MCA 3rd Sem Syllabus

Semester- III
Data Analytics using Python

Course Code 22MCA31 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Explain the basic of Python programming
 Design real time application using Python collection Objects and classes
 Familiarize the concept of Data Visualization with NumPy, Seaborn
 Define the Web Scraping and Numerical Analysis
Module-1
Python Basic Concepts and Programming
Interpreter, Parts of Python Programming Language, Identifiers, Keywords, Statements and Expressions,
Variables, Operators, Precedence and Associativity, Data Types, Indentation, Comments, Program Execution,
Reading Input, Print Output, Type Conversions, The type( ) Function and Is Operator, Control Flow Statements,
The if Decision Control Flow Statement, The if…else Decision Control Flow Statement, The if…elif…else Decision
Control Statement, Nested if Statement, The while Loop, The for Loop, The continue and break Statements,
Sequences – Strings, Built-In Functions, Commonly Used Modules, Function Definition and Calling the Function,
The return Statement and void Function, Scope and Lifetime of Variables, Default Parameters, Keyword
Arguments, *args and **kwargs, Command Line Arguments.
Teaching- Chalk and Talk/PPT/Web Content
Learning
Process
Module-2
Python Collection Objects, Classes
Strings- Creating and Storing Strings, Basic String Operations, Accessing Characters in String by Index Number,
String Slicing and Joining, String Methods, Formatting Strings, Lists-Creating Lists, Basic List Operations,
Indexing and Slicing in Lists, Built-In Functions Used on Lists, List Methods. Sets, Tuples and Dictionaries. Files:
reading and writing files. Class Definition – Constructors – Inheritance – Overloading
Learning
Process
Module-3
Data Pre-processing and Data Wrangling
Acquiring Data with Python: Loading from CSV files, Accessing SQL databases. Cleansing Data with
Python: Stripping out extraneous information, Normalizing data AND Formatting data. Combining and
Merging Data Sets – Reshaping and Pivoting – Data Transformation – String Manipulation, Regular
Expressions.
Learning
Process
Module-4
Web Scraping And Numerical Analysis
Data Acquisition by Scraping web applications –Submitting a form - Fetching web pages – Downloading web pages
through form submission – CSS Selectors. NumPy Essentials: TheNumPy

Learning
Process
Module-5
Data Visualization with NumPy Arrays, Matplotlib, and Seaborn
Data Visualization: Matplotlib package – Plotting Graphs – Controlling Graph – Adding Text – More Graph Types –
Getting and setting values – Patches. Advanced data visualization with Seaborn.- Time series analysis with Pandas.
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Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
 Three Unit Tests each of 20 Marks
 Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:

Books
 Allen B. Downey, “Think Python: How to Think Like a Computer Scientist„„, 2nd edition,Updated for Python
3, Shroff/O„Reilly Publishers, 2016 (http://greenteapress.com/wp/thinkpython/)
 Guido van Rossum and Fred L. Drake Jr, ―An Introduction to Python – Revised and updated for Python 3.2,
Network Theory Ltd., 2011.
 Jake Vander plas, “Python Data Science Handbook: Essential tools for working with data”, O„Reilly Publishers, I
Edition.
Reference Books
 Mark Lutz, “Programming Python”, O'Reilly Media, 4th edition, 2010.

 Tim Hall and J-P Stacey, “Python 3 for Absolute Beginners”, Apress, 1st edition, 2009.
 Magnus Lie Hetland, “Beginning Python: From Novice to Professional”, Apress, Second Edition, 2005.
 4. Shai Vaingast, “Beginning Python Visualization Crafting Visual Transformation Scripts”, Apress, 2nd edition,
2014. 6. Wes Mc Kinney, “Python for Data Analysis”, O'Reilly Media, 2012.
Web links and Video Lectures (e-Resources):

 https://youtu.be/4SJ7bEILPJk
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Understand and comprehend the basics of Python programming. L2
CO2 Apply knowledge in real time applications L3
CO3 Apply the Data Pre-processing & Data Wrapping L3
CO4 Demonstrate the Web Scraping And Numerical Analysis L3
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Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1
CO2 X X X
CO3 X X
CO4 X
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Semester- III
Internet of Things
 Define the IoT architecture and design along with functional/compute stack and data management.
 Explain IOT architecture for a given problem
 Analyse the application protocol, transport layer methods for the given business case.
 Analyse the application of data analytics for IOT for a given
 Analyse the architecture and develop programming using modern tools for the given use case
Module-1
What is IoT, Genesis of IoT, IoT and Digitization, IoT Impact, Convergence of IT and IoT, IoT Challenges, IoT
Network Architecture and Design, Drivers Behind New Network Architectures, Comparing IoT Architectures, A
Simplified IoT Architecture, The Core IoT Functional Stack, IoT Data Management and Compute Stack
Learning
Process
Module-2
Smart Objects: The “Things” in IoT, Sensors, Actuators, and Smart Objects, Sensor Networks, Connecting Smart
Objects, Communications Criteria, IoT Access Technologies

Learning
Process
Module-3
IP as the IoT Network Layer, The Business Case for IP, The need for Optimization, Optimizing IP for
IoT, Profiles and Compliances, Application Protocols for IoT, The Transport Layer, IoT Application
Transport Methods.

Learning
Process
Module-4
Data and Analytics for IoT, An Introduction to Data Analytics for IoT, Machine Learning, Big Data Analytics Tools and
Technology, Edge Streaming Analytics, Network Analytics, Securing IoT, A Brief History of OT Security, Common
Challenges in OT Security, How IT and OT Security Practices and Systems Vary, Formal Risk Analysis Structures:
OCTAVE and FAIR, The Phased Application of Security in an Operational Environment
Learning
Process
Module-5
IoT Physical Devices and Endpoints - Arduino UNO: Introduction to Arduino, Arduino UNO, Installing the Software,
Fundamentals of Arduino Programming. IoT Physical Devices and Endpoints – RaspberryPi: Introduction to RaspberryPi,
About the RaspberryPi Board: Hardware Layout, Operating Systems on RaspberryPi, Configuring RaspberryPi,
Programming RaspberryPi with Python, Wireless Temperature Monitoring System Using Pi, DS18B20 Temperature
Sensor, Connecting Raspberry Pi via SSH, Accessing Temperature from DS18B20 sensors, Remote access to
RaspberryPi, Smart and Connected Cities, An IoT Strategy for Smarter Cities, Smart City IoT Architecture, Smart City
Security Architecture, Smart City Use-Case Examples.
Learning
Process
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from each module.

Books
 David Hanes, Gonzalo Salgueiro, Patrick Grossetete, Robert Barton, Jerome Henry, "IoT Fundamentals:
Networking Technologies, Protocols, and Use Cases for the“Internet of Things”, 1stEdition, Pearso Education
(Cisco Press Indian Reprint). (ISBN: 9789386873743)
 Srinivasa K G, “Internet of Things”, CENGAGE Leaning India, 2017
Reference Books
 Vijay Madisetti and Arshdeep Bahga, “Internet of Things (A Hands-on-Approach)”, 1 st Edition, VPT, 2014.
(ISBN: 978-8173719547)
 Raj Kamal, “Internet of Things: Architecture and Design Principles”, 1st Edition, McGraw Hill Education, 2017.
(ISBN: 978-9352605224)
 https://youtu.be/WUYAjxnwjU4
CO1 Analyse the IoT architecture and design along with functional/compute stack and L3
data management.
CO2 Apply IOT architecture for a given problem. L3
CO3 Analyse the application protocol, transport layer methods for the given business L3
case.
CO4 Analyse the application of data analytics for IOT for a given. L23
CO5 Analyse the architecture and develop programming using modern tools for the given L2
use case
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CO1
CO2 X X
CO3 X X
CO4
CO5 X X X X
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Semester- III
Block chain Technology
 Demonstrate the basics of Block chain concepts using modern tools/technologies.
 Illustrate the role of block chain applications in different domains including cyber security.
 Evaluate the usage of Block chain implementation/features for the given problem.
 Exemplify the usage of bitcoins and its impact on the economy.
 Analyze the application of specific block chain architecture for a given problem
Module-1
Introduction to Block chain, How Block chain works, Block chain vs Bitcoin, Practical applications, public and
private key basics, pros and cons of Block chain, Myths about Bitcoin.
Learning
Process
Module-2
Block chain: Architecture, versions, variants, use cases, Life use cases of block chain, Block chain vs shared Database,
Introduction to crypto currencies, Types, Applications.

Learning
Process
Module-3
Concept of Double Spending, Hashing, Mining, Proof of work. Introduction to Merkel tree, Privacy ,
payment verification , Resolving Conflicts , Creation of Blocks

Learning
Process
Module-4
Introduction to Bitcoin, key concepts of Bitcoin, Merits and De Merits Fork and Segwits, Sending and Receiving bitcoins,
choosing bitcoin wallet, Converting Bitcoins to Fiat Currency.

Learning
Process
Module-5
Introduction to Ethereum, Advantages and Disadvantages, Ethereum vs Bitcoin, Introduction to Smart contracts, usage,
application, working principle, Law and Regulations. Case Study.

Learning
Process
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from each module.

Books
 Beginning Block chain: A Beginner's Guide to Building Blockchain Solutions by ArshdeepBikramaditya
Signal, Gautam Dhameja (Priyansu Sekhar Panda., A Press.) 2018
 Block chain Applications: A Hands-On Approach by Bahga, Vijay Madisetti ,2017
 Block chain by Melanie Swan, OReilly 2015
Reference Books
 Bitcoin and Cryptocurrency Technologies by Aravind Narayan. Joseph Bonneau, princton

 Bitcoin and Blockchain Basics: A non-technical introduction for beginners by Arthu.T Books.
 https://youtu.be/mzPoUjQC4WU
Skill Development Activity

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

CO1 Demonstrate the basics of Block chain concepts using modern tools/technologies. L2
CO2 Analyze the role of block chain applications in different domains including cyber L3
security.
CO3 Evaluate the usage of Block chain implementation/features for the given problem. L2
CO4 Exemplify the usage of bitcoins and its impact on the economy L2
CO5 Analyze the application of specific block chain architecture for a given problem L2
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CO1
CO2 X X
CO3 X X
CO4 X X
CO5 X
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Semester- III
Cloud Computing
 Explain the fundamentals of cloud computing
 Illustrate the cloud application programming and aneka platform
 Contrast different cloud platforms used in industry
Module-1
Introduction to Cloud Computing: Eras of computing, The vision of Cloud
Computing, Defining a cloud, A closer look, Cloud computing reference model,
Historical developments: Distributed systems, Virtualization, Web 2.0; Service
oriented computing; Utility oriented computing.
Learning
Process
Module-2
Architectures for parallel and distributed computing: Parallel Vs Distributed
computing, Elements of parallel computing, Elements of distributed computing,
Technologies for distributed computing.
Learning
Process
Module-3
Virtualization: Introduction, Characteristics of virtualized environments, Taxonomy
of virtualization techniques, Virtualization and cloud computing, Pros and cons of
virtualization, Technology examples: Xen: Para virtualization, VmWare: Full
virtualization, Microsoft Hyper – V.
Learning
Process
Module-4
Cloud computing architecture: Introduction, Cloud reference model: Architecture, IaaS,
PaaS, SaaS, Types of Clouds: Public, Private, Hybrid and Community clouds,
Economics of the cloud, Open challenges.
Learning
Process
Module-5
Cloud Platforms in Industry : Amazon web services; Google AppEngine; Microsoft
Azure; Cloud Applications. Scientific applications: Healthcare; Biology; Geo-Science,
Business and Consumer applications: ARM & ERP; Productivity; Social networking
Learning
Process
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from each module.

Textbooks
1. RjkumarBuyya, Christian Vecchiola, and ThamaraiSelci, Mastering Cloud Computing, Tata McGraw
Hill, New Delhi, India, 2013
Reference Books
 Cloud Computing for Dummies by Judith Hurwitz, R.Bloor, M. Kanfman, F.Halper (Wiley India
Edition)
 2. Cloud Computing: A Practical Approach by J.Vette, Toby J. Vette, Robert Elsenpeter (Tata McGraw
Hill).


CO1 Demonstrate the fundamental and core concepts of cloud computing L2
CO2 Compare between parallel and distributed computing L3
CO3 Investigate the system virtualization and outline its role in enabling the L2
cloud computing system model
CO4 Compare different deployment and service models of cloud to develop L2
different variety of applications
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CO1 X
CO2 X X X X
CO3 X X
CO4 X X X
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Semester- III
Digital Marketing
 Demonstrate the key concepts related to e-marketing for the given case.
 Demonstrate the use of different electronic media for designing marketing activities.
 Illustrate the role of search engine in improving digital marketing
 Analyze role of social media marketing for the given problem
 Analyze technical solutions to overcome social media threats
Module-1
Introduction to Digital Marketing Evolution of Digital Marketing from traditional to modern era, Role of
Internet; Current trends, Info-graphics, implications for business & society; Emergence of digital
marketing as a tool; Drivers of the new marketing environment; Digital marketing strategy; P.O.E.M.
framework, Digital landscape, Digital marketing plan, Digital marketing models.
Learning
Process
Module-2
Internet Marketing and Digital Marketing Mix – Internet Marketing, opportunities and challenges; Digital
marketing framework; Digital Marketing mix, Impact of digital channels on IMC; Search Engine
Advertising: - Pay for Search Advertisements, Ad Placement, Ad Ranks, Creating Ad Campaigns,
Campaign Report Generation Display marketing: - Types of Display Ads - Buying Models - Programmable
Digital Marketing - Analytical Tools - YouTube marketing.
Learning
Process
Module-3
Social Media Marketing – Role of Influencer Marketing, Tools & Plan– Introduction to social media
platforms, penetration & characteristics; Building a successful social media marketing strategy
Facebook Marketing: - Business through Facebook Marketing, Creating Advertising Campaigns,
Adverts, Facebook Marketing Tools Linkedin Marketing: - Introduction and Importance of Linkedin
Marketing, Framing Linkedin Strategy, Lead Generation through Linkedin, Content Strategy, Analytics
and Targeting Twitter Marketing: - Introduction to Twitter Marketing, how twitter Marketing is
different than other forms of digital marketing, framing content strategy, Twitter Advertising
Campaigns Instagram and Snapchat: - Digital Marketing Strategies through Instagram and Snapchat
Mobile Marketing: - Mobile Advertising, Forms of Mobile Marketing, Features, Mobile Campaign
Development, Mobile Advertising Analytics Introduction to social media metrics
Learning
Process
Module-4
Introduction to SEO, SEM, Web Analytics, Mobile Marketing, Trends in Digital Advertising– - Introduction
and need for SEO, How to use internet & search engines; search engine and its working pattern, On-page
and off-page optimization, SEO Tactics - Introduction to SEM Web Analytics: - Google Analytics & Google
AdWords; data collection for web analytics, multichannel attribution, Universal analytics, Tracking code
Trends in digital advertising
Learning
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Process
Module-5
Social Media Channels: Introduction, Key terms and concepts, Traditional media vs Social media. Social
media channels: Social networking. Content creation, Bookmarking & aggregating and Location & social
media. Tracking social media campaigns. Social media marketing: Rules of engagement. Advantages and
challenges. Social Media Strategy: Introduction, Key terms and concepts. Using social media to solve
business challenges. Step-by-step guide to creating a social media strategy. Documents and processes.
Dealing with opportunities and threats. Step-by-step guide for recovering from an online brand attack.
Social media risks and challenges
Learning
Process
from each module.
Books
 Rajkumar Buyya, Christian Vecchiola, and Thamarai Selvi Mastering Cloud. Computing McGraw Hill Education
Reference Books
 Dan C. Marinescu, Cloud Computing Theory and Practice, Morgan Kaufmann, Elsevier 2013.

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CO1 Analyze the use of different electronic media for designing marketing activities L3
CO2 Analyze the role of search engine in improving digital marketing L3
CO3 Analyze role of social media marketing for the given problem L3
CO4 Overcome social media threats with the analysis of technical solutions L2

CO1 X
CO2 X X
CO3
CO4 X X
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Semester- III
Object Oriented Modeling and Design
 Describe the concepts involved in Object-Oriented modeling and their benefits.
 Demonstrate concept of use-case model, sequence model and state chart model for a given problem.
 Explain the facets of the unified process approach to design and build a Software system.
 Translate the requirements into implementation for Object Oriented design.
 Choose an appropriate design pattern to facilitate development procedure.
Module-1
Advanced object and class concepts; Association ends; N-ary associations; Aggregation; Abstract classes; Multiple
inheritance; Metadata; Reification; Constraints; Derived Data; Packages. State Modeling: Events, States,
Transitions and Conditions, State Diagrams, State diagram behaviour.
Learning
Process
Module-2
UseCase Modelling and Detailed Requirements: Overview; Detailed object-oriented Requirements definitions;
System Processes-A use case/Scenario view; Identifying Input and outputs-The System sequence diagram;
Identifying Object Behaviour-The state chart Diagram; Integrated Object-oriented Models.

Learning
Process
Module-3
Process Overview, System Conception and Domain Analysis: Process Overview: Development stages;
Development life Cycle; System Conception: Devising a system concept; elaborating a concept;
preparing a problem statement. Domain Analysis: Overview of analysis; Domain Class model: Domain
state model; Domain interaction model; Iterating the analysis.
Learning
Process
Module-4
Use case Realization :The Design Discipline within up iterations: Object Oriented DesignThe Bridge
between Requirements and Implementation; Design Classes and Design within Class Diagrams;
Interaction Diagrams-Realizing Use Case and defining methods; Designing with Communication
Diagrams; Updating the Design Class Diagram; Package Diagrams Structuring the Major Components;
Implementation Issues for Three-Layer Design
Learning
Process
Module-5
Design Patterns: Introduction; what is a design pattern?, Describing design patterns, the catalogue of
design patterns, Organizing the catalogue, How design patterns solve design problems, how to select a
design patterns, how to use a design pattern; Creational patterns: prototype and singleton (only);
structural patterns adaptor and proxy (only).
Learning
Process
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from each module.
Books
 Michael Blaha, James Rumbaugh: Object Oriented Modelling and Design with UML,2nd Edition, Pearson
Education,
 Satzinger, Jackson and Burd: Object-Oriented Analysis & Design with the Unified Process, Cengage Learning.
 Erich Gamma, Richard Helm, Ralph Johnson and john Vlissides: Design Patterns –Elements of Reusable Object-
Oriented Software, Pearson Education.
Reference Books
 Grady Booch et. al.: Object-Oriented Analysis and Design with Applications,3rd Edition,Pearson
Education,2007.
 Frank Buschmann, RegineMeunier, Hans Rohnert, Peter Sommerlad, Michel Stal: Pattern –Oriented Software
Architecture. A system of patterns , Volume 1, John Wiley and Sons.2007.
 Booch, Jacobson, Rambaugh : Object-Oriented Analysis and Design with Applications, 3rdedition, pearson,
Reprint 2013.


CO1 Explain the concepts of object-oriented and basic class modelling. L2
CO2 Create class diagrams, sequence diagrams and interaction diagrams to solve L3
problems.
CO3 Choose and apply a befitting design pattern for the given problem. L2
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CO1 X
CO2 X X
CO3 X
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Semester- III
NOSQL
 Demonstrate the concepts of unstructured data
 Analyse and Manage the Data using CRUD operations
 Develop the applications using NoSQL
 Realize the concept of Map Reduce its applicability in the real world application development
 Analyze the framework of NOSQL
Module-1
Introduction to NoSQL ,Definition of NoSQL, History of NoSQL and Different NoSQL products.
Exploring NoSQL Exploring Mongo DB Java/Ruby/Python, Interfacing and Interacting with NoSQL.
Learning
Process
Module-2
NoSQL Basics: NoSQL Storage Architecture, CRUD operations with Mongo DB, Querying, Modifying and
Managing. Data Storage in NoSQL: NoSQL Data Stores, Indexing and ordering datasets (Mongo DB/Couch
DB/Cassandra)
Learning
Process
Module-3
Advanced NoSQL, NoSQL in Cloud, Parallel Processing with Map Reduce, Big Data with Hive.

Learning
Process
Module-4
Working with NoSQL, Surveying Database Internals, Migrating from RDBMS to NoSQL, Web Frameworks
and NoSQL, using MySQL as a NoSQL.
Learning
Process
Module-5
Developing Web Application with NOSQL and NOSQL Administration Php and MongoDB, Python and
MongoDB, Creating Blog Application with PHP.
Learning
Process
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 Two assignments each of 20 Marks or one Skill Development Activity of 40 marks to attain the COs and
POs
from each module.
Books
 Professional NOSQL Shashank Tiwari WROX Press
Reference Books
 The Definitive Guide to Mongo DB, The NOSQL Database for cloud and Desktop Computing Eelco Plugge,
Peter Membrey and Tim Hawkins A Press
CO1 Analyse and Manage the Data using CRUD operations L2
CO2 Apply and Develop the applications using NoSQL L3
CO3 Realize the concept of Map Reduce its applicability in the real world application L2
development
CO4 Apply the framework of NOSQL to find the solutions L2
CO1 X
CO2
CO3 X X X
CO4 X X
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Advanced Java and J2EE
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50

 Explain the need for advanced Java concepts like Enumerations and Collections
 Define the working of Strings in Java
 Demonstrate the use of JDBC to access database through Java Programs
 Adapt servlets to build server side programs
Module-1
Enumerations, Autoboxing and Annotations(metadata): Enumerations, Enumeration fundamentals, the values()
and valueOf() Methods, java enumerations are class types,enumerations Inherits Enum, example, type wrappers,
Autoboxing, Autoboxing and Methods, Autoboxing/Unboxing occurs in Expressions, Autoboxing/Unboxing,
Boolean and character values, Autoboxing/Unboxing helps prevent errors, A word of Warning. Annotations,
Annotation basics, specifying retention policy, Obtaining Annotations at run time by use of reflection, Annotated
element Interface, Using Default values, Marker Annotations, Single Member annotations, Built-In annotations.
Teaching-
Learning Chalk and Talk/ PPT / Web resources
Process
Module-2
The collections and Framework: Collections Overview, Recent Changes to Collections, The Collection Interfaces,
The Collection Classes, Accessing a collection Via an Iterator, Storing User Defined Classes in Collections, The
Random Access Interface, Working With Maps, Comparators, The Collection Algorithms, Why Generic
Collections?, The legacy Classes and Interfaces, Parting Thoughts on Collections.
Teaching-
Process
Module-3
String Handling :The String Constructors, String Length, Special String Operations, String Literals, String
Concatenation, String Concatenation with Other Data Types, String Conversion and toString( ) Character
Extraction, charAt( ), getChars( ), getBytes( ) toCharArray(), String Comparison, equals( ) and equalsIgnoreCase(
), regionMatches( ) startsWith( ) and endsWith( ), equals( ) Versus == , compareTo( ) Searching Strings,
Modifying a String, substring( ), concat( ), replace( ), trim( ), Data Conversion Using valueOf( ), Changing the Case
of Characters Within a String, Additional String Methods, StringBuffer , StringBuffer Constructors, length( ) and
capacity( ), ensureCapacity( ), setLength( ), charAt( ) and setCharAt( ), getChars( ),append( ), insert( ), reverse( ),
delete( ) and deleteCharAt( ), replace( ), substring( ), Additional StringBuffer Methods, StringBuilder .
Teaching-
Process
Module-4
Background; The Life Cycle of a Servlet; Using Tomcat for Servlet Development; A simple Servlet; The Servlet API;
The Javax.servlet Package; Reading Servlet Parameter; The Javax.servlet.http package; Handling HTTP Requests
and Responses; Using Cookies; Session Tracking. Java Server Pages (JSP): JSP, JSP Tags, Tomcat, Request String,
User Sessions, Cookies, Session Objects
Teaching-
Process
Module-5
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The Concept of JDBC; JDBC Driver Types; JDBC Packages; A Brief Overview of the JDBC process; Database
Connection; Associating the JDBC/ODBC Bridge with the Database; Statement Objects; ResultSet; Transaction
Processing; Metadata, Data types; Exceptions
Teaching-
Learning Chalk and Talk/ PPT / Case Study
Process
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the outcome
defined for the course.

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced
to 50.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
Books
 Herbert Schildt: JAVA the Complete Reference, 7th/9th Edition, Tata McGraw Hill, 2007.
 Jim Keogh: J2EE-TheCompleteReference, McGraw Hill, 2007.
Reference book:
 Y. Daniel Liang: Introduction to JAVA Programming, 7thEdition, Pearson Education, 2007.
 Stephanie Bodoff et al: The J2EE Tutorial, 2nd Edition, Pearson Education,2004.
 Uttam K Roy, Advanced JAVA programming, Oxford University press, 2015.
Web links and Video Lectures (e-
Resources):
https://youtu.be/pobgvYXsBIo
https://youtu.be/J_d1fJy90GY
Skill Development Activities Suggested

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

CO1 Interpret the need for advanced Java concepts like enumerations and collections in
developing modular and efficient programs L2
CO2 Develop Solutions to problems using Arrays, Structures, Stack, Queues L3
CO3 Illustrate database access and details for managing information using the JDBC API L4
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CO1 X X
CO2 X X X
CO3 X X X
24
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Introduction to Dot Net Framework for Application Development

 Inspect Visual Studio programming environment and toolset designed to build applications
for Microsoft Windows
 Explain Object Oriented Programming concepts in C# programming language.
 Interpret Interfaces and define custom interfaces for application.
 Build custom collections and generics in C#
 Explore events and query data using query expressions
Module-1
Introducing Microsoft Visual C# and Microsoft Visual Studio 2015: Welcome to C#, Working with variables,
operators and expressions, Writing methods and applying scope, Using decision statements, Using compound
assignment and iteration statements, Managing errors and exceptions
Teaching-
Process
Module-2
Understanding the C# object model: Creating and Managing classes and objects, Understanding values and
references, Creating value types with enumerations and structures, Using arrays
Teaching-
Process
Module-3
Understanding parameter arrays, Working with inheritance, Creating interfaces and defining abstract classes,
Using garbage collection and resource management.
Teaching-
Process
Module-4
Defining Extensible Types with C#: Implementing properties to access fields, Using indexers, Introducing generics,
Using collections
Teaching-
Process
Module-5
Enumerating Collections, Decoupling application logic and handling events, Querying inmemory data by using query
expressions, Operator overloading
Teaching-
Process
25
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 The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.

Books
 John Sharp, Microsoft Visual C# Step by Step, 8th Edition, PHI Learning Pvt. Ltd. 2016
Reference Books:
 Christian Nagel, “C# 6 and .NET Core 1.0”, 1st Edition, Wiley India Pvt Ltd, 2016.
Andrew Stellman and Jennifer Greene, “Head First C#”, 3rd Edition, O‟Reilly Publications,
2013.
 Mark Michaelis, “Essential C# 6.0”, 5th Edition, Pearson Education India, 2016.
 Andrew Troelsen, “Prof C# 5.0 and the .NET 4.5 Framework”, 6th Edition, Apress and Dreamtech Press,
2012.
1. https://youtu.be/SXmVym6L8dw
2. https://youtu.be/M5ugY7fWydE


CO1 Build applications on Visual Studio .NET platform by understanding the syntax and
s emantics of C#.
CO2 Demonstrate Object Oriented Programming concepts in C# programming language L3
CO3 D esign custom interfaces for applications and leverage the available built-in interfaces in
building complex applications.
CO 4
Illustrate the use of generics and collections in C#
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PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 X
CO2 X X X X
CO3 X X
CO 4 X X X
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Knowledge Engineering

 Illustrate the basic knowledge representation, problem solving, and learning methods of Artificial
Intelligence.
 Solve problems in Artificial Intelligence using Python.
 Compare the Fuzzy Logic and knowledge processing in expert systems.
Module-1
Problems and Search: What is Artificial Intelligence, The AI Problems, Defining the Problem as a State Space
Search, Problem Characteristics Searching strategies – Generate and Test, Heuristic Search Techniques- Hill
climbing– issues in hill climbing. Python-Introduction to Python- Lists Dictionaries & Tuples in Python- Python
implementation of Hill Climbing
Teaching-
Process
Module-2
Search Methods - Best First Search - Implementation in Python - OR Graphs, The A * Algorithm, Problem
Reduction AND-OR Graphs, The AO* algorithm, Constraint Satisfaction. MINIMAX search procedure, Alpha–Beta
pruning
Teaching-
Process
Module-3
Knowledge representation - Using Predicate logic - representing facts in logic, functions and predicates,
Conversion to clause form, Resolution in propositional logic, Resolution in predicate logic, Unification.
Representing Knowledge Using Rules: Procedural Versus Declarative knowledge, Logic Programming, Forward
versus Backward Reasoning.
Teaching-
Process
Module-4
Learning: What is learning, Rote learning, Learning by Taking Advice, Learning in Problem-solving, Learning from
example: induction, Explanation-based learning.
Teaching-
Process
Module-5
Connectionist Models: Hopfield Networks, Learning in Neural Networks, Applications of Neural Networks,
Recurrent Networks. Connectionist AI and Symbolic AI.
Expert System –Representing and using Domain Knowledge – Reasoning with knowledge– Expert
System Shells –Support for explanation- examples –Knowledge acquisition-examples.
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Teaching-
Process

reduced to 50.

Books
TEXT BOOKS:
 Elaine Rich and Kevin Knight, “Artificial Intelligence”, Tata McGraw-Hill Publishing Company Ltd., New
Delhi, Third Edition, ISBN: 13:978-0-07-008770-5.
 Stuart Russell, Peter Norvig, “Artificial Intelligence- A modern approach”, Pearson Education Asia, Second
Edition, ISBN:81-297-0041-7.
REFERENCE BOOKS:
 Akshar Bharati, Vineet Chaitanya, Rajeev Sangal, “Natural Language Processing: A Paninian
Perspective”, Prentice Hall India Ltd., New Delhi, 1996, ISBN 10: 8120309219.
 Amit Konar, Artificial Intelligence and Soft Computing, CRC Press.
 Dan W.Patterson, “Introduction to Artificial Intelligence and Expert Systems”, Prentice Hall India Ltd.,
New Delhi, 2009, ISBN: 81-203-0777-1.
 Rajendra Akerkar, Introduction to Artificial Intelligence, PHI Learning Pvt. Ltd., 2005, ISBN: 81-203- 2864-
7.
 https://nptel.ac.in/courses/106106140
 https://www.youtube.com/watch?v=z2y1sMrHKDw
 https://www.youtube.com/watch?v=u_TE42-uWD0
 https://www.youtube.com/watch?v=SWddnSmtbLE
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CO1 Recognize the fundamental conceptsof Artificial Intelligence such as knowledge represe ntation,
problem solving, fuzzy set and expert systems
CO2 Impl ement the search methods using Python
CO3 Use the Connectionist Models for solving problems.
Mapping of COS and Pos

CO1 X X
CO2 X X
CO3 X X
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Software Testing

 Explain the essence of Software testing and Debugging
 Illustrate the various types of testing
 Explore how to generate new test cases
Module-1
Basics of Software Testing, Basic Principles, Test case selection and Adequacy
Humans, Errors and Testing, Software Quality; Requirements, Behavior and Correctness, Correctness Vs Reliability;
Testing and Debugging; Test Metrics; Software and Hardware Testing; Testing and Verification; Defect
Management; Execution History; Test Generation Strategies; Static Testing; Test Generation from Predicates.
Sensitivity, Redundancy, Restriction, Partition, Visibility and Feedback, Test Specification and cases, Adequacy
Criteria, Comparing Criteria
Teaching-
Process
Module-2
A perspective on Testing
Basic definitions, Test cases, Insights from a Venn diagram, Identifying test cases, Error and fault taxonomies, Level
of testing, Examples: Generalized pseudo code, The triangle problem, the Next Date function, The commission
problem, The SATM (Simple Automation Teller Machine) problem, The currency converter, Saturn windshield
wiper
Teaching-
Process
Module-3
Boundary value testing, Equivalence class testing, Decision table based testing
Boundary value analysis, Robustness testing, Worst-case testing, special value testing, Examples, Random testing,
Equivalence classes, Equivalence test cases for triangle problem, Next Date function and commission problem,
Guidelines and observations, Decision tables, Test cases for triangle problem
Teaching-
Process
Module-4
Path Testing, Data flow testing, Levels of Testing, Integration Testing
DD Paths, Test coverage metrics, Basis path testing, guidelines and observations, Definition Use testing, Slice based
testing, Guidelines and observations. Traditional view of testing levels, Alternative life cycle models, the SATM
systems, separating integration and system testing, Guidelines and observations.
Teaching-
Process
Module-5
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Fault Based Testing, Planning and Monitoring the Process, Documenting Analysis and Test
Assumptions in fault-based testing, Mutation Analysis, Fault-based Adequacy Criteria; Variations on mutation
Analysis; From Test case specification to Test Cases, Scaffolding, Generic vs. specific Scaffolding, Test Oracles, Self
checks as oracles, Capture and Replay. Quality and Process, Test and Analysis strategies and plans, Risk Planning,
Monitoring the Process, Improving the process, The quality team, Organizing documents, Test strategy document,
Analysis and test plan, Test design specifications documents, Test and analysis reports.
Teaching-
Process


reduced to 50.

Text Books:
o Adithya P.Mathur “ Foundations of Software Testing – Fundamental Algorithms and Techniques”, Pearson
Education India, 2011
o Mauro Pezze, Michael Young, Software testing and Analysis- Process, Principles and Techniques, Wiley India,
2012 Paul C Jorgensen, “Software Testing A Craftsman's Approach”, Auerbach publications, 3rd edition,
2011.
Reference Books:
 KshirasagaraNaik, PriyadarshiTripathy: Software Testing and Quality Assurance, Wiley India 2012
 M.G. Limaye: Software Testing-Principles, Techniques and Tools – McGraw Hill, 2009
 https://youtu.be/OGImfxO2TEU
 https://youtu.be/T3q6QcCQZQg
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CO1 Acquire knowledge of basic principles and knowledge of software testing and Debug ging and test.
L2 cases
CO2 Understand the perceptions on testing like levels of testing, generalized pseudo code and
with related examples L3
CO3 Analyze the difference between functional testing and structural testing. L4
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CO1 X X
CO2 X X
CO3 X X
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Virtual Reality

 Explain the design of VR technology relates to human perception and cognition.
 Discuss about applications of VR and conduct of scientific research, training and industrial design.
 Describe the fundamental aspects of designing and implementing rigorous empirical
experiments using VR.
 Evaluating good and bad virtual interfaces.
Module-1
Introduction to Virtual Reality :
Defining Virtual Reality, History of VR, Human Physiology and Perception, Key Elements of Virtual Reality
Experience, Virtual Reality System, Interface to the Virtual World-Input & output- Visual, Aural & Haptic Displays,
Applications of Virtual Reality.
Teaching-
Learning Chalk and Talk/ PPT
Process
Module-2
Representing the Virtual World :
Representation of the Virtual World, Visual Representation in VR, Aural Representation in VR and Haptic
Representation in VR
Teaching-
Process
Module-3
The Geometry of Virtual Worlds & The Physiology of Human Vision:
Geometric Models, Changing Position and Orientation, Axis-Angle Representations of Rotation, Viewing
Transformations, Chaining the Transformations, Human Eye, eye movements &
implications for VR.
Teaching-
Learning Chalk and Talk/ PPT / Web Resources: https://www.youtube.com/watch?v=7HbBknJcHUM
Process
Module-4
Visual Perception & Rendering :
Visual Perception - Perception of Depth, Perception of Motion, Perception of Color, Combining Sources of
Information Visual Rendering -Ray Tracing and Shading Models, Rasterization, Correcting Optical Distortions,
Improving Latency and Frame Rates
Teaching-
Process
Module-5
Motion & Tracking :
Motion in Real and Virtual Worlds- Velocities and Accelerations, The Vestibular System, Physics in the Virtual World,
Mismatched Motion and Vection Tracking- Tracking 2D & 3D Orientation, Tracking Position and Orientation,
Tracking Attached Bodies
Teaching-
Process
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 Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks

to 50.
from each module.

Books
1. Virtual Reality, Steven M. LaValle, Cambridge University Press, 2016.
2. Understanding Virtual Reality: Interface, Application and Design, William R Sherman and Alan B
Craig, (The Morgan Kaufmann Series in Computer Graphics)”. Morgan Kaufmann Publishers, San
Francisco, CA, 2002.
3. Developing Virtual Reality Applications: Foundations of Effective Design, Alan B Craig, William R
Sherman and Jeffrey D Will, Morgan Kaufmann, 2009
REFERENCE BOOKS:
1. Gerard Jounghyun Kim, “Designing Virtual Systems: The Structured Approach”, 2005.
2. Doug A Bowman, Ernest Kuijff, Joseph J LaViola, Jr and Ivan Poupyrev, “3D User Interfaces, Theory
and Practice”, Addison Wesley, USA, 2005.
3. Oliver Bimber and Ramesh Raskar, “Spatial Augmented Reality: Meging Real and Virtual
Worlds”, 2005.
4. Burdea, Grigore C and Philippe Coiffet, “Virtual Reality Technology”, Wiley Interscience,
India, 2003
 https://nptel.ac.in/courses/106106138
 https://www.youtube.com/watch?v=XLP4YTpUpBI
 https://www.youtube.com/watch?v=w6badCKzmXU
 https://www.youtube.com/watch?v=DU3IiqUWGcU

CO1 Build application on how VR systems work and list the applications of VR L3
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CO2 Design and implement the hardware that enables VR systems to be built L4
CO3 Explain the concepts of motion and tracking in VR systems. L4
CO 4 Explore the importance of interaction and audio in VR systems. L3
CO1 X X
CO2 X X
CO3 X X
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Template
PROJECT WORK
PHASE – 1
Course Code 22MCAL35 CIE Marks 100
Number of contact Hours/Week 2 SEE Marks --
Credits 02 Exam Hours --
Course objectives:
 Support independent learning.
 Guide to select and utilize adequate information from varied
resources maintaining ethics.
 Guide to organize the work in the appropriate manner and present
information (acknowledging the sources) clearly.
 Develop interactive, communication, organisation, time management, and
presentation skills.
 Impart flexibility and adaptability.
 Inspire independent and team working.
 Expand intellectual capacity, credibility, judgement, intuition.
 Adhere to punctuality, setting and meeting deadlines.
 Instil responsibilities to oneself and others.
 Train students to present the topic of project work in a seminar without any
fear, face audience confidently, enhance communication skill, involve in group
discussion to present and exchange ideas.
Project Phase-1 Students in consultation with the guide/s shall carry out literature
survey/ visit industries to finalize the topic of the Project. Subsequently, the students
shall collect the material required for the selected project, prepare synopsis and
narrate the methodology to carry out the project work.
Seminar: Each student, under the guidance of a Faculty, is required to
 Present the seminar on the selected project orally and/or through power
point slides.
 Answer the queries and involve in debate/discussion.
 Submit two copies of the typed report with a list of references.
The participants shall take part in discussion to foster friendly and stimulating
environment in which the students are motivated to reach high standards and become
self-confident.
Course outcomes:
At the end of the course the student will be able to:
 Demonstrate a sound technical knowledge of their selected project topic.
 Undertake problem identification, formulation, and solution.
 Design engineering solutions to complex problems utilising a systems approach.
 Communicate with engineers and the community at large in written an oral
forms.
 Demonstrate the knowledge, skills and attitudes of a professional engineer.
Continuous Internal Evaluation
CIE marks for the project report (50 marks), seminar (30 marks) and question and
answer (20 marks) shall be awarded (based on the quality of report and presentation
skill, participation in the question and answer session by the student) by the
committee constituted for the purpose by the Head of the Department. The committee
shall consist of three faculty from the department with the senior most acting as the
Chairperson.
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Template
Data Analytics Lab with Mini-Project

Teaching Hours/Week (L:T:P: S) 0:4:0 SEE Marks 50
Course objectives:
 Develop python program to perform search/sort on a given data set
 Demonstrate object oriented principles
 Demonstrate data visualization using Numpy for a given problem
 Demonstrate regression model for a given problem
 Design and develop an application for the given problem
Sl.NO Experiments
1 Write a Python program to perform linear search
2 Write a Python program to insert an element into a sorted list
3 Write a python program using object oriented programming to demonstrate encapsulation,

overloading and inheritance
4 Implement a python program to demonstrate

1) Importing Datasets 2) Cleaning the Data 3) Data frame manipulation using Numpy
5 Implement a python program to demonstrate the following using NumPy

a) Array manipulation, Searching, Sorting and splitting.
b) broadcasting and Plotting NumPy arrays
6 Implement a python program to demonstrate

Data visualization with various Types of Graphs using Numpy
7 Write a Python program that creates a mxn integer array and Prints its attributes using
matplotlib
8 Write a Python program to demonstrate the generation of linear regression models.
9 Write a Python program to demonstrate the generation of logistic regression models using
10 Write a Python program to demonstrate Time series analysis with Pandas.
11 Write a Python program to demonstrate Data Visualization using Seaborn
Part B
1 Students shall carry out a mini project using python/pandas to demonstrate the data
analysis
2 A team of two students must develop the mini project. However during the
examination, each student must demonstrate the project individually.
3 The team must submit a brief project report (20-25 pages) that must include the
following
a. Introduction b. Requirement Analysis c. Software Requirement Specification
d. Analysis and Design, e. Implementation f. Testing
4 Brief synopsis not more than two pages to be submitted by the team as per the
format given. It is recommended that students to do prior art search as part of
literature survey before submitting the synopsis for the Mini/Major projects.
5 Rubrics may be used to evaluate the Mini-Project
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Template
Course outcomes (Course Skill Set):

CO1:Apply object-oriented programming concepts to develop dynamic interactive Python Applications.
CO2: Use the procedural statements: assignments, conditional statements, loops, method calls and arrays
CO3: Design, code, and test small Python programs with a basic understanding of top-down Design.
CO4: Learn how to create GUI and solve real-world problem using language idioms, data structures and standard
library

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 50% of the maximum marks. A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each course. The student has to secure not less than 40% of maximum marks in the
semester-end examination(SEE). In total of CIE and SEE student has to secure 50% maximum
marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software
experiments designed by the faculty who is handling the laboratory session and is made
known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each
experiment write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of
maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after
the 8th week of the semester and the second test shall be conducted after the 14th week of
the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of
two tests is the total CIE marks scored by the student.
Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
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Template
appointed by the University.

All laboratory experiments are to be included for practical examination.
(Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.
Students can pick one question (experiment) from the questions lot prepared by the internal
/external examiners jointly.
Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly
by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 10% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours
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IoT Laboratory with Mini Project
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Course objectives:
 Demonstrate theIoT architecture design for a given problem
 Apply IOT techniques for a given problem
 Analyse the application protocol, transport layer methods for the given business case.
Sl.NO Experiments
1 Run some python programs on Pi like: Read your name and print Hello message with name
Read two numbers and print their sum, difference, product and division. Word and character
count of a given string Area of a given shape (rectangle, triangle and circle) reading shape and
appropriate values from standard input Print a name „n‟ times, where name and n are read
from standard input, using for and while loops. Handle Divided by Zero Exception. Print
current time for 10 times with an interval of 10 seconds. Read a file line by line and print the
word count of each line
2
Get input from two switches and switch on corresponding LEDs
3
Flash an LED at a given on time and off time cycle, where the two times are taken from a file
4 Switch on a relay at a given time using cron, where the relay’s contact terminals are
connected to a load.
5
Access an image through a Pi web cam
6
Control a light source using web page.
7
Implement an intruder system that sends an alert to the given email
8
Get the status of a bulb at a remote place (on the LAN) through web.
Demonstration Experiments ( For CIE ) if any

9 Get an alarm from a remote area (through LAN) if smoke is detected
10 A team of two students must develop the mini project. However during the examination, each student
must demonstrate the project individually
11 The team must submit a brief project report (20-25 pages) that must include the following
a. Introduction b. Requirement Analysis c Software Requirement Specification
d. Analysis and Design, e. Implementation f. Testing
12 .Brief synopsis not more than two pages to be submitted by the team as per the format
given. It is recommended that students to do prior art search as part of literature
survey before submitting the synopsis for the Mini/Major projects
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Course outcomes (Course Skill Set):
 Design and develop an application for the given problem for the societal/industrial problems
 Develop python program by applying suitable feature for the given problem and verify the output
 Build intruder system that sends an alert to the given email

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 50% of the maximum marks. A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each course. The student has to secure not less than 40% of maximum marks in the
semester-end examination(SEE). In total of CIE and SEE student has to secure 50% maximum
marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software
experiments designed by the faculty who is handling the laboratory session and is made
known to students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each
experiment write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after
the 8th week of the semester and the second test shall be conducted after the 14th week of
the semester.
 In each test, test write-up, conduction of experiment, acceptable result, and
procedural knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and
learning ability.
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of
two tests is the total CIE marks scored by the student.
Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
All laboratory experiments are to be included for practical examination.
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(Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.
Students can pick one question (experiment) from the questions lot prepared by the internal
/external examiners jointly.
Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly
by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 10% Marks allotted to the procedure part
to be made zero.
The duration of SEE is 03 hours
NOTE:
Part A:The student should have hands on experience in using various sensors like temperature,
humidity, smoke, light, etc. and should be able to use control web camera, network, and relays
connected to the Pi.
Part B:Each students has to execute one program picked from Part-A during the semester end
examination. In SEE Part-A and Part-B shall be given 50% weightage each.
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Societal Project
Number of contact Hours/Week 2 SEE Marks
Course objectives:
 Build creative solutions for development problems of current scenario in the Society.
 Utilize the skills developed in the curriculum to solve real life problems.
 Improve understanding and develop methodology for solving complex issues.
Some of the domains to choose for societal projects:

 Infrastructure
 Health Care
 Social security
 Security for women
 Transportation
 Business Continuity
 Remote working and Education
 Digital Finance
 Food Security
 Rural employment
 Water and land management
 Pollution
 Financial Independence
 Agricultural Finance
 Primary Health care
 Nutrition
 Child Care
 E-learning
 Distance parenting
 Mentorship Etc
Course outcomes:
 Building solution for real life societal problems.
 Improvement of their technical/curriculum skills

Identifying the real life problems and producing literature report : 20 marks
Data sampling and Cleaning :10 Marks
Establishing the right Objective: 10 Marks
Developing the solution : 20 Marks
Propagating the solution to the stake holders 1)Lectures 2)Social Meetings 3)Social media 4)Street plays
5)Advertisement Either of the 3(evidence of the work through Jio tag photo)
Project Report: 20 marks. The basis for awarding the marks shall be the involvement of the student in the
project and in the preparation of project report. To be awarded by the internal guide in consultation with
external guide if any. Certified by stake holders and authorized by concerned government authorities.
Project Presentation: 10 marks.
The Project Presentation marks of the Project Work Phase -II shall be awarded by the committee constituted
for the purpose by the Head of the Department. The committee shall consist of three faculty from the
department with the senior most acting as the Chairperson.
Evalution: 10 marks.
The student shall be evaluated based on the ability in the Question and Answer session for 10 marks.
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INTERNSHIP
Number of contact Hours/Week 3 SEE Marks 50
Course objectives:
Internship/Professional practice provide students the opportunity of hands-on experience that include
personal training, time and stress management, interactive skills, presentations, budgeting, marketing, liability
and risk management, paperwork, equipment ordering, maintenance, responding to emergencies etc. The
objective are further,
To put theory into practice.
To expand thinking and broaden the knowledge and skills acquired through course work in the field.
To relate to, interact with, and learn from current professionals in the field.
To gain a greater understanding of the duties and responsibilities of a professional.
To understand and adhere to professional standards in the field.
To gain insight to professional communication including meetings, memos, reading, writing, public speaking,
research, client interaction, input of ideas, and confidentiality.
To identify personal strengths and weaknesses.
To develop the initiative and motivation to be a self-starter and work independently.
Internship/Professional practice: Students under the guidance of internal guide/s and external guide shall
take part in all the activities regularly to acquire as much knowledge as possible without causing any
inconvenience at the place of internship.
Seminar: Each student, is required to
 Present the seminar on the internship orally and/or through power point slides.
 Submit the report duly certified by the external guide.
 The participants shall take part in discussion to foster friendly and stimulating environment in which
the students are motivated to reach high standards and become self-confident.
Course outcomes:
 Gain practical experience within industry in which the internship is done.
 Acquire knowledge of the industry in which the internship is done.
 Apply knowledge and skills learned to classroom work.
 Develop a greater understanding about career options while more clearly defining personal career goals.
 Experience the activities and functions of professionals.
 Develop and refine oral and written communication skills.
 Identify areas for future knowledge and skill development.
 Expand intellectual capacity, credibility, judgment, intuition.
 Acquire the knowledge of administration, marketing, finance and economics.

CIE marks for the Internship/Professional practice report (20 marks), seminar (20 marks) and question and
answer session (10 marks) shall be awarded (based on the quality of report and presentation skill,
participation in the question and answer session by the student) by the committee constituted for the purpose
by the Head of the Department. The committee shall consist of three faculty from the department with the
senior most acting as the Chairperson.
Semester End Examination

SEE marks for the internship report (20 marks), seminar (20 marks) and question and answer session (10
marks) shall be awarded (based on the quality of report and presentation skill, participation in the question
and answer session) by the examiners appointed by the University.
46
@#251020
Semester- IV
Deep Learning
 Demonstrate the basics of deep learning for a given context.
 Implement various deep learning models for the given problem
 Realign high dimensional data using reduction techniques for the given problem
 Analyze optimization and generalization techniques of deep learning for the given problem.
 5. Evaluate the given deep learning application and enhance by applying latest techniques
Module-1
Introduction to machine learning- Linear models (SVMs and Perceptron’s, logistic regression)- Intro to Neural
Nets: What a shallow network computes- Training a network: loss functions, back propagation and stochastic
gradient descent- Neural networks as universal function approximates
Learning
Process
Module-2
DEEP NETWORKS : History of Deep Learning- A Probabilistic Theory of Deep Learning- Back propagation and
regularization, batch normalization- VC Dimension and Neural Nets-Deep Vs Shallow Networks Convolutional
Networks- Generative Adversarial Networks (GAN), Semi- supervised Learning

Learning
Process
Module-3
DIMENTIONALITY REDUCTION : Linear (PCA, LDA) and manifolds, metric learning - Auto encoders
and dimensionality reduction in networks - Introduction to Convnet - Architectures – AlexNet, VGG,
Inception, ResNet - Training a Convnet: weights initialization, batch normalization, hyper parameter
optimization
Learning
Process
Module-4
OPTIMIZATION AND GENERALIZATION Optimization in deep learning– Non-convex optimization for
deep networks- Stochastic Optimization Generalization in neural networks- Spatial Transformer
Networks- Recurrent networks, LSTM - Recurrent Neural Network Language Models- Word-Level RNNs
& Deep Reinforcement Learning - Computational & Artificial Neuroscience
Learning
Process
Module-5
CASE STUDY AND APPLICATIONS Imagenet- Detection-Audio Wave Net-Natural Language Processing
Word2Vec - Joint Detection Bio Informatics- Face Recognition- Scene Understanding- Gathering Image
Captions
Learning
Process
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from each module.
Books
1. Cosma Rohilla Shalizi, Advanced Data Analysis from an Elementary Point of View,2015.
Reference Books
 Deng & Yu, Deep Learning: Methods and Applications, Now Publishers, 2013.
 Ian Good fellow, Yoshua Bengio, Aaron Courville, Deep Learning, MIT Press, 2016.
 3. Michael Nielsen, Neural Networks and Deep Learning, Determination Press, 2015.


CO1 Illustrate the basics of deep learning for a given context L2
CO2 Apply various deep learning models for the given problem L3
CO3 Realign high dimensional data using reduction techniques for the given problem L2
CO4 Apply and Analyze optimization and generalization techniques for the given problem L2
CO5 Application of latest deep learning techniques and to enhance the results.. L3
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CO1
CO2
CO3 X X X X
CO4
CO5 X X X
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Semester- IV
Big Data Analytics
 Identify the business problem for a given context and frame the objectives to solve it through data analytics
tools.
 Apply various algorithms for handling large volumes of data.
 Illustrate the architecture of HDFS and explain functioning of HDFS clusters.
 Analyze the usage of Map-Reduce techniques for solving big data problems.
 Conduct experiment with various datasets for analysis / visualization and arrive at valid conclusions.
Module-1
Big Data and Analytics
Example Applications, Basic Nomenclature, Analysis Process Model, Analytical Model Requirements , Types of Data
Sources, Sampling, Types of Data Elements, Data Exploration, Exploratory Statistical Analysis, Missing Values,
Outlier Detection and Treatment, Standardizing Data Labels, Categorization
Learning
Process
Module-2
Big Data Technology
Hadoop’s Parallel World, Data discovery, Open source technology for Big Data Analytics, Cloud and Big Data,
Predictive Analytics, Mobile Business Intelligence and Big Data, Crowd Sourcing Analytics, Inter- and Trans-
Firewall Analytics.
Learning
Process
Module-3
Meet Hadoop
Data, Data Storage and Analysis, Comparison with Other Systems, RDBMS, Grid Computing, Volunteer
Computing, A Brief History of Hadoop, Apache Hadoop and the Hadoop Ecosystem Hadoop Releases
Response.
Learning
Process
Module-4
The Hadoop Distributed File system
The Design of HDFS, HDFS Concepts, Blocks, Namenodes and Datanodes, HDFS Federation, HDFS High-
Availability, The Command-Line Interface, Basic Filesystem Operations, Hadoop Filesystems Interfaces,
The Java Interface, Reading Data from a Hadoop URL, Reading Data Using the FileSystem API, Writing
Data, Directories, Querying the Filesystem, Deleting Data, Data Flow Anatomy of a File Read, Anatomy of
a File Write, Coherency Model, Parallel Copying with distcp Keeping an HDFS Cluster Balanced, Hadoop
Archives.
Learning
Process
Module-5
A Weather Dataset ,Data Format, Analysing the Data with Unix Tools, Analyzing the Data with Hadoop,
Map and Reduce, Java MapReduce, Scaling Out, Data Flow, Combiner functions, Running a Distributed
MapReduce Job, Hadoop Streaming, Hadoop Pipes, Compiling and Running, Developing a MapReduce
Application, The Configuration API, Combining Resources, Variable Expansion, Configuring the
Development Environment, Managing Configuration,
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Generic Options Parser, Tool and Tool Runner, Writing a Unit Test, Mapper, Reducer, Running Locally on
Test Data, Running a Job in a Local Job Runner, Testing the Driver, Running on a Cluster, Packaging,
Launching a Job, The MapReduce Web UI, Retrieving the Results, Debugging a Job, Hadoop Logs, Remote
Debugging.
Learning
Process
from each module.
Books
1. Bart Baesens, “Analytics in a Big Data World: The Essential Guide to Data Science and its Applications” Wiley.
2. Michael Minelli, Michehe Chambers, “Big Data, Big Analytics: Emerging Business Intelligence and Analytic
Trends for Today‟s Businesses”, 1st Edition, Michael Minelli, Michele Chambers, AmbigaDhiraj, Wiley CIO
Series, 2013.
3. Tom White, “Hadoop: The Definitive Guide”, 3rd Edition, O‟reilly, 2012.
Reference Books
 Boris Lublinsky, Kevin T. Smith, Alexey Yakubovich, “Professional Hadoop Solutions”, Wiley, ISBN:
9788126551071, 2015.
 Chris Eaton, Dirk deroos et al., “Understanding Big data”, McGraw Hill, 2012.
 Vignesh Prajapati, “Big Data Analytics with R and Haoop”, Packet Publishing 2013.
 Tom Plunkett, Brian Macdonald et al, “Oracle Big Data Handbook”, Oracle Press, 2014.

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CO1 Apply analytical tools to identify and solve the business problem for a given context. L2
CO2 Analyse various algorithms for handling large volumes of data. L3
CO3 Apply the architecture of HDFS and explain functioning of HDFS clusters. L2
CO4 Analyse the usage of Map-Reduce techniques for solving big data problems. L2
CO5 Carryout experiments on various datasets for analysis / visualization. L3

CO1
CO2
CO3 X X X X
CO4
CO5 X X X
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Semester- IV
Wireless Ad Hoc Networks
 Illustrate the issues of ad-hoc wireless network
 Demonstrate the existing network and improve its quality of service
 Demonstrate to choose appropriate protocol for various applications and design the architecture
 Analyze the security measures present at different levels
 Analyze energy consumption and management in ad-hoc wireless networks
Module-1
Ad-hoc Wireless Networks Introduction, Issues in Ad-hoc Wireless Networks, Ad-hoc Wireless Internet; MAC
Protocols for Ad-hoc Wireless Networks: Introduction, Issues in Designing a MAC Protocol, Design Goals of MAC
Protocols, Classification of MAC protocols, Contention- Based Protocols, Contention-Based Protocols with
Reservation Mechanisms, Contention-Based Protocols with Scheduling Mechanisms, MAC Protocols that Use
Directional Antennas
Learning
Process
Module-2
Routing Protocols for Ad-hoc Wireless Networks Introduction, Issues in Designing a Routing Protocol for Ad-hoc
Wireless Networks; Classification of Routing Protocols; Table Driven Routing Protocols; On-Demand Routing
Protocols, Hybrid Routing Protocols, Hierarchical Routing Protocols and Power-Aware Routing Protocols.

Learning
Process
Module-3
Multicast Routing in Ad-hoc Wireless Networks Introduction, Issues in Designing a Multicast Routing
Protocol, Operation of Multicast Routing Protocols, An Architecture Reference Model for Multicast
Routing Protocols, Classifications of Multicast Routing Protocols, Tree-Based Multicast Routing
Protocols and Mesh-Based Multicast Routing Protocols.
Learning
Process
Module-4
Transport Layer and Security Protocols for Ad-hoc Networks: Introduction, Issues in Designing a
Transport Layer Protocol; Design Goals of a Transport Layer Protocol; Classification of Transport Layer
Solutions; TCP over Transport Layer Solutions; Other Transport Layer Protocols for Ad-hoc Networks;
Security in Ad-hoc Wireless Networks, Issues and Challenges in Security Provisioning, Network Security
Attacks, Key Management and Secure Touting Ad-hoc Wireless Networks.
Learning
Process
Module-5
Quality of Service and Energy Management in Ad-hoc Wireless Networks: Introduction, Issues and
Challenges in Providing QoS in Ad-hoc Wireless Networks, Classification of QoS Solutions, MAC Layer
Solutions, Network Layer Solutions; Energy Management in Ad-hoc Wireless Networks: Introduction,
Need for Energy Management in Ad-hoc Wireless Networks, Classification of Energy Management
Schemes, Battery Management Schemes, Transmission Management Schemes, System Power
Management Schemes.
@#251020 5
Learning
Process
from each module.
Books
1. Ad-hoc Wireless Networks, C. Siva Ram Murthy& B. S. Manoj, Pearson Education, 2nd Edition, 2011
Reference Books
 Ad-hoc Wireless Networks, Ozan K. Tonguz and John Wiley, 2007 ,Gianguigi Ferrari
 Ad-hoc ireless Networking. Xiuzhen Cheng, Xiao Hung, Ding-Zhu Du, Kluwer Academic Publishers, 2004
 Ad-hoc Mobile Wireless Networks- Protocols and Systems, C.K. Toh, Pearson Education, 2002


CO1 Analyze the issues of ad-hoc wireless network L2
CO2 Evaluate the existing network and improve its quality of service L3
CO3 Choose appropriate protocol for various applications and design the architecture L2
CO4 Examine security measures present at different levels and identify the possible L2
improvements for the latest version of the ad hoc network IEEE standard
CO5 Analyze energy consumption and management in ad-hoc wireless networks L3
@#251020 5
CO1
CO2
CO3 X X X X
CO4
CO5 X X
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Semester- IV
Software Project Management
 Apply the practices and methods for successful software project management
 Identifytechniquesforrequirements,policiesanddecisionmakingforeffectiveresource management
 Illustratetheevaluationtechniquesforestimatingcost,benefits,scheduleandrisk
 Devise a framework for software project management plan for a ctivities, risk, monitoring and control
 5. Design a framework to manage people
Module-1
INTRODUCTION TO SOFTWARE PROJECT MANAGEMENT
Introduction, Why is Software Project Management important? What is a Project?, Contract Management, Activities
Covered by Software Project Management, Plans, Methods and Methodologies, Some ways of categorizing software
projects, Stakeholders, Setting Objectives, Business Case, Project Success and Failure, What is Management?
Management Control, Traditional versus Modern Project Management Practices
Learning
Process
Module-2
PROJECT EVALUATION & FINANCE
Evaluation of Individual Projects, Cost Benefit Evaluation Techniques, Risk Evaluation, Programme Management,
Managing allocation of Resources within Programmes, Financial Accounting–An overview– Accounting concepts,
Principles & Standards, Ledger posting, Trial balance, Profit and Loss account Balance sheet

Learning
Process
Module-3
ACTIVITY PLANNING
Objectives of Activity Planning, When to Plan, Project Schedules, Sequencing and Scheduling Activities,
Network Planning Models, Forward Pass– Backward Pass, Identifying critical path, Activity Float,
Shortening Project Duration, Activity on Arrow Networks Risk Management, Nature of Risk, Categories
of Risk, A framework for dealing with Risk, Risk Identification, Risk analysis and prioritization, risk
planning and risk monitoring.
Learning
Process
Module-4
MONITORING AND CONTROL
Creating the Framework, Collecting the Data, Review, Project Termination Review, Visualizing Progress,
Cost Monitoring, Earned Value Analysis, Prioritizing Monitoring, Getting Project Back To Target, Change
Control, Software Configuration Management
Learning
Process
Module-5
MANAGING PEOPLE AND WORKING IN TEAMS
Introduction, Understanding Behavior, Organizational Behavior:A Background, Selecting the Right
Person for the Job, Instruction in the Best Methods, Motivation, The Oldham–Hackman Job
Characteristics Model, Stress–Health and Safety Working In Teams, Becoming a Team, Decision Making,
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Leadership.

Learning
Process
from each module.
Books
 Bob Hughes, Mike Cotterell, Rajib Mall, “Software Project Management”, Fifth Edition,Tata McGraw Hill,
2011.
 “Accounting for Management” Jawahar Lal, 5th Edition, Wheeler Publications, Delhi.
Reference Books
 Jack Marchewka,” Information Technology-Project Management”, Wiley Student Version, 4th Edition,
2013.
 James P Lewis, ”Project Planning, Scheduling & Control”, McGraw Hill, 5th Edition, 2011.
 3. Pankaj Jalote, ”Software Project Management in Practise”, Pearson Education, 2002.

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CO1 Apply theoretical concepts for projects management L2
CO2 Planning for resources allocation with case studies. L3
CO3 Solving problems related to risk identification, cost based analysis, etc. L2
CO4 Managing and working in team L2

CO1 X X
CO2 X
CO3 X
CO4 X X
@#251020 5
Semester- IV
Software Defined Networks
 Demonstrate the fundamentals of Software Defined Networks for the given problem
 Illustrate the basics of Software Defined Networks Operations and Data flow
 Demonstrate different Software Defined Network Operations and Data Flow
 Analyse alternative definitions of Software Defined Networks
 Apply different Software Defined Network Operations in real world problem
Module-1
Introduction to SDN
Understanding the SDN, Understanding the SDN technology, Control Plane, Data Plane, Moving information
between planes, separation of the control and data planes, Distributed control planes, Load Balancing, Creating the
MPLS Overlay, Centralized control planes.
Learning
Process
Module-2
Working of SDN
Evaluation of Switches and Control planes, SDN Implications, Data centre Needs, Forerunner of SDN, Software Defines
Networks is Born, Sustain SDN interoperability, Open source contribution, Fundamental Characteristics of SDN, SDN
Operations, SDN Devices, SDN Controllers, SDN Applications, Alternate SDN methods.

Learning
Process
Module-3
The Open Flow Specifications
Open Flow Overview, Open Flow Basics, Open Flow 1.0 additions, Open Flow 1.1 additions, Open Flow
1.2 additions, Open Flow 1.3 additions, Open Flow limitations.
Learning
Process
Module-4
SDN via APIS, SDN via Hypervisor-Based Overlays, SDN via Opening up the device, Network function virtualization,
Alternative Overlap and Ranking.

Learning
Process
Module-5
Data centres definition, Data centres demand, tunnelling technologies for Data centres Path technologies
in data centres, Ethernet fabrics in Data centres, SDN use case in Data centres.
Learning
Process
@#251020 5
from each module.
Books
 Software Defined Networking by Thomas D Nadeau and Ken Gray.
 Software Define Networks, A Comprehensive Approach, Paul Goransson, Chuck Black. MK Publications.
Reference Books
 Software Defined Networking for Dummies brought you by cisco, Brian Underdahl and Gary Kinghorn.


CO1 Apply the fundamentals of Software Defined Networks for the given problem L3
CO2 Illustrate the basics of Software Defined Networks Operations and Data flow. L2
CO3 Apply different Software Defined Network Operations and Data Flow L3
CO4 Analyse alternative definitions of Software Defined Networks L3
CO5 Apply different Software Defined Network Operations in real world problem L3
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CO1 X
CO2 X X
CO3 X
CO4 X X X
CO5 X X X
@#251020 6
Semester- IV
IT Project management
 Discuss about the Software Project Planning and Evaluation techniques.
 Explain about manage projects at each stage of the software development life cycle (SDLC).
 Analyze the activity of planning and risk management principles.
 Apply agile technique to manage software projects and control software deliverables.
 To develop skills to manage the various phases involved in project management and people management.
Module-1
PROJECT EVALUATION AND PROJECT PLANNING
Importance of Software Project Management – Activities - Methodologies – Categorization of Software Projects –
Setting objectives – Management Principles – Management Control – Project portfolio Management – Cost-benefit
evaluation technology – Risk evaluation – Strategic program
Management – Stepwise Project Planning.
Learning
Process
Module-2
PROJECT LIFE CYCLE AND EFFORT ESTIMATION
Software process and Process Models – Choice of Process models - Rapid Application development – Agile methods –
Dynamic System Development Method – Extreme Programming– Managing interactive processes – Basics of Software
estimation – Effort and Cost estimation techniques –
COSMIC Full function points - COCOMO II - a Parametric Productivity Model.
Learning
Process
Module-3
PROJECT MANAGEMENT AND CONTROL
Framework for Management and control – Collection of data – Visualizing progress – Cost monitoring
– Earned Value Analysis – Prioritizing Monitoring – Project tracking – Change control – Software
Configuration Management – Managing contracts – Contract Management.

Learning
Process
Module-4
ACTIVITY PLANNING AND RISK MANAGEMENT
Objectives of Activity planning – Project schedules – Activities – Sequencing and scheduling – Network Planning models
– Formulating Network Model – Forward Pass & Backward Pass techniques – Critical path (CRM) method – Risk
identification – Assessment – Risk Planning –Risk Management – – PERT technique – Monte Carlo simulation –
Resource Allocation – Creation of
critical paths – Cost schedules.
Learning
Process
Module-5
STAFFING IN SOFTWARE PROJECTS
Managing people – Organizational behavior – Best methods of staff selection – Motivation – The Oldham –
Hackman job characteristic model – Stress – Health and Safety – Ethical and Professional concerns – Working in
teams – Decision making – Organizational structures – Dispersed and Virtual teams – Communications genres –
Communication plans – Leadership.
@#251020 6
Learning
Process
from each module.
Books
Bob Hughes, Mike Cotterell and Rajib Mall: Software Project Management – Fifth Edition, Tata McGraw Hill, New
Delhi, 2012.
Reference Books
 Robert K. Wysocki ―Effective Software Project Management‖ – Wiley Publication, 2011.
 Walker Royce: ―Software Project Management‖- Addison-Wesley, 1998.Cyber Law simplified- VivekSood,
Mc-GrawHill, 11th reprint , 2013
 Gopalaswamy Ramesh, ―Managing Global Software Projects‖ – McGraw Hill Education (India), Fourteenth
Reprint 2013.

@#251020 6
CO1 Recognize knowledge about the basic project management concepts, framework and the L2
process models.
CO2 Identify knowledge about software process models and software effort estimation L2
techniques.
CO3 Define the checkpoints, project reporting structure, project progress and tracking L2
mechanisms using project management principles.

CO1 x x x
CO2 x x
CO3 x x
@#251020 6
Semester- IV
Semantic Web & Social Networks
 Learn Web Intelligence
 Describe how the Semantic Web provides the key in aggregating information across
heterogeneous sources
 Learn Knowledge Representation for the Semantic Web
 Explain the analysis of the social Web and the design of a new class of applications
Module-1
Web Intelligence Thinking and Intelligent Web Applications, The Information Age ,The World Wide Web,
Limitations of Today’s Web, The Next Generation Web, Machine Intelligence, Artificial Intelligence,
Ontology, Inference engines, Software Agents, Berners-Lee www, Semantic Road Map, Logic on the
semantic Web.
Teaching- Chalk and talk/PPT/case study/web content:
Learning https://www.youtube.com/watch?v=Uiql42PGW6Y
Process
Module-2
Knowledge Representation for the Semantic Web Ontology’s and their role in the semantic web,
Ontologies Languages for the Semantic Web – Resource Description Framework(RDF) / RDF Schema,
Ontology Web Language(OWL), UML, XML/XML Schema.
Teaching- Chalk and talk/PPT/case study/web content: https://www.youtube.com/watch?

Learning v=rAkSY5Ha9vk
Process
Module-3
Ontology Engineering, Constructing Ontology, Ontology Development Tools, Ontology Methods, Ontology
Sharing and Merging, Ontology Libraries and Ontology Mapping, Logic, Rule and Inference Engines.
Teaching- Chalk and talk/PPT/case study/web content: https://youtu.be/rhgUDGtT2EM?

Learning list=PLvgeTuKrhSLPbYlF0gW3V2ivGqevTQlCf
Process
Module-4
Semantic Web Applications, Services and Technology Semantic Web applications and services, Semantic
Search, e-learning, Semantic Bioinformatics, Knowledge Base ,XML Based Web Services, Creating an OWL-S
Ontology for Web Services, Semantic Search Technology, Web Search Agents and Semantic Methods

Learning https://www.youtube.com/watch?v=aPlyXvEtUHM
Process
Module-5
Social Network Analysis and semantic web What is social Networks analysis, Development of the social
networks analysis, Electronic Sources for Network Analysis – Electronic Discussion networks, Blogs and
Online Communities, Web Based Networks. Building Semantic Web Applications with social network
features.
Teaching- Chalk and talk/PPT/case study/web content: https://www.youtube.com/watch?
Learning v=yCXu10eDtcA
Process
@#251020 1
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of
the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and
earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together.

to 50.

TEXT BOOKS:
1. Thinking on the Web - Berners Lee, Godel and Turing, Wiley inter science, 2008.
2. Social Networks and the Semantic Web, Peter Mika, Springer, 2007.
REFERENCE BOOKS:
1. Semantic Web Technologies, Trends and Research in Ontology Based Systems, J.Davies, R.Studer,
P.Warren, John Wiley & Sons.
2. Semantic Web and Semantic Web Services -Liyang Lu Chapman and Hall/CRC Publishers,(Taylor &
Francis Group).
● https://www.youtube.com/watch?v=yCXu10eDtcA
● https://www.youtube.com/watch?v=Q7tyi1kp33w
● https://www.youtube.com/watch?v=QQCWHgclGB8
● https://www.youtube.com/watch?v=QQCWHgclGB8&t=1474s
● https://www.youtube.com/playlist?list=PL3JRjVnXiTBYHhu15olX6ugN5B4oizwAb

● The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill.
@#251020 2
Sl. Description Blooms Level
No.
CO1 Summarize to create ontology and knowledge representation for the semantic web L2
CO2 Solve to build a blogs and social networks L3
CO3 Describe the Modeling and aggregating social network data. L2
CO4 Illustrate the Web- based social network and Ontology L3

CO1 x
CO2 x
CO3 x
CO4 x
@#251020 3
Semester- IV
Fundamentals of Game Design
 Explore basics of game design
 Identify major genres and its categories
 Build visual appearances for games
Module-1
Games and Video Games. Conventional Games Versus Video Games. Games for Entertainment.Serious
Games. Designing and Developing Games: An Approach to the Task. Key Components of Video Games. The
Structure of a Video Game. Stages of the Design Process. Game Design Team Roles. Game Design
Documents, The Anatomy of a Game Designer
Teaching- Chalk and talk/PPT/case study/web content: https://youtu.be/9z7AEAyhAG8?

Learning list=PLyKrcyFLz9-dSNJma6yq5sExoR73fFLSU
Process
Module-2
The Major Genres, What Is a Genre?. ,The Classic Game Genres. Understanding Your Player. Vanden
Berghe’s Five Domains of Play,D emographic Categories. . Gamer Dedication. The Dangers of Binary
Thinking.

Learning https://youtu.be/fis26HvvDII
Process
Module-3
Understanding Your Machine. Home Game Consoles. Personal Computers. Portable Devices. Other Devices.
Making Money from Your Game. . Direct Payment Models. . Indirect Payment Models. World Market.
Game Concepts Getting an IdeaFrom Idea to Game Concept

Teaching- Chalk and talk/PPT/case study/web content: https://youtu.be/MJ9ddtyP4_Y?
Learning list=PLdRfLcb1DviyM-TUDiITQwnqJsGTGZRbH
Process
Module-4
Game Worlds,What Is a Game World?. ,The Purposes of a Game World. The Dimensions of a Game World.
Realism. Creative and Expressive Play,Self-Defining Play. Creative Play. Other Forms of Expression Game
Modifications. Character Development. . The Goals of Character Design. The Relationship Between Player
and Avatar
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Visual Appearances. Character Depth,Audio Design. Storytelling. . Why Put Stories in Games?. The
Storytelling Engine. Linear Stories. Nonlinear Stories. Granularity Mechanisms for Advancing the Plot.
Emotional Limits of Interactive Stories
Learning
Process
@#251020 1
together.

to 50.

TEXT BOOKS
1Fundamentals of Game Design Ernest Adams, Third Edition
REFERENCE BOOKS
https://youtu.be/iIOIT3dCy5w


No.
CO1 Understand basics of game design L1
CO2 Build approaches and key components of video games L2
CO3 Apply Game concept in designing the games L2
CO4 Build visual appearances for games L1
@#251020 2
CO1 x
CO2 x
CO3 x
CO4 x
@#251020 3
Semester- IV
Agile Technologies
 Explain the Agile technologies, methods ,XP lifecycle and concepts
 Illustrate the Informative workspace, RootCause analysis
 Categorize the collaborating and Releasing in Agile
 Explain Planning and Developing in Agile
Module-1
Why Agile?: Understanding Success, Beyond Deadlines, The Importance of Organizational
Success, Enter Agility, How to Be Agile?: Agile Methods, Don‟t Make Your Own Method,
The Road to Mastery, Find a Mentor. Understanding XP: The XP Lifecycle, The XP Team, XP
Concepts
Teaching- Chalk and talk/PPT/case study/web content: https://youtu.be/9z7AEAyhAG8?
Learning list=PLyKrcyFLz9-dSNJma6yq5sExoR73fFLSU
Process
Module-2
Adopting XP: Is XP Right for Us?, Go!, Assess Your Agility, Thinking: Pair Programming,
Energized Work, Informative Workspace, RootCause Analysis, Retrospectives

Learning https://youtu.be/fis26HvvDII
Process
Module-3
Collaborating: Trust, Sit Together, Real Customer Involvement, Ubiquitous Language, Stand-
Up Meetings, Coding Standards, Iteration Demo, Reporting, Releasing:“Done Done”, No
Bugs, Version Control, Ten-Minute Build, Continuous Integration, Collective Code
Ownership, Documentation. .
Teaching- Chalk and talk/PPT/case study/web content: https://youtu.be/MJ9ddtyP4_Y?
Learning list=PLdRfLcb1DviyM-TUDiITQwnqJsGTGZRbH
Process
Module-4
Planning: Vision, Release Planning, The Planning Game, Risk Management, Iteration
Planning, Slack, Stories, Estimating. Developing: Incremental requirements, Customer Tests,
Test-Driven Development, Refactoring, Simple Design ,Incremental Design and Architecture,
Spike Solutions, Performance Optimization, Exploratory Testing
Learning
Process
Module-5
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Mastering Agility: Values and Principles: Commonalities, About Values, Principles, and
Practices, Further Reading, Improve the Process: Understand Your Project, Tune and Adapt,
Break the Rules, Rely on People :Build Effective Relationships, Let the Right People Do the
Right Things, Build the Process for the People
Eliminate Waste :Work in Small, Reversible Steps, Fail Fast, Maximize Work Not Done,
Pursue Throughput, Deliver Value: Exploit Your Agility, Only Releasable Code Has Value,
Deliver Business
Results, Deliver Frequently, Seek Technical Excellence :Software Doesn‟t Exist, Design Is
for Understanding, Design Trade-offs, Quality with a Name, Great Design, Universal Design
Principles, Principles in Practice, Pursue Mastery
Learning
Process
together.

to 50.

TEXT BOOKS
 “The Art of Agile Development” James shore,Chromatic, O'Reilly, 2007
 Agile Software Development,Principles, Patterns, and Practices , Robert C. Martin, Prentice Hall, 1st
edition, 2002
 Agile and Iterative Development A Manger’s Guide, Craig Larman, Pearson Education, First Edition,
India, 2004
 https://www.youtube.com/watch?v=J326LIUrZM8
 https://onlinecourses.nptel.ac.in/noc20_cs12/preview
 https://www.geeksforgeeks.org/what-is-data-mining-trends-and-research-frontiers/
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No.
CO1 Illustrate the working of Agile Methods, XP L2
CO2 Explain the concept of Coding Standards, Iteration Demo, Reporting L2
CO3 Demonstrate Incremental requirements, Customer Tests, Test-Driven Development, L3

Refactoring (can be attained through assignment or CIE)
CO4 Evaluate how to Build Effective Relationships (can be attained through assignment L3
or CIE)

CO1 X
CO2 X
CO3 X X
CO4 X
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Semester- IV
SOFTWARE METRICS & QUALITY ASSURANCE

● Learn about Software quality assurance and benchmarking measurements
● Describe software development best practices for minimizing vulnerabilities in programming code
● Conduct a security verification and assessment (static and dynamic) of a software application..
● To discover an availability of metrics and measures.
Module-1
What Is Software Quality: Quality: Popular Views, Quality Professional Views, Software Quality, Total
Quality Management and Summary. Fundamentals Of Measurement Theory: Definition, Operational
Definition, And Measurement, Level Of Measurement, Some Basic Measures, Reliability And Validity,
Measurement Errors, Be Careful With Correlation, Criteria For Causality, Summary. Software Quality
Metrics Overview: Product Quality Metrics, In Process Quality Metrics, Metrics for Software Maintenance,
Examples For Metrics Programs, Collecting Software Engineering Data.
Teaching- Chalk and Talk method /PPT/ Case study/Web contents
Learning
Process
Module-2
Applying The Seven Basic Quality Tools In Software Development: Ishikawa’s Seven Basic Tools, Checklist,
Pareo Diagram, Histogram, Run Charts, Scatter Diagram, Control Chart, Cause And Effect Diagram. The
Rayleigh Model: Reliability Models, The Rayleigh Model Basic Assumptions, Implementation, Reliability
And Predictive Validity.

Learning
Process
Module-3
Complexity Metrics And Models: Lines Of Code, Halstead’s Software Science , Cyclomatic Complexity
Syntactic Metrics, An Example Of Module Design Metrics In Practice .Metric And Lessons Learned For
Object Oriented Projects: Object Oriented Concepts And Constructs, Design And Complexity Metrics,
Productivity Metrics, Quality And Quality Management Metrics, Lessons Learned For object oriented
Projects.

Learning
Process
Module-4
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Availability Metrics: Definition And Measurement Of System Availability, Reliability Availability And Defect
Rate, Collecting Customer Outage Data For Quality Improvement, In Process Metrics For Outage And
Availability .Conducting Software Project Assessment :Audit Ad Assessment , Software Process Maturity
Assessment And Software Project Assessment , Software Process Assessment A Proponed Software Project
Assessment Method.

Learning
Process
Module-5
Dos And Don’ts Of Software Process Improvement :Measuring Process Maturity, Measuring Process
Capability, Staged Versus Continuous Debating Religion, Measuring Levels Is Not Enough, Establishing The
Alignment Principle , Take Time Getting Faster, Keep it Simple Or Face Decomplexification, Measuring The
Value Of Process Improvement , Measuring Process Compliance , Celebrate The Journey Not Just The
Destination. Using Function Point Metrics to Measure Software Process Improvement: Software Process
Improvement Sequences, Process Improvement Economies, Measuring Process Improvement at Activity
Levels.
Learning
Process
together.

to 50.

TEXT BOOKS
1. Metrics and Models in Software Quality Engineering, Stephen H Khan Pearson 2nd edition 2013
REFERENCE BOOKS
1. Software quality and Testing Market,. S.A.Kelkar PHI Learing, Pvt, Ltd 2012
2. Managing the Software Inc,. Watts S Humphrey Process Pearson Education 2008
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● https://www.bmc.com/blogs/software-quality-metrics/
● https://www.youtube.com/watch?v=KqDlDubS-OU
● https://www.youtube.com/watch?v=Jj7dLM8cLuE

enhance their skill. The prepared report shall be evaluated for CIE marks.

No.
CO1 Identify and apply various software metrics, which determines the quality L1
level of software
CO2 Compare and Pick out the right reliability model for evaluating the L2
software
CO3 Discover new metrics and reliability models for evaluating the quality level L3
of the software based on the requirement
CO4 Identify and evaluate the quality level of internal and external attributes of L1
the software product

CO1 x
CO2 x
CO3 x
CO4 x
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TECHNICAL SEMINAR
Number of contact Hours/week (L:P:SDA) 0:2:0 SEE Marks 50
Course objectives:
The objective of the seminar is to inculcate self-learning, face audience confidently, enhance communication
skill, involve in group discussion and present and exchange ideas.
Each student, under the guidance of a Faculty, is required to
 Choose, preferably through peer reviewed journals, a recent topic of his/her interest relevant to the
Course of Specialization.
 Carryout literature survey, organize the Course topics in a systematic order.
 Prepare the report with own sentences.
 Type the matter to acquaint with the use of Micro-soft equation and drawing tools or any such facilities.
 Present the seminar topic orally and/or through power point slides.
 Submit two copies of the typed report with a list of references.
The participants shall take part in discussion to foster friendly and stimulating environment in which the
students are motivated to reach high standards and become self-confident.
The CIE marks for the seminar shall be awarded (based on the relevance of the topic, presentation skill,
participation in the question and answer session and quality of report) by the committee constituted for the
purpose by the Head of the Department. The committee shall consist of three faculties from the department
with the senior most acting as the Chairperson.
CIE marks for the Technical seminar report (20 marks), seminar (20 marks) and question and answer session (10
marks) shall be awarded (based on the quality of report and presentation skill, participation in the question and
answer session by the student) by the committee constituted for the purposeby the Head of the Department. The
committee shall consist of three faculty from the department with the senior most acting as the Chairperson.
SEE marks for the Seminar report (20 marks), seminar (20 marks) and question and answer session (10 marks) shall
be awarded (based on the quality of report and presentation skill, participation in the question and answer session) by
the examiners appointed by the University.
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PROJECT WORK
PHASE -2
Practical /Field work/Week 5 SEE Marks 100
Course objectives:
 To support independent learning.
 To guide to select and utilize adequate information from varied
resources maintaining ethics.
 To guide to organize the work in the appropriate manner and present
information (acknowledging the sources) clearly.
 To develop interactive, communication, organization, time management,
and presentation skills.
 To impart flexibility and adaptability.
 To inspire independent and team working.
 To expand intellectual capacity, credibility, judgement, intuition.
 To adhere to punctuality, setting and meeting deadlines.
 To instill responsibilities to oneself and others.
 To train students to present the topic of project work in a seminar without
any fear, face audience confidently, enhance communication skill, involve in
group discussion to present and exchange ideas.
Project Work Phase - II: Each student of the project batch shall involve in carrying
out the project work jointly in constant consultation with internal guide, co-guide, and
external guide and prepare the project report as per the norms avoiding plagiarism.
 Follow the Software Development life cycle
 Data Collection ,Planning
 Design the Test cases
 Validation and verification of attained results
 Significance of parameters w.r.t scientific quantified data.
 Publish the project work in reputed Journal.
Course outcomes:
 Present the project and be able to defend it.
 Make links across different areas of knowledge and to generate, develop
and evaluate ideas and information so as to apply these skills to the project
task.
 Habituated to critical thinking and use problem solving skills
 Communicate effectively and to present ideas clearly and coherently in both
the written and oral forms.
 Work in a team to achieve common goal.
 Learn on their own, reflect on their learning and take appropriate actions to
improve it.
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Project Report: 20 marks. The basis for awarding the marks shall be the involvement
of the student in the project and in the preparation of project report. To be awarded by
the internal guide in consultation with external guide if any.
Project Presentation: 20 marks.
The Project Presentation marks of the Project Work Phase -II shall be awarded by the
Chairperson.
Project Execution: 50 Marks
The Project Execution marks of the Project Work Phase -II shall be awarded by the
Chairperson.
Question and Answer: 10 marks.
The student shall be evaluated based on the ability in the Question and Answer session
for 10 marks.
SEE marks for the project report (60 marks), seminar (30 marks) and question and
answer session (10 marks) shall be awarded (based on the quality of report and
presentation skill, participation in the question and answer session) by the examiners
@#251020

MCA 3rd Sem Syllabus

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Semester- III

Data Analytics using Python

Teaching- Chalk and Talk/PPT/Web Content

Suggested Learning Resources:

 Mark Lutz, “Programming Python”, O'Reilly Media, 4th edition, 2010.

Web links and Video Lectures (e-Resources):

Teaching- Chalk and Talk/PPT/Web Content

Teaching- Chalk and Talk/PPT/Web Content

Suggested Learning Resources:

Teaching- Chalk and Talk/PPT/Web Content

Teaching- Chalk and Talk/PPT/Web Content

Teaching- Chalk and Talk/PPT/Web Content

Teaching- Chalk and Talk/PPT/Web Content

Suggested Learning Resources:

 Bitcoin and Cryptocurrency Technologies by Aravind Narayan. Joseph Bonneau, princton

Skill Development Activity

Course outcome (Course Skill Set)

Suggested Learning Resources:

Skill Development Activity

Course outcome (Course Skill Set)

Skill Development Activity

Mapping of COS and POs

Teaching- Chalk and Talk/PPT/Web Content

Skill Development Activity

Course outcome (Course Skill Set)

Teaching- Chalk and Talk/PPT/Web Content

Course Learning objectives:

Semester End Examination:

Skill Development Activities Suggested

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

Course Learning objectives:

Semester End Examination:

Suggested Learning Resources:

Skill Development Activities Suggested

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

Course Learning objectives:

Semester End Examination:

Suggested Learning Resources:

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

CO3 Use the Connectionist Models for solving problems.

Mapping of COS and Pos

Course Learning objectives:

Assessment Details (both CIE and SEE)

Semester End Examination:

Suggested Learning Resources:

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

Sl. No. Description Blooms Level

Course Learning objectives:

Semester End Examination:

Suggested Learning Resources:

Course outcome (Course Skill Set)

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

Mapping of COS and POs

Data Analytics Lab with Mini-Project

2 Write a Python program to insert an element into a sorted list

3 Write a python program using object oriented programming to demonstrate encapsulation,

4 Implement a python program to demonstrate

5 Implement a python program to demonstrate the following using NumPy

6 Implement a python program to demonstrate

8 Write a Python program to demonstrate the generation of linear regression models.