AICTE Model Curriculum BCA

Draft Model Curriculum for UG Degree in
Bachelor in Computer Applications

BCA/BCA(Honours)/BCA(Honours with Research)
2024
ALL INDIA COUNCIL FOR TECHNICAL EDUCATION

Nelson Mandela Marg, Vasant Kunj, New Delhi 110070
www.aicte-india.org
Model curriculum for UG Degree in BCA
Model Curriculum for UG Degree

in
Bachelor in Computer Application (BCA),
Bachelor in Computer Application (Honours)
&
Bachelor in Computer Application (Honours
with Research)

NELSON MANDELA MARG, VASANT KUNJ, NEW DELHI – 110070
www.aicte-india.org
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MESSAGE
The quality of technical education depends on many factors but largely on- out-
come based socially and industrially relevant curriculum, good quality motivated
faculty, teaching learning process, effective industry internship and evaluation of
students based on desired outcomes. Therefore, it was imperative that a Model
Curriculum be prepared by best experts from academia and industry, keeping in
view the latest industry trends and market requirements and be made available to
all universities / board of technical education and engineering institutions in the
country. AICTE constituted team of experts to prepare the model curriculum of UG
Degree Course in Bachelor of Computer Application (BCA). Similar exercise is
done for other UG, Diploma and PG level in engineering, MBA, PGDM, Architecture,
etc.
It comprises of Computer Application courses, having focus on fundamentals,

significant discipline level courses and ample electives both from the disciplines
and cross disciplines including emerging areas all within a cumulative structure
of 120-160 credits. Summer Internships have been embedded to make the student
understand the industry requirements and have hands-on experience. These
programs are meticulously crafted to meet the demands of the modern business
world, integrating theoretical knowledge with practical application. Emphasizing
innovation, entrepreneurship, and ethical social leadership, the curriculum aims
to develop well-rounded individuals capable of driving organizational growth,
fostering sustainable practices, and contributing positively to society.
With a focus on interdisciplinary learning, experiential learning methodologies, and

industry-relevant projects, these programs seek to instill critical thinking,
problem-solving abilities, and effective communication skills in students.
Additionally, the Honours and Honours with Research tracks offer enhanced
opportunities for academic excellence, advanced research, and specialization in
specific domains of Computer Application.
As a major initiative by AICTE, a three-week mandatory induction program for

students has also been designed and has to be given at the beginning of the course.
The idea behind this is to make the students feel comfortable in their new
environment, open them up, set a healthy daily routine, develop awareness,
sensitivity and understanding of the self, people around them, society at large,
and nature.
AICTE places on record, special thanks to Dr. Muralidhara B.L., Senior Professor,
Dept. of Computer Application, Bangalore University, Bengaluru, Prof. Sukhdeep
Singh, DCRUST, Haryana, Prof. Priti Sehgal, Dept. of Computer Science, Keshav
Mahavidalaya,University of Delhi, Delhi, Dr. Srabani Mukhopadhyaya, Associate
Professor, BIT Mesra Ranchi, Sh. Siddarth Arya, Technical Delivery Manager,
Wipro Limited, Dr. R Venkateshwaran, Former-CTO, Persistent Systems Ltd and
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other committee members. We are sure that this Model Curriculum will help to
enhance not just the employability skills but will also enable youngsters to
become job creators.
We strongly urge the institutions / universities / boards of technical education in

India to adopt this Model Curriculum at the earliest. This is a suggestive
curriculum and the concerned university / institution / board should build on
and exercise flexibility in readjustment of courses within the overall 120-160
credits.
Sd/-
(Prof. T G Sitharam)
Chairman, AICTE
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PREFACE
Greetings from the AICTE!
We, the Expert Committee constituted by the All India Council for
Technical Education (AICTE), vide this letter are submitting the draft of the model
curriculum for the Bachelor of Computer Application (BCA) programs at the
undergraduate level. In alignment with our continuous endeavour to enhance
the quality of education in India, we embarked to envisage a model
curriculum for undergraduate programs in Computer Application (BCA).
This initiative was driven by the imperative need to keep our academic offerings
relevant, industry-aligned, and futuristic, thereby nurturing a cadre of
competent and innovative professionals.
The committee, comprising esteemed members from academia and

industry, has worked diligently over the past several weeks to develop
a comprehensive and industry-aligned curriculum that caters to the evolving
needs of the management education landscape in India. The committee was
chaired by Dr. Muralidhara B.L., Senior Professor, Dept. of Computer
Application, Bangalore University, Bengaluru, Prof. Sukhdeep Singh,
DCRUST, Haryana, Prof. Priti Sehgal, Dept. of Computer Science, Keshav
Mahavidalaya, University of Delhi, Delhi, Dr. Srabani Mukhopadhyaya,
Associate Professor, BIT Mesra Ranchi, Sh. Siddarth Arya, Technical
Delivery Manager, Wipro Limited, Dr. R Venkateshwaran, Former-CTO,
Persistent Systems Ltd.
The committee held a series of meetings to deliberate on the key aspects

of the curriculum and ensure that it meets the highest standards of quality and
relevance.
The model curriculum has been drafted keeping in mind the following
objectives:
1. Align the curriculum with the current and future needs of the industry,
ensuring that graduates are not only well-equipped with foundational
knowledge in management principles, practices, and financial acumen but
also possess essential communication skills. This alignment ensures our
graduates are prepared to excel in their careers and adapt to the evolving
business landscape.
2. Incorporate best practices in management education from leading
institutions across the globe, while adapting them to the Indian context.
This includes the integration of a 3 Weeks Compulsory Induction Program
(UHV-I) aimed at instilling core values and ethics in students, setting a
precedent for a holistic educational journey that mirrors global standards.
3. Develop a comprehensive framework that includes updated course
descriptions, learning outcomes, and assessment methods, ensuring a
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holistic approach to management education. This framework now also

emphasizes the importance of hands-on learning through courses like
'Artificial Intelligence and 'Data Science,' which are designed to
provide students with practical skills and knowledge critical for the
business world.
4. Identify and include relevant pedagogical resources, case studies, and
reference materials to support effective teaching and learning. The
curriculum has been enriched with case studies and materials that
reflect the latest industry trends, ensuring that the teaching and
learning process is dynamic, engaging, and directly relevant to the real-
world business environment.
5. The committee has taken utmost care to ensure that the curriculum is
dynamic, flexible, and future-oriented, enabling institutions to customize
it based on their specific needs and regional requirements. The
curriculum also lays emphasis on experiential learning, industry
exposure, and the development of soft skills, which are critical for
success in today's business environment.
Key features of the draft model BCA Curriculum:
1. Flexible Duration and Structure: The curriculum offers a flexible

duration of three to four years, divided into 6 or 8 semesters, with
multiple entry and exit points. This structure accommodates a broad
range of student needs and learning paces, providing certificates and
diplomas at various stages.
2. Comprehensive Credit Distribution: The curriculum encompasses a
total of 120 credits for the 3-year program and 160 credits for the 4-year
(Honours and Honours with Research) programs. It includes a balanced
mix of Humanities & Social Science Courses, Management Courses, Pro-
gram Core and Elective Courses, Open Electives, and a significant
emphasis on hands-on learning through Projects, Seminars, and Intern-
ships.
3. Innovative Course Structure: The course structure introduces a
rigorous Induction Program, mandatory visits/workshops, and expert
lectures to foster a holistic educational experience. The model
curriculum envisages connect of core subjects with NEP and its
encompassing elements such as Holistic and Integrated Education, 21st
Century Skills, Flexibility and Choice, Environmental Awareness, Value-
Based Education, Emphasis on Innovation, Understanding Human
Behaviour, Empathy and Social Awareness. The fundamentals will
provide the requisite
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robust grounding in management/business, the liberal arts subjects

would help in furthering that grounding and also enable pluggability into
international higher education systems (from exchange and dual degree
perspectives) and the elements of sustainability, technology and
behavioural sciences will ensure holistic development in synch with
NEP.
4. Diverse Specializations and Practical Exposure: Students will have the
opportunity to specialize in emerging areas through Open Electives and
gain practical experience through structured internships and project
work. This practical exposure is designed to enhance employability and
entrepreneurial capabilities.
5. Assessment and Grading: A detailed and transparent assessment
mechanism ensures that students' performances are evaluated fairly,
focusing on continuous learning and improvement. The grading system
is aligned with the quality and rigor expected in higher education.
6. Research Orientation for Honours Students: The BCA (Honours with
Research) program offers a unique pathway for students interested in
academic and research careers. With a focus on advanced data analysis,
research methodology, and a dissertation, this track prepares students
for challenges in academia and industry research roles. It will also give
students an opportunity to pave their path to higher education in
management and technical fields.
We would like to express our heartfelt gratitude to AICTE for entrusting us with
this important responsibility and providing us with the necessary support and
guidance throughout the process. We also extend our sincere thanks to all the
committee members for their invaluable contributions, expertise, and
commitment to this endeavour.
We are hopeful that this model curriculum will serve as a benchmark

for BCA education in India and contribute significantly to the growth and
development of the nation's future business leaders. We request your kind
perusal of the attached draft and look forward to your valuable feedback and
suggestions. We remain committed to incorporating any necessary changes
and finalizing the curriculum at the earliest.
Expert Committee for BCA Model Curriculum

All India Council for Technical Education (AICTE)
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Committee for Model Curriculum

S.No Name Designation
Dr. Muralidhara B L, Senior Professor, Dept. of Chairperson
1 Computer Application, Bangalore University,
Bengaluru
2 Prof. Sukhdeep Singh, DCRUST , Haryana Member
Prof. Priti Sehgal, Dept. of Computer Science, Keshav Member
3 Mahavidalaya,University of Delhi, Delhi
Dr. Srabani Mukhopadhyaya, Associate Professor, BIT Member
4 Mesra Ranchi
Sh. Siddarth Arya, Technical Delivery Manager, Wipro Member
5 Limited
Dr. R Venkateshwaran, Former-CTO, Persistent Member
6 Systems Ltd
AICTE Members:
S.No Name Designation & Organization
Advisor,
1 Dr. Mamta Rani Agarwal
Policy and Academic Planning Bureau
(up to June 2024)
Director,
2 Dr. Dinesh Singh
Deputy Director,
3 Shri M.G. Vamsi Krishna
Young Professional,
4 Sh. Rakesh Kumar Pandit
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Sub-Committee for Model Curriculum

Chairpersons: Dr. Srabani Mukhopadhyaya, Associate, BIT, Mesra, Lalpur, Dr. R
Venkateswaran, Former - CTO, Persistent System Ltd, Dr. Priti Sehgal, Keshav
Mahavidyalaya, University of Delhi, Dr. Amit Prakash, Guru Gobind Singh
Indraprastha University, Dr. O.B.V. Ramanaiah, JNTU, Hyderabad, Dr.
Shashirekha, Mangalore University, Dr. Suresha M, Kuvempu University, Dr.
Nazura Javed, St. Francis College, Bangalore. Dr. Rajesh B, Mahindra University,
Hyderabad, Dr.Anjaneya Swami Kare, SCIS,University of Hyderabad, Dr. Hemanth K
S, Christ University.
Members: Dr. Subhas Chandra Nandy, Indian Statistical Institute, Kolkata,

Dr. Partha S. Mandal, IIT Guwahati, Assam. Dr.Reena Jain, Kalindi College. Dr.
Suresh R, Bangalore University, Dr. Rajiv Ranjan Singh, Glasgow Caledonian
University. Dr. Sridhar Varadarajan, IIT Bangalore, Dr. Dilip Kumar, University of
Visvesvaraya College of Engineering. Dr.Aziz Makandar, Karnataka State
Akkamahadevi Women's Univerisity, Ms.Sunitha K, Sambhram Academy of
Management Studies, Bangalore, Dr. Roli Bansal, Keshav Mahavidyalaya, Delhi
University. Dr. Nidhi Arora, Kalindi College, Mr.Nagaraju M L, Acharya Institute
of Graduate Studies, Bangalore. Dr.Parashuram Bannigidad, Rani Channamma
University, Dr.Sridevi, Karnataka University, Ms.Archana Verma, Noida Institute of
Engineering and Technology, Dr. Richa Gupta, IIIT Delhi, Ms.Bhavana G, VTU.
Dr.G.G.Rajputh, Karnataka State Akkamahadevi Women's Univerisity, Dr. Sudip
Misra, IIT Kharagpur, Dr. Somashekara. M.T, Bangalore University, Prof.
Swarup Roy, Sikkim Central University, Prof. Dinabandhu Bhandari, Heritage
Institute of Technology, Kolkata W. B, Dr. Partha Sarathi Bishnu, Birla Institute
of Technology,Mesra,Lalpur, Mr. Chitty Babu, Former CEO, eIndia System Pvt. Ltd.
Bangalore, Mr. Shashidhara K G, Project Manager, IBM India, Bangalore, Mr.
Dodde Gowda, Principal Technical Trainer, Salesforce India Pvt. Ltd., Bangalore,
Mr. Hemanth Kumar K V, Technical Officer LRDE, DRDO complex, Bangalore, Mr.
David Seelan,Vice President, UBS, Pune. Mr. Chetan Kumar H S, Circana,
Bangalore, Mr. Ravisha T C, Founder & CEO, Bangalore, Mr. Prakasha Renukappa,
Principal Software Quality Engineer, DELL Technologies, Bangalore, Mr.
Rajakumar Makapur, Senior Principal Technical Specialist, Nokia Networks
India Ltd., Bangalore. Mr.Ashok Nanjaraj, Head of Managed services platform-
solution development, Bangalore, Mr.Harshavardhan Mailari, Lead Consultant,
SME for Oil & Gas Data Analysis and Visualization, Infosys Ltd., UK.
Mr.Santhosh Kumar M, Principal Cloud Engineer, Fidelity Investments,
Bangalore.
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Table of Contents
GENERAL COURSE STRUCTURE & THEME .................................................................. 15
A. Definition of Credit: ............................................................................................. 15
B. Course code and definition: ................................................................................. 15
Course Level/Duration/System:................................................................................... 15
Minimum Eligibility Criteria: ....................................................................................... 15
SEMESTER WISE CREDIT DISTRIBUTION: .................................................................. 16
Category-wise distribution* ........................................................................................... 16
INDUCTION PROGRAM .................................................................................................. 17
Semester wise Structure and Curriculum for UG Course in BCA .................................... 19
SEMESTER I .................................................................................................................. 19
SEMESTER II ................................................................................................................. 19
SEMESTER III ................................................................................................................ 21
SEMESTER IV ................................................................................................................ 21
SEMESTER V.................................................................................................................. 23
SEMESTER VI ................................................................................................................ 23
SEMESTER VII - (BCA (Honours)) ................................................................................... 24
Specialization – AI & ML ............................................................................................... 24
SEMESTER VII - (BCA (Honours)) ................................................................................... 24
Specialization – Data Science ....................................................................................... 24
SEMESTER VIII - (BCA (Honours)) ................................................................................. 25
SEMESTER VII - (BCA – (Honours with Research)) ....................................................... 25
SEMESTER VIII- (BCA –(Honours with Research)) ....................................................... 25
Proposed Streams with Discipline-Specific Electives (DSE) ........................................ 26
SEMESTER –I .................................................................................................................. 29
Mathematics Foundation to Computer Science - I ................................................................. 29
Problem Solving Techniques .............................................................................................. 30
Problem Solving Techniques: Lab Problems ......................................................................... 32
Computer Architecture .................................................................................................... 35
General English – I .......................................................................................................... 37
Indian Knowledge System ................................................................................................. 38
Environmental Science and Sustainability............................................................................ 38
SEMESTER –II ............................................................................................................... 43
Mathematics Foundation to Computer Science - II ................................................................ 43
Data Structures .......................................................................................................... 44
Operating Systems........................................................................................................... 47
Operating Systems LAB ................................................................................................... 48
Object Oriented Programming using Java................................................................................ 49
Web Technologies ........................................................................................................... 51
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Indian Constitution ......................................................................................................... 53
SEMESTER –III .............................................................................................................. 59
Probability and Statistics .......................................................................................... 59
Database Management Systems ................................................................................ 60
Python Programming ....................................................................................................... 65
Software Engineering ................................................................................................. 68
Professional Elective -I ..................................................................................................... 69
Yoga and Physical fitness /Sports/NCC/NSS/Disaster Management .......................................... 70
SEMESTER –IV ................................................................................................................ 83
Entrepreneurship and Startup Ecosystem ............................................................................ 83
Computer Networks ................................................................................................... 84
Design and Analysis of Algorithms ............................................................................ 87
Artificial Intelligence ....................................................................................................... 88
Artificial Intelligence Lab ................................................................................................. 90
Professional Elective -II .................................................................................................... 91
Design Thinking and Innovation ........................................................................................ 91
APPENDIX ...................................................................................................................... 93
Appendix – I ...................................................................................................................... 95
Professional Electives (DSE) .............................................................................................. 95
Data Science ................................................................................................................... 97
Basics of Data Analytics using Spreadsheet: Lab Program List .................................................. 98
Data Visualization ............................................................................................................. 99
Lab Programs for Data Visualization Using Power BI .................................................. 100
Artificial Intelligence & Machine Learning ........................................................................ 101
Feature Engineering............................................................................................................ 101
Feature Engineering Laboratory .......................................................................................... 103
Introduction to Machine Learning ........................................................................................ 104
Introduction to Machine Learning Lab ................................................................................. 105
Appendix – II .................................................................................................................. 107
Indian Knowledge Systems(IKS) ......................................................................................... 107
Appendix – III ..................................................................................................................................................129
A Guide to Induction Program.......................................................................................................................129
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GENERAL COURSE
STRUCTURE
&
CREDIT DISTRIBUTION
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GENERAL COURSE STRUCTURE & THEME

A. Definition of Credit:
1 Hr. Lecture (L) per week 1 Credit
1 Hr. Tutorial (T) per week 1 Credit
1 Hr. Practical (P) per week 0.5 Credit
2 Hours Practical (P) per week 1 Credit
B. Course code and definition:
Course code Definitions

L Lecture
T Tutorial
P Practical
CC Core Courses
AEC Ability Enhancement Courses
MDE Multi-Disciplinary Elective course
VAC Value added Courses
SEC Skill Enhancement courses
DSE Discipline Specific Elective
OE Open Elective
*******
Course Name: Bachelor in Computer Application, Bachelor in Computer

Application (Honours) and Bachelor in Computer Application (Honours with
Research)
Course Level/Duration/System:
Undergraduate / Three or Four years/6 or 8 Semesters with multiple entry and
exit. The following option will be made available to the students joining BCA
Research Program:
a. One year: Under Graduate Certificate in Computer Application

b. Two years: Under Graduate Diploma in Computer Application
c. Three years: Bachelor in Computer Application (BCA)
d. Four years: Bachelor in Computer Application with Honours: BCA
(Honours) or Bachelor in Computer Application Honours with Research: BCA
(Honours with Research)
Minimum Eligibility Criteria:
Minimum eligibility criteria for opting the course in the fourth year will be as
follows:
1. BCA (Honours with Research): BCA Degree
2. For BCA (Honours): BCA Degree
Note : The students who are eligible for BCA (Honours with Research) shall have
choice to pursue either BCA (Honours) or BCA (Honours with Research).
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SEMESTER WISE CREDIT DISTRIBUTION:
SEMESTER WISE CREDIT DISTRIBUTION OF PROPOSED BCA [BCA (HONOURS)

AND BCA (HONOURS WITH RESEARCH)] PROGRAM:
Ability
Multi-Discipli- Value Discipline
Core Enhance- Skill Enhance-
Semester nary Elective added Specific Elec- Total
Courses ment Courses ment courses
course Courses tive
I 8 2 2 2 5 - 19
II 12 - - 2 7 - 21
III 11 0 0 2 4 3 20
IV 15 0 0 0 2 3 20
V 0 0 0 0 6 15 21
VI 4 1 0 0 4 10 19
BCA (Honours)
VII 5 0 3 0 4 8 20
VIII 8 12 20
BCA (Honours with Research)
VII 12 8 20
VIII 20 20
Category-wise distribution*
Description Ability Multi- Value Skill Discipline Total

Core Enhancement Disciplinary added Enhancement Specific
Courses Courses Elective course Courses courses Elective
BCA 50 3 2 6 28 31 120
BCA (Hon- 55 3 5 6 40 51 160
ours)
BCA (Hon- 82 3 2 6 28 39 160
ours with
Research)
3 Years BCA Program Total Credits = 120

4 Years BCA (Honours) and Total Credits = 160
BCA (Honours with Research)
Note: Students can take extra credit course from their own department or from
other department as per the Admitting Body / University norms.
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INDUCTION PROGRAM
The Essence and Details of Induction program can also be understood from the
‘Detailed Guide on Student Induction program’, as available on AICTE Portal,
(Link:https://www.aicteindia.org/sites/default/files/De-
tailed%20Guide%20on%20Student%20Induction%20program.pdf). For more, Refer
Appendix III.
Induction program Three-week duration

(mandatory)
Induction program for • Physical activity

students to be offered • Creative Arts
right at the start of the • Universal Human Values
first year. • Literary
• Proficiency Modules
• Lectures by Eminent People
• Visits to local Areas
• Familiarization to Department/Branch
& Innovations
Mandatory Visits/ Workshop/Expert Lectures:

1. It is mandatory to arrange one industrial visit every semester for the students
of each branch.
2. It is mandatory to conduct a One-week workshop during the winter break after

fifth semester on professional/ industry/ entrepreneurial orientation.
3. It is mandatory to organize at least one expert lecture per semester for each
branch by inviting resource persons from domain specific industry.
For Summer Internship / Projects / Seminar etc.

1. Evaluation is based on work done, quality of report, performance in viva-voce,
presentation etc.
Note: The internal assessment is based on the student’s performance in mid

semester tests (two best out of three), quizzes, assignments, class performance,
attendance, viva-voce in practical, lab record etc.
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Mapping of Marks to Grades

Each course (Theory/Practical) is to be assigned 100 marks, irrespective of
the number of credits, and the mapping of marks to grades may be done
as per the following table:
Range of Assigned Grade

Marks
91-100 AA/A+
81-90 AB/A
71-80 BB/B+
61-70 BC/B
51-60 CC/C+
46-50 CD/C
40-45 DD/D
< 40 FF/F (Fail due to less marks)
- FR (Fail due to shortage of attendance and therefore, to
repeat the course)
*******
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Semester wise Structure and Curriculum for UG Course in BCA
SEMESTER I
S. Course
Code Course Title L T P Credit
No.
3 WEEKS COMPULSORY INDUCTION PROGRAM (UHV-I)
CC101 Mathematics Foundations to
1 3 0 0 3
Computer Science - I
2 SEC101 Problem Solving Techniques 3 0 4 5
3 CC102 Computer Architecture 3 0 4 5
4 AEC101 General English - I 1 1 0 2
5 MDE101 Indian Knowledge System^ 2 0 0 2
VAC101 Environmental Science and
6 2 0 0 2
sustainability
Additional Course - Indian or Foreign
AEC102 Language Other than Mother Tongue
7 1 1 0 0*
and English (1-1- 0)) [optional course]*
TOTAL 19
Note: Îndian Knowledge System: Indian Culture and Civilization Indian Vision for
Human Society Indian Science Indian Town Planning and Architecture Indian
Mathematics and Astronomy Indian Aesthetics Indian Health, Wellness
*Indian Languages: Sanskrit/Hindi/All Regional languages

Foreign Languages: (not limited to) Spanish/German/French/Korean/Mandarin
etc.
SEMESTER II
S. Course Course Title L T P Credit
No. Code
1 CC103 Mathematics Foundations to 3 0 0 3
Computer Science - II
2 CC104 Data Structures 3 0 4 5
3 CC105 Operating Systems 3 0 2 4
4 SEC102 Object Oriented Programming 3 0 4 5
using Java
5 SEC103 Web Technologies 1 0 2 2
6 VAC102 Indian Constitution 2 0 0 2
Additional Course - Indian or
7 AEC103 Foreign Language Other than 1 1 0 0*
Mother Tongue and English (1-1-
0)) [optional course]*
TOTAL 21
*Indian Languages: Sanskrit/Hindi/All Regional languages

Foreign Languages: (not limited to) Spanish/German/French/Korean/Mandarin
etc.
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After Year 1, Students are advised to take Social Responsibility & Community
Engagement - encompassing Community Engagement with an NGO in the
vacation time.
An UNDER GRADUATE CERTIFICATE IN COMPUTER APPLICATION will be awarded,

if a student wishes to exit at the end of First year.
Exit Criteria after First Year of BCA Programme
Students will have the option to exit the Bachelor of Computer Application (BCA)
program after successfully completing the first year. Upon exit, they will be awarded
a UG Certificate in Computer Application. To be eligible for this certificate, students
must complete an additional 04 credits in one of the following areas:
1. Skill-Based Subject: A course designed to enhance practical and technical skills

in the field of computer applications.
2. Work-Based Vocational Course: A vocational course offered during the summer

term that emphasizes hands-on training and workplace readiness.
3. Internship/Apprenticeship: A professional internship or apprenticeship program

in a relevant field, with a minimum duration of 08 weeks, which will take place
after the second semester.
4. Social Responsibility & Community Engagement: Active engagement with an

NGO or community organization for a minimum duration of 08 weeks, focusing on
real-world problem-solving, social responsibility, and community service.
The mode and specifics of these additional credits will be determined by the respective
University/Admitting Body, and students will be required to complete the 08-week
program during the summer term following their second semester.
The exiting students will clear the subject / submit the Internship Report as per the
University schedule.
Re-entry Criteria in to Second Year (Third Semester)
The student who takes an exit after one year with an award of certificate may be
allowed to re-enter in to Third Semester for completion of the BCA Program as per the
respective University /Admitting Body schedule after earning requisite credits in the
First year.
20
Students can choose their specialization i.e. Stream with Discipline Specific Elective
[DSE] from Second year onwards as indicated in Appendix -I
SEMESTER III
S. Course Course Title L T P

No. Code Credit
1 CC201 Probability and Statistics 3 0 0 3

2 CC202 Data Base Management System 3 0 4 5
3 SEC201 Python Programming 2 0 4 4
4 CC203 Software Engineering 3 0 0 3
5 DSE201* Professional Elective – I 1 0 4 3
6 VAC201 Yoga/Sports/NCC/NSS/Disaster 0 0 4 2
Management
TOTAL 20
* To be selected from the Proposed Streams with Discipline-Specific Electives -
Data Science / Artificial Intelligence and Machine Learning / Full Stack
Development proposed by Universities as indicated at the appendix - A
SEMESTER IV
S. Course
Course Title L T P Credit
No. Code
CC204 Entrepreneurship and
1 1 1 0 2
Startup Ecosystem
2 CC205 Computer Networks 3 0 4 5
3 CC206 Design and Analysis of Algorithm 3 0 0 3

CC207
4 Artificial Intelligence 3 0 4 5
5 DSE202* Professional Elective – II 1 0 4 3

SEC202 Design Thinking
6 1 1 0 2
and Innovation
TOTAL 20
Note:
1. At the end of the Fourth Semester every student shall undergo Summer Training
/ Internship / Capstone for Eight Weeks in the industry/Research or Academic
Institute. This component will be evaluated during the fifth semester.
2. An UNDER GRADUATE DIPLOMA IN COMPUTER APPLICATION will be
awarded, if a student wishes to exit at the end of Second year.
21
Exit Criteria after Second Year of BCA Programme
Students will have the option to exit the Bachelor of Computer Application (BCA)
program after successfully completing the second year. Upon exit, they will be awarded
a UG Diploma in Computer Application. To be eligible for this diploma, students
must complete an additional 04 credits in one of the following areas:
1. Skill-Based Subject: A specialized course aimed at enhancing technical and practical

expertise in computer applications.
2. Work-Based Vocational Course: A vocational course offered during the summer term,
focused on building practical, industry-relevant skills.
3. Internship/Apprenticeship: A professional internship or apprenticeship with a

minimum duration of 08 weeks, conducted after the fourth semester, offering hands-
on experience in a relevant field.
4. Social Responsibility & Community Engagement: Involvement with an NGO or

community-based organization for a minimum of 08 weeks, contributing to social
initiatives and applying computer application knowledge to solve real-world challenges.
5. Capstone Project: Completion of a capstone project integrating the skills and

knowledge gained during the first two years of the program, which can be an
independent or group project.
The specific mode of completing the additional credits will be decided by the respective
University/Admitting Body, and students will be required to complete the 08-week
program or project during the summer term following their fourth semester.
Students opting for this exit will also be required to submit an

Internship/Apprenticeship Report or complete the Capstone Project as per the
schedule outlined by the University/Admitting Body before they are awarded the UG
Diploma.
Re-entry Criteria in to Third Year (Fifth Semester)
The student who takes an exit after second year with an award of Diploma may be
allowed to re-enter into fifth Semester for completion of the BCA Program as per the
respective University / Admitting Body schedule after earning requisite credits in the
Second year.
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SEMESTER V
S. Course
No. Code
1 DSE301* Professional Elective – III 3 0 4 5
2 DSE302* Professional Elective – IV 3 0 4 5
3 DSE303* Professional Elective – V 3 0 4 5
4 SEC301 Quantitative Techniques 0 2 0 2
5 SEC302 Internship/capstone Project 0 0 8 4
Major Project [ evaluation
6 SEC303 - - - 0
in sixth semester]
TOTAL 21
*L-T-P for Discipline Electives depends on the subject that the Universityoffers
SEMESTER VI
S. Course
No. Code
1 CC301 Generative AI 2 0 4 4
2 DSE304* Professional Elective – VI 3 0 4 5
3 DSE305* Professional Elective – VII 3 0 4 5
4 AEC301 Soft Skills 0 1 0 1
Major Project [Initiated in 5th
5 SEC304 0 0 8 4
Semester]
TOTAL 19
*L-T-P for Discipline Electives depends on the subject that the University offers
1. BACHELOR IN COMPUTER APPLICATION Degree will be awarded, if a student

wishes to exit at the end of Third year.
Exit Criteria after Third Year of BCA Programme
The students shall have an option to exit after 3rd year of Computer Application
Program and will be awarded with a Bachelor’s in Computer Application.
Re-entry Criteria in to Fourth Year (Seventh Semester)
The student who takes an exit after third year with an award of BCA may be allowed
to re-enter in to Seventh Semester for completion of the BCA (Honours) or BCA
(Honours with Research) Program as per the respective University / Admitting Body
schedule after earning requisite credits in the Third year.
23
Minimum eligibility criteria for opting the course in the fourth year will be as
follows:
1. BCA (Honours with Research): BCA Degree
2. For BCA (Honours): BCA Degree
SEMESTER VII - (BCA (Honours))

Specialization – AI & ML
S. Course
No. Course Title L T P Credit
Code
1 MDE401 Social Network Analysis
- - - 3
2 CC401 Optimization of ML 3 - 4 5
DSE401* Professional Elective – VIII 3 - 4 5
3
4 DSE402* Professional Elective – IX - - - 3
5 SEC401 Dissertation work
- - - -
[evaluationin Eight
semester]
6 SEC402 Summer Internship II 0 0 8 4
TOTAL 20
*L-T-P w.r.t Open Elective and Discipline Specific Elective depends on the
Courses offered by the University
SEMESTER VII - (BCA (Honours))

Specialization – Data Science
S. Course
No. Course Title L T P Credit
Code
1 MDE401 Advanced Statistical
- - - 3
methods for Data Science
2 CC401 Python for Data Science 3 - 4 5
DSE401* Professional Elective – 3 - 4 5
3
VIII
4 DSE402* Professional Elective – IX - - - 3
5 SEC401 Dissertation work
- - - -
[evaluationin Eight
semester]
6 SEC402 Summer Internship II 0 0 8 4
TOTAL 20
*L-T-P w.r.t Open Elective and Discipline Specific Elective depends on the
24
SEMESTER VIII - (BCA (Honours))
S. Course
No. Code Course Title L T P Credit
1 DSE403* Professional Elective – X 3 - 4 5

DSE404* Professional Elective – XI
2 3 - 4 5
DSE405* Professional Elective – XII
3 2 - - 2
SEC403 Dissertation work [Started in
4 0 0 16 8
Seventh semester]
TOTAL 20
*L-T-P w.r.t Open Elective and Discipline Specific Elective depends on

the Courses offered by the University
SEMESTER VII - (BCA – (Honours with Research))
S. Course
No. Code
Advanced Data Analysis Tools
1 CC401 0 2 4 4
Research Methodology
2 CC402 2 2 0 4
Research Internship Report and
3 CC403 0 0 8 4
Viva –Voce
4 DSEXX Professional Elective – IX - - - 4
5 DSEXX Professional Elective – X - - - 4

TOTAL 20
L-T-P w.r.t Open Elective and Discipline Specific Elective depends on the
SEMESTER VIII- (BCA –(Honours with Research))

S. Course
No. Code
Dissertation (For Research
1 SEC401 - - - 20
Track)*
TOTAL 20
*The Dissertation work will start from the beginning of fourth year of BCA (Honours with
Research) Program.
Students of Fourth Year shall be assessed for Project Work and Research Internship
Report and Viva –Voce and Dissertation (For Research Track).
25
Proposed Streams with Discipline-Specific

Electives (DSE)
Note: The following is indicative. Universities/Institutes may add streams / electives as
per their specific requirements.
1. Data Science
Sl.No Semester Course Code Professional Elective

1 III DSE*201 Basics of Data Analytics using Spreadsheet
2 IV DSE*202 Data Visualization
3 V DSE301 Introduction to Data Science
4 V DSE302 Time Series Analysis
5 V DSE303 Machine Learning
6 VI DSE304 Big Data Analytics
7 VI DSE305 Exploratory Data Analysis
8 VII DSE401 Business Intelligence & Analytics
9 VII DSE402 Data Mining & Warehousing
10 VIII DSE403 Advanced Data Visualization
11 VIII DSE404 Cloud Computing for Data Analytics
12 VIII DSE405 Data Security & Privacy
2. Artificial Intelligence & Machine Learning

1 III DSE*201 Feature Engineering
2 IV DSE*202 Introduction to ML
3 V DSE301 Neural Network
4 V DSE302 Digital Image Processing
5 V DSE303 Natural Language Processing
6 VI DSE304 Deep Learning for Computer Vision
7 VI DSE305 Predictive Analysis
8 VII DSE401 Explainable AI
9 VII DSE402 Evolutionary Algorithm
10 VIII DSE403 Speech Recognition
11 VIII DSE404 Augmented Reality & Virtual Reality
12 VIII DSE405 Security aspects of ML
3. Full Stack Development

1 III DSE*201 Web Programming -I
2 IV DSE*202 Web Programming -II
26
SEMESTER –I
27
28
SEMESTER –I
Mathematics Foundation to Computer Science - I
CC101 Mathematics Foundation to Computer 3L:0T:0P 3 Credits
Science - I
Course Objectives
CO1: Provide a basic understanding of fundamental mathematical concepts such as sets,
functions, matrix algebra, and discrete mathematics.
CO2: This course enables the students to use mathematical models and techniques to analyze
and understand problems in computer science.
CO3: This course demonstrates how the mathematical principles give succinct abstraction of
computer science problems and help them to efficiently analyze.
Course Content:
UNIT I:Set, Relation and Function:

Set, Set Operations, Properties of Set operations, Subset, Venn Diagrams, Cartesian Products.
Relations on a Set, Properties of Relations, Representing Relations using matrices and digraphs,
Types of Relations, Equivalence Relation, Equivalence relation and partition on set, Closures of
Relations, Warshall’s algorithm.
Functions, properties of functions (domain, range), composition of functions, surjective (onto),
injective (one-to-one) and bijective functions, inverse of functions.
Some useful functions for Computer Science: Exponential and Logarithmic functions,
Polynomial functions, Ceiling and Floor functions.
UNIT II:Counting and Recurrence Relation:

Basics of counting, Pigeonhole principle, permutation, combination, Binomial coefficients,
Binomial theorem.
Recurrence relations, modelling recurrence relations with examples, like Fibonacci numbers,
the tower of Hanoi problem. Solving linear recurrence relation with constant coefficients using
characteristic equation roots method.
UNIT III:Elementary Graph Theory:
Basic terminologies of graphs, connected and disconnected graphs, subgraph, paths and cycles,
complete graphs, digraphs, weighted graphs, Euler and Hamiltonian graphs.
Trees, properties of trees, concept of spanning tree. Planar graphs. Definitions and basic results
on the topics mentioned.
UNIT IV:Matrix Algebra:

Types of matrices, algebra of matrices–addition, subtraction, and multiplication of matrices,
determinant of a matrix, symmetric and skew-symmetric matrices, orthogonal matrix, rank of a
matrix, inverse of a matrix, applications of matrices to solve system of linear equations, Eigen
values and Eigen vectors, Caley-Hamilton theorem.
Text Books
1. Garg, Reena, Engineering Mathematics, Khanna Book Publishing Company, 2024.
(AICTE Recommended Textbook)
2. Garg, Reena, Advanced Engineering Mathematics, Khanna Book Publishing Company,
2023.
29
3. Kolman B., Busby R. and Ross S., Discrete Mathematical Structures, 6th Edition,
Pearson Education, 2015.
4. Deo Narsingh, Graph Theory with Application to Engineering and Computer Science,
Prentice Hall, India, 1979.
5. Vasishtha A. R. and Vasishtha A. K., Matrices, Krishna Prakashan, 2022.
Reference Books
1. Grimaldi Ralph P. and Ramana B. V., Discrete and Combinatorial Mathematics: An
Applied Introduction, Fifth Edition, Pearson Education, 2007.
2. Rosen Kenneth H. and Krithivasan Kamala, Discrete Mathematics and its Applications,
McGraw Hill, India, 2019.
3. West Douglas B., Introduction to Graph Theory, Second Edition, Pearson Education,
2015
Web Resources
1. https://nptel.ac.in/courses/106103205
*****
Problem Solving Techniques
SEC101 Problem Solving Techniques 3L:0T:4P 5 Credits
Course Objectives
CO1: Understand basic terminology of computers, problem solving, programming Languages

and their evolution (Understand)
CO2: Create specification from problem requirements by asking questions to disambiguate the
requirement statement. (Create)
CO3: Design the solution from specification of a problem and write pseudo code of the
algorithm using basic building blocks or structured programming constructs (Sequence,
Selection and Repetition statement). (Create)
CO4: Translate an algorithm into a C computer program (Create)
CO5: Testing and analysing programs using debugging tools. (Analyze)
Prerequisite: This is an introductory programming course and hence no prerequisites
Course Content:
UNIT I: (CO-1, CO-2)
Problems And Problem Instances, Generalization and Special Cases, Types of Computational
Problems, Classification of Problems, Analysis of Problems, Solution Approaches, Algorithm
Development, Analysis of Algorithm, Efficiency, Correctness, Role of Data Structures in
Problem Solving, Problem-Solving Steps (Understand the Problem, Plan, Execute, And
Review), Breaking the Problem into Subproblems, Input/Output Specification, Input Validation,
Pre and Post Conditions.
UNIT II: (CO-2, CO-3, CO-4)

Structured Programming Concepts: Sequence (Input/Output/Assignment), Selection (If, If-Else)
And Repetition (For, While, Do-While) Statements, Control Structure Stacking and Nesting.
30
Different Kinds of Repetitions: Entry Controlled, Exit Controlled, Counter Controlled, Definite,
Indefinite and Sentinel-Controlled Repetitions. Pseudocode and Flowcharts. Definition And
Characteristics of Algorithms, Standard Algorithm Format. Problems Involving Iteration and
Nesting: Displaying Different Patterns and Shapes Using Symbols and Numbers, Generating
Arithmetic and Geometric Progression, Fibonacci and Other Sequences, Approximate Values
For π, Sin(x), Cos(x), Etc. Using Taylor Series. Different Kinds of Data in The Real World and
How They are Represented in The Computer Memory. Representation of Integers: Signed
Magnitude Form, 1’s Complement And 2’s Complement. Representation of Real Numbers:
IEEE 754 Floating Point Representation. Representation of Characters: ASCII, UNICODE.
C Language: Introduction To Programming Languages, Different Generations of Programming
Languages. Typed Vs Typeless Programming Languages, History of C Language, An Empty C
Program. C Language Counterparts For Input (scanf()), Output (printf()) Statements,
Assignment, Arithmetic, Relational and Logical Operators. If, If-Else Statements, For, While,
Do-While Statements. Data Types. Translating Pseudocode/Algorithm to C Program.
Incremental Compilation and Testing of The C Program. Simple Problems Involving Input,
Output, Assignment Statement, Selection and Repetition. Good Coding Practices.
UNIT III: (CO-2, CO-3, CO-4)

Problems on Numbers: Extracting Digits of a Number (Left to Right and Right to Left),
Palindrome, Prime Number, Prime Factors, Amicable Number, Perfect Number, Armstrong
Number, Factorial, Converting Number from One Base to Another. Statistics (Maximum,
Minimum, Sum and Average) on a Sequence of Numbers which are Read using Sentinel-
Controlled Repetition using only a few Variables.
C Language: else-if Ladder, switch Case, Increment/Decrement Operators, break and continue
Statements.
UNIT IV: (CO-2, CO-3, CO-4, CO-5)

Modular Programming, Top-Down and Bottom-Up Approaches to Problem Solving. Recursion.
Problems on Arrays: Reading and Writing of Array Elements, Maximum, Minimum, Sum,
Average, Median and Mode. Sequential And Binary Search. Any one Sorting Algorithm. Matrix
Operations.
C Language: Function Definition and Declaration (Prototype), Role of Return Statement, One
Dimensional and Two-Dimensional Arrays. String Functions. Other Operators, Operator
Precedence and Associativity. Debugging.
Text Books
1. Venkatesh, Nagaraju Y, Practical C Programming for Problem Solving, Khanna Book
Publishing Company, 2024.
2. AICTE’s Programming for Problem Solving (with Lab Manual), Khanna Book Publishing
Company, 2024.
3. Harvey Deitel and Paul Deitel, C How to Program, 9th edition, Pearson India, 2015.
4. R G Dromey, How to Solve It by Computer.
Reference Books
1. Brian W. Kernighan and Dennis Ritchie, The C Programming Language, 2nd edition,Pearson, 2015.
2. Jeri Hanly and Elliot Koffman, Problem Solving and Program Design in C, 8th edition,Pearson,
2015.
******
31
Problem Solving Techniques: Lab Problems
UNIT-II
1. Converting degrees Celsius to Fahrenheit and vice versa?

2. Display three input numbers in sorted (non-decreasing) order?
3. Given a positive integer value n (>= 0) display number, square and cube of
numbers from 1 to n in a tabular format?
4. Given an input positive integer number, display odd numbers from in therange
[1,n]?
5. Display first mathematical tables, each table up to 10 rows? Generalise this todisplay
first n (> 0) mathematical tables up to m (m > 0) rows?
6. Display following patterns of n rows (n > 0), For the below examples n = 5?For
each pattern write a separate algorithm/program?
$ $ 12345 12345
$$ $$ 1234 1234
$$$ $$$ 123 123
$$$$ $$$$ 12 12
$$$$$ $$$$$ 1 1
7. Display the following patterns of n rows (n > 0), for the below examples n = 5?
Hollow square Triangle Square with Diamond

pattern: Patterns with diagonals: Pattern
numbers:
##### * * * * *
# # 1
*
* * * *
# # 121 ***
# # 12321
##### 1234321 * * * *****
123454321
* * * * ***
* * * * * *
8. Given the first term (a), difference/multiplier (d) and number of terms (n > 0),
display the first n terms of the arithmetic/geometric progression?
9. Display the first n (n > 0) terms of the fibonacci sequence?
10. Display the first n (n > 0) terms of the Tribonacci sequence?
11. Given two positive integer numbers n1 and n2 check if the numbers are
consecutive numbers of the fibonacci sequence?
12. Compute approximate value of π considering first n (n > 0) terms of theTaylor
series for π?
13. Compute approximate value of ex considering first n (n > 0) terms of the
Taylor series for ex?
32
14. Compute approximate value of sin(x)/cos(x) considering first n (n > 0) terms ofthe
Taylor series for sin(x)/cos(x)?
UNIT-III
1. Extract digits of an integer number (left to right and right to left)?

2. Given a sequence of digits form the number composed of the digits. Use sentinel
controlled repetition to read the digits followed by -1. For example, forthe input 2 7 3
2 9 -1 the output number is 27329?
3. Check if a given positive integer number is a palindrome or not?
4. Compute character grade from the marks (0 ≤ marks ≤ 100) of a subject. Grading
Scheme: 80-100 : A, 60 - 79: B, 50 - 59: C, 40-49: D, 0-39: F? Solve this using both
else-if ladder and switch case?
5. Compute the sum of a sequence of numbers entered using sentinel controlled
repetition?
6. Check if a given positive integer number is a prime number or not?
7. Compute prime factors of a positive integer number?
8. Check if two positive integer numbers are amicable numbers or not?
9. Check if a given positive integer number is a perfect number or not?
10. Check if a given positive integer number Armstrong number or not?
11. Converting a positive integer number (n > 0) from one base (inputBase) to another
base (outputBase) (2 <= input Base, outputBase <= 10). Input number should be
validated before converting to make sure the number uses only digits allowed in the
input base?
12. Write a program to display a number in text form. For example If the number is 5432
the output should be “FIVE FOUR THREE TWO”?
13. Using the grading scheme described in the question 4 (UNIT III), Compute how many
students awarded each grade and display the frequency as a bar chart (horizontal) using
single “*” for each student. Use sentinel controlled repetition (-1 as sentinel value) in
reading the students marks. Use else-if ladder/switch case to compute the grade and
the corresponding frequency.
Sample bar chart when the class has 7-A, 10-B, 3-C, 7-D and 1-F grades.
A:
*******
B:
**********
C: ***
D:
*******
F: *
14. Compute maximum, minimum, sum and average of a sequence of numbers which are
read using sentinel controlled repetition using only few variables?
15. Compute body mass index, BMI = weightinKGs / (HeightinMeters
*HeightinMeters), Both weight and height values are positive real numbers. Your
33
program should display BMI value followed by whether the person is Underweight,
Normal, Overweight or Obese using the below ranges:
BMI Values
Underweight: less than 18.5
Normal: >=18.5 and <25
Overweight: >=25 and < 30
Obese: >= 30
UNIT IV
1. Design a modularized algorithm/program to check if a given positive integer number

is a circular prime or not?
2. Design a modularized algorithm/program to compute a maximum of 8 numbers?
3. Design a modular algorithm/program which reads an array of n integer elements and
outputs mean (average), range (max-min) and mode (most frequent elements)?
4. Design a modular algorithm/program which reads an array of n integer elements and
outputs median?
5. Implement your own string length and string reversal functions?
6. Design algorithm/program to perform matrix operations addition, subtractionand
transpose?
7. Write a recursive program to count the number of digits of a positive integer
number?
8. Recursive solutions for the following problems:
a. Factorial of a number?
b. Display digits of a number from left to right (and right to left)?
c. Compute xy using only multiplication?
d. To print a sequence of numbers entered using sentinel controlledrepetition in
reverse order?
******
34
Computer Architecture
CC102 Computer Architecture 3L:0T:4P 5 Credits
Course Objectives
CO1: To Understand the basics of Digital Electronics and Binary Number System
CO2: To Learn the implementation of Combinational Circuit.
CO3: To Learn the implementation of Sequential Circuit.
CO4: To Understand the Organization of basic computers.
CO5: To Understand the concept of Parallel Processing.
CO6: To understand the concept of memory organization.
Course Content:
UNIT-I
Digital Principles: Definition for Digital signals, Digital logic, Digital computers, Von
Neumann Architecture, Boolean Laws and Theorems, K-Map: Truth Tables to K-Map, 2, 3 and
4 variable K Map, K-Map Simplifications, Don’t Care Conditions, SOP and POS.
Number Systems: Decimal, Binary, Octal, Hexadecimal, Number System Conversions, Binary
Arithmetic, Addition and subtraction of BCD, Octal Arithmetic, Hexadecimal Arithmetic,
Binary Codes, Decimal Codes, Error detecting and correcting codes, ASCII, EBCDIC, Excess-
3 Code, The Gray Code.
UNIT-II
Combinational Circuits: Half Adder and Full Adder, Subtractor, Decoders, Encoder,
Multiplexer, Demultiplexer
Sequential Circuits: Flip-Flops- SR Flip- Flop, D Flip-Flop, J-K Flip-Flop, T Flip-Flop.
Register: 4 bit register with parallel load, Shift Registers- Bidirectional shift register with
parallel load
Binary Counters-4 bit synchronous and Asynchronous binary counter.
UNIT-III
Basic Computer Organization and Design: Instruction Codes, Computer Registers, Computer
Instructions, Timing and Control, Instruction Cycle, Memory-Reference Instructions, Input-
Output Interrupt, Complete Computer Description, Design of Basic Computer, Design of
Accumulator logic. Central Processing Unit: Introduction, General Register Organization, Stack
Organization, Instruction Formats, Addressing Modes, Data Transfer and Manipulation,
Program Control, Reduced Instruction Set Computer(RISC), RISC Vs CISC.
UNIT-IV
Pipeline and Vector Processing: Parallel Processing, Pipelining, Arithmetic Pipeline, Instruction
Pipeline, RISC Pipeline. Input-Output Organization: Peripheral Devices, Input-Output
Interface, Asynchronous data transfer, Modes of Transfer, Priority Interrupt, Direct memory
Access, Input-Output Processor(IOP).
Memory Organization: Memory Hierarchy, Main Memory, Auxiliary memory, Associate
Memory, Cache Memory, Virtual Memory, Memory Management Hardware.
Text Books:
35
1. Donald P Leach, Albert Paul Malvino, Goutam Saha- “Digital Principles &
Applications” , Tata McGraw Hill Education Private Limited,2011Edition.
2. M. Morris Mano- “Computer System Architecture”, Pearson/Phi, Third Edition.
Reference Books:
1 William Stallings- “Computer Organization and Architecture”, Pearson/PHI, Sixth
Edition,
2 Andrew S. Tanenbaum- “Structured Computer Organization”, PHI /Pearson 4th Edition,
3 M.V .Subramanyam, “Switching Theory and Logic Design”, Laxmi Publications (P)
Ltd.
4 Ikvinderpal Singh, Computer Organization Architecture, Khanna Book Publishing.
Suggestive Laboratory Experiments:
1. Verify logic behavior of AND, OR, NAND, NOR, EX-OR, EX-NOR, Invert and Buffer
gates.
2. To study and verify NAND as a Universal Gate
3. To verify De- Morgan’s theorem for 2 variables
4. Design and test of an S-R flip-flop using NAND/NOR gate.
5. Convert BCD to Excess-3 code using NAND gate
6. To Convert Binary to Grey Code
7. Verification of Truth Tables of J-K Flip-Flop using NAND/NOR gate
8. Realize Decoder and Encoder circuit using Basic Gates.
9. Design and implement the 4:1 MUX using gates.
10. Implementation of 4-Bit Parallel Adder Using 7483 IC.
11. Design and verify operation of half adder and full adder.
12. Design and verify operation of half subtractor.
13. Design and Implement a 4 bit shift register using Flip flops.
14. Implement Boolean function using logic gates in both SOP and POS
15. Design and Implement a 4 bit synchronous counter.
16. Design and verify 4 bit asynchronous counter.
Hardware
1. Familiarize the computer system layout: marking positions of SMPS, motherboard,

FDD, HDD, CD, DVD and add on cards.
2. Identify the Computer Name and Hardware Specification (RAM capacity, Processor
type, HDD, 32 bit/ 64 bit)
3. Identify and Troubleshoot the problems of RAM, SMPS and motherboard
4. Configure BIOS settings- disable and enable USB and LAN
5. Adding additional RAM to the system.(expanding RAM size).
6. To Study mother board layout of a system.
7. Demonstrate the assembly of a PC
8. Demonstration of various ports: CPU, VGA port, PS/2 (keyboard, mouse) ,USB, LAN,
Speaker, Audio.
9. Install and configure windows OS
10. To study the installation of Printer and trouble shooting.
*******
36
General English – I
AEC 101 General English - I 1L:1T:0P 2 Credits
Course Objective:
1. To provide learning environment to practice listening, speaking, reading and writing skills.
2. To assist the students to carry on the tasks and activities through guided instructions and
materials.
3. To effectively integrate English language learning with employability skills and training.
4. To provide hands-on experience through case-studies, mini-projects, group and individual
presentations.
Course Content:
Unit- I: Vocabulary Building
The concept of Word Formation, Root words from foreign languages and their use in English,
Acquaintance with prefixes and suffixes from foreign languages in English to form derivatives,
Synonyms, antonyms, and standard abbreviations.
Unit-II: Basic Writing Skills
Sentence Structures, Use of phrases and clauses in sentences, Importance of proper punctuation,
Creating coherence, Organizing principles of paragraphs in documents, Techniques for writing
precisely
Unit- III: Identifying Common Errors in Writing
Subject-verb agreement, Noun-pronoun agreement, Misplaced modifiers, Articles, Prepositions,
Redundancies
Unit- IV: Nature and Style of sensible Writing
Describing, Defining, Classifying, providing examples or evidence, writing introduction and
conclusion, Module V: Writing Practices, Comprehension, Précis Writing, Essay Writing
Unit-V: Oral Communication (This Module involves interactive practice sessions in
Language Lab)
Listening Comprehension, Pronunciation, Intonation, Stress and Rhythm, Common Everyday
Situations: Conversations and Dialogues, Communication at Workplace, Interviews, Formal
Presentations
Unit- VI: Oral Communication (This Module involves interactive practice sessions in
Language Lab)
Listening Comprehension, Pronunciation, Intonation, Stress and Rhythm, Common Everyday
Situations: Conversations and Dialogues, Communication at Workplace, Interviews, Formal
Presentations
37
Text/Reference Books:
1. AICTE’s Prescribed Textbook: Communication Skills in English (with Lab Manual),
Anjana Tiwari, Khanna Book Publishing Co., 2023.
2. Effective Communication Skills. Kul Bhushan Kumar, Khanna Book Publishing, 2022.
3. Practical English Usage. Michael Swan. OUP. 1995.
4. Remedial English Grammar. F.T. Wood. Macmillan.2007
5. On Writing Well. William Zinsser. Harper Resource Book. 2001
6. Study Writing. Liz Hamp-Lyons and Ben Heasly. Cambridge University Press. 2006.
7. Communication Skills. Sanjay Kumar and PushpLata. Oxford University Press. 2011. 8.
Exercises in Spoken English. Parts. I-III. CIEFL, Hyderabad. Oxford University Press.
Alternative NPTEL/SWAYAM Course:

S.No. NPTEL/SWAYAM Course Instructor Host Institute
Name
1 English language for Prof. Aysha iqbal IIT MADRAS
competitive exams
2 Technical English for engineers Prof. Aysha iqbal IITM
Course Outcomes: The student will acquire basic proficiency in English including reading
and listening comprehension, writing and speaking skills
********
Indian Knowledge System

MDE 101 Indian Knowledge System 2L:0T:0P 2 Credits
*For Detailed Course Refer APPENDIX – II
********
Environmental Science and Sustainability
VAC 101 Environmental Science and Sustainability 2L:0T:0P 2 Credits
Course description:
This course aims to familiarize students with fundamental environmental concepts and their
relevance to business operations, preparing them to address forthcoming sustainability
challenges. It is designed to equip students with the knowledge and skills needed to make
decisions that account for environmental consequences, fostering environmentally sensitive and
responsible future managers. The course content is divided into four comprehensive units.
Unit 1 introduces basic environmental principles, the man-environment relationship, and
sustainability issues.
Unit 2 focuses on ecosystems, biodiversity, and sustainable practices.
Unit 3 addresses environmental pollution, waste management, and sustainable development
strategies. Finally,
38
Unit 4 explores social issues, environmental legislation, and practical applications through
hands-on fieldwork. Through this holistic approach, students will gain a deep understanding of
environmental processes, the importance of sustainable practices, and their role in promoting
sustainability within business contexts.
Course Objective(s):
1. This course aims to familiarize students with basic environmental concepts, their
relevance to business operations, and forthcoming sustainability challenges.
2. This course will equip students to make decisions that consider environmental
consequences.
3. This course will enable future business graduates to become environmentally sensitive
and responsible managers.
Course Content:
Unit 1: Understanding Environment, Natural Resources, and Sustainability

Fundamental environmental concepts and their relevance to business operations; Components
and segments of the environment, the man-environment relationship, and historical
environmental movements. Concept of sustainability; Classification of natural resources, issues
related to their overutilization, and strategies for their conservation. Sustainable practices in
managing resources, including deforestation, water conservation, energy security, and food
security issues. The conservation and equitable use of resources, considering both
intergenerational and intergenerational equity, and the importance of public awareness and
education.
Unit 2: Ecosystems, Biodiversity, and Sustainable Practices

Various natural ecosystems, learning about their structure, functions, and ecological
characteristics. The importance of biodiversity, the threats it faces, and the methods used for its
conservation. Ecosystem resilience, homeostasis, and carrying capacity, emphasizing the need
for sustainable ecosystem management. Strategies for in situ and ex situ conservation, nature
reserves, and the significance of India as a mega diverse nation.
Unit 3: Environmental Pollution, Waste Management, and Sustainable Development

Various types of environmental pollution, including air, water, noise, soil, and marine pollution,
and their impacts on businesses and communities. Causes of pollution, such as global climate
change, ozone layer depletion, the greenhouse effect, and acid rain, with a particular focus on
pollution episodes in India. Importance of adopting cleaner technologies; Solid waste
management; Natural and man-made disasters, their management, and the role of businesses in
mitigating disaster impacts.
Unit 4: Social Issues, Legislation, and Practical Applications

Dynamic interactions between society and the environment, with a focus on sustainable
development and environmental ethics. Role of businesses in achieving sustainable
development goals and promoting responsible consumption. Overview of key environmental
legislation and the judiciary's role in environmental protection, including the Water (Prevention
and Control of Pollution) Act of 1974, the Environment (Protection) Act of 1986, and the Air
(Prevention and Control of Pollution) Act of 1981. Environmental justice, environmental
39
refugees, and the resettlement and rehabilitation of affected populations; Ecological economics,
human population growth, and demographic changes in India.
Readings:
Text Books (Latest Editions):

● Poonia, M.P. Environmental Studies (3rd ed.), Khanna Book Publishing Co.
● Bharucha, E. Textbook of Environmental Studies (3rd ed.) Orient Blackswan Private Ltd.
● Dave, D., & Katewa, S. S. Text Book of Environmental Studies. Cengage Learning India Pvt
Ltd.
● Rajagopalan, R. Environmental studies: from crisis to cure (4th ed.). Oxford University Press.
● Miller, G.T. & Spoolman S. Living in the Environment. (20th ed.). Cengage.
● Basu, M., & Xavier Savarimuthu, S. J. Fundamentals of environmental studies. Cambridge
University Press.
● Roy, M. G. Sustainable Development: Environment, Energy and Water Resources. Ane
Books.
● Pritwani, K. Sustainability of business in the context of environmental management. CRC
Press.
● Wright, R.T. & Boorse, D.F. Environmental Science: Toward A Sustainable Future (13th ed,).
Pearson.
References
Web links:
● https://www.ourplanet.com
● https://www.undp.org/content/undp/en/home/sustainable-development-goals.html
● www.myfootprint.org
● https://www.globalchange.umich.edu/globalchange1/current/lectures/kling/ecosystem
/ecosystem.html
Course Outcome(s):
1. Explore the basic environmental concepts and issues relevant to the business and
management field.
2. Recognize the interdependence between environmental processes and socio-economic
dynamics.
3. Determine the role of business decisions, policies, and actions in minimizing
environmental degradation.
4. Identify possible solutions to curb environmental problems caused by managerial
actions.
5. Develop skills to address immediate environmental concerns through changes in
business operations, policies, and decisions.
******
40
SEMESTER –II
41
42
SEMESTER –II
Mathematics Foundation to Computer Science - II
CC103 Mathematics Foundation to Computer Science - II 3L:0T:0P 3 Credits
Course Objectives
CO1: This course helps the students to understand correct lines of arguments and proofs.
CO2: This course introduces mathematical techniques that are foundations for understanding
advanced computational methods, including numerical methods and optimization.
CO3: This course helps the students to understand various problem-solving strategies and
methods to tackle both theoretical and practical challenges in computer science.
Course Content:
UNIT I:
Logic and Methods of Proofs:
Propositions, logical operations (basic connectives), compound statements, construction of truth
table, quantifiers, conditional statements, tautology, contradiction, contingency, logical
equivalence. Conjunctive Normal Forms (CNF) and Disjunctive Normal Forms (DNF).
Methods of proofs: Rules of inference for propositional logic, modus ponens, modus tollens,
syllogism, proof by contradiction, Mathematical Induction.
UNIT II:
Algebraic Structures:
Semi-group, Monoid, Group, Subgroup, Cyclic group.
UNIT III:
Numerical Methods:
Concept and importance of errors in numerical methods.
Solution of algebraic and transcendental equations: Bisection method and Newton-Raphson
methods.
Numerical Interpolation: Newton’s Forward and Newton’s Backward interpolation formula and
Lagrange’s formula.
Numerical Integration: Trapezoidal rule and Simpson’s 1/3 rule
Only formula and problem solving for all the topics mentioned above.
UNIT IV:
Optimization Techniques:
Linear programming: Introduction, LP formulation, Graphical method for solving LPs with two
variables, Special cases in graphical methods, Simplex method, Duality.
Transportation problem: Definition, Linear form, North-west corner method, Least cost method,
Vogel’s approximation method for finding feasible solution, MODI method for finding optimum
solution.
Text Books
1. Kolman B., Busby R. and Ross S., Discrete Mathematical Structures, 6th Edition,
Pearson Education, 2015.
2. Sastry S. S., Introductory Methods of Numerical Analysis, Fifth Edition, PHL, 2022.
43
3. Taha Hamdy A., Operations Research: An Introduction, Eighth Edition, Pearson

Prentice Hall, 2003.
4. S.B. Singh, Discrete Structures, Khanna Book Publishing, 2023 (AICTE
Recommended Textbook)
Reference Books
1. Rosen Kenneth H. and Krithivasan Kamala, Discrete Mathematics and its
Applications, McGraw Hill, India, 2019.
2. Chakravorty J. G. and Ghosh P. R., Linear Programming and Game Theory, Moulik
Library, 2017.
3. Sharma J. K., Operations Research: Theory and Applications, Fourth Edition,
Macmilllan Publishers, 2007.
Web Resources
2. https://www.math.iitb.ac.in/~siva/si50716/SI507lecturenotes.pdf
******
Data Structures
CC104 Data Structures 3L:0T:4P 5 Credits
Course Objectives
CO1: Understand the fundamental concepts of Data Structures and their applications.
CO2: Develop problem-solving skills using Data Structures.
CO3: Implement Data Structures using C programming language.
Prerequisite:
1. Programming Fundamentals: Understanding the basic syntax and semantics of C
programming language.
2. Problem-Solving Skills: Ability to break down a problem into smaller steps and devise a
step-by-step solution and familiarity with simple algorithms.
Course Content:
UNIT I:
Introduction and Overview: Definition, Classification and Operations of Data Structures.
Algorithms: Complexity, Time-Space Tradeoff.
Arrays: Definition and Classification of Arrays, Representation of Linear Arrays in Memory,
Operations on Linear Arrays: Traversing, Inserting, Deleting, Searching, Sorting and Merging.
Searching: Linear Search and Binary Search, Comparison of Methods. Sorting: Bubble Sort,
Selection Sort, and Insertion Sort. Two-Dimensional Arrays, Representation of Two-
Dimensional Arrays in Memory, Matrices and Sparse Matrices, Multi-Dimensional Arrays.
44
UNIT II:
Linked Lists: Definition, Comparison with Arrays, Representation, Types of Linked lists,
Traversing, Inserting, Deleting and Searching in Singly Linked List, Doubly Linked List and
Circular Linked List. Applications of Linked Lists: Addition of Polynomials.
Hashing and Collision: Hashing, Hash Tables, Types of Hash Functions, Collision, Collision
Resolution with Open Addressing and Chaining.
UNIT III:
Stacks: Definition, Representation of Stacks using Arrays and Linked List, Operations on
Stacks using Arrays and Linked List, Application of Stacks: Arithmetic Expressions, Polish
Notation, Conversion of Infix Expression to Postfix Expression, Evaluation of Postfix
Expression.
Recursion: Definition, Recursive Notation, Runtime Stack, Applications of Recursion:
Factorial of Number, GCD, Fibonacci Series and Towers of Hanoi.
Queues: Definition, Representation of Queues using Array and Linked List, Types of Queue:
Simple Queue, Circular Queue, Double-Ended queue, Priority Queue, Operations on Simple
Queues and Circular Queues using Array and Linked List, Applications of Queues.
UNIT IV:
Graphs: Definition, Terminology, Representation, Traversal.
Trees: Definition, Terminology, Binary Trees, Traversal of Binary Tree, Binary Search Tree,
Inserting, Deleting and Searching in Binary Search Tree, Height Balanced Trees: AVL Trees,
Insertion and Deletion in AVL Tree.
Text Books
1. R.B. Patel, “Expert Data Structures with C”, Khanna Book Publishing Company, 2023
2. Seymour Lipschutz, “Data Structures with C”, Schaum’s Outlines, Tata McGraw-Hill,
2011.
3. Yashavant Kanetkar, "Data Structures Through C", 4th Edition, BPB Publications,
2022.
Reference Books
1. Reema Thareja, “Data Structures Using C", Second Edition, Oxford University Press,
2014.
2. Ellis Horowitz, Sartaj Sahni, and Susan Anderson-Freed, "Fundamentals of Data
Structures in C", Second Edition, Universities Press, 2007.
Web Resources
1. GeeksforGeeks - Data Structures Tutorial
2. Khan Academy - Algorithms Course
Lab Programs:
1. Write a program for insertion and deletion operations in an array.
2. Write a program to search for an element in an array using Linear Search and Binary
Search.
3. Write a program to sort an array using Bubble Sort, Selection Sort and Insertion Sort.
45
4. Write a program to merge two arrays.

5. Write a program to add and subtract two matrices.
6. Write a program to multiply two matrices.
7. Write a program to insert an element into a Singly Linked List:
(a) At the beginning
(b) At the end
(c) At a specified position
8. Write a program to delete an element from a Singly Linked List:
(a) At the beginning
(b) At the end
(c) A specified element
9. Write a program to perform the following operations in a Doubly Linked List:
(a) Create
(b) Search for an element
10. Write a program to perform the following operations in a Circular Linked List:
(a) Create
(b) Delete an element from the end
11. Write a program to implement stack operations using an array.
12. Write a program to implement stack operations using a linked list.
13. Write a program to add two polynomials using a linked lists.
14. Write a program to evaluate a postfix expression using a stack.
15. Write a program to perform the following using recursion:
(a) Find the factorial of a number
(b) Find the GCD of two numbers
(c) Solve Towers of Hanoi problem
16. Write a program to implement simple queue operations using an array.
17. Write a program to implement circular queue operations using an array.
18. Write a program to implement circular queue operations using a linked list.
19. Write a program to perform the following operations on a binary search tree.
(a) Preorder Traversal
(b) Inorder Traversal
(c) Postorder Traversal
20. Write a program to perform insertion operation in a binary search tree.
******
46
Operating Systems
CC105 Operating Systems 3L:0T:2P 4 Credits
Course Content:
UNIT I:
Operating Systems Overview: Definition, Evaluation of O.S, Components & Services of OS,
Structure, Architecture, types of Operating Systems, Batch Systems, Concepts of
Multiprogramming and Time Sharing, Parallel, Distributed and real time Systems.
Operating Systems Structures: Operating system services and systems calls, system
programs, operating system structure, operating systems generations.
UNIT II:
Process Management: Process Definition, Process states, Process State transitions, Process
Scheduling, Process Control Block, Threads, Concept of multithreads, Benefits of threads,
Types of threads.
Process Scheduling: Definition, Scheduling objectives, Scheduling algorithms, CPU
scheduling Preemptive and Non-preemptive Scheduling algorithms (FCFS, SJF and RR),
Performance evaluation of the scheduling Algorithms
UNIT III:
Process Synchronization: Introduction, Inter-process Communication, Race Conditions,
Critical Section Problem, Mutual Exclusion, Semaphores, Monitors.
Deadlocks: System model, deadlock characterization, deadlock prevention, avoidance,
Banker’s algorithm, Deadlock detection, and recovery from deadlocks.
UNIT IV:
Memory Management: Logical and Physical address map, Swapping, Memory allocation,
MFT, MVT, Internal and External fragmentation and Compaction, Paging, Segmentation.
Virtual Memory: Demand paging, Page Replacement algorithms, Allocation of frames,
thrashing.
I/O Management: Principles of I/O Hardware: Disk structure, Disk scheduling algorithms.
Text Books:
1. Ekta Walia, Operating Systems Concepts, Khanna Publishing House, 2022 (AICTE
2. Abraham Silberschatz, Peter Baer Galvin, Greg Gagne (2006), Operating System
Principles, 7th edition OR Later edition, Wiley India Private Limited, New Delhi.
3. Stallings (2006), Operating Systems, Internals and Design Principles, 5th edition,
Pearson Education, India.
Reference Books:
1. Andrew S Tanenbaum, Modern Operating Systems, Third Edition, Prentice Hall India.
47
2. Sumitabha Das, UNIX Concepts and Applications, 4th Edition, Tata McGraw-Hill.
Course Outcomes (COs):

At the end of the course, students will be able to:
CO1: Explain the fundamentals of the operating system.
CO2: Comprehend multithreaded programming, CPU scheduling, process management,
process synchronization, memory, deadlocks, and storage management.
CO3: Compare the performance of CPU scheduling algorithms
CO4: Identify the features of I/O and File handling methods.
Operating Systems LAB

List of experiments
1. Write C program to simulate the FCFS CPU Scheduling algorithm.
2. Write C program to simulate the SJF CPU Scheduling algorithm.
3. Write C program to simulate the Round Robin CPU Scheduling algorithm.
4. Write a C program to simulate Bankers Algorithm for Deadlock Avoidance.
5. Write a C program to implement the Producer – Consumer problem using semaphores.
6. Write a C program to illustrate the IPC mechanism using Pipes.
7. Write a C program to illustrate the IPC mechanism using FIFOs.
8. Write a C program to simulate Paging memory management technique.
9. Write a C program to simulate Segmentation memory management technique.
10. Write a C program to simulate the Best Fit contiguous memory allocation technique.
11. Write a C program to simulate the First Fit contiguous memory allocation technique.
12. Write a C program to simulate the concept of Dining-Philosophers problem.
13. Write a C program to simulate the MVT algorithm.
14. Write a C program to implement FIFO page replacement technique.
15. Write a C program to write a C program for implementing sequential file allocation method.
Course Outcomes (COs):
CO1: To implement scheduling of algorithms.

CO2: Understanding the concept of critical section problems.
CO3: Concepts of file allocation of frames.
CO4: Concept of Page replacement algorithms.
*******
48
Object Oriented Programming using Java
SEC102 Object Oriented Programming 3L:0T:4P 5 Credits

using Java
Course Objectives
CO1: To introduce the object oriented programming system concepts
CO2: To introduce syntax and semantics of Java programming language
CO3: To develop modular programs using Java
CO4: To setup JDK environment to create, debug and run Java programs
Prerequisite: Knowledge of Problem Solving Techniques using C programminglanguage
Course Content:
UNIT I:
Fundamentals of Object Oriented Programming: Basic Concepts of Object Oriented
Programming (OOP), Benefits and Applications of OOP.
Java Evolution: Java Features, Difference between Java, C and C++, Javaand Internet,
Java Environment.
Overview of Java Language: Introduction to Simple Java Program, Use ofComments and
Math function, Application of two classes, Java Program Structure, Java Tokens and statements,
Implementing Java programAnd JVM, Command Line Arguments.
Text Book 1: Chapters 1, 2 and 3.
UNIT II:
Constants, Variables and Data Types: Constants, Variables, Data Types, Declaration of
Variables, Giving values to Variables, Symbolic Constants, Typecasting.
Operators & Expressions: Arithmetic operators, Relational operators, Logical operators,
Assignment operators, Increment & Decrement operators, conditional operators, Bitwise
operators, Arithmetic Expressions, Evaluation of Expressions, Type Conversions in
Expressions, Operator Precedence & Associativity.
Decision Making, Branching & Looping: Decision Making with ControlStatements, Looping
statements, Jump in loops, Labelled loops.
Text Book 1: Chapters 4, 5, 6, and 7.
UNIT III:
Classes, Objects and Methods: Defining Class, Methods Declaration,Constructors, Methods
Overloading, Overriding Methods, Inheritance
Arrays, Strings and Vectors: 1D arrays, Creating an Array, 2D arrays, Strings,Vectors,
Wrapper Classes, Enumerated Types
Inheritance: Defining, extending classes, and Implementing Interfaces. Multipleinheritance
and polymorphism.
Text Book 1: Chapters 8, 9, and 10.
UNIT IV:
Packages: Basics of packages, System packages, Creating and accessing packages, Creating
49
user defined packages, Adding class to a package.

Exception Handling: Using the main keywords of exception handling: try, catch,throw, throws
and finally; Nested try, Multiple catch statements, Creating user defined exceptions
Text Book 1: Chapters 11 & 13.
Text Books
1. Balaguruswamy E. (2023). Programming with JAVA: A Primer. 7th edition. India:
McGraw Hill Education
2. Schildt, H. (2022). Java: The Complete Reference. 12th edition.McGraw-Hill Education.
Reference Books
1. Arunesh Goyal, The Essentials of JAVA, Khanna Book Publishing Company Private
Limited, 2012.
2. Tanweer Alam, Core JAVA, Khanna Book Publishing Company Private Limited, 2015.
3. Y. Daniel Liang, Introduction to Java Programming, 7th Edition, Pearson,2008.
4. S. Malhotra and S. Choudhary, Programming in Java, 2nd Edition, Oxford University
Press, 2014.
Web Resources
1. https://www.w3schools.com/java/.
2. http://www.java2s.com/.
3. https://onlinecourses.nptel.ac.in/noc22_cs47/preview
List of Practical:
1. Write a program to read two numbers from user and print their product.
2. Write a program to print the square of a number passed through commandline arguments.
3. Write a program to send the name and surname of a student through command line arguments and
print a welcome message for the student.
4. Write a java program to find the largest number out of n natural numbers.
5. Write a java program to find the Fibonacci series & Factorial of a numberusing recursive and non
recursive functions.
6. Write a java program to multiply two given matrices.
7. Write a Java program for sorting a given list of names in ascending order.
8. Write a Java program that checks whether a given string is a palindrome ornot . Ex:MADAM is a
palindrome.
9. Write a java program to read n number of values in an array and display it inreverse order.
10. Write a Java program to perform mathematical operations. Create a class called AddSub with
methods to add and subtract. Create another class calledMulDiv that extends from AddSub
class to use the member data of the superclass. MulDiv should have methods to multiply and
divide A main function should access the methods and perform the mathematical operations.
11. Create a JAVA class called Student with the following details as variableswithin it.
a. USN, NAME, BRANCH, PHONE, PERCENTAGE
b. Write a JAVA program to create n Student objects and print the USN,Name, Branch, Phone,
and percentage of these objects with suitable headings.
12. Write a Java program that displays the number of characters, lines and wordsin a text.
13. Write a Java program to create a class called Shape with methods called getPerimeter() and
getArea(). Create a subclass called Circle that overrides the getPerimeter() and getArea()
50
methods to calculate the area and perimeterof a circle.

14. Write a Java program to create a class Employee with a method called calculateSalary(). Create
two subclasses Manager and Programmer. In each subclass, override the calculateSalary()
method to calculate and return the salary based on their specific roles.
15. Write a Java program using an interface called ‘Bank’ having function ‘rate_of_interest()’.
Implement this interface to create two separate bank classes ‘SBI’ and ‘PNB’ to print different
rates of interest. Include additionalmember variables, constructors also in classes ‘SBI’ and
‘PNB’.
16. Write a Java package program for the class book and then import the datafrom the package and
display the result.
17. Write a Java program for finding the cube of a number using a package for various data types
and then import it in another class and display the results.
18. Write a Java program for demonstrating the divide by zero exceptionhandling.
19. Write a Java program that reads a list of integers from the user and throws anexception if any
numbers are duplicates.
20. Create an exception subclass UnderAge, which prints “Under Age” along with the age value
when an object of UnderAge class is printed in the catch statement. Write a class
exceptionDemo in which the method test() throws UnderAge exception if the variable age
passed to it as argument is less than 18. Write main() method also to show working of the
program.
******
Web Technologies
SEC103 Web Technologies 1L:0T:2P 2 Credits
Course Objectives
CO1: To understand the concepts and architecture of the World Wide Web,
Markup languages along with Cascading Style Sheets.
CO2: To understand the concepts of event handling and data validation mechanisms.
CO3: To understand the concepts of embedded dynamic scripting on client and server side
Internet Programming and basic full stack web development.
CO4: To develop modern interactive web applications
Prerequisite:
1. Proficiency in at least one programming language, such as Python, Java, or C++.
Understanding of programming concepts such as loops, conditionals, functions, and data
structures like arrays, lists.
2. Familiarity with object-oriented programming (OOP) principles, including classes, objects,
inheritance, and polymorphism.
Course Content:
Unit I:
Introduction to HTML, history of HTML, Objective, basic Structures of HTML, Header Tags,
body tags, Paragraph Tags.
51
Tags for FORM Creation, TABLE, FORM, TEXTAREA, SELECT, IMG, IFRAME
FIELDSET, ANCHOR.
Lists in HTML, Introduction to DIV tag, NAVBAR Design.
Introduction to CSS, types, Selectors, and Responsiveness of a web page.
Introduction to Bootstrap, downloads/linking, using classes of Bootstrap, understanding the
Grid System in Bootstrap.
Introduction to www, Protocols and Programs, Applications and development tools, web
browsers, DNS, Web hosting Provider, Setting up of Windows/Linux/Unix web servers, Web
hosting in cloud, Types of Web Hosting.
Unit II:
Introduction to JavaScript: Functions and Events, Document Object model traversing using
JavaScript. Output System in JavaScript i.e. Alert, throughput, Input box, Console. Variables
and Arrays in JavaScript.Date and String handling in JavaScript.
Manipulating CSS through JavaScript: Form Validation like Required validator, length
validator, Pattern validator. Advanced JavaScript, Combining HTML, CSS and JavaScript
events and buttons, controlling your browser.Introduction to AJAX, Purpose, advantages and
disadvantages, AJAX based Web applications and alternatives of AJAX.
Introduction to XML: uses, Key concepts, DTD 8 schemas, XSL, XSLT,and XSL Elements and
transforming with XSLT. Introduction to XHTML.
JSON: Introduction to JSON, Keys and Values, Types of Values, Arrays, Objects
Text Books
1. Laura Lemay, Mastering HTML, CSS & Java Script Web Publishing, BPB Publications, 2016
2. Thomas A. Powell, The Complete Reference HTML & CSS, Fifth Edition, 2017
Reference Books
1. Silvio Moreto, Bootstrap 4 By Example, ebook, 2016.
2. Tanweer Alam, Web Technologies, Khanna Book Publishing, 2011.
Web Resources
1. www.javatpoint.com
2. www.w3schools.com
3. https://www.geeksforgeeks.org/web-technology/
Practical list of Programs:

PART-A
1. Create your class time table using table tag.

2. Design a Webpage for your college containing description of courses, department, faculties,
library etc. using list tags, href tags, and anchor tags.
3. Create web page using Frame with rows and columns where we will have header frame, left frame,
right frame, and status bar frame. On clicking in the left frame, information should be displayed
in right frame.
4. Create Your Resume using HTML, use text, link, size, color and lists.
5. Create a Web Page of a super market using (internal CSS)
6. Use Inline CSS to format your resume that you have created.
7. Use External CSS to format your time table created.
8. Use all the CSS (inline, internal andexternal) toformat college web page that you have created.
9. Write a HTML Program to create your college website using for mobile device.
52
PART – B
1) Write an HTML/JavaScript page to create login page with validations.

2) Develop a Simple calculator for addiction, subtraction, multiplication and division operation
using JavaScript.
3) Use Regular Expressions for validations in Login Page using JavaScript.
4) Write a Program to retrieve date from a text file and displaying it using AJAX.
5) Create XML file to store Student Information like Register Number, Name, Mobile Number,
DOB, and Email-Id.
6) Create a DTD for (0).
7) Create XML scheme for (0).
8) Create XSL file to convert XML file to XHTML file.
9) Write a JavaScript program using Switch case.
10) Write a JavaScript program using any 5 events.
11) Write a JavaScript program using built in JavaScript objects.
12) Write program for populating values from JSON text.
13) Write a program to transform JSON text to a JavaScript object.
******
Indian Constitution
VAC102 Indian Constitution 2L:0T:0P 2 Credits
Course Content:
Unit 1: The Constitution - Introduction

• The History of the Making of the Indian Constitution
• Preamble and the Basic Structure, and its interpretation
• Fundamental Rights and Duties and their interpretation
• State Policy Principles
Unit 2: Union Government

• Structure of the Indian Union
• President – Role and Power
• Prime Minister and Council of Ministers
• Lok Sabha and Rajya Sabha
Unit 3: State Government

• Governor – Role and Power
• Chief Minister and Council of Ministers
• State Secretariat
Unit 4: Local Administration

• District Administration
• Municipal Corporation
• Zila Panchayat
53
Unit 5: Election Commission

a. Role and Functioning
b. Chief Election Commissioner
c. State Election Commission
Suggested Learning Resources:

1. Ethics and Politics of the Indian Constitution by Rajeev Bhargava, Oxford University Press,
New Delhi, 2008
2. The Constitution of India by B.L. Fadia Sahitya Bhawan; New edition (2017)
3. Introduction to the Constitution of India by DD Basu Lexis Nexis; Twenty-Third, 2018 edition
Suggested Software/Learning Websites:

a. https://www.constitution.org/cons/india/const.html
b. http://www.legislative.gov.in/constitution-of-india
c. https://www.sci.gov.in/constitution
d. https://www.toppr.com/guides/civics/the-indian-constitution/the-constitution-of-india/
Cases
● Rustom Cavasjee Cooper v. Union of India, (1970) 1 SCC 248

● State of Rajasthan v. Mohan Lal Vyas, AIR 1971 SC 2068 (confirmation of a private
monopoly, not a violation of fundamental right)
● Mithilesh Garg v. Union of India, (1992) 1 SCC 168 : AIR 1992 SC 221 (Right to carry
on business, not breached when it is liberalised)
● Chintamanrao v. The State of Madhya Pradesh, AIR 1951 SC 118 (scope of reasonable
restrictions in relation to trade and occupation)
● Cooverjee B. Bharucha v. Excise Commissioner, Ajmer, AIR 1954 SC 220 (the
reasonableness of the restriction imposed may depend upon the nature of the business
and prevailing conditions including public health and morality)
● T. B. Ibrahim v. Regional Transport Authority. Tanjore, AIR 1953 SC 79
● Harman Singh v. RTA, Calcutta, AIR 1954 SC 190
● Dwarka Prasad Laxmi Narain v. State of U.P., AIR 1954 SC 224
● State of Bombay v. R.M.D. Chamarbaugwala, AIR 1957 SC 699
● Parbhani Transport Coop. Society Ltd. v. Regional Transport Authority, Aurangabad,
AIR 1960 SC 801
● State of Bombay v. R. M. D. Chamarbaugwala, (1957) S.C.R. 874,
● G.K.Krishnan vs State of Tamil Nadu, 1975 SCC (1) 375
● Automobile Transport (Rajasthan) Ltd. Vs State of Rajasthan, AIR 1962 SC 1406
54
Course Outcome(s):
Upon completion of this course, students will be able to:
1. Constitutional Framework: Analyze the Indian Constitution's history, Preamble,

Fundamental Rights, and basic structure.
2. Union Government Structure: Describe the roles of the President, Prime Minister,
and the legislative bodies (Lok Sabha and Rajya Sabha).
3. State Government Mechanisms: Examine the powers of the Governor, Chief
Minister, and the State Secretariat.
4. Local Administration: Assess the functioning of local government bodies like
District Administration, Municipal Corporations, and Zila Panchayats.
5. Electoral Processes: Analyze the role of the Election Commission in conducting free
and fair elections.
6. Application of Knowledge: Apply constitutional principles to contemporary
political issues and evaluate governance effectiveness.
*********
55
56
SEMESTER –III
57
58
SEMESTER –III
Probability and Statistics
CC201 Probability and Statistics 3L:0T:0P 3 Credits
Course Objectives
CO1: This course aims to make the students trained to handle randomness scientifically using
theory of probability.
CO2: This course intends to make the students able to represent the statistical data in a
systematic way and analyze it to draw meaningful information from them.
CO3: Through plentiful examples and exercises, this course provides the students scope to
apply probabilistic and statistical techniques to deal with the real-life problems.
Course Content:
UNIT I:
Basic concepts of Statistics, qualitative and quantitative data, classification of data, construction
of frequency distribution, diagrammatic representation of data.
Measures of Central Tendency: Arithmetic mean, median and mode—their properties

Measures of Dispersion: Range, mean deviation, quartile deviation, variance and standard
deviation.
UNIT II:
Correlation: Definition, scatter diagram, types of correlation, measures—Karl Pearson’s
correlation coefficient and Spearman’s rank correlation coefficient.
Regression: Linear regression-fitting by least square method and interpretation.
UNIT III:
Concepts of probability: Experiment and sample space, events and operations with events,
probability of an event, basic probability rules, applications of probability rules, conditional
probability.
Random Variables: Discrete and continuous random variable, probability distribution of a
random variable, probability mass function, probability density function, expectation and
variance of a random variable.
Standard Probability Distributions: Binomial probability distribution, Poisson probability
distribution, Normal probability distribution.
UNIT IV:
Sampling Distribution: Concept of Population and Sample, parameter and statistic, sampling
distribution of sample mean and sample proportion.
Statistical Inference: Estimation and Hypothesis Testing (only concept).
Hypothesis Testing for a Single Population: Concept of a hypothesis testing, tests involving
a population mean and population proportion (z test and t test).
Chi square test for independence of attributes and goodness of fit.
59
Text Books
1. Manish Sharma, Amit Gupta, The Practice of Business Statistics, Khanna Book
Publishing Company, 2010 (AICTE Recommended Textbook)
2. Das N. G., Statistical Methods, Combined Edition, Tata McGraw Hill, 2010.
3. Ross Sheldon M., Introduction to Probability and Statistics for Engineers and
Scientists, 6th Edition, Elsevier, 2021.
4. Miller Irwin and Miller Marylees, Mathematical Statistics with Applications, Seventh
Edition, Pearson Education, 2005
Reference Books
1. Pal Nabendu and Sarkar Sahadeb, Statistics: Concepts and Applications, Second
Edition, PHI, 2013
2. Montgomery Douglas and Runger George C., Applied Statistics and Probability for
Engineers, Wiley, 2016.
3. Reena Garg, Engineering Mathematics, Khanna Publishing House, 2024.
Web Resources
******
Database Management Systems
CC202 Database Management Systems 3L:0T:4P 5 Credits
Course Objectives
CO1: Understanding Core Concepts of DBMS
CO2: Proficiency in Database Design and SQL
CO3: Application of Advanced Database Techniques
Prerequisite: Basic knowledge of Set Theory.
Course Content:
UNIT I:
Introduction to Databases: Definition of Data, Database, and DBMS, Overview of Database
Applications, Advantages and Disadvantages of DBMS, Roles of Database Users and
Administrators
Data Models: Introduction to Data Models, Types of Data Models (Hierarchical, Network,
Relational, Object-oriented), Importance of Data Models in DBMS
Database Design:Keys: Primary Key, Candidate Key, Super Key, Foreign Key, Composite Key,
Alternate Key, Unique Key, Surrogate Key,Constraints in a table: Primary Key, Foreign Key,
60
Unique Key, NOT NULL, CHECK, Entity-Relationship (ER) Model,Entities and Entity Sets,
Attributes and Relationships,ER Diagrams,Key Constraints and Weak Entity Sets, Extended ER
Features,Introduction to the Relational Model and Relational Schema
UNIT II:
Relational Algebra and Calculus: Introduction to Relational Algebra, Operations:
Selection, Projection, Set Operations, Join Operations, Division,Tuple and Domain Relational
Calculus
Structured Query Language (SQL): SQL Basics: DDL and DML, Aggregate Functions
(Min(), Max(), Sum(), Avg(), Count()), Logical operators (AND, OR, NOT), Predicates (Like,
Between, Alias, Distinct), Clauses(Group By, Having, Order by, top/limit), Inner Join, Natural
Join, Full Outer Join, Left Outer Join, Right outer Join, Equi Join
Advanced SQL: Analytical queries, Hierarchical queries, Recursive queries, Views, Cursors,
Stored Procedures and Functions, Packages, Triggers, Dynamic SQL
Normalization and Database Design: Functional Dependencies: Armstrong's Axioms,
Definition, Properties (Reflexivity, Augmentation, Transitivity), Types (Trivial, Non-Trivial,
Partial and Full Functional Dependency), Closure of Functional Dependencies, Normal Forms
(1NF, 2NF, 3NF, BCNF), Denormalization.
UNIT III:
Transaction Management:ACID Properties, Transactions and Schedules, Concurrent
Execution of Transactions, Lock-Based Concurrency Control, Performance of Locking,
Transaction Support in SQL,Introduction to Crash Recovery, 2PL, Serializability, and
Recoverability, Introduction to Lock Management, Dealing with Deadlocks
Database Storage and Indexing: Data on External Storage, File Organizations and Indexing,
Index Data Structures, Comparison of File Organizations, Indexes and Performance Tuning,
Guidelines for Index Selection, Basic Examples of Index Selection
UNIT IV:
NoSQL Databases and Big Data: Introduction to NoSQL, Data Models: Document, Key
value, Column family, Graph. Uses and Features of NO/SQL document databases. CAP
theorem, BASE vs ACID, CRUD operations, MongoDB operators, Overview of Big Data
Technologies: Hadoop, MongoDB, Cassandra.
Database Security and Advanced Topics: Introduction to Database Security, Access
Control, Discretionary Access Control, Introduction to Data Warehousing, OLAP, Data
Mining
Text Books
1. Raghu Ramakrishnan, Johannes Gehrke, “Database Management Systems”, third
edition, McGraw – Hill, 2018
2. Benjamin Rosenzweig, Elena Rakhimov, “Oracle PL/SQL by Example”, fifth edition,
Prentice Hall, 2015
3. Brad Dayley, “NoSQL with MongoDB in 24 Hours”, 1st edition, Sams Publishing,
2024
Reference Books
1. Korth, Silbertz, Sudarshan,” Database System Concepts”, Seventh Edition, McGraw -
Hill.(2019)
61
2. R.P. Mahapatra, Govind Verma, “Database Management Systems”, Khanna Publishing

House, 2025.
Web Resources
1. https://oracle-base.com/articles
2. https://forums.oracle.com/ords/apexds/domain/dev-
community/category/sql_and_pl_sql
3. https://asktom.oracle.com/ords/f?p=100:1:0
List of Practicals:
1. Draw an ER Diagram of Registrar Office
2. Draw an ER Diagram of Hospital Management System
3. Reduce The ER diagram in question no 1 into tables
4. Reduce the ER diagram of question no 2 into tables
Consider the following Schema

Supplier(SID, Sname, branch, city, phone)
Part(PID, Pname, color, price)
Supplies(SID, PID, qty, date_supplied)
DDL Commands
5. Create the above tables

6. Add a new attribute state in supplier table
7. Remove attribute city from supplier table
8. Modify the data type of phone attribute
9. Change the name of attribute city to address
10. Change a table’s name, supplier to sup
11. Use truncate to delete the contents of supplies table
12. Remove the part table from database
DML Commands
1. Insert at least 10 records in tables supplier, part and supplies
2. Show the contents in tables supplier, part and supplies
3. Find the name and city of all suppliers
4. Find the name and phoneno of all suppliers who stay in ‘Delhi’
5. Find all distinct branches of suppliers
6. Delete the record of the supplier whose SID is 204001
7. Delete all records of supplier table
8. Delete all records of suppliers whose city starts with capital A.
9. Find the supplier names which have ‘lk’ in any position
10. Find the supplier name where ‘R’ is in the second position
11. Find the name of supplier whose name starts with ‘V’ and ends with ‘A’
12. Change the city of all suppliers to ‘BOMBAY’
13. Change the city of supplier ‘Vandana’ to ‘Goa’
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Queries with Constraints
1. Create the supplier table with Primary Key Constraint

2. Create supplies table with Foreign key Constraint
3. Create a part table with UNIQUE Constraint
4. Create supplier Table with Check Constraints
5. Create Supplier table with Default Constraint
Queries on TCL
1. Create Savepoints
2. Rollback to SavePoints
3. Use Commit to save on
Aggregate Functions:
1. Find the minimum, maximum, average and sum of costs of parts

2. Count the total number of parts present
3. Retrieve the average cost of all parts supplied by ‘Mike’
Queries on GROUP BY, HAVING AND ORDER BY Clauses
1. Display total price of parts of each color

2. Find the branch and the number of suppliers in that branch for branches which have more
than 2 suppliers
3. Find all parts sorted by pname in ascending order and cost in descending order
4. Find the branch and the number of suppliers in that branch
Queries on Analytical, Hierarchical, Recursive nature.
1. Find out the 5th highest earning employee details.

2. Which department has the highest number of employees with a salary above $80,000,
and what percentage of employees in that department have a salary above $80,000
3. Retrieve employee table details using the hierarchy query and display that hierarchy path
starting from the top level indicating if it is a leaf and there exists a cycle.
4. What is the average salary for employees in the top 2 departments with the highest
average salary, and what is the hierarchy of departments and sub-departments for these
top 2 departments?
5. Use recursion to retrieve the employee table and display the result in breadth first and
depth first order.
6. Write a recursive query to show the equivalent of level, connect_by_root and
connect_by_path
7. Use recursion to retrieve the employee table and display the result in depth first order
showing id, parent_id, level, root_id, path and leaf.
Queries on Operators
1. Find the pname, phoneno and cost of parts which have cost equal to or greater than 200
and less than or equal to 600.
2. Find the sname , SID and branch of suppliers who are in ‘local’ branch or ‘global’ branch
3. Find the pname, phoneno and cost of parts for which cost is between 200 and 600
63
4. Find the pname and color of parts , which has the word ‘NET’ anywhere in its pname.
5. Find the PID and pname of parts with pname either ‘NUT’ or ‘BOLT’
6. List the suppliers who supplied parts on ‘1st may2000’, ‘12 JAN 2021’ ,’17 dec 2000’
,’10 Jan 2021’
7. Find all the distinct costs of parts
Join Operators
1. Perform Inner join on two tables

2. Perform Natural Join on two tables
3. Perform Left Outer Join on tables
4. Perform Right Outer join on tables
5. Perform Full Outer Join on tables
Set Theory Operators
1. Show the use of UNION operator with union compatibility

2. Show the use of intersect operator with union compatibility
3. Show the use of minus operator with union compatibility
4. Find the cartesian product of two tables
Queries on Set Theory Operators
1. List all parts except ‘NUT’ and ‘BOLT’ in ascending order of costs
2. display all parts that have not been supplied so far
3. To display the supplier names who have supplied ‘green’ part with cost 500 Rupees AND
‘red’ part with cost 400 Rupees.
4. To display the supplier names who have supplied ‘green’ part with cost 500 Rupees OR
‘red’ part with cost 400 Rupees.
5. To Display the name of suppliers who have supplied all parts that are ‘red’ in color.
PL/SQL Programs
1. Write a PL/SQL Code to add two numbers

2. Write a PL/SQL code for Fibonacci series
3. Write a PL/SQL Code for greatest of 3 numbers
4. Write a PL/SQL code for area and circumference of a circle
PL/SQL Programs on Cursors
1. Write a Program using CURSOR to display SID and city of 1st record of
supplier
2. Write a program using cursors to display the SID and City of all suppliers and then print
the count of suppliers.
PL/SQL Programs on Triggers, Procedures and Functions
1. Write a Program using TRIGGER on UPDATE
64
2. Write a command to See the effect of trigger

3. Write a Program using PROCEDURE to increase the cost by Rs.1000 for part whose
PID is passed as an argument.
4. Write a procedure to update the city of an supplier whose SID and city are passed as
arguments and the procedure returns the name of supplier whose city is updated.
5. Write a function to return the total number of suppliers
6. Write a function to return the PID of part, for which the part name is passed
7. Write a function to find the sum total of costs of all parts.
PL/SQL Programs on Implicit Cursors
1. Insert a record using %ROWTYPE

2. Write a code using %NOTFOUND, %FOUND, %ROWCOUNT
3. Write a code using %TYPE
MongoDB Queries
1. Create a collection and insert documents into it using insertOne() and insertMany()
2. Select all documents in collection
3. Find the count of all suppliers
4. Find all records that have city = ‘Delhi’
5. Retrieve all documents that have color equal to ‘red’ or ‘green’
6. Retrieve all documents where part_name is ‘P1’ or price is less than 200.
7. Update the record of ‘Geeta’ ,set city = ‘Bombay’ and phoneno = ‘11223344’
8. Delete all records where price is greater than 5000
9. Display only the name and city of the supplier
10. Sort all suppliers on city and display only the first two records.
******
Python Programming
SEC201 Python Programming 2L:0T:4P 4 Credits
Course Objectives:
CO1: Develop modular Python programs.
CO2: Apply suitable Python programming constructs, built-in data structures using Python
libraries to solve a problem.
CO3: Understand basic Data visualization and File handling in Python.
Prerequisites:
Understanding of Problem solving techniques using a programming language and basic data
structures.
Course Content:
UNIT I:
Introduction: History and Application areas of Python; Structure of Python Program;
Identifiers and Keywords; Operators and Precedence; Basic Data Types and type conversion;
65
Statements and expressions; Input/Output statements.

Strings: Creating and Storing Strings, Built-in functions for strings; string operators, String
slicing and joining; Formatting Strings.
Control Flow Statements: Conditional Flow statements; Loop Control Statements; Nested
control Flow; continue and break statements, continue, Pass and exit.
UNIT II:
Functions: Built-In Functions, Function Definition and call; Scope and Lifetime of Variables,
Default Parameters, Command Line Arguments; Lambda Functions; Assert statement;
Importing User defined module;
Mutable and Immutable objects: Lists, Tuples and Dictionaries; Commonly used
Functions on Lists, Tuples and Dictionaries. Passing Lists, tuples and Dictionaries as arguments
to functions. Using Math and Numpy module for list of integers and arrays.
UNIT III:
Files: Types of Files; Creating, Reading and writing on Text and Binary Files;The Pickle
Module, Reading and Writing CSV Files. Reading and writing of csv and JSON files.
Exception Handling: Try-except-else-finally block, raise statement, hierarchy of exceptions,
adding exceptions.
Data visualization: Plotting various 2D and 3D graphics; Histogram; Pi charts; Sine and cosine
curves.
Text Books:
1. Venkatesh, Nagaraju Y, Introduction to Python Programming, Khanna Publishing House, 2021.
2. Jeeva Jose, Introduction to Computing & Problem Solving With PYTHON, Khanna
Publishing House, 2023.
3. Sheetal Taneja & Naveen kumar: Python Programming a Modular approach – A Modular
approach with Graphics, Database, Mobile and Web applications, Pearson, 2017.
Reference Books:
1. Think Python, by Allen Downey, 2 nd edition, 2015, O’Reilly.

https://drive.google.com/file/d/1p9Pul6d5UvnQrO9-Q-LE2_p4YvMk5cIg/view
2. An introduction to Python for absolute beginners, by Bob Dowling, Cambridge Univ.
3. Introduction to Computation and Programming using Python, by John Guttag, 2 nd edition,
2016, PHI India.
Web Resources:
1. https://www.learnpython.org/
2. https://www.w3schools.com/python/default.asp
Practical List:
1. Write a program to find whether a number is a prime number.
2. Write a program to print m raise to power n, where m and n are read from the user.
3. Write a program having a parameterised function that returns True or False depending on
whether the parameter passed is even or odd.
4. Write a program to print the summation of the following series upto n terms:1-2+3-4+5-
6+7 - - - - - - - -n
5. Write a menu driven program to perform the following operations on strings using string
built in functions.
a. Find the frequency of a character in a string.
66
b. Replace a character by another character in a string.

c. Remove the first occurrence of a character from a string.
d. Remove all occurrences of a character from a string.
6. Write a program that accepts two strings and returns the indices of all the occurrences of the
second string in the first string as a list. If the second string is not present in the first string,
then it should return -1
7. Using Numpy module write menu driven program to do following
a. Create an array filled with 1’s.
b. Find maximum and minimum values from an array
c. Dot product of 2 arrays.
d. Reshape a 1-D array to 2-D array.
8. Write a function that takes a sentence as input from the user and calculates the frequency of
each letter. Use a variable of dictionary type to maintain the count.
9. Consider a tuple t1=(1,2,5,7,9,2,4,6,8,10). Write a program to perform following operations:
a. Print contents of t1 in 2 separate lines such that half values come on one line and other
half in the next line.
b. Print all even values of t1 as another tuple t2.
c. Concatenate a tuple t2=(11,13,15) witht1.
d. Return maximum and minimum value from t1..
10. Write a function that reads a file file1 and copies only alternative lines to another file file2.
Alternative lines copied should be the odd numbered lines.
11. Write a Python program to handle a ZeroDivisionError exception when dividing a number
by zero.
12. Write a program that reads a list of integers from the user and throws an exception if any
numbers are duplicates.
13. Write a program that makes use of a function to display sine, cosine, polynomial and
exponential curves.
14. Take as input in the months and profits made by a company ABC over a year. Represent
this data using a line plot. Generated line plot must include X axis label name = Month
Number and Y axis label name = Total profit.
******
67
Software Engineering
CC203 Software Engineering 3L:0T:4P 3 Credits
Course Objectives
CO1: To Acquire a comprehensive understanding of the software development lifecycle and
its application in contemporary software engineering practices.
CO2: To Develop proficiency in project management methodologies and strategic decision-
making for successful software project execution.
CO3: To Master the art of software design, development, and testing to produce robust and
efficient software solutions.
Prerequisites: Basic understand of Software, Applications, Programming fundamentals.
Course Content:
UNIT I:
The evolving role of software, changing nature of software, layered technology, a process
framework, Process models: The waterfall model, incremental process models, evolutionary
process models, the unified process.
Agile software development: Agility Principles, Agile methods, Plan-driven and agile
development, Extreme programming, Scrum, A Tool Set for the Agile Process.
UNIT II:
Software Requirements Engineering: Functional and non-functional requirements, the
software requirements document, Requirements specification, Requirements engineering
processes, Requirements elicitation and analysis, Requirements validation, Requirements
management.
Risk management: Reactive Vs proactive risk strategies, software risks, risk identification, risk
projection, risk refinement, RMMM, RMMM plan.
Project planning- Software pricing, Plan-driven development, Project scheduling, Agile
planning, Estimation techniques.
UNIT III:
Design: Design process and design quality, design concepts, the design model, software
architecture, data design, architectural design, Basic structural modeling, class diagrams,
sequence diagrams, collaboration diagrams, use case diagrams, component diagrams.
Testing Strategies: A strategic approach to software testing, test strategies for conventional
software, black-box and white-box testing, validation testing, system testing, the art of
debugging.
Product metrics: Software quality, metrics for analysis model, metrics for design model,
metrics for source code, metrics for testing, metrics for maintenance.
UNIT IV:
Quality Management: Quality concepts, software quality assurance, software reviews, formal
68
technical reviews, statistical software quality assurance, software reliability.

Release Management: Release planning, development and build plans, release strategies, risk
management, and post-deployment monitoring.
Product sustenance: Maintenance, updates, End of life, migration strategies.
Text Books
1. Software Engineering, N.S. Gill, Khanna Publishing House, 2023 (AICTE
2. Software Engineering, Ian Somerville, 9th edition, Pearson education.
3. Software Engineering A practitioner’s Approach, 8th edition, Roger S Pressman, Bruce
R. Maxim. McGraw Hill Education, 2015.
Reference Books
1. Stephen Schach, Software Engineering 7th ed, McGraw-Hill, 2007
2. Software Engineering: Principles and Practice Hans van Vliet
******
Professional Elective -I
DSE201 Professional Elective -I 1L:0T:4P 3 Credits

(Data Science/ AIML/ Full Stack
Development)
Refer to Appendix–I for Professional Electives and choose either one specialization from the
basket of Data Science / Artificial Intelligence and Machine Learning/ Full Stack
Development
******
69
VAC201 Yoga and Physical fitness 0L:0T:4P 2 Credits

/Sports/NCC/NSS/Disaster Management
Note: All the theoretical contents shall be delivered through the practical workshop mode
only. No class room teaching is encouraged in this course.
YOGA
Yoga course is designed to provide students with a comprehensive understanding of physical
fitness, wellness, and nutrition. This course explores the meaning and importance of yoga in the
modern era, the role of sports in maintaining physical fitness, and the various components of
physical wellness. Students will also learn about the significance of nutrition and weight
management, equipping them with the knowledge to promote a healthy and balanced lifestyle.
Through this course, students will gain insights into the holistic approach to health and well-
being.
i. Understand yoga's significance and its practical applications for holistic well-being.
ii. Explore subtle energy systems and their role in enhancing health through yogic practices.
iii. Examine various paths of yoga to foster self-realization and spiritual growth.
iv. Master the Eight Limbs of Yoga for physical, mental, and spiritual harmony.
v. Apply yogic principles to manage psycho-somatic ailments and promote resilience.
Course Content:
Unit-I
● Yoga: Meaning and definition
● Importance of yoga in 21st century
● Introduction to Yogic Anatomy and Physiology
● Yoga & sports, Yoga for healthy lifestyle
● Types of Yoga: - Hatha yaga, laya yoga, mantra yoga,
● bhakti yoga, karma yoga, jnana yoga, raj yoga
● Study of Chakras, Koshas, Pranas, Nadis, Gunas, Vayus and its application in Yogic
practices.
● Ashtang Yoga: - Yama, niyama, asana, pranayama, Pratyahar, dharna, dhyan, Samadhi
: Benefits, Utilities & their psychological impact on body and mind. According to yoga
concept of normality in modern psychology, concept of personality & its development,
yogic management of psycho-somatic ailments: frustration, anxiety, depression
Unit- 2
● Sports for Physical Fitness: Meaning and definition
● Physical Activity – Concept, Benefits of Participation in Physical Activities
● Components and Significance of Physical Fitness -Health, Skill and Cosmetic Fitness
● Types of Physical Activities – Walking, Jogging, Running, Calisthenics, Rope Skipping,
Cycling, Swimming, Circuit Training, Weight training, Adventure Sports
● Principles of Physical Fitness, Warming Up, Conditioning, Cooling Down, Methods to
Develop and Measure Health and Skill related components of Physical Fitness
● Measurement of Health Related Physical Fitness (HRPF)
70
Unit -3
● Physical Wellness: Concept, Components
● Types of wellness: psychological, social, emotional, and spiritual.
● Significance with reference to Positive Lifestyle 2.2
● Concepts of Quality of Life and Body Image
● Factors affecting Wellness
● Wellness Programmes
Unit-4: Nutrition and Weight Management

● Concept of Nutrients, Nutrition, Balanced Diet, Dietary Aids and Gimmicks
● Energy and Activity- Calorie Intake, Energy Balance Equation
● Obesity - Concept, Causes, Obesity Related Health Problems
● Weight Management through Behavioural Modifications
Text Books / References:

● Anand O P. Yog Dawra Kaya Kalp. Sewasth Sahitya Perkashan. Kanpur.
● Brown, J.E. Nutrition Now Thomson-Wadsworth.
● Corbin et.al.Fitness & Wellness-Concepts. McGraw Hill. Publishers. New York.U.S.A
● Corbin, C. B., G. J. Welk, W. R Corbin, K. A. Welk, Concepts of Physical Fitness:
Active Lifestyle for Wellness. McGraw Hill, New York, USA.
● Hoeger, W W K and S.A. Hoeger. Principles and Labs for Fitness and Wellness,
Thomson Wadsworth, California, USA.
● Hoeger, W.W. & S. Hoeger Fitness and Wellness. 7th Ed. Thomson Wadsworth,
Boston, USA.
● Kamlesh, M. L. & Singh, M. K.) Physical Education (Naveen Publications).
● Kansal, D.K. Text book of Applied Measurement, Evaluation & Sports Selection.
Sports & Spiritual Science Publications, New Delhi.
● Kumari, Sheela, S., Rana, Amita, and Kaushik, Seema,, Fitness, Aerobics and Gym
Operations, Khel Sahitya, New Delhi
● Lumpkin, A. Introduction to Physical Education, Exercise Science and Sports Studies,
McGraw Hill, New York, U.S.A.
● Sarin N) Yoga Dawara Rogon Ka Upchhar.Khel Sahitya Kendra
● Savard, M. and C. Svec The Body Shape Solution to Weight Loss and Wellness: The
Apples & Pears Approach to Losing Weight, Living Longer, and Feeling Healthier.
Atria Books, Sydney, Australia.
● Siedentop, D. Introduction to Physical Education, Fitness and Sport, McGraw Hill
Companies Inc., New York, USA.
● Sri Swami Ramas. Breathing. Sadhana Mandir Trust.Rishikesh.
● Swami Ram Yoga & Married Life Sadhana Mandir Trust. Rishikesh
Course Outcome(s):
i. Gain a comprehensive understanding of yoga and its modern applications for holistic
well-being.
ii. Demonstrate proficiency in yogic anatomy and physiology, enhancing yoga practice
and promoting physical and energetic balance.
71
iii. Master the Eight Limbs of Yoga and comprehend their psychological impact, fostering
personal growth and self-realization.
iv. Integrate yoga principles into sports and physical fitness activities to enhance
performance and prevent injuries.
v. Develop skills in wellness management and nutrition
*********
Sports Management
Sports Management course is designed to provide undergraduate students with a broad,
foundational understanding of the dynamic field of sports management. This course will
familiarize students with the fundamental principles and concepts of sports management,
including its scope, organizational structure, and ethical considerations. Students will gain
insights into the roles of marketing and sponsorship in the sports industry, as well as develop
proficiency in financial management techniques specific to sports organizations. Additionally,
the course will explore the application of analytics and technology in sports, enhancing the
strategic decision-making and fan engagement capabilities.
i. Understand the fundamental principles and concepts of sports management, including
its scope, organizational structure, and ethical considerations.
ii. Analyse the role of marketing and sponsorship in the sports industry, with a focus on
branding, target audience segmentation, and event management.
iii. Develop proficiency in financial management techniques specific to the sports industry,
including revenue generation, cost management, and investment strategies.
iv. Explore the application of analytics and technology in sports, including performance
evaluation, strategic decision-making, and fan engagement.
v. Apply theoretical knowledge to practical scenarios through case studies and projects,
fostering critical thinking and problem-solving skills in sports management contexts.
Course Content:
Unit 1: Introduction to Sports Management

● Definition and scope of sports management
● Significance of sports management in society and its evolution over time
● Organizational structure of sports: amateur, professional, and non-profit entities
● Roles and responsibilities of key personnel: managers, coaches, and agents
● Governance bodies in sports: FIFA, IOC, and NCAA
● Legal issues: contracts, negotiations, intellectual property rights
● Ethical considerations: fair play and doping
Unit 2: Sports Marketing and Sponsorship

● Unique aspects of sports marketing
● Fan engagement strategies
72
● Target audience identification and segmentation

● Branding strategies for sports teams and athletes
● Sponsorship and endorsement deals
● Negotiating and managing partnerships
● Event management: planning, organizing, and promoting sports events
Unit 3: Financial Management in Sports

● Revenue generation in sports: ticket sales, broadcasting rights, merchandise sales
● Financial models: budgeting and forecasting
● Cost management: player salaries, facility expenses, operational costs
● Investment opportunities in sports
● Risk management techniques specific to sports organizations
Unit 4: Sports Analytics and Technology

● Introduction to sports analytics
● Evaluating player performance
● Devising game strategies
● Fan engagement through technology
● Analytical techniques: statistical analysis, data visualization, predictive modeling
● Key performance indicators (KPIs) in sports
● Applications of analytics: talent scouting, injury prevention, performance optimization.
Text Books :
1. Pedersen, P. M., Thibault, L., & Pedersen, P. M. (2019). Contemporary Sport
Management. Human Kinetics.
2. Hoye, R., Smith, A. C. T., Nicholson, M., et al. (2021). Sports Management: Principles
and Applications. Routledge.
3. Chelladurai, P., & Kerwin, S. (2017). Introduction to Sport Management: Theory and
Practice. Human Kinetics.
4. Hoye, R., Cuskelly, G., & Nicholson, M. (2019). Sports Governance: A Guide for Sport
Organizations. Routledge.
5. Conrad, M. (2018). The Business of Sports: A Primer for Journalists. Routledge.
6. Shank, M. D. (2019). Sports Marketing: A Strategic Perspective. Pearson.
7. Collett, P., & Fenton, W. (2019). The Sponsorship Handbook: Essential Tools, Tips and
Techniques for Sponsors and Sponsorship Seekers. Kogan Page.
8. Fullerton, S. Jr., & Funk, D. C. (2019). Sports Marketing: A Practical Approach.
Routledge.
9. Conrad, M. (2019). Winning in Sports Business: Essential Marketing, Finance, and
Management Strategies. Routledge.
10. McCarty, L. A., & McPherson, G. (2019). Sports Event Management: The Caribbean
Experience. Routledge.
11. Brown, M. T., Rascher, D., & Leeds, M. A. (2017). Financial Management in the Sport
Industry. Routledge.
12. Winfree, J. A., & Rosentraub, M. S. (2017). Sports Finance and Management: Real
Estate, Entertainment, and the Remaking of the Business. Taylor & Francis.
73
13. Foster, G., O'Reilly, N., & Cuskelly, G. (2018). Sports Business Management: Decision
Making Around the Globe. Routledge.
14. Brown, M. T., & Shick, D. M. (2019). Financial Management in the Sport Industry.
Routledge.
15. Conrad, M. (2018). The Business of Sports: A Primer for Journalists. Routledge.
16. Alamar, B. C. (2013). Sports Analytics: A Guide for Coaches, Managers, and Other
Decision Makers. Columbia University Press.
17. Miller, T. W. (2019). Sports Analytics and Data Science: Winning the Game with
Methods and Models. FT Press.
18. Marchi, M., Albert, J., & Baumer, B. (2014). Analyzing Baseball Data with R.
Chapman and Hall/CRC.
19. Schumaker, R. P., Hwang, R. S. Y., & Chen, H. (2016). Sports Data Mining. Routledge.
20. Alamar, B. C. (2013). Sports Analytics: A Guide for Coaches, Managers, and Other
Decision Makers. Columbia University Press.
References:
Course Outcome(s):
i. Demonstrate a comprehensive understanding of sports management principles,

including organizational structures, legal issues, and ethical considerations.
ii. Evaluate marketing strategies and sponsorship opportunities in the sports industry,
devising effective branding and promotional campaigns.
iii. Apply financial management techniques to analyze revenue streams, control costs, and
make informed investment decisions in sports organizations.
iv. Utilize sports analytics tools and technology to enhance performance evaluation,
strategic planning, and fan engagement initiatives.
v. Synthesize course concepts through practical applications, demonstrating the ability to
address real-world challenges in sports management scenarios.
*********
National Cadet Corps (NCC)
This course develops essential skills in discipline, leadership, and tactical operations through
structured curriculum and practical exercises. It emphasizes the role of drills in fostering
discipline, leadership, and teamwork, and includes comprehensive weapon handling training
with a focus on safety protocols. The course teaches map reading, understanding topographical
features, and navigating diverse terrains. Practical units cover the history and objectives of the
National Cadet Corps (NCC), various maneuvers, parade formations, saluting protocols, and
field and battlecraft techniques. By the end, learners will master discipline, leadership, weapon
handling, and tactical decision-making, effectively utilizing terrain features for strategic
advantages.
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1. Understand the foundational role of drill in fostering discipline and leadership within a
group, enabling effective command towards achieving common goals.
2. Appreciate the importance of grace and dignity in executing foot drill movements,
recognizing their significance in enhancing performance and teamwork.
3. Comprehend the criticality of weapon handling and detailed safety measures,
emphasizing the importance of accident prevention through strict adherence to safety
protocols.
4. Develop an awareness of diverse terrain types and their strategic significance in battle
craft, enabling informed decision-making and effective utilization of terrain features
for tactical advantage.
Course Content (Practical):

Unit 1:
Overview of NCC, its history, aims, objectives, and organizational structure, Incentives and
duties associated with NCC cadetship; Maneuvers: Foot drill, Word of Command, Attention,
and stand at ease, and Advanced maneuvers like turning and sizing; Parade formations: Parade
line, open line, and closed line; Saluting protocols, parade conclusion, and dismissal procedures.
Marching styles: style march, double time march, and slow march
Unit 2:
Weapon Training, Handling firearms, Introduction and characteristics of the .22 rifle; Handling
Firearm techniques, emphasizing safety protocols and Best practices.
Unit 3:
Map Reading (MR): Topographical forms and technical terms, including relief, contours, and
gradients, crucial for understanding terrain features; Cardinal points , magnetic variation and
grid convergence
Unit 4:
Field Craft & Battle Craft (FC & BC): Fundamental principles and techniques essential for
effective field and battle craft operations; Methods of judging distance, including estimation,
pacing, and visual cues
References:
● DGNCC Cadet's Hand Book - Common Subjects -All Wings
● Tiwari, R. (2019). NCC: Grooming Feeling of National Integration, Leadership and
Discipline among Youth. Edwin Incorporation.
● Chhetri, R.S. (2010). Grooming Tomorrows Leaders, The National Cadet Corps.
● Directorate General National Cadet Corps (2003). National Cadet Corps, Youth in
Action.
● Vanshpal, Ravi (2024). The NCC Days, Notion Press.
Course Outcome(s):
1. Mastery of Discipline and Leadership through Drill Learners would demonstrate the
ability to effectively command a group, foster discipline, and work collaboratively
towards achieving shared objectives.
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2. Mastery of Grace and Dignity in Foot Drill Performance Learners would demonstrate
an understanding of how these qualities enhance performance and foster teamwork
within a group setting.
3. Proficient Weapon Handling and Safety Adherence Learners would showcase a
thorough understanding of the criticality of safety measures, emphasizing accident
prevention through strict adherence to safety protocols.
4. Enhanced Tactical Awareness and Strategic Decision-Making Learners would gain the
ability to make informed decisions and effectively utilize terrain features to gain
tactical advantage during operations.
**********
National Service Scheme (NSS)
This course provides students with an in-depth understanding of the National Service Scheme
(NSS), including its history, philosophy, aims, objectives, and organizational structure. It equips
students with knowledge about various NSS programmes and activities, emphasizing their
relevance and importance. The course also develops skills in community mobilization, teaching
students effective techniques for engaging and mobilizing community stakeholders.
Additionally, it cultivates an appreciation for volunteerism and shramdan (voluntary labor),
highlighting their role in community development initiatives. By the end of the course, students
will have a comprehensive understanding of NSS, enhanced leadership and team-building skills,
and a strong sense of social awareness and patriotism.
1. To provide students with an understanding of the history, philosophy, and basic concepts of
the National Service Scheme (NSS).
2. To familiarize students with the aims, objectives, and organizational structure of NSS.
3. To equip students with knowledge about NSS programmes, activities, and their relevance.
4. To develop an understanding of community mobilization techniques and their importance in
NSS activities.
5. To cultivate an appreciation for volunteerism, shramdan (voluntary labor), and their role in
community development initiatives.
Course Content:
Unit 1: Introduction and Basic Concepts of NSS

National Service Scheme (NSS) - history, philosophy, and fundamental concepts, aims and
objectives, providing clarity on the organization's overarching goals. Symbols of NSS -
Emblem, flag, motto, song, and badge; Organizational structure of NSS
Unit 2: NSS Programmes and Activities

Diverse programmes and activities conducted under the aegis of the National Service Scheme
(NSS); Significance of commemorating important days recognized by the United Nations,
Centre, State Government, and University; Examination of the methodology for adopting
villages/slums and conducting surveys; Financial patterns of the NSS scheme
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Unit 3: Community Mobilization

Dynamics of community mobilization within the framework of the National Service Scheme
(NSS); Functioning of community stakeholders; The conceptual lens of community
development
Unit 4: Volunteerism and Shramdan in the Indian Context: Roles and Motivations within
the NSS Framework
Ethos of volunteerism and shramdan (voluntary labor) within the cultural context of India and
the framework of the National Service Scheme (NSS); Motivations and constraints shaping
volunteer engagement; Role of NSS volunteers in initiatives such as the Swatch Bharat Abhiyan
and Digital India
References:
1. Ministry of Youth Affairs and Sports, Government of India. (2022). National Service
Scheme (NSS) Manual.
2. Agarwalla, S. (2021). NSS and Youth Development. Mahaveer Publications
3. Bhattacharya, P. (2024). Stories Of NSS (English Version). Sahityasree.
4. Borah, R. and Borkakoty, B. (2022). NSS in Socioeconomic Development. Unika
Prakashan.
5. Wondimu, H., & Admas, G. (2024). The motivation and engagement of student
volunteers in volunteerism at the University of Gondar. Discover Global Society, 2(1),
1-16.
6. Saha, A. K. (2002). Extension Education–The Third Dimension Needs and Aspirations
of Indian Youth. Journal of Social Sciences, 6(3), 209-214.
7. Mills, S. (2013). “An instruction in good citizenship”: scouting and the historical
geographies of citizenship education. Transactions of the Institute of British
Geographers, 38(1), 120–134. http://www.jstor.org/stable/24582445
8. Mishra, S. K., Sachdev, S., Marwaha, N., & Avasthi, A. (2016). Study of knowledge and
attitude among college-going students toward voluntary blood donation from north
India. Journal of blood medicine, 19-26.
9. Mukherji, B. (2007). Community Development in India. Orient Longmans.
10. History Background of NSS and its Philosophy, Aims and Objectives
11. https://www.osmania.ac.in/NSS%20URL/9.%20%20Historical%20Background%20of%
20NSS%20and%20its%20Philosophy,%20Aim.pdf
12. In Defence of Nationalism https://www.mkgandhi.org/indiadreams/chap03.htm
13. Unlocking Youth Potential for Nation Building: Strengthening NYKS and NSS
14. https://www.undp.org/india/projects/strenghtening-nyks-and-nss
Course Outcome(s):
1. Students will demonstrate an understanding of the history, philosophy, and objectives of
the National Service Scheme (NSS), thereby fostering increased social awareness and
patriotism among them.
2. Students will be able to organize and conduct various NSS programmes and activities
effectively and through it understand the importance of leadership and team building.
3. Students will develop skills in community mobilization and partnership building.
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4. Students will appreciate the importance of volunteerism and shramdan in societal

development and thus, be able to understand role of community participation.
*********
DISASTER MANAGEMENT
In our rapidly evolving 21st-century world, challenges emerge in diverse forms, transcending
borders and intertwining economic, societal, and environmental realms. These challenges
profoundly affect vulnerable communities, magnifying their susceptibility to climate-related
shocks and disasters. As we navigate through these complexities, it becomes increasingly
evident that aligning strategies with global Sustainable Development Goals (SDGs) across
various geographical scales is paramount. This alignment incorporates perspectives of
environmental sustainability, climate adaptation, and disaster resilience. In light of these
considerations, this course aims to equip students with the knowledge and skills necessary to
address and mitigate the impacts of disasters in a holistic manner.
● to provide understanding of the concepts related to disaster

● to highlight the importance and role of disaster management
● to enhance awareness of institutional processes and management strategies to mitigate
the impacts of disasters
Course Content:
Unit 1: Concepts and Terminologies

Understanding key concepts of Hazards, disasters; Disaster types and causes (Geophysical,
Hydrological, Meteorological, Biological and Atmospheric; Human-made); Global trends in
disasters - Impacts (Physical, Social, Economic, Political, Environmental and Psychosocial);
Defining Vulnerability (Physical Vulnerability; Economic Vulnerability; Social Vulnerability)
Unit 2: Key concepts of Disaster Management Cycle

Components of disaster management cycle (Phases: Response and recovery, Risk assessment,
Mitigation and prevention, Preparedness planning, Prediction and warning); Disaster risk
reduction (DRR), Community based disaster risk reduction
Unit 3: Initiatives at national and international level

Disaster Risk Management in India and at international level: Related policies, plans,
programmes and legislation; International strategy for disaster reduction and other initiatives
Unit 4: Emergency Management

Explosion and accidents (Industrial, Nuclear, Transport and Mining) - Spill (Oil and Hazardous
material); Threats (Bomb and terrorist attacks) - Stampede and conflicts
78
Training and Demonstration Workshops (at least two workshops) be organized in association
with the NIDM, NDRF, NCDC, Param Military, Fire Brigade, CISF, local administration etc.
Readings
1. Sharma, S.C. (2022), Disaster Management, Khanna Book Publishing.
2. Clements, B. W., (2009): Disasters and Public Health: Planning and Response, Elsevier Inc.
3. Dunkan, K., and Brebbia, C. A., (Eds.) (2009): Disaster Management and Human Health
Risk: Reducing Risk, Improving Outcomes, WIT Press, UK.
4. Singh, R. B. (ed.), (2006) Natural Hazards and Disaster Management: Vulnerability and
Mitigation, Rawat Publications, New Delhi.
5. Ramkumar, Mu, (2009) Geological Hazards: Causes, Consequences and Methods of
Containment, New India Publishing Agency, New Delhi.
6. Modh, S. (2010) Managing Natural Disaster: Hydrological, Marine and Geological
Disasters, Macmillan, Delhi.
7. Carter, N. (1991) Disaster Management: A Disaster Management Handbook. Asian
Development Bank, Manila.
8. Govt. of India (2008) Vulnerability Atlas of India. BMTPC, New Delhi.
9. Govt. of India (2011) Disaster Management in India. Ministry of Home Affairs, New Delhi.
10. Matthews , J.A., (2002) Natural Hazards and Environmental Change, Bill McGuire, Ian
Mason.
E-Resources
http://www.ndma.gov.in/en/
http://nidm.gov.in/
https://www.unisdr.org/
http://www.emdat.be
https://www.weather.gov/safety/
https://www.preventionweb.net/risk/vulnerability
Course Outcomes:
Upon successful completion of this course, students will be able to:
i. Articulate the critical role of disaster management in reducing risks and enhancing
resilience
ii. Identify and describe key institutional frameworks and processes in disaster
management.
iii. Conduct risk assessments and develop disaster management plans for specific scenarios
*************
79
80
SEMESTER –IV
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82
SEMESTER –IV
Entrepreneurship and Startup Ecosystem
CC 204 Entrepreneurship and Startup Ecosystem 1L:1T:0P 2 Credits
● To understand Entrepreneurship and its types
● To understand that not all ideas can be turned into viable business models and guestimate
business potential of an idea
● To understand different type of finances available and financing methods
● To be able to draft business plans on an identified idea
● To understand the nuances of operating a startup – low budget marketing, stabilizing
operations, build a team from scratch and scaling the business
● To know what is a Family Business and how is it different from Entrepreneurship
Course Content:
Unit 1: Introduction to Entrepreneurship & Family Business
● Definition and Concept of entrepreneurship
● Entrepreneur Characteristics
● Classification of Entrepreneurs
● Role of Entrepreneurship in Economic Development –Start-ups
● Knowing the characteristics of Family business with discussion on few Indian cases of
Family Business like Murugappa, Dabur, Wadia, Godrej, Kirloskar etc.
Unit 2: Evaluating Business opportunity

● Sources of business ideas and opportunity recognition
● Guesstimating the market potential of a business idea
● Feasibility analysis of the idea
● Industry, competition and environment analysis
Unit 3: Building Blocks of starting ventures

● Low cost Marketing using digital technologies
● Team building from scratch
● Venture Funding
● Establishing the value-chain and managing operations
● Legal aspects like IPR and compliances
Unit 4: Start-up Ecosystem

● Know the components of the start-up ecosystem including Incubators, Accelerators,
Venture Capital Funds, Angel Investors etc.
● Know various govt. schemes like Start-up India, Digital India, MSME etc.
● Sources of Venture Funding available in India
● Source of Technology, Intellectual Property management
Text Books (Latest Edition):
1. Startup India Leaning Program by Start Up India available at www.startupindia.gov.in

83
2. Entrepreneurship, Rajeev Roy, Oxford University Press

3. Entrepreneurship: Successfully Launching New Ventures by R. Duane Ireland Bruce R.
Barringer, Pearson Publishing
4. Family Business Management by Rajiv Agarwal, Sage Publishing
5. Anish Tiwari (2003), “Mapping the Startup Ecosystem in India”, Economic & Political
Weekly
6. Ramachandran, K, Indian Family Businesses: Their survival beyond three generations,
ISB Working Paper Series
References
Course Outcome(s):
At the end of the course, the student would be able to -
● Understand basic building blocks of creating a venture
● Be able to identify a business opportunity and translate it into a viable business model
● Identify the elements of the Indian entrepreneurship ecosystem and take relevant
benefits from the constituents
● Know the legacy of family businesses and key differentiations from entrepreneurship
*********
Computer Networks
CC205 Computer Networks 3L:0T:4P 5 Credits
Course Objectives:
CO1: Understand the fundamental concepts of Computer Networks and their applications.
CO2: Develop problem-solving skills related to network design, implementation, and
troubleshooting.
CO3: Implement network protocols and configure network devices.
Prerequisites:
1. Basic Networking Knowledge: Familiarity with basic networking concepts such as IP
addressing and network topologies.
2. Programming Skills: Ability to write basic network programs and scripts in languages such
as Python or C.
3. Operating Systems: Understanding of OS concepts related to networking, such as process
management and memory allocation
Course Content:
UNIT I: Introduction to Computer Networks

Overview of Computer Networks: Definition and Objectives, Applications and Examples
Network Components and Architecture
Network Models: OSI Model: Layers and Functions, TCP/IP Model: Layers and Functions
84
Comparison between OSI and TCP/IP Models

Network Topologies: Physical vs. Logical Topologies, Common Topologies: Star, Ring, Bus,
Mesh, Hybrid, Advantages and Disadvantages of Each Topology
Data Transmission: Analog vs. Digital Signals, Transmission Modes: Simplex, Half-Duplex,
Full-Duplex, Bandwidth and Latency
Networking Devices: Routers, Switches, Hubs, Bridges, Gateways, Functions and
Configurations of Each Device.
UNIT II: Data Link Layer and Networking Protocols

Data Link Layer Fundamentals: Functions of the Data Link Layer, Framing, Error Detection,
and Error Correction, Flow Control Mechanisms.
Ethernet: Ethernet Standards and Frame Structure, MAC Addressing and ARP, Ethernet
Switching: Basic Concepts and Methods
Network Protocols: Introduction to TCP/IP Protocol Suite, IP Addressing: IPv4 and IPv6
Subnetting and CIDR Notation
Address Resolution Protocol (ARP): ARP Operation and Table, ARP Spoofing and Security
Considerations
Virtual LANs (VLANs): Concept of VLANs, VLAN Tagging and Configuration, Benefits and
Use Cases
UNIT III: Network Layer and Transport Layer

Network Layer: IP Routing: Static vs. Dynamic Routing,Routing Protocols: RIP, OSPF, BGP,
Network Address Translation (NAT)
Transport Layer: TCP vs. UDP: Characteristics and Use Cases, TCP Handshake and
Connection Management, Flow Control and Congestion Control in TCP
Congestion Control Algorithms: Techniques: Slow Start, Congestion Avoidance, Fast
Retransmit, Fast Recovery, TCP Variants: TCP Reno, TCP Vegas.
Quality of Service (QoS): QoS Principles and Mechanisms, Differentiated Services (DiffServ)
and Integrated Services (IntServ)
Network Security Fundamentals: Threats and Vulnerabilities, Basic Security Mechanisms:
Firewalls, VPNs, Encryption
UNIT IV: Application Layer and Emerging Technologies

Application Layer Protocols: HTTP/HTTPS: Structure and Operation, FTP, SMTP, POP3,
IMAP: Protocols and Uses, DNS: Domain Name System and Resolution
Network Applications: Web Browsing, Email Communication, File Transfer, Voice over IP
(VoIP) and Streaming.
Emerging Technologies: Software-Defined Networking (SDN), Network Function
Virtualization (NFV), Internet of Things (IoT) and Its Impact on Networking
Network Management: SNMP: Simple Network Management Protocol, Network Monitoring
Tools and Techniques.
Future Trends in Networking: 5G and Beyond, Network Automation and Artificial
Intelligence in Networking.
Text Books:
1. Andrew S. Tanenbaum, "Computer Networks", 5th Edition, Pearson Education, 2011.
2. James F. Kurose and Keith W. Ross, "Computer Networking: A Top-Down Approach", 8th
Edition, Pearson, 2021.
85
Reference Books:
1. Behrouz A. Forouzan, "Data Communications and Networking", 5th Edition, McGraw-Hill
Education, 2012.
2. Larry L. Peterson and Bruce S. Davie, "Computer Networks: A Systems Approach", 6th
Edition, Morgan Kaufmann, 2019.
3. Bhavneet Sidhu, An Integrated Approach to Computer Networks, Khanna Publishing
House, 2023.
4. Mastering PC Hardware & Networking, Khanna Publishing House, 2024.
Web Resources:
1. Cisco Networking Academy - Online Courses and Resources
2. NetworkLessons.com - Tutorials on Various Networking Topics
Lab Programs:
1. Configure Basic Network Settings:
a) IP Address Configuration
b) Subnet Mask and Gateway Settings
2. Implement Network Protocols:
a) Write a simple Python script to perform DNS resolution.
b) Implement a basic HTTP client-server application.
3. Network Simulation:
a) Use network simulation tools (e.g., Cisco Packet Tracer) to design and simulate network
topologies.
b) Configure routers and switches in a simulated environment.
4. Performance Measurement:
a) Measure network performance using tools like `ping`, `traceroute`, and ìperf`.
b) Analyze network traffic using Wireshark.
5. Implement VLANs:
a) Configure VLANs on a switch and verify using simulation tools.
6. Set Up a Simple Web Server:
a) Deploy a basic web server and configure HTTP/HTTPS access.
7. Network Security Lab:
a) Implement basic firewall rules and VPN configurations.
b) Perform vulnerability scanning and analyze results.
8. Network Troubleshooting:
a) Diagnose and resolve common network issues.
b) Use troubleshooting commands and techniques to fix connectivity problems.
******
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Design and Analysis of Algorithms
CC206 Design and Analysis of Algorithms 3L:0T:0P 3 Credits
Course Objectives
CO1: This course envisions to impart to students the understanding of basic algorithm
designing paradigms.
CO2: This course introduces the basic knowledge on how to analyse an algorithm.
CO3: This course expects to enable a student to synthesize efficient algorithms in common
design situations and real-life problems.
Prerequisite: Knowledge of Data Structures
Course Content:
UNIT I:
What is an algorithm? Design and performance analysis of algorithms, time complexity, space
complexity.
Asymptotic notations (O, Ω, Ө) to measure growth of a function and application to measure
complexity of algorithms.
Analysis of sequential search, bubble sort, selection sort, insertion sort, matrix multiplication.
Recursion: Basic concept. Analysis of recursive algorithms, Master's theorem.
UNIT II:
The Divide & Conquer Design Technique:
The general concept. Binary search, finding the maximum and minimum, merge sort, quick sort.
Best and worst case analysis for the mentioned algorithms. Strassen’s matrix multiplication.
Lower bound for comparison-based sorting.
The Greedy Design Technique:
The general concept. Applications to general Knapsack problem, finding minimum weight
spanning trees: Prim’s and Kruskal’s algorithms, Dijkstra's algorithm for finding single source
shortest paths problem.
UNIT III:
The Dynamic Programming Design Technique:
The general concept. Computation of Fibonacci series and Binomial coefficients, all pair
shortest paths problem (Floyd-Warshall’s algorithm), 0/1 Knapsack problem.
Algorithms on Graphs:
Breadth First Search, Depth First Search, finding connected components, depth first search of a
directed graph, topological sorting.
UNIT IV:
Limitations of Algorithmic Power:
Backtracking Method: n-Queen problem; sum of subsets problem/ Hamiltonian circuit
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problem/vertex cover problem.

Computational Intractability: Overview of non-deterministic algorithms, P, NP, NP-Complete
and NP-hard problems.
Text Books
1. Gajendra Sharma, Design and Analysis of Algorithms, Khanna Publishing House
2. Cormen Thomas H., Leiserson Charles E., Rivest Ronald L. and Stein Clifford,
Introduction to Algorithms, PHI publication, 3rd Edition, 2009.
3. Horowitz Ellis, Sahni Sartaj and Rajasekaran Sanguthevar, Fundamentals of Computer
Algorithms, University Press (I) Pvt. Ltd., 2012.
4. Levitin Anany, Introduction to Design and Analysis of Algorithms, 3rd Edition, Pearson,
2012
Reference Books
1. Aho Alfred V., Hopcroft John E. & Ullman Jeffrey D., The Design & Analysis of
Computer Algorithms, Addison Wesley Publications, Boston, 1983.
2. Kleinberg Jon & Tardos Eva, Algorithm Design, Pearson Education, 2006.
Web Resources
2. https://www.cs.umd.edu/~mount/451/Lects/451lects.pdf
******
Artificial Intelligence
CC207 Artificial Intelligence 3L:0T:4P 5 Credits
Prerequisites:
Basic understanding of computer science concepts, including data structures and algorithms.
Proficiency in minimum one programming language, such as Python.
Course Content:
UNIT I: Introduction to Al
What is AI? Intelligent Agents: Agents and environment, the concept of Rationality, the nature
of environment, the structure of Agents. Knowledge-Based Agents: Introduction to
Knowledge-Based Agents, The Wumpus World as an Example World. Problem-solving:
Problem-solving agents.
UNIT II: Advanced Search Techniques

Uninformed Search: DFS, BFS, Iterative Deepening Search. Informed Search: Best First
Search, A* search, AO* search. Adversarial Search & Games: Two-player zero-sum games,
Minimax Search, Alpha-Beta pruning. Constraints and Constraint Satisfaction Problems
(CSPs), Backtracking search for CSP. Evolutionary Search Techniques: Introduction to
evolutionary algorithms, Genetic algorithms, Applications of evolutionary search in AI.
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UNIT III: Logical Reasoning and Uncertainty

Logic: Propositional logic, First-order predicate logic, Propositional versus first-order
inference, Unification and lifting. Inference: Forward chaining, Backward chaining,
Resolution, Truth maintenance systems. Introduction to Planning: Blocks World problem,
Strips; Handling Uncertainties: Non-monotonic reasoning, Probabilistic reasoning,
Introduction to Fuzzy set theory.
UNIT IV: Domains and Applications of AI

Domains in AI: Introduction to Machine Learning, Computer Vision, Robotics, Natural
Language Processing, Deep Neural Networks, and their Applications. Expert Systems: The
architecture and role of expert systems include two case studies. Legal and Ethical Issues:
Concerns related to AI.
Text Books:
1. M.C. Trivedi, A Classical Approach to Artificial Intelligence, Khanna Book Publishing
Company, 2024 (AICTE Recommended Textbook).
2. Nilsson Nils J, Artificial Intelligence: A new Synthesis, Morgan Kaufmann Publishers
Inc. San Francisco, CA, ISBN: 978-1-55-860467-4.
3. Dan W Patterson, Introduction to Artificial Intelligence & Expert Systems, PHI
Learning 2010.
4. Rajiv Chopra, Data Science with Artificial Intelligence, Machine Learning and Deep
Learning, Khanna Book Publishing Company, 2024.
Reference Books:
1. M.C. Trivedi, Introduction to AI and Machine Learning, Khanna Book Publishing
Company, 2024.
2. Russell, S. and Norvig, P., “Artificial Intelligence - A Modern Approach”, 3rd edition,
Prentice Hall
3. Van Hirtum, A. & Kolski, C. (2020). Constraint Satisfaction Problems: Algorithms and
Applications. Springer
4. Rajiv Chopra, Machine Learning and Machine Intelligence, Khanna Book Publishing
Company, 2024.
Course Outcomes:
CO1: Understand the characteristics of rational agents, and the environment in which they
operate, and gain insights about problem-solving agents.
CO2: Gain insights about Uninformed and Heuristic search techniques and apply them to
solve search applications.
CO3: Appreciate the concepts of knowledge representation using Propositional logic and
Predicate calculus and apply them for inference/reasoning.
CO4: Obtain insights about Planning and handling uncertainty through probabilistic reasoning
and fuzzy sets.
CO5: Obtain a basic understanding of the AI domains and their applications and examine the
legal and ethical issues of AI
*****
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Artificial Intelligence Lab
Prerequisites: Basic understanding of algorithms and data structures (e.g., trees, graphs, lists).
Proficiency in Python programming, including libraries like NLTK for NLP tasks.
LAB Experiments
The lab experiments may be implemented in Python. Libraries like NLTK, Tensorflow and
Keras may be used for Machine learning experiments.
Suggested list of Experiments (not limited to):

1. Demonstrate basic problem-solving using Breadth-First Search on a simple grid.
2. Implement Depth-First Search (DFS) on a small graph.
3. Solve the Water Jug Problem using Breadth First Search (BFS).
4. Implement a Hill Climbing search to find the peak in a numeric dataset.
5. Apply the A* Search algorithm to find the shortest path in a 4x4 grid.
6. Implement the Minimax search algorithm for 2-player games. You may use a game treewith
3 plies.
7. Solve the 4 – Queens Problem as a CSP backtracking problem.
8. Use constraint propagation to solve a Magic Square puzzle.
9. Apply optimization techniques to find the maximum value in a list.
10. Represent and evaluate propositional logic expressions.
11. Implement a basic rule-based expert system for weather classification.
12. Implement a basic AI agent with simple decision-making rules.
13. Implement a basic Rule-Based Chatbot.
14. Using Python NLTK, perform the following Natural Language Processing (NLP) tasksfor
text content.
a) Tokenizing
b) Filtering Stop Words
c) Stemming
d) Part of Speech tagging
e) Chunking
f) Named Entity Recognition (NER)
15. Perform Image classification for a given dataset using CNN. You may use Tensorflow
/Keras.
Course outcomes:
CO1: Apply Uninformed Search Algorithms and Implement Heuristic Search techniques
CO2: Analyze and Solve Constraint Satisfaction Problems
CO3: Develop Rule-Based Systems
CO4: Implement and Evaluate Optimization Techniques
CO5: Apply and illustrate the NLP concepts
******
90
Professional Elective -II
DSE202 Professional Elective -I 1L:0T:4P 3 Credits

(Data Science/ AIML/ Full Stack
Development )
Refer to Appendix–I for Professional Electives and choose either one specialization from the
basket of Data Science /Artificial Intelligence and Machine Learning/ Full Stack
Development.
******
SEC 202 Design Thinking and Innovation 1L:1T:0P 2 Credits
Course Objectives:
Operating under turbulent and uncertain business environment, ‘innovation’ has become the key
driver of organizational success for all companies. Managers are expected to be leading this
change by navigating companies into rapid evolution of new products/services and business
models.
The primary focus of DTI is to help learners develop creative thinking skills and apply design
based approaches/tools for identifying and implementing innovation opportunities into
implementable projects. Following a learning-by-doing approach, the objectives of the course are
–
1. Introduce students to design-based thinking approach to solve problems
2. Observe and assimilate unstructured information to well framed solvable problems
3. Introduce student to templates of ideation
4. Understand the importance of prototyping in the innovation journey
5. Implementing innovation projects
Course Content:
Unit 1: Basics of Design Thinking

1. Understand the concept of innovation and its significance in business
2. Understanding creative thinking process and problem solving approaches
3. Know Design Thinking approach and its objective
4. Design Thinking and customer centricity – real world examples of customer challenges,
use of Design Thinking to Enhance Customer Experience, Parameters of Product
experience, Alignment of Customer Expectations with Product.
5. Discussion of a few global success stories like AirBnB, Apple, IDEO, Netflix etc.
6. Explain the four stages of Design Thinking Process – Empathize, Define, Ideate,
Prototype, Implement
Unit 2: Learning to Empathize and Define the Problem

1. Know the importance of empathy in innovation process – how can students develop
empathy using design tools
91
2. Observing and assimilating information

3. Individual differences & Uniqueness Group Discussion and Activities to encourage the
understanding, acceptance and appreciation of individual differences.
4. What are wicked problems
5. Identifying wicked problems around us and the potential impact of their solutions
Unit 3 : Ideate, Prototype and Implement

1. Know the various templates of ideation like brainstorming, systems thinking
2. Concept of brainstorming – how to reach consensus on wicked problems
3. Mapping customer experience for ideation
4. Know the methods of prototyping, purpose of rapid prototyping.
5. Implementation
Unit 4 : Feedback, Re-Design & Re-Create

1. Feedback loop, focus on User Experience, address ergonomic challenges, user focused
design
2. Final concept testing,
3. Final Presentation – Solving Problems through innovative design concepts & creative
solution
Text Books (Latest Edition):

1. E Balaguruswamy (2023), Developing Thinking Skills (The way to Success), Khanna
Book Publishing Company
2. Tim Brown, (2008), “Change by Design: How Design Thinking Transforms
Organizations and Inspires Innovation”, Harvard Business Review
3. 8 steps to Innovation by R T Krishnan & V Dabholkar, Collins Publishing
Reference Book
1. Design Thinking by Nigel Cross, Bloomsbury
Course Outcome(s):
By the end of the course, students will be able to –
● Propose real-time innovative product designs and Choose appropriate frameworks,
strategies, techniques during prototype development.
● Know wicked problems and how to frame them in a consensus manner that is agreeable
to all stakeholders using appropriate frameworks, strategies, techniques during prototype
development.
● Analyze emotional experience and Inspect emotional expressions to better understand
users while designing innovative products
*********
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APPENDIX
93
94
Appendix – I
Professional Electives (DSE)
Proposed Streams with Discipline-Specific Electives (DSE)
Note: The following is indicative. Universities/Institutes may add streams / electives as per
their specific requirements.
1. Data Science

Basics of Data Analytics using
1 III DSE*201
Spreadsheet
2 IV DSE*202 Data Visualization
3 V DSE301 Introduction to Data Science
4 V DSE302 Time Series Analysis
5 V DSE303 Machine Learning
6 VI DSE304 Big Data Analytics
7 VI DSE305 Exploratory Data Analysis
8 VII DSE401 Business Intelligence & Analytics
9 VII DS+E402 Data Mining & Warehousing
10 VIII DSE403 Advanced Data Visualization
Cloud Computing for Data
11 VIII DSE404 Analytics
12 VIII DSE405 Data Security & Privacy
2. Artificial Intelligence & Machine Learning

1 III DSE*201 Feature Engineering
2 IV DSE*202 Introduction to ML
3 V DSE301 Neural Network
4 V DSE302 Digital Image Processing
5 V DSE303 Natural Language Processing
6 VI DSE304 Deep Learning for Computer Vision
7 VI DSE305 Predictive Analysis
8 VII DSE401 Explainable AI
9 VII DSE402 Evolutionary Algorithm
10 VIII DSE403 Speech Recognition
11 VIII DSE404 Augmented Reality & Virtual Reality
12 VIII DSE405 Security aspects of ML
3. Full Stack Development

1 III DSE*201 Web Programming -I
2 IV DSE*202 Web Programming -II
95
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Data Science
Basics of Data Analytics using Spreadsheet
DSE201 Basics of Data Analytics using Spreadsheet 1L:0T:4P 3 Credits
Course Objectives
CO1: Understand the basics of data analytics and its applications.
CO2: Develop proficiency in using spreadsheet software for data manipulation and
analysis.
CO3: Build and use spreadsheet models for decision making & Communicate data
insights effectively
Prerequisite: Knowledge on basics of mathematical & Statistical concepts such as arithmetic,

percentages, averages, and basic algebra.
Course Content:
UNIT I: Introduction to Data Analytics
Understanding data and its types (structured, unstructured, semi-structured)-What is Data
Analytics- Types of data Analytics-Importance of Data Analytics- Applications of Data
Analytics.
UNIT II: Data, Ethics, and Industry: Case Studies

Data Collection Methods - Different Data Sources & format - Data Cleaning and
Transformation - Handling Missing Data and Outliers. - Ethical considerations in data
analytics. - Real-world Applications of Data Analytics- Industry-specific applications (finance,
marketing, operations) - Case Study
Note: Case study is for discussion not to be considered for evaluation.
Text Books
1. “Beginner's Guide for Data Analysis using R Programming” by Jeeva Jose,
Khanna Publishing House, 2024.
2. “Data Analytics” by V.K. Jain, Khanna Book Publishing Company, 2024.
3. “Excel Data Analysis For Dummies" by Stephen L. Nelson and E. C. Nelson, John
Wiley & Sons; 3rd edition, 2016
4. "Data Analysis Using Microsoft Excel" by Michael R. Middleton, Thomson,
Brooks/Cole, 3rd edition , 2004
Reference Books
1. "Excel 2019 Bible" by Michael Alexander, Richard Kusleika, and John Walkenbach,
John Wiley & Sons, 25 Sept 2018
2. "Spreadsheet Modeling and Decision Analysis: A Practical Introduction to
Business Analytics" by Cliff T Ragsdale, Cegage learning asia pet. 2015
3. “Mastering Excel” by WebTech Solutions, Khanna Publishing House, 2024.
******
97
Basics of Data Analytics using Spreadsheet: Lab Program List
PART – A: Understanding and Describing the Data
Introduction to Excel and Basic Functions

1. Getting started with Excel: Workbook, Worksheet, Cells, and Ranges
2. Data entry and basic formatting techniques
3. Using basic arithmetic functions: SUM, AVERAGE, MIN, MAX, ROUND
4. Introduction to cell referencing: relative, absolute, and mixed
Data Importing and Pre-processing

1. Importing data from various sources (CSV, text files, web data)
2. Data cleaning: removing duplicates, handling missing data, and standardizing formats
3. Data transformation: text-to-columns, data validation techniques
4. Using the "Find & Replace" and "Text Functions" (LEFT, RIGHT,
MID, CONCATENATE)
Descriptive Statistics Using Excel

1. Calculating measures of central tendency: mean, median, mode
2. Computing measures of dispersion: range, variance, standard deviation
3. Creating and interpreting frequency distributions and histograms
4. Using Excel’s "Data Analysis Toolpak" for basic statistical analysis
PART- B: Beyond the Basics: Visualizing and Communicating Data
Advanced Spreadsheet Functions

1. Using logical functions: IF, AND, OR, IFERROR
2. Lookup and reference functions: VLOOKUP, HLOOKUP, INDEX, MATCH
3. Data aggregation techniques: SUMIFS, COUNTIFS, AVERAGEIFS
4. Text functions for data manipulation: TRIM, CLEAN, TEXT, RIGHT, LRFT, MID
Data Visualization Techniques

1. Creating various chart types: bar, line, pie, scatter
2. Advanced charting techniques: combo charts, dual-axis charts
3. Data visualization best practices: choosing the right chart, formatting, and styling
4. Creating and customizing PivotTables and Pivot Charts
Dashboard Creation
1. Introduction to dashboards: concepts and components
2. Using PivotTables and Pivot Charts for dashboard elements
3. Applying conditional formatting for dynamic visual cues
4. Creating interactive dashboards with slicers and timeline
*******
98
Data Visualization
DSE202 Data Visualization 1L:0T:4P 3 Credits
Course Objectives
CO1: Understand the fundamentals of data visualization and its importance.
CO2: Learn about visual perception and its impact on data interpretation.
CO3: Explore the ethical considerations and challenges in data visualization.
CO4: Study different types of visualizations and their appropriate uses.
CO5: Utilize Power BI to create and customize various types of visualizations.
Prerequisite:
Familiarity with using a computer, including file management and basic software navigation.
Basic knowledge of data structures, such as tables and databases. Basic understanding of data
analysis concepts and familiarity with data types.
Course Content:
UNIT I: Introduction to Data Visualization

Definition and importance of data visualization-Role of data visualization in decision making-
Types of data (numerical, categorical, temporal, geographical)-Data visualization process (data
collection, exploration, analysis, visualization, interpretation)-Challenges and limitations of data
visualization
UNIT II: Visualization tools & Data Storytelling

Overview of Visualization Tools (e.g., Excel, Tableau, Power BI, Python)- Comparing and
contrasting features and Use Cases among these tools.
Principles of Data Storytelling: Narrative and Context-Best Practices for Dashboard Layout and
Interactivity
UNIT III: Designing Effective Visualizations

Principles of Good Visualization Design - Understanding and Using Color in Visualizations –
Importance of Data Modelling in Visualization.
Text Books
1. "Storytelling with Data: A Data Visualization Guide for Business Professionals" Cole
Nussbaumer Knaflic, Wiley; 1st edition, 2015.
2. “The Visual Display of Quantitative Information” by Edward Tufte, Graphics Press USA;
2nd edition, 2001.
Reference Books
1. "Data Visualization: A Practical Introduction" Kieran Healy, Princeton University Press,
2018.
2. "Analyzing Data with Power BI and Power Pivot for Excel", Alberto Ferrari and Marco
Russo, Microsoft Press; 1st edition, 2017.
3. "Microsoft Power BI Complete Reference", Devin Knight, Brian Knight, Mitchell
Pearson, and Manuel Quintana, Packt Publishing; 1st edition, 2018.
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Web Resources
1. https://learn.microsoft.com/en-us/power-bi/
2. https://www.storytellingwithdata.com/
3. https://jpsm.umd.edu/sites/jpsm.umd.edu/files/syllabi/Syllabus_Introduction%20to%20
Data%20Visualization_Spring%202024.pdf
Lab Programs for Data Visualization Using Power BI

Introduction to Power BI Interface and Basics
1. Installation and interface overview
2. Exploring the Power BI workspace: Ribbon, panes, and canvas.
3. Importing data from Excel and CSV files.
4. Introduction to multiple data sources
5. Basic report creation: Adding visuals and saving a report.
Data Transformation and Preparation

1. Using Power Query Editor
2. Cleaning data: Removing duplicates, handling missing values.
3. Transforming data: Splitting columns, changing data types, renaming columns.
4. Merging and appending queries.
5. Creating custom columns and calculated columns
Data Modeling
1. Creating relationships between tables
2. Identifying and resolving data inconsistencies
3. Creating calculated columns and measures
Creating Basic Visualizations

1. Creating various chart types (bar, column, line, pie, area, etc.,)
2. Formatting and customizing visualizations
Publishing and Sharing Reports

1. Publishing a report to Power BI Service.
2. Sharing reports and dashboards with team members.
3. Setting up data refresh schedules and managing permissions.
100
Artificial Intelligence & Machine Learning
Feature Engineering
DSE201 Feature Engineering 1L:0T:4P 3 Credits
Prerequisite: Basic knowledge of data analytics/machine learning and familiarity with any
programming language.
Course Content:
UNIT I: Introduction to Feature Engineering

Introduction to Data and Features: Importance of Features in Machine Learning. Data types
and features: Numerical, Categorical, Ordinal, Discrete, Continuous, Interval and Ratio.Basic
Feature Preprocessing: Handling Missing Data, Data Cleaning, Feature Scaling,
Normalization, and Transformation.
UNIT II: Feature Engineering Techniques

Techniques for Numerical Data: Binning and Discretization, Polynomial and Interaction
Features. Categorical Data Techniques: One Hot Encoding, Label Encoding. Feature extraction
vs. feature selection, Steps in feature selection. Feature Selection Methods: Filter, Wrapper,
and Hybrid. Feature Reduction: Introduction and application of Principal Components
Analysis.
Text Books
1. M.C. Trivedi, Data Science and Data Analytics Using Python Programming, Khanna
Publishing House, 2024.
2. Zheng, Alice, & Casari, Amanda. (2018). Feature engineering for machine learning:
Principles and techniques for data scientists. O'Reilly Media, Inc.
3. Kalita, J. K., Bhattacharyya, D. K., & Roy, S. (2023). Fundamentals of Data Science:
Theory and Practice. Elsevier. ISBN-13: 9780323917780.
Reference Books:
1. Duda, R. O., Hart, P. E., Stork, D (2007). Pattern classification (2Ed), John Wiley &
Sons, ISBN-13: 978-8126511167.
2. N. Bhaskar, Vasundhara, Machine Learning, Khanna Publishing House, 2024.
3. M.C. Trivedi, Deep Learning and Neural Network_MC Trivedi, Khanna Publishing
House, 2024.
4. Ng, Andrew. (2018). Machine learning yearning (Draft, MIT Licensed). GitHub. ISBN-
10: 199957950X, ISBN-13: 978-1999579500.
5. Han, Jiawei, Kamber, Micheline, & Pei, Jian. (2011). Data mining: Concepts and
techniques (3rd ed.). Morgan Kaufmann Publishers. ISBN 978-0123814791.
6. Tan, Pang-Ning, Steinbach, Michael, Karpatne, Anuj, & Kumar, Vipin. (2021).
Introduction to data mining (2nd ed.). Pearson. ISBN 978-9354491047.
7. Provost, Foster, & Fawcett, Tom. (2013). Data science for business: What you need to
know about data mining and data-analytic thinking. O'Reilly Media, Inc.
8. Galli, Soledad. (2020). Python feature engineering cookbook: Over 70 recipes for creating,
101
engineering, and transforming features to build machine learning models. Packt

Publishing, Limited.
9. Nielsen, Aileen. (2019). Practical time series analysis: Prediction with statistics and
machine learning. O'Reilly Media.
10. Rajiv Chopra, Deep Learning, Khanna Publishing House, 2024.
11. Jeeva Jose, Machine Learning, Khanna Publishing House, 2024.
12. Chollet, François. (2017). Deep learning with Python. Manning Publications. ISBN
9781617294433.
Course Outcomes
CO1: Understand the importance of features in machine learning and differentiate between
various types of data and features (structured vs. unstructured, categorical, numerical,
text, and date-time).
CO2: Apply basic feature preprocessing techniques such as handling missing data, data
cleaning, and feature scaling and normalization.
CO3: Implement feature engineering techniques for numerical data, including binning,
discretization, polynomial and interaction features, and log transformation.
CO4: Utilize categorical data techniques, such as one-hot encoding and label encoding, and
understand feature selection methods, including filter and wrapper methods.
CO5: Perform feature transformation using techniques like Principal Component Analysis
(PCA) and understand its application in machine learning.
******
102
Feature Engineering Laboratory

Prerequisite: Knowledge of Python Programming language
LAB Experiments
The lab experiments can be implemented in Python using relevant libraries such as numpy,
pandas, sklearn, nltk, matplotlib, and seaborn. Kaggle datasets, public repositories (e.g.,
UCI, Machine Learning etc.), or generated datasets can be used for conducting the
experiments.Experiments may be conducted on numerical, image, or time-series datasets.
1. Handle missing values in column(s) of a dataset. For example, fill missing values with
the mean/median/mode of the columns such as ‘Age’, ‘Height’, ‘Weight’, ‘Grade’ for a
dataset.
2. Clean a dataset by identifying and removing invalid data entries. For example, a dataset
having columns 'Name', ‘Gender’ and 'Age' where 'Name' contains 'invalid data'.
3. Scale numerical features using Min-Max normalization for a dataset with columns like
‘Height', ‘Weight’.
4. Perform exploratory data analysis and visualize data distributions using histograms and
boxplots.
5. Compute and visualize the correlation matrix of a dataset with 2 or more columns.
6. Bin numerical data into discrete intervals for a dataset with a column containing
numerical values.
7. Create polynomial and interaction features from numerical data in a dataset with two
columns.
8. Apply logarithmic transformation to skewed numerical features in a dataset with column
'Distance'.
9. Perform one-hot encoding on categorical features in a dataset with column 'Category'
containing categorical values. The distinct values in the Category feature are [Good,
Better, Best] and Gender [Male, Female].
10. Preprocess text data (tokenization) for a dataset with a column 'Text'.
11. Preprocess text data (stemming) for a dataset with a column 'Text'.
12. Preprocess text data (lemmatization) for a dataset with a column 'Text'.
13. Convert text data into a Bag-of-Words representation for a dataset with a column 'Text'.
14. Apply TF-IDF transformation to text data for a column 'Text'.
15. Perform image augmentation (resizing, normalization, rotation, translation) for a set
ofimages.
16. Perform image augmentation resizing for a set of images.
17. Perform image augmentation normalization for a set of images.
18. Perform image augmentation rotation for a set of images.
19. Perform image augmentation translation for a set of images.
20. Decompose a time series into trend, seasonal, and residual components for a dataset
witha column 'TimeSeries'.
21. Perform Principal Component Analysis (PCA) on a dataset and visualize the first
twoprincipal components.
103
Course Outcomes
CO1: Demonstrate proficiency in handling and preprocessing missing data, including
fillingmissing values and cleaning invalid data entries.
CO2: Apply feature scaling techniques, such as Min-Max normalization, and perform
exploratory data analysis through data visualization methods like histograms and
boxplots.
CO3: Implement feature engineering techniques, including binning, polynomial feature
creation, and logarithmic transformations on numerical data.
CO4: Perform text data preprocessing tasks, such as tokenization, stemming,
lemmatization,and apply TF-IDF and Bag-of-Words transformations.
CO5: Apply image and time series data augmentation and decomposition techniques to
enhance and analyze image and time series data.
********
Introduction to Machine Learning
DSE202 Introduction to Machine Learning 1L:0T:4P 3 Credits
Prerequisites: Basic knowledge of statistics and probability. Familiarity

with fundamental programming concepts and proficiency in Python.
Course Content:
UNIT I: Introduction to Machine Learning

Introduction: Definition, History and Application of Machine Learning, Types of Machine
Learning: Supervised, Unsupervised, Semi-Supervised, and Reinforcement Learning.
Labeled and Unlabelled Dataset. Supervised Learning Tasks: Regression vs. Classification,
Learning Framework: Training, Validation and Testing of ML models. Performance
Evaluation Parameters: Confusion matrix, Accuracy, Precision, Recall, F1 Score, and AUC.
UNIT II: Supervised Learning and Unsupervised Learning

Regression: Linear and non-linear Regression, Logistic Regression. Classification: Naïve
Bayes, K-Nearest Neighbors, Decision Trees. Linear model: Introduction to Artificial Neural
Networks, Perceptron Learning Algorithm, Single Layer Perceptron, Introduction to Support
Vector Machine for linearly separable data. Clustering: K-Means, Hierarchical Clustering,
DBSCAN, Clustering Validation Measures. ML Applications: Ethical Considerations in
Machine Learning, Case study and Real-world Applications.
Text Books:
1. Rajiv Chopra (2024), Machine Learning and Machine Intelligence, Khanna Publishing
House.
2. Jeeva Jose (2023), Introduction to Machine Learning, Khanna Publishing House.
3. Mitchell T. (1997). Machine Learning, First Edition, McGraw-Hill.
4. Kalita, J. K., Bhattacharyya, D. K., & Roy, S. (2023). Fundamentals of Data
Science: Theory and Practice. Elsevier. ISBN9780323917780
104
Reference Books:
1. Flach, P. A. (2012). Machine Learning: The Art and Science of Algorithms that
Make Sense of Data. Cambridge University Press. ISBN: 9781107422223, 2012.
2. Duda, R. O., Hart, P. E., Stork, D (2007). Pattern classification ( 2Ed), John Wiley &
Sons, ISBN-13: 978-8126511167.
3. Haykin S. (2009). Neural Networks and Learning Machines, Third Edition,
PHI Learning.
4. Chollet, F. (2018). Deep Learning with Python. Manning Publications.
5. Bishop, C. M. (2006). Pattern Recognition and Machine Learning. Springer.
6. Goodfellow, I., Bengio, Y., & Courville, A. (2016). Deep Learning. MIT Press.
7. Géron, A. (2017). Hands-On Machine Learning with Scikit-Learn and TensorFlow:
Concepts, Tools, and Techniques to Build Intelligent Systems* (1st ed.). O'Reilly
Media.
Course Outcomes
CO1: Define and explain machine learning concepts, types, and basic metrics.
CO2: Implement and apply supervised learning techniques (e.g., KNN, Linear Regression,
Logistic Regression).
CO3: Apply unsupervised learning methods (e.g., K-Means, Hierarchical Clustering,
Association Rules).
CO4: Develop and evaluate simple machine learning models (e.g., Perceptron, single-layer
neural networks).
CO5: Analyze and apply appropriate machine learning algorithms depending on the
problems with some real-world data.
******
Introduction to Machine Learning Lab
Prerequisites: Understanding of machine learning algorithms and concepts (e.g.,

classification, clustering, regression). Proficiency in Python programming, with experience
using libraries such as NumPy, pandas, Scikit-Learn, NLTK, Matplotlib, and Seaborn.
LAB Experiments
The lab experiments may be implemented in Python using relevant ML libraries, and datasets
from Kaggle, public repositories, or generated datasets.
1. Implement linear regression on a dataset and visualize the regression line.

2. Implement logistic regression on a binary classification dataset and plot the
decision boundary.
3. Implement and evaluate the performance of Decision tree ID3/Cart classifier for
any given dataset.
4. Implement and evaluate the performance of the Naive Bayes Classifier on a given
dataset.
5. Build and evaluate a random forest classifier using a numerical dataset.
6. Implement a support vector machine for linearly separable classes and visualize
the margins and decision boundary.
105
7. Implement K-Means clustering on a point dataset and visualize and evaluate

the clusters.
8. Implement hierarchical clustering on a dataset and plot the dendrogram.
9. Implement DBSCAN clustering on a dataset and visualize and evaluate the clusters.
10. Perform Principal Components Analysis (PCA) and apply any one or more classifiers
to show the performance variation with or without feature reduction.
11. Build a single layer perceptron model to classify AND, OR, and XOR problems (may
use TensorFlow/Keras) and visualize their decision boundaries. Also evaluate its
performance.
12. Demonstrate the concept of boosting using the AdaBoost algorithm.
Course Outcomes
CO1: Implement and evaluate supervised learning techniques, including K-Nearest

Neighbors, linear regression, and logistic regression, and measure model performance
using accuracy, precision, recall, and F1 score.
CO2: Apply and visualize clustering algorithms such as K-Means, hierarchical clustering,
and DBSCAN on datasets. This practical application helps you understand their real-
world use.
CO3: Perform dimensionality reduction using Principal Component Analysis (PCA) and
interpret the results.
CO4: Develop and assess classification models using random forests, support vector
machines, and neural networks.
CO5: Demonstrate ensemble learning concepts through bagging with random forests and
boosting with the AdaBoost algorithm.
******
106
Appendix – II
Indian Knowledge
Systems(IKS)
107
108
IKS-I: Indian Knowledge Systems and Traditions
Course Objectives
• To sensitize the students about context in which they are embeded i.e. Indian
culture and civilisation including its Knowledge System and Tradition.
• To help student to understand the knowledge, art and creative practices,
skills and values in ancient Indian system.
• To help to study the enriched scientific Indian heritage.
• To introduce the contribution from Ancient Indian system & tradition to
modern science & Technology
Detailed contents:
Module 1: Introduction to IKS

(Any eight of total sessions assigned for Literary activity)
Introductory lecture on the any eight topics below:
1. Indian Knowledge System
2. Indian Culture & Civilization
3. Ancient Indian Chemistry
4. Ancient Indian Metallurgy
5. Ancient Indian Mathematics
6. Ancient Indian Astronomy
7. Indian Astronomical Instruments
8. Indian Knowledge System (Upveda: Ayurveda)
9. Indian Knowledge System (Upveda: Gandharveda)
10. Indian Knowledge System (Vedangas: Shiksha, Kalpa, Vyakrana)
11. Indian Knowledge System (Vedangas: Jyotisha, Nirukta, Chandas)
12. Indian Architecture I: Sthapatya-Veda
13. Indian Architecture II: Temples
14. Indian Architecture III: Town & Planning
15. Indian Philosophical System
Module 2: Introduction to Creative Practices
(Twenty Lectures with at least Five different topics of total session under Creative activity)
Introductory lecture on the topics below:
1. Dhatuvada: art of metallurgy
2. Akara jnana: art of mineralogy
3. Vastuvidya: art of engineering
4. Yantramatrika: art of mechanics
5. Takshana: art of carpentry
6. Chalitakayoga: art of practicing as a builder of shrines
7. Raupyaratnapariksha: art of testing silver and jewels
8. Maniraga jnana: art of tinging jewels
109
9. Sucivayakarma: art of needleworks and weaving

10. Vadya vidya: art of playing on musical instruments
11. Geet vidya : art of singing
12. Nritya vidya: art of dancing
13. Natya vidya: art of theatricals
14. Alekhya vidya: art of painting
15. Viseshakacchedya vidya: art of painting the face and body with color
16. Udakavadya: art of playing on music in water
17. Manasi kavyakriya: art of composing verse
18. Bhushanayojana: art of applying or setting ornaments
19. Citrasakapupabhakshyavikarakriya: art of preparing varieties of delicious food
20. Dasanavasanangaraga: art of applying preparations for cleansing the teeth,
cloths and painting the body
21. Utsadana: art of healing or cleaning a person with perfumes
22. Vastragopana: art of concealment of cloths
23. Balakakridanaka: art of using children’s toys
24. Tandulakusumabalivikara: art of preparing offerings from rice and flowers
25. Pushpastarana: art of making a covering of flowers for a bed
References:
1. Textbook on IKS by Prof. B Mahadevan, IIM Bengaluru
2. Kapur K and Singh A.K (Eds) 2005). Indian Knowledge Systems, Vol. 1. Indian
Institute of Advanced Study, Shimla. Tatvabodh of sankaracharya, Central
chinmay mission trust, Bombay, 1995.
3. The Cultural Heritage of India. Vol.I. Kolkata:Ramakrishna Mission Publication,
1972.
4. Nair, Shantha N. Echoes of Ancient Indian Wisdom. New Delhi: Hindology
Books, 2008.
5. Dr. R. C. Majumdar, H. C. Raychaudhuri and Kalikinkar Datta: An Advanced
History of India (Second Edition) published by Macmillan & Co., Limited,
London, 1953.
6. Rao, N. 1970. The Four Values in Indian Philosophy and Culture. Mysore:
University of Mysore.
7. Avari, B. 2016. India: The Ancient Past: A History of the Indian Subcontinent
from c. 7000
BCE to CE 1200. London: Routledge.
******
110
IKS-II: Indian Culture and Civilization
Course Objectives
• To introduce fundamentals of Ancient Indian Educations to understand the

pattern and purpose of studying vedas, vedangas, upangas, upveda, purana &
Itihasa
• To help students to trace, identify and develop the ancient knowledge systems.
• To help to understand the apparently rational, verifiable and universal solution
from ancient Indian knowledge system for the holistic development of physical,
mental and spiritual wellbeing
• To build in the learners a deep rooted pride in Indian knowledge, committed to
universal human right, well-being and sustainable development.
Detailed contents:
Module 1: Introduction to IKS
Caturdaśa Vidyāsthānam, 64 Kalas, Shilpa Śāstra, Four Vedas, Vedāṅga,

Indian Philosophical Systems, Vedic Schools of Philosophy ( Sāṃkhya and Yoga,
Nyaya and Vaiśeṣika, Pūrva-Mīmāṃsā and Vedānta), Non-Vedic schools of
Philosophical Systems (Cārvāka, Buddhist, Jain), Puranas (Maha-puranas,
Upa-Puranas and Sthala-Puranas), Itihasa (Ramayana, Mahabharata), Niti
Sastras, Subhasitas
Module 2: Foundation concept for Science & Technology

Linguistics & Phonetics in Sanskrit (panini’s), Computational concepts in
Astadhyayi Importance of Verbs, Role of Sanskrit in Natural Language
Processing, Number System and Units of Measurement, concept of zero and its
importance, Large numbers & their representation, Place Value of Numerals,
Decimal System, Measurements for time, distance and weight, Unique
approaches to represent numbers (Bhūta Saṃkhya System, Kaṭapayādi System),
Pingala and the Binary system, Knowledge Pyramid, Prameya – A Vaiśeṣikan
approach to physical reality, constituents of the physical reality, Pramāṇa,
Saṃśaya
Module 3: Indian Mathematics & Astronomy in IKS

Indian Mathematics, Great Mathematicians and their contributions, Arithmetic
Operations, Geometry (Sulba Sutras, Aryabhatiya-bhasya), value of 𝜋𝜋, Trigonometry,
Algebra, Chandah Sastra of Pingala,
Indian Astronomy, celestial coordinate system, Elements of the Indian Calendar
Aryabhatiya and the Siddhantic Tradition Pancanga – The Indian Calendar
System Astronomical Instruments (Yantras) Jantar Mantar or Raja Jai Singh
Sawal.
111
Module 4: Indian Science & Technology in IKS [ Duration: 8 Lectures]

Indian S & T Heritage ,sixty-four art forms and occupational skills (64 Kalas)
Metals and Metalworking technology (Copper, Gold, Zinc, Mercury, Lead and
Silver), Iron & Steel, Dyes and Painting Technology), Town & Planning
Architecture in India, Temple Architecture, Vastu Sastra,
Module 5: Humanities & Social Sciences in IKS [ Duration: 8 Lectures]
Health, Wellness & Psychology, Ayurveda Sleep and Food, Role of water in
wellbeing Yoga way of life Indian approach to Psychology, the Triguṇa System
Body-Mind-Intellect- Consciousness Complex. Governance, Public
Administration & Management reference to ramayana, Artha Sastra, Kauṭilyan
State
References:
1. Textbook on IKS by Prof. B Mahadevan, IIM Bengaluru.
2. Kapur K and Singh A. K (Eds) 2005). Indian Knowledge Systems, Vol. 1. Indian
Books, 2008.
4. SK Das, The education system of Ancient hindus, Gyan publication house, India
5. BL Gupta,Value and distribution system in india, Gyan publication house, India
6. Reshmi ramdhoni, Ancient Indian Culture and Civilisation, star publication
,2018
7. Supriya Lakshmi Mishra, Culture and History of Ancient India (With Special
Reference of Sudras), 2020.
8. Gambirananda, Swami, Tr. Upanishads with the Commentary of
Sankarachrya. Kolkata: Advaita Ashrama publication Department, 2002.
9. Ranganathananda, Swami. The Massage of the Upanishads. Bombay:
Bharathya Vidya Bhaven, 1985.
10. Om Prakash, Religion and Society in Ancient India, Bhariya Vidhya Prakashan,
1985
11. J Auboyer, Daily Life in Ancient India from Approximately 200 BC to AD 700,
Munshi ram Manoharlal publication, 1994.
12. DK Chakkrabarty, Makkhan Lal, History of Ancient India (Set of 5 Volumes),
Aryan book Internation publication, 2014
13. Dr. Girish Nath Jha, Dr. Umesh Kumar Singh and Diwakar Mishra, Science
and Technology in Ancient Indian Texts, DK Print World limited,
14. Swami BB Vishnu, Vedic Science and History - Ancient Indian's Contribution to
the Modern World, gosai publication, 2015
15. Chatterjee, S.C. The Nyaya Theory of Knowledge. Calcutta: University of Calcutta
Press, 1950.
16. Dasgupta, Surendra. A History of Indian Philosophy. Delhi: Motilal
Banarsidass, 1991.Vols. III & IV.
17. Mercier, Jean L. From the Upanishads to Aurobindo. Bangalore: Asian Trading
Corporation, 2001.
18. M. Hiriyanna. Essentials of Indian Philosophy. London: Diane Publications,
1985.
19. Hume, Robert Ernest, Tr. The Thirteen Principal Upanishads. Virginia: Oxford
112
University Press, 1931.

20. Radhakrishnan, S. Principal Upanishads. New York: Harper Collins, 1963.
21. Satprakashananda. The Methods of Knowledge according to Advaita Vedanta.
Calcutta: Advaita Ashram, 2005.
22. Potter, K.H. Encyclopaedia of Indian Philosophies, Vol.III. Delhi: Motilal
Banarasidass, 2000.
********
IKS-III: Indian Vision for Human Society (Vishva Kalyan thru Vasudhaiva
Kutumbkam)
Course Objectives
• To help the learner to understand the concept of “vasudhaiva kutumbkam” and
its realization process as an base for the development of vision for a humane
society.
• To help to identify the universality in humans and its coexistence in existence
• To introduce the sense of responsibility, duties and participation of individual
for establishment of fearless society.
from ancient Indian knowledge system for the holistic development of physical,
mental and spiritual wellbeing of one and all, at the level of individual, society,
nation and ultimately the whole world.
Detailed contents:
Module 1: The world view & Vision of Human Society
The concept of non-duality of Prakriti (Jad) and Purush (Chetana), human as

coexistence of Jad & Chetan, Pancha-mahabhutas, the root of sorrow and
suffering, freedom from sorrow, salvation, eternal peace truth (vyaharika satya),
ultimate truth. The acceptance of various systems of philosophy for realization
of truth and complementariness in society in ancient Indian system.
Module 2: Aspiration and Purpouse of Individual and Human Society

Aims of Human life; at individual level and societal level. At societal level;
Four purusarthas Dharma, Artha, Kama, Moksha. Individual level;
Abhyudaya (progress),
Nihsreyasa (perfection) Pravrtti , Nivrtti. Dharma; Dharma sutras (Gautama,
apastamba, baudhayana, vasistha). Dharma-Shastra; (manusmriti, naradamrti,
visnusmrti, yajnavalkya smriti) sociology, different stages of life like
studenthood, householdership, retirement and renunciation, rites and duties,
judicial matters, and personal laws (Aachara, Vyavahara, Prayaschitta). Artha;
Kautliya Arthashastra, Kamandakiya Nitisara, Brihaspati Sutra, Sukra Niti,
Moksha: Human liberation (Ignorance to Knowledge)
113
Module 3: Program for Ensuring Human Purpose: at Individual and Societal

level –I
Fundamental concept of Nitishastra: Satyanishtha Aur Abhiruchi (Ethics,

Integrity & aptitude). The true nature of self; Shiksha Valli, Bhrigu Valli
(concept of Atman-Brahman (self, soul). The true constitution of Human:
Ananda Valli (Annamaya Kosha, Pranamaya Kosha, Manomaya Kosha,
Vijnanamaya Kosha, Anandamaya Kosha). The four states of consciousness
(Waking state, Dreaming state, Deep Sleep State, Turiya the fourth state),
Consciousness (seven limbs and nineteen mouths), Prajna, Awarness. The Life
Force Prana (Praana-Apaana-Vyaana-Udaana- Samaana)
Module 4: Program for Ensurimg Human Purpose: at Individual and

Societal level - II
Differentiating Vidya and Avidya, human bondages, Higher and Lower
Knowledge (Para Vidhya & Apara Vidhya). Concept of Sattva, Rajas, Tamas and
need of balancing the same, Patanjali yog sutra; Yama, Niyama, Asanas,
pranayams, pratyahara, dharna, dhyana, Samadhi, Sixteen category of
padartha, pramans (pratyaksh, anuman, upaman, shabda). Saadhana
chatushtayam (viveka, vairagya, mumukshatavam, shadsampathi (sama, dama,
uparama, titiksha, shradha, samadhana), Understanding Nitya karma,
Naimittika Karma, Kamya karma, prayaschitta karma, Nishidha Karma.
Meditation and Progressive meditation (Narada’s education), Ativadin to self-
knowledge, Jyan yog, Karma yog, sanyas yog in aspect to harmonious practice
in society
Module 5: Practices for Ensuring Human Purpose – III

Practice in philosophy, architecture, grammar, mathematics, astronomy,
metrics, sociology, economy and polity, ethics, geography, logic, military
science, weaponry, agriculture, mining, trade and commerce, metallurgy,
shipbuilding, medicine, poetics, biology and veterinary science.
References:
1. Maharaj swami chidatmanjee, Ancient Indian Society, Anmol publication pt ltd,
indi
2. S. C. Manerjee, Society in Ancient India: Evolution Since the Vedic Times Based
on Sanskrit, Pali, Pakrit and Other Classical Sources: No. 1 (Reconstructing
Indian History and Culture), DK printing, India
3. Rao, N. 1970. The Four Values in Indian Philosophy and Culture. Mysore:
University of Mysore.
4. Chakraborti, K. 2001. Religious Process: The Puranas and the Making of
Regional Tradition, Delhi, OUP.
5. Kuhn, T. 1970. The Structure of Scientific Revolutions, (2nd ed.). University of
Chicago Press, USA.
6. Keith, A. (1925). The religion and philosophy of the Veda and Upanishads.
114
Delhi: Motilal Banarsidass Publishers.

7. Shendge, M. (1977). The civilized demons. The Harappans in Ṛgveda. New Delhi:
Abhinav Publications
8. Kane, P. 1941. History of Dharmashastra. Vol II, Part I. Poona: Bhandarkar
Oriental Research Institute.
9. The Religion and Philosophy of the Veda and Upanishads. Delhi: Motilal
Banarsidass.
10. Parpola, A. 2007. ‘Human Sacrifice in India in Vedic Times and Before’, Chapter
VIII, in The Strange World of Human Sacrifice, ed., J. Bremmer. Leuven,
Belgium: Peeters.
12. Kapur K and Singh A K (Eds) 2005). Indian Knowledge Systems, Vol. 1. Indian
13. Keith, Arthur Berriedale. The Religion and Philosophy of the Veda and
Upanishads. 2 Vols. Delhi: Motilal Banarsidass, 1970.
14. Keith, A. (1925). The religion and philosophy of the Veda and Upanishads.
Delhi: Motilal Banarsidass Publishers.
Books, 2008.
16. R C Dutt, A history of civilization in ancient India, vol 1, Taylor & Francis, US
17. R C Dutt, A history of civilization in ancient India, vol 2, Taylor & Francis, US
18. SK Das , The education system of Ancient hindus, Gyan publication house,
India
19. BL Gupta,Value and disatribution system in india, Gyan publication house,
India
20. Reshmi ramdhoni, Ancient Indian Culture and Civilisation, star publication
,2018
21. Supriya Lakshmi Mishra, Culture and History of Ancient India (With Special
Reference Of Sudras), 2020.
22. Om Prakash, Religion and Society in Ancient India , Bhariya Vidhya Prakashan,
1985
23. J Auboyer, Daily Life in Ancient India from Approximately 200 BC to AD 700,
Munshi ram Manoharlal publication, 1994.
24. DK Chakkrabarty, Makkhan Lal, History of Ancient India (Set of 5 Volumes),
Aryan book Internation publication, 2014
25. Dr. Girish Nath Jha, Dr. Umesh Kumar Singh and Diwakar Mishra, Science
and Technology in Ancient Indian Texts, DK Print World limited,
26. Swami BB Vishnu, Vedic Science and History - Ancient Indian's Contribution to
the Modern World, gosai publication, 2015
27. Chatterjee, S.C. The Nyaya Theory of Knowledge. Calcutta: University of
Calcutta Press, 1950.
28. Vidyabhusana, S.C. A History of Indian Logic. Delhi: Motilal Banarsidass
Publication, 1971.
29. Dasgupta, Surendra. A History of Indian Philosophy. Delhi: Motilal
Banarsidass, 1991.Vols. III & IV.
30. Mercier, Jean L. From the Upanishads to Aurobindo. Bangalore: Asian Trading
Corporation, 2001.
*******
115
IKS-IV: Indian Science, Engineering and Technology (Past, Present and

Future)
Course Objectives
• To familiarize learners with major sequential development in Indian science,
engineering and technology.
• To review & strengthen the ancient discovery and research in physics,
chemistry, maths, metallurgy, astronomy, architecture, textile, transport,
agriculture and Ayurveda etc.
• To help students to trace, identify and develop the ancient knowledge systems to
make meaningful contribution to development of science today
from ancient Indian knowledge system for the scientific, technological and
holistic development of physical, mental and spiritual wellbeing.
Detailed contents:
Module 1: Indian Traditional Knowledge; Science and Practices
Introduction to the Science and way of doing science and research in India,
Ancient Science in Intra & Inter Culture Dialogue & coevolution.
Traditional agricultural practices, Traditional water-harvesting practices,
Traditional Livestock and veterinary Sciences Traditional Houses & villages,
Traditional Forecasting, Traditional Ayurveda & plant based medicine,
Traditional writing Technology
Module 2: Ancient Indian Science (Physics, Chemistry, Maths)

Physics in India: Vaisheshika darshan Atomic theory & law of motion, theory of
panchmahabhoota, Brihath Shathaka (divisions of the time, unit of distance),
bhaskarachaya ( theory of gravity, surya siddhanta & sidhanta shriomani ),
Lilavati (gurutvakashan Shakti).
Chemistry in India Vatsyayana, Nagarjuna,Khanda, Al-Biruni, Vagbhaṭa –
building of the ras-shala (laboratory), working arrangements of ras-shala,
material and equipment, Yaśodhara Bhaṭṭa-process of distillation, apparatus,
saranasamskara, saranataila
Mathematics in India: Baudhayana’s Sulbasutras, Aryabhaṭa, Bhaskaracharya-
I, Severus Sebokht, Syria, Brahmagupta, Bhaskaracharya-II, Jyeṣṭhadeva
Module 3: Ancient Indian Science (metallurgy, Astronomy, Architecture)

Metallurgy in India: Survarṇa(gold) and its different types, prosperities,
Rajata(silver), Tamra(copper), Loha(iron), Vanga(tin), Naga / sisa(lead),
Pittala(brass)
116
Astronomy in India Vedang Jyotish, aryabhatta siddhanta, Mahabhaskriya,

Laghubhaskariya, vatesvarasiddhanta, Sisyadhivrddhida, Grahashyay,
Goladhyaya, Karabakutuhala (Aryabhaṭa, Varahamihira, Brahmagupta,
Vaṭesvara, Bhaskara, Paramesvara, NilakaṇṭhaSomayaji, Jyeṣṭhadeva,
ŚankaraVarman)
Architecture in India: Nagara (northern style), Vesara (mixed style), and Dravida
(southern style), Indian vernacular architecture, Temple sytle, cave architecture,
rock cut architecture, kalinga architecture, chandels architecture, rajput
architecture, jain architecture, sikh architecture, Maratha architecture Indo-
Islamic architectural, Indo-Saracenic revival architecture, Greco Buddhist style.
Module 4: Ancient Indian Science (Textile, Agriculture, Transport)

Textile Technology in India: Cotton (natural cellulose fiber), silk, wool (natural
protein fibers), bast and leaf fibers, mridhudhautadhupitambaram (meaning a
practice of fumigating the fabric with incence smoke before use as a part of
the finishing process), sitadhautavasanayugala (bleached white–a finishing
process); suchhastah, sutradharah (needle and thread – tools for stiching).
dyeing, washing spinning and weaving technology,Agriculture in India:
krishisuktas, Krishiparashara, Brihatsamhita, Types of crops, Manures, Types
of land- devamatruka, nadimatruka, use of animals in warfare, animal
husbandry, Animals for medicines. Ancient transport in India
Module 5: Ancient Indian Science (Ayurveda & Yoga)

Ayurveda for Life, Health and Well-being: Introduction to Ayurveda:
understanding Human body and Pancha maha bhuta, the communication
between body & mind, health
regimen for wellbeing, introduction to yoga (raja yoga, astang yoga, gyan
yoga), understanding of Indian psychological concept, consciousness, tridosha
& triguna.
References:
2. Kapur K and Singh A.K (Eds) 2005). Indian Knowledge Systems, Vol. 1. Indian
Books, 2008.
4. SK Das, The education system of Ancient hindus, Gyan publication house, India
5. R P Kulkarni, Glimpese of Indian Engineering and Technology (Ancient &
Medieval period, Munshiram Manoharlal Publishers Pvt. Ltd. 2018
6. AK Pathak, Science and Technology in India, Anshika prakashan pratapgarh,
2016
7. PB Sharma, S. Narain, Doctors Scientists and Engineers of Ancient India,
Kalpaz Publications 2017
8. NVP, Unithiri, Indian Scientific Traditions (Professor K.N. Neelakantan Elayath
117
Felicitation Volume), publication division unieristy of Calicut, 2006

9. Anonyms, History of Science in India- Volume-I Part-I (Physics, Mathematics
and Statistics), the national academy of science, India & the ramkrishna
mission institute of culture, 2014
10. R N Basu, T K Bose, CS, Cakraborty History of Science in India - Agricultural
Science (Volume V), the national academy of science, India & the ramkrishna
mission institute of culture 2014
11. A Gosh, History of Science in India (Volume-I Part-II Astronomy), the national
academy of science, India & the ramkrishna mission institute of culture, 2014
12. Dharmpal, Indian science and technology in the eighteen century,
rashtrottahana sahitya, 1983
13. S Biswal, B L ray, vedic Science and technology, DK Print world, 2009
14. A.K Bag, Histroy of technology in Indian (Set 3 vol), Indian Nation Science
Academy, 1997.
15. AR vasudev Murty, Science and Technology in Ancient India as Reflected in
the Mahabharata, Sanskrit bharati, 2019
*******
IKS-V: Indian Town Planning and Architecture
Course Objectives
• To develop the knowledge and analysis on the understanding of eco-friendly,
robust and scientific planning and architecture system of ancient India.
• To understand the importance of functional, aesthetic, psychological, culture
and socio religious concept of ancient India architecture.
• To help the learners to trace, identify and develop the approach, process and
material used in town and planning, construction and architecture
• To review and analyse the importance and significance of visual and performing
arts and design in temples, houses, forts, caves and community places.
• To understand the various eco-friendly technology accepted in ancient
civilization
Detailed contents:
Module 1: The Introduction to ancient Architecture

Introduction to relationship between Man, Nature, Culture and city forms.
Study of determinants (Natural and man-made) influencing location, growth &
pattern of human settlements including types of settlements growth (Organic
and Planned) and settlement forms.
Architecture as satisfying human needs: functional, aesthetic and psychological
outline of components and aspects of architectural form-site, structure, skin,
materials, services, use, circulation, expression, character, experience.
Understanding of the causative forces - the cultures, history, socio religious
practices and institution, political and economic conditions, issues of land,
climate and technology, Historical and Primitive Architecture.
118
Module 2: Ancient Architecture as Expression of Art & Design

Relationship between Art and Design with man, space and environment.
Expression in Art and Architecture – concept of space, sense of enclosure-
openness, robustness, dynamism, spatial geometry, Eco-friendliness.
Architecture through use of elements of visual arts such as point, line, plane,
form, space, colour, texture, light, solids and voids, shadow and shade etc.
Understanding of effect of scale, proportions, order, material effects such as
textures, patterns, light, sound, temperature etc in architectural spaces.
Allied visual and performing arts and its relationship to build environments
using colour theory, symbolism, glass painting, scriptural writing, clay
moulding, stone carving.
Important Indian architecture as per elements space & form Form: specific
geometry form (sphere, cube, pyramid, cylinder and cone and its sections as
well as their derivatives) Space: build form space, open space, Internal and
External space, Continuous spaces Centralized, Linear, Radial Clustered, Grid
space Different type of Materials used for construction in Ancient Indian
architecture.
Clay products: Classification of bricks, Fire Brick, Fly Ash Bricks, Tiles, Terra-
cotta, Earthenware, Porcelain, Stoneware. Stones: Uses of Stones, Qualities of
Good Building Stones, Dressing, Common Building Stones of India. Glass:
Different glass Forms and their Suitability, Timber: Different Forms and their
Suitability Metals: Ferrous & Nonferrous Metals and Alloys, and, their
Suitability, limitations, precautions Paints and Varnishes: Different types and
their Suitability, limitations, precautions
Module 3: Ancient Architecture Principle & Planning

Design: Principles of designing – Composition of Plan. Inception and
development of the early Hindu temple form with reference to Vedic and
Buddhist planning principles and design elements; Development of regional
styles and manifestations thereof; Evolution of temple complexes and temple
towns;
Planning: Residence- site selection, site orientation- aspect, prospect, grouping,
circulation, privacy, furniture requirements, services and other factors. Vastu
shastra and its importance in building interrelationship with human, nature
and cosmos
Town Planning: Town plans of Harappa, Mohenjodaro, Pataliputra, Delhi. Vastu
shastra and its application in city layout.
Module 4: Ancient Architecture-I

The settlement planning pattern, elements, associated forms, typical Vedic
village, towns (Dandaka, Nandyavartha etc.), typology of Shelters and civic
buildings of ancient architecture in reference to following civilization: Indus
119
Valley, Aryan/vedic Civilisation, Buddhist Architecture, Indo Aryan & Dravidian

Architecture.
Role of Shilpasasthras and Arthashasthra in settlement planning.
Important architecture: Great baths, Development of fortification, walled towns,
structures developed eg: Stupas, Viharas, Chaityas, Stambhas, Toranas, sacred
railing etc.
Study of worshipping places with especial reference to Indo Aryan / Nagara
style & Dravidian style (Chola, Chalukya, Pallava, Satavahana, Hoysala,
Vijayanagara etc.), design of shikharas & gopuram, rock-cut and structural
examples of temples.
Module 5: Ancient Architecture-II

Evolution of Hindu Temples in different period: Gupta, Aihole, Badami,
Pattadakkal, Mahabalipuram, Indo Aryan Style in Orrisa, Khajuraho, Gujarah,
Rajasthan. Dravidian Style in Chola, Chalukyan, Pandya, Pallava, Hoysala
Style, Revival of Hindu architecture of South India at Vijaynagara and Madurai
Tradition Indian villages & House: Regional house construction, interior &
importance e.g. Rajasthani house, bhungas of kutch, nalukettu of kerala, Ikra
of assam, manduva logili or illu of Andra Pradesh, wadas of Maharashtra, Mud
houses of Madhya Pradesh, kathkuni of himachal Pradesh, khanjaghara of
orisa, Taq and dhajji diwari of Kashmir etc.
Scientific achievements though ancient architect: Jantar Mantar, Musical
Pillars of Vitthal temple, Sundial of konark temple, construction of eight shiva
temple in straight line from Kedarnath to rameshwaram at longitude 79oE
41’54, Veerbhadra temple with 70 hanging pillars, Ellora caves excavating the
mountain, Jaipur plan pink city etc.
References:
2. Kapur K and Singh A K (Eds) 2005). Indian Knowledge Systems, Vol. 1. Indian
Books, 2008.
4. Dr. V. Ganapati Sthapati, Building Architecture of Sthapatya Veda
5. Binode Behari Dutt, Town planning in ancient India, Life Span Publishers &
Distributors
6. NR Dave, A Study of The Hindu Science of Architecture and its Practice with
Special Reference to Rajavallabha, Bharti vaidhya Bhavan , 2011
7. M W Meister, South India Lower Dravidadesa - Encyclopaedia of Indian Temple
Architecture (Set of 2 Books)- An Old and Rare Books, American Institute of
Indian Studies, 1999
8. D N Shukla Civil Architecture in Ancient India (Part-I) Meharchand lakshmidas
publication, 2016.
120
9. S Maheshwari, R Garg, Ancient Indian Architecture, CBS publisher, 2001

10. B Dagens, Mayamata: An Indian Treatise on Housing Architecture and
Iconography (An Updated Edition with revised Glossary), Motilal banrsidas,
2017
11. V K Bansal, Maha Vastu, Om Book Internation 2011
12. SS Das, The Miracles of Vaastu Shastra, pustak mahal, delhi, 2013,
13. Anant Shashikala, The Penguine Guide to Vaastu, the classical Indian science
of architecture & design, penguin India, 2000
**********
IKS-VI: Indian Mathematics and Astronomy
Course Objectives
• To provide information about great mathematicians and astronomers who given
significant contribution in Indian mathematics and astronomy.
• To help students to trace, identify, practice and develop the significant Indian
mathematic and astronomical knowledge.
• To help to understand the astronomic significance with the human holistic
development of physical, mental and spiritual wellbeing
• Enumerate the main characteristics of education system in Vedic and post Vedic
period to enrich the intellectual imagination and diminish the dogmatic
assurance which closes the mind against speculation
Detailed contents:
Module 1: The Introduction to Ancient Mathematics & Astronomy

Introduction to Brief introduction of inception of Mathematics & Astronomy
from vedic periods. Details of different authors who has given mathematical &
astronomical sutra (e.g. arytabhatta, bhaskara, brahmagupta, varamahira,
budhyana, yajanvlkya, panini, pingala,
bharat muni, sripati, mahaviracharya, madhava, Nilakantha somyaji,
jyeshthadeva, bhaskara-II, shridhara)
Periodical enlisting of Mathematical & Astrological achievement in India.
Evolution of Indian Numerals (Brahmi (1st century), Gupta (4th century) &
Devanagri Script (11th century)
Module 2: Ancient Mathematics –I

Veda & Sulvasutras (Pythagoras theorem, Square root & Squaring Circle)
(baudhayana sulbhasutra, apastamba sulbhasutra, katyayana sulbhasutra,
manava sulbhasutra, maitrayana sulbhasutra, varaha sulbhasutra, vadhula
sulbhasutra , Pingala’s chandasutras, sunya, yaat-tavat, Aryabhata (
Aryabhatiya, Asanna, ardha-jya, kuttaka,), bhaskara (trigonometory,shridhara,
121
mahavira), Bhaskara Acharya (Sidhantashiromani), Varamahira

panchasiddhantika.
Module 3: Ancient Mathematics –II

Brahamgupta (vargaprakrati, bhramasphuta siddhanta, bhavana), ayatavrtta,
ganitasarasamgraha, lilavathi, ganesadaivajna, randavantika, suryasidhhanta,
grahalaghava, sadratnamala, mandavrtta, sighrartta, Bijaganita, Bakshali
manuscript
Golavada, Madhyamanayanaprakara, Mahajyanayanaprakara (Method of
Computing Great Sines), Lagnaprakarana, Venvaroha, Sphutacandrapti,
Aganita-grahacara , Chandravakyani (Table of Moon-mnemonics)
Module 4: Ancient Astronomy –I

Parahita system of astronomy and drk system of astronomy, Manda samskara,
sighra samskara.
Vedanga Jyotisha (astronomical calculations, calendrical studies, and
establishes rules for empirical observation), Aryabhatiya (earth rotation, shining
of moon), Brahmasphutasiddhanta (motion of planets), varahmihira
(pancasiddhantika), Mahabhaskariya, lahubhaskariya & arybhatiya bhashya
(Planetary longitudes, heliacal rising and setting of the planets, conjunctions
among the planets and stars, solar and lunar eclipses, and the phases of the
Moon), Sisyadhiveddhida (grahadhyaya, goladhyaya), siddhantasiromani,
karanakutuhala (planetary positions, conjunctions, eclipses, cosmography),
siddhantasekhara, yantra-kirnavali, Sphuṭanirṇaya, Uparagakriyakrama.
Module 5: Ancient Astronomy –II
Positional astronomy (sun, planets, moon, coordinate systems, precision of the

equinox and its effects, eclipses, comets and meteors), Mahayuga & Kalpa
system Yuga system, ayanas, months, tithis and seasons, time units, sun and
moon’s motion, planet position, ayanachalana, zero-precision year, katapayaadi
system, Indian nakshatra system, astronomy
Instruments for naked eye astronomy (vedic observatories). The principal and
application of Samrat Yantra, Jai Prakash Yantra, Disha Yantra, Rama Yantra,
Chakra Yantra, Rashiwalya Yantra, Dingash Yantra, Utaansh Yantra
Reference:
2. R P Kulkarni, Glimpese of Indian Engineering and Technology (Ancient &
Medieval period, Munshiram Manoharlal Publishers Pvt. Ltd. 2018
3. AK Pathak, Science and Technology in India, Anshika prakashan pratapgarh,
2016
4. NVP, Unithiri, Indian Scientific Traditions (Professor K.N. Neelakantan Elayath
122
Felicitation Volume), publication division univeristy of Calicut, 2006

5. Dharmpal, Indian science and technology in the eighteen century,
rashtrottahana sahitya, 1983
6. S Biswal, B L ray, vedic Science and technology, DK Print world, 2009
7. A Kolachana, Studies in Indian Mathematics and Astronomy, Hindustan Book
agency
8. S B Rao, Indian Mathematics and Astronomy: Some Landmarks (Revised
Third Edition), Bhartiya Vidhya Bhavan, 2012,
9. GG Josheph, Indian Mathematics: Engaging with the World from Ancient to
Modern Times, speaking Tiger, 2016
10. BS Yadav, Ancient Indian Leaps into Mathematics, brikausher publication,
2010
11. DP Chatopadhya, Ravinder kumar, Mathematics, Astronomy, and Biology in
Indian Tradition: Some Conceptual Preliminaries (Phispc Monograph Series on
History of Philosophy, Science and Culture in India, No 3), Munshiram
manohalal publication, 1995
12. BV subbarayappa, The Tradition of Astronomy in India: History of Science,
Philosophy and Culture in Indian Civilization Vol. IV, Part 4: Jyotihsastra
(History of Science, Philosophy & Culture in Indian Civilization), centre for
studies in civilization, 2008
13. GE Clark, The Aryabhatiya of Aryabhata: An Ancient Indian Work on
Mathematics and Astronomy, Kesinger publicaition, 2010
14. Anonyms, Hindu Astronomy: Anuradha, Bharani, Hindu Chronology, Hindu
Calendar, Indian Astronomy, Kerala School of Astronomy and Mathematics,
Jyoti, Book LLC, 2011
15. KV Sharma. Ganita yuktibhasa (Analytical Exposition of the Rationales of
Indian Mathematics and Astronomy, Kindle, 2021
16. R Mercier, Studies on the Transmission of Medieval Mathematical Astronomy
(Variorum Collected Studies), routledge publication, 2004
********
IKS-VII: Indian Aesthetics (including Music and Music Instruments)
Course Objectives
• To provide information about the foundations of Indian aesthetics as integral
part of Indian culture
• To help to understand the importance of Indian aesthetics in individual
realization of the truth arises by realizing the harmony within.
• To help learner to trace, identify and develop the Indian aesthetics to correlate
human creative practices
• To build the learners a deep rooted pride in Indian aesthetic knowledge,
committed to universal human right, well-being and sustainable development.
Detailed contents:
Module 1: The Introduction to Indian Aesthetics

The nature of aesthetics, principle, its relation to philosophy and literature:
123
Indian traditions. Sadanga its origin and Applications of Six limbs in Indian
Aesthetics Introduction to Alamkara, Rasa, Dhvani, Vakrokti, Auchitya
Module 2: Ancient Music and Music Instruments-I

Rasa Siddhanta, the concept of Rasa, constituent of rasa (Bhav, abhinay,
Sthayibhava, Vibhava, Vyabhicharibhava), number of rasa, Rasasvadana
Bharata’s Natya Shastra and its Critics, Abhinavagupta’s Rasa Siddhanta.,
Kāvyaprayojana, Sādhāranikarana, Sahrdaya, Rasavighna.
DhvaniSiddhanta, the Concept of Dhvani, Sphota, Pratibhā, classification of
dhvani (Laukika Vyangya, Alaukika Vyangya, Avivaksita Vacya,
Vivaksitanyapara Vacya) Anandavardana’s Dhanyaloka, with reference to
Abhidha, lakshana, Vyanjana and Tatpary, extension of dhvani siddhanta to
music, dance and drama.
Alamkara Siddhanta, proponent, classification of alamkara, sabdalamkara
(Anuprāsa, Yamaka, Ślesha, Dhvanyātmakatā ), Arthālamkāra (Upamā,
Drstanta, Virodha)
Module 3: Ancient Music and Music Instruments-II

VakroktiSiddhanta, Kuntaka’s Vakroktijivita, Classification of Vakrokti (Varna-
vinyasa vakrata (Phonetic Obliquity), Pada-purvardha vakrata (Lexical Obliquity)
& Pada-parardha vakrata (Grammatical Obliquity), Vakya-vakrata (Sentential
obliquity), Prakarana-vakrata (Episodic obliquity), Prabandha-vakrata
(Compositional obliquity))
Different Classes of Musical Instrument as per Natyashastra of Bharat, Gana
Vadya, Avanaddha Vadya, sushira vadya, tata/tantu vadya.
Brief introduction to following indian instruments
Veena, Ghatam, Gootuvadhyam, Flute, Thavil, Nadaswaram, Mridangam, Plain-
drum, Harmonium, Sitar, Sarod, Shehnai, Tabla, Maddalam, violin, morsing,
Tambura.
Module 4: Ancient Dance & Drama

Natyaveda: inception from Veda (pathya words(rigveda), abhinaya gestures
(Yajureda), geet music (samaveda), rasa emotions (atharvaveda), Natya Shastra,
Nata-nritya, geet- nritya, roop-nritya, bhav-nritya
Indian traditional and fork dances (bharatnatyam, kuchipudi, kathakali,
yakshagan, Bhangra, Bihu, Ghumura Dance, Sambalpuri, Chhau and Garba
Module 5: Ancient Art

Architecture, sculptures & popular art forms of Pallava& Cholas period,
Chalukya & Rastrakuta period, Chandela/Hosalya period, Rajput period. Rock
124
cut architecture, cave architecture, stupa, temples, sculpture

Hindu Shilpa texts as per Vishnudharmotara-puran, Samaranana,
Sutracharana, Sukranitisara, Silparatham
Reference:
1. Histroy of Indian Music by Swami Prajananda, Ram Krishna vedanta math,
Kolkata
2. Prof. P. Sambomoorthy: A History of Indian Music, published'by the Indian
Music Publishing Houce, Madras-1.
3. Hulugur Krishnacharya (Hubli: Introduction to the Study, of Bharatiya Sangita-
Sastra, pts. I & II in the Journal of the Music Academy, Madras, vol. I, January,
1930.
4. Dr. Saratchandra Shridhar Paranjr, Bharatiya Sangit-ki Rupa-Rekha (Hindi)
upto the Gupta period, published in the Nada-Rwpa, second issue, College of
Music and Fine Arts, Banaras Hindu University,1963
5. Prof. G. S. Ghurye: Bharata-Natya and its Costume, published by the Popular
Book Depot, Bombay.
6. Swami Prajnanananda: Historical Development of Indian Music, published by
Firma K. L. Mukhopadhyay,Calcutta, 1960.
7. Swami Prajnanananda :(Bharatiya Sangiter Ltihasaf vols. I & II (Sangita
Samskriti] from the primitive period to the 7th century A.D.) In Bengali
(published by the Ramakrishna Vedanta Math, Calcutta), Second Edition.
8. Swami Prajnanananda: Raga O Rupa, vols. I & II (in Bengali) published by the
Ramakrishna Vedanta Math, Calcutta.
9. Dr. R. C. Majumdar, H. C. Raychaudhuri and Kalikinkar Datta: An Advanced
History of India (Second Edition) published by Macmillan & Co., Limited,
London, 1953.
10. Shri K. A. Nilakanta Sastri: A History of South India (Second Edition) published
by Oxford University Press, 1958.
11. Kak, S. (2002). Early Indian music. In: Buenconsejo, J. (Ed., 2003). A search in
asia for a new theory of music. P. 59-76. Quezon City: UP Center for
Ethnomusicology, University of the Philippines.
12. Lalita Ramkrishna, Ancient Indian Classical Music, shubhi publications
13. E Rosenthal, The Story of Indian Music and Its Instruments: A Study of the
Present and a Record of the Past, piligrims publication, 2007.
14. Swami parmananda, A History of Indian Music - Volume One: Ancient Period,
shri ram Krishna math, 1963
15. E Celementa Introduction to the Study of Indian Music; An Attempt to Reconcile
Modern Hindustani Music with Ancient Musical Theory and to Propound an
Accurate and ... of the Subject of Indian Musical Intonation, Franklin Classical
trade press, 2018
16. SC Benerjee Fundamentals of Ancient Indian Music and Dance, Asian Book
Corporation, 1976
17. Samita Redday, Ancient Indian Music, cyber Tech Publications, 2018.
************
125
IKS-VIII: Indian Health, Wellness and Psychology (including Ayurved)
Course Objectives
• Understanding the fundamental principles of Indian health systems such as
Ayurveda and yoga which are useful in maintaining the health of a healthy
person
• Practical implementation of health principles to correct the intake of our food, air,
water and sunlight to achieve perfect health.
• Understanding traditional way of cleansing the body regularly, strengthening
body with Yogic exercises, maintaining the internal balance to prevent diseases.
• Understanding our unique Mind Body Constitution and choosing the right
lifestyle suitable to maintain the internal balance.
• Understanding the influence of external environment on internal health and
ways to synchronise our body and mind with nature to ensure smooth
functioning of all organ systems of our body.
• Understanding mind and its dynamics through knowledge of Ayurveda and
Yoga and using the knowledge to maintain harmony between body and mind to
achieve perfect mental health.
Detailed contents:
Module 1: Understanding human body [ Duration: 8 Lectures]

Introduction to Ayurveda, the Knowledge of Life, Health and treatment aspects
in Ayurveda, Influence of Pancha maha bhuta on Internal environment of
Human being, Understanding composition of Human body through the concept
of Dosha Dhatu Mala, Understanding Prakruthi , the Mind – Body Constitution.
Module 2: Understanding the communication between body & Mind

Establishing communication between body and mind by understanding the
language of body. Understanding the concept of Agni, Koshta, Sara and Ojas
and their relevance in enhanching our immunity to protect from various
infections. Looking at the world through the lenses of Dravya, Guna and Karma
Applying the principle of Samanya and Visesha in every aspect of life to achieve
perfect health.
Module 3: Introduction to Health Regimen

Understanding Swastha vritta, the healthy regimen to maintain state of
wellbeing Dinacharya, the Daily regimen including Daily detoxification, exercise,
Intake of Food, Water, Air and Sunlight, work and ergonomics, Rest and sleep
hygiene. Ritu charya, the seasonal regimen, Sadvritta and the concept of social
wellbeing, understanding trividha upastambhas, three pillars to health,
Concept of Shadrasa in choosing appropriate nourishment to the body and
mind.
126
Module 4: Introduction to Yoga

Definition, Meaning and objectives of Yoga, Relevance of yoga in modern age.
Brief Introduction of Hatha yoga, Raja yoga, Karma yoga, Gyana Yoga, Bhakti
yoga Understanding eight steps of Ashtanga yoga, Understanding Shatkriyas ,
the six cleansing procedures of Yoga
Module 5: Introduction to Indian Psychology

Concept of Manas in Ayurveda and understanding Mind Body harmony,
Triguna based Psychology in Ayurveda and Yoga, Influence of Tri dosha on
Mind, Mind body intellect and consciousness complex, Understanding
Consciousness and solution to issues within Human Mind.
Reference:
1. The Charaka Samhita
2. The Susruta Samhita
3. Teh Ashtanga Hridaya
4. Dr Deepak Chopra, Perfect Health--Revised and Updated: The Complete Mind
Body Guide, Harmony publication, 2001
5. Vasant lad, Ayurveda, the Science of Self-healing: A Practical Guide: Science of
Self- healing, lotus press, 1984
6. The Hatha yoga pradipika
7. The Patanjali yoga sutras
8. The Gheranda samhita
9. BKS Iyengar, Light on Yoga: The Classic Guide to Yoga by the World's Foremost
Authority, thronson publication, 2006
10. Swamy Satyananda Saraswati, Asana, Pranayama, Mudra and Bandha, Bihar
School of Yoga, 2002
*******
127
128
Appendix – III
A Guide to Induction Program
1. Introduction
(Induction Program was discussed and approved for all colleges by AICTE in March 2017. It
was discussed and accepted by the Council of IITs for all IITs in August 2016. It was
originally proposed by a Committee of IIT Directors and accepted at the meeting of all IIT
Directors in March 2016.1 This guide has been prepared based on the Report of the
Committee of IIT Directors and the experience gained through its pilot implementation in
July 2016 as accepted by the Council of IITs. Purpose of this document is to help institutions
in understanding the spirit of the accepted Induction Program and implementing it.)
Engineering colleges were established to train graduates well in the branch/department

of admission, have a holistic outlook, and have a desire to work for national needs and
beyond.
The graduating student must have knowledge and skills in the area of his study. However,
he must also have broad understanding of society and relationships. Character needs to
be nurtured as an essential quality by which he would understand and fulfill his
responsibility as an engineer, a citizen and a human being. Besides the above, several
meta-skills and underlying values are needed.
There is a mad rush for engineering today, without the student determining for himself
his interests and his goals. This is a major factor in the current state of demotivation
towards studies that exists among UG students.
The success of gaining admission into a desired institution but failure in getting the
desired branch, with peer pressure generating its own problems, leads to a peer
environment that is demotivating and corrosive. Start of hostel life without close parental
supervision at the same time, further worsens it with also a poor daily routine.
To come out of this situation, a multi-pronged approach is needed. One will have to work
closely with the newly joined students in making them feel comfortable, allow them to
explore their academic interests and activities, reduce competition and make them work
for excellence, promote bonding within them, build relations between teachers and
students, give a broader view of life, and build character.
_______________________________________________________________________________________________________________________________________
1A Committee of IIT Directors was setup in the 152nd Meeting of IIT Directors on 6th September 2015 at IIT
Patna, on how to motivate undergraduate students at IITs towards studies, and to develop verbal ability. The
Committee submitted its report on 19th January 2016. It was considered at the 153rd Meeting of all IIT
Directors at IIT Mandi on 26 March 2016, and the accepted report came out on 31 March 2016. The Induction
Program was an important recommendation, and its pilot was implemented by three IITs, namely, IIT(BHU),
IIT Mandi and IIT Patna in July 2016. At the 50th meeting of the Council of IITs on 23 August 2016,
recommendation on the Induction Program and the report of its pilot implementation were discussed and the
program was accepted for all IITs.
129
2. Induction Program
When new students enter an institution, they come with diverse thoughts, backgrounds
and preparations. It is important to help them adjust to the new environment and
inculcate in them the ethos of the institution with a sense of larger purpose. Precious little
is done by most of the institutions, except for an orientation program lasting a couple of
days.
We propose a 3-week long induction program for the UG students entering the
institution, right at the start. Normal classes start only after the induction program is
over. Its purpose is to make the students feel comfortable in their new environment, open
them up, set a healthy daily routine, create bonding in the batch as well as between faculty
and students, develop awareness, sensitivity and understanding of the self, people
around them, society at large, and nature.2
The time during the Induction Program is also used to rectify some critical lacunas, for
example, English background, for those students who have deficiency in it.
The following are the activities under the induction program in which the student would
be fully engaged throughout the day for the entire duration of the program.
_____________________________________________________________________________________________________
2Induction Program as described here borrows from three programs running earlier at different institutions:
(1) Foundation Program running at IIT Gandhinagar since July 2011, (2) Human Values course running at
IIIT Hyderabad since July 2005, and (3) Counselling Service or mentorship running at several IITs for many
decades. Contribution of each one is described next.
IIT Gandhinagar was the first IIT to recognize and implement a special 5-week Foundation Program for the
incoming 1st year UG students. It took a bold step that the normal classes would start only after the five week
period. It involved activities such as games, art, etc., and also science and other creative workshops and
lectures by resource persons from outside.
IIIT Hyderabad was the first one to implement a compulsory course on Human Values. Under it, classes were
held by faculty through discussions in small groups of students, rather than in lecture mode. Moreover, faculty
from all departments got involved in conducting the group discussions under the course. The content is non-
sectarian, and the mode is dialogical rather than sermonising or lecturing. Faculty were trained beforehand,
to conduct these discussions and to guide students on issues of life.
Counselling at some of the IITs involves setting up mentor-mentee network under which 1st year students
would be divided into small groups, each assigned a senior student as a student guide, and a faculty member
as a mentor. Thus, a new student gets connected to a faculty member as well as a senior student, to whom
he/she could go to in case of any difficulty whether psychological, financial, academic, or otherwise.
The Induction Program defined here amalgamates all the three into an integrated whole, which leads to its
high effectiveness in terms of building physical activity, creativity, bonding, and character. It develops
sensitivity towards self and one’s relationships, builds awareness about others and society beyond the
individual, and also in bonding with their own batch-mates and a senior student besides a faculty member.
Scaling up the above amalgamation to an intake batch of 1000 plus students was done at IIT(BHU), Varanasi
starting from July 2016.
130
2.1. Physical Activity

This would involve a daily routine of physical activity with games and sports. It would
start with all students coming to the field at 6 am for light physical exercise or yoga. There
would also be games in the evening or at other suitable times according to the local
climate. These would help develop team work. Each student should pick one game and
learn it for three weeks. There could also be gardening or other suitably designed activity
where labour yields fruits from nature.
2.2. Creative Arts

Every student would choose one skill related to the arts whether visual arts or
performing arts. Examples are painting, sculpture, pottery, music, dance etc. The student
would pursue it every day for the duration of the program.
These would allow for creative expression. It would develop a sense of aesthetics and also
enhance creativity which would, hopefully, flow into engineering design later.
2.3. Universal Human Values

It gets the student to explore oneself and allows one to experience the joy of learning,
stand up to peer pressure, take decisions with courage, be aware of relationships with
colleagues and supporting staff in the hostel and department, be sensitive to others, etc.
Need for character building has been underlined earlier. A module in Universal Human
Values provides the base.
Methodology of teaching this content is extremely important. It must not be through do’s
and don’ts, but get students to explore and think by engaging them in a dialogue. It is best
taught through group discussions and real life activities rather than lecturing. The role of
group discussions, however, with clarity of thought of the teachers cannot be over
emphasized. It is essential for giving exposure, guiding thoughts, and realizing values.
The teachers must come from all the departments rather than only one department like
HSS or from outside of the Institute. Experiments in this direction at IIT(BHU) are
noteworthy and one can learn from them.3
Discussions would be conducted in small groups of about 20 students with a faculty

mentor each. It is to open thinking towards the self. Universal Human Values discussions
could even continue for rest of the semester as a normal course, and not stop with the
induction program.
Besides drawing the attention of the student to larger issues of life, it would build
relationships between teachers and students which last for their entire 4-year stay and
possibly beyond.
_____________________________________________________________________________________________________
3The Universal Human Values Course is a result of a long series of experiments at educational institutes
starting from IIT-Delhi and IIT Kanpur in the 1980s and 1990s as an elective course, NIT Raipur in late 1990s
as a compulsory one-week off campus program. The courses at IIT(BHU) which started from July 2014, are
taken and developed from two compulsory courses at IIIT Hyderabad first introduced in July 2005.
131
2.4. Literary
Literary activity would encompass reading, writing and possibly, debating, enacting a
play etc.
2.5. Proficiency Modules

This period can be used to overcome some critical lacunas that students might have, for
example, English, computer familiarity etc. These should run like crash courses, so that
when normal courses start after the induction program, the student has overcome the
lacunas substantially. We hope that problems arising due to lack of English skills, wherein
students start lagging behind or failing in several subjects, for no fault of theirs, would,
hopefully, become a thing of the past.
2.6. Lectures by Eminent People

This period can be utilized for lectures by eminent people, say, once a week. It would give
the students exposure to people who are socially active or in public life.
2.7. Visits to Local Area

A couple of visits to the landmarks of the city, or a hospital or orphanage could be
organized. This would familiarize them with the area as well as expose them to the under
privileged.
2.8. Familiarization to Dept./Branch & Innovations

The students should be told about different method of study compared to coaching that
is needed at IITs. They should be told about what getting into a branch or department
means what role it plays in society, through its technology. They should also be shown
the laboratories, workshops & other facilities.
3. Schedule
The activities during the Induction Program would have an Initial Phase, a Regular Phase
and a Closing Phase. The Initial and Closing Phases would be two days each.
3.1. Initial Phase
Day Time Activity

Students Arrive – Hostel Allotment
Day 0 Whole Day
(Preferably do pre-allotment)
09:00 AM – 03:00 PM Academic Registration
Day 1
04:30 PM – 06:00 PM Orientation
09:00 AM – 10:00 AM Diagnostic test (for English etc.)
10:00 AM – 12:25 PM Visit to respective depts.
12:30 PM – 01:55 PM Lunch
Day 2 02:00 PM – 02:55 PM Director’s address
03:00 PM – 03:30 PM Interaction with parents
Mentor-Mentee Groups - Introduction within
03:30 PM – 05:00 PM
group. (Same as Universal Human Values Group)
132
3.2. Regular Phase

After two days is the start of the Regular Phase of Induction. With this phase there would
be regular program to be followed every day.
3.2.1. Daily Schedule

Some of the activities are on a daily basis, while some others are at specified periods
within the Induction Program. We first show a typical daily timetable.
DAY 3 Onwards
Session Time Activity Remarks
06:00 AM Wake up Call
Physical Activity
I 06:30 AM – 07:10 AM
(Mild Exercise / Yoga)
07:15 AM – 08:55 AM Bath, Breakfast etc.
Creative Arts / Universal Human Half the groups
II 09:10 AM – 10:55 AM
Values do creative arts
Complementary
Creative Arts / Universal Human
III 11:00 AM – 12:55 PM Alternate
Values
Groups
01:00 PM – 02:25 PM Lunch
IV 02:30 PM – 03:55 PM Afternoon Session See below
V 04:00 PM – 05:00 PM Afternoon Session See below
05:00 PM – 05:25 PM Break / Light Tea
VI 05:30 PM – 06:45 PM Games / Special Lectures
06:50 PM – 08:25 PM Rest and Dinner
Informal Interactions
VII 08:30 PM – 09:25 PM
(In hostels)
Sundays are off. Saturdays have the same schedule as above or have outings.
3.2.2. Afternoon Activities (Non-Daily)

The following five activities are scheduled at different times of the Induction Program,
and are not held daily for everyone:
1. Familiarization to Dept./Branch & Innovations
2. Visits to Local Area
3. Lectures by Eminent People
4. Literary
5. Proficiency Modules
Here is the approximate activity schedule for the afternoons (may be changed to suit local
needs):
Session Activity Remarks

Familiarization with
For 3 Days
IV Dept./Branch &
(Day 3 to Day 5)
Innovations
For 3 Days – interspersed
IV, V and VI Visit to Local Area
(e.g. Saturdays)
133
Lectures by Eminent
IV As scheduled 3-5 lectures
People
Literary (Play / Literature
IV For 3-5 Days
/ Book Reading)
Daily, but only for those
V Proficiency Modules
who need it.
3.3. Closing Phase
Day Time Activity

08:30 AM – 12:00 Discussions and finalization of presentation
Last But PM within each group
One Day Presentation by each group in front of 4 other
02:00 AM -05:00 PM
groups besides their own (about 100 students)
Examinations (if any). May be extended to last 2
Last Day Whole Day
days, in case needed.
3.4. Follow Up after Closure
A question comes up as to what would be the follow up program after the formal 3-week
Induction Program is over? The groups which are formed should function as mentor-
mentee network. A student should feel free to approach his faculty mentor or the student
guide, when facing any kind of problem, whether academic or financial or psychological
etc. (For every 10 undergraduate first year students, there would be a senior student as
a student guide, and for every 20 students, there would be a faculty mentor.) Such a group
should remain for the entire 4-5-year duration of the stay of the student. Therefore, it
would be good to have groups with the students as well as teachers from the same
department/discipline4.
Here we list some important suggestions which have come up and which have been
experimented with:
3.4.1. Follow Up after Closure – Same Semester

It is suggested that the groups meet with their faculty mentors once a month, within the
semester after the 3-week Induction Program is over. This should be a scheduled meeting
shown in the timetable. (The groups are of course free to meet together on their own
more often, for the student groups to be invited to their faculty mentor’s home for dinner
or tea, nature walk, etc.)
3.4.2. Follow Up – Subsequent Semesters

It is extremely important that continuity be maintained in subsequent semesters.
It is suggested that at the start of the subsequent semesters (up to fourth semester), three
days be set aside for three full days of activities related to follow up to Induction Program.
The students be shown inspiring films, do collective art work, and group discussions be
conducted. Subsequently, the groups should meet at least once a month.
134
4. Summary
Engineering institutions were set up to generate well trained manpower in engineering
with a feeling of responsibility towards oneself, one’s family, and society. The incoming
undergraduate students are driven by their parents and society to join engineering
without understanding their own interests and talents. As a result, most students fail to
link up with the goals of their own institution.
The graduating student must have values as a human being, and knowledge and meta-
skills related to his/her profession as an engineer and as a citizen. Most students who get
demotivated to study engineering or their branch, also lose interest in learning.
The Induction Program is designed to make the newly joined students feel comfortable,
sensitize them towards exploring their academic interests and activities, reducing
competition and making them work for excellence, promote bonding within them, build
relations between teachers and students, give a broader view of life, and building of
character.
The Universal Human Values component, which acts as an anchor, develops awareness
and sensitivity, feeling of equality, compassion and oneness, draw attention to society and
nature, and character to follow through. It also makes them reflect on their relationship
with their families and extended family in the college (with hostel staff and others). It also
connects students with each other and with teachers so that they can share any difficulty
they might be facing and seek help.
References:
Motivating UG Students Towards Studies, Rajeev Sangal, IITBHU Varanasi, Gautam
Biswas, IIT Guwahati, Timothy Gonsalves, IIT Mandi, Pushpak Bhattacharya, IIT Patna,
(Committee of IIT Directors).
31 March 2016, IIT Directors’ Secretariat, IIT Delhi.
Contact: Prof. Rajeev Sangal, Director, IIT(BHU), Varanasi ([email protected]).
*****
135
136
137
Model curriculum for UG Degree in BBA

NELSON MANDELA MARG, Vasant Kunj, New Delhi –
110070 www.aicte-india.org
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AICTE Model Curriculum BCA

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Draft Model Curriculum for UG Degree in

Bachelor in Computer Applications

ALL INDIA COUNCIL FOR TECHNICAL EDUCATION

Model Curriculum for UG Degree

ALL INDIA COUNCIL FOR TECHNICAL EDUCATION

It comprises of Computer Application courses, having focus on fundamentals,

With a focus on interdisciplinary learning, experiential learning methodologies, and

As a major initiative by AICTE, a three-week mandatory induction program for

We strongly urge the institutions / universities / boards of technical education in

Greetings from the AICTE!

The committee, comprising esteemed members from academia and

The committee held a series of meetings to deliberate on the key aspects

holistic approach to management education. This framework now also

Key features of the draft model BCA Curriculum:

1. Flexible Duration and Structure: The curriculum offers a flexible

robust grounding in management/business, the liberal arts subjects

We are hopeful that this model curriculum will serve as a benchmark

Expert Committee for BCA Model Curriculum

Committee for Model Curriculum

Sub-Committee for Model Curriculum

Members: Dr. Subhas Chandra Nandy, Indian Statistical Institute, Kolkata,

GENERAL COURSE STRUCTURE & THEME

B. Course code and definition:

Course code Definitions

Course Name: Bachelor in Computer Application, Bachelor in Computer

a. One year: Under Graduate Certificate in Computer Application

Minimum Eligibility Criteria:

2. For BCA (Honours): BCA Degree

SEMESTER WISE CREDIT DISTRIBUTION:

SEMESTER WISE CREDIT DISTRIBUTION OF PROPOSED BCA [BCA (HONOURS)

Description Ability Multi- Value Skill Discipline Total

3 Years BCA Program Total Credits = 120

Induction program Three-week duration

Induction program for • Physical activity

Mandatory Visits/ Workshop/Expert Lectures:

2. It is mandatory to conduct a One-week workshop during the winter break after

For Summer Internship / Projects / Seminar etc.

Note: The internal assessment is based on the student’s performance in mid

Mapping of Marks to Grades

Range of Assigned Grade

Semester wise Structure and Curriculum for UG Course in BCA

*Indian Languages: Sanskrit/Hindi/All Regional languages

*Indian Languages: Sanskrit/Hindi/All Regional languages

An UNDER GRADUATE CERTIFICATE IN COMPUTER APPLICATION will be awarded,

Exit Criteria after First Year of BCA Programme

1. Skill-Based Subject: A course designed to enhance practical and technical skills

2. Work-Based Vocational Course: A vocational course offered during the summer

3. Internship/Apprenticeship: A professional internship or apprenticeship program

4. Social Responsibility & Community Engagement: Active engagement with an

Re-entry Criteria in to Second Year (Third Semester)

S. Course Course Title L T P

1 CC201 Probability and Statistics 3 0 0 3

3 CC206 Design and Analysis of Algorithm 3 0 0 3

5 DSE202* Professional Elective – II 1 0 4 3

Exit Criteria after Second Year of BCA Programme

1. Skill-Based Subject: A specialized course aimed at enhancing technical and practical

3. Internship/Apprenticeship: A professional internship or apprenticeship with a

4. Social Responsibility & Community Engagement: Involvement with an NGO or

5. Capstone Project: Completion of a capstone project integrating the skills and

Students opting for this exit will also be required to submit an