – I Kannada CC 2 1 0 3 4
B20BJ1032 Language – I: Hindi CC 2 1 0 3 4
B20BJ1033 Language – I: CC 2 1 0 3 4
Additional English
4 B20BJ1040 Journalism - I HC 2 1 0 3 4
(Introduction to Media
& Communication)
5 B20BJ1040(P) Journalism Practical - I HC 0 0 2 2 4
6 B20BJ1050 English Literature HC 4 0 0 4 4
(Chaucer – Pope) &
Language – I
7 B20BJ1060 Psychology - I (Basic HC 2 1 0 3 4
Psychological Process-
I)
8 B20BJ1060(P) Psychology Practical-I HC 0 0 2 2 4

Total Credits 12 4 4 20 30
SECOND SEMESTER
1 B20BJ2010 Indian Constitution Noncredit 2
FC
and Human Rights compulsory course
2 B20BJ2020 Communicative 2 1 0 3 4
CC
English – II
3 B20BJ2031 Language – II: CC 2 1 0 3 4
Kannada
B20BJ2032 Language – II: Hindi CC 2 1 0 3 4

B20BJ2033 Language – II: CC 2 1 0 3 4

Additional English
43
4 B20BJ2040 Journalism - II HC 2 1 0 3 4
(Reporting & Editing)
5 B20BJ2040(P) Journalism Practical-II HC 0 0 2 2 4

6 B20BJ2050 English Literature HC 4 0 0 4 4

(The Romantic Age) &
Language – II
7 B20BJ2060 Psychology - II HC 2 1 0 3 4
(Basic Psychological
Process-II)
8 B20BJ2060(P) Psychology Practical- HC 0 0 2 2 4
II
9 B20BJ2070 MOOC/SWAYAM RULO 0 0 2 2 Self-
Study
12 4 6 22 30
Total Credits

1 B20BJ3011 Language – III: CC 3

1 1 0 2
Kannada
B20BJ3012 Language – III: Hindi CC 3
1 1 0 2
B20BJ3013 Language – III: CC 3
1 1 0 2
Additional English
2 B20BJ3020 Journalism - III HC 4
(Audio-Visual 2 1 0 3
Production)
3 B20BJ3020(P) Journalism Practical - HC 4
III 0 0 2 2

4 B20BJ3030 English Literature HC 4

(Victorian & Modern
4 0 0 4
Ages) & Language -
III
5 B20BJ3040 Psychology - III HC 2 1 0 3 4
(Social Psychology)
6 B20BJ3040(P) Psychology Practical- HC 0 0 2 2 4
III
7 B20BJ3051 Media Studies** OE 4
4 0 0 4
8 B20BJ3052 Life Skills and OE 4
4 0 0 4
Personal Development

44
9 B20BJ3060 Employability Skills – RULO Noncredit 2
I (Placement) compulsory course
10 B20BJ3070 MOOC/SWAYAM RULO 0 0 2 2 Self-
Study
11 B20BJ3080 Internship/ Certificate -
HC 2 0 2 4
Courses
Total Credits 15 3 8 26 29

1 B20BJ4011 Language IV: CC 1 1 0 2 3

Kannada
B20BJ4012 Language IV: Hindi CC 1 1 0 2 3
B20BJ4013 Language IV: CC 1 1 0 2 3
Additional English
2 B20BJ4020 Journalism – IV HC 2 1 0 3 4
(Fundamentals of
Media Research)
3 B20BJ4020(P) Journalism Practical- HC 0 0 2 2 4
IV
4 B20BJ4030 American Literature HC 4 0 0 4 4

5 B20BJ4040 Psychology - IV HC 2 1 0 3 4
(Child Development)
6 B20BJ4040(P) Psychology Practical- HC 0 0 2 2 4
IV
7 B20BJ4050 Minor Research HC 0 0 6 6 6
Project
8 B20BJ4060 Employability Skills – RULO Non credit 2
II (Placement) compulsory course
Total Credits 09 3 10 22 31

1 B20BJ5010 Journalism -V HC 3 1 0 4 4
(Media Laws &
Ethics)
2 B20BJ5021 Journalism -VI (A)
(Brand Ecology)
B20BJ5022 Journalism -VI (B) SC 2 1 0 3 4
(Fundamentals of
Photography
3 B20BJ5021(P) Journalism Practicals - SC 0 0 2 2 4
/ VI (A)/Journalism
B20BJ5022(P) Practical-VI(B)
45
4 B20BJ5030 Literary Criticism HC 4 0 0 4 4

5 B20BJ5041 Literatures of India – I

SC
4 0 0 4 4
B20BJ5042 European & Non-
European Writings - I
6 B20BJ5050 Psychology – V HC 2 1 0 3 4
(Measurement and
Research Methods in
Psychology)
7 B20BJ5050(P) Psychology Practical- HC 0 0 2 2 4
V
B20BJ5061 Psychology – VI (A)
8 (Abnormal Psychology
- I)
SC 2 1 0 3 4
B20BJ5062 Psychology –VI (B)
(Health Psychology -
I)
9 B20BJ5061(P) Psychology Practical- SC
/ VI(A)/Psychology 0 0 2 2 4
B20BJ5062(P) Practical VI(B)
10 B20BJ5070 Employability Skills – Non credit
RULO 2
III compulsory course
Total Credits 17 4 6 27 38

1 B20BJ6010 Journalism -VII

(Advertising &
HC 3 1 0 4 4
Corporate
Communication )
2 B20BJ6021 Journalism -VIII (A)
(New Media)
SC
B20BJ6022 Journalism - VIII (B) 2 1 0 3 4
(Development
Communication)
3 B20BJ6021(P) Journalism Practical- SC 4
/ VIII(A)/ Journalism 0 0 2 2
B20BJ6022(P) Practical-VIII(B)
4 B20BJ6030 Literary Theory and HC
4 0 0 4 4
Criticism
5 B20BJ6041 Literatures of India –
II
SC 4 0 0 4 4
B20BJ6042 European & Non-
European Writings - II

46
6 B20BJ6050 Psychology – VII
(Industrial HC 2 1 0 3 4
Psychology)
7 B20BJ6050(P) Psychology Practical-
HC 0 0 2 2 4
VII
8 B20BJ6061 Psychology-VIII (A)
(Abnormal Psychology
- II)
SC 2 1 0 3 4
B20BJ6062 Psychology-VIII (B)
(Health Psychology -
II)
9 B20BJ6061(P) Psychology Practical- 4
/ VIII(A)/Psychology
SC 0 0 2 2
B20BJ6062(P) Practical-VIII(B)

Total Credits 17 4 6 27 36

Total Credits of All 144

Semesters

Note: *Students have to undergo internship of 4 weeks duration after the Second Semester
examination; the marks of internship are calculated in the Third Semester.

Semester-wise Summary of Credit Distribution

Semesters No. of Credits

47
 First Semester 20
Second Semester 22
Third Semester 26
Fourth Semester 22
Fifth Semester 27
Sixth Semester 27
Total Credits 144

Distribution of Credits Based on Type of Courses

Semester HC SC OE RULO FC CC Credits

I 14 0 0 0 0 6 20
II 14 0 0 2 0 6 22
III 18 0 4 2 0 2 26
IV 20 0 0 0 0 2 22
V 13 14 0 0 0 0 27
VI 13 14 0 0 0 0 27
Total 92 28 4 4 0 16 144

Distribution of Credits Based on L:T:P

Semester L T P Credits
I 12 4 4 20
II 12 4 6 22
III 15 3 8 26
IV 09 3 10 22
V 17 4 6 27
VI 17 4 6 27
Total 82 22 40 144

TYPICAL CURRICULUM MAP

48
 Self Development, Leadership
Sl

Critical Thinking, Analysis

Global Exposure and cross

Entrepreneurial thinking ,
Effective Communication

creativity and Innovation

Ethics, Values and Social
no

cultural understanding

Research Orientation
Domain Knowledge
,Problem solving

and Team work

Responsiveness
Course

1. Environmental √
Science
2. Communicative √
English - I
3. Language – I: √
Kannada
4. Language – I: Hindi √
5. Language – I: √ √
Additional English
6. Journalism - I √ √ √ √
(Introduction to
Media &
Communication)
7. Journalism √ √
Practicals-I
8. English Literature √
(Chaucer – Pope) &
Language - I
9. Psychology - I √ √ √
(Basic Psychological
Processes-I)
10. Psychology √ √
Practicals-I
11. Indian Constitution √ √
and Human Rights
12. Communicative √ √
English – II
13. Language – II: √
Kannada
14. Language – II: Hindi √
15. Language – II: √ √
Additional English
49
16. Journalism - II √ √ √ √ √
(Reporting &
Editing)
17. Journalism √ √ √ √ √
Practicals-II
18. English Literature √
(The Romantic Age)
& Language – II
19. Psychology - II √ √ √
(Basic Psychological
Process - II)
20. Psychology √ √
Practicals-II
21. Language – III: √
Kannada
22. Language – III: √
Hindi
23. Language – III: √
Additional English
24. Journalism - III √ √ √ √
(Audio-Visual
Production)
25. Journalism √ √ √ √
Practicals - III
26. English Literature √ √
(Victorian &
Modern Ages) &
Language – III
27. Psychology - III √ √ √
(Social Psychology)
28. Psychology √ √
Practicals- III
29. Media Studies √ √ √
30. Life Skills and √ √
Personal
Development
31. Language IV: √
Kannada
32. Language IV: Hindi √
33. Language IV: √ √
Additional English
34. Journalism – IV √ √ √ √
(Fundamentals of
50
 Media Research)
35. Journalism √ √ √ √
Practicals-IV
36. American Literature √ √
37. Psychology - IV √ √ √
(Child
Development)
38. Psychology √ √
Practicals- IV
39. Minor Research √ √
Project
40. Journalism –V √ √ √
(Media Laws &
Ethics)
41. Journalism -VI (A) √ √ √ √
(Brand Ecology)
42. Journalism -VI (B) √ √ √ √
(Fundamentals of
Photography)
43. Journalism √ √ √ √
Practicals -VI
(A)/Journalism
Practicals-VI(B)
44. Literary Criticism √ √
45. Literatures of √
India – I
46. European & Non- √ √
European Writings –
I
47. Psychology – V √ √
(Measurement and
Research Methods in
Psychology)
48. Psychology √
Practicals-V
49. Psychology – VI (A) √ √ √
(Abnormal
Psychology - I)
50. Psychology –VI (B) √ √ √ √
(Health Psychology -
I)
51. Psychology √
Practicals-
51
 VI(A)/Psychology
Practicals VI(B)
52. Journalism -VII √ √ √
(Advertising &
Corporate
Communication)
53. Journalism -VIII (A) √ √ √
(New Media)
54. Journalism - VIII √ √ √ √ √
(B)
(Development
Communication)
55. Journalism √ √ √ √ √
Practicals-VIII(A)/
Journalism
Practicals-VIII(B)
56. Literary Theory and √ √
Criticism
57. Literatures of √
India – II
58. European & Non- √ √
European Writings –
II
59. Psychology – VII √ √
(Industrial
Psychology)
60. Psychology √ √
Practicals-VII
61. Psychology-VIII (A) √ √ √
(Abnormal
Psychology - II)
62. Psychology-VIII (B) √ √ √
(Health Psychology -
II)
63. Psychology √ √
Practicals-
VIII(A)/Psychology
Practicals-VIII(B)

52
 BA – Journalism, English, Psychology Programme
DETAILED SYLLABUS
(Effective from 2020-2023)

FIRST SEMESTER
Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BJ1010 Environmental Science FC 0 0 0 0 2

Course Description
This course caters to the students to engage in resolving the current environmental issues in the
world and develop a positive approach towards environmental protection. Eventhough it does not
have any credits as per the course curriculum it helps the students to understand the
multidimensional nature of the issues and respond to the most important challenges that the
world is facing today.
Prerequisites: Basic knowledge of Environmental Science studied at higher secondary & school
level.
Pedagogy: Direct instruction method
Course Objectives:
1. To be familiar with current and emerging environmental trends and global issues, and
have an understanding of ethical and societal responsibilities.
2. To find the need of various types of energy (conventional& non-conventional) resources
and natural resources.
3. To acquire knowledge with respect to biodiversity, threats, conservation and appreciate
the concept of ecosystem.
4. To explore the ways for protecting the environment.
Course Outcomes:
On completion of this course the students will be able to:
1. Analyze the environmental conditions and protect it.
2. Identify the role of individual, government and NGO in environmental protection.
3. Analyze the ecological imbalances and protect it.
4. Design pollution controlled products.

Course Content:

Unit-I 8 hours
Multidisciplinary Nature of Environmental Studies: Introduction to Environment, objectives
and guiding principles of environmental education, Components of environment, Structure of
atmosphere, Sustainable environment/Development, Impact of technology on the environment in
terms of modern agricultural practices and industrialization, Environmental Impact Assessment

53
Environmental protection – Role of Government-Assignments of MOEF, Functions of central
and state boards, Institutions in Environment and People in Environment, Initiative and Role of
Non-government organizations in India and world.
Self study: Need for public awareness on the environment, Gaia Hypothesis

Unit-II 6 hours
Environmental pollution, degradation & Waste management: Environmental Pollution –
Definition, sources and types, Pollutant-Definition & classification, Concepts of air pollution,
water pollution, Soil pollution, Automobile pollution-Causes, Effects & control measures.

Self study: Case studies of London smog, Bhopal gas tragedy, marine pollutions and study of
different waste water treatment processes.
Environmental degradation – Introduction, Global warming and greenhouse effect,
Acid rain-formation & effects, Ozone depletion in stratosphere and its effect.
Solid Waste management – Municipal solid waste, Biomedical waste, Industrial solid waste
and Electronic waste (E-Waste).
Self study: Disaster management, early warning systems-bio indicators for Tsunami and other
natural disasters.

Unit-III 6 hours
Energy & Natural resources: Energy – Definition, classification of energy resources,
electromagnetic radiation-features and applications,Conventional/Non-renewable sources –
Fossil fuels based(Coal, petroleum & natural gas), nuclear energy.
Non-conventional/renewable sources – Solar, wind, hydro, biogas, biomass, geothermal, ocean
thermal energy, Hydrogen as an alternative as a future source of energy.
Self-study: Remote sensing and its applications, Chernobyl (USSR) nuclear disaster and
Fukushima (Japan) nuclear disaster.
Natural resources –water resource (Global water resource distribution, Water conservation
methods, Water quality parameters, Uses of water and its importance), Mineral resources (Types
of minerals, Methods of mining & impacts of mining activities),Forest wealth (Importance‟s,
Deforestation-Causes, effects and controlling measures)
Self-study: Hydrology & modern methods adopted for mining activities.

Unit-IV 6 hours
Ecology and ecosystem: Ecology-Definition, branches, objectives and classification, Concept of
an ecosystem – Structure and functions, Characteristics of an Ecosystem-Ecosystem Resilience,
Ecological succession and productivity, Balanced ecosystem, Components of ecosystem-abiotic
and biotic, biological diversity.
Biogeochemical cycles and its environmental significance – Carbon, nitrogen and phosphorus
cycle, Energy flow in ecosystem, food chains –types, food web & Ecological Pyramids.

Self-study: Need for balanced ecosystem and restoration of degraded ecosystems.

Reference Books:
54
1. R.J. Ranjit Daniels and JagadishKrishnaswamy, Environmental Studies, (2017)
2. Co-authored &Customised by Dr.MS Reddy & Chandrashekar, REVA University. Wiley
India Private Ltd., New Delhi.
3. R.J. Ranjit Daniels and JagadishKrishnaswamy, Environmental Studies,Wiley India Private
Ltd., New Delhi. 2009.
4. Benny Joseph. Environmental Studies Tata McGraw – Hill Publishing Company Limited
5. Dr.S.M.Prakash.Environmental Studies Elite Publishers Mangalore, 2007
6. Rajagopalan R.Environmental Studies – from Crisis to cure, Oxford University Press. 2005.
7. Arvind walia. Environmental Science. Kalyani Publications, 2009.

Course code Course Tittle Course Type L T P C Hrs./Wk.

Communicative
B20BJ1020 CC 2 1 0 3 4
English – I

Course Description:
This 3-credit course focuses on improving the spoken and written communication of the learners.
The course develops personal, inter-personal and group skills among learners. It also addresses
the functional aspects of language usage while providing specific linguistic tools through
professional language learning software. The widespread reach of this course makes it highly
practical and applicable.
Prerequisites: The student must have knowledge of intermediate English Grammar and LSRW
skills.
Pedagogy: Directmethod, ICT, Collaborative learning, Flipped Classroom.
Course Objectives

• To enhance functional communication skills.

• To develop functional use of language in professional contexts.
• To utilize oral presentations in multiple contexts.
• To apply effective written skills in formal communication.

Course Outcomes
After the completion of the course, students will be able to:
• Identify pressing issues relating to society, environment and media.
• Develop a process-oriented approach to writing.
• Apply the grammatical skills developed during the course aptly.
• Demonstrate a good command over language usage and refined interpersonal skills.

Course Contents
Unit-I: Functional English 9 Hours
Remedial Grammar: Past Simple; Past Continuous; Irregular Verbs

55
Writing Skills: Paragraph Writing
Activities: Conversations; Leaving Phone Messages
Literature: Chief Seattle – The End of Leaving and Beginning of Survival

Unit-II: Interpersonal Skills 10 Hours

Remedial Grammar: Present Simple & Present Continuous; Activity & State Verbs
Writing Skills: Official Letters
Activities: Making Apologies; Invitations & Making Arrangements
Literature: Ruskin Bond – Tiger in the Tunnel

Unit-III- Multitasking Skills 10 Hours

Remedial Grammar: Present Perfect; For, Since & How Long; -ed & -ing adjectives; Prefix &
Opposites of Adjectives
Writing Skills: Note Making
Activities: Agreeing & Disagreeing with Opinions
Literature: Jesse Owens - My Greatest Olympic Prize

Unit-IV: Communication Skills 10 Hours

Remedial Grammar: Collocations; Prepositions
Writing Skills: Precise Writing
Activities: Offers, Suggestions & Requests
Literature: Avijit Pathak – Onscreen Magic

Reference Books:
1. Green, David. Contemporary English Grammar Structures and Composition. New Delhi:
MacMillan Publishers, 2010.
2. Thorpe, Edgar and Showick Thorpe. Basic Vocabulary. Pearson Education India, 2012.
3. Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman,
2003.
4. Murphy, Raymond. Murphy‟s English Grammar with CD. Cambridge University Press,
2004.
5. Rizvi, M. Ashraf. Effective Technical Communication. New Delhi: Tata McGraw-Hill,
2005.
6. Riordan, Daniel. Technical Communication. New Delhi: Cengage Publications, 2011.
7. Sen et al. Communication and Language Skills. Cambridge University Press, 2015.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BJ1031 Language- I: Kannada CC 2 1 0 3 4

Course Description:

56
¨sÁµÉAiÀÄ£ÀÄß vÀiÁvÀ£ÁqÀÄvÀ §gÉAiÀÄÄvÀ P˱À®å, uÁ»vÀåzÀ §UÉÎ uÀsÜ®vÁV ¥ÀjZÀ¬ÄuÀÄvÀ vÀÄs®PÀ
«zÁåyðUÀ¼À vÀåQÛvÀé «PÁuÀ ºÁUÀÄ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèlÄÖPÉsAqÀÄ, ¥ÀæuÀÄÛvÀ uÀAzÀ¨sÀðPÉÌ
«zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀ®Ä ¥ÀoÀåvÀ£ÀÄß gÀs¦uÀeÁVzÉ. uÁ»vÀå, PÀeÉ, vÁtÂdå, DqÀ½vÁvÀäPÀ vÀÄvÀÄÛ
«eÁÕ£ÀzÀ «ZÁgÀUÀ½UÉ MvÀÛ£ÀÄß ¤ÃqÀeÁVzÉ. EzÀÄ vÉszÀ® JgÀqÀÄ uÉ«ÄuÀÖgï vÀÄsgÀÄ PÉærmïUÀ¼À£ÀÄß;
vÀÄsgÀÄ vÀÄvÀÄÛ £Á®Ì£Éà uÉ«ÄuÀÖgï JgÀqÀÄ PÉærmïUÀ¼À£ÀÄß ºÉsA¢zÉ.

Pre-requisites:
• PÀ£ÀßqÀ ¨sÁµÉAiÀÄ §UÉUÉ ¥ÁæxÀ«ÄPÀ w¼ÀĪÀ½PÉ CUÀvÀå..
• ¨sÁµÉAiÀÄ£ÀÄß NzÀ®Ä ªÀÄvÀÄÛ §gÉAiÀÄ®Ä w½¢gÀ¨ÉÃPÀÄ.
• ¥ÀzÀ« ¥ÀsªÀð ²PÀëtzÀ9è PÀ£ÀßqÀ ¨sÁµÉAiÀÄ£ÀÄß N¢gÀ¨ÉÃPÀÄ.

Pedagogy: ICT/Blended learning/Direct method/Collaborative/Flipped Classroom.

Course Objectives:
Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ ÀßqÀ ¸Á»vÀåªÀ ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ GzÉÝñÀªÀ ÀÄß ºÉsA¢zÉ. CzÀgÀAvÉ ªÉszÀ® ÉAiÀÄ
¸É«Ä¸ÀÖgï À°è d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã À PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀåªÀ ÀÄß
¥ÀoÀåªÀ ÁßV DAiÉÄÌ ªÀiÁrPÉsAqÀÄ, «zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ ¸ÀzÀ©ügÀÄaAiÀÄ ÀÄß ªÀÄsr¸ÀeÁUÀÄvÀÛzÉ. ¸ÁA¸ÀÌøwPÀ
w¼ÀĪÀ½PÉAiÀÄ eÉsvÉUÉ ªÀåQÛvÀé «PÀ¸À ÀzÀ PÀqÉUÉ UÀªÀÄ À ¤ÃqÀeÁUÀÄvÀÛzÉ.

• ¨sÁµÉ, uÁ»vÀå, EwºÁuÀ vÀÄvÀÄÛ uÀAuÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ uÀA§A¢ü¹zÀAvÉ

¥ÀjZÀ¬ÄuÀeÁUÀÄvÀÛzÉ.
• «zÁåyðUÀ¼À uÀvÀðvÉsÃvÀÄÄR ¨É¼ÀvÀtÂUÉUÉ C£ÀÄvÁUÀÄvÀAvÉ ºÁUÀs CvÀgÀåè vÀiÁ£ÀvÀ uÀA§AzsÀUÀ¼À
§UÉÎ UËgÀvÀ, uÀvÀiÁ£ÀvÉ vÀÄsr¹, ¨É¼ÉuÀÄvÀ ¤nÖ£Àåè ¥ÀoÀåUÀ¼À DAiÉÄÌAiÀiÁVzÉ.
• CvÀgÀåè uÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛvÀÄ «vÀıÁð UÀÄt, ¤gÀUÀð¼À uÀA¨sÁµÀuÉ, ¨sÁµÀt PÀeÉ
ºÁUÀs §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼ÉuÀÄvÀçzÀÄ UÀÄjAiÀiÁVzÉ
• uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀs®vÁUÀÄvÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèèlÄÖPÉsAqÀÄ uÀsPÀÛ ¥ÀoÀåUÀ¼À£ÀÄß
DAiÉÄÌ vÀiÁrPÉs¼ÀîeÁVzÉ.

Course Outcomes:
d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã ÀzÀ ««zsÀ ¥ÀæPÁgÀzÀ PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀå
PÀ°PÉAiÀÄ ªÀÄs®PÀ PÁ®zÀ AÜvÀåAvÀgÀUÀ¼À ÀÄß CzÀgÀ M¼À ÉsÃlUÀ¼À ÀÄß ¨É¼É¸ÀÄvÀÛzÉ.
• uÁvÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, uÁAuÀÌøwPÀ, ¥ÀjuÀgÀ ºÁUÀs åAUÀuÀA§A¢ü «ZÁgÀUÀ¼ÉqÉ UÀvÀÄ£À
ºÀjuÀÄvÀçzÀgÉsA¢UÉ «zÁåyðUÀ¼Àåè ZÀZÁð vÀÄ£ÉsèsÁvÀvÀç ¨É¼ÉAiÀÄÄvÀÛzÉ.
• fÃvÀ£ÀzÀåè §gÀÄvÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, uÀvÀÄuÉåUÀ¼À£ÀÄß DzsÀĤPÀ uÀAzÀ¨sÀðzÀåè
vÀiÁ£À«ÃAiÀÄvÉAiÉsA¢UÉ ¤vÀð»uÀÄvÀAvÉ ¥ÉæÃgÉæuÀÄvÀÛzÉ.
• GvÀÛvÀÄ uÀAvÀºÀ£À PÀeÉAiÀÄ£ÀÄß ¨É¼ÉuÀÄvÀ GzÉÝñÀvÀ£ÀÄß FqÉÃjuÀÄvÀÛzÉ.

57
• uÀA±ÉsÃzÀ£Á vÀÄ£ÉsèsÁvÀ vÀÄvÀÄÛ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ «zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀÄvÀÛzÉ.
Course Content:

Unit I d À¥ÀzÀ ªÀÄvÀÄÛ ¥Áæaà À PÁªÀå 7 Hours

1. uÀvÀåvÀAvÉ ºÀqÉzÀvÀé d£À¥ÀzÀ VÃvÉ
2. £É®QjvÉ£ÉAzÀÄ §UÉ«gÉ bÀ®QjvÉA gÀ£Àß
3. avÀævÀÄ¥ÁvÉæ gÀvÀÄvÉ £Áj d£Àß

Unit II ªÀÄzsÀåPÁ°Ã À PÁªÀå 6 Hours

1. C©ÞAiÀÄÄvÉsvÉÄð PÁ®vÀ±À¢A vÀÄgÁåzÉAiÀÄA zÁAlzÉà .. £ÁUÀZÀAzÀæ
2. vÀZÀ£ÀUÀ¼ÀÄ §uÀvÀtÚ
3. wgÀĤîPÀAoÀgÀ gÀUÀ¼É ºÀjºÀgÀ

Unit III ¸ÀtÚ PÀxÉUÀ¼ÀÄ 7 Hours

1. PÀeÁärAiÀÄ PÉsÃt vÀiÁ¹Û
2. AiÀiÁgÀs CjAiÀÄzÀ «ÃgÀ PÀÄvÉA¥ÀÄ
3. uÀvÀÄuÉåAiÀÄ vÀÄUÀÄ wævÉÃtÂ

Unit IV ÁlPÀ 6 Hours

1. mÉs¼ÀÄîUÀnÖ n.¦. PÉÊeÁuÀA

References:
• vÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºËuï, vÉÄÊuÀsgÀÄ. 2014
• uÀAUÀæºÀ. £ÁUÉÃUËqÀ JZï.Jeï., ZÁjwæPÀ d£À¥ÀzÀ PÀxÀ£À PÁvÀåUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÁðlPÀ eÁ£À¥ÀzÀ
¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀsgÀÄ. 2008
• ¹ÃvÀiÁwÃvÀ PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ uÀA¥ÀÄl 1,2,3,4,5 vÀÄvÀÄÛ 6, PÀÄvÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À uÀAuÉÜ,
vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ, vÉÄÊuÀsgÀÄ. 2014
• uÀAUÀæºÀ. £ÁUÉÃUËqÀ JZï.Jeï., PÀ£ÀßqÀ d£À¥ÀzÀ PÀxÀ£À PÁvÀåUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÁðlPÀ eÁ£À¥ÀzÀ
¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀsgÀÄ. 2007
• £ÁgÁAiÀÄt ¦.«, ZÀA¥Às PÀ«UÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2010
• PÁ¼ÉÃUËqÀ £ÁUÀvÁgÀ, wæ¥À¢, gÀUÀ¼É vÀÄvÀÄÛ eÁ£À¥ÀzÀ uÁ»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï,
¨ÉAUÀ¼ÀsgÀÄ. 2010
• uÀA. ¨É£ÀUÀeï gÁvÀÄ gÁvï vÀÄvÀÄÛ ¥Á£ÀåA uÀÄAzÀgÀ ±Á¹ÛçÃ, ¥ÀÄgÁt £ÁvÀÄ ZÀsqÁvÀÄtÂ, ¥ÀæPÁ±ÀPÀgÀÄ
¥ÀæuÁgÁAUÀ, vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ. 2010
• qÁ. azÁ£ÀAzÀ vÀÄswð, vÀZÀ£À uÁ»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2013

58
 • uÀA vÀÄgÀļÀ¹zÀÝ¥Àà PÉ, £ÁUÀgÁd Q.gÀA. vÀZÀ£À PÀvÀÄäl, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ.
2016
• vÀÄgÀļÀ¹zÀÝ¥Àà PÉ, µÀlࢠuÁ»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2010
• uÀA. uÉÃvÀÄgÁvÀÄ gÁvï C.gÁ., ²æà ®Që äñÀ£À eÉʫĤ ¨sÁgÀvÀ(vÀÄs®-vÁvÀàAiÀÄð-uÀavÀæ), ¥ÀæPÁ±ÀPÀgÀÄ
PÁvÀÄzsÉãÀÄ ¥ÀÄuÀÛPÀ ¨sÀvÀ£À, ¨ÉAUÀ¼ÀsgÀÄ. 2010
• uÀA. uÉÃvÀÄgÁvÀÄ gÁvï C.gÁ., ²±ÀÄ£Á¼À ±ÀjÃ¥sÀgÀ £ÀsgÁgÀÄ vÀvÀé¥ÀzÀUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ PÁvÀÄzsÉãÀÄ
¥ÀÄuÀÛPÀ ¨sÀvÀ£À, ¨ÉAUÀ¼ÀsgÀÄ. 2007
• uÀA. f.Juï.¨sÀmï., PÀÄvÀiÁgÀvÁåuÀ£À PÀuÁðl ¨sÁgÀvÀ PÀxÁvÀÄAdj ¥ÀævÉñÀ, ¥ÀæPÁ±ÀPÀgÀÄ CPÀëgÀ ¥ÀæPÁ±À£À,
ºÉUÉsÎÃqÀÄ, uÁUÀgÀ. 2006
• gÀAeÁ£ï zÀUÁð, ±ÀgÀtgÀ uÀvÀÄUÀæ PÁæAw, ¥ÀæPÁ±ÀPÀgÀÄ. eÉsûAiÀiÁ ¥ÀæPÁ±À£À, §¼Áîj. 2015
• QÃvÀð£ÁxÀ PÀÄvÀðPÉsÃn, PÀ£ÀßqÀ uÁ»vÀå uÀAUÁw, ¥ÀæPÁ±ÀPÀgÀÄ PÀÄvÀðPÉsÃn vÉÄvÉsÃjAiÀÄeï læuïÖ,
zsÁgÀvÁqÀ. 2009
• ±ÁvÀÄgÁAiÀÄ vÀ.uÀÄ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À vÉAPÀtÚAiÀÄå uÁägÀPÀ UÀæAxÀvÀiÁeÉ,
vÉÄÊuÀsgÀÄ -2014
• ²vÀgÀÄzÀæ¥Àà f.Juï. PÀ£ÀßqÀ uÁ»vÀå uÀ«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2013
• uÀA.f.Juï.CvÀÄsgÀ, PÀ£ÀßqÀ uÀtÚ PÀxÉUÀ¼ÀÄ, £ÁµÀ£Àeï §ÄPï læuïÖ, £ÀvÀzɺÀå, 2000
• uÀA. qÁ. ¨ÉÊgÀvÀÄAUÀ® gÁvÉÄÃUËqÀ, vÀvÀðvÀiÁ£ÀzÀ PÀxÉUÀ¼ÀÄ, PÀ£ÀßqÀ uÁ»vÀå ¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀsgÀÄ 2011
• uÀA. qÁ. gÁvÀÄåAUÀ¥Àà n. ¨ÉÃUÀsgÀÄ, vÀvÀðvÀiÁ£ÀzÀ PÀxÉUÀ¼ÀÄ, PÀté ¥ÀæPÁ±À£À, ¨ÉAUÀ¼ÀsgÀÄ, 2013

Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ1032 Language I: Hindi CC 2 1 0 3 4

Course description: अध्ययन वर्ण न :

यह पाठ् यक्रम नौसिखियाा, अपना भाषा का क्षमताा काा सिकासा करना हा ता तथा सििभन्न
सााािहखिक प्रिक् रयाओा द् वाारा सामााज, साा स्का ित एसाा ज सान का मा ल् य ा कय सामझना
हा ता अिभकखित हा |

Prerequisites/Pre reading for the course: प् ववण प् कषव:

• अध्या ताा, पा .या.साा का स्तर पर िद् वता य भाषा का रूप माा िहन्द काा अध्ययन करना चािहए |
59
 • िहन्द सााािहसा का इितहाासा काा साा िक्षप्त ज्ञाान का आसाश्यकताा हा |
• िहन्द व्याकरण का सअबयधन सआश्यक ह |
• अा ग्रा ज़ – िहन्द अना साााद साा सााबा िधत जानकाार जरार हा |

c) Pedagogy: सिक्षशवस्त्र :
• Direct method
• ICT and Digital support
• Collaborative and Cooperative learning
• Differentiated Instruction
• Flipped Classroom
Objectives:पवठ्यक्रम उद्द श्य :
• साा दभााा ा ना सााार उिचत भााषाा काा प्रययग करना का दक्षताा कय छाात्य ा माा उत्पन्न करनाा |
• सााािहसा का माध्यम साा सामााज एसाा मानसाा य मा ल्य ा कय सामझााकर, उन
मा ल्य ा का रक्षाा हा ता प्रा ररत करना |
• छात्य ा माा पा स्तक पठन एसाा ला सान का अका ितम प्रसाा सि स्थाािपत करना |
• अध्या तााओा माा सााािहसा का माध्यम साा प्रभासाा एसाा का शल साा चार काा
सिकाासा करना |
Course Outcomes:असिगम पररववम :
अध्ययन क सामािप्त पर अध्यता –
• सााामािजक मा ल् एसाा ना ितक जसाााबदा हा कय स्व काार कर साकताा हा |
• सााािहसा का प्राासाा िगकताा कय जा सान माा सामझना का दक्षताा रसाताा हा |
• सामाज माा अा तिनाािहत पद् दितयाााा एसाा सिचारधााराओा काा व्यााख्याान करना माा साक्षम बन
साकताा हा |
• सााािहसा का माध्यम साा प्रभासाा एसाा का शल साा चार काा सिकाासा कररकताा
हा |
Coursecontent : अध्ययन िवषय स्् च् /पवठ्यक्रम
इकवई –1 :कहान , साा 10 hours
स्मरण
1.कहान – नशा – प्रमचद
2.कहाना – साा सामय ज सान – चा द् रधर शमाााा गा ला र
3.साा स्मरण – शरत का साााथ िबतायाा का छ सामय–अमा तलााल नागर

इकवई –2:कहान , आत्मकथा 10 hours

4.कहान – मरन साा पहल – भ ष्म साााहन
5.कहान – लाल सहल – िसशान
6. रा सााािचत् – घ सााा – महाादा साा सामाााा
इकवई –3:एकाक , व्यग्य रचना 10 hours
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7. एकााा का – सआाज काा ना लााम – धमाासाा र भारत
8.व्यग्य रचना – भड़ और भसियें – हररशकर परराई

इकवई –4:अना साााद, साा क् षा पण 9 hours

अनुववद : अग्रज़ – िहन्द (शब्द सए अनच्छ द )

61
स्् कष् पर : पररच्छा द काा एक ितहााई भाग माा |

स्् चनव : परतय् कइकवई 25 अ् कक् िस्एिनस्वणररतह् |

d) Suggested Text Books and References

Text book/s:पवठ्य प्ु स्तक :

1. िहन्द पाठ्य पस्तक – र सााा सिश्वसिद्यालय |
References:स्न्दर्ण ग्रनथ :
1. साा बयध व्यसाहााररक िहन्द – साा . का लदा प गा प्त
2. अिभसन व्यसाहााररक िहन्द – साा .परमानन्द गा प्त
3. िहन्द सााािहसा काा इितहाासा - साा . नागा न्द्र
4. आधा िनक िहन्द सााािहसा काा इितहाासा - साा . बच्चन िसाा ह
5. िहन्द सााािहसा काा सना न इितहाासा - साा . लााल साााहब िसाा ह
6. शा द्ध िहन्द का साा बयला का साा िलसाा - पा थ्वा नााथ पााण्डा
7. काायााा ालय अना साााद िनदा िशका
8. साा क् षा पण और पखिन - का.साा .भासियाा&ता मन िसाा ग

Course code Course Tittle Course Type L T P C Hrs./Wk.

Language I:
B20BJ1033 CC 2 1 0 3 4
Additional English

Course Description:
This is a 3-credit course designed to help the learner gain competency in language through the
introduction of various genres of literature. The course aims to inculcate a critical view among
learners while sensitizing them to the contemporary issues around. It facilitates creative learning
and helpstoappreciate, assimilate and research on the various dimensions of society, culture and
life.
Prerequisites: The student must possess fundamentals of language skills and be aware of social
issues.
Pedagogy: Direct method / ICT / Collaborative Learning / Flipped Classroom.
Course Objectives
• To develop linguistic prowess of the students.
• To appraise different genres of literature.
• To illustrate the fundamentals of creative language.
• To enhanceconsistentreading habits.
Course Outcome

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On completion of the course, learners will be able to:
• Demonstrate a thorough understanding of sensitive and critical social issues.
• Developreading skills and a wide range of vocabulary.
• Critically analyze a piece of prose or poetry.
• Explain their opinion in a coherent and communicable manner.

Course Contents
Unit-I:Values & Ethics 9 hours
Literature: Rabindranath Tagore - Where the Mind is Without Fear
William Wordsworth – Three Years She Grew in Sun and Shower
Saki – The Lumber-room
William Shakespeare – Extract from Julius Caesar (Mark Antony‟s Speech)
Language: Vocabulary Building

Unit-II: Natural & Supernatural 10 hours

Literature: John Keats – La Belle Dame Sans Merci
Charles Dickens – The Signal Man
Hans Christian Anderson - The Fir Tree
William Shakespeare – An Excerpt from The Tempest
Language: Collective Nouns

Unit-III: Travel & Adventure 10 hours

Literature: R.L. Stevenson – Travel
Elizabeth Bishop - The Question of Travel
H.G. Wells – The Magic Shop
Jonathan Swift – Excerpt from Gulliver‟s Travels Book – I
Writing Skills: Travelogue

Unit-IV: Success Stories 10 hours

Literature: Emily Dickinson – Success is Counted Sweetest
Rupert Brooke – Success
Dr. Martin Luther King - I Have a Dream
Helen Keller – Excerpt from The Story of My Life
Writing Skills: Brochure &Leaflet

Reference Books:
• Tagore, Rabindranath. Gitanjali. Rupa Publications, 2002.
• Wordsworth, William. The Complete Works of William Wordsworth. Andesite Press,
2017.
• Munro, Hector Hugh. The Complete Works of Saki. Rupa Publications, 2000.

63
 • Shakespeare, William. The Complete Works of William Shakespeare. Sagwan Press,
2015.
• Chindhade, Shirish. Five Indian English Poets: Nissim Ezekiel, A.K. Ramanujan,
ArunKolatkar, DilipChitre, R. Parthasarathy. Atlantic Publications, 2011.
• Dickens, Charles. The Signalman and Other Horrors: The Best Victorian Ghost Stories of
Charles Dickens: Volume 2. Createspace Independent Publications, 2015.
• Anderson, Hans Christian. The Fir Tree. Dreamland Publications, 2011.
• Colvin, Sidney (ed). The Works of R. L. Stevenson. (Edinburgh Edition). British Library,
Historical Prints Edition, 2011.
• Bishop, Elizabeth. Poems. Farrar, Straus and Giroux, 2011.
• Swift, Jonathan. Gulliver‟s Travels. Penguin, 2003.
• Dickinson, Emily. The Complete Poems of Emily Dickinson. Createspace Independent
Publications, 2016.
• Brooke, Rupert. The Complete Poems of Rupert Brooke. Andesite Press, 2017.
• King, Martin Luther Jr. &James M. Washington. I Have a Dream: Writings And
Speeches That Changed The World. Harper Collins, 1992.
• Keller, Helen. The Story of My Life. Fingerprint Publishing, 2016.
• Green, David. Contemporary English Grammar Structures and Composition. New Delhi:
MacMillan Publishers, 2010.
• Thorpe, Edgar and Showick Thorpe. Basic Vocabulary. Pearson Education India, 2012.
• Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman,
2003.
• Murphy, Raymond. Murphy‟s English Grammar with CD. Cambridge University Press,
2004.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Journalism – I (Introduction to
B20BJ1040 HC 2 1 0 3 4
Media and Communication)

Course Description:
The course titled Introduction to Media and Communication provides students the opportunity to
explore the various elements in the communication process as well as get acquainted with
communication models that explain how and why we communicate the way we do. Students
explore the models that explain how communication influences our perspective of others, the
world and ourselves. By examining media messages from print, electronic media and new media,
students explore how the media create meaning and how technology shapes the ways we
communicate.
Prerequisites: Exposure to different types of media in daily life.
Pedagogy: Direct instruction and collaborative learning method
Course Objectives:
64
 1. To help the students explore the process of communication and study the various models
of communication
2. To delve into the history and aspects of print, electronic and new media
3. To generate awareness of students about the media messages and their impact on
everyday life.
4. To create an awreness about the current issues in media.
Course Outcomes:
On completion of this course, the student would be able to:
1. Articulate detailed understanding about process and elements in communication
2. Explain the process, models and levels of communication
3. Relate to the various types of mass media
4. Discuss the issues in media in the present context

Course Content:

Unit I: Process and Elements of Communication 10 Hours

Communication-Definition, nature, scope, process and elements of communication; Types of
communications-verbal, non-verbal, intrapersonal, interpersonal, group, mass communication;
Functions of communication; Models of communication: Aristotle‟s Rhetoric Model, The
Lasswell model, Shannon and Weaver model, Osgood and Schramm circular model, Berlo‟s
model; Gerbner‟s Model of Communication

Unit II: Folk and Print Media 10 Hours

Folk media, Types of Folk Media; Print media; Content pattern and characteristics of dailies and
periodicals, tabloids, magazines; Brief history of Indian Journalism; Language press; News
Agencies in India; Kannada Journalism.

Unit III: Broadcast Media & Films 10 Hours

Broadcast Media - Radio as a medium of communication- Brief history of radio; Programme
pattern of Radio; FM Radio; Community radio; Television as a medium of communication- Brief
history of TV; Satellite communication; DTH; Cinema – Cinema as a medium of
communication; Types of cinema- Documentary, Commercial Cinema, Short Films; CBFC and
FTII

Unit IV: Issues in Journalism 9 Hours

Current Issues in Media - New Media – Blogs, websites and social media; Citizen Journalism;
Media Convergence; Mobile Journalism; Role of Media in a Democracy- Yellow Journalism;
Breaking News; Trial by media; Media Literacy; Fake News; Media and Children; Media and
Youth; Media and Gender

65
 Course Code Course Tittle Course Type L T P C Hrs./Wk.
Journalism 4
B20BJ1040 (P) HC 0 0 2 2
Practical I

• Coverage of local issues in the media- Print/TV/Radio

• Case Study
• Group Discussion
• Wall Magazine
• Collage Making
• Glossary Terms
• Media Visit: Theatre festival/ Film festival/ Literary festival/ Poets meet/ Political rally/
Seminars/ Museums.

Reference Books:
1. Vivian John. The Media of Mass Communication. New Delhi:PHI learning private
limited.2012.
2. J Kumar Keval. Mass communications in India. Mumbai: Jaico Publication.2006.
3. Devi Meena. Fundamentals Of Mass Media AndCommunication. New Delhi: Alfa
Publication.2006.
4. Mcquail Denis. Mass Communication Theory. New Delhi: Sage Publication.2004.
5. Chandra Ramesh. Analysis of Media and CommunicationTrends. New Delhi :
6. Gyan Books publishers Pvt Ltd.2004.
7. S Baran Stanly and K. Davis ,Dennis. Mass Communication Theory: Foundations
Ferment and Future. Singapore :Thomson Wads Worth.1999.
8. PC Chatterji . Broadcasting in India. New Delhi: Sage Publications. 1991.
9. BN Ahuja . History of Indian Press. New Delhi: Surjeeth Publication.1988.
10. Krishnamurthy Nadige. Indian Journalism. University of Mysore Prasaranga.1966.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

English Literature (Chaucer – Pope) &

B20BJ1050 HC 4 0 0 4 4
Language – I

COURSE DESCRIPTION:
English literature and language is one of the most significant subjects for the concerned UG
program. This course is designed to introduce the students to the basic ideas of literature, mostly
focused on the British canon in order to develop their literary as well as cognitive skills which
would be surely beneficial for them in their future literary as well as non-literary endeavours.

66
Prerequisites:
• The student must possess basic English language skills.
• The student should possess basic writing skills.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning

Course Objectives:

• To outline the framework of different literary genres.

• To relate to the idea of literary ages and its significance.
• To analyze the works of important authors from the medieval age to the neo-classical
age.
• To enhance the language skills of the students.
Course Outcomes:

On completion of the course, students will be able to:

• Apply the learnt poetic sensibilities in the creation of poetry.
• Formulate the process of reading prose and enriching literary & non-literary writing.
• Develop dramatic sensibilities.
• Illustrate a good understanding of speech sounds in English and the structure of words.
Course Contents:

Unit – I: Poetry 13 hours

The Medieval Age:
1. Chaucer - “The Squire” (from General Prologue to the Canterbury Tales)
The Elizabethan Age:
2. Edmund Spencer – Sonnet 75 (from the Amoretti)
3. William Shakespeare – Sonnet 118
The Puritan Age:
4. John Milton – On His Blindness
Metaphysical Poetry:
5. John Donne – A Valediction: Forbidding Mourning
6. George Herbert – The Collar
7. Andrew Marvell – To His Coy Mistress
The Neoclassical Age:
8. Alexander Pope – Extract from The Rape of the Lock (Belinda‟s Toilette)

Unit – II: Prose 13 hours

67
1. Francis Bacon – Of Travel; Of Studies
2. Joseph Addison – Silence
3. Dr. Samuel Johnson – Extract from Preface to Shakespeare (Three Unities)
4. Oliver Goldsmith – Extract from The Citizen of the World (“Letter XXVI. The Character of
the Man in Black; With Some Instances of His Inconsistent Conduct”)

Unit – III: Drama 13 hours

1. William Shakespeare – Othello
2. Christopher Marlowe – Dr. Faustus (Film Text)

Unit – IV: Language 13 hours

1. Language
2. Speech Sounds in English
3. The Structure of Words

REFERENCES:
• Chaucer, Geoffrey. The Canterbury Tales. Harper Press, 2012.
• Warren, Robert Penn. Six Centuries of Great Poetry. Dell, 1992.
• Shakespeare, William. The Sonnets. Macmillan, 2016.
• Quiller-Couch, Sir Arthur. “On His Blindness” The Oxford Book of English Verse 1250 -
1900 - Volume I, ed.1919.
• Ricks, Christopher. Metaphysical Poetry. Penguin, 2006.
• Kaul, RK. The Rape of the Lock. Oxford, 1997.
• Bacon, Francis. The Essays. Penguin, 1985.
• Addison, Joseph. Addison and Steele. Forgotten Books, 2018.
• Sen, S. Dr. Johnson: Preface to Shakespeare. Unique Publishers, 1989.
• Goldsmith, Oliver. The Citizen of the World. University Press of the Pacific, 2002.
• Shakespeare, William. Othello. Maple Classics, 2013.
• Marlowe, Christopher, Dr. Faustus. Oxford University Press, 2010.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology – I
B20BJ1060 (Basic Psychological HC 2 1 0 3 4
Process-I)

Course Description:
This is a 3 credit course for first semester consisting of 3 hours of teaching learning per week.
This course aims to introduce basic concepts of General Psychology and application of it in
understanding normal human behavior.

68
Prerequisites: Basic skills like listening and observation and keen interest in understanding
human behavior.
Pedagogy: Direct learning, Kinesthic learnings, ICT, Case Studies.
Course Objectives:
In accordance with the American Psychological Association (APA) recommendations for
undergraduate psychology learning objectives and outcomes, students will (1) learn the basic
principles of traditional psychological content areas and (2) use the scientific method as an
approach to critical thinking and sceptical inquiry. Accomplishing this objective involves:
1. To demonstrate knowledge and understanding of theory and research in the general
domains of psychology
2. To explore the biological basis of behavior
3. To understanding the process receiving the sensory information and making meaning out
of it.
4. To understand the basic concepts of motivation, Emotions and Sleep and its application
for self growth
Course Outcomes:
After the successful completion of the course, students will be able to-
1. Apply the nature, scope, theoretical perspective and reseach methods in Psychology
2. Discover the biological basis of human behavior
3. Develop the mechanism of processing of sensory information and perception.
4. Identify the function of Sleep, motivation and emotions of human beings

Course Contents:

Unit-I: The Science of Psychology 10 hours

a) Meaning, Definition and goals of Psychology.
b) Psychology is a Science or an Art, Debate.
c) Psychology Vs Psychiatry: Difference in nature, education, treatment and scope.
d) Branches of Psychology: General psychology, Educational Psychology, Industrial
psychology, clinical psychology, counseling psychology, social psychology, developmental
psychology, Para psychology, Positive psychology.
e) History of Psychology: Wundt, Titchener and James
f) Modern Perspectives: Psychodynamic perspectives, Behavioral perspectives, Cognitive
perspectives, Humanistic perspectives, Gestalt theory, Positive Psychology.
g) Psychology in Modern India: Status, Education, Licencing and Scope.
h) Scientific Research: Steps in scientific approach, Descriptive methods: Observation, Case
Study, Survey methods. Correlational studies. Experimental method: Variables,
Experimental and control group, single and double blinded studies, placebo effect, single and
double blinded studies.

Unit-II: The Biological Perspective 10 hours

a. Neurons: Structure and functions of neuron and glial cells, types of neuron and glial cells.
b. The neural impulse: Action potential and Resting potential, synaptic transmission.
c. Neurotransmitter: types, functions.
69
 d. Nervous system: CNS: Brain-forebrain, midbrain, hindbrain;hemispheres, four lobes,
and Spinal cord- structure and functions,
e. PNS-Somatic and autonomic nervous system- divisions and functions.
f. Methods for studying Brain: Lesioning, stimulation: invasive and non-invasive,
neuroimaging: CT, MRI, EEG, PET, FMRI, MEG.
g. Glands: Endocrine and Exocrine glands; Endocrine Glands: types and functions.

Unit-III: Basic Conginitive Process. 10 hours

Attention: Definition, types.
a. Sensation: Definition, types of sensation, sensory receptors, transduction, Absolute
threshold, Differential threshold, habituation, sensory adaptation, sensory integration.
b. Vision: structure of eye, light and eye, visual accommodation. Retina-rods and cones.
Visual pathway. Perception of color-trichromatic theory, opponent-process theory, color
blindness.
c. Hearing: Structure of ear, Sound and ear, sound localization, vestibular organ.
d. Perception: Definition, Gestalt laws of organization, Figure-ground relationship, top-
down and bottom-up process.
e. Constancies: size, shape, Brightness
f. Depth Perception: Monocular and Binocular cues. Perceptual illusions.

Unit-IV: Sleep, Motivation and Emotions. 9 hours

a. Consciousness, Altered states of consciousness, Sleep
b. Sleep: biology of sleep-circadian rhythm, function of sleep, stages of sleep.
c. Sleep disorders: nightmares and REM sleep behavior disorder, Night terrors, sleep
walking, insomnia, sleep apnea, Narcolepsy.
d. Motivation: definition, types-intrinsic, extrinsic motivation; Physiological Motives-
Hunger, thirst, sex; Social motives-Achievement, Power Affiliation.
e. Theories: Drive –reduction theory, Mcclelland‟s theory, Maslow‟s theory.
f. Emotion: Definition, three elements of emotion.
g. Types of Emotions
h. Theories: James-Lange theory, Cannon-Bard Theory, Facial feedback hypothesis,
Schachter-singer cognitive arousal theory, Lazarus and Cognitive-mediational Theory.
i. Emotional Intelligence: definition, nature, importance.

References Books:
1. Robert S. FeldmanUnderstanding Psychology 6th Edition Tata MrGram – Hill. 2004.
2. Saundra K Ciccarelli and Glenn E Meyer. Psychology, South Asia Edition, 2008.
3. Robert A Baron. Psychology. III Edition, Prentice Hall Publications. 2001.
4. John. W. Santrock. Psychology Essentials, 2nd Edition Tata Mc Graw Hill. 2006.
5. Hillgord& Atkinson. Introduction to Psychology Oxford IBH publishing Co. Pvt.
Ltd.2009.
6. Morgan, King. Introduction to Psychology, VII Edition, 1989, Mc Graw Hill IBH
Publication. 2004.
70
Course Code Course Tittle Course Type L T P C Hrs./Wk.
Psychology Practical 4
B20BJ1060 (P) HC 0 0 2 2
I

Descriptive Statistics: Measures of Central Tendency: Grouped Data and Ungrouped Data.

1. Directed observation and accuracy of report.

2. Stroop Effect
3. Emotional Intelligence
4. Muller lyer Illusion
5. Signal Detection

71
 SECOND SEMESTER

Course Course Title Course L T P C Hrs./

Code Type Wk.
B20BJ2010 Indian Constitution and FC 0 0 0 0 2
Human Rights

Course Description:
This is a foundation course, which gives a basic understanding about the various aspects of the
Indian constitution. As the citizens, the students should understand the main philosophy of the
constitution and the functions of the various organs of the democracy. Human Rights is the most
debated issue in the world and the students will be able to gain a rudimentary knowledge about
it.
Prerequisites: A preliminary understanding of the constitution and human rights.
Pedagogy: Direct instruction and collaborative learning method
Course Objectives:
1. To provide basic information about Indian constitution.
2. To identify individual role and ethical responsibility towards society.
3. To understand human rights and its implications
4. To create awareness on Electoral Process and its impliactions
Course Outcomes:
On successful completion of this course, the students shall be able to:
1. Build general knowledge and legal literacy and thereby to take up competitive
examinations
2. Summarize state and central policies, fundamental duties
3. Examine Electoral Process, special provisions
4. Analyze powers and functions of Municipalities, Panchayats and Co-operative Societies,
and have an awareness about basic human rights in India

Course Content:
Unit-1: Indian Constitutional Philosophy 8 Hours

a) Features of the Constitution and Preamble

b) Fundamental Rights and Fundamental Duties
c) Directive Principles of State Policy

Unit-2: Union and State Executive, Legislature and Judiciary 6 Hours

a) Union Parliament and State Legislature: Powers and Functions
b) President, Prime Minister and Council of Ministers
c) State Governor, Chief Minister and Council of Ministers
d) The Supreme Court and High Court: Powers and Functions

72
 Unit-3: Concept and Development of Human Rights 6 Hours
a) Meaning Scope and Development of Human Rights
b) United Nations and Human Rights- UNHCR
c) UDHR 1948, ICCR 1996 and ICESCR 1966

Unit-4: Human Rights in India 6 Hours

a) Protection of Human Rights Act, 1993 ( NHRC & SHRC)
b) First, Second and Third Generations- Human Rights
c) Judicial Activities and Human Rights

Reference
Constitutional law.
1. H.M.Seervai,ConstitutionalLawofIndia,4thEdition,UniversalPublicatio
n2013ISBN- 9788175344037
2. D.D.Basu,IntroductiontotheConstitutionofIndia,21stEdition,Wadhwa2
013,ISBN- 9788180389184
3. M.P. Jain , Indian Constitutional Law, 7th Edition, Lexis Nexis
Wadhwa publication ,2014, ISBN-9789351430643.
4. V.N. Shukla, Constitution of India, Eastern BookCompany
5. M.P. Jain , Constitutional Law, Lexis Nexis Wadhwapublication
6. Mamta Rao, Constitutional Law, Eastern BookCompany.
7. AnilMalhotraIndia,NrisandLaw,EasternBookPublishers,NewDelhi.2009.

Human rights:

1. Bajwa, G.S. and D.K. Bajwa, Human Rights in India: Implementation and
Violations, D.K. Publishers, New Delhi.1996.
2. Basu,D.D.,HumanRightsinConstitutionalLaw,PrenticeHall,NewDelhi(1994).
3. Sehgal, B.P.Singh, ed., Human Rights in India: Problems and
Perspectives, Deep and Deep Publications, New Delhi. 1999.
4. S.K.Avesti and R.P.Kataria, Law Relating to Human Rights, Orient
Publications, New Delhi. 2000.
5. SK Kapoor, Human Rights under International and Indian Law, Central
Law Agency, Allahabad, 1999
6. Symmonides,J.,HumanRight:InternationalProtection,MonitoringandEnfor
cement,Rawat publications, New Delhi. 2005.
7. MamataRao,LawRelatingtoWomanandChildren,EasternBookCo.,Lucknow. 2008
8. G B Reddy, Woman and the Law, Gogia Law Agency, Hyderabad(2001).
SC Tripathi, Law Relating to Woman and Children, Central Law
Publishers, Allahabad, 2001.

73
 Course code Course Title Course Type L T P C Hrs./Wk.
Communicative
B20BJ2020 CC 2 1 0 3 4
English – II

Course Description:
This 3-credit course focuses on enhancing written proficiency required for professional
enhancement. It also polishes the spoken skills of the learners to make them effective and
confident presenters. It also addresses the functional aspects of language usage while providing
specific linguistic tools through professional language learning software. The practical
components discussed in this course enable a fruitful transition from academia to the industry of
their choice.
Prerequisites: The student must possess functional knowledge of LSRW skills.
Pedagogy: Direct method, ICT, Collaborative learning, Flipped Classroom.
Course Objectives

• To build skills essential for corporate communication.

• To enhance context specific language skills.
• To discover the creative linguistic potential through language and literature.
• To develop communication skills necessary for employability.
Course Outcomes:

After the completion of the course, students will be able to:

• Apply acquired skills to communicate effectively in a corporate scenario.
• Demonstrate command over rhetoric of language.
• Develop critical and creative thinking through assimilated language skills.
• Utilize the communication skills learnt to match industry standards.
Course Contents:

Unit-I: Language Acquisition 9 Hours

Remedial Grammar: Questions& Negatives; Questions Tags
Writing Skills: Email Writing
Activities: Group Discussions
Literature: Alphonse Daudet - The Last Lesson

Unit-II: Persuasive Skills 10 Hours

Remedial Grammar: Past Simple & Past Perfect
Writing Skills: Report Writing
Activities: Book & Movie Reviews
Literature: Lord Alfred Tennyson – Ulysses

74
Unit-III: Cognitive Skills 10 Hours
Remedial Grammar: Present & Past Passive; Conditionals
Writing Skills: Creative Writing
Activities: Role Plays
Literature: O. Henry – The Gift of the Magi

Unit-IV: Employability Skills 10 Hours

Remedial Grammar: Reported Speech; Idioms
Writing Skills: Cover Letter & CV
Activities: Exchanging Information
Literature: Saki – The Open Window

Reference Books:
1. Bansal, R.K. and J.B. Harrison. Spoken English. Orient Blackswan, 2013.
2. Raman, Meenakshi and Sangeeta Sharma. Technical Communication. Oxford University
Press, 2015.
3. Thorpe, Edgar and Showick Thorpe. Objective English. Pearson Education, 2013.
4. Dixson, Robert J. Everyday Dialogues in English. Prentice Hall India Pvt Ltd., 1988.
5. Turton, Nigel D. ABC of Common Errors. Mac Millan Publishers, 1995.
6. Samson, T. (ed.) Innovate with English. Cambridge University Press, 2010.
7. Kumar, E Suresh, J. Savitri and P Sreehari (ed). Effective English. Pearson Education,
2009.
8. Goodale, Malcolm. Professional Presentation. Cambridge University Press, 2013.

Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ2031 Language II: Kannada CC 2 1 0 3 4

Course Description:
¨sÁµÉAiÀÄ£ÀÄß vÀiÁvÀ£ÁqÀÄvÀ §gÉAiÀÄÄvÀ P˱À®å, uÁ»vÀåzÀ §UÉÎ uÀsÜ®vÁV ¥ÀjZÀ¬ÄuÀÄvÀ vÀÄs®PÀ
«zÁåyðUÀ¼À vÀåQÛvÀé «PÁuÀ ºÁUÀÄ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèlÄÖPÉsAqÀÄ, ¥ÀæuÀÄÛvÀ uÀAzÀ¨sÀðPÉÌ
«zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀ®Ä ¥ÀoÀåvÀ£ÀÄß gÀs¦uÀeÁVzÉ. uÁ»vÀå, PÀeÉ, vÁtÂdå, DqÀ½vÁvÀäPÀ vÀÄvÀÄÛ
«eÁÕ£ÀzÀ «ZÁgÀUÀ½UÉ MvÀÛ£ÀÄß ¤ÃqÀeÁVzÉ. EzÀÄ vÉszÀ® JgÀqÀÄ uÉ«ÄuÀÖgï vÀÄsgÀÄ PÉærmïUÀ¼À£ÀÄß;
vÀÄsgÀÄ vÀÄvÀÄÛ £Á®Ì£Éà uÉ«ÄuÀÖgï JgÀqÀÄ PÉærmïUÀ¼À£ÀÄß ºÉsA¢zÉ.

Pre-requisites:
• PÀ£ÀßqÀ ¨sÁµÉAiÀÄ §UÉUÉ ¥ÁæxÀ«ÄPÀ w¼ÀĪÀ½PÉ CUÀvÀå..
75
 • ¨sÁµÉAiÀÄ£ÀÄß NzÀ®Ä ªÀÄvÀÄÛ §gÉAiÀÄ®Ä w½¢gÀ¨ÉÃPÀÄ.
• ¥ÀzÀ« ¥ÀsªÀð ²PÀëtzÀ9è PÀ£ÀßqÀ ¨sÁµÉAiÀÄ£ÀÄß N¢gÀ¨ÉÃPÀÄ.

Pedagogy: ICT/Blended learning/Direct method/Collaborative/Flipped Classroom.

Course Objectives:
Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ ÀßqÀ ¸Á»vÀåªÀ ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ GzÉÝñÀªÀ ÀÄß ºÉsA¢zÉ. CzÀgÀAvÉ ªÉszÀ® ÉAiÀÄ
¸É«Ä¸ÀÖgï À°è d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã À PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀåªÀ ÀÄß
¥ÀoÀåªÀ ÁßV DAiÉÄÌ ªÀiÁrPÉsAqÀÄ, «zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ ¸ÀzÀ©ügÀÄaAiÀÄ ÀÄß ªÀÄsr¸ÀeÁUÀÄvÀÛzÉ. ¸ÁA¸ÀÌøwPÀ
w¼ÀĪÀ½PÉAiÀÄ eÉsvÉUÉ ªÀåQÛvÀé «PÀ¸À ÀzÀ PÀqÉUÉ UÀªÀÄ À ¤ÃqÀeÁUÀÄvÀÛzÉ.

• ¨sÁµÉ, uÁ»vÀå, EwºÁuÀ vÀÄvÀÄÛ uÀAuÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ uÀA§A¢ü¹zÀAvÉ

¥ÀjZÀ¬ÄuÀeÁUÀÄvÀÛzÉ.
• «zÁåyðUÀ¼À uÀvÀðvÉsÃvÀÄÄR ¨É¼ÀvÀtÂUÉUÉ C£ÀÄvÁUÀÄvÀAvÉ ºÁUÀs CvÀgÀåè vÀiÁ£ÀvÀ uÀA§AzsÀUÀ¼À
§UÉÎ UËgÀvÀ, uÀvÀiÁ£ÀvÉ vÀÄsr¹, ¨É¼ÉuÀÄvÀ ¤nÖ£Àåè ¥ÀoÀåUÀ¼À DAiÉÄÌAiÀiÁVzÉ.
• CvÀgÀåè uÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛvÀÄ «vÀıÁð UÀÄt, ¤gÀUÀð¼À uÀA¨sÁµÀuÉ, ¨sÁµÀt PÀeÉ
ºÁUÀs §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼ÉuÀÄvÀçzÀÄ UÀÄjAiÀiÁVzÉ
• uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀs®vÁUÀÄvÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèèlÄÖPÉsAqÀÄ uÀsPÀÛ ¥ÀoÀåUÀ¼À£ÀÄß
DAiÉÄÌ vÀiÁrPÉs¼ÀîeÁVzÉ.

Course Outcomes:
d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã ÀzÀ ««zsÀ ¥ÀæPÁgÀzÀ PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀå
PÀ°PÉAiÀÄ ªÀÄs®PÀ PÁ®zÀ AÜvÀåAvÀgÀUÀ¼À ÀÄß CzÀgÀ M¼À ÉsÃlUÀ¼À ÀÄß ¨É¼É¸ÀÄvÀÛzÉ.
• uÁvÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, uÁAuÀÌøwPÀ, ¥ÀjuÀgÀ ºÁUÀs åAUÀuÀA§A¢ü «ZÁgÀUÀ¼ÉqÉ UÀvÀÄ£À
ºÀjuÀÄvÀçzÀgÉsA¢UÉ «zÁåyðUÀ¼Àåè ZÀZÁð vÀÄ£ÉsèsÁvÀvÀç ¨É¼ÉAiÀÄÄvÀÛzÉ.
• fÃvÀ£ÀzÀåè §gÀÄvÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, uÀvÀÄuÉåUÀ¼À£ÀÄß DzsÀĤPÀ uÀAzÀ¨sÀðzÀåè
vÀiÁ£À«ÃAiÀÄvÉAiÉsA¢UÉ ¤vÀð»uÀÄvÀAvÉ ¥ÉæÃgÉæuÀÄvÀÛzÉ.
• GvÀÛvÀÄ uÀAvÀºÀ£À PÀeÉAiÀÄ£ÀÄß ¨É¼ÉuÀÄvÀ GzÉÝñÀvÀ£ÀÄß FqÉÃjuÀÄvÀÛzÉ.
• uÀA±ÉsÃzÀ£Á vÀÄ£ÉsèsÁvÀ vÀÄvÀÄÛ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ «zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀÄvÀÛzÉ.
Course Content:
Unit-I ªÀÄzsÀåPÁ°Ã À PÁªÀå 7 Hours
1. ZÀAzÀævÀÄw «eÁ¥À gÁWÀvÁAPÀ
2. ºÀUÉUÀ¼À£ÀÄ »ArzÀ£ÀÄ vÀÄ£ÀzÉs¼ÀUÉ PÀÄvÀiÁgÀvÁåuÀ
3. UÉsÃgÀPÀë ¥ÀæuÀAUÀ ZÁvÀÄgÀuÀ

Unit II ªÀÄzsÀåPÁ°Ã À PÁªÀå 6 Hours

76
 1. wæ¥À¢UÀ¼ÀÄ uÀvÀðdÕ
2. V½AiÀÄÄ ¥ÀAdgÀzÉs½®è ¥ÀÄgÀAzÀgÀ zÁuÀgÀÄ
3. PÀgÉzÀÄ PÉslÖ£ÀÄ ±Á¥ÀvÀ£ÀÄ PÀ£ÀPÀzÁuÀgÀÄ

Unit III eÉÃR ÀUÀ¼ÀÄ 7 Hours

1. DvÀä²æÃUÁV ¤gÀAPÀıÀvÀÄwUÀ¼ÁV PÀÄvÉA¥ÀÄ
2. vÀiÁ£À«ÃAiÀÄvÉ CAvÁgÀeÁè zÉÃvÀ£ÀsgÀÄ vÀĺÁzÉÃvÀ
3. ¨sÀsvÁ¬Ä vÀÄĤzÁ¼ÀÄ vÀÄÄgÁj §eÁè¼À

Unit IV ¥ÀæªÁ¸À PÀxÀ À 6 Hours

1. £À£Ésß¼ÀV£À ºÁqÀÄ PÀså¨Á (uÀAUÀæºÀ) f.J£ï. vÉsúÀ£ï

References:

• vÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºËuï, vÉÄÊuÀsgÀÄ. 2014
• uÀAUÀæºÀ. £ÁUÉÃUËqÀ JZï.Jeï., ZÁjwæPÀ d£À¥ÀzÀ PÀxÀ£À PÁvÀåUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÁðlPÀ eÁ£À¥ÀzÀ
¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀsgÀÄ. 2008
• ¹ÃvÀiÁwÃvÀ PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ uÀA¥ÀÄl 1,2,3,4,5 vÀÄvÀÄÛ 6, PÀÄvÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À uÀAuÉÜ,
vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ, vÉÄÊuÀsgÀÄ. 2014
• uÀAUÀæºÀ. £ÁUÉÃUËqÀ JZï.Jeï., PÀ£ÀßqÀ d£À¥ÀzÀ PÀxÀ£À PÁvÀåUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÁðlPÀ eÁ£À¥ÀzÀ
¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀsgÀÄ. 2007
• £ÁgÁAiÀÄt ¦.«, ZÀA¥Às PÀ«UÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2010
• PÁ¼ÉÃUËqÀ £ÁUÀvÁgÀ, wæ¥À¢, gÀUÀ¼É vÀÄvÀÄÛ eÁ£À¥ÀzÀ uÁ»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï,
¨ÉAUÀ¼ÀsgÀÄ. 2010
• uÀA. ¨É£ÀUÀeï gÁvÀÄ gÁvï vÀÄvÀÄÛ ¥Á£ÀåA uÀÄAzÀgÀ ±Á¹ÛçÃ, ¥ÀÄgÁt £ÁvÀÄ ZÀsqÁvÀÄtÂ, ¥ÀæPÁ±ÀPÀgÀÄ
¥ÀæuÁgÁAUÀ, vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ. 2010
• qÁ. azÁ£ÀAzÀ vÀÄswð, vÀZÀ£À uÁ»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2013
• uÀA vÀÄgÀļÀ¹zÀÝ¥Àà PÉ, £ÁUÀgÁd Q.gÀA. vÀZÀ£À PÀvÀÄäl, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ.
2016
• vÀÄgÀļÀ¹zÀÝ¥Àà PÉ, µÀlࢠuÁ»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2010
• uÀA. uÉÃvÀÄgÁvÀÄ gÁvï C.gÁ., ²æà ®Që äñÀ£À eÉʫĤ ¨sÁgÀvÀ(vÀÄs®-vÁvÀàAiÀÄð-uÀavÀæ), ¥ÀæPÁ±ÀPÀgÀÄ
PÁvÀÄzsÉãÀÄ ¥ÀÄuÀÛPÀ ¨sÀvÀ£À, ¨ÉAUÀ¼ÀsgÀÄ. 2010
• uÀA. uÉÃvÀÄgÁvÀÄ gÁvï C.gÁ., ²±ÀÄ£Á¼À ±ÀjÃ¥sÀgÀ £ÀsgÁgÀÄ vÀvÀé¥ÀzÀUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ PÁvÀÄzsÉãÀÄ
¥ÀÄuÀÛPÀ ¨sÀvÀ£À, ¨ÉAUÀ¼ÀsgÀÄ. 2007
• uÀA. f.Juï.¨sÀmï., PÀÄvÀiÁgÀvÁåuÀ£À PÀuÁðl ¨sÁgÀvÀ PÀxÁvÀÄAdj ¥ÀævÉñÀ, ¥ÀæPÁ±ÀPÀgÀÄ CPÀëgÀ ¥ÀæPÁ±À£À,
ºÉUÉsÎÃqÀÄ, uÁUÀgÀ. 2006

77
 • gÀAeÁ£ï zÀUÁð, ±ÀgÀtgÀ uÀvÀÄUÀæ PÁæAw, ¥ÀæPÁ±ÀPÀgÀÄ. eÉsûAiÀiÁ ¥ÀæPÁ±À£À, §¼Áîj. 2015
• QÃvÀð£ÁxÀ PÀÄvÀðPÉsÃn, PÀ£ÀßqÀ uÁ»vÀå uÀAUÁw, ¥ÀæPÁ±ÀPÀgÀÄ PÀÄvÀðPÉsÃn vÉÄvÉsÃjAiÀÄeï læuïÖ,
zsÁgÀvÁqÀ. 2009
• ±ÁvÀÄgÁAiÀÄ vÀ.uÀÄ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À vÉAPÀtÚAiÀÄå uÁägÀPÀ UÀæAxÀvÀiÁeÉ,
vÉÄÊuÀsgÀÄ -2014
• ²vÀgÀÄzÀæ¥Àà f.Juï. PÀ£ÀßqÀ uÁ»vÀå uÀ«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2013

Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ2032 Language – II: Hindi CC 2 1 0 3 4

Course description: अध्ययन वर्ण न :

यह पाठ् यक्रम नौसिखियाा, अपना भाषा का क्षमताा काा सिकासा करना हा ता तथा सििभन्न
सााािहखिक प्रिक् रयाओ द् वाारा सामााज, साा स्का ित एसाा ज सान का मा ल् य ा कय सामझना
हा ता अिभकखित हा |

Prerequisites/Pre reading for the course:

• अध्या ताा,पा .या.साा का ि्तरपरिद् वत यभाषाका रूपमाा िहन्द काअध्ययनकरनाचाािहए|

• िहन्द सााािसहका इितहाासाकाासाा िक्षप्तज्ञानका सआश्यकताहा |
• िहन्द व्याकरणकासअबयधनसआश्यकह|
• िहन्द -अा ग्रा ज अना सााादसाा साा बा िधतजानकार जरुरा हा |

c) Pedagogy: सिक्षशवस्त्र :

• Direct method
• ICT and Digital support
• Collaborative and Cooperative learning
• Differentiated Instruction
• Flipped Classroom

Objectives: पवठ्यक्रम उद्द श्य:

• साा दभााा ा ना सााारउिचतभाषााकाप्रययगकरना का दक्षताकयछााता्यमाा उत्पन्नकरनाा|
78
• सााािसहका सयमझाकर, ा रक्षाहतप्रररतकरना|
माध्यमसाा सामााजएसाा मासन य उनमाल् यक
मा ल् यक

79
 • छाता्यमाा पि्ता कपठनएसाा लसा ा नका अका ितमसप्रसििा्थािपत
ा करनाा|
• अध्या ताओमाा सााािसहका माध्यमसाप्रभासाा एसाा
ा का शलसाच ा
ाारकासिकाासाकरनाा|

Learning Outcomes: अिस्गम पररवव म:

अध्ययनक सामािप्तपरअध्यता –
• सााामािजकमल्सएनितकसजाबदह कयस्व कारकररकताह |
• सााािसहक प्रासाा िगकताकयजा सानमाा सामझना का दक्षताररताहा |
• सामााजमाा अा तिना ािहतपद् दितयाााा एसाा सिचाारधाराओकााव्यााख्याानकरना मसाक्षाा
मबनसाकतााहा |
• सााािसहका माध्यमसाा प्रभासाा एसाा का शलसाा चाारकासिकाासाकररकतााहा |

Course Content: अध्ययन िवषय स्् च् /पवठ्यक्रम

इकवई – 1कसिता: प्राच न सए आधिनक 10 hours
1.कब र क दयह
2.कसिता –जिलयाााा साााला बााग माा बसाा त- साा भद् रााका मारा चौहान
3.कसिता –साा भाष का मा साा पर - धमाासाा र भारत
इकवई – 2कसिता: प्राच न सए आधिनक 10 hours
4.ता लसाा दसा का पद
5.कसिता – पाषाणा – नागााजाा न
6.कसिता –चलना हमाारा कााम हा- िसशमा गल िसाा ह साा मन
इकवई – 3कसिता: प्राच न सए आधिनक 10 hours
7.म राबाई क पद
8.कसिता –मा रा सापना बहुत नहा ा हाा -िगररराज का मार माथा र
9.कसिता – अभ न हयगा मरा अत – िनराला
इकवई – 4 9 hours
अनुववद : शब्द सए अनच्छ द (िहन्द साा अग्रज़ )
म सियाा ला सान

स्् चनव : परतय् कइकवई 25 अ् कक् िस्एिनस्वणररतह् |

Suggested Text Books and References

Text book/s: पवठ्य प्ु ितक :
1. िहन्द पाठ्य पस्तक – र सााा सिश्वसिद्यालय |

References:स्न्दर्ण ग्रनथ :
1. साा बयध व्यसाहााररक िहन्द – साा . का लदा प गा प्त

80
 2. अिभसन व्यसाहााररक िहन्द – साा .परमानन्द गा प्त. िहन्द सााािहसा काा इितहाासा - साा .
नागा न्द्र
4. आधा िनक िहन्द सााािहसा काा इितहाासा - साा . बच्चन िसाा ह
5. िहन्द सााािहसा काा सना न इितहाासा - साा . लााल साााहब िसाा ह
6. शा द्ध िहन्द का साा बयला का साा िलसाा - पा थ्वा नााथ पााण्डा
7. साा क् षा पण एसाा पखिन

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Language II:
B20BJ2033 CC 2 1 0 3
Additional English 4

Course Description:
This is a 3-credit course designed to help the learner gain competency in language through an
exploration to the various genres of literature. The syllabus is designed to encourage critical
ability of the learner to guide them towards career opportunities. This course is intended to
develop the capacity to appreciate and assess the various dimensions of society, culture and life.
Prerequisites: The student must possess fair knowledge of language and literature.
Pedagogy: Direct method / ICT / Collaborative Learning / Flipped Classroom.
Course Objectives:

• To assess ecological and environmental concerns through literature.

• To identify the inequal structures of power in society.
• To compare and relate the position of men and women in society.
• To interpret the representation of society in popular culture.
Course Outcome:
On completion of the course, learners will be able to:
• Demonstrate a thorough understanding of sensitive and critical ecological and
environmental issues.
• Analyze the rigid structure of center and margin in our society.
• Criticize the subordinate position of women in society.
• Justify the depiction of society in popular culture.

Course Contents:

Unit-I:Ecology & Environment 9 hours

Literature: ToruDutt - Casuarina Tree
Robert Frost – Stopping by Woods on a Snowy Evening
Gordon J.L. Ramen – Daffodils No More

81
C.V. Raman – Water – The Elixir of Life
Language: Degrees of Comparison

Unit-II: Voices from the Margin 10 hours

Literature: TadeuszRozewicz – Pigtail
Jyoti Lanjewar – Mother
Sowvendra Shekhar Hansda – The Adivasi Will Not Dance
Harriet Jacobs – Excerpt from Incidents in the Life of a Slave Girl
Language: Prefix and Suffix

Unit-III: Women & Society 10 hours

Literature: Kamala Das – An Introduction
UshaNavrathnaram – To Mother
Rabindranath Tagore – The Exercise Book
Jamaica Kincaid – Girl
Writing Skills: Dialogue Writing

Unit-IV: Popular Culture 10 hours

Literature: Rudyard Kipling – The Absent-minded Beggar
Sir Arthur Conan Doyle – The Hound of the Baskervilles
Aldous Huxley – The Beauty Industry
Writing Skills: Story Writing

Reference Books:
• Agrawal, K.A. Toru Dutt the Pioneer Spirit of Indian English Poetry - A Critical Study.
Atlantic Publications, 2009.
• Latham, Edward Connery (ed). The Poetry of Robert Frost. Holt Paperbacks, 2002.
• Gale, Cengage Learning. A Study Guide for Tomas Rivera's The Harvest. Gale, Study
Guides, 2017.
• Basu, Tejan Kumar. The Life and Times of C.V. Raman. PrabhatPrakashan, 2016.
• Rozewicz, Tadeusz. New Poems. Archipelago, 2007.
• Manohar, Murli. Critical Essays on Dalit Literature. Atlantic Publishers, 2013.
• Hansda, SowvendraShekhar. The Adivasi Will Not Dance: Stories. Speaking Tiger
Publishing Private Limited, 2017.
• Jacobs, Harriet. Incidents in the Life of a Slave Girl. Createspace Independent
Publication, 2014.
• Das, Kamala. Selected Poems. Penguin Books India, 2014.
• Tagore, Rabindranath. Selected Short Stories of Rabindranath Tagore. Maple Press,
2012.
• Gale, Cengage Learning.A Study Guide for Jamaica Kincaid's Girl. Gale, Study Guides,
2017.
• Kipling, Rudyard. The Absent-Minded Beggar. Hardpress Publishing, 2013.
• Doyle, Arthur Conan. The Hound of the Baskervilles. General Press, 2017.
82
 • Dixson, Robert J. Everyday Dialogues in English. Prentice Hall India Pvt Ltd., 1988.
• Turton, Nigel D. ABC of Common Errors. Mac Millan Publishers, 1995.
• Samson, T. (ed.) Innovate with English. Cambridge University Press, 2010.
• Kumar, E Suresh, J. Savitri and P Sreehari (ed). Effective English. Pearson Education,
2009.

Course Hrs./
Course Code Course Title L T P C
Type Wk.

Journalism – II
B20BJ2040 HC 2 1 0 3 4
(Reporting & Editing)

Course Description:
The course Reporting & Editing is structured to prepare students for careers in newspaper,
magazine, convergence, or journalism education. It caters to students who want to gain
proficiency on the content-providing side of the media. By offering hands-on, engaging courses
such as Reporting, Interview, Press Conference, Computer Assisted Reporting and Design for
Print media, the Reporting and Editing program readies students to be leaders in their chosen
field upon graduation.
Prerequisites: Good newspaper reading habits.
Pedagogy: Direct instruction and inquiry based learning
Course Objectives:
1. To help the students understanding the process of news gathering or print media
2. To impart skills in writing and editing media content- news story, press release,
headlines, photo-captions
3. To gain knowledge about the various beats of journalism
4. To gain awareness of different issues of journalism
Course Outcomes:
On completion of this course, the student would be able to:
1. Develop skill in reporting for different beats and editing
2. Develop practical knowledge on editing and proof reading
3. Demonstrate the visual elements in print media
4. Compare the workings of the different print and publishing houses in India

Course Content:

Unit I: Attributes of Print Journalism; 10 Hours

Journalism- Definition, nature and scope; News- Definition, values, Structure of a news story-
lead, body, tail; Methods of writing news; we will be discussing it in the methods of writing)
Types of leads; Newsroom structure; Qualities of a reporter.

83
Unit II: Techniques of Reporting: 10 Hours

Techniques of Reporting: Types and techniques; Beats of reporting-crime investigative,

development, politics, sports, court, legislature, environment, business; Sources of news:
Attribution and verification; Interviews – preparation and Techniques

Unit III: Principles of Editing 10 Hours

Introduction to editing; Principles of editing- Checking facts, correcting language, rewriting

news stories, condensing stories; Headlines, Functions of headlines, Types of Headlines;
Editorial page: structure, purpose, middles; Editorial Writing; Letters to the editor, Opinion
pieces on OP. ED page; Style sheet.

Unit IV: Design Elements in Newspapers: 9 Hours

Cartoons and Caricatures: Political and Social; Info-graphics; Photo journalism-Types of

photography: news, sports, profiles; photo editing; Typography; Caption writing; Principles of
Page Designing.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Journalism Practical 4
B20BJ2040 (P) HC 0 0 2 2
II

1. Reporting Exercise
2. Interview
3. Re-writing and Editing
4. Photo Editing and caption writing
5. Head Line writing
6. Page Lay out
7. News Letter
8. Media Visit: News paper/ Television channel offices.

References Books:
1. Desh Pandey, B.K. Photo journalism. New Delhi: SonaliPubication.2007.
2. Carole Rich. Writing and Reporting news. Wadsworth Thompson Learning Inc.2005.
3. Pilger John (Edt). Tell me no lies. London :Vintage Publishers.2004.
4. Jon &Lawis(Eds).2003. The Mammoth Book of Journalism.London:Robinsm Publishers.
5. R. Smith, Schumeman(Edt). Photographic Communication: Principles Problem and
challenges of Photo Journalism,New York : Hasing House.2000.
6. Kamath MV. Professional Journalism, Vikas Publication.1991.

84
 7. Desai M V and NinanSevanti. Beyond Those Headlines.Bangalore: Allied
Publishers Limited.1996.
8. Westley Bruce. News Editing, Oxford IBH.1980.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

English Literature (The Romantic Age) &

B20BJ2050 HC 4 0 0 4 4
Language – II

COURSE DESCRIPTION:
The course is designed to elevate the level of the initial learning of the UG students. The students
by now are well acquainted with the basic concepts of literature and language and therefore can
address complex literary themes and topics to equip themselves, to deal with hard core academic
texts in the current as well as the upcoming semesters. The main focus is given to the literature
falling under the umbrella domain of Romantic period with special reference to the romantic
school of poetry. The completion of the course will ensure an overarching competence in
Romantic poetry and prose amongst the students.
Prerequisites:
• The student must possess basic insights of Romantic poetry.
• The student must have elementary understanding of Romantic prose.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning

Course Objectives:

• To relate to the context of the literary ages.

• To develop aesthetic understanding of the text.
• To identify the new genres in British literature.
• To interpret the discourses of literature and to comprehend the idea of liberty, equality
and fraternity.
Course outcomes

On completion of the course, students will be able to:

• Develop creative skills and human values through aesthetics of literature.
• Demonstrate the knowledge and incorporate the proficiency of language skills through
prose.
• Deduct historical aspects from literature to develop mastery over social skills.

85
 • Construct coherent sentences in English.
Course Contents:
Unit – I: Poetry 13 hours
The Age of Transition:
1. William Blake – The Chimney Sweeper
The Romantic Age:
2. William Wordsworth – The Solitary Reaper
3. Samuel Taylor Coleridge – Extract from The Rime of the Ancient Mariner (Part I – lines 1-82)
4. Lord Byron – On This Day I Complete My Thirty-Sixth Year
5. Percy Bysshe Shelley – Stanzas Written in Dejection, near Naples
6. John Keats – Ode to a Nightingale

Unit – II: Prose 13 hours

1. Charles Lamb – Dream-Children: A Reverie
2. William Hazlitt – On the Feeling of Immortality in Youth
3. Percy Bysshe Shelley – Extract from A Defense of Poetry (Shelly‟s views on Nature of Poetry)
4. Mary Wollstonecraft – Extract from A Vindication of the Rights of Women (Chapter 5)

Unit – III: Fiction 13 hours

1. Ann Radcliffe – The Mysteries of Udolpho
2. Jane Austen – Pride and Prejudice (film text)

Unit – IV: Language 13 hours

1. The Structure of Sentences
2. Discourse

REFERENCES:
• Wordsworth, Jonathan. The Penguin Book of Romantic Poetry. Penguin, 2006.
• Coleridge, Samuel Taylor, The Rime of the Ancient Mariner. Macmillan Collector‟s
Library, 2017
• Applebaum, Stanley. English Romantic Poetry: An Anthology. Dover, 1996.
• Driver, Paul. Poetry of the Romantics. Penguin, 2000.
• Blaisdell, Bob. Great English Essays: From Bacon to Chesterton. Dover, 2005.
• Wollstonecraft, Mary, Vindication of the Rights of Women. Penguin, 2010.
• Sinha, Susanta K. English Essayists. Oxford University Press, 1997.
• Austen, Jane. Pride and Prejudice. Penguin, 2009.
• Radcliffe, Ann. The Mysteries of Udolpho. Penguin, 2001.
• Green, David. Contemporary English Grammar Structures and Composition. New Delhi:
MacMillan Publishers, 2010.

86
 • Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman,
2003.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology - II
B20BJ2060 (Basic Psychological HC 2 1 0 3 4
Process - II)

Course Description:
This course is designed to give students an overview of Higher Mental process and Personality
development and its application in understanding human behaviour. This course is designed to
introduce the basic concepts of psychology such as Learning, Memory, Cognition, Intelligence
and Personlaity.
Prerequisites: Basic concepts of Psychology.
Pedagogy: Kinesthetic Learning, Direct Learning, ICT, Analytical Reasoning, Case Discussion
Course Objectives:
1. To introduce the student to the different approaches toLearning
2. To introduce the mechanisms of formation of memory and factors influencing our
memory
3. To help the student to understanding cognitive process and Intelligence
4. To orient the students about Personality Development.
Course Outcomes:
On completion of the course, the students will be able to:
1. Discover the ways different behaviors are learnt and its application to change the
behavior.
2. Apply the mechanism of Human memory process and apply the knowledge in improving
one‟s memory.
3. Eloborate and understandthemechinsm behind human thought process, intelligence and
related concepts
4. Analyze and evaluate the concept personality, factors influencing, and different
components of personality.

Course Contents:

Unit-I: Learning 10 hours

a) Definition.
b) Theories of Learning: Classical Conditioning- Experiment, Basic Concepts-Neutral
stimulus, Conditional Stimulus, Unconditional Stimulus, Conditional response,
Unconditional Response, Stimulus Generalization, Discrimination, Extinction,
Spontaneous Recovery, Higher Order Conditioning, Application to Human Behavior-
systematic desensitization, aversion therapy.

87
 c) Operant Conditioning: Basic Concepts-Reinforecement, Punishment-positive and
negative, Experiments, Schedules of Reinforcement. Stimulus control, extinction,
generalization and spontaneous recovery. Application: Shaping, Token Economy.
d) Cognitive Learning theory: Latent Learning-Tolman, Insight learning-Kohler, Learned
Helplessness-Seligman.
e) Observatioal Learning: Bobo doll experiment, Basic concepts.
f) Learning in Classroom and Study skills.

Unit-II: Memory 10 hours

a) Defintion, Three processes of Memory-Encoding, Storage, Retrieval
b) Three memory System- Sensory memory-iconinc, echoic, Short-term memory-working
memory, long-term memory- Declarative-episodic, semantic, nondeclarative memory.
c) Retrieval cues: encoding specificity. Recall and Recognition.
d) Forgetting: reasons, theories-memory trace decay theory, interference theory.
e) Biological Bases of Memory.
f) Relationship between learning and memory
g) Memory startegies: mnemonic, peg-word, method of loci, music and rhythm.
h) Memory disorders: Amnesia, Alzhemer‟s.

Unit-III: Higher Cognitive process 10 hours

a) Thinking: Defintion, types: convergent, divergent; concept formation.
b) Problem solving- definition, types: analogy, heuristics, trial and error, algorithms.
c) Reasoning- definition, types: inductive and deductive.
d) Decision making,
e) Intelligence: Definition, IQ, IQ distribution and interpretation
f) Broader conceptions of Intelligence: Spearman‟s two factor theory, Sternberg‟s triarchic
theory, Multiple Intelligences, Guilford‟s theory.
g) Types of intelligence tests- individual, group, veral, non verabal and performance tests
with examples.
h) Role of Heredity and Environment in intelligence
i) Extremes of Intelligence.
j) Creativity: Definition, stages, charaterstics.

Unit-IV: Personality 9 hours

a) Nature and definition of personality (Allport‟s definition).
b) Factors influencing on development of personality.
c) Approaches to personality theories.
d) Psychodynamic Perspectives: Freud and Jung‟s thoery
e) Trait approaches: NEO-5 theory.
f) Social Learning theory: Bandura‟s theory of Personality.
g) Humanistic Approach: Roger‟s Theory.
h) Measurement of personality: Objective Measurement: Questionnaires, rating scales.
Projective Techniques.
88
References Books:
1. Robert S. Feldman. Understanding Psychology 6th Edition Tata MrGram – Hill.(2004).
2. Saundra K Ciccarelli and Glenn E Meyer. Psychology, South Asia Edition, (2008).
3. Robert A Baron. Psychology, III Edition, Prentice Hall Publications. (2001).
4. John. W. Santrock. Psychology Essentials, 2nd Edition Tata Mc Graw Hill. (2006).
5. Hillgord& Atkinson. Introduction to Psychology Oxford IBH publishing Co. Pvt.
Ltd.(2009).
6. Morgan, King. Introduction to Psychology, VII Edition, 1989, Mc Graw Hill IBH
Publication. (2004).

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology Practical 4
B20BJ2060 (P) HC 0 0 2 2
II

Statistics: Measures of Variance: Range, S. D, Quartile deviation.

1. Cueing
2. Chunking
3. Maze-learning
4. Bilateral Transfer
5. Concept Formation

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Self-
B20BJ2070 MOOC /Swayam RULO 0 0 2 2
Study
MOOC/ SWAYAM:

Globally, MOOC (Massive Open Online Course) platforms are gaining much popularity.
Considering the popularity and relevance of MOOCs, Government of India has also launched an
indigenous platform, SWAYAM. SWAYAM (Study Webs of Active Learning for Young
Aspiring Minds) is basically an integrated MOOCs platform for distance education that is aimed
at offering all the courses from school level (Class IX) to post-graduation level. The platform has
been developed collaboratively by MHRD (Ministry of Human Resource Development) and
AICTE (All India Council for Technical Education) with the help of Microsoft and is capable of
hosting 2,000 courses. There are many other international agencies, foreign universities offering
MOOC courses.

A student shall register and successfully complete any of the courses available on SWAYAM.
Student shall inform the MOOC/SWAYAM coordinator of the school about the course to which
he/she has enrolled. The minimum duration of the course shall be not less than 40 hours and of 4
credits. The student should submit the certificate issued by the SWAYAM to the

89
MOOC/SWAYAM coordinator of the school, the grades obtained in the course shall be
forwarded to concerned authority of the University

90
 THIRD SEMESTER

Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ3011 Language III: Kannada CC 1 1 0 2 3

Course Description:
¨sÁµÉAiÀÄ£ÀÄß vÀiÁvÀ£ÁqÀÄvÀ §gÉAiÀÄÄvÀ P˱À®å, uÁ»vÀåzÀ §UÉÎ uÀsÜ®vÁV ¥ÀjZÀ¬ÄuÀÄvÀ vÀÄs®PÀ
«zÁåyðUÀ¼À vÀåQÛvÀé «PÁuÀ ºÁUÀÄ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèlÄÖPÉsAqÀÄ, ¥ÀæuÀÄÛvÀ uÀAzÀ¨sÀðPÉÌ
«zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀ®Ä ¥ÀoÀåvÀ£ÀÄß gÀs¦uÀeÁVzÉ. uÁ»vÀå, PÀeÉ, vÁtÂdå, DqÀ½vÁvÀäPÀ vÀÄvÀÄÛ
«eÁÕ£ÀzÀ «ZÁgÀUÀ½UÉ MvÀÛ£ÀÄß ¤ÃqÀeÁVzÉ. EzÀÄ vÉszÀ® JgÀqÀÄ uÉ«ÄuÀÖgï vÀÄsgÀÄ PÉærmïUÀ¼À£ÀÄß;
vÀÄsgÀÄ vÀÄvÀÄÛ £Á®Ì£Éà uÉ«ÄuÀÖgï JgÀqÀÄ PÉærmïUÀ¼À£ÀÄß ºÉsA¢zÉ.

Pre-requisites:
• PÀ£ÀßqÀ ¨sÁµÉAiÀÄ §UÉUÉ ¥ÁæxÀ«ÄPÀ w¼ÀĪÀ½PÉ CUÀvÀå..
• ¨sÁµÉAiÀÄ£ÀÄß NzÀ®Ä ªÀÄvÀÄÛ §gÉAiÀÄ®Ä w½¢gÀ¨ÉÃPÀÄ.
• ¥ÀzÀ« ¥ÀsªÀð ²PÀëtzÀ9è PÀ£ÀßqÀ ¨sÁµÉAiÀÄ£ÀÄß N¢gÀ¨ÉÃPÀÄ.

Pedagogy: ICT/Blended learning/Direct method/Collaborative/Flipped Classroom.

Course Objectives:
Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ ÀßqÀ ¸Á»vÀåªÀ ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ GzÉÝñÀªÀ ÀÄß ºÉsA¢zÉ. CzÀgÀAvÉ ªÉszÀ® ÉAiÀÄ
¸É«Ä¸ÀÖgï À°è d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã À PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀåªÀ ÀÄß
¥ÀoÀåªÀ ÁßV DAiÉÄÌ ªÀiÁrPÉsAqÀÄ, «zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ ¸ÀzÀ©ügÀÄaAiÀÄ ÀÄß ªÀÄsr¸ÀeÁUÀÄvÀÛzÉ. ¸ÁA¸ÀÌøwPÀ
w¼ÀĪÀ½PÉAiÀÄ eÉsvÉUÉ ªÀåQÛvÀé «PÀ¸À ÀzÀ PÀqÉUÉ UÀªÀÄ À ¤ÃqÀeÁUÀÄvÀÛzÉ.

• ¨sÁµÉ, uÁ»vÀå, EwºÁuÀ vÀÄvÀÄÛ uÀAuÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ uÀA§A¢ü¹zÀAvÉ

¥ÀjZÀ¬ÄuÀeÁUÀÄvÀÛzÉ.
• «zÁåyðUÀ¼À uÀvÀðvÉsÃvÀÄÄR ¨É¼ÀvÀtÂUÉUÉ C£ÀÄvÁUÀÄvÀAvÉ ºÁUÀs CvÀgÀåè vÀiÁ£ÀvÀ uÀA§AzsÀUÀ¼À
§UÉÎ UËgÀvÀ, uÀvÀiÁ£ÀvÉ vÀÄsr¹, ¨É¼ÉuÀÄvÀ ¤nÖ£Àåè ¥ÀoÀåUÀ¼À DAiÉÄÌAiÀiÁVzÉ.
• CvÀgÀåè uÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛvÀÄ «vÀıÁð UÀÄt, ¤gÀUÀð¼À uÀA¨sÁµÀuÉ, ¨sÁµÀt PÀeÉ
ºÁUÀs §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼ÉuÀÄvÀçzÀÄ UÀÄjAiÀiÁVzÉ
• uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀs®vÁUÀÄvÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèèlÄÖPÉsAqÀÄ uÀsPÀÛ ¥ÀoÀåUÀ¼À£ÀÄß
DAiÉÄÌ vÀiÁrPÉs¼ÀîeÁVzÉ.

Course Outcomes:
91
d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã ÀzÀ ««zsÀ ¥ÀæPÁgÀzÀ PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀå
PÀ°PÉAiÀÄ ªÀÄs®PÀ PÁ®zÀ AÜvÀåAvÀgÀUÀ¼À ÀÄß CzÀgÀ M¼À ÉsÃlUÀ¼À ÀÄß ¨É¼É¸ÀÄvÀÛzÉ.
• uÁvÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, uÁAuÀÌøwPÀ, ¥ÀjuÀgÀ ºÁUÀs åAUÀuÀA§A¢ü «ZÁgÀUÀ¼ÉqÉ UÀvÀÄ£À
ºÀjuÀÄvÀçzÀgÉsA¢UÉ «zÁåyðUÀ¼Àåè ZÀZÁð vÀÄ£ÉsèsÁvÀvÀç ¨É¼ÉAiÀÄÄvÀÛzÉ.
• fÃvÀ£ÀzÀåè §gÀÄvÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, uÀvÀÄuÉåUÀ¼À£ÀÄß DzsÀĤPÀ uÀAzÀ¨sÀðzÀåè
vÀiÁ£À«ÃAiÀÄvÉAiÉsA¢UÉ ¤vÀð»uÀÄvÀAvÉ ¥ÉæÃgÉæuÀÄvÀÛzÉ.
• GvÀÛvÀÄ uÀAvÀºÀ£À PÀeÉAiÀÄ£ÀÄß ¨É¼ÉuÀÄvÀ GzÉÝñÀvÀ£ÀÄß FqÉÃjuÀÄvÀÛzÉ.
• uÀA±ÉsÃzÀ£Á vÀÄ£ÉsèsÁvÀ vÀÄvÀÄÛ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ «zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀÄvÀÛzÉ.

Course Content:
Unit I ÀªÉÇÃzÀAiÀÄ PÀ«vÉUÀ¼ÀÄ 7 Hours
1. ¨É¼ÀUÀÄ zÀ.gÁ. ¨ÉÃAzÉæ
2. PÀåÌ PÀÄvÉA¥ÀÄ
3. PÀ£Àßqï ¥ÀzÀUÉs¼ï f. ¦. gÁdgÀvÀßA

Unit II ÀªÉÇÃzÀAiÀÄ ºÁUÀÄ ÀªÀå PÀ«vÉUÀ¼ÀÄ 6 Hours

1. CvÀzsÀsvÀ uÀÄ.gÀA.JPÀÄÌAr
2. vÀģɬÄAzÀ vÀÄ£ÉUÉ PÉ.Juï.£À
3. £À£Àß ºÀtvÉ f.Juï.Juï.

Unit III ¸ÀtÚ PÀxÉUÀ¼ÀÄ 7 Hours

1. zÁ½ £ÀqÉzÁvÀ CuÁÚ CvÀÄgÉñÀ £ÀÄUÀqÉsÃtÂ
2. PÉs£ÉAiÀÄ VgÁQ ¤gÀAd£À
3. vÀiÁ¤Ãlgï vÉÃd¹é

Unit IV ÁlPÀ 6 Hours

1. «ÄÃrAiÀiÁ (uÀAUÀæºÀ) AiÀÄÄj¦rÃuï
C£ÀÄvÁzÀ: PÉ. vÀÄgÀļÀ ¹zÀÞ¥À

References:
• vÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºËuï, vÉÄÊuÀsgÀÄ. 2014
• ¹ÃvÀiÁwÃvÀ PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ uÀA¥ÀÄl 1,2,3,4,5 vÀÄvÀÄÛ 6, PÀÄvÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À uÀAuÉÜ,
vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ, vÉÄÊuÀsgÀÄ. 2014
• qÁ. CgÀ«AzÀ vÀiÁ®UÀwÛ, uÁ»vÀå uÀAuÀÌøw vÀÄvÀÄÛ zÀåvÀ ¥ÀæeÉÕ, ¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÀßqÀ uÁ»vÀå ¥ÀjµÀvÀÄÛ,
¨ÉAUÀ¼ÀsgÀÄ. 2014

92
 • qÁ. F.Juï. DvÀÄsgÀ, PÀ£ÀßqÀ PÀxÀ£À uÁ»vÀå : PÁzÀA§j, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ.
2016
• zÉñÀ¥ÁAqÉ Juï.Jeï., ¨ÉÃAzÉæ ±ÀjÃ¥sÀgÀ PÁvÁåAiÀiÁ£À, ¥ÀæPÁ±ÀPÀgÀÄ zÉù ¥ÀÄuÀÛPÀ, ¨ÉAUÀ¼ÀsgÀÄ. 2013
• QÃvÀð£ÁxÀ PÀÄvÀðPÉsÃn, PÀ£ÀßqÀ uÁ»vÀå uÀAUÁw, ¥ÀæPÁ±ÀPÀgÀÄ PÀÄvÀðPÉsÃn vÉÄvÉsÃjAiÀÄeï læuïÖ,
zsÁgÀvÁqÀ. 2009
• ±ÁvÀÄgÁAiÀÄ vÀ.uÀÄ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À vÉAPÀtÚAiÀÄå uÁägÀPÀ UÀæAxÀvÀiÁeÉ,
vÉÄÊuÀsgÀÄ -2014
• uÀA. qÁ! ¹. Dgï. ZÀAzÀæ±ÉÃRgï, vÀÄÄAzÁ¼ÀÄvÀ£ÀzÀ ®PÀëtUÀ¼À£ÀÄß ¨É¼É¹PÉs¼ÀÄîvÀçzÀÄ ºÉÃUÉ?, ¥ÀæPÁ±ÀPÀgÀÄ
£ÀvÀPÀ£ÁðlPÀ ¥À©èPÉõÀ£ïì ¥Éæ ÊvÉmï å«ÄmÉqï. 2010
• DzsÀĤPÀ PÀ£ÀßqÀ PÁvÀå ¨sÁUÀ-2, PÀÄvÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À uÀAuÉÜ, vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ,
vÉÄÊuÀsgÀÄ. 2004
• ²vÀgÀÄzÀæ¥Àà f.Juï. PÀ£ÀßqÀ uÁ»vÀå uÀ«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2013

Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ3012 Language-III: Hindi CC 1 1 0 2 3

Course description: अध्ययन वर्ण न :

यह पाठ् यक्रम नौसिखियाा, अपना भाषा का क्षमताा काा सिकासा करना हा ता तथा सििभन्न
सााािहखिक प्रिक् रयाओा द् वाारा सामााज, साा स्का ित एसाा ज सान का मा ल् य ा कय सामझना
हा ता अिभकखित हा |
Prerequisites/Pre reading for the course: प् ववण प् कषव:

• अध्या ता कय, िहन्द नाासाक सााािहसा काा साा िक्षप्त ज्ञान सआश्यक हा |
• िहन्द सााािहसा का इितहाासा काा साा िक्षप्त ज्ञान का सआश्यकताा हा |
• िहन्द व्याकरण का सअबयधन सआश्यक ह |
• म सियाा ला सान का बा िनयादा जानकाार चाािहए |
• अा ग्रा ज़ – िहन्द अना साााद साा साा बा िधत जानकाार जरुरा हा|

c) Pedagogy: सिक्षशवस्त्र :

• Direct method
• ICT and Digital support

93
• Collaborative and Cooperative learning

94
 • Differentiated Instruction
• Flipped Classroom

Course Objectives: पवठ्यक्रम उद्द श्य:

• साा दभााा ा ना सााारउिचतभाषााकाप्रययगकरना ााउत्पन्नकरना|
का दक्षताकयछााता्यम
• सााािसहका सयमझाकर, ा रक्षाहतप्रररतकरना|
माध्यमसाा सामााजएसाा मासन य उनमाल् यक
मा ल् यक
• छाता्यमाा पि्ता कपठनएसाा लस
ा ा नका अका ितमसप्रसििा्थािपत
ा करनाा|
• अध्या ताओमाा सााािसहका माध्यमसाप्रभासाा एसाा
ा का शलसाच
ा
ाारकासिकाासाकरनाा|

Course Outcomes : अिस्गम पररववम :

अध्ययनक सामािप्तपरअध्यता –
• सााामािजकमल्सएनितकसजाबदह कयस्व कारकररकताह |
• सााािसहक प्रासाा िगकताकयजा सानमाा सामझना का दक्षताररताहा |
• सामााजमाा अा तिना ािहतपद् दितयाााा एसाा सिचाारधारााओकााव्यााख्याानकरना मसाक्षाा
मबनसाकतााहा |
• सााािसहका माध्यमसाा प्रभासाा एसाा का शलसाा चाारकासिकाासाकररकतााहा |

इकवई –1:नाासाक : एक और द् रयणाचाायाा – साा . शा कर शा ष 7 hours

ला साक
पररचय प्रथम दृश्य
िद् वत य दृश्य
इकवई –2 :नाासाक : एक और द् रयणाचाायाा 7 hours
तत य दृश्य
चता थाा
दृश्य
इकवई –3:नाासाक : एक और द् रयणाचाायाा 6 hours
पचम दृश्य
छठा दृश्य
इकवई –4: 6 hours
अन्ु ववद : अा ग्रा ज - िहन्दा -सामााचार पता् साा बा ध
भारत माा िहन्द म सियाा का सामस्याएाा , ररपयिसासा ग, साााक्षाात्काार
95
स्् चनव : परतय् कइकवई 25 अ् कक् िस्एिनस्वणररतह् |
Suggested Text Books and References

Text book/s:पवठ्य प्ु स्तक :

1. एक और दर् रवचवयण – डॉ. श् कर श् ष

96
References:स्न्दर्ण ग्रनथ :

1. म सियाा ला सान एसाा जनसाा चाार – साा .साा ज सा का मार

2. .िहन्द सााािहसा काा इितहाासा - साा . नागा न्द्र
3. आधा िनक िहन्द सााािहसा काा इितहाासा - साा . बच्चन िसाा ह
4. िहन्द सााािहसा काा नसाा न इितहाासा - साा . लााल साााहब िसाा ह
5. शा द्ध िहन्द का साा बयला का साा िलसाा - पा थ्व नाथ पाण्डा
6. काायााा ा लय अना साााद िनदा िशकाा
7. म सियाा सिमशाा – रामशरण जयश
8. साा स्का ित– बााजार और जनसाा चार , नन्द भरद्वाज

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Language III:
B20BJ3013 CC 1 1 0 2 3
Additional English

Course Description:
This 2-credit course allows the learners to explore the various socio-political aspects represented
in literature. The concepts discussed in the course provide learning exposure to real life
scenarios. The course is designed to develop critical thinking ability among learners, through the
socio-political aspects discussed in literature. Thus, the aim is to produce responsible and
sensitive individuals.
Prerequisites: The student must possess fair knowledge of language, literature and society.
Pedagogy: Direct method / ICT / Collaborative Learning / Flipped Classroom.

Course Objectives:
• To outline the global and local concerns of gender and identity.
• To identify the complexities of human emotions through literature.
• To assess the struggles of human survival throughout history.
• To compare and contrast between the various dimensions of childhood.
Course Outcome:
On completion of the course, learners will be able to:
• Evaluate the pressing gender issues within our society.
• Criticize human actions through a humane and tolerant approach.
• Perceive the human conflicts with an empathetic perspective.
• Disprove the assumption of a privileged childhood.

97
Course Contents:
Unit-I:Gender & Identity 6 hours
Anne Sexton – Consorting with Angels
Eugene Field – The Doll‟s Wooing
Vijay Dan Detha – Double Life
Charlotte Perkins Gilman – The Yellow Wallpaper

Unit-II: Love & Romance 6 hours

Alfred Noyes – The Highway Man
William Shakespeare – Sonnet 116
Frank Richard Stockton – The Lady or the Tiger?
Oscar Wilde – The Nightingale and the Rose

Unit-III: War & Trauma 7 hours

Lord Alfred Tennyson – The Charge of the Light Brigade
TaufiqRafat – The Medal
Guy de Maupassant – Two Friends
Sadaat Hasan Manto – Toba Tek Singh

Unit-IV: Children‟s Literature 7 hours

William Blake – The Chimney Sweeper
D.H. Lawrence – Discord in Childhood
Anna Sewell – The Black Beauty (Extract)
Rudyard Kipling – The Jungle Book (Extract)

Reference Books:
• Sexton, Anne. The Complete Poems. Houghton Mifflin, 1999.
• Namjoshi, Suniti. Feminist Fables. Spinifex Press, 1998.
• Vanita, Ruth &SaleemKidwai (ed.) Same Sex Love in India. Penguin India, 2008.
• Gilman, Charlotte Perkins. The Yellow Wallpaper. Rockland Press, 2017.
• Gale, Cengage Learning. A Study Guide for Alfred Noyes's "The Highwayman". Gale,
Study Guides, 2017. (Kindle Edition Available)
• Shakespeare, William. Poems and Sonnets of William Shakespeare. Cosimo Classics,
2007.
• Stockton, Frank Richard. The Lady, or the Tiger?Createspace Independent Publications,
2017.
• Wilde, Oscar. The Collected Works of Oscar Wilde. Wordsworth Editions Ltd., 1997.
• Tennyson, Lord Alfred. The Complete Works of Alfred Tennyson. Forgotten Books, 2017.
• Blake, William Erdman, David V. (ed.). The Complete Poetry and Prose (Newly revised
ed.). Anchor Books, (1988).
• Maupassant, Guy de. Guy de Maupassant-The Complete Short Stories. Projapati, 2015.
98
• Manto, SadaatHasan. Manto: Selected Short Stories. RHI, 2012.

99
 • Ricks, Christopher. Metaphysical Poetry. Penguin, 2006.
• Sewell, Anna. The Black Beauty. Maple Press, 2014.
• Kipling, Rudyard. The Jungle Book. Amazing Reads, 2018.

Course Hrs./
Course Code Course Title L T P C
Type Wk.

Journalism-III
B20BJ3020 HC 2 1 0 3 4
(Audio-Visual Production)

Course Description:
The course Audio-Visual Production is devised for students to become trained in the nuances of
electronic media. Students acquire skill in various media types like radio, television, film, etc. By
gaining theoretical exposure with hands on demonstration of the practical components, the
students will become proficient Radio Jockey, Script-writer for TV and Radio, film-maker for
short-films, etc.
Prerequisites: Exposure to different programmes of Ausio-Visual media.
Pedagogy: Direct instruction, Collaborative and Kinesthetic method
Course Objectives
1. To help the students understanding the process of generating content for electronic media
2. To impart skills in script-writing, radio jockeying, conceptualizing and producing audio-
visual packages
3. To impart the aspects of aesthetics
4. To convey visual grammar alongside the technicalities of producing the content

Course Outcomes:
On completion of this course, the student would be able to:
1. Apply skill in script-writing for radio and television
2. Outline the aesthetics and visual grammar in the audio-visual medium
3. Assess the various genres of film
4. Discuss the role and progress of different organizations related to cinema in India

Course Content

Unit I: Radio Production 10 Hours

Introduction to radio production; Writing for radio, Programme formats news, talk, features,
interviews, discussions, documentaries, plays; Audio recording – types of microphones; Studio
set up.

Unit II: Script-writing for Radio and TV 10 Hours

100
 Scripting: Scripting for radio and television programs – storyboard; logging the shots; Screen
play: Classical, A/v script.

Unit III: Basics in TV Production 10 Hours

Visual Grammar: Composition, subject, light; Camera control devices- Attributes of a good
picture; Different types of shots- shot composition- scenes- sequence; Camera perspectives
camera angles- camera movements; Electronic News Gathering

Unit IV: Introduction to Film Studies 9 Hours

Introduction to Film - Film as an art form; aesthetics of film; Types of films; documentary;
newsreel; Educational film; Animation film; Feature film; Mainstream cinema; Cinema and
society.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Journalism Practical 4
B20BJ3020 (P) HC 0 0 2 2
III

• Know Your camera

• Script writing- Radio news, Television news
• TV script/Radio Script/ Film Script
• Short Movie/Documentary Making

References Books:

1. Singhal Arvind and Rogers Everett M., India's Communication Revolution, Sage Pub.
2007
2. Kumar Keval J., Mass Communication in India, Jaico Publishing House, Mumbai.1994.
3. Chatterji, P.C. Broadcasting in India New Delhi: Sage Pub,1987.
4. Hasan Seema, Mass Communication: Principles And Concepts. CBS Publishers &
Distributors, 2010.
5. Shamsi Nayyar, Encyclopedia of Electronic Media, Anmol Publications Pvt. Limited

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

English Literature (Victorian & Modern

B20BJ3030 HC 4 0 0 4 4
Ages) & Language – III

101
COURSE DESCRIPTION:
This course is designed to familiarize the students with literary works of significant authors from
the Victorian and Modern period of the British literary canon. In order to master the history of
English literature, this course is extremely important. After completion of this course, the
students will have a wholesome grasp over British literature in its full demeanor and he/she will
be able to apprehend and appreciate other literary texts from multiple literary periods
competently.
Prerequisites:
• The student must possess basic insights of Romantic age of English Literature.
• The student must possess the fundamental skills of writing, reading and analyzing.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning

Course Objectives:
• To examine the literary works from Victorian and Modern period.
• To analyze the key concepts of Victorianism and Modernism.
• To assess the basic social and cultural theories of modern age.
• To develop professional skills in speech and writing.
Course Outcomes:

On completion of the course, the students will be able to:

• Identify the major poets of the Victorian and Modern periods and their works in English
Literature.
• Outline the various issues presented in the prose of the Victorian and Modern periods.
• Demonstrate complete familiarity with the features of novels of the Victorian period.
• Illustrate a good understanding of the various components of Speech and Writing and
Tenor and Domain.
Course Contents:

Unit – I: Poetry 13 hours

The Victorian Age:
1. Alfred Tennyson – Ulysses
2. Robert Browning – My Last Duchess
3. Christina Rossetti – Goblin Market
4. Mathew Arnold – Dover Beach
Modern Poetry:
5. W.B. Yeats – An Acre of Grass

102
6. W.H. Auden – The Shield of Achilles
7. T.S. Eliot – Prelude
Unit – II: Prose 13 hours
1. D.H. Lawrence – The Rocking-Horse Winner
2. R.L. Stevenson – An Apology for Idlers
3. Virginia Woolf – Extract from A Room of One‟s Own
4. Lewis Carroll – Excerpt from Alice‟s Adventures in Wonderland
Unit – III: Fiction 13 hours
1. Charles Dickens – The Adventures of Oliver Twist
2. Charlotte Bronte – Jane Eyre
Unit – IV: Language 13 hours
1. Speech and Writing
2. Tenor and Domain
3. Introduction to Style
4. Stylistic Analysis: A Framework
REFERENCES:
• Cunningham, Valentine. Victorian Poetry. Blackwell, 2003.
• Negri, Paul. English Victorian Poetry: An Anthology. Dover, 1998.
• Yeats, W.B. WB Yeats: Collected Poems. Vintage, 1990.
• Eliot, T.S. The Complete Poems and Plays of T.S. Eliot. Faber, 2004.
• Sen, S. W.H. Auden: Selected Poems. Unique Publishers, 2015.
• Lawrence, D.H. The Rocking Horse Winner. Perfection Learning, 1982.
• Woolf, Virginia. A Room of One‟s Own. Penguin, 2002.
• Dickens, Charles. Oliver Twist. Norton, 2009.
• Bronte, Charlotte. Jane Eyre. Penguin, 2002.
• Green, David. Contemporary English Grammar Structures and Composition. New Delhi:
MacMillan Publishers, 2010.
• Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman,
2003.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology – III 4
B20BJ3040 HC 2 1 0 3
(Social Psychology)

Course Description:
Social Psychology will provide you with an introduction to the field of social psychology. Social
psychology is a subfield of the science of psychology that focuses on the perceptions, thoughts,
feelings, and behaviors of individuals and groups within a social context. This course introduces
students to the theory and research on the social factors that influence individual and group
103
behavior. Social perception, The Self, Interpersonal Relationship are among the topics covered in
the course. The course will include both individual and group work to facilitate awareness,
understanding and application of social psychological principles and concepts. As this is a
survey course, this class will give you a broad overview of the major theories and findings within
social psychology.
Prerequisites: Basic knowledge about society, culture and values
Pedagogy: Direct Learning, ICT method, Case Discussion
Course Objectives:
1. To introduce the historical and scientific origin, theories and development of the Social
Psychology in the western and Indian context
2. To introduce the basic concepts in Social Perception
3. To help the students in understanding one‟s Self and self development
4. To introduce the dynamics of interpersonal relationships.
Course Outcomes:
After the completion of this course, a student will be able to:
1. Express and evaluate the ability to articulate factors contributing to human Social
Behavior and the cultural influences.
2. Demonstrate the factors that contribute to Social Perceptions of individuals.
3. Express and understand One‟s Self
4. Outline and elaborate the dynamics of Interpersonal relationship.

Course Contents:

Unit-I: Introduction 10 Hours

a) Definition; History- Origin and Development.
b) Social psychology in India
c) Theories - Cognitive, Decision making, Interdependence, Socio-cultural, Evolutionary,
and Mid-range theories.
d) Research in Social Psychology: goals of research, selecting participants, Research
design-correlations, Experimental-field, laboratory, data collection: self-report,
observation, internet research.
e) Bias in research- experimenter bias, subject bias, replication.
f) Ethics in Research-informed consent, debriefing, minimal risk.

Unit-II: Social Perception 10 Hours

a) Social Perception: definition
b) Non-verbal Communication: the visible channel- distance, gestures, eye contact, facial
expression, paralanguage; multiple channels.
c) Impression formation- information used: roles, physical cues, salience, from behaviors to
traits, central traits, categorization, context effects; continuum model of Impression
formation.
d) Integrating Impressions: Evaluation, negativity effect, positive bias, emotional
information, the averaging principle, imputing meaning, and resolving inconsistencies.
e) Impression management.
104
 f) Attribution: definition, types, theory- Jones and Davis‟s Correspondent Inference Theory,
Kelley‟s Covariation theory. Biases in the Attribution Process-Fundamental attribution
error, actor-observer effect, false consensus. Self-serving attributional bias.

Unit –III: The Self 10 Hours

a) Self-presentation: accuracy in predicting our behavior, self-presentation tactics,
ineffective self-presentation, self-handicapping.
b) Self-knowledge: Sources-socialization, reflected appraisal, feedback from others, self-
perception, labeling arousal states, introspection, Self-identity, Culture, cognition and
emotions; Aspects of Self-knowledge: self-schemas, self-discrepancies.
c) Self-regulation: Working Self-concept, Self-complexity, self-efficacy, personal control,
behaviors, self-awareness.
d) Social Comparison: goals, theory, process.
e) Self-esteem: definition, measurement, gender difference, factors influencing self esteem
f) Culture and Self: in Indian and western context.

Unit-IV: Interpersonal Relationships 9 Hours

a) Need to belong: loneliness, social rejection.
b) Liking: definition, Social exchange theory, Sources-internal, external, social interaction.
c) Internal sources of Liking others: need to belong, role of affect.
d) External Sources: proximity, familiarity, physical beauty.
e) Social Interaction sources of Liking: similarity, reciprocal liking or disliking, social
skills, personality, desires, gender differences.
f) Mate Selection: Gender differences
g) Love: Definition, types, triangular theory of love.
h) Romantic Love: cultural variations in marriage.
i) Interdependency theory: rewards and costs, evaluating outcomes, coordinating outcomes,
Fair exchange, beyond exchange.
j) Self- disclosure: definitions, reasons, hazards, cultural differences, gender differences.
k) Intimacy: definition, model, gender difference.

Reference Books:
1. Taylor, S E, Peplau, L A and Sears, D O. Social Psychology, 12th edition.New Delhi:
Pearson Prentice-Hall of India Pvt Ltd.2017
2. Branscombe, N R and Baron, R ASocial Psychology, 14th edition, Pearson India
Education Services Pvt. Ltd. .2018
3. Crisp, R.J. and Turner, R.N. Essential Social Psychology. New Delhi: Sage
Publications India Pvt Ltd.2007,
4. Misra,G. and Dalal,A.K. Social Psychology in India: Evolution and Emerging trends.
Edited by Ajit.K.Dalal and GirishwarMisra.New Directions in
IndianPsychology,Volume I:Social Psychology.New Delhi: Sage Publications India
Pvt.Ltd.2001.
5. Myers, D.G Social Psychology, 7th international edition.New York: McGraw Hill
Companies.2002
105
Course Code Course Title Course Type L T P C Hrs./Wk.
Psychology Practical 4
B20BJ3040 (P) HC 0 0 2 2
III

Statistics: Correlation-Paramentric and non parametric data.

a. Self-concept
b. Self-esteem
c. Free Association
d. Assessment of Love
e. Learning styles

Please Note: Media Studies & Life Skills and Personal Development as OE are offered to
other School III Sem. UG Non-Engineering students
Course Code Course Title Course Type L T P C Hrs./Wk.
B20BJ3051 Media Studies OE 4 0 0 4 4

Course Description:
This course serves to provide an introduction to the various facets of media studies. Students will
examine the significance and impact of media in the society. They will understand and assess
current scientific debates in the field and appreciate the relationships between communication,
media, culture and evolution of humankind. Students will understand the wide-ranging
influences of media and thereby critically analyze how it is shaping the society of present times.

Prerequisite: Basic understanding of communication and media.

Pedagogy: Direct Method, ICT and Collaborative Method.

Course Objectives:
1. To introduce the students to the field of media studies
2. To familiarize the students with the concepts of media and freedom.
3. To know how the different kind of pressures and controls influence the media
functioning.
4. To make the students understand the different concepts of media.

Learning Outcomes:
On completion of the course, the students will be able to:
1. Appraise the basic concepts related to Communication and media studies
2. Determine the relationship between media and freedom.
3. Analyze the functioning of media considering the threats and pressures on media.

106
 4. Interpret the different concepts of media.

COURSE CONTENT

Unit I: Communication and Mass media 13 Hours

Communication meaning, definition and process; principles and functions; Importance of media,
Kinds of Mass Media, New Media Technology; functions of media; Mass Media and Culture;
social responsibility of media

Unit II: Media and Freedom 13 Hours

Freedom of speech and expression: Article 19(1)a and Reasonable restrictions 19(2); Article 21;
Right to information, functions of media in Indian Democracy and other political systems.

Unit III: Controls and Issue 13 Hours

Ownership of media, controls: Internal and external threats, pressures on media; Scams, Page-3,
Paid News, Sting Operation, fake news

Unit IV: Concepts of Media 13 Hours

Media and Public Sphere, Media Convergence, Media and development; Media credibility, digital
divide, online journalism, citizen journalism, Influence of social media

References Books
1. Richard Campbell, Media and culture an introduction to mass communication.
2. George Oddman,Mass media issues analysis and debate.
3. Media and Democracy in Asia - An AMIC compilation, 2000
4. Joseph Dominick,Dynamics of mass communication: Media in Transition -
5. Ross Howard,Conflict sensitive journalism -
6. Graber, Doris. Media power in politics - 1980
7. Asa Berger,Media and Society - Arthur
8. VirBala Aggarwal, Media and Society: challenges and opportunities
9. New Media and Society - Ed: Nicholas Jankowski - Pub: Sage Publications

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Life Skills and
B20BJ3052 Personal OE 4 0 0 4 4
Development

Course Description:
Life skills have been defined by the World Health Organization (WHO) as “abilities for adaptive
and positive behavior that enable individuals to deal effectively with the demands and challenges
of everyday life”. They represent the psycho-social skills that determine valued behavior and
107
include reflective skills such as problem-solving and critical thinking, personal skills such as self-
awareness, and interpersonal skills. Practicing life skills leads to qualities such as self-esteem,
sociability and tolerance, competencies to take action and generate change, and the capability to
have the freedom to decide what to do and who to be.
Prerequisites: Keen interest to Self-development
Pedagogy: Direct learning, Activities, ICT, Kinesthetic method, games, discussion and
interactions.
Course Objectives:
1. To develop self-awareness
2. To improve Interpersonal communication
3. To learn goal setting and strategizing to reach them
4. To learn team work and leadership roles.
Course Outcomes:
After the completion of this course, a student will be able to:
1. Discover One‟s Self and explores abilities and skills
2. Develop better Interpersonal skills
3. Interpret and understand the skills required for goal setting and learns the skills of
reaching them.
4. Apply the skills required for team building and leadership skills.

Course Contents:

Unit-I: Personal Development 13 hours

Me and My Assets, Stages of Adolescence, Self, awareness, Building Self-Confidence, Self
Esteem, Self image, Self Concept, Choosing Positive Values, Understanding Mental Models,
Stress and Emotions, Surviving Tough Times.

Unit-II: Interpersonal Development 13 hours

Active Listening, Assertive communication, Problem solving, Decision making, Critical
thinking, Interpersonal Skills, Time management, Coping with Emotions, Conflict management,
Coping with stress.

Unit-III: Goal Setting and Action Planning 13 hours

Goal setting-the basics, SMART goals, Steps for action, setting priorities, Short term goals,
Long term goals, Time management.

Unit-IV: Team work and Leadership 13 hours

Team building, Team cycle, Team leadership, My leadership role, The project cycle, Celebration
and reflection, Negotiation skills, Conflict management, Entrepreneurship skills.

References:
1. Adkins, W.R. Life skills counseling. In R. Herink (Ed.) The Psychotherapy Handbook.
New York, NY: New American Library.l980.

108
 2. Adkins, W. R. Life skills education: A video-based counseling/ learning delivery system.
In D. Larson (Ed.) Teaching Psychological Skills: Models for giving psychology away.
Monterey, CA: Brooks/ Cole.l984.
3. Burton, J. Career development series at the Ft. George Head Start Center. New York,
NY: Institute for Life Coping Skills.1996.

Resources
www.education.gov.uk
www.tes.co.uk/ks1-citizenship-primary-teaching-resources

Course Code Course Title Course Type L T P C Hrs./Wk.

B20BJ3060 Employability Skills RULO 0 0 0 0 2
Course Code Course Title Course Type L T P C Hrs./Wk.
Self-
B20BJ3070 MOOC / Swayam RULO 2 0 2 2
Study

MOOC/ SWAYAM:

Globally, MOOC (Massive Open Online Course) platforms are gaining much popularity.
Considering the popularity and relevance of MOOCs, Government of India has also launched an
indigenous platform, SWAYAM. SWAYAM (Study Webs of Active Learning for Young
Aspiring Minds) is basically an integrated MOOCs platform for distance education that is aimed
at offering all the courses from school level (Class IX) to post-graduation level. The platform has
been developed collaboratively by MHRD (Ministry of Human Resource Development) and
AICTE (All India Council for Technical Education) with the help of Microsoft and is capable of
hosting 2,000 courses. There are many other international agencies, foreign universities offering
MOOC courses.

A student shall register and successfully complete any of the courses available on SWAYAM.
Student shall inform the MOOC/SWAYAM coordinator of the school about the course to which
he/she has enrolled. The minimum duration of the course shall be not less than 40 hours and of 4
credits. The student should submit the certificate issued by the SWAYAM to the
MOOC/SWAYAM coordinator of the school, the grades obtained in the course shall be
forwarded to concerned authority of the University

Course Code Course Title Course Type L T P C Hrs./Wk.

109
 Internship/
B20BJ3080 HC 2 0 2 4
Certificate courses

110
 FOURTH SEMESTER

Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ4011 Language – IV: Kannada CC 1 1 0 2 3

Course Description:
¨sÁµÉAiÀÄ£ÀÄß vÀiÁvÀ£ÁqÀÄvÀ §gÉAiÀÄÄvÀ P˱À®å, uÁ»vÀåzÀ §UÉÎ uÀsÜ®vÁV ¥ÀjZÀ¬ÄuÀÄvÀ vÀÄs®PÀ
«zÁåyðUÀ¼À vÀåQÛvÀé «PÁuÀ ºÁUÀÄ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèlÄÖPÉsAqÀÄ, ¥ÀæuÀÄÛvÀ uÀAzÀ¨sÀðPÉÌ
«zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀ®Ä ¥ÀoÀåvÀ£ÀÄß gÀs¦uÀeÁVzÉ. uÁ»vÀå, PÀeÉ, vÁtÂdå, DqÀ½vÁvÀäPÀ vÀÄvÀÄÛ
«eÁÕ£ÀzÀ «ZÁgÀUÀ½UÉ MvÀÛ£ÀÄß ¤ÃqÀeÁVzÉ. EzÀÄ vÉszÀ® JgÀqÀÄ uÉ«ÄuÀÖgï vÀÄsgÀÄ PÉærmïUÀ¼À£ÀÄß;
vÀÄsgÀÄ vÀÄvÀÄÛ £Á®Ì£Éà uÉ«ÄuÀÖgï JgÀqÀÄ PÉærmïUÀ¼À£ÀÄß ºÉsA¢zÉ.

Pre-requisites:
• PÀ£ÀßqÀ ¨sÁµÉAiÀÄ §UÉUÉ ¥ÁæxÀ«ÄPÀ w¼ÀĪÀ½PÉ CUÀvÀå..
• ¨sÁµÉAiÀÄ£ÀÄß NzÀ®Ä ªÀÄvÀÄÛ §gÉAiÀÄ®Ä w½¢gÀ¨ÉÃPÀÄ.
• ¥ÀzÀ« ¥ÀsªÀð ²PÀëtzÀ9è PÀ£ÀßqÀ ¨sÁµÉAiÀÄ£ÀÄß N¢gÀ¨ÉÃPÀÄ.

Pedagogy: ICT/Blended learning/Direct method/Collaborative/Flipped Classroom.

Course Objectives:
Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ ÀßqÀ ¸Á»vÀåªÀ ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ GzÉÝñÀªÀ ÀÄß ºÉsA¢zÉ. CzÀgÀAvÉ ªÉszÀ® ÉAiÀÄ
¸É«Ä¸ÀÖgï À°è d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã À PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀåªÀ ÀÄß
¥ÀoÀåªÀ ÁßV DAiÉÄÌ ªÀiÁrPÉsAqÀÄ, «zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ ¸ÀzÀ©ügÀÄaAiÀÄ ÀÄß ªÀÄsr¸ÀeÁUÀÄvÀÛzÉ. ¸ÁA¸ÀÌøwPÀ
w¼ÀĪÀ½PÉAiÀÄ eÉsvÉUÉ ªÀåQÛvÀé «PÀ¸À ÀzÀ PÀqÉUÉ UÀªÀÄ À ¤ÃqÀeÁUÀÄvÀÛzÉ.

1. ¨sÁµÉ, uÁ»vÀå, EwºÁuÀ vÀÄvÀÄÛ uÀAuÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ uÀA§A¢ü¹zÀAvÉ

¥ÀjZÀ¬ÄuÀeÁUÀÄvÀÛzÉ.
2. «zÁåyðUÀ¼À uÀvÀðvÉsÃvÀÄÄR ¨É¼ÀvÀtÂUÉUÉ C£ÀÄvÁUÀÄvÀAvÉ ºÁUÀs CvÀgÀåè vÀiÁ£ÀvÀ
uÀA§AzsÀUÀ¼À §UÉÎ UËgÀvÀ, uÀvÀiÁ£ÀvÉ vÀÄsr¹, ¨É¼ÉuÀÄvÀ ¤nÖ£Àåè ¥ÀoÀåUÀ¼À DAiÉÄÌAiÀiÁVzÉ.
3. CvÀgÀåè uÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛvÀÄ «vÀıÁð UÀÄt, ¤gÀUÀð¼À uÀA¨sÁµÀuÉ, ¨sÁµÀt
PÀeÉ ºÁUÀs §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼ÉuÀÄvÀçzÀÄ UÀÄjAiÀiÁVzÉ
4. uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀs®vÁUÀÄvÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß UÀvÀÄ£ÀzÀåèèlÄÖPÉsAqÀÄ uÀsPÀÛ
¥ÀoÀåUÀ¼À£ÀÄß DAiÉÄÌ vÀiÁrPÉs¼ÀîeÁVzÉ.

111
Course Outcomes:
d À¥ÀzÀ, ¥Áæaà À, ªÀÄzsÀåPÁ°Ã ÀzÀ ««zsÀ ¥ÀæPÁgÀzÀ PÁªÀåUÀ¼ÀÄ, ºÉs¸ÀUÀ ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ ÁlPÀ ¸Á»vÀå
PÀ°PÉAiÀÄ ªÀÄs®PÀ PÁ®zÀ AÜvÀåAvÀgÀUÀ¼À ÀÄß CzÀgÀ M¼À ÉsÃlUÀ¼À ÀÄß ¨É¼É¸ÀÄvÀÛzÉ.
1. uÁvÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, uÁAuÀÌøwPÀ, ¥ÀjuÀgÀ ºÁUÀs åAUÀuÀA§A¢ü «ZÁgÀUÀ¼ÉqÉ
UÀvÀÄ£À ºÀjuÀÄvÀçzÀgÉsA¢UÉ «zÁåyðUÀ¼Àåè ZÀZÁð vÀÄ£ÉsèsÁvÀvÀç ¨É¼ÉAiÀÄÄvÀÛzÉ.
2. fÃvÀ£ÀzÀåè §gÀÄvÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, uÀvÀÄuÉåUÀ¼À£ÀÄß DzsÀĤPÀ uÀAzÀ¨sÀðzÀåè
vÀiÁ£À«ÃAiÀÄvÉAiÉsA¢UÉ ¤vÀð»uÀÄvÀAvÉ ¥ÉæÃgÉæuÀÄvÀÛzÉ.
3. GvÀÛvÀÄ uÀAvÀºÀ£À PÀeÉAiÀÄ£ÀÄß ¨É¼ÉuÀÄvÀ GzÉÝñÀvÀ£ÀÄß FqÉÃjuÀÄvÀÛzÉ.
4. uÀA±ÉsÃzÀ£Á vÀÄ£ÉsèsÁvÀ vÀÄvÀÄÛ uÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ «zÁåyðUÀ¼À£ÀÄß uÀdÄÓUÉs½uÀÄvÀÛzÉ.

Course Content:
Unit I ÀªÀå-AÛçêÁ¢ PÀ«vÉUÀ¼À 7 Hours
1. §Ä¢ÞvÀAvÀjUÉ PÀ£ÀuÀÄ ©zÀÝgÉ J.PÉ.gÁvÀÄ£ÀÄd£ï
2. PÀÄjUÀ¼ÀÄ uÁgï PÀÄjUÀ¼ÀÄ PÉ.Juï.¤uÁgï CºÀvÀÄzï
3. CPÀÌ ºÉýzÀÄÝ uÀ. GµÁ

Unit II zÀ°vÀ-§AqÁAiÀÄ 6 Hours

1. £À£Àß PÀvÀ£ÀUÀ¼Àåè ºÀÄqÀÄPÀ¢gÀÄ £À£Àß ZÀA¥Á
2. zÀåvÀgÀÄ §gÀÄvÀgÀÄ zÁj©r ¹zÀÞåAUÀAiÀÄå
3. PÀlÖqÀzÀ PÉ®uÀUÁgÀgÀÄ JZï Juï ²vÀ¥ÀæPÁ±À

Unit III eÉÃR ÀUÀ¼ÀÄ 7 Hours

1. ºÀ¹gÀÄ ºÉsuÀPÀÄvÀ UÀtÂUÀ¼ÀÄ AiÀÄ®è¥Àà gÉrØ
2. eÁUÀwÃPÀgÀtzÀ »£ÉßeÉAiÀÄåè UÁA¢üÃfAiÀÄ ¥ÀæuÀÄÛvÀvÉ ¹. £ÁUÀtÚ
3. ZÁvÁðPÀgÀÄ : MAzÀÄ n¥Ààt ¦ J£ï gÀAUÀ£ï

Unit IV PÁzÀA§j 6 Hours

1. uÀAuÁÌgÀ (DAiÀÄݨsÁUÀ) AiÀÄÄ.Dgï. C£ÀAvÀvÀÄswð

References:
• vÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºËuï, vÉÄÊuÀsgÀÄ. 2014
• ¹ÃvÀiÁwÃvÀ PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ uÀA¥ÀÄl 1,2,3,4,5 vÀÄvÀÄÛ 6, PÀÄvÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À uÀAuÉÜ,
vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ, vÉÄÊuÀsgÀÄ. 2014
• qÁ. CgÀ«AzÀ vÀiÁ®UÀwÛ, uÁ»vÀå uÀAuÀÌøw vÀÄvÀÄÛ zÀåvÀ ¥ÀæeÉÕ, ¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÀßqÀ uÁ»vÀå ¥ÀjµÀvÀÄÛ,
¨ÉAUÀ¼ÀsgÀÄ. 2014
• qÁ. F.Juï. DvÀÄsgÀ, PÀ£ÀßqÀ PÀxÀ£À uÁ»vÀå : PÁzÀA§j, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ.
2016
112
 • zÉñÀ¥ÁAqÉ Juï.Jeï., ¨ÉÃAzÉæ ±ÀjÃ¥sÀgÀ PÁvÁåAiÀiÁ£À, ¥ÀæPÁ±ÀPÀgÀÄ zÉù ¥ÀÄuÀÛPÀ, ¨ÉAUÀ¼ÀsgÀÄ. 2013
• QÃvÀð£ÁxÀ PÀÄvÀðPÉsÃn, PÀ£ÀßqÀ uÁ»vÀå uÀAUÁw, ¥ÀæPÁ±ÀPÀgÀÄ PÀÄvÀðPÉsÃn vÉÄvÉsÃjAiÀÄeï læuïÖ,
zsÁgÀvÁqÀ. 2009
• ±ÁvÀÄgÁAiÀÄ vÀ.uÀÄ., PÀ£ÀßqÀ uÁ»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À vÉAPÀtÚAiÀÄå uÁägÀPÀ UÀæAxÀvÀiÁeÉ,
vÉÄÊuÀsgÀÄ -2014
• uÀA. qÁ! ¹. Dgï. ZÀAzÀæ±ÉÃRgï, vÀÄÄAzÁ¼ÀÄvÀ£ÀzÀ ®PÀëtUÀ¼À£ÀÄß ¨É¼É¹PÉs¼ÀÄîvÀçzÀÄ ºÉÃUÉ?, ¥ÀæPÁ±ÀPÀgÀÄ
£ÀvÀPÀ£ÁðlPÀ ¥À©èPÉõÀ£ïì ¥Éæ ÊvÉmï å«ÄmÉqï. 2010
• DzsÀĤPÀ PÀ£ÀßqÀ PÁvÀå ¨sÁUÀ-2, PÀÄvÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À uÀAuÉÜ, vÉÄÊuÀsgÀÄ «±Àé«zÁ央AiÀÄ,
vÉÄÊuÀsgÀÄ. 2004
• ²vÀgÀÄzÀæ¥Àà f.Juï. PÀ£ÀßqÀ uÁ»vÀå uÀ«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ uÀé¥Àß §ÄPï ºËuï, ¨ÉAUÀ¼ÀsgÀÄ. 2013

Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ4012 Language – IV: Hindi CC 1 1 0 2 3

Course description: अध्ययन वर्ण न :

यह पाठ् यक्रम नौसिखियाा, अपना भाषा का क्षमताा काा सिकासा करना हा ता तथा सििभन्न
सााािहखिक प्रिक् रयाओा द् वाारा सामााज, साा स्का ित एसाा ज सान का मा ल् य ा कय सामझना
हा ता अिभकखित हा |

Objectives: पवठ्यक्रम उद्द श्य :

• साा दभााा ा ना सााार उिचत भाषा काा प्रययग करना का दक्षता कय छाता्या माा उत्पन्न करना |
• सााािहसा का माध्यम साा सामााज एसाा मासन य मा ल् य ा कय सामझाकर, उन
मा ल् य ा का रक्षाा हा ता प्रा ररत करना
|
• छाता्या माा पा ि्तक पठन एसाा ला सान का अका ितम प्रसाा सि िा् थाािपत करना |
• अध्या ताओा माा सााािहसा का मााध्यम साा प्रभासाा एसाा का शल साा चार काा
सिकासा करना |

Learning Outcomes :अिस्गम पररवव म:

अध्ययन का सामाािप्त पर अध्या ता –

• सााामािजक मल् सए नितक सजाबदह कय स्व कार कर साकता ह |
• सााािहसा का प्रासाा िगकता कय ज सान माा सामझना का दक्षता रसाता हा |
• सामााज माा अा तिना ािहत पद् दितयाााा एसाा सिचाारधाराओा काा व्यााख्यान करना माा साक्षम बन
113
 साकताा हा |
• सााािहसा का माध्यम साा प्रभासाा एसाा का शल साा चार काा सिकाासा कररकताा
हा |

c) Pedagogy:सिक्षशवस्त्र :

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 1. Direct method
2. ICT and Digital support
3. Collaborative and Cooperative learning
4. Flipped Classroom

Prerequisites/Pre reading for the course:प् ववण प् कषव:

• अध्या ता कय,िहन्द साा साकााव्य काा साा िक्षप्त ज्ञान सआश्यक हा |

• िहन्द सााािहसा का इितहाासा काा साा िक्षप्त ज्ञान का सआश्यकताा हा |
• िहन्द व्याकरण का सअबयधन सआश्यक ह |

Course Content: अध्ययन िवषय स्् च् / पवठ्यक्रम

इकवई –1: साा सा-कााव्य – नहुष – मा िथल शरण गा प्त 7 hours
कसि पररचय
काव्य पररचय
शचा सागाा
नहुष सागाा
इकवई –2:साा सा-कााव्य – नहुष – मा िथल शरण गा प्त 7 hours
उसाा ाशा
सागाा
स्वगााभयग
सागाा
इकवई –3: साा सा-कााव्य – नहुष – मा िथल शरण गा प्त 6 hours
सान्दा
श सागाा
मा ता्णाा
सागाा पतन
सागाा
इकवई –4: 6 hours
अस्् कवर
सििनमव ररवय् :
साा पर 30, िमशन मा गल, थप्पड़,आिसाा ा कल 15
स्् चनव : परतय् कइकवई 25 अ् कक् िस्एिनस्वणररतह् |

d) Suggested Text Books and References

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Text book/s: पवठ्य पुस्तक:
1. साा सा-कााव्य – नहुष – मा िथल शरण गा प्त
References: स्न्दर्ण ग्रन्थ :

116
 1. रर – छा द – अला कर - का ष्णदा सा शमाााा & साा रा श अग्रसाााल
2. िहन्द सााािहसा काा इितहाासा - साा . नागा न्द्र
3. आधा िनक िहन्द सााािहसा काा इितहाासा - साा . बच्चन िसाा ह
4. िहन्द सााािहसा काा नसाा न इितहाासा - साा . लााल साााहब िसाा ह
5. शा द्ध िहन्द का साा बयला का साा िलसाा - पा थ्व नाथ पाण्डा
6. म सियाा सिमशाा – रामशरण जयश

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Language IV: 3
B20BJ4013 CC 1 1 0 2
Additional English

Course Description:
This2-credit coursehelps the learner explore various socio-cultural issues through literature. The
course provides insight on matters like education and culture that are pertinent in the
contemporary society. The course also offers multi-dimensional perspective in the genres of
literature and contributes for language enrichment.
Prerequisites: The student must possess fair knowledge of language, literature, culture and
society.
Pedagogy: Collaborative Method, Flipped Classroom, Blended Learning
Course Objectives:
• To infer the myths from the contemporary perspective.
• To outline the idea of family represented in literature.
• To interpret horror and suspense as a genre of literature.
• To assess the impact of education in building a society.
Course Outcome:
On completion of the course, learners will be able to:
• Examine the relevance of myths and mythology.
• Demonstrate family values and ethics essential to live in the society.
• Analyze horror and suspense as a significant genre of literature.
• Evaluate the applicability of academic contribution in building a society.

Course Contents:
Unit-I:Myths & Mythology 6 hours
John W. May – Narcissus
W.B. Yeats – The Second Coming

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DevduttPattanaik - Shikhandi and the Other Stories They Don‟t Tell you (Extracts)

Unit-II: Family & Relationships 6 hours

Nissim Ezekiel – Night of the Scorpion
Langston Hughes – Mother to Son
Kate Chopin – The Story of an Hour
Henrik Ibsen – A Doll‟s House (Extract)

Unit-III: Horror & Suspense 7 hours

Edgar Allan Poe – The Raven
Bram Stoker – A Dream of Red Hands
Satyajit Ray – Adventures of Feluda (Extract)

Unit-IV: Education 7 hours

The Dalai Lama – The Paradox of Our Times
Kamala Wijeratne – To a Student
Sudha Murthy – In Sahyadri Hills, a Lesson in Humility
FrigyesKarinthy – Refund

Reference Books:
• Finneran, Richard J. The Collected Works of W.B. Yeats(Volume I: The Poems: Revised
Second Edition). Simon & Schuster, 1996.
• Pattanaik, Devdutt. Shikhandi: Ánd Other „Queer‟ Tales They Don‟t Tell You. Penguin
Books, 2014.
• Ezekiel, Nissim. Collected Poems (With A New Introduction By John Thieme). OUP,
2005.
• Hughes, Langston. The Collected Poems of Langston Hughes. Vintage, 1995.
• Chopin, Kate. The Awakening and Selected Stories of Kate Chopin. Simon & Schuster,
2004.
• Ibsen, Henrik. A Doll‟s House. Maple Press, 2011.
• Poe, Edgar Allan. The Complete Poetry of Edgar Allan Poe. Penguin USA, 2008.
• Stoker, Bram. Dracula. Fingerprint Publishing, 2013.
• Ray, Satyajit. The Complete Adventures of Feluda (Vol. 2). Penguin Books Ltd., 2015.
• Lama, Dalai. Freedom In Exile: The Autobiography of the Dalai Lama of Tibet. Little,
Brown Book Group, 1998.
• Murthy, Sudha. Wise and Otherwise: A Salute to Life. Penguin India, 2006.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Journalism IV(Fundamentals
B20BJ4020 HC 2 1 0 3 4
of Media Research)
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Course Description:
The course is aimed at acquainting and initiating the student to the nuances – theoretical &
practical – involved in research. Each student is assigned a supervisor who will supervise and
guide the project/dissertation of not less than 35 - 40 pages which the student is required to
submit at the end of semester in the prescribed format. This will aid the students in gaining a
proper insight into research in communication studies and devising the project will impart clarity
in the nuances of doing research.
Prerequisites: Inquisitive nature to identify the problems.
Pedagogy: Direct instruction and flipped class method
Course Objectives:
1. To expose students to the theory and mechanics of conducting research
2. To provide students with knowledge on the fundamental aspects of research
3. To make the students to apply the research techniques in media studies
4. To empower the students to conduct the research study independently
Course Outcomes:
On completion of the course, the student will be able to
1. Outline the process of research
2. Relate the methods of research with the perspective of industry research in media
3. Discuss the significance of research to build the branch of Media Studies
4. Propose a research topic independently

Course Content:

Unit I: Introduction to Media Research 10 Hours

Introduction to research concepts- Definition, types & need for research; Basic principles of
„Scientific‟ research: empiricism, verifiability, generalization; Fundamental vs. Applied
Research; Quantitative vs. Qualitative data; Role of research in the media; Steps in research.

Unit II: Elements of Research 10 Hours

Review of Literature-Significance of Review of Literature; Research Approaches or designs:
Experiment Designs- Posttest, Pretest & Posttest, Solomon Four Group Design, Factorial
Analysis ; Survey, Content Analysis; Case Study; Data collection techniques: Questionnaire,
Interview, Schedule; Sampling techniques.

Unit III: Research Presentation 10 Hours

Data processing, Analysis, presentation and interpretation of data; Use of graphics in data
presentation; Research writing - Research proposal; Chapterization of thesis: Components and
style- APA, MLA; Preparation of Bibliography, Index‟

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 Unit IV: Research in media audiences and the „effects‟ debate 9 Hours
Magic bullet to limited effects; Two-Step Flow of Communication; Users and Gratifications
model; Cultivation analysis; Audience reception.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Journalism Practical 4
B20BJ4020 (P) HC 0 0 2 2
IV

• Research Proposal/ Synopsis Presentation

• Bibliography Chapter

References Books
1. Berger J. Media and Communication Research Methods: An Introduction To Qualitative
And Quantitative Approaches, California Sage Publication. 2000
2. Wimmer, Roger D. and Dominick, Joseph R. Mass Media Research: An Introduction,
Singapore Wadsworth Publishing. 2000.
3. Kothari, C.R , Research Methodology: Methods and Techniques, New age International Ltd.
Publishers.1990

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

B20BJ4030 American Literature HC 4 0 0 4 4

COURSE DESCRIPTION:
American literature is closely steeped in history and this course therefore is specifically designed
to acquaint the students with literary narratives or texts framed in history for a wider
understanding of the domain of American Literature at large.
Prerequisites: The student must possess basic insights of America‟s socio-political, cultural
History.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning
Course Objectives:

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 • To identify the major American poets and their works.
• To examine the relationship between American history and literature.
• To assess the development of American literature and its rich variations.
• To interpret discourses of literature and to empower communication skills.
Course Outcomes:

On completion of the course, the students will be able to:

• Demonstrate the development of the American literature.

• Outline the various issues presented in American prose.
• Demonstrate familiarity with the features of the American novel and drama.
• Analyze American film texts to exhibit good grasp of issues related to America and its
relevance.

Course Contents
Unit – I: Poetry 13 hours
1. Walt Whitman – O Captain! My Captain!
2. Emily Dickinson – The Chariot
3. Robert Frost – Birches
4. Langston Hughes – Let America Be America Again
5. Sylvia Plath – Disquieting Muses
6. Allen Ginsberg – Supermarket in California
Unit – II: Prose 13 hours
1. Nathaniel Hawthorne – Rappaccini‟s Daughter
2. Philip Roth – Defender of the Faith
3. Frederick Douglass – Extract from Narrative of the Life of Frederick Douglass, an American
Slave (Douglass struggle for learning & his views on plantation slaves)
4. Chief Seattle – Speech
Unit – III: Drama/Fiction: 13 hours
1. Tennessee Williams – The Glass Menagerie
2. Scott Fitzgerald – The Great Gatsby
Unit – IV: American Film Texts 13 hours
1. Margaret Mitchell – Gone With the Wind
2. Henry James – Golden Bowl
REFERENCE:
• Whitman, Walt. The Complete Works of Walt Whitman. Asia Pacific, 2013.
• Collins, Billy. The Selected Poems of Emily Dickinson. Modern Library, 2000.

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 • Frost, Robert. The Collected Poems. Vintage Classics, 2013.
• Rampersad, Arnold. The Collected Poems of Langston Hughes. Vintage, 1995.
• Plath, Sylvia. Sylvia Plath Selected Poems. Faber, 2003.
• Ginsberg, Allen. Selected Poems 1947-1995. Penguin, 2001.

• Hawthorne, Nathaniel. The Complete Works of Nathaniel Hawthorne. Asia Pacific, 2017
(Kindle edition)
• Jacobs, Harriet. Incidents in the Life of a Slave Girl. Digireads, 2001.
• Blaisdell, Bob.Great Speeches by Native Americans. Dover, 2000.
• Fitzgerald, F. Scott. The Great Gatsby. Collins, 2010.
• Williams, Tennesse. A Streetcar Named Desire. Penguin, 2009.
• Mitchell, Margaret. Gone with the Wind. Maple, 2015.
• James, Henry. The Golden Bowl. Wordsworth Editions, 2000.

Course Description:
This course is a study of Child growth and development. Emphasis is on major theories and
perspectives as they relate to the physical, cognitive, and psychosocial aspects of development
from conception to Childhood. Upon completion, students should be able to demonstrate
knowledge of development till childhood.
Prerequisites: Basic understanding of Human Life cycle and biology
Pedagogy: Direct Teaching, ICT methods, Experimental method, Case Studies.
Course Objectives:
1. To introduce Basic concepts of human development, factors affecting the human
development.
2. To introduce the biological correlates and prenatal human development
3. To introduce the various milestones of infancy and early childhood
4. To introduce the changes in milestones of development in later childhood.
Course Outcomes:
On completion of the course, students will be able to:
1. Elaborate the Basic concepts of child development and evaluate core concepts, strengths,
and weaknesses of the major theories of Child development.
2. Evaluate and understand the biological factors that contributes to Child development and
Course Code Course Tittle Course Type L T P C Hrs./Wk.
Psychology IV (Child
B20BJ4040 HC 2 1 0 3 4
Development)
changes during prenatal development
3. Analyze the impact of biological/genetic influences on physical growth, cognition and
behavior during Infancy and early Childhood

122
 4. Analyze the impact of biological/genetic influences on physical growth, cognition and
behavior during Later Childhood

Course Contents:

Unit-I: Introduction 10 Hours

a) Definition of child psychology, difference between developmental and child psychology.
b) Domains of Development, Stages of Child development
c) Issues: Continuous or Discontinuous Development, Nature vs. Nurture, one or many
course of Development.
d) Historical Foundations: medieval Times, The Reformation, philosophies of the
Enlightenment, scientific beginnings-Darwin, Hall, Gesell, Baldwin.
e) Modern Perspectives: Psychoanalytic-Freud, Erikson; Behaviorism and social learning
theory, Cognitive development theory-Piaget.
f) Recent Theoretical Perspectives: Information processing, Developmental Cognitive
Neuroscience, Ethology and Evolutionary Developmental Psychology, Vygotsky‟s
sociocultural theory, Ecological Systems theory.
g) Child Development and Social Policy: Definition, need for social policy for children,
culture and public policies.
h) Research Designs: Correlational, experimental, modified experimental, longitudinal,
cross-sectional, sequential, microgentic design.

Unit-II: Foundations of Development 10 Hours

a) Biological Foundations: Evolutionary perspective, Genetic Foundation-genes,
chromosomes, genetic code, dominant and recessive inheritance, genotype, phenotype,
sex determination, multiple offspring‟s, Chromosomal Abnormalities: down syndrome,
klienfelter‟s syndrome, turner‟s syndrome, Fragile X syndrome; Gene-linked
abnormalities- taysachs disease, sickle cell anemia, PKU. Genetic Counselling.
b) Prenatal Development: Prerequisites for conception- maturation, ovulation, fertilization.
Conception.
c) Milestones of Prenatal development: Zygote, Embryo, Foetus- changes across the stages.
d) Prenatal Assessment- Amniocentesis, chorionic villus sampling, embryoscopy, pre-
implantation diagnosis, maternal blood test, umbilical cord blood sampling, ultrasound
e) Birth: stages of labor, Delivery-types-normal, C-section, breech, forcep and suction.
f) Neonate: appearance, assessment-APGAR scale,

Unit -III: Infancy and Early childhood 10 Hours

Infancy: Reflexes and states of arousal.
a) Physical Development: Pattern of growth, height and weight, Brain, Sleep and Nutrition.
b) Motor development-sequence and skills.
c) Sensory and Perpetual Development: Vision, touch, hearing, taste and smell.
d) Cognitive Development: cognitive process-sensorimotor stage. Language development
e) Socioemotional Development: temperament and personality, attachment and its
development.
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 f) Early childhood:
g) Physical Development: body growth, motor development, sleep.
h) Cognitive Development: Piaget‟s Preoperational stage, vygotsky‟s theory.
i) Language development: phonology, morphology, syntax, semantics, pragmatics.
j) Socioemotional development: the self, emotional development, moral development,
parenting impact, sibling relationships, peer relations, play and media.

Unit- IV: Middle Childhood 9 Hours

a) Physical Development: body growth and change, the brain, Motor Development,
exercise, health, illness and disease. Children with disabilities- scope of disabilities,
educational issues
b) Cognitive Development: Piaget‟s theory, information processing, Intelligence.
c) Language Development: vocabulary, grammar and metalinguistic awareness, reading,
writing, bilingualism and second language, learning.
d) Socioemotional development: The Self, emotional development, moral development,
changes in parent-child relationships, Peers- changes, peer status, social cognition,
bullying, and friends.

Reference Books:
1. Laura E Berk. Child Development, 9th edition, Prentice Hall of India. 2017.
2. Diane E Papalia. Human Development 7th International Edition, Mc Graw Hill
Publications. 1998.
3. Lois Hoffman. Developmental Psychology Today 5th Edition, Mc Graw Hill Inc.
1988.
4. Elizabeth B Hurlock. Developmental Psychology-a life-span approach 5 th Edition,
Tata Mc Graw Hill publication. 1987.
5. Hetherngton& Parke. Child Psychology. 5 th International Edition, Mc Graw, Hill.
1999.
6. John W. Santrock. Life Span Development, 9 th Ed. Mc Graw Hill Publication. 2011.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology 4
B20BJ4040 (P) HC 0 0 2 2
Practicals IV

Statistics: t-test: independent sample and dependent sample.

5. Concept Formation
6. Creativity
7. Size and weight Illusion
8. Two-point threshold
9. VSMS

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 Course Hrs./
Course Code Course Title L T P C
Type Wk.

B20BJ4050 Minor Research Project HC 0 0 6 6 12

Project work/Dissertation work is a special course involving application of knowledge in solving

/ analyzing /exploring a real-life situation / difficult problem.
Prerequisites: Student must have knowledge of Research methodology
Pedagogy: ICT/ Flipped Classrooms/ Collaborative Learning/Guiding and supervising
Course Objective:
1. To carry out the research under the guidance of supervisor and in the process learn the
techniques of research.
2. To explore new and fruitful ideas in the chosen field of the programme
3. To develop a perspective and to design and execute a research
4. To experience how the research is performed and to investigate an identified problem
Course Outcomes:
On successful completion of the project, the student shall be able to:
1. Infer withthe literature search
2. Demonstrate the experiments related to research and formulate computational
techniques
3. Interpret the data and to demonstrate their domain knowledge
4. Apply and write report and defend the research findings.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Employability Skills – II
B20BJ4060 RULO 0 0 0 0 2
(Placement)

Note: The students will have to undergo Skill Development course being conducted by Training
and Placement cell of the University.

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 FIFTH SEMESTER

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Journalism-V(Media Laws And
B20BJ5010 HC 3 1 0 4 4
Ethics)

Course Description:
The purpose of this course is to provide students with a model by which to analyze, understand,
and act upon the law and ethical considerations which journalists face. The course will consist of
the writings of the Supreme Court, the Ethical rules of the Society of Professional Journalists,
and actual events to build an analytical model. There is no profession more important to a
democracy than journalism -when vigilant and diligent and resolute. In order to perform that
role, the students are required to understand both the law and the ethics that govern it.
Prerequisites: Primary understanding of the requirement of laws in society.
Pedagogy: Direct instruction, Collaborative and ICT method
Course Objectives:
1. To provide students with knowledge on the laws and ethics in journalism
2. To equip the students with legal understanding of legal issues impacting them on the
field.
3. To make students aware of the legal limits when reporting on sensitive and controversial
issue of the day
4. To familiarize with the different kinds of media laws that a journalist will encounter in
the field.
Course Outcomes:
At the conclusion of this course, students will be able to:
1. List best contemporary ethical and professional journalism practices
2. Define basic legal terminology.
3. Explain the workings of the Indian civil and criminal justice system.
4. Define the limits of legal rights.

Course Content:

Unit I: Indian Constitution 8 Hours

Preamble; Directive principles; Fundamental Rights and duties; Article 19-1(a) and (b) - with
reference to Freedom of the Press- reasonable Restrictions

Unit II: Media Laws 12 Hours

Press and Registration of Books Act; Working Journalist Act; Defamation - Civil and criminal
defamation-Libel & Slander; Judicial Reporting & Contempt of Court; Right to Information Act;
Legislative privileges and contempt of legislature; Copy right Act; Intellectual Property Rights-
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Copyright, Trademarks, Patents & GI; IT Act 2000 & Cyber Laws; cable network Resolution;
Film Censorship; Cinematograph Act 1952; Prasar Bharathi Act

Unit III: Issues in Media 11 Hours

Information Society; ICT revolution-Information & Knowledge society; NWICO; Media and
Globalization- Implications; Sensationalism, Paid News; Sting Operations, Obscenity; Pressures
on media

UNIT-IV: Ethics in Media 8 Hours

Control; Press commission‟s (I&II) recommendations; Prasar Bharathi Act; Press council- code
of conduct for journalists; Broadcasting Code-Right to privacy-Self Regulatory Bodies – IBF,
NBA, Broadcast Content Compliance Council (BCCC), Ombudsman

Projects:
1. Case study Presentation
2. RTI
3. News Analysis of Court and Parliamentary Proceedings
4. Visit to High Court/ Vidhana Soudha

Reference Books:
1. Singh Sanjay Kumar. Press Laws and ethics of Journalism. Anmol Publication Pvt
Ltd.2013.
2. Malar and M neela. Media laws and ethics. New Delhi: PHI learning private
limited.2012.
3. Sharma Kumar Ajay. Journalism laws. New Delhi: Random Publications.2012.
4. Singh Yatindara Justice. Cyber Laws.Delhi Universal Law Publishing.2005.
5. Basu DD. Law of the Press. New Delhi: Prentice Hall.2002.
6. Seib Philip & Fitzpatrick Kathy. Journalism Ethics. New York : Harcourt Brace College
Publishers.2000.
7. T MecluskeyMatha. Feminism, Media and The Law. New York:Focus Press.1997.
8. K SVenkateshwaran . Mass Media Laws and Regulations in India. Singapore :
AMIC.1993.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Journalism-VI A (Brand
B20BJ5021 SC 2 1 0 3 4
Ecology)

Course Description:

The course Brand Ecology is structured to prepare students to have an understanding on how
brands communicate with consumers. It gives a deeper insight to students about brand
communication methods from traditional forms like guerilla marketing to modern ways that have
127
opened up in electronic and social media. It familiarizes students in understanding effective
brand communication by use of new media technologies towards new types of consumers and
media users. Students will also learn to design and implement brand communication strategies,
measure brand effectiveness and cater the internal and external stakeholders. The course will be
a combination of inform lecture and involve group discussion activities, case analysis and
exercises.
Prerequisites: A basic idea about the concept of brands.
Pedagogy: Direct instruction, inquiry based and Collaborative method
Course Objectives:
• To introduce the students to the concepts of Branding, Brand image, Brand value and
equity.
• To understand how brands are created, managed and sustained.
• To plan and implement brand marketing programs.
• To familiarize with the concepts of managing brands.
Course Outcomes:
At the conclusion of this course, students will be able to:
• Identify the brand management concepts in the real world.
• Examine how Brands function and sustain.
• Interpret the Planning, designing and implementing brand communication strategies.
• Make use of the new media technologies as a medium to communicate to stakeholders.

Course Content:

Unit-I : Introduction to Brand Management 10 Hours

The importance of Branding. Brand versus Product; Brand image, Brand Value, Brand Equity,
Brand Position, Product Life Cycle, Market Segmenting, Targeting, Identifying and establishing
Brand Positioning.

Unit-II : Brand Management 10 Hours

Identifying and establishing brand positioning. Positioning guidelines, Brand Associations,
Internal Branding, Branding challenges and opportunities, Choosing Brand Elements to Build
Brand Equity, Brand-Product Matrix.

Unit-III: Strategic Brand Management 10 Hours

New product Branding and Introduction process; Brand Extensions, Advantages and
disadvantages and Opportunities, How consumers evaluate Brand Extensions, Developing Brand
Plans, Designing and implementing Brand Marketing programs, Measuring and Interpreting
Brand performance, Sustaining Brand Equity.

Unit-IV: Managing Brands 9 Hours

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Managing Brand Portfolio, Reinforcing Brands, Revitalizing brands, sustaining a Brand long
term, Maintaining Brand Consistency, Protecting Sources of Brand Equity, Acquiring New
customers, Global Brand Equity, Global Brand Positioning.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Journalism 4
B20BJ5021 (P) SC 0 0 2 2
Practicals VI (A)

Submit a case analysis of any Indian brand of your choice

Prepare abrand plan to brand yourself
Prepare a brand plan for a new productto be introduced.

References Books:
1. Keller, Parameswaran and Jacob (Edt). Strategic Brand Management, Bangalore:
Pearson India.2015.
2. Philip Kotler (Edt). Marketing management, New Delhi: Pearson India.2015.
3. Ramanuj Majumdar. Product Management in India, New Delhi: Phi Learning. 2009.
4. Annurag Batra. Marketing Whitebook, New Delhi: BW Businessworld Media.2019.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Journalism VI (B)
B20BJ5022 SC 2 1 0 3 4
(Fundamentals of Photography)

Course Description:
This course will introduce students to the basic principles and techniques of b/w and color digital
photography. Hands-on class demonstration and training will be ranging from the technical to
the artistic, employing both straightforward and creative camera and computer procedures.
The teaching style will incorporate several formats including seminar-type presentations, hands-
on practice, group discussions, critiques, and independent research.
Prerequisites: Keen interest in photography
Pedagogy: Direct Method, Kinesthetic, ICT and Collaborative method
Course Objectives:
1. To make the students concentrate on building the fundamental skills needed to produce
images for publication in today‟s media.
2. To ensure that students successfully acquire a basic knowledge of how to operate their
cameras

129
 3. To equip students with skills that allow the use of technology to the advantage as visual
storytellers.
4. To understand thbe issues in Photojournalism.
Course Outcomes:
At the conclusion of this course, students will be able to:
1. Demonstrate a competent mastery of using a digital camera to produce images that are
ready for publication in professional media.
2. Create compelling images that communicate the intended message with accurate captions
which are publishable in professional publications.
3. Plan to gather and use audio to enhance the communicative value of a visual package.
4. Critically analyse the issues in Photojournalism.

Course Content:

Unit-I: Introduction To Photography 10 Hours

Photography, its role & importance and history
Types of camera- TLR, SLR, Polaroid, Underwater Camera & Digital Camera, mirrorless
camera
Parts & functions of camera- Aperture, Shutter speed, ISO, Focal No. & Focal Length, Depth of
Field, Shallow Depth of Field;
Camera accessories: Tripod, Monopod, Filters, Lens hood and Rigs

Unit-II: Aspects of Photography 10 Hours

Lens- Definition, Concept & Characteristics of lens
Types of lens- wide angle, normal & Tele; Special lens- zoom, fish eye & macro Lens;
Filter- definition & concept; Characteristics and types of filters
Planning a shoot, studio, location, set props and casting

Unit-III: Principles of Photography 9 Hours

Lighting: Sources of light: Natural & Artificial
Elements of composition- Rule of Third, Rule of Thumb, Diagonal and S-shaped compositions,
Repetition and Rhythm, Moving towards the centre Editing

Unit-IV: Issues Related to Photojournalism 10 Hours

Various types of photography: Portrait, Wildlife, Nature, Human Interest, Sports, Night
photography; street photography
Advertising Photography: Studio and Outdoor,
Text vs. Photograph; Essentials of a press photograph
Qualities of a good photojournalist
Visual story telling - Photo-features, Photo – essays
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 Writing captions
Challenges faced by photojournalists

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Journalism Practical 4
B20BJ5022 (P) HC 0 0 2 2
VI (B)

• Shooting exercise in artificial lights and natural light

• Photo feature on a specific topic by using self-clicked photographs with Digital Camera.
• Photographs should be of postcard size. A photo feature must comprise of 10 – 12
photographs.
• Each student shall be required to take photographs in the following categories:

1) Night Photography
2) Architecture
3) Portrait
4) Landscape
5) Fashion
Create and design a photo album with text, captions; Individual assignment; minimum
12 prints in A4 pages in multi color, spiral binding

Reference Books:
1. London, Barbara and Stone, Jim. A Short Course in Digital Photography. Pearson. 2012.
2. Ang, Tom. Digital Photography Masterclass, DK Publishing. 2008.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

B20BJ5030 Literary Criticism HC 4 0 0 4 4

COURSE DESRIPTION:
This course has been designed to offer the students a comprehensive knowledge of western
literary criticism with an emphasis on select prominent thinkers and their significant ideas. The
course has also been developed in order to groom the students towards a profound critical
approach towards literature.

Prerequisites:

• The student must have basic idea of literary sensibility and Criticism.

131
 Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning
Course Objectives:

• To appraise the basic ideas of literary criticism.

• To outline the development of literary criticism.
• To analyze the diversity of literary criticism and its application in literary and non-
literary endeavours.
• To examine the modern developments in literary criticism.

Course Outcomes:

On completion of the course, the students will be able to:

• Develop an initial association with literary criticism of different era.

• Explain the major characteristics of Greek Literary Criticism.
• Demonstrate a good understanding of Elizabethan, Neo-Classical and Romantic Criticism
and enhancing their analytical skills.
• Outline the major features of Victorian, Modern and Postmodern Criticism.
Course Contents:

Unit – I: Introduction 13 hours

1. Introduction to Literary Criticism
2. Function of literature and literary criticism
3. Brief history of literary criticism

Unit – II: Introduction to Greek Literary Criticism 13 hours

1. Introduction to Greek Literary Criticism
2. Plato: The Republic (Extract)
3. Aristotle: Poetics (Extract)

Unit – III: Elizabethan, Neo-Classical and Romantic Criticism 13 hours

1. Introduction to Elizabethan, Neo-Classical and Romantic Criticism
2. Dryden: Extract from Essay of Dramatic Poesy (Neander‟s views on English drama)
3. William Wordsworth & Samuel T. Coleridge: Extract from Preface to Lyrical Ballads

Unit – IV: Victorian, Modern and Postmodern Criticism 13 hours

1. Introduction to Victorian, Modern and Postmodern Criticism

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 2. Matthew Arnold: The Study of Poetry (Extract)
3. T.S. Eliot: Tradition and Individual Talent (Extract)
4. Lawrence E. Cahoone: What Postmodernism Means

REFERENCE:

• Habib, M.A.R. Literary Criticism from Plato to the Present: An Introduction. Wiley
India, 2012.
• Plato, The Republic. Maple, 2013.
• Aristotle, Poetics. Penguin, 1996.
• Sen, S. John Dryden: An Essay of Dramatic Poesy. Unique Publishers, 2009.
• Wordsworth, William & S.T. Coleridge. Lyrical Ballads. Penguin, 2006.
• Arnold, Mathew. Culture and Anarchy and Other Selected Prose. Penguin, 2015.
• Eliot, T.S. Sacred Wood:Essays on Poetry and Criticism. Nabu Press, 2013.
• Cahoone, Lawrence E. From Modernism to Postmodernism. Wiley-Blackwell, 1995.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

B20BJ5041 Literatures of India – I SC 4 0 0 4 4

COURSE DESCRIPTION:
This course has been designed to introduce the students to the works of Indian Writings in
English. In the modern world, it is extremely important to know and appreciate one‟s roots and
therefore this course shall help the students to frame their own ideologies and identities and at
the same time make them aware of the richness of Indian literature and culture.
Prerequisites: The student must have basic idea of Indian culture, history and society.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning
Course Objectives:

• To outline the various movements of Literatures from India.

• To develop an understanding of the socio-political and economic issues of the post-
independent India.
• To examine Literatures of India, particularly to writings in translations.
• To assess the literary and political issues that Literatures from India has undergone.

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 Course Outcomes:
On completion of the course, the students will be able to:

• Analyze the various issues discussed by classical and modern poets of Literatures from
India.
• Distinguish the major features in the fictional narratives of Literatures from India.
• Demonstrate familiarity with concerns specific to India as presented in non-fictional
works by Indian writers.
• Develop a better understanding of socio-political dimensions of India.
Course Contents
Unit – I: Poetry 13 hours
1. Kalidasa – Canto I “Summer” (from Ritusamhara)
2. Kabir – If God be within the mosque…
3. Mira Bai – Your Slander is Sweet
4. Ramprasad Sen – O Longing Mind
5. Sumitra Nandan Pant – Fruits of the Earth
6. Fiaz Ahmed Fiaz – The Colour of the Moment
7. Kuvempu – Kalki
8. Sitakant Mahapatra – Father

Unit – II: Short Fiction 13 hours

1. Munshi Premchand – The Shroud
2. Saadat Hasan Manto – Thanda Gosht
3. LalithambikaAntarjanam – Revenge Herself

Unit – III: Essays 13 hours

1. Rabindranath Tagore – Religion of the Forest
2. A. K. Ramanujan – Is There an Indian Way of Thinking?

Unit – IV: Drama/Novel 13 hours

1. Girish Karnad – Hayavadana
2. R.K. Narayan – The Guide

REFERENCE:

• Kale, MR. The Ritusamhara. Bharatiya Kala Prakashan, 2007.

• Dharwadker, Vinay. Kabir. Penguin, 2003.
• Bly, Robert. Mirabai: Ecstatic Poems. Aleph Book, 2017.
• Sen, Ramprasad. Grace and Mercy in her Wild Hair: Selected Poems to the Mother
Goddess. Hohm Press, 1999.
• Kiernan, V.G. Poems by Faiz Ahmed Faiz. Oxford, 2000.
• George, KM. Modern Indian Anthology: Surveys and Poems.SahityaAkademi, 1992.
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 • Manto, Saadat Hasan &AatishTaseer. Manto: Selected Short Stories. RHI, 2012.
• Narasimhachar, Sudha. Selected Stories of MunshiPremchand. Unicorn Books, 2016.
• Holmstorm, Lakshmi. The Inner Courtyard: Stories by Indian Women. Rupa, 1991.
• Tagore, Rabindranath. RabindranathTagoreOmnibus. Rupa, 2003.
• Ramanujan, A.K. The Collected Essays of A.K. Ramanujan. Oxford University Press,
1999.
• Narayan, R.K. The Guide. Indian Thought Publications, 2007.
• Karnad, Girish. Hayavadana. Oxford, 1997.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

B20BJ5042 European & Non-European Writings – I SC 4 0 0 4 4

COURSE DESCRIPTION:
The widening of the domain of English literature all across the globe has made it extremely
important to acquaint the students of English literature to the vast oeuvre of non-canonical
literature. This course in particular is designed to introduce the students to the large bodies of
European and Non-European literature.
Prerequisites: The student must have basic idea of European Literature.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning

Course Objectives
•To assess the cross-cultural perspectives of European literature.
•To examine literature from all over the world and initiate them to the basic concepts and
ideas of non-canonical literature.
• To analyze multiple socio-political histories and culture through literature.
• To develop an understanding of basic cultural contexts into which the texts are
systematically located.
Course Outcomes:
On completion of the course the students will be able to:
• Demonstrate a good understanding of various issues presented in poetry from all over the
world.

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 • Develop an initial association with the fictional works of literary stalwarts from various
nations and their contribution to world literature.
• Outline the characteristic features of Greek drama.
• Analyze the history of Hitler‟s regime.
Course Contents:

Unit – I: Poetry 13 hours

1. Homer – from The Iliad
2. Dante – from The Inferno
3. Federico Garcia Lorca – Absent Soul (from Lament for Ignacio Sanchez Mejias)
4. Bertolt Brecht – To Those Born Later
5. Anna Akhmatova – Extract from The Requiem
6. Czeslaw Milosz – In Warsaw

Unit – II: Poetry 13 hours

1. Leo Tolstoy – God Sees the Truth, But Waits
2. Franz Kafka – A Hunger Artist
3. Jean-Paul Sartre – The Wall

Unit – III: Essays 13 hours

1. Simon Goldhill – Introduction from Greek Tragedy
2. William L Shirer - The Rise and Fall of the Third Reich: A History of Nazi Germany (Extract)

Unit – IV: Drama 13 hours

1. Sophocles – Oedipus Rex
2. Anton Chekov – The Cherry Orchard

REFERENCES:
• Homer. The Iliad. Penguin,2003.
• Alighieri, Dante. Inferno. Collins, 2011.
• Lorca, Frederico Garcia. Collected Poems. Penguin, 2001.
• Akhmatova, Anna. Akhmatova: Poems. Everyman‟s Library, 2006.
• Brecht, Bertolt. Selected Poems. Mariner Books, 1947.
• Milosz ,Czeslaw. New and Collected Poems: 1931-2001. Penguin, 2006.
• Tolstoy, Leo. God Sees the Truth, But Waits. Creative Classics, 1986.
• Kafka, Franz. A Hunger Artist. Twisted Spoon Press, 1996.
• Sartre, Jean Paul. The Wall. Hal Leonard Corp, 1995.
• Aeschylus, Euripides and Sophocles. Greek Tragedy. Penguin, 2004.
• Shirer, William L. The Rise and Fall of the Third Reich: A History of Nazi Germany.
RHUK, 1991.
• Sophocles. The Three Theban Plays. Penguin, 1984.

136
 • Chekhov, Anton. Plays. Penguin, 2002.

Course Hrs./Wk.
Course Tittle Course Type L T P C
Code
Psychology – V HC
(Measurement and
B20BJ5050 2 1 0 3 4
Research Methods in
Psychology)

Course Description:
This course aims to provide scientific approach to the field by introducing to the psychological
measurement and application of it. Offers basic understanding to process of scientific research,
ethical concepts involved in it and introduces basic skill for scientific writing, in order to orient
students towards responsible research work in the field of Psychology.
Prerequisites: knowledge about the discipline science and its distinction from other disciplines.
Pedagogy: Direct learnings, Discussion, Assignments, Critical Reasoning, Problem solving.
Course Objectives:
1. To introduce the basic concepts of Psychological measurement and testing
2. To orient to the basic concepts of scientific research process and ethics in research.
3. To equip with scientific writing research methodology.
4. To prepare students to make sense of the research papers.
Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Discover and understand of basic concepts of Psychological Measurement and Research
process testing
2. Outline and elaborate the process of scientific research and ethics involved in research
3. Identify and execute step by step process of conducting research
4. Adapt and incorporate scientific writing skills in research.

Course Contents:

Unit I: Psychological Measurement 10 hours

Definition of measurement, Levels of measurement: Nominal, Ordinal, Interval and Ratio scales,
Properties of scales of measurement: Magnitude, equal interval and absolute zero, Distinction
between psychological measurement and physical measurement, Problems in psychological
measurements.
Definition of psychological test, Uses of psychological test, Characteristics of a good test:
Objectivity, Reliability, Validity, Norms, and Practicability, ethical issues in psychological
testing.

Unit II: Introduction to Scientific Research 10 hours

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Definition: Science, difference between science and common sense
Methods of knowing: method of tenacity, method of authority, priori method, method of science.
Science and its function
The aims of science, scientific explanation and theory.
Scientific research definition.
The scientific approach.
Types of research: quantitative, qualitative, experimental, explorative, pure, action and applied.
Ethical issues in research.

Unit III: Research Process 10 hours

Steps in Scientific Research: identifying the problem, hypothesis: definition, types.
Variables: Independent and Dependent variable
Sample vs. population, sampling definition: types-random and non-Radom sampling
Data collection: questionnaire, interview, observation.
Data Analysis: descriptive statistics – central tendency, S.D
Inferential Statistics- Correlation and t-test.

Unit IV: Writing Research Report. 9 hours

Need to write report
Structure of a research report
APA format of report writing
In text citation
Referencing
Need for publishing

Reference Books:
1. Best, J.W. & Kahn, J.V. Research in education. Prentice-Hall of India. (9th ed, EEE).
Publication Manual of the American Psycological Association (6th ed). 2013
2. Kothari, C. R. Research Methodology: Methods and Techniques. WishwaPrakashan(2nd
ed).2003.
3. Singh, A. K. Tests, Measurements and Research Methods in Behavioral Sciences. New
Delhi: Tata McGraw Hill.1986.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology Practical 4
B20BJ5050 (P) HC 0 0 2 2
V

Statistics: Median test

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 1. David‟s Battery of Differential Aptitudes-I
2. David‟s Battery of Differential Aptitudes-II
3. Comprehensive Interest Schedule
4. Tweezers Dexterity Test.
5. Regan‟s Progressive Matrices.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology – VI (A) 4
B20BJ5061 (Abnormal SC 2 1 0 3
Psychology - I)

Course Description:
This course provides an examination of the various psychological disorders as well as theoretical
and clinical perspectives to the study of psychopathology. Emphasis is on terminology,
classification, etiology and diagnosis of the major disorders. Upon completion, students should
be able to distinguish between normal and abnormal behaviour patterns as well as demonstrate
knowledge of etiology, symptoms, and diagnosis criteria‟s of major mental disorder. This course
has been approved to satisfy the Comprehensive Articulation Agreement for the general
education core requirement in social/behavioural sciences.
Prerequisites: Basic Concepts of Psychology
Pedagogy: Direct Learning, Case Studies, Critical Analysis, ICT.
Course Objectives:
1. To sensitize on nature, history and diagnosis of mental disorders.
2. To learn the different perspectives in understanding abnormal behaviour.
3. To learn the symptoms and causes of Anxiety Disorders and Obsessive Compulsive
Disorders.
4. To learn the symptoms and causes of Trauma and Stress related disorders and Depressive
Disorders.
Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Elaborate the nature, history and diagnosis of abnormal behaviors
2. Discover and understand the different perspectives in understanding the abnormal
behavior
3. Outline and elaborate the symptoms, causes and diagnosis of Anxiety and Obsessive-
compulsive disorder.
4. Analyze and understand the symptoms, causes and diagnosis of Trauma and Stress
related disorders and Depressive Disorders.

Course Contents:

Unit-I: Introduction to Psychopathology 10 Hours

139
a. Definition: Abnormal Psychology, Mental Disorder. The science of Psychopathology, The
stigma of Abnormal Behaviour, Adaptive and Maladaptive behaviour.
b. Historical conceptions: the ancient western world, the Middle ages, renaissance, age of
reason and the Enlightenment, The reform movement.
c. Diagnosing Psychological disorders: Classification Systems- ICD and DSM.
d. Seeking help for Abnormal Behaviour: reasons for clinical contacts, sources of help.

Unit-II: Theoretical Perspectives on Maladaptive Behaviour 10 Hours

a. The Biological Perspective: genetic factors, nervous system and the Brain, The Endocrines,
The Neuroscience Revolution, Integration of Biological and Psychological Systems.
b. The Psychodynamic Perspective: Freud and Psychoanalysis, More recent approaches to
psychoanalysis.
c. The Behavioural Perspective: Classical conditioning, Operant conditioning and Social-
cognitive theories.
d. The Cognitive Perspective: Maladaptive behaviour and cognition.
e. The Humanistic perspective
f. The Existential perspective
The Community-cultural perspective.

Unit-III: Anxiety and Obsessive-compulsive disorders (DSM-5) 10 Hours

a. Definition of Anxiety, Fear and Panic.
b. Prevalence of Anxiety disorder, gender difference if any.
c. Clinical Description of Types: Generalized Anxiety Disorder, Panic disorder, agoraphobia,
Specific Phobia-animal, natural environment, Blood-injection-injury, situational, Social
Anxiety Disorder, Separation Anxiety Disorder, selective Mutism.
d. Obsessive-compulsive disorders: OCD, excoriation (skin-picking) disorder, hoarding
disorder, Body Dysmorphic Disorder, clinical Description and causes.

Unit-IV: Trauma- and stressor-related disorders and Depressive disorders 9 Hours

Trauma- and stressor-related disorders:
a. Definition of Trauma and Stress, type. Stressors
b. Clinical Description and causes of Posttraumatic stress disorder (PTSD), acute stress
disorder, reactive attachment disorder and disinhibited social engagement disorder,
Adjustment disorders.
Depressive disorders: Disruptive Mood Dysregulation Disorder, Major Depressive Disorder-
single episode-mild, moderate, severe, recurrent episode-mild, moderate severe, Persistent
Depressive Disorder(Dysthymia), Premenstrual Dysphoric Disorder.

Reference Books:

140
 1. Alloy, L.B., Riskind, JH., andManos,M.J. Abnormal Psychology – Current
Perspectives. 9th Edition. New Delhi: Tata McGraw- Hill Edition.2006.
2. American Psychiatric Association. Diagnostic and statistical manual of mental
disorders (5th ed., text revision). Washington, DC: Author.2013.
3. Barlow,D.H. and Durand,M.V. Abnormal Psychology. 2nd Edition. New Delhi:
Thomson Publication. 2000.
4. Bootzin,R.B.,Acocella,J.R. and Alloy,L.B. Abnormal Psychology–Current
perspectives. 6th Edition, International Edition,Tata Graw –Hill Inc., USA.1993.
5. Carson, R.C., Butcher, J.N and Mineka ,S.Abnormal psychology. 13th Edition. New
Delhi: Pearson Education.2004.
6. DSM-5 manual,
https://cdn.website-
editor.net/30f11123991548a0af708722d458e476/files/uploaded/DSM%2520V.pdf
7. Davidson and Neal Abnormal psychology. Revised 6th Edition, John Wiley Sons
World Health Organization. (2008). ICD-10: International statistical classification of
diseases and related health problems (10th Rev. ed.). New York, NY: Author.1996.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology –VI (B)
B20BJ5062 (Health Psychology - SC 2 1 0 3 4
I)

Course Description:
This is an advanced course in psychology designed to give a broad overview of the field of
health psychology. Health psychology is a relatively young, diverse, and multidisciplinary field
that examines the mind-body connection and many factors that influence the individual‟s well-
being. In this course, students will explore how biological, psychological and social factors are
connected and how they may influence health consequences. Following this bio-psychosocial
approach, potential biological, psycho physiological, and behavioral pathways to health and
disease will be explored. By the end of the course, students would gain fundamental knowledge
of the field of health psychology, develop skills for critically evaluating health psychology
research, and understand how health psychology may be applied to promote their own well-
being.
Prerequisites: Basic understanding and experience of healthy and illness.
Pedagogy: Direct Learning, ICT, Discussion
Course Objectives:
Students are expected to develop an understanding of health psychology and gain skills in the
following:
1. To understand the nature, history, origin and scope of Health Psychology.
2. To enhance the cognitive aspects of illness and factors influence compliance.
3. To learn about health promoting behaviors
4. To outline the connection between Pain and Psychological factors.
141
 Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Outline and relate Health and Psychology and its relevance.
2. Analyzethe impact of cognition on illness and explore the need for compliance and
factors influencing it.
3. Elaborate and apply the various behaviors that promotes health
4. Acquire and evaluate the psychological aspects related to pain perception and evaluate
strategies for dealing with pain sensation and perception

Course Contents:
Unit-I: Introduction 10 Hours
a) Definition of Healthy Psychology
b) History of Health Psychology
c) Aims of health psychology.
d) Future of health psychology
e) Advantages of the Bio psychosocial Model, Clinical Implications of the Bio
psychosocial Model.
f) The Bio psychosocial Model: The Case History of Nightmare Deaths.
g) The Need for Health Psychology: Changing Patterns of Illness, Advances in Technology
and Research, Expanded Health Care Services, Increased Medical Acceptance.
h) Health Psychology Research: The Role of Theory in Research, Experiments,
Correlational Studies, Prospective and Retrospective Designs, the Role of Epidemiology
in Health Psychology, Methodological Tools.

Unit-II: Illness Cognition and Compliance 10 Hours

Definition of Health, illness
Illness cognition: definition, dimensions, evidences for dimensions, Measurement.
Leventhal‟s Self-regulatory model
Symptom Perception
Coping with crisis of illness
Using the self-regulatory model to predict outcomes-adherence, recovery from stroke and MI
Illness cognitions and health outcomes
Compliance: Definition, work of ley-predicting the patient‟s compliant, improving compliance

Unit-III: Health-Promoting Behaviors 10 Hours

a) Health Promotion: health behaviors and health habits, Practicing and changing health
behaviors, barriers to Modifying poor Health Behaviors, Intervening with Children and
Adolescents, Intervening with At-risk people, Health promotion and Older Adults, Ethnic
and Gender Differences in health risks and habits.
b) Exercise: Benefits of Exercise
c) Accident Prevention: Home and Workplace Accidents
d) Cancer-Related Health Behavior: Mammograms, Colorectal Cancer Screening, Sun
safety practices

142
 e) Developing a Healthy Diet: changing diet, Resistance to Modifying Diet, Intervention to
Modify Diet.
f) Sleep: Sleep and Health
g) Rest, Renewas, Savoring

Unit-IV: Pain 9 Hours

a) Pain: nature, definition, cross-cultural perspective on pain, measuring pain, physiology of
pain.
b) Pain theories: early theories, gate control theory.
c) Role of Psychosocial factors in pain perception.
d) Clinical Issues in Pain Management: acute and chronic pain, pain and personality.
e) Pain control techniques: Pharmacological Control of Pain Surgical Control of Pain
Sensory Control of Pain Biofeedback Relaxation Techniques Distraction Coping Skills
Training Cognitive-Behavioural Therapy.
References Books:
1. Jane Ogden. Health Psychology – a text book, 4th edition, Tata McGraw Hill Education
Private Limited, New Delhi. 2010.
2. Shelley E. Taylor. Health Psychology – 6th Edition, Tata McGraw Hill Education Private
Limited, New Delhi. 2006.
3. Steve R. Baumgardner & Marie K. Crothers. Positive Psychology, Dorling Kindersley
(India) Pvt. Ltd., licensees of Pearson Education in South Asia. 2009.
4. M. Robin Dimatteo& Leslie R. Martin. Health Psychology –, Dorling Kindersley (India)
Pvt. Ltd, licensees of Pearson Education in South Asia. 2002.
5. Alan Carr- Positive Psychology, Dorling Kindersley (India) Pvt. Ltd, licensees of
Pearson Education in South Asia.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology 4
B20BJ5061(P)/B20BJ5062(P) Practical -VI(A)/ SC 0 0 2 2
Psychology
Practical VI(B)
Statistics: Chi-square test.
1. Eysenk‟s personality questionnaire
2. Bell‟s adjustment inventory
3. Type A and Type B behavioural pattern
4. Assertiveness
5. Big-5 personality factors

Course Code Course Tittle Course Type L T P C Hrs./Wk.

B20BJ5070 Employability Non credit 2
Skills – III RULO compulsory
course

143
 SIXTH SEMESTER

Course Hrs./
Course Code Course Title L T P C
Type Wk.

Journalism VII (Advertising and

B20BJ6010 HC 3 1 0 4 4
Corporate Communication)

Course Description:
The course Advertising and Corporate Communication will make the students aware of the
advertising environment in the 21st Century, agency and client relationships, consumer behavior,
ethics, and the role of research, creative appeals, and media selection in advertising
effectiveness. Within corporate communications classes, students focus on the management,
strategic planning, and implementation of marketing, communication, and public relations
techniques all to resolve corporate dilemmas. Corporate communications course focuses on
researching problems, setting objectives, identifying audiences, designing messages, choosing
communication channels, and evaluating results for all types of organizations. Ethical decision
making, on-line communication, and career opportunities are also analyzed via case studies in
the field. The course will be a combination of informal lecture and small-group discussion, case
analysis, and guest lecture.
Prerequisites: A preliminary exposure to the advertisements.
Pedagogy: Direct method, inquiry based and collaborative method
Course Objectives:
1. To introduce to the Concepts and Principles of Advertising, Ad Agency Management and
Brand Management
2. To take the roles and scopes of PR in management, its various tools and the emerging
importance of the discipline in varying areas.
3. To look at the evolution of Corporate Communication
4. To expand role in organizational and marketing communication
Course Outcomes:
After the completion of this course, students will be able to:
1. Outline the process of producing advertisements
2. Construct and analyze audience research, media research, and environmental scanning
3. Design public relation strategy for the organization image and well-being
4. Formulate corporate communication strategy for crisis management, brand management,
etc.

144
Course Content:
Unit-I: Introduction to Advertising 13 Hours
Advertising- Definition, Nature and scope
Origin and development of advertising
Social and Economic Effects of Advertising
Ethical & Regulatory Aspects of Advertising
Ad Agency- structure and Function

Unit-II: Elements in Advertising 13 Hours

Mediums of advertising: Print, Radio and television
New trends in advertisement; Designing advertisement: Copy writing, elements of ad copy,
layout
Ethics in advertising; Types of advertising; Advertising appeals
Campaigns- Media planning strategy, media mix, Media selection, Ad budgeting.

Unit-III: Introduction to Public Relations 13 Hours

Public Relations- Meaning &Definition, nature, scope; Functions
Origin and development of public relations in India
Differences between Public opinion, Publicity, Propaganda and PR
Role and responsibility of a public relation practitioner

Unit-IV: Aspects of Public Relations 13 Hours

PR Tools - House Journals, Press Conferences, Press releases, Exhibitions, Advertising, Media
Tour. Corporate Communication. Corporate Social Responsibility.
Ethical issues in PR- Employee relations, shareholder relations, distributor-dealer relations,
community relations, consumer relations
Lobbying and fundraising
Professional organizations in PR

References Books:
1. J V Vilanilam.Public Relations in India, Sage Publications.2011.
2. Choonawala S A and Sethia K C (Edt). Foundations of Advertising theory & Practice,
Bangalore: Himalaya Publishing.2005.
3. Wells and MorlatyBurfert (Edt). Advertising: Principle &Practice.NewDelhi:Prentice
Hall.2003.
4. Chandrakandan . Public Relations, Authors press.2002.
5. Percy LarR ry. Strategic Advertisement Management, Europe Prentice Hall ISBN.2002.
6. R Staffer Marla (Edt). Advertising Promotion and New Media, USA :Times Mirror Co.2001.
7. Wells William.Advertising, Principles and Practice, London: Prion Books Ltd.2001.
8. Ahuja &chabra. Public Relations. New Delhi : Surjit Publications.2001.
9. F Arens Williams. Contemporary Advertisement,USA: Times Mirror Education Group.2000.

145
10. Singh Bir. (Edt). Advertising Management .New Delhi: Anmol Publications.2000.
11. Percy Larry (Edt). Strategic advertisement Management. New Delhi: Suraj
Publications.2000.
12. Pandey,Meena. Foundation of Advertising Theory and Practice.Bombay: Himalaya
Publishing house.1989.
13. M Scott, Cutlip. Effective Public relations. Prentice Hall. 1985.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Journalism -VIII (A) (New
B20BJ6021 Media) SC 2 1 0 3 4

Course Description:
This course provides the students with a critical introduction to the emerging “wired” or “cyber”
technologies and the economic and political implications of the same. In this course, the students
will learn about the historical development of the Internet and other forms of new media and
examine the repercussions of the digital revolution for our communities, identities, politics, and
our daily lives. Students will further learn how to create a web page and how to blog.
Prerequisite: Basic knowledge to work with ICT
Pedagogy: Direct Instruction, Inquiry Based Learning, Collaborative learning, Flipped
Classroom
Course Objectives:
1. Through a variety of online and offline projects, students will develop the skills needed to
be an active participant in the new media culture
2. To be able to relate to technological determinism in society
3. To enable the students to develop a critical, sociologically and historically informed
perspective on the digital communication revolution and the Internet
4. To acquire the skills required for technical proficiency required in web platforms
Course Outcomes:
After the completion of this course, the students will be able to-
1. Define and discuss key theoretical concepts related to new media studies
2. Develop technical proficiency to be an active participant in the new media culture.
3. Identify and assess the social, cultural and political implications of new media
production and consumption process.
4. Relate to upcoming digital evolution

Course Content:

Unit – I: Introduction to New Media 10 Hours

Introduction to New Media- Meaning and characteristics
Interactivity and New Media
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Economics of New Media
Intranet to Internet; Information & Knowledge Society
Social Media: Uses by different demographics; Ethical issues with Social Networking, Social
relationship and Identity-Online and Offline
Transmedia

Unit – II: Impact of New Media on Journalism 10 Hours

Understanding New Media- Impact of new media on journalism
Difference of elements between web journalism, traditional journalism and other media
Characteristics of the online writer/journalist; Trends in web/online journalism
Journalism ethics and restraint in new media-Accuracy, Privacy, Fairness, Linking, Journalistic
integrity, Questions of Plagiarism;

Unit – III: Writing For the Web 10 Hours

Linear vs. nonlinear form
Writing for the screen vs. writing for print
Web page writing and editing techniques
Website vs. web-portal
Web site planning, design and the writer
Audience analysis; content planning, structure; Copyright issues; Mobile content/connecting to
your audience
Visual Design; New Media aesthetics

Unit – IV: New Media and Society 9 Hours

Networked Societies
E-Governance; Innovations in E-Governance
New Media as Surveillance Technology
Activism in Cyber Space

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Journalism Practical 4
B20BJ6021 (P) SC 0 0 2 2
I

• Introduction to Blogging and Vlogging

• Creating a news portal.
• Learning the basics of the production of a podcast.
• Actively participate in a Cyber Media campaign or do a report on Cyber Activism
• Observational studies on Surveillance technologies, Youth and Social Networking

References Books:
1. Hand Book of New Media by Lievrouw and Livingston, Sage (Student Edition)

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 2. Stephen McDowell & Kartik Pashupati (nd) „India's Internet policies: ownership, control,
and purposes‟; Unpublished Paper.
3. Kahn, R and D Kellner. “New Media and Internet Activism: From The Battle of Seattle
to Blogging‟ New Media & Society, Vol. 6, No. 1, 87-95. 2004.
4. Castells, Manual. The Network Society: a cross-cultural perspective, Edward Elgar, MA
(Chapter 1. Informationalism, networks, and the network society: a theoretical blueprint
pp.3-45. ). 2004
5. Gill, S.S.India‟s Information Revolution: A Critique; Rupa, Delhi, 2004.
6. Van Dijk, J. A. G. M. “ The Network Society : Social Aspects of New Media”, Sage
Publications,2005.
7. Why activists cannot afford to neglect the Internet by Arun Mehta from The Public
Domain Sarai Reader 01 (P 140-146)
8. Lister, Martin : K. Kelly; J. Dovey S Giddings; & I Grant. New Media: A Critical
Introduction , 2nd Routledge, London. 2008.
9. Everett, A. Digitextuality and click theory: Theses on convergence media in the digital
age. In A. Everett, ed. & J. Caldwell (Eds.), New media: Theories and practices of
digitextuality (pp. 1–28). New York: Routledge.2003.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
Journalism - VIII (B)
B20BJ6022 SC 2 1 0 3 4
(Development Communication)

Course Description:
This course is designed to provide the students with detailed insight into the significance of
communication for development. Students in the process shall gain an understanding of how
communication strategies in different medium of traditional and mainstream media can help in
developmental purposes.
Prerequisite: Basic level of understanding of the development concept
Pedagogy: Direct Instruction, Inquiry Based Learning, Collaborative learning, Flipped
Classroom
Course Objectives
1. To help the students understand the concept of development.
2. To explain students the indicators of development.
3. To interpret development issues, particularly in Indian perspective
4. To apply the skills of development journalism
Course Outcomes:
After the successful completion of the course, students will be able to-

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 1. List the indicators of development
2. Classify developmental issues plaguing the developing nations
3. Demonstrate communication strategies to tackle developmental issues
4. Analyse the development communication strategies from the Indian perspective

Course Content:

Unit – I: Concept of Development 10 Hours

Definition, meaning and process of development
Ingredients (5Ms) of development and money generation, MNCs and foreign aid
Characteristics of developing countries i. High dependence on primary sector ii. Unemployment,
population iii. Low productivity iv. Low level of living

Unit – II: Indicators Of Development 10 Hours

Economic and social indicators of development: i. GDP/GNP ii. Human Development Index iii.
Physical Quality of Life Index
Other indicators: i. Communication as an indicator ii. Democracy as an indicator iii. Human
Rights as an indicator

Unit – III: Development Issues 10 Hours

Poverty Alleviation
Employment generation
Women and child development
Health and Family Welfare
Tribal rights on forest

Unit – IV: Media & Development 9 Hours

Use of traditional media for development
Role of print media in development
Contribution of radio & TV to development
ICT for Development

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Journalism Practical 4
B20BJ6022 (P) SC 0 0 2 2
– VIII (B)

• Prepare Case Study of a Welfare Scheme

• Devise and conduct a street play on a social issue outside the campus

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 • Make a PSA on a social cause of your choice (Print or Electronic)

Reference Books:
1. Melkote, Srinivas R, Communication for Development in the Third World: Theory
and Practice.Sage Publications. 1991.
2. Arvind and Rogers, Everett M. India's Information Revolution, Sage Publications,
New Delhi. 1989.
3. Usha Rani, N. Folk Media for Development, Karnataka Book Publishers. 1996.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

B20BJ6030 Literary Theory and Criticism HC 4 0 0 4 4

COURSE DESCRIPTION:
This course has been designed to introduce the students to critical theory, a twentieth century
literary phenomenon. The course shall expose to them certain significant strategies to engage
with literary texts across the globe at the basic level. The course shall also pay special attention
to select theoreticians from the body of western critical theory.
Prerequisites:
• The students should possess the qualities of analyzing and critically evaluating the texts.
• The student must have basic idea of Classical criticism.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning
Course Objectives:

• To develop basic ideas of critical theory.

• To distinguish certain eminent schools of critical theory.
• To build a deep interest for critical theory among the learners.
• To enhanceinterpretation and application of the theory and its relevance.

Course Outcomes:
On completion of the course the students will be able to:
• Interpret the various characteristic features of Feminist Criticism.
• Demonstrate familiarity with Marxist Criticism.

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 • Examine the major ideas related with Postcolonial theory and criticism.
• Analyze the ways in which literary criticism can be applied in practice.

Course Contents:

Unit – I: Feminist Criticism 13 hours

1. Peter Barry: Feminist Criticism (from Beginning Theory)
2. Elaine Showalter: Towards a Feminist Poetics (Extract)
3. Susie Tharu and K. Lalitha: Introduction from Women Writing: Volume I 600 B.C. to the
Early Twentieth Century

Unit – II: Marxist Criticism 13 hours

1. Peter Barry: Marxist Criticism (from Beginning Theory)
2. Terry Eagleton: Marxism and Literary Criticism (Extract)
3. Howard, Jean E. and Scott Cutler Shershow (Ed): Marxist Shakespeares (Extract)

Unit – III: Postcolonialism 13 hours

1. Hans Bertens: Extract from Literary Theory: The Basics (Postcolonial Criticism)
2. Edward Said: Orientalism (Introduction)
3. Leela Gandhi: Postcolonial Theory – A Critical Introduction (Extract)

Unit – IV: Literary Criticism in Practice 13 hours

1. Excerpts from A Handbook of Critical Approaches to Literature by Wilfred L Guerien et al)
Three readings of “To His Coy Mistress” – Traditional, Formalist, and Feminist
i) The Traditional Approaches in Practice – Traditional Approaches to Marvell‟s “To His Coy
Mistress”
ii)The Formalist Approach – Word, Image, and Theme: Space-Time Metaphors in “To His Coy
Mistress”
iii) Feminist Approaches – The Marble Vault: The Mistress in “To His Coy Mistress”
2. Robert Cross - A Postcolonial Reading of Lagaan

REFERENCES:
• Barry, Peter. Beginning Theory. Viva Books, 2010.
• Tharu, Susie and K. Lalitha. Women Writing in India: Volume I 600 B.C. to the Early
Twentieth Century. OUP, 1997.
• Eagleton, Terry. Marxism and Literary Criticism. Routledge, 2002.
• Howard, Jean E. and Scott Cutler Shershow (Ed): Marxist Shakespeares. Routledge,
2000.
• Bertens, Hans. Literary Theory: The Basics. Routledge, 2013.
• Said, Edward W. Orientalism. Penguin India, 2001.
• Gandhi, Leela. Postcolonial Theory – A Critical Introduction. OUP, 1998.

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 • Guerien, Wilfred L (et al). A Handbook of Critical Approaches to Literature. OUP USA,
2005.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

B20BJ6041 Literatures of India – II SC 4 0 0 4 4

COURSE DESCRIPTION:
This course is the higher level of the former course on Indian Writings in English. In the course
design, the texts are carefully selected in order to equip and empower the students to develop an
intense understanding of the postcolonial body of Indian English literature that would trigger in
them an urge to critically analyze the literary works but also the socio-cultural issues which
contributed to the development of the Indian English Literature.
Prerequisites:
• The student must have basic idea of key themes of Literatures from India.
• The student must be familiar with Indian history, society and culture.
Pedagogy:
Flipped Classroom / ICT /Collaborative Learning / Direct Method / Differentiated Learning

Course Objectives:

• To develop the idea of „Unity in Diversity‟throughLiteratures from India.

• To outline the socio- political and cultural issues of the cotemporary period through
Literatures from India.
• To enhance the ability to critically address postcolonial issues.
• To infer genre of gender aspects through literature.
Course Outcomes:

On completion of the course the students will be able to:

• Explain the various issues dealt by contemporary poets of India and their contribution
towards „decolonization‟.
• Analyze the major features and their value in the fictional narratives of India.
• Demonstrate familiarity with concerns specific to India as presented in non-fictional
works.
• Illustrate an understanding and participate in the contemporary socio-political happenings
of India.

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 Course Contents:
Unit – I: Poetry 13 hours
1. Nissim Ezekiel – Goodbye Party for Miss Pushpa T.S.
2. KekiDaruwala – Migrations
3. Kabita Sinha – Eve Speaks to God
4. K. Satchidandan – Gandhi and the Poem
5. ChandrashekaraKambar – Fiend of Folktales
6. Jyoti Lanjewar - Mother

Unit – II: Short Fiction 13 hours

1. O.V. Vijayan – After the Hanging
2. Githa Hariharan – The Remains of the Feast
3. TemsulaAo – The Jungle Major

Unit – III: Essays 13 hours

1. Sudhir Kakar – Feminine Identity in India (Extract from TheInner World)
2. Rajeshwari Sunder Rajan - Language Debate(Extract from Lie of the Land)

Unit – IV: Drama/Novel 13 hours

1. Mahesh Dattani – Dance Like a Man
2. Mahasweta Devi – Mother of 1084

REFERENCE:
• Dattani, Mahesh. Dance Like a Man. Penguin, 2006.
• Devi, Mahashweta. Mother of 1084. Penguin, 2014.
• Kakar, Sudhir. The Inner World: A Psychoanalytic Study of Childhood and Society in
India. Oxford, 2012.
• Hariharan, Githa. The Art of Dying. Penguin, 1993.
• Vijayan, O.V. After the Hanging and Other Short Stories. Penguin, 1990.
• Ezekiel, Nissim. Collected Poems. Oxford, 2005.
• Daruwala, Keki. Collected Poems 1970-2005. Penguin, 2006.
• Satchidanandan, K. While I Write: New and Selected Poems. HarperCollins, 2011.
• Merhotra, A.K. The Oxford Indian Anthology of Twelve Modern Indian Poets. Oxford,
1997.
• Ao, Temsula. These Hills Called Home: Stories from a War Zone. Penguin India, 2005.

Course Hrs. /
Course Code Course Title L T P C
Type Wk.

B20BJ6042 European & Non-European Writings – II SC 4 0 0 4 4

153
 COURSE DESCRIPTION:
This course is specially designed to engage the students into the wider discourse of European and
Non-European literatures, specifically to develop in them a critical awareness of the world
literature at large. Another motive behind such an intense framing is that the students would be
more sensitive to the issues of the world literature, history and politics after the completion of the
course.
Prerequisites:
• The student must have basic idea of geographical and cultural aspects of Europe and
European Literature.
Pedagogy:
Flipped Classroom / ICT / Collaborative Learning / Direct Method / Differentiated Learning
Course Objectives:

• To interpret the works of the significant authors of the European and Non-European
Literature.
• To infer socio-political and cultural issues as represented in the select European and Non-
European literary texts.
• To develop familiarity of global concerns.
• To build an understanding of various dimensions of world literature and its role in
refining the theory of human mind.
Course Outcomes:
On completion of the course the students will be able to:
• Demonstrate a good understanding of the issues that contributed to the development of
the discourse of world literature.
• Explain the various issues presented in postcolonial and neo-colonial poetry from all over
the world.
• Develop an initial association with the fictional works of postcolonial writers from
various nations and demonstrate collective global voice.
• Outline the characteristics of postcolonialism and its relevance.
Course Contents:

Unit – I: Poetry 13 hours

1. Pablo Neruda – I am Explaining a Few Things
2. A.D. Hope – Australia
3. Margaret Atwood – Helen of Troy Does Countertop Dancing

154
4. Zulfikar Ghose – This Landscape, These People
5. Gabriel Okara – You Laughed and Laughed and Laughed
6. Yasmine Gooneratne – On an Asian Poet Fallen Among Americans

Unit – II: Short Fiction 13 hours

1. Katherine Mansfield – The Garden Party
2. Gabriel Garcia Marquez – A Very Old Man with Enormous Wings
3. Jorge Luis Borges – The Gospel According to Mark

Unit – III: Essays 13 hours

1. Ngugi - Abolition of English Department
2. Loomba, Ania. Colonialism/ Postcolonialism (Extract)

Unit – IV: Novel 13 hours

1. Chinua Achebe – Things Fall Apart
2. Jean Rhys – Wide Sargasso Sea

REFERENCE:

• Neruda, Pablo. The Essential Neruda: Selected Poems. City Light Books, 2014.
• Hope, A.D. A.D. Hope: Selected Prose and Poetry. Halstead, 2000.
• Atwood Margaret. Eating Fire: Selected Poetry 1965-1995. Little Brown Book Group,
2010.
• Ghose, Zulfikar. 50 Poems. OUP Pakistan, 2010.
• Okara, Gabriel. Gabriel Okara: Collected Poems. University of Nebraska Press, 2016.
• Marquez, Gabriel Garcia. Collected Stories. Penguin, 2000.
• Mansfield, Katherine. The Garden Party and Other Stories. Penguin, 2007.
• Rhys, Jean. Wide Sargasso Sea. Penguin, 2000.
• Achebe, Chinua. Things Fall Apart. Penguin, 2001.
• Loomba, Ania. Colonialism/ Postcolonialism. Routledge, 2016.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology – VII 4
B20BJ6050 (Industrial HC 2 1 0 3
Psychology)

Course Description:
Industrial psychology combines the principles of psychology with a methodical investigation of
various work settings. Often referred to as industrial-organizational psychology, this discipline
analyzes numerous aspects of the working world and the attitudes of individuals toward their

155
respective careers. Industrial psychology concerns itself with the application of psychological
concepts to the work environment. Professionals who hold degrees in the discipline often
perform consulting work for companies.
Prerequisites: Understanding of Basic Concepts of Psychology
Pedagogy: Direct Learning, ICT, Case Studies, Discussion
Course Objectives:
1. To understand the basic concepts of industrial-organizational psychology.
2. To learn the role of Leadership in organizations and determinants of employee
motivation.
3. To learn the sources of employee stress and coping strategies
4. To learn about factor that influences job satisfaction and morale in organizations.
Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Develop the solid fundamental knowledge of Organizational psychology as a discipline.
2. Elaborate the leadership behavior and its impact on employee‟s performance and
compare and contrasts different strategies to motivate and reward the employee‟s in
organization.
3. Analyze the difference stressors and its impact on employees‟ and explore difference
strategies to manage the stress level in the organization.
4. Outline and analyze the factors that contribute to Job satisfaction and Morale in
Organizations.

Course Contents:

Unit-I: Introduction to Organizational Psychology 10 Hours

a. Definition, Goals, Forces and Fundamental concepts -Nature of people and nature of
organization. Areas of Industrial psychology.
b. Two classical studies-A).Time and motion study -Nature and characteristics, Use of
Therbligs. Principles, psychological implications and shortcomings
c. Hawthorne studies –Nature, Implications and criticisms. Importance of Time and Motion
studies and Hawthorne studies.

Unit-II: Leadership and Motivation 10 Hours

a. Leadership – definition and nature, styles of leadership-authoritarian & democratic leaders,
Transactional & Transformational leaders, Team work, Team cycle and team building.

b. Motivation- Goal setting- elements, Content Theories of Motivation – Herzberg‟s-Motivator-

Hygiene (Two factors) Theory, Alderfer‟s- E-R-G Model.
c. Reward system- Financial and Non-financial incentives.
d. Economic Incentive Systems: Purposes & Types- Incentives Linking Pay with Performance,
Wage Incentives, Profit Sharing, Gain Sharing, And Skill-Based Pay.

Unit-III: Employee Stress and Management 10 Hours

156
a. Employee stress: Definition of Employee Stress, Extreme Products of Stress, Causes of
Stress, Stress& Job Performance, Individual differences in Stress Response.
b. Approaches to Stress Management: Organizational strategies to manage stress, individual
approaches to manage stress.

Unit-IV: Job Satisfaction and Industrial Morale 9 Hours

a). Studying Job Satisfaction-Benefits of job satisfaction studies, Use of Existing job satisfaction
Information, Factors influencing on job satisfaction.
b) Industrial Morale: Nature and characteristics, importance of industrial morale.

References:
1. Ivancevich, John. M. Konopaske, Robert & Matteson, Michael. T, Organizational Behavior
and Management. 10th edition, McGraw-Hill Irwin2013.
2. Griffin, Ricky. W and Moorhead, Gregory Organizational Behaviour: managing people and
Organizations. 11th edition. South-Western cengage learning.2014.
3. Buchanan, David. A and Huczynski, Andrzej. A Organizational Behaviour. 9th edition.
Pearson. 2013.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology Practical 4
B20BJ6050 (P) HC 0 0 2 2
-VII

PRACTICAL -VII: B20BJ6050 (P) - DESSERTATION WORK: Based on Student Interest

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology-VIII (A) 3
B20BJ6061 (Abnormal SC 2 1 0 3
Psychology - II)

Course Description:
This course provides an examination of the various psychological disorders as well as
theoretical, clinical, perspectives of the study of psychopathology. Emphasis is on terminology,
classification, etiology, diagnosis of some of the major disorders such as Somatoform Disorder,
Schizophrenia, Mood Disorders and Personality Disorders.
Prerequisites: Basic understanding about normal and abnormal behaviour.
Pedagogy: Direct learning, Case Discussion, ICT, Critical analysis.
Course Objectives:
1. To learn about symptoms, causes, types and diagnosis of Bipolar Disorders.
2. To learn about symptoms, causes, types and diagnosis of Somatic symptom Disorders.
3. To learn about symptoms, causes, types and diagnosis of Schizophrenia Spectrum
Disorders.
157
 4. To identifynormal and abnormal behaviour.
Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Outline and understand the clinical features, causes, types and causes of Bipolar
Disorders.
2. Outline and elaborate the clinical features, causes, types and causes of Somatic symptom
Disorders
3. Elaborate and the clinical features, causes, types and causes of Schizophrenia Spectrum
Disorders
4. Distinguish the clinical features, causes, types and causes of Bipolar Disorders.

Course Contents:

Unit-I: Bipolar Disorders 10 Hours

Bipolar I Disorder: Current or most recent episode manic, Current or most recent episode
hypomanic, Current or most recent episode depressed, current or most recent episode
unspecified- Symptoms and causes
Bipolar II Disorder-mild, moderate, severe- Symptoms and causes
Cyclothymic Disorder- Symptoms and causes

Unit-II: Somatic Symptom Disorders 10 Hours

Somatic Symptom Disorder, Illness Anxiety Disorder, Conversion Disorder, Factitious Disorder-
symptoms and causes.

Unit-III: Schizophrenia Spectrum Disorder. 10 Hours

Schizotypal (personality) Disorder, Brief psychotic disorder, Schizophreniform Disoder,
Schizophrenia, Schizoaffective Disorder-bipolar type, depressive type, Catatonic Disorder-
symptoms and causes.

Unit-IV: Personality Disorders 9 Hours

Cluster A Personality Disorders: Paranoid Personality Disorder, Schizoid Personality Disorder,
and Schizotypal Personality Disorder.
Cluster B Personality Disorders-Antisocial Personality Disorder, Borderline Personality
Disorder, Histrionic Personality Disorder, Narcissistic Personality Disorder.
Cluster C Personality disorders-Avoidant Personality Disorder, Dependent Personality Disorder,
and Obsessive –Compulsive Personality Disorder. Clinical symptoms and causes.

Reference Books:
1. Alloy, L.B., Risking, JH., and Manos,M.J. Abnormal Psychology – Current
Perspectives. 9th Edition. New Delhi: Tata McGraw- Hill Edition.2006.
2. American Psychiatric Association. Diagnostic and statistical manual of mental
disorders (5th ed., text revision). Washington, DC: Author.2013.
3. Barlow,D.H. and Durand,M.V. Abnormal Psychology. 2nd Edition. New Delhi:
Thomson Publication. 2000.
158
 4. Carson, R.C., Butcher, J.N and Mineka ,S. Abnormal psychology. 13th Edition. New
Delhi: Pearson Education.2004.
5. Davidson and Neal. Abnormal psychology. Revised 6th Edition, John Wiley Sons
World Health Organization. ICD-10: International statistical classification of diseases
and related health problems (10th Rev. ed.). New York, NY: Author.1996.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology-VIII (B) 4
B20BJ6062 (Health Psychology - SC 2 1 0 3
II)

Course Description:
This is an advanced course in psychology designed to give a broad overview of the field of
health psychology. Health psychology is a relatively young, diverse, and multidisciplinary field
that examines the mind-body connection and many factors that influence the individual‟s well-
being. In this course, students will explore the impact of stress on our health and difference
strategies to cope with stress. It explore the psychological determinants of Life style disorders,
psychoneuroimmunology and immunology disorders.
Prerequisites: Basic understanding of concepts of Health Psychology.
Pedagogy: Direct learning, ICT, Kinesthetic methods, Case studies.
Course Objectives:

1. To learn about causes and consequences of stress.

2. To learn about strategies to cope with various stressors.
3. To understand the psychological contribution in onset, treatment of life style disorders.
4. To understand the psychological correlates of psychoneuroimmunoloigcal and
immunology disorders.

Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Identify the sources of stress.
2. Outline the skills of coping with stress.
3. Evaluate the role of Psychological factors in the onset, worsening, treatment of various
life-style disorders.
4. Simplify the ways in which quality of life and longevity can be enhances among people
suffering from various Life-style disorders.

Course Contents:

Unit-I: Stress 10 Hours

a. Stress: Definition, Stressor, Appraisal of Stressors.

159
 b. Origins of the Study of Stress: Fight or Flight, Selye‟s General Adaptation Syndrome,
Tend-and-Befriend, Stress and Illness
c. The Physiology of Stress: Effects of Long-Term Stress, Individual Differences in Stress
Reactivity, Physiological Recovery, Allostatic Load.
d. Stressful Events: Dimensions of Stressful Events, Perception of Stress, adaptation to
ongoing stress.
e. Studying Stress: Studying Stress in the Laboratory, Inducing Disease, Stressful Life
Events, Daily Stress.
f. Sources of Chronic Stress: Effects of Early Stressful Life Experiences, Chronic Stressful
Conditions, Stress in the Workplace, Some Solutions to Workplace Stressors,
Combining Work and Family Roles

Unit-II: Coping Strategies 10 Hours

Coping with Stress and Resilience: Personality and Coping, Psychosocial Resources, Resilience,
Coping styles, Problem-Focused and Emotional-Focused Coping.
Coping and External Resources
Coping Outcomes
Coping Interventions: Mindfulness Meditation and Acceptance/Commitment, Therapy,
Expressive Writing, Self-Affirmation, Relaxation Training.
Social Support: What is Social Support, Effects of Social Support on Illness, Bio psychosocial
pathways, Moderation of Stress by Social Support, Effective kinds of Support, Enhancing Social
Support?

Unit-III: Life-style Disorders 10 Hours

CHD: Nature of CHD, Stress and CHD, Women and CHD, Personality, Cardiovascular
Reactivity, and CHD, Depression and CHD, Other Psychosocial Risk Factors and CHD,
Management of Heart Disease.
Hypertension: measurement, causes, treatment, stress and personality, The Hidden disease
Stroke: risk factors, consequences, rehabilitative Interventions.
Type II Diabetes: Health Implications of Diabetes, The Management of Diabetes.

Unit-IV: Psychoneuroimmunology and Immune related disorders. 9 Hours

Psychoneuroimmunology: the immune system, assessing immune functioning, stress and
immune functioning, negative affect and immune functioning, stress, immune functioning and
interpersonal relationships, coping and immune functioning, intervention to improve immune
functioning.
Cancer: difficulty in studying it, predictors, psychosocial factors and cancer, adjusting to cancer,
psychosocial issues and cancer, finding meaning in cancer, interventions, therapies with cancer
patients.
Type I Diabetes: Problems of Adolescent Diabetics.

Reference Books:
1. Jane Ogden. Health Psychology – a text book, 4th edition, Tata McGraw Hill Education
Private Limited, New Delhi. 2010.
160
 2. Shelley E. Taylor. Health Psychology – 6th Edition, Tata McGraw Hill Education Private
Limited, New Delhi.2006.
3. Steve R. Baumgardner & Marie K. Crothers. Positive Psychology, Dorling Kindersley
(India) Pvt. Ltd., licensees of Pearson Education in South Asia.2009.
4. M. Robin Dimatteo& Leslie R. Martin. Health Psychology –, Dorling Kindersley (India)
Pvt. Ltd, licensees of Pearson Education in South Asia. 2002.
5. Alan Carr- Positive Psychology, Dorling Kindersley (India) Pvt. Ltd, licensees of
Pearson Education in South Asia.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology 4
B20BJ6061(P)/B20BJ6062 Practical -VIII(A)/
SC 0 0 2 2
(P) Psychology
Practical - VIII(B)

Statistics: Non-parametric tests for significant difference: Mann-Whitney U test and

Wilcoxon signed rank test.
1. Beck‟s Depression Inventory.
2. Beck‟s Anxiety Inventory
3. General Health Questionnaire.
4. 16 Personality factors.
5. Multiphasic Personality Questionnaire.

161
 CAREER DEVELOPMENT AND PLACEMENT

Having a degree will open doors to the world of opportunities for you. But Employers are
looking for much more than just a degree. They want graduates who stand out from the crowd
and exhibit real life skills that can be applied to their organizations. Examples of such popular
skills employers look for include:
1. Willingness to learn
2. Self-motivation
3. Team work
4. Communication skills and application of these skills to real scenarios
5. Requirement of gathering, design and analysis, development and testing skills
6. Analytical and Technical skills
7. Computer skills
8. Internet searching skills
9. Information consolidation and presentation skills
10. Role play
11. Group discussion, and so on

REVA University therefore, has given utmost importance to develop these skills through variety
of training programs and such other activities that induce the said skills among all students. A
full-fledged Career Counseling and Placement division, namely Career Development Center
(CDC) headed by well experienced senior Professor and Dean and supported by dynamic
trainers, counselors and placement officers and other efficient supportive team does handle all
aspects of Internships and placements for the students of REVA University. The prime objective
of the CDC is to liaison between REVA graduating students and industries by providing a
common platform where the prospective employer companies can identify suitable candidates
for placement in their respective organization. The CDC organizes pre-placement training by
professionals and also arranges expert talks to our students. It facilitates students to career
guidance and improve their employability. In addition, CDC forms teams to perform mock
interviews. It makes you to enjoy working with such teams and learn many things apart from
working together in a team. It also makes you to participate in various student clubs which helps
in developing team culture, variety of job skills and overall personality.
The need of the hour in the field of Journalism, Political Science & Economics is not only
knowledge in the subject, but also the skill to do the job proficiently, team spirit and a flavour of
innovation. This kept in focus, the CDC has designed the training process, which will commence
from second semester along with the curriculum. Special coaching in personality development,
career building, English proficiency, reasoning, puzzles, and communication skills to every
student of REVA University is given with utmost care. The process involves continuous training
and monitoring the students to develop their soft skills including interpersonal skills that will
fetch them a job of repute in the area of his / her interest and March forward to make better
career. The School of Applied sciences also has emphasised subject based skill training through
lab practice, internship, project work, industry interaction and many such skilling techniques.
Special training is also arranged for those interested in entrepreneurial venture. The students
during their day to day studies are made to practice these skill techniques as these are inbuilt in
162
the course curriculum. Concerned teachers also continuously guide and monitor the progress of
students.
The University has also established University-Industry Interaction and Skill Development
Centre headed by a Senior Professor & Director to facilitate skill related training to REVA
students and other unemployed students around REVA campus. The center conducts variety of
skill development programs to students to suite to their career opportunities. Through this skill
development centre the students shall compulsorily complete at least two skill / certification
based programs before the completion of their degree. The University has collaborations with
Industries, Corporate training organizations, research institutions and Government agencies like
NSDC (National Skill Development Corporation) to conduct certification programs. REVA
University has been recognized as a Centre of Skill Development and Training by NSDC
(National Skill Development Corporation) under Pradhan Mantri Kaushal Vikas Yojana.
The University has also signed MOU‟s with Multi-National Companies, research institutions,
and universities abroad to facilitate greater opportunities of employability, students‟ exchange
programs for higher learning and for conducting certification programs.

163
SCHOOL OF PERFORMING ARTS AND INDIC STUDIES

BA – PaEP

(Performing Arts, English & Psychology)

Hand Book

2020-22
SCHOOL OF PERFORMING ARTS AND INDIC STUDIES

BA – PaEP (Performing Arts, English & Psychology)

Hand Book

2020-22
Rukmini Knowledge Park,
Kattigenahalli, Yelahanka, Bangalore - 560 064
Phone No: +91-080-66226622, Fax: 080-28478539

www.reva.edu.in
 Chancellor’s Message

“Education is the most powerful weapon which you can use to

change the world.”
- Nelson Mandela.
There was a time when survival depended on just the realization of physiological
needs. We are indeed privileged to exist in a time when ‘intellectual gratification’
has become indispensable. Information is easily attainable for the soul that is
curious enough to go look for it. Technological boons enable information availability anywhere anytime. The difference,
however, lies between those who look for information and those who look for knowledge.

It is deemed virtuous to serve seekers of knowledge and as educators it is in the ethos at REVA University to empower
every learner who chooses to enter our portals. Driven by our founding philosophy of ‘Knowledge is Power’, we
believe in building a community of perpetual learners by enabling them to look beyond their abilities and achieve what
they assumed impossible.

India has always been beheld as a brewing pot of unbelievable talent, acute intellect and immense potential. All it takes
to turn those qualities into power is a spark of opportunity. Being at a University is an exciting and rewarding
experience with opportunities to nurture abilities, challenge cognizance and gain competence.

For any University, the structure of excellence lies in the transitional abilities of its faculty and its facility. I’m always in
awe of the efforts that our academic board puts in to develop the team of subject matter experts at REVA. My faculty
colleagues understand our core vision of empowering our future generation to be ethically, morally and intellectually
elite. They practice the art of teaching with a student-centered and transformational approach. The excellent
infrastructure at the University, both educational and extra-curricular, magnificently demonstrates the importance of
ambience in facilitating focused learning for our students.

A famous British politician and author from the 19th century - Benjamin Disraeli, once said ‘A University should be a
place of light, of liberty and of learning’. Centuries later this dictum still inspires me and I believe, it takes team-work to
build successful institutions. I welcome you to REVA University to join hands in laying the foundation of your future
with values, wisdom and knowledge.

Dr. P. Shyama Raju

The Founder and Hon'ble Chancellor, REVA University
Vice-Chancellor’s Message

The last two decades have seen a remarkable growth in higher education in India and across the globe. The move
towards inter-disciplinary studies and interactive learning have opened up several options as well as created multiple
challenges. India is at a juncture where a huge population of young crowd is opting for higher education. With the
tremendous growth of privatization of education in India, the major focus is on creating a platform for quality in
knowledge enhancement and bridging the gap between academia and industry.
A strong believer and practitioner of the dictum “Knowledge is Power”, REVA University has been on the path of
delivering quality education by developing the young human resources on the foundation of ethical and moral values,
while boosting their leadership qualities, research culture and innovative skills. Built on a sprawling 45 acres of green
campus, this ‘temple of learning’ has excellent and state-of-the-art infrastructure facilities conducive to higher
teaching-learning environment and research. The main objective of the University is to provide higher education of
global standards and hence, all the programs are designed to meet international standards. Highly experienced and
qualified faculty members, continuously engaged in the maintenance and enhancement of student-centric learning
environment through innovative pedagogy, form the backbone of the University.

All the programs offered by REVA University follow the Choice Based Credit System (CBCS) with Outcome Based
Approach. The flexibility in the curriculum has been designed with industry-specific goals in mind and the educator
enjoys complete freedom to appropriate the syllabus by incorporating the latest knowledge and stimulating the
creative minds of the students. Bench marked with the course of studies of various institutions of repute, our
curriculum is extremely contemporary and is a culmination of efforts of great think-tanks - a large number of faculty
members, experts from industries and research level organizations. The evaluation mechanism employs continuous
assessment with grade point averages. We believe sincerely that it will meet the aspirations of all stakeholders –
students, parents and the employers of the graduates and postgraduates of REVA University.

At REVA University, research, consultancy and innovation are regarded as our pillars of success. Most of the faculty
members of the University are involved in research by attracting funded projects from various research level
organizations like DST, VGST, DBT, DRDO, AICTE and industries. The outcome of the research is passed on to
students through live projects from industries. The entrepreneurial zeal of the students is encouraged and nurtured
through EDPs and EACs.

REVA University has entered into collaboration with many prominent industries to bridge the gap between industry
and University. Regular visits to industries and mandatory internship with industries have helped our students. REVA
University has entered into collaboration with many prominent industries to bridge the gap between industry and
University. Regular visits to industries and mandatory internship with industries have helped our students become
skilled with relevant to industry requirements. Structured training programs on soft-skills and preparatory training for
competitive exams are offered here to make students more employable. 100% placement of eligible students speaks
the effectiveness of these programs. The entrepreneurship development activities and establishment of “Technology
Incubation Centers” in the University extend full support to the budding entrepreneurs to nurture their ideas and
establish an enterprise.

With firm faith in the saying, “Intelligence plus character –that is the goal of education” (Martin Luther King, Jr.), I
strongly believe REVA University is marching ahead in the right direction, providing a holistic education to the
future generation and playing a positive role in nation building. We reiterate our endeavour to provide premium
quality education accessible to all and an environment for the growth of over-all personality development leading to
generating “GLOBAL PROFESSIONALS”.

Welcome to the portals of REVA University!

Dr. K. Mallikharjuna Babu

Vice-Chancellor, REVA University
DIRECTORS MESSAGE
The freedom that students are getting to choose their careers now is much broader than ever
before. Unconventional career choice is the new way, and the Gen Y is all about wonderful
creativity. School of Performing Arts, aims to benchmark itself in the area of Music, Dance
and Theatre courses from the Diploma to Research level degrees. Indian tradition in which
Music and Dance plays a pivotal role is a major attraction and a focus of study for not only
Indians but westerners too, for, one finds it very scientific and vast area for inter-
disciplinary research activities. Department is well equipped to meet the traditional and
modern needs of both Indian and foreign nationals. The performing wing of the school shall
aim to churn out the most sought after performers and especially thinking dancers. The
syllabi is world class and prepares students not just as performers but also in the areas like
research, Art Management, Personality development, soft skills, Music, Nattuvangam,
Theatre studies and other allied art forms, apart from bringing in internationally acclaimed
artistes for workshops, guest lectures and interactive sessions. The field work and
Dissertation makes the course rigorous and unparalleled.
The curriculum caters to and has relevance to local, regional, national, global development’s
needs. Maximum number of courses are integrated with cross cutting issues with relevant to
professional, ethics, gender, human values, environment &sustainability.

I take this as my privilege to welcome the artistes and connoisseurs to come and explore the
finer aspects and unexplored world of Performing Arts at REVA University

Dr Vidya Kumari.S
Director, School of Performing Arts
CONTENTS

Sl. No. Particulars Page No.

3
1 Message from the Hon’ble Chancellor
5
2 Message from the Vice- Chancellor
6
3 Directors Message
8
4 Rukmini Educational Charitable Trust
9
5 About REVA University, Vision, Mission, Objectives
10
6 About School of PPerforming Arts and Indic Studies

- Vision
- Mission
- BoS
34
7 BA PAEP (Performing Arts, Psychology, English)

- Program Overview
- Program Educational Objectives
- Program Outcomes
- Program Specific Outcomes
- Mapping of Course Outcomes with Programme Outcomes
- Mapping Programme Outcomes with ProgrammeEducational
Objectives
175
8 Faculty Details
RUKMINI EDUCATIONAL CHARITABLE TRUST

It was the dream of late Smt. Rukmini Shyama Raju to impart education to millions of underprivileged children as she
knew the importance of education in the contemporary society. The dream of Smt. Rukmini Shyama Raju came true
with the establishment of Rukmini Educational Charitable Trust (RECT), in the year 2002. Rukmini Educational
Charitable Trust (RECT) is a Public Charitable Trust, set up in 2002 with the objective of promoting, establishing and
conducting academic activities in the fields of Arts, Architecture, Commerce, Education, Engineering, Environmental
Science, Legal Studies, Management and Science & Technology, among others. In furtherance of these objectives, the
Trust has set up the REVA Group of Educational Institutions comprising of REVA Institute of Technology &
Management (RITM), REVA Institute of Science and Management (RISM), REVA Institute of Management Studies
(RIMS), REVA Institute of Education (RIE), REVA First Grade College (RFGC), REVA Independent PU College at
Kattigenahalli, Ganganagar and Sanjaynagar and now REVA University. Through these institutions, the Trust seeks to
fulfil its vision of providing world class education and create abundant opportunities for the youth of this nation to excel
in the areas of Arts, Architecture, Commerce, Education, Engineering, Environmental Science, Legal Studies,
Management and Science & Technology.

Every great human enterprise is powered by the vision of one or more extraordinary individuals and is sustained by the
people who derive their motivation from the founders. The Chairman of the Trust is Dr. P. Shyama Raju, a developer
and builder of repute, a captain of the industry in his own right and the Chairman and Managing Director of the Divya
Sree Group of companies. The idea of creating these top notched educational institutions was born of the philanthropic
instincts of Dr. P. Shyama Raju to do public good, quite in keeping with his support to other socially relevant charities
such as maintaining the Richmond road park, building and donating a police station, gifting assets to organizations
providing accident and trauma care, to name a few.

The Rukmini Educational Charitable Trust drives with the main aim to help students who are in pursuit of quality
education for life. REVA is today a family of ten institutions providing education from PU to Post Graduation and
Research leading to PhD degrees. REVA has well qualified experienced teaching faculty of whom majority are
doctorates. The faculty is supported by committed administrative and technical staff. Over 15,000+ students study
various courses across REVA’s three campuses equipped with exemplary state-of-the-art infrastructure and conducive
environment for the knowledge driven community.
ABOUT REVA UNIVERSITY
REVA University has been established under the REVA University Act, 2012 of Government of Karnataka and notified
in Karnataka State Gazette No. 80 dated 27thFebruary, 2013. The University is empowered by UGC to award degrees
any branch of knowledge under Sec.22 of the UGC Act. The University is a Member of Association of Indian
Universities, New Delhi. The main objective of the University is to prepare students with knowledge, wisdom and
patriotism to face the global challenges and become the top leaders of the country and the globe in different fields.

REVA University located in between Kempegowda International Airport and Bangalore city, has a sprawling green
campus spread over 45 acres of land and equipped with state-of-the-art infrastructure that provide conducive
environment for higher learning and research. The REVA campus has well equipped laboratories, custom-built teaching
facilities, fully air-conditioned library and central computer centre, the well planned sports facility with cricket ground,
running track & variety of indoor and outdoor sports activities, facilities for cultural programs. The unique feature of
REVA campus is the largest residential facility for students, faculty members and supportive staff.
REVA consistently ranked as one of the top universities in various categories because of the diverse community of
international students and its teaching excellence in both theoretical and technical education in the fields of Engineering,
Management, Law, Science, Commerce, Arts, Performing Arts, and Research Studies. REVA offers 28 Undergraduate
Programmes, 22 Full-time and 2 Part-time Postgraduate Programmes, 18 Ph. D Programmes, and other Certificate/
Diploma/Postgraduate Diploma Programmes in various disciplines.

The curriculum of each programme is designed with a keen eye for detail by giving emphasis on hands-on training,
industry relevance, social significance, and practical applications. The University offers world-class facilities and
education that meets global standards.

The programs being offered by the REVA University are well planned and designed after detailed study with emphasis
with knowledge assimilation, applications, global job market and their social relevance. Highly qualified, experienced
faculty and scholars from reputed universities / institutions, experts from industries and business sectors have
contributed in preparing the scheme of instruction and detailed curricula for this program. Greater emphasis on practice
in respective areas and skill development to suit to respective job environment has been given while designing the
curricula. The Choice Based Credit System and Continuous Assessment Graded Pattern (CBCS – CAGP) of education
has been introduced in all programs to facilitate students to opt for subjects of their choice in addition to the core
subjects of the study and prepare them with needed skills. The system also allows students to move forward under the
fast track for those who have the capabilities to surpass others. These programs are taught by well experienced qualified
faculty supported by the experts from industries, business sectors and such other organizations. REVA University has
also initiated many supportive measures such as bridge courses, special coaching, remedial classes, etc., for slow
learners so as to give them the needed input and build in them confidence and courage to move forward and accomplish
success in their career. The University has also entered into MOUs with many industries, business firms and other
institutions seeking their help in imparting quality education through practice, internship and also assisting students’
placements.

REVA University recognizing the fact that research, development and innovation are the important functions of any
university has established an independent Research and Innovation division headed by a senior professor as Dean of
Research and Innovation. This division facilitates all faculty members and research scholars to undertake innovative
research projects in engineering, science & technology and other areas of study. The interdisciplinary-multidisciplinary
research is given the top most priority. The division continuously liaisons between various funding agencies, R&D
Institutions, Industries and faculty members of REVA University to facilitate undertaking innovative projects. It
encourages student research projects by forming different research groups under the guidance of senior faculty
members. Some of the core areas of research wherein our young faculty members are working include Data Mining,
Cloud Computing, Image Processing, Network Security, VLSI and Embedded Systems, Wireless Censor Networks,
Computer Networks, IOT, MEMS, Nano- Electronics, Wireless Communications, Bio-fuels, Nano-technology for
coatings, Composites, Vibration Energies, Electric Vehicles, Multilevel Inverter Application, Battery Management
System, LED Lightings, Renewable Energy Sources and Active Filter, Innovative Concrete Reinforcement, Electro
Chemical Synthesis, Energy Conversion Devices, Nano-structural Materials, Photo-electrochemical Hydrogen
generation, Pesticide Residue Analysis, Nano materials, Photonics, Nana Tribology, Fuel Mechanics, Operation
Research, Graph theory, Strategic Leadership and Innovative Entrepreneurship, Functional Development Management,
Resource Management and Sustainable Development, Cyber Security, General Studies, Feminism, Computer Assisted
Language Teaching, Culture Studies etc.

The REVA University has also given utmost importance to develop the much required skills through variety of training
programs, industrial practice, case studies and such other activities that induce the said skills among all students. A full-
fledged Career Development and Placement (CDC) department with world class infrastructure, headed by a dynamic
experienced Professor& Dean, and supported by well experienced Trainers, Counsellors and Placement Officers.

The University also has University-Industry Interaction and Skill Development Centre headed by a Senior Professor &
Director facilitating skill related training to REVA students and other unemployed students. The University has been
recognised as a Centre of Skill Development and Training by NSDC (National Skill Development Corporation) under
Pradhan Mantri Kaushal VikasYojana. The Centre conducts several add-on courses in challenging areas of
development. It is always active in facilitating student’s variety of Skill Development Training programs.
The University has collaborations with Industries, universities abroad, research institutions, corporate training
organizations, and Government agencies such as Florida International University, Okalahoma State University, Western
Connecticut University, University of Alabama, Huntsville, Oracle India Ltd, Texas Instruments, Nokia University
Relations, EMC2, VMware, SAP, Apollo etc, to facilitate student exchange and teacher–scholar exchange programs and
conduct training programs. These collaborations with foreign universities also facilitates students to study some of the
programs partly in REVA University and partly in foreign university, viz, M.S in Computer Science one year in REVA
University and the next year in the University of Alabama, Huntsville, USA.
The University has also given greater importance to quality in education, research, administration and all activities of
the university. Therefore, it has established an independent Internal Quality division headed by a senior professor as
Dean of Internal Quality. The division works on planning, designing and developing different quality tools,
implementing them and monitoring the implementation of these quality tools. It concentrates on training entire faculty
to adopt the new tools and implement their use. The division further works on introducing various examination and
administrative reforms.

To motivate the youth and transform them to become innovative entrepreneurs, successful leaders of tomorrow and
committed citizens of the country, REVA organizes interaction between students and successful industrialists,
entrepreneurs, scientists and such others from time to time. As a part of this exercise great personalities such as Bharat
RatnaProf. C. N. R. Rao, a renowned Scientist, Dr. N R Narayana Murthy, Founder and Chairman and Mentor of
Infosys, Dr. K Kasturirangan, Former Chairman ISRO, Member of Planning Commission, Government of India,
Dr.Balaram, Former Director IISc., and noted Scientist, Dr. V S Ramamurthy, Former Secretary, DST, Government of
India, Dr. V K Aatre, noted Scientist and former head of the DRDO and Scientific Advisor to the Ministry of
DefenceDr.Sathish Reddy, Scientific Advisor, Ministry of Defence, New Delhi and many others have accepted our
invitation and blessed our students and faculty members by their inspiring addresses and interaction.

REVA organises various cultural programs to promote culture, tradition, ethical and moral values to our students.
During such cultural events the students are given opportunities to unfold their hidden talents and motivate them to
contribute innovative ideas for the progress of the society. One of such cultural events is REVAMP conducted every
year. The event not only gives opportunities to students of REVA but also students of other Universities and Colleges.
During three days of this mega event students participate in debates, Quizzes, Group discussion, Seminars, exhibitions
and variety of cultural events. Another important event is Shubha Vidaaya, - Graduation Day for the final year
students of all the programs, wherein, the outgoing students are felicitated and are addressed by eminent personalities to
take their future career in a right spirit, to be the good citizens and dedicate themselves to serve the society and make a
mark in their respective spheres of activities. During this occasion, the students who have achieved top ranks and won
medals and prizes in academic, cultural and sports activities are also recognised by distributing awards and prizes. The
founders have also instituted medals and prizes for sports achievers every year. The physical education department
conducts regular yoga class’s everyday to students, faculty members, administrative staff and their family members and
organizes yoga camps for villagers around.
Vision

REVA University aspires to become an innovative university by developing excellent human resources with leadership
qualities, ethical and moral values, research culture and innovative skills through higher education of global standards.

Mission

❖ To create excellent infrastructure facilities and state-of-the-art laboratories and incubation centres
❖ To provide student-centric learning environment through innovative pedagogy and education reforms
❖ To encourage research and entrepreneurship through collaborations and extension activities
❖ To promote industry-institute partnerships and share knowledge for innovation and development
❖ To organize society development programs for knowledge enhancement in thrust areas
❖ To enhance leadership qualities among the youth and enrich personality traits, promote patriotism and moral values.

Objectives

❖ Creation, preservation and dissemination of knowledge and attainment of excellence in different disciplines
❖ Smooth transition from teacher - centric focus to learner - centric processes and activities
❖ Performing all the functions of interest to its major constituents like faculty, staff, students and the society to reach
leadership position
❖ Developing a sense of ethics in the University and Community, making it conscious of its obligations to the society
and the nation
❖ Accepting the challenges of globalization to offer high quality education and other services in a competitive manner
 ABOUT THE SCHOOL OF PERFORMING ARTS AND INDIC STUDIES

India proudly treasures the rich heritage and culture which is unparalleled and incomparable to any in the
world. Indian arts play a pivotal role and Performing Arts stands as testimony to the richness of this country’s
cultural legacy. India is an ancient civilization with widespread social, political, linguistic, cultural,
philosophical, artistic, religious, spiritual, and natural diversity. It is not only the tradition of ancient sages
from the Vedas and Upanishads to Buddhist and Yoga traditions but also modern teachers like Swami
Vivekananda. The Performing Arts, comprising of Music, Dance and Theater, are in demand as career choices,
like never before. REVA-SPA&IS offers unique, challenging Performing Arts and Indic Studies programmes
which prepare artistes for the future. The aim of these courses is to bring in a holistic view to the performing
arts’ education system in India. The School of Performing Arts and Indic Studeis offers courses like
Certificate, Diploma, BAPaEP (Triple degree in Performing Arts, English literature and Psychology), MPA
(Masters of Performing Arts) and Ph. D programs. Our Syllabus is world class and bench-marked. The
SPA&IS is in the beautiful campus of REVA University - which has received the ‘Best Campus’ and the ‘Best
upcoming University’ awards. Being the institutional member of International Dance Council (CID), the
official member partner of UNESCO, the School of Performing Arts and Indic Studies is now concentrating
on collaborating with universities abroad for short term and semester exchange programs and on introducing
Indian Performing Arts to the foreign students. Indic Studies or Indology is the academic study of the history
and cultures, languages, and literature of the Indian subcontinent.It is an interdisciplinary scholarly study that
not only covers philosophy, tradition, values, art, science, culture, and religions of India but most importantly
provides a peek into integrative approach to knowledge and life that has withstood the test of time in healthy
and harmonious living against many onslaughts and challenging circumstances. While India has been origin
of Indic ideas, yet these ideas transcend time and space, and thus Indic philosophy and traditions, such as
Yoga and Ayurveda, are relevant to the entire world. The importance of these ideas is so profound that Prof.
W. Norman Brown of University of Pennsylvania as early as May 1939 wrote in the ‘Bulletin of the American
Council of Learned Societies’, Washington, D.C., "Every college which aims to prepare its graduates for
intelligent work in the world which is to be theirs to live in, must have on its staff a scholar competent in the
civilization of India" and further added “no department of study… in any major university can be fully
equipped without fully trained specialist in Indic phases of its discipline.”
Keeping this in view the School of Performing Arts has come forward to offer Diploma and PG Diploma
programs in Indic Studies/ Indology from the academic year 2020-21. The school has also proposed to rename
it as School of Performing Arts and Indic Studies to broaden its scope and to offer more and more programs/
courses relating to Indic Studies/Indology in coming years and thereby facilitate students to understand better
the rich philosophy, tradition, values, art, science, culture, and religions of India. Internationally acclaimed
artistes and Scholars visit the campus often as visiting faculty members and guest lecturers to interact with
students. The performing wing at the School of Performing Arts and Indic Studies has performing
opportunities all over the country and abroad. Students can expect to become thinking, professional artistes.
The seminars, workshops, guest classes are intended make them ready to face the world of Arts that is an
amalgamation of a spectrum of experiences and choices.
.
 BOS MEMBERS

Name and Position

Dr. Vidya Kumari S.,
Director, School of Performing Arts & IndicStudies,
REVA University, Bangalore.

Ph: +91-99482214242
E-mail: [email protected]
(Chairperson)

Dr. Nagesh Bettakote,

Acting Vice-Chancellor,
KSGH Performing Arts and Music University

Ph: +91 – 8022961708

E-mail: [email protected]
( External Member-Academics )

Dr. Choodamani Nandagopal

Reputed Art Historian, Former
Academic head, IGNCA, Southern Regional Centre, UNESCO
Fellow, UK visiting Nehru Fellow, Bengaluru

Ph +91-8022440866
E-mail : [email protected]
(External Member-Academics)

Dr. CM Neelakandhan,
Former Academic Director, Kerala Kalamandalam, ormer
Chairperson, Publishing dept.,
Shree Sankaracharya University of Sanskrit, Kalady, Kerala.

Ph: +91- 9847155603

E-mail: [email protected]
( External Member-Academics )

Guru Sri R. K. Padmanabhan

Ganakalabhushana, Karnataka Padmasri

Ph: +91- 9945201310

E-mail: [email protected]
( External Member-Industry Expert )

13
Dr. Sheela Sridhar
HOD, Department of Dance, Mysore University.

Ph: +91-9845838506
E-mail: [email protected]
( External Member-Academics )

Guru Smt. A. B. Bala Kondala Rao

Central Sangeet Natak Akademi Awardee,
Founder and Director,
Kuchipudi Kalaa Kendram, Visakhapatnam

Ph: +91- 9440319247

E-mail: [email protected]
(External Member - Industry Expert)

Guru Smt. Sujata Mohapatra,

Central Sangeet Natak Akademi Awardee,
1340, Kapilaprasad, Bhimatangi, Bhubanehswar, Odisha -751002

Ph: +91-9437078192
E-mail: [email protected]
( External Member - Industry Expert )

Dr. Ruma Shil

Founder and Director,
Nritya Nikunj centre for Kathak,
Bengaluru.

Ph:+91- 8494942362
E-mail: [email protected]
(External Member-Academics )

Prof. K. Maalyada Anand

Assistant Professor,
School of Performing Arts and Indic Studies,
REVA University,
Bengaluru.

Ph: +91- 9885868959

Email: [email protected]
(Internal member - Invitee)

14
B A - PaEP(Performing Arts, English and Psychology)

Programme Overview

Performing Arts, English and Psychology disciplines deal with human life and human
experience qualitatively. Humanities investigates how do human beings behave? Why
do they behave this way? How do human beings interact with each other? How do
human beings interpret the world around them? And what kind of political, social and
cultural institutions do they form?

The field of humanities include Modern languages, Classical languages, Linguistics,

Literature, History, Jurisprudence, Philosophy, Archaeology, Comparative religion,
Ethics, History, criticism and theory of the arts, Journalism, Psychology, Political
science and such subject areas.

Bachelor of Arts programme in Performing Arts, English and Psychology offered

by School of Performing Arts at REVA UNIVERSITY intends to focus on
performing Arts, English language skills and impart knowledge on psychology amongst
its students.

Theatre, music, dance, and other kinds of performances are present in all human
cultures. The history of music and dance date to pre-historic times. In India, religion,
philosophy and myth cannot be divorced from their art forms. Dance, Drama and music
are tied inextricably to ceremony of any kind. Bharatnatyam, Kathakali, Kathak,
Manipuri, Odissi, Kuchipudi, Sattriya, Mohiniyattam are some of the classical Dance
forms of India. Similarly, the classical music forms of India are Hindustani Classical
Music and Carnatic Classical Music, in addition, there are hundreds of regional music
forms and there are many musical instruments to compose and play music.
Koodiyattam, Yaksha gana, Swang, Bhand Paather, Ankiya Naat Bhaona, Tamasha,
Therukoothu, Jatra are some of theatre forms of India. In addition, there are puppet
forms. They all adhere to the canons of classical dance laid down in the Natya
Shastra, a second century C.E. text ascribed to the sage Bharata, to whom it was
supposedly revealed by the Creator, Brahma.

Performing arts in India and its practitioners are referred to as being part of the
“entertainment industry.” This indicates a paradigm shift in the manner in which the arts
is being viewed by society. The message apparent by the shift is that the audience now
expects that the Arts must entertain in the manner defined by the entertainment industry,
and they must form part of an organized industry. The performing arts industry in India
reached INR236 billion in 2012 and is expected to witness a CAGR of 2.5% over
15
 2012—2018 to reach INR275 billion in 2018. The industry will primarily be driven by
new and innovative forms of fund raising by theater and dance groups and a growing
demand for Indian culture at an international level.

At present more than 400 million youth are below 18 years of age and they have varied
aspirations. ASignificant number of them would like to work in entertainment industry. In this
context, a n undergraduate University Programme offered by REVA University in Performing
Arts, English and Psychology is relevant to meet the future human resources requirement of
Entertainment Industry and also safe guard Indian tradition and culture.

16
Program Educational Objectives (PEOs)

PEO-1 Prospective Employment and Career Prospects- To empower graduates for employment in the
performing arts field, content writing, teaching and exploring careers in Psychology and orient
them for research and higher studies.

PEO-2
Proficiency- Graduates will demonstrate comprehensive knowledge of literature in their chosen
domain or research focus. They will describe a range of techniques related to performing arts and
rhetorical strategies used in texts, including their relationship to audience, purpose and cultural
contexts.

PEO-3
Entrepreneurship- Establish dance institutes/studios and to work as entrepreneurs with an
ability to develop new projects and choreographic works.

PEO-4
Research Methods- Graduates will learn how to design and carry out original and persuasive
research in Performing arts, English literature and Psychology with particular attention to
literary theory and criticism.

PEO-5 Continuous Learning- The course will enable them to be a continuous learner by expanding the
skill-set in response to a changing environment and new developments.

Program Outcomes (POs)

1. Performing Arts knowledge: Apply the knowledge of Performing Arts, World Dance History, Art
History, English literature, Social Psychology, Developmental Psychology for the solution of complex
problems in various domains of life sciences including the cultural, societal, and environmental
arenas.

2. Problem analysis: Identify, formulate and analyze problems related to the various domains of
Performing Arts such as technical aspects of performing arts, ancient Sanskrit treatises, historical
timelines, Indian cultural heritage, critical writing and interdisciplinary studies.

3. Conduct investigations of complex problems: Use research-based knowledge including design of

experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.

17
 4. Multi-Disciplinary Approach- Articulate the relations among culture, history and texts.

5. Modern tool usage: To create, select, and apply appropriate techniques, resources, and modern
technology for theatre/dance and music productions which in turn benefit the audience.

6. Ethics: Apply ethical principles and commit to professional ethics, responsibilities and norms in
Humanities and Social Sciences in general and in performing arts field in particular.

7. Individual and team work: Perform/Act effectively as an individual, and as a member or leader in
teams, and in multidisciplinary settings.

8. Communication: Communicate effectively with the artiste’s fraternity and with society at large. Be
able to comprehend and write effective reports documentation. Make effective presentations, and
give and receive clear instructions.

9. Art management and finance: Demonstrate knowledge and understanding of Performing Arts and
management principles and apply these to one’s own work, as a member and leader in a team.
Manage art projects in multidisciplinary environments.

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

Program Specific Outcomes (PSO)

After successful completion of the program, the graduates shall be able to

1. Visualise, Create, Design and Analysedance, music and theatre projects

2. Apply appropriate performing arts techniques and produce high quality productions and
expressions of art

3. Use higher order critical, analytical skills to solve a new problem in multi-disciplinary fields of
Performing Arts, English literature and Psychology

18
19
 REVA University Regulations for Choice Based Credit System (CBCS) and Continuous Assessment Grading
Pattern (CAGP) for Postgraduate Degree programs- 2020
(Framed as per the provisions under Section 35 (ii), Section 7 (x) and Section 8 (xvi) & (xxi) of the REVA University
Act, 2012)

1. Title and Commencement:

1.1. These Regulations shall be called the “REVA University Regulations for Choice Based
Credit System (CBCS) and Continuous Assessment Grading Pattern (CAGP) for Post
Graduate Degree Programs- 2020”.
1.2. These Regulations shall come into force from the date of assent of the Chancellor.
2. The Programs:
The following programs and all Graduate Degree programs to be instituted and introduced in
REVA University in coming years shall follow these regulations.
BA PaEP
Performing Arts (Bharatanatyam, Kuchipudi,Mohiniyattam, Odissi, Carnatic Music, Hindustani)
English
Psychology

3. Definitions:
Course: Every course offered will have three components associated with the teaching-learning
process of the course, namely:

(i) L= Lecture (ii) T= Tutorial (iii) P=Practice;

Where:
L stands for Lecture session consisting of classroom instruction.
T stands for Tutorial session consisting participatory discussion / self study/ desk work/ brief
seminar presentations by students and such other novel methods that make a student to absorb
and assimilate more effectively the contents delivered in the Lecture classes.
P stands for Practice session and it consists of Hands on Experience / Laboratory Experiments /
Field Studies / Case Studies that equip students to acquire the much required skill component.
4. Courses of study and Credits
4.1. The study of various subjects in M. Sc., degree program are grouped under various courses.
Each of these course carries credits which are based on the number of hours of teaching and
learning.
4.1.1. In terms of credits, every one hour session of L amounts to 1 credit per Semester and a
minimum of two hour session of T or P amounts to 1 credit per Semester over a period of
one Semester of 16 weeks for teaching-learning process.

20
4.1.2. The total duration of a semester is 20 weeks inclusive of semester-end examination.
4.1.3. A course shall have either or all the four components. That means a course may have only
lecture component, or only practical component or combination of any two or all the three
components.
4.1.4. The concerned BoS will assign Credit Pattern for every course based on the requirement.
However, generally, courses can be assigned with 1-4 Credits depending on the size of the
course.
4.1.5. Different Courses of Study are labelled and defined as follows:
Core Course:
A course which should compulsorily be studied by a candidate as a core-requirement is termed
as a Core course. The CORE courses of Study are of THREE types, viz – (i) Hard Core Course,
and (ii) Soft Core Course.
A. Hard Core Course (HC):
The Hard Core Course is a Core Course in the main branch of study and related branch (es) of
study, if any that the candidates have to complete compulsorily.
B. Hard Core Course (HC):
The Hard Core Course is a Core Course in the main branch of study and related branch (es) of
study, if any that the candidates have to complete compulsorily.
C. Soft Core Course (SC):
A Core course may be a Soft Core if there is a choice or an option for the candidate to choose a
course from a pool of courses from the main branch of study or from a sister/related branch of
study which supports the main branch of study.
D. Open Elective Course (OE):
An elective course chosen generally from other discipline / subject, with an intention to seek
exposure to the basics of subjects other than the main discipline the student is studying is called
an Open Elective Course.
E. Project Work / Dissertation:
Project work / Dissertation work is a special course involving application of knowledge in
solving / analysing /exploring a real life situation / difficult problem. A project work carrying
FOUR or SIX credits is called Minor Project work / Dissertation. A project work of EIGHT,
TEN, TWELVE or SIXTEEN credits is called Major Project work / Dissertation. A Project
work may be a hard core or a Soft Core as decided by the BoS / concerned.
5. Eligibility for Admission:
Bachelors Degree of three years with Chemistry subject/Physical Science as one of the cognate /

21
 major / optional subjects with 45% (40% in case of candidates belonging to SC/ST) of marks in
aggregate from any recognized University / Institution or any other qualification recognized as
equivalent thereto.
6. Scheme, Duration and Medium of Instructions:
6.1. M.Sc., degree program is of 4 semesters - 2 years duration. A candidate can avail a maximum of
6 semesters (3 years) including blank semesters, if any to successfully complete M. Sc. degree.
Whenever a candidate opts for blank semester, he/she has to study the prevailing courses offered
by the School when he/she resumes his/her studies.
6.2. The medium of instruction shall be English.
7. Credits and Credit Distribution:
7.1. A candidate has to earn 96 credits for successful completion of Two Year Postgraduate degree
with a distribution of credits for different courses as given in Table - 1 given below:
Table-1
Credits and Credit Distribution for Two Year Post Graduate degree programs
Course Type Credits for Two Year (6 Semesters)
Post Graduate Degree Programs
Hard Core Course A minimum of 60 but not exceeding 70
Soft Core Course A minimum of 14 but not exceeding 30
Open Elective A minimum of 04
RULO A minimum of 2 but not exceeding 8
Total 96

7.2. The concerned BOS based on the credits distribution pattern given above shall prescribe the
credits to various types of courses and shall assign title to every course including project work,
practical work, field work, self-study elective, as Hard Core (HC) or Soft Core (SC) or Open
Elective (OE). The concerned BOS based on the credits distribution pattern given above shall
prescribe the credits to various types of courses and shall assign title to every course including
project work, practical work, field work, self-study elective, as Hard Core (HC) or Soft Core
(SC) or Open Elective (OE).
7.3 Every course including project work, practical work, field work, self-study elective should be
entitled as Hard Core (HC) or Soft Core (SC) or Open Elective (OE) by the BoS concerned.
However, following shall be the RULO (REVA Unique Learning Offerings) courses with
credits mentioned against them, common to all branches of study. However the BoS of
respective program/ discipline shall decide about the total credits for RULO courses.

22
 RULO Courses
Sl. Course Title Number of
No. Credits
1 Sports, Yoga, Music, Dance, Theatre 2
2 MOOC / Swayam/ Coursera/Internship /Soft Skill 6
Training/ Attending conferences/Webinars/Industrial
Visits/In-house R&D etc.
Total 8

7.4. The concerned BOS shall specify the desired Program Objectives, Program Educational
Objectives, Program Specific Outcomes and Course Outcomes while preparing the curriculum
of a particular program.
7.5. A candidate can enrol for a maximum of 30 credits and a minimum of 20 credits per Semester.
However he / she may not successfully earn a maximum of 30 credits per semester. This
maximum of 30 credits does not include the credits of courses carried forward by a candidate.
7.6. Only such full time candidates who register for a minimum prescribed number of credits in each
semester from I semester to IV semester and complete successfully 96 credits in 4 successive
semesters shall be considered for declaration of Ranks, Medals, Prizes and are eligible to apply
for Student Fellowship, Scholarship, Free ships, and such other rewards / advantages which
could be applicable for all full time students and for hostel facilities.
8. Add-on Proficiency Certification / Diploma:
8.1. Add- on Proficiency Certification:
To acquire Add on Proficiency Certification a candidate can opt to complete a minimum of 4
extra credits either in the same discipline /subject or in different discipline / subject in excess to
96 credits for the Two Year Post Graduate degree programs.
8.2. Add on Proficiency Diploma:
To acquire Add on Proficiency Diploma, a candidate can opt to complete a minimum of 18 extra
credits either in the same discipline /subject or in different discipline / subject in excess to 96
credits for the Two Year Post Graduate degree programs.
The Add on Proficiency Certification / Diploma so issued to the candidate contains the courses
studied and grades earned.
9. Assessment and Evaluation:
A. Each course is assessed for a total weight of 100%. Out of the total 100% weight; 50%
weight is for Continuous Internal Assessment (CIA or IA) and the remaining 50% for the
Semester End Examination (SEE). This applicable for theory, laboratory, workshop, studio

23
 and any such courses
B. Out of 50% weight earmarked for Internal Assessment (IA)- 15% for test-1, 15% for test-2
and 20% for Assignments/and this is applicable for theory based courses
C. The tests and assignments are conducted as per the semester academic calendar provided by
the University.
The details as given in the table:

Component Description Conduction Weight Percentage

C1 Test-1: IA1 6th week from the starting 15
date of semester
Test-2: IA2 12th week from the starting 15
date of semester
C2 1 Assignment 7th week 10
2 Assignment 13th week 10
C3 SEE including practical between 17th Week-20th Week 50
Results to be Announced By the end of 21st
Week
Note: IA or CIA includes C1 and C2

Each test must be conducted for a duration of 60 minutes, setting the test question paper for a
maximum of 30 marks. The final examination must be conducted for a duration of 3 hours and
the question paper must be set for a maximum of 100 marks.

D. Students are required to complete courses like technical skills, placement related courses,
Open electives and any such value addition or specialized courses through online platforms
like SWAYAM/NPTEL/Any other reputed online education aggregator. Students are
required to choose the courses on the advice of their course coordinator/Director and
required to submit the course completion certificate along with percentage of marks/grade
scored in the assessment conducted by the online education aggregator. If the online
education aggregator has issued a certificate along with the grade or marks scored to
students, such courses will be considered for SGPA calculations, in case the aggregator has
issued only a certificate and not marks scored, then such courses will be graded through an
examination by concerned School, in case, if grading is not possible, students will be given a
pass grade and award the credit and the credits will not be considered for SGPA
calculations. The Online/MOOCs courses will not have continuous internal assessment

24
 component

Such of those students who would like to discontinue with the open elective course that they
have already registered for earning required credits can do so, however, they need to complete
the required credits by choosing an alternative open elective course.
Setting question paper and evaluation of answer scripts:
i. For SEE, three sets of question papers shall be set for each theory course out of which two
sets will be by the internal examiners and one set will be by an external examiner. In
subsequent years by carrying forward the unused question papers, an overall three sets of
question papers should be managed and depending on the consumption of question papers
either internal or external examiner be called for setting the question paper to maintain an
overall tally of 3 papers with the conditioned mentioned earlier. The internal examiner who
sets the question paper should have been course tutor.
ii. The Chairman of BoE shall get the question papers set by internal and external examiners.
iii. There shall be single valuation for all theory papers by internal examiners. However,
there shall be moderation by the external examiner who has the subject background. In case
no external examiner with subject background is available, a senior faculty member within
the discipline shall be appointed as moderator.
iv. The SEE examination for Practical work / Field work / Project work/Internship will be
conducted jointly by internal and external examiners as detailed below: However, the BoE
on its discretion can also permit two internal examiners.
v. If a course is fully of (L=0): T :(P=0) type or a course is partly P type i.e, (L=3): (T=0)
(P=1), then the examination for SEE component will be as decided by the BoS concerned.
10. Evaluation of Practical’s and Minor Project / Major Project / Dissertation:
10.1. A practical examination shall be assessed on the basis of:
A. Knowledge of relevant processes;
B. Skills and operations involved;
C. Results / products including calculation and reporting.
10.2. In case a course is fully of P type (L=0:T=0:P=4), the performance of a candidate shall
be assessed for a maximum of 100 marks as explained below:
A. Continuous Internal assessment (CIA) = 50 marks.
B. Semester end practical examination (SEE) = 50 marks.

i Conduction of regular practical throughout the semester 20 marks

25
 ii Maintenance of lab records /industry reports/SDP reports 15 marks
iii Laboratory test and viva 15 marks
Total 50 marks

The 25 marks for continuous assessment shall further be allocated as under (IA or CIA):

The 50 marks meant for Semester End Examination, shall be allocated as under:
i Conduction of semester end practical examination 30 marks
ii Write up about the experiment / practical conducted 10 marks
iii Viva Voce 10 marks
Total 50 marks

10.3. The SEE for Practical work will be conducted jointly by internal and external examiners.
However, if external examiner does not turn up, then both the examiners will be internal
examiners.In case a course is partly P type i.e, (L=3): (T=0) (P=1), then the examination for
SEE component will be as decided by the BoS concerned.
10.4. The duration for semester-end practical examination shall be decided by the concerned
School Board.
10.5. Evaluation of Minor Project / Major Project / Dissertation:
Right from the initial stage of defining the problem, the candidate has to submit the progress
reports periodically and also present his/her progress in the form of seminars in addition to the
regular discussion with the supervisor. At the end of the semester, the candidate has to submit
final report of the project / dissertation, as the case may be, for final evaluation. The components
of evaluation are as follows:

1 First Dissertation presentation Should be done a semester Weightage: 0%

describing the problem definition before the project semester
2 Dissertation Progress presentation- 7th week from the start date Weightage: 25%
1 of project semester
3 Dissertation progress presentation- 14th Week from the start date Weightage -25%
2 of project semester
4 Final project Viva and Dissertation 17th -20th Week of project Weightage: 30% for
Submission Semester Dissertation
Weightage : 20%
for Final Viva Voce

26
11. Provision for Appeal:
If a candidate is not satisfied with the evaluation of C1, C2 components, he/she can approach the
grievance cell with the written submission together with all facts, the assignments, test papers
etc, which were evaluated. He/she can do so before the commencement of semester-end
examination. The grievance cell is empowered to revise the marks if the case is genuine and is
also empowered to levy penalty as prescribed by the university on the candidate if his/her
submission is found to be baseless and unduly motivated. This cell may recommend taking
disciplinary/corrective action on an evaluator if he/she is found guilty. The decision taken by the
grievance cell is final.
For every program there will be one grievance cell. The composition of the grievance cell is as
follows:-
❖ The Registrar (Evaluation) - Ex-officio Chairman / Convener.
❖ One Senior Faculty Member (other than those concerned with the evaluation of the course
concerned) drawn from the school / department/discipline and/or from the sister schools /
departments/sister disciplines – Member.
❖ One Senior Faculty Members / Subject Experts drawn from outside the University school /
department – Member.
12. Eligibility to Appear Semester End Examination (SEE)
12.1. Only those students who fulfil a minimum of 75% attendance in aggregate of all the courses
including practical courses / field visits etc, as part of the course(s), as provided in the
succeeding sections, shall be eligible to appear for SEE examination.
12.2. Requirements to Pass a Course
Students are required to score a total minimum of 40% (Continuous Internal assessment and
SEE) in each course offered by the University/ Department for a pass (other than online courses)
with a minimum of 20 (40% of 50) marks in final examination
13. Requirements to Pass the Semester
To pass the semester, a candidate has to secure minimum of 40% marks in each subject / course
of the study prescribed in that semester.
13.1. Provision to Carry Forward the Failed Subjects / Courses:
A student who has failed in a given number of courses in odd and even semesters of first year
shall move to third semester of second and final year of the study. However, he / she shall have
to clear all courses of all semesters within the double duration, i. e., within four years of
admission of the first semester failing which the student has to re-register to the entire program.
13.2. Provision to Withdraw Course:

27
 A candidate can withdraw any course within ten days from the date of notification of final
results. Whenever a candidate withdraws a course, he/she has to register for the same course in
case it is hard core course, the same course or an alternate course if it is Soft Core Course or
Open Elective Course.
A DROPPED course is automatically considered as a course withdrawn.
13.3. Re-Registration and Re-Admission:
A. In case a candidate’s class attendance in aggregate of all courses in a semester is less than
75% or as stipulated by the University, such a candidate is considered as dropped the
semester and is not allowed to appear for end semester examination (C3) and he / she shall
have to seek re-admission to that semester during subsequent semester / year within a
stipulated period.
B. In such case where in a candidate drops all the courses in a semester due to personal reasons,
it is considered that the candidate has dropped the semester and he / she shall seek re-
admission to such dropped semester.
14. Attendance Requirement:
14.1. All students must attend every lecture, tutorial and practical classes.
14.2. In case a student is on approved leave of absence (e g:- representing the university in sports,
games or athletics, placement activities, NCC, NSS activities and such others) and / or any
other such contingencies like medical emergencies, the attendance requirement shall be
minimum of 75% of the classes taught.
A. Any student with less than 75% of attendance in aggregate of all the courses including
practical courses / field visits etc, during a semester shall not be permitted to appear to the
end semester (C4) examination and such student shall seek re-admission as provided in
7.8.4.
B. Teachers offering the courses will place the above details in the School Board meeting
during the last week of the semester, before the commencement of C3, and subsequently a
notification pertaining to the above will be brought out by the Director of the School before
the commencement of C3 examination. A copy of this notification shall also be sent to the
office of the Registrar & Registrar (Evaluation).
15. Absence during Mid Semester Examination:
In case a student has been absent from a mid-semester (C1, C2) examination due to the illness or
other contingencies he / she may give a request along with necessary supporting documents and
certification from the concerned class teacher / authorized personnel to the concerned Head of
the School, for make-up examination. The Head of the School may consider such request

28
 depending on the merit of the case and after consultation with course instructor and class
teacher, and arrange to conduct a special test for such candidate(s) well in advance before the
C3 examination of that respective semester. Under no circumstances C1, C2 test shall be held
after C3 examination.
16. Grade Card and Grade Point
16.1. Provisional Grade Card: The tentative / provisional grade card will be issued by the Registrar
(Evaluation) at the end of every semester indicating the courses completed successfully. The
provisional grade card provides Semester Grade Point Average (SGPA).
16.2. Final Grade Card: Upon successful completion of M.Sc., Degree a Final Grade card consisting
of grades of all courses successfully completed by the candidate will be issued by the Registrar
(Evaluation).
16.3. The Grade and the Grade Point: The Grade and the Grade Point earned by the candidate in
the subject will be as given below.

Marks Grade Grade Point Letter Grade

P G (GP=V x G)
90 >100 10 v*10 O
80 > 90 9 v*9 A+
70 > 80 8 v*8 A
60 > 70 7 v*7 B+
55 > 60 6 v*6 B
50 > 55 5.5 V*5.5 C+
40 > 50 5 v*5 P
0-40 0 v*0 F
ABSENT AB
O - Outstanding; A-Excellent; B-Very Good; C-Good; D-Fair; E-Satisfactory; F - Fail
Here, P is the percentage of marks (P= [C1+C2+C3]) secured by a candidate in a course which
is rounded to nearest integer. V is the credit value of course. G is the grade and GP is the
grade point.

16.3.1 Computation of SGPA and CGPA

The Following procedure to compute the Semester Grade Point Average (SGPA).
The SGPA is the ratio of sum of the product of the number of credits with the grade points
scored by a student in all the courses taken by a student and the sum of the number of credits of
all the courses undergone by a student in a given semester, i.e:
SGPA (Si) = ∑ (Ci x Gi) / ∑Ci Where Ci is the number of credits of the ith course and Gi is
the grade point scored by the student in the ith course.
Illustration for Computation of SGPA and CGPA
29
 Credit Point
Course Credit Grade Letter Grade Point
(Credit x Grade)
Course 1 4 A+ 9 4X9=36
Course 2 4 A 8 4X8=32
Course 3 3 B+ 7 3X7=21
Course 4 3 O 10 3X10=30
Course 5 3 P 5 3X5=15
Course 6 3 B 6 3X6=18
Course 7 2 O 10 2X10=20
Course 8 2 A 8 2X8=16
24 188
Illustration No. 1
Thus, SGPA = 188 ÷ 24 = 7.83

Illustration No. 2
Credit Point
Course Credit Grade letter Grade Point
(Credit x Grade point)
Course 1 4 A 8 4X8=32
Course 2 4 B+ 7 4X7=28
Course 3 3 A+ 9 3X9=27
Course 4 3 B+ 7 3X7=21
Course 5 3 B 6 3X6=18
Course 6 3 P 5 3X5=15
Course 7 2 B+ 7 2X7=21
Course 8 2 O 10 2X10=20
24 175
Thus, SGPA = 175 ÷ 24 = 7.29

Credit Point
Course Credit Grade Letter Grade Point
(Credit x Grade point)
Course 1 4 O 10 4 x 10 = 40
Course 2 4 A+ 9 4 x 9 = 36
Course 3 3 B+ 7 3 x 7 = 21
Course 4 3 B 6 3 x 6 = 18

30
 Course 5 3 A+ 9 3 x 9 = 27
Course 6 3 B+ 7 3 x 7 = 21
Course 7 2 A+ 9 2 x 9 = 18
Course 8 2 A+ 9 2 x 9 = 18
24 199
Illustration No.3
Thus, SGPA = 199 ÷ 24 = 8.29

Cumulative Grade Point Average (CGPA):

Overall Cumulative Grade Point Average (CGPA) of a candidate after successful completion of
the required number of credits (96) for Two year Post Graduate degree program is calculated
taking into account all the courses undergone by a student over all the semesters of a program i.
e.,
CGPA = ∑(Ci x Si) / ∑Ci
Where Si is the SGPA of the ith semester and Ci is the total number of credits in that semester.
The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the transcripts.
Illustration: No.4

Semester No. of Credits SGPA Credits x SGPA

(ith) (Ci) (Si) (Ci X Si)
1 24 6.83 24 x 6.83 = 163.92
2 24 7.71 24 x 7.71 = 185.04
3 24 8.68 24 x 8.68 = 208.32
4 24 9.20 24 x 9.20 = 220.80
Cumulative 96 778.08

CGPA after Final Semester

Thus, CGPA = 24×6.83+24×7.13+24×8.68+24×9.20 = 8.11 (96)

16.3.2 Conversion of Grades into Percentage:

Conversion formula for the conversion of CGPA into Percentage is:
Percentage of marks scored = CGPA Earned x 10
Illustration: CGPA Earned 8.10 x 10=81.0

31
16.3.3 Classification of Results
The final grade point (FGP) to be awarded to the student is based on CGPA secured by the
candidate and is given as follows.

CGPA Grade (Numerical Letter Performenace FGP

Index) Grade
G Qualitative Index
9 >= CGPA 10 10 O Outstanding Distinction
8 >= CGPA < 9 9 A+ Excellent
7 >= CGPA < 8 8 A Very Good First Class
6 >= CGPA < 7 7 B+ Good
5.5> = CGPA < 6 6 B Above average Second Class
> 5 CGPA < 5.5 5.5 C Average
> 4 CGPA <5 5 P Pass Satisfactory
Overall percentage=10*CGPA

17. Challenge Valuation

A. A student who desires to apply for challenge valuation shall obtain a photo copy of the
answer script by paying the prescribed fee within 10 days after the announcement of the
results. He / She can challenge the grade awarded to him/her by surrendering the grade card
and by submitting an application along with the prescribed fee to the Registrar (Evaluation)
within 10 days after the announcement of the results. This challenge valuation is only for
SEE.The answer scripts for which challenge valuation is sought for shall be evaluated by the
external examiner who has not involved in the first evaluation. The higher of two marks
from first valuation and challenge valuation shall be the final.
B. With regard to any specific case of ambiguity and unsolved problem, the decision of the
Vice-Chancellor shall be final.

32
Assessment Table

Hardcore COs IA1 IA2 Assignment SEE Total Hours

CO1 7.5 5 12.5 25 15
CO2 7.5 5 12.5 25 15
CO3 7.5 5 12.5 25 15
CO4 7.5 5 12.5 25 15

Softcore COs IA1 IA2 Assignment SEE Total Hours

CO1 7.5 5 12.5 25 12
CO2 7.5 5 12.5 25 12
CO3 7.5 5 12.5 25 12
CO4 7.5 5 12.5 25 12

33
 B A (Performing Arts, English and Psychology - PaEP)
Scheme of Instructions (Effective for Academic Year 2020-23)

Sl. Course Code Course Title Course Credit Pattern Weekly Teaching
No. Type and Value Contact School/Dept.
Hours
L T P C
First Semester
1 B20BA1011 Language – II: Kannada
2 B20BA1012 Language – II: Hindi 2 1 0 3 4 School of
3 B20BA1013 Language – II: Additional FC Performing
English Arts &Indic
4 B20BA1020 Communicative English – I FC 2 1 0 3 4 studies
5 B19BA1030 Constitution of India and FC 2 1 0 3 4 School of
Professional Ethics Legal Studies
5 B20BA1041 History of Indian Dance 4 0 0 4 4
6 B20BA1042 MusicTheory 1 SC
7 B20BA1043 Fundamentals Of Theatre Art
8 B20BA1051 Practical-1 (Fundamentals of
Bharathanatyam)
9 B20BA1052 Practical – 1 Fundamentals of
Kuchipudi
10 B20BA1053 Practical -1-Fundamentals of School of
Dance Mohiniyattam Performing
SC 1 0 2 3 5 Arts &Indic
11 B20BA1054 Practical-1-Fundamentals of
studies
Dance Odissi
12 B20BA1055 Practical-1-Fundamentals of
Dance Kathak
13 B20BA1056 Practical-1 (Fundamentals of
Carnatic Music)
14 B20BA1057 Fundamentals Of Hindustani
Music Practical-1
15 B20BA1058 Practical-1–Fundamental of
Acting in Theatre
16 B20BA1060 English Literature (Chaucer – HC
4 0 0 4 4
Pope) & Language – I School of
17 B20BA1070 Psychology – I (Basic HC Performing
2 1 0 3 4
Psychological Process –I) Arts &Indic
18 B20BA1070(P Psychology Practical 1 HC studies
0 0 2 2 4
)
19 B19BA1080 Yoga RULO 0 0 2 2 4 Sports
Total 20 2 7 27 37
Note:*Students shall choose any ONE Soft Core (SC) out of Four Soft Core Courses
Second Semester

1 B20BA2011 Language–II: Kannada II School of

2 B20BA2012 Language–II: Hindi II FC 2 1 0 3 4 Performing
3 B20BA2013 Language–II: Additional English II Arts &Indic
4 B20BA2020 Communicative English – II FC 2 1 0 3 4 studies

34
5 B20BA2031 Natya Sastra and Performing
Arts SC
6 B20BA2032 Music theory 2 (Karnatik 4 0 0 4 4
Music)
7 B20BA2033 Music theory 2 (Hindustani
Music) School of
8 B20BA2034 History of World Theater Performing
9 B20BA2041 Practical 2 –Bharatanatyam Arts &Indic
studies
10 B20BA2042 Practical 2 –Kuchipudi
11 B20BA2043 Practical 2- Mohiniyattam
12 B20BA2044 Practical –2 Odissi
13 B20BA2045 Practical –2 Kathak
14 Practical-2 Carnatic Music SC 1 0 2 3 5
B20BA2046
15 B20BA2047 Practical-2 Hindustani Vocal
16 B20BA2048 Practical 2– Design in Theater
and Acting Advance I
17 B20BA2050 English Literature (The HC 4 0 0 4 4
Romantic Age) & Language – School of
II Performing
18 B20BA2060 Psychology-II (Basic HC 2 1 0 3 4 Arts &Indic
Psychologial Process – II) studies
19 B20BA2060 Psychology Practical -II HC 0 0 2 2 4
(P)
20 B19BA2071 Folklore Study – Folk Dance SC School of
21 B19BA2072 Folklore Study – Folk Music SC 0 1 1 2 3 Performing
Arts &Indic
22 B19BA2073 Folklore Study – Folk Theatre SC
studies
23 B19BA2080 Skill Development – 1 RULO 0 0 2 2 4 UIIC
(Multimedia and Designing)
Total 15 4 7 26 35
Note:*Students shall choose any ONE Soft Core (SC) out of four Soft Core Courses
Third Semester

1 B20BA3011 Language–II:Kannada III

School of
2 B20BA3012 Language–II: Hindi III 1 1 0 2 3 Performing
FC
Arts &Indic
3 B20BA3013 Language–II: AdditionalEnglish studies
III
4 B18BA3020 Environmental Studies School of
FC 3 0 0 3 3 Applied
Sciences
5 B20BA3031 Rasa Theory and its implications
in Performing Arts
6 B20BA3032 Music Theory 3 (Karnatik 4 0 0 4 4 School of
Music) SC Performing
B20BA3033 Music Theory 3 (Hindustani Arts &Indic
Music) studies
7 B20BA3034 Kannada , Children and
EasternTheatre History
8 B20BA3041 Practical -3 – Bharatanatyam

35
9 B20BA3042 Practical – 3 Kuchipudi
10 B20BA3043 Practical-3- Mohiniyattam SC School of
11 B20BA3044 Practical –3 Odissi Performing
Arts &Indic
12 B20BA3045 Practical –3 Kathak
studies
13 B20BA3046 Practical – 3 Carnatic Music 1 0 2 3 5
14 B20BA3047 Practical-3 Hindustan Vocal
15 B20BA3048 Practical 3 –Design in Theater
and Major Production
16 B20BA3050 English Literature (Victorian & HC School of
Modern) & Language – III Performing
4 0 0 4 4
Arts &Indic
studies
17 B20BA3060 Psychology – III (Social HC School of
2 1 0 3 4
Psychology) Performing
18 B20BA3060(P Psychology Practical - III HC Arts &Indic
0 0 2 2 4 studies
)
19 B18BA3070 Skill Development – 2 (Indian RULO UIIC
0 0 2 2 4
Classical Dance Make up)
20 B21PAO301 Open Elective OE 2 2 0 3 4

21 B20BA3090 Internship in Performing Arts HC 0 0 3 3 4

Total 17 4 10 29 41

Fourth Semester

1 B20BA4011 Language–II: Kannada IV FC

2 B20BA4012 Language–II: Hindi IV School of
3 B20BA4013 Language–II: Additional 1 1 0 2 3 Performing
English IV Arts &Indic
studies
4 B20BA4021 Textual Traditions in Performing 4 0 0 4 4
Arts SC
5 B20BA4022 Music Theory 4 (Karnatik School of
Music) Performing
6 B20BA4023 Music Theory 4 (Hindustani Arts &Indic
Music) studies
7 B20BA4024 Theatre architecture and
developments of theatre
8 B20BA4031 Practical – 4 Bharatanatyam

9 B20BA4032 Practical – 4 Kuchipudi

School of
10 B20BA4033 Practical 4- Mohiniyattam
Performing
11 B20BA4034 Practical –4 Odissi Arts &Indic
12 B20BA4035 Practical –4 Kathak 1 0 2 3 5 studies
13 B20BA4036 Practical 4–CarnaticVocal SC
14 B20BA4037 Practical-4 Hindustani Vocal
15 B20BA4038 Practical 4– Political Theatre
16 B20BA4040 Reading India HC 4 0 0 4 4 School of
Performing
Arts &Indic
studies

36
17 B20BA4050 Psychology – IV HC School of
2 1 0 3 4
(Developmental Psychology) Performing
18 B20BA4050(P Psychology Practical - IV HC Arts &Indic
0 0 2 2 4 studies
)
19 B18BA4070 MOOC (SELF STUDY) RULO 0 0 2 2 4
Total 13 2 6 20 29

Fifth Semester

1 B20BA5011 Traditions and Innovations in SC 4 0 0 4 4

Performing Arts School of
2 B20BA5012 Music Theory 5 (Karnatik Performing
Music) Arts &Indic
B20BA5013 Music Theory 5 (Hindustani studies
Music)
3 B20BA5014 Theatre aesthetics and play
Writing
4 B20BA5031 Practical 5–Bharathanatyam
5 B20BA5032 Practical – 5 Kuchipudi
6 B20BA5033 Practical 5- Mohiniyattam School of
7 B20BA5034 Practical 5- Odissi SC Performing
Arts &Indic
8 B20BA5035 Practical 5- kathak
studies
9 B20BA5036 Practical 5–Carnatic Vocal 1 0 2 3 5
10 B20BA5037 Practical-5- Hindustani Vocal
11 B20BA5038 Practical – 5 Theatre Acting
Advance III
12 B20BA5040 Literary Criticism HC 4 0 0 4
4
13 B20BA5051 Literatures of India – I 4 0 0 4
4
14 B20BA5052 Reading Myths and Mythologies SC School of
15 B20BA5060 Psychology – V (Abnormal HC 2 1 0 3
4 Performing
Psychology – I)
Arts &Indic
18 B20BA5071 Psychology – VI (A) (
Indigenous Psychology- An studies
SC
Indian Perspective—I) 2 1 0 3 4
19 B20BA5072 Psychology – VI (B) (Health
Psychology – I)
16 B20BA5060 Psychology Practical - V HC
0 0 2 2 4
(P)
17 B20BA5071 Psychology Practical - VI (A)/ HC
(P)/ Psychology Practical - VI (B)
0 0 2 2 4
B20BA5072
(P)
20 B18BA5080 Skill Development - RULO
0 0 2 2 4 UIIC
Employability Skills
TOTAL 13 4 8 27 36

Sixth Semester

1 B20BA6011 Aesthetics SC 4 0 0 0 4

37
2 B20BA6012 Music Theory 6 (Karnatik Music) School of
Performing
Arts &Indic
3 B20BA6013 Music Theory 6 (Hindustani studies
Music)
4 B20BA6014 Theatre direction
5 B20BA6031 Practical 6–Bharathanatyam
6 B20BA6032 Practical – 6 Kuchipudi
7 B20BA6033 Practical-6- Mohiniyattam
School of
Performing
8 B20BA6034 Practical –6 Odissi
Arts &Indic
SC 1 0 2 3 5 studies
9 B20BA6035 Practical –6 kathak

10 B20BA6036 Practical 6–CarnaticVocal

11 B20BA6037 Practical-6-

12 B20BA6038 Practical- 6 – Theatre

13 B20BA6030 Literary Theory and Criticism School of
Performing
HC 4 0 0 4 4
Arts &Indic
studies
14 B20BA6041 Literatures from India – II School of
15 B20BA6042 Revisionist Writings Performing
4 0 0 4 4
SC Arts &Indic
studies
16 B20BA6050 Psychology - VII (Abbnormal School of
Psychology – II) Performing
HC 2 1 0 3 3
Arts &Indic
studies
17 B20BA6061 Psychology - VIII (A) (Indigenous
Psychology- An Indian
Perspective-II) SC 2 1 0 3 3
18 B20BA6062 Psychology - VIII (B) Health School of
Psychology - II
Performing
19 B20BA6050(P Psychology - VII (Abnormal
HC 0 0 2 2 4 Arts &Indic
) Psychology – II) Practical studies
20 B20BA6061 Psychology Practicals - VIII (A)
(P)/B20BA606 /Psychology Practicals - VIII (B) HC 0 0 2 2 4
2 (P)
21 B18BA6070 Field Trip HC 0 0 2 2 -
22 B18BA6080 Dissertation HC 0 0 3 4 -
Total 17 2 12 31 47
NOTE:
1. *Students shall choose ONE in each SC and Lab Courses.
2. Major project is compulsory and will begin in 4 thSemester. Students will either choose internal guide from the
school and continue with in-house projects or choose to do project work either in industry or research organization.

HC=Hard Core; SC=Soft Core; OE=Open Elective; RULO = REVA Unique Learning Offerings

Credits Semester-wise (2020-21) Semester-wise Credit Distribution

Semester I II III IV Total

38
 HC- Semesters No. of No. of
Theory Credits Hours
HC-Lab I
SC- II
Theory III
OE IV
Project Total
RULO
Total

Semester-wise Course Types & Credit Distribution Credits Based on L: T: P

Semester HC SC OE RULO TOTAL Semester L T P Total Total
I Hours
I
II
II
III III
IV IV
Total Total

39
 B A - PaEP (Performing Arts, English and Psychology)
DETAILED SYLLABUS
SEMESTER 1

Course P Hrs./
Course Code Course Title Type L T C Wk.

B19BA1011 Language: Kannada - I SC 2 1 0 3 4

Prerequisite :

• PÀ£ÀßqÀ ¨sÁµÉAiÀÄ §UÉUÉ ¥ÁæxÀ«ÄPÀ w¼ÀĪÀ½PÉ CUÀvÀå..

• ¨sÁµÉAiÀÄ£ÀÄß NzÀ®Ä ªÀÄvÀÄÛ §gÉAiÀÄ®Ä w½¢gÀ¨ÉÃPÀÄ.
• ¥ÀzÀ« ¥ÀƪÀð ²PÀëtzÀ°è PÀ£ÀßqÀ ¨sÁµÉAiÀÄ£ÀÄß N¢gÀ¨ÉÃPÀÄ.

Course Objectives:

£Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ£ÀßqÀ ¸Á»vÀåªÀ£ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ GzÉÝñÀªÀ£ÀÄß

ºÉÆA¢zÉ. CzÀgÀAvÉ ªÉÆzÀ®£ÉAiÀÄ ¸É«Ä¸ÀÖgï£À°è d£À¥ÀzÀ, ¥ÁæaãÀ, ªÀÄzsÀåPÁ°Ã£À
PÁªÀåUÀ¼ÀÄ, ºÉƸÀUÀ£ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ £ÁlPÀ ¸Á»vÀåªÀ£ÀÄß ¥ÀoÀåªÀ£ÁßV DAiÉÄÌ
ªÀiÁrPÉÆAqÀÄ, «zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ ¸ÀzÀ©ügÀÄaAiÀÄ£ÀÄß ªÀÄÆr¸À¯ÁUÀÄvÀÛzÉ.
¸ÁA¸ÀÌøwPÀ w¼ÀĪÀ½PÉAiÀÄ eÉÆvÉUÉ ªÀåQÛvÀé «PÀ¸À£ÀzÀ PÀqÉUÉ UÀªÀÄ£À ¤ÃqÀ¯ÁUÀÄvÀÛzÉ.
• ¨sÁµÉ, ¸Á»vÀå, EwºÁ¸À ªÀÄvÀÄÛ ¸ÀA¸ÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ ¸ÀA§A¢ü¹zÀAvÉ
¥ÀjZÀ¬Ä¸À¯ÁUÀÄvÀÛzÉ.
• «zÁåyðUÀ¼À ¸ÀªÀðvÉÆêÀÄÄR ¨É¼ÀªÀtÂUÉUÉ C£ÀĪÁUÀĪÀAvÉ ºÁUÀÆ CªÀgÀ°è ªÀiÁ£ÀªÀ
¸ÀA§AzsÀUÀ¼À §UÉÎ UËgÀªÀ, ¸ÀªÀiÁ£ÀvÉ ªÀÄÆr¹, ¨É¼É¸ÀĪÀ ¤nÖ£À°è ¥ÀoÀåUÀ¼À
DAiÉÄÌAiÀiÁVzÉ.
• CªÀgÀ°è ¸ÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛªÀÄ «ªÀıÁð UÀÄt, ¤gÀUÀð¼À ¸ÀA¨sÁµÀuÉ,
¨sÁµÀt PÀ¯É ºÁUÀÆ §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼É¸ÀĪÀÅzÀÄ UÀÄjAiÀiÁVzÉ
• ¸ÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀÆ®ªÁUÀĪÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß
UÀªÀÄ£ÀzÀ°èèlÄÖPÉÆAqÀÄ ¸ÀÆPÀÛ ¥ÀoÀåUÀ¼À£ÀÄß DAiÉÄÌ ªÀiÁrPÉƼÀî¯ÁVzÉ.
.
Course Outcomes:

d£À¥ÀzÀ, ¥ÁæaãÀ, ªÀÄzsÀåPÁ°Ã£À PÁªÀåUÀ¼ÀÄ, ºÉƸÀUÀ£ÀßqÀzÀ ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ £ÁlPÀ

¸Á»vÀå PÀ°PÉAiÀÄ ªÀÄÆ®PÀ PÁ®zÀ ¹ÜvÀåAvÀgÀUÀ¼À£ÀÄß CzÀgÀ M¼À£ÉÆÃlUÀ¼À£ÀÄß
¨É¼É¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, ¸ÁA¸ÀÌøwPÀ ºÁUÀÆ °AUÀ¸ÀA§A¢ü «ZÁgÀUÀ¼ÉqÉ
UÀªÀÄ£ÀºÀj¸ÀĪÀÅzÀgÉÆA¢UÉ «zÁåyðUÀ¼À°è ZÀZÁð ªÀÄ£ÉÆèsÁªÀªÀÅ ¨É¼ÉAiÀÄÄvÀÛzÉ.
• fêÀ£ÀzÀ°è §gÀĪÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, ¸ÀªÀĸÉåUÀ¼À£ÀÄß DzsÀĤPÀ
¸ÀAzÀ¨sÀðzÀ°è ªÀiÁ£À«ÃAiÀÄvÉAiÉÆA¢UÉ ¤ªÀð»¸ÀĪÀAvÉ ¥ÉæÃgÉæ¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ CjªÀÅ ªÀÄÆr¸ÀÄvÀÛzÉ

40
 • GvÀÛªÀÄ ¸ÀAªÀºÀ£À PÀ¯ÉAiÀÄ£ÀÄß ¨É¼É¸ÀĪÀ GzÉÝñÀªÀ£ÀÄß FqÉÃj¸ÀÄvÀÛzÉ.

Course Content:

Unit I d£À¥ÀzÀ ªÀÄvÀÄÛ ¥ÁæaãÀ PÁªÀå

1. ¸ÀvÀåªÀAvÉ ºÀqÉzÀªÀé d£À¥ÀzÀ VÃvÉ
2. £É®¸ÀÄUÉ ¤£Àß ªÀPÀëzÉÆ¼É ¥ÀA¥À
3. £É®QjªÉ£ÉAzÀÄ §UÉ«gÉ bÀ®QjªÉA gÀ£Àß
4. avÀæªÀÄ¥ÁvÉæ gÀªÀÄvÉ £Áj d£Àß

Unit II ªÀÄzsÀåPÁ°Ã£À PÁªÀå

C©ÞAiÀÄĪÉƪÉÄð PÁ®ªÀ±À¢A ªÀÄgÁåzÉAiÀÄA zÁAlzÉÃ.... £ÁUÀZÀAzÀæ
1. ªÀZÀ£ÀUÀ¼ÀÄ CPÀ̪ÀĺÁzÉë
2. ªÀZÀ£ÀUÀ¼ÀÄ §¸ÀªÀtÚ
3. wgÀĤîPÀAoÀgÀ gÀUÀ¼É ºÀjºÀgÀ

Unit III ¸ÀtÚ PÀxÉUÀ¼ÀÄ

ªÉÆ®A ¹AºÀªÀÄA PÉÆAzÀ PÀxÉ zÀÄUÀð¹AºÀ
1. PÀ¯ÁärAiÀÄ PÉÆÃt ªÀiÁ¹Û
2. AiÀiÁgÀÆ CjAiÀÄzÀ «ÃgÀ PÀĪÉA¥ÀÄ
3. ¸ÀªÀĸÉåAiÀÄ ªÀÄUÀÄ wæªÉÃtÂ

Unit IV £ÁlPÀ
1. mÉƼÀÄîUÀnÖ n.¦. PÉʯÁ¸ÀA

¥ÀgÁªÀıÀð£À UÀæAxÀUÀ¼ÀÄ :
1. ªÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºË¸ï, ªÉÄʸÀÆgÀÄ.
2014
2. ¸ÀAUÀæºÀ. £ÁUÉÃUËqÀ JZï.J¯ï., ZÁjwæPÀ d£À¥ÀzÀ PÀxÀ£À PÁªÀåUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ
PÀ£ÁðlPÀ eÁ£À¥ÀzÀ ¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀÆgÀÄ. 2008
3. ¹ÃªÀiÁwÃvÀ PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ ¸ÀA¥ÀÄl 1,2,3,4,5 ªÀÄvÀÄÛ 6, PÀĪÉA¥ÀÄ PÀ£ÀßqÀ
CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ, ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ, ªÉÄʸÀÆgÀÄ. 2014
4. ¸ÀAUÀæºÀ. £ÁUÉÃUËqÀ JZï.J¯ï., PÀ£ÀßqÀ d£À¥ÀzÀ PÀxÀ£À PÁªÀåUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ
PÀ£ÁðlPÀ eÁ£À¥ÀzÀ ¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀÆgÀÄ. 2007
5. ºÀA¥À £ÁUÀgÁdAiÀÄå, ¸ÁAUÀvÀå PÀ«UÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 2010
6. £ÁgÁAiÀÄt ¦.«, ZÀA¥ÀÆ PÀ«UÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ. 2010
7. PÁ¼ÉÃUËqÀ £ÁUÀªÁgÀ, wæ¥À¢, gÀUÀ¼É ªÀÄvÀÄÛ eÁ£À¥ÀzÀ ¸Á»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß
§ÄPï ºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ. 2010
8. ¸ÀA. ¨É£ÀUÀ¯ï gÁªÀÄ gÁªï ªÀÄvÀÄÛ ¥Á£ÀåA ¸ÀÄAzÀgÀ ±Á¹ÛçÃ, ¥ÀÄgÁt £ÁªÀÄ ZÀÆqÁªÀÄtÂ,
¥ÀæPÁ±ÀPÀgÀÄ ¥Àæ¸ÁgÁAUÀ, ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ. 2010
9. qÁ. azÁ£ÀAzÀ ªÀÄÆwð, ªÀZÀ£À ¸Á»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ. 2013
10. ¸ÀA. §¸ÀªÀgÁdÄ J¯ï. ¸ÀªÀðdÕ£À ªÀZÀ£ÀUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºË¸ï, ªÉÄʸÀÆgÀÄ.
2012
11. ¸ÀA. §¸ÀªÀgÁdÄ J¯ï. CPÀÌ£À ªÀZÀ£ÀUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºË¸ï, ªÉÄʸÀÆgÀÄ. 1997
12. ¸ÀA ªÀÄgÀļÀ¹zÀÝ¥Àà PÉ, £ÁUÀgÁd Q.gÀA. ªÀZÀ£À PÀªÀÄäl, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 2016

41
 13. £ÀgÀ¹AºÁZÁgï. r.J¯ï., ¥ÀA¥À ¨sÁgÀvÀ ¢Ã¦PÉ, ¥ÀæPÁ±ÀPÀgÀÄ r.«.PÉ ªÀÄÆwð ¥ÀæPÁ±À£À,
ªÉÄʸÀÆgÀÄ. 2012
14. /gÀAeÁ£ï zÀUÁð, ±ÀgÀtgÀ ¸ÀªÀÄUÀæ PÁæAw, ¥ÀæPÁ±ÀPÀgÀÄ. ¯ÉÆûAiÀiÁ ¥ÀæPÁ±À£À, §¼Áîj.
2015
15. zÉñÀ¥ÁAqÉ J¸ï.J¯ï. ¨ÉÃAzÉæ ±ÀjÃ¥sÀgÀ PÁªÁåAiÀiÁ£À, ¥ÀæPÁ±ÀPÀgÀÄ zÉù ¥ÀĸÀÛPÀ,
¨ÉAUÀ¼ÀÆgÀÄ. 2013
16. ¸ÀA. ©.J¸ï. PÉñÀªÀgÁªï. PÉʯÁ¸ÀA PÀ£ÀßqÀ £ÁlPÀUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ CAQvÀ ¥ÀĸÀÛPÀ,
¨ÉAUÀ¼ÀÆgÀÄ. 2005
17. ±ÁªÀÄgÁAiÀÄ vÀ.¸ÀÄ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À ªÉAPÀtÚAiÀÄå
¸ÁägÀPÀ UÀæAxÀªÀiÁ¯É, ªÉÄʸÀÆgÀÄ -2014
18. ²ªÀgÀÄzÀæ¥Àà f.J¸ï. PÀ£ÀßqÀ ¸Á»vÀå ¸À«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 2013

Course code Course Tittle Course Type L T P C Hrs./Wk.

B19BA1012 Hindi SC 2 1 0 3
4

Prerequisites/Pre reading for the course: पपपपपपपपपपपप:

• अध्येता, पी.यु.सी के स्तर पर द्वितीय भाषा के रूप में द्विन्दी का अध्ययन करना चाद्विए |
• द्विन्दी साद्वित्य केे इितद्वेेास केा से द्विप्त ज्ञान केी आवश्यकतेा द्वेे |
• द्विन्दी व्याकरण का अवबोधन आवश्यक द्वेे |
• अे ग्रेे ज़ेी – द्विन्दी अनेु वेाद सेे से बे िधत जेानकेारेी जरुरेी द्वेे |

Course Objectives:

पपपपपपपपप पपपपपपपप :
• से दभेाे ा नेु सार उिचत भाषेा केा प्रयेोग करनेे केी दद्वेतेा केो छेाते्ेोे मेेे उत्पन्न करनेा |
• साद्वित्य केे मेाध्यम सेे समेाज एवे मेानवेीय मे ले्ेोे केो समझेाकर, उन मे ले्ेोे केी रद्वेेा
द्वेेे तेु प्रेे ररत करनेा |
• छेाते्ेोे मेेे पेु स्तक पठन एवे लेे खन केी अके ितम प्रवे द्वि से् थेािपत करनेा |
• अध्येे तेाओे मेेे साद्वित्य केे मेाध्यम सेे प्रभावेी एवे केु शल सेचार केा िवकेास करनेा |

Course Outcomes:
पपपपप पपपपपप :
अध्ययन की समाप्तप्त पर अध्येता –
• सामेािजक मे ल् एवे ने ितक जवेाबदेे द्वेेी केो स्वेीकेार कर सकतेा द्वेे |
• साद्वित्य केी प्रासे िगकतेा केो जेीवन मेेे समझनेे केी दद्वेतेा रखतेा द्वेे |
• समेाज मेेे अे तिनेाद्वित पद् दितयेाेाे एवे िवचारधेारेाओे केा व्येाख्यान करनेे मेेे द्वसम बन सकतेा द्वेे
|
• साद्वित्य केे मेाध्यम सेे प्रभावेी एवे केु शल से चार केा िवकेास कर सकतेा द्वेे |

Course content:

42
पपपपपप पपपप
पपपप /
पपपपपपपपप

43
पपपप –1 :ककककक , ककककककक
1.ककककक – ककक – कककककककक
2.ककककक – ककककक कककक – ककककककक ककककक कककककक
3.ककककककक – ककक कक ककक कककककक ककक ककक – ककककककक कककक

पपपप –2 :ककककक, ककककककक

4.ककककक – कककक कक कककक – ककककक ककककक
5.ककककक – ककक ककककक – कककककक
6. ककककककककक – कककक – ककककककक ककककक
पपपप –3 :कककककक, ककककककक कककक
7. कककककक – कककक कक ककककक – ककककककक ककककक
8.ककककककक कककक – कककक कक ककककककक – ककककककक ककककक

पपपप –4 :कककककक, कककककककक

पपपपपप : कककककककक – कककककक (कककक ककक कककककककक )
पपपपपपपप : कककककककक कक कक ककककक ककक ककक |
पपपपप : पपपपपपपप पपपप 25 पपप पपपपप पपपपपपपपप पप |

d) Suggested Text Books and References

Text book/s: पपपपप पपपपपप :

1. द्विन्दी पाठ् य पेु स् तक – रेे वेा िवश्विवद् येालय |

References: पपपपपपप पपपपपप :

1. सुबोध व्यद्ववाररक द्विन्दी – डॉ. कु लदीप गुप्त
2. अिभनव व्यद्ववाररक द्विन्दी – डॉ.परमानन्द गुप्त
3. द्विन्दी साद्वित्य केा इितद्वेेास - डेॉ. नेागेे न्द्र
4. आधेु िनक द्विन्दी साद्वित्य केा इितद्वेेास - डेॉ. बच्चन िसे द्वे
5. द्विन्दी साद्वित्य केा नवेीन इितद्वेेास - डेॉ. लेाल साद्वेब िसेद्वे
6. शुद्ध द्विन्दी क से बोले क से िलखे - पथ्वीनाथ पाण्डे
7. केायेाे ा लय अनेु वेाद िनदेे िशकेा
8. से द्वेेे पण और पल्लवन - केे .सेी.भािद्वेयेा&तेु मन िसे ग

44
 Course Course Tittle Course L T P C Hrs./W
code Type k.
B19BA10 Additional SC 2 1 0 3 4
13 English I

Prerequisites: The student must possess fundamentals of language skills and be aware of social issues.

Course Objectives

1. To develop linguistic prowess of the students.

2. To appraise different genres of literature.
3. To illustrate the fundamentals of creative language.
4. To enhanceconsistent reading habits.

Course Outcomes

On completion of the course, learners will be able to:

1. Demonstrate a thorough understanding of sensitive and critical social issues.
2. Gage an understanding of literary devices
3. Coherent reading skill
4. Developwide range of vocabulary.
5. Critically analyze a piece of prose or poetry.
6. Explain their opinion in a coherent and communicable manner.

Course Contents

Unit-I: Values & Ethics

Literature: Rabindranath Tagore - Where the Mind is Without Fear
William Wordsworth – Three Years She Grew in Sun and Shower
Saki – The Lumber-room
William Shakespeare – Extract from Julius Caesar (Mark Antony’s Speech)
Language:Vocabulary Building

Unit-II: Natural & Supernatural

Literature: John Keats – La Belle Dame Sans Merci
Charles Dickens – The Signal Man
Hans Christian Anderson - The Fir Tree
William Shakespeare – An Excerpt from The Tempest
Language: Collective Nouns

Unit-III: Travel & Adventure

Literature: R.L. Stevenson – Travel
Elizabeth Bishop - The Question of Travel
H.G. Wells – The Magic Shop
Jonathan Swift – Excerpt from Gulliver’s Travels Book – I
Writing Skills: Travelogue

Unit-IV: Success Stories

Literature: Emily Dickinson – Success is Counted Sweetest

45
Rupert Brooke – Success
Dr. Martin Luther King - I Have a Dream
Helen Keller – Excerpt from The Story of My Life
Writing Skills: Brochure &Leaflet

Reference Books:
• Tagore, Rabindranath. Gitanjali. Rupa Publications, 2002.
• Wordsworth, William. The Complete Works of William Wordsworth. Andesite Press, 2017.
• Munro, Hector Hugh. The Complete Works of Saki. Rupa Publications, 2000.
• Shakespeare, William. The Complete Works of William Shakespeare. Sagwan Press, 2015.
• Chindhade, Shirish. Five Indian English Poets: Nissim Ezekiel, A.K. Ramanujan, ArunKolatkar, DilipChitre, R.
Parthasarathy. Atlantic Publications, 2011.
• Dickens, Charles. The Signalman and Other Horrors: The Best Victorian Ghost Stories of Charles Dickens:
Volume 2. Createspace Independent Publications, 2015.
• Anderson, Hans Christian. The Fir Tree. Dreamland Publications, 2011.
• Colvin, Sidney (ed). The Works of R. L. Stevenson. (Edinburgh Edition). British Library, Historical Prints
Edition, 2011.
• Bishop, Elizabeth. Poems. Farrar, Straus and Giroux, 2011.
• Swift, Jonathan. Gulliver’s Travels. Penguin, 2003.
• Dickinson, Emily. The Complete Poems of Emily Dickinson. Createspace Independent Publications, 2016.
• Brooke, Rupert. The Complete Poems of Rupert Brooke. Andesite Press, 2017.
• King, Martin Luther Jr. &James M. Washington. I Have a Dream: Writings And Speeches That Changed The
World. Harper Collins, 1992.
• Keller, Helen. The Story of My Life. Fingerprint Publishing, 2016.
• Green, David. Contemporary English Grammar Structures and Composition. New Delhi: MacMillan Publishers,
2010.
• Thorpe, Edgar and Showick Thorpe. Basic Vocabulary. Pearson Education India, 2012.
• Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman, 2003.
• Murphy, Raymond. Murphy’s English Grammar with CD. Cambridge University Press, 2004.

Course code Course Tittle Course Type L T P C Hrs./Wk.

Communicative English –
B19BA1020 HC 4 0 0 4 4
I

Prerequisites: The student must have knowledge of intermediate English Grammar and LSRW skills.

Course Objectives

1. To enhance functional communication skills.

2. To develop functional use of language in professional contexts.
3. To utilize oral presentations in multiple contexts.
4. To apply effective written skills in formal communication.

46
 Course Outcomes

After the completion of the course, students will be able to:

1. Identify pressing issues relating to society, environment and media.
2. Develop a process-oriented approach to writing.
3. Differentiate between formal and in-formal styles of writing
4. Apply the grammatical skills developed during the course aptly.
5. Demonstrate a good command over language
6. Exhibit refined interpersonal skills in their communication.
History of Indian Dance

Course Contents

Unit-I: Functional English

Remedial Grammar: Past Simple; Past Continuous; Irregular Verb
Writing Skills: Paragraph Writing
Activities: Conversations; Leaving Phone Messages
Literature: Chief Seattle – The End of Leaving and Beginning of Survival

Unit-II: Interpersonal Skills

Remedial Grammar: Present Simple & Present Continuous; Activity & State Verb
Writing Skills: Official Letters
Activities: Making Apologies; Invitations & Making Arrangements
Literature: Ruskin Bond – Tiger in the Tunnel

Unit-III- Multitasking Skills

Remedial Grammar: Present Perfect; For, Since & How Long; -ed & -ing adjectives; Prefix & Opposites of Adjectives
Writing Skills: Note Making
Activities: Agreeing & Disagreeing with Opinions
Literature: Jesse Owens - My Greatest Olympic Prize

Unit-IV: Communication Skills

Remedial Grammar: Collocations; Prepositions
Writing Skills: Precise Writing
Activities: Offers, Suggestions & Requests
Literature: Avijit Pathak – Onscreen Magic

Reference Books:
1. Green, David. Contemporary English Grammar Structures and Composition. New Delhi: MacMillan
Publishers, 2010.
2. Thorpe, Edgar and Showick Thorpe. Basic Vocabulary. Pearson Education India, 2012.
3. Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman, 2003.
4. Murphy, Raymond. Murphy’s English Grammar with CD. Cambridge University Press, 2004.
5. Rizvi, M. Ashraf. Effective Technical Communication. New Delhi: Tata McGraw-Hill,
2005.
6. Riordan, Daniel. Technical Communication. New Delhi: Cengage Publications, 2011.
7. Sen et al. Communication and Language Skills. Cambridge University Press, 2015.

Course Code Course Title Course Type L T P C Hrs/Week

47
 B19BA1030 Constitution and Human FC 2 1 0 3 4
Rights

Course Objectives
1. To impart knowledge on Constitution ofIndia.
2. To facilitate the understanding of Fundamental Rights, Duties and other Rights which is been
given by ourlaw.
3. To facilitate the understanding of Constitution perspective and make them face the world as a
bonafidecitizen.
4. To attain knowledge about ethics and also know about professionalethics.
5. Explore ethical standards followed by differentcompanies.

Course Outcomes:
On completion of this course the student will be able to:

1. Explain the Indian constitutional provisions and folollow them.

2. Demonstrate the fundamental rights and humanrights.
3. Explain the duties and more importantly practice them in a rightway.
4. Adopt the habit of raising their voice against a unconstitutionality of any
laws and upon any legal discrimination as we have session of debates on
Constitutionalvalidity.
5. Demonstrate professional ethics and know about etiquettes aboutit.

Course Content:

Unit- I: Indian Constitutional Philosophy& Legislature

1. Features of the Constitution andPreamble
2. Fundamental Rights and FundamentalDuties,
3. Directive Principles of StatePolicy
4. Union Parliament and State Legislature : Powers andFunctions
Unit- II: Executive and Judiciary

1. President, Prime Minister and Councils ofMinister

2. State Governor, Chief Minister and Council ofMinisters

3. The Supreme Court and High Court: Powers andFunction.

48
 4. ElectionCommission

Unit III: Concept and Development of Human Rights

1. Meaning , Scope and Development of HumanRights
2. United Nations and Human Rights –UNHCR
3. UDHR 1948, ICCPR1966 and ICESCR1966
Unit IV: Human Rights in India
1. Protection of Human Rights Act, 1993 ( NHRC and SHRC)
2. First, Second and Third Generation HumanRights
3. Judicial Activism and HumanRights

Prescribed Books:
• Introduction to Indian Constitution - D.D. Basu,
Prentice Hall of India Pvt. Ltd..New Delhi
• SubashKashyap, Indian Constitution, National BookTrust
• H.M.Sreevai, Constitutional Law of India, 4th edition in 3 volumes
(Universal Law Publication)
• V.N.Shukla, Constitution of India (Eastern BookCo)
• S.K. Kapoor - HumanRights
• Durga Das Basu, Human Rights in Constitutional Law, Prentice Hall of India Pvt.
Ltd.. New Delhi

ourse Hrs./ Wk.

Course Code Course Title L T P C
Type

B20BA1041 History of Indian Dance SC 4 0 0 4 4

Course Objectives:
1. Understanding the broad area of PerformingArts.
2. E xplain the aims and objectives of performing arts and their
development through various stages;
3. Describe the utility of performing arts during the ancient and the medieval period;
4. E xamine the importance of the three art forms in the development of human personality;
and
Course Outcomes
On completion of this course the student will be able to:

1. The students will be able to communicate clearly and effectively about

the history of the Performing Arts and Dance in India.
2. The students will be able to understand the history of the different art forms of dance from a bird’s eye
point of view and place a specific dance form in the appropriate social, political, or historical context.

49
 3. The students would be able to apply critical thinking skills to the understanding of a particular form
of dance.
4. The students will be able to understand the different academic approaches to Dance study and Dance
reading.

Course Content:

Unit Topics Description

1 Introduction 1. Introduction to Art History and Performing Arts
2. Vedic, Ancient, Medieval and Modern periods in
India
3. Origin and development of Dance in India
2 Sources to study Dance 1. Tangible and Intangible sources
History 2. Tangible sources – sculptures, inscriptions,
manuscripts, paintings, books.
3. Intangible sources – oral traditions, performance,
traditional theatres, social practices & rituals, temple
festivals.
4. Different treatises on Dance – an introduction
5. Alaya, Asthana and Sabha – a journey
3 Classical and Folk dance 1. Introduction to Natya Sastra
forms 2. Concept of Marga and Desi
3. Folk dance traditions of India
4. Natya mela and Nattuva mela
5. Classical dance forms of India

4 Biographies of Dance 1. Dr. Ananda K Coomaraswamy

historians 2. Dr. V. Raghavan
3. Dr. Kapila Vatsysyan

CourseCode CourseTitle Course L T P C Hrs./

Type Wk.
B20BA1042 Music Theory 1 SC 4 0 0 4 4

Course Objectives:

1. To impart the knowledge of Indian music.

2. To understand the development of Indian Music in various stage.
3. To enable the studnts to understand the music and its glorious past, through the biographies of musicalTrinity.
4. To make the students understand the nuances of the Indian Classical Music.
5. To enable them to understand the technical terms in music.

Course Outcomes:

50
At the end of the course the students would be in a position to understand the nuances of the Carnatic Music
1. The Students would not only understand the fundamentals of Carnatic music but would also
understand the importance of tala or time cycle or rhythm.
2. The students would get used to the voice culture exercise
3. Students would understand the history and lakshanas of ragas
4. at the end of the course the students would be in a position to understand the nuances of the Hindustani
classical Music

Course Contents

UNIT Topics Description

UNIT 1 Hisotry of Indian • History and development of Indian
Music Music
• Music during Vedic period

• Sound and emergence of sounds

(places)

UNIT 2 Paribhashika
shabda • Technical terms:-Nada, Sruti, Svara,
(Technical Vadi, Samvadi, Vivadi and Anuvadi,
terms) Saptakas, Sthayi,Anthara, Tala-Sapta
talas, Shadangas, Chapu tala,
Janaka( Thaats/Melakartha) and
Janya Ragas.
UNIT 3 Distinctive
features of • Cultural, Intellectual, Emotional,
Spiritual values of music
Indian music

51
Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA1043 History of Theatre SC 4 0 0 4 4
Art

Course Objectives:
1. Effectively trace the theatrical evolution with a historical perspective.
2. Analyze the qualities of a performance as a whole
3. Have a critical understanding regarding a theatre performance
4. Have a basic exposure to various performing art forms in India and their technicalities.
5. Have a historical vision of theatre as an art form from ancient times.
Course Outcomes:
Upon completion of this course, the student should be able:
1. To have an appreciation of the collaborative nature of the theatre arts.
2. To be able to critically evaluate the success of theatrical productions.
3. To be familiar with a broad range of theatrical terminology
4. To analyze the historical diversity of theatre across the geographic area of India.
5. To realize the ancient prominence of theatre art in Indian context.

Course Contents
Unit Topics Description
UNIT 1 Introduction to Theatre Art 1. Introduction to Performing Arts
2. Introduction to Theatre Art History in
India.
UNIT 2 Distinctive
features of Indian • Cultural elements and values of
theatre Indian theatre

• Intellectual elements and values

• Emotional elements and values

• Spiritual elements and values of

Indian theatre

52
UNIT 3 Folk theatre forms of India 1. Origin and development of folk theatre
2. Relation between rituals and folk theatre
3. Folk theatre forms of India
Bhavai, Nautanki, Kutiyattam.
4. Contemporary scenario of folk forms
UNIT 4 Ancient Indian theatre 1. Origin and development of ancient
Indian theatre – Indus valley
civilization art, Buddhist period art.
2. Social concepts of India – structures
of family, employments and caste.
3. Dravidian culture and theatre

Course Code CourseTitle L T P C Hrs./

Course Wk.
Type
B20BA1051 Practical-1 (Fundamentals of SC 1 0 2 3 5
Bharathanatyam)
Course Objective
1. To enable the dancer to have a strong foundation in Bharathanatyam dance style
2. Fostering the development of young artistes’ performance skills, knowledge and understanding.
3. To enable the dancers/artiste of School of Performing Arts to have a strong foundation in both the
practical and the theory of musical concepts.
4. To make the students learn the different adavu patterns in Bharathanatyam

Course Outcomes:

1. Demonstrate the different adavu patterns in Bharathanatyam.

2. Understand the nuances of Bharathanatyam
3. Explain the basic aspects of bharathanatyam
4. Analyzing the pattern of invocatory items in bharathanatyam

Course Content:

Unit Description Topics

1 Fundamentals • Basic exercises for stretching, strengthening and

core building
• Dasa Vida adavus
2 Dance 1 Alarippu – 1

53
 3 Dance 2 Pushpanjali – 1

4 Singing and Recitation Learning singing the lyrics of items and the recitation of jathis and
solkattus

Course Code Course Title Course L T P C Hrs/

Type Wk

B20BA1052 Practical – 1 Fundamentals of Kuchipudi SC 1 0 2 3 5

Course Objectives:
• To help the dancer to become more flexible and strengthens the body muscles before dance
• To enable the dancer to have a strong foundation in kuchipudi dance style.
• To enable the dancer to have a strong understanding in the jathi patterns of Kuchipudi.
• To teach the students the items in dance and also the technical aspects of the item which include
taalam, music etc.
Course outcome
On completion of this course the student will be able to:

• Will be able to attain good flexibility, improved muscle tone and strength
• Learn the fundamental adavus in Kuchipudi dance style.
• Demonstrate the changes in pancha Jathi Adavus in Kuchipudi
• Understand the pattern of Jathiswaram and also the intricacies in choreographing such items.

Course content
Unit Description Topics

1 Fundamentals Exercises and Adugulu

54
 2 Fundamentals Jathulu

3 Dance 1 Jathiswaram -1

4 Singing and Recitation Learning singing the lyrics of the items and also the
recitation of the jathis and the solkattus

Course Code Course Title Course L T P C Hrs/wk

Type
B20BA1053 SC 1 0 2 3 5
Practical-1-Fundamentals of
Dance Mohiniyattam

Course Objectives
1. To enable the dancer to have a strong foundation in Mohiniyattam style.
2. To enable the dancer to have a strong foundation in the dance style by learning the basics in Mohiniyattam
3. To teach the students the Dances in dance and also the technical aspects Of the item which include taalam,
music, literature.
4. To understand the moolahasthas used in Mohiniyattam

Course Outcomes:
1. Perform the fundamentals
2. Perform the Adavus that they have learned
3. Will be able to further teach the Dances and also understand the intricacies in choreographing such Dances in
future
4. A good understanding about sollus and the kala patterns of the Adavus.

Course Content
UNIT Description Topics
1 Exercises Basic Exercises

55
2 Hasta Bhedas Asamyuktha Hastha Bhedas from Hasta Lakshana
Deepika

3 Fundamentals Basic Adavus

4 Fundamentals Thermanam Adavus

Course Code Course Title Course L T P C Hrs/wk

Type
B20BA1054 Practical-1-Fundamentals of sc 1 0 2 3 5
Dance Odissi

Course Objectives:
1. To help the dancer to become more flexible and strengthens the body muscles before dance
2. To enable the students to understand the pattern of movements in odissi
3. To teach the basics adavus in Odissi.
4. To teach the students the Dances in dance and also the technical aspects Of the item which include taalam,
music, literature.

Course Outcomes:
1. Learn the uniqueness of odissi movements
2. Understand about the structural aspects of Odissi
3. Demonstrate the varieties of Bedas
4. Analyze the Tribhanga posture.

Course Content

UNIT Description Topics

1 Fundamentals 1. Chauk,
2. Tribhangi

2 Fundamentals 1.Padabheda
2.Shirobheda

3 Fundamentals 1.Grivabheda
4 Fundamentals 1.Drishtibheda

CourseCode CourseTitle Course L T P C Hrs./

Type Wk.

56
B20BA1055 Practical-1 (Fundamentals of SC 1 0 2 3 5
Kathak)

Course Objectives:

1. To help the dancer to become more flexible and strengthens the body muscles before dance
2. To enable the students to understand the pattern of movements in Kathak
3. To teach the basics movements of the kathak.
4. To teach the students the Dances in dance and also the technical aspects Of the item which include taalam,
music, literature

Course Outcomes:

1. Learn and demonstrate the uniqueness of Kathak movements

2. Understand about the structural aspects of Kathak
3. Demonstrate the varieties of movements
4. Analyze the patters of tala.

Course Content

UNIT Description Topics

1 Basics 1 Basic Hand exercise with foot work.

2 Basics 2 Basic foot movements.

3 Basics 3 Laykari of taal with basic foot work.

4 Basics 4 Padhant

Course Code Course Title Course L T P C Hrs./

Type Wk.

57
 B20BA1056 Practical-1 (Fundamentals of SC 1 0 2 3 5
Carnatic Music)

Course Objectives:
1. To impart primary knowledge of role and importance of music indance.
2. Fostering the development of young artistes’ musical skills, knowledge andunderstanding.
3. To enable the dancers/artiste of School of Performing Arts to have a strong foundation in both the
practical and the theory of musicalconcepts.
4. To make the students learn the basics of Carnatic music and to enable them to learn it in the
practicalway.

Course Outcomes:
1. At the end of the course the students would be in a position to understand the nuances of the
CarnaticMusic
2. The Students would not only understand the fundamentals of Carnatic music but would also understand
the importance of tala or time cycle orrhythm.
3. The students would get used to the voice cultureexercise
4. Students would understand the importance of music with respect todance

Course Content:

Unit Description Topics

1 Music Basics • Sarale varase

And voice culture • Madhyastayi varase

2 Music Basics • Jantivarase

And voice culture
3 Music Basics • Mandrastayi varase

4 Music Basics • Tarastayi varase

Course Code Course Title Course L T P C Hrs/

Type Wk
B20BA1057 Fundamentals Of Hindustani Music sc 1 0 2 3 5

58
 Practical-1

Course Objectives
1. To impart the strong fundamental knowledge of Hindustani classical Music.
2. To make the students learn the compositions in Hindustani classical music
3. To enable them to learn it in the practical way.
4. To enable them to understand the technical terms in music.

Course Outcomes
1. At the end of the course the students would be in a position to understand the nuances of the Hindustani classical
Music
2. The Students would not only understand the fundamentals and basics of the music but would also become a
performer.
3. Understand the technical aspects of Hindustani Music
4. Dmonstrate the Basics of Hindustani Music.

Course content

UNIT Description Topics

1 Music Basics • Pranayam

And voice culture -1 • Swaralankar practice
• Talagnyana

2 Music Basics • Jantiswara practice

And voice culture-2 • Tri sapthakswara
abhyaas

3 Voice culture -3 • Meend,Andolan,Kan

swar practice
• Merukhand Abhyaas

4 Voice culture -4 Nada, Shruthi, Laya, Aroha, Avaroha, Thaat ,Vadi -

Samvadi,Ras,Varjyaswaras ,Anga,Prahar, Komal - Theevra
– Shuddha
Sapthak ,Khayal,Dhrupad,
Dhamar,Thumri,Bhajan,Ghazal, Bhavageethe, Haveli
sangeeth

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda

59
 2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA1058 Practical-1–Fundamentals of SC 1 0 2 3 5
Theatre

Course Objectives
1. Develop an appreciation and unerring zeal towards dramatic literature.
2. Eliminate the fear of speaking in public and performance anxiety by enhancing self-confidence.
3. Demonstrate the historical evolution of drama and its variants.
Course Outcomes
1. The completion of the course enables pupils to realize the vitality and the prominence of the Indian
Theatre.
2. Be able to subdue the fear of expression.
3. Be able to emote and demonstrate the terminologies of theatre both theoretically and practically.

Course Content:

Unit Topics Description

1 Body Movement 1. Physical culture

2. Animal behaviors and Body languages
3. Kalari Payattu – Stage 1 (Basics)

2 Theatre Games and 1. 200+ Theatre games as described by Augusto Boal

Activities 2. Team work based Theatre Activities
3. Activities enabling the exploration of Body
4. Practicing any one folk art form.

60
 3 Voice 1. Natural sounds
Voice projection
Voice modulation
2. Elements of voice
Pitch
Volume
Tempo
4 Acting 1 - Exploring 1. Bharat Muni’s four acting stages – Angika,Satvika, Vachika
the dynamics of and Aaharya.
Theatre 2. Discovering and exploring the essential tools for Acting
3. Exploring theatrical exercises enabling to access acting
elements.

Reference Books:
1. Dr. Manomohan Ghosh, Natya Sastra
2. Joan Borysenko, Minding the body and mending the mind
3. K. V. Akshara, Rangaprapancha
4. Kapila Vatsyayan, “Traditional Indian Theatre Multiple streams”
5. Jean Benedetti, The Art of the Actor –The essential history of Acting from Classical times to the
present dayOscar G Brockett & Franklin J Hildy, History of The Theatre

Course Hrs. /
Course code Course Title L T P C
Type Wk.
English Literature (Chaucer – Pope) &
B20BA1060 HC 4 0 0 4 4
Language – I

Course Objectives

1. To outline the framework of different literary genres.

2. To relate to the idea of literary ages and its significance.
3. To analyze the works of important authors from the medieval age to the neo-classical age.
4. To enhance the language skills of the students.

Course Outcomes

On completion of the course, students will be able to:

Course Contents
1. Apply the learnt poetic sensibilities in the creation of poetry.
2. Formulate the process of reading prose and enriching literary & non-literary writing.
3. Gain an understanding of the literary ages
4. Develop dramatic sensibilities.
61
 5. Critically appraise literary works
6. Illustrate a good understanding of speech sounds in English and the structure of words.

Unit – I: Poetry
The Medieval Age:
1. Chaucer - “The Squire” (from General Prologue to the Canterbury Tales)
The Elizabethan Age:
2. Edmund Spencer – Sonnet 75 (from the Amoretti)
3. William Shakespeare – Sonnet 118
The Puritan Age:
14. John Milton – On His Blindness
Metaphysical Poetry:
5. John Donne – A Valediction: Forbidding Mourning
6. George Herbert – The Collar
7. Andrew Marvell – To His Coy Mistress
The Neoclassical Age:
8. Alexander Pope – Extract from The Rape of the Lock (Belinda’s Toilette)

Unit – II: Prose

1. Francis Bacon – Of Travel; Of Studies
2. Joseph Addison – Silence
3. Dr. Samuel Johnson – Extract from Preface to Shakespeare (Three Unities)
4. Oliver Goldsmith – Extract from The Citizen of the World (“Letter XXVI. The Character of the Man in
Black; With Some Instances of His Inconsistent Conduct”)

Unit – III: Drama

1. William Shakespeare – Othello
2. Christopher Marlowe – Dr. Faustus (film text)

Unit – IV: Language

1. Language
2. Speech Sounds in English
3. The Structure of Words

REFERENCES:
• Chaucer, Geoffrey. The Canterbury Tales. Harper Press, 2012.
• Warren, Robert Penn. Six Centuries of Great Poetry. Dell, 1992.
• Shakespeare, William. The Sonnets. Macmillan, 2016.
• Quiller-Couch, Sir Arthur. “On His Blindness” The Oxford Book of English Verse 1250 - 1900 -
Volume I, ed.1919.
• Ricks, Christopher. Metaphysical Poetry. Penguin, 2006.
• Kaul, RK. The Rape of the Lock. Oxford, 1997.
• Bacon, Francis. The Essays. Penguin, 1985.
• Addison, Joseph. Addison and Steele. Forgotten Books, 2018.

62
 • Sen, S. Dr. Johnson: Preface to Shakespeare. Unique Publishers, 1989.
• Goldsmith, Oliver. The Citizen of the World. University Press of the Pacific, 2002.
• Shakespeare, William. Othello. Maple Classics, 2013.
• Marlowe, Christopher, Dr. Faustus. Oxford University Press, 2010.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Foundations Of 5
B19BA1070 HC 3 0 1 4
Psychology-I

Course Objectives

In accordance with the American Psychological Association (APA) recommendations for undergraduate
psychology learning objectives and outcomes, students will (1) learn the basic principles of traditional
psychological content areas and (2) use the scientific method as an approach to critical thinking and sceptical
inquiry. Accomplishing this objective involves:
1. Demonstrating knowledge and understanding of theory and research in the general domains of
psychology
2. Explore the biological basis of behavior
3. Understanding the process receiving the sensory information and making meaning out of it.
4. Understand the basic concepts of motivation, Emotions and Sleep and its application for self-growth

Course Outcomes

After the successful completion of the course, students will be able to-
1. Explores the nature, scope, theoretical perspective and research methods in Psychology
2. Discovers the biological basis of human behavior
3. Explores the mechanism of processing of sensory information and perception.
4. Explores the function of Sleep, motivation and emotions of human beings

Course Contents

Unit-I: The Science of Psychology

a) Meaning, Definition and goals of Psychology.
b) Psychology is a Science or an Art, Debate.
c) Psychology Vs Psychiatry: Difference in nature, education, treatment and scope.
d) Branches of Psychology: General psychology, Educational Psychology, Industrial psychology, clinical
psychology, counseling psychology, social psychology, developmental psychology, Para psychology,
Positive psychology.
e) History of Psychology: Wundt, Titchener and James
f) Modern Perspectives: Psychodynamic perspectives, Behavioral perspectives, Cognitive perspectives,
Humanistic perspectives, Gestalt theory, Positive Psychology.
g) Psychology in Modern India: Status, Education, Licensing and Scope.
h) Scientific Research: Steps in scientific approach, Descriptive methods: Observation, Case Study, Survey
methods. Correlational studies. Experimental method: Variables, Experimental and control group, single
and double blinded studies, placebo effect, single and double blinded studies.

63
Unit-II: The Biological Perspective
a. Neurons: Structure and functions of neuron and glial cells, types of neuron and glial cells.
b. The neural impulse: Action potential and Resting potential, synaptic transmission.
c. Neurotransmitter: types, functions.
d. Nervous system: CNS: Brain-forebrain, midbrain, hindbrain; hemispheres, four lobes, and Spinal cord-
structure and functions,
e. PNS-Somatic and autonomic nervous system- divisions and functions.
f. Methods for studying Brain: Lesioning, stimulation: invasive and non-invasive, neuroimaging: CT,
MRI, EEG, PET, FMRI, MEG.
g. Glands: Endocrine and Exocrine glands; Endocrine Glands: types and functions.

Unit-III: Basic Cognitive Process.

Attention: Definition, types.
a. Sensation: Definition, types of sensation, sensory receptors, transduction, Absolute threshold,
Differential threshold, habituation, sensory adaptation, sensory integration.
b. Vision: structure of eye, light and eye, visual accommodation. Retina-rods and cones. Visual pathway.
Perception of color-trichromatic theory, opponent-process theory, color blindness.
c. Hearing: Structure of ear, Sound and ear, sound localization, vestibular organ.
d. Perception: Definition, Gestalt laws of organization, Figure-ground relationship, top-down and
bottom-up process.
e. Constancies: size, shape, Brightness
f. Depth Perception: Monocular and Binocular cues. Perceptual illusions.

Unit-IV: Sleep, Motivation and Emotions.

a. Consciousness, Altered states of consciousness, Sleep
b. Sleep: biology of sleep-circadian rhythm, function of sleep, stages of sleep.
c. Sleep disorders: nightmares and REM sleep behavior disorder, Night terrors, sleep walking, insomnia,
sleep apnea, Narcolepsy.
d. Motivation: definition, types-intrinsic, extrinsic motivation; Physiological Motives-Hunger, thirst, sex;
Social motives-Achievement, Power Affiliation.
e. Theories: Drive –reduction theory, Mcclelland’s theory, Maslow’s theory.
f. Emotion: Definition, three elements of emotion.
g. Types of Emotions
h. Theories: James-Lange theory, Cannon-Bard Theory, Facial feedback hypothesis, Schachter-singer
cognitive arousal theory, Lazarus and Cognitive-mediational Theory.
i. Emotional Intelligence: definition, nature, importance.

References Books:
1. Robert S. Feldman (2004) understanding Psychology 6th Edition Tata MrGram – Hill.
2. Saundra K Ciccarelli and Glenn E Meyer (2008), Psychology, South Asia Edition,
3. Robert A Baron (2001), Psychology, III Edition, Prentice Hall Publications
4. John. W. Santrock (2006), Psychology Essentials, 2nd Edition Tata Mc Graw Hill
5. Hillgord & Atkinson (2009), Introduction to Psychology Oxford IBH publishing Co. Pvt. Ltd.
6. Morgan, King (2004), Introduction to Psychology, VII Edition, 1989, Mc Graw Hill IBH Publication

64
PSYCHOLOGY PRACTICALS– 1:
Descriptive Statistics: Measures of Central Tendency: Grouped Data and Ungrouped Data.

1. Directed observation and accuracy of report.

2. Stroop Effect
3. Emotional Intelligence
4. Muller lyer Illusion
5. Signal Detection

Course Code Course L T P C Hrs/Week

Course Title
Type
B19BA1080 Yoga
RULO 0 0 2 2 4

Course Objectives:
1. To prepare the students for the integration of thei rphysical,mental and spiritual
faculties
2. To enable the students to maintain goodhealth
3. To practice mental hygiene and to attain higher level ofconsciousness;
4. To possess emotional stability, self-control and concentration;and
5. To inculcate among students self-discipline, moral and ethicalvalues.

Course Outcomes:

On completion of the course learners will be able to:

1. Practice yoga for strength, flexibility, and relaxation.

2. Learn techniques for increasing concentration and decreasing anxiety.
3. Become self disciplined andself-controlled
4. Improve physical fitness and perform better in studies
5. Gain self confidence to face the challenges in the society with commitment to
serve the society

65
Course Content:

Unit-I:
Yoga: Introduction, Surya Namaskara- 12 counts.

Unit-II:

Asanas: Sitting- Vajrasana, Dandasana, Padmasana, Matsyasana, Paschimottasana, Shirasasana.

Asanas: Standing- Tadasana, Trikonasana, Parshwa konasana, Veerabadrasana.

Unit-III:
Asanas: Prone Position- Bhujangasana, Dhanurasana.
Asanas: Supine Position- Sarvangasana,
Halasana.Mudras- Dhyana mudra, , Namaste mudra,
Nasika mudra

Unit-IV:
Pranayams:- Anuloma – Viloma, Basthrika, Bhramari.
Dhyana & its types: Competition format, Rules and their interpretations

66
SEMESTER 2

Course
Course Typ
Course Title L T P C Hrs/Week
Code e
B19BA2011 Language: Kannada-II SC 2 1 0 3 4

Course Objectives:

£Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ£ÀßqÀ ¸Á»vÀåªÀ£ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ GzÉÝñÀªÀ£ÀÄß

ºÉÆA¢zÉ. CzÀgÀAvÉ JgÀqÀ£ÉAiÀÄ ¸É«Ä¸ÀÖgï£À°è ¥ÁæaãÀ, ªÀÄzsÀåPÁ°Ã£À PÁªÀåUÀ¼ÀÄ,
¯ÉÃR£ÀUÀ¼ÀÄ ºÁUÀÄ ¥ÀæªÁ¸À PÀxÀ£À ¸Á»vÀåªÀ£ÀÄß ¥ÀoÀåªÀ£ÁßV DAiÉÄÌ ªÀiÁrPÉÆAqÀÄ,
«zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ ¸ÀzÀ©ügÀÄaAiÀÄ£ÀÄß ªÀÄÆr¸À¯ÁUÀÄvÀÛzÉ. ¸ÁA¸ÀÌøwPÀ
w¼ÀĪÀ½PÉAiÀÄ eÉÆvÉUÉ ªÀåQÛvÀé «PÀ¸À£ÀzÀ PÀqÉUÉ UÀªÀÄ£À ¤ÃqÀ¯ÁUÀÄvÀÛzÉ.

• ¨sÁµÉ, ¸Á»vÀå, EwºÁ¸À ªÀÄvÀÄÛ ¸ÀA¸ÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ

¸ÀA§A¢ü¹zÀAvÉ ¥ÀjZÀ¬Ä¸À¯ÁUÀÄvÀÛzÉ.
• «zÁåyðUÀ¼À ¸ÀªÀðvÉÆêÀÄÄR ¨É¼ÀªÀtÂUÉUÉ C£ÀĪÁUÀĪÀAvÉ ºÁUÀÆ CªÀgÀ°è ªÀiÁ£ÀªÀ
¸ÀA§AzsÀUÀ¼À §UÉÎ UËgÀªÀ, ¸ÀªÀiÁ£ÀvÉ ªÀÄÆr¹, ¨É¼É¸ÀĪÀ ¤nÖ£À°è ¥ÀoÀåUÀ¼À
DAiÉÄÌAiÀiÁVzÉ.
• CªÀgÀ°è ¸ÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛªÀÄ «ªÀıÁð UÀÄt, ¤gÀUÀð¼À ¸ÀA¨sÁµÀuÉ,
¨sÁµÀt PÀ¯É ºÁUÀÆ §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼É¸ÀĪÀÅzÀÄ UÀÄjAiÀiÁVzÉ
• ¸ÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀÆ®ªÁUÀĪÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß
UÀªÀÄ£ÀzÀ°èèlÄÖPÉÆAqÀÄ ¸ÀÆPÀÛ ¥ÀoÀåUÀ¼À£ÀÄß DAiÉÄÌ ªÀiÁrPÉƼÀî¯ÁVzÉ.

Course Outcomes:

¥ÁæaãÀ, ªÀÄzsÀåPÁ°Ã£À PÁªÀåUÀ¼ÀÄ, ºÉƸÀUÀ£ÀßqÀzÀ ¯ÉÃR£ÀUÀ¼ÀÄ ºÁUÀÄ ¥ÀæªÁ¸À PÀxÀ£À

¸Á»vÀå PÀ°PÉAiÀÄ ªÀÄÆ®PÀ PÁ®zÀ ¹ÜvÀåAvÀgÀUÀ¼À£ÀÄß CzÀgÀ M¼À£ÉÆÃlUÀ¼À£ÀÄß
¨É¼É¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, ¸ÁA¸ÀÌøwPÀ ºÁUÀÆ °AUÀ¸ÀA§A¢ü «ZÁgÀUÀ¼ÉqÉ
UÀªÀÄ£ÀºÀj¸ÀĪÀÅzÀgÉÆA¢UÉ «zÁåyðUÀ¼À°è ZÀZÁð ªÀÄ£ÉÆèsÁªÀªÀÅ ¨É¼ÉAiÀÄÄvÀÛzÉ.
• fêÀ£ÀzÀ°è §gÀĪÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, ¸ÀªÀĸÉåUÀ¼À£ÀÄß DzsÀĤPÀ
¸ÀAzÀ¨sÀðzÀ°è ªÀiÁ£À«ÃAiÀÄvÉAiÉÆA¢UÉ ¤ªÀð»¸ÀĪÀAvÉ ¥ÉæÃgÉæ¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ CjªÀÅ ªÀÄÆr¸ÀÄvÀÛzÉ
• GvÀÛªÀÄ ¸ÀAªÀºÀ£À PÀ¯ÉAiÀÄ£ÀÄß ¨É¼É¸ÀĪÀ GzÉÝñÀªÀ£ÀÄß FqÉÃj¸ÀÄvÀÛzÉ.

Course Content:
Unit-I ªÀÄzsÀåPÁ°Ã£À PÁªÀå
1. ZÀAzÀæªÀÄw «¯Á¥À gÁWÀªÁAPÀ
2. ºÀUÉUÀ¼À£ÀÄ »ArzÀ£ÀÄ ªÀÄ£ÀzÉƼÀUÉ PÀĪÀiÁgÀªÁå¸À
3. ©gÀÄUÁ½ ¥ÉÆqÉAiÀÄ¯É ®QëöäñÀ
4. UÉÆÃgÀPÀë ¥Àæ¸ÀAUÀ ZÁªÀÄgÀ¸À

Unit II ªÀÄzsÀåPÁ°Ã£À PÁªÀå

1. wæ¥À¢UÀ¼ÀÄ ¸ÀªÀðdÕ
2. ªÀÄÄAzÀPÉÌ ¯ÉøÀÄAlÄ £ÀªÀÄUÉ ºÉ¼ÀªÀ£À PÀmÉÖ VjAiÀĪÀÄä

67
 3. V½AiÀÄÄ ¥ÀAdgÀzÉƽ®è ¥ÀÄgÀAzÀgÀ zÁ¸ÀgÀÄ
4. PÀgÉzÀÄ PÉÆlÖ£ÀÄ ±Á¥ÀªÀ£ÀÄ PÀ£ÀPÀzÁ¸ÀgÀÄ

Unit III ¯ÉÃR£ÀUÀ¼ÀÄ

1. ªÉÆÃPÀë ºÀÄqÀÄPÀÄvÀÛ ¦æÃwAiÀÄ §AzsÀ£ÀzÀ°è ¦. ®APÉñÀ
2. ¤gÀAPÀıÀªÀÄw¬ÄAzÀ DvÀä²æà PÀĪÉA¥ÀÄ
3. ªÀiÁ£À«ÃAiÀÄvÉ CAvÁgÀ¯Áè zÉêÀ£ÀÆgÀÄ ªÀĺÁzÉêÀ
4. ¨sÀÆvÁ¬Ä ªÀÄĤzÁ¼ÀÄ ªÀÄÄgÁj §¯Áè¼À

Unit IV ¥ÀæªÁ¸À PÀxÀ£À

1. £À£ÉÆß¼ÀV£À ºÁqÀÄ PÀÆå¨Á f.J£ï. ªÉÆúÀ£ï

¥ÀgÁªÀıÀð£À UÀæAxÀUÀ¼ÀÄ :
1. ªÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºË¸ï, ªÉÄʸÀÆgÀÄ.
2014
2. ¹ÃªÀiÁwÃvÀ PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ ¸ÀA¥ÀÄl 1,2,3,4,5 ªÀÄvÀÄÛ 6, PÀĪÉA¥ÀÄ PÀ£ÀßqÀ
CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ, ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ, ªÉÄʸÀÆgÀÄ. 2014
3. ºÀA¥À £ÁUÀgÁdAiÀÄå, ¸ÁAUÀvÀå PÀ«UÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 2010
4. PÁ¼ÉÃUËqÀ £ÁUÀªÁgÀ, wæ¥À¢, gÀUÀ¼É ªÀÄvÀÄÛ eÁ£À¥ÀzÀ ¸Á»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß
§ÄPï ºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ. 2010
5. ¸ÀA. ¨É£ÀUÀ¯ï gÁªÀÄ gÁªï ªÀÄvÀÄÛ ¥Á£ÀåA ¸ÀÄAzÀgÀ ±Á¹ÛçÃ, ¥ÀÄgÁt £ÁªÀÄ ZÀÆqÁªÀÄtÂ,
¥ÀæPÁ±ÀPÀgÀÄ ¥Àæ¸ÁgÁAUÀ, ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ. 2010
6. ¸ÀA. §¸ÀªÀgÁdÄ J¯ï. ¸ÀªÀðdÕ£À ªÀZÀ£ÀUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºË¸ï, ªÉÄʸÀÆgÀÄ.
2012
7. ªÀÄgÀļÀ¹zÀÝ¥Àà PÉ, µÀlࢠ¸Á»vÀå, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ. 2010
8. ¸ÀA. ¸ÉÃvÀÄgÁªÀÄ gÁªï C.gÁ., ²æà ®QëöäñÀ£À eÉʫĤ ¨sÁgÀvÀ(ªÀÄÆ®-vÁvÀàAiÀÄð-¸ÀavÀæ),
¥ÀæPÁ±ÀPÀgÀÄ PÁªÀÄzsÉãÀÄ ¥ÀĸÀÛPÀ ¨sÀªÀ£À, ¨ÉAUÀ¼ÀÆgÀÄ. 2010
9. ¸ÀA. f.J¸ï.¨sÀmï., PÀĪÀiÁgÀªÁå¸À£À PÀuÁðl ¨sÁgÀvÀ PÀxÁªÀÄAdj ¥ÀæªÉñÀ, ¥ÀæPÁ±ÀPÀgÀÄ
CPÀëgÀ ¥ÀæPÁ±À£À, ºÉUÉÆÎÃqÀÄ, ¸ÁUÀgÀ. 2006
10. QÃvÀð£ÁxÀ PÀÄvÀðPÉÆÃn, PÀ£ÀßqÀ ¸Á»vÀå ¸ÀAUÁw, ¥ÀæPÁ±ÀPÀgÀÄ PÀÄvÀðPÉÆÃn
ªÉĪÉÆÃjAiÀįï læ¸ïÖ, zsÁgÀªÁqÀ. 2009
11. ±ÁªÀÄgÁAiÀÄ vÀ.¸ÀÄ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À ªÉAPÀtÚAiÀÄå
¸ÁägÀPÀ UÀæAxÀªÀiÁ¯É, ªÉÄʸÀÆgÀÄ -2014
12. ²ªÀgÀÄzÀæ¥Àà f.J¸ï. PÀ£ÀßqÀ ¸Á»vÀå ¸À«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 201

68
 Course code Course Tittle Course Type L T P C Hrs./Wk.

B19BA2012 Hindi SC 2 1 0 3
4

Course Objectives
पपपपपपपपप पपपपपपपप :
• से दभेाे ानेु सार उिचत भेाषेा केा प्रयेोग करनेे केी दद्वेतेा केो छेाते्ेोे मेेे उत्पन्न करनेा |
• सािद्वेत्य केे मेाध्यम सेे समाज एवे मानवेीय मे ल् े ोे केो समझेाकर, उन मेल्े ोे केी रद्वेेा द्वेेे तेु
प्रेे ररत करनेा |
• छेाते्ेोे मेेे पेु स्तक पठन एवे लेे खन केी अके ितम प्रवे द्वि से् थेाद्वपत करनेा |
• अध्येे तेाओे मेेे सािद्वेत्य केे माध्यम सेे प्रभावी एवे केु शल से चार केा िवकेास करनेा |

Course Outcomes:
पपपपप पपपपपप :
अध्ययन की समाप्तप्त पर अध्येता –
• सामािजक मे ल् एवे ने ितक जवेाबदेे द्वेेी केो स्वेीकेार कर सकतेा द्वेे |
• सािद्वेत्य केी प्रेासेिगकतेा केो जेीवन मेेे समझनेे केी दद्वेतेा रखतेा द्वेे |
• समाज मेेे अे तद्वनेािद्वेत पद् दितयेाेेा एवे िवचेारधेारेाओे केा व्येाख्येान करनेे मेेे द्वसम बन सकतेा द्वेे |
• साद्वित्य के माध्यम से प्रभावी एव कु शल सचार का िवकास कर सकता द्वेे |
पपपपपप पपपप पपपप / पपपपपपपपप

पपपप – 1 ककककक: ककककककक ककक कककककक

1.कककक कक कककक
2.ककककक – कककककककककक ककक ककक कककक- ककककककककककककक ककककक
3.ककककक – ककककक कक कककककक कक - ककककककक ककककक पपपप –
2 ककककक: ककककककक ककक कककककक 4.ककककककक
कक कक
5.ककककक – कककककक – ककककककककक
6.ककककक – कककक ककककक ककक कक- ककककककक कककक कककक
पपपप – 3 ककककक: ककककककक ककक कककककक
7.ककककककक कक कक
8.ककककक – कककक कककक कककक कककक ककक- ककककककक ककककक ककककक
9.ककककक – ककक क कककक कककक ककक – कककककक
पपपप – 4
पपपपपप : कककक ककक कककककककक (कककककक कक कककककककक)कककककक कककक

69
पपपपप : पपपपपपपप पपपप 25 पपप पपपपप पपपपपपपपप पप |

d) Suggested Text Books and References

Text book/s: पपपपप पपपपपप :

1. द्वद्वेन्दी पेाठ्य पेु स्तक – रेे वा िवश्विवद् येालय |

References: पपपपपपप पपपपपप :
1. सेु बेोध व्यवद्वेेाररक िद्वेन्दी – डॉ केु लदेीप गेु प्त .
2. अिभनव व्यद्ववाररक द्विन्दी – डॉपरमानन्द गुप्त.
3. िद्वेन्दी साद् वद्वेत्य केा इितद्वेेास नेागेे न्द्र .डॉ -
4. आधेु िनक िद्वेन्दी सािद्वेत्य केा इितद्वेेास बच्चन िसेद्वे .डॉ -
5. िद्वेन्दी साद् वद्वेत्य केा नवेीन इितद्वेेास लेाल सेाद्वेब िसद्व
े े .डेॉ -
6. शुद्ध द्विन्दी क से बोले क से िलखेपथ्वीनाथ पाण्डे -
7. से द्वेेे पण एवे पल् लवन

Course code Course Tittle Course Type L T P C Hrs./Wk.

Additional English
B19BA2013 SC 2 1 0 3
II 4

Course Objectives

1. To ensure the development of the linguistic prowess of the students

2. To motivate the students to appreciate literature
3. To help students build strong language fundamentals
4. To promote an appreciable reading habit among the students

Course Outcomes

On completion of the course, learners will be able to:

1. Demonstrate a thorough understanding of sensitive and critical social issues.
2. Develop reading skills and vocabulary range
3. Critically analyse a piece of prose or poetry
4. Express their opinion in a coherent and communicable manner
5. Conceptualise original pieces
6. Appraise pieces based on notions of high and low art

Course Contents

Unit-I: Ecology & Environment

Literature:Toru Dutt - Casuarina Tree
Robert Frost – Stopping by Woods on a Snowy Evening
Tomas Rivera–The Harvest
C.V. Raman – Water – The Elixir of Life
Language:Degrees of Comparison

70
Unit-II: Voices from the Margin
Literature:Tadeusz Rozewicz – Pigtail
Jyoti Lanjewar – Mother
Sowvendra Shekhar Hansda – The Adivasi Will Not Dance
Harriet Jacobs – Excerpt from Incidents in the Life of a Slave Girl
Language:Prefix and Suffix

Unit-III: Women & Society

Literature:Kamala Das – An Introduction
UshaNavrathnaram – To Mother
Rabindranath Tagore – The Exercise Book
Jamaica Kincaid – Girl
Writing Skills:Dialogue Writing

Unit-IV:Popular Culture
Literature:Rudyard Kipling – The Absent-minded Beggar
Sir Arthur Conan Doyle – The Hound of the Baskervilles
Aldous Huxley – The Beauty Industry
Writing Skills:Story Writing

Reference Books:
• Agrawal, K.A. Toru Dutt the Pioneer Spirit of Indian English Poetry - A Critical Study. Atlantic Publications,
2009.
• Latham, Edward Connery (ed). The Poetry of Robert Frost. Holt Paperbacks, 2002.
• Gale, Cengage Learning. A Study Guide for Tomas Rivera's The Harvest. Gale, Study Guides, 2017.
• Basu, Tejan Kumar. The Life and Times of C.V. Raman. PrabhatPrakashan, 2016.
• Rozewicz, Tadeusz. New Poems. Archipelago, 2007.
• Manohar, Murli. Critical Essays on Dalit Literature. Atlantic Publishers, 2013.
• Hansda, SowvendraShekhar. The Adivasi Will Not Dance: Stories. Speaking Tiger Publishing Private Limited,
2017.
• Jacobs, Harriet. Incidents in the Life of a Slave Girl. Createspace Independent Publication, 2014.
• Das, Kamala. Selected Poems. Penguin Books India, 2014.
• Tagore, Rabindranath. Selected Short Stories of Rabindranath Tagore. Maple Press, 2012.
• Gale, Cengage Learning.A Study Guide for Jamaica Kincaid's Girl. Gale, Study Guides, 2017.
• Kipling, Rudyard. The Absent-Minded Beggar. Hardpress Publishing, 2013.
• Doyle, Arthur Conan. The Hound of the Baskervilles. General Press, 2017.
• Dixson, Robert J. Everyday Dialogues in English. Prentice Hall India Pvt Ltd., 1988.
• Turton, Nigel D. ABC of Common Errors. Mac Millan Publishers, 1995.
• Samson, T. (ed.) Innovate with English. Cambridge University Press, 2010.
• Kumar, E Suresh, J. Savitri and P Sreehari (ed). Effective English. Pearson Education, 2009.

Course code Course Tittle Course Type L T P C Hrs./Wk.

71
 Communicative
B19BA2020 HC 2 1 0 3 4
English – II

Course Objectives

1. To attune young minds to concerns and issues which have a broad and wide scope of use and application to
life
2. To acquire a functional use of language in context
3. To equip students to deliver formal and informal oral presentations to a variety of audiences in multiple
contexts
4. To enable students to construct effective written message in various formats and styles
5. To inculcate the habit of reading and writing leading to effective and efficient communication
Course Outcomes

After the completion of the course, students will be able to

1. Demonstrate ethical and political responsibilities in taking cognizance of issues relating to society,
environment and media
2. Develop a process oriented approach to writing
3. Apply grammatical skills developed during the course
4. Utilize language effectively to focus on interpersonal skills
5. Develop a good command over the language
6. Identify the nuances of the different types of formal writing and incorporate the same in their writing

Course Contents

Unit-I: Language Acquisition

Remedial Grammar:Questions & Negatives; Questions Tags
Writing Skills:Email Writing
Activities:Group Discussions
Literature:Alphonse Daudet - The Last Lesson

Unit-II: Persuasive Skills

Remedial Grammar: Past Simple & Past Perfect
Writing Skills: Report Writing
Activities: Book & Movie Reviews
Literature: Lord Alfred Tennyson – Ulysses

Unit-III: Cognitive Skills

Remedial Grammar: Present & Past Passive; Conditionals
Writing Skills: Creative Writing
Activities: Role Plays
Literature: O. Henry – The Gift of the Magi

Unit-IV: Employability Skills

Remedial Grammar: Reported Speech; Idioms
Writing Skills: Cover Letter & CV
Activities: Exchanging Information
Literature: Saki – The Open Window

Reference Books:

72
 1. Bansal, R.K. and J.B. Harrison. Spoken English. Orient Blackswan, 2013.
2. Raman, Meenakshi and Sangeeta Sharma. Technical Communication. Oxford University Press, 2015.
3. Thorpe, Edgar and Showick Thorpe. Objective English. Pearson Education, 2013.
4. Dixson, Robert J. Everyday Dialogues in English. Prentice Hall India Pvt Ltd., 1988.
5. Turton, Nigel D. ABC of Common Errors. Mac Millan Publishers, 1995.
6. Samson, T. (ed.) Innovate with English. Cambridge University Press, 2010.
7. Kumar, E Suresh, J. Savitri and P Sreehari (ed). Effective English. Pearson Education, 2009.
8. Goodale, Malcolm. Professional Presentation. Cambridge University Press, 2013.

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA2031 Natya Sastra and Performing SC 4 0 0 4 4
Arts

Course Objectives
1. To make the students understand the importance of the text Natya sastra in the
arena of PerformingArts
2. To make the students learn the basics of the Natya Sastra and the fundamentals of
the different Units init.

Course Outcomes
1. At the end of the course the students would be in a position to understand the
importance and the greatness of the text NatyaSastra
2. The Students would not only understand the fundamentals of the different
chapters in Natya Sastra but would also try to implement them in their practical
and theorylearning.
Course Content:
UNIT Description Topics
1 Introduction to Natya Sastra • Introduction to Natya
Sastra – the encylopedia
on Dramaturgy and its
history
• Natyotpathi – the evolution of
Natya

73
 2 11 aspects of Natya Sastra – a • Rasa
detailed study • Bhava
• Abhinaya
• Dharmi
• Vritthi
• Pravritthi
• Sidhi
• Swara
• Atodyam
• Ganam
• Rangam
3 Traditional Theatres of South • Kudiyattam, Krishnattam,
India and Dasaroopakas Terukuthu, Nautanki, Tamasha,
Jatra, Burrakatha, Chhau,
Yakshagana and Bayalata,
Bhagavatha Mela
• Ten forms of Drama by
Dhananjaya
4 Natya Sastra in the Modern World • Marga and Desi
• Indian Classical Dance Forms
• Discovery of Natya Sastra in
19thcentury
• Different works on Natya Sastra
from 19th century

Reference Books:
• Natya Sastra – Dr. ManomohanGhosh
• Bharata – The Natya Sastra – Dr. KapilaVatsyayan
• Natya Sastra in the Modern World – Dr. Radhavallabh Tripathi
• Bharatamuni Praneetha Natyasastra – Acharya P.Ramachandra
• Abhinava Bharati on Bharata’s Natya Sastra – ManjulGupta
• Natya Sastra and the Indian Dramatic Tradition – Dr. Radhavallabh Tripathi

74
 Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA2032 Music Theory 2- Karnatik Music SC 4 0 0 4 4

Course Objectives

1. To enable the artistes of School of Performing Arts to have a strong foundation in both
practical and theory ofmusic.
2. Enable students to understand the importance of music and its glorious past, through
the biographies of lengendry maestros.
3. To enable students to understand the melekartha/Thaat raga system
4. To enable them to understand the classification of geeta prakaras in Indian classical

Course Outcomes
1. At the end of the course the students would be in a position to understand the nuances of Indian
classical Music.
2. The Students would not only understand the fundamentals and basics of the music but would also
understand the tala system in Indian classicalmusic Philosophical ideas.
3. The students would get used to the melakartha/Thaat scheme
4. Students would understand the importance of raga classification and alap.

Course content

UNIT Description Topics

1 Katapayadi Sutra • 72 melakartha scheme- katapayadi

formulae, Bhoota sankhya

2 Raga classification • Raga classification- Varja, Vakra, Upanga-

Bhashanga,Nishadantya Panchamantya
ragas, Dhaivatanthya ragas

3 Music Basics • Classification of Musical Forms in

Theory Music General, Geetam – Lakshya Geetam
& Lakshana Geetam, Swarajathi
&Jathiswaram

4 Music Basics • Tala dasapranas

Theory Music • Ghana, Thata, sushira and Avanaddha

60
 Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA2033 Music Theory 2- Hindustani SC 4 0 0 4 4
Music

Course Objectives
1. To enable the artistes of School of Performing Arts to have a strong foundation in both
practical and theory ofmusic.
2. Enable students to understand theimportanceofmusicanditsgloriouspast, through the
biographies of lengendry maestros.
3. To enable students to understand the melekartha/Thaat raga system

Course Outcomes
1. At the end of the course the students would be in a position to understand the nuances of Indian
classical MusicThe Students would not only understand the fundamentals and basics of the
music but would also understand the tala system in Indian classicalmusic Philosophical ideas.
2. The students would get used to the melakartha/Thaat scheme
3. Students would understand the importance of raga classification and alap.

Course content

UNIT Description Topics

1 Classification of Parental Scales Hindustani music part)

10 Thaats scheme
2 Raga classification • (Hindustani music part)
Raga ragini Vargeekarana
3 Types of Compositions
• (Hindustani music part)
Geetha prakaras - Swaramalika,Lakshan
geeth,Tarana,Chathurang,Dhamar,Dhrupad,Thumri
& Khayal Bandish
4 Elements of Hindustani Music • Hindustani music part)
Short notes - Alap system
Important Philosophical ideas
Gayaki - Nayaki
Nibaddha - Anibadda Prakara

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy

61
 4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande

Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

Course Code Course Title Course Type L T P C Hrs./

Wk.
B20BA2033 World Theater SC 4 0 0 4 4

Course Objectives:
1. To look at the historical background of Sanskrit theatre
2. To be known about the regional theatrical developments.
3. To have a broader knowledge of Western Theatre evolution
4. To be familiar to various stages of theatre in Western countries
5. To enter the regime of major plays of Ancient India and Western theatre

Course Outcomes:
Upon completion of this course, the student should be able to:
1. Have an appreciation of the details of theatre arts documented in the history of India.
2. Evaluate the success of theatrical practices in Karnataka.
3. Get familiar with a broad range of theatrical terminology and personalities in Sanskrit, Kannada and Western
theatre.
4. Appreciate the evolution of theatre in Western countries in detail.
5. Identify the social themes & structures historically responsible for the development of dramatic types.

62
Course Content:

Unit Topics Description

1 Sanskrit theatre 1. Introduction to Natya Sastra

2. Origin and development of Sanskrit theatre.
3. Introduction to Dhananjaya’s dasharoopakas
4. Sanskrit playwrights –Bhasa, Kalidasa, Shudraka
2 Karnataka theatre 1. Origin and development of folk theatre in Karnataka –
Yakshagana, Doddata, Sannata, Talamaddale.
2. Professional theatre history of Karnataka.
3. Major theatre companies of Karnataka – Gubbi company,
4. Origin and development of amateur theatre in Karnataka.
3 Western theatre 1 1. Origin and development of Greek Theatre.
2. Greek playwrights – Aeschylus, Sophocles, Euripides,
Aristophanes.
3. Origin and development of Roman theatre.
4. Roman playwrights – Plautus, Terrence, Seneca.
4 Western theatre 2 1. Origin and development of medieval theatre
2. Origin and development of Elizabethan theatre.
3. Modern European theatre
Commedia Del Arte
Realism
Naturalism
Expressionism
Absurd theatre
4. Germinal playwrights – Henrik Ibsen, Antonin Chekov,
August Strindberg, Maxim Gorky, Bertolt Brecht, Eugene
Ionesco, Samuel Beckett.

Reference Books
1. Dr. ManomohanGhosh, Natya Sastra
2. Dhananjaya – trans – George C O Haas, Dasharoopaka
3. B. R. Venkataramana Aithala & Deepa Ganesh, Kannada Theatre History 1850 - 1950
4. ChrisHogget, All About Theatre – off stage
5. Bradley A Gerard, Behind the Scenes
6. K. V. Akshara, Rangaprapancha

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA2041 Practical 2 – Fundamentals of
SC 1 0 2 3 5
Bharatanatyam

63
Course Objectives:

1. To help the Student to have more knowledge and base in the form.
2. To enable the dancer to have a strong foundation in Bharatanatyam
3. To enable the dancer to have a strong foundation in the dance style by learning the different items and
abhinaya
4. To teach the students the items in dance and also the technical aspects of the item which

Course Outcomes:

1. Demonstrate the structural aspects of Nrita items in Bharathanatyam

2. Compare the Nritta and Nritya items in Bharathanatyam with examples
3. Analyzing the Historical aspects of the items
4. Understand the nuances of abhinaya

Course Content

Unit Topics Description

1 Dance 1 Jathiswaram – 1

2 Dance 2 Shabdam poorvardha

3 Dance 2 Shabdam uttarardha

4 Singing and Recitation Learning singing the lyrics of items and the recitation
of jathis and solkattus

64
 Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA2042 Practical 2 – Fundamentals of SC
1 0 2 3 5
Kuchipudi

Course Objectives:

1. To enable the dancer to learn the invocatory items in Kuchipudi dancestyle.

2. To enable the dancer to have a strong foundation in the dance style by learning the different items andabhinaya
3. To enable the students to become more aware of the different items in therepertoire
4. To teach the students the items in dance and also the technical aspects of the item which include rhythm, music,
and literature

Course Outcomes

1. Explain the importance of invocatory items in the repertoire.

2. Understand the structure of different invocatory items in Kuchipudi
3. Differentiate the patterns of Poorvaranga and Vinayaka Kavithwam.
4. Will be able to further teach the items and also understand the intricacies in choreographing such items

Course content

Unit Topics Description

1 Dance 1 Brahmanjali

2 Dance 2 Vinayaka Kowthvam 1st part

3 Dance 2 Vinayaka Kowthvam 2nd part

4 Singing and Recitation Learning singing the lyrics of the items and also
the recitation of the jathis and the solkattus

65
 Course Code Course Title Course L T P C Hrs/wk
Type
B20BA2043 Practical 2-Fundamentals of SC 1 0 2 3 5
Dance Mohiniyattam

Course objectives:
1. To make the students understand the nuances of the Mohiniyattam.
2. To enable them to understand the technical terms in Cholkkettu and jathiswaram.
3. To enable the dancer to have a strong foundation in the dance style by learning the different Dances
and abhinaya
4. To teach the students the dances and also the technical aspects of the item which include taalam, music
and literature.

Course outcomes:
1. At the end of the course the students would be in a position to understand the nuances of the
Mohiniyattam art form.
2. The students would not only understand the fundamentals and basics of the dance, but would also become
a performer.
3. Will be able to further teach the Dances and also understand the intricacies in choreographing such Dances
in future
4. A good understanding about the items music and lyrics meaning.

Course Content

UNIT Description Topics

• Basic Adavus
1 Fundamentals
Hasta Bhedas • Samyutha Hastas bhedas from
2 Hastha Lakshana Deepika,
Bandhuhasthas,devahasthas,dasavat
hara
• Hasthas,eight mudras viniyogams
3 Dance 1 • Cholkattu -1
4 Dance 1 • Jathiswaram – 1

66
 Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA2044 Practical –2 Fundamentals of Odissi SC 1 0 2 3 5
Dance

Course Objectives:
1. To teach the important items in Odissi
2. To enable the students to understand the patterns of item in Odissi
3. To enable the students to understand about the repertoire of Odissi
4. To teach the students the items in dance and also the technical aspects of the item which include rhythm, music and
literature.

Course Outcomes:
1. learn the history behind each item in Odissi
2. Explain the the tala system in Odissi
3. Understand the nuances of Abhinaya in odissi
4. Demonstrate the patterns Nritta and Nrithya in Odissi.

Course Content

UNIT Description Topics

1 Dance 1 1. Mangalacharan
2. stuti
2 Dance 2 1.Vandana

3 Dance 3 1.BatuNritya

4 Dance 4 1.Sthayi

67
Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA2045 Practical-2 (Fundamentals of Kathak) SC 1 0 2 3 5

Course Objectives:

1. To make the students understand the nuances of the kathak.

2. To enable them to understand the technical terms in katak
3. To enable the dancer to have a strong foundation in the dance style by learning the different Dances
and abhinaya
4. To teach the students the Dances in dance and also the technical aspects Of the item which include
taalam, music, literature.

Course Outcomes:
1. learn the history behind each item in Kathak
2. Explain the the tala system in Kathak
3. Understand the nuances of Abhinaya in Kathak
4. Demonstrate the patterns Nritta and Nrithya in Kathak.

Course Content

UNIT Description Topics

1 Dance 1 Basic toda/tukdas in teentaal.

2 Dance 2 Basic Tihaii in teentaal.

3 Dance 3 Chakkar dar Toda in teentaal.

4 Singing and recitation Padhant

68
Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA2046 Practical-2 (Fundamentals of Carnatic SC 1 0 2 3 5
Music)

Course Objectives
1. To enable the dancers/artistes of School of Performing Arts to have a strong foundation in both
practical and theory ofmusic.
2. To teach students the fundamental technicalities in music through varied music scriptures and
make them adept in the recitation of the songs in the Carnaticmusic.
3. Voice culture and to make the students understand the nuances of CarnaticMusic.
4. To enable them to understand the technical terms in music

Course Outcomes:
1. At the end of the course the students would be in a position to understand the nuances of Carnatic
Music
2. The Students would not only understand the fundamentals and basics of the music but would also
become aperformer.
3. The students would get used to the voice cultureexercise
4. Students would understand the importance of music with respect todance

Course content

Unit Topics Description

1 Music Basics • SaptatalaAlankaras

And voice culture
2 Music Basics • DatuVarasegalu
And voice culture • Geethe-1

3 Music Basics • Alankaras

Theory Music • Geethe –2

4 Music Basics • Geethe –3

Theory Music • Geethe –4

69
 Course Code Course Title Course L T P C Hrs/wk
Type
B20BA2047 Fundamentals Of Hindustani SC 1 0 2 3 5
Practical-2

Course Objectives
1. To make the students understand the nuances of the Hindustani Music.
2. To make the students learn the compositions in Hindustani classical music and to enable them to learn it in
the practical way.
3. To enable them to understand the technical terms in music.

Course Outcomes
1. At the end of the course the students would be in a position to understand the nuances
of the Hindustani classical Music
2. The Students would not only understand the fundamentals and basics of the music
but would also become a performer.
3. The students will be able to sing in concerts and will also have a strong music theory

Course content

UNIT Description Topics

1 • Raag Bibhas
Music – Raga abhyas & • Raag GurjariTodi
Prasthuthi Practice of Sargamgeeth,
Lakshanageeth, Chotakhayal-
Alap & Taan for above ragas
2 Music – Raga abhyas & • Raag Durga
Prasthuthi • Raag Alhaiyya Bilawal
Practice of Sargamgeeth,
Lakshanageeth, Chotakhayal-
Alap & Taan for above ragas
3 Music – Raga abhyas & • Raag Purvi
Prasthuthi • Raag Asawari
Practice of Sargamgeeth,
Lakshanageeth, Chotakhayal-
Alap & Taan for above ragas

70
4
Music Practical theory • Taal – Dadra, Keherwa (Only
Tekha)
• Usage of Tanpura & Harmonium
• Bhathkande Swaralipi abhyaas/
Notation practice

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

Course Code Course Title Course L T P C Hrs./

Type Wk.

B20BA2048 Practical 2– Design in Theater and Acting SC 1 0 2 3 5

Advance I

Course Objectives

1. Develop an appreciation and unerring zeal towards dramatic literature.

2. Eliminate the fear of speaking in public and performance anxiety by enhancing self-confidence.
3. Demonstrate the historical evolution of drama and its variants across the world.
4. Explore the episteme of Theatrical Terminologies and Theories.
Course Outcomes

1. The completion of the course enables pupils to realize the vitality and the prominence of Theatre
across the world.
2. Be able to enhance the reading skills.
3. Be able to analyse and demonstrate the characters in a script theoretically and practically.
4. Be able execute acting skills in a scene.

71
 Course Content:

Unit Topics Description

1 Theatre Make – up 1. History of Make-up
2. Types of theatre make-up
Straight
Character
Mosaic
Sculpture
3. Color symbolism and character analysis
4. Executing make-up for various characters.

2 Stage Craft 1. The Significance of Sets, Prop and Make-up

2. Functions of set, Technical terms pertaining to
stage. Types of props used in a play
Dynamic
Static.
3 Stage Props and setting 1. Executing Stage Properties for a given play
using raw materials. Preparing hand and set
properties for a periodical and a social play.
2. Drawing Ground plan-cross section plan and
Elevation plans of stage
4 Acting 2 – 1. Continuing the previous exercises and activities
Practice and Development Rhythm
of Theatre Pitch and Volume
Meaning of Speech
Symbol
Signal
2. Introduction to “Trance Energy” of Antonin
Arthaud
3. Introduction to Grotowski’s “Poor Theatre”

Reference Books:

1. Dr. ManomohanGhosh, Natya Sastra

2. Dhananjaya – trans – George C O Haas, Dasharoopaka
3. B. R. Venkataramana Aithala & Deepa Ganesh, Kannada Theatre History 1850 - 1950
4. ChrisHogget, All About Theatre – off stage
5. Bradley A Gerard, Behind the Scenes
6. K. V. Akshara, Rangaprapancha

72
 Course Hrs. /
Course code Course Title L T P C
Type Wk.
English Literature (The Romantic Age) &
B19BA2050 HC 4 0 0 4 4
Language – II

Course Objectives

1. To relate to the context of the literary ages.

2. To develop aesthetic understanding of the text.
3. To identify the new genres in British literature.
4. To interpret the discourses of literature and to comprehend the idea of liberty, equality and fraternity.

Course Outcomes

On completion of the course, students will be able to:

1. Develop creative skills and human values through aesthetics of literature.
2. Demonstrate the knowledge and incorporate the proficiency of language skills through prose.
3. Deduct historical aspects from literature to develop mastery over social skills.
4. Construct coherent sentences in English.
5. Critically analyse the literary concepts used in the select literary pieces.
6. Appreciate poetic language

Course Contents
Unit – I: Poetry
The Age of Transition:
1. William Blake – The Chimney Sweeper
The Romantic Age:
2. William Wordsworth – The Solitary Reaper
3. Samuel Taylor Coleridge – Extract from The Rime of the Ancient Mariner (Part I – lines 1-82)
4. Lord Byron – On This Day I Complete My Thirty-Sixth Year
5. Percy Bysshe Shelley – Stanzas Written in Dejection, near Naples
6. John Keats – Ode to a Nightingale

Unit – II: Prose

1. Charles Lamb – Dream-Children: A Reverie
2. William Hazlitt – On the Feeling of Immortality in Youth
3. Percy Bysshe Shelley – Extract from A Defence of Poetry (Shelly views on Nature of Poetry)
4. Mary Wollstonecraft – Extract from A Vindication of the Rights of Women (Chapter 5)

Unit – III: Fiction

1. Ann Radcliffe – The Mysteries of Udolpho
2. Jane Austen – Pride and Prejudice (film text)

Unit – IV: Language

1. The Structure of Sentences

73
2. Discourse

REFERENCES:

• Wordsworth, Jonathan. The Penguin Book of Romantic Poetry. Penguin, 2006.

• Coleridge, Samuel Taylor, The Rime of the Ancient Mariner. Macmillan Collector’s Library, 2017
• Applebaum, Stanley. English Romantic Poetry: An Anthology. Dover, 1996.
• Driver, Paul. Poetry of the Romantics. Penguin, 2000.
• Blaisdell, Bob. Great English Essays: From Bacon to Chesterton. Dover, 2005.
• Wollstonecraft, Mary, Vindication of the Rights of Women. Penguin, 2010.
• Sinha, Susanta K. English Essayists. Oxford University Press, 1997.
• Austen, Jane. Pride and Prejudice. Penguin, 2009.
• Radcliffe, Ann. The Mysteries of Udolpho. Penguin, 2001.
• Green, David. Contemporary English Grammar Structures and Composition. New Delhi: MacMillan
Publishers, 2010.
• Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman, 2003.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Foundations Of 3
B19BA2060 HC 2 1 0 3
Psychology-Ii

Course Objectives

1. To introduce the student to the different approaches to Learning

2. To introduce the mechanism of formation of memory and factors influencing our memory
3. To help the student to understanding cognitive process and Intelligence
4. To orient the students about Personality Development.

Course Outcomes

On completion of the course, the students will be able to:

1. Discovers the ways different behaviors are learnt and its application to change the behavior.
2. Gain an understanding of mechanism of Human memory process and apply the knowledge in improving one’s
memory.
3. Explores the mechanism behind human thought process, intelligence and related concepts
4. Explores the concept personality, factors influencing, and different components of personality.

Course Contents

Unit-I: Learning

a) Definition.
b) Theories of Learning: Classical Conditioning- Experiment, Basic Concepts-Neutral stimulus, Conditional
Stimulus, Unconditional Stimulus, Conditional response, Unconditional Response, Stimulus Generalization,

74
 Discrimination, Extinction, Spontaneous Recovery, Higher Order Conditioning, Application to Human
Behavior-systematic desensitization, aversion therapy.
c) Operant Conditioning: Basic Concepts-Reinforcement, Punishment-positive and negative, Experiments,
Schedules of Reinforcement. Stimulus control, extinction, generalization and spontaneous recovery.
Application: Shaping, Token Economy.
d) Cognitive Learning theory: Latent Learning-Tolman, Insight learning-Kohler, Learned Helplessness-Seligman.
e) Observational Learning: Bobo doll experiment, Basic concepts.
f) Learning in Classroom and Study skills.

Unit-II: Memory
a) Definition, Three processes of Memory-Encoding, Storage, Retrieval
b) Three memory System- Sensory memory-iconic, echoic, Short-term memory-working memory, long-term
memory- Declarative-episodic, semantic, nondeclarative memory.
c) Retrieval cues: encoding specificity. Recall and Recognition.
d) Forgetting: reasons, theories-memory trace decay theory, interference theory.
e) Biological Bases of Memory.
f) Relationship between learning and memory
g) Memory strategies: mnemonic, peg-word, method of loci, music and rhythm.
h) Memory disorders: Amnesia, Alzhemer’s.

Unit-III: Higher Cognitive process

a) Thinking: Defintion, types: convergent, divergent; concept formation.
b) Problem solving- definition, types: analogy, heuristics, trial and error, algorithms.
c) Reasoning- definition, types: inductive and deductive.
d) Decision making,
e) Intelligence: Definition, IQ, IQ distribution and interpretation
f) Broader conceptions of Intelligence: Spearman’s two factor theory, Sternberg’s triarchic theory, Multiple
Intelligences, Guilford’s theory.
g) Types of intelligence tests- individual, group, verbal, non-verbal and performance tests with examples.
h) Role of Heredity and Environment in intelligence
i) Extremes of Intelligence.
j) Creativity: Definition, stages, characteristics

Unit-IV: Personality
a) Nature and definition of personality (Allport’s definition).
b) Factors influencing on development of personality.
c) Approaches to personality theories.
d) Psychodynamic Perspectives: Freud and Jung’s theory
e) Trait approaches: NEO-5 theory.
f) Social Learning theory: Bandura’s theory of Personality.
g) Humanistic Approach: Roger’s Theory.
h) Measurement of personality: Objective Measurement: Questionnaires, rating scales. Projective Techniques.

References Books:
1. Robert S. Feldman (2004) understanding Psychology 6th Edition Tata MrGram – Hill.
2. Saundra K Ciccarelli and Glenn E Meyer (2008), Psychology, South Asia Edition,
3. Robert A Baron (2001), Psychology, III Edition, Prentice Hall Publications
4. John. W. Santrock (2006), Psychology Essentials, 2nd Edition Tata Mc Graw Hill

75
 5. Hillgord & Atkinson (2009), Introduction to Psychology Oxford IBH publishing Co. Pvt. Ltd.
6. Morgan, King (2004), Introduction to Psychology, VII Edition, 1989, Mc Graw Hill IBH Publication
Psychology Practical-II:
Statistics: Measures of Variance: Range, S. D, Quartile deviation.
1. Cueing
2. Chunking
3. Maze-learning
4. Bilateral Transfer
5. Concept Formation

Course Code Course Title ourse L T P C Hrs./

Type Wk.
B19BA2071 Folklore Study – Folk Dance SC 0 1 1 2 3

Course Objectives
1. To teach the students the history and development of Folk lore in India
2. To teach the students the theoretical aspects of the folk lore.
3. To teach the students the practical aspects of the folk lore.

Course Outcomes
1. The students would be able to communicate and explain about the history of the folk lore.
2. The students will have an understanding of the theoretical aspects of the folklore
3. The students would be able to perform an item in folk style.
Course Content:
UNI Description Topic
T
1 Introduction to Folk 1. Introduction and importants of folk arts
Arts 2. Characteristics of folk arts
3. Folk art forms of India
4. Folk art forms that have survived generations
2 Folk dances of India 1. Folk dances from different states of India
2. Puppetry
3. History and development of folk dances of
India
3 Dakshinatya Pravritti 1. Detailed study of Folk dances of Andhra
2. Detailed study of Folk dances of Tamil Nadu
3. Detailed study of Folk dances of Kerala
4. Detailed study of Folk dances of Karnataka
5. Detailed study of Folk dances of Maharashtra
4 Practical session 1. Learning and practicing any 2 folk dance

76
 Course Code Course Title ourse L T P C Hrs./
Type Wk.
B19BA2072 Folklore Study – Folk Music SC 0 1 1 2 3

Form

Course Objectives
1. To teach the students the history and development of Folk lore in India
2. To teach the students the theoretical aspects of the folk lore.
3. To teach the students the practical aspects of the folk lore.

Course Outcomes
1. The students would be able to communicate and explain about the history of the folk lore.
2. The students will have an understanding of the theoretical aspects of the folklore
3. The students would be able to perform an item in folk style.
Course Content:

UNIT Description Topics

1 Introduction to Folk arts • Introduction and importants of folkarts

• Characteristics of folkarts
• Folk art forms ofIndia
• Folk art forms that have survived
generations

2 Development of Folk • Earliest records of Indian folkmusic

Music • History andregionality

3 Instruments used for • Sushira, Avanadha, Thanthri, Ghana

folk dance Vadys used in folk music
• Instruments used in north and south
folk music.
4 Practical session • Learning and practicing any 2 folk
music form

77
 Course Code Course Title ourse L T P C Hrs./
Type Wk.
B19BA2073 Folklore Study – Folk Theatre SC 0 1 1 2 3

Course Objectives
1. To teach the students the history and development of Folk lore in India
2. To teach the students the theoretical aspects of the folk lore.
3. To teach the students the practical aspects of the folk lore.

Course Outcomes
1. The students would be able to communicate and explain about the history of the
folk lore.
2. The students will have an understanding of the theoretical aspects of the folklore
3. The students would be able to perform an item in folk style.

Course Content:
Unit Topics Description

1 Introduction to Folk 1. Introduction and importants of folk arts

Arts 2. Characteristics of folk arts
3. Folk art forms of India
4. Folk art forms that have survived generations

2 Folk Theatre of India 1. Introduction

2. Different Theatre forms of Ancient India
3. Medieval India
4. Modern India

3 Dakshintya Pravritti 1. Koodiyattam

2.
Yakshagana

3. Veddhi Natakam
4. Therukoothu
5. Tamasha
4 Practical session 5. Learning and practicing any 2 folk theatre form

78
 Course Code Course Title Course L T P C Hrs./
Type Wk.

B19BA2080 Skill Development -1 RULO 0 0 2 2 4

(Multimedia and
Designing)

Note: Skill Development (Multimedia and Designing) courses are organised by

the Placement and Training Centre. The students have to undergo Soft Skill
Courses conducted by the said Centre.

79
SEMESTER 3

Course Course Title Course L T P Hrs./

Code Type Wk.

Language:
B18BA3011 SC 2 1 0 34
Kannada-IIl

Course Objectives:

£Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ£ÀßqÀ ¸Á»vÀåªÀ£ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ

GzÉÝñÀªÀ£ÀÄß ºÉÆA¢zÉ. CzÀgÀAvÉ ªÀÄÆgÀ£ÉAiÀÄ ¸É«Ä¸ÀÖgï£À°è ºÉƸÀUÀ£ÀßqÀ
¸Á»vÀå ¥ÀæPÁgÀUÀ¼ÁzÀ £ÀªÉÇÃzÀAiÀÄ, £ÀªÀå PÁªÀå, ¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ £ÁlPÀ
¸Á»vÀåªÀ£ÀÄß ¥ÀoÀåªÀ£ÁßV DAiÉÄÌ ªÀiÁrPÉÆAqÀÄ, «zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ
¸ÀzÀ©ügÀÄaAiÀÄ£ÀÄß ªÀÄÆr¸À¯ÁUÀÄvÀÛzÉ. ¸ÁA¸ÀÌøwPÀ w¼ÀĪÀ½PÉAiÀÄ eÉÆvÉUÉ
ªÀåQÛvÀé «PÀ¸À£ÀzÀ PÀqÉUÉ UÀªÀÄ£À ¤ÃqÀ¯ÁUÀÄvÀÛzÉ.

• ¨sÁµÉ, ¸Á»vÀå, EwºÁ¸À ªÀÄvÀÄÛ ¸ÀA¸ÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ

¸ÀA§A¢ü¹zÀAvÉ ¥ÀjZÀ¬Ä¸À¯ÁUÀÄvÀÛzÉ.
• «zÁåyðUÀ¼À ¸ÀªÀðvÉÆêÀÄÄR ¨É¼ÀªÀtÂUÉUÉ C£ÀĪÁUÀĪÀAvÉ ºÁUÀÆ
CªÀgÀ°è ªÀiÁ£ÀªÀ ¸ÀA§AzsÀUÀ¼À §UÉÎ UËgÀªÀ, ¸ÀªÀiÁ£ÀvÉ ªÀÄÆr¹, ¨É¼É¸ÀĪÀ
¤nÖ£À°è ¥ÀoÀåUÀ¼À DAiÉÄÌAiÀiÁVzÉ.
• CªÀgÀ°è ¸ÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛªÀÄ «ªÀıÁð UÀÄt, ¤gÀUÀð¼À
¸ÀA¨sÁµÀuÉ, ¨sÁµÀt PÀ¯É ºÁUÀÆ §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼É¸ÀĪÀÅzÀÄ
UÀÄjAiÀiÁVzÉ
• ¸ÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀÆ®ªÁUÀĪÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß
UÀªÀÄ£ÀzÀ°èèlÄÖPÉÆAqÀÄ ¸ÀÆPÀÛ ¥ÀoÀåUÀ¼À£ÀÄß DAiÉÄÌ
ªÀiÁrPÉƼÀî¯ÁVzÉ.
.
Course Outcomes:

ºÉƸÀUÀ£ÀßqÀ ¸Á»vÀå ¥ÀæPÁgÀUÀ¼ÁzÀ £ÀªÉÇÃzÀAiÀÄ, £ÀªÀå PÁªÀå,

¸ÀtÚPÀxÉUÀ¼ÀÄ ºÁUÀÄ £ÁlPÀ ¸Á»vÀå PÀ°PÉAiÀÄ ªÀÄÆ®PÀ PÁ®zÀ
¹ÜvÀåAvÀgÀUÀ¼À£ÀÄß CzÀgÀ M¼À£ÉÆÃl UÀ¼À£ÀÄß ¨É¼É¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, ¸ÁA¸ÀÌøwPÀ ºÁUÀÆ °AUÀ¸ÀA§A¢ü
«ZÁgÀUÀ¼ÉqÉ UÀªÀÄ£ÀºÀj¸ÀĪÀÅzÀgÉÆA¢UÉ «zÁåyðUÀ¼À°è ZÀZÁð
ªÀÄ£ÉÆèsÁªÀªÀÅ ¨É¼ÉAiÀÄÄvÀÛzÉ.
• fêÀ£ÀzÀ°è §gÀĪÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, ¸ÀªÀĸÉåUÀ¼À£ÀÄß
DzsÀĤPÀ ¸ÀAzÀ¨sÀðzÀ°è ªÀiÁ£À«ÃAiÀÄvÉAiÉÆA¢UÉ ¤ªÀð»¸ÀĪÀAvÉ
¥ÉæÃgÉæ¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ CjªÀÅ ªÀÄÆr¸ÀÄvÀÛzÉ
• GvÀÛªÀÄ ¸ÀAªÀºÀ£À PÀ¯ÉAiÀÄ£ÀÄß ¨É¼É¸ÀĪÀ GzÉÝñÀªÀ£ÀÄß
FqÉÃj¸ÀÄvÀÛzÉ.

Course Content:

Unit I £ÀªÉÇÃzÀAiÀÄ PÀ«vÉUÀ¼ÀÄ

1. ¨É¼ÀUÀÄ zÀ.gÁ. ¨ÉÃAzÉæ
2. PÀ°Ì PÀĪÉA¥ÀÄ
3. PÀ£Àßqï ¥ÀzÀUÉƼï f. ¦. gÁdgÀvÀßA
80
Unit II £ÀªÉÇÃzÀAiÀÄ ºÁUÀÄ £ÀªÀå PÀ«vÉUÀ¼ÀÄ
1. CªÀzsÀÆvÀ ¸ÀÄ.gÀA.JPÀÄÌAr
2. ªÀģɬÄAzÀ ªÀÄ£ÉUÉ PÉ.J¸ï.£À
3. £À£Àß ºÀtvÉ f.J¸ï.J¸ï.

Unit III ¸ÀtÚ PÀxÉUÀ¼ÀÄ

1. zÁ½ £ÀqÉzÁªÀ CuÁÚ CªÀÄgÉñÀ £ÀÄUÀqÉÆÃtÂ
2. PÉÆ£ÉAiÀÄ VgÁQ ¤gÀAd£À
3. ªÀiÁ¤Ãlgï vÉÃd¹é

Unit IV £ÁlPÀ
«ÄÃrAiÀiÁ C£ÀĪÁzÀ.: PÉ. ªÀÄgÀļÀ ¹zÀÞ¥Àà

¥ÀgÁªÀıÀð£À UÀæAxÀUÀ¼ÀÄ :
1. ªÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºË¸ï,
ªÉÄʸÀÆgÀÄ. 2014
2. ¹ÃªÀiÁwÃvÀ PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ ¸ÀA¥ÀÄl 1,2,3,4,5 ªÀÄvÀÄÛ 6, PÀĪÉA¥ÀÄ
PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ, ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ, ªÉÄʸÀÆgÀÄ. 2014
3. qÁ. CgÀ«AzÀ ªÀiÁ®UÀwÛ, ¸Á»vÀå ¸ÀA¸ÀÌøw ªÀÄvÀÄÛ zÀ°vÀ ¥ÀæeÉÕ,
¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÀßqÀ ¸Á»vÀå ¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀÆgÀÄ. 2014
4. qÁ. F.J¸ï. DªÀÄÆgÀ, PÀ£ÀßqÀ PÀxÀ£À ¸Á»vÀå : PÁzÀA§j, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß
§ÄPï ºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ. 2016
5. QÃvÀð£ÁxÀ PÀÄvÀðPÉÆÃn, PÀ£ÀßqÀ ¸Á»vÀå ¸ÀAUÁw, ¥ÀæPÁ±ÀPÀgÀÄ
PÀÄvÀðPÉÆÃn ªÉĪÉÆÃjAiÀįï læ¸ïÖ, zsÁgÀªÁqÀ. 2009
6. ¸ÀA. ©.J¸ï. PÉñÀªÀgÁªï. PÉʯÁ¸ÀA PÀ£ÀßqÀ £ÁlPÀUÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ CAQvÀ
¥ÀĸÀÛPÀ, ¨ÉAUÀ¼ÀÆgÀÄ. 2005
7. ±ÁªÀÄgÁAiÀÄ vÀ.¸ÀÄ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À
ªÉAPÀtÚAiÀÄå ¸ÁägÀPÀ UÀæAxÀªÀiÁ¯É, ªÉÄʸÀÆgÀÄ -2014
8. DzsÀĤPÀ PÀ£ÀßqÀ PÁªÀå ¨sÁUÀ-2, PÀĪÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ,
ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ, ªÉÄʸÀÆgÀÄ. 2004
9. ²ªÀgÀÄzÀæ¥Àà f.J¸ï. PÀ£ÀßqÀ ¸Á»vÀå ¸À«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 2013

Course code Course Tittle Course Type L T P C Hrs./Wk.

B18BA3012 Hindi SC 2 1 0 3 4

Course Objectives:

पपपपपपपपप पपपपपपपप :
• से दभेाे ा नेु सार उिचत भाषेा केा प्रयेोग करनेे केी दद्वेतेा केो छेाते्ेोे मेेे उत्पन्न करनेा |
• साद्वित्य केे मेाध्यम सेे समेाज एवे मेानवेीय मे ले्ेोे केो समझेाकर, उन
मे ले्ेोे केी रद्वेेा द्वेेे तेु प्रेे ररत करना |
• छेाते्ेोे मेेे पेु स्तक पठन एवे लेे खन केी अके ितम प्रवे द्वि से् थेािपत करनेा |
• अध्येे तेाओे मेेे साद्वित्य केे मेाध्यम सेे प्रभावेी एवे केु शल सेचार केा िवकेास करनेा |

81
Course Outcomes:
पपपपप पपपपपप :
अध्ययन की समाप्तप्त पर अध्येता –
• सामेािजक मे ल् एवे ने ितक जवेाबदेे द्वेेी केो स्वेीकेार कर सकतेा द्वेे |
• साद्वित्य केी प्रासे िगकतेा केो जेीवन मेेे समझनेे केी दद्वेतेा रखतेा द्वेे |
• समेाज मेेे अे तिनेाद्वित पद् दितयेाेाे एवे िवचारधेारेाओे केा व्येाख्यान करनेे मेेे द्वसम बन सकतेा
द्वेे |
• साद्वित्य केे मेाध्यम सेे प्रभावेी एवे केु शल से चार केा िवकेास कर सकतेा द्वेे |

पपपप –1 :कककक : कक कक ककककककककककक – कक. कककक ककक कककक

ककककक
ककककक ककककक
ककककककक ककककक

पपपप –2 :कककक : कक कक ककककककककककक ककककक

ककककक
कककककक ककककक
पपप प –3 :कककक : कक कक ककककककककककक कककक
ककककक
ककक ककककक
पपपप –4:
पपपपपप : कककककककक - कककककक - कककककक कककक ककककक कककककक -
कककककककक - कककककक कककक ककककक
कककककककककक
पपपपप : पपपपपपपप पपपप 25 पपप पपपपप पपपपपपपपप पप |

d) Suggested Text Books and References

Text book/s: पपपपप पपपपपप :

1. पप पप पपपपपपपपपपप – पप. पपपप पपप

References: पपपपपपप पपपपपप :

1. मीिडया लेखन एव जनसचार – डॉ सजीव कु मार.
2. .द्विन्दी साद्वित्य केा इितद्वेेास नेागन्द्रेे .डेॉ -
3. आधेु िनक द्विन्दी साद्वित्य केा इितद्वेेास बच् चन िसद्वेे .डेॉ -
4. द्विन्दी साद्वित्य केा नवेीन इितद्वेेास लेाल साद्वेब िसेद्वे .डेॉ -
5. शुद्ध द्विन्दी क से बोले क से िलखेपथ्वीनाथ पाण्डे -
82
6. केायेाे ा लय अनेु वेाद िनदेे िशकेा
7. मेीिडयेा िवमशेा – रेामशरण जेोशी

83
 8. से स्के ित– जनसे चार और बेाजेार , नन्द भरद्वेेाज
Course Hrs./Wk.
Course Tittle Course Type L T P C
code
B18BA3013 Additional English III SC 2 1 0 3 3

Course Objectives

• To ensure the development of the linguistic prowess of the students

• To motivate the students to appreciate literature
• To help students build strong language fundamentals
• To promote an appreciable reading habit among the students
Course Outcomes

On completion of the course, learners will be able to:

1. Demonstrate a thorough understanding of sensitive and critical social issues.
2. Develop reading skills and vocabulary range
3. Critically analyse a piece of prose or poetry
4. Express their opinion in a coherent manner
5. Appraise children’s literature as a genre for children as well as adults
6. Identify figures of speech and literary tones

Course Contents

Unit-I:Gender & Identity

Anne Sexton – Consorting with Angels
Eugene Field – The Doll’s Wooing
Suniti Namjoshi – Extracts from Feminist Fables
Ruth Vanita & SaleemKidwai (ed) – Same Sex Love in India (Extract)
Charlotte Perkins Gilman – The Yellow Wallpaper 12 Hours

Unit-II: Love & Romance

Alfred Noyes – The Highway Man
William Shakespeare – Sonnet 116
Frank Richard Stockton – The Lady or the Tiger?
Oscar Wilde – The Nightingale and the Rose
William Shakespeare – Excerpt from Romeo and Juliet (Balcony Scene)

Unit-III: War & Trauma

Lord Alfred Tennyson – The Charge of the Light Brigade
TaufiqRafat – The Medal
Guy de Maupassant – Two Friends
Sadaat Hasan Manto – Toba Tek Singh
Bertolt Brecht – Excerpt from Fear and Misery of the Third Reich

Unit-IV: Children’s Literature

William Blake – The Chimney Sweeper
84
 D.H. Lawrence – Discord in Childhood
Hans Christian Anderson – The Snow Queen
Anna Sewell – The Black Beauty (Extract)
Rudyard Kipling – The Jungle Book (Extract)

Reference Books:
• Sexton, Anne. The Complete Poems. Houghton Mifflin, 1999.
• Namjoshi, Suniti. Feminist Fables. Spinifex Press, 1998.
• Vanita, Ruth &SaleemKidwai (ed.) Same Sex Love in India. Penguin India, 2008.
• Gilman, Charlotte Perkins. The Yellow Wallpaper. Rockland Press, 2017.
• Gale, Cengage Learning. A Study Guide for Alfred Noyes's "The Highwayman". Gale,
Study Guides, 2017. (Kindle Edition Available)
• Shakespeare, William. Poems and Sonnets of William Shakespeare. Cosimo Classics,
2007.
• Stockton, Frank Richard. The Lady, or the Tiger?Createspace Independent Publications,
2017.
• Wilde, Oscar. The Collected Works of Oscar Wilde. Wordsworth Editions Ltd., 1997.
• Shakespeare, William. Romeo and Juliet. Rupa, 2001.
• Tennyson, Lord Alfred. The Complete Works of Alfred Tennyson. Forgotten Books, 2017.
• Blake, William Erdman, David V. (ed.). The Complete Poetry and Prose (Newly revised
ed.). Anchor Books, (1988).
• Maupassant, Guy de. Guy de Maupassant-The Complete Short Stories. Projapati, 2015.
• Manto, SadaatHasan. Manto: Selected Short Stories. RHI, 2012.
• Brecht, Bertolt. Fear and Misery in the Third Reich. Methuen Drama, 2012.
• Ricks, Christopher. Metaphysical Poetry. Penguin, 2006.
• Anderson, Hans Christian. Fairy Tales by Hans Christian Anderson. Read Books, 2010.
• Sewell, Anna. The Black Beauty. Maple Press, 2014.
• Kipling, Rudyard. The Jungle Book. Amazing Reads, 2018.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B19BA3020 Environmental Studies
3 0 0 3 4
FC

Course Objectives:
1. The course is to understand the fundamental concepts of Environment and its Components like
air, water, soil andminerals.
2. To understand the working of various bio diversities, Ecosystems, and naturalresources.
3. To acquire the knowledge of transformation of Energy in the nature in differentforms.
85
4. To get familiarized with the problems of the earth like pollution, degradation, overpopulation
etc

Course Outcomes:
By the end of the course student shall be able to:

1. Analyze the environmental conditions and protect it. Identify and recognize the role of
individual, government and NGO in environmentalprotection.
2. List and illustrate the causes of environmental pollution & find ways to overcomethem.
3. Express motivation to find new renewable energy resources with high efficiency through
active research & design pollution controlledproducts
4. Relate to the ecological imbalances and protectit.

Course Contents
UNIT -1Multidisciplinary Nature of Environmental Studies

Environment, objectives and guiding principles of environmental education,

Components of environment, Structure of atmosphere, Sustainable
environment/Development, Impact of technology on the environment in terms of
modern agricultural practices and industrialization, Environmental Impact Assessment.
Environmental protection – Role of Government-Assignments of MOEF,

Functions of central and state boards, Initiative and Role of Non-government

organizations in India and world.

Self-study: Need for public awareness on the environment, Gaia Hypothesis.

UNIT-2Environmental Pollution, Degradation and Waste Management

Environmental Pollution – Definition, sources and types, Pollutant-Definition &

classification, Concepts of air pollution, water pollution, Soil pollution, Automobile
pollution-Causes, Effects & control measures.

Self-study: Case studies of London smog, Bhopal gas tragedy, marine pollutions and
study of different waste water treatmentprocesses.

Environmental Degradation – Introduction, Global warming and greenhouse effect,

acid rain- formation & effects, Ozone depletion in stratosphere and its effect.Solid
Waste management – Municipal solid waste, Biomedical waste, Industrial solid waste
and Electronic waste (E-Waste).
86
 Self-study: Disaster management, early warning systems-bio indicators for Tsunami and
other natural disasters.

UNIT-3 Energy and Natural Resources

Energy – Definition, classification of energy resources, electromagnetic radiation-

features and applications, Conventional/Non-renewable sources – Fossil fuels
based(Coal, petroleum & natural gas), nuclear energy, Non-conventional/renewable
sources – Solar, wind, hydro, biogas, biomass, geothermal, ocean thermal energy,
Hydrogen as an alternative as a future source of energy.

Self-study: Remote sensing and its applications, Chernobyl (USSR) nuclear disaster and
Fukushima (Japan) nuclear disaster.

Natural resources –water resource(Global water resource distribution, Water

conservation methods, Water quality parameters, Uses of water and its importance),
Mineral resources (Types of minerals, Methods of mining & impacts of mining
activities),Forest wealth (Importance, Deforestation-Causes, effects and controlling
measures)

Self-study: Hydrology & modern methods adopted for mining activities.

UNIT-4 Ecology and Ecosystem

Ecology-Definition, branches, objectives and classification, Concept of an ecosystem –

Structure and functions, Characteristics of an Ecosystem-Ecosystem Resilience,
Ecological succession and productivity, Balanced ecosystem, Components of
ecosystem-abiotic and biotic, biological diversity.

Biogeochemical cycles and its environmental significance – Carbon

and nitrogen cycle, Energy flow in ecosystem, food chains –types, food web &
Ecological Pyramids. Self-study: Need for balanced ecosystem and restoration of
degraded ecosystems.

Text Books:

1. R.J. Ranjit Daniels and Jagadish Krishnaswamy“Environmental Studies”, , (2017), Wiley

India Private Ltd., New Delhi, Co-authored &Customised by Dr.MS Reddy &Chandrashekar,
REVAUniversity.
2. Benny Joseph, “Environmental Studies” Tata McGraw – Hill Publishing CompanyLimited.
3. Dr.S.M.Prakash, Environmental Studies by Elite Publishers Mangalore,2007

87
 Reference Books:
1.RajagopalanR.,”Environmental Studies – from Crisis to cure”, Oxford University
Press2005 2.Arvindwalia, KalyaniEnvironmental SciencePublications, 2009.
3. AnilkumarDey and ArnabkumarDey EnvironmentalStudies.

ourse Hrs./
Course Code Course Title L T P C
Type Wk.
Rasa Theory and its 0 0 0 4
SC 4
B20BA3031 implications in Performing
Arts
Course Objectives:
1. To make the students understand the concept of Rasa.
2. To make the students learn to imbibe Rasa in practice
3. To make the students be able to relate Rasa to allied arts
4. To improve the performative skills of the performer.
Course Outcomes:
1. The response group would have learnt to understand and appreciate the concept ofRasa.
2. Students shall be able to connect the Rasa and apply its relevance to today’s artscenario.
3. Students shall be able to dwell deeper in concepts given and approach in a
scholasticmanner.
4. Can apply the various Rasa concepts in theirperformances.

Course Content:

UNIT Topics Description

Unit I Overview and Analysis of • The concept ofRasa.

Rasa • What is Rasa? Ras-sutra of Bharata and its various
constituents.(NS)
• Literature and Commentators on Rasa andtexts

Unit II Nava Rasa • Study of Nava-Rasa and their application in

practice.
• Rasa Prakarna according to Bhatta lollata,
Shree Shankuka.

Unit III Application of Rasa • Rasa principles according to scholars Bhatta

Nayaka, AbhinavaGupta
• Episodes to depict rasa from the Epics, plays and
contemporarysituations.

87
 Unit IV Rasa in Contemporary • Rasa theory in contemporary Indianliterature.
Times • Paribhashika (foreign) words like Dhwani,
Alankara, Bhava, Auchitya etc

Reference Books:
1. Natya Sastra – Dr. ManomohanGhosh
2. Susan L Schwartz – Rasa; Performing the Divine inIndia
3. David Buchta – RasaTheory
4. Srinivas Reddy - Theory ofRasa

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA3032 Music Theory 3 (Carnatic SC
Music) 4 0 0 4 4

Course Objectives
1. To make the students learn the concept of Lakshana geetha in Indian classical music .
2. To enable them to understand the definition of compositional forms
3. To make the student understand the different aspects of raga system
4. To increasethe musical interest of students through the knowledge of varied musical
instruments.
Course Outcomes
1. The students will be able to analyse the notation in south indian music
2. Students will be able to understand the raga lakshanas of different ragas
3. At the end of the course the students would be in a position to understand the
nuances of Indian classical Music and the bhava of Raga
4. The Students would not only understand the fundamentals and basics of the music
but would also understand the biographies of composers.

Course content

Unit Topics Description

88
 1 \Raga Lakshana • Raga lakshanas of the following ragas-
Abhogi, Mohanam, Hamsadhwani,
Sankarabharanam, Mayamalavagaula,
kalyani

2 Notation system Detailed knowledge of the notation

used in South Indian Music. Write in
notation Geetams learnt in practical

3 Classification of Instruments Classification of Musical instruments

in Karnatic & Hindustani music

4 Life Histories
Biographies of the following
composers – Ramaswami
dikshither,Pattanam
Subramania Iyer, Maha
Vaidyanatha Iyer, Ramanad
Sreenivasa
Iyengar,VeenaKuppaiyer

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA3033 Music Theory 3 (Hindustani SC
Music) 4 0 0 4 4

Program Objectives
1. To make the students learn the concept of Lakshana geetha in Indian classical music .
2. To enable them to understand the definition of compositional forms
3. To make the student understand the different aspects of raga system
4. Toincreasethemusicalinterestofstudentsthroughtheknowledgeofvariedmusical
instruments.
Course Outcomes
1. The students will be able to analyse the notation in south indian music
2. Students will be able to understand the raga lakshanas of different ragas
3. At the end of the course the students would be in a position to understand the
nuances of Indian classical Music and the bhava of Raga
4. The Students would not only understand the fundamentals and basics of the
music but would also understand the biographies of composers.

89
Course Content

Unit Topics Description

1 Raga Lakshana
Raga lakshanas of the
following ragas-
1.Raag Bibhas
2.Raag GurjariTodi
3.Raag Durga
4.Raag Alhaiyya Bilawal
5.Raag Purvi
6.Raag Asawari
7.Raag Yaman Kalyan
8.Raag Nand
9.Raag Bhimpalasi
10.Raag Bhageshree
11.Raag Puriya Kalyan
12.Raag Malkauns
2 Notation system Vishnu Digambar Paluskar
& Vishnu Narayana
Bhatkhande’s Notation
system.

3 Classification of Instruments Classification of Musical

instruments in Karnatic &
Hindustani music
4
Life Histories Life history of
Ustad Karim Khan,
Pandit
Panchakshari
Gawaii,Kanaka dasa,
Basavanna,

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

90
 Course Code Course Title Course L T P C Hrs./
Type Wk.

B20BA3034 Kannada, Children and SC 4 0 0 4 4

EasternTheatre History

Course Objectives:
1. To develop a comprehension of the principles and terminology of the theatre.
2. To comprehend the development of children’s theatre in India
3. To analyze the process of producing a play for a young audience.
4. To explore major plays in regional language – Kannada
5. To access the historical knowledge of Eastern theatre history
Course Outcomes:
Upon completion of this course, the student should be able to:
1. Develop an understanding of the importance and uses of theatre in educational curriculum.
2. Gain the knowledge to implement theatre games in the classroom.
3. Examine the influence of theatre on children and their development.
4. Understand the cultural relevance of Kannada plays in a historical timeline
5. Analyze the technicalities and variants of theatre forms in Eastern countries
Course content:

Unit Topics Description

1 Major playwrights of 1. T. P. Kailasam, Girish Karnad, P. Lankesh

Karnataka 2. Contemporary playwright’s interpretation on Ethic,
Religion and Culture.
3. Appropriation of contemporary playwrights to
present cultural values in their plays.
4. Interpretations of directors with examples.
2 Children’s theatre 1. Origin and development of children’s
theatre.
2. Major characters of children’s play.
3. Scope of children’s play and major
personalities.
4. Children’s play and education.

91
 3 Asian theatre 1 1. Origin and development of Peaking Opera.
2. Specialties of peaking opera characters.
3. Technicalities of peaking opera – costume, make
up and stage.

4 Asian theatre 2 1. Origin and development of Japanese theatre

2. Origin and development of Noh theatre
3. Origin and development of Kabuki theatre
4. Origin and development of Bunraku theatre

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA3041 Practical 3 – Bharatanatyam SC
1 0 2 3 5

Course Objectives
1. Elevating their artistic talent to a higher level
2. To provide exposure to the gestural language of Bharatanatyam.
3. Enable the students to understand the possibilities of mimetic language of dance.
4. Finding the possibilities to channelize their skills and improve them

Course Outcomes
1. Explain the nuances of abhinaya in Keerthanam and Kowthavam.
2. Develop the understanding of musical and rhythmic correlation of the students.
3. Differentiate the pattern of the jathis in Keertana and Kowtam.
4. Understand the detailed explanation about angikabhinaya according to
Abhinayadarpanam.
Rasa Theory and its implications in Performing Arts

Course content

Unit Topics Description

1 Shlokas from Abhinaya • Asamyuta Hastas

Darpana • Samyuta Hastas
• Pada Bhedas
• Greeva Bhedas
• Drishti bhedas
• Siro Bhedas

2 Dance 1 • Kowthavam - 1

92
 3 Dance 1 • Keerthana – 1

4 Singing and Recitation • Learning singing the lyrics of items and the
recitation of jathis and solkattus

Course Code Course Title Course L T P C Hrs

Type /Wk

B20BA3042 Practical – 3 Kuchipudi SC 1 0 2 3 5

Course Objectives:
1. To enable the students to have the understanding about the items in Kuchipudi
2. To help the students to understand the nuances of Abhinaya
3. To help the students to develop their improvisation skills.
4. To teach the students the items in dance and also the technical aspects of the item which
include rhythm, music and literature.

Course outcome
1. Understand the historical aspects of the items in Kuchipudi
2. Develop acting skills of the dancer.
3. Demonstrate the tala aspects of the shabdam and Keertanam
4. Differentiate the abhinaya aspects in Kuchipudi from other dance forms.

Course content

Unit Topics Description

1 Dance 1 • Shabdam – 1

2 Dance 2 • Shloka abhinayam -1

3 Dance 3 • Annamcharya/Ramadasu Keerthana - 1

4 Singing and Recitation • Learning singing the lyrics of the items and
also the recitation of the jathis and the
solkattus

Course Code Course Title Course L T P C Hrs/Wk

Type
B20BA3043 Practical-3- SC 1 0 2 3 5
Mohiniyattam
93
Course Objectives:
1. To enable the dancer to understand the choreography patterns of padam and keerthanam.
2. To ensure that students learn the various Dances in the Mohiniyattam repertoire.
3. To enable the dancer to have a strong foundation in the dance style by learning the different
Dances and abhinaya
4. To teach the students the Dances in dance and also the technical aspects Of the item which
include taalam, music, literature.

Course outcomes:
1. Understand the aproach in the choreography of padam and keerthanam
2. The students would not only understand the fundamentals and basics of the dance,but would
also become a performer.
3. Will be able to further teach the Dances and also understand the intricacies in choreographing
such Dances in future
4. A good understanding about the items music and lyrics meaning

Course Content

UNIT TOPICS DESCRIPTION

1 Dance 1 • Padam – 1
2 Dance 1 • Keerthanam – 1
3 Hastha Lakshana • Shlokas from Hastha Lakshana Deepika
Deepika
4 Singing and Recitation • Learning singing for the lyrics of the item
and recitation of the jathis and solkattus

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA3044 Practical –3 Odissi SC 1 0 2 3 5

Course Objectives:
1. To teach the students about the Padabhedas used in Odissi
2. To enable the students to understand the structure of odissi items
3. To help the students to understand the musical element in Odissi
4. To teach the students the items in dance and also the technical aspects of the item which include
rhythm, music and literature.

Course Outcomes:
1. Learn the padabheda used in Odissi
2. Apply the chari, Bhramari and Uthplavana Bhedas in cHoreohraphies in future.

94
3. Understand the basic terminology used in the odissi dance style.
4. Demonstrate the items learned in the syllabus.

Course Content
Unit Topics Description

1 Dance 1 • Uthplavanas
• Chari,Bhramari (used in Odissi dance),
2 Dance 2 • Pallavi (based on any raga),
• Odiyaabhinaya
3 Dance 3 • Banamali Das
4 Dance 4 • Upendra Bhanja

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA3045 Practical –3 Kathak SC 1 0 2 3 5

Course Objectives:

1. To enable the dancer to understand the choreography patterns items in the syllabus.
2. To ensure that students learn the various Dances in the Kathak repertoire.
3. To enable the dancer to have a strong foundation in the dance style by learning the different
Dances and abhinaya
4. To teach the students the Dances in dance and also the technical aspects Of the item which
include taalam, music, literature.
Course Outcomes:

1. Understand the aproach in the choreography of Kathak pieces

2. The students would not only understand the fundamentals and basics of the dance,but would
also become a performer.
3. Will be able to further teach the Dances and also understand the intricacies in choreographing
such Dances in future
4. A good understanding about the items music and lyrics meaning

Course Content

95
 Unit Description Topics
1 Shlokas Basic shlokas

2 Dance 1 Paran and chakkar dar paran

3 Dance 2 Ladi
4 Singing and recitation Padhant

Course Code CourseTitle ourse L T P C Hrs./

Type Wk.
B20BA3046 Practical – 3 Carnatic Music SC 1 0 2 3 5

Course Objectives
1. To make the students learn the concept of Lakshana geetha in carnatic music and to
enable them to learn it in the practical way.
2. To enable them to understand the definition of compositional forms
3. To make the student understand the different aspects of raga system
4. To make the student understand the fundamentals of Carnatic music

Course Outcomes

1. The students will be able to analyze the melakartta division of venkatamaki

2. Students will be able to understand and sing the nottu swara pattern
3. At the end of the course the students would be in a position to understand
the nuances of Carnatic Music and the bhava of Raga
4. The Students would not only understand the fundamentals and basics of
the music but would also become a performer.

Course Content

Unit Topics Description

1 Music Basics • LakshanaGeetha

• What is ragam
• Evalution, development of Raga
• Bhava of Raga

96
 2 Learning Raga • Jathiswaram –kalyani
• NottuSwaras

3 Jathi & Composition • SwaraJathi- 1

Definition of compositional forms

4 Sloka/Devotional Song and

Raga • Swara jathi – 2
• Devotional song/Sloka

Course Code Course Title Course L T P C Hrs/wk

Type
B20BA3047 Practical-3 Hindustani SC 1 0 2 3 5
Vocal

Course Objectives
1. To make the students understand the nuances of the Carnatic Music.
2. To make the students learn the compositions in Hindustani classical music and to enable
them to learn it in the practical way.
3. To enable them to understand the notation system of Hindustani music.

Course Outcomes
1. At the end of the course the students would be in a position to understand the nuances of
the Hindustani classical Music
2. The Students would not only understand the fundamentals and basics of the music but
would also become a performer.
3. The students will be able to sing in concerts and will also have a strong music theory
Knowledge

Course Content
Unit Topics Description
1 • Raag Todi
Music – Raga abhyas & • Raag Ahir Bhairav
Prasthuthi Practice of Sargamgeeth,
Lakshanageeth,
Chotakhayal- Alap &
Taan for above ragas.

97
 2 Music – Raga abhyas & • Raag Bhoop
Prasthuthi • Raag Puriya
Practice of Sargamgeeth,
Lakshanageeth,
Chotakhayal- Alap &
Taan for above ragas.
3 Music – Raga abhyas & • Raag Marwa
Prasthuthi • Raag Jaounpuri
Practice of Sargamgeeth,
Lakshanageeth,
Chotakhayal- Alap &
Taan for above ragas.
4
Music Practical theory • Taal – Teentaal (Only
Tekha)
• Usage of Tanpura &
Harmonium
• Bhathkande Swaralipi
abhyaas/ Notation practice

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

98
 Course Code Course Title ourse Type L T P C Hrs./
Wk.

B20BA3048 Practical 3 –Design in Theater and Major SC 1 0 2 3 5

Production

Course Objectives

1. Develop an appreciation and unerring zeal towards dramatic literature.

2. Eliminate the fear of speaking in public and performance anxiety by enhancing self-
confidence.
3. Analyse the all sort of technicalities of a theatre performance
4. Mastering technical terminologies and executive measures.

Course Outcomes

1. The completion of the course enables pupils to realize the relevance and limitations of
technicalities of a Theatre performance.
2. Be able to subdue the fear of expression.
3. Be able to analyse the technicalities of a play script.
4. Be able to extrapolate and execute the technicalities of theatre both theoretically and
practically
CourseContent:

Unit Topics Description

1 Stage Costumes 1. Significance of Costumes in Theatre
2. Broad classification of stage costumes
Mythological
Historical
Social
Symbolic
Ritualistic
3. Costume designing for a play.
4. Preparing Costume Plates for the designed play.
2 Stage Lighting 1. Origin and development of Stage Lighting
2. Types of stage lights and their technicalities
Parts of lights
Primary colors and combination of secondary colors
3. Relation of Make-up and Costume to Stage Lighting
4. Lighting design for a scene
3 Stage Masks 1. Origin and development of Masks
99
 2. Usage of mask in ritualistic theatre and contemporary
theatre (Indian context)
3. Characterizing, preparation and execution of a mask.
4 Acting 4 – Major 1. Body toning, balance and imbalance
Production 2. Introduction to Mayerhold’s “Bio Mechanism”
3. Major Production directed by faculty.

Reference Books:
1. Chris Hogget, All About Theatre
2. K. V. Akshara, Ranga Prapancha
3. B. R. Venkataramana Aithala & Deepa Ganesh, Kannada Theatre History 1850 – 1950
4. ChrisHogget, All About Theatre – off stage
5. Bradley A Gerard, Behind the Scenes
6. K V Akshara, Ranga Prayoga
7. Swortzell L, International Guide to Children’s Theatre and Educational Theatre
8. Jeffrey S B, The History of Eastern Theatre
Course Hrs. /
Course code Course Title L T P C
Type Wk.
English Literature (Victorian & Modern) &
B18BA3050 HC 4 0 0 4 4
Language – III

Course Objectives
1. To examine the literary works from Victorian and Modern period.
2. To analyze the key concepts of Victorianism and Modernism.
3. To assess the basic social and cultural theories of modern age.
4. To develop professional skills in speech and writing.

Course Outcomes
On completion of the course, the students will be able to:
1. Identify the major poets of the Victorian and Modern periods and their works in English
Literature.
2. Outline the various issues presented in the prose of the Victorian and Modern periods.
3. Demonstrate complete familiarity with the features of novels of the Victorian period.
4. Understand the generic changes in literature of the modern period
5. Identify and differentiate between writing styles
6. llustrate a good understanding of the various components of Speech and Writing.

Course Contents
Unit – I: Poetry
The Victorian Age:
1. Alfred Tennyson – Ulysses
2. Robert Browning – My Last Duchess
3. Christina Rossetti – Goblin Market
4. Mathew Arnold – Dover Beach
Modern Poetry:
100
5. W.B. Yeats – An Acre of Grass
6. W.H. Auden – The Shield of Achilles
7. T.S. Eliot – Prelude
Unit – II: Prose
1. D.H. Lawrence – The Rocking-Horse Winner
2. R.L. Stevenson – An Apology for Idlers
3. Virginia Woolf – Extract from A Room of One’s Own
4. Lewis Carroll – Excerpt from Alice’s Adventures in Wonderland
Unit – III: Fiction
1. Charles Dickens – The Adventures of Oliver Twist
2. Charlotte Bronte – Jane Eyre
Unit – IV: Language
1. Speech and Writing
2. Tenor and Domain
3. Introduction to Style
4. Stylistic Analysis: A Framework

REFERENCES:
• Cunningham, Valentine. Victorian Poetry. Blackwell, 2003.
• Negri, Paul. English Victorian Poetry: An Anthology. Dover, 1998.
• Yeats, W.B. WB Yeats: Collected Poems. Vintage, 1990.
• Eliot, T.S. The Complete Poems and Plays of T.S. Eliot. Faber, 2004.
• Sen, S. W.H. Auden: Selected Poems. Unique Publishers, 2015.
• Lawrence, D.H. The Rocking Horse Winner.Perfection Learning, 1982.
• Woolf, Virginia. A Room of One’s Own. Penguin, 2002.
• Dickens, Charles. Oliver Twist. Norton, 2009.
• Bronte, Charlotte. Jane Eyre. Penguin, 2002.
• Green, David. Contemporary English Grammar Structures and Composition. New Delhi:
MacMillan Publishers, 2010.
• Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Longman,
2003.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

B18BA3060 Social Psychology HC 3 1 0 4 5

Course Objectives

1. To introduce the historical and scientific origin, theories and development of the Social
Psychology in the western and Indian context
2. To introduce the basic concepts in Social Perception
3. To help the students in understanding one’s Self and self-development
101
 4. To introduce the dynamics of interpersonal relationships.

Course Outcomes
After the completion of this course, a student will be able to:
1. Demonstrate the ability to articulate factors contributing to human Social Behavior and
the cultural influences.
2. Describes the factors that contributes to Social Perceptions of individuals.
3. Explore One’s Self
4. Explores the dynamics of Interpersonal relationship.

Course Contents

Unit-I: Introduction
a) Definition; History- Origin and Development.
b) Social psychology in India
c) Theories - Cognitive, Decision making, Interdependence, Socio-cultural, Evolutionary,
and Mid-range theories.
d) Research in Social Psychology: goals of research, selecting participants, Research design-
correlations, Experimental-field, laboratory, data collection: self-report, observation,
internet research.
e) Bias in research- experimenter bias, subject bias, replication.
f) Ethics in Research-informed consent, debriefing, minimal risk.

Unit-II: Social Perception

a) Social Perception: definition
b) Non-verbal Communication: the visible channel- distance, gestures, eye contact, facial
expression, paralanguage; multiple channels.
c) Impression formation- information used: roles, physical cues, salience, from beahviors to
traits, central traits, categorization, context effects; continuum model of Impression
formation.
d) Integrating Impressions: Evaluation, negativity effect, positive bias, emotional
information, the averaging principle, imputing meaning, resolving inconsistencies.
e) Impression management.
f) Attribution: definition, types, theory- Jones and Davis’s Correspondent Inference Theory,
Kelley’s Covariation theory. Biases in the Attribution Process-Fundamental attribution
error, actor-observer effect, false consensus. Self-saving attributional bias.

Unit –III: The Self

a) Self-presentation: accuracy in predicting our behavior, self-presentationtactics,

ineffective self-presentation, self-handicapping.
b) Self-knowledge: Sources-socialization, reflected appraisal, feedback from others, self-
perception, labeling arousal states, introspection, Self identity, Culture, cognition and
emotions; Aspects of Self-knowledge: self-schemas, self-discrepancies.
c) Self-regulation: Working Self-concept, Self-complexity, self-efficacy, personal control,
bahvaiors, self-awareness.
d) Social Comparison: goals, theory, process.
e) Self-esteem: definition, measurement, gender difference, factors influencing self esteem
102
 f) Culture and Self: in Indian and western context.

Unit-IV: Interpersonal Relationships

a) Need to belong: loneliness, social rejection.
b) Liking: definition, Social exchange theory, Sources-internal, external, social interaction.
c) Internal sources of Liking others: need to belong, role of affect.
d) External Sources: proximity, familiarity, physical beauty.
e) Social Interaction sources of Liking: similarity, reciprocal liking or disliking, social skills,
personality, desires, gender differences.
f) Mate Selection: Gender differences
g) Love: Definition, types, triangular theory of love.
h) Romantic Love: cultural variations in marriage.
i) Interdependency theory: rewards and costs, evaluating outcomes, coordinating outcomes,
Fair exchange, beyond exchange.
j) Self- disclosure: definitions, reasons, hazards, cultural differences, gender diffrences.
k) Intimacy: definition, model, gender difference.

Reference Books:
1. Taylor, S E, Peplau, L A and Sears, D O. (2017) Social Psychology, 12th edition.New
Delhi: Pearson Prentice-Hall of India Pvt Ltd.
2. Branscombe, N R and Baron, R A.(2018) Social Psychology, 14th edition, Pearson
India Education Services Pvt. Ltd.
3. Crisp, R.J. and Turner, R.N. (2007), Essential Social Psychology. New Delhi: Sage
Publications India Pvt Ltd.
4. Misra,G. and Dalal,A.K. (2001).Social Psychology in India: Evolution and Emerging
trends. Edited by Ajit.K.Dalal and GirishwarMisra.New Directions in
IndianPsychology,Volume I:Social Psychology.New Delhi: Sage Publications India
Pvt.Ltd.
5. Myers, D.G (2002) Social Psychology, 7th international edition.New York: McGraw
Hill Companies.

Practicals-III:

Statistics: Correlation-Paramentric and non parametric data.

a. Self-concept
b. Self-esteem
c. Free Association
d. Assessment of Love

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B19BA3070 Skill Development–II ( Indian
Classical Dance Make-up) RULO 0 0 2 2 4

103
Students will have to compulsorily undergo ONE Skill Development training in
Indian Classical Makeup of Four credits conducted either by the School of
Performing Arts or by REVA University or the Skill Development Centre during
this Semester.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA3080 Open Elective
OE 0 0 2 4 4

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA3090 Intenship
OE 0 0 2 2 4

104
SEMESTER 4

Hrs./
Course W
Course Code Course Title L T P C
Type k

B18BA4011 Language: Kannada-Vl SC 2 1 0 3 4

Course Objectives:

£Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ¼À°è ¸ÀªÀÄUÀæ PÀ£ÀßqÀ ¸Á»vÀåªÀ£ÀÄß ¥ÀjZÀ¬Ä¸ÀĪÀ

GzÉÝñÀªÀ£ÀÄß ºÉÆA¢zÉ. CzÀgÀAvÉ £Á®Ì£ÉAiÀÄ ¸É«Ä¸ÀÖgï£À°è ºÉƸÀUÀ£ÀßqÀ
¸Á»vÀå ¥ÀæPÁgÀUÀ¼ÁzÀ £ÀªÀå, ¹ÛçêÁ¢ ºÁUÀÄ £ÀªÉÇåÃvÀÛgÀ PÁªÀå, ««zsÀ
¯ÉÃR£ÀUÀ¼ÀÄ ºÁUÀÄ PÁzÀA§j ¸Á»vÀåªÀ£ÀÄß ¥ÀoÀåªÀ£ÁßV DAiÉÄÌ ªÀiÁrPÉÆAqÀÄ,
«zÁåyðUÀ¼À°è ¸Á»vÀåzÀ §UÉÎ ¸ÀzÀ©ügÀÄaAiÀÄ£ÀÄß ªÀÄÆr¸À¯ÁUÀÄvÀÛzÉ. ¸ÁA¸ÀÌøwPÀ
w¼ÀĪÀ½PÉAiÀÄ eÉÆvÉUÉ ªÀåQÛvÀé «PÀ¸À£ÀzÀ PÀqÉUÉ UÀªÀÄ£À ¤ÃqÀ¯ÁUÀÄvÀÛzÉ.

• ¨sÁµÉ, ¸Á»vÀå, EwºÁ¸À ªÀÄvÀÄÛ ¸ÀA¸ÀÌøwUÀ¼À£ÀÄß PÀ£ÀßqÀ, PÀ£ÁðlPÀPÉÌ

¸ÀA§A¢ü¹zÀAvÉ ¥ÀjZÀ¬Ä¸À¯ÁUÀÄvÀÛzÉ.
• «zÁåyðUÀ¼À ¸ÀªÀðvÉÆêÀÄÄR ¨É¼ÀªÀtÂUÉUÉ C£ÀĪÁUÀĪÀAvÉ ºÁUÀÆ
CªÀgÀ°è ªÀiÁ£ÀªÀ ¸ÀA§AzsÀUÀ¼À §UÉÎ UËgÀªÀ, ¸ÀªÀiÁ£ÀvÉ ªÀÄÆr¹, ¨É¼É¸ÀĪÀ
¤nÖ£À°è ¥ÀoÀåUÀ¼À DAiÉÄÌAiÀiÁVzÉ.
• CªÀgÀ°è ¸ÀÈd£À²Ã®vÉ, ±ÀÄzÀÞ ¨sÁµÉ, GvÀÛªÀÄ «ªÀıÁð UÀÄt, ¤gÀUÀð¼À
¸ÀA¨sÁµÀuÉ, ¨sÁµÀt PÀ¯É ºÁUÀÆ §gÀºÀ P˱À®åUÀ¼À£ÀÄß ¨É¼É¸ÀĪÀÅzÀÄ
UÀÄjAiÀiÁVzÉ
• ¸ÀàzsÁðvÀäPÀ ¥ÀjÃPÉëUÀ½UÉ C£ÀÄPÀÆ®ªÁUÀĪÀAvÀºÀ «µÀAiÀÄUÀ¼À£ÀÄß
UÀªÀÄ£ÀzÀ°èèlÄÖPÉÆAqÀÄ ¸ÀÆPÀÛ ¥ÀoÀåUÀ¼À£ÀÄß DAiÉÄÌ
ªÀiÁrPÉƼÀî¯ÁVzÉ.

Course Outcomes:

ºÉƸÀUÀ£ÀßqÀ ¸Á»vÀå ¥ÀæPÁgÀUÀ¼ÁzÀ £ÀªÀå-£ÀªÉÇåÃvÀÛgÀ PÁªÀå, ««zsÀ

¯ÉÃR£ÀUÀ¼ÀÄ ºÁUÀÄ PÁzÀA§j ¸Á»vÀå PÀ°PÉAiÀÄ ªÀÄÆ®PÀ PÁ®zÀ
¹ÜvÀåAvÀgÀUÀ¼À£ÀÄß CzÀgÀ M¼À£ÉÆÃl UÀ¼À£ÀÄß ¨É¼É¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ, gÁdQÃAiÀÄ, zsÁ«ÄðPÀ, ¸ÁA¸ÀÌøwPÀ ºÁUÀÆ °AUÀ¸ÀA§A¢ü
«ZÁgÀUÀ¼ÉqÉ UÀªÀÄ£ÀºÀj¸ÀĪÀÅzÀgÉÆA¢UÉ «zÁåyðUÀ¼À°è ZÀZÁð
ªÀÄ£ÉÆèsÁªÀªÀÅ ¨É¼ÉAiÀÄÄvÀÛzÉ.

105
 • fêÀ£ÀzÀ°è §gÀĪÀ C©ü¥ÁæAiÀÄ ¨ÉÃzsÀUÀ¼ÀÄ, ¸ÀªÀĸÉåUÀ¼À£ÀÄß
DzsÀĤPÀ ¸ÀAzÀ¨sÀðzÀ°è ªÀiÁ£À«ÃAiÀÄvÉAiÉÆA¢UÉ ¤ªÀð»¸ÀĪÀAvÉ
¥ÉæÃgÉæ¸ÀÄvÀÛzÉ.
• ¸ÁªÀiÁfPÀ CjªÀÅ ªÀÄÆr¸ÀÄvÀÛzÉ.
• GvÀÛªÀÄ ¸ÀAªÀºÀ£À PÀ¯ÉAiÀÄ£ÀÄß ¨É¼É¸ÀĪÀ GzÉÝñÀªÀ£ÀÄß
FqÉÃj¸ÀÄvÀÛzÉ.

COURSE CONTENT:
Unit I £ÀªÀå-¹ÛçêÁ¢ PÀ«vÉUÀ¼ÀÄ
1. §Ä¢ÞªÀAvÀjUÉ PÀ£À¸ÀÄ ©zÀÝgÉ J.PÉ.gÁªÀÄ£ÀÄd£ï
2. PÀÄjUÀ¼ÀÄ ¸Ágï PÀÄjUÀ¼ÀÄ ¤¸Ágï CºÀªÀÄzï
3. CPÀÌ ºÉýzÀÄ ¸À. GµÁ

Unit II zÀ°vÀ-§AqÁAiÀÄ
1. £À£Àß PÀªÀ£ÀUÀ¼À°è ºÀÄqÀÄPÀ¢gÀÄ £À£Àß ZÀA¥Á
2. zÀ°vÀgÀÄ §gÀĪÀgÀÄ zÁj©r ¹zÀÞ°AUÀAiÀÄ
3. PÀlÖqÀzÀ PÉ®¸ÀUÁgÀgÀÄ JZï J¸ï ²ªÀ¥ÀæPÁ±À

Unit III ¯ÉÃR£ÀUÀ¼ÀÄ

1. ºÀ¹gÀÄ ºÉƸÀPÀĪÀ UÀtÂUÀ¼ÀÄ AiÀÄ®è¥Àà gÉrØ
2. eÁUÀwÃPÀgÀtzÀ »£É߯ÉAiÀÄ°è UÁA¢üÃfAiÀÄ ¥Àæ¸ÀÄÛvÀvÉ ¹. £ÁUÀtÚ
3. ZÁªÁðPÀgÀÄ : MAzÀÄ n¥Ààt ¦ J£ï gÀAUÀ£ï

Unit IVPÁzÀA§j
1. ¸ÀA¸ÁÌgÀ AiÀÄÄ.Dgï. C£ÀAvÀªÀÄÆwð

¥ÀgÁªÀıÀð£À UÀæAxÀUÀ¼ÀÄ :
1. ªÀÄÄUÀ½ gÀA.²æÃ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ VÃvÁ §ÄPï ºË¸ï,
ªÉÄʸÀÆgÀÄ. 2014
2. ¹ÃªÀiÁwÃvÀ PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ ¸ÀA¥ÀÄl 1,2,3,4,5 ªÀÄvÀÄÛ 6, PÀĪÉA¥ÀÄ
PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ, ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ, ªÉÄʸÀÆgÀÄ. 2014
3. ºÀA¥À £ÁUÀgÁdAiÀÄå, ¸ÁAUÀvÀå PÀ«UÀ¼ÀÄ, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 2010
4. gÀAeÁ£ï zÀUÁð, ±ÀgÀtgÀ ¸ÀªÀÄUÀæ PÁæAw, ¥ÀæPÁ±ÀPÀgÀÄ. ¯ÉÆûAiÀiÁ
¥ÀæPÁ±À£À, §¼Áîj. 2015
5. ªÀ¹µÀ×., gÀvÁßPÀgÀªÀtÂðAiÀÄ ¨sÀgÀvÉñÀ ªÉʨsÀªÀ, ¥ÀæPÁ±ÀPÀgÀÄ ZÉÃvÀ£À
§ÄPï ºË¸ï, ªÉÄʸÀÆgÀÄ. 1999
6. qÁ. CgÀ«AzÀ ªÀiÁ®UÀwÛ, ¸Á»vÀå ¸ÀA¸ÀÌøw ªÀÄvÀÄÛ zÀ°vÀ ¥ÀæeÉÕ,
¥ÀæPÁ±ÀPÀgÀÄ PÀ£ÀßqÀ ¸Á»vÀå ¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀÆgÀÄ. 2014
7. qÁ. F.J¸ï. DªÀÄÆgÀ, PÀ£ÀßqÀ PÀxÀ£À ¸Á»vÀå : PÁzÀA§j, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß
§ÄPï ºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ. 2016
8. QÃvÀð£ÁxÀ PÀÄvÀðPÉÆÃn, PÀ£ÀßqÀ ¸Á»vÀå ¸ÀAUÁw, ¥ÀæPÁ±ÀPÀgÀÄ
PÀÄvÀðPÉÆÃn ªÉĪÉÆÃjAiÀįï læ¸ïÖ, zsÁgÀªÁqÀ. 2009
9. ±ÁªÀÄgÁAiÀÄ vÀ.¸ÀÄ., PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ, ¥ÀæPÁ±ÀPÀgÀÄ vÀ¼ÀÄQ£À
ªÉAPÀtÚAiÀÄå ¸ÁägÀPÀ UÀæAxÀªÀiÁ¯É, ªÉÄʸÀÆgÀÄ -2014

106
10. ¸ÀA. qÁ! ¹. Dgï. ZÀAzÀæ±ÉÃRgï, ªÀÄÄAzÁ¼ÀÄvÀ£ÀzÀ
®PÀëtUÀ¼À£ÀÄß
¨É¼É¹PÉƼÀÄîªÀÅzÀÄ ºÉÃUÉ?, ¥ÀæPÁ±ÀPÀgÀÄ £ÀªÀPÀ£ÁðlPÀ ¥À©èPÉõÀ£ïì
¥ÉæöʪÉmï °«ÄmÉqï. 2010
11. DzsÀĤPÀ PÀ£ÀßqÀ PÁªÀå ¨sÁUÀ-2, PÀĪÉA¥ÀÄ PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ,
ªÉÄʸÀÆgÀÄ «±Àé«zÁ央AiÀÄ, ªÉÄʸÀÆgÀÄ. 2004
12. ²ªÀgÀÄzÀæ¥Àà f.J¸ï. PÀ£ÀßqÀ ¸Á»vÀå ¸À«ÄÃPÉë, ¥ÀæPÁ±ÀPÀgÀÄ ¸Àé¥Àß §ÄPï ºË¸ï,
¨ÉAUÀ¼ÀÆgÀÄ. 2013

Course Code Course Tittle Course Type L T P C Hrs./Wk.

B18BA4012 Hindi SC 2 1 0 3 4
Course Objectives
पपपपपपपपप पपपपपपपप :
• से दभेाे ा नेु सार उिचत भाषेा केा प्रयेोग करनेे केी दद्वेतेा केो छेाते्ेोे मेेे उत्पन्न करनेा |
• साद्वित्य केे मेाध्यम सेे समेाज एवे मेानवेीय मे ले्ेोे केो समझेाकर, उन
मे ले्ेोे केी रद्वेेा द्वेेे तेु प्रेे ररत करना |
• छेाते्ेोे मेेे पेु स्तक पठन एवे लेे खन केी अके ितम प्रवे द्वि से् थेािपत करनेा |
• अध्येे तेाओे मेेे साद्वित्य केे मेाध्यम सेे प्रभावेी एवे केु शल सेचार केा िवकेास करनेा |
Course Outcomes:
पपपपप पपपपपप :
अध्ययन की समाप्तप्त पर अध्येता –
• सामेािजक मे ल् एवे ने ितक जवेाबदेे द्वेेी केो स्वेीकेार कर सकतेा द्वेे |
• साद्वित्य केी प्रासे िगकतेा केो जेीवन मेेे समझनेे केी दद्वेतेा रखतेा द्वेे |
• समेाज मेेे अे तिनेाद्वित पद् दितयेाेाे एवे िवचारधेारेाओे केा व्येाख्यान करनेे मेेे द्वसम बन सकतेा
द्वेे |
• साद्वित्य केे मेाध्यम सेे प्रभावेी एवे केु शल से चार केा िवकेास कर सकतेा द्वेे |

पपपपपप पपपप पपपप / पपपपपपपपप पपपप –1: ककक-

ककककक – कककक – ककककककककक ककककक

ककक ककककक
ककककक ककककक ककक
कककक
कककक कककक
107
पपपप –2: ककक-ककककक – कककक – ककककककककक ककककक कककककक
कककक

108
 ककककककककक कककक
पपप प –3: ककक-ककककक – कककक – ककककककककक ककककक कककककक
कककक
ककककककक कककक ककक
कककक
पपप प –4 :
पपपपपप पपपपपप :
कककक 30, कककक कककक, ककककक, ककककककक 15

पपपपप : पपपपपपपप पपपप 25 पपप पपपपप पपपपपपपपप पप |

d) Suggested Text Books and References
Text book/s: पपपपप पपपपपप:

1. ककक-ककककक – कककक – ककककककककक ककककक

References: पपपपपपप पपपपपप :
1. लेखक का िसनेमा - कु वर नारायण
2. द्विन्दी साद्वित्य केा इितद्वेेास नेागन्द्रेे .डेॉ -
3. आधेु िनक द्विन्दी साद्वित्य केा इितद्वेेास बच् चन िसद्व
े े .डेॉ -
4. द्विन्दी साद्वित्य केा नवेीन इितद्वेेास लेाल साद्वेब िसेद्वे .डेॉ -
5. शुद्ध द्विन्दी क से बोले क से िलखेपथ्वीनाथ पाण्डे -
6. मेीिडयेा िवमशेा – रेामशरण जेोशी
7. िसनेमा-िसनेमा - दयानद पाण्डे य

Course Code Course Tittle Course Type L T P C Hrs./Wk.

B20BA4013 Additional English IV SC 2 1 0 3 4

Course Objectives
1. To infer the myths from the contemporary perspective.
2. To outline the idea of family represented in literature.
3. To interpret horror and suspense as a genre of literature.
4. To assess the impact of education in building a society.

Course Outcomes
On completion of the course, learners will be able to:
1. Examine the relevance of myths and mythology.
2. Demonstrate family values and ethics essential to live in the society.
3. Analyze horror and suspense as a significant genre of literature.
4.Identify the generic difference between supernatural, horror and gothic literature
109
5. Evaluate the applicability of academic contribution in building a society

110
6.Appraise literature as tool for improving society

Course Contents

Unit-I:Myths & Mythology

John W. May – Narcissus
W.B. Yeats – The Second Coming

Unit-II: Family & Relationships

Nissim Ezekiel – Night of the Scorpion
Kate Chopin – The Story of an Hour
Henrik Ibsen – A Doll’s House (Extract)

Unit-III: Horror & Suspense

Edgar Allan Poe – The Raven
Bram Stoker – A Dream of Red Hands

Unit-IV: Education
Kamala Wijeratne – To a Student
Sudha Murthy – In Sahyadri Hills, a Lesson in Humility
FrigyesKarinthy – Refund

Reference Books:
• Finneran, Richard J. The Collected Works of W.B. Yeats(Volume I: The Poems: Revised
Second Edition). Simon & Schuster, 1996.
• Pattanaik, Devdutt. Shikhandi: Ánd Other ‘Queer’ Tales They Don’t Tell You. Penguin
Books, 2014.
• Ezekiel, Nissim. Collected Poems (With A New Introduction By John Thieme). OUP,
2005.
• Hughes, Langston. The Collected Poems of Langston Hughes. Vintage, 1995.
• Chopin, Kate. The Awakening and Selected Stories of Kate Chopin. Simon & Schuster,
2004.
• Ibsen, Henrik. A Doll’s House. Maple Press, 2011.
• Poe, Edgar Allan. The Complete Poetry of Edgar Allan Poe. Penguin USA, 2008.
• Stoker, Bram. Dracula. Fingerprint Publishing, 2013.
• Ray, Satyajit. The Complete Adventures of Feluda (Vol. 2). Penguin Books Ltd., 2015.
• Lama, Dalai. Freedom In Exile: The Autobiography of the Dalai Lama of Tibet. Little,
Brown Book Group, 1998.
• Murthy, Sudha. Wise and Otherwise: A Salute to Life. Penguin India, 2006.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
SC
B20BA4021 Textual Traditions in Performing 4 0 0 4 4
Arts

111
Course Objectives:
1. To enable the students to understand the tangible heritage of India and the different
arenas where the traditions and cultures could be found related to PerformingArts
2. To make the students learn the different texts from ancient, medieval and modern periods
related to PerfomringArts.

Course Outcomes
1. At the end of the course the students would be able to understand the importance and
the greatness of the Cultural heritage of India and their Tangiblesources.
2. The Students would not only understand the Tangible sources of Performing Arts but also
would be able to read, understand and apply them to the performances ofthem.

Course content

Unit Topics Description

1 History of Indian Performing Arts and History and developmentof

its Sources PerformingArts
• Tangible source
• Intangible Sources
• List of World Heritage Sites in
India
2 Tangible Sources for Performing • Manuscripts
Arts • Sculptures
• Templearchitectures
• Hindu Mythology and
• Iconography of Gods and
Goddesses
• Books on Dance, Music and
Theatre
• FilmArchives
3 Texts on Performing Arts • Abhinaya Darpanam of
nd
Nandikeshwara– 2 century AD
• Abhinava Bharati of Abhinava
Gupta – 10thcenturyAD
• Nritta Ratnavali of Jayapasena–
13th centuryAD
• Brihaddeshi of Matanga Muni –
6th to 8th centuryAD
• AbhilashitarthaChintamani
• of Someshwara – 12th century
AD
4 Texts on Performing Arts
• Sangeeta Ratnakara – 13th
century AD.
• Kalidasa’sAbhignanashakunt
alam – 1st century BC to 4th
centuryAD
• Silappadikaram ofIlango Adigal
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 – 2nd centuryAD
• Ratnavali of Harsha –
7thcenturyAD

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA4022 Music Theory 4 (Carnatic SC
Music) 4 0 0 4 4

Course Objectives:

1. To make the students learn the Kacheri compositions in Indian classical music
2. To enable them to understand the theoretical aspects ofcompositions.
3. To provide them with higher knowledge of ragalakshanas
4. To empower them with concert related technicalities andtraining

Course Outcomes:
On completion of the course learners will be able to:

1. The Students would be able to understand the concept of the gamaka system
2. The Students would be able to write notation.
3. The students would be able to understand the Hindustani and Indian classical raga
classification.
4. Students would acquire stronger capacity to effectively render more
challengingcompositions through understanding about the different Ragalakshanas.
Course content

Unit Topics Description

113
 1 Basics of music concert Gamakas, Panchadasa gamakas, Dasavidha gamakas

2 Basics of concert music Write the notation of varnams

learnt and krithis

3 Fundamentals of concert Ragas in Karnataka music- Melakartha and

Corresponding Indian classical ragas

4 Raga lakshanas Ragalakshanas of the ragas:

Shanmukhapriya, Anandabhairavi,
Sahana, Nattakkurunji, Darbar,
Kanada,Todi, Begada, Reetigaula,
Kamboji, Saveri, Kedaragaula,
Bhairavi, Purvikalyani,
Harikambhoji, Madhyamavathi,
Surutti, Kharaharapriya, Bilahari.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA4023 Music Theory 4 Hindustani SC
Music 4 0 0 4 4

Course Objectives:

1. To make the students learn the Kacheri compositions in Indian classical music
2. To enable them to understand the theoretical aspects ofcompositions.
3. To provide them with higher knowledge of ragalakshanas
4. To empower them with concert related technicalities andtraining

Course Outcomes:
On completion of the course learners will be able to:

1. The Students would be able to understand the concept of the gamaka system
2. The Students would be able to write notation.
3. The students would be able to understand the Hindustani and Indian classical raga
classification.
4. Students would acquire stronger capacity to effectively render more
challengingcompositions through understanding about the different Ragalakshanas.

Course content

114
Unit Topics Description

1 Rasa Theory Rasa Shastra

2 Notation for the composition Write the notation of

Bandishes for the
mentioned ragas in the
practical.

3 Fundamentals of concert Ragas in Hindustani

music- Thaats and
Corresponding Indian
classical ragas

4 Raga lakshanas Raga lakshanas of the

following ragas-
1. Raag Todi
2. Raag Ahir Bhairav
3.Raag Bhoop
4.Raag Puriya
5.Raag Marwa
6.Raag Jaounpuri
7.Raag Khamaj
8.Raag Shuddha Sarang
9.Raag Shuddha Kalyan
10.Raag Brindavani sarang
11.Raag Kafi
12.Raag Bhairavi

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

115
 Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA4024 Theatre architecture and SC
4 0 0 4 4
developments of theatre

Course Objectives:
1. To analyze the technicalities and variants of theatre architecture around the world.
2. To realize the evolution of stage and construction types of theater buildings on a historical timeline.
3. To gain a knowledge of important theatre persons and playwrights in modern India
4. To realize the social relevance of theatre performances.
5. To examine the history of political theatre in India.

Course Outcomes:
Upon completion of this course, the student should be able to:
1. Clearly demonstrate the historical development of theatre architecture in India
2. Keenly examine different variants of theatre architectural developments with reference to the time
line across the world.
3. Analyze the theatre developments during independence movement and post-independence period
in India
4. Examine the historical prominence of political theatre.
5. Understand the emergence of street theatre in Indian socio-political scenario.

Course Content:
Unit Topics Description

1 Theatre architecture 1 1. Greek theatre architecture - Amphitheater

2. Roman theatre architecture – Circus Maximus,
Colosseum
3. Sanskrit theatre architecture – Bharata’s Natya
gruha
2 Theatre architecture 2 1. Development of stages in theatre architecture –
Arena to Proscenium.
2. Elizabethan theatre architecture – Globe theatre
3. Division of proscenium stage.
4. Black box theatre.
3 Modern Indian theatre 1. Theatre during Independence movement.
2. Theatre in post-independence period.
3. Major playwrights of modern Indian theatre
Vijay Tendulkar
Mahesh Dattani.

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 4 Street theatre 1. Introduction to Street theatre in India.
2. Concept of Political theatre.
3. Theatre as an instrument of social change.
4. Prominent personalities in Indian street theatre
Habib Tanvir
Badal Sircar
Gaddar
Safdar Hashmi.

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA4031 Practical – 4 Bharatanatyam SC 1 0 2 3 5

Course Objectives:

1. To enable the students to understand the structure of Varnam.

2. To teach students the items in dance and also the technical aspects of the items which
include taalam, music, literature and the spiritual and philosophical depths in it.
3. To impart knowledge of Varnam to the students.
4. To enable the students to have an understanding about the jathis structure of Varnam.
Course Outcomes

1. Explain the Historical aspects of Varnam.

2. Understanding the patterns of jathis in Varnam.
3. Demonstrate the structural aspects of Nritya items in Bharathanatyam
4. Understanding about the possibility of abhinaya in Varmnam.

Course Content:

Unit Topics Description

1 Dance 1 Varnam poorvardha

2 Dance 1 Varnam uttarardha

3 Singing and Recitation Learning singing the lyrics of items and the
recitation of jathis and solkattus

4 Singing and Recitation Learning singing the lyrics of items and the
recitation of jathis and solkattus

117
 Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA4032 Practical – 4 Kuchipudi SC 1 0 2 3 5

Course Objectives
1. To enable the dancer to learn and perform tharangam.
2. To help the students to understand about the important items in Kuchipudi.
3. To attain the detailed knowledge of Kuchipudi.
4. To teach the students the technique of dancing on the brass plate.

Course Outcomes:
1. Demonstrate the technique of dancing on the plate
2. Explain the historical aspects of Tharangam.
3. Understand the contemporary composers and their works.
4. Describe the importance of Tharangam in a Kuchipudi recital

Course Content:

Unit Topics Description

st
1 Dance 1 Tharangam 1 part

2 Dance 2 Tharangam 2nd part

3 Dance 3 Contemporary composer work

4 Singing and Recitation Learning singing the lyrics of the items and also
the recitation of the jathis and the solkattus

Course Code Course Title Course L T P C Hrs/wk

Type
B20BA4033 Practical 4- Mohiniyattam SC 1 0 2 3 5

Course Objectives:
118
• To make the students understand the nuances of the Dance form of Mohiniyattam..
• To enable the dancers of School of Performing Arts have a strong performing skill in the practical
they are going to learn the item from repertoire is Padam the abhinaya piece.

• To enable the dancer to have a strong understanding about the characteristics of varna.
• To teach the students the Dances in dance and also the technical aspects Of the item which include
taalam, music, literature.

Course Outcomes:
• Will be able to further teach the items and also understand the intricacies in choreographing such
items in future.
• Students will be able to perform Abhinaya Dance piece Padam.

• Perform the Dances that they have learned

• Have a few solid traditional Dances in their repertoire

Course Content

Unit Topics Description

1 Padam Part I
2 Padam Part II
3 HasthaBhedas 1. Deva Hasthas
2. Shlokas from HasthaLakshanaDeepika

4 Taala Learn Taala and Raaga

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA4034 Practical –4 Odissi SC 1 0 2 3 5

Course Objectives
• To enable to teach the students swarapallavi of Odissi
• To teach the students the nuances of abhinaya
• To attain the detailed knowledge of Odissi.
• To teach the students the items in dance and also the technical aspects of the item which

119
Course Outcomes
• Analyzing the Historical aspects of the items
• Understand the nuances of Abhinaya in Odissi
• Demonstrate the structural aspects of each items.
• Recognize the difference in the choreography pattern of eac item.

Course Content

UNIT DESCRIPTION TOPICS

1 Dance 1 1.Swabhinayapallavi

2 Dance 2 1.Sanskritstuti (God/Goddess)

3 Dance 1 1..Swabhinayapallavi Part -2

4 Dance 2 1.Sanskritstuti (God/Goddess)-Part-2

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA4035 Practical –4 Kathak SC 1 0 2 3 5

Course Objectives:
• To enable to teach the students Parmelu of Kathk
• To teach the students the nuances of abhinaya
• To attain the detailed knowledge of Kathak.
• To teach the students the items in dance and also the technical aspects of the item which

Course Outcomes:
• Will be able to further teach the items and also understand the intricacies in choreographing such
items in future.
• Students will be able to perform Abhinaya Dance piece.

• Perform the Dances that they have learned

• Have a few solid traditional Dances in their repertoire

Course Content
Unit Description Topics

1 Dance 1 Parmelu and kavith in teentaal.

120
 2 Dance 2 Bhajan

3 Dance 3 Amad and paran amad.

4 Singing and recitation Padhant

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA4036 Practical 4–CarnaticVocal SC
1 0 2 3 5

Course Objectives:

• To make the students learn the Kacheri compositions in Carnatic music

and to enable them to learn it in the practicalway.
• To enable them to understand the theoretical aspects ofcompositions.
• To provide them higher levels of vocaltraining
• To empower them with concert related technicalities andtraining

Course Outcomes:
• The Students would be able to understand the concept of the Tana varnam andPada
varnam
• The Students would be able to sing in madhyamakalas
• The students would be able to sing different compositional forms inconcert.
• Students would acquire stronger capacity to effectively render more
challengingcompositions

Unit Topics Description

1 Basics of concert music ▪ TanaVarnam -1

▪ TananVarnam - 2
2 Basics of concert music • PadaVarnam - 1
• PadaVarnam- 2
3 Basics of concert music • VilambakalaKriti – 1
• VilambakalaKriti - 2
4 Basics of concert music • Madhyamakalakriti
–1
• Madhyamakalakriti
-2

121
 Course Code Course Title Course L T P C Hrs/wk
Type
B20BA4037 Practical-4 Hindustani vocal SC 1 0 2 3 5

Course Objectives
• To make the students understand the nuances of the Carnatic Music.
• To make the students learn the compositions in Hindustani classical music and to enable
them to learn it in the practical way.
• To enable them to understand the technical terms in music.

Course Outcomes
• At the end of the course the students would be in a position to understand the nuances
of the Hindustani classical Music
• The Students would not only understand the fundamentals and basics of the music
but would also become a performer.
• The students will be able to sing in concerts and will also have a strong music theory
Knowledge

Course content

Unit Topics Description

1 • Raag Khamaj
Music – Raga abhyas & • Raag Shuddha Sarang
Prasthuthi Practice of Sargamgeeth,
Lakshanageeth, Chotakhayal-
Alap & Taan for above ragas.
2 Music – Raga abhyas & • Raag Shuddha Kalyan
Prasthuthi • Raag Brindavani sarang
Practice of Sargamgeeth,
Lakshanageeth, Chotakhayal-
Alap & Taan for above ragas
3 Music – Raga abhyas & • Raag Kafi
Prasthuthi • Raag Bhairavi
Practice of Sargamgeeth,
Lakshanageeth, Chotakhayal- Alap
& Taan for above ragas.

122
 4
Music Practical theory 1. Taal – Ektaal (Only Tekha)

2. Usage of Tanpura & Harmonium

3.Bhathkande Swaralipi abhyaas/

Notation practice

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivr

Hrs./
Course Code Course Title L T P C
Course Wk.
Type
B20BA4038 Practical 4– Political Theatre SC
1 0 2 3 5

Course Objectives
• Develop an appreciation and unerring zeal towards dramatic literature.
• Eliminate the fear of speaking in public and performance anxiety by enhancing self-confidence.
• Analyse the all sort of technicalities of a theatre performance
• Mastering technical terminologies and executive measures.
• Cognoscente the technical essentials of a script.
Course Outcomes
• The completion of the course enables pupils to realize the relevance and limitations of
technicalities of a Theatre performance.
• Be able to subdue the fear of expression.
• Be able to analyse the technicalities of a play script.
• Be able to extrapolate and execute the technicalities of theatre both theoretically and practically.
• Improvise scenes spontaneously.

Course Content:

123
 Unit Topics Description

1 Street Theatre 1. History of Indian street theatre.

2. Major movements of street theatre in India

2 Group activities 1. Group activities are executed regarding

Observational aspects
Stage presence
Concentration
Conviction
Confidence
Energy
Directionality
3 Improvisation 1. Introduction to Improvisation
2. Spontaneous Scene improvisation by students based
on action and reaction.
4 Acting 5 – Street play 1. Training on construction of a street play
2. Major elements of a street play
3. Presentation of a street play

Reference Books:
1. Katie Mitchell, The Director’s Craft
2. Dr. Manomohan Ghosh, Natya Sastra
3. Juliet Rufford, Theatre and Architecture
4. Nandi Bhatia, Acts of Authority, Acts of Resistance
5. Jacob Srampickal, Voice to The Voiceless – The Power of People’s Theatre in India
6. Badal Sarcar, The Third Theatre
7. K. V. Akshara, Rangaprayoga

Course Hrs. /
Course code Course Title L T P C
Type Wk.
B20BA4040 Reading India HC 4 0 0 4 4

Course Objectives
• To relate to the culture and aesthetics of India.
• To analyze the various issues related to the formation of India as a nation.
• To outline the issues of caste, class and gender related problems in India.

124
 • To interpret the contemporary political happenings in India.

Course Outcomes
On completion of the course, the students will be able to:
1. Develop an insight into the richness of India’s culture and aesthetics.
2. Demonstrate familiarity with the various issues related to the formation of India as a nation.
3. Explain the issues of caste, class and gender related problems in India.
4. To analyze contemporary politics in India.
5. Critique dominant discourses on the history of India
6. Appreciate the importance of Indian writing in English

Course Contents

Unit – I: Culture and Aesthetics

1. Anand Coomaraswamy: The Dance of Shiva (from The Dance of Shiva: Fourteen Essays)
2. David Frawley: India and the Coming Century(from Hinduism and the Clash of Civilizations)

Unit – II: Nation

1. Vikram Chandra: Red Earth and Pouring Rain
2. Ritu Menon and Kamla Bhasin: Borders and Boundaries - Women in India’s Partition
(Extract)
Suggested Reading:
Salman Rushdie: Dynasty (from Imaginary Homelands)

Unit – III: Caste, Class & Gender:

1. Meena Kandaswamy: Becoming a Brahmin
2. Devanur Mahadeva: One Who Sold Themselves
3. Rajia Sajjad Zaheer: Neech
4. A. Revathi: The Truth about Me – A Hijra Life Story (Extract)

Unit – IV: Contemporary Politics

1. Basharath Peer: Curfewed Nights (Extract)
2. ShashiTharoor: India – From Midnight to the Millennium and Beyond (Introduction)
REFERENCE BOOKS:
• Coomaraswamy, Ananda. The Dance of Shiva: Fourteen Essays. Rupa Publications India,
2013.
• Devy, G.N. Indian Literary Criticism: Theory and Interpretation. Orient Blackswan,
2010.
• Frawley, David. Hinduism and the Clash of Civilizations. Voice of India, 2001.
• Chandra, Vikram. Red Earth and Pouring Rain. Penguin India, 2000.
• Guha, Ramchandra. Patriots and Partisans. Penguin India, 2013.
• Menon, Ritu and KamlaBhasin. Borders and Boundaries - Women in India’s Partition.
Kali for Women, 1998.
• Rushdie, Salman. Imaginary Homelands. Random House India, 2010.
• Revathi, A. The Truth About Me – A Hijra Life Story. Penguin India, 2010.
125
 • Peer, Basharath. Curfewed Nights. RHI, 2009.
• Tharoor, Shashi. India – From Midnight to the Millennium and Beyond. Penguin India,
2012.
• Roy, Arundhati. My Seditious Heart – An Unfinished Diary of Nowadays. The Caravan:
A Journal of Politics and Culture. May 1, 2016.
URL: http://www.caravanmagazine.in/essay/seditious-heart-arundhati-roy

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Psychology -IV(
B20BA4050 Developmental HC 2 1 0 4 4
Psychology)

Course Objectives

1. Explaintheimportanceofstudyinglife-spandevelopment.
2. Describethehistoryofinterestinthelife-
spanperspectiveandindicatehowcontemporaryconcernshavearisenfrompre
viousviews.
3. Discussthenatureof developmentasapatternofmovementorchangeoccurring
throughoutthelifespan.
4. Define and distinguishbetweenbiologicalprocesses,cognitiveprocesses,and
socio-emotionalprocesses.
5. Understandthemajordevelopmentalperiodsfromconceptiontodeath.
6. Understand,compare,andcontrastthekeydevelopmenttheories
7. Defineanddistinguishbetweentheory,hypotheses,andthescientificmethod,a
ndunderstandthedifferentresearchmeasuresusedbydevelopmentalpsycholo
gists.
8. Understandthestandardethicsofdevelopmentalresearch.

Course Outcomes

On completion of the course, students will be able to:

1. Identifythemajorissues,tasksandmilestonesofhumandevelopment,suchasph
ysical,cognitive,socialandemotionaldevelopmentthroughoutthelifespan.
2. Evaluatecoreconcepts,strengths,andweaknessesofthemajortheoriesoflifesp
andevelopment.
3. Evaluatehowethnicity,culture,class,andgenderinfluencelifespandevelopment.
126
 4. Explaintheimpactofbiological/geneticinfluencesonphysicalgrowth,cogniti
onandbehavior.
5. Assesshowcurrentresearchsupportsandcritiquesthemajortheoriesofdevelopment.
6. Demonstratethedevelopmentalaspectssuchasphysicaldevelopment,cogniti
vedevelopment, psychosocial development and emotional development in
each stage of humanlifespan.

Course Contents
Unit-I:IntroductionandPrenatalDevelopment 12Hours

• Conceptofhumandevelopment-Introduction,stagesoflifespandevelopment.
• Aspectsofhumandevelopment-Physical,social,cognitive,moral.
• Factorsinfluencinghumandevelopment-Ecologicalfactors,hereditaryfactors.
• Overviewoftheoriesofhumandevelopment-Erickson,Piaget,Kohlberg.
• Conceivinganewlife-Fertilization;MultipleBirths
• MechanismsofHeredity-
GeneticCode,SexDetermination,PatternsofGeneticTransmission-
DominantandRecessiveInheritance.
• ChromosomalandGenelinkedabnormalities.–ChromosomalAbnormality-
Downsyndrome;Sex-linked chromosomal abnormalities - Kleinfelters,
fragile X, Turner’s, XYY; Genelinkedabnormalities-
PKU,SickleCellAnaemia.
• Stagesofprenataldevelopment.
• PrenatalAssessment-
Amniocentesis,chorionicvillussampling,embryoscopy,pre-
implantationdiagnosis,maternalbloodtest,umbilicalcordbloodsampling,ultr
asound.
• BirthProcess-StagesofChildBirth.
Unit II: Infancy to Childhood 12 Hours
• Newborn appearance, reflexes, assessments and states
• Physicalandmotordevelopment,cognitiveandlanguagedevelopment,psycho
socialdevelopment:Emotions.

Unit-III:PubertyandAdolescence 12Hours

• Puberty:Meaning,biologicalchanges:Sexualmaturation,growthspurt,primar
yandsecondarysexualcharacteristics;responsestophysicalchange;Develop
mentofidentity;

127
 • Adolescentrelationships:Family,Peers.

Unit-IV:Adulthood 12Hours
• Physicaldevelopment
• Foundationsofintimaterelationships:friendship,love,andsexuality;Marriage
:Maritaladjustmentandconditionsinfluencingit.Parenthood:adjustmenttopa
renthood.
• Occupationaladjustment:Stableandunstablepatterns,preparationforretireme
nt,workretirementandleisure inlateadulthood.
• Psychosocialchanges:CopingwithMid-lifecrisis,Primaryandsecondaryageing.
• Psychosocialaspects:lifestyleandsocialissues:Personalrelationships:Relati
onshipwithadultchildren,great-grandparenthood.
• Stagesandpatternsofgrieving.

Reference Books:
1. Laura E Berk (2017), Child Development, 9th edition, Prentice Hall of India
2. Diane E Papalia (1998), Human Development 7th International Edition, Mc Graw
Hill Publications
3. Lois Hoffman (1988), Developmental Psychology Today 5th Edition, Mc Graw Hill
Inc.
4. Elizabeth B Hurlock(1987), Developmental Psychology-a life-span approach 5 th
Edition, Tata Mc Graw Hill publication
5. Hetherngton& Parke (1999), Child Psychology. 5 th International Edition, Mc Graw,
Hill
6. John W. Santrock (2011) Life Span Development, 9 th Ed. Mc Graw Hill Publication

Psychology Practicals-IV:

Statistics: t-test: independent sample and dependent sample.

1. Concept Formation
2. Creativity
3. Size and weight Illusion
4. Two-point threshold
5. VSMS

MOOC/ SWAYAM:
Globally,MOOC(MassiveOpenOnlineCourse)platformsaregainingmuchpopularity.Consideri
ng the popularity and relevance of MOOCs, Government of India has also launched an
indigenous platform, SWAYAM. SWAYAM (Study Webs of Active Learning for Young
Aspiring Minds) is basically an integrated MOOCs platform for distance education that is
aimed at offering all the courses from school level (Class IX) to post-graduation level. The

128
platform has been developed collaboratively by MHRD (Ministry of Human Resource
Development) and AICTE (All India Council for Technical Education) with the help of
Microsoft and is capable of hosting 2,000 courses. There are many other international
agencies, foreign universities offering MOOC courses.

Astudent shall register and successfully complete any of the courses available on
SWAYAM.Student shall inform the MOOC/SWAYAM coordinator of the school about the
course to which he/she has enrolled. The minimum duration of the course shall be not less
than 40 hours and of 4 credits. The student should submit the certificate issued by the
SWAYAM to the MOOC/SWAYAM coordinator of the school, the grades obtained in the
course shall be forwarded to concerned authority of the University

129
 SEMESTER 5

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA5011 Traditions and innovations in SC
4 0 0 4 4
performing arts

Course Objectives
1.To provide an understanding of traditions in dance drama music
2.To provide an understanding of innovations in performing arts
3. To provide an understanding of transitions in performing arts from ancient to post modern period.
4. To provide an understanding of terminologies with reference to the topic.

Course Outcomes
1. The response group would have understood the importance of traditions in performing arts.
2.The response group would have understood that innovations are inseperable part of traditions .
3. The response group would have understood the paradigms of the topic.
4. The response group would have understood the application of innovations and creativity based on
traditions.

Course Contents

Unit Topics Description

1 Definitions of Traditions, 1. Understanding of the timeline with

Transitions and innovations in reference to performing arts
Performing Arts 2. Defining tradition
3. Defining innovation
4. Defining dance drama and music
5. Defining transition in traditions
2 Marga in Performing Arts 1. Defining paradigm 'Marga '
in dance, drama and music
2. Sculptures art architecture and
performing arts
3 literatutre and performing arts.
Nrityalakshana and nritya lakshya.
4. Natyasastra study and performing
arts.
3 Desi in Performing Arts 1. Defining the paradigm 'Desi'in dance
drama and music
2. Sculptures art architecture and
performing arts
3. literatutre and performing arts Nritya
lakshana and nritya lakshya

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 4. Sangeeta ratnakara and performing
arts
4 Traditions and Transitions in 1. Venkatamakhi to the music trinity
Performing Arts 2. Haridasas, Vaishnavism Bhakthi
movement
3. Royal composers, court poets and
their contribution to innovation in
performing arts.
4. Tradition and transition in the modern
and post modern period.
5. Application of the above study
practically by the response group.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA5012 Music Theory 5 (Karnatik SC
music) 4 0 0 4 4

Course Objectives

• To make the students learn distinctive features of Indian music

• To enable them to understand the great composers of Indian classical music
• To make the student understand the similarities of kathakali - yekshagana sangeetham,
Kathak-Odissi Music.
• To empower them with concert related technicalities andtraining

Course Outcomes:
On completion of the course learners will be able to:

• The Students would be able to understand the features of Indian music theory
• The Students would be able to understand the great composers of Indian classical music
the students would be able to sing different compositional forms inconcert
• Students would acquire render more challengingcompositions and to have a stronger
knowledge on the music in Vedic times.

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Course content

Unit Topics Description

1 Basic for concert music Distinctive features of Indian Music

2 Life history Prominent stalwarts of yester years in

vocal:Semmangudi Srinivasa Iyer.,Palghat K V
Narayanaswami,M D Ramanathan ,Madurai Mani
Iyer.,D K Pattambal,M S Subbalakshmi,M
LVasanthakumari.

3 Music for dance A study on Kathakali music & Yekshagana music ragas
and talas figuring in it.

4 Basic for concert music Music in the Vedic time

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA5013 Music Theory 5 (Hindustani SC
music) 4 0 0 4 4

Course Objectives

• To make the students learn distinctive features of Indian music

• To enable them to understand the great composers of Indian classical music
• To make the student understand the similarities of kathakali - yekshagana sangeetham,
Kathak-Odissi Music.
• To empower them with concert related technicalities andtraining

Course Outcomes:
On completion of the course learners will be able to:

• The Students would be able to understand the features of Indian music theory
• The Students would be able to understand the great composers of Indian classical music
the students would be able to sing different compositional forms inconcert
• Students would acquire render more challengingcompositions and to have a stronger
knowledge on the music in Vedic times.

132
Course content

Unit Topics Description

1 Basic for concert music Distinctive features of Indian Music

2 Life History Life history of Sadarang,Pandit Kumar

Gandharwa,Pandit Bhimsen Joshi,Ustad
Innayath Hussain Khan, Vidushi Kishori
Amonkar, Ustad Amir Khan

3 Music for Dance A study on Kathak Music & Odissi music

ragas and talas figuring in it.

4 History Music in the Vedic time

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan
bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA5014 Theatre aesthetics and play writing SC 4 0 0 4 4

Course Objectives:
1. To analyze and demonstrate the description of aesthetics in theatre art context.
2. To identify and describe the 6 component parts of the dramatic form: plot, character, theme, diction,
rhythm, and spectacle.
3. To identify and describe the major forms of drama: tragedy, comedy, melodrama, farce, tragicomedy.
4. Demonstrate their ability to write and speak clearly about dramatic literature, the requirements of
production and the experience of performance.

133
Course Outcomes:
Upon completion of this course, the student should be able to:
1. Critically explain the meaning and adaptation of aesthetics in theatre art in a cultural scenario.
2. Identify and discuss the achievements of a number of prominent multicultural playwrights.
3. Demonstrate an analytical grasp of the central concerns of the selected plays.
4. Understand the emergence of street theatre in Indian socio-political scenario.

Course Content:
Unit Topics Description
1 Aesthetics 1. Definition of Aesthetics
2. Aesthetics and Art
3. Semiotics of Theatre
4. Theatre art and cognition.
2 Aesthetics of theatre 1. Aesthetics of Indian theatre
Folk
Classical
2. Aesthetics of Western Theatre
3. Redefinition of aesthetics in modern theatre
3 Play writing 1. Basic concept of play writing
2. Elements of play writing – Theme, Plot, Characters,
Dialogue.
3. Introduction to the theories of play writing - Aristotle
4. Influence of tradition on a contemporary society on play
writing.
4 Play Analysis 1. Scenes structure and acts in play
2. Structure of a one-act play.
3. Dramatic action and conflict in play.
4. Analysis of one play of any playwright below
*Western Playwrights
Sophocles
Euripides
Christopher Marlowe
Shakespeare
Moliere
Jean Paul Sartre
George Buchner
Eugene O’Neil
Gabriel Garcia Lorca
Henrik Ibsen
August Strindberg
Antonin Chekov
Arthur Millar
Eugene Ionesco
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 Samuel Beckett
*African Playwright
Wole Soynka
*Indian Playwright
Kalidasa
Bhasa
Shudraka
Vijay Tendulkar
Mahesh Dattani
Habib Tanvir
Badal Sarcar
Girish Karnad
Lakshmipathi Kolar

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B19BA5031 Practical 5–Bharathanatyam SC
1 0 2 3 5

Course Objectives:

• To ensure that students learn the various items in the Bharatanatyam repertoire.
• To enable the dancer to understand the choreography patterns of Devarnama and Kriti.
• To enable the dancer to have a strong foundation in the knowledge of Different treatises
• To teach the students the items in dance and also the technical aspects Of the item which include
taalam, music, literature

Course Outcomes:
• Understand the approach in the choreography of Devarnama and Kriti
• Explain the Historical aspects of Padam and Kriti.
• Analyze the pattern of abhinaya in Padam and Devanama.
• Demonstrate the structural aspects of Devarnama,Kriti and Padam.

Course content

Unit Topics Description

1 Dance 1 Devaranama – 1
2 Dance 2 Kriti – 1

3 Dance 2 Padam -1

4 Singing and Recitation Learning of singing the lyrics of the item and the
recitation of the jathis and solkattus

135
 Course Code Course Title ourse L T P C Hrs./
Type Wk.
B19BA5032 Practical – 5 (Kuchipudi) SC 1 0 2 3 5

Course Objectives

• To help the students to understand the nuances of Abhinaya in Kuchipudi

• To help the students in understanding the difference between krithi and javali.
• To teach the students more dances and develop their understanding about the dance form.
• To teach the students the items in dance and also the technical aspects of the dances which include taalam,
music, and literature
Course outcome
• Understand the structure of Tyagaraja Kritis
• Learn about the significance and uniqueness of Thyagaraa kritis
• Demonstrate the improvisation in Abhinaya
• Analyze the structure of javali and krithi.

Course content

Unit Topics Description

1 Dance 1 Tyagraja Kriti 1st part

2 Dance 1 Tyagraja Kriti 2nd part

3 Dance 2 Javali

4 Singing and Learning singing the lyrics of the items and also
Recitation the recitation of the jathis and the solkattus

Course Code Course Title Course L T P C Hrs

Type per
week
B20BA5033 Practical 5- Mohiniyattam Sc 1 0 2 3 5

Course objectives:
• To make the students understand the nuances of the Thillana, bhajan and ashtapadi of Mohiniyattam
repertoire.
• To teach the students the Dances in dance and also the technical aspects of the Thillana which include
taalam,music and literature.

136
• To enable the dancer to understand the choreography patterns of Bhajans,ashtapadi and thillana.
• To teach the students the Dances in dance and also the technical aspects of the item
Course outcomes
• At the end of the course the students would be in a position to understand the nuances of the Dance form
of Mohiniyattaam.
• Studnets will understanded the nuances to better understanding of the dance pieces.
• Perform the Dances they learned in the syllabus
• Will be able to further teach the Dances and also understand the intricacies in choreographing such
Dances in future.

Course Content

Unit Description Topics

1 Dance 1 Bhajan
2 Dance 2 Thillana
3 Dance 3 Ashtapadi
4 Singing and Learning singing for the lyrics of the item
Recitation and recitation of the jathis and solkattus

Course Code Course Title Course L T P C Hrs

Type per
week
B20BA5034 Practical 5- Odissi Sc 1 0 2 3 5

Course Objectives:
• To enable the students understand the 10 incarnation of Vishnu.
• To teach the students to understand the format of Pallavi
• To help the students in understanding the history behind each avathara
• To teach the students the items in dance and also the technical aspects of the item which include rhythm,
music and literature.

Course Outcomes:
• Learn about the mythological stories behind eac avatara
• Demonstrate the hastha used to show each avathara
• Explain the structure of Pallavi.
• Understand the structure of Tala in the items.

Course Content
Unit Description Topics

1 Dance 1 1. Dasavatar
2 Dance 2 1. Pallavi

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 3 Dance 1 1.Dasavatar Part -2

4 Dance 2 1. Pallavi Part-2

Course Code Course Title Course L T P C Hrs

Type per
week
B20BA5035 Practical 5- Kathak SC 1 0 2 3 5

Course Objectives
• To enable the students understand the 10 incarnation of Vishnu.
• To teach the students to understand the format of Pallavi
• To help the students in understanding the history behind each avathara
• To teach the students the items in dance and also the technical aspects of the item which include rhythm,
music and literature.

Course Outcomes
• Learn about the mythological stories behind eac avatara
• Demonstrate the hastha used to show each avathara
• Explain the structure of Pallavi.
• Understand the structure of Tala in the items.

Course Content

Unit Description Topics

1 Dance 1 Introduction of jhaptaal.
2 Dance 2 Gat nikas.

3 Dance 3 Toda/tukda in jhaptaal.

4 Singing and recitation Padhant

Course Code Course Title Course L T P C Hrs./

Type Wk.
B19BA5036 Practical 5–CarnaticVocal SC
0 0 3 3 6

138
 Course objectives:

• To make the students learn the Kacheri compositions in Carnatic music and to enable them to
learn it in the practicalway.
• To enable them to understand the theoretical aspects ofcompositions.
• To provide them higher levels of vocaltraining
• To empower them with concert related technicalities andtraining

Course outcome
• The Students would be able to understand the concept of the alapana andswarakalpana
• The Students would be able to sing themanodharmasangeeta
• The students would be able to sing different compositional forms inconcert.
• Students would acquire stronger capacity to effectively render more challengingcompositions

Course content

Unit Topics Description

1 Basic for concert music Javali –1

Pancharatna Kriti-1

2 Basic for concert music Javali – 2

3 Basic for concert music Pancharatna Kriti-2

4 Basic for concert music Kriti with alapana and swara
kalpana

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA5037 Practical-5 Hindustani Music sc 1 0 2 3 5

Course Objectives
1. To make the students understand the nuances of the Carnatic Music.
2. To make the students learn the compositions in Hindustani classical music and to enable them to
learn it in the practical way.
3. To make the students learn some instruments of Hindustani classical music and to enable them to
learn it in the practical way.
4. To enable them to understand the technical terms in music.

139
 Course Outcomes
1. At the end of the course the students would be in a position to understand the nuances
of the Hindustani classical Music
2. The Students would not only understand the fundamentals and basics of the music
but would also become a performer.
3. The students will be able to sing in concerts and will also have a strong music theory
4. Knowledge of taal concept.

Course Content

Unit Topics Description

1 • Raag Yaman Kalyan

Music – Raga abhyas & • Raag Nand
Prasthuthi • Practice of Sargamgeeth, Lakshanageeth,
Chotakhayal- Alap & Taan for above ragas.
2 Music – Raga abhyas & • Raag Bhimpalasi
Prasthuthi • Raag Bhageshree
Practice of Sargamgeeth, Lakshanageeth, Chotakhayal-
Alap & Taan for above ragas.
3 Music – Raga abhyas & • Raag Puriya Kalyan
Prasthuthi • Raag Malkauns
Practice of Sargamgeeth, Lakshanageeth, Chotakhayal-
Alap & Taan for above ragas.
4
Music Practical theory • Taal – Ektaal (Only Tekha)

• Usage of Tanpura & Harmonium

• Bhathkande Swaralipi abhyaas/

• Notation practice

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu
Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

140
Course Code Course Title Course L T P C Hrs./
Type Wk.
B19BA5038 Practical – 5 Theatre Acting SC 1 0 2 3 5
Andvance III

Course Objectives

• Develop an appreciation and unerring zeal towards dramatic literature.

• Eliminate the fear of speaking in public and performance anxiety by enhancing self-confidence.
• Elevate the pupils to perceive the Social contexts of theatrical performances.
• Analyse the social perception and executive measures of theatre historically.
• Cultivate an analytical mind on the social credentials of a script.

Course Outcomes
• The completion of the course enables pupils to realize the historical implementations of social
perception in Theatre performances.
• Be able to subdue the fear of expression in a social scenario.
• Be able to dissect a play script through the lenses of social discourse.
• Be able to effectively perform in a social structure.

Course Content:
Unit Topics Description

1 Speech work 1. Tongue twisting Exercises

Different types of Reading
Narrations
Diction
Intonation
Emphasis
Pauses
Tempo
2. Dialogues delivery
Practicing speech with a literary piece.
2 Contemporary playwrights 1. T P Kailasam
In Kannada 2. Girish Karnad
3. Samsa
4. P. Lankesh

141
 3 Play-reading 1. Play-reading exercises and practicing with a script
2. Contextual reading, synopsis and character reading of
scenes.
3. Script Analysis of scripts
Oedipus
Macbeth
Tuglaq
Charandas Chor
4. Script Editing ofplays as per the performative convenience.
Suggested scripts : Any Sanskrit script.
4 Acting 3 - Scene work 1. Working on a scene for performance.
2. Experimenting on the variants of characters in selected
scripts
3. Training on Completeness (gesture, posture,
movement)
4. Interaction: Eye contact and actor, reaction with co-
artists, relating to other elements of performance.

Reference Books:
1. Nandi Bhatia, Acts of Authority, Acts of Resistance
2. Erwin Piscator, The Political Theatre
3. Badal Sircar, The Third Theatre
4. Augusto Boal, Theatre of Oppressed
5. Chris Hogget, All About Theatre
6. Katie Mitchell, The Director’s Craft
7. Janelle Reinelt & Gerald Hewitt, The Political Theatre of David Edgar
8. Cliford &Christoper J Herr, American Political Theatrec

Course Hrs. /
Course code Course Title L T P C
Type Wk.
B18BA5051 Literatures of India – I SC 2 1 0 3 4

Course Objectives

• To outline the various movements of Literatures from India.

• To develop an understanding of the socio-political and economic issues of the post-
independent India.
• To examine Literatures of India, particularly to writings in translations.
• To assess the literary and political issues that Literatures from India has undergone.

Course Outcomes
On completion of the course, the students will be able to:

142
 • Analyze the various issues discussed by classical and modern poets of Literatures from
India.
• Distinguish the major features in the fictional narratives of Literatures from India.
• Demonstrate familiarity with concerns specific to India as presented in non-fictional
works by Indian writers.
• Develop a better understanding of socio-political dimensions of India.

Course Contents

Unit – I: Poetry
1. Kalidasa – Canto I “Summer” (from Ritusamhara)
2. Kabir – If God be within the mosque…
3. Mira Bai – Your Slander is Sweet
4. Ramprasad Sen – O Longing Mind
5. Sumitra Nandan Pant – Fruits of the Earth
6. Fiaz Ahmed Fiaz – The Colour of the Moment
7. Kuvempu – Kalki
8. Sitakant Mahapatra – Father
Unit – II: Short Fiction
1. Munshi Premchand – The Shroud
2. Saadat Hasan Manto – Thanda Gosht
3. LalithambikaAntarjanam – Revenge Herself
Unit – III: Essays
1. Rabindranath Tagore – Religion of the Forest
2. A. K. Ramanujan – Is There an Indian Way of Thinking?
Unit – IV: Drama/Novel
1. Girish Karnad – Hayavadana
2. R.K. Narayan – The Guide
REFERENCE:
• Kale, MR. TheRitusamhara. Bharatiya Kala Prakashan, 2007.
• Dharwadker, Vinay. Kabir. Penguin, 2003.
• Bly, Robert. Mirabai: Ecstatic Poems. Aleph Book, 2017.
• Sen, Ramprasad. Grace and Mercy in her Wild Hair: Selected Poems to the Mother
Goddess. Hohm Press, 1999.
• Kiernan, V.G. Poems by Faiz Ahmed Faiz. Oxford, 2000.
• George, KM. Modern Indian Anthology: Surveys and Poems.SahityaAkademi, 1992.
• Manto, SaadatHasan&AatishTaseer. Manto: Selected Short Stories. RHI, 2012.
• Narasimhachar, Sudha. Selected Stories of MunshiPremchand. Unicorn Books, 2016.
• Holmstorm, Lakshmi. The Inner Courtyard: Stories by Indian Women. Rupa, 1991.
• Tagore, Rabindranath. Rabindranath Tagore Omnibus. Rupa, 2003.
• Ramanujan, A.K. The Collected Essays of A.K. Ramanujan. Oxford University Press,
1999.
• Narayan, R.K. The Guide. Indian Thought Publications, 2007.
• Karnad, Girish. Hayavadana. Oxford, 1997.

143
 Course Hrs. /
Course code Course Title L T P C
Type Wk.
B18BA5052 Reading Myths and Mythologies SC 2 1 0 3 4

Course Objectives

• To acquaint the students with readings of myths and mythologiesacross the globe.
• To expose the students to the reading of the Indian epics, the Ramayana and the Mahabharata
and the co-related and prevalent myths.
• To introduce the students to the classical Greco-Roman mythology.
• To familiarize the students with inter-relation of myths and mythologies of South, East and
Southeast Asian regions.

Course Outcomes

On completion of the course the students will be able to:

1. Develop an insight into the huge arena of myths and mythologies across the globe.
2. Demonstrate familiarity with the readings of the two great Indian epics, the Ramayana and the
Mahabharata.
3. Explain the basics of the classical Greco-Roman mythology.
4. Apply Greek Literary Criticism to evaluate themes and characterization in classical Greco-Roman
epics
5. Critically compare Indian epics with Greco-Roman epics
6. Outline their familiarity with myths and mythologies of South, East and Southeast Asian regions.

Course Contents
Unit – I: Background to Reading Myths & Mythologies
1. JawaharLal Nehru: The Epics, History, Tradition and Myth (from Discovery of India)
2. Kumkum Roy: The Power of Gender and the Gender of Power: Explorations in Early Indian
History(Extract)
3. DevduttPattanaik: Myths and Mythology (from Indian Mythology)
Unit – II: Reading Indian Epics
1. Arshia Sattar (Trans): The Ramayana as Epic – Introduction till two realms of the Ramayana
(from Valmiki’sThe Ramayana)
2. C. Rajagopalachari: Preface to the 2nd Edition (from Mahabharata)

Unit – III: Reading Classical Greco- Roman Mythology

1. Sophocles: Oedipus Rex
2.Homer: The Iliad (Extracts)
3. Virgil: Aenid (Extracts)
Unit – IV: Myths and Mythology in South, East and Southeast Asia
Introduction to:
1. Buddhist Mythology (Buddhas, Bodhisattvas, Yidam, Devas, Yakshas)
2. Chinese Mythology (The Chinese Dragon, Important Deities, Mythical Creatures)
3. Burmese Mythology (History and origin, Nat-kadaw, Folk beliefs and practices)
4. Vietnamese Mythology (The ‘linh’, Important Deities, Forms of worships and practices)

REFERENCES:
144
 • Nehru, Jawaharlal. The Discovery of India. Penguin India, 2008.
• Roy, Kumkum. The Power of Gender and the Gender of Power: Explorations in Early
Indian History.OUP, 2010.
• Pattanaik, Devdutt. Indian Mythology. Simon and Schuster, 2001.
• Sattar, Arshia (Trans). The Ramayana. Penguin Random House India, 2016.
• Rajagopalachari, C. Mahabharata. BharatiyaVidyaBhavan, 2010.
• Sophocles. The Three Theban Plays. Penguin, 1984.
• Homer. The Iliad. Penguin, 2003.
• Virgil. The Aenid of Virgil. University of California Press, 1992.
• Clayton, Matt. Chinese Mythology: A Captivating Guide to Chinese Folklore including
Fairytales, Myths, and Legends from Ancient China. Createspace Independent Publishing
Platform, 2018.
• Campbell, Joseph. Oriental Mythology: The Masks of God. Penguin USA, 1991.
• Barthes, Roland. Mythologies. RHUK, 2009.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Indigenous Psychology-
B18BA5060 SC 2 1 0 3
An Indian Perspective--I 4

Course Objectives:
• To acquire knowledge required for the practice of Psychology in Indian context.
• To develop skills required to Cognition, Self and Consciousness in an Indian context.
• To acquire methodological and analytic knowledge and skills of emotions, desires and
detachment; types of emotions and their manifestations, theories of rasa and bhāva;
positive states of mind; controlling anger and violence in society.
• To develop skills required to maintain Health, Happiness and well-being in an Indian
Perspectives on Psychology.

Course Outcomes:
Upon successful completion of this course, students will be able to:
❖ Demonstrate a solid fundamental knowledge of Indian psychology as a discipline. This
will include both knowledge of the history of the field, but also of the current facets,
theoretical perspectives, and the divisions within the broad field of Indian Psychology.
❖ Comprehend the concept of Cognition, Self and Consciousness in an Indian context.
❖ Understand the bases of emotions, desires and detachment; types of emotions and their
manifestations, theories of rasa and bhāva; positive states of mind; controlling anger and
violence in society.
❖ Understand the concept of Health, Happiness and well-being in an Indian Perspectives on
Psychology

Course Content

145
Unit-I: An Introduction to Indian Psychology
What is Indian psychology; relevance and scope; historical developments; distinction from
western psychology.
Unit-II: Indian Perspectives on Cognition, Self and Consciousness
Nature of reality; manas and higher mental states; types of knowing; methods of knowing; yoga
as research method.
What is self? Self as consciousness; states of consciousness; self as knower, as enjoyer, as doer;
ego-identity and soul identity; self and society.

Unit-III: Human Emotions

Bases of emotions, desires and detachment; types of emotions and their manifestations, theories
of rasa and bhāva; positive states of mind; controlling anger and violence in society.

Unit-IV: Health, Happiness and Well-being.

Concepts; mental health — concept, symptoms and treatment; suffering and healing; theories of
happiness and well-being; self-growth and liberation.

REFERENCES:
Adair, John. G.(2002).How International is International Psychology? International Journal of
Psychology,37, 160-170.

Auluck, S. (2002).Self and identity.In

G. Misra, and A. K. Mohanty (eds.), Perspectives on indigenous psychology, p. 374-398. New

Delhi: Concept Publishing Company.

Chiu, C., & Hong, Y. (2006).Social Psychology of Culture. New York: Psychology Press.

Kim,U.,Shu,K.,Yang,K.S.,&Hwang, K.K.(2006).Indigenous and Cultural Psychology:

Understanding People in Context.

Springer. Jain, U. (2002). An Indian perspective on emotions.In G. Misra, and A. K. Mohanty

(eds.), Perspectives on indigenous psychology, p. 281-291. New Delhi: Concept Publishing
Company. 25

146
Mathijs, Cornelissen, R,M., Misra,G.&Verma, Suneet.(2011). Foundation of Indian Psychology,
Vol 1,Theories and Concepts. New Delhi: Pearson

Misra, G., &Gergen, K. J. (2002).On the place of culture in psychological science. . In G. Misra,
and A. K.Mohanty (eds.), Perspectives onindigenous psychology, p. 421-439. New Delhi:
Concept Publishing Company.

Rao, K. R. (2011). Indian psychology: Implications and applications. In Cornelissen,

R.M. M., Misra, G., Varma, S. (Eds.), Foundation of Indian Psychology: Theories and concepts,
Vol, 1. New Delhi: Pearson.

Sinha, J. B. P. (2002). Towards indigenization of Psychology in India. . In G. Misra, and A. K.

Mohanty (eds.), Perspectives on indigenous psychology, p. 440-457. New Delhi: Concept
Publishing Company.

Smith, P.B., Bond, M. H., &Kagitcibasi, C. (2006). Understanding Social Psychology across
cultures: Living and working in a changing world. London: Sage.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Abnormal
B18BA5071 HC 2 1 0 3
Psychology-1 4

Course Objectives

1. To sensitize on nature, history and diagnosis of mental disorders.

2. To learn the different perspectives in understanding abnormal behaviour.
3. To learn the symptoms and causes of Anxiety Disorders and Obsessive Compulsive
Disorders.
4. To learn the symptoms and causes of Trauma and Stress related disorders and Depressive
Disorders.
Course Outcomes

147
Upon successful completion of this course, students will be able to:
1. Explores the nature, history and diagnosis of abnormal behaviors
2. Discovers the different perspectives in understanding the abnormal behavior
3. Discovers the symptoms, causes and diagnosis of Anxiety and Obsessive-compulsive
disorder.
4. Discover the symptoms, causes and diagnosis of Trauma and Stress related disorders and
Depressive Disorders.

Course Contents

Unit-I: Introduction to Psychopathology

a. Definition: Abnormal Psychology, Mental Disorder. The science of Psychopathology, The
stigma of Abnormal Behavior, Adaptive and Maladaptive behaviour.
b. Historical conceptions: the ancient western world, the Middle ages, renaissance, age of
reason and the Enlightenment, The reform movement.
c. Diagnosing Psychological disorders: Classification Systems- ICD and DSM.
d. Seeking help for Abnormal Behavior: reasons for clinical contacts, sources of help.

Unit-II: Theoretical Perspectives on Maladaptive Behavior

a. The Biological Perspective: genetic factors, nervous system and the Brain, The Endocrines,
The Neuroscience Revolution, Integration of Biological and Psychological Systems.
b. The Psychodynamic Perspective: Freud and Psychoanalysis, More recent approaches to
psychoanalysis.
c. The Behavioral Perspective: Classical conditioning, Operant conditioning and Social-
cognitive theories.
d. The Cognitive Perspective: Maladaptive behaviour and cognition.
e. The Humanistic perspective
f. The Existential perspective
The Community-cultural perspective.

Unit-III: Anxiety and Obsessive-compulsive disorders (DSM-5)

a. Definition of Anxiety, Fear and Panic.

b. Prevalence of Anxiety disorder, gender difference if any.
c. Clinical Description of Types: Generalized Anxiety Disorder, Panic disorder, agoraphobia,
Specific Phobia-animal, natural environment, Blood-injection-injury, situational, Social
Anxiety Disorder, Separation Anxiety Disorder, selective Mutism.
d. Obsessive-compulsive disorders: OCD, excoriation (skin-picking) disorder, hoarding
disorder, Body Dysmorphic Disorder, clinical Description and causes.

Unit-IV: Trauma- and stressor-related disorders and Depressive disorders

148
 Trauma- and stressor-related disorders:
a. Definition of Trauma and Stress, type. Stressors
b. Clinical Description and causes of Posttraumatic stress disorder (PTSD), acute stress
disorder, reactive attachment disorder and disinhibited social engagement disorder,
Adjustment disorders.

Depressive disorders: Disruptive Mood Dysregulation Disorder, Major Depressive

Disorder-single episode-mild, moderate, severe, recurrent episode-mild, moderate severe,
Persistent Depressive Disorder(Dysthymia), Premenstrual Dysphoric Disorder.

Reference Books:
1. Alloy, L.B., Riskind, JH., and Manos,M.J. (2006). Abnormal Psychology – Current
Perspectives. 9th Edition. New Delhi: Tata McGraw- Hill Edition.
2. American Psychiatric Association. (2013). Diagnostic and statistical manual of
mental disorders (5th ed., text revision). Washington, DC: Author.
3. Barlow,D.H. and Durand,M.V. (2000). Abnormal Psychology. 2nd Edition. New
Delhi: Thomson Publication.
4. Bootzin,R.B.,Acocella,J.R. and Alloy,L.B. (1993). Abnormal Psychology–Current
perspectives. 6th Edition, International Edition,Tata Graw –Hill Inc., USA.
5. Carson, R.C., Butcher, J.N and Mineka ,S.(2004). Abnormal psychology. 13th
Edition. New Delhi: Pearson Education.
6. DSM-5 manual,
https://cdn.website-
editor.net/30f11123991548a0af708722d458e476/files/uploaded/DSM%2520V.pdf
7. Davidson and Neal (1996). Abnormal psychology. Revised 6th Edition, John Wiley
Sons World Health Organization. (2008). ICD-10: International statistical
classification of diseases and related health problems (10th Rev. ed.). New York, NY:
Author.

Practicals-V :
Statistics: Chi-square test.
1. Eysenk’s personality questionnaire
2. Bell’s adjustment inventory
3. Type A and Type B behavioural pattern
4. Assertiveness
5. Big-5 personality factors

Paper-VI (B)
Course Code Course Tittle Course Type L T P C Hrs./Wk.
B18BA5072 Health Psychology-I SC 2 1 0 3 3

Course Objectives

Students are expected to develop an understanding of health psychology and gain skills in the
following:
1. To understand the nature, history, origin and scope of Health Psychology.

149
 2. To learn the cognitive aspects of illness and factors influence compliance.
3. To learn about health promoting behaviors
4. To learn the connection between Pain and Psychological factors.

Course Outcomes
Upon successful completion of this course, students will be able to:
1. Explores the connection between Health and Pscyhology and its relevance.
2. Analyzes the impact of cognition on illness and explore the need for compliance and
factors influencing it.
3. Explores the various behviors that promotes health
4. Explore the psychological aspects related to pain perception and evaluate strategies for
dealing with pain sensation and perception

Course Contents

Unit-I: Introduction
a) Definition of Healthy Psychology,
b) History of Health Psychology
c) Aims of health psychology.
d) Future of health psychology
e) Advantages of the Biopsychosocial Model, Clinical Implications of the
Biopsychosocial Model.
f) The Biopsychosocial Model: The Case History of Nightmare Deaths.
g) The Need for Health Psychology: Changing Patterns of Illness, Advances in Technology
and Research, Expanded Health Care Services, Increased Medical Acceptance.
h) Health Psychology Research: The Role of Theory in Research, Experiments,
Correlational Studies, Prospective and Retrospective Designs, The Role of
Epidemiology in Health Psychology, Methodological Tools.

Unit-II: Illness Cognition and Compliance

Definition of Health, illness
Illness cognition: definition, dimensions, evidences for dimensions, Measurement.
Leventhal’s Self-regulatory model
Symptom Perception
Coping with crisis of illness
Using the self-regulatory model to predict outcomes-adherence, recovery from stroke and MI
Illness cognitions and health outcomes
Compliance: Definition, work of ley-predicting the patient’s compliant, improving compliance

Unit-III: Health-Promoting Behaviors

a) Health Promotion: health behaviors and health habits, Practicing and changing health
behaviors, barriers to Modifying poor Health Behaviors, Intervening with Children and
Adolescents, Intervening with At-risk people, Health promotion and Older Adults, Ethnic
and Gender Differences in health risks and habits.
b) Exercises: Benefits of Exercises
c) Accident Prevention: Home and Workplace Accidents
d) Cancer-Related Health Behavior: Mammograms, Colorectal Cancer Screening, Sun
safety practices

150
 e) Developing a Healthy Diet: changing diet, Resistance to Modifying Diet, Intervention to
Modify Diet.
f) Sleep: Sleep and Health
g) Rest, Renewas, Savoring

Unit-IV: Pain
a) Pain: nature, definition, cross-cultural perspective on pain, measuring pain, physiology of
pain.
b) Pain theories: early theories, gate control theory.
c) Role of Psychosocial factors in pain perception.
d) Clinical Issues in Pain Management: acute and chronic pain, pain and personality.
e) Pain control techniques: Pharmacological Control of Pain Surgical Control of Pain
Sensory Control of Pain Biofeedback Relaxation Techniques Distraction Coping Skills
Training Cognitive-Behavioral Therapy.

References Books:
1. Jane Ogden (2010) Health Psychology – a text book, 4th edition, Tata McGraw Hill
Education Private Limited, New Delhi.
2. Shelley E. Taylor (2006) Health Psychology – 6th Edition, Tata McGraw Hill Education
Private Limited, New Delhi.
3. Steve R. Baumgardner & Marie K. Crothers (2009) Positive Psychology, Dorling
Kindersley (India) Pvt. Ltd., licensees of Pearson Education in South Asia.
4. M. Robin Dimatteo& Leslie R. Martin (2002) Health Psychology –, Dorling Kindersley
(India) Pvt. Ltd, licensees of Pearson Education in South Asia.
5. Alan Carr- Positive Psychology, Dorling Kindersley (India) Pvt. Ltd, licensees of Pearson
Education in South Asia.

Psychology Practicals VI (A)/VI (B)

Spiritual Well-being
1. Triguna Questionnaire
2. Personal Values questionnaire
3. Guidance Need Inventory
4. Subjective well-being

151
 SEMESTER 6

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA6011 Aesthetics SC 4 0 0 4 4

Course Objectives :
1. To provide an understanding of the term ‘Aesthetics’ in general.
2. To provide an understanding of the Philosophy of Aesthetics and Art Appreciation
3. To provide an understanding of Indian Aesthetics and contributions of Indian Aestheticians
4. To provide an understanding of Western Aesthetics and contributions of western Aestheticians
5. To provide an insight into both occidental and oriental aesthetic theories.

Course Outcomes :
1. The response group would have learnt to appreciate art and apply aesthetic approach.
2. The response group would be aware of Indian and western aesthetic theories
3. The response group would be encouraged to apply the learnt subject practically in their
performances.
4. The response group would become artistes with increased awareness of aesthetic paradigms.

Course content

Unit Description Topic

1 Fundamentals of 1. Classifications of arts
Aesthetics 2. Defining the term ‘Aesthetics’
3. Art Appreciation and defining ART
4. Philosophy of Aesthetics
5. Understanding ‘isms’ in relation to aesthetics

2 Principles of 1. Amalgamtion of Visual and performing arts

Aesthetics 2. Chaturvidha Abhinaya and Aesthetics
3. Principles of Aesthetics
4. Understanding Beauty and Philosophy
5. Why the study of Aesthetics is Important to a
student of performing art

3 Indian Aesthetics 1. Indian Aesthetics

2. Ancient to the 4medieval Theories
3. Aesthetic process and ‘Rasa’ theory
4. Contributions and works of prominent
Aestheticians – till post modern period
5. Application of Aesthetics and performance –
a discussion

152
 Western Aesthetics 1. Western Aesthetics
2. Ancient to Modern period- theories
3. Aesthetic Process and various aspects – a
discussion
4. Contributions and works of prominent
Aestheticians
5. Application of Aesthetics and performance – a
discussion

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA6012 Music Theory 6 (Carnatic SC
Music) 4 0 0 4 4

Course Objectives:
• To enable them to understand the theoretical aspects ofcompositions.
• To make them understand the grama system of music
• To empower them with concert related technicalities andtraining
• To enable them to get used to rasa theory of Music
Course Outcomes:
• The Students would be able to understand raga used in film music and Indian classical
music in general
• The Students would be able to understand the ancient raga classification
• The students would be able to understand the concept of Rasa
• Students would acquire stronger capacity to effectively render more
challengingcompositions

Course content

Unit Topics Description

1 Basic for concert music Ragas used in Carnatic Music

2 Ancient Raga Classification Ancient Raga Classification – Grama murchana

Jathi System, Shadjagrama, Madhyamagrama,
Gandharagrama and raga ragini parivarasystem.

3 Karnatik Music Traditional Introduction to different Karnatik styles –

Styles 4Mysore & Tanjore system.

153
4 Rasa Theory Evolution of the concept of Rasa through ages & Nava
Rasas.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA6013 Music Theory 6 (Hindustani SC
Music) 4 0 0 4 4

Course Objectives:
• To enable them to understand the theoretical aspects ofcompositions.
• To make them understand the grama system of music
• To empower them with concert related technicalities andtraining
• To enable them to get used to rasa theory of Music

Course Outcomes:
• The Students would be able to understand raga used in film music and Indian classical
music in general
• The Students would be able to understand the ancient raga classification
• The students would be able to understand the concept of Rasa
• Students would acquire stronger capacity to effectively render more
challengingcompositions

Course content

Unit Topics Description

1 Basic for concert music Ragas used in Hindustani Music and Film Music – A
general view.

2 Ancient Musicology Grama murchana Jathi System, Shadjagrama,

Madhyamagrama, Gandharagrama
3 Gharanas-Schools of
Hindustani Music Introduction to different Gharanas -Agra, Kirana,
Gwaliar, Jaipur, Patiyala.
4 Film Music Hindustani Music in Film Industry

154
 Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA6014 Theatre direction SC 4 0 0 4 4

Course Objectives:
• To access a detailed understanding regarding play direction.
• To gain knowledge on well-known play directors across the world.
• To perform detailed script analysis, focusing on a deep understanding of character’s objectives,
obstacles and tactics, and effectively communicate that understanding in performance.
• To implement fundamental acting terminology and technique to solve theatrical challenges.
• To demonstrate the ability to accurately interpret and utilize written and verbal directions
provided for performances.
Course Outcomes:
Upon completion of this course, the student should be able to:
• Realize the importance of theatre music in construction of a play performance.
• Apply the understanding of technicalities of theatrical performances toward improving and
refining skills and techniques in subsequent performances as a director.
• Provide constructive feedback to performances by actors.
• Compose and analyze written criticism of live theatrical productions.
• Create and maintain a detailed director’s script of the theatrical process.

155
Course Content:
Unit Topics Description

1 Theatre music 6. Introduction to theatre music.

7. Evolution of theatre music in India.
8. Contemporary theatre music.

2 Social significance of 6. Relevance of social significance of

Theatre theatre.
7. Effects of theatre on society.
8. Experimental theatre and its effects on
society.

3 Play direction 6. Introduction to play direction.

7. Role of a director
8. Significance of playwright, actor and
audience in play direction.
9. Supporting elements in play direction –
sets, lighting, make up

4 Major play directors in 6. Constantine Stanislavski

theatre 7. Vsevolod Mayerhold
8. Erwin Piscator
9. Jercy Grotowski
10. B V Karanth
11. Augusto Boal.

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA6031 Practical 6–Bharathanatyam SC
1 0 2 3 5

Course Objectives

• To enable the students to understand the structure of Thillana and Javali.

• To enable the students to have an understanding about the korvai structure of Thillana.
• To make the students confident in performing a solo Bharathanatyam performance.
• To teach the students the items in dance and also the technical aspects of the item which
include taalam, music, and literature

156
 Course Outcomes:

• Understanding the structural patterns of Thillana.

• Demonstrate the structure in the jathi and korvai in Thillana.
• Analyze the pattern of abhinaya in Javali.
• Build confidence in giving a solo Bharathanatyam performance

Course content

Unit Topics Description

1 Dance 1 Javali -1

2 Dance 2 Thillana – 1
3 Singing and Recitation Learning of singing the lyrics of the item and
the recitation of the jathis and solkattus

4 Concert paper Individual performance of some of the items

learnt in the entire syllabus of BA

Course Code Course Title ourse L T P C Hrs./

Type Wk.
B20BA6032 Practical – 6 Kuchipudi SC 1 0 2 3 5

Course Objectives
• To help the students to understand the nuances of Abhinaya in Padam.
• To help the students in understanding structure of Kuchipudi.
• To make the students confident in performing a solo Kuchipudi Performance.
• To teach the students the items in dance and also the technical aspects of the dances which include taalam,
music, and literature

Course outcome
• Demonstrate the structure in the jathi and Korve in Thillana.
• Build confidence in giving a solo performance in Kuhcipudi.
• Develop the ability to explain and coordinate with the accompanying artists independently.
• Understand the concept of sringara in Padam.

157
 Course content

Unit Topics Description

1 Dance 1 Padam -1

2 Dance 2 Thillana – 1

3 Singing and Learning singing the lyrics of the items and also the
Recitation recitation of the jathis and the solkattus

4 Performance Individual performance of some of the items learnt

in the entire syllabus of BA

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA6033 Practical-6- Mohiniyattam SC 1 0 2 3 5

Course objectives:
• To make the students understand the nuances of the Shloka of Mohiniyattam repertoire..
• To enable them to understand the technical ways of choreography.
• To enable the dancer to have a strong foundation in the dance style by learning the different Dances and
abhinaya
• To teach the students the Dances in dance and also the technical aspects Of the item which include
taalam, music, literature.

Course outcomes:
• At the end of the course the students would be in a position to understand the nuances of the
choreography techniques of Mohiniyattaam.
• Studnets will understanded the nuances to better understanding of the dance pieces.

• Will be able to further teach the items and also understand the intricacies in choreographing such
items in future
• A good understanding about the hasthas according to Hasthalakshanadheepika

158
 Course content
Unit Topics Description
1 Dance 1 Shloka Abhinayam
2 Hastha Bhedas Shlokas from Hastha Lakshana Deepika
3 Singing and Learning singing for the lyrics of the item and
Recitation recitation of the jathis and solkattus

4 Concert paper Individual performance of some of the items

that are learned in BA

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA6034 Practical –6 Odissi SC 1 0 2 3 5

Course Objectives:
• To help the students in understanding the approach of abhinaya in Odissi
• To teach the students the essence of Gita govindam
• To teach the students the structure of Moksya.
• To teach the students the items in dance and also the technical aspects of the dances which include taalam,
music, and literature
Course Outcomes:
• Analyse the technicalities of an odissi performance
• Describe about the importance of Ashtapadis in Odissi performance.
• Learn about the structure of Moksya.
• Demonstrate Mokshya with its literature.
Course Content
Unit Topics Description

1 Dance 1 Ashtapadi
2 Dance 2 Mokshya.
3 Dance 1 Ashtapadi Part -2

4 Dance 2 Mokshya Part -2

159
 Course Code Course Title Course L T P C Hrs./
Type Wk.
B20BA6035 Practical –6 Kathak SC 1 0 2 3 5

Course Objectives:
• To help the students in understanding the approach of abhinaya in Kathak
• To teach the students the essence of Katak
• To teach the students the structure of Ghat Bhaav.
• To teach the students the items in dance and also the technical aspects of the dances which include taalam,
music, and literature

Course Outcomes:
• Analyse the technicalities of an Kathak performance
• Describe about the importance Padhant performance.
• Learn about the structure of Tarana.
• Demonstrate dance pieces with its literature.

Course Content
Unit Topics Description

1 Dance 1 Tihaii in Jhaptaal

2 Dance 2 Gat bhaav
3 Dance 3 Tarana
4 Singing and recitation Padhant

Course Hrs./
Course Code Course Title L T P C
Type Wk.
B20BA6036 Practical 6–Carnatic Vocal SC
1 0 2 3 5

Course Objectives:

• To enable them to understand the theoretical aspects ofcompositions.

• To provide them higher levels of vocaltraining
• To empower them with concert related technicalities andtraining
• To enable them to get used to kalpanaswara

160
 Course Outcomes:
On completion of the course learners will be able to:

• The Students would be able to understand the concept of the alapana andswarakalpana
• The Students would be able to sing theManodharma sangeetha
• The students would be able to sing different compositional forms inconcert.
• Students would acquire stronger capacity to effectively render more challengingcompositions

Course content

Unit Topics Description

1 Basic for concert music • Padam – 1
• Padam - 2

2 Basic for concert music • Kavadichinthi

• Kavadichithi

3 Basic for concert music • Thillana – 1

• Tillana - 2

4 Basic for concert music Kriti with alapana and swara

kalpana

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA6037 Practical-6 Hindustani SC 0 0 3 3
6
Vocal

Course Objectives
• To make the students understand the nuances of the Carnatic Music.
• To make the students learn the compositions in Hindustani classical music and to enable
them to learn it in the practical way.
• To enable them to understand the technical terms in music.

Course Outcomes
• At the end of the course the students would be in a position to understand the nuances
of the Hindustani classical Music
• The Students would not only understand the fundamentals and basics of the music
but would also become a performer.
161
 10. The students will be able to sing in concerts and will also have a strong music theory
Knowledge

Course content
Unit Topics Description

1 Field Work / Field trip - Report

Field work
2 Concert report – Critics inclusive.
Concert Critics
3 Raag Bhairav- Practice of Bada
Music &Practical Khayal with alap and Thaan
Raag Mishra Khafi – Thumri
4
Concert paper Concert paper ( Jalsa)

Reference Books:
1) A Historical study of Indian music, Swami Prajnananda
2) Text book of Rasa Sastra, Chandra Reddy
3) Rasa in Aesthetics, Priyadarshi Patnayak and Prof. K.Krishnamurthy
4) Tabla visharada , Dr. Shivendra Prathap Thripathi
5) Development of Hindustani classical music, Rama Saraf
6) Research methodology in Indian music, Amit Kumar Verma
7) Thumri Tarangini, Rajabhayya Punchhawale
8) The Dictionary of Hindustani classical music, Bimalkantha Roy Chaudhuri
9) Hindustani sangeet paddhati Kramika pustaka Maalikaa ( 1 to 7 volumes), Pt.Vishnu Narayan bhatkhande
10) Shree Sangit Kaladhar, Compositions of dhrupad, Dahyalal Shivram

Course Code Course Title Course L T P C Hrs./

Type Wk.
B20BA6038 Practical 6 – Theatre SC 1 0 2 3 5

Course Objectives
• Develop an appreciation and thorough commiseration of dramatic performance.
• Eliminate the fear of speaking in public and performance anxiety by enhancing self-
confidence.
• Analyse and demonstrate the historical evolution of drama and its variants across the
world.
• Mastering technical terminologies and executive measures.
• Dramatize a full-fledged play script.

162
Course Outcomes
• The completion of the course enables pupils to realize the historical implementations of
social perception in Theatre performances.
• Be able to subdue the fear of expression in a social scenario.
• Be able to completely design, analyse and execute the performance of a play both
theoretically and practically.

Course Content

Unit Topics Description

1 Play direction 1. The creative process of direction
Selection of play
2. Basics of Play Direction
2 Movement and Blocking 1. Plotting of movement and blocking for the selected
script
2. Activities to discover movements while directing a
play
3 Stage Craft 1. Execution of
Set designing
Costume designing
Lighting designing
2. Preparing the director’s script
4 Student production The execution of full-fledged Play

Reference Books:
1. Chris Hogget, All About Theatre
2. Katie Mitchell, The Director’s Craft
3. Stanislavsky, An Actor Prepares
4. Erwin Piscator, The Political Theatre
5. Jercy Grotowski, The Poor Theatre
6. Augusto Boal, Theatre of the Oppressed
7. Walter Kerr, Tragedy and Comedy
8. Louis Catron, The elements of playwriting
9. Vincent Murphy, Page to Stage – The Craft of Adaptation
10. Mr. Bradley A Gerard, Behind The Scenes

163
 Course Hrs. /
Course code Course Title L T P C
Type Wk.
B19BA6030 Literary Theory and Criticism HC 4 0 0 4 4

Course Objectives

• To develop basic ideas of critical theory.

• To distinguish certain eminent schools of critical theory.
• To build a deep interest for critical theory among the learners.
• To enhanceinterpretation and application of the theory and its relevance.

Course Outcomes

On completion of the course the students will be able to:

. Interpret the various characteristic features of Feminist Criticism.
2. Demonstrate familiarity with Marxist Criticism.
3. Examine the major ideas related with Postcolonial theory and criticism.
4. Analyze the ways in which literary criticism can be applied in practice.
5. Apply learnt literary theories to analyse unseen texts.
6. Differentiate between critical opinions and theoretically charged arguments.

Course Contents

Unit – I: Feminist Criticism

1. Peter Barry: Feminist Criticism (from Beginning Theory)
2. Elaine Showalter: Towards a Feminist Poetics (Extract)
3. Susie Tharu and K. Lalitha: Introduction from Women Writing: Volume I 600 B.C. to the Early
Twentieth Century

Unit – II: Marxist Criticism

1. Peter Barry: Marxist Criticism (from Beginning Theory)
2. Terry Eagleton: Marxism and Literary Criticism (Extract)
3. Howard, Jean E. and Scott Cutler Shershow (Ed): Marxist Shakespeares (Extract)

Unit – III: Postcolonialism

1. Hans Bertens: Extract from Literary Theory: The Basics (Postcolonial Criticism)
2. Edward Said: Orientalism (Introduction)
3. Leela Gandhi: Postcolonial Theory – A Critical Introduction (Extract)

Unit – I: Literary Criticism in Practice

1. Excerpts from A Handbook of Critical Approaches to Literature by Wilfred L Guerien et al)
Three readings of “To His Coy Mistress” – Traditional, Formalist, and Feminist

164
 i) The Traditional Approaches in Practice – Traditional Approaches to Marvell’s “To His Coy
Mistress”
ii)The Formalist Approach – Word, Image, and Theme: Space-Time Metaphors in “To His Coy
Mistress”
iii) Feminist Approaches – The Marble Vault: The Mistress in “To His Coy Mistress”
2. Robert Cross - A Postcolonial Reading of Lagaan

REFERENCES:
• Barry, Peter. Beginning Theory. Viva Books, 2010.
• Tharu, Susie and K. Lalitha. Women Writing in India: Volume I 600 B.C. to the Early
Twentieth Century. OUP, 1997.
• Eagleton, Terry. Marxism and Literary Criticism. Routledge, 2002.
• Howard, Jean E. and Scott Cutler Shershow (Ed): Marxist Shakespeares. Routledge,
2000.
• Bertens, Hans. Literary Theory: The Basics. Routledge, 2013.
• Said, Edward W. Orientalism. Penguin India, 2001.
• Gandhi, Leela. Postcolonial Theory – A Critical Introduction. OUP, 1998.
• Guerien, Wilfred L (et al). A Handbook of Critical Approaches to Literature. OUP USA,
2005.

Course Hrs. /
Course code Course Title L T P C
Type Wk.
B18BA6041 Literatures from India – II SC 4 0 0 4 4

Course Objectives

• To develop the idea of ‘Unity in Diversity’through Literatures from India.

• To outline the socio- political and cultural issues of the cotemporary period through
Literatures from India.
• To enhance the ability to critically address postcolonial issues.
• To infer genre of gender aspects through literature.

Course Outcomes

On completion of the course the students will be able to:

• Explain the various issues dealt by contemporary poets of India and their contribution
towards ‘decolonization’.
• Analyze the major features and their value in the fictional narratives of India.
• Demonstrate familiarity with concerns specific to India as presented in non-fictional
works.
• Illustrate an understanding and participate in the contemporary socio-political happenings
of India.

Course Contents
165
 Unit – I: Poetry
1. Nissim Ezekiel – Goodbye Party for Miss Pushpa T.S.
2. KekiDaruwala – Migrations
3. Kabita Sinha – Eve Speaks to God
4. K. Satchidandan – Gandhi and the Poem
5. ChandrashekaraKambar – Fiend of Folktales
6. Jyoti Lanjewar - Mother

Unit – II: Short Fiction

1. O.V. Vijayan – After the Hanging
2. Githa Hariharan – The Remains of the Feast
3. TemsulaAo – The Jungle Major

Unit – III: Essays

1. Sudhir Kakar – Feminine Identity in India (Extract from TheInner World)
2. Rajeshwari Sunder Rajan - Language Debate(Extract from Lie of the Land)

Unit – IV: Drama/Novel

1. Mahesh Dattani – Dance Like a Man
2. Mahasweta Devi – Mother of 1084

REFERENCE:
• Dattani, Mahesh. Dance Like a Man. Penguin, 2006.
• Devi, Mahashweta. Mother of 1084. Penguin, 2014.
• Kakar, Sudhir. The Inner World: A Psychoanalytic Study of Childhood and Society in
India. Oxford, 2012.
• Hariharan, Githa. The Art of Dying. Penguin, 1993.
• Vijayan, O.V. After the Hanging and Other Short Stories. Penguin, 1990.
• Ezekiel, Nissim. Collected Poems. Oxford, 2005.
• Daruwala, Keki. Collected Poems 1970-2005. Penguin, 2006.
• Satchidanandan, K. While I Write: New and Selected Poems. HarperCollins, 2011.
• Merhotra, A.K. The Oxford Indian Anthology of Twelve Modern Indian Poets. Oxford,
1997.
• Ao, Temsula. These Hills Called Home: Stories from a War Zone. Penguin India, 2005.

Course Hrs. /
Course code Course Title L T P C
Type Wk.
B19BA6042 Revisionist Writings SC 4 0 0 4 4

Course Objectives

• To acquaint the students with the genre of revisionist writings.

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 • To expose the students to the reinterpretation of Indian epics.
• To introduce the students to the contemporary retellings and associative myths of the
Ramayanaand the Mahabharata.
• To familiarize the students to the contemporary revision of myths and its connotation.

Course Outcomes

On completion of the course the students will be able to:

1. Develop an insight into the growing body of revisionist literature.
2. Demonstrate familiarity with the various retellings of the two great Indian epics,
theRamayana and the Mahabharata.
3. Outline the major concerns of the contemporary revision of the RamayanatheMahabharata.
4. Demonstrate restructuring of Indian myths and mythologies and their relevance.
5. Prepare re-visionist texts of their own
6. Apply literary theories to analyse select revisionist texts

Course Contents

Unit – I: Introduction
1. A.K. Ramanujan: Three Hundred Ramayanas: Five Examples and Three Thoughts on
Translation
2. Paula Richman: Hundred Ramayanas

Unit – II: Retellings of The Ramayana&The Mahabharata

1. Sreekantan Nair & Sarah Joseph: Retelling the Ramayana - Voices from Kerala (Introduction
by Satchidanandan)
2. John Brockington: Introduction to Yuganta: The End of an Epoch
3. Shashi Deshpande: The Stone Women (Extracts)

Unit – III: Contemporary Retellings of The Ramayana

1. DevduttPattanaik: Sita– An Illustrated Reading of the Ramayana (Extracts)
2. Kavita Kane: Lanka’s Princess (Extracts)
3. Volga: The Reunion (from Liberation of Sita)

Unit – IV: Contemporary Retellings ofThe Mahabharata

1. Mahasweta Devi: After Kurukshetra (Kunti and the Nishadin)
2. V. Raghunathan: Duryodhana (Extracts)
3. SharathKomarraju: The Rise of Hastinapur (Extracts)

REFERENCE:
• Dharwadker, Vinay (ed). Collected Essays of A.K. Ramanujan. OUP, 2004.
• Richman, Paula. Many Ramayanas: The Diversity of a Narrative Tradition in South Asia.
OUP India, 1997.
• Richman, Paula. Questioning Ramayanas: A South Asian Tradition. OUP, 2003.
• Nair, Sreekantan& Sarah Joseph. Retelling the Ramayana - Voices from Kerala. OUP,
2005.
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 • Karve, Irawati. Yuganta: The End of an Epoch. Orient Blackswan, 2007.
• Deshpande, Shashi. The Stone Women. Writers Workshop, 2000.
• Pattanaik, Devdutt. Sita: An Illustrated Retelling of Ramayana. Penguin, 2013.
• Kane, Kavita. Lanka’s Princess. Rupa Publications, 2016.
• Volga. The Liberation of Sita. HarperPerennial, 2016.
• Devi, Mahasweta. After Kurukshetra. Seagull Books, 2010.
• Raghunathan, V. Duryodhana. HarperCollins, 2014.
• Komarraju, Sharath. The Rise of Hastinapur. HarperCollins India, 2015.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Indigenous 3
B18BA6050 Psychology- An Indian SC 2 1 0 3
Perspective--II

Course Objectives:
1. To understand the basic aspects of an Indian Psychology and how its differ from western
perspectives.
2. To outline the overview of general steps involved in test construction, theoretical basis of
test construction.
3. To understand item analysis, item discrimination in constructing the test.
4. To outline the application of tests in different fields such as clinical, organizational,
educational, counselling, military etc.
Course Outcomes:
With the successful completion of the course the students will be able to
1. Understand an Indian Psychologicalconcepts and compares and contrasts with Western
Psychology
2. Orient to the basic concepts of Psychology in Indian Psychology perspective
3. Explains the nature of Self and Consciousness in Indian Perspective.
4. Elaborate on the concept of personality, Emotion and Cognition in Indian Perspective.
Course Content

Unit-I: Roots and General Concepts of Indian Psychology

a) Psychological concepts of Vedas, Vedantas, Upanishads, Bhagavadgita, Samskaras.
b) The Beginning, Ṛtam: Truth and Order, Pluralism and the Notion of Multiple
Perspectives, States of Consciousness and Types of Knowledge, Relationship Between
Humans and Nature,
c) The Concept and the Doctrine of Karma,
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 d) The Concept of Dharma and Its Role,
e) Implications of Dharma and Karma for Psychology.

Unit-II: Indian Perspective ofMind-Body Complex

a) Mind in Indian Psychology, Common Thread, Indriyas and the Sensory-Motor Apparatus,
A Model of the Mind–Body Complex.
b) Meditation and Applied Yoga: What Is Meditation? Effects of Meditation, Therapeutic
Applications, Karma Yoga as Means to Liberation, Karma Yoga and Contemporary
Psychology, The Various Pathways to Mokṣa

Unit-III: Indian Perspective of Self and Personality

a) Self, Person, and Personality: Theories of the “SELF” in Indian Thought,
b) The Concept of Anattā and the Denial of the Self in Buddhism,
c) Assertion of Ātman in Nyāya–Vaiśeṣika,
d) The Affirmation of the Self in Vedānta, Viśiṣṭādvaita of Rāmānuja,
e) Sāṁkhya-Yoga Conception of the Self,
f) Jaina Conception of the Self, Some Western Parallels of the Concept of Jīva,
g) Svabhāva, Prakṛti, and Personality: Three Types of Personality in the Bhagavad Gītā,
h) Constitution (Prakṛti) and Personality According to Āyurveda,
i) Overview of Personality Typologies from the Indian Tradition.
Unit-IV: Spirituality in India: The Ever Growing Banyan Tree
a. Historical Analysis
b. Case Analysis
c. Ramakrishna: One God, Different Paths
d. Maharishi Mahesh Yogi: Bridging Science and Spirituality with TM
e. Osho Rajneesh: Bridging Sex and samAdhi
f. Implications for Global Psychology
References:
Adair, John. G.(2002).How International is International Psychology? International Journal of
Psychology,37, 160-170.

Auluck, S. (2002).Self and identity.In

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G. Misra, and A. K. Mohanty (eds.), Perspectives on indigenous psychology, p. 374-398. New
Delhi: Concept Publishing Company.

Chiu, C., & Hong, Y. (2006).Social Psychology of Culture. New York: Psychology Press.

Kim,U.,Shu,K.,Yang,K.S.,&Hwang, K.K.(2006).Indigenous and Cultural Psychology:

Understanding People in Context.

Springer. Jain, U. (2002). An Indian perspective on emotions.In G. Misra, and A. K. Mohanty

(eds.), Perspectives on indigenous psychology, p. 281-291. New Delhi: Concept Publishing
Company. 25

Mathijs, Cornelissen, R,M., Misra,G.&Verma, Suneet.(2011). Foundation of Indian Psychology,

Vol 1,Theories and Concepts. New Delhi: Pearson

Misra, G., &Gergen, K. J. (2002).On the place of culture in psychological science. . In G. Misra,
and A. K.Mohanty (eds.), Perspectives onindigenous psychology, p. 421-439. New Delhi:
Concept Publishing Company.

Rao, K. R. (2011). Indian psychology: Implications and applications. In Cornelissen,

R.M. M., Misra, G., Varma, S. (Eds.), Foundation of Indian Psychology: Theories and concepts,
Vol, 1. New Delhi: Pearson.

Sinha, J. B. P. (2002). Towards indigenization of Psychology in India. . In G. Misra, and A. K.

Mohanty (eds.), Perspectives on indigenous psychology, p. 440-457. New Delhi: Concept
Publishing Company.

Smith, P.B., Bond, M. H., &Kagitcibasi, C. (2006). Understanding Social Psychology across
cultures: Living and working in a changing world. London: Sage.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

Abnormal 3
B18BA6061 HC 2 1 0 3
Psychology-II

Course Objectives

1. To learn about symptoms, causes, types and diagnosis of Bipolar Disorders.

2. To learn about symptoms, causes, types and diagnosis of Somatic symptom Disorders.

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 3. To learn about symptoms, causes, types and diagnosis of Schizophrenia Spectrum
Disorders.
4. To learn about symptoms, causes, types and diagnosis of Bipolar Disorders.

Course Outcomes

Upon successful completion of this course, students will be able to:

1. Discovers the clinical features, causes, types and causes of Bipolar Disorders.
2. Discovers the clinical features, causes, types and causes of Somatic symptom Disorders
3. Discovers the clinical features, causes, types and causes of Schizophrenia Spectrum
Disorders
4. Discovers the clinical features, causes, types and causes of Bipolar Disorders.

Course Contents

Unit-I:Bipolar Disorders
Bipolar I Disorder: Current or most recent episode manic, Current or most recent episode
hypomanic, Current or most recent episode depressed, current or most recent episode
unspecified- Symptoms and causes
Bipolar II Disorder-mild, moderate, severe- Symptoms and causes
Cyclothymic Disorder- Symptoms and causes

Unit-II: Somatic Symptom Disorders

Somatic Symptom Disorder, Illness Anxiety Disorder, Conversion Disorder, Factitious Disorder-
symptoms and causes.

Unit-III: Schizophrenia Spectrum Disorder.

Schizotypal (personality) Disorder, Brief psychotic disorder, Schizophreniform Disorder,
Schizophrenia, Schizoaffective Disorder-bipolar type, depressive type, Catatonic Disorder-
symptoms and causes.

Unit-IV: Personality Disorders

Cluster A Personality Disorders: Paranoid Personality Disorder, Schizoid Personality Disorder,
and Schizotypal Personality Disorder.
Cluster B Personality Disorders-Antisocial Personality Disorder, Borderline Personality
Disorder, Histrionic Personality Disorder, Narcissistic Personality Disorder.
Cluster C Personality disorders-Avoidant Personality Disorder, Dependent Personality Disorder,
and Obsessive –Compulsive Personality Disorder. Clinical symptoms and causes.

Reference Books:
1. Alloy, L.B., Riskind, JH., and Manos,M.J. (2006). Abnormal Psychology – Current
Perspectives. 9th Edition. New Delhi: Tata McGraw- Hill Edition.
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 2. American Psychiatric Association. (2013). Diagnostic and statistical manual of
mental disorders (5th ed., text revision). Washington, DC: Author.
3. Barlow,D.H. and Durand,M.V. (2000). Abnormal Psychology. 2nd Edition. New
Delhi: Thomson Publication.
4. Carson, R.C., Butcher, J.N and Mineka ,S.(2004). Abnormal psychology. 13th Edition.
New Delhi: Pearson Education.
5. Davidson and Neal (1996). Abnormal psychology. Revised 6th Edition, John Wiley
Sons World Health Organization. (2008). ICD-10: International statistical
classification of diseases and related health problems (10th Rev. ed.). New York, NY:
Author.

Practicals -VII:

Statistics: Non-parametric tests for significant difference: Mann-Whitney U test and

Wilcoxon signed rank test.
1. Beck’s Depression Inventory.
2. Beck’s Anxiety Inventory
3. General Health Questionnaire.
4. 16 Personality factors.
5. Multiphasic Personality Questionnaire.

Course Code Course Tittle Course Type L T P C Hrs./Wk.

B18BA6062 Health Psychology-II SC 2 1 0 3 3

Course Objectives

1. To learn about causes and consequences of stress.

2. To learn about strategies to cope with various stressors.
3. To understand the psychological contribution in onset, treatment of life style disorders.
4. To undersand the psychological correlates of psychoneuroimmunoloigcal and
immunology disorders.
Course Outcomes

Upon successful completion of this course, students will be able to:

1. Demonstrate understanding the sources of stress.

2. Demonstrates skills of coping with stress.
3. Evaluate the role of Psychological factors in the onset, worsening, treatment of various
life-style disorders.
4. Explores the ways in which quality of life and logivity can be enhances among people
suffering from various Life-style disordersEvaluate the role of Psychological factors in
the onset, worsening, treatment of various Psychoneuroimmunological and immune
related disorders.

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Course Contents

Unit-I: Stress
a. Stress: Definition, Stressor, Appraisal of Stressors.
b. Origins of the Study of Stress: Fight or Flight, Selye’s General Adaptation Syndrome,
Tend-and-Befriend, Stress and Illness
c. The Physiology of Stress: Effects of Long-Term Stress, Individual Differences in Stress
Reactivity, Physiological Recovery, Allostatic Load.
d. Stressful Events: Dimensions of Stressful Events, Perception of Stress, adaptation to
ongoing stress.
e. Studying Stress: Studying Stress in the Laboratory, Inducing Disease, Stressful Life
Events, Daily Stress.
f. Sources of Chronic Stress: Effects of Early Stressful Life Experiences, Chronic Stressful
Conditions, Stress in the Workplace, Some Solutions to Workplace Stressors,
Combining Work and Family Roles

Unit-II: Coping Strategies

Coping with Stress and Resilience: Personality and Coping, Psychosocial Resources, Resilience,
Coping styles, Problem-Focused and Emotional-Focused Coping.
Coping and External Resources
Coping Outcomes
Coping Interventions: Mindfulness Meditation and Acceptance/Commitment, Therapy,
Expressive Writing, Self-Affirmation, Relaxation Training.
Social Support: What is Social Support, Effects of Social Support on Illness, Biopsychosocial
pathways, Moderation of Stress by Social Support, Effective kinds of Support, Enhancing Social
Support.

Unit-III: Life-style Disorders

CHD: Nature of CHD, Stress and CHD, Women and CHD, Personality, Cardiovascular
Reactivity, and CHD, Depression and CHD, Other Psychosocial Risk Factors and CHD,
Management of Heart Disease.
Hypertension: measurement, causes, treatment, stress and personality, The Hidden disease
Stroke: risk factors, consequences, rehabilitative Interventions.
Type II Diabetes: Health Implications of Diabetes, The Management of Diabetes.

Unit-IV: Psychoneuroimmunology and Immune related disorders.

Psychoneuroimmunology: the immune system, assessing immune functioning, stress and
immune functioning, negative affect and immune functioning, stress, immune functioning and
interpersonal relationships, coping and immune functioning, intervention to improve immune
functioning.
Cancer: difficulty in studying it, predictors, psychosocial factors and cancer, adjusting to cancer,
psychosocial issues and cancer, finding meaning in cancer, interventions, therapies with cancer
patients.
Type I Diabetes: Problems of Adolescent Diabetics.
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Reference Books:
1. Jane Ogden (2010) Health Psychology – a text book, 4th edition, Tata McGraw Hill
Education Private Limited, New Delhi.
2. Shelley E. Taylor (2006) Health Psychology – 6th Edition, Tata McGraw Hill Education
Private Limited, New Delhi.
3. Steve R. Baumgardner & Marie K. Crothers (2009) Positive Psychology, Dorling
Kindersley (India) Pvt. Ltd., licensees of Pearson Education in South Asia.
4. M. Robin Dimatteo& Leslie R. Martin (2002) Health Psychology –, Dorling Kindersley
(India) Pvt. Ltd, licensees of Pearson Education in South Asia.
5. Alan Carr- Positive Psychology, Dorling Kindersley (India) Pvt. Ltd, licensees of Pearson
Education in South Asia.

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List of Faculty members

SL Name of Faculty Designation Contact No Mail ID

NO
1 Dr.Vidya Director 9482214242 [email protected]
Kumari Shimladka
2 Prof.Maalyada Anand Asst.Professor 9885868959 [email protected]
3 Prof. Aswini Nambiar Asst.Professor 9900940668 [email protected]
4 Prof.Sruthy Chandrasekhar Asst.Professor 9886062843 [email protected]
5 Prof.Vrinda Sadasivan Asst.Professor 9567357155 [email protected]
6 Prof.Akhila G Krishnan Asst.Professor 9447622377 [email protected]
7 Prof. Arrghha Chatterjii Asst.Professor 7980237051 [email protected]
8 Prof.Anandraj Gonwar Asst.Professor 9964940440 [email protected]
9 Prof.Padmini Shreedhar visiting faculty 9986174143 [email protected]
10 Prof.C Bharath Kumar visiting faculty 7259151671 [email protected]
11 Prof. Rahul P V visiting faculty 9074607640 [email protected]
12 Prof. Nanjappa.D.S visiting faculty 9845765239 [email protected]
13 Prof. Nagaraj Pattar visiting faculty 9964482999 [email protected]
14 Prof.Divya Ghogale visiting faculty 9916517695 [email protected]
15 Prof.Vijaya Marthanda visiting faculty 9845495887 [email protected]

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