Annexure-116. (B.Sc. Phys - Sci - Electronics)

िदल्ली िवश्विवद्यालय
UNIVERSITY OF DELHI
Bachelor of Science in Physical Sciences
Discipline: Electronics
(Effective from Academic Year 2019-20)
Revised Syllabus as approved by
Date: Academic Council No:
Date: Executive Council No:
Applicable for students enrolled in Regular Colleges.
!1
Page
List of Contents
No.
Preamble 3
Learning Outcome-based Curriculum Framework for Undergraduate
Education in Physics
1. Introduction to Programme 5
Learning Outcome-based Curriculum Framework in Programme
2. 5
B.Sc. Physical sciences with Electronics Discipline
Nature and Extent of the Programme in B.Sc. Physical

2.1 6
sciences with Electronics Discipline
Aims of bachelor’s degree Programme in B.Sc. Physical

2.2 6
sciences with Electronics Discipline
Graduate Attributes in B.Sc. Physical sciences with Electronics

3. 7
Discipline
Qualification Descriptors for Graduates in B.Sc. Physical sciences

4. 8
with Electronics Discipline
Programme Learning Outcomes in B.Sc. Physical sciences with

5. 9
Electronics Discipline
6. Teaching-Learning Processes 11
7. Assessment Methods 13
8. Structure of B.Sc. Physical sciences with Electronics Discipline 15
Credit Distribution for B.Sc. Physical sciences with

8.1 15
Electronics Discipline
8.2 Semester-wise Distribution of Courses 18
Detailed Courses for Programme in B.Sc. Physical sciences with

9. Electronics Discipline, including Course Objectives, Learning 23
Outcomes, and Readings
Annexures 87
!2
Preamble
Higher Education in India is in need of reform. On the one hand, while there is a need for
increased access to higher education in the country, it is also necessary to improve the quality
of higher education. New initiatives and sustained efforts are needed to develop and enhance
the spirit of enquiry, analytical ability and comprehension skills of the young generation of
students. An emerging knowledge based society requires that they are able to acquire and
generate new knowledge and skills, and can creatively apply them to excel in their chosen
vocations. Our higher education system needs to inculcate exemplary citizenship qualities and
motivate students to contribute to the society at large. Such abilities and qualities of our youth
will be crucial for the country to face the challenges of the future.
One of the reforms in undergraduate (UG) education, initiated by the University Grants
Commission (UGC) at the national level in 2018, is to introduce the Learning Outcomes-
based Curriculum Framework (LOCF) which makes it student-centric, interactive and
outcome-oriented with well- defined aims and objectives.
The Department of Physics and Astrophysics, University of Delhi took up the task of
drafting the LOCF for UG Physics courses according to guidelines sent in March 2019 by the
Undergraduate Curriculum Review Committee (UGCRC)-2019 of the University of Delhi.
The Committee of Courses of the Department constituted a Steering Committee, whose
composition is given in Annexure 1A, to plan and formulate the LOCF for UG Physics
courses of the University. The Steering Committee formed Subject Working Groups
(Annexure 1B) to formulate the content of different sets of courses. The Subject Working
Groups included teachers from more than twenty colleges of the University, who have
experience of teaching the respective courses. About eighty faculty members from the
Department of Physics and Astrophysics and Physics Departments of colleges of the
University have contributed to this important task. The inputs of the Subject Working Groups
were compiled, and the present document prepared by a final drafting team (Annexure 1C).
The University of Delhi offers the undergraduate B.Sc. (Honours) Physics programme, the
B.Sc. Physical Sciences programme with Physics and Electronics disciplines, as well as
general elective courses in Physics for students of Honours programmes in disciplines other
than Physics. The LOCF has been prepared for all of the above.
An earlier draft of the LOCF of the University of Delhi was put in the public domain for
stakeholders’ comments in May 2019. This was a revised version of the existing Choice
Based Credit System (CBCS) undergraduate programme at the University of Delhi. We thank
the stakeholders who took time and made effort to give us feedback on the earlier draft.
Many of the comments received have helped us improve the LOCF draft.
We acknowledge the use of the document “Learning Outcomes based Curriculum Framework
(LOCF) for Undergraduate Programme B.Sc. (Physics) 2019” put up by the UGC on its
website in May 2019 (https://www.ugc.ac.in/pdfnews/1884134_LOCF-Final_Physics-
report.pdf) and prepared by its Subject Expert Committee for Physics. This document has
helped in clarifying the features of the LOCF and is the original source of a significant part of
the text of the present document.
!3
Keywords
Ability Enhancement Compulsory Course (AECC);

Core Courses (CC);
Discipline Specific Electives (DSE);
Learning Outcome-based Curriculum Frame work (LOCF);
Course Learning Outcomes (CLO);
Program Learning Outcomes (PLO);
Skill Enhancement Courses (SEC);
Teaching Learning Processes (TLP).
!4
Learning Outcomes-Based Curriculum Framework
for undergraduate education in Physics
1. INTRODUCTION
The learning outcomes-based curriculum framework for a B.Sc degree in Physical Sciences
with Electronics discipline is intended to provide a comprehensive foundation to the subject,
and to help students develop the ability to successfully continue with further studies and
research in the subject. The framework is designed to equip students with valuable cognitive
abilities and skills so that they are successful in meeting diverse needs of professional careers
in a developing and knowledge-based society. The curriculum framework takes into account
the need to maintain globally competitive standards of achievement in term of the knowledge
and skills in Electronics, as well develop scientific orientation, enquiring spirit, problem
solving skills and values which foster rational and critical thinking.
Due to the extreme diversity of our country, a central university like the University of Delhi
gets students from very different academic backgrounds, regions and language zones. While
maintaining high standards, the learning outcome-based curriculum provides enough
flexibility to teachers and colleges to respond to diverse needs of students.
The learning outcome-based curriculum framework for undergraduate courses in Physical

Sciences with Electronics discipline also allows for flexibility and innovation in the
programme design to adopt latest teaching and assessment methods, and include introduction
to news areas of knowledge in the fast-evolving subject domains. The process of learning is
defined by the following steps which form the basis of final assessment of the achievement at
the end of the program.
(i) Development of an understanding and knowledge of basic Electronics. This involves

exposure to basics facts of nature discovered by Physics and Electronics through
observations and experiments. The other core component of this development is
introduction to Electronics concepts and principles, their theoretical relationships in laws
of Electronics, and deepening of their understanding via appropriate problems.
(ii) The ability to use this knowledge to analyze new situations and learn skills and tools like
laboratory techniques, computational methods, applied mathematics, embedded systems
and smart modules to find solution, interpret results and make meaningful predictions.
(iii)The ability to synthesize the acquired knowledge and experience for an improved
comprehension of the physical problems and to create new skills and tools for their
possible solutions.
2. LEARNING OUTCOMES BASED CURRICULUM

FRAMEWORK IN B.Sc. PHYSICAL SCIENCES PROGRAMME
having Electronics discipline
!5
Note: There is one B.Sc. Physical Sciences Programme, namely B.Sc. Physical Sciences
with Physics, Electronics, and Mathematics (PEM) where Electronics is one of the disciplines.
2.1 NATURE AND EXTENT OF THE PROGRAMME IN B.Sc. PHYSICAL

SCIENCES WITH ELECTRONIC DISCIPLINE
The UG programs, B.Sc. Physical Science with Electronics discipline is builds on the basic
Physics taught at the +2 level in all the schools in the country. Ideally, the +2 senior secondary
school education should aim and achieve a sound grounding in understanding the basic and
applied Physics with sufficient content of topics from modern Physics and contemporary
areas of exciting developments in physical sciences. The curricula and syllabi should be
framed and implemented in such a way that the basic connection between theory and
experiment and its importance in understanding electronics is made clear to students. This is
very critical in developing a scientific temperament and the urge to learn and innovate in
electronics and other allied disciplines. Unfortunately the condition of our school system in
most parts of the country lacks the facilities to achieve the above goal, and it is incumbent
upon the college/university system to fill gaps in the scientific knowledge and understanding
of our country’s youth who complete school curricula and enter university education.
Electronics, a subdivision of Physics, is an experimental science that studies systematically

the applied aspects of the laws of nature operating at length scales from the sub-atomic
domains to the entire universe. The scope of electronics as a subject is very broad. The core
areas of study within the disciplinary/subject area of an UG programme in Electronics are:
Network Analysis and Analog Electronics, Linear and Digital Integrated Circuits,
Communication Electronics, and Microprocessor and Microcontroller, and specialized tools
of electronics and their applications in different branches of the subject. Along with the
theoretical course work students also learn laboratory methods for different branches of
Electronics, specialized electronics tools and software, and scientific report writing. The latest
addition to Electronics pedagogy incorporated in the LOCF framework is computational and
Laboratory work, which involves adaptation of problems for algorithmic solutions, as well as
modelling and simulation of Electronics circuits and embedded system. The elective modules
of the framework offer students choice to gain knowledge and expertise in more specialized
domains of Electronics like Semiconductor Devices, Instrumentation, Digital Signal
Processing, Verilog and FPGA based system Design, Photonic Devices, Power Electronics,
Antenna Theory, wireless Network
The Electronics-based knowledge and skills learnt by students also equip them to be
successful in careers other than research and teaching in Electronics.
2. AIMS OF BACHELORS DEGREE PROGRAMME IN B.Sc. PHYSICAL

SCIENCES WITH ELECTRONICS DISCIPLINES.
The LOCF based UG educational program in B.Sc. Physical Science with Electronics aims to
! create the facilities and learning environment in educational institutions to consolidate the
knowledge acquired at +2 level, motivate students to develop a deep interest in applied
Physics and Electronics, and to gain a broad and balanced knowledge and understanding
of physical concepts, principles and theories of Electronics.
!6
! provide opportunities to students to learn, design and perform experiments in lab, gain an
understanding of laboratory methods, design and analysis of electronic circuits and report
writing, and acquire a deeper understanding of concepts, principles and theories learned in
the classroom through laboratory demonstration, and computational problems and
modelling.
! develop the ability in students to apply the knowledge and skills they have acquired to get
to the solutions of specific theoretical and applied problems in Electronics.
! to prepare students for pursuing the interdisciplinary and multidisciplinary higher
education and/or research in interdisciplinary and multidisciplinary areas, as Electronics is
among the most important branches of applied science necessary for interdisciplinary and
multidisciplinary research.
! to prepare students for developing new industrial technologies and theoretical tools for
applications in diverse branches of the corporate and economic life of the country, as
Electronics is one of the branches of applied science which contribute directly to
technological development, and
! in light of all of the above to provide students with the knowledge and skill base that
would enable them to undertake further studies in Electronics and related areas, or in
interdisciplinary/multidisciplinary areas, or join and be successful in diverse professional
streams including entrepreneurship and startups.
3. GRADUATE ATTRIBUTES IN B.Sc. PHYSICAL SCIENCES

WITH ELECTRONICS DISCIPLINE
Some of the characteristic attributes of a graduate in Electronics are

! Disciplinary knowledge
(i) comprehensive knowledge and understanding of major concepts, theoretical principles
and experimental developments in Electronics and its different subfields like Analog
Electronics, Digital Electronics, Network Analysis, VLSI technology, Communication
Electronics, Microprocessor and Microcontrollers, Semiconductor Devices,
Instrumentation, Digital Signal Processing, Verilog and FPGA Design, Photonic Devices,
Power Electronics, Antenna Theory, wireless Network and other related fields of study,
including broader interdisciplinary subfields like Physics, Chemistry, Mathematics, Life
sciences, Environmental sciences, Computer science, Information Technology etc..
(ii) ability to use Electronics laboratory skills and modern instrumentation for designing and
implementing new circuits and smart systems in Electronics, interdisciplinary/
multidisciplinary research areas and industrial research.
! Skilled communicator: Ability to transmit abstract concepts and complex information
relating to all areas in Electronics in a clear and concise manner through scientific report
writing. Ability to express complex relationships and information through graphical
methods, circuit diagrams and proper tabulation. Ability to explain complex processes
through simulation and modelling. Ability to express complex and technical concepts
orally in a simple, precise and straightforward language for better understanding.
! Critical thinking: Ability to distinguish between relevant and irrelevant facts and
information, discriminate between objective and biased information, apply logic to arrive
at definitive conclusions, find out if conclusions are based upon sufficient evidence,
!7
derive correct quantitative results, make rational evaluations, and arrive at qualitative
judgments according to established rules.
! Sense of inquiry: Capability for asking relevant/appropriate questions relating to the
issues and problems in the field of Electronics. Planning, executing and reporting the
results of a theoretical or experimental investigation.
! Team player/worker: Capable of working effectively in diverse teams in both classroom,
laboratory, Electronics workshop and in field-based situation.
! Skilled project manager: Capable of identifying/mobilizing appropriate resources
required for a project, and managing a project through to completion, while observing
responsible and ethical
! scientific conduct, safety and laboratory hygiene regulations and practices.
! Digitally Efficient: Capable of using computers for computational and simulation
studies in Electronics. Proficiency in appropriate software for numerical and statistical
analysis of data, accessing and using modern e-library search tools, ability to locate,
retrieve, and evaluate Electronics information from renowned archives, proficiency in
accessing observational and experimental data made available by renowned research labs
for further analysis. Excellence in development of smart system and efficient control
circuits using suitable electronic components and microcontrollers.
! Ethical awareness/analytical reasoning: The graduates should be capable of
demonstrating the ability to think and analyze rationally with modern and scientific
outlook and adopt objectives, which are unbiased and truthful in all aspects of their work.
They should be capable of identifying ethical issues related to their work. They should be
ready to appropriately acknowledge direct and indirect contributions received from all
sources, including from other personnels in their field. They should be willing to
contribute to the free development of knowledge in all forms. Further, unethical behavior
such as fabrication, falsification or misrepresentation of data, or committing plagiarism, or
not adhering to intellectual property rights should be avoided.
! Social, National and International perspective: The graduates should be able to
develop a perspective about the significance of their knowledge and skills for social well-
being. They should have a national as well as an international perspective for their work
and career in the chosen field of academic and research activities.
! Lifelong learners: Capable of self-paced and self-directed learning aimed at personal
development and for improving knowledge/skill development and re-skilling in all areas
of Electronics.
4. QUALIFICATION DESCRIPTORS FOR GRADUATES IN

B.Sc. PHYSICAL SCIENCES with Electronics discipline
The qualification descriptors for a B.Sc. Physical science program with Electronics discipline
(with combinations of Physics, Electronics and Mathematics (PEM)) should include the
following:
The graduates should be able to
● Demonstrate:
(iv)a systematic and coherent understanding of basic Electronics including the concepts ,
theories and relevant experimental techniques in the domains of Network Analysis,
Analog Electronics, Digital Electronics, Integrated Circuits, Communication Electronics,
!8
Microprocessor, Microcontroller and of the specialized field like Semiconductor Devices,
Electronic Instrumentation, Digital Signal Processing, Verilog and FPGA Design,
Photonic Devices, Power Electronics, Antenna Theory, wireless Network, etc. in their
choice of Discipline Specific Elective course.
(v) ability to relate their understanding of Electronics to other subjects like Physics, or
Mathematics, which are part of their curriculum, and hence orient their knowledge and
work towards multi-disciplinary/inter-disciplinary contexts and problems.
(vi) procedural knowledge that creates different types of professionals related to different
areas of study in Electronics and multi/interdisciplinary domains, including research and
development, teaching, technology professions, and government and public service.
(vii) skills in areas of specializations of their elected subfields, so that they can continue with
higher studies and can relate their knowledge to current developments in those subfields.
● Use knowledge, understanding and skills required for identifying problems and issues
relating to Electronics, and its interface with other subjects studied in the course, collect
relevant quantitative and/or qualitative data/circuits from a wide range of sources including
various research laboratories of the world, their application, and do analysis and evaluation
using appropriate methodologies.
● Communicate the results of studies undertaken accurately in a range of different contexts
using the main concepts, constructs and techniques of Electronics and other subjects
studied in the course. Develop communication abilities to present these results in technical
as well as popular science meetings.
● Ability to meet their own learning needs, drawing on a range of pedagogic material
available on the internet and books, current research and development work and
professional materials, and in interaction with other science professionals.
● Apply their knowledge of Electronics (theoretical and laboratory skills) to new/ unfamiliar
contexts. To identify and analyze problems and issues, solve complex problems in
Electronics and its interface with other subjects.
● Demonstrate Electronics-related technological skills that are relevant to employment in
industry and elsewhere.
5. PROGRAM LEARNING OUTCOMES IN B.Sc. PHYSICAL

SCIENCES with Electronics discipline (B.Sc. (PEM))
The student graduating with the Degree B.Sc. Physical sciences with Electronics discipline,
B.Sc. (PEM) should be able to
● Acquire
(i) a systematic and coherent understanding of basic Electronics including the concepts,
theories and relevant experimental techniques in the domains of Network Analysis,
Analog Electronics, Digital Electronics, Integrated Circuits, Communication Electronics,
Microprocessor, Microcontroller and of the specialized field like Semiconductor Devices,
Electronic Instrumentation, Digital Signal Processing, Verilog and FPGA Design,
Photonic Devices, Power Electronics, Antenna Theory, wireless Network, etc. in their
choice of Discipline Specific Elective course.
(ii)
(iii)a wide ranging and comprehensive experience in Electronics laboratory methods in
experiments related to Network Analysis, Analog Electronics, Digital Electronics,
!9
Communication, Microcontroller, Semiconductor Devices, Instrumentation, Digital Signal
Processing, Verilog and FPGA, Antenna’s, etc. Students acquire the ability for systematic
designing and analysis of circuits, recording of proper observations, use of scientific
research instruments, analysis of observational data, making suitable error estimates and
scientific report writing.
(iv)
(v) procedural knowledge that creates different types of professionals related to the
disciplinary/subject area of Electronics and multi/interdisciplinary domains, including
professionals engaged in research and development, teaching, technology professions and
government/public service;
(vi)skills in areas related to their specialization area within the disciplinary/subject area of
Electronics.
● Demonstrate the ability to use skills in Electronics and its related areas of technology for
formulating and solving problems and identifying and applying appropriate physical
principles and methodologies to solve a wide range of problems associated with
Electronics and its interface with other subjects studied in the course.
● Recognize the importance of modeling simulation and computing, and the role of
approximation and mathematical approaches to describing the Electronic world.
● Plan and execute experiments or investigations related to Electronics and its interface with
other subjects studied in the course analyze and interpret data/information collected using
appropriate methods, including the use of appropriate software such as programming
languages and purpose-written packages, and report accurately the findings of the
experiment/investigations while relating the conclusions/findings to relevant theories.
● Demonstrate relevant generic skills and global competencies such as
(i) problem-solving skills that are required to solve different types of Electronics-related
problems with well-defined solutions, and tackle open-ended problems that belong to the
disciplinary area boundaries;
(ii) investigative skills, including skills of independent investigation of problems;
(iii)communication skills involving the ability to listen carefully, to read texts and research
papers analytically and to present complex information in a concise manner to
different groups/audiences of technical or popular nature;
(iv)analytical skills involving paying attention to detail and ability to construct logical
arguments, using correct technical language and ability to translate them with popular
language when needed;
(v) ICT skills;
(vi)personal skills such as the ability to work both independently and in a group.
● Demonstrate professional behavior such as

(i) being objective, unbiased and truthful in all aspects of work and avoiding unethical,
irrational behavior such as fabricating, falsifying or misrepresenting data or committing
plagiarism;
(ii) the ability to identify the potential ethical issues in work-related situations;
(iii)be committed to the free development of scientific knowledge and appreciate its universal
appeal for the entire humanity;
(iv)appreciation of intellectual property, environmental and sustainability issues; and
(v) promoting safe learning and working environment.
!10
6. TEACHING LEARNING PROCESSES
The teaching learning processes play the most important role in achieving the desired aims
and objectives of the undergraduate B.Sc. Physical Science program in Electronics (PEM).
The LOCF framework emphasizes learning outcomes for every Electronics course and its
parts. This helps in identifying most suitable teaching learning processes for every segment of
the curricula. Electronics is basically an experimental science with a very elaborate and
advanced applied structure. Systematic observations of controlled experiments open up
windows to hidden properties and unexplored circuits and devices. Electronics concepts and
theories are meant to create a systematic understanding of these properties and laws. All
principles and laws of Electronics are accepted only after their verifications and confirmations
in laboratory, or observations in the real world, which require scientists trained in appropriate
experimental techniques, and engineers to design and make advanced scientific instruments
and smart systems. Electronics graduates need a deep understanding of applied concepts,
principles and theories, which require with familiarity with different branches of Electronics.
To achieve these goals, the appropriate training of young individuals to become competent
scientists, researchers and engineers in future have to be accomplished. For this purpose, a
very good undergraduate program, B.Sc. Physical Science in Electronics is required as a first
step. An appropriate teaching-learning procedural protocol for all the colleges is therefore
essential. To be specific, it is desirable to have:
• Sufficient number of teachers in permanent position to do all the class room teaching and
supervise the laboratory experiments to be performed by the students.
• All teachers should be qualified as per the UGC norms and should have good
communication skills.
• Sufficient number of technical and other support staff to run the laboratories, libraries,
equipment and maintain the infrastructural facilities like buildings, ICT infrastructure,
electricity, sanitation, etc.
• Necessary and sufficient infrastructural facilities for the class rooms, laboratories and
libraries.
• Modern and updated laboratory equipment needed for the undergraduate laboratories and
reference and text books for the libraries.
• Sufficient infrastructure for ICT and other facilities needed for technology-enabled
learning like computer facilities, PCs, laptops, Wi-Fi and internet facilities with all the
necessary software.
Teachers should make use of all the approaches for an efficient teaching-learning process i.e.:
(i) Class room teachings with lectures using traditional as well as electronic boards.
(ii) Use of Smart class rooms for simulation and demonstration for conveying the difficult
concepts of Physics in class room teaching and laboratories.
(iii)Demonstration of the required experiments in laboratory and workshops on necessary
apparatuses, data analysis, error estimation and scientific report writing for effective and
efficient learning of laboratory techniques.
(iv)CBCS curriculum has introduced a significant content of computational courses.
Computational physics should be used as a new element in the electronics pedagogy, and
!11
efforts should be made to introduce computational problems, including simulation and
modelling, in all courses.
(v) Teaching should be complimented with students seminar to be organized very frequently.
(vi)Guest lectures and seminars should be arranged by inviting eminent teachers, and
scientists.
(vii)Open-ended project work should be given to all students individually, or in group to 2-3
students depending upon the nature of the course.
(viii)Since actual UG program teaching is done in constituent colleges which have differing
levels of infrastructure and student requirements, the University department should
organize regular workshops for college faculty on latest laboratory equipment and
experiments, and computational and simulation software for achieving uniform standards.
(ix)Internship of duration varying from one week anytime in the semester, and/or 2-6 weeks
during semester break and summer breaks should be arranged by the college for the
students to visit other colleges/universities/HEI and industrial organizations in the
vicinity. If needed, financial assistance may also be provided for such arrangements
(x) Special attempts should be made to develop problem-solving skills and design of
laboratory experiments for demonstration. For this purpose, a mentor system may be
evolved where 3-4 students may be assigned to each faculty member.
(xi)Teaching load should be managed such that the teachers have enough time to interact with
the students to encourage an interactive/participative learning.
A student completing the Physical Sciences with Electronics discipline course under the
CBCS takes 4 core courses, 2 discipline specific electives (DSE) courses in each discipline, 4
skill enhancement ( SEC) courses including at least one from each discipline and two ability
enhancement compulsory courses (AECC). Since different class of courses have different
objectives and intended learning outcomes, the most efficient and appropriate teaching
learning processes would not be same for all classes of courses.
The objective of Core courses is to build a comprehensive foundation of electronics

concepts, principles and laboratory skills so that a student is able to proceed to any specialized
branch. Rather than a quantitative amalgamation of disparate knowledge, it is much more
preferable that students gain the depth of understanding and ability to apply what they have
learnt to diverse problems. Problem solving should be integrated into the teaching of core
courses and proportionally more time should be spent on it. It is advisable that a list of
problems is distributed to students before the discussion of every topic, and they encouraged
to solve these in the self-learning mode, since teachers are unlikely to get time to discuss all
of them in the class room. Under the current CBCS system the teaching of core courses
suffers from a serious lacuna. There are no designated tutorial sessions with any of these
courses. The university should address this deficiency urgently.
In the first year students are fresh from school. Given the diversity of their backgrounds,
and the lack of adequate infrastructure and training in the school science learning, special care
and teacher attention is essential in the first year. Mentorship with senior students and
teachers can help them ease into rigorous of university level undergraduate learning. It is also
the time when many students get their first proper exposer to physics laboratory work.
Demonstration on the working of required apparatuses, and experiments and sessions on
experimental data analysis, error estimation, and scientific report writing are crucial in the
first year physics laboratory teaching. Once a good foundation for the experimental physics is
!12
created in the first year, then students can work on their own in subsequent labs, and also get
motivated to explore experimental physics projects outside their curricula.
Many students get their first exposure to computers as a working tool (rather than a
means of communication and entertainment) in computational lab courses. A great degree of
hand holding is necessary during first computational physics courses. Since computational
work can easily be done outside the designated laboratory hours, mentorship can be very
useful in helping students become comfortable with computers. Colleges should try that
students from weaker economic backgrounds especially have adequate access to computers.
The objective of DSE papers is to expose students to domain specific branches of

electronics and prepare them for further studies in the chosen field. While students must learn
basic theoretical concepts and principles of the chosen domain, a sufficient width of exposure
to diverse topics is essential in these papers. Student seminars and projects can be a very
fruitful way to introduce students to the latest research level developments. Students should
be encouraged to use their computational physics skills to work on publicly available
observational data put out by many research labs and observatories worldwide.
Skill Enhancement papers are intended to help students develop skills which may or
may not be directly applicable to physics learning. These courses introduce an element of
diversity of learning environments and expectations. Efforts should be made that students
gain adequate ‘hand on’ experience in gaining desired skills. The theory parts of these courses
are intended to help students get prepared for such experiences. Since the assessment of these
courses is largely college based, teachers should make full use of it to design novel projects.
At the end, the main purpose of Electronics teaching should be to impart higher level
objective knowledge to students in concrete, comprehensive and effective ways. Here,
effectiveness implies gaining knowledge and skill which can be applied to solve practical
problems as well as attaining the capability of logical thinking and imagination which are
necessary for the creation of new knowledge and new discoveries. Once the student learns,
‘why is it worth learning?’ and ‘how does it connect to the real world?’, the student shall
embrace the curriculum in a way which would spark their imagination and imbibe a spirit of
enquiry in them, so that in future they will opt for further investigations or research. All in all,
the teacher should act as a facilitator and guide and not as a guardian of the curriculum.
7. ASSESSMENT METHODS
In the undergraduate education of Electronics leading to the B.Sc Physical Science degree, the
assessment and evaluation methods focus on testing the conceptual understanding of basic
concepts and theories, experimental techniques, development of computational and simulation
skills, and the ability to apply the knowledge acquired to solve new problems and
communicate the results and findings effectively.
The two perennial shortfalls of the traditional science examination process in our country are
the reliance on rote learning for written exams, and a very perfunctory evaluation of
laboratory skills. Greater emphasis on problem solving and less importance to textbook
derivations discourages rote learning. Continuous evaluation of students’ work in the
laboratory, and testing them on extensions of experiments they have already performed can
give a more faithful evaluation of their laboratory skills.
!13
Needless to say, there should be a continuous evaluation system for the students. This will
enable teachers not only to ascertain the overall progress of learning by the students, but also
to identify students who are slow learners and for whom special care should be taken. An
appropriate grading system is the ‘relative grading system’. It introduces a competitive
element among students, but does not excessively penalizes weaker students.
Since the Learning Objectives are defined clearly for each course in detail in the LOCF
framework, it is easier to design methods to monitor the progress in achieving the learning
objectives during the course and test the level of achievement at the end of the course.
• The courses offered in the undergraduate electronics are the first courses at the
college/university level. Formative Assessment for monitoring the progress towards
achieving the learning objectives is an important assessment component, which provides
both teachers and students feedback on progress towards learning goals. University of
Delhi examination system has 20 percent internal assessment for theory component, and 50
percent for laboratory components. These marks should be distributed in periodic
assessments in different modes to serve the intended purpose. Some of the p o s s i b l e
methods for the theory component of Formative Assessment are i) periodic class tests, ii)
Regular problem based assignments, iii) unannounced short quizzes iv) individual seminar
presentations v) longer assignments for covering theory and derivations not discussed in
regular lectures vi) True/False Tests vii) Multiple Choice Tests for large classes viii) Any
other innovative tests in the context of the course.
• To help students prepare themselves for formative assessment, and to motivate them for
self-learning, it is advisable that a Model Problem Set is made available to them in the
beginning of the course, or problem sets are given before discussion of specific topics in
class
• In preparing students for Substantive Summative Assessment at the end of the semester it is
helpful if a Model/mock question paper is made available to them in the beginning of the
course.
• Formative assessment for laboratory work may includes i) Regular evaluation of
experiments regarding a) written report of each experiment b) Viva-Voce on each
experiment ii) Test through setting experiments by assembling components iii) written
test on experiments done in the lab and data analysis, iv) Designing innovative kits to
test the comprehension and analysis of the experiment done by the students, v) audio
visual recording of the experiments being performed by students and its self-appraisal
• Formative assessment for computational physics work may include all of the components
applicable in laboratory work assessment. It is essential that unseen problems are used in
assessment of computational competence.
Since core courses, discipline specific courses and skill enhancement courses have
qualitatively different kinds of objectives and learning outcomes, one model of assessment
methods will not work for different kinds of courses.
Core courses and associated laboratory curricula lead to the essential set of learning
outcomes, which every physics graduate is expected to have. Their assessment methods
require rigorous, comprehensiveness and uniformity about what is minimally expected from
students. Regular interactions mediated through university department among teachers
teaching these courses in different colleges may prove to be helpful in this regard. Since
!14
depth of understanding of core topics is a highly desirable outcome, assessment for these
courses should put greater emphasis on unseen problems, including extensions of textbook
derivations done in class.
Discipline specific courses build upon general principles leant in core courses, and also
prepare students for further studies in specific domains of electronics. Given the time
constraint of only one semester, specific domain exposure is mostly introductory in character.
Assessment for these courses should have significant component of open ended methods like
seminars and project work. Students have greater chance of proving their individual initiative
and ability for self learning in these methods. These methods also have greater flexibility to
reward students for out of curriculum learning.
Learning in skill enhance courses is largely experience based. Student performance in these
courses is best assessed under continuous evaluation. Students should be assigned specific
task for every time the class meets, and they should be assessed for their success in meeting
this task.
8. STRUCTURE OF COURSES IN B.Sc. PHYSICAL SCIENCES

(PEM) WITH ELECTRONICS DISCIPLINE
8.1 Credit Distribution for B.Sc. Physical Sciences (with PEM).

The B.Sc. Physical science (PEM) programme with Electronics as one of the Discipline
consists of 132 credits based on the Choice Based Credit System (CBCS) approved by the
UGC with 01 hour/week for each credit for theory/tutorials and 02 hours/week for each credit
of laboratory work/Hands-on exercises. Out of 132 credits, 108 credits are of core and DSE
courses equally divided between Electronics discipline, Physics Discipline and Mathematics
Discipline (36 credits each), 16 credits consist of Skilled Enhancement courses (SEC) which
are elective and 8 credits consists of Ability Enhancement Compulsory Courses (AECC)
equally divided (4 credits each) between disciplines of the Environmental sciences and
Languages/communications. A student can take more than 132 credits in total (but not more
than 148 credits) to qualify for the grant of the B.Sc. Physical Sciences degree as per rules
and regulations of the University.
!15
Table 8.1 Table showing distribution of credits: Subject-A: Physics Discipline,
Subject-B: Electronics Discipline, and Subject-C: Mathematics Discipline
Semester Compulsory Core Discipline Ability Skill Total

Courses (CC) Specific Enhancement Enhancement Credits
each with 06 Elective Compulsory Course (SEC)
credit (Total no. (DSE) each Courses each with 04
of Papers 12) with 06 (AECC) each credits.
04 Core courses credits, with 04 Select any 04
are compulsory to Select any 02 credits, Courses.
be from each courses from Select at least
subject A, B and each subject Select any 02 1 from each
C A, B and C from 03 subject A, B
courses and C
Sem I CC-1A AECC-1 22

CC-1B - -
CC-1C
Sem II CC-2A AECC-2 22
CC-2B - -
CC-2C
Sem III CC-3A SEC-1(A/B/C) 22
CC-3B - -
CC-3C
Sem IV CC-4A SEC-2(A/B/C) 22

CC-4B - -
CC-4C
Sem V DSE-1A SEC-3(A/B/C) 22

- DSE -1B -
DSE -1C
Sem VI DSE -2A SEC-4(A/B/C) 22

- DSE -2B -
DSE -2C
Total 72 36 8 16 132
Credits
!16
Table 8.2 DETAILS OF COURSES UNDER UNDERGRADUATE
PROGRAMME (B.Sc. Physical Science-PEM)
Course #Credits
Theory + Practical/Tutorials
=================================================================
I. Core Course 12 X (4+2)* = 72

(12 Papers)
04 Courses from each of the
03 disciplines of choice
II. DSE Courses 6 X (4+2)* or 6 X (5+1)** =36

(6 Papers)
Two papers from each discipline (Physics, Electronics, Mathematics) of choice.
Optional Dissertation or project work in place of one Discipline elective paper (6 credits) in
6th Semester
III. AECC Courses 2X4=8

(2 Papers of 4 credits each) Environmental Science English/MIL Communication
IV. SEC Courses 4 X (2+2)* =16

(4 Papers of 4 credits each)
____________________________________________________
Total credit = 132
College should evolve a system/policy about ECA/Interest/Hobby/ Sports/NCC/ NSS/related

courses on its own.
*Theory with practical/ Hands-on Exercise
**Theory with tutorials
#wherever there is practical there will be no tutorials and vice -versa.
#The size of group for practical papers is recommended to be maximum of 12 to 15 students
and for tutorials 8-10 students per group.
!17
8.2 SEMESTER-WISE DISTRIBUTION OF COURSES
CORE COURSES (CC)
Table 8.3 All CC courses of Electronics Discipline have 6 credits with 4 credits of
theory and 2 credits of practical. Subject B: Electronics Discipline
Core Unique Semester Core papers

Course Paper (Subject B: Electronics
type Code Discipline)
CC-1B 42511101 I Network Analysis and Analog
Electronics + Lab
CC-2B 42511201 II Linear and Digital Integrated Circuits

+ Lab
CC-3B 42514305 III Communication Electronics + Lab
CC-4B 42514413 IV Microprocessor and Microcontroller +

Lab
!18
DISCIPLINE SPECIFIC ELECTIVES (DSE)
Table 8.4 All DSE courses of Electronic Disciplines (Subject- B) have 06 credits
with 04 credits of theory and 02 credits of practical or 05 credits of theory and
01 credit of Tutorial.
Discipline Specific (Subject-B: Electronics) Elective papers (Credit: 06 each) (DSE 1B, DSE 2B):
Select any 02 papers (one for each semester-V and semester-VI) from the following options
(numbers in brackets indicate number of hours/Week dedicated)
No. Unique
DSE papers (Subject B: Electronics
Paper
Discipline)
Code
Odd Semester – V Semester only (DSE-1B)
1 42517511 Semiconductor Devices Fabrication (4) + Lab (4)

2 42517512 Electronic Instrumentation (4) + Lab (4)
3 42517513 Digital Signal Processing (4) + Lab (4)
Even Semester – VI semester only (DSE-2B)
4 42517614 Verilog and FPGA based system Design (4) + Lab (4)
5 42517615 Photonic Devices and Power Electronics (4) + Lab (4)
6 42517616 Antenna Theory and wireless Network (5) + Tut (1)
7 42517617 Dissertation
!19
SKILL ENHANCEMENT COURSES (SEC)
Table 8.5 All SEC* courses of Electronic Discipline (Subject-B) have 04 credits
with 02 credits of theory and 02 credits of Practical/Tutorials/Projects and
Field Work to be decided by the College. Teachers may give a long duration
project based on this paper.
No. Unique Semester SEC papers* (Subject B: Electronics

Paper Discipline)
Code
1 32223902 III/IV/V/VI Computational Physics Skills
2 32223903 III/IV/V/VI Electrical Circuit and Network skills
3 32223905 III/IV/V/VI Renewable Energy and Energy Harvesting
4 32223906 III/IV/V/VI Engineering design and prototyping/Technical Drawing
5 32223908 III/IV/V/VI Applied Optics

6 32223909 III/IV/V/VI Weather Forecasting
7 XXX1 III/IV/V/VI Introduction to Physical Computing
8 XXX2 III/IV/V/VI Numerical Analysis
* Students pursuing B.Sc. Physical science with PEM (Physics, Electronics and
Mathematics) combination should select the SEC papers related to Electronics
Discipline (from Table 8.5) carefully. SEC papers are common for both Physics
and Electronics Disciplines. Student should select different SEC papers in all
semesters (III/IV/V and VI) for both disciplines (Subject-A and Subject-B).
Same two papers of SEC to qualify B.Sc. degree is not allowed.
ABILITY ENHANCEMENT COMPULSORY COURSES (AECC)
Table 8.6 All the courses have 4 credits. The detailed content of these courses is
NOT mentioned in this document.
AECCC B.Sc. Physical Science (PEM)
1 English
2 MIL Communications
3 Environment Science
!20
TABLE 8.7 SEMESTER-WISE BREAKUP OF TYPES OF COURSES WITH THEIR
CREDITS. Subject-A: Physics Discipline, Subject-B: Electronics Discipline, and
Subject-C: Mathematics Discipline.
Sem Course opted Course name Credits
I Ability Enhancement English communications/ Environmental 4

Compulsory Science
Course-I
Core Course-1A CC-1A 6
Core Course-1B Network Analysis and Analog 4+2

Electronics (Theory + Lab)
Core Course-1C CC-1C 6
II Ability Enhancement English communications/ 4

Compulsory Environmental Science
Course-II
Core Course-2B Linear and Digital Integrated Circuits 4+2

(Theory + Lab)
III Core Course-3A CC-3A 6
Core Course-3B Communication Electronics 4+2

(Theory + Lab)
Skill Enhancement Course -1 SEC-1 (A/B/C) 4
Core Course-4B Micoprocessor and Microcontroller 4+2

(Theory + Lab)
IV
Discipline Specific Elective -1 A DSE-1A (Subject A: Physics) 6
Discipline Specific Elective -1 B DSE-1B (Subject B: Electronics) 6

V See Table 8.4
!21
V
Discipline Specific Elective -1 C DSE-1C (Subject C: Mathematics) 6
Discipline Specific Elective - 2 DSE-1A (Subject A: Physics) 6

A
Discipline Specific Elective - 2 DSE-1B (Subject B: Electronics) See 6

VI B Table 8.4
Discipline Specific Elective - 2 DSE-1C (Subject C: Mathematics) 6

C
Skill Enhancement Course - 4 SEC-4 (A/B/C) 4
TOTAL 132
!22
9. Detailed Courses for Programme in B.Sc. Physical Sciences,
including Course Objectives, Learning Outcomes, and Readings
CC-1B: Network Analysis and Analog Electronics (42511101)

Credit : 06 (Theory-04, Practical-02)
Theory : 60 Hours
Practical : 60 Hours
Course Objective
• This course offers the basic knowledge to students to design and analyze the network
circuit analysis and analog electronics.
• It gives the concept of voltage, current sources and various electrical network
theorems. Physics of Semiconductor devices including Junction diode, Bipolar
junction Transistors, Unipolar devices and their applications are discussed in detail.
• This also develops the understanding of amplifier and its applications.
Course Learning Outcomes
At the end of this course, students will be able to achieve the following learning
outcomes:
• To understand the concept of voltage and current sources, Kirchhoff’s current and
voltage laws, Mesh and Node Analysis.
• To understand the concept of Network theorems.
• To be able to determine h, y and z parameters.
• To understand the formation of Depletion layer in P N Junction diode.
• To develop an understanding of the basic operation and characteristics of a diode, dc
load line Q point.
• Become familiar with working and applications of ZENER DIODE.
• Become familiar with Half-wave, Full-wave center tapped and bridge rectifiers. To be
able to calculate ripple factor and efficiency.
• To understand the working of filters in power supply, working of Zener diode as
voltage regulator.
• Be able to understand line and load regulation.
• To be able to recognize and explain the characteristics of a PNP or NPN transistor.
• To be able to define the active, cutoff and saturation regions.
• Be able to apply the proper biasing to insure operation in active region.
• Become familiar with the load-line analysis of the BJT configurations.
• To understand the hybrid model (h- parameters) of the BJT transistors.
• To be able to perform small signal analysis of CE Amplifier. To be able to classify
class A, B and C amplifiers.
• To be able to perform analysis of two stage R-C coupled Amplifier.
• To understand the concept of positive and negative feedback along with applications
of each type of feedback.
!23
• To understand the working of Oscillators.
• To become familiar with construction, working and characteristics of JFET and UJT.
Unit 1
Circuit Analysis: Concept of Voltage and Current Sources. Kirchhoff’s Current Law,
Kirchhoff’s Voltage Law. Mesh Analysis Node Analysis. Star and Delta networks, Star-
Delta Conversion. Principal of Duality. Superposition Theorem. Thevenin’s Theorem.
Norton’s Theorem. Reciprocity Theorem. Maximum Power Transfer Theorem. Two Port
Networks: h, y and z parameters and their conversion.
(14 Lectures)
Unit 2
Junction Diode and its applications: PN junction diode (Ideal and practical)-
constructions, Formation of Depletion Layer, Diode Equation and I-V characteristics.
Idea of static and dynamic resistance, dc load line analysis, Quiescent (Q) point. Zener
diode, Reverse saturation current, Zener and avalanche breakdown. Qualitative idea of
Schottky diode. Rectifiers-Half wave rectifier, Full wave rectifiers (center tapped and
bridge), circuit diagrams, working and waveforms, ripple factor and efficiency. Filter-
Shunt capacitor filter, its role in power supply, output waveform, and working.
Regulation- Line and load regulation, Zener diode as voltage regulator, and explanation
for load and line regulation.
(18 Lectures)
Unit 3
Bipolar Junction Transistor: Review of the characteristics of transistor in CE and CB

configurations, Regions of operation (active, cut off and saturation), Current gains α and
β. Relations between α and β. dc load line and Q point.
(5 Lectures)
Amplifiers: Transistor biasing and Stabilization circuits- Fixed Bias and Voltage
Divider Bias. Thermal runaway, stability and stability factor S. Transistor as a two port
network, h-parameter equivalent circuit. Small signal analysis of single stage CE
amplifier. Input and Output impedance, Current and Voltage gains. Class A, B and C
Amplifiers.
(10 Lectures)
Unit 4
Cascaded Amplifiers: Two stage RC Coupled Amplifier and its Frequency Response.
(2 Lectures)
Feedback in Amplifiers: Concept of feedback, negative and positive feedback,

advantages of negative feedback (Qualitative only).
(2 Lectures)
Sinusoidal Oscillators: Barkhausen criterion for sustained oscillations. Phase shift and
Colpitt’s oscillator. Determination of Frequency and Condition of oscillation.
(5 Lectures)
!24
Unipolar Devices: JFET. Construction, working and I-V characteristics (output and
transfer), Pinch-off voltage. UJT, basic construction, working, equivalent circuit and I-V
characteristics.
(4 Lectures)
PRACTICAL (60 Hours)

ELECTRONICS LAB: CC-1B LAB: NETWORK ANALYSIS AND
ANALOG ELECTRONICS LAB
"Sessions on the construction and use of specific measurement instruments and

experimental apparatuses used in the lab, including necessary precautions.
Sessions on the review of experimental data analysis, sources of error and their
estimation in detail, writing of scientific laboratory reports including proper reporting of
errors. Application to the specific experiments done in the lab.”
At least 06 experiments from the following besides # 1:
1. To familiarize with basic electronic components (R, C, L, diodes, transistors),

digital Multimeter, Function Generator and Oscilloscope.
2. Measurement of Amplitude, Frequency & Phase difference using Oscilloscope.
3. Verification of (a) Thevenin’s theorem and (b) Norton’s theorem.
4. Verification of (a) Superposition Theorem and (b) Reciprocity Theorem.
5. Verification of the Maximum Power Transfer Theorem.
6. Study of the I-V Characteristics of (a) p-n junction Diode, and (b) Zener diode.
7. Study of (a) Half wave rectifier and (b) Full wave rectifier (FWR).
8. Study the effect of (a) C- filter and (b) Zener regulator on the output of FWR.
9. Study of the I-V Characteristics of UJT and design relaxation oscillator.
10. Study of the output and transfer I-V characteristics of common source JFET.
11. Study of Fixed Bias and Voltage divider bias configuration for CE transistor.
12. Design of a Single Stage CE amplifier of given gain.
13. Study of the RC Phase Shift Oscillator.
14. Study the Colpitt’s oscillator.
References
1. Electric Circuits, S. A. Nasar, Schaum’s outline series, Tata McGraw Hill (2004).
2. Electrical Circuits, M. Nahvi & J. Edminister, Schaum’s Outline Series, Tata
McGraw-Hill (2005).
3. Electrical Circuits, K.A. Smith and R.E. Alley, 2014, Cambridge University Press.
4. Network,Lines and Fields, J.D.Ryder, Prentice Hall of India.
5. Electronic Devices and Circuits, David A. Bell, 5th Edition 2015, Oxford University
Press.
6. Electronic Circuits: Discrete and Integrated, D.L. Schilling and C. Belove, Tata
McGraw Hill.
!25
7. Microelectronic circuits, A.S. Sedra, K.C. Smith, A.N. Chandorkar, 2014, 6th Edn.,
Oxford University Press.
8. J. Millman and C. C. Halkias, Integrated Electronics, Tata McGraw Hill (2001)
9. J. J. Cathey, 2000 Solved Problems in Electronics, Schaum’s outline Series, Tata
McGraw Hill (1991).
10. Allen Mottershead, Electronic Devices and Circuits, Goodyear Publishing
Corporation.
11. Basic Electronics: Principles and Applications, C.Saha, A.Halder, D.Ganguli, 2018,
Cambridge University Press
12. Electronic Principles, A. Malvino, D.J. Bates, 7th Edition, 2018, Tata Mc-Graw Hill
Education.
Keywords
Kirchoff's laws, Superposition theorem, Thevenin's theorems, Norton's, theorems, two

port networks, pn junctio diode equation, load line, Q point, Zener diode, Schottky
diode, Rectifiers, BJT, transistor biasing, amplifiers, stability factor, Feedback,
Oscillators, JFET, UJT.
!26
CC-2B: Linear and Digital Integrated Circuits
(42511201)
Theory : 60 Hours
Course Objective
• This paper aims to provide the basic knowledge of linear and digital electronics.
• It discusses about the operational amplifier and its applications. It introduces the
number systems such as Decimal, Binary, Octal and Hexadecimal number systems
along with their applications in arithmetic circuits.
• Boolean algebra and combinational logic circuits are also discussed.
outcomes:
• To understand Op- Amp basics.
• Become familiar with the characteristics of an ideal and practical OP – AMP.
• To understand the concept of OP – AMP parameters like offset voltage, CMRR, Slew
rate, concept of Virtual Ground.
• To become familiar with the operation of OP – AMP in Inverting and Non - Inverting
Configurations.
• To understand the applications of OP – AMP as
1. Summing and Difference Amplifier
2. Differentiator and Integrator
3. As Zero crossing Detector, and
4. As active High Pass and Low Pass filters.
• To become familiar with number systems and codes, Logic Gates, Boolean Algebra
Theorems.
• To understand the minimization techniques for designing a simplified logic circuit.
• To design a half Adder, Full Adder, Half-Subtractor, Full-Subtractor.
• To understand the working of 4 – bit Binary Adder/Subtractor.
• To understand the working of Data processing circuits Multiplexers, Demultiplexers,
Decoders, Encoders.
• To become familiar with the working of sequential circuits like R-S flip flop, D flip
flop and J-K Master/ Slave flip flop.
• To understand the Working and Applications of Shift Registers and Counters.
• To understand the working of D to A and A to D Convertors.
!27
Unit 1
Operational Amplifiers (Black box approach): Characteristics of an Ideal and

Practical Operational Amplifier (IC 741), Open and closed loop configuration,
Frequency Response. CMRR. Slew Rate and concept of Virtual Ground.
(5 Lectures)
Applications of Op-Amps: (1) Inverting and non-inverting amplifiers, (2) Summing

and Difference Amplifier, (3) Differentiator, (4) Integrator, (5) Wein bridge oscillator,
(6) Comparator and Zero-crossing detector, and (7) Active low pass and high pass
Butter worth filter (1st order only).
(12 Lectures)
Unit 2
Number System and Codes: Decimal, Binary, Octal and Hexadecimal number
systems, base conversions. Representation of signed and unsigned numbers, BCD code.
Binary, octal and hexadecimal arithmetic; addition, subtraction by 2’s complement
method, multiplication.
(9 Lectures)
Unit 3
Logic Gates and Boolean algebra: Truth Tables of OR, AND, NOT, NOR, NAND,
XOR, XNOR, Universal Gates, Basic postulates and fundamental theorems of Boolean
algebra.
(4 Lectures)
Combinational Logic Analysis and Design: Standard representation of logic functions

(SOP and POS), Minimization Techniques (Karnaugh map minimization up to 4
variables for SOP).
(5 Lectures)
Unit 4
Arithmetic Circuits: Binary Addition. Half and Full Adder. Half and Full Subtractor, 4-
bit binary Adder/Subtractor.
(5 Lectures)
Data processing circuits: Multiplexers, De-multiplexers, Decoders, Encoders.
(4 Lectures)
Unit 5
Sequential Circuits: SR, D, and JK Flip-Flops. Clocked (Level and Edge Triggered)
Flip-Flops. Preset and Clear operations. Race-around conditions in JK Flip-Flop.
Master-slave JK Flip-Flop.
(6 Lectures)
Shift registers: Serial-in-Serial-out, Serial-in-Parallel-out, Parallel-in-Serial-out and
Parallel-in-Parallel-out Shift Registers (only up to 4 bits).
(2 Lectures)
!28
Unit 6
Counters (4 bits): Ring Counter. Asynchronous counters, Decade Counter.

Synchronous Counter.
(4 Lectures)
D-A and A-D Conversion: 4 bit binary weighted and R-2R D-A converters, circuit and
working. Accuracy and Resolution. A-D conversion characteristics, successive
approximation ADC. (Mention of relevant ICs for all).
(4 Lectures)

ELECTRONICS LAB: CC-2B LAB: LINEAR AND DIGITAL
INTEGRATED CIRCUITS LAB

At least 04 experiments each from section A, B and C
Section-A: Op-Amp.Circuits (Hardware design)
1. To design an inverting amplifier using Op-amp (741,351) for dc voltage of given

gain.
2. (a) To design inverting amplifier using Op-amp (741,351) and study its frequency
response.
(b) To design non-inverting amplifier using Op-amp (741,351) and study frequency
response.
3. (a) To add two dc voltages using Op-Amp in inverting and non-inverting mode.
(b) To study the zero-crossing detector and comparator.
4. To design a precision Differential amplifier of given I/O specification using Op-
Amplifier.
5. To investigate the use of an op-amp as an Integrator.
6. To investigate the use of an op-amp as a Differentiator.
7. To design a Wien bridge oscillator for given frequency using an Op-Amplifier.
8. To design a circuit to simulate the solution of simultaneous equation and 1st/2nd
order differential equation.
9. Design a Butter-worth Low Pass active Filter (1st order) and study frequency
response.
10. Design a Butter-worth High Pass active Filter (1st order) and study frequency
response.
11. Design a digital to analog converter (DAC) of given specifications.
!29
Section-B: Digital circuits (Hardware design)
1. (a) To design a combinational logic system for a specified Truth Table.

(b) To convert Boolean expression into logic circuit & design it using logic gate ICs.
(c) To minimize a given logic circuit.
2. Half Adder and Full Adder.
3. Half Subtractor and Full Subtractor.
4. 4 bit binary adder and adder-subtractor using Full adder IC.
5. To design a seven segment decoder.
6. To build Flip-Flop (RS, Clocked RS, D-type and JK) circuits using NAND gates.
7. To build JK Master-slave flip-flop using Flip-Flop ICs.
8. To build a Counter using D-type/JK Flip-Flop ICs and study timing diagram.
9. To make a Shift Register (serial-in and serial-out) using D-type/JK Flip-Flop ICs.
Section-C: SPICE/MULTISIM simulations for electronic circuits and

devices
1. To verify the Thevenin and Norton Theorems.

2. Design and analyze the series and parallel LCR circuits.
3. Design the inverting and non-inverting amplifier using an Op-Amp of given gain.
4. Design and Verification of op-amp as integrator and differentiator.
5. Design the 1st order active low pass and high pass filters of given cutoff frequency.
6. Design a Wein`s Bridge oscillator of given frequency.
7. Design clocked SR and JK Flip-Flop`s using NAND Gates.
8. Design 4-bit asynchronous counter using Flip-Flop ICs.
9. Design the CE amplifier of a given gain and its frequency response.
References
2. OP-Amps and Linear Integrated Circuit, R.A. Gayakwad, 4th edition, 2000,
Prentice Hall
3. Operational Amplifiers and Linear ICs, David A. Bell, 3rd Edition, 2011, Oxford
University Press.
4. Digital Principles and Applications, A.P. Malvino, D.P.Leach and Saha, 8th Ed.,
2018, Tata McGraw
5. Fundamentals of Digital Circuits, Anand Kumar, 4th Edn, 2018, PHI Learning.
6. Digital Circuits and systems, Venugopal, 2011, Tata McGraw Hill.
7. Thomas L. Flyod, Digital Fundamentals, Pearson Education Asia (1994).
8. Digital Principles, R.L.Tokheim, Schaum’s outline series, Tata McGraw- Hill
(1994).
9. Digital Computer Electronics, A.P. Malvino, J.A. Brown, 3rd Edition, 2018, Tata
McGraw Hill Education.
10. Digital Electronics, S.K. Mandal, 2010, 1st edition, Tata McGraw Hill.
!30
Keywords
Operational Amplifiers, Frequency response, Op-Amp Applications, Number systems,

BCD code, Logic gates, Boolean algebra, Combinational logic analysis, Minimization
techniques, Adder, Subtractor, Flip flops, Shift Registers, Counters, D-A convertor, A-D
convertor.
!31
CC-3B: Communication Electronics
(42514305)
Theory : 60 Hours
Course Objective
• This paper aims to describe the concepts of electronics in communication.

• Communication techniques based on Analog Modulation, Analog and digital Pulse
Modulation including PAM, PWM, PPM, ASK, PSK, FSK are described in detail.
• Communication and Navigation systems such as GPS and mobile telephony system
are introduced.
At the end of this course, students will be able to develop following learning outcomes:
• This paper aims to describe the concepts of electronics in communication. In this

course, students will receive an introduction to the principle, performance and
applications of communication systems.
• Students will learn the various means and modes of communication. They will gain
an understanding of fundamentals of electronic communication system and
electromagnetic communication spectrum with an idea of frequency allocation for
radio communication system in India.
• They will gain an insight on the use of different modulation and demodulation
techniques used in analog communication
• Students will be able to analyze different parameters of analog communication
techniques.
• They will learn the need of sampling and different sampling techniques where they
can sample analog signal.
• Students will learn the generation and detection of a signal through pulse and digital
modulation techniques and multiplexing.
• They will gain an in-depth understanding of different concepts used in a satellite
communication system.
• They will study the concept of Mobile radio propagation, cellular system design and
understand mobile technologies like GSM and CDMA.
• Students will understand evolution of mobile communication generations 2G, 3G, and
4G with their characteristics and limitations.
• This paper will essentially connect the text book knowledge with the most popular
communication technology in real world.
Unit 1
!32
Electronic communication: Introduction to communication – means and modes.
Power measurements (units of power). Need for modulation. Block diagram of an
electronic communication system. Brief idea of frequency allocation for radio
communication system in India (TRAI). Electromagnetic communication spectrum,
band designations and usage. Channels and base-band signals.
(4 Lectures)
Analog Modulation: Amplitude Modulation, modulation index and frequency
spectrum. Generation of AM (Emitter Modulation), Amplitude Demodulation (diode
detector), Single Sideband (SSB) systems, advantages of SSB transmission, Concept of
Single side band generation and detection. Frequency Modulation (FM) and Phase
Modulation (PM), modulation index and frequency spectrum, equivalence between FM
and PM, Generation of FM using VCO, FM detector (slope detector), Qualitative idea
of Super heterodyne receiver.
(12 Lectures)
Unit 2
Analog Pulse Modulation: Channel capacity, Sampling theorem, Basic Principles-

PAM, PWM, PPM, modulation and detection technique for PAM only, Multiplexing
(time division multiplexing and frequency division multiplexing).
(9 Lectures)
Unit 3
Digital Pulse Modulation: Need for digital transmission, Pulse Code Modulation,
Digital Carrier Modulation Techniques, Sampling, Quantization and Encoding. Concept
of Amplitude Shift Keying (ASK), Frequency Shift Keying (FSK), Phase Shift Keying
(PSK), and Binary Phase Shift Keying (BPSK).
(10 Lectures)
Unit 4
Satellite Communication: Introduction, need, Geosynchronous satellite orbits,

geostationary satellite advantages of geostationary satellites. Transponders (C - Band),
Uplink and downlink, path loss, Satellite visibility, Ground and earth stations.
Simplified block diagram of earth station.
(10 Lectures)
Unit 5
Mobile Telephony System: Basic concept of mobile communication, frequency bands

used in mobile communication, concept of cell sectoring and cell splitting, SIM number,
IMEI number, need for data encryption, architecture (block diagram) of mobile
communication network, idea of GSM, CDMA, TDMA and FDMA technologies,
simplified block diagram of mobile phone handset, 2G, 3G and 4G concepts (qualitative
only), GPS navigation system (qualitative idea only.
(15 Lectures)
!33
Practical (60 Hours)
ELECTRONICS LAB: CC-3B LAB: COMMUNICATION
ELECTRONICS LAB

At least 05 experiments from the following:
1. To design an Amplitude Modulator using Transistor

2. To study envelope detector for demodulation of AM signal
3. To study FM - Generator and Detector circuit
4. To study AM Transmitter and Receiver
5. To study FM Transmitter and Receiver
6. To study Time Division Multiplexing (TDM)
7. To study Pulse Amplitude Modulation (PAM)
8. To study Pulse Width Modulation (PWM)
9. To study Pulse Position Modulation (PPM)
10. To study ASK, PSK and FSK modulators
References
1. Electronic Communications, D. Roddy and J. Coolen, Pearson Education India.

Advanced Electronics Communication Systems- Tomasi, 6thEdn. Prentice Hall.
2. Modern Digital and Analog Communication Systems, B.P. Lathi, 4th Edition, 2011,
Oxford University Press. Electronic Communication systems, G. Kennedy, 3rd Edn.,
1999, Tata McGraw Hill.
3. Principles of Electronic communication systems – Frenzel, 3rd edition, McGraw
Hill Communication Systems, S. Haykin, 2006, Wiley India.
4. Electronic Communication system, Blake, Cengage, 5th edition. Wireless
communications, Andrea Goldsmith, 2015, Cambridge University Press.
5. Introduction to Communication systems, U. Madhow, 1st Edition, 2018, Cambridge
University Press.
Keywords
Electronic communication, Modulation, Channels, base band signals, Analog

modulation, Amplitude modulation, modulation index, Demodulation, Frequency
modulation, Phase modulation, sampling, Analog Pulse modulation, Digital Pulse
Modulation, Shift Keying, satellite communication, mobile communication.
!34
CC-4B: Microprocessor and Microcontroller
(42514413)
Theory : 60 Hours
Course Objective
• This paper introduces students with the architecture of microprocessor 8085 and
microcontroller 8051.
• Here, students will learn about the 8085 programming, subroutines, Timing and
control circuitry.
• Also, students will gain an exposure of 8051 I/O port programming and their
addressing modes.
• By the end of syllabus, students will have an introductory knowledge of embedded
systems.
• This is a course to familiarize/ introduce students to designing and developing

embedded systems. It provides the students with an introductory coverage of
embedded systems. The learning outcomes of the course are:
• Knowledge of the major components that constitute an embedded system.
• Study the architecture of a 8085 Microprocessor
• Assembly language programming essentials
• Understand what is a microcontroller, microcomputer embedded system.
• Description of the architecture of a 8051 microcontroller.
• Write simple programs for 8051 microcontroller in C language.
• Understand key concepts of 8051 microcontroller systems like I/O operations,
interrupts, programming of timers and counters.
• Interfacing of 8051 microcontroller with peripherals
• Understand and explain concepts and architecture of embedded systems
• Implement small programs to solve well-defined problems on an embedded platform.
Unit 1
Microcomputer Organization: Input/Output Devices. Data storage (idea of RAM and

ROM). Computer memory. Memory organization & addressing. Memory Interfacing.
Memory Map.
(5 Lectures)
8085 Microprocessor Architecture: Main features of 8085. Block diagram. Pin-out

diagram of 8085. Data and address buses. Registers. ALU. Stack memory. Program
counter.
(8 Lectures)
Unit 2
!35
8085 Programming: Instruction classification, Instructions set (Data transfer including
stacks. Arithmetic, logical, branch, and control instructions). Subroutines, delay loops.
Timing & Control circuitry. Timing states. Instruction cycle, Timing diagram of MOV
and MVI. Hardware and software interrupts.
(10 Lectures)
Unit 3
8051 Microcontroller: Introduction and block diagram of 8051 microcontroller,

architecture of 8051, overview of 8051 family, 8051 assembly language programming,
Program Counter and ROM memory map, Data types and directives, Flag bits and
Program Status Word (PSW) register, Jump, loop and call instructions.
(12 Lectures)
8051 I/O port programming: Introduction of I/O port programming, pin out diagram
of 8051 microcontroller, I/O port pins description & their functions, I/O port
programming in 8051 (using assembly language), I/O programming: Bit manipulation.
(5 Lectures)
Unit 4
8051 Programming: 8051 addressing modes and accessing memory locations using
various addressing modes, assembly language instructions using each addressing mode,
arithmetic and logic instructions, 8051 programming in C: for time delay and I/O
operations and manipulation, for arithmetic and logic operations, for ASCII and BCD
conversions.
(15 Lectures)
Unit 5
Introduction to embedded system: Embedded systems and general purpose computer

systems. Architecture of embedded system. Classifications, applications and purpose of
embedded systems.
(5 Lectures)

ELECTRONICS LAB: CC-4B LAB: MICROPROCESSOR AND
MICROCONTROLLER LAB

At least 06 experiments each from Section-A and Section-B
!36
Section-A: Programs using 8085 Microprocessor
1. Addition and subtraction of numbers using direct addressing mode

2. Addition and subtraction of numbers using indirect addressing mode
3. Multiplication by repeated addition.
4. Division by repeated subtraction.
5. Handling of 16-bit Numbers.
6. Use of CALL and RETURN Instruction.
7. Block data handling.
8. Other programs (e.g. Parity Check, using interrupts, etc.).
Section-B: Experiments using 8051 Microcontroller
1. To find that the given numbers is prime or not.

2. To find the factorial of a number.
3. Write a program to make the two numbers equal by increasing the smallest number
and decreasing the largest number.
4. Use one of the four ports of 8051 for O/P interfaced to eight LED’s. Simulate binary
counter (8 bit) on LED’s .
5. Program to glow the first four LEDs then next four using TIMER application.
6. Program to rotate the contents of the accumulator first right and then left.
7. Program to run a countdown from 9-0 in the seven segment LED display.
8. To interface seven segment LED display with 8051 microcontroller and display
‘HELP’ in the seven segment LED display.
9. To toggle ‘1234’ as ‘1324’ in the seven segment LED display.
10.Interface stepper motor with 8051 and write a program to move the motor through a
given angle in clock wise or counter clockwise direction.
11.Application of embedded systems: Temperature measurement & display on LCD.
References
1. Microprocessor Architecture Programming & applications with 8085, 2002, R.S.

Goankar, Prentice Hall.
2. Embedded Systems:Architecture, Programming & Design, Raj Kamal, 2008, Tata
McGraw Hill
3. The 8051 Microcontroller and Embedded Systems Using Assembly and C, M.A.
Mazidi, J.G. Mazidi, and R.D. McKinlay, 2nd Ed., 2007, Pearson Education India.
4. Microprocessor and Microcontrollers, N. Senthil Kumar, 2010, Oxford University
Press
5. 8051 microcontrollers, Satish Shah, 2010, Oxford University Press.
6. Embedded Systems: Design & applications, S.F. Barrett, 2008, Pearson Education
India
7. Introduction to embedded system, K.V. Shibu, 1st edition, 2009, McGraw Hill
8. Embedded Microcomputer systems: Real time interfacing, J.W.Valvano 2011,
Cengage Learning
9. Microprocessors and Microcontrollers, Krishna Kant, 2nd Edition, 2016, PHI
learning Pvt. Ltd.
!37
Keywords
Microprocessor, Architecture, Data transfer, Subroutine, Timing circuitry, Control

circuitry, Microcontroller, I/O p programming, addressing modes, embedded systems.
!38
Discipline Specific (Physics Elective) Select two papers
DSE-1B: Semiconductor Devices Fabrication

(42517511)
Theory : 60 Hours
Course Objective
• This course provides a review of basics of semiconductors such as energy bands,

doping, defects etc and introduces students to various semiconductor and memory
devices.
• Thin film growth techniques and processes including various vacuum pumps,
sputtering, evaporation, oxidation and VLSI processing are described in detail.
• By the end of the syllabus, students will have an understanding of MEMS based
transducers.
outcomes:
• Learn to distinguish between single crystal, polycrystalline and amorphous materials
based on their structural morphology and learn about the growth of single crystals of
silicon, using Czocharalski technique, on which a present day electronics and IT
revolution is based.
• Students will understand about the various techniques of thin film growth and
processes.
• Gain knowledge about characteristics of semiconductor devices (p-n junction diode,
MOS, MOSFET, TUNNEL diode)
• Understanding of characteristics of Volatile and Non Volatile memory element and
their classifications.
• Appreciate the various VLSI fabrication technologies and learn to design the basic
fabrication process of R, C, P- N Junction diode, BJT, JFET, MESFET, MOS, NMOS,
PMOS and CMOS technology.
• Gain basic knowledge on overview of MEMS (MicroElectro-Mechanical System)
and MEMS based transducers.
Unit 1
Introduction: Review of energy bands in materials. Metal, Semiconductor and

Insulator. Doping in Semiconductors, Defects: Point, Line, Schottky and Frenkel. Single
Crystal, Polycrystalline and Amorphous Materials. Czochralski technique for Silicon
Single Crystal Growth. Silicon Wafer Slicing and Polishing.
(5 Lectures)
!39
Vacuum Pumps: Primary Pump (Mechanical) and Secondary Pumps (Diffusion,
Turbo-molecular, Cryopump, Sputter - Ion)– basic working principle, Throughput and
Characteristics in reference to Pump Selection. Vacuum Gauges (Pirani and Penning).
(6 Lectures)
Unit 2
Thin Film Growth Techniques and Processes: Sputtering, Evaporation (Thermal,

electron-Beam, Pulse Laser Deposition (PLD), Chemical Vapor Deposition (CVD).
Epitaxial Growth, Deposition by Molecular Beam Epitaxy (MBE).
(9 Lectures)
Thermal Oxidation Process (Dry and Wet) Passivation. Metallization. Diffusion of

Dopants. Diffusion Profiles. Ion implantation.
(5 Lectures)
Unit 3
Semiconductor Devices: Review of p-n Junction diode, Metal-Semiconductor junction,

Metal-Oxide-Semiconductor (MOS) capacitor and its C-V characteristics, MOSFET
(enhancement and depletion mode) and its high Frequency limit. Microwave Devices:
Tunnel diode.
(6 Lectures)
Unit 4
Memory Devices: Volatile Memory: Static and Dynamic Random Access Memory
(RAM), Complementary Metal Oxide Semiconductor (CMOS) and NMOS, Non-
Volatile - NMOS (MOST, FAMOS), Ferroelectric Memories, Optical Memories,
Magnetic Memories, Charge Coupled Devices (CCD).
(10 Lectures)
Unit 5
VLSI Processing: Introduction of Semiconductor Process Technology, Clean Room

Classification, Line width, Photolithography: Resolution and Process, Positive and
Negative Shadow Masks, Photoresist, Step Coverage, Developer. Electron Beam
Lithography. Idea of Nano-Imprint Lithography. Etching: Wet Etching. Dry etching
(RIE and DRIE). Basic Fabrication Process of R, C, P-N Junction diode, BJT, JFET,
MESFET, MOS, NMOS, PMOS and CMOS technology. Wafer Bonding, Wafer
Cutting, Wire bonding and Packaging issues (Qualitative idea).
(12 Lectures)
Unit 6
Micro Electro-Mechanical System (MEMS): Introduction to MEMS, Materials

selection for MEMS Devices, Selection of Etchants, Surface and Bulk Micromachining,
Sacrificial Subtractive Processes, Additive Processes, Cantilever, Membranes. General
Idea MEMS based Pressure, Force, and Capacitance Transducers.
(7 Lectures)
!40
PRACTICALS-DSE-1B LAB: SEMICONDUCTOR DEVICES
FABRICATION LAB

At least 05 experiments from the following
1. Fabrication of alloy p-n Junction diode and study its I-V Characteristics.
2. Study the output and transfer characteristics of MOSFET.
3. To design and plot the static & dynamic characteristics of digital CMOS inverter.
4. Create vacuum in a small tube (preferably of different volumes) using a Mechanical
rotary pump and measure pressure using vacuum gauges.
5. Deposition of Metal thin films/contacts on ceramic/thin using Thermal Evaporation
and study IV characteristics.
6. Selective etching of Different Metallic thin films using suitable etchants of different
concentrations.
7. Wet chemical etching of Si for MEMS applications using different concentration of
etchant.
8. Calibrate semiconductor type temperature sensor (AD590, LM 35, LM 75).
9. Quantum efficiency of CCDs.
10. To measure the resistivity of a semiconductor (Ge) crystal with temperature (up to
150C) by four-probe method.
11. To fabricate a ceramic and study its capacitance using LCR meter.
12. To fabricate a thin film capacitor using dielectric thin films and metal contacts and
study its capacitance using LCR meter.
13. Study the linearity characteristics of (a) Pressure using capacitive transducer (b)
Distance using ultrasonic transducer
References
1. Physics of Semiconductor Devices, S. M. Sze. Wiley-Interscience.

2. Handbook of Thin Film Technology, Leon I. Maissel and Reinhard Glang.
3. Fundamentals of Semiconductor Fabrication, S.M. Device and G. S. May, John-
Wiley and Sons, Inc.
4. The science and Engineering of Microelectronics Fabrication, Stephen A.
Champbell, 2010, Oxford University Press.
5. ntroduction to Semiconductor materials and Devices, M. S. Tyagi, John Wiley &
Sons VLSI Fabrication Principles (Si and GaAs), S.K. Gandhi, John Wiley & Sons,
Inc.
6. Introduction to Semiconductor Devices, Kelvin F. Brennan, 2010, Cambridge
University Press.
!41
Keywords
Semiconductors, Doping, Defects, Vacuum pumps, Vacuum gauges, thin film deposition
techniques, Thermal oxidation, Diffusion, MOS capacitor, MOSFET, Memory devices,
CMOS, NMOS, VLSI Processing, MEMS, cantilever, Transducers
!42
DSE-1B: Electronic Instrumentation
(42517512)
Theory : 60 Hours
Course Objective
• This course aims to cover the basics of measurement and instrumentation.

• Various measurement instruments such as power supply, oscilloscope, multivibrators,
signal generators are discussed in detail.
• At the end of syllabus, Students will develop an understanding of virtual
instrumentation and transducers.
This course aims to provide an exposure to students on various aspects of instruments

and their usage through hands-on mode. At the end of this course, students will be able
to achieve the following learning outcomes:
• Course learning begins with the basic understanding of the measurement and errors in
measurement. It then familiarizes about specifications of basic Measurement
instruments and their significance with hands on mode.
• Students learn principles of voltage measurement. Students should be able to
understand the advantages of electronic voltmeter over conventional multimeter in
terms of sensitivity etc. Types of AC milivoltmeter should be covered.
• Students learn the measurement of impedance using bridges with hands-on mode.
• Covers explanation of Power supply, Filters, IC regulators and Load and line
regulation.
• Explanation of the Specifications of CRO and their significance. Complete
explanation of CRT.
• Students learn the use of CRO for the measurement of voltage (dc and ac), frequency
and time period. Covers the Digital storage Oscilloscope and its principle of working.
• Students learn about the Multivibrators and able to make working circuits of Astable
and monostable multivibrators.
• Covers Phase Locked Loop (PLL), Voltage controlled oscillators and lock-In
amplifier.
• Covers the explanation and specifications of Signal and pulse Generators. Students
should be familiarized with testing and specifications.
• Students learn about the Interfacing techniques, Audrino microcontroller &
interfacing software.
• Hands-on mode Understanding and usage of Transducers.
!43
Unit 1
Measurements: Accuracy and precision. Significant figures. Error and uncertainty

analysis. Shielding and grounding. Electromagnetic Interference.
(3 Lectures)
Basic Measurement Instruments: DC measurement-ammeter, voltmeter, ohm meter,

AC measurement, Digital voltmeter systems (integrating and non-integrating). Digital
Multimeter; Block diagram principle of measurement of I, V, C. Accuracy and
resolution of measurement. Measurement of Impedance- A.C. bridges, Measurement of
Self Inductance (Anderson's bridge), Measurement of Capacitance (De-Sauty’s bridge),
Measurement of frequency (Wien's bridge).
(12 Lectures)
Unit 2
Power supply: Block Diagram of a Power Supply, Qualitative idea of C and L Filters.
IC Regulators (78XX and 79XX), Line and load regulation, Short circuit protection.
Idea of switched mode power supply (SMPS) & uninterrupted power supply (UPS).
(4 Lectures)
Oscilloscope: Block Diagram, CRT, Vertical Deflection, Horizontal Deflection. Screens

for CRT, Oscilloscope probes, measurement of voltage, frequency and phase by
Oscilloscope. Digital Storage Oscilloscope. LCD display for instruments.
(10 Lectures)
Unit 3
Multivibrators (IC 555): Block diagram, Astable & Monostable multivibrator circuits.
Phase Locked Loop (PLL): Basic Principles, Phase detector (XOR & edge triggered),
Voltage Controlled Oscillator (Basics, varactor), lock and capture. Basic idea of PLL IC
(565 or 4046). Lock-in-amplifier (qualitative only).
(11 Lectures)
Signal Generators: Function generator, Pulse Generator(qualitative only).

(3 Lectures)
Unit 4
Virtual Instrumentation: Introduction, Interfacing techniques (RS 232, GPIB, USB).

Idea about Audrino microcontroller & interfacing software like lab View).
(5 Lectures)
Transducers: Classification of transducers, Basic requirement/characteristics of

transducers, Active and Passive transducers, Resistive (Potentiometer- Theory,
temperature compensation and applications), Capacitive (variable air gap type),
Inductive (LVDT) and piezoelectric transducers. Measurement of temperature (RTD,
semiconductor IC sensors), Light transducers (photo resistors & photovoltaic cells).
(12 Lectures)
!44
PRACTICALS-DSE-1B LAB: ELECTRONIC INSTRUMENTATION
LAB

At least 06 experiments from the following
1. Measurement of resistance by Wheatstone bridge and measurement of bridge

sensitivity.
2. Measurement of Capacitance by De Sauty’s bridge.
3. To determine the Characteristics of resistance transducer - Strain Gauge
(Measurement of Strain using half and full bridge).
4. To determine the Characteristics of LVDT.
5. To determine the Characteristics of Thermistors and RTD.
6. Measurement of temperature by Thermocouples.
7. Design a regulated power supply of given rating (5 V or 9V).
8. To design an Astable Multivibrator of given specification using IC 555 Timer.
9. To design a Monostable Multivibrator of given specification using IC 555 Timer.
10. To design and study the Sample and Hold Circuit.
11. To plot the frequency response of a microphone.
12. Glow an LED via USB port of PC.
13. Sense the input voltage at a pin of USB port and subsequently glow the LED
connected with another pin of USB port.
References
1. W.D. Cooper and A. D. Helfrick, Electronic Instrumentation and Measurement

Techniques, Prentice Hall (2005).
2. E.O.Doebelin, Measurement Systems: Application and Design, McGraw Hill Book
- fifth Edition (2003).
3. David A. Bell, Electronic Devices and Circuits, Oxford University Press (2015).
4. Alan S. Morris, “Measurement and Instrumentation Principles”, Elsevier
(Butterworth Heinmann-2008).
5. S. Rangan, G. R. Sarma and V. S. Mani, Instrumentation Devices and Systems,
Tata McGraw Hill(1998).
6. Basic Electronics: A text lab manual, P.B.Zbar, A.P.Malvino, M.A.Miller, 1990,
Mc-Graw Hill.
!45
Keywords
Measurements, Digital multimeter, AC bridges, measurement of impedance,

Oscilloscope, CRT, Multivibrators, Phase locked loop, Signal generators, Virtual
instrumentation, Interfacing techniques, Audrino microcontroller, transducers.
!46
DSE-1B: Digital Signal Processing
(42517513)
Theory : 60 Hours
Course Objective
• This paper describes the discrete-time signals and systems, Fourier Transform
Representation of Aperiodic Discrete-Time Signals.
• This paper also highlights the concept of filters and realization of Digital Filters.
• At the end of the syllabus, students will develop an understanding of Discrete and
fast Fourier Transform.
In this course, students will be able to develop a thorough understanding of the central
elements of discrete time signal processing theory and correlate this theory with the
real-world signal processing applications. At the end of this course, students will be able
to develop following learning outcomes:
• Students will learn basic discrete-time signal and system types, convolution sum,
impulse and frequency response concepts for linear time-invariant (LTI) systems.
• The student will be in position to understand use of different transforms and analyze
the discrete time signals and systems. They will learn to analyze a digital system
using z-transforms and discrete time Fourier transforms, region of convergence
concepts, their properties and perform simple transform calculations.
• The student will realize the use of LTI filters for filtering different real world signals.
The concept of transfer Function and difference-Equation System will be introduced.
Also, they will learn to solve Difference Equations.
• Students will develop an ability to analyze DSP systems like linear-phase, FIR, IIR,
All-pass, averaging and notch Filter etc.
• Students will be able to understand the discrete Fourier transform (DFT) and realize
its implementation using FFT techniques.
• Students will be able to learn the realization of digital filters, their structures, along
with their advantages and disadvantages. They will be able to design and understand
different types of digital filters such as finite & infinite impulse response filters for
various applications.
Unit 1
Discrete-Time Signals and Systems: Classification of Signals, Transformations of the

Independent Variable, Periodic and Aperiodic Signals, Energy and Power Signals, Even
and Odd Signals, Discrete-Time Systems, System Properties. Impulse Response,
Convolution Sum; Graphical Method; Analytical Method, Properties of Convolution;
Commutative; Associative; Distributive; Shift; Sum Property System Response to
!47
Periodic Inputs, Relationship Between LTI System Properties and the Impulse
Response; Causality; Stability; Invertibility, Unit Step Response.
(10 Lectures)
Unit 2
Discrete-Time Fourier Transform: Fourier Transform Representation of Aperiodic

Discrete-Time Signals, Periodicity of DTFT, Properties; Linearity; Time Shifting;
Frequency Shifting; Differencing in Time Domain; Differentiation in Frequency
Domain; Convolution Property. The z-Transform: Bilateral (Two-Sided) z-Transform,
Inverse z- Transform, Relationship Between z-Transform and Discrete-Time Fourier
Transform, z-plane, Region-of- Convergence; Properties of ROC, Properties; Time
Reversal; Differentiation in the z-Domain; Power Series Expansion Method (or Long
Division Method); Analysis and Characterization of LTI Systems; Transfer Function and
Difference-Equation System. Solving Difference Equations.
(15 Lectures)
Unit 3
Filter Concepts: Phase Delay and Group delay, Zero-Phase Filter, Linear-Phase Filter,
Simple FIR Digital Filters, Simple IIR Digital Filters, All pass Filters, Averaging Filters,
Notch Filters.
(5 Lectures)
Discrete Fourier Transform: Frequency Domain Sampling (Sampling of DTFT), The

Discrete Fourier Transform (DFT) and its Inverse, DFT as a Linear transformation,
Properties; Periodicity; Linearity; Circular Time Shifting; Circular Frequency Shifting;
Circular Time Reversal; Multiplication Property; Parseval’s Relation, Linear
Convolution Using the DFT (Linear Convolution Using Circular Convolution), Circular
Convolution as Linear Convolution with aliasing.
(10 Lectures)
Unit 4
Fast Fourier Transform: Direct Computation of the DFT, Symmetry and Periodicity
Properties of the Twiddle factor (WN), Radix-2 FFT Algorithms; Decimation-In-Time
(DIT) FFT Algorithm; Decimation-In-Frequency (DIF) FFT Algorithm, Inverse DFT
Using FFT Algorithms.
(5 Lectures)
Unit 5
Realization of Digital Filters: Non Recursive and Recursive Structures, Canonic and
Non Canonic Structures, Equivalent Structures (Transposed Structure), FIR Filter
structures; Direct-Form; Cascade-Form; Basic structures for IIR systems; Direct-Form
I.
Finite Impulse Response Digital Filter: Advantages and Disadvantages of Digital
Filters, Types of Digital Filters: FIR and IIR Filters; Difference Between FIR and IIR
Filters, Desirability of Linear-Phase Filters, Frequency Response of Linear-Phase FIR
Filters, Impulse Responses of Ideal Filters, Windowing Method; Rectangular;
Triangular; Kaiser Window, FIR Digital Differentiators.
!48
Infinite Impulse Response Digital Filter: Design of IIR Filters from Analog Filters,
IIR Filter Design by Approximation of Derivatives, Backward Difference Algorithm,
Impulse Invariance Method.
(15 Lectures)
PRACTICAL (60 Hours, 2 Credits)

PRACTICALS-DSE-1B LAB: DIGITAL SIGNAL PROCESSING
LAB
"Introduction to Numerical computation software Scilab/Matlab be introduced in the

lab.
errors. Application to the specific experiments done in the lab”
At least 06 experiments from the following using Scilab/Matlab..
1. Write a program to generate and plot the following sequences: (a) Unit sample
sequence ! , (b) unit step sequence ! , (c) ramp sequence ! , (d) real valued
exponential sequence ! for !
2. Write a program to compute the convolution sum of a rectangle signal (or gate
function) with itself for N = 5
!
3. An LTI system is specified by the difference equation!
(a) Determine !
(b) Calculate and plot the steady state response ! to
!
4. Given a casual system !
(a) Find ! and sketch its pole-zero plot
(b) Plot the frequency response ! and !
5. Design a digital filter to eliminate the lower frequency sinusoid of

! The sampling frequency is ! Plot its pole zero
diagram, magnitude response, input and output of the filter.
6. Let ! be a 4-point sequence:
Compute the DTFT ! and plot its magnitude

(a) Compute and plot the 4 point DFT of !
(b) Compute and plot the 8 point DFT of ! (by appending 4 zeros)
!49
(c) Compute and plot the 16 point DFT of ! (by appending 12 zeros
7. Let ! and ! be the two 4-point sequences, !
!
Write a program to compute their linear convolution using circular convolution.
8. Using a rectangular window, design a FIR low-pass filter with a pass-band gain of
unity, cut off frequency of 1000 Hz and working at a sampling frequency of 5
KHz. Take the length of the impulse response as 17.
9. Design an FIR filter to meet the following specifications:
Passband edge !
Stopband edge !
Passband attenuation !
Stopband attenuation !
Sampling frequency !
10. The frequency response of a linear phase digital differentiator is given by
!
Using a Hamming window of length M = 21, design a digital FIR differentiator. Plot
the amplitude response.
References
1. Digital Signal Processing, Tarun Kumar Rawat, 2015, Oxford University Press,
India
2. Digital Signal Processing, S. K. Mitra, McGraw Hill, India.
3. Principles of Signal Processing and Linear Systems, B.P. Lathi, 2009, 1st Edn.
4. Fundamentals of Digital Signal processing using MATLAB, R.J. Schilling and S.L.
Harris, 2005, Cengage Learning.
5. Fundamentals of signals and systems, P.D. Cha and J.I. Molinder, 2007, Cambridge
University Press.
6. Digital Signal Processing Principles Algorithm & Applications, J.G. Proakis and
D.G. Manolakis, 2007, 4th Edn., Prentice Hall.
7. Digital Signal Processing, A. Anand Kumar, 2nd Edition, 2016, PHI learning
Private Limited.
8. Digital Signal Processing, Paulo S.R. Diniz, Eduardo A.B. da Silva, Sergio
L .Netto, 2nd Edition, 2017, Cambridge University Press.
9. A Guide to MATLAB, B.R. Hunt, R.L. Lipsman, J.M. Rosenberg, 2014, 3rd Edn.,
Cambridge University Press.
10. Getting started with MATLAB, Rudra Pratap, 2010, Oxford University Press.
Keywords
Signals, Periodic signals, Aperiodic signals, Discrete time systems, Impulse response,
Convolution, Discrete time fourier transform (DTFT), z-transform, LTI system,
!50
Difference equation, Filters, Frequency domain sampling, Discrete fourier transform
(DFT), Fast fourier transform, Digital filters, FIR filter, IIR filter, Frequency response,
Kaiser window.
!51
DSE-2B: Verilog and FPGA based system Design (42517614)
Theory : 60 Hours
Course Objective
• This paper provides a review of combinational and sequential circuits such as

multiplexers, demultiplexers, decoders, encoders and adder circuits.
• Evolution of Programmable logic devices such as PAL, PLA and GAL is explained.
• At the end of the syllabus, students will be able to understand the modeling of
combinational and sequential circuits (including FSM and FSMD) with Verilog
Design.
This paper discusses the fundamental Verilog concepts in-lieu of today's most advanced
digital design techniques. At the end of this course, students will be able to develop
following learning outcomes:
• Understand the steps and processes for design of logic circuits and systems.
• Be able to differentiate between combinational and sequential circuits.
• Be able to design various types of state machines.
• Be able to partition a complex logic system into elements of data-path and control
path.
• Understand various types of programmable logic building blocks such as CPLDs and
FPGAs and their tradeoffs.
• Be able to write synthesizable Verilog code.
• Be able to write a Verilog test bench to test various Verilog code modules.
• Be able to design, program and test logic systems on a programmable logic device
(CPLD or FPGA) using Verilog.
Unit 1
Digital logic design flow. Review of combinational circuits. Combinational building

blocks: multiplexors, demultiplexers, decoders, encoders and adder circuits. Review of
sequential circuit elements: flip-flop, latch and register. Finite state machines: Mealy
and Moore. Other sequential circuits: shift registers and counters. FSMD (Finite State
Machine with Datapath): design and analysis. Microprogrammed control. Memory
basics and timing. Programmable Logic devices.
(20 lectures)
Unit 2
Evolution of Programmable logic devices. PAL, PLA and GAL. CPLD and FPGA
architectures. Placement and routing. Logic cell structure, Programmable interconnects,
!52
Logic blocks and I/O Ports. Clock distribution in FPGA. Timing issues in FPGA design.
Boundary scan.
(20 lectures)
Unit 3
Verilog HDL: Introduction to HDL. Verilog primitive operators and structural Verilog
Behavioral Verilog. Design verification. Modeling of combinational and sequential
circuits (including FSM and FSMD) with Verilog Design examples in Verilog.
(20 lectures)

PRACTICALS-DSE-2B LAB: VERILOG AND FPGA LAB

estimation in detail, writing of scientific laboratory reports including
proper reporting of errors. Application to the specific experiments done in the lab.”
At least 08 experiments from the following:
1. Write code to realize basic and derived logic gates.

2. Half adder, Full Adder using basic and derived gates.
3. Half subtractor and Full Subtractor using basic and derived gates.
4. Design and simulation of a 4 bit Adder.
5. Multiplexer (4x1) and Demultiplexer using logic gates.
6. Decoder and Encoder using logic gates.
7. Clocked D, JK and T Flip flops (with Reset inputs).
8. 3-bit Ripple counter.
9. To design and study switching circuits (LED blink shift).
10. To design traffic light controller.
11. To interface a keyboard.
12. To interface a LCD using FPGA.
13. To interface multiplexed seven segment display.
14. To interface a stepper motor and DC motor.
15. To interface ADC 0804.
References
16. LizyKurien and Charles Roth. Principles of Digital Systems Design and VHDL.
Cengage Publishing. ISBN-13:978-8131505748.
17. Palnitkar, Samir, Verilog HDL. Pearson Education; Second edition (2003).
18. Ming-Bo Lin. Digital System Designs and Practices: Using Verilog HDL and
FPGAs. Wiley India Pvt Ltd. ISBN-13: 978-8126536948.
19. Zainalabedin Navabi. Verilog Digital System Design. TMH; 2ndedition. ISBN-13:
978-0070252219.
!53
20. Wayne Wolf. FPGA Based System Design. Pearson Education. S. K. Mitra, Digital
Signal processing, McGraw Hill, 1998 VLSI design, Debaprasad Das, 2nd Edition,
2015, Oxford University Press.
21. D.J. Laja and S. Sapatnekar, Designing Digital Computer Systems with Verilog,
Cambridge University Press, 2015.
22. U. Meyer Baese, Digital Signal Processing with FPGAs, Springer, 2004 Verilog
HDL primer- J. Bhasker. BSP, 2003 II edition.
Keywords
Combinational circuits, Multiplexer, Demultiplexer, Encoder, Decoder, Shift registers,

Counters, Programmable logic devices, Verilog HDL.
!54
DSE-2B: Photonic devices and Power Electronics
(42517615)
Theory : 60 Hours
Course Objective
• This paper provides an insight on photonic devices such as Light Emitting Diodes,
Semiconductor Laser, Laser diode, Photodetectors, Solar cell etc.
• Also, students will learn about LCD displays, their advantages over LED displays,
evolution, elements, modes and configurations of optical fiber system.
• Emphasis is being laid to introduce students to power electronics, its need and
applications.
outcomes:
• Develop understanding of application of fundamental laws of physics in such

optoelectronics areas as telecommunications and power electronics for automation in
industries.
• Acquire essential laboratory skills in designing experiments, assembling standard
optical tools for optical experimentation and power electronics and analyzing
acquired data.
• Identify the critical areas in application levels and derive typical alternative solutions,
select suitable power converters to control Electrical Motors and other industry grade
apparatus.
• Develop understanding to compare performance and basic operation of various power
semiconductor devices, passive components and various switching circuits.
• Develop understanding of Basic circuit of power rectifiers and inverters.
Unit 1
Classification of photonic devices : Interaction of radiation and matter, Radiative

transition and optical absorption. Light Emitting Diodes- Construction, materials and
operation. Semiconductor Laser- Condition for amplification, laser cavity, hetero-
structure and quantum well devices. Charge carrier and photon confinement, line shape
function. Threshold current. Laser diode.
(12 Lectures)
!55
Unit 2
Photodetectors: Photoconductor. Photodiodes (p-i-n, avalanche) and Photo transistors,

quantum efficiency and responsivity. Photomultiplier tube.
(5 Lectures)
Solar Cell: Construction, working and characteristics.
(2 Lectures)
LCD Displays: Types of liquid crystals, Principle of Liquid Crystal Displays,

applications, advantages over LED displays.
(4 Lectures)
Unit 3
Introduction to Fiber Optics: Evolution of fiber optic system- Element of an Optical

Fiber Transmission link- Ray Optics-Optical Fiber Modes and Configurations-Mode
theory of Circular Wave guides- Overview of Modes-Key Modal concepts- Linearly
Polarized Modes -Single Mode Fibers-Graded Index fiber structure.
(13 Lectures)
Unit 4
Power Devices: Need for semiconductor power devices, Power MOSFET (Qualitative).
Introduction to family of thyristors. Silicon Controlled Rectifier (SCR)- structure, I-V
characteristics, Turn-On and Turn-Off characteristics, ratings, Gate-triggering circuits.
Diac and Triac- Basic structure, working and V-I characteristics. Application of Diac as
a triggering device for Triac.
(10 Lectures)
Insulated Gate Bipolar Transistors (IGBT): Basic structure, I-V Characteristics,

switching characteristics, device limitations and safe operating area (SOA).
(2 Lectures)
Unit 5
Applications of SCR: Phase controlled rectification, AC voltage control using SCR and
Triac as a switch. Power Invertors- Need for commutating circuits and their various
types, dc link invertors, Parallel capacitor commutated invertors, Series Invertor,
limitations and its improved versions, bridge invertors.
(12 Lectures)
PRACTICALS-DSE-2B LAB: PHOTONIC DEVICES AND POWER
ELECTRONICS LAB

!56
At least 06 experiments from the following :
1. To determine wavelength of sodium light using Michelson’s Interferometer.

2. Diffraction experiments using a laser.
3. Study of Electro-optic Effect.
4. To determine characteristics of (a) LEDs, (b) Photo voltaic cell and (c) Photo diode.
5. To study the Characteristics of LDR and Photodiode with (i) Variable Illumination
intensity, and (ii) Linear Displacement of source.
6. To measure the numerical aperture of an optical fiber.
7. Output and transfer characteristics of a power MOSFET.
8. Study of I-V characteristics of SCR.
9. SCR as a half wave and full wave rectifiers with R and RL loads.
10. AC voltage controller using TRIAC with UJT triggering.
11. Study of I-V characteristics of DIAC.
12. Study of I-V characteristics of TRIAC
References
1. Optoelectronics, J. Wilson and J.F.B. Hawkes, Prentice Hall India (1996).

2. Optoelectronics and Photonics, S.O. Kasap, Pearson Education (2009).
3. Electronic Devices and Circuits, David A. Bell, 2015, Oxford University Press.
4. Introduction to fiber optics, A.K. Ghatak & K. Thyagarajan,Cambridge University
Press(1998).
5. Power Electronics, P.C. Sen, Tata McGraw Hill.
6. Power Electronics, M.D. Singh & K.B. Khanchandani, Tata McGraw Hill.
7. Power Electronics Circuits, Devices & Applications, 3rd Edn., M.H.Rashid, Pearson
Education.
8. A Textbook of Electrical Technology,Vol-II, B.L.Thareja, A.K.Thareja, S.Chand.
Keywords
Photonic devices, radiative transition, optical absorption, Light Emitting Diodes,

Semiconductor Laser, Charge carrier and photon confinement, Photodetectors, quantum
efficiency, responsivity, Photomultiplier tube, Solar Cell, LCD Displays, Fiber Optics,
Power Devices,Insulated Gate Bipolar Transistors (IGBT), Phase controlled
rectification.
!57
DSE-2B: Antenna Theory and wireless Network
(42517616)
Credit : 06 (Theory-05, Tutorial-01)
Theory : 75 Hours
Course Objective
• This course gives an overview of wireless communication elements and networks.

• Students will develop an understanding of basics of antenna, its various parameters,
its usage as a transmitter and receiver.
• Cellular concept and system design fundamentals are described and the evolution of
current wireless systems real world such as 2G, 3G, 4G and LTE networks is
discussed.
outcomes:
• Identify basic antenna parameter (Radiating wire Structures).
• Determine directions of maximum signal radiations and the nulls in the radiation
patterns.
• Design array antenna systems from specifications.
• Identify the characteristics of radio-wave propagation.
• Identify Wireless Networks 4G and LTE, and 5G.
• Design Cellular Systems
Unit 1
ANTENNA THEORY:
Introduction: Antenna as an element of wireless communication system, Antenna
radiation mechanism, Types of Antennas, Fundamentals of EMFT: Maxwell’s equations
and their applications to antennas.
(7 Lectures)
Antenna Parameters: Antenna parameters: Radiation pattern (polarization patterns,
Field and Phase patterns), Field regions around antenna, Radiation intensity, Beam
width, Gain, Directivity, Polarization, Bandwidth, Efficiency and Antenna temperature.
(9 Lectures)
Unit 2
Antenna as a Transmitter/Receiver: Effective Height and Aperture, Power delivered to

antenna, Input impedance. Radiation from an infinitesimal small current element,
Radiation from an elementary dipole (Hertzian dipole), Reactive, Induction and
Radiation fields, Power density and radiation resistance for small current element and
half wave dipole antenna.
(12 Lectures)
!58
Unit 3
Radiating wire Structures (Qualitative idea only): Monopole, Dipole, Folded dipole,
Loop antenna and Biconical broadband Antenna. Basics of Patch Antenna and its
design. Examples of Patch antenna like bowtie, sectoral, fractal, etc.
(6 Lectures)
Propagation of Radio Waves: Different modes of propagation: Ground waves, Space

waves, Space Wave propagation over flat and curved earth, Optical and Radio Horizons,
Surface Waves and Troposphere waves, Ionosphere, Wave propagation in the
Ionosphere. Critical Frequency, Maximum usable frequency (MUF), Skips distance.
Virtual height. Radio noise of terrestrial and extraterrestrial origin. Elementary idea of
propagation of waves used in terrestrial mobile communications.
(9 Lectures)
Unit 4
WIRELESS NETWORKS:
Introduction: History of wireless communication, Wireless Generation and Standards,
Cellular and Wireless Systems, Current Wireless Systems, Cellular Telephone Systems,
Wide Area Wireless Data Services, Broadband Wireless Access, Satellite Networks,
Examples of Wireless Communication Systems. Idea about Global Mobile
communication system.
(10 Lectures)
Unit 5
Modern Wireless Communication Systems: Second Generation (2G) Cellular

Networks, Third Generation (3G) Wireless Networks, Wireless Local Loop (WLL),
Wireless Local Area Networks (WLANs), Bluetooth and Personal Area Networks
(PANs). Idea about Wi-Fi, 4G and LTE, and 5G.
(10 Lectures)
Unit 6
Cellular Concept and System Design Fundamentals: Cellular Concept and Cellular
System Fundamentals, Frequency Reuse, Channel Assignment Strategies, Handoff
strategies, Interference and System Capacity, Trunking and Grade of Service. Improving
Coverage & Capacity in Cellular Systems. Cell Splitting and Sectoring. Cellular
Systems design Considerations (Qualitative idea only).
(12 Lectures)
References
1. Ballanis, Antenna Theory, John Wiley & Sons, (2003) 2nd Ed.
2. Jordan and Balmain, E. C., Electro Magnetic Waves and Radiating Systems, PHI,
1968 Reprint (2003) 3rd Ed.
3. Andrea Goldsmith, Wireless communications, (2015) Cambridge University Press.
4. D. Tse and P. Viswanathan, Fundamentals of Wireless Communication, (2014)
Cambridge University Press.
!59
5. Wireless communication and Networks, Upena Dalal, 2015, Oxford University
Press.
6. Haykin S. & Moher M., Modern Wireless Communication, Pearson, (2005) 3rd Ed.
7. Lee, William C.Y., Mobile Communication Design and Fundamentals, (1999) 4th
Ed.
Keywords
Wireless communication, Antenna, radiation mechanism, EMFT, Antenna Parameters,

Power delivered to antenna, Hertzian dipole, Radiating wire Structures, Propagation of
Radio Waves, Second and third Generation (2G, 3G) Cellular Networks, Wireless Local
Loop (WLL), Wireless Local Area Networks (WLANs), Bluetooth and Personal Area
Networks (PANs), Wi-Fi, Cellular System Fundamentals.
!60
DSE-2B: Dissertation (42517617)
Theory : 60 Hours
Course Objective
Dissertation involves project work with the intention of exposing the student to research
/development. It involves open ended learning based on student ability and initiative,
exposure to scientific writing and inculcation of ethical practices in research and
communication.

• exposure to research methodology
• picking up skills relevant to dissertation project, such as experimental skills in the
subject, computational skills, etc.
• development of creative ability and intellectual initiative
• developing the ability for scientific writing
• becoming conversant with ethical practices in acknowledging other sources,
avoiding plagiarism, etc.
Guidelines for dissertation:
1. The dissertation work should not be a routine experiment or project at the under
graduate level. It should involve more than text book knowledge. Referring text books
for preparation and understanding concepts is allowed; however one component of the
dissertation must include study of research papers or equivalent research material and/
or open ended project.
2. The total number of dissertations allowed should be limited to 5% of the total strength
of the students in the programme. However, students having national scholarships like
NTSE, KVPY, INSPIRE, etc. can be considered above this quota. The selection
criterion is at the discretion of the college. The student should not have any academic
backlog (Essential Repeat). The sole/single supervisor must have a Ph.D. degree. Not
more than two candidates would be enrolled under same supervisor.
3. At the time of submission of teaching work-load of the teachers by the college to the
Department (Department of Physics and Astrophysics, Delhi University), the
supervisor shall submit the proposal (200-300 words; not more than one full A4 page)
of the proposed dissertation. Along with that four names of the external examiners
from any college of Delhi University (other than the own college of the supervisor) or
any department of Delhi University can be suggested. The committee of courses of the
department may appoint any one teacher as an external examiner from the proposed
list of external examiners.
4. No topic would be repeated from the topics allotted by the supervisor in the previous
years, so that the work or dissertation could be distinct every time. The ‘proposal’
should include the topic, plan of work, and clearly state the expected deliverables. The
!61
topic must be well defined. The abstract should clearly explain the significance of the
suggested problem. It must emphasize the specific skills which the student shall be
learning during the course of dissertation, for example, some computational skill or
literature survey, etc. Both internal (supervisor) and external examiners will assess the
student at the end of the semester and award marks jointly, according to the attached
scheme.
5. Other than the time for pursuing dissertation work, there must be at least 2 hours of
interaction per week, of the student with the supervisor. The student has to maintain a
“Log Book” to summarize his/ her weekly progress which shall be duly signed by the
supervisor. Experimental work should be carried out in the parent college or any other
college or the Department in Delhi University with the consent of a faculty member
there. Unsupervised work carried out at research institutions / laboratories is to be
discouraged.
6. The dissertation report should be of around 30 pages. It must have minimum three
chapters namely (1) Introduction, (2) the main work including derivations /
experimentation and Results, and (3) Discussion and Conclusion. At the end, adequate
references must be included. Plagiarism should be avoided by the student and this
should be checked by the supervisor.
7. It is left to the discretion of the college if it can allow relaxation of two teaching
periods (at the most two periods per week to the supervisor, irrespective of the number
of students enrolled under him / her for dissertation). The evaluation/presentation of
the dissertation must be done within two weeks after the exams are over. For the
interest of the students it is advised that college may organize a workshop for creating
awareness amongst students. Any teacher who is not Ph.D. holder can be Co-
supervisor with the main supervisor.
Assessment of dissertation
MARKING SCHEME for Dissertation:
• 30 marks: Internal assessment based on performance like sincerity, regularity, etc.

Awarded by: Supervisor
• 40 marks:Written Report (including content and quality of work done). Awarded by:
Supervisor and External Examiner.
• 30 marks: Presentation*. Awarded by: Supervisor and External Examiner.
*All Dissertation presentations should be open. Other students / faculty should be

encouraged to attend.
!62
Skill- Enhancement Elective Course - (SEC)
# Students should not take the same SEC paper in different
Semesters
SEC: Computational Physics Skills (32223902)

Credit : 04 ( Theory-02, Practical-02)
Theory: 30 Hours
This course is intended to give an insight to computer hardware and computer
applications. Students will familiarize with use of computer to solve physics problems.
They will learn
• A programming language namely fortran.

• will also learn to visualize at data graphically using gnuplot.
• further will learn to prepare long formatted document using latex.
Teacher may give long duration project based on this paper.
• Learn the importance of computers in solving problems in Physics.

• Learn to write the algorithm for solving a problem by drawing the flowchart of simple
problems like roots of quadratic equations etc.
• Have a working knowledge about the Linux system: the necessary commands.
• Learn to write and execute FORTRAN programs in the Linux system. They should
attempt the simple numerical exercises: product of matrices, sum of finite series and
area under a curve, plotting trajectory of a projectile, find roots of a quadratic
equation, numerical solution of equation of motion of simple harmonic oscillator and
plot the outputs for visualization etc.
• Learn to use GUI windows, Linux commands, familiarity with DOS commands and
working in an editor to write sources codes in FORTRAN.
• The students should also learn “Scientific Word Processing”, particularly, how to use
the LaTeX software in writing articles and papers which include mathematical
equations and diagrams.
• The students should learn the basics of Gnuplot. He should be able to create an input
Gnuplot file for plotting a data and saving the output for seeing on the screen, saving
it as an eps file and as a pdf file etc.
Teacher may give a long duration project based on this paper
!63
Unit 1
Introduction: Importance of computers in Physics, paradigm for solving physics

problems for solution. Usage of linux as an Editor.
Algorithms and Flowcharts: Algorithm: Definition, properties and development.

Flowchart: Concept of flowchart, symbols, guidelines, types. Examples: Cartesian to
Spherical Polar Coordinates, Roots of Quadratic Equation, Sum of two matrices, Sum
and Product of a finite series, calculation of sin(x) as a series, algorithm for plotting (1)
Lissajous figures and (2) trajectory of a projectile thrown at an angle with the
horizontal.
(4 Lectures)
Scientific Programming: Some fundamental Linux Commands (Internal and External
commands). Development of FORTRAN, Basic elements of FORTRAN: Character Set,
Constants and their types, Variables and their types, Keywords, Variable Declaration
and concept of instruction and program. Operators: Arithmetic, Relational, Logical and
Assignment Operators. Expressions: Arithmetic, Relational, Logical, Character and
Assignment Expressions. Fortran Statements: I/O Statements (unformatted/formatted),
Executable and Non-Executable Statements, Layout of Fortran Program, Format of
writing Program and concept of coding, Initialization and Replacement Logic.
Examples from physics problems.
(5 Lectures)
Unit 2
Control Statements: Types of Logic(Sequential, Selection, Repetition), Branching

Statements (Logical IF, Arithmetic IF, Block IF, Nested Block IF, SELECT CASE and
ELSE IF Ladder statements), Looping Statements (DO- CONTINUE, DO-ENDDO,
DO-WHILE, Implied and Nested DO Loops), Jumping Statements (Unconditional
GOTO, Computed GOTO, Assigned GOTO) Subscripted Variables (Arrays: Types of
Arrays, DIMENSION Statement, Reading and Writing Arrays), Functions and
Subroutines (Arithmetic Statement Function, Function Subprogram and Subroutine),
RETURN, CALL, COMMON and EQUIVALENCE Statements), Structure, Disk I/O
Statements, open a file, writing in a file, reading from a file. Examples from physics
problems.
Programming:
1. Exercises on syntax on usage of FORTRAN
2. Usage of GUI Windows, Linux Commands, familiarity with DOS commands and
working in an editor to write sources codes in FORTRAN.
3. To print out all natural even/ odd numbers between given limits.
4. To find maximum, minimum and range of a given set of numbers.
5. Calculating Euler number using exp(x) series evaluated at x=1
(6 Lectures)
Unit 3
Scientific word processing: Introduction to LaTeX: TeX/LaTeX word processor,

preparing a basic LaTeX file, Document classes, Preparing an input file for LaTeX,
Compiling LaTeX File, LaTeX tags for creating different environments, Defining
!64
LaTeX commands and environments, Changing the type style, Symbols from other
languages. Equation representation: Formulae and equations, Figures and other floating
bodies, Lining in columns- Tabbing and tabular environment, Generating table of
contents, bibliography and citation, Making an index and glossary, List making
environments, Fonts, Picture environment and colors, errors.
(6 Lectures)
Unit 4
Visualization: Introduction to graphical analysis and its limitations. Introduction to

Gnuplot. importance of visualization of computational and computational data, basic
Gnuplot commands: simple plots, plotting data from a file, saving and exporting,
multiple data sets per file, physics with Gnuplot (equations, building functions, user
defined variables and functions), Understanding data with Gnuplot.
(9 Lectures)
PRACTICAL ( 60 Hours)
PRACTICALS: SEC LAB : COMPUTATIONAL PHYSICS SKILLS
LAB
"Sessions on the review of experimental data analysis, sources of error and their
Hands on exercises:
1. To compile a frequency distribution and evaluate mean, standard deviation etc.
6. To evaluate sum of finite series and the area under a curve.
7. To find the product of two matrices
8. To find a set of prime numbers and Fibonacci series.
9. To write program to open a file and generate data for plotting using Gnuplot.
10. Plotting trajectory of a projectile projected horizontally.
11. Plotting trajectory of a projectile projected making an angle with the horizontally.
12. Creating an input Gnuplot file for plotting a data and saving the output for seeing
on the screen. Saving it as an eps file and as a pdf file.
13. To find the roots of a quadratic equation.
14. Motion of a projectile using simulation and plot the output for visualization.
15. Numerical solution of equation of motion of simple harmonic oscillator and plot
the outputs for visualization.
16. Motion of particle in a central force field and plot the output for visualization.
References
1. Introduction to Numerical Analysis, S.S. Sastry, 5th Edn., 2012, PHI Learning Pvt.
Ltd.
2. Computer Programming in Fortran 77”. V. Rajaraman (Publisher:PHI).
3. LaTeX–A Document Preparation System”, Leslie Lamport (Second Edition,
Addison-Wesley, 1994).
!65
4. Gnuplot in action: understanding data with graphs, Philip K Janert, (Manning 2010)
5. Schaum’s Outline of Theory and Problems of Programming with Fortran, S Lipsdutz
and A Poe, 1986 Mc-Graw Hill Book Co.
6. Computational Physics: An Introduction, R. C. Verma, et al. New Age International
Publishers, New Delhi(1999)
7. Elementary Numerical Analysis, K. E. Atkinson, 3rd Edn., 2007, Wiley India
Edition.
!66
SEC: Electrical Circuits and Network Skills (32223903)
Theory: 30 Hours
At the end of this course, students will be able to achieve the following learning outcomes:
• They would be able to demonstrate good comprehension of basic principles of

electricity including ideas about voltage, current and resistance.
• They would also be proficient in identifying different combinations of circuit elements
besides having sound knowledge about varying types of voltage & current - alternating
and direct.
• Their familiarization with basic tenets of electrical circuits like measurement of
resistance, current and voltages in different circuits would be complete.
• They would be able to analyse complicated AC and DC electrical circuits.
• They would have the ability to calculate real, imaginary and complex power
components of AC sources.
• They would become proficient in power factor calculation and hence would be able to
design circuits exhibiting enhanced efficiency.
• The students would develop the capacity to analyse and evaluate schematics of
electrical circuits including those of power and control while demonstrating insight
into tracking of interconnections within elements while identifying current flow and
voltage drop.
• The students would gain knowledge about generators, transformers as also electric
motors including single and three phase AC and DC. The knowledge would be
inclusive to interfacing aspects besides consumer defined control of speed and power.
• The students would acquire capacity to work theoretically and practically with solid-
state devices including resistors, inductors and capacitors as also diodes and rectifiers
in series or shunt configurations.
• The students would also be able to delve into practical aspects related to electrical
wiring like varying types of conductors and cables. basics of wiring-Star and delta
connections, voltage drop and losses.
Post extensive hands-on training (laboratory exercises) the students would be able to
achieve the following learning outcomes:
• They would acquire ability to measure current, voltage, power in DC and AC circuits.
• They would assimilate proficiency in fabrication of regulated power supply besides
preparation of extension board
• They would be enabled to choose relevant diodes (signal or power) and design
rectifiers.
!67
• They would develop capacity to identify and suggest types and sizes of solid &
stranded cables, conduit lengths, cable trays. Splices, crimps, terminal blocks and
solder
Unit 1
Basic Electricity Principles: Voltage, Current, Resistance, and Power. Ohm's

law.Series, parallel, and series-parallel combinations. AC and DC Electricity.
Familiarization with multimeter, voltmeter and ammeter.
(3 Lectures)
Electrical Circuits: Basic electric circuit elements and their combination. Rules to
analyze DC sourced electrical circuits. Current and voltage drop across the DC circuit
elements. Single-phase and three-phase alternating current sources. Rules to analyze AC
sourced electrical circuits. Real, imaginary and complex power components of AC
source. Power factor. Saving energy and money.
(4 Lectures)
Electrical Drawing and Symbols: Drawing symbols. Blueprints. Reading Schematics.

Ladder diagrams. Electrical Schematics. Power circuits. Control circuits. Reading of
circuit schematics. Tracking the connections of elements and identify current flow and
voltage drop.
(4 Lectures)
Generators and Transformers: DC Power sources. AC/DC generators. Inductance,
capacitance, and impedance.Operation of transformers.
(2 Lectures)
Electric Motors: Single-phase, three-phase & DC motors. Basic design. Interfacing DC

or AC sources to control heaters and motors. Speed & power of ac motor.
(3 Lectures)
Unit 2
Solid-State Devices: Resistors, inductors and capacitors. Diode and

rectifiers.Components in Series or in shunt. Response of inductors and capacitors with
DC or AC sources.
(3 Lectures)
Electrical Protection: Relays. Fuses and disconnect switches. Circuit breakers.

Overload devices. Ground-fault protection. Grounding and isolating. Phase reversal.
Surge protection. Relay protection device.
(3 Lectures)
Electrical Wiring:Different types of conductors and cables. Basics of wiring-Star and

delta connection.Voltage drop and losses across cables and conductors. Instruments to
measure current, voltage, power in DC and AC circuits. Insulation. Solid and stranded
cable. Conduit. Cable trays. Splices: wirenuts, crimps, terminal blocks, and solder.
Preparation of extension board.
(5 Lectures)
!68
Network Theorems: (1) Thevenin' theorem (2) Norton theorem (3) Superposition
theorem (4) Maximum Power Transfer theorem.
(3 Lectures)

AT LEAST 08 EXPERIMENTS FROM THE FOLLOWING
1. Series and Parallel combinations: Verification of Kirchoff’s law.

2. To verify network theorems: (I) Thevenin (II) Norton (III) Superposition theorem
(IV) Maximum power transfer theorem
3. To study frequency response curve of a Series LCR circuit.
4. To verify: (1) Faraday’s law and (2) Lenz’s law.
5. Programming with Pspice/NG spice.
6. Demonstration of AC and DC generator.
7. Speed of motor
8. To study the characteristics of a diode.
9. To study rectifiers (I) Half wave (II) Full wave rectifier (III) Bridge rectifier
10. Power supply (I) C-filter, (II) π- filter
11. Transformer – Step up and Step down
12. Preparation of extension board with MCB/fuse, switch, socket-plug, Indicator.
13. Fabrication of Regulated power supply.
It is further suggested that students may be motivated to pursue semester long

dissertation wherein he/she may do a hands-on extensive project based on the extension
of the practicals enumerated above.
References
8. Electrical Circuits, K.A. Smith and R.E. Alley, 2014, Cambridge University Press
9. A text book in Electrical Technology - B L Theraja - S Chand & Co.
10. A text book of Electrical Technology - A K Theraja
11. Performance and design of AC machines - M G Say ELBS Edn.
12. Electrical Circuit Analysis, K. Mahadevan and C. Chitran, 2nd Edition, 2018, PHI
learning Pvt. Ltd.
!69
SEC: Renewable Energy and Energy Harvesting
(32223905)
Theory: 30 Hours
Course Objective
Energy drives life, movements and changes. Human beings have been dependent on fossil
fuels to extract energy for a long time. But in today's world, availability of fossil fuels is
increasingly becoming scarcer, and hence, one needs to plan for the distant future and for
the generations yet to come and live in a decent manner. Therefore, one needs to look into
and study various alternate energy sources. The aim of this course is not just to impart
theoretical knowledge to the students but to also provide them with exposure and hands-
on learning wherever possible. Similarly, water, a vital ingredient for the survival of all
species, is no longer abundant. One needs to think seriously about rainwater harvesting.
This paper describes the ways of harvesting energy using wind, solar, mechanical, ocean,
geothermal energy and so on. This paper provides a review and working of various energy
harvesting systems which are installed worldwide.
• Significance of renewable energy and details concerning various sources of energy will
be imparted to the students. The students are expected to learn not only the theories of
the renewable sources of energy, but also to have hands-on experiences on them
wherever possible.
• Some of the renewable sources of energy which should be studied here are: (i) off-
shore wind energy, (ii) tidal energy, (iii) solar energy, (iv) biogas energy and (v)
hydroelectricity.
• Knowledge of various sources of energy for harvesting will be given

• Understand the need of energy conversion and the various methods of energy storage
• Students will have a good understanding of various renewable energy systems, and its
components.
• They will be able to gain knowledge about renewable energy technologies, different
storage technologies, distribution grid, smart grid including sensors, regulation and
their control.
• Student will understand the concept of direct energy conversion systems and their
applications.
• Students will able to identify and design the model for sending the wind energy or
solar energy plant.
• The students should observe practical demonstrations of (i) training modules of solar
energy, wind energy etc., (ii) Conversion of vibration into voltage using piezoelectric
materials, (iv) conversion of thermal energy into voltage using thermoelectric modules.

!70
Unit 1
Fossil fuels and Alternate Sources of energy: Fossil fuels and nuclear energy, their
limitation, need of renewable energy, non-conventional energy sources. An overview of
developments in Offshore Wind Energy, Tidal Energy, Wave energy systems, Ocean
Thermal Energy Conversion, solar energy, biomass, biochemical conversion, bio-gas
generation, geothermal energy tidal energy, Hydroelectricity.
(3 Lectures)
Unit 2
Solar energy: Solar energy, its importance, storage of solar energy, solar pond, non-
convective solar pond, applications of solar pond and solar energy, solar water heater,
flat plate collector, solar distillation, solar cooker, solar green houses, solar cell,
absorption air conditioning. Need and characteristics of photo-voltaic (PV) systems, PV
models and equivalent circuits, and sun tracking systems.
(6 Lectures)
Unit 3
Wind Energy harvesting: Fundamentals of Wind energy, Wind Turbines and different
electrical machines in wind turbines, Power electronic interfaces, and grid
interconnection topologies.
(3 Lectures)
Unit 4
Ocean Energy: Ocean Energy Potential against Wind and Solar, Wave Characteristics
and Statistics, Wave Energy Devices. Tide characteristics and Statistics, Tide Energy
Technologies, Ocean Thermal Energy, Osmotic Power, Ocean Bio-mass.
Geothermal Energy: Geothermal Resources, Geothermal Technologies.
Hydro Energy: Hydropower resources, hydropower technologies, environmental
impact of hydro power sources. Rain water harvesting.
(9 Lectures)
Unit 5
Piezoelectric Energy harvesting: Introduction, Physics and characteristics of

piezoelectric effect, materials and mathematical description of piezo-electricity,
Piezoelectric parameters and modeling piezoelectric generators, Piezoelectric energy
harvesting applications, Human power.
Electromagnetic Energy Harvesting: Linear generators, physical/mathematical
models, recent applications Carbon captured technologies, cell, batteries, power
consumption Environmental issues and Renewable sources of energy, sustainability.
Merits of Rain Water harvesting .
(9 Lectures)
!71
PRACTICALS: SEC LAB : RENEWABLE ENERGY AND ENERGY
HARVESTING SKILLS LAB

Demonstrations and Experiments:
1. Demonstration of Training modules on Solar energy, wind energy, etc.

2. Conversion of vibration to voltage using piezoelectric materials
3. Conversion of thermal energy into voltage-driven thermo-electric modules.
References
1. Non-conventional energy sources, B.H. Khan, McGraw Hill 60
2. Solar energy, Suhas P Sukhative, Tata McGraw - Hill Publishing Company Ltd.
3. Renewable Energy, Power for a sustainable future, Godfrey Boyle, 3rd Edn., 2012,
4. Solar Energy: Resource Assessment Handbook, P Jayakumar, 2009
5. J.Balfour, M.Shaw and S. Jarosek, Photo-voltaics, Lawrence J Goodrich (USA).
Additional Resources:
• http://en.wikipedia.org/wiki/Renewable_energy
!72
SEC: Engineering Design and Prototyping/Technical Drawing
(32223906)
Theory: 30 Hours
Course Objective
The objective of this course is to introduce the students to modern visualization
techniques and their applications in diverse areas including computer aided design.

This course learning will enable the student to be proficient in:
• Understanding the concept of a sectional view – visualizing a space after being cut by
a plane. How The student will be able to draw and learn proper techniques for
drawing an aligned sections.
• Understanding the use of spatial visualization by constructing an orthographic multi

view drawing.
• Drawing simple curves like ellipse, cycloid and spiral, Orthographic projections of
points, lines and of solids like cylinders, cones, prisms and pyramids etc.
• Exposure to Computer Aided Design (CAD) and Auto CAD techniques and hence
will make the student technologically savvy.
Unit 1
Introduction: Fundamentals of Engineering design, design process and sketching:

Scales and dimensioning, Designing to Standards (ISO Norm Elements/ISI),
Engineering Curves: Parabola, hyperbola, ellipse and spiral.
(4 Lectures)
Unit 2
Projections: Principles of projections, Orthographic projections: straight lines, planes

and solids. Development of surfaces of right and oblique solids. Section of solids.
Intersection and Interpenetration of solids. Isometric and Oblique parallel projections of
solids.
(10 Lectures)
Unit 3
CAD Drawing: Introduction to CAD and Auto CAD, precision drawing and drawing
aids, Geometric shapes, Demonstrating CAD specific skills (graphical user interface,
create, retrieve, edit, and use symbol libraries). Use of Inquiry commands to extract
!73
drawing data. Control entity properties. Demonstrating basic skills to produce 2-D
drawings. Annotating in Auto CAD with text and hatching, layers, templates and design
centre, advanced plotting (layouts, viewports), office standards, dimensioning, internet
and collaboration, Blocks, Drafting symbols, attributes, extracting data. Basic printing
and editing tools, plot/print drawing to appropriate scale.
(10 Lectures)
Unit 4
Computer Aided Design and Prototyping: 3D modeling with AutoCAD (surfaces and
solids), 3D modeling with Sketchup, 3D designs, Assembly: Model Editing; Lattice and
surface optimization; 2D and 3D packing algorithms, Additive Manufacturing Ready
Model Creation (3D printing), Technical drafting and Documentation.
(6 Lectures)
PRACTICALS: SEC LAB : ENGINEERING DESIGN AND PROTOTYPING/
TECHNICAL DRAWING LAB

Five experiments based on the above theory.

Teacher may design at least five experiments based on the above syllabus.
References
1. Engineering Drawing, N.S. Parthasarathy and Vele Murali, Ist Edition, 2015, Oxford
University Press
2. Engineering Graphic, K. Venugopal and V. Raja Prabhu, New Age International
3. Engineering Drawing, Dhananjay A Jolhe, McGraw-Hill
4. AutoCAD 2014 and AutoCAD 2014/Donnie Gladfelter/Sybex/ISBN:
978-1-118-57510-9
5. Don S. Lemons, Drawing Physics, MIT Press, M A Boston, 2018, ISBN:
9780262535199
6. Norton, Robert L. Design of Machinery: An Introduction to the Synthesis and
7. Analysis of Mechanisms and Machines, M A Boston, McGraw-Hill, 2007.
8. James A. Leach, AutoCAD 2017 Instructor, SDC publication, Mission, KS 2016.
ISBN: 978163057029.
9. Architectural Design with Sketchup/Alexander Schreyer/John Wiley & Sons/ISBN:
978-1-118-12309-6.
!74
SEC: Applied Optics (32223908)
Theory: 30 Hours
Course Objective
The quest to understand the 'nature of light' is a favorite inquiry of mankind since ancient
times. By the advent of lasers, holography, and optical fibres in twentieth century the
optics now-a-days finds application in several branches of science and engineering. This
paper provides the conceptual understanding of these branches of modern optics to the
students.

This course will help students to:
• Understand basic lasing mechanism qualitatively, types of lasers, characteristics of
laser light and its application in developing LED, Holography.
• Concept of Fourier optics and fourier transform spectroscopy.
• Understanding of basic principle and theory of Holography.
• Concept of total internal reflection.
• Characteristics of optical fibre.
Unit 1
Photo-sources and Detectors

Lasers: an introduction, Planck’s radiation law (qualitative idea), Energy levels,
Absorption process, Spontaneous and stimulated emission processes, Theory of laser
action, Population of energy levels, Einstein’s coefficients and optical amplification,
properties of laser beam, Ruby laser, He-Ne laser, and semiconductor lasers; Light
Emitting Diode (LED) and photo-detectors.
(9 lectures)
Unit 2
Fourier Optics and Fourier Transform Spectroscopy (Qualitative explanation) Concept

of Spatial frequency filtering, Fourier transforming property of a thin lens, Fourier
Transform Spectroscopy (FTS): measuring emission and absorption spectra, with wide
application in atmospheric remote sensing, NMR spectrometry, and forensic science.
(6 lectures)
Unit 3
Holography
Introduction: Basic principle and theory: recording and reconstruction processes,
Requirements of holography- coherence, etc. Types of holograms: The thick or volume
hologram, Multiplex hologram, white light reflection hologram; application of
!75
holography in microscopy, interferometry, and character recognition.
(6 lectures)
Unit 4
Photonics: Fibre Optics
Optical fibres: Introduction and historical remarks, Total Internal Reflection, Basic
characteristics of the optical fibre: Principle of light propagation through a fibre, the
coherent bundle, The numerical aperture, Attenuation in optical fibre and attenuation
limit; Single mode and multimode fibres, Fibre optic sensors: Fibre Bragg Grating.
(9 lectures)

PRACTICALS: SEC LAB : APPLIED OPTICS LAB

Experiments on Lasers:
1. To determine the grating radial spacing of the Compact Disc (CD) by reflection
using He-Ne or solid state laser.
2. To find the width of the wire or width of the slit using diffraction pattern obtained by
a He-Ne or solid state laser.
3. To find the polarization angle of laser light using polarizer and analyzer d. Thermal
expansion of quartz using laser.
4. To determine the wavelength and angular spread of laser light by using plane
diffraction grating.
Experiments on Semiconductor Sources and Detectors:

5. V-I characteristics of LED.
6. Study the characteristics of solid state laser.
7. Study the characteristics of LDR.
8. Characteristics of Photovoltaic Cell/ Photodiode. e. Characteristics of IR sensor.
Experiments on Fourier Optics:

9. Optical image addition/subtraction.
10. Optical image differentiation.
11. Fourier optical filtering.
12. Construction of an optical 4f system
Experiments on Fourier Transform Spectroscopy:
To study the interference pattern from a Michelson interferometer as a function of

mirror separation in the interferometer. The resulting interferogram is the Fourier
transform of the power spectrum of the source. Analysis of experimental interferograms
allows one to determine the transmission characteristics of several interference filters.
!76
Computer simulation can also be done.
Experiments on Holography and interferometry:
13. Recording and reconstruction of holograms (Computer simulation can also be done).
14. To construct a Michelson interferometer or a Fabry Perot interferometer.
15. To determine the wavelength of sodium light by using Michelson’s interferometer.
16. To measure the refractive index of air.
Experiments on Fibre Optics:

17. To measure the numerical aperture of an optical fibre.
18. To measure the near field intensity profile of a fibre and study its refractive index
profile.
19. To study the variation of the bending loss in a multimode fibre.
20. To determine the power loss at a splice between two multimode fibre.
21. To determine the mode field diameter (MFD) of fundamental mode in a single-mode
fibre by measurements of its far field Gaussian pattern.
References
1. LASERS: Fundamentals & applications, K. Thyagrajan & A. K. Ghatak, 2010, Tata
McGraw Hill
2. Introduction to Fourier Optics, Joseph W. Goodman, The McGraw- Hill, 1996.
3. Introduction to Fiber Optics, A. Ghatak & K. Thyagarajan, Cambridge University
Press.
4. Fibre optics through experiments, M.R.Shenoy, S.K.Khijwania, et.al. 2009, Viva
Books
5. Optical Electronics, Ajoy Ghatak and K. Thyagarajan, 2011, Cambridge University
Press
6. Optics, Karl Dieter Moller, Learning by computing with model examples, 2007,
Springer.
7. Optoelectronic Devices and Systems, S.C. Gupta, 2005, PHI Learning Pvt. Ltd.
!77
SEC: Weather Forecasting (32223909)
Theory: 30 Hours
Course Objective
The aim of this course is not just to impart theoretical knowledge to the students but to
enable them to develop an awareness and understanding regarding the causes and effects
of different weather phenomenon and basic forecasting techniques
• Acquire basic knowledge of the elements of the atmosphere, its composition at various
heights, variation of pressure and temperature with height.
• To learn basic techniques to measure temperature and its relation with cyclones and
anti-cyclones.
• Knowledge of simple techniques to measure wind speed and its directions, humidity
and rainfall.
• Absorption, emission and scattering of radiations in atmosphere. Radiation laws.

• Knowledge of global wind systems, jet streams, local thunderstorms, tropical cyclones,
tornadoes and hurricanes.
• Knowledge of climate and its classification. Understanding various causes of climate

change like global warming, air pollution, aerosols, ozone depletion, acid rain.
• Develop skills needed for weather forecasting, mathematical simulations, weather

forecasting methods, types of weather forecasting, role of satellite observations in
weather forecasting, weather maps etc. Uncertainties in predicting weather based on
statistical analysis.
• Develop ability to do weather forecasts using input data.

• In the laboratory course, students should be able to learn: Principle of the working of a
weather Station, Study of Synoptic charts and weather reports, Processing and analysis
of weather data, Reading of Pressure charts, Surface charts, Wind charts and their
analysis.
Unit 1
Introduction to atmosphere: Elementary idea of atmosphere: physical structure and
composition; compositional layering of the atmosphere; variation of pressure and
temperature with height; air temperature; requirements to measure air temperature;
temperature sensors: types; atmospheric pressure: its measurement.
(9 Lectures)
!78
Unit 2
Measuring the weather: Wind; forces acting to produce wind; wind speed direction:
units, its direction; measuring wind speed and direction; humidity, clouds and rainfall,
radiation: absorption, emission and scattering in atmosphere; radiation laws.
(4 Lectures)
Unit 3
Weather systems: Global wind systems; air masses and fronts: classifications; jet
streams; local thunderstorms; tropical cyclones: classification; tornadoes; hurricanes.
(3 Lectures)
Unit 4
Climate and Climate Change: Climate - Its classification; causes of climate change;
global warming and its outcomes; air pollution and its measurement, particulate matters
PM 2.5, PM 10. Health hazards due to high concentration of PM2.5; aerosols, ozone
depletion.
(6 Lectures)
Unit 5
Basics of weather forecasting: Weather forecasting: analysis and its historical
background; need of measuring weather; types of weather forecasting; weather
forecasting methods; criteria of choosing weather station; basics of choosing site and
exposure; satellites observations in weather forecasting; weather maps; uncertainty and
predictability; probability forecasts.
(8 Periods)
PRACTICALS: SEC LAB : WEATHER FORECASTING LAB
Demonstrations and Experiments:
1. Study of synoptic charts & weather reports, working principle of weather station.
2. Processing and analysis of weather data:
(a) To calculate the sunniest time of the year.
(b) To study the variation of rainfall amount and intensity.
(c) To observe the sunniest/driest day of the week.
(d) To examine the maximum and minimum temperature throughout the year.
(e) To evaluate the relative humidity of the day.
(f) To examine the rainfall amount month wise.
3. Exercises in chart reading: Plotting of constant pressure charts, surfaces charts, upper
wind charts and its analysis.
4. Formats and elements in different types of weather forecasts/ warning (both aviation
and non-aviation).
!79
5. Simulation of weather system
6. Field visits to India Meteorological department and National center for medium range
weather forecasting
References
1. Aviation Meteorology, I.C. Joshi, 3rd edition 2014, Himalayan Books
2. The weather Observers Hand book, Stephen Burt, 2012, Cambridge University
Press.
3. Meteorology, S.R. Ghadekar, 2001, Agromet Publishers, Nagpur.
4. Text Book of Agrometeorology, S.R. Ghadekar, 2005, Agromet Publishers, Nagpur.
5. Atmosphere and Ocean, John G. Harvey, 1995, The Artemis Press.
!80
SEC: Introduction to Physical Computing (xxx1)
Theory: 30 Hours
Course Objective
Physical computing is an interactive physical system that senses, processes and responds
to our analog world. An embedded computer together with sensors and actuators to
connect with the physical environment including human interaction, represents a
common method of implementing a physical computing system.
Embedded computers have revolutionized our world. Embedded computers are much
lower in cost and size and serve a single dedicated function of implementing and
improving the function of the gadget. The study of elements of physical computing using
embedded computers would be very beneficial towards implementing experimental setup
in physics.
• Understand the evolution of the CPU from microprocessor to microcontroller and

embedded computers from a historical perspective.
• Understand the operation of basic electronic components and analog electronics and
digital electronics building blocks including power supply and batteries.
• Be able to use CAD software to create schematic diagrams and printed circuit board
layout.
• Understand how to use basic laboratory measurement equipment and instrumentation.
• Understand the Arduino ecosystem and to write simple Arduino programs (called
sketches)
• Understand sensor characteristics and how to select a suitable sensor for various
applications.
• Be able to read digital and analog data and produce digital and analog outputs from an
embedded computer.
• Understand how to interface an embedded computer to the physical environment.
• Be able to visualize the needs of a stand alone embedded computer and to implement a
simple system using Arduino.
• Be able to build and test such an embedded physical computing system.
!81
Unit 1
Brief overview of a computer. Evolution from CPU to Microprocessor to microcontroller.

Introduction to Arduino. Overview of basic electronic components (R, L, C, diode, BJT,
Mosfet etc.) and circuits, 555 timer, logic gates, logic function ICs, power supply and
batteries.
(4 Lectures)
Unit 2
Capturing schematic diagrams. Using free software such as EagleCAD. Using basic lab
instruments – DMM, oscilloscope, signal generator etc.
(6 Lectures)
Unit 3
Understanding Arduino programming. Downloading and installing Arduino IDE. Writing

an Arduino sketch. Programming fundamentals: program initialization, conditional
statements, loops, functions, global variables.
(5 Lectures)
Unit 4
Digital Input and Output. Measuring time and events. Pulse Width Modulation.
(6 Lectures)
Unit 5
Analog Input and Output. Physical Interface: sensors and actuators.

(6 Lectures)
Unit 6
Communication with the outside world. System Integration and debugging.

(3 Lectures)
PRACTICALS: SEC LAB : INTRODUCTION TO PHYSICAL
COMPUTING LAB

!82
1. Hello LED: Connect a LED to a digital output pin and turn it on and off.
2. Hello Switch: Read a switch a toggle an LED when the switch is pressed and
released.
3. Hello ADC: Connect a potentiometer to an ADC input and print the analog voltage
on the serial monitor.
4. Hello Blink: Read a switch and changing the LED blink rate every time the switch
is pressed and released.
5. Hello PWM: Write a Pulse Width Modulation code in software and vary the LED
intensity.
6. Hello Random: Read a switch and every time the switch is pressed and released,
generate and print a random number on the serial monitor.
7. Hello Random2: Connect a Seven Segment Display (SSD) and print the random
number on this display each time a switch is pressed and released. Collect large
data sample and plot relative frequency of occurrence of each ‘random’ number
8. Hello LCD: Connect a (16X2) LCD to an Arduino and print ‘Hello World’.
9. Hello LCD2: Connect a temperature sensor to an ADC input and print the
temperature on the LCD
10. Hello PWM2: Connect a RGB LED and 3 switches. Use hardware PWM feature
of the Arduino and change the relative intensity of each of the LEDs of the RGB
LED and generate large number of colors.
Mini Projects:
1. Connect 2 SSDs and every time a switch is pressed and released, print 2 random
numbers on the two SSDs
2. Connect a switch and 4 RGB LEDs in a ‘Y’ configuration. Change the LED
lighting patterns each time a switch is pressed and released (total 4095 patterns
possible).
3. Arrange acrylic mirrors in a triangle and make a LED kaleidoscope using the RGB
LEDs as the light source.
4. Connect a photo-gate mechanism to a bar pendulum. Verify that the period of
oscillation is independent of the amplitude for small amplitudes. What happens
when the amplitude is large?
5. Connect 8 switches and a small speaker and an audio amplifier and make a piano.
6. Connect 2 sets of 3 switches for two players. Connect LCD and implement a ‘rock-
paper-scissors’ game.
References
1. Learn Electronics with Arduino: An Illustrated Beginner's Guide to Physical
Computing. Jody Culkin and Eric Hagan. Shroff Publishers. ISBN:
9789352136704.
2. Programming Arduino: Getting Started with Sketches, Second Edition. Simon
Monk. McGraw-Hill Education. ISBN-10: 1259641635.
3. Physical Computing: Sensing and Controlling the Physical World with Computers,
1st Edition. Thomson. ISBN-10: 159200346X.
!83
SEC: Numerical Analysis (xxx2)
Theory: 30 Hours
Course Objective
• The emphasis of course is to equip students with the mathematical tools required in
solving problem of interest to physicists.
• To expose students to fundamental computational physics skills and hence enable them
to solve a wide range of physics problems.
• To help students develop critical skills and knowledge that will prepare them not only
for doing fundamental and applied research but also prepare them for a wide variety of
careers.

Theory:
After completing this course, student will be able to :

• approximate single and multi-variable function by Taylor's Theorem.
• Solve first order differential equations and apply it to physics problems.
• solve linear second order homogeneous and non-homogeneous differential equations with
constant coefficients.
• Calculate partial derivatives of function of several variables
• Understand the concept of gradient of scalar field and divergence and curl of vector
fields. perform line, surface and volume integration
• Use Green's, Stokes' and Gauss's Theorems to compute integrals
Practical:
After completing this course, student will be able to :
• design, code and test simple programs in C++ learn Monte Carlo techniques,
• fit a given data to linear function using method of least squares find roots of a given
non-linear
function
• Use above computational techniques to solve physics problems
Teacher may give long duration project based on this paper.
Unit 1
Errors and iterative Methods: Truncation and Round-off Errors. Floating Point
Computation, Overflow and underflow. Single and Double Precision Arithmetic,
Iterative Methods.
!84
(2 Lectures)
Solutions of Algebraic and Transcendental Equations: (1) Fixed point iteration

method, (2) Bisection method, (3) Secant Method, (4) Newton Raphson method, (5)
Generalized Newton’s method. Comparison and error estimation.
(6 Lectures)
Unit 2
Interpolation: Forward and Backward Differences. Symbolic Relation, Differences of a

polynomial. Newton’s Forward and Backward Interpolation Formulas.
(5 Lectures)
Unit 3
Least Square fitting: (1) Fitting a straight line. (2) Non-linear curve fitting: (a) Power
function, (b) Polynomial of nth degree, and (c) Exponential Function. (3) Linear
Weighed Least square Approximation.
(5 Lectures)
Unit 4
Numerical Differentiation: (1) Newton’s interpolation Formulas & (2) Cubic Spline
Method, Errors in Numeric Differentiation. Maximum and Minimum values of a
Tabulated Function.
(4 Lectures)
Numerical Integration: Generalized Quadrature Formula. Trapezoidal Rule.

Simpson’s 1/3 and 3/8 Rules. Weddle’s Rule, Gauss-Legendre Formula.
(4 Lectures)
Solution of Ordinary Differential Equations: First Order ODE’s: solution of Initial

Value problems: (1) Euler’s Method, (2) Modified Euler’s method.
(4 Lectures)
PRACTICALS: SEC LAB : INTRODUCTION TO PHYSICAL
COMPUTING LAB
AT LEAST 08 EXPERIMENTS FROM THE FOLLOWING
Algebraic and transcendental equation:
1. To find the roots of an algebraic equation by Bisection method.

2. To find the roots of an algebraic equation by Secant method.
3. To find the roots of an algebraic equation by Newton-Raphson method.
!85
4. To find the roots of a transcendental equation by Bisection method. Interpolation
5. To find the forward difference table from a given set of data values.
6. To find a backward difference table from a given set of data values. Curve fitting
7. To fit a straight line to a given set of data values.
8. To fit a polynomial to a given set of data values.
9. To fit an exponential function to a given set of data values.
Differentiation:
10. To find the first and second derivatives near the beginning of the table of values of
(x,y).
11. To find the first and second derivatives near the end of the table of values of (x,y).
Integration
12. To evaluate a definite integral by trapezoidal rule.
13. To evaluate a definite integral by Simpson 1/3 rule.
14. To evaluate a definite integral by Simpson 3/8 rule.
15. To evaluate a definite integral by Gauss Quadrature rule.
Differential Equations:
16. To solve differential equations by Euler’s method.

17. To solve differential equations by modified Euler’s method.
References
1. Elementary Numerical Analysis, K.E.Atkinson, 3rd Edn., 2007 , Wiley India
Edition.
2. Introduction to Numerical Analysis, S.S. Sastry, 5th Edn., 2012, PHI Learning Pvt.
Ltd.
3. A first course in Numerical Methods, U.M. Ascher & C. Greif, 2012, PHI Learning.
4. Schaum's Outline of Programming with C++. J.Hubbard, 2000, McGraw Hill Pub.
5. Numerical Recipes in C++: The Art of Scientific Computing, W.H. Press et.al., 2nd
Edn., 2013, Cambridge University Press.
6. An introduction to Numerical methods in C++, Brian H. Flowers, 2009, Oxford
University Press.
!86
ANNEXURE-1A
Steering Committee
LOCF (CBCS) Undergraduate Physics courses revision 2019
Department of Physics & Astrophysics, University of Delhi
1. Prof. Sanjay Jain – HoD (Chairman)

2. Prof. A. G. Vedeshwar – (Coordinator)
3. Prof. Vinay Gupta – (Convener)
4. Prof. Debajyoti Choudhury
5. Prof. P. Das Gupta
6. Prof. S. Annapoorni
7. Prof. H.P. Singh
8. Prof. T.R. Seshadri
9. Prof. Anjan Dutta
10. Prof. S.K. Mandal
11. Prof. Kirti Ranjan
12. Dr. G.S. Chilana (Department of Physics, Ramjas College)
13. Dr. Mallika Verma (Department of Physics, Miranda House)
14. Dr. Anuradha Gupta (Department of Physics, SGTB Khalsha College)
15. Dr. Sangeeta D. Gadre (Department of Physics, Kirori Mal College)
16. Dr. Jacob Cherian (Department of Physics, St. Stephens’ College)
17. Dr. Vandana Luthra (Department of Physics, Gargi College)
18. Dr. Mamta (Department of Physics, SGTB Khalsa College)
19. Dr. P.K. Jha (Department of Physics, Deen Dyal Upadhyaya College)
20. Dr. Sanjay Kumar (Department of Physics, St. Stephens’ College)
21. Dr. Abhinav Gupta (Department of Physics, St. Stephen's College)
22. Dr. Monika Tomar (Department of Physics, Miranda House)
23. Dr. Roshan Kshetrimayum (Department of Physics, Kirori Mal College)
24. Mr. Ashish Tyagi (Department of Physics, Swami Shraddhanand College)
25. Dr. Shalini Lumb Talwar (Department of Physics, Maitreyi College)
26. Dr. Shiva Upadhyay (Department of Physics, Swami Shraddhanand College)
27. Dr. Divya Haridas (Department of Physics, Keshav Mahavidyalaya)
28. Dr. Chetana Jain (Department of Physics, Hansraj College)
!87
ANNEXURE 1B
Subject working groups
Group Papers Name of faculty Role College
! Waves and Optics (Hons. Department of

core /GE) Prof. Kirti Ranjan Coordinator Physics &
! Electricity and magnetism Astrophysics
(Hons. core/GE)
Dr. Sangeeta D.
! Electromagnetic theory Convenor Kirori Mal College
Gadre
(Hons. core)
! Electricity and magnetism
Dr. Pragati Ishdhir Hindu College
(Prog. core)
! Waves and Optics (Prog. Sri Venkateswara
I core) Dr. K.C. Singh
College
! Electrical circuits and
Networks (SEC) Dr. Pushpa Bindal Kalindi College
! Applied Optics (SEC) Member
! Introduction to Physical Dr. Geetanjali St. Stephen's
Computing (SEC) Sethi College
Dr. Pradeep
Hansraj College
Kumar
Dr. N. Chandrlika Gargi College

! Elements of Modern Department of
Physics (Hons. core/GE) Prof. P. Das Gupta Coordinator Physics &
! Quantum Mechanics and Astrophysics
applications (Hons. Core)
Deen Dyal
! Elements of Modern Dr. P.K. Jha Convenor
Upadhyaya college
Physics (Prog. DSE)
! Quantum Mechanics Dr. N. Santakrus
(Prog. DSE/GE) Hindu College
Singh
! Advanced Quantum
II Mechanics (Hons. DSE) Dr. Punita Verma Kalindi College
! Renewable energy and Dr. Siddharth
Energy harvesting (SEC) Kirorimal College
Lahon
Daulat Ram
Dr. Onkar Mangla
College
Dr. Sandhya Miranda House

Sri Aurobindo
Dr. Ajay Kumar
College
!88
! Thermal Physics (Hons. Department of
Prof. S.
Core) Coordinator Physics &
Annapoorni
! Statistical Mechanics Astrophysics
(Hons. Core)
Dr. Anuradha SGTB Khalsa
! Thermal Physics and Convenor
Gupta College
Statistical Mechanics
(Program core/GE) Deen Dyal
Dr. Deepak Jain
Upadhyaya college
III
SGTB Khalsa
Dr. Nimmi Singh
College
Member
Dr. Ashok Kumar Ramjas College
Deshbandhu
Dr. Aditya Saxena
College
Dr. Maya Verma Hansraj College

! Solid State Physics (Hons. Department of
Prof. S.
Core) Coordinator Physics &
Annapoorni
! Solid State Physics (Prog. Astrophysics
DSE/GE)
Keshav
! Nanomaterials and Dr. Divya Haridas Convenor
Mahavidyalaya
Applications (DSE-Hons.
+ Prog.)/GE Dr. Mamta Bhatia AND College
Dr. Rajveer Singh ARSD College

IV Dr. Shiva
S.S.N. College
Upadhyaya
Dr. Harish K. Member St. Stephen's

Yadav College
Dr. Rashmi
Kalindi College
Menon
Deshbandhu
Dr. Yogesh Kumar
College
! Mathematical Physics-I Department of

Prof. T.R.
(Hons. Core) Coordinator Physics &
Seshadri
! Mathematical Physics-II Astrophysics
(Hons. Core)
! Mathematical Physics -III Dr. G.S. Chilana Convenor Ramjas College
(Hons. Core) Dr. Abha Dev
! Advanced Mathematical Miranda House
Habib
Physics (Hons. DSE)
! Mathematical Physics Dr. Agam Kumar
Kirori Mal College
(Program DSE/ Hons. Jha
GE)
!89
(Program DSE/ Hons.
GE)
V Dr. Subhash
! Advanced Mathematical AND College
Kumar
Physics -II (Hons. DSE)
! Computational Physics Member SGTB Khalsa
Dr. Mamta
Skills (SEC) College
! Numerical Analysis
Dr. Neetu Daulat Ram
(SEC)
Aggarwal College
! Linear Algebra & Tensor
Analysis (DSE) Dr. Bhavna
Hansraj College
Vidhani
Dr. Ajay Mishra Dyal Singh College
! Mechanics (Hons. Core/ Department of

GE) Prof. A. G. Coordinator Physics &
! Mechanics (Prog. Core) Vedeshwar Astrophysics
! Applied Dynamics (DSE/
GE) Dr. Ashish Tyagi Convenor SSN College
! Classical Dynamics Dr. Shalini Lumb
(DSE) Maitreyi College
Talwar
! Physics Workshop Skills
(SEC) Keshav
Dr. Vandana Arora
Mahavidyalaya
VI Dr. Arvind Kumar Ramjas College
Bhagini Nivedita
Dr. Chitra Vaid Member College
Daulat Ram
Dr. Omwati Rana
College
Dr. Sunita Singh Miranda House
Dr. Pranav Kumar Kirori Mal College
Dr. Pooja Devi Shyam lal College

! Nuclear and particle Department of
Prof. Samit
Physics (Hons. DSE/GE) Coordinator Physics &
Mandal
! Nuclear and particle Astrophysics
physics (Prog. DSE)
Dr. Vandana
! Radiation Safety (SEC) Convenor Gargi College
VII Luthra
Dr. Namrata S.S.N. College
Dr. Supriti Das Member Gargi College
Dr. Punit Tyagi Ramjas College
!90
! Astronomy and Department of
Astrophysics (DSE/GE) Prof. Anjan Datta Coordinator Physics &
! Weather Forecasting Astrophysics
(SEC)
St. Stephen's
! Medical Physics (DSE/ Dr. Jacob Cherian Convenor
College
GE)
! Atmospheric Physics Dr. S.K. Dhaka Rajdhani College
(DSE/GE)
! Biological Physics (DSE/ St. Stephen's
Dr. Sanjay Kumar
VIII GE) College
! Physics of Earth (DSE/ SGTB Khalsa
GE) Dr. Sushil Singh
College
! Technical Drawing (SEC) Member
! Dissertation Dr. Chetna Jain Hansraj College
Deshbandhu
Dr. Ayushi Paliwal
College
St. Stephen's
Dr. Rekha Gupta
College
! Digital Systems and Department of

Applications (Hons. Core) Prof. Vinay Gupta Coordinator Physics &
! Embedded Systems - Astrophysics
Introduction to
Microcontroller (DSE/ Dr. Mallika Verma Convenor Miranda House
GE)
! Digital, Analog and Dr. Shashi Bala Ramjas College
Instrumentation (Prog. Dr. Arijit
DSE/Hons. GE) AND College
Chowdhuri
! Verilog and FPA based
System design (DSE/GE) Dr. Anjali Sharma ARSD College
! Digital Signal Processing
Dr. Kajal Jindal Kirori Mal College
IX (DSE/GE)
! Linear and Digital Sri Aurobindo
Dr. Poonam Jain
Integrated Circuits –E College
! Microprocessors and Member
Microcontrollers –E
! Electronic Dr. Savita Sharma Kalindi College
Instrumentation - E(DSE)
! Basic Instrumentation
Skills (SEC)
Dissertation-E
Dr. Alka Garg Gargi College
!91
! Analog systems and Department of
Applications (Hons. Core) Prof. Vinay Gupta Coordinator Physics &
! Experimental techniques Astrophysics
(DSE)
! Physics of Device and Dr. Monika Tomar Convenor Miranda House
Communication (DSE)
! Communication System Deen Dyal
Dr. Sanjay Tandon
(DSE/GE) Upadhyaya college
! Network Analysis and Dr. Sangeeta St. Stephen's
Analog Electronics-E Sachdeva College
! Communication
Electronics –E Dr. Roshan Kirorimal College
X
! Semiconductor Devices
Fabrication - E(DSE) Dr. Kuldeep SGTB Khalsa
! Photonic Devices and Kumar Member College
Power Electronics -E
(DSE)
! Antenna theory and
wireless network -E
(DSE) Dr. Reema Gupta Hindu College
! Electrical circuit network
skills-Prog. SEC
! Practicals of all Courses Department of

Prof. Vinay Gupta Coordinator Physics &
Astrophysics
St. Stephen's
Dr. Sanjay Kumar Convenor
College
Department of
Prof. P. D. Gupta Physics &
Astrophysics
Department of
Prof. A.G.
Physics &
Vedeshwar
Astrophysics
Department of
Prof. Samit
Physics &
Mandal
Astrophysics
XI
Dr. G.S. Chilana Ramjas College
Dr. Mallika Verma Miranda House

Member
Dr. Anuradha SGTB Khalsa
Gupta College
!92
Dr. Monika Tomar Miranda House
Dr. Sangeeta D.
Kirori Mal College
Gadre
SGTB Khalsa
Dr. Mamta
College
Dr. Vandana
Gargi College
Luthra
Dr. Roshan Kirori Mal College
!93
ANNEXURE 1C
Final drafting team

1. Prof. Sanjay Jain
2. Prof. A. G. Vedeshwar
3. Prof. Vinay Gupta
4. Dr. Sanjay Kumar – St. Stephens’ College
5. Dr. Sangeeta Gadre – Kirori Mal College
6. Dr. Punita Verma – Kalindi College
7. Dr. Rajveer Singh – ARSD College
8. Dr. Yogesh Kumar – Deshbandhu Colleges
9. Mrs. Poonam Jain – Sri Aurobindo College
10. Dr. Ajay Kumar – Sri Aurobindo College
!94

Annexure-116. (B.Sc. Phys - Sci - Electronics)

Uploaded by

Copyright:

Available Formats

Annexure-116. (B.Sc. Phys - Sci - Electronics)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Annexure-116. (B.Sc. Phys - Sci - Electronics)

Uploaded by

Copyright:

Available Formats

िदल्ली िवश्विवद्यालय

(Effective from Academic Year 2019-20)

Revised Syllabus as approved by

Date: Academic Council No:

Date: Executive Council No:

Applicable for students enrolled in Regular Colleges.

Nature and Extent of the Programme in B.Sc. Physical

Aims of bachelor’s degree Programme in B.Sc. Physical

Graduate Attributes in B.Sc. Physical sciences with Electronics

Qualification Descriptors for Graduates in B.Sc. Physical sciences

Programme Learning Outcomes in B.Sc. Physical sciences with

8. Structure of B.Sc. Physical sciences with Electronics Discipline 15

Credit Distribution for B.Sc. Physical sciences with

8.2 Semester-wise Distribution of Courses 18

Detailed Courses for Programme in B.Sc. Physical sciences with

Ability Enhancement Compulsory Course (AECC);

The learning outcome-based curriculum framework for undergraduate courses in Physical

(i) Development of an understanding and knowledge of basic Electronics. This involves

2. LEARNING OUTCOMES BASED CURRICULUM

2.1 NATURE AND EXTENT OF THE PROGRAMME IN B.Sc. PHYSICAL

Electronics, a subdivision of Physics, is an experimental science that studies systematically

2. AIMS OF BACHELORS DEGREE PROGRAMME IN B.Sc. PHYSICAL

3. GRADUATE ATTRIBUTES IN B.Sc. PHYSICAL SCIENCES

Some of the characteristic attributes of a graduate in Electronics are

4. QUALIFICATION DESCRIPTORS FOR GRADUATES IN

5. PROGRAM LEARNING OUTCOMES IN B.Sc. PHYSICAL

● Demonstrate professional behavior such as

The objective of Core courses is to build a comprehensive foundation of electronics

The objective of DSE papers is to expose students to domain specific branches of

8. STRUCTURE OF COURSES IN B.Sc. PHYSICAL SCIENCES

8.1 Credit Distribution for B.Sc. Physical Sciences (with PEM).

Semester Compulsory Core Discipline Ability Skill Total

Sem I CC-1A AECC-1 22

Sem IV CC-4A SEC-2(A/B/C) 22

Sem V DSE-1A SEC-3(A/B/C) 22

Sem VI DSE -2A SEC-4(A/B/C) 22

I. Core Course 12 X (4+2)* = 72

II. DSE Courses 6 X (4+2)* or 6 X (5+1)** =36

III. AECC Courses 2X4=8

IV. SEC Courses 4 X (2+2)* =16

College should evolve a system/policy about ECA/Interest/Hobby/ Sports/NCC/ NSS/related

CORE COURSES (CC)

Core Unique Semester Core papers

CC-2B 42511201 II Linear and Digital Integrated Circuits

CC-3B 42514305 III Communication Electronics + Lab

CC-4B 42514413 IV Microprocessor and Microcontroller +

1 42517511 Semiconductor Devices Fabrication (4) + Lab (4)

Even Semester – VI semester only (DSE-2B)

No. Unique Semester SEC papers* (Subject B: Electronics

3 32223905 III/IV/V/VI Renewable Energy and Energy Harvesting

4 32223906 III/IV/V/VI Engineering design and prototyping/Technical Drawing

5 32223908 III/IV/V/VI Applied Optics

7 XXX1 III/IV/V/VI Introduction to Physical Computing

8 XXX2 III/IV/V/VI Numerical Analysis

ABILITY ENHANCEMENT COMPULSORY COURSES (AECC)

AECCC B.Sc. Physical Science (PEM)

Sem Course opted Course name Credits

I Ability Enhancement English communications/ Environmental 4

Core Course-1A CC-1A 6