DAYANANDA SAGAR ACADEMY OF TECHNOLOGY & MANAGEMENT

CURRICULUM

Scheme and Syllabus III Semester

Outcome Based Education

(Academic Year 2024-2025)
Department of Information Science and Engineering
3rd Semester B.E
ABOUT THE INSTITUTE
Dayananda Sagar Academy of Technology and Management- DSATM was established in 2011 with 5 UG
Programmes and 1 PG Program, the programmes are approved by All India Council for Technical Education
(AICTE) New Delhi, Affiliated to Visvesvaraya Technological University (VTU), Belagavi and DSATM is an
autonomous institute from 2023-2024.

The Dayananda Sagar Institutions is one of pioneer institutions in India and abroad with six decades of excellence
in Academic and Research. The newer campuses were necessary to accommodate the growing need of the
technology and innovation.

DSATM nurtures the students in academic, research, sports, cultural and extracurricular activities.

 Creating an academic environment to nurture and develop competent entrepreneurs, leaders and
professionals who are socially sensitive and environmentally conscious.

 Integration of Outcome Based Education and cognitive teaching and learning strategies to enhance
learning effectiveness.

 Developing necessary infrastructure to cater to the changing needs of Business and Society.

 Optimum utilization of the infrastructure and resources to achieve excellence in all areas of relevance.

 Adopting learning beyond curriculum through outbound activities and creative assignments.

 Imparting contemporary and emerging techno-managerial skills to keep pace with the changing global
trends.

 Facilitating greater Industry-Institute Interaction for skill development and employability enhancement.

 Establishing systems and processes to facilitate research, innovation and entrepreneurship for holistic
development of students.

 Implementation of Quality Assurance System in all Institutional processes.

VISION OF THE INSTITUTE

To strive at creating the institution a centre of highest calibre of learning, so as to create an overall
intellectual atmosphere with each deriving strength from the other to be the best of engineers, scientists
with management & design skills.

MISSION OF THE INSTITUTE

 To serve its region, state, the nation and globally by preparing students to make meaningful contributions
in an increasing complex global society challenges.

 To encourage, reflection on and evaluation of emerging needs and priorities with state-of-the-art
infrastructure at institution.

 To support research and services establishing enhancements in technical, economic, human and
cultural development.

 To establish interdisciplinary centre of excellence, supporting/ promoting student’s implementation.

 To increase the number of Doctorate holders to promote research culture on campus.

 To establish IIPC, IPR, EDC, innovation cells with functional MOU’s supporting student’s quality growth.

QUALITY POLICY

Dayananda Sagar Academy of Technology and Management aims at achieving academic excellence
through continuous improvement in all spheres of Technical and Management education. In pursuit of
excellence cutting – edge and contemporary skills are imparted to the utmost satisfaction of the students
and the concerned stakeholders.
ABOUT THE DEPARTMENT
The Information Science and Engineering provides an intellectual framework enabling ideas from
Hardware, Software, Computation and the Information Sciences to integrate into and transform
disciplines to provide solutions to real-time problems. This programme is specifically designed to meet
the requirements of industry, with its graduates expected to become important players in the future of
Information Technology. The curriculum is designed to provide both technical and practical knowledge in
the field of Information Science & Engineering and their applications along with major specializations
based on which students can branch out. Fundamental engineering subjects combined with basic
programming languages that provide a basic understanding of engineering concepts are taught, along
with courses in advanced computing techniques, machine learning, data science, artificial intelligence,
and other cutting-edge topics to equip the graduates with the required skills to manage all domains within
Information Science Engineering scope.

VISION OF THE DEPARTMENT

Impart magnificent learning atmosphere establishing innovative practices among the students
aiming to strengthen their software application knowledge and technical skills.

MISSION OF THE DEPARTMENT

M1: To deliver quality technical training on software application domain.

M2: To nurture team work in order to transform individual as responsible leader and entrepreneur
for future trends.
M3: To inculcate research practices in teaching thus ensuring research blend among students.
M4: To ensure more doctorates in the department, aiming at professional strength.
M5: To inculcate the core information science engineering practices with hardware blend by
providing advanced laboratories.
M6: To establish innovative labs, start-ups and patent culture.
PROGRAM EDUCATION OBJECTIVES (PEO’S):
PEO1: Graduates shall have successful careers as information science engineers in software
application domain and will be able to lead and manage teams across the globe.

PEO2: Graduates shall be professional in engineering practice and shall demonstrate good problem
solving, communication skills and contribute to address societal issues.

PEO3: Graduates shall be pursuing distinctive education, entrepreneurship and research in an

excellent environment which helps in the process of life-long learning.

PROGRAM OUTCOMES (PO’s)

Engineering Graduates will be able to:

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and
an engineering specialization to the solution of complex engineering problems.

2. Problem analysis: Identify, formulate, review research literature, and analyze complex engineering
problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and
engineering sciences.

3. Design/development of solutions: Design solutions for complex engineering problems and design
system components or processes that meet the specified needs with appropriate consideration for the
public health and safety, and the cultural, societal, and environmental considerations.

4. Conduct investigations of complex problems: Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.

5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modelling to complex engineering activities with an
understanding of the limitations.

6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal,
health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional
engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.

8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.

9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse
teams, and in multidisciplinary settings.

10. Communication: Communicate effectively on complex engineering activities with the engineering
community and with society at large, such as, being able to comprehend and write effective reports and
design documentation, make effective presentations, and give and receive clear instructions.

11. Project management and finance: Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one’s own work, as a member and leader in a team, to
manage projects and in multidisciplinary environments.

12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.

PROGRAM SPECIFIC OUTCOMES (PSO’s)

PSO1: Apply appropriate programming knowledge in software development, operations and

maintenance of real-time applications.

PSO 2: Meet the industry requirements in adapting to cutting edge technologies.

PSO3: Develop business and entrepreneurial ideas to support society requirements.

 Affiliated to VTU
Approved by AICTE
Dayananda Sagar Academy of Technology & Management Accredited by NAAC with A+ Grade
(Autonomous Institute under VTU) 6 Programs Accredited by NBA
(CSE, ISE, ECE, EEE, MECH, CV)

PROPOSED UG CREDIT STRUCTURE IN ALIGNMENT WITH VTU

Sl.No Semester No. of Credits

1 1st Semester 20

2 2nd Semester 20

3 3rd Semester 21

4 4th Semester 21

5 5th Semester 22

6 6th Semester 22

7 7th Semester 20

8 8th Semester 14

Total 160
PROPOSED UG SCHEME
Teaching Hours/Week
Sl. No Course Category BOS TD
Total
Lecture Tutorial Practical Project Credits
L T P S (Hrs/week)

1 BSC MAT MAT 3 0 0 0 3

3
2 IPCC-1 CSE CSE 3 0 2 0 5
4
3 IPCC-2 CSE CSE 3 0 2 0 5
4
4 PCC-1 CSE CSE 3 0 0 0 3
3
5 PCC-2 CSE CSE 3 0 0 0 3
3
6 PBL CSE CSE 0 0 2 2 4
2
7 AEC CSE CSE 0 0 2 0 2
1
8 SCR CSE CSE 0 0 2 0 2
1
9 NCMC NSS / YOGA / PED

10
AICTE Activity Points

Total 21
Percentage of Mapping– Theory & Practical - Scheme & Syllabus- 3rd & 4th Sem
3rd Sem & 4th Sem

Sl. No Course Category Component

Theory Practical Outreach YOGA/SPORTS

1 BSC 100% -- -- --

2 IPCC-1 60% 40% -- --

3 IPCC-2 60% 40% -- --

4 PCC-1 100% -- -- --

5 PCC-2 100% -- -- --

6 PBL -- 100% -- --

7 AEC -- 100% -- --

8 SCR -- -- 100% --

9 NCMC -- -- -- 100%

Total Percentage 53% 47% 13% 13%

 Scheme Distribution

Department of Information Science & Engineering - 3rd Semester

Course Component Credits % of Credits

Basic Science (BS)
Engineering Science (ES)
Humanities (HU) 3
Program core (PC) 3+3
Program core Integrated (PCI) 4+4
Program core exclusive Lab 2
Program elective (PE)
Open Elective (OE)
Internship (INT)
Social Connect Responsibilities (SCR) 1
Ability Enhancement course (AEC) 1
Project (PR)
Total 21 100

Scheme-Credit Distribution
Plot the pie-chart

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

 Affiliated to VTU
Dayananda Sagar Academy of Technology & Management Approved by AICTE
Accredited by NAAC with A+ Grade
(Autonomous Institute under VTU) 6 Programs Accredited by NBA
(CSE, ISE, ECE, EEE, MECH, CIVIL)

Scheme of Teaching and Examinations – 2024

Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from 2024-25)

3rd SEMESTER: Information Science & Engineering (ISE)

Teaching Hours/Week Examination

Sl. Course Course Title Course TD Lecture Tutorial Practical Project Total Credits SEE CIE SEE Total
No BOS
Code Category L T P S Duration Marks Marks Marks
(Hrs)
1 23MAT31A Linear Algebra and Discrete BSC MAT MAT 3 0 0 0 3 3 3 50 50 100
Mathematics
2 23ISEN32 Data Structures and Applications IPCC-1 ISE ISE 3 0 2 0 5 4 3 50 50 100

3 23ISEN33 Digital Design and Computer IPCC-2 ISE ISE 3 0 2 0 5 4 3 50 50 100

Organization
4 23ISEN34 Software Engineering PCC-1 ISE ISE 3 0 0 0 3 3 3 50 50 100

5 23ISEN35 Operating Systems PCC-2 ISE ISE 3 0 0 0 3 3 3 50 50 100

6 23ISEN36 Advanced Python Programming PBL ISE ISE 0 2 0 2 4 2 2 50 50 100

7 23ISEN37 Web Programming AEC ISE ISE 0 0 2 0 2 1 2 50 50 100

8 23ISEN38 Social Connect and SCR BSC Any 0 0 2 0 2 1 1 100 - 100

Responsibility and NSS Dept.
9 23ISEN39 Yoga/Mental Health/Wellness PD 1 0 0 0 1 0 0 - - -
NCMC*
Entrepreneurship EDC 1 0 0 0 1 0 0 - - -

Total 16 2 8 2 28 21 800

* Non-Credit Mandatory Course

IPCC: Integrated Professional Core Course,
PCC: Professional Core Course
PBL: Project Based Learning
AEC: Ability Enhancement Course,
NCMC: Non-Credit Mandatory Course
L: Lecture,
T: Tutorial,
P: Practical
S= SDA: Skill Development Activity,
CIE: Continuous Internal Evaluation,
SEE: Semester End Evaluation.

Integrated Professional Core Course (IPCC): Refers to Integrated Professional Core Course Theory Integrated with practical’s of the same course. Credit for IPCC can be 04 and its Teaching
Learning hours (L : T : P) can be considered as (3 : 0 : 2) or (2 : 2 : 2). The theory part of the IPCC shall be evaluated both by CIE and SEE. The practical part shall be evaluated by only CIE
(no SEE). However, questions from the practical part of IPCC shall be included in the SEE question paper.
Non Credit Mandatory Course (NCMC) - National Service Scheme /Physical Education/Yoga: All students have to register for any one of the courses namely National Service Scheme
(NSS), Physical Education (PE)(Sports and Athletics), and Yoga(YOG) with the concerned coordinator of the course during the first week of III semesters. Activities shall be carried out between
III semester to the VI semester (for 4 semesters). Successful completion of the registered course and requisite CIE score is mandatory for the award of the degree. The events shall be
appropriately scheduled by the colleges and the same shall be reflected in the calendar prepared for the NSS, PE, and Yoga activities. These courses shall not be considered for vertical
progression as well as for the calculation of SGPA and CGPA, but completion of the course is mandatory for the award of degree.
Newly introduced subjects in the syllabus

3rd Semester

1. List of Existing Elective Courses No Elective Course in 3rd Semester

2. List of New Existing Elective Courses No Elective Courses in 3rd Semester

1. Web Programming
3. List of New Industry Aligned Courses
2. Advanced Python Programming with Data Visualization
IPCC Course – Integrated Professional Core Course
Teaching Hours/Week (L: T:P: S) 3:0:2:0
Total Hours of Pedagogy 40 hours Theory + 20 Hours of Practical Classes
Credits: 04
Theory - Each Module 8 Hrs
Practical’s 8-10 Programs / Experiments
CIE Marks 50
SEE Marks 50
Total Marks 100
Exam Hours 3
Examination nature (SEE) Theory

 The theory part of the IPCC shall be evaluated both by CIE and SEE.
 The practical part shall be evaluated by only CIE (no SEE).
 However, questions from the practical part of IPCC shall be included in the SEE question paper.

Integrated Professional Core Course (IPCC) - 4 Credit Course

Assessment Details (both CIE and SEE)

 The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%.
 The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks).
 A student shall be deemed to have satisfied the academic requirements and earned the credits allotted
to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum total
of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation (CIE) for the Theory component of the IPCC (Maximum marks 50)

Internal Assessment Test (IAT):

 IPCC means practical portion integrated with the theory of the course.
 CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests
(Two Tests, each of 50 Marks with 01-hour 30 minutes’ duration, are to be conducted and average of
two tests to be reduced to 15 marks) and 10 marks for Two Continuous Comprehensive
Assessment(CCA) methods.
 The first Internal test at the end of 40-50% coverage of the syllabus
 The second Internal test after covering 85-90% of the syllabus.
 Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
 The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
The IA test questions are to be framed to map the Course Outcomes (COs), Program Outcomes (POs)
and the Revised Blooms Taxonomy (RBT) Levels. Emphasis to be given for Higher order Thinking
Skills(HOTS).

Continuous Internal Evaluation (CIE) for the practical component of the IPCC
 On completion of every experiment/program in the laboratory, the students shall be evaluated and Marks
shall be awarded on the same day.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report, 05 Marks are for conducting the experiment, 05 Marks for
preparation of the laboratory record, 5 Marks for conducting Open Ended Experiments Each experiment.
Marks of all experiments’ write-ups are added to 15 marks.
 The Practical laboratory test (duration 03 hours) at the end of the 15th week of the semester/after
completion of all the experiments (whichever is early) shall be conducted for 50 Marks and scaled down
to 5 Marks.
 The open-ended experiment after completion of all the experiments shall be conducted for 20 marks with
a split-up for 5 Marks for writeup, 10 Marks for Execution, and 5 Marks for Viva-Voce.
Marks for writeup, Execution and Viva-Voce is added and scaled down to 05 marks.
 Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
 The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.

Semester End Examination (SEE) for IPCC Theory

SEE will be conducted as per the scheduled timetable, with common question papers for the course (duration
03 hours)
 The question paper will have ten questions. Each question is set for 20 marks.
 The question paper shall be set for 100 Marks. The medium of the question paper shall be English. The
duration of SEE is 03 hours.
 There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module. The two questions shall be of same
course outcome, program outcome and Blooms RBT level. Emphasis to be given for higher order RBT
levels.
 The students have to answer 5 full questions, selecting one full question from each module.
 Marks scored by the student shall be proportionally scaled down to 50 Marks.
 The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a
CIE component only.
 Questions mentioned in the SEE paper may include questions from the practical component.

Continuous and Comprehensive Assessment (CCA):

Two of continuous and comprehensive assessment (CCA) to be conducted to attain COs and POs, evaluated
each for 50 Marks. Total Marks scored will be (CCA1+CCA2)/2 and scaled down to 10 Marks.
 CCA1 after 4th week and CCA2 after 9th week. The Assessment will be through rubrics.
 CCA as project-based learning,
o CCA is evaluated for 50 Marks with review 1 of 20 Marks after and review 2 of 30 Marks includes
project demonstration/competition and report submission.
o The evaluation of review 1 after 6th weeks of semester and review 2 after 12th week of semester
with project demonstration and submission of the report

Total score for CCA is 10 Marks

Total Marks scored for theory component of CIE (IAT+ CCA) is 25 Marks

Possible Continuous and Comprehensive Assessment (CCA):

 Project based, Problem Based, Building Models, Lab-to-Land, Mobile Studio, Design and Programming
Contest, Certification, Concept Map (Collage presentation/poster presentation), Case studies, Think-
Pair-Share, Flipped classroom,
 The assessment of these techniques shall be in rubrics.
 The faculty can adopt any other CCA method of implementation and its assessment with prior approval
of Program Assessment Committee (PAC).
4 Credits Courses – Integrated Professional Core Course (IPCC)

Assessment Component Type of Assessments Syllabus Coverage Maximu Average Reduced Minimum Evaluation Details
Method m Marks Marks Passing
Marks
50 ---- ---- 20
Total CIE Theory + Practical
Internal Assessment Test Module – 1 to 2.5 50 Average of Two
(IAT) - I 15 6 Internal test each
Theory (50+50) / 2 of 50 Marks scale
Internal Assessment Test Module – 2.5 to 5 50 down the marks to
(IAT) - II 15 Marks

Two CCA methods

CCA-1- Pedagogical 50 as per VTU Clause
Continuous Initiatives / Activity based 22OB4.2 of
regulations to be
Comprehensive learning Considering all the (50+50) / 2 10 4
CIE adopted. If CCA
Assessment Modules chosen is Project
(CCA) Based Learning,
CCA-2- Pedagogical
then one
Initiatives/ Activity based 50 assessment
learning method may be
adopted
25 10 Scale down Marks of
Total CIE Theory IAT and CCA to 25
 Performance- Performance of the
Continuous 05 Experiment (On
Evaluation of completion of every
each experiment/progra
m in the laboratory,
experiment 15 the students shall
Average of all be evaluated and
Conduction of Experiments Record 05 Experiments marks shall be
awarded on the
same day. 20
15 4 marks are for
Observation 05 conducting the
CIE book experiment and
calculations/observ
Practical ations/output)
Write up 15 One Internal
50 ---- 05 4 Practical Test after
Execution 25 conduction of all
Practical Test
Experiments for 50
Viva-voce 10
Marks
Write up 05 One experiment
Open Ended Experiment for 20 marks.
Execution 10 ---- 05 2
20 20 marks reduced
Viva-voce 05 to 05 marks

Scale down Marks of

Experiments,
Total CIE Practical 25 10 Record, Observation,
Practical Test and
Open-Ended
Experiment
 Entire theory SEE Exam is theory
syllabus including Exam conducted
SEE Theory exam questions from lab 100 ---- 50 20 for 100 Marks,
Component in scored Marks are
respective Modules scaled down to 50
Marks

CIE + SEE 100 ---- ---- 40

 The Minimum Marks to be secured in CIE to appear for SEE shall be 10 (40% of Maximum Marks – 25) in the Theory Component and 10 (40% of Maximum Marks
– 25) in the Practical component.
 The Laboratory Component for the IPCC shall be for CIE only.
 However, in SEE, the Questions from the Laboratory Component shall be included in the respective Modules only.
Note: If few of the 3 Credit Courses are Integrated course type, for such courses the method suggested for 4 Credit IPCC Course shall be followed
 Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

Semester : III

Course Title : Data Structures and Applications

Course Code : 23ISEN32

Course Type Integrated

:
(Theory/ Practical/ Integrated)
Category : IPCC-1

Stream : Information Science and CIE : 50

Engineering
Teaching hours/ week (L:T:P:S) : 3:0:2:0 SEE : 50

Total Hours : 40 Theory Hours + 20 SEE : 3 Hours

Practical Hours = 60 Hours Duration
Credits : 04

Course Learning Objectives: Students will be able to:

Sl. No Course Objectives
1 Understand the fundamentals of data structures and their applications.
2 Apply different data structures to solve given problems.
3 Analyze the given problem and identify the appropriate data structures to be used.
4 Evaluate the trade-offs of different data structures in different application scenarios.
5 Design solutions for the real-world applications using suitable data structure.
Teaching-Learning Process

Pedagogical Initiatives:
Some sample strategies to accelerate the attainment of various course outcomes are listed below:
 Adopt different teaching methods to attain the course outcomes.
 Include videos to demonstrate various concepts in C.
 Encourage collaborative (Group) Learning to encourage team building.
 Ask at least three HOTS (Higher-order Thinking Skills) module-wise questions to promote critical thinking.
 Adopt Problem-Based Learning (PBL), which fosters students’ analytical skills, and develops thinking
skills such as evaluating, generalizing, and analyzing information rather than simply recalling it.
 Show different ways to solve a problem and encourage the students to come up with creative and optimal
solutions.
 Discuss various case studies to map with real-world scenarios and improve the understanding.
 Scheme of Teaching and Examinations for BE Programme -2024-25
Outcome Based Education and Choice Based Credit System (CBCS)
DSATM (Effective from the Academic Year 2024-25)
COURSE CURRICULUM
Module Topics Hours
No.
Basic Concepts: Introduction to Data Structures, Types of Data Structures, Applications of
1 Data Structures, Pointers, Dynamic Memory Allocation. 8 Hours
Arrays and Structures: Arrays, Dynamic Allocated Arrays, Structures and Unions,
Polynomials, Sparse Matrices, Representation of multidimensional arrays.
Textbook 1: Chapter 1:1.2 ; Chapter 2: 2.1 - 2.6
Pedagogy Blended Learning
Stacks: Stacks, Stacks Using Dynamic Arrays, Evaluation of Expressions.
2 Queues: Queues, Circular Queues using Dynamic Arrays, Priority Queues, Double-Ended 8 Hours
Queues.
Textbook 1: Chapter 3: 3.1 - 3.6(excluding 3.5)

Pedagogy Game-Based Learning

3 Linked Lists: Singly Linked Lists and Chains, Representing Chains in C, Linked Stacks and
Queues, Polynomials, Additional List Operations, Sparse Matrices, Doubly Linked Lists. 8 Hours
Textbook 1: Chapter 4: 4.1 - 4.8 (excluding 4.6)

Pedagogy Role play

4 Trees: Introduction, Binary Trees, Binary Tree Traversals, Heaps, Binary Search Trees, Red-
Black Trees, Splay Trees. 8 Hours
Textbook 1: Chapter 5: 5.1 - 5.3, 5.6 - 5.7 ; Chapter 10: 10.3 - 10.4

Pedagogy Problem-Solving
Graphs: The Graph Abstract Data Type, Elementary Graph Operations.
5 Hashing: Introduction, Static Hashing, Dynamic Hashing. 8 Hours
Textbook 1: Chapter 6: 6.1 - 6.2, 8.1 - 8.3
Pedagogy Peer Learning
Pedagogical Initiatives (Not limited to):
 Think Pair and Share (Blended Learning): provides an opportunity for students to learn from one another
 Problem Solving: encourages cognitive thinking and enables creative problem-solving
 Poster Presentation: allows students to represent the concepts to understand the topics easily visually.
 Case studies: maps different domains in real-time applications
 Demonstration: exhibits the implementation process
List of Programs:

Sl. Experiments/Programs COs

No.
1 Develop a C Program to store movie Data with the fields: Title, Genre, Actor, Actress, and rating in an CO5
appropriate data structure.
2 Given a mathematical expression exp, write a program to examine whether the parentheses in the CO5
expression are balanced.
3 Implement a program in C to convert an Infix Expression to a Postfix Expression. The program should CO5
support both parenthesized and free parenthesized expressions with the operators: +, -, *, /, % (Remainder),
^ (Power), and alphanumeric operands.

4 Implement a program in C for the following Stack applications: CO5

a. Evaluation of Suffix/Postfix expression with single digit operands and operators: +, -, *, /, %,^.
b. Assume we have three rods (A, B, and C) and N disks of different diameters. Initially, all the disks are on
rod A, so the smaller disk is always on top of the larger disk. The objective of the puzzle is to move all the
disks to another rod (here considered C), obeying the following simple rules:
i. Only one disk can be moved at a time.
ii. Each move consists of taking the topmost disk from one of the rods and placing it on top of another
rod.
iii. No disk may be placed on top of a smaller disk.
5 Develop a C program to simulate the working of a multi-player game. CO5
i. Each player gets n turns.
ii. Each player rolls a die during his turn.
iii. The number rolled by the die is added for each player.
iv. At the end of n turns, the player with the maximum total wins.
6 Develop a program in C to read a polynomial of the form a nxn + an-1xn-1 +an-2xn-2 + ………… + a1x + a0 (Ex: CO5
6x4+3x3+3x2+2x+1) using a Singly Linked List (SLL). Implement functions to display and evaluate the
polynomial by taking the value of ‘x’ from the user.
7 Develop a program in C to create a Doubly Linked List (DLL) of Student data with the fields: Name, USN, CO5
Sem, and CGPA supporting different operations and display the status after each operation.
8 Implement a program in C to store ‘n’ integers in a Binary Search Tree (BST). Search the BST for a given CO5
element (KEY) and display the number of accesses required to find the key. Display the elements of the
BST using inorder, preorder, and postorder traversal.
9 Develop a C program to implement a road map for N Cities. Display the Depth-First Search(DFS) and CO5
Breadth-First Search(BFS) traversals for the graph.
10 Develop a C program to store employee details (Employee ID: eid and Employee Name: ename) into a hash CO5
table using a hash function H: K →L as H(K)=K mod m (remainder method) where K is the Key(eid) and m
is the Hash Table size. Implement linear probing to resolve any collisions.
 Open-ended Programs

Consider two players - A and B. ‘N’ Pots of gold are arranged in a line, each containing some gold coins.
The players can see how many coins are in each gold pot, and each player gets turns in which the player
1 CO5
can pick the coins from a pot from either end of the line. The winner is the player who has a higher number
of coins at the end. Develop a program to solve the pots of gold game problem.

You are given a set of n jobs where each has a deadline and profit associated with it. Each job takes one unit
of time to complete, and only one job can be scheduled at a time. We earn the profit associated with the job
if and only if the job is completed by its deadline. Find the job scheduling of the given jobs that ensure
maximum profit.
Input
2 CO5
Job id 1 2 3 4 5

deadline 2 1 2 1 3

profit 100 19 27 25 15

Develop a program to implement password encryption using a suitable data structure.

i. Store n username and encrypted passwords in a suitable data structure.
3 ii. Display the username and the encrypted password. CO5
iii. Provide a login option to the user.
iv. Display login success/ failure message based on the validity of the password.

Create a directed graph with n nodes. Print the distance to all reachable nodes from the given source. Check
4 CO5
if the graph is connected or not.

Assume you are using a web browser.

Store the URLs(links) you visited in a data structure of your choice.
5 CO5
Implement Back/Forward Navigation such that choosing back should take the user to the previous page and
forward should take to the next page visited in the web browser.
 Textbooks

Sl. No. Title of the Book/Name of the author/Name of the publisher/Edition and Year

Fundamentals of Data Structures in C, Ellis Horowitz, Sartaj Sahni and Susan Anderson-Freed,
1
Universities Press, 2nd Edition, 2018.
Reference Books

1 Data structures and algorithm analysis in C, Mark, Allen Weiss, Pearson Education, 2nd Edition, 2020.

Data Structures & Algorithms, Alfred V. Aho, Jeffrey D. Ullman, John E. Hopcroft, Pearson Education
2
India, 1st Edition, 2002.
Data Structures Using C and C++, Yedidyah Langsam , Moshe J Augenstein , Aaron M Tenenbaum,
3
Pearson Education, 2nd edition, 2015.

Course Outcomes: At the end of the course, the student will be able to:

RBT Level
CO Course Outcomes RBT Level
Indicator

CO1 Understand, and explain the concepts of Data Structures and Applications. Understand L1/L2

Apply the concepts of linear and non-linear Data Structures to solve a given
CO2 Apply L3
problem.

Analyze the given problem and use appropriate Data Structures like the stack,
CO3 Analyze L4
queue, linked lists, trees, graphs, and hash tables.

Assess the efficiency and appropriateness of various data structures in solving

CO4 Evaluate L5
complex, real-world problems.

CO5 Design solutions for real-world problems using appropriate Data Structures. Create L6
Mapping of Course Outcomes to Program Outcomes:
CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1

CO2 3 3 3

CO3 3 2 3

CO4 3 3 2 2 3

CO5 3 3 2 3

Weblinks and Video Lectures (e-Resources)

1 https://ds1-iiith.vlabs.ac.in/List%20of%20experiments.html (Virtual Lab)

2 https://nptel.ac.in/courses/106102064

3 https://archive.nptel.ac.in/courses/106/106/106106130/

4 https://academicearth.org/computer-science/

5 https://online.vtu.ac.in/course-details/Skill-enhancement-with-Data-structure-algorithm-C-language-822203

6 https://online.vtu.ac.in/course-details/Data-Structures-and-Applications

7 https://www.geeksforgeeks.org/data-structures/?ref=lbp

8 https://www.w3schools.com/dsa/dsa_intro.php

9 https://www.youtube.com/watch?v=BBpAmxU_NQo

10 https://www.youtube.com/watch?v=8hly31xKli0

11 https://www.youtube.com/watch?v=MtVZAXepMPM

12 https://www.classcentral.com/course/udemy-data-structures-stack-queue-linkedlist-55316

13 https://onlinecourses.swayam2.ac.in/cec19_cs04/preview

14 https://www.udemy.com/course/datastructurescncpp/?couponCode=LETSLEARNNOWPP
https://www.geeksforgeeks.org/courses/dsa-self-
15
paced?itm_source=geeksforgeeks&itm_medium=main_header&itm_campaign=courses
CIE- Continuous Internal Evaluation (50 Marks)
Theory Practical
Bloom’s
Category Continuous Assessment Tests Continuous Comprehensive Assessment
(IAT) (CCA) Practical Test
IAT-1 IAT-2 CCA-1 CCA-2

50 Marks 50 Marks 50 Marks 50 Marks

Remember 5 - 10 - 10

Understand 5 5 20 - 15

Apply 20 25 20 20 25

Analyze 10 10 - 10 -

Evaluate 10 10 - 5 -

Create - - - 15 -

CIE Course Assessment Plan

Marks Distribution
CO’s Total Weightage
Test-1 Test-2 Marks

Module-1 Module-2 Module 2 to Module-2.5 to 3 Module-4 Module-5

2.5
CO1 5 5 5 15 15%

CO2 5 10 5 10 10 5 45 45%

CO3 5 5 5 5 20 20%

CO4 5 5 5 5 20 20%

CO5

Total 100 100%

SEE- Semester End Examination (50 Marks)
Bloom’s Category SEE Marks
(90% Theory+10% Practical Questions)
Remember 10%

Understand 10%

Apply 40%

Analyse 10%

Evaluate 20%

Create 10%

SEE Course Plan

Marks Distribution
CO’s Total Marks Weightage
Module-1 Module-2 Module-3 Module-4 Module-5
CO1 5 5 5 5 10 10%

CO2 5 10 10 10 5 40 10%

CO3 5 5 10 40%

CO4 10 5 5 20 10%

CO5 2 2 2 2 2 10 20%

Total 12 32 17 27 12 100 10%

 Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

Semester : III
Course Title : Digital Design and Computer Organization
Course Code : 23ISEN33
Course Type Integrated
:
(Theory/ Practical/ Integrated)
Category : IPCC-2
Stream : Information Science and CIE : 50
Engineering
Teaching hours/ week (L:T:P:S) : 3:0:2:0 SEE : 50
Total Hours : 40 Theory Hours + 20 Practical SEE : 3 Hours
Hours = 60 Hours Duration
Credits : 04

Course Learning Objectives: Students will be able to:

Sl. No Course Objectives
1 Understand the requirement of digital system and the basic structure of computer.
2 Apply combinational and sequential circuits in the design of digital systems.
Analyze digital circuits, encompassing storage elements and different computer architectures, to gauge
3
their operational effectiveness.

Demonstrate different data types on simple arithmetic and logical unit and the functions of basic
4
processing unit, Parallel processing.
5 Design digital circuits and create corresponding HDL codes.

Teaching-Learning Process

Pedagogical Initiatives:
Some sample strategies to accelerate the attainment of various course outcomes are listed below:
 Adopt different teaching methods to attain the course outcomes.
 Include videos to demonstrate various concepts in C.
 Encourage collaborative (Group) Learning to encourage team building.
 Ask at least three HOTS (Higher-order Thinking Skills) module-wise questions to promote critical thinking.
 Adopt Problem-Based Learning (PBL), which fosters students’ analytical skills, and develops thinking
skills such as evaluating, generalizing, and analyzing information rather than simply recalling it.
 Show different ways to solve a problem and encourage the students to come up with creative and optimal
solutions.
 Discuss various case studies to map with real-world scenarios and improve the understanding.
 Devise innovative pedagogy to improve Teaching-Learning Process (TLP).
 Scheme of Teaching and Examinations for BE Programme -2024-25
Outcome Based Education and Choice Based Credit System (CBCS)
(Effective from the Academic Year 2024-25)
DSATM
COURSE CURRICULUM
Module Topics Hours
No.
BASIC CONCEPTS OF DIGITAL SYSTEMS: Sum-of-Products simplifications, Karnaugh
1 Map, Pairs Quads, and Octets, Karnaugh Simplifications, Don’t-care Conditions, Product-of- 8
sums simplifications, NAND and NOR Implementation, Simplification by Quine-McClusky
Method.
Introduction to HDL: HDL Implementation Models.

Textbook 1: Chapter 3: 3.1, 3.2 ,3.3 ,3.4 ,3.5,3.6,3.9

Pedagogy Problem Solving
DESIGN OF COMBINATIONAL LOGIC CIRCUITS: Introduction, Combinational Circuits,
Decimal Adder; Decoders, Encoders; Multiplexers, De-multiplexers; Magnitude Comparator; 8
2 HDL Models of Combinational Circuits.
SEQUENTIAL CIRCUITS-I: Introduction, Sequential Circuits, Storage Elements: Latches,
Flip-Flops: SR, JK, D, T and Master-Slave Flip-Flop – Characteristic table and equation.

Textbook 1: Chapter 4: 4.1, 4.2 ,4.6 ,4.8 ,4.9, 4.10,4.11,4.12 ; Chapter 5: 5.1,5.2,5.3,5.4
Pedagogy Virtual Lab, Think Pair and Share
SEQUENTIAL CIRCUITS-II: Registers-Types of Registers, Asynchronous-Ripple Counter 8
and Synchronous Counters.
3
HDL MODELS OF SEQUENTIAL CIRCUITS: Flip-flop, Register and Counters.
Textbook 1: Chapter 5: 5.6 ; Chapter 6: 6.1, 6.2, 6.3, 6.4,6.6

Pedagogy Problem Solving, Virtual Lab

BASIC STRUCTURE OF COMPUTERS: Functional Units, Basic Operational Concepts, Bus
structure, Performance – Processor Clock, Basic Performance Equation, Clock Rate, 8
4 Performance Measurement.
MACHINE INSTRUCTIONS AND PROGRAMS: Memory Location and Addresses, Memory
Operations, Instruction and Instruction sequencing, Addressing Modes.

Textbook 2: Chapter 1: 1.2, 1.3, 1.4, 1.6 ; Chapter 2: 2.2, 2.3, 2.4, 2.5
Pedagogy Poster Presentation
 INPUT/OUTPUT ORGANIZATION: Accessing I/O Devices, Interrupts – Interrupt Hardware,
5 Enabling and Disabling Interrupts, Handling Multiple Devices, Direct Memory Access: Bus 8
Arbitration, Speed, size, and Cost of memory systems.
BASIC PROCESSING UNIT: Some Fundamental Concepts: Register Transfers, Performing
ALU operations, fetching a word from Memory, Storing a word in memory. Execution of a
Complete Instruction.

Textbook 2: Chapter 4: 4.1, 4.2.1, 4.2.2, 4.2.3, 4.4 ;Chapter 5: 5.4, 5.5.1 ;Chapter 7: 7.1, 7.2
Pedagogy Poster Presentation
Pedagogical Initiatives (Not limited to):
 Think Pair and Share (Blended Learning): provides an opportunity for students to learn from
one another
 Problem Solving: encourages cognitive thinking and enables creative problem solving
 Poster Presentation: allows students to represent the concepts visually to understand the
topics easily.
 Case studies: maps different domains in real time applications
 Demonstration: exhibits the implementation process

List of Programs:

Sl. No. Experiments/Programs COs

Simulation packages preferred: Multisim, Modelsim, PSpice or any other relevant
1 a. Given a 4-variable logic expression, simplify it using appropriate technique using basic gates.
b. Design and develop the HDL code for a 4-variable logic expression. Simulate and verify it’s CO5
working.
2 a. Given a 4-variable logic expression, simplify it using Entered Variable Map and realize the
simplified logic expression using 8:1 multiplexer IC. CO5
b. Design and develop the HDL code for an 8:1 multiplexer. Simulate and verify it’s working.
3 a. Design and verify the Truth Table of 3×8 decoder using basic logic gates.
CO5
b. Design and develop the HDL code for a 3×8 decoder. Simulate and verify it’s working.
4 a. Design and verify the Truth Table of 3×8 encoder using basic logic gates.
CO5
b. Design and develop the HDL code for a 3×8 encoder. Simulate and verify it’s working.
5 a. Design and verify the Truth Table of 3-bit Parity Generator and 4-bit Parity Checker using
basic Logic Gates with an even parity bit. CO5
b. Design and develop the HDL code 3-bit Parity Generator. Simulate and verify it’s working.
6 a. Realize a J-K Master / Slave Flip-Flop using NAND gates and verify its truth-table.
b. Design and develop the HDL code for D Flip-Flop with positive-edge triggering. Simulate CO5
and verify it’s working.
 7 a. Design and implement a mod-n (n<8) synchronous up counter using J-K Flip-Flop ICs and
demonstrate its working. CO5
b. Design and develop the HDL code for mod-8 up counter. Simulate and verify it’s working.
8 Design and implement an asynchronous counter using decade counter IC to count-up from 0
CO5
to n (n<=9) and demonstrate on 7-segment display (using IC- 7447).
Open ended Programs
Design a 4/8-bit CPU using the LOGISIM simulator, for the following specifications.

1 Implement the following instructions namely: MOV, ADD, SUB, LOAD, STORE, AND, XOR,
NOT, BRANCH, BRANCH ON CONDITION. CO4

2 Result to be displayed on 7‐segment displays / reg tab of LOGISIM CO4

3 ALU (to support 4-bit integer arithmetic operations & 4-bit logical operations) CO4
4 Instruction Register (Assume instruction size as 16 bit) CO4
NOTE: Students can utilize this link to enhance their understanding
https://cse11-iiith.vlabs.ac.in/

Text Books

Sl. No. Title of the Book/Name of the author/Name of the publisher/Edition and Year

1 “Digital Design with an Introduction to Verilog Design”, M. Morris Mano & Michael D. Ciletti, 5e, Pearson
Education.
2 “Computer Organization”, Carl Hamacher, Zvonko Vranesic, SafwatZaky, 5th Edition, Tata McGraw-
Hill.
Reference Books

1
Digital Principles and Design, Donald D.Givone, Tata McGraw-Hill, 2003.
2 Digital Principles and Applications, Donald P Leach, Malvoni, GautamSaha Tata McGraw Hill, 7th
Edition 2010
3
Fundamentals of logic design, Charles H Roth, Larry N. Kinney, Cengage Learning, 7 th Ed., 2014.
4 Computer Organization and Design, David A. Patterson and John L. Hennessy, Elsevier, 5th Edition,
2014
5 William Stallings “Computer Organization and Architecture”, Seventh Edition, Pearson Education, 2006.
Course Outcomes: At the end of the course, the student will be able to:

RBT Level
CO Course Outcomes RBT Level
Indicator
Understand the functionalities of binary logic system and the computer
CO1 organization. U L2

Apply principles of digital systems to design and optimize circuits, and manage
CO2 input/output operations in computer systems A L3

Analyze digital circuits, including storage elements and system process, to assess
CO3 An L4
their functionality and efficiency.

Evaluate different data types on a simple arithmetic and logical unit, and assess
CO4 E L5
the functions of a basic processing unit.

CO5 Design digital circuits and develop corresponding HDL codes. C L6

Mapping of Course Outcomes to Program Outcomes:

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1
3
CO2
3
CO3
3 3
CO4
3 3 3 2
CO5

Weblinks and Video Lectures (e-Resources)

1 https://www.youtube.com/watch?v=wk6O1OuAZn0&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=4 (nptel)

2 https://www.youtube.com/watch?v=QXOVwIoPGsM&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=9

3 https://www.youtube.com/watch?v=PqhTjBdiMk4&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=10

4 https://www.youtube.com/watch?v=mv-3hPgkNzM&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=12

5 https://www.youtube.com/watch?v=YXzgX8gyMFs&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=23
 6 https://www.youtube.com/watch?v=9KzOApr5gKw&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=24

7 https://www.youtube.com/watch?v=qaTUzzysVew&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=27

8 https://www.youtube.com/watch?v=Ubp_L-7lucw&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=28

9 https://www.youtube.com/watch?v=3Jppx70tVp0&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=30

10 https://www.youtube.com/watch?v=POKtkWJI6KU&list=PLwdnzlV3ogoVlY7iVqr-FhWUQEX7JDdiP&index=34

11 https://www.youtube.com/watch?v=Y17TLZCSe4M&list=RDQMbn7C5WgGghA&index=24

12 https://www.youtube.com/watch?v=4goj-ajnpOQ&list=RDQMbn7C5WgGghA&index=1

13 https://www.youtube.com/watch?v=p9wxyIx-j-c&list=PL1A5A6AE8AFC187B7&index=12

14 https://cse11-iiith.vlabs.ac.in/

15 https://nptel.ac.in/courses/108105113

CIE- Continuous Internal Evaluation (50 Marks)

Theory Practical
Bloom’s Continuous Assessment Tests Continuous Comprehensive Assessment
Category (IAT) (CCA) Practical Test
IAT-1 IAT-2 CCA-1 CCA-2
50 Marks 50 Marks 50 Marks 50 Marks
Remember 0
05 0 0 0
Understand 0
15 10 0 0
Apply 20
25 25 0 0
Analyse 15
05 15 0 0
Evaluate 0
0 0 25 25
Create
0 0 25 25
15
CIE Course Assessment Plan
Marks Distribution
CO’s Test-1 Test-2 Total Weightage
Module-1 Module-2 Module 2 to Module-2.5 Module-4 Module-5 Marks
2.5 to 3
CO1 0 0 0 0 10 10 20 20%
CO2 10 20 10 0 5 5 50 50%
CO3 0 10 10 10 0 0 30 30%
CO4 - - - - - - - -
CO5 - - - - - - - -
Total 10 30 20 10 15 15 100 100%

SEE- Semester End Examination (50 Marks)

Bloom’s Category SEE Marks
(90% Theory+10% Practical Questions)
Remember 10+5%
Understand 20+5%
Apply 25+5%
Analyse 25+5%
Evaluate -
Create -

SEE Course Plan

Marks Distribution
CO’s Total Weightage
Module-1 Module-2 Module 2 to Module-2.5 Module-4 Module-5 Marks
2.5 to 3
CO1 0 0 0 0 10 10 20 20%
CO2 10 20 10 0 5 5 50 50%
CO3 0 10 10 10 0 0 30 30%
CO4 - - - - - - - -
CO5 - - - - - - - -
Total 10 30 20 10 15 15 100 100%
PCC Course - Professional Core Course
Teaching Hours/Week (L: T:P: S) 3:0:0:0
Total Hours of Pedagogy 40 hours
Credits: 03
Each Module 8 Hrs
CIE Marks 50
SEE Marks 50
Total Marks 100
Exam Hours 3
Examination nature (SEE) Theory

3 Credit Course – Professional Core Course (PCC)

Assessment Details (both CIE and SEE)

 The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
 The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE
minimum passing mark is 35% of the maximum marks (18 out of 50 marks).
 A student shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
subject/ course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation:

Internal Assessment Test (IAT):
 For the Internal Assessment Test component of CIE, there are 25 marks and for Assignment component of the
CIE, there are 25 marks. Two Tests, each of 50 Marks with 01-hour 30 minutes’ duration, are to be conducted
and average of two tests to be reduced to 25 marks
 The first test will be administered after 40-50% of the syllabus has been covered, and
 The second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods, if an assignment is project-based then only one assignment for the course shall
be planned. The teacher should not conduct two assignments at the end of the semester if two assignments
are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of assessment.
 Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.
The IA test questions are to be framed to map the Course Outcomes (COs), Program Outcomes (POs) and the
Blooms RBT Levels. Emphasis to be given for higher order RBT levels

Semester-End Examination:

Theory SEE will be conducted as per the scheduled timetable (duration 03 hours).
 The question paper will have ten questions. Each question is set for 20 marks.
 There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
 The students have to answer 5 full questions, selecting one full question from each module.
 Marks scored shall be proportionally reduced to 50 marks.

Continuous and Comprehensive Assessment (CCA):

Two of continuous and comprehensive assessment (CCA) to be conducted to attain COs and POs, evaluated each for 50
Marks. Total Marks scored will be CCA1+CCA2 and scaled down to 10 Marks.
 CCA1 after 4th week and CCA2 after 9th week. The evaluation includes either through quiz or rubrics
 CCA as project-based learning,
o CCA is evaluated for 50 Marks with review 1 of 20 Marks after and review 2 of 30 Marks includes
project demonstration/competition and report submission.
o The evaluation of review 1 after 6th weeks of semester and review 2 after 12th week of semester with
project demonstration and submission of the report
Total score for CCA is 10 Marks
Total Marks scored for theory component of CIE (IAT+ CCA) is 25 Marks

Possible Continuous and Comprehensive Assessment (CCA):

 Project based, Problem Based, Building Models, Lab-to-Land, Mobile Studio, Design and Programming
Contest, Certification, Concept Map (Collage presentation/poster presentation), Case studies, Think-Pair-
Share, Flipped classroom,
 The assessment of these techniques shall be in rubrics.
 The faculty can adopt any other CCA method of implementation and its assessment with prior approval of
Program Assessment Committee (PAC).
Professional Core Course (PCC) – 3 Credit course – Theory

Assessmen Component Type of Assessments Syllabus Maximum Average Reduced Minimum Evaluation Details
t Method Coverage Marks Marks Passing
Marks

Total CIE Theory + Practical 50 ---- ---- 20

Internal Assessment Test (IAT) - II Module – 1 to 2.5 50 Average of Two

Theory 25 10 Internal test each of
(50+50) / 2 50 Marks scale down
Internal Assessment Test (IAT) - II Module – 2.5 to 5 50
the marks to 25
MarksCCA methods
Two
CCA-1- Pedagogical Initiatives / 50 as per VTU Clause
Continuous Activity Based learning 22OB4.2 of
regulations to be
Comprehensive Considering all (50+50) / 2 25 10 adopted. If CCA
Assessment the Modules chosen is Project
(CCA) Based Learning,
then one
CCA-2- Pedagogical Initiatives / 50 assessment method
Activity Based learning may be adopted

Total Marks of IAT and

Total CIE Theory 50 20 CCA is 50
 Entire theory SEE Exam is
syllabus including theory Exam
SEE Theory exam questions from lab 100 ---- 50 20 conducted for 100
Component in Marks, scored
respective Marks are scaled
Modules down to 50 Marks

CIE + SEE 100 ---- ---- 40

 Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

Semester : III
Course Title : Software Engineering
Course Code : 23ISEN34
Course Type Theory
:
(Theory/ Practical/ Integrated)
Category : PCC-1
Stream : Information Science and CIE : 50
Engineering
Teaching hours/ week (L: T:P:S) : 3:0:0:0 SEE : 50
Total Hours : 40 Hours SEE Duration : 3 Hours
Credits : 03

Course Learning Objectives: Students will be able to:

Sl. No Course Objectives
1 Illustrate the different process models and Software development lifecycle.
2 Apply concepts of Software Planning and Software Design techniques.
3 Analyse capabilities of various tools to assist in the software development activities.
4 Develop robust software design and software project plan from requirement gathering to implementation.
Teaching-Learning Process
Pedagogical Initiatives:
Some sample strategies to accelerate the attainment of various course outcomes are listed below:
 Adopt different teaching methods to attain the course outcomes.
 Include videos to demonstrate various concepts in C.
 Encourage collaborative (Group) Learning to encourage team building.
 Ask at least three HOTS (Higher-order Thinking Skills) module-wise questions to promote critical thinking.
 Adopt Problem-Based Learning (PBL), which fosters students’ analytical skills, and develops thinking skills
such as evaluating, generalizing, and analyzing information rather than simply recalling it.
 Show different ways to solve a problem and encourage the students to come up with creative and optimal
solutions.
 Discuss various case studies to map with real-world scenarios and improve the understanding.
 Devise innovative pedagogy to improve Teaching-Learning Process (TLP).
 Scheme of Teaching and Examinations for BE Programme -2024-25
Outcome Based Education and Choice Based Credit System (CBCS)
(Effective from the Academic Year 2024-25)
DSATM
COURSE CURRICULUM
Module Topics Hours
No.
Introduction to Software Engineering: The nature of Software, The unique nature of
1 WebApps, Software Engineering, The Software Process, The Software Engineering practice, 8 Hours
The Software myths.
Process Models: A generic process model, Process assessment and improvement,
Prescriptive process models, Waterfall model, Incremental process models, Evolutionary
process models, Concurrent models, Specialized process models.

Textbook 1: Chapter 1: 1.1 - 1.7 ; Chapter 2: 2.1 -2.4

Pedagogy Role Play

Software Requirement Analysis and Specifications: Functional and Non-Functional,
User, System – Requirement, Software Requirement Documents. 8 Hours
2 Requirement Engineering Process: Feasibility Studies, Requirements Elicitation and
Analysis, Requirement Validation and Requirement Management.
System Model: Context Model, Behavioural model, Data Model, Object Model, Structured
Model.

Textbook 2: Chapter 4:4.1 -4.7 ; Chapter 5:5.1-5.5

Pedagogy Think Pair and Share

Software Design: Architectural Design: Design decisions, Architectural views, Architectural
patterns and architectures. 8 Hours
3 Object Oriented Design: Object oriented design using UML, Design patterns,
Implementation issues, Open-source development.

Textbook 2: Chapter 6:6.1-6.4 ; Chapter 7: 7.1-7.4

Pedagogy Problem Solving using various Design Techniques

 Software Development and Testing: Rapid Software Development-Agile Methods,
Extreme Programming, Rapid Application Development. 8 Hours
4 Verification and Validation: Planning Verification and Validation, Software Inspections,
Automated Static Analysis, Verification and Formal methods.
Software Testing: Development testing, Test-driven development, Release testing, User
testing.

Textbook 2: Chapter 3: 3.1-3. 4 ; Chapter 15: 15.1 ; Chapter 8: 8.1-8.4

Pedagogy Demonstration of Different Testing Tools

Software Cost Estimation and Project Management: Software cost estimation - COCOMO
5 model – Estimation Techniques, Project Duration and Staffing, 8 Hours
Quality Management: Quality concepts, software quality assurance, software reviews,
formal technical reviews, statistical software quality assurance, software reliability, the ISO
9000 quality standards.
Configuration Management: Configuration Management Planning, Change Management,
Version and Release Management.

Textbook 2: Chapter 23: 23.5 ; Chapter 24: 24.1-24.4 ; Chapter 25.1-25.4

Pedagogy Case study

Pedagogical Initiatives (Not limited to):

 Think Pair and Share (Blended Learning): provides an opportunity for students to learn from
one another
 Problem Solving: encourages cognitive thinking and enables creative problem solving
 Poster Presentation: allows students to represent the concepts visually in order to understand the
topics easily.
 Case studies: maps different domains in real time applications
 Demonstration: exhibits the implementation process

Text Books

Sl. No. Title of the Book/Name of the author/Name of the publisher/Edition and Year
1 Software Engineering-A Practitioners Approach, Roger S. Pressman, Tata McGraw Hill,7 th Edition,
2010.
2 Software Engineering, Ian Somerville, Pearson Education,9 th Edition ,2011.
 Reference Books

1 Software Project Management, Bob Hughes, Mike Cotterell, Rajib Mall, McGraw Hill Education, 6th
Edition,2018.
2 Software Engineering theory and Practice, Shari Lawrence Pfleeger, Joanne m Alec, Pearson
Education ,3rd Edition,2006.
3
Fundamentals of Software Engineering, Rajib Mall, Prentice-hall Of India Pvt Ltd.,3rd Edition, 2012.

Course Outcomes: At the end of the course, the student will be able to:

RBT Level
CO Course Outcomes RBT Level
Indicator

CO1 Understand various Software Engineering models and its related concepts. L1, L2
Understand

CO2 Apply Software Engineering Techniques and Design practices for Developing a Software. Apply L3

Analyse the various requirements, Design and Testing Strategies to select the
CO3 Analyse L4
appropriate techniques for the Software System.

Demonstrate Models for different phases of software development to solve real world
CO4 Create L6
problems.

Mapping of Course Outcomes to Program Outcomes:

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1 - - - - - - - - - - - - - - -

CO2 3 - - - - - - - - - - - - - -

CO3
- 3 3 - - - - - - - - - - - -

CO4 - - 3 - 3 - - 3 3 3 3 3 3 3 -
 Weblinks and Video Lectures (e-Resources)

https://www.pearson.com/us/higher-education/product/Sommerville-Software-Engineering-%209th-
1 Edition/9780137035151.html

2 https://onlinecourses.nptel.ac.in/noc20_cs68/preview

https://swayam.gov.in/nd1_noc19_cs69/preview
3

https://nptel.ac.in/courses/128/106/128106012/
4

http://elearning.vtu.ac.in/econtent/courses/video/CSE/15CS42.html
5

http://elearning.vtu.ac.in/econtent/courses/video/CSE/15CS42.html
6

7 https://www.abebooks.com/9788120332720/Software-Engineering-Kelkar-S-A-8120332725/plp

8 https://www.wileyindia.com/pankaj-jalote-s-software-engineering-a-precise-approach.html

https://www.coursera.org/learn/software-processes
9

https://www.youtube.com/redirect?v=4b1D1QFE
10

http://elearning.vtu.ac.in/econtent/courses/video/CSE/15CS42.html
11

12 https://nptel.ac.in/courses/128/106/128106012/

https://www.youtube.com/watch?v=WxkP5KR_Emk&list=PLrjkTql3jnm9b5nr-ggx7Pt1G4UAHeFlJ
13

https://www.udemy.com/courses/development/software-engineering/
14
CIE- Continuous Internal Evaluation (50 Marks)

Theory
Bloom’s Continuous Assessment Tests Continuous Comprehensive Assessment
Category (IAT) (CCA)
IAT-1 IAT-2 CCA-1 CCA-2
50 Marks 50 Marks 50 Marks 50 Marks
Remember 5 - -

Understand 5 5 10 -

Apply 20 25 20 -

Analyse 10 10 15 15

Evaluate 10 10 5 15

Create - - - 20

CIE Course Assessment Plan

Marks Distribution
Total Weightage
Test-1 Test-2
CO’s Marks
Module-1 Module-2 Module 2 to 2.5 Module-2.5 to 3 Module-4 Module-5

CO1 5 5 - - - 5 15 15%

CO2 5 10 5 10 10 5 45 45%
CO3 5 5 5 5 20 20%
CO4 - 5 5 5 5 20 20%
CO5 - - - - - -
Total 100 100%

SEE- Semester End Examination (50 Marks)

Bloom’s Category SEE Marks

(90% Theory+10% Practical Questions)
Remember 10%
Understand 10%
Apply 40%
Analyse 10%
Evaluate 20%
Create 10%
SEE Course Plan

Marks Distribution
Total Weightage
Module-1 Module-2 Module 2 to 2.5 Module-2.5 to 3 Module-4 Module-5
CO’s Marks
CO1 5 2 - - 5 5 10 10%
CO2 5 5 5 10 10 5 40 40%
CO3 - 5 3 - 5 - 10 10%
CO4 - 4 6 5 5 - 20 20%
CO5 2 - 2 2 2 2 10 10%
Total 12 16 16 17 27 12 100 10%
 Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

Semester : III
Course Title : Operating Systems
Course Code : 23ISEN35
Course Type Theory
:
(Theory/ Practical/ Integrated)
Category : PCC-2
Stream : Information Science and CIE : 50
Engineering
Teaching hours/ week (L:T:P:S) : 3:0:0:0 SEE : 50
Total Hours : 40 Hours SEE : 3 Hours
Credits : 03 Duration

Course Learning Objectives: Students will be able to:

Sl. No Course Objectives

1 Understand the structure and services of the operating system that provides to users and system.
2 Learn the various CPU scheduling algorithms, storage management and disk management concepts.
Examine multithreading concepts, methods for handling deadlocks and recognize the classic
3
synchronization problems.
Estimate Real-Time knowledge on how programming languages, operating systems, and architectures
4
interact and how to use each effectively

Teaching-Learning Process

Pedagogical Initiatives:
Some sample strategies to accelerate the attainment of various course outcomes are listed below:
 Adopt different teaching methods to attain the course outcomes.
 Include videos to demonstrate various concepts in C.
 Encourage collaborative (Group) Learning to encourage team building.
 Ask at least three HOTS (Higher-order Thinking Skills) module-wise questions to promote critical thinking.
 Adopt Problem-Based Learning (PBL), which fosters students’ analytical skills, and develops thinking skills
such as evaluating, generalizing, and analyzing information rather than simply recalling it.
 Show different ways to solve a problem and encourage the students to come up with creative and optimal
solutions.
 Discuss various case studies to map with real-world scenarios and improve the understanding.
 Devise innovative pedagogy to improve Teaching-Learning Process (TLP).
 Scheme of Teaching and Examinations for BE Programme -2024-25
Outcome Based Education and Choice Based Credit System (CBCS)
(Effective from the Academic Year 2024-25)
DSATM
COURSE CURRICULUM
Module Topics Hours
No.
Introduction to Operating Systems: What Operating systems do? Computer System
Architecture, Operating System Operations.
1 8
Operating System Structure: Operating System Services, User Operating System
Interface, System Calls, Operating-System Design and Implementation, Operating System
Structure, Distributed System, Virtualization, Allocating Kernel Memory.

Textbook 1: Chapter 1: 1.1-1.12, 1.3-1.3.3, 1.5-1.5.2 ; Chapter 2: 2.1-2.2.3, 2.3, 2.6-2.6.3,

2.7-2.7.5 ; Chapter 16: 16.1
Pedagogy Collaborative Learning
Processes: Process Concept, Process Scheduling - FCFS, SJF, Priority, RR, Interprocess
Communication, Multithreading Models.
8
Process Synchronization: The Critical Section Problem, Peterson’s Solution, Mutex Locks,
2 Semaphores, Classical Problems of Synchronization, Failures and Recovery.

Textbook 1: Chapter 3: 3.1-3.2, 3.4 ; Chapter 4: 4.1, 4.3 ; Chapter 5: 5.1 -5.3, 5.5-5.7
Pedagogy Program Solving
CPU Scheduling: Basic Concepts, Scheduling Criteria, Scheduling Algorithms.
Deadlocks: System Model, Deadlock Characterization, Methods for Handling Deadlocks,
8
Deadlock Prevention, Deadlock Avoidance, Deadlock Detection and Recovery from
3 Deadlock.
Textbook 1: Chapter 6: 6.1-6.3.4 ; Chapter 7:7.1-7.7

Pedagogy Problem Solving

Memory Management: Background, Swapping, Contiguous Memory Allocation,
Segmentation, Paging, Structure of Page Table.
8
Virtual Memory: Background, Demand Paging, Copy on Write, Page Replacement
4 Algorithms, Thrashing.
Textbook 1: Chapter 8: 8.1-8.6 ; Chapter 9: 9.1-9.4, 9.6
Pedagogy Poster Presentation
Secondary Storage Structure: Mass Storage Structures; Disk Structure; Disk Attachment;
Disk Scheduling - FCFS, SCAN, CSCAN, LOOK, SSTF, CLOOK, Disk Management
5 8
File system Interface: File Concept, Access Methods, Directory Structure.
Textbook 1: Chapter 10: 10.1-10.5 ; Chapter 11:11.1-11.3
Pedagogy Case Study
 Pedagogical Initiatives (Not limited to):
 Think Pair and Share (Blended Learning): provides an opportunity for students to learn from
one another
 Problem Solving: encourages cognitive thinking and enables creative problem solving
 Poster Presentation: allows students to represent the concepts visually in order to understand the
topics easily.
 Case studies: maps different domains in real time applications
 Demonstration: exhibits the implementation process

Text Books

Sl. No. Title of the Book/Name of the author/Name of the publisher/Edition and Year
1 Operating System Concepts, Abraham Silberschatz, Peter Baer Galvin, Greg Gagne, Wiley India, 9th Edition,
2018.

Reference Books

1
Operating Systems, A Concept-Based Approach, DM Dhamdhere, Tata McGraw-Hill, 3rd Edition, 2012,

2 An Introduction to Operating Systems: Concepts and Practice, P.C.P. Bhatt, PHI(EEE), 4th Edition,
2014.
3
Operating System: Internals and Design Principles, William Stallings, Prentice Hall, 8th Edition, 2014

Course Outcomes: At the end of the course, the student will be able to:

RBT Level
CO Course Outcomes RBT Level
Indicator
Understand the Basic concepts of operating system structures, services and its
CO1 U L2
operations.
Apply various concepts to solve problems related to synchronization, deadlocks, memory
CO2 A L3
management, in Operating Systems.
Analyze different algorithms of CPU scheduling, Page replacement, storage management
CO3 An L4
and disk scheduling
Evaluate real - time knowledge on how programming languages, operating systems, and
CO4 E L5
architectures interact and how to use each effectively
Mapping of Course Outcomes to Program Outcomes:

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1
3
CO2
3
CO3
3 3 2 3 3 2
CO4

Weblinks and Video Lectures (e-Resources)

https://www.youtube.com/watch?v=783KABtuE4&list=PLIemF3uozcAKTgsCIj82voMK3TMR0YE_f (nptel
1
and mooc link)

2 https://www.youtube.com/watch?v=3- ITLMMeeXY&list=PL3pGy4HtqwD0n7bQfHjPnsWzkeRn6mkO

3 Operating System Full Course | Operating System Tutorials for Beginners (youtube.com)

4 Introduction to Operating Systems (youtube.com)

5 https://archive.nptel.ac.in/noc/courses/noc20/SEM1/noc20-cs04/

6 https://archive.nptel.ac.in/noc/courses/noc21/SEM1/noc21-cs44/

7 https://archive.nptel.ac.in/noc/courses/106/

8 https://archive.nptel.ac.in/noc/courses/noc21/SEM2/noc21-cs88/

9 https://www.youtube.com/watch?v=vBURTt97EkA&list=PLBlnK6fEyqRiVhbXDGLXDk_OQAeuVcp2O

10 https://www.youtube.com/watch?v=RozoeWzT7IM&list=PLdo5W4Nhv31a5ucW_S1K3-x6ztBRD-PNa

11 https://www.youtube.com/watch?v=9NpisfXy16o
 12 https://www.youtube.com/watch?v=PYPIEgSB_Ho

13 https://www.youtube.com/watch?v=fkGCLIQx1MI

14 https://www.youtube.com/watch?v=ACsLvXuaKxw

CIE- Continuous Internal Evaluation (50 Marks)

Theory
Bloom’s Continuous Assessment Tests Continuous Comprehensive Assessment
Category (IAT) (CCA)
IAT-1 IAT-2 CCA-1 CCA-2
50 Marks 50 Marks 50 Marks 50 Marks
Remember 05 0 0 0

Understand 15 10 0 0

Apply 25 25 0 0

Analyze 05 15 0 0

Evaluate 0 0 50 50

CIE Course Assessment Plan

Marks Distribution

Test-1 Test-2 Total Weightage

CO’s Marks
Module-1 Module-2 Module 2 to 2.5 Module-2.5 to 3 Module-4 Module-5

CO1 5 5 0 0 0 0 10 10%

CO2 9 20 5 5 10 5 36 54%

CO3 0 3 3 5 10 15 34 36%

CO4 - - - - - - - -

Total 14 28 8 10 20 20 100 100%

SEE- Semester End Examination (50 Marks)
Bloom’s Category SEE Marks
(90% Theory+10% Practical Questions)
Remember 05%
Understand 05%
Apply 54%
Analyse 36%
Evaluate -

SEE Course Plan

Marks Distribution
CO’s Total
Module-1 Module-2 Module 2 to 2.5 Module-2.5 to 3 Module-4 Module-5 Weightage
Marks

CO1 5 5 0 0 0 0 10 10%

CO2 9 20 5 5 10 5 36 54%

CO3 0 3 3 5 10 15 34 36%

CO4 - - - - - - - -

Total 14 28 8 10 20 20 100 100%

 PBL- Project Based Learning
Teaching Hours/Week (L: T:P: S) 0:0:2:2
Total Hours of Pedagogy 25 hours – Theory + Project
Credits: 02
Modules 3
CIE Marks 50
SEE Marks 50
Total Marks 100
Exam Hours 3
Examination nature (SEE) Project Evaluation

CIE SEE

Project Weekly Assessment Final Project Evaluation

Project Understanding 05 Marks Write up 10 Marks

Technical Competence 10 Marks Presentation & Demonstration 50 Marks

Project
Innovation 10 Marks Project report 25 Marks

Problem Solving 15 Marks Viva-Voce 15 Marks

Project Demonstration 10 Marks Total 100 Marks

Total 50 Marks 100 Marks Reduced to 50 Marks

1. Introduction

Project Based Learning is a model for classroom activity that shifts away from the classroom practices of
short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term,
interdisciplinary, and student-centered.

A systematic teaching method that engages students in learning essential knowledge and life-enhancing
skills through an extended, student-influenced inquiry process structured around complex, authentic
questions and carefully designed products and tasks.

Project learning, also known as project-based learning, is a dynamic approach to teaching, in which
students explore real-world problems and challenges, simultaneously developing cross-curriculum skills
while working in small collaborative groups.

2. Characteristics of Project-Based Learning:

• Students making decisions within a framework

• A problem or challenge to be solved;
• Students designing the process for reaching a solution
• Students gathering and managing information
• Continuous Evaluation
 Students regularly reflecting on the process
• A final product to be evaluated for quality
• An atmosphere that tolerates error and change

3. Purpose

 Introducing project-based learning on the curriculum.

 To help students to gain in-depth knowledge of the subject via project.
 During this process, students will be able to learn and understand the various stages of project
development.
4. Objectives

 Introducing mini project based on the curriculum.

 Develop in depth knowledge of the topic and technology.

 Use critical thinking skills and make real world connections

 Demonstrate and understand through products.

 Industry and concept-oriented learning.

5. Why Incorporate PBL?

 Promotes collaboration and interaction

 Learners communicate meaningfully and for authentic purposes

 Allows students with a variety of learning styles to demonstrate their acquired knowledge

 Students learn language, content, and skills simultaneously

 Increases learner autonomy

 Provides opportunities for students to pursue their own interests and questions and make decisions
about how they will find answers and solve problems.

 Improves education for all students Facilitates student integration of the content of different subjects

 Teaches children to use their own minds well and applies what they learn in school to life-long
endeavors.

 Helps students to become technologically literate

 Establishes connections to life outside the classroom, addressing real-world concerns, and
developing real-world skills

 Skills learned through PBL are those desired by today’s employers.

6. Benefits of PBL

• Offers multiple ways for students to participate and to demonstrate their knowledge.
• Accommodates different kinds of intelligences.
• Shifts students away from doing only what they typically do in a classroom
Environment.
• Encourages the mastery of technological tools, thus preparing them for the workforce.
 • Serves as a medium for students who don’t usually participate.
• Prompts students to collaborate while at the same time support self-directed learning.
• Offers a learning experience that draws on the thinking and shared efforts of several individuals.
• Helps students develop a variety of social skills relating to group work and negotiation.
• Promotes the internalization of concepts, values, and modes of thought, especially those related to
cooperation and conflict resolution.
• Establishes a supportive and non-competitive climate for students.
• Provides a means for transferring the responsibility for learning from teachers to students.
• Calls upon students to explain or defend their position to others in their project groups, so that learning
is more apt to be personalized and valued.

7. Process

 Project batches will be formed after the commencement of 3rd semester.

 The Students Batch Comprising of 4 members in a batch should be formed by the Project Based
Learning co-ordinator.
 Each Semester consists of 16 Weeks of Project based Learning.
 The Level of the Projects to be identified.
Level 1- 2nd Year – 3rd Semester & 4th Semester
Level 2- 3rd year – 5th Semester & 6th Semester
Level 3 – Final Year Project
 The Faculty handling the respective Theory Subject will be the PBL Coordinator and all the three
Batches to be handled by the PBL Coordinator with additional faculty.
 The List of Project Batches to be identified by the faculty assigned in consultation with HOD.
 The batch can select any topic from the list circulated by the PBL Coordinator
 The details of students Interaction with the guide shall be maintained by the guide in the prescribed
format.
 The Students Project should be continuously evaluated and PBL Coordinator should submit weekly
report to the HOD.
 The Rubrics for the PBL should be followed.
 The Students batches shall give the presentation on understanding of the topic and plan for
implementation.
 The Evaluation of the Projects is done in Two Phases
7.1 Two phases for Assessment

Phase 1:
1. Phase 1 is for 4 weeks
2. During this phase, the students shall discuss about the Objectives, Literature Survey and plan for
project execution.
Phase 2:
1. Phase 2 is for 11 Weeks
2. During this phase, the students shall carry out the project under regular supervision of the guide/subject
expert, Implementation and give final presentation/demonstration with project documents.
The marks distribution for PBL Work:
1. Phase 1 – 25 Marks
2. Phase 2 – 25 Marks

8. PBL Teaching and Learning Template

Meet the Problem

Understand Know/Need to Know
the Problem
Define the Problem Statement

Explore Gather Information

the Share Information

Curriculum Generate Possible Solutions

Resolve Determine Best Fit Solution

the Present the Solution

Problem
Debrief the Problem
9. Practice
 Every week 3 hour is exclusively dedicated to Project Based Learning.
 Assess their progress until they resolve the problem and summarise their learning.
 Provide opportunities for in-depth investigations of worthy topics.
 Allow learners to become more autonomous as they construct personally-meaningful artefacts that
are representations of their learning.
 Motivate students by engaging them in their own learning. PBL affords students opportunities for
development.
 Building communication, technical and management skills.

10. Obstacles/Gaps

 Lack of student’s interest

 Lack of assessment
 Lack of Basic knowledge
 Lack of consistence attendance and monitoring.
 Lack of abundant time allotment and time management

11. How to Overcome?

 Periodic process – stage wise assessment has to be done.
 Basic Knowledge- A complete guidelines and videos will be provided by the faculty who is handling
the respective subject and allotted guide.
 Regular evaluation and periodic monitoring is done by 2 stages.
 For Successful execution and demonstration of end-to-end system, exclusive 3hr/week project
time is allotted.
 12. Block diagram of PBL

13. Impact Analysis

 It encourages students to draw on their own creativity on problem solving and they learn the bridge
gap between theory and practice.
 Final products resulting from project-based learning can be shared with the department at large,
thus fostering ownership and technically strong with the subject scenario.

14. PBL – Guidelines

The guidelines are for successful completion of the project and to facilitate effective and uniform
conduction of projects by the students. It is expected that these guidelines will help in overall
improvement in the quality of the project.
14.1 Main phases of the project

Sl. No. Topics Duration

Phase-1
1. Understanding of the project and preparing a project plan 3 Weeks

2. Literature review 1 Week

3. Planning 1 Week

Phase-2
4. Analysis and Design 3 Weeks

5. Implementation 6 Weeks

6. Testing 1 Week

7. Writing the project report 1 Week

Total 16 Weeks

14.2 Final Presentation Structure

1. Title of the project & Batch Information

2. Agenda / Topics
3. Problem Statement / Project Definition
4. Background / Literature Review
5. Methodology
6. Analysis and Design
7. Implementation
8. Testing
9. Conclusion and Scope for Future Works
14.3 Project Based Learning Report Structure

1. Cover Page
2. Certificate
3. Declaration
4. Acknowledgement
5. Table of Contents
6. List of Tables
7. List of Figures
8. Introduction
9. Background / Literature Review
10. Methodology / Solution
11. Analysis and Design
12. Implementation
13. Results
14. Conclusion and Future Works
15. Bibliography / References
16. Appendices

15. Guidelines to prepare the Project report

 Project reports should be typed neatly only on one side of the paper with 1.5 or double line spacing
on a A4 size bond paper (210 x 297 mm).
 The margins should be: Left – 1.25″, Right – 1″, Top and Bottom – 0.75″.

 The total number of reports to be prepared are

 One copy to the department.

 One copy to the concerned guide

 One copy to the candidate.

 Before taking the final printout, the approval of the concerned guide is mandatory and suggested
corrections, if any, must be incorporated in the Final Report.
 For making copies dry tone Xerox is suggested.
  An abstract (synopsis) not exceeding 100 words, indicating salient features of the work.

16. Outcome of the project

 Students will gain the knowledge and understand

 To think creatively, work collaboratively.

 Solve complex problems using digital technology.

 Students learn and desire to engage continuous gain about knowledge such as design, analysis,
development, implementation and testing.

 Strong written communication skills and the ability to write technical documents that include
specification, design, and implementation of a mini project.
Project - Based Learning Rubric
Levels
Score

Content Conventions Organization Presentation

 Is well thought out and  No spelling,  Information is clearly  Multimedia is used to clarify
supports the solution to grammatical, or focused in an organized and illustrate the main points.
the challenge or question
punctuation errors and thoughtful manner.
5  Reflects application of  Format enhances the content.
critical thinking  High-level use of  Information is  Presentation captures
 Has clear goal that is vocabulary and word constructed in a logical
audience attention.
related to the topic choice pattern to support the
 Is pulled from a variety of solution.  Presentation is organized
sources and well laid out.
 Is accurate
 Is well thought out and  Few (1 to 3) spelling,  Information supports the  Multimedia is used to
supports the solution grammatical, or solution to the challenge illustrate the main points.
 Has application of critical punctuation errors or question.  Format is appropriate for the
4 thinking that is apparent
 Good use of vocabulary content.
 Has clear goal that is  Presentation captures
related to the topic and word choice
audience attention.
 Is pulled from several  Presentation is well
sources organized.
 Is accurate
 Supports the solution  Minimal (3 to 5) spelling,  Project has a focus but  Multimedia loosely
 Has application of critical grammatical, or might stray from it at illustrates the main points.
3 thinking that is apparent punctuation errors times.  Format does not suit the
 Has no clear goal  Information appears to content.
 Low-level use of
 Is pulled from a limited have a pattern, but the  Presentation does not capture
vocabulary and word
number of sources pattern is not consistently audience attention.
choice
 Has some factual carried out in the project.  Presentation is loosely
errors or   Information loosely organized.
inconsistencies supports the solution.
  Provides inconsistent  More than 5 spelling,  Content is unfocused and  Presentation appears sloppy
information for solution grammatical, or haphazard. and/or unfinished.
 Has no apparent punctuation errors  Multimedia is
2 application of critical  Information does not
overused or
thinking  Poor use of vocabulary support the solution to
and word choice the challenge or underused.
 Has no clear goal  Format does not enhance
 Is pulled from few question.
content.
sources  Information has no  Presentation has no clear
 Has significant factual apparent pattern. organization.
errors, misconceptions, or
misinterpretations
Subject Identified for Project Based Learning
III
Semester

Advanced Python Programming

Subject Identified for PBL

Prerequisite Basic Python, Basics of Scientific computing using python, Object Oriented Concepts

It is required to analyze the data, building projects in different domains like machine learning,
Justification for the selected subject E-commerce, healthcare, social media etc.

Educational Tools, Social Media Applications, Healthcare, Transport, E-Commerce, IoT

Applications, Machine Learning and Artificial Intelligence, Desktop GUI Applications, Game
Development, Web Scraping and Data Mining: Database Applications, Networking and
Cybersecurity. (Not limited to)
List of possible projects

Signature of the Guide Signature of HOD

 Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

Semester : III
Course Title : Advanced Python Programming with Data Visualization
Course Code : 23ISEN36
Course Type Practical
:
(Theory/ Practical/ Integrated)
Category : PBL
Stream : Information Science and CIE : 50
Engineering
Teaching hours/ week (L:T:P:S) : 0:2:0:2 SEE : 50
Total Hours : 30 Hours SEE : 2 Hours
Credits : 02 Duration

Course Learning Objectives: Students will be able to:

Sl. No Course Objectives

1 Understand the concepts of threading and multi-threading in Python.
2 Learn usage of Python libraries to implement Date and time, GUI and database interaction.
3 Illustrate the different aspects of datasets using different modules in Python.
Design and implement the programming concepts of Python to obtain a desired solution for a given
4
problem.

Teaching-Learning Process

Pedagogical Initiatives:5
Some sample strategies to accelerate the attainment of various course outcomes are listed below:
 Adopt different teaching methods to attain the course outcomes.
 Include videos to demonstrate various concepts in C.
 Encourage collaborative (Group) Learning to encourage team building.
 Ask at least three HOTS (Higher-order Thinking Skills) module-wise questions to promote critical thinking.
 Adopt Problem-Based Learning (PBL), which fosters students’ analytical skills, and develops thinking
skills such as evaluating, generalizing, and analyzing information rather than simply recalling it.
 Show different ways to solve a problem and encourage the students to come up with creative and optimal
solutions.
 Discuss various case studies to map with real-world scenarios and improve the understanding.
 Devise innovative pedagogy to improve Teaching-Learning Process (TLP).
 Scheme of Teaching and Examinations for BE Programme -2024-25
Outcome Based Education and Choice Based Credit System (CBCS)
(Effective from the Academic Year 2024-25)
DSATM COURSE CURRICULUM
Module Topics Hours
No.
Threads in Python: Difference between process and thread, Types of threads, Benefits of threads,
1 Creating threads, Single tasking and multitasking, Thread synchronization, Deadlock in threads,
Daemon threads.

Date and time in Python: Date and time now, combining date and time, Formatting dates and times, 5
Finding durations using “time delta”, Comparing two dates, sorting dates, Stopping execution
temporarily, knowing the time taken by a program, Calendar module.

Graphical User Interface: Creating a GUI in Python, Widget classes, Working with Fonts and
Colours, working with Frames, Layout manager, Event handling.

Textbook 1: Chapter 1: 1.1 to 1.8 ; Chapter 2,3

Textbook 2: Chapter 3: 3.1, 3.2,3.3.

Pedagogy Problem Solving

Introduction to Pandas: NumPy, SciPy: Introduction to Pandas Data Frames, NumPy
multidimensional arrays, and SciPy libraries to work with different datasets. 5
2 Import and Export of Data: Installing, loading and using packages for importing and exporting data
in Python.

Textbook 3: Chapter 1: 1.4 - 1.7

Pedagogy Poster Presentation

Data Preprocessing and Transformation: Handling of missing data, Data cleaning and
transformation. 5
3 Data Visualization: Introduction to Matplotlib, Seaborn, Bokeh, Plotly Libraries with functions.

Textbook 3: Chapter 2: 2.1 - 2.3 ; Chapter 3: 3.2 - 3.6

Pedagogy Demonstration
 Pedagogical Initiatives (Not limited to):
 Think Pair and Share (Blended Learning): provides an opportunity for students to learn from
one another
 Problem Solving: encourages cognitive thinking and enables creative problem solving
 Poster Presentation: allows students to represent the concepts visually in order to understand
the topics easily.
 Case studies: maps different domains in real time applications
 Demonstration: exhibits the implementation process

Text Books

Sl. No. Title of the Book/Name of the author/Name of the publisher/Edition and Year
1 Practical Programming: An Introduction to Computer Science Using Python 3, Paul Gries , Jennifer
Campbell, Jason Montojo, Pragmatic Bookshelf, 3rd Edition, 2018.
2 Python for Data Analysis, Mckinney, W, O’reilly (SPD), Second edition, 2017.
3 Python Data Science Handbook, Jake VanderPlas, O’REILLY , 1st Edition,2016
Reference Books

1 Advanced Python Programming, Dr. Gabriele Lanaro, Quan Nguyen, SakisKasampalis, Packt
Publishing, 2019.
2 Automate the Boring Stuff with Python, Al Sweigart, No Starch Press, 1st Edition, 2015.
(Available under CC-BY-NC-SA license at https://automatetheboringstuff.com/).
3
Python Programming Using Problem Solving Approach, Reema Thareja Oxford University Press.
4 Think Python: How to Think Like a Computer Scientist, Green Tea Press, Allen B. Downey, 2nd
Edition, 2015.
(Available under CC-BY-NC license http://greenteapress.com/thinkpython2/thinkpython2.pdf).
Course Outcomes: At the end of the course, the student will be able to:

CO Course Outcomes RBT Level RBT Level

Indicator
Understand the concepts of threading, multi-threading, data analysis and
CO1 U L2
visualization in python.
Apply application-oriented python programming modules to implement Date and
CO2 time, GUI and database interaction. A L3

CO3 Analyze the different aspects of datasets using different modules in python. AN L4
Implement the programming concepts of python to obtain a desired solution for a
CO4 C L6
given problem.
Mapping of Course Outcomes to Program Outcomes:

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

CO1

CO2 3 3

CO3 3 3 3 3

CO4 3 3 3 2 3 3 3 3 3

Weblinks and Video Lectures (e-Resources)

1 https://onlinecourses.nptel.ac.in/noc22_cs31/preview

2 https://onlinecourses.swayam2.ac.in/cec22_cs20/preview

3 https://www.youtube.com/watch?v=7v_TVJHodiI

4 https://www.coursera.org/courses?query=python&productDifficultyLevel=Advanced

5 https://warin.ca/ressources/books/2019_Book_AdvancedGuideToPython3Programm.pdf

6 https://www.youtube.com/watch?v=2660m0fVgn0&list=PLI4OVrCFuY57b_16D8xs7-hmABHncVD_w

7 https://www.geeksforgeeks.org/advanced-python-tutorials/
https://github.com/methylDragon/coding-notes/blob/master/Python%203/04%20Python%203%20-
8
%20Advanced%20Concepts.md
9 https://www.javatpoint.com/advance-concepts-of-python-for-python-developer

10 https://www.slideshare.net/slideshow/advance-python-programming/244945363
 Affiliated to VTU
Approved by AICTE
Dayananda Sagar Academy of Technology & Management Accredited by NAAC with A+ Grade
(Autonomous Institute under VTU) 6 Programs Accredited by NBA
(CSE, ISE, ECE, EEE, MECH, CV)

Project Based Learning - Batch

From, Date:

Name: & USN:

Name: & USN:

Name: & USN:

Name: & USN:

Semester:
Respected Sir/Madam,
Sub: Regarding PBL Batch
With respect to the above subject, we are the students mentioned above would like to form the batch for
carrying out the mini project on……………………………………………………………………………….

Thanking you, Yours faithfully

Sl. No. Name of the student Signature

1.

2.

3.

4.

Signature of the Guide

Name of the Guide Designation
Department of ……………. Engineering
 Affiliated to VTU
Approved by AICTE
Dayananda Sagar Academy of Technology & Management Accredited by NAAC with A+ Grade
(Autonomous Institute under VTU) 6 Programs Accredited by NBA
(CSE, ISE, ECE, EEE, MECH, CV)

Project Based Learning – Student(s) – Guide – Interaction

Date

PBL Batch No.

Title of the project

Week No.

Content of the Discussion

Suggestion by the guide

Name of Signature of students

Signature of the Guide Signature of PBL Coordinator Signature of HOD

 Affiliated to VTU
Approved by AICTE
Dayananda Sagar Academy of Technology & Management Accredited by NAAC with A+ Grade
(Autonomous Institute under VTU) 6 Programs Accredited by NBA
(CSE, ISE, ECE, EEE, MECH, CV)

Project Based Learning – Continuous Evaluation

Marks assigned
Batch No. Remarks by the guide on the progress of the project
Name USN

Signature of the Guide Signature of PBL Coordinator Signature of HOD

 Affiliated to VTU
Approved by AICTE
Dayananda Sagar Academy of Technology & Management Accredited by NAAC with A+ Grade
(Autonomous Institute under VTU) 6 Programs Accredited by NBA
(CSE, ISE, ECE, EEE, MECH, CV)

Project Based Learning – Review

CONTINIOUS INTERNAL ASSESSMNET

Phase I (25 Marks) Phase II (25 Marks) Final CIE Marks

(Phase I & Phase II)
Batch Name of the (50 Marks)
Abstract /
No. Student USN Analysis & Design Implementation Demonstration
Understanding of
(20 Marks) (5 Marks)
the Project (20 Marks)
(5 Marks)

Signature of the Guide Signature of PBL Coordinator Signature of HOD

 Affiliated to VTU
Approved by AICTE
Dayananda Sagar Academy of Technology & Management Accredited by NAAC with A+ Grade
(Autonomous Institute under VTU) 6 Programs Accredited by NBA
(CSE, ISE, ECE, EEE, MECH, CV)

Project Based Learning Outcomes

Sl. No. Batch No. Name of Students USN Domain Outcomes

Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

ABILITY ENHAMCEMENT COURSE

EXPERIENTIAL LEARNING
1. (a) Define Objectives
Identify Goals: Determine what skills and knowledge you want students to acquire through Experiential Learning.

Learning Goal (LG)-1 Illustrate the Semantic Structure of XHTML and CSS.

Learning Goal (LG) -2 Create forms and tables using HTML and CSS.

Learning Goal (LG) -3 To get familiarity with the JavaScript language and Document Object Model handling of Java Script.

Learning Goal (LG)-4 Design Client and Server-Side programming using JavaScript and PHP.

(b) Course Outcomes

Identify Goals: Determine what skills and knowledge you want students to acquire through Experiential Learning.

Course Outcomes (CO)-1 Apply XHTML and CSS syntax and semantics to build web pages.

Course Outcomes (CO)-2 Analyze the forms with tables using HTML and CSS.

Course Outcomes (CO)-3 Design Client-Side Scripts using JavaScript.

Course Outcomes (CO)-4 Develop Server-Side Scripts using PHP to insert and retrieve the contents.

Course Outcomes (CO)-5 Implement a web based mini projects using XHTML, JavaScript and PHP.
(c) Alignment
Align with Curriculum: Ensure these goals align with the overall educational objectives of the engineering program.

Sl.No Learning Goals Course Outcomes Assessment In-Class Activity Out-of- Class Activity Weightage

1. LG-1 CO-1 Program Conduction In –Lab Execution 10%

2. LG-2 CO-2 Program Conduction In –Lab Execution 20%
3. LG-3 CO-3 Program Conduction In –Lab Execution 30%
4. LG-4 CO-4 Program Conduction In –Lab Execution Open ended programs 30%
5. LG-1 to LG-4 CO-5 Demonstration of Mini Mini Project 10%
Project

2. Curriculum Design
(a) Course integration
Course Integration: Identify which courses can incorporate experiential learning activities. This can include project-based courses, labs, internships, and
workshops.
Sl.No Course Name Course Code Justification for selecting the Course for Experiential
Learning
1. OOPS with Java Course is thought with basic of object oriented programming with
Java. Students are engaged in programming with real world
problems.
 (b) Develop Modules

Develop Modules: Create specific modules within these courses that focus on hands-on experiences.

Lecture RBT Activities Course Outcome Mode of Planned

Module No Lab Programs Actual Date
No. Levels Planned Mapping Delivery Date

Introduction to XHTML: Basic syntax, Standard XHTML document

structure, Basic text markup, Images, Hypertext Links, Lists, Tables. Peer Group
1 2 L2
Learning
CO-1 PPT
Forms, Frames in XHTML
Introduction to CSS: Levels of style sheets, Style specification
1 2 L2 Mind Mapping CO-2 Chalk and Talk
formats, Selector forms, Property value forms
Java Script: General syntactic characteristics, Primitives, Operations,
2 2 and expressions; Screen output and keyboard input. Control L2 Brain Storming CO-3 PPT
statements, Arrays, strings, Functions, Element access in JavaScript.
PHP: Overview of PHP, General syntactic characteristic, Arrays,
$_GET and $_POST Reading/Writing Files, Form handling, Files, Problem
2 2 L2
Solving
CO-4 Video Lectures
Cookies, Session tracking, Database access with PHP and MySQL.
Lab Execution
Apply XHTML knowledge to accomplish the following using tags:

(i) i) A paragraph containing text “All that glitters are not gold”. Bold face
Experiment - and italicize this text
1
1
(ii) ii) Create equation: 𝑥 = 1/3(𝑦1 2 + 𝑧1 2 ) L3 CO-1 PC
(iii) iii) Put a background image to a page and demonstrate all attributes of
background image
iv) Create unordered list of 5 fruits and ordered list of 3 flowers
 Create following table using XHTML tags. Properly align cells, give Lab Execution
Experiment -
2
suitable cell padding and cell spacing, and apply background color,
bold and emphasis necessary.

2 L6 CO-2 PC

Create following calculator interface with XHTML and CSS

Experiment -
3

3 L6 Lab Execution CO-2 PC

Design a web page using JavaScript program to displays scrolling Lab Execution
Experiment -
4 4 text which moves from left to right with a small delay, upon L5 CO-3 PC
clicking a button.
 Develop and demonstrate a XHTML file that includes JavaScript Lab Execution
Experiment -
5 script for the following problems:
a) Input: A number n obtained using prompt.

5 Output: The first n Fibonacci numbers. L6 CO-3 PC

b) Input: A number n obtained using prompt.
Output: A table of numbers from 1 to n and their squares using
alert.

Develop and demonstrate a XHTML file that includes JavaScript Lab Execution PC
Experiment -
6
script that uses functions for the following problems:
a) Parameter: A string Output: The position in the string of the
6 left-most vowel. L6 CO-3
b) Parameter: A number Output: The number with its digits in the
reverse order.

Create a webpage containing 3 overlapping images using Lab Execution PC

Experiment -
7 7 XHTML, CSS and JS. Further when the mouse is over any image, L6 CO-3
it should be on the top and fully displayed.
Write a PHP program to store current date-time in a COOKIE and Lab Execution PC
Experiment - display the ‘Last visited on’ date-time on the web page upon
8
8 L4 CO-4
reopening of the same page.
Create a XHTML form with Name, Address Line 1, Address Line Lab Execution PC
Experiment - 2, and E-mail text fields. On submitting, store the values in
9 9
MySQL table. Retrieve and display the data based on Name. L6 CO-4
 Using PHP and MySQL, develop a program to accept book PC
information viz. Accession number, title, authors, edition and
Experiment - publisher from a web page and store the information in a
10
10 database and to search for a book with the title specified by the L6 Lab Execution CO-4
user and to display the search results with proper headings.

3. Mapping of Learning objectives with Learning Outcomes

Course/Modules Learning Objective Learning Outcome Assessment Method
Experiment 1 LO-1 CO-1 Program Conduction in Lab
Experiment 2, 3 LO-2 CO-2 Program Conduction in Lab
Experiment 4,5,6,7 LO-3 CO-3 Program Conduction in Lab
Experiment 8,9,10 LO-4 CO-4 Program Conduction in Lab
Mini Project LO1-LO4 CO-5 Demonstration of the Mini Project

4. Partnerships and Resources

Industry Collaboration: Establish partnerships with local industries and organizations to provide real-world projects, internships, and site visits.
Sl. No. Name of the Industry Collaboration Projects undertaken / Industrial Visit Domain Project Outcomes
1. ATAL Incubation Centre, DSU Industrial Visit Computer Science- Web page/app for the Mini Project on
Web Development real world problems
Implement Experiential Activities

PBL Component Details

Project Title Mini Project on Web Application

The following projects can be considered as realworld problems. [ Not Limited to ]

1. TOURISM
Real-World Problem 2. AGRICULTURE, FOODTECH & RURAL DEVELOPMENT
3. SMART EDUCATION
4. SMART AUTOMATION

Subject Areas: Web Programming

Learning Objectives
Skills Developed: XHTML, JavaScript, PHP, MySQL

Start Date: First day of the semester

Milestones/Checkpoints:
1. Understand the SDLC process of the project: 1-3weeks
2. Design and Implement the project: 4-8 weeks
Timeline
3. Evaluate the working of the project: 9-10 weeks
4. Demonstrate and report submission: 11-12 weeks
End Date: Last day of the semester
 Materials: computer systems
Resources Needed Technology: MySQL, PHP and JavaScript
Guest Speakers/Experts: ATAL DSU
Group Size: 4members
Team Formation
Team Roles: Analysis, Design, Develop and Test

Background Information Basic programming skills

Primary Sources: [List methods such as interviews, surveys]

Research Methods
Secondary Sources: [List methods such as articles, books, videos]
Frequency: Once in a Month
Team Meetings
Structure: Based on their SDLC stage the review for the progress and suggestions given
Digital Platforms: Google sites, Apache webserver, MySQL database, PHP
Collaboration Tools
Communication Methods: In-Person meetings, presentations, demonstration.
1. Discovery.
2. Strategy.
3. Visual and User Experience Design.
4. Web Development.
Project Deliverables
5. Content Integration.
6. Quality Assurance.
7. Deployment.
8. Report on project
 Options: PowerPoint, Team Demonstration

Presentation Format Audience: classmates

Schedule: Presentation schedule: 11th week
 Defining the Purpose and Theme
 Setting Goals
 Form an Organizing Committee: Invite Participants
Project Exhibition
 Choose a Venue
 Set a Budget for the exhibition
 Create a Timeline to host
 Experiential Learning - Batch

From, Date:

Name: & USN:

Name: & USN:

Name: & USN:

Name: & USN:

Semester:

Respected Sir/Madam,
Sub: Regarding Experiential Learning Batch
With respect to the above subject, we are the students mentioned above would like to form the batch for
carrying out the mini project on……………………………………………………………………………….

Thanking you, Yours faithfully

Sl. No. Name of the student Signature

1.

2.

3.

4.

Signature of the Guide

Name of the Guide Designation
Department of ……………. Engineering
 Experiential Learning (EL) – Student(s) – Guide – Interaction

Date

EL Batch No.

Title of the project

Week No.

Content of the Discussion

Suggestion by the guide

Name of Signature of students

Signature of the Guide Signature of HOD

Assessment

Rubrics for Project-Based Learning Assessment

Sl. Name of the USN Criteria Exemplary (4) Proficient (3) Developing (2) Beginning (1) Total
No Student
Demonstrates Shows good Displays basic Lacks clear
deep understanding of understanding of project understanding of
Project Understanding understanding of project goals and goals and requirements; project goals and
project goals and requirements; some key issues and requirements; key
requirements; recognizes most key objectives are unclear. issues and
identifies key issues and objectives. objectives are
issues and misunderstood.
objectives.
Mastery of Good technical skills; Basic technical skills; Limited technical
technical skills applies skills occasionally makes skills; frequently
Technical Competence required for the competently with few errors in application. makes errors in
project; applies errors. application.
skills effectively
and efficiently.
 Highly creative Somewhat creative Limited creativity and Lacks creativity and
and original ideas; and original ideas; originality; shows originality; no
Innovation shows significant demonstrates minimal innovation. evidence of
innovation and innovation in some innovative thinking.
out-of-the-box aspects.
thinking.
Identifies problems Identifies problems Identifies problems but Struggles to identify
accurately and correctly and develops solutions are somewhat problems and
Problem Solving develops effective, good solutions. effective or incomplete. develop effective
comprehensive solutions.
solutions.
Manages project Manages project Manages project Poor management
timelines, timelines, resources, timelines, resources, of project timelines,
resources, and and tasks effectively; and tasks with some resources, and
Project Management tasks exceptionally meets most deadlines. difficulty; misses some tasks; frequently
well; meets all deadlines. misses deadlines.
deadlines.
Thorough, clear, Clear and organized Basic documentation; Poor
and well-organized documentation; most some necessary details documentation;
Documentation documentation; all necessary details are missing or unclear. lacks necessary
included.
 necessary details details and
included. organization.
Engaging and Good presentation; Basic presentation; Ineffective
well-organized communicates ideas some ideas are unclear presentation; ideas
Presentation Skills presentation; clearly but lacks some or poorly organized. are unclear and
communicates engagement or poorly organized.
ideas clearly and organization.
effectively.
Works Works well with team Works with team Struggles to work
exceptionally well members; members but has some with team
Collaboration with team demonstrates good difficulties in members; lacks
members; shows teamwork. collaboration. teamwork and
strong teamwork collaboration skills.
and leadership
skills.
Meets or exceeds Meets faculty Meets some faculty Does not meet
faculty expectations in most expectations; shows faculty
Faculty Assessment expectations in all areas; shows good average performance. expectations;
areas; shows performance. shows poor
exceptional performance.
performance.
 Provides deep Provides good insights Provides basic insights Provides minimal or
insights and and analysis of own and analysis of own no insights and
Reflection critical analysis of work; demonstrates work; shows some analysis of own
own work; learning and growth. learning and growth. work; shows little to
demonstrates no learning and
significant learning growth.
and growth.
Exceptional overall Good overall Average overall Poor overall
performance; performance; meets performance; meets performance; does
Overall Assessment exceeds expectations in most expectations in some not meet
expectations in areas. areas. expectations in
most or all areas. most areas.
Skills Assessment

Course: Web Programming

Student USN Skill Skill Skill Improv Syntax Syntax Logic & Logic & Data Data Libraries & Libraries & Code Code Debugging Debugging
Name Acquired Level Level ement (1-10) (1-10) Problem Problem Structures Structures Frameworks Frameworks Optimization Optimization (1-10) Before (1-10) After
Before After (After- Before After Solving Solving (1-10) (1-10) After (1-10) (1-10) After (1-10) Before (1-10) After
(1-10) (1-10) Before) (1-10) (1-10) Before Before
Before After
Text Books

Sl. No. Title of the Book/Name of the author/Name of the publisher/Edition and Year

1 Programming the World Wide Web, Robert.W.Sebesta ,Fourth Edition, Pearson Education,2007
2 Fundamentals of Web Development, Randy Connolly, Ricardo Hoar, Fourth Edition, Pearson Education India.
(ISBN:978-9332575271), 2016

Reference Books

1 Internet & World Wide Web How to program, M.Deitel, P.J.Deitel, A.B.Goldberg 4th Edition, Pearson
Education / PHI, ISBN-13: 978-8131725221, 2009.
2 Internet & World Wide Web How to Program, Deitel, Goldberg, Third Edition, PearsonEducation,2006
3 The Web Warrior Guide to Web Design Technologies, Sklar 1st Edition, Cengage Learning India, ISBN-13:
978-8131514764, January 2011.
Course Outcomes: At the end of the course, the student will be able to:

RBT Level
CO Course Outcomes RBT Level
Indicator
CO1 Apply XHTML and CSS syntax and semantics to build web pages. Apply L3

CO2 Analyze the forms with tables using HTML and CSS. Analyze L4

CO3 Design Client-Side Scripts using JavaScript. Evaluate L5

CO4 Develop Server-Side Scripts using PHP to insert and retrieve the contents. Create L6
CO5 Implement a web based mini projects using XHTML, JavaScript and PHP. Create L6

Mapping of Course Outcomes to Program Outcomes:

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
3 3
CO1
3
CO2
3 3
CO3
3 3
CO4
3 2 2 2 2 2 3 3
CO5
 Weblinks and Video Lectures (e-Resources)

1 Fundamentals of WEB Programming: https://www.youtube.com/watch?v=DR9dr6gxhDM

2 https://nptel.ac.in/courses/106/105/106105084/

3 https://www.edx.org/learn/web-development

4 Coursera–Web Application Technologies and Django: https://www.coursera.org/learn/django-database-web-apps

5 Coursera-Web Design: Wire frames to Prototypes: https://www.coursera.org/learn/web-design-wireframes-prototypes

6 HTML and XHTML: https://www.youtube.com/watch?v=A1XlIDDXgwg

7 CSS: https://www.youtube.com/watch?v=J35jug1uHzE

8 Java Script and HTML Documents: https://www.youtube.com/watch?v=Gd0RBdFRvF0

9 Dynamic Documents with JavaScript: https://www.youtube.com/watch?v=HTFSIJALNKc

10 Tutorial Links: http://www.tutorialspoint.com

11 Tutorial Links: http://www.w3schools.com

 SOCIAL CONNECT
&
RESPONSIBILITY (SCR)
1 Credit Course – Practical + Planning

Assessment Details (both CIE and SEE)

NO SEE – Semester End Exam – Completely Practical and activities based evaluation

Plan of Action (Execution of Activities)

Sl.No Practice Session Description

1. Lecture session in field to start activities

2. Students Presentation on Ideas

3. Commencement of activity and its progress

4. Execution of Activity

5. Case study-based Assessment, Individual performance

6. Sector/ Team wise study and its consolidation

7. Video based seminar for 10 minutes by each student at the end of semester with Report.

● Each student should do activities according to the scheme and syllabus.

● At the end of semester student performance has to be evaluated by the faculty for the assigned activity progress and
its completion.
● At last consolidated report of all activities from 1st to 5th, compiled report should be submitted as per the instructions
and scheme.
Assessment Details for CIE (both CIE and SEE)

Weightage CIE – 100% ● Implementation strategies of the project (

NSS work).
Field Visit, Plan, Discussion 10 Marks ● The last report should be signed by
NSS Officer, the HOD and principal.
Commencement of activities and its progress 20 Marks
● At last report should be evaluated by the NSS
officer of the institute.
Case study-based Assessment Individual 20 Marks
performance with report

Sector wise study & its consolidation 5*5 = 25 25 Marks

Video based seminar for 10 minutes by each student 25 Marks

At the end of semester with Report. Activities 1 to 5,
5*5 = 25

Total marks for the course in each semester 100 Marks

For each activity, 20 marks CIE will be evaluated for IA marks at the end of semester, Report and assessment copy should be
made available in the department.

Students should present the progress of the activities as per the schedule in the prescribed practical session in the field. There
should be positive progress in the vertical order for the benefit of society in general through activities.
Activities:

Jamming session, open mic, and poetry: Platform to connect to others. Share the stories with others. Share the experience of
Social Connect. Exhibit the talent like playing instruments, singing, one-act play, art-painting, and fine art.

PEDAGOGY:

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

COURSE TOPICS:

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

Duration:

A total of 40 - 50 hrs engagement per semester is required for the 3rd semester of the B.E. /B.Tech. program. The students will
be divided into groups. Each group will be handled by faculty mentor. Faculty mentor will design the activities (particularly Jamming
sessions open mic ,and poetry) Faculty mentors has to design the evaluation system as per guidelines of scheme & syllabus.

Continuous Internal Evaluation (CIE):

● After completion of the course, the student shall prepare, with daily diary as reference, a comprehensive report in
consultation with the mentor/s to indicate what he has observed and learned in the social connect period.
● The report should be signed by the mentor.
● The report shall be evaluated on the basis of the following criteria and/or other relevant criteria pertaining to the activity
completed. Marks allotted for the diary are out of 50.
● Planning and scheduling the social connect Information/Data collected during the social connect Analysis of the
information/data and report writing
● Considering all above points allotting the marks as mentioned below

Excellent : 80 to 100
Good : 60 to 79
Satisfactory : 40 to 59
Unsatisfactory and fail: <39
Pedagogy – Guidelines:
It may differ depending on local resources available for the study as well as environment and climatic differences, location and time of execution.

Sl.No Topic Group size Location Activity execution Reporting Evaluation Of the Topic

1. Plantation and adoption May be individual or Farmers land/ parks / Site selection /proper Report should be submitted Evaluation as per the rubrics
of a tree: team Villages / roadside/ consultation/Continuous by individual to the of scheme and syllabus by
community area / College monitoring/ Information concerned evaluation Faculty
campus etc…. board authority
2. Heritage walk and May be individual or Temples / monumental Site selection /proper Report should be submitted Evaluation as per the rubrics
crafts corner: team places / Villages/ City Areas consultation/Contin uous by individual to the of scheme and syllabus by
/ Grama panchayat/ public monitoring/ Information concerned evaluation Faculty
associations/Government board authority
Schemes officers/ campus
etc…..
3. Waste management May be individual or Farmers land / parks / Group selection / proper Report should be submitted Evaluation as per the rubrics
and Animal adoption team Villages visits / roadside/ consultation / Continuous by individual to the of scheme and syllabus by
community area / College monitoring / Information concerned evaluation Faculty
campus etc…. board authority
4. Water conservation: May be individual or Villages/ City Areas / Grama Site selection / proper Report should be submitted Evaluation as per the rubrics
team panchayat/ public consultation/Contin uous by individual to the of scheme and syllabus by
associations/ Government monitoring/ Information concerned evaluation Faculty
Schemes officers / campus board authority
etc…..
5. Food walk: Practices in May be individual or Villages/ City Areas / Grama Group selection / proper Report should be submitted Evaluation as per the rubrics
societ team panchayat/ public consultation / Continuous by individual to the of scheme and syllabus by
associations/ Governme nt monitoring / Information concerned evaluation Faculty
Schemes officers/ campus board authority
etc…
 Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

Semester : III

Course Title :
Social Connect & Responsibility

Course Code : 23ISEN38

Course Type Practical

:
(Theory/ Practical/ Integrated)

Category : SCR

Stream : Information Science and CIE : 100

Engineering

Teaching hours/ week (L:T:P:S) : 0:0:2:0 SEE : NA

Total Hours : 15 Hours CIE Duration : 1 Hour

Credits : 01

Course Learning Objectives: Students will be able to:

Sl. No. Course Objectives

1 Understand the environment to build and elevate nature to the society.

2  Explore the ancient monument with team, connecting to society with creative idea.

Demonstrate planning, organizational and management skills.

3

Teaching-Learning Process

General Instructions - Pedagogy:

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

● In addition to the traditional lecture method, different types of innovative teaching methods may be adopted so
that the activities will develop students’ theoretical and applied social and cultural skills.

● State the need for activities and its present relevance in the society and Provide real-life examples.

● Support and guide the students for self-planned activities.

● You will also be responsible for assigning homework, grading assignments and quizzes, and documenting students’
progress in real activities in the field.

● Encourage the students for group work to improve their creative and analytical skills
 Scheme of Teaching and Examinations for BE Programme -2024-25

Outcome Based Education and Choice Based Credit System (CBCS)

(Effective from the Academic Year 2024-25)

DSATM
COURSE CURRICULUM

Contents:

The course is mainly activity-based that will offer a set of activities for the student that enables them to connect with fellow
human beings, nature, society, and the world at large.

The course will engage students for interactive sessions, open mic, reading group, storytelling sessions, and semester-long
activities conducted by faculty mentors.

Module
Topics Hours
No.

Plantation and adoption of a tree:

1 Plantation of a tree that will be adopted for four years by a group of BE students. They will 8
also make an excerpt either as a documentary or a photoblog describing the plant’s origin,
its usage in daily life, and its appearance in folklore and literature.
Heritage walk and crafts corner:
Heritage tour, knowing the history and culture of the city, connecting to people around 8
2 through their history, knowing the city and its craftsman, photo blog and documentary on
evolution and practice of various craft forms - – Objectives, Visit, case study, report,
outcomes.
Animal adoption and Waste Management:
Community Clean-Up Events and Pet -Adopting animals for shelters- Objectives, Visit, 8
3 case study, report, outcomes, documentary or photo blog presenting the current practices.
Water conservation:
Water Conservation Workshops about water-saving techniques, Educational Campaigns 8
4 in Schools on Protection of Local Water Resources, - Objectives, Visit, case study,
report, outcomes, documentary or photo blog presenting the current practices
Food Walk:
5 Cooking without fire recipes with Tasting and Learning Sessions, Food Waste Awareness 8

Healthy on Eating, Charitable Initiatives – Objectives, Visit, case study, report, outcomes,
implementation in the campus, documentary or photo blog presenting the current practices.
 Pedagogical Initiatives:
● Role play: form of experiential learning
● Problem Solving: encourages cognitive thinking and enables creative problem solving
● Poster Presentation: allows students to represent the concepts visually in order to understand the topics
easily.
● Case studies: maps different domains in real time applications
● Demonstration: exhibits the implementation process

Course Outcomes: At the end of the course, the student will be able to:

CO Course Outcomes RBT Level RBT Level

Indicator
CO1
Demonstrate the plantation of Tree and experiencing the Heritage trip Create L6

CO2 Analyse Animal adoption and water conservation process Analyze L4

CO3 Apply food walk knowledge through case studies Apply L3

Mapping of Course Outcomes to Program Outcomes:

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3

3 3 3 3 2 3 2
CO1

3
CO2

3
CO3
 Dayananda Sagar Academy of Technology & Management
(Autonomous Institute under VTU)

Semester : III
Course Title : Linear Algebra and Discrete Mathematics
Course Code : 23MAT31A
Course Type : Theory
(Theory/ Practical/ Integrated)
Course Category : BSC
Stream : Information Science and CIE : 50 Marks
Engineering
Teaching hour/week (L:T:P:S) : 2:2:0:0 SEE : 50 Marks
Total Hours : 40 Hours SEE : 3 Hours
Duration
Credits: : 03
Course Learning Objectives: Students will be taught
Sl.No Course Objectives
1 Acquire basic knowledge of Mathematical concepts for understanding Engineering problems
2 Use concepts of linear algebra and discrete mathematics in solving problems
3 Analyze problems using concepts of linear algebra and discrete mathematics
4 Use MATLAB to obtain solutions of various mathematical problems
Teaching-Learning Process
Pedagogy (General Instructions):
These are sample Strategies; which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of teaching method may
be adopted to develop the outcomes.
2. Show Video/animation films to explain the infrastructures and the mechanism involved in the principle.
3. Encourage collaborative (Group) Learning in the class.
4. Ask at least three HOT (Higher-order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills such as the
ability to evaluate, generalize, and analyze information rather than simply recall it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come up with their own creative
ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the students'
understanding.
9. Individual teachers can device innovative pedagogy to improve teaching-learning.
 Scheme of Teaching and Examinations for BE Programme -2023-24
Outcome Based Education and Choice Based Credit System (CBCS)
(Effective from the Academic Year 2023-24)
DSATM
COURSE SYLLABUS
Module Contents of the Module Hours
No.
Matrix Theory
1 Elementary transformations on a matrix, echelon form & rank of a matrix, consistency of 8
system of linear equations, Gauss elimination, Gauss – Seidel method to solve system of
linear equations. eigen values and eigen vectors of a matrix, Rayleigh power method to
determine the dominant eigen value of a matrix, diagonalization of matrices.
Pedagogy Chalk and board, group discussion, ppt, videos
Vector Spaces
2 Introduction to vector spaces, subspaces, linear combination, linear span, linear dependence
and independence, basis and dimension, linear mappings, Rank-Nullity theorem. 8
Pedagogy Chalk and board, group discussion, ppt, videos

Linear Transformation and Inner Product Spaces

3 Matrix representation of linear transformations, singular and non-singular linear
transformations, invertible linear transformations, inner products, inner product spaces, length 8
and orthogonality, orthogonal sets and bases, projections, Gram-Schmidt process
Pedagogy Chalk and board, group discussion, ppt, videos
Fundamentals of logic
4 Basic connectives and truth tables, logical equivalence-laws of logic, predicates, quantifiers,
logical equivalence involving quantifiers, logical implication-rules of inference, proofs of 8
theorems
Pedagogy Chalk and board, group discussion, ppt, videos
Relations and functions
5 Cartesian products and relations, properties, computer recognitions-zero-one matrices,
partial orders, equivalence relations, partitions, Hasse diagrams. 8
Functions: one-one and onto functions, composition of functions and invertible functions.
Pedagogy Chalk and board, group discussion, ppt, videos
 Text Books
Books (Title of the Book/Name of the author/Name of the publisher/Edition and Year)
1 Linear Algebra and its applications, David C. Lay, Steven R. Lay, Judi J Mc. Donald Pearson Education, 6th
Edition, 2021.
2 Theory and problems of linear algebra, Seymour Lipschutz, Marc Lipso, Schaum’s outline series,
McGraw-Hill Education, 6th edition, 2017.
3 Discrete Mathematics and its Applications, Kenneth H Rosen, McGraw Hill publications, 7th edition.

Reference Books
Books (Title of the Book/Name of the author/Name of the publisher/Edition and Year)
1 Advanced Engineering Mathematics, Erwin Kreyzig, Wiley Publications, 10th Edition, 2018.
2 Higher Engineering Mathematics, B. S. Grewal, Khanna publishers, 44th Edition, 2021
3 Linear Algebra: An Introduction, Richard Bronson & Gabriel B. Costa, Academic Press, 2nd edition,
2014.
4 Discrete Mathematics, J.K Sharma, MacMilan Publishers India, 3rd Edition, 2011.

Course Outcome: At the end of the course, the student will be able to:

Level
CO Course Outcomes RBT Level
Indicator
CO1 Understand the basic concepts of Linear Algebra and Discrete Mathematics R, U L1, L2

CO2 Apply techniques of Linear Algebra and Discrete Mathematics to solve Engineering A L3
Problems
CO3 Analyze Engineering problems using Linear Algebra and Discrete Mathematics AN L4

CO4 Develop mathematical solutions to various real time problems using MATLAB E L5
Mapping of Course Outcomes to Program Outcomes:

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

Weblinks and Video Lectures (e-Resources)

1 https://youtu.be/9h_Q-R6sXbM?si=PGTNmtJNzEWxQOQS
2 https://youtu.be/9MCjyQSRmR8?si=fToiea0CcJxnH7kz
3 https://youtu.be/oaOm2pnKkyY?si=HonXdjTwda_9lBL3
4 https://youtu.be/Lj9Awpd5ltc?si=qeviX5wRiQxiWCEL
Assessment Pattern (both CIE and SEE)

Applied Science Courses

4 credits - Theory

Assessment Component Type of Assessments Syllabus Maximum Average Reduced Minimum Evaluation Details
Method Coverage Marks Marks Passing Marks
50 20
Total CIE Theory + Practical

Internal Assessment Test (IAT) - I Module - 1 , 2 50 Average of Three

and Module 3 half 25 10 Internal test each
Theory (50+50) / 2 of 50 Marks scale
Internal Assessment Test (IAT) - II Module – 3 half & 50
4 and 5 down the marks to
25 Marks
Two CCA methods
CCA-1- Pedagogical Initiatives 50 as per VTU Clause
Continuous 22OB4.2 of
Considering all regulations to be
Comprehensive (50+50) / 2 25 10
CIE the Modules adopted. If CCA
Assessment chosen is Project
(CCA) Based Learning,
CCA-2- Pedagogical Initiatives 50 then one
assessment
method may be
adopted
Total CIE Theory 50 20 Scale down Marks of
IAT and CCA to 50
 Entire theory SEE Exam is
syllabus theory Exam
SEE Theory exam including 100 ---- 50 20 conducted for 100
questions from Marks, scored
lab component Marks are scaled
down to 50 Marks

100 ---- ---- 40

CIE + SEE
 The Minimum Marks to be secured in CIE to appear for SEE shall be 10 (40% of
Maximum Marks – 25) in the Theory Component and 10 (40% of Maximum Marks
– 25) in the Practical component.
 The Laboratory Component for the IPCC shall be for CIE only.
 However, in SEE, the Questions from the Laboratory Component shall be included
in the respective Modules only.
The Minimum Marks to be secured in CIE to appear for SEE shall be 10 (40% of Maximum Marks – 25)
in the Theory Component and 10 (40% of Maximum Marks -25) in the Practical Component. The
Laboratory Component of the IPCC shall be for CIE only. However, in SEE the questions from the
Laboratory Component shall be included in the respective Modules only.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum Marks (20 Marks out of 50).
The minimum passing mark for the SEE is 35% of the maximum Marks (18 Marks out of 50).
A student shall be deemed to have satisfied the academic requirements and earned the credits allotted to
each subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE), and a minimum of 40% (40 Marks out of 100) in the total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together.

Possible continuous and comprehensive assessment:

Project based, Problem Based, Building Models, Lab-to-Land, Mobile Studio, Design and Programming
Contest, Certification, Concept Map (Collage presentation/poster presentation), Case studies, Think-Pair-
Share, Flipped classroom, storytelling. The assessment of these techniques can be either based on Quiz or
rubrics.
The faculty can adopt any other CCA method of implementation and its assessment with prior approval of
Program Assessment Committee (PAC).

Continuous Internal Evaluation (CIE):

The CIE Marks for the theory component of the IC shall be 25 Marks and for the laboratory component 25
Marks.

CIE for the theory component of the IC

Internal Assessment test:

The IA test questions are to be framed to map the Course Outcomes (COs), Program Outcomes
(POs) and the Blooms RBT Levels. Emphasis to be given for higher order RBT levels

Three Tests each of 50 Marks scaled down to 25 Marks

 First test after 8th week of the semester (syllabus completion of 50%)
 Second test after 14th week of semester (syllabus completion of 50%)
The average score of three test is taken and scaled down to 15 Marks.

Continuous and Comprehensive Assessment (CCA):

Two of continuous and comprehensive assessment (CCA) to be conducted to attain COs and POs, evaluated
each for 50 Marks. Total Marks scored will be CCA1+CCA2 and scaled down to 10 Marks.
 CCA1 after 4th week and CCA2 after 9th week. The evaluation includes either through quiz or
rubrics
 CCA as project-based learning,
 o CCA is evaluated for 50 Marks with review 1 of 20 Marks after and review 2 of 30 Marks
includes project demonstration/competition and report submission.
o The evaluation of review 1 after 6th weeks of semester and review 2 after 12th week of
semester with project demonstration and submission of the report
Total score for CCA is 10 Marks
Total Marks scored for theory component of CIE (IAT+ CCA) is 25 Marks

CIE for the practical component of the IC

 On completion of every experiment/program in the laboratory, the students shall be evaluated and
Marks shall be awarded on the same day. The 10 Marks are for conducting the experiment and
preparation of the laboratory record, the other 10 Marks shall be for the test conducted at the end
of the semester and 5 Marks for conducting Open Ended Experiments.
 The CIE Marks awarded in the case of the practical component shall be based on the continuous
evaluation of the laboratory report and the conduction. Each experiment report can be evaluated for
05 Marks conduction (Observation Book) and 5 Marks for Record Book. Marks of all experiments’
write-ups and conduction are added and scaled to 10 Marks.
 The Practical laboratory test (duration 03 hours) at the end of the 15th week of the semester/after
completion of all the experiments (whichever is early) shall be conducted for 50 Marks and scaled
down to 10 Marks.
 Open Ended Experiments are conducted after the completion of regular Experiments/Programs for
20 Marks and scaled down to 5 Marks
 Scaled-down Marks of write-up, evaluations and tests, will be added as CIE Marks for the laboratory
component of IC/IPCC for 25 Marks.
 The minimum Marks to be secured in CIE to appear for SEE shall be 10 (40% of maximum Marks)
in the theory component and 10 (40% of maximum Marks) in the practical component.
 The laboratory component of the IC/IPCC shall be for CIE only. However, in SEE, the questions from
the laboratory component shall be included. The maximum of 05 questions is to be set from the
practical component of IC/IPCC, the total Marks of all questions should not be more than 25 Marks.
The theory component of the IC shall be for both CIE and SEE.

Semester End Examination (SEE):

 Theory SEE will be conducted as per the scheduled timetable, with common question papers for the
subject (duration 03 hours)
 The question paper shall be set for 100 Marks. The medium of the question paper shall be English.
The duration of SEE is 03 hours.
 The question paper will have 10 questions. Two questions per module. Each question is set for 20
Marks. The student has to answer 5 full questions, selecting one full question from each module
summing up to maximum score of 100 Marks. Marks scored out of 100 shall proportionally be
reduced to 50 Marks.
 There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module. The two questions
should be of same course outcome, program outcome and Blooms RBT level. Emphasis to be given
for higher order RBT levels
CIE- Continuous Internal Evaluation (50 Marks)
Theory Practical
Bloom’s Continuous Assessment Tests Continuous Comprehensive Assessment
Category (CCA) Practical Test
IAT-1 IAT-2 CCA-1 CCA-2
50 Marks 50 Marks 50 Marks 50 Marks 50 Marks
Remember
30
Understand
10 10 20
Apply
30 30
Analyse
10 10
Evaluate
50
Create

CIE Course Assessment Plan

Marks Distribution
CO’s Test-1 Test-2 Test-3 Total Marks Weightage
Module-1 Module-2 Module-3 Module-4 Module-5
CO1 5 5 5 5 10 30 20%
CO2 15 15 15 15 30 90 60%
CO3 5 5 5 5 10 30 20%
CO4
CO5
CO6
Total 25 25 25 25 50 150

SEE- Semester End Examination (50 Marks)

Bloom’s Category SEE Marks
(90% Theory+10% Practical Questions)
Remember --

Understand 5

Apply 35

Analyse 10

Evaluate --

Create --
SEE Course Plan

Marks Distribution
CO’s Total Marks Weightage
Module-1 Module-2 Module-3 Module-4 Module-5
CO1 5 -- -- -- -- 5 10%
CO2 5 5 10 5 10 35 70%
CO3 -- 5 -- 5 -- 10 20%
CO4 -- -- -- -- -- -- --
CO5 -- -- -- -- -- -- --
CO6 -- -- -- -- -- -- --
Total 10 10 10 10 10 50 100%