Courses Syllabus – Spring 2022

Sl. Course
Course Name Faculty Name
No. Code
1 CS1.406 Advanced Algorithms Suryajith Ch

2 CE0.601 Advanced Mechanics of Materials and Design Venkateshwarlu M

3 CS1.501 Advanced Optimization: Theory and Applications Pawan Kumar

4 CE1.603 Advanced Structural Analysis Pravin Kumar Venkat Rao

5 EC4.501 Advances in Robotics & Control Spandan Roy

6 EC2.103 Analog Electronic Circuits Abhishek Srivastava

7 EC2.405 Applied Electromagnetics K R Sarma

8 CS9.422 Behavioral Research: Statistical Methods Vishnu Sreekumar + Vinoo Alluri

9 SC2.203 Biomolecular Structures Krishnan Marimuthu

10 PD2.321 Business Fundamentals-1 Priyatej K

11 PD2.421 Business Fundamentals-2 Priyatej K

12 SC1.102 Classical Mechanics (H1) Harjinder Singh

13 CS9.430 Cognitive Neuroscience Kavita Vemuri

14 CS9.432 Cognitive Science and AI Bapi Raju S

15 EC5.203 Communication Theory Praful Mankar

16 CS1.403 Compilers Vignesh Sivaraman

17 HS1.206 Comprehension of Indian Music TK Saroja

18 CL3.101 Computational Linguistics 1 Radhika Mamidi

19 CS9.435 Computational Social Science Ponnurangam K

20 CS7.302 Computer Graphics (H1) Avinash Sharma

21 CS2.201 Computer Systems Organization Praveen Paruchuri

22 CS7.505 Computer Vision Anoop Namboodiri

23 SC4.102 Computing in Sciences II (H2) Prabhakar B

24 CS0.302 Computing Tools Sudipta Banerjee + Avinash Sharma

25 CS4.409 Data Foundation Systems Vikram Pudi

26 CS1.201 Data Structures and Algorithms Ravikiran S + Sujit Gujar

27 CS4.401 Data Systems Krishna Reddy

28 CS6.301 Design and Analysis of Software Systems Ramesh Loganathan

29 CE5.501 Design of Hydraulic Structures Shaik Rehana

30 PD1.401 Design Thinking - Idea to Evaluate Raman Saxena

31 PD1.301 Design Thinking - Research to Define Raman Saxena

32 MA4.301 Differential Equations Lakshmi Burra

33 CS7.303 Digital Signal Analysis (H1) Anil Kumar V

34 EC2.408 Digital VLSI Design Zia Abbas

35 CE8.401 Disaster Management Sunitha P

36 CS4.403 Distributed Data Systems Kamal Karlapalem

37 CS3.401 Distributed Systems Lini Thomas

38 CE1.601 Earthquake Engineering Pradeep Kumar R

39 SC1.101 Electrodynamics (H2) Harjinder Singh

40 EC2.102 Electronics Workshop I Chiranjeevi Yarra, Azeemuddin Syed

41 EC2.202 Electronics Workshop II Zia Abbas

42 HS0.209 Exploring Masculinities Vindhya Undurti, TISS, Hyd

43 EC2.502 Flexible Electronics Aftab Hussain

44 HS2.302 Gender, Kinship and State Law Rama Srinivasan

45 SC2.101 General and Structural Chemistry Tapan Kumar Sau

46 CS9.437 Green Buildings Vishal Garg

47 CS9.433 Hydro Informatics Shaik Rehana

48 CS9.431 ICTs for Development Nimmi Rangaswamy

49 CL5.404 Indian Grammatical Tradition (H2) Dipti Misra Sharma

50 EC5.102 Information and Communication Lalitha V

51 CS8.402 Information Security Audit and Assurance Shatrunjay Rawat

52 CS3.404 Internals of Application Servers Ramesh Loganathan
Don Wallace Freeman Dcruz,
53 HS8.102 Intro to Human Sciences
Sushmita Banerji
54 EC2.204 Intro to Processor Architecture Deepak Gangadharan

55 EC4.402 Intro to UAV Design Harikumar Kandath

56 CS1.305 Introduction to Algorithms Engineering (H2) Kishore Kothapalli

57 CS9.311 Introduction to Brain and Cognition (H2) Kavita V + Vishnu Sreekumar

58 CS1.408 Introduction to Game Theory Sujit Gujar

59 CS8.301 Introduction to Information Security (H2) Ashok Kumar Das

60 CS3.303 Introduction to IoT Deepak Gangadharan

61 CL1.102 Introduction to Linguistics II Aditi Mukherjee

62 CS7.401 Introduction to NLP Manish Shrivastava

63 SC1.420 Introduction to Particle Physics Subhadip Mitra

64 HS0.204 Introduction to Philosophy of Technology Ashwin Jayanthi

Introduction to Quantum Information and
65 CS9.312 Indranil Chakrabarty
Computation
Introduction to Quantum Information and
66 CS9.312 Indranil Chakrabarty
Computation (H1)
67 HS1.207 Introduction to Sanskrit Peter Scharf

68 CS6.201 Introduction to Software Systems (H1) Raghu Reddy

69 CL1.204 Language Typology and Universals Radhika Mamidi

70 MA2.101 Linear Algebra Girish Varms + Indranil Ch

Linear Partial Differential Equations and Variational
71 MA4.303 Samyadeb Bhattacharya
Calculus
72 HS0.210 Literature and the Ethics of telling a Story Sushmita Banerjee

73 HS1.203 Literature, History, and Belonging in Hyderabad Nazia Akhtar

74 SC4.411 Machine Learning for Natural Sciences Nita Parekh + Prabhakar B

75 CS7.301 Machine, Data and Learning Vikram Pudi

76 EC4.404 Mechatronics System Design Nagamanikandan + Harikumar K

77 HS0.205 Minds, Machines and Intelligence Don Decruz

78 SC2.316 Molecular Modeling and Simulations Deva Priyakumar

79 MA4.405 Multivariate Analysis Venkateshwarlu M

80 CS9.434 Music, Mind, and Technology Vinoo Alluri

81 SC3.410 NGS Data Analysis Nita Parekh

82 SC1.315 Nonlinear Dynamics Abhishek Deshpande

83 CS9.436 Optical Remote Sensing RC Prasad

84 CS1.404 Optimization Methods Naresh Manwani

85 SC2.202 Organic Chemistry Bhaswar Ghosh

86 CS3.307 Performance modeling of computer systems(H2) Tejas Bodas

87 SC2.301 Physics of Soft Condensed Matter Marimuthu Krishnan

88 SC1.415 Physics of The Early Universe (40) Diganta Das

89 CS8.401 Principles of Information Security Srinathan K

90 EC2.409 Principles of Semiconductor Devices Anshu Sarje

91 PD2.401 Product Management 101 Ramesh Loganathan

92 CS1.303 Program Verification Venkatesh Choppella

93 CS1.303 Program Verification (H1) Venkatesh Choppella

94 CS1.409 Quantum Algorithms Shantnav Chakravarthy

95 HS0.208 Questions of Crime and Punishment in Literature Nazia Akhtar

96 HS1.202 Readings in Indian Literatures Sushmita Banerjee

97 HS0.302 Research Methods in Human Sciences Aniket Alam

98 EC4.403 Robotics: Planning and Navigation Madhava Krishna K

99 HS0.207 Science & Technology Critical Perspectives Harjinder Singh

100 SC1.111 Science II Nita Parekh, Krishnan Marimuthu

Tapan Kumar Sau, Prabhakar
101 SC4.110 Science Lab I
Bhimalapuram
Tapan Kumar Sau,
102 SC4.111 Science Lab-2 (H2)
PrabhakarBhimalapuram
103 HS7.301 Science, Technology and Society Radhika Krishnan

104 CS6.401 Software Engineering Raghu Reddy

105 CS3.302 Software Programming for Performance (H2) Suresh Purini

106 CS4.410 Spatial Data Sciences KS Rajan

107 CE1.602 Stability of Structures Sunitha P

108 SC1.205 Statistical Mechanics Diganta Das

109 CS7.403 Statistical Methods in AI Vineet Gandhi

110 CS8.403 System and Network Security Ankit Gangwal

111 HS4.102 The Making of Contemporary India Nazia Akhtar

112 HS3.302 The State in Colonial India Aniket Alam

113 SC1.204 Thermodynamics Subhadip Mitra

114 HS0.201 Thinking and Knowing in the Human Sciences-I Don Dcruz + Sushmita Banerjee

115 HS0.206 Thinking through moral problems Ashwin Jayanti

Jayanthi Sivaswamy + Chiranjeevi
116 EC5.402 Time Frequency Analysis
Yerra
117 EC5.501 Topics in Coding Theory Prasad Krishnan

118 CS7.602 Topics in Deep Learning Charu Sharma + Makarand Tapaswi

119 EC5.401 Topics in Signal Processing Santosh Nannuru

120 CS6.502 Topics in Software Foundations Venkatesh Choppella

121 CS9.501 User Research Methods Priyanka Srivastava

122 OC3.102 Value Education II Radhika Mamidi

123 HS0.211 ValuesEthics and AI Rajeev Sangal + Shatrunjay Rawat

Note: The above courses highlighted in the RED color will be updated soon

Title of the Course : Analog Electronic Circuits

Name Of Faculty :Abhishek Srivastava
Name of the Academic Program : B. Tech in ECE
Course Code : EC2.103
L-T-P :3-1-1
Credits :5
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge:
NeSS, DSM, EW1,

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to..
CO-1Describe the devices: diode, transistors and their operation.
CO-2 Explain the operation for basic MOSFET & BJT circuits: mirrors, biasing circuits and different
amplifier configurations.
CO-3 Draw equivalent circuit and examine the circuit, formulate gain & ac/dc parameters (dc
analysis & small signal analysis).
CO-4 Demonstrate simulation of the above mentioned basic circuits, change parameters to
obtain desired output.
CO-5 Simulate, plot & perform frequency analysis of amplifiers, predict temperaturebased
behavior and explain mismatch.
CO-6 Design simple MOSFET biasing circuits and amplifiers.
CO-7 Design circuit on breadboard and characterize it.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

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

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

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

CO7 3 3 3 3 3 2 1 2 3 3 3 3 3 2 3 3

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:
Unit 1: Semiconductor Basics & P-N junction
Unit 2: MOSFET Operation & Biasing
Unit 3: Single stage Amplifiers
Unit 4: Differential Amplifier & Operational Amp
Unit 5: BJT
Unit6: Misc Topics
Unit7 (Laboratory): Super position theorem, transistor biasing etc.

Reference Books:
1. Fundamentals of Microelectronics by Behzad Razavi
2. Microelectronics Circuits by Sedra and Smith

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

Students will be applying the lecture discussion to solved examples shared with them in the class.
The assignments given will reinforce the concepts. Class room learning will be done in interactive
method as much as possible. Occasionally self assessment test (1minute paper) will be given. In
lab class, students will make simple circuits using simple basic components.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Type of Evaluation [3 credit- lecture] Weightage (in %)
Mid Sem Exam 1 15*
Mid Sem Exam 2 15*
End Exam 15*
Assignments 25
Mini Project 25
1 minute paper (in class) [weekly
5
prescheduled]

_________________________________________________________________________________

Title of the Course : Biomolecular Structures

Course Code : SC2.203
Faculty Name :Krishnan Marimuthu
L-T-P :3-1-0
Credits :2

1.Prerequisite Course / Knowledge:

Basic thermodynamics, mathematics, and computing skills

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to

CO-1 Describehow different building blocks of biomolecules assembletoform

diverse biomoleculararchitectures that drive many biological processes
CO-2 Familiarize with different types of biomolecular interactions and analyze how they
contribute to the structural and thermodynamic stability of biomolecules and biomolecular
complexes
CO-3 Outline different experimental techniques commonly used to characterize the structure and
dynamics of biomolecules
CO-4 Interpret experimental binding affinity data using molecular thermodynamic and statistical
principles
CO-5 Familiarize with the theory of enzymatic reactions

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 2

CO2 3 2 2 2 2 2

CO3 3 2 1 2

CO4 3 3 1 2 2

CO5 3 1 1 1

CO6

CO7

4.Detailed Syllabus:
Unit 1: Hierarchy of length and time scales in biological systems and processes

Unit 2: Biological macromolecules: proteins, nucleic acids, lipids, carbohydrates (The building
blocks of these biomolecules and their chemical bonding and interactions will be discussed. The
following topics will be covered in this module: different amino acids, their classification,
dipeptides, conformations, different nucleotides, nucleobases)

Unit 3: Structure and properties of biomolecules: (Levels of protein structure: primary,

secondary, tertiary and quaternary structures, Ramachandran plot, double helical structure of
DNA, RNA structures, experimental techniques commonly used for analyzing structures and
interactions including NMR, ESR, X-Ray, CD, Fluorescence)

Unit 4: Interactions between biomolecules (covalent and noncovalent interactions, base pairing,
hydrogen bonding, salt bridges, hydrophobic interactions, solvation, protein-ligand, protein-
protein, protein-nucleic acid interactions)

Unit 5: Thermodynamics of protein folding (entropic vs enthalpic factors), energy landscape,

structural stability and mutations

Unit 6: Introduction to enzymes, enzyme catalysis, enzyme kinetics, Michaelis-Menten equation

Unit 7: Biomolecular assemblies: bio membranes,chromatin, molecular motors, cellulose,

riboswitches

Unit 8: Molecular modeling and docking: concepts and techniques

Unit 9: Biomolecular databases and tools: protein data bank, nucleic acid databases

Unit 10: Dry lab: Models, visualization, calculation of structural properties

Reference Books:
1. Lehninger Principles of Biochemistry - D. L. Nelson and M. M. Cox
2. Biochemistry - L. Stryer et al
3. Fundamentals of Biochemistry: Life at the Molecular Level - J. G. Voet, D. Voet, and C. W. Pratt
5.Teaching-Learning Strategies in brief (4 to 5 sentences):

6.Assessment methods and weightages in brief (4 to 5 sentences):

Quizzes (20%), Assignments (25%), Reading Projects (25%), Final Exam (30%)

Title of the Course : Classical Mechanics

NAME OF FACULTY : Subhadip Mitra
Name of the Academic Program : CND
Course Code : SC1.102
L-T-P : 3-1-0.
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

None

2.Course Outcomes (COs):

After completing this course successfully, the students will be able to
CO-1 Discover how symmetry is connected to the conservation laws and identify the
symmetries of mechanical problems and select the suitable generalized coordinates.
CO-2 Solve basic mechanics problems using Lagrangian or Hamiltonian formulation
CO-3 Explain the basic idea of special theory of relativity and compute simple problems
involving length contraction and time dilation.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 2 2 3 1 1
CO1

2 3 2 3
CO2

1 3 2 1 1
CO3

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:
Unit 1: What is Mechanics? The domain of Mechanics. Newtonian formulation. Single-particle
dynamics, laws of motion, angular momentum and torque.
Unit 2: Lagrangian formulation. Calculus of variations, Conserved quantities,
Unit 3: Central force motion. Conversion of a 2-body problem to c.m. and relative coordinates,
elastic collisions, Rutherford scattering
Unit 4: Small oscillations & rigid body dynamics. Geometric description of mechanics, nonlinear
oscillations
Unit 5: Hamiltonian formulation. Liouville Theorem. Virial Theorem
Unit 6: Special theory of relativity

Reference Books:
1. Classical Dynamics of Particles and Systems by S T Thornton and J B Marion
2. Course Of Theoretical Physics, Vol. 1 Mechanics by L D Landau & E M Lifshitz
3. Classical Mechanics by H Goldstein
5.Teaching-Learning Strategies in brief:
This is the basic course on Classical Mechanics. The focus would be on concepts and intuition
building with reasonable stress on the underlying mathematical structure.

6.Assessment methods and weights in brief:

Assignments + Quizzes – (60%),
Final exam (40%)
_________________________________________________________________________________

Title of the Course : Communication Theory

Course Code : EC5.203
Faculty Name : Praful Mankar
L-T-P : 3-1-1.
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

A prior knowledge of signalsand systems, probability theory, random variables, and random
process is required.
2.Course Outcomes (COs)

After completion of this course successfully, the students will be able to

CO-1.Explain the basic elements of a communication system.

CO-2. Interpret the complex baseband representation of passband signals and systems and its
critical role in modeling, design, and implementation.

CO-3. Explainthe basic concepts and implementations of analog modulation and demodulation
techniques.

CO4: Explain different linear digital modulation techniques using constellations such as PAM,
QAM, PSK, orthogonal modulation and its variants.

CO-5: Apply the concepts of power spectral density, energy spectral density and bandwidth
occupancy, Nyquist pulse shaping criterion for avoidance of intersymbol interference.

CO-6. Derive the optimal demodulation schemes for the digital schemes in the presence of AWGN

CO-7: Evaluate the performance of different digital communications schemes in the presence of
AWGN.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 1 1 1 1 - - - - 1 - 3 1 3 2 1

CO2 3 3 - 3 3 - - - - 1 - 3 1 3 - -

CO3 3 3 - 3 3 - - - - 1 - 3 1 3 2 1

CO4 3 3 - 3 3 - - - - 1 - 3 1 3 2 1

CO5 3 3 - 3 3 - - - - 1 - 3 - 3 - -

CO6 3 3 - 3 3 - - - - 1 - 3 - 3 - -

CO7 3 3 - 3 3 - 1 - 3 - 3 - -

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4.Detailed Syllabus:
Unit 1: Representation of bandpass signals and systems; linear bandpass systems, response of
bandpass systems to bandpass signals, representation of bandpass stationary stochastic
processes

Unit 2: Analog Communication Methods: AM-DSB and SSB, PM, FM-narrowband and
wideband,demodulation of AM and PM/FM, Phased locked loop (PLL); Brief view of Line Coding
and PWM

Unit 3: Digital Modulation: Representation of Digitally Modulated Signals; Memoryless

modulation methods: PAM, PSK, QAM, Orthogonal Multi-Dimensional Signals

Unit 4: Random Processes: Review of Correlation, Energy Spectral Density and Power Spectral
Desity; Noise Modelling, Thermal Noise, AWGN.

Unit 5: Optimum digital demodulation: Hypothesis testing, Signal Space Concepts, Performance
analysis of ML reception, Bit error probability, Link budget analysis

References:
• U. Madhow,“Introduction to Communication Systems,” Cambridge University Press,
2014.
• J.G.Proakis, M.Salehi, “Fundamentals of Communication Systems”, Pearson Education
2006.
• B.P.Lathi, “Modern Digital and Analog Communication Systems”, 3rd Edition, Oxford
University Press, 2007.

5.Teaching-Learning Strategies in brief:

Lectures will be integrating ICT into classroom teaching, active learning by students, followed by
weekly tutorials involving problem solving,and project-based learning by doing theoretical and
simulation assignments.

6.Assessment methods and weightages in brief :

Quizzes: 20
MidSem: 20
Assignments: 20
Final Quiz: 40
Title of the Course : Computational Linguistics 1
Faculty Name :Radhika Mamidi
Course Code : CL3.101
L-T-P : 3-1-0
Credits :4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
Name of the Academic Program: CLD

1.Prerequisite Course / Knowledge:

Introduction to Linguistics-1

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to:

CO-1 Use computational methods to analyse language at morpho-syntactic levels

CO-2 Develop requisite skills for text and speech problem solving

CO-3 Able to develop computational resources and tools for Indian languages with
different language structures

CO-4 Able to do theoretical research at phonology, morphology and syntax levels

CO-5 Able to apply CL/NLP techniques for real world applications by using real time data.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course Articulation Matrix

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

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

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

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

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

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

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes
(POs) and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’
mapping, 1 for ‘Low’-level’ mapping

4.Detailed Syllabus:

Unit 1: What is CL and where does it apply? Issues and challenges; Language processing
pipeline for text processing: Structural Analysis at various levels – word (POS,
morphology), phrase (chunk), sentence (syntactic parsing). Word meaning: Lexical
Semantics, Dealing with Ambiguities (WSD/WTD)

Unit 2: Morph analysis: Morph analysers and word generators; Recap of basic units in
word formation: morphemes, allomorphs. Word formation: Affixation, suffixation,
prefixation, infixation; Non-concatenative, Compounding, Morphotactics; Constraints on
affixes; Morphophonology; Types of word formation processes (function based):
inflectional, derivational; Developing morph analysers and generators: finite state
automata, paradigmtables, add-delete rules; Word Meaning: Lexical semantics,
Hypernymy, hyponymy, synonymy, antonymy, lexicon and lexicography; machine
readable dictionaries, WordNet, ConceptNet, VerbNet etc.

Unit 3: Shallow parsing and sentence analysis: Words and their arrangements in a
sentence. POS Tagging Word classes, Parts of Speech, POS tagging, Rule based parts of
speech taggers, Statistical parts of speech taggers, Annotating POS tagged data, Issues
in tagging, Defining tagset for your languages. Shallow parsing (arrangement of words
in a sentence) Local Word Grouping (LWG) Grouping functional words such as
prepositions/postpositions and auxiliaries with the content words (nouns, verbs);
Chunking: Forming minimal phrases; Multi-Word Expressions (MWEs): Named entities
(NEs), Idioms, compounds. Types of named entities; compositionality in MWEs.

Unit 4: Syntactic Parsing: Analysing the structure of a sentence, grammatical

approaches; Constituency Analysis:Constituents/ phrases; Deriving sentences using
phrase structure rules (CFG); Constraints on rules; Subcategorization; verb argument
structure. Representing phrase structures: X-bar schema, Complements and Adjuncts;
Syntactic operations: Substitution, adjunction and movement. Syntactic phenomena:
Passive, Raising, Control; Dependency Analysis: Dependency structures: Head – modifier
relations. Paninian grammar – a dependency framework – relations in Paninian grammar:
karaka, tadarthya, hetu etc; Vibhakti - relation marker; karaka vibhakti mapping, karaka
chart; Parsing approaches: English parsers, Hindi/IL parsing using Paninian framework.

Unit 5: Speech Processing: Introduction to speech processing: Speech production;

Speech perception; Speech analysis; Speech Recognition; Speech Synthesis

Reference Books:

1. Jurafsky & Martin, 2000; Speech and Language Processing, Pearson Education

2. Bharati et al., 1995; Natural Language Processing: A Paninian Perspective

3. Fundamentals of Speech Recognition by Lawrence Rabiner, Biing-Hwang Juang

4. The Oxford Handbook of Computational Linguistics. 2003. Ruslan Mitkov (ed)

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

This is a mix of theory and project based. The focus is on using the methods taught in
class to extend to Indian languages

6.Assessment methods and weightages in brief (4 to 5 sentences):

How the students are able to connect the linguistic concepts by using computational
techniques to analyse and generate data at the level of sound, word and sentence. The
course will have a project content where students will study and solve a problem using
real language data. The focus is on individual as well as collaborative learning.

Type of Evaluation Weightage (in %)

Assignments 15%,

Seminar 10%

Project 25%,

Midsem Exam 15%,

Endsem Exam 35%

_________________________________________________________________________________

Title of the Course : Computer Systems Organization

Faculty Name : Praveen Paruchuri
Course Code : CS2.201
Name of the Academic Program :B.Tech in Computer Science and Engineering
L-T-P : 3-1-0
Credits :4
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)

1. Prerequisite Course / Knowledge:

Digital logic circuits and design. Combinational and Sequential Circuits. Fundamentals of
Programming.

2. Course Outcomes (COs)

After completion of this course successfully, the students will be able to:

CO-1: Explain the Von Neumann Model of Computing. Describe all the steps involved in the
execution of a program: composition, compilation, assembly, linking, loading and hardware
interpretation of the program instructions. (Cognitive Level: Understand)

CO-2: Describe the instruction set architecture design principles. Show how programming
language constructs can be mapped to sequences of assembly language instructions. Analyze
and assess any given ISA. (Cognitive Levels: Analyze and Evaluate)

CO-3: Describe processor design architectural approaches. Compare and contrast sequential
designs with pipelined designs. Propose new architectural approaches to optimize on
performance and hardware costs (Cognitive Levels: Apply, Analyze and Create)

CO-4: Describe the basic functionality of an operating system. Clearly explain the system call
interface, its design and implementation. Build systems akin to a bash shell, file server etc. using
system calls. (Cognitive Levels: Understand and Apply)

CO-5: Describe the basics of process control and management. (Cognitive Levels: Understand and
Apply)
 CO-6: Describe the principles of virtual memory management. Analyze various memory
management schemes for process isolation and physical memory utilization across multiple
processes (Cognitive Levels: Understand, Apply and Analyze)

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 3 2 2 2 - - - 2 2 1 1 3 2 3 3

CO2 3 3 2 2 2 - - - 2 2 1 1 3 2 3 3

CO3 3 3 2 2 2 - - - 2 2 1 1 3 2 3 3

CO4 3 3 2 2 2 - - - 2 2 1 1 3 2 3 3

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

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

4. Detailed Syllabus

• Unit 1:
o Basic computer organization, Von Neumann architecture and stored program
concept
o High level programming languages, assemble code, binary instructions, compilers
and assemblers
o Programming editing, compilation and execution cycle
• Unit 2:
o Instruction Set Architecture Design Principles
o CISC vs RISC ISAs
o Binary encoding of the instructions
o Mapping language constructs such as expressions, if-then-else statements, loops,
functions to assembly code
o Machine representation of numbers
• Unit 3:
o Processor design fundamentals
o ALU Design
o Single Cycle and Multi Cycle Processor Design
o Pipelined Architectures
o Hazards in Pipelined Architectures and approaches to resolve them.
• Unit 4:
o Introduction to Operating Systems. Bootstrapping Process
o System Calls, their design, implementation and application.
o
• Unit 5:
o Process Control and Management
 o Scheduling multiple processes on multiple cores.
o Basics of scheduling mechanisms and policies.
• Unit 6:
o Physical vs Virtual Memory
o Process and memory isolation/protection mechanisms
o Virtual memory management
o Page replacement algorithms

Reference Books:

1. Computer Systems: A Programmer’s Perspective. Randal Bryant and David O’Hallaron

2. Computer Organization and Design. The Hardware/Software Interface. David A. Patterson
and John L. Hennessy.
3. Operating Systems: Three Easy Pieces by Remzi H. Arpaci-Dusseau and Andrea C. Remzi
H. Arpaci-Dusseau

5. Teaching-Learning Strategies in brief

Lectures are conducted in a highly interactive fashion. Use of various system tools such as
compilers, assemblers, loaders, linkers, simulators etc. are demonstrated live in the class.
Assignments include assembly language programming, digital system design exercises such as
Arithmetic and Logic Unit Design, programming using system calls. Most of the ideas introduced
in the class are emphasized through these assignments. Teaching Assistants and Faculty conduct
office hours every day. Thus students have continuous access to resources to get their doubts
clarified and seek any extra help that is required. Some times students are encouraged to come
to the board and explain the novel design ideas they came up with while solving assignments or
mini-projects.

6. Assessment methods and weightages in brief

1. Programming Assignments (5 to 6) : 25 percent

2. Two Quizes: 2 x 10 percent
3. Mid Term: 20 percent
4. Final Exam: 35 percent
_________________________________________________________________________________

NAME OF FACULTY : Prabhakar Bhimalapuram

Name of the Academic Program : CND
Course Code : SC4.102
Title of the Course : Computing in Sciences-2
L-T-P :3-1-0
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

The course “Computing in Sciences-1” can be considered the paired-course; if the student has not
done it before this course, it should be done after this course.

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to..
CO-1 Demonstrate skill of converting a word statement of a problem to a mathematical problem
statement

CO-2 Formulate a solution by application of learned concepts (in other Math coures) and employ
computer to solve the problem

CO-3 Demonstrate skills in computer visualization of data, solution.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

2 1 2 2 2 1 1 1 2 2 2 2 2 1 1 1
CO1

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

2 2 2 1 2 1 1 1 1 2 1 1 1 1 1 1
CO3

CO4

CO5

CO6

CO7

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:
Unit 1: Introduction / review concepts in Python, data structures, flow control and modules
NumPy, MatPlotLib, and SciPy
Unit 2: Simple integration of 1-d and 2-d functions. Adaptive grid scheme and
monte carlo method.
Unit 3: Nonlinear dynamics of Logistic map: fixed point, bifurcation, period doubling,
deterministic chaos.
Unit 4: Coin toss statistics, gaussian distribution, tails of distribution (Cramers Theorem)
Unit-5: Epicycles in 2-dimensions. Fourier analysis for characterization of periods and amplitudes
of component circular motions.
Unit 6: Simple molecular dynamics of noble gases. Fixed temperature simulation using Langevin
dynamics.

Reference Books:
1. Python refernce book: https://docs.python.org/3.5/tutorial/
2. https://www.learnpython.org/

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

 After going over the theory in the first lecture, the next two meetings (1 lecture and 1 turotiral)
will be hands on practice, after which student will hand in the submssion for that Unit. Students
are encouraged to form small groups and work through the compter programming and
solving teh problems.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Each unit will have a submission of a workbook. All submissions will be given equal weightage
and will have a weightage of 75% of the grade. An endsem will be conducted which will have
one problem, and will have a weightage of 25%; the problem will be chosen to have (a)
graphical visualsation, (b) use of one or more scientific modules in python and (c) some amount
of theory covered in the lectures.
_________________________________________________________________________________
Title of the Course : Data Structures and Algorithms
Faculty Name : Sujit P Gujar
L-T-P : 3-1.5-3.
Credits :4
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)
Name of the Academic Program:B.Tech in Computer Science and Engineering

1. Prerequisite Course / Knowledge:

CS1.302 - Computer Programming

2. Course Outcomes (COs)

After completion of this course successfully, the students will be able to:

CO-1: Explain the design and implementation details of fundamental data structures and
sorting/searching algorithms. (Cognitive Level: Understand)

CO-2: Write programs involving fundamental data structures and sorting/searching algorithms
(Cognitive Levels: Apply and Analyze)

CO-3: Compare and contrast the performance of different data structures and sorting/searching
algorithms with respect to time and memory. (Cognitive Levels: Analyze and Evaluate)

CO-4: Discover the algorithmic logic and new composite data structures required to solve well-
defined computational problems while following specified compute constraints. (Cognitive
Levels: Apply and Analyze)

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1

CO2 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

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

4. Detailed Syllabus

• Unit-1
o Recap: Array, Pointers, Structures, Asymptotic Complexity
o Abstract Data Types
• Unit-2: Linear Data Structures
o Linked Lists
o Stacks
o Queues
• Unit-3: Non-linear Data Structures
o Binary Trees and Search Trees
o Hash Tables, Sets, Maps
• Unit-4: Sorting Algorithms
o Sorting – Insertion
o Sorting – Selection, Merge, Quicksort
o Heapsort
o Counting Sorts
o Radix Sort, External Sorting
o Sorting – External, Selection Algorithms
o Selection Algorithms
• Unit-5: Graph Algorithms
o Graphs – Representation and Algorithms
o Graphs – Representation and Algorithms (DFS, Dijkstra, Bellman)
o Graphs – Representation and Algorithms (MST)
o Graphs - Strongly Connected Components
• Unit-6: Advanced Data Structures
o AVL Trees
o Suffix Trees

Reference Books:

1. Data Structures and Algorithm Analysis in C (M.A. Weiss), Pearson

5. Teaching-Learning Strategies in brief

Lectures are conducted in a highly interactive fashion. The design and implementation of data
structures and sorting/searching algorithms is done as an in-class coding exercise. Tutorial
sessions are used to teach the utilization of tools such as Visual Studio Code, Git etc. Lab sessions
are used to solve programming assignments and teaching assistants help students in developing
program logic, debugging etc. on an individual basis. Faculty conducts office hours once in week.
Additionally, teaching assistants conduct office hours. This ensures continuous support to
students. Five to six programming assignments are designed which gives an in-depth
understanding of various concepts discussed in the class and their application to new problem
scenarios along with proper analysis. Some problems involve evaluating, comparing multiple
solution approaches.

6. Assessment methods and weightages in brief

 1. Programming Assignments (5): 40%
2. Programming Lab Exam: 15%
3. Best 2 out of 3 Theory Quiz: 30%
4. Mini Project (4 members per team): 15%

For programming assignments and lab exams, online judges such as DMOJ are used to provide
immediate feedback to students. While some test cases are revealed, others are hidden. Partial
marks are allocated for code peer-reviewing in programming assignments. For mini project, a
presentation followed by a code-execution demonstration is used for evaluation.
_________________________________________________________________________________
Title of the Course : Electrodynamics
NAME OF FACULTY : Subhadip Mitra
Name of the Academic Program : CND
Course Code :SC1.103
L-T-P :3-1-0
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

None

2.Course Outcomes (COs):

After completing this course successfully, the students will be able to
CO-1 Explain how to compute the notion of scalar and vector potentials and use them
to compute electric and magnetic fields in various problems.
CO-2 Solve basic problems of finding electric and magnetic fields of configurations of
charges/currents including dipoles in free space or in matter.
CO-3 Recognize the Maxwell’s equations and explain how they lead to electromagnetic waves
in free space.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 2 2 3 1
CO1

2 3 2 3
CO2

1 3 2 1 2
CO3

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:
Unit 1: Mathematical background. Basic vector calculus, orthogonal coordinate systems and
Dirac delta function.
Unit 2: Electrostatics. Coulomb’s law, electric field, Gauss’s law, electric potential, electrostatic
energy, conductors, electric fields in matter: polarization, bound charges, dielectrics
Unit 3: Magnetostatics. Lorentz force law, Bio-Savart law, Ampère’s law, vector potential,
magnetic fields in matter: dia-/para-/ferro-magnets, bound currents
Unit 4: Electromotive force, Faraday’s law
Unit 5: Maxwell’s equations and electromagnetic waves
Reference Books:
1. Introduction to Electrodynamics by David J Griffiths
2. Classical Electrodynamics by J D Jackson
3. The Feynman Lectures on Physics, Volume II

5.Teaching-Learning Strategies in brief:

This is the basic course on Electrodynamics. The focus would be on concepts and intuition
building with reasonable stress on the underlying mathematical structure.

6.Assessment methods and weights in brief:

Assignments + Quizzes – (60%), Final exam (40%)
_________________________________________________________________________________
Title of the Course : ElectronicWorkshop-1
CourseCode :EC2.102
L-T-P : 0-1-3
Credits :2

Typical Course Design Name of the Academic Program B. Tech. in ECE

Pre-requisite Course/ Knowledge:

Basics of Circuit
Analysis
Introductory C
Programming

Course Outcome EW1:

CO1 - Familiarization and demonstration of skill in handling electronic equipment and

components suchas Power Supplies, Signal Generator, CRO, bread-boards, soldering iron,
passive components and active devices.
CO2 - Design and implementation of electronic circuits that involve analog and digital
components, on breadboard and further observing, recording, analyzing and interpreting the
results therein.
CO3 - Demonstration of psycho-motor skills in the form of connecting components on a
breadboard, wiring, soldering circuits, and understanding of electronic hazards.
CO4 - Understanding and demonstration of tool usage in the form of Multi-Sim/LTSpice for
simulation, verification and analysis of circuits
CO5 - Understanding the role of software – hardware interface in the form of software
implementation on controller boards and their interface to electronic circuits. Demonstrate
proficiency on the same

P P P P P P P P P P P P PS PS PS PS
O O O O O O O O O O O O O1 O2 O3 O4
1 2 3 4 5 6 7 8 9 10 11 12

CO1 1 1 1 1 3 3 1 1 1 1 1 3 3 1 3 3

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

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

CO4 1 1 1 1 3 1 1 1 3 1 1 3 3 3 3 1

CO5 1 1 1 1 3 1 1 1 3 1 1 3 1 3 2 3
 Detailed Syllabus:
1. Know your equipment and components - Lab Equipment and components
familiarization such as Power supply, Signal Generator, Oscilloscope, Breadboard,
Transistor, Resistoretc...
2. Design, Implementation and Analysis - Implement circuits such as Voltage Regulator
record, analyze and interpret the results. Around 3-4 circuits will be dealt with in
thissection.
3. Electronic Circuit Design Simulation Software - Learning to install and use Multisim.
Design one of the earlier experiments on Multisim and compare hardware and
simulationresults
4. The Art of Soldering - Solder one of the implemented circuits now on a general
purpose PCB/Vector Board, record results, compare with the previous implementation
on the breadboardHardware Software Symbiosis - Use of controller boards to
interface with electronic circuits and actuators, showcase the need for software-
hardwareinterplay

Teaching-Learning Strategies in Brief:

LearningbyImplementationandVerificationofTheoreticalUnderstandingonHardware,Individuall
earning through Experimentation, Participatory Learning and Learning by Interaction and
Teamwork through Final Project. The experiments and projects are designed to materialize the
above learning strategies. Individual experiments teach and enable real world understanding
of concepts of electronic and circuit theory. Quizzes provoke the students towards the
connections between theoretical understandings and their actual realization on hardware,
often not touched in the regular coursework. Final project materializes an integrated and
application driven understanding of the learnings acquired from theexperiments.

Reference Books:
1. Hayt, Kemmerly and Durbin, “Engineering CircuitAnalysis”
2. Sedra and Smith, “MicroelectronicCircuits”,
3. Atmel, ATMega2560, UserManual

Grading:
1. Assessment of Lab Performance in 5 Experiments :30%
2. Quizzes/Viva on Assessment of Theoretical Foundations:30%
3. Final Project Performance:40%
_________________________________________________________________________________
Title of the Course : Electronics Workshop-II
Name of the faculty :
Course Code : EC2.202
L-T-P : 0-0-6
Credits :4
Name of the Academic Program: B. Tech. in ECE

Prerequisite Course / Knowledge:

Basic knowledge of Electronics design (digital, analog, etc.).
Course Outcomes (COs):
After completion of this course successfully, the students will be able to.
CO-1: EW-II will enable students to have conceptual understanding and practical
implementations of theoretical knowledge e.g., p-n junction diode, need of rectifiers,
understanding of filters, understanding the working of transistors in various
configuration; understanding of MOSFET, amplification, conversion, processing, etc.
Practical implementations will reinforce various concepts.
CO-2: Able to use various tools used in electronic, such as Soldering Iron, soldering wire,
flux, Multimeter (analog and digital), male and female connectors (audio, video), Use of
various devices (MOS, transistors, Diodes, SCR, etc.), Op-amp, Use of electronic
instruments (multi-meter, signal generator, power supply, oscilloscope), etc.
CO-3: At the end of the course students are expected to be able to design and analyse
electronic circuits, which involve many discrete active and passive components.
CO-4: Able to articulate the functionality of such circuits as well as be proficient in
implementing the same in various domains.

CO-5: Posed with a non-obvious design problem the student should feel adequately
confident to come up with the design, implement, debug and get it to work.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 3 2 1 1 1 2 2 2 1 1 3 3 2 2 2
CO2 3 3 2 2 2 1 1 2 1 1 1 3 3 2 2 2
CO3 3 3 3 2 2 1 1 2 2 2 1 2 3 3 3 3
CO4 3 3 3 3 2 1 1 2 2 2 1 3 3 3 3 3
CO5 2 3 3 3 2 1 1 2 3 3 3 3 3 3 3 3
Each Course Outcome (CO) may be mapped with one or more Program Outcomes
(POs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping.
Mapping with PSOs, where applicable.
Detailed Syllabus:
EW-II is a project intensive course focused on Electronics (analog, digital, mixed) design
and application while elements of microcontroller programming that aids this design is
an option. The course is broadly divided in two projects;
Project-1 (e.g., Design of an Audio Amplifier) is common to all students (in a group of 2
students with the following specifications (for illustration only)
• Power: P ≥ 1.5 W
• Supply: 5V • Gain: G1 x G2 ≥ 500 (Pre amp
• Filter should not attenuate
• Input: 10-20 and Gain stage)
the gain; Power amp shouldn't be
mV peak to peak • Frequency: Audible range (20 used for gain.
Hz - 20KHz)
• Load: 10 Ω
Project-2 is an individual project (in a group of 2 students), which are very applied test
the students' mettle in the following areas broadly-
• Filter Design
• Amplifier and Rectifier Design
• Regulator Design
• ADC
• Sensor Integration to Controllers and Calibration
• Signal Processing
• Robotics
• IoT, etc.
Reference Books:
No preferred text book as this is a project course. Indicative textbook include
Microelectronic Circuits by Sedra and Smith.
Teaching-Learning Strategies in brief (4 to 5 sentences):
Projects are the best way to open student minds to learning electronics practically.
Making projects that do an exciting real-world task will make students curious to
understand electronics better. The aim of this subject is to provide the knowledge of the
fundamental concepts related to Electronics. The learning will involve handling wide
variety of instruments while testing, trouble shooting, calibration etc. The study of EW-II
will help students to gain the knowledge of working principles and operation of different
instruments. During EW-II practical sessions, they will acquire the requisite skills.
Assessment methods and weightages in brief (4 to 5 sentences):
o Project 1: 40%
o Project 2: 60%
_________________________________________________________________________________
Title of the Course : GENERAL AND STRUCTURAL CEMISTRY
Name of the Faculty : Tapan Kumar Sau
Name of the Academic Program : CND
Course Code : SC2.101
L-T-P : 4-0-0
Credits :4

1.Prerequisite Course / Knowledge : None

2.Course Outcomes (COs):
After completion of this course successfully, the students will be able to..
CO-1. Define quantum numbers for electrons, draw orbital diagrams, and state and apply the Pauli
Exclusion Principle and Hund’s Rule to write the electronic configurations of atoms.
CO-2. Explain the position of elements in the periodic table and the general periodic trends in
atomic size, ionic size, ionization energy, etc. of elements.
CO-3. State why chemical bonds form, identify the types of bonding that occur between
metals/metal-nonmetal/nonmetal-nonmetal, state the current bonding models for simple
inorganic and organic molecules, and predict important bonding parameters, structures, and
properties.
CO-4. Compare the various acid base theories, identify acid-base conjugate pairs, predict the
strengths of acids and bases, and describe the properties of acids and bases.
CO-5. Apply bonding theories of coordination compounds to explain their optical and magnetic
properties.
CO-6. Describe the properties and applications of various modern materials like semiconductors,
superconductors, magnetic materials, polymers and composite materials, and nanomaterials.
CO-7. Distinguish intermediates and transition state; use chemical reaction theories to explain
chemical reactions and their rates.
CO-8. Be able to describe how chemistry plays a central role in modern science.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 3
CO1

3 3
CO2

3 3
CO3
 3 3
CO4

2 3
CO5

CO6 3

CO7 3 3

CO8 2 3

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:
Unit 1. THE STRUCTURE OF ATOMS – A BASIC QM TREATMENT (2L)
Quantization of the energy levels; quantum numbers; s, p, d and f atomic orbitals;
Pauli’s Exclusion Principle and Hund’s Rule of Maximum Multiplicity.
Unit 2. CHEMICAL PERIODICITY (2L)
Periodic classification of elements; Atomic Radius; Ionic Radius; Ionization Energy;
Electron Affinity; Polarizability; The Inert-Pair Effect; Diagonal Relationships; Chemistry
with emphasis on group relationship and gradation in properties (metals and non-
metals; Main Group Elements (s and p blocks); Transition Metals (d block): 3d
elements); Relativistic Effects.

Unit 3. CHEMICAL BONDS, MOLECULAR GEOMETRY AND STRUCTURE (6L)

a. Ionic Bond Formation and Lattice Energy
b. Covalent Bonding; Valence-Bond Theory; Molecular Orbital Theory; How do we
know that electrons are not paired; How do we know the energies of MOs? Major
technique: XPS.
c. Strengths and Lengths of a Bond; How do we know the length of a bond? How do
we know the strength of a bond? Major techniques: Rotational & Vibrational
Spectroscopies.
d. VSEPR Model.
e. ISOMERISM: Types; Optical isomerism in compounds (containing one and two
asymmetric centers); Isomerism in coordination compounds; Major Techniques:
Chromatography/Mass Spectroscopy

Unit 4. COORDINATION COMPOUNDS (2L)

The Shapes of Complexes; The electronic structures of complexes: Crystal Field Theory;
Ligand Field Theory; Color and magnetic properties; Major technique: UV-Vis
Spectroscopy.
Unit 5. SOLIDS AND MODERN MATERIALS (4L)
Solid structures; Bonding in the Solid State; Semiconductors; Superconductors;
Luminescent Materials; Magnetic Materials; Composite Materials; Nanomaterials; Major
Technique: XRD
Unit 6. POLYMER MATERIALS: SYNTHETIC AND BIOLOGICAL (2L)
Synthetic Polymers: Synthesis of Organic Polymers; Electrically Conducting Polymers;
Biological Polymers: Proteins and Nucleic Acids; Major Techniques: NMR & CD
spectroscopy
Unit 7. LIQUIDS (1L)
Intermolecular forces; Liquid structure; Liquid Crystals; Ionic Liquids
Unit 8. PROPERTIES OF SOLUTIONS (2L)
Solubility and Common ion effect; Vapor Pressure; Colligative Properties; How to use
colligative properties to determine the molar mass? The impact on biology and
materials: Colloids; Biomimetic materials
Unit 9. SOLUTION CHEMISTRY (2L)
Bronsted-Lowry Acids; Buffers; Polyprotic systems

Unit 10. KINETICS (3L)

Mechanism of chemical reactions; Activated Complex Theory; Reactions in Solution;
Reaction Dynamics; Enzymatic Catalysis
Reference Books:
1. Peter Atkins and Loretta Jones (2010), Chemical Principles: The Quest for Insight,
5th Edition, W. H. Freeman and Company, New York.
2. Theodore L. Brown, H. Eugene LeMay, Bruce E. Bursten, Catherine J. Murphy,
Patrick M. Woodward, Matthew W. Stoltzfus (2018), Chemistry: The Central Science,
14th Edition, Pearson Education, Harlow, United Kingdom.
3. Donald A. McQuarrie, Peter A. Rock, and Ethan B. Gallogly (2011), General
Chemistry, 4th Edition, University Science Books, California.
4. Raymond Chang and Jason Overby (2011), General Chemistry: The Essential
Concepts, 6th Edition, (McGraw-Hill, New York.
5. Martin S. Silberberg (2013), Principles of General Chemistry, 3rd Edition, McGraw-
Hill, New York.

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The course will involve lectures, exercises/assignments, quizzes, tutorials, and exams.
6.Assessment methods and weightages in brief (4 to 5 sentences):
The student assessment in the course involves written tests, quizzes, and assignments.
1. Assignments: 20%
2. Quizzes (2*10): 20%
3. Mid-Sem Exam: 20%
4. End-Sem Exam (WHOLE Syllabus): 40%
________________________________________________________________________________
Title of the Course : Information and Communication
Faculty Name :Lalitha V
Name of the Academic Program : B. Tech in Electronics and Communication Engineering

Course Code : EC5.102

L-T-P :3-1-0
Credits :4

(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Basic idea of communication system, analog modulation and demodulation, basics of signals in
time and frequency, basics of probability, basic understanding of binary number system.

2. Course Outcomes (COs):

After completion of this course successfully, the students will be able to:

CO-1: List all components in a typical communication system, and distinguish between analog
and digital communications.
CO-2: Apply principles of information theory to calculate the entropy of a random source and
the channel capacity of some simple noisy communication channels.
CO-3 : Discuss Shannon’s Source Coding and Channel Coding Theorems and recognize their
significance for modern communication.
CO-4: Employ probabilistic and combinatorial ideas to obtain a sketch of the proof of the
Shannon’s source coding and channel coding theorems for some simple sources and channels.
CO-5: Analyze the performance of Huffman source coding for any given random source and
some basic error correcting codes for some simple noisy communication channels.
CO-6: Evaluate the essential information and communication theoretic quantities in a wide
variety of communication systems used in practice.

3.MappingofCourseOutcomes(COs)withProgramOutcomes(POs)andProgramSpecificO
utcomes (PSOs) – Course ArticulationMatrix

PO PSO PSO PSO

PO1 PO2 PO3 PO4 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1
5 2 3 4

CO1 3 2 - - - - - - - - - 2 - 3 1 -

CO2 2 2 - 2 - - - - - - - 2 - 3 1 -

CO3 3 2 - - - - - - - - - 2 - 3 2 -

CO4 3 1 - - - - - - - - - 2 - 3 2 -

CO5 3 2 - - - - - - - - - 2 - 3 2 -

CO6 3 2 - - - - - - - - - 3 - 3 2 -

4. DetailedSyllabus:

Unit 1 : Examples of analog and digital signals, Conversion of Signals to Bits via Sampling,
Quantization and Analog-Digital converters.
Unit 2: Sources of information, Information measure, Entropy, Representing sources as bit
sequences, Source codes, Shannon’s Source Coding Theorem, Huffman Coding
Unit 3: Communication Resources – Analog and Digital Modulation, Probability of Error,
Types of Channels (Wireless/Wireline), Noise, Binary Input-Binary Output Channels,
Derivation of Binary Symmetric Channel from Gaussian Channels with Power Limitations.
Unit 4: Channel Codes, Shannon’s Channel Coding Theorem, Motivation and Simple Examples of
Error Correcting Codes

Reference Books:
1. McEliece,R.(2002).TheTheoryofInformationandCoding(2nded.,EncyclopediaofMath
ematics and its Applications). Cambridge: Cambridge University
Press.doi:10.1017/CBO9780511606267.
2. Gallager,R.(2008).PrinciplesofDigitalCommunication.Cambridge:CambridgeUniver
sityPress. doi:10.1017/CBO9780511813498.
3. Venkatesan Guruswami, Atri Rudra, Madhu Sudan, “Essential Coding Theory”,
Publisher: University
ofBuffalo,Availableonlineathttps://cse.buffalo.edu/faculty/atri/courses/coding-
theory/book/web- coding-book.pdf.
4. ThomasM.Cover,JoyA.Thomas,“ElementsofInformationTheory”,2ndEdition,ISBN:97
 8-0-471- 24195-9, June2006,.

5. Teaching-Learning Strategies in brief (4 to 5sentences):

The course is conducted through systematically prepared lectures and tutorial sessions. The
lecture sessions are held in an interactive manner with short pop-quizzes for 1-2 minutes at
appropriate junctures through which the instructor can understand the pulse of the classroom
and whether the students are able to follow the class or otherwise. Based on these the
lectures are fine-tuned (increase/decrease in pace or complexity of material covered). Further,
the students are divided into groups of 4 or 5 each, and each group presents their
understanding of the lectures in a short 10 minute presentation video per week as home
assignment group wise. We call these as course summaries. Programming assignments are also
given as home assignments which promote implementation-level understanding of theoretical
topics taught in the class. In the tutorial sessions conducted with the help of teaching
assistants, students learn to solve problems associated with the material covered in the
lectures. These sessions are generally highly interactive and offer a platform for students to
correct their understanding and also serve as a launching pad for students to pursue further
directions of learning in Information and Communication theory advanced material that is not
usually part of the regular lectures.

6. Assessment methods and weightages in brief (4 to 5sentences):

Type of Evaluation Weightage (in %)
2 Mid Semester Exams 2 x 15 = 30%
Home assignment (Course Summaries and 30%
Programming assignments – group wise)
End Semester Exam 40%
_________________________________________________________________________________

Title of the Course : Introduction to Human Sciences

Name of the faculty : Don Wallace Freeman Dcruz, Sushmita Banerji

Name of the Academic Programs : B.Tech. in CSE, B.Tech in ECE

Course code : HS8.102
L-T-P : 3-1-0
Credits :4

1. Prerequisite Course / Knowledge: Nil

2. Course Outcomes (COs)

After completion of this course successfully students will be able to:

CO1: Discuss the origin and development of key disciplines in the human sciences
CO2: Identify some of the fundamental questions that shape and drive inquiry in human sciences
CO3: Demonstrate knowledge of concepts related to theorizing about reflection, society, and
culture
CO4: Analyze crucial normative elements and descriptive frameworks in human sciences inquiry
CO5: Develop skills to formulate nuances involved in problems concerning humans and societies
CO6: Write clear and well thought out short essays on topics in humanities and social sciences

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
CO1 1 2 3 1 1 3 2 3 1 1 - 3 1 1 2 3
CO2 2 2 3 3 2 3 2 3 1 3 1 3 1 1 2 3
CO3 2 2 2 3 1 3 2 3 1 2 1 1 1 1 2 3
CO4 1 2 2 3 1 2 2 3 2 2 - 2 1 2 1 3
CO5 2 2 3 3 1 2 3 3 1 1 1 3 1 2 2 2
CO6 2 2 3 3 1 3 3 3 2 2 1 2 1 1 3 2

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4. Syllabus:

The course will be divided into four modules, each of which will introduce students to a particular
discipline in the human sciences. The various disciplines that constitute human sciences are:
1. Philosophy
2. Psychology
3. Literature
4. History
5. Sociology
6. Anthropology
Each module will offer a systematic worldview, tools of enquiry to study and analytical
frameworks to make sense of topics taken up for discussion. Detailed list of topics under a
module will be provided by the faculty teaching that module when the lectures begin. The
overarching theme for the topics are the fundamentals of human sciences so that students grasp
what humans sciences are all about.

Reference books:
Readings for each of the modules will be given with the commencement of the lectures. There is
no single textbook as such for all four modules.

5.Teaching-Learning Strategies in brief:

Each module will have one faculty giving six lectures of 90 mins each Through discipline specific
modes of understanding and everyday examples, class lectures will enable students to connect
and ponder about themselves, the society and cultures that surrounds them. The teaching-
learning strategy emphasises the merits of avoiding simplistic solutions to complex problems and
instead ask meaningful questions that enrich debates about how we produce, distribute,
 consume, reflect, represent, and govern ourselves. Lectures impress upon students the need to
critically reflect on issues that are impacted by technology, the historical and social context of the
world they live in, the literary and philosophical ideas that permeate human thought and
psychological principles of human behaviour.

6. Assessment methods and weightages in brief:

This is mainly a writing-driven course, and the evaluation questions are carefully designed to
make students think independently. Students are assessed for abilities like critically assessing
issues, questioning assumptions, clarifying distinctions, and bringing out nuances. In assignments
and exams, students are expected to demonstrate these abilities by presenting their views
clearly and systematically. Students will be evaluated for each of the four modules and the
pattern of evaluation will be decided by the respective faculty. Evaluation pattern can include
weekly assignments, quizzes and term papers. Each module will carry 25 % of total marks.

_________________________________________________________________________________
Title : Intro to Processor Architecture
Course Code : EC6.202
Faculty Name : Deepak Gangadharan
L-T-P : 3-1-0
Credits :2
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course/Knowledge
Digital Systems and Microcontrollers

2. Course Outcomes (COs)

After completion of this course successfully, the students will be able to

CO-1. Explain Instruction Set Architecture (ISA) and the different paradigms RISC and CISC.

CO-2. Employ the different instructions and addressing modes to write assembly programs.

CO-3. Describe the instruction encoding in an ISA.

CO-4. Design and Develop Sequential and Pipelined Implementation of a Processor.

CO-5. Explain the different types of cache memories in memory hierarchy and its impact.

CO-6. Explain the importance of virtual memory and associated concepts such as page table,
page faults and address translation.

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

CO3 1 1 - 1 - - - - - 2 - 3 - - 1 1

CO4 3 2 - 2 3 - - 2 3 2 - 3 3 2 1 3

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

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

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs.

Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4. Detailed Syllabus

Unit 1:Introduction to Processor Architecture – Definition of Computer System, Models of

Computer Architecture, Programming Abstractions, Definition of Instruction Set Architecture,
ISA Design Paradigms: RISC vs CISC

Unit 2:Machine Level Representation of Programs – Accessing Information: Operand Specifiers,

Addressing Modes, Data Movement Instructions, Push and Pop Instructions, Arithmetic and
Logic Operations, Condition Codes, Accessing Condition Codes, Jump Instructions and Encoding,
Conditional Branches, Loops, Switch Statements

Unit 3:Processor Architecture – Instruction Set Architecture, Sequential Implementation,

Principles of Pipelining, Pipelined Implementation

Unit 4: Memory Hierarchy – Storage Technologies, Locality, Types of Cache Memories, Impact of
Cache on Program Performance
Unit 5: Virtual Memory – Physical and Virtual Addressing, Page Tables, Page Hits, Page Faults,
Address Translation
Reference Books:

1) Randal E. Bryant and David R. O’Hallaron. Computer Systems: A Programmer’s Perspective – 3rd
Global Edition.
2) David A. Patterson and John L. Hennessy. Computer Organization and Design: The
Hardware/Software Interface – 5th Edition.

5. Teaching-Learning Strategies in brief

Weekly lectures cover the topics in the syllabus. Tutorials introduce the students to Verilog
programming and general instructions on how to write Verilog program for various building
blocks of a processor architecture – such as instruction decode, ALU, etc. There is one major
project where each student designs and develops a HDL program for a pipelined processor
architecture based on the theory covered in the lectures.

6. Assessment methods and weightages in brief

 Type of Evaluation Weightage (in %)

Quiz 1 10

End Sem Exam 30

Project 60

_________________________________________________________________________________

Course Name : Introduction toIoT

Faculty Name : Deepak Gangadharan
Name of the Academic Program :B-Tech in Computer Science and Engineering
Course Code : CS3.303
L-T-P :2-0-3
Credits :3
(L=Lecture hours, T=Tutorial hours, P=Practicalhours)

1. PrerequisiteCourse/Knowledge
Basic knowledge of C/C++ programming, Digital Systems and Microcontrollers

2. Course Outcomes(COs)

After completion of this course successfully, the students will be able to

CO-1. Explain the definition of IoT and the various IoT architectures.
CO-2. Explain the types and characteristics of commonly used sensors,
actuators and microcontrollers.
CO-3. Explain the communication and application layer IoT protocols.
CO-4. Explain the concepts of Cloud+Fog Computing, IoT Interoperability,
data handling and analytics.
CO-5. Employ the Arduino Programming concepts to program microcontrollers.
CO-6. Employ the interfacing of sensors and actuators with microcontroller.
CO-7. Employ few communication and application layer protocols.
CO-8. Employ an Interoperability standard called oneM2M.

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs)

andProgram Specific Outcomes (PSOs) – Course ArticulationMatrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 1 1 1 - 1 - - - 2 - 3 1 1 - -

CO2 1 1 1 1 - 1 - - - 2 - 3 1 1 - -

CO3 1 1 1 1 - 1 - - - 2 - 3 1 1 - -

CO4 1 1 1 1 - 1 - - - 2 - 3 1 1 - -

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

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

CO7 2 1 - 2 3 1 - - 3 1 - 3 1 1 - -

CO8 2 1 - 2 3 1 - - 3 1 - 3 1 1 - -
Note: Each Course Outcome (CO) may be mapped with one or more Program
Outcomes (POs) and PSOs.
Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’
mapping, 1 for ‘Low’-level’ mappingDetailed Syllabus

Unit 1:Introduction – Definition, Architectures and Use Cases

Unit 2:Sensor and Actuators – Definition, features, classification,

characteristics,physics of fewbasic and important sensors and actuators

Unit 3:Microcontroller and Programming –

• Basics of a controller, popular microcontrollers

• Microcontroller programming(Arduino/ESP32)
• Overview of different peripherals: ADC, DAC, Memory, GPIO,Timers
• Interfacing of Sensors and Actuators to microcontrollers: UART, SPI,I2C

Unit 4:Communication Protocols –

• Basics of communication network

• Overview of different communication technologies for IoT: LoRaWAN,
Cellular (3G/4G/5G), WLAN, Bluetooth,Zigbee
• Overview of application/middleware protocols: MQTT, HTTP,CoAP
• Connecting the sensor node tointernet

Unit 5:Cloud + Fog Computing – Characteristics, Types of Cloud, Challenges in

Cloud Computing, Fog Computing Architecture, Advantages of Fog Computing,
Case Study

Unit 6:Interoperability –

• Concepts and Types of Interoperability

• Interoperability Standards andoneM2M

Unit 7:Data Handling and Analytics –

• Handling - Definition, Data Types, Characteristics of Big Data, Data Flow

(Generation, Acquisition, Storage,Analysis)
• Analytics - Definition, Types of Analytics (Descriptive, Diagnostic,
Predictive, Prescriptive), Qualitative and QuantitativeAnalysis

Reference Books:

1) Perry Lea, (2018) Internet of Things for Architects: Architecting IoT solutions
by implementing sensors, communication infrastructure, edge computing,
analytics, and security, Packt Publishing

4. Teaching-Learning Strategies in brief

Weekly lectures cover the theory in the syllabus and the labs will deliver the
hands-on experience in building IoT systems. The comprehensive quizzes and
end semester exam
will test the students on the relevant theory taught for IoT systems. The
 project will give the students an end-to-end IoT system development covering
all the concepts learned in the labs.

5. Assessment methods and weightages inbrief

Type of Evaluation Weightage (in %)

Quizzes 15
30
End Sem Exam

Labs 30
Project 25
_________________________________________________________________________________
Title : Introduction to Linguistics 2:
Semantics, Pragmatics and Discourse
Credits : 3-0-1-4
Faculty name : Aditi Mukherjee
Type when : Spring 2022
Prerequisite : Introduction to Linguistics 1.

COURSE TOPICS:
SEMANTICS
Semantics as a discipline. Types of meaning: Connotation, denotation, affective etc.
Sentence meaning and proposition. Reference and sense. Word meaning and sentence
meaning. Entailment, contradiction, transitivity and reflexivity. Predicates. Diexis and
definiteness. Lexical semantics: sense relations among words: Synonymy, antonymy,
hyponymy, meronimy, lexical ambiguity. Components and contrasts of meaning:
componential analysis. Semantic Universals: colour and kinship terms.

PRAGMATICS
Speech act theory: language as action, performative verbs, perlocution and illocutions,
direct and indirect illocutions, propositions and illocutions, felicity conditions.
Conversational implicature. Entailment, inference and presupposition. Gricean maxims:
cooperative principles.

DISCOURSE
Structure of text and coherence. Local coherence and global structure. Conversation
analysis. Coreference. Anaphora, Cataphora, Endophora. Discourse connectives and
relations.

SEMINARS: Students will be expected to read research papers on various topics and
make presentations in the class.

TEXT BOOKS:
John Saeed (2009) Semantics
Geoffrey Leech (1983) Semantics: the Study of Meaning

SUGGESTED READINGS:
John Lyons (1995). Linguistic Semantics.
Cruse Alan (2004). Meaning in Language: An Introduction to Semantics and Pragmatics.
Part 2 and Part 4.
Levinson, Stephen C. (1983). Pragmatics.
Brown, G and Yule, G. (1983). Discourse Analysis.
Cutting Joan (2002). Pragmatics and Discourse: A resource book for students.

OUTCOME: Students will have a good understanding of semantic and contextual analysis
of texts which will enable them in building text processing tools and systems.
_________________________________________________________________________________
Title of the Course :Introduction to Quantum Information and Computation
Course Code : CS9.312
Faculty Name : Indranil Chakrabarty
Credits :2
LTP : 2-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

Prerequisite Course / Knowledge:

Knowledge of Advanced Linear Algebra, Quantum Mechanics, Classical information Theory

Course Outcomes (COs):

After completion of this course successfully, the students will be able to..

CO-1. Understand the basic idea of Qubits (Quantum States), Pure and Mixed States, Quantum
Measurements, Entanglement, Quantum Gates and the idea of extension of Entropy from
Classical to Quantum. Learning Dirac Algebra to solve problems of Quantum Computing and
Information

CO-2. Demonstrate familiarity with process like Quantum Measurement, Information processing
tasks like Teleportation, Superdense Coding, Entanglement Swapping, s Quantum Circuits.

CO-3: Synthesize proofs of theorems related to Quantum Entropy using the mathematical and
logical arguments.

CO-4. Design Quantum Circuits with Universal Gates,

Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 1 1 2 1 - - - - - - 3 3 3 3 3

CO2 2 2 1 3 1 - - - - - - 3 3 2 3 3

CO3 1 2 - 3 - - - - - - - 2 3 2 2 3

CO4 1 2 - 3 2 - - - - - 2 2 3 3 3 3
‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

Detailed Syllabus:

Unit 1. Introduction and Overview: Transition from Classical to Quantum (2L)

Unit 2. Foundations of Quantum Theory I: States, Ensembles, Qubits, Pure and Mixed

states, Multi-qubit states, Tensor Products, Unitary transformations, Spectral

Decomposition theorem, Singular value Decomposition, Generalized Measurement,

Projective Measurement, POVM (4L)

Unit 3. Quantum Entropy and Entanglement: Quantum Entropy, EPR Paradox, Schmidt

Decomposition. (2L)

Unit 4. Basic Quantum Information Processing Protocols: Teleportation, Super Dense

Coding, Entanglement Swapping. (2L)

Unit 5 Quantum Computation: Introduction to quantum computing, Pauli Gates, Hadamard

Gates, Universal Gates, Quantum algorithms. (2L)

Reference Books:

Preferred Text Books: 1. Quantum Computation and Quantum Information –M. A. Nielsen, I. L.
Chuang. Cambridge University Press.

Other Books: 1. Quantum Computer Science: An Introduction --- N. D. Mermin, Cambridge

University Press. 2. Quantum Computing: From Linear Algebra to Physical Realizations---M.
Nakahara, T. Ohmi, Taylor and Franchis Group. 3. Lectures on Quantum Information (Physics
Textbook)---D. Brub, G. Leuchs, WILEYVCH.

Teaching-Learning Strategies in brief (4 to 5 sentences):

First of all there will be lectures which will introduce the motivations, concepts, definitions along
with simpler examples. After that there are going to be assignments and quizzes that will make
sure that the students have understood the concepts. These will be followed by deeper lectures
and assignments as the area is interdisciplinary and new. These will also be supplemented with
innovative problems so that they can apply the concepts learned by them.

Assessment methods and weightages in brief (4 to 5 sentences):

Mid - 20%
End Sem- 30%
Assignment- 15%
Quiz- 15%
Project -20%
TitleoftheCourse :IntroductiontoSoftwareSystems
Faculty Name :Raghu Reddy
Name of the Academic Program : Bachelor of Technology in Computer Science and
Engineering
CourseCode :CS6.201
L-T-P : 1-0-3
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge: Notapplicable.

2. CourseOutcomes(COs)(5to8fora3or4creditcourse):

After completion of this course successfully, the students will be able to…

CO-
1:DemonstratefamiliaritywithvariousOSConcepts,Shellprogramming,WebTechnologies,Database
Systems, Python Programming, software engineeringprinciples.

CO-
2:Understandthedifferenttypesoftoolsandtechnologiesthataresuitableforsolvingdifferent
softwareproblems

CO-3: Apply tools and technologies to implement simple software solutions

3. MappingofCourseOutcomes(COs)withProgramOutcomes(POs)andProgramSpecificOutco
mes (PSOs)–CourseArticulationMatrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
CO1 2 2

CO2 3 2 2 2 2 1

CO3 3 1 3 3 1

Note:EachCourseOutcome(CO)maybemappedwithoneormoreProgramOutcomes(POs)andPSOs.
Write‘3’intheboxfor‘High-level’mapping,2for‘Medium-level’mapping,1for‘Low’-level’mapping

4. DetailedSyllabus:

Unit 1: Software and Systems overview - SHELL: OS concepts, Kernel, Memory, Shell basics,
Advance Linux commands including file management and schedulers, Control flows, Regex,
Awk,

Unit2:Developingwebapplications-
IntroductiontoHTML,CSSandJavascriptconcepts,Datatypes, variables, operators, conditions,
loops, functions, function expressions, events, form controls, data structures, java script
libraries, AFrame,Three.js

Unit 3: Programming with Python – Functions, Exceptions, Error Handling, Sequences,

 scoping rules, closures, higher order functions, mutability, object model and inheritance,
modules and packages, variable args, decorators, usage of libraries including SOAP and REST
API, Flask based server set up.

Unit4:SDLCandDatabases–
SDLCconcepts,VersionControlSystems,Editors,Bugtrackers,BasicsofSQL, CRUD;

Reference Material/Books:
1. Mastering Linux Shell Scripting : A practical guide to Linux command-line, Bash
scripting, and Shell programming, by Mokhtar Ebrahim, Andrew Mallett. 2nd Edition,
2018. ISBN-13 :978-1788990554
2. Learning Python: Powerful Object-Oriented Programming, by Mark Lutz. 5th Edition,
2013. ISBN-13 : 978-1449355739
3. JavaScript: The Definitive Guide, by David Flanagan. 7thEdition, 2020. ISBN-13: 978-
1491952023
4. Workbook/Gitbook created by the course instructors
(https://serciiit.gitbook.io/introduction-to- software-systems/)

5. Teaching-LearningStrategiesinbrief(4to5sentences):
The course is delivered using problem based learning methodology. The major goal of the
course is to introduce the students to various software and systems technologies and tools
that can facilitate them to develop simple software systems. To achieve this goal, the course is
delivered as a combination of lectures and tutorial sessions that provide students with hands-
on experience in understanding the problem and implementing solutions using the
corresponding software technologies and tools.

6. Assessmentmethodsandweightagesinbrief(4to5sentences):

Mid Exam – 15% Final

Exam – 20%
Assignments (3) – 25 %
Labs (4) – 20%
Others– 20% (In-class Activities, Surprise quiz/test)
_________________________________________________________________________________
Title of the Course : Language Typology and Universals
Course Code : CSL1.204
Faculty Name : Radhika Mamidi
Name of the Academic Program : CLD
L-T-P: 3-1-0 Credits: 4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Introduction to Linguistics-1 and 2

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to:

CO-1 Analyse language at morpho-syntactic and semantic levels

CO-2 Understand the similarities and differences between languages

CO-3 Understand language development and language loss in humans

CO-4 Understand different language families

CO-5 Build knowledge and do research and be able to build NLP applications in mother tongue

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO PO PO PO PSO
PO1 PO2 PO3 PO5 PO7 PO10 PO11 PO12 PSO1 PSO2 PSO3
4 6 8 9 4

CO1 3 2 3 2 2

CO2 2 3 3 3 3

CO3 2 2 3 2 2

CO4 2 2 3 2 2

CO5 2 2 3 3

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:

Unit 1: INTRODUCTION: Nature of human language and its design features and comparison with
animal communication systems - Duality of patterning, creativity, displacement etc; Levels of
language organization- Phonological, Morphological; Grammatical and Discourse; LANGUAGE
CHANGE: Concepts from Historical linguistics; language families and subfamilies; Comparative
methods: spelling changes, types of sound changes, morphological changes, syntactic and
semantic changes; Analogical change; Borrowing; the Great Vowel Shift; Grimm's law; Lexical
comparisons

Unit 2: COMPARISION AND CLASSIFICATION OF UNIVERSALS: Historic-generic method and

typological method; Language contact and convergence and areal typological study; South Asian
language area and common areal features – experience subject, echo-formation, reduplication,
retroflexion; Approaches to language universals: structural approach and generative approach –
their assumptions about sampling, methodology and nature of linguistic elements.

Unit 3:GREENBERG’S BASIC WORD ORDER TYPOLOGY: Implicational universals and their role in
restricting

possible language types; absolute universals and tendencies; Post-Greenbergian research and
reformulation
of word order typology. CHOMSKYAN APPROACH TO LANGUAGE UNIVERSALS: Language
learnability,

poverty of stimulus and innateness hypothesis; Concepts of universal grammar; Principles and
parameters –

head parameter, pro-drop parameter and X-bar theory of phrase structure.

Unit 3: PHONOLOGICAL STRUCTURE: Vowels and Consonants across languages; Distinctive

features and

phonological oppositions; Syllable types; Phonotactic constraints; Phonological Processes;

Language

acquisition and dissolution. Phonological universals. MORPHOLOGICAL STRUCTURE: Language

types-

Analytic, Agglutinative, Synthetic and Polysynthetic: derivational and inflectional categories and
types of

affixes; Morphological encoding of number, person, gender, tense, aspect and modal features,
agreement

and case marking; Parts of speech categories.

Unit 4: CLAUSE STRUCTURE: Grammatical relations – Nominative-Accusative and Ergative-

Absolutive

language types; Dative and other Nominative subjects; Relative clause types; Causative
construction;

Complement structure; Conjuctive Participles. SEMANTIC STRUCTURE: Case Grammar; Predicate

argument

structure and thematic roles and their realization; Paninian grammar and Karaka relations.

Reference Books:

1. Campbell, Lyle. 1998. Historical Linguistics. MIT Press.

2. Comrie, Bernard. 1981. Language Universals and Linguistic Typology. Oxford : Basil Blackwell.

3. Aitchison Jean. 1976. The Articulate Mammal. London: Hutchinson. Chapters 1-5.

4. Subbarao K.V. 2012. South Asian Languages: A Syntactic Typology. Cambridge University Press.
Chapters 1,2,5,6 and 8.

5. Masica, Colin P.1979. Defining a Linguistic Area. Chicago and London: The University of Chicago
Press.

6. Emeneau, Murray (1956), "India as a Linguistic Area", Language32 (1): 3–16.

7. Jakobson, Roman. 1968. Child Language, Aphasia and Phonological Universals. The Hauge:
Muoton.

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The teaching process is a mix of theory and activity based. The focus is on using the concepts
taught in class to extend to mother tongue. Translation method to compare the languages they
know will be done individually, as pairwork and in groups

6.Assessment methods and weightages in brief (4 to 5 sentences):

Type of Evaluation Weightage (in %)

Assignments 25%,

Seminar 10%

Graded Exercises 10%,

Midsem Exam 15%,

Endsem Exam 40%

_________________________________________________________________________________

Title of the Course : Linear Algebra

Faculty Name :Girish Varms + Indranil Ch
Name of the Academic Program : BTech in Computer Science
Course Code: : MA2.101
L-T-P: 3-1-0 Credits: 4

Prerequisite Course / Knowledge:

This is one of the first math courses and only assumes school knowledge of maths.

Course Outcomes (COs):

After completion of this course successfully, the students will be able to...
CO-1: Understanding the basic mathematical concepts like vector space, Basis, Linear
Transformation, Rank Nullity Theorem, Matrix Representation of Linear Transformations, System
of Equations, Determinants.
CO-2: Demonstrate familiarity with Eigenvalues, Eigenvectors, Orthogonality and Matrix
Decomposition theorems.
CO-3: Synthesize proofs of theorems related to Matrices and Vector Spaces using clear
mathematical and logical arguments.
CO-4: Apply principles of Spectral Decomposition and Singular Value Decompositions to real
world problems in Image Compression, Principal Component Analysis etc.
CO-5: Design dimension reduction techniques with approximation guarantees using Best Fit
Subspaces.
CO-6: Create mathematical models using principles of Linear Algebra and analyze them.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)
PO PO PO PO PO PO PO PO PO PO PO PO PSO1 PSO2 PSO3 PSO4
1 2 3 4 5 6 7 8 9 10 11 12
CO1 2 3 1 3 1 1 1 1 2 2 1 3 1 1 1 2
CO2 1 2 2 2 1 1 1 1 2 2 1 1 3 1 1 2
CO3 2 3 1 3 1 1 1 1 2 2 1 3 2 1 1 2
CO4 1 3 2 2 1 1 1 1 2 2 1 1 3 1 2 2
CO5 1 3 2 3 1 1 1 1 2 2 1 1 3 1 1 3
CO6 1 2 1 2 2 1 1 1 2 2 1 2 3 2 2 2

‘3’ for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping.

Detailed Syllabus:
Unit 1: Vector spaces, subspaces, Linear dependence, Span, Basis, Dimension, Finite dimension
vector spaces Linear transformation, Range and Null space of linear transformation, Rank Nullity
Theorem, Sylvester's Law, Matrix representation of a linear transformation for finite dimensional
linear spaces, Matrix operations, change of basis, Rank of a Matrix, Range and Null Space of a
matrix representing a linear transformation. Linear spaces with inner product [inner product
example over space of functions: orthogonality and orthogonal functions in L_2.
Unit 2: System of Linear Equations, Row-echelon form, reduced row-echelon form. Gauss-Jordon
elimination, Solution of linear systems using Gauss-Jordon elimination, matrix inversion by Gauss
Jordon elimination, Understanding Range Space and Solution Space using Rank-Nullity Theorem.
Unit 3: Eigenvalues and Inner product: Eigenvalues & Eigenvectors, Norms, Inner Products and
Projections, Applications like Analysis of Random Walks.
Unit 4: Advanced Topics: Spectral & Singular Value Decomposition Theorems, Applications of SVD
and Best Fit Subspaces

Reference Books:
1. Linear Algebra, 2nd edition, K. Hoffman and R. Kunze.
2. Finite Dimensional Vector Spaces, P. Halmos.
3. Introduction to Linear Algebra, Gilbert Strang.
4. Linear Algebra Done Wrong, Sergei Treil.

Teaching-Learning Strategies in brief (4 to 5 sentences):

Lectures will initially introduce the motivations, concepts, definitions along with simpler
examples. This will be followed by assignments and quizzes that will make sure that the students
have understood the concepts. These will be followed by deeper lectures and assignments which
lead the students to the bigger questions in the area. These will also be supplemented with real
world engineering problems so that they can apply the concepts learned by them.

Assessment methods and weightages in brief (4 to 5 sentences):

− Light In-class Quizzes: 15%
− Assignments: 15%
− Class Test 1: 10%
− Class Test 2: 10%
− Mid Exam: 20%
− End Exam: 30%
_________________________________________________________________________________
Title of the Course : Machine, Data and Learning
Faculty Name :Vikram Pudi
Name of the Academic Program : B.Tech. in Computer Science andEngineering
Course Code : CS7.301
L-T-P : 3-1-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course /Knowledge:

Data Structures, Computer Programming

2. Course Outcomes(COs)

After completion of this course successfully, the students will be able to:

CO-1. Understand basic ML concepts such as Underfitting, Overfitting and Bias-Variance

tradeoff CO-2. Gain hands-on experience of applying these concepts to example problems
CO-3. Understand local search techniques with focus on Genetic
algorithms CO-4. Understand the basics of Probability and Utility
theory
CO-5. Usage of these concepts in the context of formal models such as Decision theoretic
models and Bayesian networks
CO-6. Understand Decision tree learning and notion of Information Gain

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) andProgram

Specific Outcomes (PSOs) – Course Articulation Matrix

PO1 PO PO PO PO PO PO PO PO PO1 PO11 PO12 PSO PSO PSO PSO

2 3 4 5 6 7 8 9 0 1 2 3 4

CO 3 3 3 2 2 3 - - 3 2 2 2 1 2 2 1
1

CO 2 2 3 1 1 3 - - 3 2 1 2 1 2 2 1
2

CO 2 1 3 1 1 3 - - 3 2 1 2 1 2 2 1
3
 CO 2 2 3 2 2 3 - - 3 2 2 2 1 2 2 1
4

CO 3 3 3 2 1 3 - - 3 2 1 2 1 2 2 1
5
CO 3 2 3 2 1 3 - - 3 2 1 2 1 2 2 1
6

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4. DetailedSyllabus:
5. Unit 1: Overview of AI and ML

Unit 2: Basic ML concepts including Data and generalization, Overfitting, Underfitting, Bias-
variance tradeoff

Unit 3: Local Search Techniques, Genetic

Algorithms Unit 5: Basics of Probability and Utility

Theory

Unit 6: Decision Theory, Markov Decision Process, Modeling observation errors

Unit 7: Decision Tree Learning, Construct decision trees from examples, Notion of information

gain Unit 8: Bayesian networks

References:
• Python ML by Example by Yuxi (Hayden) Liu, Packt Publishing,2017
• Stuart Russell and Peter Norvig, Artificial Intelligence A Modern Approach,
Pearson Education Inc.,2009

6. Teaching-Learning Strategies inbrief:

The course lectures will cover the core concepts while assignments will provide ample
scope to implement and understand many of the concepts in more detail. Learning of
theoretical concepts and problem solving will be enabled via quizzes, mid and final exams.

7. Assessment methods and weightages in brief:

Assignments: 35 marks, Quizzes: 15 marks, Mid Exam: 20 marks, End Exam: 30 marks
_________________________________________________________________________________
Title of the Course : Organic Chemistry
NAME OF FACULTY : Bhaswar Ghosh
Name of the Academic Program : CND
Course Code : SC2.202
L-T-P :3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits :2

1.Prerequisite Course / Knowledge: NA

2.Course Outcomes (COs) (2 credit course):
CO1: Explain various mechanisms of structural stability of organic compounds and their
reactivities
CO2: Apply the mechanisms to describe types of reactions using stability of reaction
intermediates
CO3: Analyze the outcomes of different organic reactions using the principles of structure and
stability of reactants and intermediate compounds

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 2 2 1 1 1 2 3
CO1

3 3 2 1 1 1 2 3
CO2

3 3 2 1 1 1 2 3
CO3

CO4

CO5

CO6

CO7

4. Detailed syllabus
Concepts on structures, stabilities and reactivities

Unit 1: Reactive intermediates: Formation, structure, stability and fate of various reactive
intermediates (Carbanion, carbocation, carbenes, nitrenes, benzynes, free radicals) – Reactive
intermediates in biology and environment

Unit 2: Concepts of aromaticity

Unit3: Molecular symmetry and chirality, Stereoisomerism, Classification of stereoisomerism,

configuration, chiral centre, Axial chirality, planar chirality, helicity, Racemization and methods of
optical resolution, Determination of configuration, Conformation of acyclic and monocyclic
molecules-conformation and reactivity, Prochirality and prostereoisomerism, Stereochemistry of
alkene, Chirality in molecules devoid of chiral centers, Chirooptical properties. Some reactions
and their mechanisms

Unit 4: Methods for determining structures and reaction mechanisms

Unit 5: Types of reactions and their mechanisms Radical substitution Electrophilic addition to
alkenes and alkynes – stereochemical considerations – Markonikov rule Nucleophilic Substitution
at saturated carbons (SN1, SN2 and SNi): Types, stereochemical considerations, Role of solvent
Nucleophilic addition to the Carbonyl group Elimination reactions: Types (E1, E2 and E1cB) -
stereochemical consideration, Role of solventHofmann rules- Zaytsev Rules Nucleophilic
substitution at the carbonyl group Electrophilic Aromatic Substitution: Benzene and its reaction
with electrophiles- Effect of functional groups Nucleophilic Aromatic substitution: Diazonium
compounds-benzyne mechanism Pericyclic reactions: Electrocyclic reactions,
Cycloadditions, Sigmatropic rearrangements and Group transfer reactions Important name
reactions involving rearrangements Functional group wise reactions Conversions and
Identifications.

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The objective of the course is to familiarize the CND students with basic concepts of organic
reaction mechanisms. Since organic reactions are wide spread in natural biological systems as
well as their applications in various industries, understanding the mechanisms is crucial. The
course would provide the students with tools to analyze outcomes of organic reactions. It will
further help them to learn the numerical analysis of molecular reactions later.
6.Assessment methods and weightages in brief(4 to 5 sentences):
Assignments – (20%), Class Quizzes + Mid-term evaluation (40%), Final exam (40%)

Reference book
A Guidebook to Mechanism in Organic Chemistry by by Peter Sykes
_________________________________________________________________________________
Title of the Course :Program Verification
Code :CS1.303
Faculty Name : Venkatesh Choppella

1 Coursestructure

Name Program Verification

Credits 2, Lectures-Tutorials-Practicals=3-1-0 (hours/week)
Instructor Venkatesh Choppella

2 Prerequisitecourses

1. ComputerProgramming
2. DiscreteMathematics

3 Courseoutcomes

A student graduating from the Program Verification course should be able to

perform each of the following sample tasks:

1. CO1:SpecifysimplecomputationalproblemsUselogicandfunctional notation
to precisely specify a problem in terms of an input- output relation. This
includes problems related to elementary data structures and
sequentialalgorithms.

2. CO2: Modelsequentialalgorithmsas iterativesystemsModelse- quential

algorithms for searching and sorting and basic graph algo- rithms as simple
iterativesystems.
3. CO3 Prove sequential algorithms correct Write down a complete proof of
total correctness of sequential algorithms for searching and sorting.
4 CO4: Use verification tools Develop facility to use software tools (Dafny, or
Z3 etc.) for expressing and verifying correctness of algorithmsMapping of
Course Outcomes to Programme and Programme SpecificOutcomes

Table 1: Mapping of Course Outcomes to programme and programme

specific outcomes

Programme Outcome (PO/PSO) CO1 C02 C03 C04

PO1 3 3 3 3
Engg. Knowledge
P02 3 3 1 1
Problem Analysis
PO3 3 3 3 3
Design/Develop
PO4 2 2 2 2
Complex Problems
PO5 1 1 1 3
Modern tool usage
PO6 1 2 3 2
Engr. & Society
PO7 1 1 1 1
Environment & Sustainability
PO8 1 2 2 1
Ethics
PO9 1 1 1 2
Team work
P10 3 3 3 3
Communication
P11 1 1 1 1
Project Mgmt & Finance
P12 3 2 2 2
Life learning
PS01 3 3 3 3
Specialised knowledge
PS02 3 3 3 3
Roadmap for technologies
PS03 3 3 3 3
Research &
ProgrammeOutcome(PO/PSO) CO1 C02 C03 C04
DevelopmentSkills
PS04 3 3 3 3
Potential for PGstudy
5 Syllabus

Propositional Logic: Syntax of propositional logic. Evaluation ofpropo- sitional

logic formulas. Analytical tableaux. DeductionSystems.

First Order Logic: Quantifiers, syntax of first order logic. Evaluation. Deduction
Systems. Applications to program specification. Writing proofs.

SequentialProgrammodelsDiscreteFlows,fixedpoints,convergence, limit
maps,sequentialproblemsolving,boundfunctionsand invariants. Semantics
of programmingconstructs.

HoareLogic Programs aspredicate transformers.Hoarerulesforassign- ment,

sequential composition, conditional composition and iteration. Proofs in
HoareLogic.

6 Texts and References

Textbooks

MLCS Mathematical Logic for Computer Science, 3rd Edition. Murdoch Ben-Ari.
Springer, 2013. This is the main text for the first half of the course.
Reserve copies in the library.

MICS A Mathematical Introduction to Computer Science. Kasturi Viswanath.

Universities Press, 2008. This is the main text for the second half of the
course. Reserve copies in the library.

OtherReferences

LiCSLogic in Computer Science. Huth and Ryan. Cambridge University Press.

7 Teaching and Learningstrategies

Lectureswillcoverthetheoreticalfoundationsofprogramverification:propo-
sitional and first order logic and state space models of programs. Lecture
material will also include working with modern theorem provers and proof
assistants in order for students to give a hands-on feeling of workingwith
logic.Questionanswerdiscussionwillaccompanyeachclass.Assignments will
challenge the student to master proof and modeling techniques. Sum-
mativeassessmentswillbethoughtquiz,mid-semesterandafinalexam.
Readingassignmentswillprecedeeachlecture.Homework(programming)
assignmentswillmostlyinvolvetheuseoftechnologiesrelatedtoverification
ofprograms.

8 Assessment(Tentative)

Item Weight (%)

Homeworks 35
Quiz 15
Mid-semester exam 20
 Final exam 30

Appendix: Programme and Programme Specific Out- comes

Programme Outcomes (POs)

PO1::EngineeringknowledgeUseconceptsfromvarieddisciplinesin-
cludingComputerScience,Electronics,Mathematics,andtheSciences, to
engineer and develop systems of varyingscale.

PO2ProblemanalysisIdentify,formulateandanalyzecomplexengineer-
ingproblemsreachingsubstantialconclusionsusingfirstprinciplesof
Mathematics, Natural Sciences and EngineeringSciences.

PO3 Design/Development of solutions Identify and bring to fore the

necessaryconceptsfromComputerScienceandarriveatcreativeways to
solve problems that take into account the societal, cultural, and
ethicalconsiderations.

PO4ConductinvestigationsofcomplexproblemsInterpolateandex-
trapolatebasedonexistingknowledgebaseandself-learningskillsto
investigate the dynamics of complex problems and findsolutions.

PO5 Modern tool usage Demonstrate requisite hands-on skills to work

withavarietyofsoftwarepackages,libraries,programming Languages,
andsoftwaredevelopmentenvironmenttoolsusefulinengineeringlarge
scalesystems.

PO6TheengineerandsocietyMakejudicioususeofresourcesandun-
derstandtheimpactoftechnologyacrossthesocietal,ethical,environ-
mental, and economicaspects.

PO7 Environment and sustainability Find technological solutions by considering

the environmental impact for sustainable development

PO8 Ethics Practice principles of professional ethics and make informed

decisions after a due impact analysis.

PO9IndividualandteamworkWorkefficientlyinindividualandteam- oriented
projects of varying size, cultural milieu, professionalaccom- plishments,
and technologicalbackgrounds.

PO10CommunicationEffectivelycommunicateandexchangeideasand
solutionstoanyindividualincludingpeers,end-users,andotherstake- holders.

PO11 Project management and Finance Apply the principles of project

management in general and software project management in particu- lar
with focus on issues such as the life cycle, scoping, costing, and
development.

PO12 Life-long learning Exhibit the aptitude for independent, continu-

ous,andlife-longlearningrequiredtomeettheirprofessionalandcareer goals.
Programme Specific Outcomes (PSOs)

PSO1Exhibit specialized knowledge in some sub-areas of Computer Science

andEngineeringsuchasTheoreticalComputerScience,ComputerSys- tems,
Artificial Intelligence, Cyber-physical Systems, Cyber-security
andusethisspecializedknowledgebasetosolveadvancedproblems

PSO2Performgapanalysisintermsofsystemsandtechnologiesandpre- pare
roadmaps for incorporating state-of-the-art technology intosys- tem
analysis, design, implementation, andperformance.

PSO3Demonstrateresearchanddevelopmentskillsneededtodefine,scope, develop,
and market futuristic software systems andproducts.
PSO4Demonstrateknowledgeandskillsattherequireddepthandbreadth to excel in post-graduate
and researchprograms.
_________________________________________________________________________________
Title of the Course : Science II
NAME OF FACULTY : Marimuthu Krishnan + Nita Parekh
Name of the Academic Program : B. Tech. (CSE)
Course Code : SC1.111
Credits :4
L-T-P : 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge: NA

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

The course is divided into two halves:

First Half: Electromagnetism

Second Half: Introduction to Biology

Outcomes of the Second Half (Introduction to Biology):

After completion of this course successfully, the students will be able to

CO-1: Familiarize themselves with basic terms and terminology in biology, various biological
entities and their function, DNA, RNA, proteins, and enzymes, cell and its functionality,

CO-2: appreciate that biology is very quantitative and how sequence analysis using algorithms can
help in understanding the evolution, function of genes and proteins

CO-3: carry out a mini-project to learn how to go from sequence to structure, function and
disease association

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1

CO2

CO3

CO4

CO5

…..

…..

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:

Syllabus of the Second Half (Introduction to Biology):

Unit 1: Introduction: Classification of Living Organisms, Origin of Life and Evolution, Biomolecules
– Nucleotides, Amino Acids, Proteins, Enzymes

Unit 2: Cell Biology: Structure and Function - Prokaryotic and Eukaryotic Cells, Cell Cycle – Cell
division – Mitosis, Meiosis, DNA Replication, Transition, Translation – Central dogma, DNA
amplification, sequencing, cloning, restriction enzymes

Unit 3: Genetics: Mendelian Genetics – Genetic Disorders, Mendelian Inheritance Principles, Non-
Mendelian Inheritance, Clinical Perspective

Unit 4: Macromolecules: DNA, Proteins – Structure, Function, Analysis, Carbohydrates – Features,

Structure, Metabolism, Kreb cycle

Unit 5: Biological data analysis: Biological Data – sequence, structure, expression, etc., Sequence
Data Analysis – alignment, database search, phylogeny, Applications

Reference Books:

1. Molecular Biology of the Cell by Alberts, Johnson, Lewis, Morgan, Raff, Roberts, Walter

2. Lehninger Principles of Biochemistry by David L. Nelson and Michael M. Cox

3. Reading the Story in DNA: A Beginners Guide to Molecular Evolution by Lindell Bromham
5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The objective of the course is to give the CSE students a flavour of biological sciences. To
familiarize the students with available web-based resources (databases and tools) for biological
sequence analysis and extract meaningful information. Whenever possible, after a theory lecture
to follow up with analysis of real sequence data. Give the student small programming tasks in
biological data analysis to be able to appreciate the role of computing in biological data analysis.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Assignments – (10%), Class Quizzes + Mid-term evaluation (20%), Final exam (20%)

_________________________________________________________________________________

Title of the Course : Statistical Mechanics

Name of the Faculty : Harjinder Singh
Name of the Academic Program : B Tech (CND)
Course Code : SCI 205

L-T-P: 2(90mins)-1-0 Credits: 2 (L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge: Thermodynamics, elementary classical and quantum
mechanics
2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to
CO-1 State principles of ensemble theory applied to statistical physics
CO-2 Apply statistical mechanics to investigate natural systems
CO-3 Apply scientific methodology to problems in allied disciplines.
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 3 3 1 3 3 1 3
CO1

3 3 3 1 1 3 3 1 3
CO2

3 3 3 1 3 3 1 3
CO3

CO4

CO5

…..

…..
Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:
Unit 1: 1. The purpose of statistics: Bridging the micro and the macro, random walk, binomial
distribution and the Gaussian limit: 1L
2. Ensemble, micro-canonical, canonical and grand canonical; Partition function, Lagrange
multiplier technique to obtain the Boltzmann distribution: 2L
Unit 2: 3. Statistical expressions for thermodynamic functions for monatomic, diatomic and
polyatomic perfect gases, equilibrium constant using partition function: 2L
4. Classical statistical mechanics, Liouville equation, Equipartition of energy: 1L
Unit 3: 5. Identical particles, Quantum statistics - Fermi-Dirac and Bose-Einstein statistics: 2L
6. Special topics (Real gases, Liquids, Lattice dynamics, Ising spins, etc.): 3L
Reference Books:
1. D. A. McQuarrie (2000), Statistical Mechanics, University Science Books, Paris
2. P W Atkins (2018), 11th Ed.Physical Chemistry, Oxford University Press, London
3. F Reif (2017), Fundamentals of Statistical and thermal Physics,(Berkeley Physics, vol. 5),
McGraw Hill Education, NY
5.Teaching-Learning Strategies in brief (4 to 5 sentences):
Teaching currently is on line. Along with prepared slides, tools are used to write material
extempore and draw pictures to explain the material.
Assignments are open for discussion before submission, though submission must be original.
Class exercises are used for effective learning.
Instructor is available 24X7 for discussions over the net either by a meeting or over email. This
interactive process has helped the students to develop clarity on the learning material.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Quiz 25%
Final Exam 55%
Assignments (4) 20%

________________________________________________________________________________
Course Title :The Making of Contemporary India
Faculty Name : Nazia Akhtar
Name of the Program : Computing and Human Sciences (CHD)
Course Code : HS4.102
Credits : 4 credits
L - T - P: : 36 hours (24 classes)
Semester, Year : Spring 2022
Pre-Requisites : CHD Core

Course Outcomes :

On successful completion of this course, students will be able to

1. identify and explain major political, social, and economic trends and milestones that have
made India what it is today;
2. compare and assess major frameworks and methods that scholars have used to study
India;
3. apply the essential conceptual foundations taught in this course to other courses that
offer in-depth study of related topics and themes; and
 4. develop a critical vocabulary and perspective that will contribute to the growth of their
individual research voice and expertise at the confluence of computing and human
sciences.

Course Topics :

1. Colonial Background: This part of the course will give an overview of the main features of
colonial rule and of India’s independence movement. It will also cover some of the more
important social and economic trends which started in the late 19th and early 20th century.
2. Independence, Partition, Constitution of the new Nation-State: This part will focus on
moment of independence and the making of the Constitution.
3. Overview of 1950s to 2000s: This part of the course will bring out how India’s polity and
society passed through transition and faced new challenges. Each decade will be studied
to identify the major landmarks of independent India’s political, social, economic, and
development journey.
4. Cross-cutting themes: In the last part of the course, a select few long term processes like
literacy and education, infant mortality and sex-ratios, migration and urbanization, travel
and communication, etc. would be taken up for study.

Preferred Text Books :

1. Sugata Bose, Ayesha Jalal: Modern South Asia

2. Michael Mann: South Asia’s Modern History: Thematic Perspectives
3. Paul Brass: The Politics of India since Independence
4. Pranab Bardhan: The Political Economy of Development in India

Reference Books :

1. Sumit Sarkar: Modern Times

2. Stuart Corbridge, John Harris, Craig Jeffrey: India Today – Economy, Politics,
Society
3. Rajeev Bhargava: Politics and Ethics of the Indian Constitution
4. Francine R. Frankel: India’s Political Economy 1947-2004
5. Niraja Gopal Jayal, Pratap Bhanu Mehta: The Oxford Companion to Politics in India
6. Satish Deshpande: Contemporary India: A Sociological View
7. Jean Dreze, Amartya Sen: An Uncertain Glory: India and Its Contradictions
8. Devesh Kapur, Pratap Bhanu Mehta: Public Institutions in India: Performance and
Design
9. Amartya Sen: The Country of First Boys, and other essays
10. Kanti P. Bajpai, Harsh V. Pant: India’s Foreign Policy: A Reader
11. M. N. Srinivas: Social Change in Modern India
12. Ravi Agrawal: India Connected: How the Smartphone is Transforming the World’s
Largest Democracy

Grading Plan :

Type of Evaluation Weightage (in %)

Assignments (four) 15% x 4 = 60%

 Project 25%

Class Participation 15%

Teaching-Learning Strategies in brief:

The teaching-learning strategy in this course will consist of lectures based on set readings, which
students are expected to complete in advance of the class. These lectures will incorporate
prompts for classroom discussion and activities based on the readings to enable active learning
and critical thinking. This learning will be further consolidated through assessments that will be
designed to test and develop the student’s knowledge and skills, especially interpretative reading
and writing.

_________________________________________________________________________________

Title of the Course : Thermodynamics

Name of the Faculty : Subhadip Mitra
Name of the Academic Program : B Tech (CND)
Course Code : SCI 204
L-T-P: 2(90mins)-1-0 Credits: 2 (L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge: Basic (High school) physics/chemistry

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to..
CO-1 State principles and laws of Thermodynamics
CO-2 Apply thermodynamics to investigate natural phenomena
CO-3 Apply thermodynamic principles to allied disciplines like information processing.
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 3 3 1 3 3 1 3
CO1

3 3 3 1 3 3 1 3
CO2

3 3 3 1 3 3 1 3
CO3

CO4

CO5

…..

…..

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’mapping

4.Detailed Syllabus:
Unit 1: 1. Thermodynamic space, system and surroundings, variable, function, Thermodynamic
process and energy transaction: Work, Heat; Walls: Diathermal, Adiabatic, (im)permeable 1L
2. Properties of Gases: Perfect and real: 1L
3. Zeroth law and temperature, first law and internal energy, enthalpy, thermochemistry, Hess’s
law :1L
4. Expansion Work, Isothermal and Adiabatic Changes, Heat capacity :1L
Unit 2: 5. Second law and equivalence of different ways of stating it, Clausius inequality The
Joule-Thomson Effect, Entropy, Heat Engine, Refrigerator, Carnot Cycle: 2L
6. Helmholtz and Gibbs Free Energies, thermodynamic equation of state, criteria for
spontaneity, chemical potential, variation with temperature and pressure, Maxwell relations
:2L
7. Fugacity and activity :1L

Unit 3: 8. Thermodynamics of mixing, Phase Diagrams and Phase Transitions: 2L

9. Chemical equilibrium, Equilibrium constant and standard free energy :1L
10: Equilibrium electrochemistry
Reference Books:
1. M W Zemansky and R H Dittman (1997), Heat and Thermodynamics, 7th Ed., McGraw-
Hill Education,NY
2. P W Atkins (2018), 11th Ed.Physical Chemistry, Oxford University Press, London

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

Teaching currently is online. Along with prepared slides, tools are used to write material
extempore and draw pictures to explain the material.

Class exercises are used to ensure effective learning.

Assignments are open for discussion before submission, though submission must be original.
Instructor is available 24X7 for discussions over the net either by a meeting or over email. This
interactive process has helped the students to develop clarity on the learning material.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Quiz 25%
Final Exam 55%
Assignments (4) 20%

_________________________________________________________________________________
Title of the Course : Thinking and Knowing in the Human Sciences – I
Faculty Name :Don Dcruz + Sushmita Banerjee
Course code : HS0.201
Name of the Academic Program: CHD
L-T-P : 3-1-0
Credits :4

1. Prerequisite Course / Knowledge: Nil

2. Course Outcomes (COs)

After completion of this course successfully students will be able to:

CO1: Understand the basics of philosophical discourse and develop interpretative skills
CO2: Demonstrate knowledge of conceptual challenges involved in philosophical analysis
CO3: Discuss philosophical questions about the nature of thought, knowledge and understanding
CO4: Look at the ways in which literary practices imagine and express our relation to the world.
CO5: Survey sets of concepts and intellectual assumptions that constitute historical, cultural,
textual, and critical methods of literary analyses
CO6: Consider specific moments of intersection between “meta-inquiry” and questions of
representation.

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
CO1 1 2 2 3 1 3 1 2 1 3 1 3 2 3 3 2
CO2 2 2 1 1 1 2 2 3 1 2 1 3 1 2 3 3
CO3 1 2 2 2 2 2 1 2 1 2 1 3 1 2 2 3
CO4
CO5
CO6

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4. Detailed Syllabus:
Section A: Philosophy
Unit I – Philosophical tools (5 hours): conceptual distinctions, argument analysis, definition,
evidence, belief, knowledge, justification, confirmation, and inference to best
explanation.
Unit II – Knowledge and its limits (6.5 hours): kinds of knowledge and its sources, the problem of
induction, scepticism about our senses regarding the external world, and skepticism
about reflection regarding the internal world.
Unit III – Cognition and its nature (6.5 hours): dualism and the mind-body problem, functionalism
and the computational account of thinking, physicalism and qualia, subjective
experience and the hard problem of consciousness.
Reference books:
1) Baggini, J. and Fosl, P. 2010. The Philosopher’s Toolkit: A Compendium of Philosophical Concepts
and Methods. Wiley-Blackwell.
2) Stich, S. and Donaldson. T. 2019. Philosophy: Asking Questions, Seeking Answers. Oxford
University Press.
3) Rosen, G., Byrne, A., Cohen, J., Harman, E., and Shiffrin, S. 2018. The Norton Introduction to
Philosophy. W.W. Norton and Co.
4) Williamson, T. 2018. Doing Philosophy: From Common Curiosity to Logical Reasoning. Oxford
University Press.

Section B: Literature
PREFERRED TEXT BOOKS FOR SECTION B
Unit 1. Dickens, Charles. A Tale of two Cities. 1859.
Wilde, Oscar. The Picture of Dorian Gray. 1890.
Unit 2. Lee, Harper. To Kill a Mockingbird. 1960
Morrison Toni. Beloved. 1987
Unit 3. Rushdie, Salman. Haroun and the Sea of Stories. 1990.
Shahid Ali, Agha. The Country Without a Post Office. 1997

REFERENCE BOOKS FOR SECTION B

1. Leitch, Cain, Finke, Johnson, McGowan, and Williams, eds. The Norton Anthology of
Theory and Criticism. 2nd ed. New York: W.W. Norton & Co., 2010.

2. Eagleton, Terry. Literary Theory. 3rd ed. Minneapolis: University of Minnesota Press, 2008.
The Norton Anthology of Poetry (6th ed.)

3. Rivkin, J. and Ryan, M., ed: Literary Theory: An Anthology (Blackwell, Oxford, 2nd ed.)

5.Teaching-Learning Strategies in brief:

Section A: Philosophy – the general teaching strategy employed is the use of conceptual puzzles
to introduce course topics. Lectures make use of this strategy to impress upon students the need
to critically reflect on problems and the relevance of doing a careful, philosophical investigation
of those issues. Students are taught effective reasoning skills to engage with abstract ideas
without spoon feeding them any settled philosophical truths. They are trained to think for
themselves in a clear and organized manner and encouraged to ask meaningful questions that
enrich debates about what we take for granted in thinking and knowing about the world and
ourselves.
Section B: Literature– Plays, novels and poetry have given their authors and their readers an
opportunity to consider what it is to be human. This course looks at some the ways in which
literary practices imagine and express our relation to the world. The module will survey sets of
concepts and intellectual assumptions that constitute historical, cultural, textual, and critical
methods of literary analyses. We shall look at specific texts to see how the field of literary studies
has evolved to reformulate its primary concerns and moved beyond canon formation to
questions of epistemology and subjectivity.
Students are expected to read six full texts in the course of the module.
6. Assessment methods and weightages in brief:
Section A: Philosophy – questions are carefully designed to make students reflect critically on
what they read. Students are assessed for abilities like logically dissecting issues, questioning
assumptions, clarifying distinctions, and bringing out nuances. In assignments and exams,
students are expected to demonstrate these abilities by presenting their views clearly, assessing
competing positions systematically, anticipating possible objections to a reasoned conclusion
and composing cogent responses to those objections. The assessment components and their
weightages are as follows. Assignments: 35%, Essay 10%, and class participation: 10%.

Section A: Literature

Type of Evaluation Weightage (in %)

In-Class assignments (Due every week) 20%
Term Paper 1 10%
Term Paper 2 15%
Participation 5%
_________________________________________________________________________________
Title of the Course : Value Education II
Course Code : OC3.102
Faculty Name : Radhika Mamidi
L-T-P :12-6-0
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
Name of the Academic Program : B. Tech. in ECE, BTech in CSE

1.Prerequisite Course / Knowledge: -NIL-

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to:
CO-1: Apply the basic framework of universal human values to understand oneself
CO-2: Understand the relation of self with family, society and nature
CO-3: Understand the concept of living in harmony at all the levels
CO-4: Right understanding of relationships and Right utilization of physical facilities
CO-5: Help students realise the long-term goal of being happy and prosperous

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

- - - - - 3 2 3 2 - - - - - - -
CO1

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

- - - - - 3 3 3 2 - - - - - - -
CO3

- - - - - 2 3 3 3 - - - - - - -
CO4
 - - - - - 3 3 3 2 - - - - - - -
CO5

…..

…..

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:
Unit 1: Revisiting goal in life - short term and long term goals; Basic aspirations - Happiness and
Prosperity; Role of education and human conduct; Self-exploration; Developing a holistic view
Unit 2: Self-reflection and reflecting on relationships; understanding value-based life
Unit 3: Living in harmony at 4 levels: self-self, self-family, self-society, self-nature
Unit 4: Harmony in Society; Broadening one’s perceptions;

Unit5: Nature and Sustainability; Our role in protecting Nature;

Reference Books:
1. R.R. Gaur, R. Sangal, G. P. Bagaria. 2009. A Foundation course in Human Values and Professional
Ethics. Excel books, New Delhi.
2. Randy Pausch. 2008. The Last Lecture. Hachette Books.
3. E. F. Schumacher. 1973. Small is beautiful: a study of economics as if people mattered. Blond &
Briggs, Britain.
4. P. L. Dhar, R. R. Gaur. 1990. Science and Humanism. Commonwealth Publishers.

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

This is a discussed based course. The instructor shares information on a topic and guides the
discussion in the class by asking the right questions. By keeping the objectives in mind, the
instructor adopts different techniques including smaller group discussions, role-play/skit, use of
video clips/films or images to analyse and some activities to keep the students engaged in class
throughout. Talks by experts who made a difference are also organised for the batch.

6.Assessment methods and weightages in brief (4 to 5 sentences):

This is a Pass/Fail course. The assessment methods include submissions of assignments and term
papers. Critical thinking is expected from watching relevant short films or by reading assigned
books. The classroom participation is also taken into consideration for evaluation. There are a
few community-based activities and projects also. Participation in them is also important.

_________________________________________________________________________________

Title of the Course : Advanced Algorithms

Course Code : CS1.406
Faculty Name : Suryajith Ch
L-T-P :3-1-0
Credits :4
Prerequisite Course / Knowledge:
Should have taken Introduction to Algorithms, and Formal Languages, or equivalent courses
Course Outcomes (COs):
After completion of this course successfully, the students will be able to.
CO-1: Demonstrate familiarity with using randomness in computing
CO-2: Apply principles of randomized algorithm design and analyze them for correctness and
efficiency
CO-3: Synthesize randomized algorithms with either zero-error or one-sided error for a variety of
problems
CO-4: Explain the significance of parallelism to modern day computing and problem-solving
needs
CO-5: Apply principles and paradigms of parallel algorithm design and analyze parallel algorithms
for correctness and efficiency
CO-6: Create efficient parallel algorithms for a variety of semi-numerical problems and problems
on graphs
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

P PO PO PO PO PO PO PO PO PO1 PO PO1 PS PS PS PSO

O1 2 3 4 5 6 7 8 9 0 11 2 O1 O2 O3 4

CO 1 2 2 2 1 1 1 2 1 1 1 2 3 1 1 3
1

CO 2 3 2 2 1 1 1 2 2 2 1 3 3 1 1 3
2

CO 2 2 2 2 1 1 1 2 1 1 1 2 3 1 1 3
3

CO 1 3 2 2 1 1 1 2 2 2 1 3 3 1 1 3
4

CO 2 2 2 2 1 1 1 2 2 2 1 3 3 1 1 3
5

CO 2 2 2 2 1 2 1 2 1 1 1 2 3 1 1 3
6

Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs). Write
‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping
Mapping with PSOs, where applicable.
Detailed Syllabus:
Unit 1: Randomness in computing: Tail inequalities and applications, fingerprinting, proofs of
existence, expander graphs
Unit 2: randomized rounding, approximate counting
Unit 3: Parallelism in computing: Models of PRAM, Basic algorithms for prefix, search, sort,
merge,
Unit 4: Parallel algorithms for lists, graphs, and symmetry breaking

Reference Books:

1. R. Motwani and P. Raghavan (1995), Randomized Algorithms, Cambridge University

Press.USA.

2. J. JaJa (1992), Introduction to Parallel Algorithms, Addison-Wesley, USA.

3. G. Tel (2000). Distributed Algorithms,2nd Edition, Cambridge University Press. USA.

Teaching-Learning Strategies in brief (4 to 5 sentences):

The course lectures will include activities that promote the understanding of the lecture content
by using small examples that students work out during the class itself and promote active and
participatory learning. A good part of the lecture will involve problem solving and finding
solutions to problems rather than expositing known material. In class tests that are held
periodically are useful as summative assessments. Homework assignments are designed to
reiterate the material covered in class lectures and also solve problems that are based on simple
extensions of concepts described in the lectures.

Assessment methods and weightages in brief (4 to 5 sentences):

− Homeworks: 20%
− In-class Objective Tests: 20%
− Quiz1: 15%
− Quiz 2: 15%
− End Exam: 30%

Title of the Course : Advanced Mechanics of Materials and Design

Faculty Name : Venkateswarlu Mandadi
Name of the Program: Electives for PG CASE Students
Course Code : CE0.601
Credits : 4
L—T—P : 3-1-0;
Semester, Year : Spring, 2022
1. Prerequisite: Mechanics of Materials
2. Course Outcomes

CO 1 Integration of buckling phenomenon with design

CO 2 Learn preliminary design prior to full computational analysis

CO 3 Learn the basic principles of composite structures

CO 4 Understand the basics of structural mechanics and design.

CO 5 Understand the underlying principles of code-based design.

CO 6 Learn methods useful for checking the output from more complex methods

3. Course Topics

Flexure von Mises yield criterion, Elastic section modulus, Plastic section modulus, 6
Moment curvature relation, Unsymmetrical bending, Shear strength, Bending hours
strength, Bending moment capacity in the presence of shear forces
Torsion Saint-Venant torsion theory, Prandtl stress function, Membrane analogy, 6
Lateral torsional buckling, Elastic critical buckling moment hours
Columns and Basic strut buckling, Elastic critical buckling force, Inelastic buckling, Residual 6
Trusses stresses, Beam Columns, amplification factors, Beam-column design equation, hours
Beam column with lateral torsional buckling, Web buckling, Simple Trusses,
Buckling of compression members, Slender trusses, Slender trusses subjected
to compression and bending
Arches Buckling of arches, In-plane buckling, Out-of-plane buckling, Parabolic arch, 6
Elastic critical buckling load, Equivalent strut method, Elastic critical buckling hours
load by Timoshenko method
Thin-Walled Unstiffened plates in compression, Shear buckling of unstiffened plates, 6
Structures Unstiffened plates in compression and shear, Stiffened plates in compression, hours
Stiffened plates in shear, Stiffened panels subjected to shear and
compression, Stiffened plates with lateral loads, Stiffened panels in shear,
compression, and bending
Composite Shear studs, Effective width, Serviceability limit state design, ULS bending 6
Structures strength, Elastic design of shear studs, Plastic design of shear studs hours

4. Preferred Text Books: Cook, R, D.,, Advanced Mechanics of Materials

Spiegel, P. E., Applied Structural Steel Design
5. Reference Books:
Boresi, A. P., Advanced Mechanics of Materials
McCormac, J. C., Structural Steel Design
6. Grading Plan

Type of Evaluation Weightage (%)

 Type of Evaluation Weightage (%)

Quiz 1 15

Mid Sem Exam 20

Quiz 2 15

End Sem Exam 20

Assignments 30

7. Mapping of Course Outcomes to Program Objectives

Cou Program Outcomes Program Specific

rse Outcomes
out
com 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4
es
1 3 2 2 3 3 1 1 1 2

2 3 3 1 1 3 1 1 1 2 2 1 3 2

2 3 2 2 1 2 1 1 1 2 3 1 2 3

4 3 3 2 2 3 1 1 1 2 3 1 2 2

5 2 3 2 2 3 1 1 1 2 3 2 2 2

6 3 2 1 1 2 1 1 1 2 2 2 3 3

8. Teaching-Learning Strategies

Lectures in class room, weekly tutorials on problem solving, active learning by students.

Title of the Course : Advanced Optimization: Theory and Applications

Course Code : CS1.501
Faculty Name :Pawan Kumar
L-T-P : 3-1-0.
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Linear Algebra, Calculus

2. Course Outcomes (COs)

After completion of this course successfully, the students will be able to –

CO-1. Learn basic mathematics tools of convex sets, functions, optimization methods.
CO-2. Learn advanced theory on nonlinear optimization, non smooth, and min-max
optimization.
CO-3: Learn to prove convergence estimates and complexity of the algorithms rigorously.
CO-4. Learn to code advanced optimization solvers efficiently using Python.
CO-5. Demonstrate expertise in applying optimization methods in computer science such as
data science and machine learning.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

P P P P P P P P P
PO PO PO PS PS PS PS
O O O O O O O O O
10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
C
2 2 1 1 1 1 - - 2 2 1 3 3 3 1 3
O1
C
3 3 3 3 3 1 - - 2 2 1 3 3 3 2 3
O2
C
1 3 1 3 1 - - - 2 2 1 3 3 3 2 3
O3
C
O 1 2 3 2 3 - - - 2 2 3 3 3 3 2 3
4
C
3 3 3 3 3 - - - 2 2 3 3 3 3 2 3
O5

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4. Detailed Syllabus:

Unit 1: Review of convexity, duality, and classical theory and algorithms for convex
optimization (6 hours)

Unit 2: Nonlinear and non-smooth optimization, projected gradient methods, accelerated

gradient methods, sub-gradient projection methods, adaptive methods, second order
methods, dual methods, solvers for min-max, alternating minimization, EM algorithm,
convergence estimates (12 hours)

Unit 3: Applications of advanced optimization: sparse recovery, low rank matrix recovery,
recommender systems, extreme classification, generative adversarial methods(6 hours)

• A project related to the above syllabus will be done by students.

References:
• Stephen Boyd and Lieven Vandenberghe, Convex Optimization, Cambridge University
Press, 2004.
• Ian Goodfellow, Yoshua Bengio and Aaron Courville, Deep Learning, MIT Press, 2016.
 • Prateek Jain and Purushottam Kar, Non-convex Optimization for Machine Learning, 2017,
arXiv.
https://arxiv.org/pdf/1712.07897.pdf
• W. Hu, Nonlinear Optimization in Machine Learning,
https://web.mst.edu/~huwen/lectures_Nonlinear_Optimization_in_Machine_Learning.pdf

5.Teaching-Learning Strategies in brief:

Lectures by integrating ICT into classroom teaching, weekly tutorials involving problem
solving and active learning by students and Project-based Learning by doing one mini-project.

6. Assessment methods and weightages in brief :

Assignments in theory: 15 marks, Mid Semester Examination: 25 marks, End Semester

Examination: 30 marks, Assessment of four projects: 30 marks

Title of the Course : Advanced Structural Analysis

NameofFaculty :Dr.P.PravinKumarVenkatRao
Name of the Academic Program :M.TechinCASE
CourseCode :CE1.603
L-T-P :3-1-0
Credits :4

1. PrerequisiteCourse/Knowledge :BasicStructuralAnalysis

2.CourseOutcomes(COs):

Aftercompletionofthiscourse successfully,thestudentswillbeableto:
CO1:Developthestiffnessmatrixforprismaticmembersandhaveasoundknowledgeofmatrixcomp
utations.
CO 2:Analyze determinate and indeterminate plane and space truss/frame
system.CO3:Derivethecollapseloadfactorsforagivenstructure

CO4:Understandhowstandardsoftwarepackages(routinelyusedforframeanalysisindesignoffice
s)operate.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
SpecificOutcomes(PSOs)–Course ArticulationMatrix

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes
(POs)and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1
for‘Low’-level’mapping

4.DetailedSyllabus:

Unit 1: Types of structures, Linear and non-linear analysis, type of elements, type of
connections,Degree of freedom, Review of analysis of indeterminate structures,
Degree of static and
kinematicindeterminacy.Introductiontostiffnessandflexibilityapproach.

Unit 2: Stiffness matrix for spring, Bar, torsion, Beam (including 3D), Frame, and Grid
elements,Displacement vectors, Local and Global co-ordinate system, Transformation
matrices, Global stiffnessmatrix and load vectors, Assembly of structure stiffness
matrix with structural load vector, Effect ofsinkingandrotationof asupport.

Unit 3: Analysis of spring and bar assembly, Analysis of plane truss, space truss, plane
frame,
planegridandspaceframessubjectedtojointloads,Analysisofstructuresforaxialload,Frame
swithinclinedmembers,Analysisformemberloading(Self,
Temperature&Imposed),Inclinedsupports,Lackoffit,Initialjointdisplacements,Effectofs
heardeformation,Inclinedrollersupports.
Unit4:Elasticandplasticbehaviourofsteel,Plastichinge,Fundamentalconditionsforplastica
nalysis,Combination of mechanisms, Theorems of plasticity, Mechanism method,
Statical method,
uniformlydistributedloads,Continuousbeamsandframes,Collapseloadanalysisforprismat
icandnon-prismaticsections.
ReferenceBooks:

1. Cheng,F.Y.“MatrixAnalysisofStructuralDynamics”, M.Dekke,NY,2000.
2. Menon, D."Structural Analysis",NarosaPublishingHouse, 2008.
3. Kanchi,M.B.“MatrixAnalysisofStructuralAnalysis”,JohnWilley&Sons,2ndEdition1999.
4. KasmaliA.“Matrix AnalysisofStructures”,Brooks/ColePublishingCo.,1999.
5. Gere, W. and Weaver, J.M. “Matrix Analysis of Structural Analysis”, 3rd Edition, Van
NostrandReinhold,NY,1990.
6. Martin,H.C.“IntroductiontoMatrixMethodofStructural
Analysis”,McGrawHillBookCo.,1996.
7. Menon,D."AdvancedStructuralAnalysis",NarosaPublishingHouse,2009.
8. Ghali, A., Neville, A.M. and Brown, T.G. "Structural Analysis: A Unified Classical and
MatrixApproach"6thEdition,Chapman&Hall,2007.
9. Mcguire, W, Gallagher R.H., Ziemian, R.D. “Matrix Structural Analysis”, 2nd Edition, John
Wiley&Sons, Inc.,2000.
10. Wong,M.B.“PlasticAnalysisand DesignofSteelStructures”,ElsevierPublications,2009.

5. Teaching-LearningStrategies inbrief(4to5sentences):

In this course, the main objective is to enable the student to have a good grasp of all
the
fundamentalissuesintheseadvancedtopicsinstructuralanalysis,besidesenjoyingthelearni
ngprocess,developinganalytical,andintuitive skills.

6. Assessmentmethods andweightagesinbrief(4to5 sentences):

Assignments and Quizzes

- 40%MidSemester Exam-
25%
EndSemester Exam -35%
Title of the Course : Advances in Robotics and Control
Course Code : EC4.501
Faculty Name :Spandan Roy
L-T-P :3-1-0
Credits :4
Prerequisite Course / Knowledge:

Should have taken courses Systems Thinking / Introduction to Robotics & Control/
Robotics: Dynamics and Control

Course Outcomes (COs):

After completion of this course successfully, the students will be able to..
CO-1: Demonstrate familiarity with Euler-Lagrange dynamics
CO-2: Apply principles of computed torque method for controller development
of a robotic system
CO-3: Understanding the concepts of Lyapunov theory for stability analysis
CO-4: Apply principles of Lyapunov theory for controller design
CO-5: Design inverse dynamics based robust controller to address uncertainty in
robot dynamics
CO-6: Design adaptive-robust controller for robotic systems to address un
modelled dynamics
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and
Program Specific Outcomes (PSOs)

P PO PO PO PO PO PO PO PO PO1 PO PO1 PS PSO PSO PSO

O1 2 3 4 5 6 7 8 9 0 11 2 O1 2 3 4

CO 2 3 2 2 1 1 1 2 1 1 1 3 1 1 1 3
1
CO 2 3 2 2 1 1 1 2 2 2 1 3 1 1 1 3
2
CO 2 3 2 3 1 1 1 2 1 1 1 3 1 1 1 3
3
CO 2 3 2 2 1 1 1 2 2 2 1 3 1 1 1 3
4
CO 3 3 1 3 1 1 1 2 2 2 1 3 1 1 1 3
5
CO 3 3 1 3 1 1 1 2 2 1 1 3 1 1 1 3
6

Each Course Outcome (CO) may be mapped with one or more Program
Outcomes (POs). Write‘3’intheboxfor‘High-level’mapping,2for‘Medium-
level’mapping,1for‘Low’-level’ mapping

Mapping with PSOs, where applicable.

Detailed Syllabus:
Unit 1: Introduction to robotic systems and control
 Unit 2: Stability analysis and design

Unit 3: Robust control design via inverse dynamics and switching gain

Unit 4: Model reference adaptive control and robust adaptation against uncertainties

Reference Books:
1) Mark W. Spong, Seth Hutchinson, and M. Vidyasagar, Robot Modeling and
Control, John Wiley &Sons.

2) Nonlinear Systems by Hassan Khalil, PrenticeHall.

3) Applied Nonlinear Control by Slotine and Lee, PrenticeHall.

Teaching-Learning Strategies in brief (4 to 5 sentences):

Thecourselectureswillincludeactivitiesthatpromotetheunderstandingofthelecturecontentbyusings
mallexamplesthatstudentsworkoutduringtheclassitself and promote active and participatory
learning. A good part of the lecturewill involveproblem solving and
findingsolutionstoproblemsrather thanexpositing known material. Homework assignments are
designed to reiteratethe material covered in class lectures and apply them in robotic systems
viasimulation. The course project will help to read, understand and
implementrelevantscientificpublications.
Assessmentmethodsandweightagesinbrief(4to5sentences):
− Assignments:20%
− Project:20%
− Quiz1: 15%
− Quiz 2: 15%
− End Exam: 30%
____________________________________________________________________________

Course Title : Applied Electromagnetics

TYPE-WHEN : Elective, Spring
Course Code :EC2.405
FACULTY NAME : K R Sarma
PRE-REQUISITE : None

OBJECTIVE : Understand the fundamentals of dynamic electromagnetic fields and

devices and systems used in communication, RF electronics medical security and defense
applications.

COURSE TOPICS :

Dynamic Electromagnetic (EM) fields. Governing relationships, Maxwells equations Boundary

conditions at interface of media.

Propagation of EM fields in unbounded media: Dielectrics, Conductors anisotropic media.

Applications using ferrites, liquid crystals
Propagation of EM fields in bounded media in one, two and three dimensions using conductors or
dielectrics as boundaries. Transmission lines, Dielectric waveguides, metallic waveguides.
Applications -Fibre, coaxial cable, waveguides, resonators, inductors, capacitors, filters

Guided Radiation of EM energy in free space. Antennas: Wire antennas, apertures and reflectors
arrays applications in radars, diathermy, communication: terrestrial and satellite, microwave imaging,
heating, cooking, drying, biological effects

PREFERRED TEXTBOOKS:

Ulaby and Ravai0li Applied Electromagnetics 7 ed Pearson

GRADING PLAN (Last Year):

Type of Evaluation Weightage (in %)

Assignments 20

Open book exam or 30 minute quiz 2x20

Other Evaluation - 2 hour open book

40
exam

OUTCOME: Theory and applications of systems and components based on electromagnetic theory
used in communication and electronics in RF, Microwave and Visible spectral bands

Title of the Course : Behavioral Research: Statistical Methods

Course Code : CS9.422
Faculty Name : Vishnu Sreekumar + Vinoo Alluri
L-T-P : 3-1-0
Credits :4
( L= Lecture hours, T=Tutorial hours,

P=Practical hours) 1.Prerequisite Course /

Knowledge:

None
2.Course Outcomes(COs):

After completion of this course successfully, the students will be able to

CO-1: develop an understanding of various experimental designs

 CO-2: recognize and employ appropriate statistical packages to analyze data CO-3: apply
appropriate parametric and non-parametric analyses techniques
CO-4: perform exploratory data analysis and examine intrinsic relationships between
variables CO-5: reflect and draw appropriate inferences post analyses
CO-6: create custom code by adapting exploratory and confirmatory analyses
techniques
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and
ProgramSpecific Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 3 1 1 1 2 1 1 1 1 - - - - - -

CO2 2 2 2 3 3 2 1 1 3 1 - - - - - -

CO3 2 3 2 3 3 3 1 1 3 1 - - - - - -

CO4 2 3 2 3 3 3 1 1 3 1 - - - - - -

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

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

4.Detailed Syllabus:

Module 1: Introduction to Experimental Design; Foundations of Inferential Statistics

Experimental Design: Literature review, Hypothesis Testing, Type I and II errors, Hypothesis-based vs
Exploratory Research, Types of variables and levels of Measurements, Different types of experimental
designs: Between-subject and within-subject factors in an experiment; Factorial designs, Simple
repeated measures design, Randomized blocks design, Latin square type designs, Foundations of
Inferential Statistics, Standardized Distributions, Probability.

Module 2: Parametric tests of difference and association

Parametric tests of difference: Multivariate Analysis, Linear Models (GLM) and Mixed models;
Multivariate Regression Techniques, Multi-level tests (ANOVA), MANOVA, ANCOVA, MANCOVA.
Main effects and interaction.

Module 3: Non-parametric tests of difference and association

Nonparametric tests of association – chi-square test, Mann Whitney U test, Binomial Sign test,
Wilcoxon’s T test,

Related and Unrelated t tests; correlation, regression; Power Analysis

Module 4: Multivariate Methods

Multidimensional Scaling, Data Reliability, Tests of Normality and Data Transformation, Outliers,
Collinearity in

Data, Data Summarization vs Data Reduction Techniques: Exploratory Factor Analysis,

Principal Component Analysis, Multiple Comparison problems
 Module 5: Special Topics
Behavioral time-series analysis, Structural Equation Modelling.

Reference Material:
Lecture slides and supplementary reading materials (journal articles, books/book
chapters, online resources) will be uploaded on the course page on Moodle.
5.Teaching-Learning Strategies inbrief:
Students will be introduced to the different statistical methods employed in the
analysis of behavioral data. The material will be delivered as a combination of
lectures and practical sessions. In the practical sessions, students will be provided
with data and code snippets to help them practice the concepts taught in the
lectures. They will also receive regular problem sets/assignments which will
comprise the majority of the course evaluation. We will primarily rely on R for
statistical analysis but may also use other tools as deemed appropriate for the
material being covered.
6.Assessment methods and weightages in brief:
In-class problem sets = 30%
Take-home assignments and problem sets = 50%
Final Project = 20%
Title of the Course : Business Fundamentals # 1
Fundamentals of Management for Entrepreneurship
Faculty Name :Priyatej K
CourseCode : PD2.321
Program : M.Tech I Year I Semester – Product Design and Management*
L-T-P : 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits :2

1.Prerequisite Course /Knowledge:

No prerequisites are required

Semester,Year : 1st Sem – Year 1 (Spring, 2022). Jan –Feb.

OBJECTIVE OF THE COURSE

Thecoursefocusesonthebasicconceptsofbusinessmanagementanddevelopmentincluding
opportunityrecognition;experimentationandtestingofanewbusinessidea;strategy,business
modeldevelopment,andbusinessplanning;financing;andplanningandmanagementofgrowth
andchange.Thiscourseprovidesaprocessperspectivetonewbusinessdevelopment.Thecourse
aimsatgeneratinganin-depthunderstandingofplanningandmanagementofgrowthandchange
attherootlevelofbusinessdevelopmentintheFinnishbusinesscontext.Thecourseprovides
basictoolsandframeworksforanalyzingbusinessdevelopmentandgrowthmanagementcasesi
n practice.
DETAILS OF THE COURSE SYLLABUS

- Introduction to principles of Management andentrepreneurship

- Basics of business model development and businessplanning

- Legal aspects of new venture creation andIPR

- EntrepreneurialMarketing

- Human resourcemanagement

- Introduction to entrepreneurial finance andAccounting

- Supervisory Skills for BusinessLeadership

- Negotiation and ConflictResolution

- BusinessEthics

Title of the Course : Business Fundamentals # 2

Fundamentals of Management for Entrepreneurship
Faculty Name : Priyatej K
Course Code : PD2.421
Program : MTech I Year I Semester – Product Design and Management*
L-T-P : 3-1-0
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits :2

1.Prerequisite Course / Knowledge:

Should have taken Business Fundamentals # 1 – PD2.121 course
Semester, Year : 1st Sem – Year 1 (Spring, 2022).

OBJECTIVE OF THE COURSE

The course focuses on the basic concepts of business management and development including
opportunity recognition; experimentation and testing of a new business idea; strategy, business
model development, and business planning; financing; and planning and management of
growth and change. This course provides a process perspective to new business development.
The course aims at generating an in-depth understanding of planning and management of
growth and change at the root level of business development in the Finnish business context.
The course provides basic tools and frameworks for analyzing business development and
growth management cases in practice.

DETAILS OF THE COURSE SYLLABUS

- Strategic Management for New Business

- Introduction to entrepreneurial finance and Accounting

- Supervisory Skills for Business Leadership

- Negotiation and Conflict Resolution

- Business Ethics

Title of the Course : Cognitive Neuroscience

Course Code : CS9.430
Faculty Instructor : Kavita Vemuri
L-T-P : 3-0 -1
Credits :4

1.Prerequisite Course / Knowledge:

1. Intro topsychology
2. CognitiveScience

2. Course Outcomes (COs) (5 to 8 for a 3 or 4 creditcourse):

A student introduced to the concepts in the course will be able to:
CO-1: Neuroanatomy
CO-2: Brain & Behavior – perceptual
systems CO-3: Techniques for brain
imaging
CO-4: Brain signal
analysis CO-5: Clinical
case studies
CO-6: Cognitive process – memory, decision making, empathy,
learning CO-7: Ethics of Neuroscience findings
.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course ArticulationMatrix

PO1 PO PO PO PO PO PO PO PO PO1 PO11 PO1 PSO PSO PSO PSO

2 3 4 5 6 7 8 9 0 2 1 2 3 4
CO1 3 3 0 2 0 0 0 3 0 0 0 3 0 0 0 4
CO 3 3 3 3 3 3 1 3 3 3 0 3 2 1 2 4
2
CO 3 3 2 4 2 1 2 1 0 1 1 3 3 3 1 4
3
CO 3 3 3 3 1 3 1 3 1 1 1 2 2 2 1 4
4
CO 3 3 3 3 3 1 1 1 3 2 3 3 2 2 2 4
5
CO 2 2 3 3 2 1 1 1 3 1 1 1 2 1 1 4
6
CO 1 1 1 1 2 1 4 4 2 1 1 1 2 1 1 4
7

3. Detailed Syllabus:

OBJECTIVE : Understand the mechanisms of t h e brain in sensory & higher order

cognitiveprocessing.

The course will examine how modern cognitive neuroscientists explore the neural
underpinnings of sensory information – vision, sound, touch, taste & smell, the neural
processing supporting visual/auditory attention, areas of the brain attributed to
motion & depth perception and action; higher order cognitive processes like language
processing, memory, empathy/emotion, the theory of intelligence, and decision
making. The topics will be introduced after a brief review of neuroanatomy &
 evolution. The latest research from clinical & non-clinical studies will be presented to
the class. Brain imaging techniques like functional magnetic resonance imaging (fMRI)
and electroencephalogram (EEG) will be introduced along with the limitations of each
in making inferences about the brain functionality. Equal emphasis is on understanding
analytical methods and the limitations of each.
The focus will not be on memorizing biological vocabulary details but on
understanding principles on the sensory perceptual & cognitive process of human
brain which are necessary to design and build any technological interventions.
COURSETOPICS :
(Please list the order in which they will be covered)

1. Neuroanatomy &evolution
2. Sensory inputs (vision, auditory, taste, touch,smell)
3. Motion & depth perception andaction
4. Language
5. Memory
6. Decisionmaking
7. Emotion/empathy
Wide topics covering human intelligence and models for AI. Also clinical conditions
for each topic will be covered.
Reference Books:
1. Cognitive Neuroscience byGazzaniga
2. Required researchpapers.

5. Teaching-Learning Strategies in brief (4 to 5sentences):

The inclass lectures will cover basics – developmental brain, areas, neurons, followed
by discussions based on research findings. As each topic is introduced as case studies
supported by videos, the learning is reenforced. Quizzes are conducted periodically to
evaluate transfer of knowledge and critical thinking of the implication of each study
finding.
6. Assessment methods and weightages in brief (4 to 5sentences):
Type of Evaluation Weightage (in %)
Mid Sem-1 Exam
15
Mid Sem-2 Exam
15
End Sem Exam 20
Quiz (2)/viva
20
Project/term paper
30
OtherEvaluation

Title of the Course : COGNITIVE SCIENCE AND AI

Course Code :CS9.432
Faculty Name : BAPI RAJU S.
L - T–P : 3-1-0
Credits :4
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester,Year : Spring 2022
(Ex: Spring, 2022)
Pre-Requisites : It is preferable that students have taken Introduction to Cognitive
Science /
CognitiveNeuroscience;acoursewithemphasisonML,AI,NeuralNetworks(such as
SMAI); have an aptitude for programming; and familiarity with ML and Deep
Learning tools such as Scikit-learn / PyTorch / Keras / TensorFlow. Efforts will be
made to run tutorials or assigned practice for course participants who do not have
familiarity with the ML/DL programming tools.
CourseOutcomes :
(List about 5 to 6 outcomes for a full 4 credit course)
After completion of this course successfully, the students will be able to...
CO-1: Learn and demonstrate understanding of how basic concepts in machine
learning (ML) and deep learning (DL) are applied for problems in neuroscience and
cognitive science
CO-2: Demonstrate use of ML/DL algorithms on simple problems in neuroscience
and cognitive science.
CO-3: Analyze and evaluate ML/DL algorithms about their ability to unravel the
functional architecture of cognition
CO-4: For a selected problem, design computational solutions and evaluate their
goodness of fit to the actual empirical data from cognitive neuroscience
CO-5: Create and develop novel solutions in either direction: Cognitive Science-to-AI
or AI-to- Cognitive Science and compare their strengths and limitations vis-à-vis
existing solutions
CourseTopics :
(Please list the order in which they will be covered, and preferably arrange
these as five to six modules.)
Module 1: Introduction to cognitive science and neuroscience. A brief tour of the
principlesof cognitive science, cognitive architecture, principles of information
processing in the brain/mind, brain anatomy and functional parcellation of the
brain.

Introduction to AI, Machine Learning (ML) and Deep Learning (DL). Basic
introduction to supervised, unsupervised and reinforcement learning
paradigms, recent advances in ML and DL
withafocusontheirapplicationsinneuroscience.Debatesonthestrengthsandli
mitationsofdeep neural networks as models of information processing in
the brain as well as models for artificial general intelligence(AGI).
Module2:Vision.Brieftourofrecentdevelopmentsofapplicationofdeepneuraln
etworks(DNN)
incomputervision.Introductiontohumanperceptualprocessing(withemphasis
onvision)andthe
neuralcorrelatesoftheperceptualfunction.Therelationbetweentherepresenta
tionofinformation across layers (of DNN) and their match with visual cortical
areas in the brain. Current knowledge of the perceptual and neural
phenomena in human visual system and the ability and lack thereof of deep
neural networks in mimicking thesephenomena.
 Module 3: Language. Introduction to higher-level cognitive phenomena,
including human language processing. Current understanding of the neural
correlates of language processing, or the extraction of meaning from
spoken or written phrases, sentences, and stories. Recent developments in
applying word embedding models and transformer models for brain
encoding decoding. Debates about the kind of representations learned in
deep learning models and their relation to how brain represents and
processes language.
Module 4: Motor function and Skill Learning. Principles of hierarchical
motor control in the
mammalianbrain,inAIsystemsandtheirrelationship.Applicationoftheconcepts
ofreinforcement learning (RL) and deep RL for motor control, relationship
to neurotransmitter activity of dopamine and the cortical and subcortical
systems participating in motor learning, planning and control. Skill
acquisition in humans and machines. Debates about the adequacy of RL-
framework for understanding various aspects of skill acquisition such as
compositionality, abstraction, curiosity, mental simulation,etc.
Module5:Predictive(Bayesian)Brain.PredictivecodingandtherelatedideasofBayesia
nBrain and Free Energy Principle -- theoretical frameworks of brain function.
Generate-compare-update
processofamentalmodeloftheenvironment.DebatesaboutthePredictiveBrainandFr
eeEnergy Principle.
Tutorials:Special tutorials will be conducted to familiarize with fMRI
experiments, Neuroimaging
dataandpreprocessing,ML/DLtoolsandhowtosetupthesetocompleteassignm
entsandproject.
Preferred Text Books: No text book is available on this topic. Apart from the
general reference books, list of readings will be assigned for various topics
(sample references given below).
ReferenceBooks :
Grace Lindsey (2021). Models of the Mind: How Physics, Engineering and
Mathematics Have Shaped Our Understanding of the Brain. Bloomsbury Publisher
(General Reading)
Pearl, J. & Mackenzie, D. (2018). The Book of Why: The New Science of Cause and
Effect. Basic Books. (General Reading)
V. Srinivasa Chakravarthy (2019). Demystifying the Brain: A Computational
Approach (1st Edition), Springer, Singapore. (General Reading)
Shimon Edelman (2008). Computing the Mind: How the Mind Really Works.
New York: Oxford University Press, 2008
Kenji Doya, Shin Ishii, Alexandre Pouget, Rajesh PN Rao (2007). Bayesian brain:
Probabilistic approaches to neural coding. MIT press
Rumelhart, D.E., J.L. McClelland and the PDP Research Group (1986). Parallel
Distributed Processing: Explorations in the Microstructure of Cognition. Volume
1: Foundations, & Volume 2: Psychological and Biological Models, Cambridge,
Massachusetts: MIT Press (Still a classic, highlights various issues in Cognitive
Science & Computational Models)
C. M. Bishop (2006). Pattern Recognition and Machine Learning. Springer.
I. Goodfellow, Y. Benjio, A. Courville (2016). Deep Learning. MIT Press
Example Readings/Viewings:
Jacob, RT Pramod, Harish Katti, SP Arun (2021), Qualitative similarities and
differences invisual object representations between brains and deep networks,
Nature Communications, 12, 1872.https://doi.org/10.1038/s41467-021-22078-3
Martin Schrimpf, Idan Asher Blank, Greta Tuckute, Carina Kauf, Eghbal A. Hosseini,
Nancy Kanwisher, Joshua B. Tenenbaum, Evelina Fedorenko (2021). The neural
architecture of language: Integrative modeling converges on predictive
processing. Proceedings of the National Academy of Sciences Nov 2021, 118 (45)
e2105646118; DOI: 10.1073/pnas.2105646118
Marcus, G. (2020). The Next Decade in AI: Four Steps Towards Robust Artificial
Intelligence. https://arxiv.org/abs/2002.06177.
Manfred Eppe, Christian Gumbsch, Matthias Kerzel, Phuong Nguyen, Martin V.
Butz, and Stefan Wermter (2020). Hierarchical principles of embodied
reinforcement learning: A review. arXiv:2012.10147v1
Matt Botvinick (Jul 3, 2020): Neuroscience, Psychology, and AI at DeepMind | Lex
Fridman Podcast
#106https://www.youtube.com/watch?v=3t06ajvBtl0&ab_channel=LexFridman
Yoshua Bengio and Gary Marcus on the best way forward for AI (Moderated by
Vincent Boucher, Dec
2019).https://www.youtube.com/watch?v=EeqwFjqFvJA&ab_channel=Montreal.AI
Merel, J., Botvinick, M. & Wayne, G. Hierarchical motor control in mammals and
machines. Nat Commun 10, 5489 (2019). https://doi.org/10.1038/s41467-019-13239-6
Blake A. Richards, Timothy P. Lillicrap, Philippe Beaudoin, Yoshua Bengio, et al.
(2019). A deep learning framework for neuroscience. Nature Neuroscience, 22:
1761–1770. https://doi.org/10.1038/s41593-019-0520-2
Doya K, Taniguchi T (2019). Toward evolutionary and developmental intelligence.
Current Opinion in Behavioral Sciences, 29, 91-96.
http://doi.org/10.1016/j.cobeha.2019.04.006.
Schrimpf M, Kubilius J, Hong H, et al. (2018). Brain-Score: Which Artificial Neural
Network for Object Recognition is most Brain-Like?. bioRxiv. 2018.
doi:https://doi.org/10.1101/407007
Pereira, F., Lou, B., Pritchett, B. et al. (2018). Toward a universal decoder of
linguistic meaning from brain activation. Nat Commun 9, 963 (2018).
https://doi.org/10.1038/s41467-018-
03068-4
Pearl, J. (2018). Theoretical impediments to machine learning with seven sparks
from the causal revolution. arXiv:1801.04016.
Lake, B., Ullman, T., Tenenbaum, J., & Gershman, S. (2017). Building machines that
learn and think like people. Behavioral and Brain Sciences, 40, E253.
doi:10.1017/S0140525X16001837
Kumaran, Dharshan, Demis Hassabis, and James L. McClelland (2016). "What
learningsystems do intelligent agents need? Complementary learning systems
theory updated." Trendsin cognitive sciences 20.7 (2016):512-534.
Friston, K. J. The free-energy principle: a unified brain theory? Nature
Neuroscience, 11:127– 138, 2010.
E-bookLinks :
GradingPlan :

(The table is only indicative)

 Type of Evaluation Weightage (in %)
Quiz-1 10%
15%
Mid Sem Exam

Quiz-2 10%
--
End Sem Exam
Assignments / Term Paper / In- 25%
class Presentation / Peer Review
40%
Project
-- See Above --
Term Paper

Other Evaluation

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 –

Highest, or a ‘-’ dash mark if not at all relevant). Program outcomes are posted at

PO PO PO PO PO PO PO PO PO PO1 PO1 1 PO1 PSO1 PSO2 PSO3 PSO4

1 2 3 4 5 6 7 8 9 0 2
CO 2 1 1 1 1 1 1 1 1 1 1 2 2 1 2 1
1
CO 3 3 1 2 1 1 1 1 1 1 1 2 2 2 3 2
2
CO 2 2 2 3 2 1 1 1 1 1 1 2 2 2 3 2
3
CO 2 3 2 3 3 1 1 1 3 3 1 2 3 2 2 3
4
CO 2 2 3 2 1 1 2 2 2 1 1 3 3 1 3 3
5

Teaching-Learning Strategies in brief (4-5 sentences):

Lectureswillinitiallyintroducethemotivationsandconcepts,illustratedwithsim
plerexamples.This will be followed by assignments and in-class presentation
of relevant papers that will ensure that the students are engaged with the
methods and the debates. Deeper lectures and final projectare
expectedtoleadthestudentstoabroaderbutmoreconcreteunderstandingofth
eissuesinCogsci & AI. The practical (programming) assignments and the final
project (with significant programming component) give hands-on
experience of application of ML and DL algorithms for problems in
cognitiveneuroscience.

Title of the Course : Compilers

Course Code : CS1. 403
Faculty Name : Vignesh Sivaraman
L-T-P : 3-1-0
Credits :4
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)

1. Prerequisite Course / Knowledge:

Computer Programming. Data structures and algorithms. Computer Systems Organization.

Operating Systems. Automata Theory.

2. Course Outcomes (COs)

After completion of this course successfully, the students will be able to:

CO-1: Explain the principles and practices underlying production quality compilers such as GCC
and LLVM (Cognitive Level: Understand)

CO-2: Modify open source compilers such as GCC and LLVM to support new languages and
processor architectures; and write custom analysis and transformation passes. (Cognitive Leve:
Apply)

CO-3: Identify problems or sub-problems in real world projects which can be solved by building
custom compilers and interpreters of varying scale and complexity. (Cognitive Levels: Analyze,
Evaluate and Create)

CO-4: Employ software engineering principles and practices to design, develop and manage
complex software engineering tasks. Examples include object oriented design and programming,
choosing appropriate design patterns, good support for debugging the system with ease and,
develop comprehensive test suite with good coverage. (Cognitive Levels: Analyze, Evaluate and
Create)

CO-5: Use software management tools such as GIT, build systems such as Make/Ant etc. Write
proper software design documents and end-user manuals (Cognitive Levels: Apply)

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 3 3 3 3 - 2 - - - - 2 3 3 3 3

CO2 3 3 3 3 3 - - - - - - 2 3 3 3 3

CO3 3 3 3 3 3 - - - - - - 2 3 3 3 3

CO4 2 3 3 3 3 - - - 3 3 - 2 3 3 3 3

CO5 2 2 3 3 3 - - 3 3 3 3 2 3 3 3 3
4. Detailed Syllabus

• Unit 1: Syntax Analysis

o Micro and macro syntax specification using regular expressions and context free
grammars
o Lexical Analysis
o Top-down (LL(1)) and bottom-up (LR(1), LALR(1)) parsing
• Unit 2: Semantic Analysis and IR Generation
o Abstract Syntax Tree (AST) construction
o Static and Dynamically typed language
o Type Checking
• Unit 3: Intermediate Representations and their Generation
o Intermediate representations such as three address tuples, stack code
o AST to linear intermediate representation generation
o Basic blocks and control flow graphs
o Static Single Assignment Form (SSA)
o LLVM IR case study
• Unit 4: Machine Independent Optimizations
o Local and regional optimizations using value numbering optimization as a case
study
o Global optimizations like constant propagation and dead code elimination
o Data flow analysis theory and practice. Examples include Available expressions
analysis and live variable analysis.
o Compiler phase sequencing problem
• Unit 5: Code Generation and Register Allocation
o Runtime environment for C-like programming languages
o Scope and lifetime of variables. Parameter passing mechanisms.
o Generating machine code with virtual registers from machine independent linear
intermediate representation.
o Local and global register allocation. Mapping virtual registers to physical
registers.
o Basics of instruction scheduling

Reference Books:

1. Keith Cooper and Linda Torczon. 2011. Engineering a Compiler, Second Edition. Morgan
Kaufmann Publishers Inc., San Francisco, CA, USA.
Alfred V. Aho, Monica S. Lam, Ravi Sethi, and Jeffrey D. Ullman. 2006. Compilers: Principles,
Techniques, and Tools (2nd Edition). Pearson.

5. Teaching-Learning Strategies in brief

The most important component of this course is the project in which students design a C like
imperative programming language. Write a manual for their programming language specifying
syntactic and semantic rules along with example programs written in their own language. Over
the course, as students are introduced to principles and practices involved in designing various
compiler modules, they build the corresponding modules for their programming language. At the
end of the course, students will be able to run the example programs they have written by
compiling them with the compiler built by them. The target language for the compiler is usually
LLVM IR.
Through the mini homeworks, theoretical ideas introduced in the class are reinforced. Students
get continuous support through tutorial sessions, office hours conducted by teaching assistants
and the concerned faculty.

6. Assessment methods and weightages in brief

1. Mini Homeworks (7 to 8) : 15 percent

2. Course Project
a. Syntax Analysis: 10 percent
b. AST Construction: 10 percent
c. Semantic Analysis: 10 percent
d. LLVM IR Generation: 10 percent
3. Mid Term Quiz: 15 percent
4. Final Theory Exam: 30 percent

Course Title : Comprehension of Indian Music

Course Code : HS1.206
Faculty Name : TK Saroja
Credit : 3-0-0-4

Course Description:

This course offers an overview of Indian music and its classicism. The two major styles Hindustani
and Karnataka with their rich traditions glorify Indian music. The creative aspect which is the
foremost feature of Indian music is what takes the art form to its zenith. Its huge variety
contributes to the cultural heritage of the civilization. The logic, science, philosophy, history,
emotions, imagination in Indian music gives the art its completeness. The course will cover
conceptual base of Indian music and emphasize on informed comprehension of music.

Objectives:

1. Study of basics of both the styles (Hindustani and Karnataka) to know the characteristics
of them. Importance of nādain music.
2. Emphasis on the conceptual system of rāga-s and tāla-s that gives Indian music its stature.
3. Introduction to different genres of India music like the semi classical, light, folk music
studying their peculiar aspects. The aspects that differentiate them from each other
would be analyzed.
4. The role of language and the interwoven relationship of literature and music in musical
compositions. The association of melody and rhythm that go hand in hand in the
compositions with focus on the vowel elongations. Role of music in bringing out the
emotions and expressions in poetry and literature.
5. The contribution of different composers who enriched the classical form of art
particularly in south Indian music. A special study of the compositional style of the South
Indian musical trinity Tyagaraja, Mythuswamy Dixitar and Syama Sastry.
6. The existence and the prominence of gharānā-s in Hindustani music and the musicians
who represent the particular gharānā-s.
7. The indispensable place of music in other art forms like dance, theatre and also spheres
like cinema, commercials etc. (medium of communication).

Course outcomes:
 • Understanding the theory of Indian music which gives it the status of a śāstra and
appreciation of the practice of classical music.
• Understanding the rational, creative and social elements of the art which makesthe art an
integral part of the society.
• Ability to recognize different musical forms with a systematic approach.
• Understanding the universality of music with the knowledge of Indian music.
• Understanding the importance of music and related arts in one’s life as those that foster
individual growth.

Reference Materials:

1. South Indian Music – Volumes 1 to 6 by Professor P.Sambamurthy

2. The quest for Music Divine by Suresh Chandra Dey
3. The Spiritual Heritage of Tyagaraja by C.Ramanujacharya and Prof V. Raghavan
4. Karnataka SangitaSastra by A.S. PanchapakesaAyyar
5. Appreciating Carnatic Music by ChitraveenaN.Ravikiran
6. Nuances of Hindustani Classical Music by HemaHirlekar
7. The Hindu Speaks on Music - compilation of 232 selective music articles by The Hindu
8. A Southern Music (The karnatic story) by T.M. Krishna
9. Hindustani Music: A tradition in transition by Deepak Raja
10. Raga Chikitsa by SuvarnaNalapat
11. SangithaRatnakara of SarngadevabyShringy RK and Premlata Sharma
12. Matanga and his work Brhaddesi-edited by PremLatasharma
13. Videos and audios of music which practically demonstrate all the concepts of the course.

Grading:
Quizzes – 20%
Assignments -30%
Individual Project and viva - 40%
Class participation -10%
Course Title : Computational Social Science
Faculty Name : Ponnurangam Kumaraguru
Name of the Program : Applicable to all Programs on campus including, CSE,
CLD, CHD, CND, both at UG & Masters level.
CourseCode : CS9.435
Credits :4
L - T–P :3-0-1
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester,Year :Spring,2022

(Ex: Spring, 2022)

Pre-Requisites : Any UG3, UG4, M.Tech., MS, and Ph.D. student

should be ableto takeit

CourseOutcomes :

C0-1: Students will describe the opportunities and challenges that the
digital age creates for social sciencesresearch.
C0-2: Students will evaluate modern social research from the perspectives
ofboth social science and data science.
 C0-3: Students will create research proposals that blend ideas from
socialscience and datascience.
C0-4:Students will be able to summarize and critique research
papersin Computational SocialScience
C0-5: Students will conduct, develop, and practice the techniques
needed to conduct their proposed research, through courseproject.

CourseTopics :

(Please list the order in which they will be covered, and preferably arrange
these as five to six modules.)
Module 1: Social Research

Computational Social Science101

o What is Computational SocialScience?
o Is Computational Social Science = or Computer Science + Social
Science?
o Why study Computational SocialScience?
o Challenges with only Computer Science or SocialScience
o Does Social Media data == Computational Social Science? Classdebate.
Social Science vs. DataScience
Prediction vs.
Causality Read / Listen
/Watch:
Hanna Wallach. 2018. Computational social science ≠ computer science
+social data. Commun. ACM 61, 3 (March 2018), 42–44.
DOI:https://doi.org/10.1145/3132698
https://cacm.acm.org/magazines/2018/3/225484-computational-social-
science-computer-science-social-data/fulltext

Lazer D, Pentland A, Adamic L, Aral S, Barabasi AL, Brewer D, Christakis N,

Contractor N, Fowler J, Gutmann M, Jebara T, King G, Macy M, Roy D, Van
Alstyne M. Social science. Computational social science. Science. 2009 Feb
6;323(5915):721-3. doi: 10.1126/science.1167742. PMID: 19197046; PMCID:
PMC2745217.https://pubmed.ncbi.nlm.nih.gov/19197046/
Coded Bias
o Trailerhttps://youtu.be/jZl55PsfZJQ
o Full documentaryhttps://www.netflix.com/title/81328723

Module 2: Modeling & Causal Inference

Linear Regression, Model building, Hypothesistesting
CausalInference
Running Experiments – Lab,Real-world

Read / Listen /Watch:

o Blumenstock et al. 2015. Predicting Poverty and Wealth from
MobilePhone Metadata.
Science.https://www.unhcr.org/innovation/wp-
content/uploads/2016/11/blumenstock-science-2015.pdf
o Lazer, David and Kennedy, Ryan and King, Gary and
Vespignani, Alessandro, Google Flu Trends Still Appears
Sick: An Evaluation ofthe 2013-2014 Flu Season (March 13,
2014). Available atSSRN:
https://ssrn.com/abstract=2408560 or
http://dx.doi.org/10.2139/ssrn.2408560
 o M. R. Khan, J. Manoj, A. Singh and J. Blumenstock, "Behavioral
Modelingfor Churn Prediction: Early Indicators and Accurate
Predictors of Custom Defection and Loyalty," 2015 IEEE
International Congress on Big Data, 2015, pp. 677-680,
doi:10.1109/BigDataCongress.2015.107.
o Chapter 3 of Mostly Harmless Econometrics: An EmpiricistCompanion

Module 3: Mass Collaborations

HumanComputation
o GalaxyZoo
Lintott, Chris J, Kevin Schawinski, Anže Slosar, Kate Land,
Steven
Bamford,DanielThomas,M.JordanRaddick,etal.2008.“Galax
yZoo:
MorphologiesDerivedfromVisualInspectionofGalaxiesfrom
theSloan
DigitalSkySurvey.”MonthlyNoticesoftheRoyalAstronomical
Society 389 (3):1179–89. https://doi.org/10.1111/j.1365-
2966.2008.13689.x

https://watermark.silverchair.com/mnras0389-1179.pdf

Kuminski,Evan,JoeGeorge,JohnWallin,andLiorShamir.2014.
“CombiningHumanandMachineLearningforMorphologicalA
nalysisof
GalaxyImages.”PublicationsoftheAstronomicalSocietyofthe

Pacific 126 (944):959–67. https://doi.org/10.1086/678977.

o Crowd-coding of politicalmanifestos
Benoit,Kenneth,DrewConway,BenjaminE.Lauderdale,Micha
elLaver, andSlavaMikhaylov.2016.“Crowd-
SourcedTextAnalysis:Reproducible and Agile Production of
Political Data.” American Political Science Review 110 (2):278–
95.https://doi.org/10.1017/S0003055416000058https://kenben
oit.net/pdfs/Crowd_sourced_data_coding_APSR.pdf
OpenCalls
o NetflixPrize
Netflix. 2009. “Netflix Prize:View
Leaderboard.” http://www.netflixprize.com/leaderboard.

Bell,RobertM.,YehudaKoren,andChrisVolinsky.2010.“AllTogether
Now:APerspectiveontheNetflixPrize.”Chance23
(1):24– 24.https://doi.org/10.1007/s00144-010-
0005-2.

o Foldit: Protein-foldinggame
Hand,Eric.2010.“CitizenScience:PeoplePower.”NatureNew
s466 (7307):685–87.https://doi.org/10.1038/466685a.
Distributed Datacollection
o eBird: Bird data frombirders
 Kelling,Steve,DanielFink,FrankA.LaSorte,AlisonJohnston,Nicholas
E.Bruns,andWesleyM.Hochachka.2015.“TakingaBigDataAp
proach
toDataQualityinaCitizenScienceProject.”Ambio44(Suppl4):
601– 11.https://doi.org/10.1007/s13280-015-0710-4.

o Photocity
Tuite,Kathleen,NoahSnavely,Dun-yuHsiao,NadineTabing,andZoran
Popovic. 2011. “PhotoCity: Training Experts at Large-Scale Image

AcquisitionThroughaCompetitiveGame.”InProceedingsofth
e2011 Annual Conference on Human Factors in Computing
Systems,1383–92. CHI ’11. New York: ACM.
https://doi.org/10.1145/1978942.1979146https://dl.acm.org/d
oi/pdf/10.1145/1978942.1979146

Agarwal, Sameer, Yasutaka Furukawa, Noah Snavely, Ian

Simon, Brian
Curless,StevenM.Seitz,andRichardSzeliski.2011.“BuildingRome
ina Day.”CommunicationoftheACM54(10):105–
12. https://doi.org/10.1145/2001269.2001293.

How to develop our own (including around course project) MassCollaborations?

o Opportunities
o Methods
o Challenges

Module 4: Ethics
Studies ofconcern
o Experiment on 700,000 Facebookusers
Kramer,AdamD.I.,JamieE.Guillory,andJeffreyT.Hancock.2014.
“ExperimentalEvidenceofMassive-
ScaleEmotionalContagionThrough
SocialNetworks.”ProceedingsoftheNationalAcademyofSciences
of theUSA111(24):8788–
90.https://doi.org/10.1073/pnas.1320040111

o Tastes, Ties, and Time study on Facebook users

Wimmer,Andreas,andKevinLewis.2010.“BeyondandBelo
wRacial Homophily: ERG Models of a Friendship
Network Documented on
Facebook.”AmericanJournalofSociology116(2):583–
642. http://www.jstor.org/stable/10.1086/653658.

Lewis,Kevin,MarcoGonzalez,andJasonKaufman.2012.“Social
Selection and Peer Influence in an Online Social Network.”
Proceedings of the National Academy of Sciences of the USA
109 (1):68–

72. https://doi.org/10.1073/pnas.1109739109.

o Web Censorship
 Burnett,Sam,andNickFeamster.2015.“Encore:Lightweight
Measurement of Web Censorship with Cross-Origin Requests.”

InProceedingsofthe2015ACMConferenceonSpecialInterestGrou
p onDataCommunication,653–67.SIGCOMM’15.London:

ACM.
https://doi.org/10.1145/2785956.2787485https://dl.acm.org/d
oi/pdf/10.1145/2785956.2787485

Narayanan,Arvind,andBendertZevenbergen.2015.“NoEncorefor
Encore? Ethical Questions for Web-Based Censorship

Measurement.” Technology Science,

December. http://techscience.org/a/2015121501/.

Jones,Ben,andNickFeamster.2015.“CanCensorshipMeasurem
entsBe
Safe(R)?”InProceedingsofthe14thACMWorkshoponHotTopicsin
Networks, 1:1–1:7. HotNets-XIV. NewYork:
ACM. https://doi.org/10.1145/2834050.2834066.

Crime prediction using Social data, Tracking immigrants through their phoneapps
Institutional Review Board / Ethics Committee – Expectations, Why is itnecessary?
Informed consent, Privacy, Risk

Module 5: Biases in CSS Research

Biases & inaccuracies at the source of the data
Biases & inaccuracies duringprocessing
Biases in social data
Inferences from biaseddata

Read / Listen /Watch:

o danah boyd & Kate Crawford (2012) CRITICAL QUESTIONS FOR
BIGDATA, Information, Communication & Society, 15:5, 662-679,
DOI: 10.1080/1369118X.2012.678878
o Daniel Gayo-Avello. 2011. Don't turn social media into another
'LiteraryDigest' poll. Commun. ACM 54, 10 (October 2011),121–
128.
DOI:https://doi.org/10.1145/2001269.2001297
o McFarland DA, McFarland HR. Big Data and the danger of
beingprecisely inaccurate. Big Data & Society. December
2015. doi:10.1177/2053951715602495
o https://en.wikipedia.org/wiki/Weapons_of_Math_Destruction
o Ricardo Baeza-Yates. 2018. Bias on the web. Commun. ACM 61, 6
(June2018), 54–61.DOI:https://doi.org/10.1145/3209581
o Hargittai E. Potential Biases in Big Data: Omitted Voices on Social
Media.Social Science Computer Review. 2020;38(1):10-
24.doi:10.1177/0894439318788322
o OlteanuAlexandra,CastilloCarlos,DiazFernando,KıcımanEmre.Soci
alData: Biases, Methodological Pitfalls, and Ethical Boundaries.
Frontiers in Big Data. VOLUME 2, 2019
DOI=10.3389/fdata.2019.00013
https://www.frontiersin.org/article/10.3389/fdata.2019.00013
 Preferred Text Books :

1. Salganik, Matthew J., Bit by Bit: Social Research in the Digital Age,
Princeton University Press, 2018. Free Online
Version:https://www.bitbybitbook.com/en/1st-ed/preface/

ReferenceBooks :

E-bookLinks :
https://www.bitbybitbook.com/en/1st-ed/preface/
https://www.nature.com/collections/cadaddgige/https://www.resear
chgate.net/profile/Joshua-
Angrist/publication/51992844_Mostly_Harmless_Econometrics_An_Empi
ricist%27s_Companion/links/00b4953344a9a0cb13000000/Mostly-
Harmless-Econometrics-An-Empiricists-Companion.pdf
GradingPlan :

(The table is only indicative)

Type of Evaluation Weightage (in %)

Quizzes
20.0
Assignments + Activities 30.0

Project report + Blog + Video 20.0 [15 + 2.5 + 2.5]

30.0
Project

OtherEvaluation

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3

– Highest, or a ‘-’ dash mark if not at all relevant).

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO1 PSO2 PSO3 PSO4

1 2 3 4 5 6 7 8 9 0 1 2
CO 3 1 - - - 3 - - - 3 - 1 3 - - 3
1
CO 3 1 - - 3 3 - - 3 3 - 1 3 - - 3
2
CO 3 3 - - - 3 1 3 3 3 - 1 3 3 - 3
3
CO 3 1 - - - - - - 3 3 - 1 3 1 - 3
4
CO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
5
 Teaching-Learning Strategies in brief (4-5 sentences) :

Learning

Lectures
Reading researchpapers
Class participation: questions,discussions
Online discussion:
Teams Learning bydoing
Courseproject
Real world issues
Interdisciplinaryapproach
Real worldimplementation

POTENTIAL GUEST LECTURES:

1. Prof. Mathew Salganik, Princeton University

2. (Soon to be Dr.) Ashwin Rajadesingan, University ofMichigan
3. Dr. Hemank Lamba,Dataminr

Note: This course description format comes into effect from Spring 2022.

Title of the Course : Computer Graphics

Course Code : CS7.302
Name of the Academic Program: BTech in Computer Science &Engineering
L-T-P :3-1-0
Credits :2
(L= Lecture hours, T=Tutorial hours,
P=Practical hours) 1.Prerequisite Course /
Knowledge:
2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to.
CO-1 Introduce the 3D shape representation and modelling for Computer
Graphics applications. CO-2 Introduce Graphics libraries for development of
graphics applications.
CO-3 Introduce Graphics Pipeline for rendering of 3D objects.
CO-4 Explain Graphics concepts/algorithms for fast and realistic rendering of 3D objects
including lighting, texture, shadow as well as using the GPU based acceleration data
structures like k-d trees.

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course ArticulationMatrix

PO1 PO2 PO3 PO PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO PSO PSO
4 2 3 4

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

CO2 2 1 2 1 3 1 1 1 3 1 1 2 3 2 2 3
 3 3 3 3 3 2 1 2 3 2 1 3 3 3 2 3
CO3

CO 3 3 3 3 3 2 1 2 3 2 1 3 3 3 2 3
4

Note: Each Course Outcome (CO) may be mapped with one or more Program
Outcomes (POs) and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for
‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping

4. DetailedSyllabus:
Unit 1: Basic Concepts in Computer Graphics : Revision to basics of Computer Graphics :
Primitives, Geometric Transformations, Hierarchical Modeling and Viewing Transforms,
Clipping Points and Lines, Polygon Filling, Visibility, intro to WebGL.

Unit 2: Advance Concepts in Computer Graphics: View Frustum Culling, Depth Buffering,
Lighting Shading & Shadows Mapping, Texture Mapping, BRDF, raytracing.

Reference Books:
1. "Computer Graphics with OpenGL: 3rd Edition", by Donald Hearn and Pauline Baker.
Published in India by Pearson Education (Prentice Hall).
2 Reference: "Computer Graphics: Principles and Practice: 3rd Edition", by James D.
Foley, Andries van Dam, Steven Feiner and John Hughes. Published by Addison-
Wesley

5. Teaching-Learning Strategies in brief (4 to 5sentences):

The course lectures will include interactive graphics content for effectively conveying the basic
concepts aswell as small activities to promote the understanding of the lecture content.
Significant focus will be on problem solving aspect and concepts will be introduced in the
context of relevant practical problems related to 3D modelling and rendering of virtual
objects/world. Tutorials will further try to bridge the gap between theoretical understanding
and practical aspects of problem solving. Assignments are designed to to solve problems that
are based on simple extensions of concepts described in the lectures.

6. Assessment methods and weightages in brief (4 to

5sentences): Homeworks/Assignments:55%
Quiz1: 7%
Quiz 2: 8%
End Exam: 30%
_________________________________________________________________________________
___
Title of the Course : Computing Tools
Name of the Faculty :Sudipta Banerjee + Avinash Sharma
Name of the Academic Program : M.Tech. in CASE, Bioinformatics (1st year, 2nd semester)
Course Code : CS0.302
L-T-P :3-1-3
Credits :4
Prerequisite Course / Knowledge:
1. First course on programming and problem-solving
2. Basics of Python language, to be able to use relevant libraries and toolkits
Course Outcomes (COs):

After completion of this course successfully, the students will be able to:

CO-1. Model and create datasets.

CO-2. Visualize and present data.

CO-3. Collect data from across networks and internet to store in databases

CO-4. Prepare and preprocess datasets to make them ready for application of various data
analytics algorithms.

CO-5. Employ known algorithms to solve common analytics tasks in practical applications, setting
their parameter values, and using relevant libraries and toolkits.

CO-6.Evaluate and determine the best algorithm among known algorithms for specific datasets
and applications.

Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

CO4 3 2 3 3 3 3 2 2 3 2 2 3 2 2 2 3

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

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

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping.

Detailed Syllabus:

Unit 1: Databases (Design, SQL)

Unit 2: Visualization (e.g. Bokeh, VTk)
Unit 3: Networking and data collection (e.g. requests and json modules)
Unit 4: Scientific Python Modules: NumPy, Matplotlib, Tkinter, SciPy
Unit 5: Data analytics: Preprocessing, Clustering, Classification (e.g. pandas, scikitlearn)

Reference Books:
 1. Official documentation and online tutorials on Python, VTk, etc.
2. Python – https://docs.python.org/3/tutorial/

Teaching-Learning Strategies in brief (4 to 5 sentences):

This is a highly practicals-oriented course. Lectures showcase handson usage of various

computing tools and modules for interdisciplinary students. Theoretical concepts in database
design and data analytics are also covered with a practical focus, with examples and assignments.
A mini-project is given in each module. Mini projects may be done in groups of 3. Lab exams may
be done as a single large problem with intermediate milestones and choice of 1 out of 3 problems
to solve. Python modules specified are suggestive and may be replaced with better ones.

Assessment methods and weightages in brief (4 to 5 sentences):

− Mini Projects: 5x10=50%

− Labs: 10%
− Mid exams: 10+15=25%
− Lab exams: 15%

Title of the Course : Data Foundation Systems – A Project-Based Elective Course

Course Code : CS4.409
Faculty Name : Vikram Pudi
Credits :1-1-3-4
Name of the Program : Elective for B.Tech/M.Tech/MS/PhD students in

L - T–P :
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester,Year : Spring,2022

(Ex: Spring, 2022)

Pre-Requisites : SSAD, SSDD, or background knowledge/experience in

python web programming

CourseOutcomes :

After completion of this course successfully, the students will be able to:

1. Participate in building large, deployable softwaresystems

2. Automate dataingestion
3. Fluently use Javascript, NodeJS and related frameworks to build interactive
web- components
4. Fluently use one or more modern Python backend webframeworks
5. Rapidly build responsive websites with complexlayouts

CourseTopics :

1. Code and design review of large softwaresystems

2. NodeJS
3. Asynchronous Javascript webcomponents
4. One or more modern python web framework (e.g. django, py4web,etc.)
5. Responsive webpages and complexlayouts
 6. Data scraping and ingestion
Preferred Text Books:
Online material:
1. Pythondocumentation
2. NodeJSdocumentation
3. HTML5/CSS and bootstrap (or similar) layoutstutorial
4. Django/py4webdocumentation
ReferenceBooks :

E-bookLinks :

GradingPlan :

(The table is only indicative)

Type of Evaluation Weightage (in %)

Quiz-1
15%
Mid SemExam

Quiz-2 15%

End Sem Exam

Assignments
10%
60%
Project

Term Paper
Project evaluation will be based on deliverables at
intermediate deadlines, including for requirements,
screenshots, database design, prototype building, etc.

Other Evaluation A: If deliverable is deployable, well-designed and

efficient A-: If deliverable is deployable
B: If deliverable is deployable with some more
effort B- to C-: If deliverable is deployable with
considerably more effort.
F: If deliverable is not deployable.

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 –

Highest, or a ‘-’ dash mark if not at all relevant)

PO 1 PO PO PO PO PO PO PO PO PO10 PO1 1 PO12 PSO1 PSO2 PSO3 PSO4

2 3 4 5 6 7 8 9

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

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

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

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

Teaching-Learning Strategies in brief (4-5 sentences) :

This is a practicals oriented course, where the students will participate in

projects to collaboratively build a large-scale application, which is the data-
foundation – a technology-platform to collect, create, curate, annotate,
secure and deploy a library of datasets for developing solutions driven by AI
and analytics in socially- relevant domains such as Healthcare, Mobility,
Buildings and Systems.
Necessary background skills, languages and tools for backend and
frontend programming will be taught during lectures, along with code and
design reviews of large software systems.
Students will work in teams to build a deployable system. This exposure
will enable students to become industry-ready with skills to innovate and
build large software systems and/or startups.
According to Massimo Di Pierro, the creator of py4web: “The ability to easily
build high quality web applications is of critical importance for the growth of
a free and open society. This prevents the biggest players from
monopolizing the flow of information.” This course is geared towards that
goal.
Sample projects to choose from:
1. Datasetlibrary
2. Data ingestion from varioussources
3. Data annotationplugins
4. Dataset approvalworkflow
5. Javascript components to handle medical images(CT/MRI/X-Ray)
Title of the Course : Data Systems
Course Code : CS4.401
Faculty Name : Krishna Reddy P
L-T-P : 3-1-1
Credits :4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Basic principles of Operating systems, Structured Query Language, Relational Data Model, Data
structures, Programming language, Algorithms,

2.Course Outcomes (COs)

After completion of this course successfully, the students will be able to..

CO-1. Develop the tree-based and hash-based indexing algorithms to improve efficiency of the

retrieval

CO-2. Tune the optimizer module of DBMS to meet the performance demands of diverse
applications, including distributed applications.

CO-3: Design the recovery sub-system of any given information system

CO-4. Design archival strategy for any given information system

CO-5. Develop a concurrency control algorithm for any given database system

CO-6. Develop a framework for building a large scale big data system.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

P PO PO PO PO PO PO PO PO PO1 PO PO1 PS PS PS PSO

O1 2 3 4 5 6 7 8 9 0 11 2 O1 O2 O3 4

CO
2 2 2 2 3 - 1 - 3 1 3 2 3 3 2 3
1

CO
3 3 3 1 3 - 1 - 2 2 2 3 3 2 1 1
2

CO
3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
3

CO
3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
4

CO
3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
5

CO
3 3 3 3 2 2 1 - 2 2 3 2 3 3 3 3
6

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4.Detailed Syllabus:

Unit 1: Introduction, Data storage, Representing data elements (9 hours)

Unit 2: Index structures, Multidimensional indexes (7.5 hours);

Unit 3: Query execution, The query compiler (9 hours)

Unit 4: Coping with system failures, Concurrency control (7.5 hours);

Unit 5: Transaction management, NoSQL and big data systems ( 9 hours)

• Five mini projects related to the above syllabus will be done by students in the laboratory
References:
 • Hector Garcia-Molina, Jeffrey D. Ullman and Jennifer Widom, Database System
Implementation, Pearson Education, 2003
• Elmasri & Navathe, Fundamentals of Database Systems, 6th Edition, Pearson Education,
2013
• Raghu Ramakrishnan and Johannes Gehrke, Database Management Systems, Third
edition, Mc Graw Hill, 2017
• Abraham Silberschatz, Henry F.Korth, S.Sudarshan, Database system concepts, fifth
edition, Mc Graw Hill, 2006
• Research papers

5.Teaching-Learning Strategies in brief:

Lectures by integrating ICT into classroom teaching, weekly tutorials involving problem solving
and active learning by students and Project-based Learning by doing 5 mini-projects in laboratory
by the students

6.Assessment methods and weightages in brief:

Assignments in theory: 10 marks, Quizzes in theory: 10 marks, Mid Semester Examination in
theory: 20 marks, End Semester Examination in Theory: 30 marks, Assessment of 5 mini projects
in Laboratory: 30 marks

Course Code : Design of Hydraulic Structures

Faculty Name : Shaik Rehana
Name of the Program : M.Tech in CASE
Credits : CE5.501
L-T-P :3-1-0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester, Year : Spring, 2022
(Ex: Spring, 2022)

Pre-Requisites : Basics of fluid mechanics and hydraulics

Course Outcomes :
After completion of this course successfully, the students will be able to

• Develop a detailed understanding about the design aspects of the hydraulic structures
those are constructed for the purpose of storage, diversion, conveyance and distribution
of water.
• Design various major hydraulic structures such as dams, reservoirs, aqueducts, weirs,
canals, etc.
• Understand how basic principles of hydraulics can be used in the design of structures in
terms of safety measures, etc.

Course Topics :
(Please list the order in which they will be covered, and preferably arrange these as five to six
modules.)
Introduction of Hydraulics: Fluid Properties and Classification, Hydrostatics,
Equation of Motion, Continuity Equation, Flow Measurements
Introduction: Storage, Diversion, Conveyance and Distribution structures
Gravity Dams: Site selection, Forces, Stability analysis, Modes of Failure
Reservoirs: Storage Capacity of a Reservoir and Design aspects
 Design of Diversion Works: Weirs and Barrages, Spillways

Preferred Text Books :

• Hydraulic Structures, P. Novak, A. I. B. Moffat, C. Nalluri and R. Narayanan, Taylor and
Francis, U. K
• Irrigation Engineering and Hydraulic Structures- Garg S.K- Khanna Publishers N.D.13th ed,
1998.
• Irrigation and Water Resources Engineering by G. L. Asawa, New Age International
Publishers, 2008.
Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

Quiz-1
10%
Mid SemExam
20%
Quiz-2 10%

End Sem Exam

30%
20%
Assignments

Project
10%
Term Paper
Nil
Nil
Other Evaluation

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a

‘-’ dash mark if not at all relevant). Program outcomes are posted at

P PO PO PO PO PO PO PO PO PO1 PO PO1 PS PS PS PSO

O1 2 3 4 5 6 7 8 9 0 11 2 O1 O2 O3 4

CO
3 1 2 2 3 1 1 3 1 1 1 2 2 3 2 3
1

CO
1 3 2 3 2 1 1 1 1 3 1 2 2 2 2 2
2

CO
2 2 2 2 3 1 2 1 1 1 1 2 2 2 2 2
3

CO 2 2 3 2 3 1 2 1 1 1 1 2 2 2 2 2
4

CO
2 3 2 2 3 2 3 2 1 1 1 2 2 2 2 2
5

CO
2 2 3 2 2 2 2 2 1 3 1 2 2 1 2 2
6

Teaching-Learning Strategies in brief (4-5 sentences) :

Lectures and tutorials to solve various hydraulic structures, practice problems, assignments with
real-time case studies and data. Starting from basic hydraulics to design of large structures such
as Weirs, dams, canals, aqueducts, spillways, the lectures try to cover diverse topics related to
safety and design aspects for the better water resources management.
==============
Note: This course description format comes into effect from Spring 2022.

Course Title : Design Thinking – Ideate to Evaluate

Faculty Name :Raman Saxena
CourseCode : PD1.401
Program : M.Tech I Year I Semester – Product Design and Management*
L-T-P : 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours) Credits: 2

1.Prerequisite Course /Knowledge:

Should have taken Design Thinking PD1.301-Research to Define

Semester,Year : 1st Sem – Year 1 (Spring,2022)

(March-April)
1.Objective
This course is the extension of the earlier course “Design Thinking101-Research to
Define” and will introduce the knowledge and skills required for the second diamond
of the overall design thinking process. This course is aimed at guiding the students to
work through the Ideation & Prototyping (Diversion) and Test/Evaluate (Convergence)
phases of the second diamond of the overall Design Thinking Process. This course will
help the student appreciating the criticality and value of generating lots of ideas, early
prototyping and user testing/validation of the ideas at the early stage of design
development for delivering solution which has higher fit between the products and the
user needs and businessmodel.
This course is core knowledge/skill and will also serves as a foundation for further
learning for any student irrespective of their specific domain such as product design,
product management, user experience design, service design, software & IT,
technology design and business.

1.DetailedSyllabus:
 1. REVIST THE PREVIOUS LEARNINGS AND ACTIONABLE BRIEF (Week 1 - Lecture 1 &2)
• Revise the understandings and learnings of the earliercourse.
• Revisit and deliberate on the actionable brief and tweaking the same ifneeded.
• The process of divergence andconvergence.

2. IDEATION (DIVERGENCE) PHASE (Week 2 - Lecture 3 &4)

• Power and Value of Ideationprocess
• Process and techniques of Ideation to generate manyideas.
• Case study- Mainframe- Design for nextgeneration.

3. PROTOTYPING (DIVERGENCE) PHASE (Week 3 - Lecture 5 &6)

• Whyprototyping?
• Types of Prototypes – Low fidelity & highfidelity
• Creation ofprototypes.
• Case study of Embrace – The Baby Warmer anddeliberation/discussion.

4. USER TESTING AND VALIDATION (Week 4 - Lecture 7 &8)

• WhyTest?
• Types of user testing andevaluation.
• Process of user testing/validation usingprototypes.
• Use case of user testing/validation(TBD)

2. PPROJECT WORK- IDEA GENERATION FOR THE PROJECT WORK (Week 5 & 6-
Hand on idea generation)
• This week will be dedicated to generation of ideas against the actionable brief. The
students will require to work on generating more and more ideas and lecture
hours will be used for work in progress presentation by the students, discussions
andfeedback.

3. PROJECT WORK - PROTOTYPE CREATION AND TESTING (Week 6- Hands-on Usertesting)

• Students will require to developing several prototypes based on the ideas
generated during the ideation phase and validate the ideas forshortlisting,

4. PROJECT WORK – TWEAKING IDEAS AND FINANLISING THE SOLUTION (Week 7-

ProjectCompletion)
• Tweaking the ideas and further development of thesame.
• Final presentation of thework.
Reference Books:
1. Case: Design Thinking and Innovation at Apple, Stefan T. & Barbara F. (HBS9-609-066)
2. Case: Embrace- A Baby Warmer, Project by StanfordUniversity.
3. Case: Mainframe design for newGeneration
4. Book: HBR's 10 Must Reads on Design Thinking, by Harvard BusinessReview
5. Book: Change by Design by TimBrown
6. Book: Design Thinking for Creativity and Business Innovation Series by IdrisMootee
7. Book: Design Thinking: A Culture of Innovation by SeanKoh
8. Book: Design Thinking, by NigelCross
9. Book: The Design of Everyday Things by Donald A.Norman

4. Teaching-Learning Strategies in brief (4 to 5sentences):

• The Course will divide into lectures (around 10 nos.) and hands-on work including
assignments, classroom exercises, home assignment, andproject.
 • The course will also include fieldwork, hand on activities, learning by doing, to
practice the learning from thelectures.
• Itwillalsointroduceanddiscusscoupleofcasestudiesincludingcasesrelatedtothenewp
roduct development and ICTdomain.
• It is supported by the design thinking and research approaches of various design,
technology and
businessschoolsincludingStanford,NID,IIMBangaloreetc.andalsoprestigiousdesigncons
ulting’s including IDEO, FROG Design, Nokia Research, Nokia Design and Siemens etc.
to bring both academic and industrial flavor in the content andlearning.
• Other than attending the lectures and doing classroom exercises & assignments,
students need to spend 4 hours per week on home/fieldassignments.

5. Assessment methods and weightages in brief (4 to 5sentences):

1. Class/Home activities N= 6 18%

2. Project in Group – with 2-3 students N=1 40%
3. Assignment N=1 14%
4. Final Exam N=1 20%
Experiment participation-based credit and
5. N=2 8%
Peer review
TOTAL 100%

Course Title :Design Thinking – Ideate to Evaluate

Course Code : PD1.401
Program : M.Tech I Year I Semester – Product Design and Management*
L-T-P : 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours) Credits: 2

2. Prerequisite Course /Knowledge:

Should have taken Design Thinking PD1.301-Research to Define

Semester,Year : 1st Sem – Year 1 (Spring,2022)

(March-April)
3. Objective

This course is the extension of the earlier course “Design Thinking101-Research to

Define” and will introduce the knowledge and skills required for the second diamond
of the overall design thinking process. This course is aimed at guiding the students to
work through the Ideation & Prototyping (Diversion) and Test/Evaluate (Convergence)
phases of the second diamond of the overall Design Thinking Process. This course will
help the student appreciating the criticality and value of generating lots of ideas, early
prototyping and user testing/validation of the ideas at the early stage of design
development for delivering solution which has higher fit between the products and the
user needs and businessmodel.
This course is core knowledge/skill and will also serves as a foundation for further
learning for any student irrespective of their specific domain such as product design,
product management, user experience design, service design, software & IT,
technology design and business.

4. DetailedSyllabus:

1. REVIST THE PREVIOUS LEARNINGS AND ACTIONABLE BRIEF (Week 1 - Lecture 1 &2)
• Revise the understandings and learnings of the earliercourse.
• Revisit and deliberate on the actionable brief and tweaking the same ifneeded.
• The process of divergence andconvergence.

2. IDEATION (DIVERGENCE) PHASE (Week 2 - Lecture 3 &4)

• Power and Value of Ideationprocess
• Process and techniques of Ideation to generate manyideas.
• Case study- Mainframe- Design for nextgeneration.

3. PROTOTYPING (DIVERGENCE) PHASE (Week 3 - Lecture 5 &6)

• Whyprototyping?
• Types of Prototypes – Low fidelity & highfidelity
• Creation ofprototypes.
• Case study of Embrace – The Baby Warmer anddeliberation/discussion.

4. USER TESTING AND VALIDATION (Week 4 - Lecture 7 &8)

• WhyTest?
• Types of user testing andevaluation.
• Process of user testing/validation usingprototypes.
• Use case of user testing/validation(TBD)

5. PPROJECT WORK- IDEA GENERATION FOR THE PROJECT WORK (Week 5 & 6-
Hand on idea generation)
• This week will be dedicated to generation of ideas against the actionable brief. The
students will require to work on generating more and more ideas and lecture
hours will be used for work in progress presentation by the students, discussions
andfeedback.

6. PROJECT WORK - PROTOTYPE CREATION AND TESTING (Week 6- Hands-on Usertesting)

• Students will require to developing several prototypes based on the ideas
generated during the ideation phase and validate the ideas forshortlisting,

7. PROJECT WORK – TWEAKING IDEAS AND FINANLISING THE SOLUTION (Week 7-

ProjectCompletion)
• Tweaking the ideas and further development of thesame.
• Final presentation of thework.
Reference Books:
10. Case: Design Thinking and Innovation at Apple, Stefan T. & Barbara F. (HBS9-609-066)
11. Case: Embrace- A Baby Warmer, Project by StanfordUniversity.
12. Case: Mainframe design for newGeneration
13. Book: HBR's 10 Must Reads on Design Thinking, by Harvard BusinessReview
14. Book: Change by Design by TimBrown
15. Book: Design Thinking for Creativity and Business Innovation Series by IdrisMootee
 16. Book: Design Thinking: A Culture of Innovation by SeanKoh
17. Book: Design Thinking, by NigelCross
18. Book: The Design of Everyday Things by Donald A.Norman

6. Teaching-Learning Strategies in brief (4 to 5sentences):

• The Course will divide into lectures (around 10 nos.) and hands-on work including
assignments, classroom exercises, home assignment, andproject.
• The course will also include fieldwork, hand on activities, learning by doing, to
practice the learning from thelectures.
• Itwillalsointroduceanddiscusscoupleofcasestudiesincludingcasesrelatedtothenewp
roduct development and ICTdomain.
• It is supported by the design thinking and research approaches of various design,
technology and
businessschoolsincludingStanford,NID,IIMBangaloreetc.andalsoprestigiousdesigncons
ulting’s including IDEO, FROG Design, Nokia Research, Nokia Design and Siemens etc.
to bring both academic and industrial flavor in the content andlearning.
• Other than attending the lectures and doing classroom exercises & assignments,
students need to spend 4 hours per week on home/fieldassignments.

7. Assessment methods and weightages in brief (4 to 5sentences):

1. Class/Home activities N= 6 18%

2. Project in Group – with 2-3 students N=1 40%
3. Assignment N=1 14%
4. Final Exam N=1 20%
Experiment participation-based credit and
5. N=2 8%
Peer review
TOTAL 100%

Course Title : Design Thinking – Research to Define

Faculty Name :Raman Saxena
CourseCode : PD1.301
Program : M.Tech I Year I Semester – Product Design and Management*
L-T-P : 3-1-0
Credits :2
( L= Lecture hours, T=Tutorial hours, P=Practical

hours)

1.Prerequisite Course /Knowledge:

No prerequisites are required
Semester,Year : 1st Sem – Year 1 (Spring,2022)

(Jan – Feb)
 2. Objective

The overall goal of this design thinking course is to help you design better solutions,
products, services, systems, processes, strategies, and experiences.
This course is aimed at guiding you through the Design Thinking Process and will help
you developing a solid understanding of the overall process, phases and methods in
design thinking. Introduce the concept of Human-centred approach, empathy,
collaboration, co-creation and product-user & product-market fit. It will provide the
theory and operational skills to follow Human (User)-Centred approach and how to
implement this knowledge in your professional work life.
This course is core knowledge/skill and will also serves as a foundation for further
learning for any student irrespective of their specific domain such as product design,
product management, user experience design, service design, software & IT,
technology design and business.

3. DetailedSyllabus:

1. UNLEARNING (Week 1 - Lecture 1 &2)

Initial part of the course will emphasize on unlearning and to cultivate a knack for
design thinking, and creative problem solving among the students that will work as a
good foundation before introducing them to detailed process, methods and tools of
DESIGN THINKING.
2. UNDERSTANDING DESIGN AND DESIGN DOMAIN (Week 2 - Lecture 3 &4)
• UnderstandingDesign
• Role & Functions of design anddesigners.
• Design Elements – (Function, Ergonomics & Aesthetics) + Desirability, Feasibility
&Viability)
• Understanding Design Domains and perspectives – Product Design, HCI, Visual
Communication, Service Design and UserExperience
3. INTRODUCTION TO DESIGN THINKING (Week 3 - Lecture 5 &6)
• What is DesignThinking?
• Why DesignThinking?
4. Design Thinking approach in new product development & innovativesolutions
5. DESIGN THINKING PROCESS (Week 4 - Lecture 7 &8)
• Design Thinking Process – human-focused, empathy, research, ideation
and prototype- driven, innovative designapproach.
• User-
CentredDesign/DoubleDiamondProcessexplainingstageofDiscovery,Define,Desi
gn, Prototype & Test andImplement.
• Introduce/Initiate Design Thinking Pilot Project which is built into course
structure and will run parallel to the course content in the DT-Part1 and will
conclude in DT-Part2.
6. DISCOVERY PHASE (Week 5 - Lecture 9 &10)
• What is Discovery and Validation phase andwhy?
• Understanding User Context? – Why & How toEmpathies?
• Understanding the User Needs and Goals through empathy by observing their
behaviour and drawing conclusions based on qualitativeinformation
• Understanding the BusinessGoals
• Tools and Methods andDeliverables

7. DEFINE PHASE (Week 6 - Lecture 11 &12)

 • Analysis and Synthesis of Data andInformation.
• Driving Insights (both user and business) and solutiondirections
• Tools and Deliverables of the Definephase

8. DRIVING ACTIONABLE BRIEF (Week 7 - Lecture 13 &14)

• Throughtheprocessofanalysisandsynthesis,identifyinguser-
businessinsights,arrivingatan actional brief in form of HMWstatement.
• Debriefing and briefing on upcoming course “Design Thinking 101 – Research toDefine”

Reference Books:
1. Case: Design Thinking and Innovation at Apple, Stefan T. & Barbara F. (HBS9-609-066)
2. Case:DefiningInnovativeMobileStrategies:HowDesignThinkingOffersanEffectiveWayto
Address the “Wicked Problem” of Enterprise Mobility bySAP
3. Book: HBR's 10 Must Reads on Design Thinking, by Harvard BusinessReview
4. Book: Design Thinking by Tim Brown (HBR –R0806E)
5. Book: Innovation Through Design by BillMoggridge
6. Book:DesignThinkingandSocialInnovationbyTimBrownandJocelynWyattinStanfor
dSocial Innovationreview
4. Teaching-Learning Strategies in brief (4 to 5sentences):

• The Course will divide into lectures (around 12 nos.) and hands-on work including
assignments, classroom exercises and homework.
• The course will also include fieldwork, hand on activities, learning by doing, to
practice the learning from thelectures.
• I will also introduce and discuss couple of case studies including cases related to
the new product development and ICTdomain.
• It is supported by the design thinking and research approaches of various design,
technology and business schools including Stanford, NID, IIM Bangalore etc. and also
prestigious design consulting’s including IDEO, FROG Design, Nokia Research, Nokia
Design and Siemens etc. to bring both academic and industrial flavor in the content
andlearning.
• Other than attending the lectures and doing classroom exercises & assignments,
students need to spend 4 hours per week on home/fieldassignments.
5. Assessment methods and weightages in brief (4 to 5sentences):

1. Class/Home activities N= 6 18%

2. Project in Group – with 2-3 students N=1 40%
3. Assignment N=1 14%
4. Final Exam N=1 20%
Experiment participation-based credit and
5. N=2 8%
Peer review
TOTAL 100%

Title of the Course : Differential equations

Course Code : MA4.301
Faculty Name : Lakshmi Burra
L-T-P : 3-1-0

Credits :4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Knowledge of Calculus

2.Course Outcomes (COs)

After completion of this course successfully, the students will be able to develop

CO-1Competence in classifying differential equations as to ordinary, partial, linear, non-linear, order and
degree, and to construct differential equations under given conditions

CO-2. Competence in solving first order differential equations employing the techniques of variables
separable, homogeneous coefficient, or exact equations.

CO-3Competence in solving applied problems which are linear/nonlinear in form with particular focus on
the modelling aspect.

CO-4. Competence in solving linear differential equations employing the techniques of integrating factors,
substitution, variation of parameters and reduction of order

CO-5. Skills to use the series method of solving Differential equations as well as the Frobenius
method

CO-6. Skills to solve systems of differential equations, including learning to model specific
physical problems related to systems

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

P PO PO PO PO PO PO PO PO PO1 PO PO1 PS PS PS PSO

O1 2 3 4 5 6 7 8 9 0 11 2 O1 O2 O3 4

CO
2 2 2 2 3 - 1 - 3 1 3 2 3 3 2 3
1

CO
2 2 2 1 3 - 1 - 2 2 2 3 3 2 1 1
2

CO
1 1 1 1 1 1 1 - 2 2 2 1 1 1 1 1
3

CO
3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
4

CO
3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
5

CO
1 1 1 1 1 2 1 - 1 1 1 1 1 1 1 1
6
‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4.Detailed Syllabus:

Unit 1: Linear Differential Equations; Method of

Integrating Factors, Separable Differential Equations, Modeling with First-Order Differential
Equations (9 hours)

Unit 2: Autonomous Differential Equations and Population Dynamics, Exact Differential

Equations and Integrating Factors, Numerical Approximations: Euler’s Method (7.5
hours);

Unit 3: Homogeneous Differential Equations with Constant Coefficients Solutions of Linear

Homogeneous Equations; the Wronskian, Complex Roots of the Characteristic Equation
Repeated Roots; Reduction of Order, Nonhomogeneous Equations; Method of
Undetermined Coefficients Variation of Parameters (9 hours)

Unit 4: Series Solutions Near an Ordinary Point, Part I, Series Solutions Near an Ordinary Point,
Part II Euler Equations; Regular Singular Points, Series Solutions Near a Regular Singular Point,
Part I, Series Solutions Near a Regular Singular Point, Part II (9 hours);

Unit 5Systems of Linear Algebraic Equations; Linear Independence, Eigenvalues,

Eigenvectors,Basic Theory of Systems of First-Order Linear Equations, Homogeneous Linear
Systems with Constant
Coefficients, Complex-Valued Eigenvalues (7.5 hours)

• A project related to the above syllabus will be done by students to be submitted by the
end of the semester.
References:

• Boyce di-Prima, Elementary Differential Equations and Boundary Value Problems (John
Wiley and sons
• Erwin Kreyszig, “Advanced Engineering Mathematics”, Wiley
• Differential equations, dynamical systems and an Introduction to Chaos, Hirsch,M.W.,
Smale and Devaney (Elsevier)
• Differential Equations, S.L.Ross (John Wiley and sons)
• George F. Simmons, Differential Equations with Applications and Historical Notes

5.Teaching-Learning Strategies in brief:

Lectures in the classroom teaching, weekly tutorials involving problem solving and active learning
by students and Project-based Learning

6. Assessment methods and weightages in brief :

Assignments in theory : 10 marks,

Quizzes in theory : 10 marks,
Mid Semester Examination in theory : 20 marks,
End Semester Examination in Theory : 30 marks,
Assessment project : 30 marks
Title of the Course : Digital SignalAnalysis
Faculty Name : Anil Kumar V
CourseCode : CS7.303
L-T-P :2-1-0
Credits :2
Typical Course Design Name of the Academic Program B. Tech. in CSE
Prerequisite Course / Knowledge:

No prerequisite as it is a core course for CLD program.

Course Outcomes (COs):

After completion of this course successfully, the students will be able to..

CO-1 : Introduce the fundamentals of digital signal representation and processing to

undergraduate students of CLD/CS/CSD.
CO-2: Introduce the advantage of a transformed domain representation.
CO-3: Application of basic signal processing to speech signals.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)
P P P P P P P P P PO PO PO PS PS PS PS
O O O O O O O O O 10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
C 3 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
O
1
C 3 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
O
2

C 3 2 2 1 1 1 1 1 2 1 1 2 - 3 - -
O
3

Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs). Write
‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping

Mapping with PSOs, where applicable.

Detailed Syllabus:

Unit 1: Basics of Fourier series and transform, sampling and quantisation, different types
of signals and systems.
Unit 2: Z-transform, FIR and IIR systems. Introduction to digital filter design.
Unit 3:Application of concepts using speech signals.
Reference Books:

1. Digital signal processing by John G. Proakis and Dimitris K Manolakis.

2. Digital signal processing by Alan V. Oppenheim and Ronald W.Schafer.
3. Introduction to Digital Speech Processing by Lawrence R. Rabiner and Ronald
W. Schafer, now Publishers Inc. Hanover, USA,2007
Teaching-Learning Strategies in brief (4 to 5 sentences):

It is a mathematical oriented signal processing course, so regular problem solving

 assignments are given to understand the concepts. Surprise class tests are conducted
based on assignments to test the seriousness in assignment solving. As a part of
teaching practical examples like speech signal is used for demonstration of
mathematical concepts learned.
Assessment methods and weightages in brief (4 to 5 sentences):
Assignments -- 20%
Quiz --
30%
End exam -- 50%
Title of the Course : Digital VLSI Design
Course Code : EC2.408
Faculty Name : Zia Abbas
L-T-P :3-1-0
Credits :4

Prerequisite Course / Knowledge:

Basic knowledge of digital design.

Course Outcomes (COs):

After completion of this course successfully, the students will be able to.

CO-1: Understand the background that drive to the development of state-of-the-art VLSI
digital circuits, the importance of low power, high-performance and power-delay
optimal designs, state of the art design issues in digital circuits, understand the CMOS
digital IC design process.
CO-2: Design and Synthesis of Verilog/VHDL codes, test benches to meet specifications,
to synthesise Verilog/VHDL onto hardware using required EDA tools.
CO-3: design and analyze CMOS circuits using both analytically and SPICE tools, derive
analytical circuit equations to estimate performances (e.g., power) of a VLSI design.
Able to identify the impact of Process, Voltage and Temperature on circuit’s
performance.
CO-4: Analyze the design flow to design complex CMOS digital circuit using required
CAD tools. Create a cell library to be used in other designs.
CO-5: Create a low-power digital design, estimate static and dynamic power dissipation
in CMOS circuits. Impact of CMOS technology scaling. Low power design
methodologies.
CO-6: Design of high-performance circuits, and power-delay optimal designs.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

PO1 PO2 PO3 PO PO5 PO PO7 PO PO9 PO10 PO11 PO12 PSO1 PSO PSO PSO
4 6 8 2 3 4
CO1 3 2 1 1 1 1 2 2 2 1 1 2 3 2 2 2
CO2 3 3 2 2 2 1 1 2 1 1 1 1 3 1 1 1
CO3 3 3 2 2 2 1 1 2 2 2 1 2 3 1 1 1
CO4 3 2 3 3 3 1 1 2 2 2 1 3 3 1 1 1
 CO5 2 3 3 3 3 1 1 2 3 3 3 3 3 1 2 1
CO6 2 3 3 3 3 1 1 2 3 3 3 3 3 2 1 1
Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs).
Write‘3’intheboxfor‘High-level’mapping,2for‘Medium-level’mapping,1for‘Low’-level’
mapping.

Mapping with PSOs, where applicable.

Detailed Syllabus:

Unit 1: Introduction to digital design, Digital design metrics (Performance, Power,

Functionality, Robustness, etc.) and their discussion in general, why low power, why
high performance, Power-delay optimal designs, why technology scaling, issues in state-
of-the-art digital designs i.e., making modern digital circuits, corner-based nanoscale
design, statistical circuit design.
Unit 2: Combinational IC design, Sequential IC design, Role of CAD tools, RTL design,
Logic Synthesis, Logic Simulations, Static Timing Analysis.
MOS Capacitor, Electrical Characteristics of MOS Transistors, Threshold Voltage,
Transconductance(gm), Body Effect, Channel-Length Modulation, MOS Transistorises
Switch, MOS Inverter, Switching Characteristics, Driving Large Capacitive Loads, CMOS
Realization, Switching Characteristics, CMOS NAND, NOR and other basic
combinational/sequential circuits, CMOS Complex circuits, CMOS technology scaling,
CMOS Gate sizing-logical effort, Complementary CMOS, Pass transistor logic, Dynamic
CMOS design, Transmission gate, Layout basics, Floor Planning, Introduction to FinFET
technology.
Unit 3: Digital Design - From Power perspective: Introduction, Dynamic power
dissipation (Short-Circuit and Switching), Dynamic Power in the Complex Gate,
Switching Activity, Switching Activity of Static CMOS Gates, Transition Probability in
Dynamic Gates, Power
DissipationduetoChargeSharing,Statici.e.LeakagePowerDissipation(leakagemechanism)
: p–n Junction Reverse-Biased Current, Band-to-Band Tunnelling Current, Tunnelling
through and into gate oxide, Injection of hot carriers from substrate to gate oxide, GIDL,
Punch- through, Subthreshold Leakage Current including DIBL. Impact of technology
scaling on leakage currents/power, need for technology scaling, factors effecting the
leakage current especially in scaled technology nodes (input pattern dependency,
stacking effect, loading effect, etc.), Impact of process, temperature and supply voltage
variations on leakage currents. Internal node voltage impact.
Unit 4: Digital Design - From Performance (i.e., delay) perspective: Computing the
Capacitances, Propagation delays, Factors affecting the propagation delays,
Mathematical formulation of the delays in CMOS circuits, Technology scaling impact on
propagation delays, Mean and variance of the delays in a gate, Impact of process
variations on delays in CMOS circuits, Impact of operating (temperature and supply
voltage) variations on delays.
FinFETtechnologywillalsobediscussedinparallel.Suchdelay/leakageestimationtechniques
will also be applied to FinFETcircuits.
Reference Books:

1. Jan M. Rabaey, A. Chandrakasan, B. Nikolic “Digital Integrated Circuits - A Design

 Perspective, PHI.
2. Douglas A. Pucknell, K. Eshraghian,“Basic VLSI Design”, 3rd Edition, Prentice Hall
of India.
3. Neil H. E. Weste, K. Eshraghian, “Principles of CMOS VLSI Design”, ASystems
Perspective, 2nd Edition, Pearson Education Pvt. Ltd.
Teaching-Learning Strategies in brief (4 to 5 sentences):

Thecoursewillstartwiththebackgroundthatdriveustothedevelopmentofstate-of-the-art
digital VLSI designs, then fundamental and core topics of the course will be discussed in
detail broadly at logic and transits or level with hands-on with related CAD tools. Circuit
simulations, layout, RTL coding, synthesis, etc. will be highly encouraged throughout
the course. The broad approach of the course is to discuss the digital VLSI design from
three perspectives; power, performance, and power-delay optimal designs to
understand the different design approaches. Students will be exposed to state-of-the-
art scaled technology node to better understand the issues related to scaled nodes.
Regular assignments will be given to reinforce the concepts. Weekly tutorials will
involve students in active learning by applying the lecture discussion. Quizzes will be
designed to test student’s understandings on the discussed concepts. Projects will be
carried out in groups, thereby developing the students' abilities to work in teams.
Assessment methods and weightages in brief (4 to 5 sentences):

− Home Assignments:20%
− Quiz:10%
− Mid Semester Exam:15%
− End Semester Exam:30%
− Project:25%
__________________________________________________________________________________
___Title of the Course : Disaster Management
Course Code : CE8.401
Faculty Name : Sunitha Palissery
L-T-P : 3-1-1
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1. Prerequisite Course /Knowledge:
General awareness about disasters, computer programming skills, and electronic hardware
knowledge to develop tools and aids to assist effective disaster management.

2. Course Outcomes(COs)
After completion of this course successfully, the students will be able to:
CO-1. Develop awareness about natural and man-made disasters and help contribute
holistically towards a disaster resilient community

CO-2. Employ the core area skills in developing disaster management tools and sensors

CO-3. Illustrate problem solving skills for various disaster scenarios and work towards a
research- based disaster management for the country.

CO-4: Develop critical thinking to help policy making in disaster management activities

CO-5. Analyze ethical and effective disaster management practices and related e-governance
CO-6. Reorganise inter-personal skills required to manage inter-disciplinary, inter-
departmental collaborations in disaster management

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course ArticulationMatrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO PSO PSO
2 3 4

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

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

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

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

CO5 1 1 2 2 2 3 3 3 1 1 2 2 1 1 2 1
CO6 1 1 2 2 2 2 2 2 3 3 3 3 1 2 3 1
‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4. Detailed Syllabus:
Unit 1: Disaster Management Cycle- Mitigation, Preparedness, Response,
Rehabilitation, Reconstruction, Recovery, Resilience, Capacity Building (9
hours);
nit 2: Institutional Arrangements-NDMA, SDMA, DDMA, FEMA (7 hours);
Unit 3: Management of Natural and Man-made- Case Studies- Flood, Drought,
Earthquakes, Cyclones, Tsunami, Landslides, Avalanche, Forest Fire, Air
Pollution, Terrorist attacks, Nuclear Disaster, Chemical Disaster (12 hours);
Unit 4: Role of Information and Communications Technologies in Disaster
Management Mitigation, Preparedness, Response, Recovery-Early Warning
Systems, Mobile Communications, Information Dissemination (7hours);
Unit 5: Disaster Risk Analysis-Mapping, Modelling, Risk Analysis, Introduction to
Risk Modelling & Analysis using softwares, hands-on training (QGIS) (7
hours)
References:
1. Alexander, D., (1999), Natural Disasters, Kluwer Academic, London
2. Bhandani, R.K., An Overview on Natural & Man-made Disasters and their
Reduction, CSIR, NewDelhi
3. Bryant,E., (1995), Natural Hazards, Cambridge University Press, New York
4. Coppola, D.P., (2007), Introduction to International Disaster Management,
Elsevier Science (B/H), London
5. Federal Emergency Management Agency (FEMA), Guidelines, FEMA, USA
6. Kanda, M., (2017), Disaster Management in India Evolution of Institutional
Arrangements and Operational Strategies, Centre for Good Governance,
Hyderabad, India
7. Malhotra, S., (2005), Natural Disaster Management, Avishkar
 Publishers, Distributors, Jaipur,India
8. National Disaster Management Authority (NDMA), Guidelines, NDMA,
India (https://ndma.gov.in/en/ndma-guidelines.html)
9. Robinson, A., (1996), Earth Shock: Hurricanes, Volcanoes, Earthquakes,
Tornadoes and other Forces of Nature, Thames and Hudson, NewYork
10. Sinha, P.C., (2006), Disaster Vulnerabilities and Risks: Trends, Concepts,
Classification & Approaches, SBS Publishers & Distributors, New Delhi,India

5. Teaching-Learning Strategies inbrief:

Lectures by integrating ICT into classroom teaching, tutorials involving simulation
modelling, analysing GIS data for predicting disasters, critical and active learning,
and project-basedlearningbydoingterm-projectswhichinvolveshands-
onuseofcomputerprogrammingskills and software/hardware tools applications.
6. Assessment methods and weightages inbrief:
Assignments in theory: 20 marks, Quizzes in theory: 10 marks, Mid Semester
Examination in theory: 20 marks, End Semester Examination in Theory: 30 marks,
Term-project: 20 marks
Title of the Course : Distributed Data Systems
Name of the Academic Program : B.Tech. in Computer Science and Engineering
Course Code : CS4.403
L-T-P : 3-1-1
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Data Systems
2. Course Outcomes (COs)
After completion of this course successfully, the students will be able to –

CO-1. Comprehend distributed database and distributed database system.

CO-2. Design a fragmentation and allocation schema for a set of applications.
CO-3: Learn and apply distributed query processing and optimization techniques.
CO-4. Demonstrate distributed query execution on a distributed database system.
CO-5. Learn and comprehend distributed transaction principles and algorithms.
CO-6. Demonstrate the apply above concepts for a columnar and cloud data system.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
P PO PO PO PO PO PO PO PO PO1 PO PO1 PS PS PS PSO
O1 2 3 4 5 6 7 8 9 0 11 2 O1 O2 O3 4
CO
3 3 2 2 1 2 1 - 1 1 1 3 3 3 1 2
1
CO
3 3 3 3 3 1 1 1 3 3 3 3 3 3 2 3
2
CO
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
3
CO
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
4
CO
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
5
CO
3 3 3 3 3 1 1 1 3 3 3 3 3 3 2 3
6

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
4. Detailed Syllabus:
Unit 1: Distributed database, Distributed database architecture (3 hours)
Unit 2: Distributed database design – fragmentation and allocation (6 hours)
Unit 3: Distributed query processing, optimization and execution (8 hours)
Unit 4: Distributed transaction management, concurrency control, recovery, commit protocols (5
hours)
Unit 5: columnar stores and cloud data systems ( 2 hours)
• Four projects related to the above syllabus will be done by students. Implementation
heavy about 3,000 lines of code project.

References:

• Ozsu and Valduriez, Principles of Distributed Database Systems, 4th Edition, Pearson
Education, 2020

5.Teaching-Learning Strategies in brief:

Lectures by integrating ICT into classroom teaching, weekly tutorials involving problem solving
and active learning by students and Project-based Learning by doing four mini-projects.

6. Assessment methods and weightages in brief :

Assignments in theory: 10 marks, Mid Semester Examination in theory: 15 marks , End Semester
Examination in Theory: 30 marks, Assessment of four projects: 45 marks
Title of the Course : Distributed Systems
Course Code : CS3.401
Faculty Name : Lini Thomas
L-T-P :3-1-0
Credits :4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge:

An understanding of operating systems, networks, and algorithms

2.Course Outcomes (COs):

After completion of this course successfully, the students will be able to..

CO-1: Explain the challenges faced by distributed systems in terms of lack of global time,
synchrony, faults, programming support, etc.

CO-2: Employ standard distributed programming frameworks to write distributed

programs for problem solving
 CO-3: Explain the properties and design principles of various real-world and practical
distributed systems

CO-4: Interpret the impact of faults in distributed systems in the context of important
problems such as distributed agreement, distributed consensus, and distributed
transaction processing

CO-5: Analyze distributed algorithms for graphs with respect to correctness, round
complexity, and message complexity.

CO-6: Analyze the limitations of distributed systems and assess the operational scope of
large-scale distributed systems

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

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

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

CO 2 2 2 2 2 1 2 1 1 2 2 2 2 3 3 3 3
6

Note: ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:

• Unit 1
• Introduction
• Communication models
• Time and Synchronization
• Practice: MPI/Map-Reduce
• Unit 2
• Distributed file systems
• Consensus, Agreement, Locking
• Practice: GFS, Chubby
• Unit 3
• Distributed Database systems
• Practice: NoSQL, MongoDB
 • Unit 4
• Limitations of distributed computing
• Self-Stabilization
• CAP Theorem
• Unit 5
•Distributed algorithms for graphs
•Advanced Topics such as Blockchain, Distributed Storage, and Distributed
Program Verification
Reference Books:

1. A.D. Kshemkalyani, M. Singhal, (2011) Distributed Computing: Principles, Algorithms,

and Systems, ISBN: 9780521189842, paperback edition, Cambridge University Press, USA.

2. N. Lynch, 1996. Distributed Algorithms, Morgan Kauffman, USA, Chapter 5.

3. Other significant papers from conferences such as OSDI, USENIX, NSDI, for material
that is not part of textbooks

5.Teaching-Learning Strategies in brief:

Lectures of the class use the active learning methodology and allow students to learn
concepts thoroughly in class along with practising small examples. Homeworks assigned
as part of the course are useful to impart knowledge of using practical distributed
programming tools and libraries. To promote team work, some of the homeworks are
done in a team of two students. The overall learning from the course is enhanced by
doing a substantial practice-based project – usually in a team of two students. The course
will also have a summative assessment in the form of a final/end-semester exam.

6.Assessment methods and weightages in brief :

⚫ In-class Quiz Exams (Cumulative over several): 15%

⚫ Homeworks: 20%
⚫ Project: 25%
⚫ End Semester Examination: 40%
Title of the Course : Earthquake Engineering
Course Code : CE1.601
Faculty Name : Pradeep Kumar R
L-T-P :3-1-0
Credits :4
1.Prerequisite Course / Knowledge:

B.Tech in Civil Engineering subjects i.e., Engineering Mechanics, Reinforced Concrete Design,
Structural Analysis, Structural dynamics

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to..

CO-1 Use the understanding of the earthquake engineering forstructural design;

CO-2 Write computer programs, to understand earthquake behaviour;

CO-3 Analyse and design the structure using commercially available software
CO-4 Apply the knowledge of code provisions for design of buildings and structures

CO-5 Appreciate the challenges in construction industry and get equipped to address some of
the challenges

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

Pl. insert the mapping table

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 3 1 1 2 3 3 - - - - - 3 3 2 3
CO1

2 1 2 2 2 1 1 - - - - - 2 2 3 3
CO2

1 2 3 2 2 3 2 - - - - - 2 3 3 3
CO3

3 3 2 3 3 3 2 - - - - - 3 2 2 3
CO4

2 2 2 3 3 3 3 - - - - - 3 3 2 2
CO5

…..

…..

Note: ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4.Detailed Syllabus:

Unit 1: Earthquake Hazard on Buildings: Plate tectonics, Origin of earthquakes, types of faults
and seismic waves, measurement of earthquakes, magnitude and intensity,
characteristics of earthquake ground motion

Unit 2: Earthquake Behavior and Analysis of Buildings: Behavior of MRFs, behavior of SWs,
Earthquake Analysis of Buildings, methods of Analysis

Unit 3: Earthquake Resistant Design and Detailing of Buildings: IS 1893-2016, concept of

earthquake resistant design, seismic code Provisions for design of buildings, earthquake
Resistant Detailing of Buildings, IS 13920-2016

Unit 4: Earthquake Safety Assessment of Building: Pre-earthquake safety assessment, post-

earthquake evaluation of structures & Retrofitting

Unit 5: Earthquake Strengthening of Buildings and Special Topics: Methods of Retrofitting,

Methods of Strengthening, Special topics, non-engineered constructions

Reference Books:
 1. Seismic Design of Reinforced Concrete and Masonry Buildings by T. Paulay and M.J.N.
Priestley.
2. Earthquakes by Bruce A. Bolt.
3. Earthquake Engineering, Application to Design by Charles K. Erdey.
4. Earthquake Engineering: From Seismology to Performance Based Design by Yousef
Bozorgnia and Vitelmo Bertero.

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

A lecture on a theory concept will be preceded by its practical relevance, appreciation of field
level challenges and immediately followed by on-hands-practice using manual approach as well
as using appropriate scientific software. Student will be encouraged to come up with issues and
how the theory and hands-on experience is helping them. Student is also encouraged to do
homework and assignments individually and mini-projects as a group task.

6.Assessment methods and weightages in brief (4 to 5 sentences):

The course will rely heavily on looking at problem solving capability of student and hence the
assessment is divided as follows i.e..

a) 20% weightage is given to individual assignments for checking the concepts taught in the class,

b) 20% weightage is for group projects for checking software application

c) 30% is quizzes & Mid exam for checking the application of concept and,

d) 30% for end-sem exam is for overall assessment.

Title of the Course : Exploring Masculinities

Faculty Name : Vindhya Undurti
Name of the Program : Humanities Elective
Course Code : HS0.209
Credits : 2 credits
L-T-P : 18 Lecture hours (12 classes)
Semester, Year : Spring 2022

Pre-Requisites : Introduction to Human Sciences, Ethics 1 (Basics)

Course Description :
This course explores the construction and meaning of masculinities and examines in particular
the linkages between the social construction of masculinities and power and violence. The course
will provide an overview of the key discussions and perspectives from different disciplines such
as psychology, sociology, and gender studies, on the connections between the construction of
masculinities, their intersections with markers such as class, ethnicity, caste, sexual orientation,
and the many forms of power and violence. While the theoretical understanding of masculinities
and their connections with power and violence will form the bedrock of the course, a distinctive
feature will be the experiential component – the opportunity the course aims to provide for
students to reflect and imagine the possibility of ethical masculinities that is transformative,
based on ideals of mutuality, care and respect, and awareness of gendered vulnerabilities. This
course will thus enable students to be familiar with the key concepts in relation to the social
construction of masculinities in different disciplines, unravel the links between masculinities and
violence, and to facilitate engagement, through self-reflection of behaviors, norms and values,
with the transformative potential of ethical masculinities.

Course Outcomes :
On successful completion of this course, students will be able to
1. Explain how masculinities are socially constructed
2. Understand the connections between harmful masculinities and perpetration of violence
3. Critically reflect on their own individual behavior, socialization patterns and identity
development in order to contextualize the understanding of masculinities in the
‘personal’.
Course Topics :
Module I:
• Introduction: Origins of scholarly interest and research in masculinities
• How are power, violence and the social construction of masculinities connected?
Module II:
• Gender stereotypes, construction of male identity: An intersectional approach
• Social psychology of sexism: hostile and benevolent sexism and links with violence
perpetration
Module III:
• Ethical masculinities
Readings:
Bowker, L. (1998/2013). Masculinities and violence. Newbury Park, CA: Sage
https://sk.sagepub.com/books/masculinities-and-violence/n11.xml
Connell, R.W. (2005). Masculinities. University of California Press.
Sharma, A., & Das, A. (2016). Men, Masculinities and Violence. Graduate Journal of Social Science.

Grading Plan :

Type of Evaluation Weightage (in %)

Quiz-1 (3-5 questions; answers of 200-
20%
300 words)
Assignment 1/Reflective piece (1000-
30%
word essay)
Quiz-2 (3-5 questions; answers of
20%
200-300 words)
Assignment 2 (1000-word essay) 30%

Mapping of Course Outcomes to Program Objectives:

 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO12 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 2 3

CO2 2 3 3

CO3 3 3 3 3

Teaching-Learning Strategies in brief (4-5 sentences) :

The teaching-learning strategy will consist of a combination of powerpoint-based lectures, and
discussions on the selected readings. In addition, there will be classroom activities designed to
encourage students to take an experiential stance and critically reflect on their own socialization
patterns and construction of identities for a critical appraisal of the concepts learnt in class. The
participatory methodology of pedagogy will be supplemented with assessments aimed to test
comprehension of students’ knowledge, as well as their abilities of critical reflection,
interpretative reading and structured writing.

Title of the Course : Flexible Electronics

Course Code : EC2.502
Faculty Name : Aftab Hussain
L-T-P :3-1-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge:
Understanding of basic concepts of Physics and Chemistry taught up

to the 10+2 level 2. Course Outcomes (COs) (5 to 8 for a 3 or 4 credit

course):

After completion of this course successfully, the students will be able to..

CO-1: Describe the physical reason for flexibility in various material systems.

CO-2: Explain the various processes, such as lithography, etching, deposition etc.,
that are involved in silicon semiconductor fabrication.

CO-3: Compare the fabrication and functioning of flexible electronic systems with their
rigid counterparts.

CO-4: Employ various microfabrication techniques to obtain flexible electronic systems.

CO-5: Choose the correct approach for designing and fabricating a fully flexible system
including, flexible memory, processor, display, power source and so on.
CO-6: Create a report of the various advances in the state-of-the-art of a specific topic in
flexible electronic systems.
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Progr:am
Specific Outcomes (PSOs) – Course Articulation Matrix
 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

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

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

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

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes
(POs) and PSOs.
Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping
4. Detailed Syllabus:
Unit 1: Physics of silicon electronics, silicon band structure,
flexible materials Unit 2: VLSI fabrication: silicon wafer,
deposition, lithography, etching
Unit 3: Flexible electronic systems, flexible PCBs, interconnects, flexible silicon processes
Unit 4: Flexible displays, flexible TFTs, OLEDs, flexible memory
Unit 5: Flexible energy harvesters, photovoltaics, flexible interconnects
Reference Books:
1. Sami Franssila, Introduction to Microfabrication, Wiley VCH,2010
2. Mario Caironi, Yong-Young Noh, Large Area and Flexible Electronics, Wiley VCH,2015
3. Takao Someya, Stretchable Electronics, Wiley VCH,2013

5. Teaching-Learning Strategies in brief (4 to 5sentences):

The course instruction is delivered through lectures slides explained by the instructor.
The slides include theoretical concepts with examples of real-world applications of
flexible electronic systems to foster student understanding and interest. Assignments
are designed to encourage students to critically think about the concepts discussed in
the class and to learn to independently solve problems. The students are asked to
create a literature survey report detailing the advances in the state-of-the-art of one of
the topics in flexible electronic systems.
6. Assessment methods and weightages in brief (4 to 5sentences):
Continuous
valuations:
Assignments – 20%
MCQ Quizzes –20%

Comprehensive exams:
End semester exam –35%
Term-paper report – 25
Title of the Course : Green Buildings
Course Code : CEG422
L-T-P : 3-1-0.
Credits :4
Name of the Academic Program: MS. in IT in Building Science

(L= Lecture hours, T=Tutorial hours, P=Practical hours)

Prerequisite Course / Knowledge:

Building Services
Course Outcomes (COs)
After completion of this course successfully, the students will be able to:
CO-1. Understand the concepts of green buildings and be able to apply them
in real building projects

CO-2. Apply the green building concepts to evaluate projects for rating systems
such as LEED, GRIHA, IGBC

CO-3. Design buildings using various green concepts

CO4- Understand the inter-relationship between various aspects of buildings

and do integrated design for overall building performance

PO1 PO2 PO3 PO4 PO5 PO6 PSO1 PSO2 PSO3 PSO4

CO1 3 3 3 2 3 2 3 3 1 1

CO2 3 2 3 2 3 3 3 3 1 2

CO3 3 3 3 2 3 3 3 3 1 -

CO4 3 3 3 2 3 3 3 3 1 3

Detailed Syllabus:

1. Conventional buildingimpacts
2. Introduction to GreenBuildings
3. Impacts of building construction, operation, anddisposal
4. The green building process andassessment
5. Ecologicaldesign
6. Sustainable sites andlandscaping
7. Energy efficiency inbuildings
8. Renewableenergy
9. Waterconservation
10. Sustainable and alternativematerials
11. Indoor environmentalquality
12. Construction Operations and BuildingCommissioning
13. CertificationSystems
14. SustainableOperations
15. Economic issues and future directions in greenbuildings
 Studio-

Analysing a building such as school, hospital for their performance from the
perspective of a green building rating system

Redesigning the same building for improved performance

References:

1. The Green Studio Handbook: Environmental Strategies for Schematic Design, Alison
Kwok,Walter Grondzik,Elsevier
2. Carbon-Neutral Architectural Design, Pablo M. La Roche, CRCPress
3. Green Building: A Professional's Guide to Concepts, Codes and Innovation, AnthonyC.
Floyd, International CodeCouncil
4. Green Building Fundamentals (2nd Edition), Mike Montoya, Pearson Education 5.
Fundamentals of Integrated Design for Sustainable Building, Marian Keeler, BillBurke,
John Wiley andSons
5. IGBC referenceguide
6. GRIHAmanual

Teaching-Learning Strategies in brief:

Project work: Each student will evaluate an aspect of the IIIT campus from the point of
view of a rating system and will submit his/her assessment and recommendations.

Site Visits: Site visit(s) to building(s)/campus(es) in Hyderabad which are

designed or operated in sustainable manner.

Students will have to submit their individual site visit reports.

Assessment methods and weightages in brief:
Mid-term exams =

25%

Studio

work=50%

End semester Exam=25%

_________________________________________________________________________________
___
Name of the Program : Hydroinformatics
Faculty Name :Shaik Rehana
Course Code : CS9.433
Credits :4
L-T-P : 3-1-0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester, Year : Spring, 2022
(Ex: Spring, 2022)

Pre-Requisites : NIL

Course Outcomes :
After completion of this course successfully, the students will be able to
CO-1: Handle various types of hydrological, climate data sources obtained from models,
experimental, remote sensing and geographic information system based.

CO-2: Process various dimensions of data from open sources and acquiring data driven
information using statistical methods

CO-3: Employ computer science skills in processing the hydroclimatic information

CO-4: Employ statistical and machine learning algorithms for predicting hydroclimatic processes

CO-5: Develop critical thinking to help in processing data from various sources to solve water
related issues using computational algorithms and technologies

CO-6: To improve the problem-solving skills for solving water and climate related problems

Course Topics :
Acquisition and Processing of Hydroinformatics Data: Automated data collection, data storage,
file formats and standards, web-based data distribution, access and processing, geographic
information system; digital image processing, digital elevation modeling.
Technologies in Hydroinformatics: Regression, Stochastic Models, Optimization, Data Driven
Models.
Application of Hydroinformatics: Operation, management and decision making, development of
decision support systems for water, agriculture, energy, climate and environment.

Preferred Text Books :

• Introduction to Geographic Information Systems by Kang-Tsung Chang

• Geographical information systems and science by Paul A. Longley, Michael F. Goodchild,
David J. Maguire, and David W. Rhind
• Haan, C.T., Statistical Methods in Hydrology, East West Publishers, 1998
• Remote Sensing and Image Interpretation by Lillesand, T., Kiefer, R. W., and Jonathan
Chipman.
• Lo, C. P., and Albert K. W. Yeung., Concepts and techniques of geographic information
systems by C P Lo and Albert K W Yeung

Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

Quiz-1
10%
Mid SemExam
15%
Quiz-2 10%
10%
End Sem Exam

Assignments
25%
Project
30%
Term Paper
 Nil
Other Evaluation
Nil

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a

‘-’ dash mark if not at all relevant). Program outcomes are posted at

P PO PO PO PO PO PO PO PO PO1 PO PO1 PS PS PS PSO

O1 2 3 4 5 6 7 8 9 0 11 2 O1 O2 O3 4

CO
3 1 2 2 3 1 1 3 1 1 1 2 2 3 2 3
1

CO
1 3 2 3 2 1 1 1 1 3 1 2 2 2 2 2
2

CO
2 2 2 2 3 1 2 1 1 1 1 2 2 2 2 2
3

CO
2 2 3 2 3 1 2 1 1 1 1 2 2 2 2 2
4

CO
2 3 2 2 3 2 3 2 1 1 1 2 2 2 2 2
5

CO
2 2 3 2 2 2 2 2 1 3 1 2 2 1 2 2
6

Teaching-Learning Strategies in brief (4-5 sentences) :

Lectures and tutorials to analyze, process, visualize and map various water and climate related
information. Hands on sessions and assignments with real-time case studies and data to process
and understand hydroinformatics with the use of computer programming skills.

==============
Note: This course description format comes into effect from Spring 2022.
Title of the Course : ICTs for Development
Faculty Name : Nimmi Rangaswamy
Course Code : CS9.431
L-T-P : 4-0-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
Prerequisite Course / Knowledge: UG3 and above – no other prerequisite knowledge

2. Course Outcomes (COs)- After completion of this course successfully, the students will be able
to dop the following”

CO-1. Develop a holistic definition and the role of information and communication technology [ ICTS]
in socio-economic development
 CO-2. Learn critical theoretical theories of development and ICTD from a global perspective

CO-3: Grasping context aware concepts and application of ICTD in India

CO-4. Deep analysis of ICTD case studies in India and the global South

CO-5. Develop a research project applying foundational learnings from the course

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PSO1 PSO2 PSO3 PSO4

CO1 3 3 3

CO2 3 3 3

CO3 2 2 2 1 1

CO4 2 2

CO5 3 3

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping

Course Structure in Detail

Overview of Course

OBJECTIVES

To introduce the idea of channeling the potential of Information and Communication Technology
[ICTs] for socio-economic development to students of Engineering and Computational
Humanities

To debate the notion of development as a sociological concept, with a particular focus on India,
and discuss impacts of the development process on society as a multi-faceted phenomenon

To focus upon and formulate the idea of social media, as a component of ICTs, and the role they
play in shaping the contours of social and everyday life

COURSE TOPICS/CONTENT/OUTLINE

Information and Communications Technology for Development is a growing area of research and
community of scholars studying the role of technology in international development. Students in
this course will study contemporary debates, issues and field projects that engage with
information and communication technologies [ICTs] in the service of socio-economic progress
and human development. This means a range of things: it could refer to the scope of technology
in alleviating poverty, in impacting low-resource settings, in designing and engineering relevant
technologies to close digital literacy gaps in specific populations.

Topics that will be covered as part of the course are the following. These are broad umbrella
categories which contain sub-topics

Introduction to the idea of Development:

Studying development is essentially a multidisciplinary exercise rooted in a range of technical and

social-science research. By combining a variety of subject areas, the course will engage deeply
with some of the complex problems associated with developing economies especially unstable
infrastructures, scarce resources, and social disadvantages. We will discuss A Sen, K Galbraith
among others

Globalization and Development

The course will specifically look at globalization as a socio-economic disruptor having far-fetched
implications for not only wealth generation for a country but also bringing cultural
transformations. We will disuses several historical trajectories of globalization in specific country
contexts. We will include works of J Sachs, W Easterly

Technology and Development

The course will introduce a variety of social environments across resource and economic
constraints that are targets for socio-economic development either through a top down model of
deploying ICTs or through a more market driven and organic social processes. These can range
from building low-cost technologies to studying user-driven innovations of ICTs to fit contexts of
use. We will cover certain domain areas, using relevant theoretical models and practical
outcomes, within ICTs and Development, like, education, healthcare, livelihoods, entertainment,
and governance. Students will develop a critical lens to evaluate the processes and impacts and
gain a well-rounded and practical perspective on issues of assessment and successes of
development projects Introducing Information and communication technologies as harbingers of
social change

Under this topic we will debate and discuss the nature and contours of new channels of
information, social networking the rise of social media and online content generation. Questions
posed by these digital artifacts evaluate the inherently democratizing, process of owning, using,
and networking with new media technologies. With the help of case studies, with a focus on
India, we will articulate the implications of new and digital media in everyday life. We will focus
on the sociology of new media technologies, with a specific aim to anchor them within select
theoretical debates and in specific geographic contexts.

Social Media as a Developmental tool

Research had pointed to the rich field of utilization of new media tools for leisure and social
networking as well as the unique affordances they spawn in the arena of self-expression and
acquiring socio-digital identities. For example, the pre-pay mobile internet made web surfing an
affordable and engaging activity even in the down markets and resource poor social ecologies of
urban India. The course will critically evaluate the impacts of media technologies in the
development discourse of a nation. The topic will include case-studies from the global North and
South centering on social segments in resource-poor and emerging market settings
This class has no pre-requisite requirements and open to students from any background.

Students will be continuously evaluated with periodic quizzes/short tests and a course end
assignment that will gauge student ability in engaging with and comprehending the course
readings and classroom discussions.

PREFERRED TEXT BOOKS:

1. J. Timmons Roberts and Amy Bellone Hite, Eds. The Globalization and Development
Reader: Perspectives on Development and Global Change, Blackwell: London, 200

*REFERENCE BOOKS:

1. Amartya Sen, Development as Freedom, Anchor Books: New York, 1999

2. C K Prahalad, The Fortune at the Bottom of the Pyramid: Eradicating Poverty Through
Profits, Revised and Updated 5th Anniversary Edition, Prentice Hall, New Jersey

3. Jeffrey Sachs, The End of Poverty: Economic Possibilities for Our Time, Penguin Books:
New York, 2006

4. Friedman, Thomas L. 2006. The World Is Flat: A Brief History of the Twenty-first Century,
Farrar, Straus and Giroux

5. Easterly, W. 2002. “The Elusive Quest for Growth: Economists’ Adventures and
Misadventures in the Tropics. MIT Press

6. Turkle, S. (1984) The second self. New York: Simon & Schuster.

7. Mizuko Ito, Daisuke Okabe, and Misa Matsuda, eds., 2005, Personal, Portable, Pedestrian:
Mobile Phones in Japanese Life(Cambridge, MA: MIT Pres

8. Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York: Simon
& Schuster.

9. Castells, Manuel (2001): Internet Galaxy. Oxford University Press

10. Lessig, Lawrence. 2009. “RE, Revived” i Remix: Making Art and Commerce Thrive in the
Hybrid Economy. The Penguin Press, New York

11. Lister et. al. (2008): New Media A Critical Introduction. London and New York, Routledge.

GRADING PLAN:

Type of Evaluation Weightage (in %)

Mid Sem Quiz -10%

End Sem Quiz -10%
Project Oral Presentation -20%
Project Report -1 15%
Project Oral Presentation -20%
Project Report -2 15%
Class Participation & Attendance -10%

OUTCOME:
Students will be able to identify and apply a developmental lens in a variety of and diverse socio-
economic contexts. The course will provide a strong grounding in developing a sociological
perspective of digital media and their impact in the evolution of a digital society as a part of
parcel of socio-economic development. One of the critical question the course will attempt to
unpack is how technology seeks to address the needs and aspirations of people who increasingly
consuming technologies and services despite are living in low resourced eco systems.

Course Title : Indian GrammaticalTradition

CourseCode :CL5.404
CREDITS :2
TYPE-WHEN : Spring 2021
FACULTY NAME : Dipti Misra Sharma

1.Prerequisite Course / Knowledge:

Basic concepts of linguistics and basic understanding of computational modeling of language

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to

CO-1 : Develop an understanding of the basic concepts of Panini’s grammar

CO-2 : Apply concepts from Indian grammatical traditions to modern languages
CO-3 : Get familiar with the Universal Dependency Grammar (UDG) scheme and be able to
compare it with Paninian Dependency Grammar (PDG).
CO-4 : Develop and understanding of how language encodes and conveys meaning.
CO-5 : Computationally model modern languages based on PDG.
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

CO1 3

CO
2

CO
3

CO
4

CO
5

…..

…..
Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:

Unit 1 : Pāṇini's grammar – Basic properties, organization – components and levels

Unit 2: Basic concepts

i) Morphology – prakriti and pratyaya vibhag (subanta and tinganta),

ii) Syntax and semantics – vibhakti and karaka, samas, saamarthy

Unit 3: Concepts of

i) Tatparya and Vivaksha

ii) sphota, pravitti nimitta

iii) aakaaMkshaa, yogyataa, sannidhi

Unit 4: Relation between phrase structure grammar and dependency grammar

Unit 5:Modelling a computational grammar based on Panini's grammar

Reference Books:

1. Paul Kiparsky (2002) - On the Architecture of Pāṇini’s Grammar∗

2. George Cardona (1997) - Pāṇini: A Survey of Research (pg 210 – 225)

3. Akshar Bharati et al – NLP, A Paninian Perspective

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The course will be taught through lectures in an interactive manner. The students will also be
asked to read papers/book chapters and present in class for further discussion. The students
will also be given projects to work on which will involve annotating corpora and developing
models for different levels of linguistic analysis.

6.Assessment methods and weightages in brief (4 to 5 sentences):

HA 10

Seminar 15

Project 20

Mid Sem 25

End Sem 30
Course Title :Information Security Audit and Assurance
Faculty Name : Shatrunjay Rawat
Name of the Program : M.Tech CSIS and other programmes
Course Code : CS8.402
Credits :4
L-T-P : 3-0-0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester, Year : Spring, 2022

Pre-Requisites : Computer Networks and Operating Systems
Course Outcomes:
CO-1 Demonstrate understanding of security needs and issues of IT infrastructure

CO-2 Have basic skills on security audit of IT systems, do risk assessment and work out risk
mitigation strategies

CO-3 Understand information security and privacy related laws, and their implication on IT
systems

CO-4 Understand standards related to information security and develop security policies and
procedures for an organisation.
CO-5 Understand functioning of security products, and design a reliable and secure IT
infrastructure

CO-6 Respond to IT and other disasters in appropriate manner

Course Topics:

Unit 1: Introduction to information security, various aspects of information security; Review of

TCP/IP, basic components of computer networks; Security products such as Firewall,
IDS/IPS, VPN Concentrator, Content Screening Gateways, PKI, etc
Unit 2: Audit of various networking protocols/infrastructure from information security
perspective – IP*, TCP/UDP, HTTP*, SMTP, OSPF/BGP/PIM, Ethernet/WiFi,
switches/routers, etc.; Security audit of various Operating Systems

Unit 3: Information security standards – ISMS (ISO 27000 family), HIPAA, GDPR, etc; Security
audit practices; Preparing security policies and procedures for organisations

Unit 4: Business Continuity Management, Disaster Recovery/Management; Designing security

ready IT infrastructure

Unit 5: Information security related laws – Indian IT Act, IPR and privacy laws, various court
judgements; Security Guidelines of various regulators (RBI, TRAI, IRDAI, etc); CERT and
other information security organisations/bodies/industry associations.
Preferred Text Books:
No single text books. Required study material will be shared/identified as course progresses.

Reference Books:
Some references are listed below
 1. RFCs of networking protocols
2. Various acts/laws - India IT Act, IPR and Privacy Laws, Court Judgements
3. Information security standards - ISO 27000 family, HIPPA, GDPR
4. Research papers
5. Security guideline documents/whitepapers published by Operating Systems and IT
Systems manufacturers/developers.

E-book Links:

Grading Plan:
Based on class participation, presentations, assignments, security audits, Mid/End Sem exams,
Simulation exercise, etc. Tentative marks distribution for grading is as follows:
Type of Evaluation Weightage (in %)
Participation in class discussions, presentations 25
Assignments 25
Mid Semester Examination 20
End Semester Examination 30

Mapping of Course Outcomes to Program Objectives:

(1 – Lowest, 2—Medium, 3 – Highest, or a ‘-’ dash mark if not at all relevant).

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 2 1 3 2 - 3 - 1 1 2 - 2 3 2 - 2

CO2 - 1 2 3 1 3 - 2 1 2 3 3 2 3 - 2

CO3 2 1 3 2 - 3 - 3 2 2 1 3 2 1 - 2

CO4 - - 2 2 - 3 - 3 3 3 3 3 2 2 - 2

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

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

Teaching-Learning Strategies in brief:

Course will be primarily driven by classroom discussions, readings, surveys, exploratory practical
assignments. It will involve a lot of critical thinking and active learning by the students to solve
practical problems. Students will be asked to make presentations on topics assigned to them for
exploration/experiment.
_____________________________________________________________________
Title of the Course : Internals of Application Servers
Course Code :CS3.404
FACULTY NAME : Ramesh Loganathan
Credits :3-1-0-4
TYPE-WHEN : Spring 2022
PRE-REQUISITE : None

OBJECTIVE: Understand Distributed Application Platforms through a project-based system

building course structure. Key aspects of distributed applications will be introduced, and a
contemporary application platform will be built as part of the course project.

COURSE TOPICS:

Understand essence of middle wares and distributed object technology.

Typical distributed platforms' server Technology and Architecture
App Server architecture.
Lifecycle of an application- development, packaging, and deployment thru monitoring in production.
Clustering and High Availability
Distributed app platform Communication models
Contemporary application platforms.
Project problems Discussions
Project architecture & design reviews
Guest lectures from Industry
(Projects built in previous years- JMS Server. Distributed web services platform (SOA). MiroServices
Platforms. Ai on the Edge. Fog computing (IOT) platform)

PREFERRED TEXTBOOKS:
*REFERENCE BOOKS:

GRADING: Class quiz, Labs, and course project

OUTCOME: A systems level understanding of distributed application platforms through building a

contemporary platform.

REMARKS:

Title of the Course : Introduction to UAV Design

Faculty Name : Harikumar Kandath
Course Code : EC4.402
Name of the Academic Program : B.Tech in Electronics and Communication Engineering
L-T-P : 3-1-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1. Prerequisite Course /Knowledge:
BasicsofLinearAlgebra,LaplacetransformandVectorcalculus.
2. CourseOutcomes(COs)(5to8fora3or4creditcourse):
After completion of this course successfully, the students will be able to..
CO-
1DeterminethedesignspecificationsoftheUnmannedAerialVehicle(UAV)usedforapart
icular application.
CO-2 Explain the various design phases involved in the UAV design.
CO-3 Perform the conceptual design and preliminary design for multi-rotor, fixed-
wing and hybrid UAVs.
CO-4 Perform the stability and flight performance analysis for the designed UAV.
CO-5 Able to manufacture a prototype UAV.
CO-
6PerformtheflightsimulationandflighttestingoftheprototypeUAVandverifyitsstabilit
yand performancecharacteristics.

3. MappingofCourseOutcomes(COs)withProgramOutcomes(POs)andProgramSpecific
Outcomes
(PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

3 3 3 1 1 1 1 1 1 1 1 1 1 1 1 3
CO3

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

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

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

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes
(POs) and PSOs.

Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4. DetailedSyllabus:
Unit 1: Types of UAVs--- Multi-rotors, fixed wing (FWUAV), Hybrid VTOLs
Unit2:Multi-rotordesign---
Conceptofoperation(CONOPS),designspecifications,differentreferenceframes,
axisconventions,forcesandmoments,sizingandassembly,sensorsandcontrol.
Unit3:FWUAVFlightmechanicsandcontrol---
wing,fuselage,stabilizerandcontrolsurfaces,propulsion
system,forces(lift,drag,thrust,sideforce),moments(roll,pitch,yaw),trimconditions,lo
ngitudinalstatic
stability,lateralanddirectionalstability,PIDcontrolthroughsuccessiveloopclosure.
Unit 4: FWUAV design--- Concept of operation (CONOPS), design specifications,
preliminary sizing, airfoil selection, wing planform selection, control surface sizing,
stabilizer sizing, selection of propulsion system (battery, motor/engine, propeller),
stability and performance analysis, design trade-offs.
Unit5:Differentconfigurations(tilt-
rotor,tailsitter),transitiondynamics,designspecifications,sizing, stability andcontrol.
Reference Books:
1. DanielPRaymer,AircraftDesign:AConceptualApproach,secondedition,AIAAUSA,1992.
2. JohnD.Anderson,Introductiontoflight,thirdedition,McGraw HillUSA,1989.
3. R.W.BeardandT.M.McClain,SmallUnmannedAircraft:TheoryandPractice,firstedition,
 Princeton University Press USA,2012

5. Teaching-Learning Strategies in brief (4 to 5sentences):

Weekly lectures based on the course syllabus and based on the latest design
technologies available in the literature and other industrial resources. Tutorials
covering the use of software for UAV design and
performanceanalysis.Detailedstudentassignmentforpracticingthedifferentelement
sofconceptualdesign phase. Open book exam followed by detailed project
submission including simulation studies, prototype development and flighttesting.

6. Assessment methods and weightages in brief (4 to 5sentences):

Type of Evaluation Weightage (in %)

Quizzes 10

Assignments 40

Project 50

Title of the Course : Introduction to Algorithm Engineering

Faculty Name :Kishore Kothapalli
Course Code : CS1.305
Credits :2
L - T-P :
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester,Year : Spring 2022
(Ex: Spring, 2022)
Pre-Requisites : first course on algorithms, programming,
computer architecture/ organization
Course Outcomes:

(list about 5 to 6 outcomes for a full 4 credit course)

The action verbs to be used for writing the course outcomes can be found
on slide 22 in the following presentation. You may remove this line and the
following link after the course outcomes are formulated.
https://iiitaphyd-
my.sharepoint.com/:b:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Reference%20Documents/Curriculum%20Design%20in%20NBA%20Framework%20
and%20Course%20design%20for%20all%20faculty%20IIIT%20Hyderabad%207th%20july%20
2021.pdf?csf=1&web=1&e=387W1k
At the end of the course, a student will be able to:
CO – 1: Demonstrate familiarity and scope of algorithm engineering
CO – 2: Explain the significance of algorithm engineering and analyze the
practical performance of algorithms in connection to the nature of input
CO–3:Applyalgorithmengineeringprinciplestoimplementavarietyofgraphandsemi-
numerical algorithms
CourseTopics :
(please list the order in which they will be covered, and preferably arrange
these as five to six modules.)
1. Introduction to algorithm engineering, its scope, and its importance –1
2. Cache-Aware Design: Algorithms and Techniques – 1
3. Cache-Oblivious Design: Algorithms and Techniques-1
4. A Primer on Parallel Algorithms –3
5. Graph connectivity – 2
6. Eccentricity and Diameter –2
7. Centrality Measures on Graphs –2

Preferred Text Books:

ReferenceBooks : Reference papers that are used for some of the course
topics will be posted as they are discussed inclass.

E-bookLinks : Book being developed by the instructor

availableat http://cstar.iiit.ac.in/~kkishore/pgae.pdf

GradingPlan : Since the course is a half-course, we will have one

quiz evaluationand one finalevaluation.

Type of Evaluation Weightage (in %)

20%
Quiz-1

Mid Sem Exam

Quiz-2
30%
End Sem Exam
25%
Assignments
25%
Project

Term Paper

Other Evaluation

For Office Use Only(starts on a new page)

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 –

Highest, or a ‘-’ dash mark if not at all relevant). Program outcomes are posted at

https://iiitaphyd-
my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-
2020-21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1
Khby

PO 1 PO PO PO PO PO PO PO PO PO PO PO PSO1 PSO2 PSO3 PSO4

2 3 4 5 6 7 8 9 10 11 12
CO1 1 2 2 2 1 1 1 1 1 2 1 1 2 1 1 2
CO2 1 2 2 2 1 1 1 1 2 2 1 1 2 1 1 2
CO3 1 2 3 3 1 1 1 1 2 2 1 1 2 1 1 2

Teaching-Learning Strategies in brief (4-5 sentences) :

The course will have hands-on exercises that help students understand the mechanisms
available for algorithm engineering. The course project also equips them to explore an
existing algorithm and a problem in depth and gain useful practical knowledge. The
material used in the course is not part of standard textbook as yet, so lecture slides and
reference papers will be made available for reading.

==============

Note: This course description format comes into effect from Spring 2022.

Course Title : INTRODUCTION TO BRAIN AND COGNITION

Faculty Name : KAVITA VEMURI and Vishnu Sreekumar
Name of the Program : BTech CSE
Course Code : CS9.301
Credits :2
L-T-P : 2-0-0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester, Year : Spring 2021 (H2)

(Ex: Spring, 2022)

Pre-Requisites : NONE

Course Outcomes :
(list about 5 to 6 outcomes for a full 4 credit course)

After completion of this course successfully, the students will be able to:
CO-1: develop understanding and familiarity with seminal research findings in brain and cognition.
CO-2: read, interpret, critique, and evaluate research explaining brain/mind/behavior.
CO-3: critically think about the relationship between diverse fields such neuroscience, cognitive
psychology, and cognitive science
CO-4: critical understanding and evaluation of the experiments, methods and practices for
empirical and computational investigation of cognition utilizing various instruments by
different teams in Cognitive Science Lab in order to make informed decision about the
Lab to work for further research in the Dual Degree Program

Course Topics :
(Please list the order in which they will be covered, and preferably arrange these as five to six
modules.)
Module 1: Introduction
Brain Anatomy basics; Spatial and temporal aspects of the Brain and Cognition; Methods
of Investigation of the Brain and Cognition
Module 2: Vision
Visual Perception; Recognizing Objects; Attention
Module 3: Memory
Acquisition; Relation between Acquisition and Retrieval; Memory of Complex Events
Module 4: Knowledge
Concepts; Language
Module 5: Thinking
 Problem Solving and Intelligence; Conscious and Unconscious Thought

Preferred Text Books :

• Daniel Reisberg (2019). Cognition: exploring the science of the mind. 7th Edition. W. W.
Norton & Company, NY, USA
• V. Srinivasa Chakravarthy (2019). Demystifying the Brain: A Computational Approach.
Springer, Singapore (1st Edition).
Reference Books :
• Eric Kandel, James H. Schwartz, and Thomas Jessell (2012). Principles of Neural Science.
McGraw Hill Education (5th Edition).
• John R. Anderson (2009). Cognitive Psychology and its Implications. Worth Publishers (7 th
Edition).

E-book Links :

Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

Quizzes (3 out of 4: each 20%)
60%
30%
End Sem Exam
10%
Term Paper

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a

‘-’ dash mark if not at all relevant). Program outcomes are posted at

PO PO P P P P P P P PO1 PO1 PO1 PS PS PS PS

1 2 O3 O O5 O6 O7 O O9 0 1 2 O1 O2 O3 O4
4 8
CO1 1 1 2 1 1 2 1 1 1 1 1 2 1 1 1 1

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

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

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

Teaching-Learning Strategies in brief (4-5 sentences) :

The IBC course is primarily lecture and discussion-based learning course. Students will be
introduced to undergraduate-level introductory topics and issues in brain and cognition. Reading
material will be assigned. Students will be required to engage in discussions, and to write a term
paper on related topics. Students will be encouraged to relate the theory topics to everyday
experiences and will be asked to evaluate the event/phenomenon/ processes critically and
scientifically. They will be encouraged to interact with various research teams in Cognitive
Science Lab to familiarize themselves with the research projects so that they can start thinking
about a future lab to conduct their research work.
Title of the Course : Introduction to Game Theory
Course Code :CS1.408
Faculty Name : Sujit Gujar
L-T-P :3-1-4
Credits : 4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Basic Knowledge in Linear Algebra, Probability Theory and comfortable in basic maths

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to

CO-1understand how to define a game and strategies in a game

CO-2demonstrate familiarity with different solution concepts in game theory

CO-3write algorithms to solve many game theoretic problems

CO-4understand the concept of mechanism design (incentive engineering)

CO-5 analyze given autonomous system for any strategic behavior of the agents

CO-6design mechanism for autonomous agent systems to make them game theoretically sound

CO-7 design agents to patriciate in auction-based competition

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

1 1 3 1 1 1 1 1 1 1 1 3 3 1 1 3
CO1

1 1 3 1 1 1 1 1 1 1 1 3 3 1 1 3
CO2

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

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

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

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

CO7 3 2 3 2 3 3 1 1 3 3 1 3 3 3 2 3
Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:

(a) What is game? Extensive form games vs strategic form games, two player zero sum
games, mini-max theorem, dominant strategy equilibrium, Nash equilibrium and its
existence. Co-operative game theory, core, imputations, Shapley value, Nash bargaining
solution.
(b) Mini-max Theorem, Nash Theorem, Shapley's Theorem for core and algorithmic
aspects of these theorems.
(c) Game with incomplete information, introduction to mechanism design, revelation
principle, voting schemes.
(d) Application of the above concepts will be illustrated with use cases in wireless
communication, e-Commerce, social networking, crowdsourcing and, cloud management.

Reference Books:

1. “Game Theory and Mechanism Design” by Y Narahari.

2.“Game Theory: Analysis of Conflict”, by Roger B. Myerson.

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The course is designed mix of theory and practice. The theory part is planned to be taught with
posing questions to the students to make them think how intelligent agents should behave in the
give situation. The students are evaluated regularly with quizzes. To expose students to deep
research aspects there are reading assignments. To enable learning practical aspects, there are
programming assignment and tournament where they write their strategic agents. The the
assignments are done in teams to enable peer learning. To further enhance the knowledge
further, the reading assignments are peer-evaluated.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Type of Evaluation Weightage (in %)

Mid Sem Exam -

End Sem Exam 25
Quizzes/Reading Assignment 15
Programming/Reading Assignments 15
Scribes 5
Course Participation 5
Project (Competition) 10

Title of the Course : Introduction to Information Security

Faculty Name :Ashok Kumar Das
Name of the Academic Program : B.Tech. In CSE / M.Tech. in CSE/CSIS
Course Code : CS8.401
L-T-P :3-1-0
Credits :2
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Discrete Structures, Programming Languages

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to

CO-1: Effective security related problems solving

CO-2: Critical thinking skills

CO-3: Practical demonstration of security protocols

CO-4: Blockchain technology and its security aspects

CO-5: Design and analysis of Internet of Things (IoT)-related security protocols

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

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

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

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4. Detailed Syllabus:

• Unit 1: Basics of Cryptography: Cryptographic goals and objectives; Types of attacks,

passive and active attacks;Introduction to Number Theory; Complexity Theoretic
Connections; Overview of symmetric and public key cryptography
 • Unit 2: Basics of System Security: Overview of intrusion detection: Types of intruders,
intrusion
detection and prevention mechanisms; Overview of software vulnerabilities: Overview of
phishing,

Buffer Overflow (BOF), heap overflow, and SQL injection attacks

• Unit 3: Basics of Network Security: Overview of encrypting communication channels

• Unit 4: Introduction to Internet of Things (IoT) security: IoT architecture; various IoT
applications; security requirements, security attacks, threat model for the IoT ecosystem;
taxonomy of security protocols
• Unit 5: Introduction to Blockchain technology: Various applications of Blockchain of
Things (BCoT); centralized versus decentralized models; types of blockchain; brief
overview of various consensus algorithms; block formation and addition in a blockchain

Reference Books:

1. William Stallings, “Cryptography and Network Security: Principles and Practices,” Pearson
Education, 6th Edition, 2014.

2. Bernard Menezes, “Network Security and Cryptography,” Cengage Learning, 2010.

3. Behrouz A. Forouzan, “Cryptography and Network Security,” Special Indian Edition, 2010.

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

* Design of efficient and secure symmetric/public key cryptosystems

* Design of efficient intrusion detection systems

* Understanding various system related attacks and their remedies

* Understanding security aspects of IoT-related applications

* Understanding Blockchain technology and its usage in various real-life applications

6. Assessment methods and weightages in brief (4 to 5 sentences):

• In-Class Tests: 20%

• Assignments: 20%
• Mid Semester Examination: 20%
• End Semester Examination: 40%
_________________________________________________________________________________
___
Course Tite : Introduction to NLP
Faculty Name : Manish Shrivastava
Name of the Program : B.Tech. in Computer Science and Engineering
Course Code : CS7.401
Credits :4
L-T-P : 3-1-0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester, Year : Spring, 2022
(Ex: Spring, 2022)

Pre-Requisites : None

Course Outcomes :
After completion of this course successfully, the students will be able to –

CO-1. Demonstrate the knowledge of stages and fundamental building blocks of NLP
CO-2. Apply NLP machine learning algorithms for classification, representation, and parsing
CO-3. Demonstrate the knowledge of Dense vector representation for NLP
CO-4. Explain the concepts behind distributed semantics
CO-5. Discuss the approaches to global and contextual semantic representation
CO-6. Apply the above concepts for fundamental NLP tasks.

Course Topics :

Unit 1: Stages of NLP: from lexical to semantic. Fundamental Language processing: Tokenization,
Language modeling, Text classification,

Unit 2: Morphology, POS Tagging, Chunking, Discriminative vs generative modes, HMM and CRF

Unit 3: Syntax parsing: Constituency and Dependency, PCFG, projectivity Arc-eager

Unit 4: Distributed semantics: SVD, Word2Vec, RNN, LSTM,

Unit 5: Contextual Distributed semantics: ElMO, BERT

Preferred Text Books : Christopher D. Manning and Hinrich Schütze. 1999. Foundations of
Statistical Natural Language Processing. MIT Press.

Reference Books :
Jurafsky, Dan, and James H. Martin. Speech and Language Processing: An Introduction to Natural
Language Processing, Computational Linguistics, and Speech Recognition. Upper Saddle River, N.J.:
Prentice Hall, 2000.

E-book Links :

Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

10
Quiz
10
Mid SemExam
20
End Sem Exam
20
Assignments
 40
Project

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a

‘-’ dash mark if not at all relevant). Program outcomes are posted at

https://iiitaphyd-my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

CO1 1 3 3 2 2 2 1 - 1 1 1 3 3 3 3 2

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

CO3 3 3 3 3 3 - - - 2 2 2 3 3 3 2 3

CO
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
4

CO5 3 3 3 3 3 - - - 2 2 2 3 3 3 2 3

CO
3 3 3 3 3 1 1 1 3 3 3 3 3 3 3 3
6

Teaching-Learning Strategies in brief (4-5 sentences) :

Lectures by integrating ICT into classroom teaching, weekly tutorials involving problem solving
and active learning by students and Project-based Learning by doing four assignments and a
project. Evaluation based on personal viva to judge deeper understanding.

==============
Note: This course description format comes into effect from Spring 2022.
_________________________________________________________________________________
___
Title of the Course : Introduction to Particle Physics
Course Code : SC1.42
Faculty Name : Subhadip Mitra
L-T-P : 3-1-0.
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Some exposure to Quantum Mechanics & basic Mathematics (i.e., some linear algebra & complex
analysis, basic group theory etc.) and most importantly, interest about the subject.

2.Course Outcomes (COs):

After completing this course successfully, the students will be able to

CO-1 Describe the particle content of the Standard Model.
CO-2 Discover the various types of interactions among the elementary particles/antiparticles
and the role of various symmetries and classify the particles according to their quantum
numbers.
CO-3 Discover the representation of elementary processes with Feynman diagrams.
CO-4 Recognize the relativistic generalization of Quantum Mechanics through the Klein-
Gordon and Dirac equations and outline the basic workings of Quantum Electrodynamics.
CO-5 Apply their knowledge and calculate simple processes (like two-body decay or two-going-
to-two scattering, etc.).

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 2 1 3

CO2 2 2 2 2 3

CO3 3 2 2 2 3

CO4 3 3 1 1 1 3

CO5 3 3 2 1 2 3

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:

Unit 1: Introduction: developments throughout the 19th century as the backdrop. From abstract
atoms to the Large Hadron Collider, Elementary particles and forces, the Standard Model.
Unit 2: Relativistic kinematics and Symmetries of nature: the SU(2) & SU(3) groups and their
connections with the elementary particles, discrete symmetries, antiparticles.
Unit 3: The Klein Gordon equation & the basics of the perturbation theory.
Unit 4: Core Concepts: Electrodynamics of spin-less particles, Feynman diagrams and rules, Dirac
equation, Quantum Electrodynamics
Unit 5: Advanced Topics: Parton model and a little QCD, collider physics – a (very) quick tour,
introduction to HEP computing – Monte Carlo tools, some basic simulations, challenges in
modern particle physics, role of modern computing

Reference Books:
1. D J Griffiths, Introduction to Elementary Particles, John Wiley & Sons.
2. F Halzen and A D Martin, Quarks and Leptons, John Wiley & Sons.
3. D H Perkins, Introduction to High Energy Physics, Cambridge U.
4.
5.Teaching-Learning Strategies in brief:
This is an introductory (elective) course on Particle Physics designed to give the students who
have no prior exposure to Quantum Field Theory a broad overview and some taste of the exciting
world of Particle Physics. The approach would be somewhat intuitive. The design is for students
with diverse backgrounds. The focus would be on concepts, simple explanations, and intuition
building.

6.Assessment methods and weights in brief:

Assignments + Quizzes – (30%),
Mid-term evaluation -(30%),
Final exam - (40%)

Title of the Course : Introduction to Philosophy of Technology

Faculty Name : Ashwin Jayanti
Course Code : HSS318
Name of the Academic Programs :B.Tech. in CSE, B.Tech in ECE
L-T-P :3-0-0
CREDITS :4
(L = Lecture hours, T = Tutorial hours, P = Practical hours)

1. Prerequisite Course /Knowledge:

None

2. Course Outcomes (COs):

After completion of this course successfully, the students will be able to:

CO-1: Identify and recognize various conceptions of technology implicit in arguments

for/against technology
CO-2: Classify and describe various theories and interpretations of technological change
through history
CO-3: Compare analytical and continental approaches to technology and its relation to
science and examine the limitations and advantages of both approach
CO-4: Evaluate and assess the moral significance of technical artefacts within particular
social contexts
CO-5: Develop and synthesize philosophical frameworks with which to understand and
assess the impact of contemporary technologies to society at large

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) andProgramSpecific

Outcomes(PSOs)–CourseArticulationMatrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11PO12 PS PS PS PS
O1 O2 O3 O4

CO1 - - 2 - - 3 2 3 2 3 1 3 - - - -
CO2 - - 1 - - 3 2 2 - - - 3 - - - -
CO3 - - 1 - - 3 2 2 - 1 - 3 - - - -
CO4 - - 2 1 - 3 3 3 1 2 - 3 - - 1 -
CO5 1 1 3 3 - 3 3 3 1 2 - 3 - - - -

4. DetailedSyllabus:

Unit I –Introduction: What is Philosophy of Technology? Engineering and Humanities

 Philosophies of Technology; Classical and Contemporary Philosophy of Technology
Unit II: Encountering Technological Artefacts –Conceptual history of ‘technology’; What is
‘technology’? Continental and Analytic Perspectives

Unit III: Epistemological Aspects to Technologies –Science, Technology, and Engineering;

Philosophy of science and philosophy of technology; Knowing-how and knowing-that

Unit IV: Moral Status of Technologies –Norms, Values, and Technologies; Debates Concerning
Moral Significance of Artefacts; Role of Design in Moral Status

Unit V: Philosophical Debates in Artificial Intelligence –Philosophical background to Artificial

Intelligence; Philosophical and ethical issues within Artificial Intelligence

REFERENCE BOOKS:
• Hans Achterhuis (ed.),American Philosophy of Technology: The Empirical Turn,
translated by Robert Crease, Indiana University Press:2001.
• Carl Mitcham,Thinking Through Technology: The Path Between Engineeringand
Philosophy, The University of Chicago Press:1994
• Robert C. Scharff and Val Dusek (eds.),The Technological Condition: AnAnthology
(Second Edition), John Wiley & Sons:2014
• Peter-Paul Verbeek,What Things Do: Philosophical Reflections on Technology,Agency,
and Design, translated by Robert Crease, The Pennsylvania State University Press, 2005
• Peter Kroes and Peter-Paul Verbeek (eds.),The Moral Status of TechnicalArtefacts,
Dordrecht: Springer,2014.
• StuartJ . R u s s e l l a n d P e t e r N o r v i g , A r t i f i c i a l I n t e l l i g e n c e : A M o d e r n A p p r
oach
(Second Edition), Pearson, 2003
• John Searle,Mind: A Brief Introduction, Oxford University Press:2004

5. Teaching-Learning Strategies inBrief

This course aims at reading, critically evaluating, and thinking through contemporary
debates in philosophy of technology. For this purposes, the main strategy is to share
the readings and resource material beforehand for the students to acquaint
themselves with the topics and use the class time to discuss and evaluate the
implications of the various positions respective to each topic. Continuous assessment
methods will be employed to make sure the students have acquired the requisite
conceptual understanding to explicate and argue for their position with greater
nuance and logical rigor.
6. Assessment Methods and Weightages inBrief
Continuous assessment in the form of written assignments will carry the major
weightage of the evaluation, with the rest of the weightage assigned to class
participation in the ensuing discussions. The assigned weightage is as follows:
Assignments: 60 marks, class participation: 10 marks, Mid semester exam: 10 marks,
End semester exam: 20 marks.
Title of the Course : Introduction to Quantum Information and Computation
Name of the Academic Program : B.Tech. in Computer Science and Engineering
Course Code : CS4.401
LTP : 2-1-0.
Credits :2
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
Prerequisite Course / Knowledge:

Knowledge of Advanced Linear Algebra, Quantum Mechanics, Classical information Theory

Course Outcomes (COs):

After completion of this course successfully, the students will be able to..

CO-1. Understand the basic idea of Qubits (Quantum States), Pure and Mixed States, Quantum
Measurements, Entanglement, Quantum Gates and the idea of extension of Entropy from
Classical to Quantum. Learning Dirac Algebra to solve problems of Quantum Computing and
Information

CO-2. Demonstrate familiarity with process like Quantum Measurement, Information processing
tasks like Teleportation, Superdense Coding, Entanglement Swapping, s Quantum Circuits.

CO-3: Synthesize proofs of theorems related to Quantum Entropy using the mathematical and
logical arguments.

CO-4. Design Quantum Circuits with Universal Gates,

Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 1 1 2 1 - - - - - - 3 3 3 3 3

CO2 2 2 1 3 1 - - - - - - 3 3 2 3 3

CO3 1 2 - 3 - - - - - - - 2 3 2 2 3

CO4 1 2 - 3 2 - - - - - 2 2 3 3 3 3

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

Detailed Syllabus:

Unit 1. Introduction and Overview: Transition from Classical to Quantum (2L)

Unit 2. Foundations of Quantum Theory I: States, Ensembles, Qubits, Pure and Mixed

states, Multi-qubit states, Tensor Products, Unitary transformations, Spectral

Decomposition theorem, Singular value Decomposition, Generalized Measurement,

Projective Measurement, POVM (4L)

Unit 3. Quantum Entropy and Entanglement: Quantum Entropy, EPR Paradox, Schmidt

Decomposition. (2L)

Unit 4. Basic Quantum Information Processing Protocols: Teleportation, Super Dense

Coding, Entanglement Swapping. (2L)

Unit 5 Quantum Computation : Introduction to quantum computing, Pauli Gates, Hadamard

Gates, Universal Gates, Quantum algorithms . (2L)

Reference Books:

Preferred Text Books: 1. Quantum Computation and Quantum Information –M. A. Nielsen, I. L.
Chuang. Cambridge University Press.

Other Books: 1. Quantum Computer Science: An Introduction --- N. D. Mermin, Cambridge

University Press. 2. Quantum Computing: From Linear Algebra to Physical Realizations---M.
Nakahara, T. Ohmi, Taylor and Franchis Group. 3. Lectures on Quantum Information (Physics
Textbook)---D. Brub, G. Leuchs, WILEYVCH.

Teaching-Learning Strategies in brief (4 to 5 sentences):

First of all there will be lectures which will introduce the motivations, concepts, definitions along
with simpler examples. After that there are going to be assignments and quizzes that will make
sure that the students have understood the concepts. These will be followed by deeper lectures
and assignments as the area is interdisciplinary and new. These will also be supplemented with
innovative problems so that they can apply the concepts learned by them.

Assessment methods and weightages in brief (4 to 5 sentences):

Mid - 20%
End Sem - 30%
Assignment - 15%
Quizz - 15%
Project -20%

Course Title : A linguistic introduction to Sanskrit

Faculty Name : Peter M. Scharf
Name of the Program : HSS
CourseCode
:HS1.207
Credits :4
L - T–P : L2,P1
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester,Year : Spring,2022

(Ex: Spring, 2022)

Pre-Requisites: None

CourseOutcomes:

Read simple Sanskrit containing the common grammatical forms covered, with
the help of a dictionary.
Understand the difference between script and phonetics.
Understand sound change laws.
Understand morphological analysis and
synthesis. Understand syntactic structures.
https://iiitaphyd-
my.sharepoint.com/:b:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Reference%20Documents/Curriculum%20Design%20in%20NBA%20Framework%20
and%20Course%20design%20for%20all%20faculty%20IIIT%20Hyderabad%207th%20july%20
2021.pdf?csf=1&web=1&e=387W1k

CourseTopics :

The course surveys basic Sanskrit grammar in a linguistically explicit manner

accompaniedbytraditionaloralpracticeandexercisesconsistingofreadingsadapted
from ancient Indiannarratives.
Week Topic
Week1 Ch. 1, Introduction to Sanskrit language andliterature; Ch. 2, The Sounds of
Sanskrit,andCh. 3, Devanagari script
Week2 Ch. 4, Sandhi
Week3 Ch. 5, Verbs: present and past indicative active and middle of verbs
of classes 1, 4, 6, and10
Week4 Ch. 6, Nouns: masculine and neutera-stem
Week5 Ch. 7, Nouns: feminine long a-stem; a-
stemadjectives Week6 Ch. 8, Imperative and optative
moods a-stemverbs
Week7 Ch. 9, Mono and polysyllabic fem. long i/u-stem
nominals Week8 Ch. 10, Present stem of verbs of classes 5, 8,
and9
Week9 Ch. 11, i/u-stemnominals
Week10 Ch. 12, Vocalic-r-stemnominals
Week11 Ch. 12, Present stem of verbs of classes 2, 3, and7
Week12 Ch. 12, continued
Week13 Ch. 13, Consonant stemnominals

PreferredTextBooks:शब्दब्रह्् मन््Sabdabrahman:a linguisticintroduction to Sanskrit

ReferenceBooks : None E-bookLinks :None

GradingPlan :

Type of Evaluation Weightage (in %)

75%
Weekly homework
 25%
Quizes
0%
End Sem Exam

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3

– Highest, or a ‘-’ dash mark if not at all relevant). Program outcomes are posted at

https://iiitaphyd-
my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

PO 1 PO PO PO PO PO PO PO PO PO10 PO1 1 PO12 PSO1 PSO2 PSO3 PSO4

2 3 4 5 6 7 8 9

CO1 - - - - - - - - - - - 3 - - - 2

CO2 - - - - - - - - - - - 3 - - - 2

CO3 - - - - - - - - - - - 3 - - - 2

CO4 - - - - - - - - - - - 3 - - - 2

CO5 - - - - - - - - - - - 3 - - - 2

…..

…..

Teaching-Learning Strategies in brief (4-5 sentences) :

Lectures introduce new material for intellectual understanding. Memorization internalizes

basic information so that it is easily available for application. Exercises apply intellectual
understanding and basic information and solidify understanding.
I will introduce new concepts and material once a week and engage students in oral/aural
practice in a second meeting. Each meeting will include time to answer questions. Students
will regularly do homework using an on-line interactive intelligent exercise platform that
provides immediate feedback and supplies links to information to assist students in learning.
Because learning a language involves the cumulative acquisition of knowledge and skills,
regular attendance and keeping up with assignments will be essential.
==============
Note: This course description format comes into effect from Spring 2022.

Name of the Program : Linear partial differential equations and variational calculus
Faculty Name :Samyadeb Bhattacharya
Course Code : MA4.303
Credits :4
L-T-P :
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester, Year : Spring

(Ex: Spring, 2022)

Pre-Requisites : Basic knowledge of ordinary differential equations

Course Outcomes :
a) Getting students equipped with skills to solve practical physical problems.
b) Basic ideas on partial differentiation, state functions, path functions etc.
c) Introductory ideas on thermodynamics, wave propagation and heat conduction in connection
to partial differential equations.
d) Solid idea on the basics of partial differential equations and their uses.
e) Basic idea about constructing boundary value problems.

Course Topics :

1. Basic concepts and definitions.

2. Mathematical problems.
3. Linear operators.
4. Superposition principle.
5. First order quasi-linear equations and method of characteristics.
6. Mathematical models: a) Vibrating strings and membranes, b) Heat conduction, c) Schrodinger
equation
7. Classification of second order linear equations.
8. Method of separation of variables.
9. Introduction to eigenvalue problems.
10. Introduction to boundary value problems.
11. Variational calculus. a. Application: Least action principle, brachistochrone and related
problems. b. Application:Euler-Lagrange’s equation and related problems. c. Hamilton’s principle
and related problems.

Preferred Text Books : K.T. Tang, Mathematical methods Engineers and scientists 3.

Reference Books : Tyn Myint-U and Lokenath Debnath, Linear partial differential equations
for scientists and engineers. (other references will be given during the course)

E-book Links : Will be shared during the course

Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

10%
Quiz-1
10%
Mid SemExam

Quiz-2 10%
20%
End Sem Exam

Assignments
25%
Project
25%
Term Paper

Other Evaluation
Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a
‘-’ dash mark if not at all relevant). Program outcomes are posted at

https://iiitaphyd-my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

CO1

CO2

CO3

CO
4

CO5

…..

…..

Teaching-Learning Strategies in brief (4-5 sentences) :

In this course, the main objective is to help the student understand the fundamental aspects of
partial differential equations and their usage in practical problems. The course is of two aspects.
First is the technical and mathematical aspect, which will be taught meticulously. Second is that
of physical and practical, where student will be taught to construct a physical problem.

==============
Note: This course description format comes into effect from Spring 2022.

Course Title : Literature and the Ethics of telling a Story

Faculty Name : Sushmita Banerji
Name of the Program : Humanities Elective
Course Code : HS0.210
Credits : 2 credits
L-T–P :
Semester, Year : Spring 2022
Pre-Requisites: Introduction to Human Sciences, Ethics 2 (Basics)

Course Description:

Theodore Adorno famously said, “to write poetry after Auschwitz is barbaric.” He was clearly not
talking about the act of writing poetry but rather the tension between ethics and aesthetics
inherent in an act of artistic production that reproduces the cultural values of the society that
generated the mass murder of Jews during WWII. How then does a writer presume to
represent/re-present collective acts of extreme brutality while also not validating the culture that
produces these violences?
This course shall look at key pieces of literature emerging from periods of extreme violence and
orchestrated genocide in the 20th and 21st century to examine and interrogate models of
remembering, testimony and representation. Readings shall include writings on the Holocaust,
the Partition of India and Pakistan, and regional Indian Literatures.

Course Outcomes:
On successful completion of this course, students will be able to

1. Examine key ethical concepts and explain how they work or fail in the historical of war and
genocide.
2. Examine prominent writers have dealt with fundamental ethical questions, moral dilemmas
and personal failures and successes in key pieces of writing.
3. Synthesize their knowledge of theories and concepts in ethics to critically examine the world
they live in and the cultural production they encounter and produce.

Course Topics:

Unit I: Introduction
Ethics in the World
Literature and its dimensions, What is the value of representation?
Unit II:
Ethical Questions and World War II Literature
Ethics of Suffering
Unit III:
Indian Literatures of Strife

Preferred Text Books:

Adorno, Theodor W., 1997. Can One Live After Auschwitz?: A Philosophical Reader, ed. by Rolf
Tiedemann, trans. by Rodney Livingstone et al, Cultural Memory in the Present. Stanford: Stanford
University Press (2003)

Ali,Agha Shahid. A Country Without a Post Office. Delhi: Penguin, 2013.

Ao, Temsula, These Hills Called Home: Stories from a War Zone. Zubaan/Penguin, 2005.

Bhalla, Alok. ed. Stories About the Partition of India. Vol.1,2,3. New Delhi: Indus, 1994.

Levi, Primo, The Truce, 1963 trans. by Stuart Woolf. London: Abacus Books (1987).

Reference Books:

Caruth, Cathy. Unclaimed Experience: Trauma and the Possibility of History.Baltimore: Johns
Hopkins University Press, 1996.

Das, Veena, “Language and Body: Transactions and the Construction of Pain.” Life and
Words: Violence and the Descent into the Ordinary. Berkeley: University of California Press, 2007.

Derrida, Jacques, Demeure: Fiction and Testimony, with Maurice Blanchot, The Instant of My
Death, translated by Elizabeth Rottenberg. Stanford: Stanford University Press, 2000.
Lang, Berel, Holocaust Representation: Art within the Limits of History and Ethics. Baltimore: The
Johns Hopkins University Press, 2000.
Talbot, Ian. “Literature and the Human Drama of the 1947 Partition.” Partition and Post-Colonial
South Asia: A Reader, Vol. II. Eds. Tai Young Tan and Gyanesh Kudaisya. London: Routledge, 2008.

Assessments:

Quiz 1 10%

Quiz 2 10%

Quiz 3 10%

Final Quiz 4 20%

Term Paper 1 20%

Term Paper 2 20%

Teaching-Learning Strategies:

Students are expected to read prescribed texts in the course of the semester, watch any video
lectures made available, and view films when required. This class is based on close reading of the
texts prescribed and relies heavily on student participation and discussion.

This class shall deal with material students might disagree with. All informed disagreements,
opinions, and discussions are encouraged. It shall however be the instructor’s right to shut down
any disrespectful behaviour.

Mapping of Course Outcomes to Program Objectives:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 2 3

CO2 2 3

CO3 3 3 3

Title of the Course : Literature, History, and Belonging in Hyderabad

Course Code : HS1.203
Faculty Name : Nazia Akhtar
Name of the Program : Humanities Elective
Credits :4
L-T-P : 36 hours (24 classes)
Semester, Year : Spring 2022
Pre-Requisites : Introduction to Human Sciences
Course Outcomes :

On successful completion of this course, students will be able to

1. discuss Hyderabad’s literary history andunderstand the role of literature in studying and
knowing history;
2. explain the complexities of Hyderabad’s history and society and larger questions of
identityand belonging;
3. apply important techniquesof textual analysis and their experience in writing an
argumentative essay in other academic and professional contexts;and
4. devise a thoughtful and informed critical voice that will enable them to meaningfully
situate culture and cultural productions in the world around them.

Course Topics :

1. (i) Introduction: Historical and Socio-Political Context

(ii) The People’s Poetry: Dakhni poetry and culture
2. Ghazal Poetry at the Asaf Jahi Court
3. Progressive Writing: Poetry and Novels
4. Women’s Writing: Prose and Poetry
5. Writing from the Margins: Contemporary Contexts
6. “Every City is a Story”: New Narratives of Globalization

Preferred Text Books : Chapters and excerpts from the following books will form the textbook
for this course.

1. Translations by ShaguftaShaheen and Sajjad Shahid of poems by Dakhni poets. In Kousar

J. Azam (Ed.), Languages and literary cultures in Hyderabad (2017)
2. Makhdoom Mohiuddin – The Red Dawn (1944; poems)
3. Ian Bedford – The Last Candles of the Night (2014; novel)
4. Letters by Sarojini Naidu. In Makarand Paranjape(Ed.), Sarojini Naidu: Selected Letters,
1890s-1940s (1996)
5. Huma R. Kidwai – The HussainiAlam House (2012; novel)
6. Mercy Margaret, Shahjahana – selected poetry
7. G. Shyamala – selections from Father May Be an Elephant and Mother Only a Small Basket
But … (2012; short stories)
8. Sarojini Naidu – The Bird of Time (1912; poems); Hoshang Merchant, “Secunderabad Sans
Light.”
9. Jai Undurti and Harsho Mohan Chattoraj – Hyderabad Graphic Novel (2014; graphic novel)

Reference Books :

1. Benichou, Lucien. From Autocracy to Integration: Political Developments in

Hyderabad State (1938–1948). Orient Longman, 2000.
2. Bhukya, Bhangya. A History of Modern Telangana. Orient Blackswan, 2017.
3. Datla, Kavita Saraswathi. The Language of Secular Islam: Urdu Nationalism and
Colonial India. Orient Blackswan, 2013.
4. Eaton, Richard M. India in the Persianate Age: 1000-1765. Allen Lane, 2019.
5. Kugle, Scott. When Sun Meets Moon: Gender, Eros, and Ecstasy in Urdu Poetry.
Orient Blackswan, 2016.
6. Leonard, Karen.Locating Home: India’s Hyderabadis Abroad. Oxford University
Press, 2007.
7. Leonard, Karen. Hyderabad and Hyderabadis. Manohar, 2014.
8. Pernau, Margrit. The Passing of Patrimonialism: Politics and Political Culture in
Hyderabad, 1911–1948. Manohar, 2000.
 9. Pillai, Manu C. Rebel Sultans: The Deccan from Khilji to Shivaji. Juggernaut, 2018.
10. Stree Shakti Sanghatana. We Were Making History: Life Stories of Women in the
Telangana People’s Struggle. Kali for Women, 1989.

E-book Links :

Grading Plan :

Type of Evaluation Weightage (in %)

Short Assignments (500-600 words; 5 x 6% = 30%
5 best out of 6 will count)
Assignment (1000-1200 words) 20%
Participation 10%
Project (50%)

Mapping of Course Outcomes to Program Objectives:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO12 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 2 3

CO2 2 3 3

CO3 3 3 3 3

Teaching-Learning Strategies in brief:

The teaching-learning strategy in this course will consist of lectures based on set readings, which
students are expected to complete in advance of the class. These lectures will incorporate prompts
for classroom discussion and activities based on the readings to enable active learning and critical
thinking. This learning will be further consolidated through assessments that will be designed to test
and develop the student’s knowledge and skills, especially interpretative reading and writing.

Title of the course : Machine Learning for Natural Sciences

Course Code : SC4.411
Faculty Name : Nita Parekh + Prabhakar B + Girish Varma
L-T-P : 4-0-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

Prerequisite Course / Knowledge:

Probability & Statistics, Linear Algebra, Statistical Models in AI
Course Outcomes (COs):
After completion of this course successfully, the students will be able to...
CO-1: Learn and demonstrate understanding the basic concepts in machine learning
CO-2: Demonstrate use of machine learning algorithms on simple problems
CO-3: For a selected problem, apply the understanding of the principles, to formulate a problem
statement
CO-4: Build Models based on requirements of the problem statement
CO-5: Analyze the constructed models for their usefulness, find deficiencies and identify possible
improvements.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

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

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

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

CO7

‘3’ for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping.

Detailed Syllabus:
Unit 1: Overview: Types of problems: regression, classification. Types of machine learning: (a)
supervised, (b) unsupervised, (c ) semi-supervised and (d) reinforcement learning
Unit 2: Problem specific issues:
(a) representation: how to decide on a model that can solve the problem at hand?
(b) evaluation: Construction of a loss function to evaluate the
(c) Optimization: methods to use to iteratively improve the model from a starting guess?
Unit 3: Review of prominent current literature in ML as applied to natural sciences
Unit 4: Project discussion and implementation: Selection of a problem in natural sciences and
developing a solution using ML techniques
Reference Books:
1. “Probabilistic Machine Learning”, Kevin Murphy, MIT Press 2022
2. Other material (websites, technical articles) will be given to the students, based
on need.
Teaching-Learning Strategies in brief (4 to 5 sentences):
Lectures will initially introduce the motivations, concepts, definitions along with simpler
examples. This will be followed by assignments and quizzes that will make sure that the
students have understood the concepts. These will be followed by deeper lectures and
assignments which lead the students to the bigger questions in the area. These will also be
supplemented with real world engineering problems so that they can apply the concepts learned
by them.
Assessment methods and weightages in brief (4 to 5 sentences):
• Light In-class Quizes: 15%
• Assignments: 15%
• Mini Project: 20%
• Major Project: 50%
_______________________________________________________________________________
Title of the Course : Mechatronics System Design
Faculty Name : Nagamanikandan + Harikumar K
L-T-P : 3-1-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1. Prerequisite Course /Knowledge:
Basic programming (Python, C++), Linear Algebra, Numerical methods, Basic microcontroller
knowledge.
2. Course Outcomes(COs):
After completion of this course successfully, the students will be able to CO-1 Describe important
elements of mechatronics system
CO-2 Apply the previous knowledge of microcontroller programming for controlling
multidisciplinary mechatronic systems.
CO-3 Describe and design basic mechanical elements and their feedback control. CO-4 Synthesize
and analyze a range of mechanisms.
CO-5 Design and execute a multidisciplinary project based on the given specifications as part of a
team.

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course ArticulationMatrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

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

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

4. DetailedSyllabus:
Unit 1: Sensors and Actuators:
Sensors for robotics application - position, speed, acceleration, orientation, range.
Actuators - general characteristics, motors, control valves.
Unit 2: Computer based feedback control:
Sampled data control, sampling and hold, PID control implementation, stability, bilinear
transformation.
Unit 3: Introduction to mechanical elements and transformations, basic concepts of
kinematics and dynamics.
Unit 4: Design and analysis of mechanisms.
Unit 5: Programming and hardware experiments.
Reference Books:
1. Bentley, John P. “Principles of measurement systems,” Pearson education,2005.
2. D.R. Coughanowr, "Process system analysis and control," McGraw Hill,1991
3. G.F. Franklin, J.D. Powell and M.L. Workman, “Digital control of dynamic
systems”, Addison Wesley, 3rd edition,1998.
4. Hartenberg, R., & Danavit, J, “Kinematic synthesis of linkages,” McGraw Hill,1964.
5. http://wiki.ros.org/
6. User manual of microcontroller and data sheets of sensors andactuators
5. Teaching-Learning Strategies inbrief:

This course aims to teach the students about designing and developing a mechatronics
system by providing them with essential hardware and software. Part of the class is
devoted to a learn-by-doing lesson where the students will learn theory and get hands-
on experience with various aspects of the mechatronics system.
The goal for the students is to design, build, and debug the electromechanical
system for a given task as a part of the course project.
6. Assessment methods and weightages inbrief:
Mid semester exam 20%
Assignments 40%
The class work assignments will be based on the application of a step-by-step
engineering design process to a problem assigned in the course.
Project 40%
Proposal (5%)
Project demonstration (25%)
Final report (10%)
TITLE OF THE COURSE : Minds, Machines, and Intelligence
Course Code : HS0.205
Faculty Name : Don Dcruz
CREDITS :4
PRE-REQUISITE : None

OBJECTIVE: Recent advances both in the fields of AI and cognitive science have initiated
vigorous debates about data intensive machine learning models invading crucial aspects
of society and how developments in unraveling the workings of the human brain puts
technology on a path to realize robust artificial general intelligence. The course will
critically explore our conceptual grasp of notions like thinking, rationality, and
intelligence from a philosophical standpoint. The aim is to locate the known
shortcomings of current AI with respect to what we understand about human cognition
within debates in epistemology, philosophy of science and ethics. To achieve this, the
course journeys through some fundamental philosophical questions like ‘Can machines
really think in the way humans do, and can they have conscious experiences like
thoughts, desires and emotions?’, ‘Is machine intelligence and human intelligence
comparable or are they fundamentally different?’, and ‘Can machines be held morally
responsible for their decisions and can it learn what is right and wrong?’. The goal is to
equip students with some intellectual tools to successfully navigate the coming age of
intelligent systems.
COURSE TOPICS:
Module I: Philosophical preliminaries
Topic 1: Techniques and devices: argument analysis, logical tools, inference to the
best explanation, conceptual distinctions, thought experiment, belief, knowledge,
evidence, justification, confirmation, explanation, theory, model.
Module II: Metaphysics
Topic 2: The nature of cognition: Turing, Searle, qualia and
consciousness. Topic 3: Computation and the philosophy of cognitive
science
Module III: Epistemology
Topic 4: Nature of deep learning’s success and standard criticisms, contemporary
 version of the rationalist vs empiricist debate, relevant history of philosophy (Locke,
Berkeley, Hume and Kant).
Topic 5: Epistemological issues in AI: adversarial examples and knowledge,
epistemic opacity of deep learning models and interpretability, explanation vs
prediction in philosophy of science, use of deep learning models in science.
Module IV: Ethics
Topic 6: The problem of encoding normative principles, virtuous machines, artificial
moral agents, conditions for responsibility, conceiving singularity and its risks.
READINGS: The complete set of topic-wise readings, including all reference books and
papers, will be made available once the course begins. Given below are the books and
articles, selections from which form which form the core readings for the lectures.
Anderson, M. & Anderson, S. (eds). 2011. Machine Ethics. Cambridge University Press.
Brockman, J. (ed). 2019. Possible Minds: 25 Ways of Looking at AI. Penguin Press.

Buckner, C. 2018. Empiricism without Magic: Transformational Abstraction in Deep

Convolutional Neural Networks. Synthese, 195, 5339–5372.
Buckner, C. 2019. Deep Learning: A Philosophical Introduction. Philosophy Compass.
e12625.
Cain, M. J. 2016. The Philosophy of Cognitive Science. Polity Press.

Curd, M. &Psillos, S. 2014. The Routledge Companion to Philosophy of Science, 2nd Edition.
Routledge.

Henderson, D. and Horgan, T. 2011. The Epistemological Spectrum: At the Interface of Cognitive
Science and Conceptual Analysis. Oxford University Press.

Hetherington, S. 2019. What is Epistemology? Polity Press.

Humphreys, P. 2021. Epistemic Opacity and Epistemic Inaccessibility. In Resch, M. et al (eds)

The Science and Art of Simulation II: Epistemic Opacity in Computer Simulation & Machine
Learning. Springer.

Marcus, G. (2020). The Next Decade in AI: Four Steps Towards Robust Artificial
Intelligence. https://arxiv.org/abs/2002.06177.
Milkowski, M. 2013. Explaining the Computational Mind. MIT Press.

Pearl, J. & Mackenzie, D. 2018. The Book of Why: The New Science of Cause and Effect. Basic
Books.

Perry, J., Bratman, M. & Fischer, J. (eds.) 2015. Introduction to Philosophy: Classical and
Contemporary Readings, 7th Edition. Oxford University Press.

Piccinini, G. 2021. Neurocognitive Mechanisms: Explaining Biological Cognition.

Oxford University Press.

Powers, T. M. (ed). 2017. Philosophy and Computing: Essays in Epistemology, Philosophy of Mind,
Logic and Ethics. Springer.

Rosen, G., Byrne, A., Cohen, J., Harman, E., and Shiffrin, S. 2018. The Norton Introduction to
Philosophy. W.W. Norton and Co.
 Stich, S. & Donaldson. T. 2019. Philosophy: Asking Questions, Seeking Answers. Oxford
University Press.

Sullivan, E. 2021. Understanding from Machine Learning Models. British Journal for the
Philosophy of Science, axz035.
Turri, J. 2014. Epistemology: A Guide. Wiley-Blackwell.

Zednik, C. 2019. Solving the Black Box Problem: A Normative Framework for Explainable
Artificial Intelligence. Philosophy and Technology.
GRADING PLAN:
Type of Evaluation Weightage (in %)
Participation 5%

Assignments (max 700 words each) 25%

Paper 1 (max 2000 words) 20%

Peer reviews of paper 1 10%

Paper 2 (max 3500 words) 30%

Peer reviews of paper 2 10%

OUTCOME: Students learn to think about general conceptual issues in AI and cognitive
science by doing philosophical analysis. This enables them to reflect critically about
developments in a field where hype and hyperboles can overshadow insightful
philosophical debates that have the potential to foster foundational progress. Students
will cultivate the ability to reason out the nuances involved in complex notions like
cognition, rationality, and intelligence. Since this will be a mostly writing-driven course,
students develop the skill to write clear and well thought out expositions on conceptual
matters.
REMARKS: Students are expected to do the assigned readings, which usually does not
take more than 2 hours, before the lecture so as to engage effectively in class
discussions. To do well in this course, students need to read argumentative text, think
on what they have understood and what they have not, dissect arguments and
demonstrate inferences clearly in writing. You must explain why you think what you
think in a rational manner without committing fallacies. Detailed instructions about
evaluation components will be provided once the course begins.

Title of the Course : Molecular Modeling and Simulations

Name of the Faculty : U Deva Priyakumar
Name of the Academic Program : BTech & BTech+MS dual degree programs
Course Code : SC2.316
L-T-P :3-1-0
Credits :4

( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

None
 2.Course Outcomes (COs):

After completion of this course successfully, the students will be able to

CO-1: Describe the different aspects of molecular modeling techniques

CO-2: Describe the fundamental methods of quantum chemistry, molecular mechanics, molecular
dynamics in the context of modelling molecular systems

CO-3: Examine properties of molecules using quantum chemical methods

CO-4: Evaluate the dynamic characteristics of biomolecules such as protein, DNA and RNA using
molecular dynamics simulations.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

CO2 2 2 1 2 1 1 1 1 1 1 1 2 1 2 1 2

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

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

CO5

CO6

CO7

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:

Unit 1: Potential energy surface: Concepts of minima, transition states and higher order saddle
points. Optimization methods: gradient descent, conjugate gradient and Newton-Raphson
methods
Unit 2: Basics of Quantum mechanics: Particle in a box, Hydrogen atom problem, two-body
problem, molecular orbital theory

Unit 3: Practicals of quantum chemistry: Optimization of molecules, Understanding of the

different components of the outputs, calculation of properties like the IR spectrum

Unit 4: Molecular mechanics: Force field equations, Additive forcefields, polarizable and machine
learning forcefields

Unit 5: Molecular dynamics simulations: Integrating Newton’s laws of motion with force derived
from force fields, replica exchange simulations, umbrella sampling simulations

Unit 6: Practicals of molecular dynamics: Set up necessary requirements for MD simulations,

perform short simulations, calculation of thermodynamic properties.

Reference Books:

1. Molecular Modeling by Andrew Leach

2. Molecular Modeling and Simulations by Tamar Schlick

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The course aims to enable students to model a given chemical or biological molecular process.
Lectures followed by practicals on the same aspects will be done in tandem. A bird’s eye view will
be followed where the emphasis is more on the philosophical understanding of the methods
than elaborate derivations of all concepts. The evaluations will be continuous and will test the
students’ understanding of concepts and their implementations in performing a given task.

6.Assessment methods and weightages in brief (4 to 5 sentences):

· Assignments - 20%

· Quiz - 30%

· Exams - 50%

_________________________________________________________________________________
___
Title Of the Course : Multivariate Analysis
Course Code : MA4.405
Faculty Name : Venkateshwarlu M
L—T—F : 3-1-0
Credits : 4
1. Prerequisite: Basic statistics, Matrix analysis, Calculus
2. Course Outcomes
CO 1 Understand the intricacies of simultaneous analysis of several variables

CO 2 Understand the theoretical foundation for multivariate analysis

CO 3 Cover several areas of applications

 CO 4 Understand the statistical inference in the context of several variables

CO 5 Understand the multivariate extensions of standard univariate procedures

CO 6 Understand the additional multivariate techniques and apply them to solve problems

3. Course Articulation Matrix

Cour Program Outcomes Program Specific

se Outcomes
outc
ome 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4
s

1 3 2 2 3 3 1 1 1 2

2 3 3 1 1 3 1 1 1 2 2 1 3 2

2 3 2 2 1 2 1 1 1 2 3 1 2 3

4 3 3 2 2 3 1 1 1 2 3 1 2 2

5 2 3 2 2 3 1 1 1 2 3 2 2 2

6 3 2 1 1 2 1 1 1 2 2 2 3 3

4. Detailed Syllabus

Unit 1 Random variables, vectors, and matrices. Partitioning. Linear functions. Mahalanobis 3 hours
distance

Unit 2 Multivariate Normal, properties, estimation of parameters, Maximum likelihood 3 hours

method, Wishart distribution

Unit 3 Hotelling T-square tests, likelihood ratio test, Union-Intersection test, Confidence 6 hours
intervals and Tests, Tests on subvector

Unit 4 Multivariate analysis of variance, one way classification, Two-way analysis, Tests on 6 hours
subvector

Unit 5 Discrimination, Two groups, Several groups, Tests of hypotheses, Classification, Two 6 hours
groups, Several groups, Estimation of error rates

Unit 6 Multiple regression, Multivariate regression, Fixed x’s, Estimation, Hypothesis tests. 6 hours

Unit 7 Canonical Correlations and variates, Properties, Tests of significance, Interpretation of 6 hours
canonical variates

Unit 8 Principal Components, Methods for discarding components, Interpretation, 3 hours

Relationship between Principal Components and Regression

Unit 9 Basic factor model, estimation of loadings and commonalities, Determining the 3 hours
number of factors, Rotation of factor loadings

References:
 R.A. Johnson, Applied multivariate statistical analysis
T.W. Anderson, An introduction to multivariate analysis
K.V. Mardia, Multivariate analysis

5. Teaching-Learning Strategies
Lectures in class room, weekly tutorials on problem solving, active learning by students.

6. Assessment Methods and Weightage

Assignments 20, Quizzes 20, Mid Semester 20, End Semester 40 marks.

Title of the Course : Music, Mind, and Technology

Course Code : CS9.434
Faculty Name : Vinoo Alluri
L-T-P : 3-1-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course /
Knowledge: None 2.Course
Outcomes (COs):
After completion of this course successfully, the students will be able to
CO-1 appreciate the fundamental concepts of the field of Music Cognition and Technology
CO-2 understand the role of the individual in musical experiences in relation to music
experience including music consumption, music industry, mental well-being, and critically
think about the relationship between diverse fields that comprise music cognition such as
psychology, music information retrieval, and neuroscience.
CO-3 understand the relation between physical aspects of sound and perceptual processes
including sensation and perception
CO-4 understand sound synthesis and analysis in addition to application of machine learning
to various music information retrieval tasks (eg: music genre classification, mood detection,
recommendation)
CO-5 understand music processing in the brain, and effect of individual differences thereof
(eg: musical expertise, empathy, gender). Analyze brain responses to music which includes
an interdisciplinary approach combining sound- and brain-signal processing, statistical
methods, and perceptual experimentation to analyze experimental data from human
neurological experiments
CO-6 combine knowledge gained from CO-1-4 to formulate own research idea and go about
solving it.
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and
ProgramSpecific Outcomes (PSOs) –Course Articulation Matrix
 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
CO1 1 1 1 3 1 1 1 1 1 2 - 1 2 1 1 1
CO2 1 1 1 1 2 2 2 1 1 1 - 1 1 1 2 2

CO3 3 1 1 1 1 1 1 2 1 1 - 1 1 1 1 1
CO4 3 2 1 2 3 2 1 1 3 1 - 2 2 2 1 2
CO5 2 1 2 2 3 1 1 1 2 1 - 1 2 1 1 2

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

Note: Each Course Outcome (CO) may be mapped with one or more Program
Outcomes (POs) and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for
‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping

4. DetailedSyllabus:
Unit 1: Introduction to Music cognition, Evolutionary and Biological significance of music,
Embodied music cognition, evolution of the field of psychology of music
Unit 2: Music experience and Individual differences, Music Emotion
Unit 3: Auditory Processing, Sensation, Perception, Auditory stream segregation
Unit 4: Sound synthesis and analysis
Unit 5: Music information retrieval
Unit 6: Neuromusicology
Reference Material:
Lecture slides and supplementary reading materials (journal articles, review
articles) will be uploaded on the course page on Moodle.
5. Teaching-Learning Strategies inbrief:
Students will be introduced to the broad field of music cognition. The objective of the
course is to give an appreciation of the main concepts of the field of Music Cognition and
Technology. Students will learn about topics in music psychology (from perception to
cognition), familiarize yourselves with music signal analysis and music information
retrieval (MIR), ending with the interdisciplinary field of cognitive neurosciences of music
(with a focus on functional magnetic resonance imaging (fMRI) studies). Apart from this,
the course provides an overview of main areas of contemporary research of music
perception and cognition such as musical preferences and personality, music and
movement, music and emotion, music and mental well-being, and music processing in the
brain.
By attending lectures, in addition to a few guest lectures by leading music researchers
from around the world, students will be exposed to this interdisciplinary field and open
questions. Students learn by working in groups to solve existing open problems in
addition to creating their own research problem and addressing it to the best of their
abilities.
Lectures are highly interactive as the course requires a student to actively participate and
think and be creative. Students learn by doing assignments designed to achieve course
outcomes and collaboratively working on a final project. The final project wherein
students learn by working in teams, especially to devise a research question, identify
hypotheses, operationalize it, deploy it, collect (if necessary) and analyze data and present
the results thereby promoting collaboration, which is very much needed in
interdisciplinary research.
6. Assessment methods and weightages inbrief:
Quiz 1 =10%
Quiz 2 =10%
Assignments = 30%
Final Project = 40%
Class participation = 10%
Title of the Course : Next Generation Sequence Data Analysis
NAME OF FACULTY : Nita Parekh
Course Code :SCI653
L-T-P : 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits :4
Name of the Academic Program: CND

1. Prerequisite Course / Knowledge: Bioinformatics Course

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to

CO-1: Handle confidently different types of next generation sequencing data.

CO-2: Appreciate mathematical and algorithmic concepts for whole genome and exome
assembly, both reference-based and de novo and learn to carry out the analysis on real data.

CO-3: Identify different types of variations in NGS data, viz., small sequence variations, copy
number variations, insertions and deletions, inversions and translocations, and annotate the
variants.

CO-4: Perform differential gene expression analysis using NGS data

CO-5: Use judiciously different tools and databases for end-to-end analysis of NGS data.

The course provides in-depth hands-on analysis of NGS data using various publicly available
resources and prepares the student for his research.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 1 3

CO2 3 2 3 3 2

CO3 3 2 3 3 2

CO4 3 2 3 3 2

CO5 1 1 3

CO6
CO7

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:

Unit 1: Workflow of NGS data analysis, Types of reads - single-end, paired-end, mate-pairs
Sequencing technologies – Illumina, SOLiD, 454 - read lengths, accuracy, biases introduced, etc.
Applications of NGS sequencing - RNA-Seq, De novo sequencing, non-coding RNA
sequencing, bisulphite sequencing, metagenomics by NGS, etc.

Unit 2: Introduction to some basic Unix/Linux/R commands, NGS Data Formats - FASTA, FASTQ, SFF,
VCF, SAM/BAM, etc., Parsing NGS Files (Accessing, Querying, Comparing, etc.)

Unit 3: Algorithms in Short Read Alignments. Alignment based assembly – Bowtie, BWA, De novo
assembly – de Brujin graph. Tools for alignment-based assembly - Bowtie (genome), BWA (genome),
HISSAT (transcriptome)

Unit 4: Downstream analysis of alignment-based assembly. Methods for identification of variants

(genome-level), Data-preprocessing, Data pretreatment, Data analysis for Single nucleotide
variations (SNVs), Structural variations (SVs) - CNVs, indels, inversions and translocations,
Visualization and Annotation of variants, Differential gene expression analysis (CuffDiff) –
(transcriptome-level)

Unit 5: Tools for de novo assembly - Velvet (genome), Soapdenovo (genome), Cufflinks
(transcriptome). Downstream analysis of de novo assembly - Genome annotation, Enrichment
analysis

Unit 6: Small RNA analysis

Reference Books:

1. Research Papers (to be uploaded on course website)

2. Algorithms for Next Generation Sequencing, Wing-Kin Sun
3. https://en.wikibooks.org/wiki/Next_Generation_Sequencing_(NGS)

5. Teaching-Learning Strategies in brief (4 to 5 sentences):

The course will provide the skills to perform comprehensive genome analysis using next generation
sequencing data, both at the whole-genome level (WGS) and transcriptome-level (RNAseq). A major
component of the course is hands-on-sessions, wherein various publicly available resources will be
used to carry out the analysis on real genome/transcriptome data to address biological problems.
The course structure will be one theory lecture followed by one lab session. The course also has a
project component wherein the students will carry an end-to-end
genome analysis using NGS data for a biological problem and submit a term paper on some recent
application of NGS data analysis.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Assignment - 15%
Term paper + Project - 15%,
Mid semester exams - 20%
End semester exam - 50%

Title of the Course : Nonlinear dynamics

Course Code : SC1.315
Faculty Name : Abhishek Deshpande
L-T-P :3-1-0
Credits :4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to

CO-1: Apply geometrical, analytical, and numerical methods for analyzing non-linear dynamics
CO-2: Calculate fixed points and determine their stability
CO-3: Analyze various types of bifurcations in one and two dimensions
CO-4: Analyze limit cycles and their stability
CO-5: Analyze chaotic dynamics
CO-6: Analyze discrete maps and period doubling
CO-7: Apply theoretical methods for analyzing nonlinear dynamics to problems in sciences and
engineering.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 3 1 3 3 1 3 3 3
CO1

3 3 1 1 3 1 3 1 3
CO2

3 3 1 3 3 1 3 3 3
CO3

3 3 1 3 3 1 3 3 3
CO4

3 3 1 3 3 1 3 3 3
CO5

CO6 3 3 1 3 3 1 3 3 3

CO7 3 3 3 3 3 1 3 3 3

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping
4.Detailed Syllabus:
Unit 1: Overview: Capsule history of Dynamics, A dynamical view of world
Unit 2: One-Dimensional flows: Flows on the line, Bifurcations, Flows on the circle

Unit 3: Two-Dimensional Flows: Linear System, Phase Plane, Limit Cycles, Bifurcations
Unit 4: Chaos: Lorenz Equations, One-Dimensional Maps, Fractals

Reference Books:
1. Nonlinear Dynamics and Chaos: With Applications to Physics, Biology, Chemistry
and Engineering by Steven Strogatz
2. Understanding Nonlinear Dynamics by Daniel Kaplan and Leon Glass
3. Simulating, Analyzing and Animating Dynamical Systems: A Guide to XPPAUT for
Researchers and Students by Bard Ermentrout

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The course lectures will involve problem solving and simulations to analyse whether system in
question settles down to equilibrium, keeps repeating in cycles or does something more
complicated. The emphasis will be on geometric thinking, computational and analytical
methods. Interactive tools are used to enhance the understanding. Project ideas from various
disciplines (both engineering and sciences) are considered for the assessment.
6.Assessment methods and weightages in brief (4 to 5 sentences):

• Quiz - 20%
• End semester exam – 30%
• Assignments – 30%
• Project – 20%
_______________________________________________________________________________
Title of the Course : Optical Remote Sensing
Course Code : CS9.436
Faculty Name : Ramachandra Prasad P
L-T-P : 3-0-1
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1. Prerequisite Course /Knowledge:

Basic Physics and computational knowledge.

2. Course Outcomes(COs)
After completion of this course successfully, the students will be able to
CO-1: Comprehend processes of optical remote sensing
CO-2: Describe various sensors and their image characteristics
CO-3: Extract information from satellite imagery using
conventional methods CO-4: Apply advanced computational
techniques for featureextraction
CO-5: Discuss satellite imagery applications (ex. Forest, Urban, Agriculture)
CO-6: Get basics of advanced remote sensing technologies
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course ArticulationMatrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
CO1 1 1 2 1 2 1 1 1 1 1 1 1 2 2 2 2

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

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

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

4. DetailedSyllabus:

Unit-1: Introduction to Remote sensing: What is remote sensing? Earth Observation

Satellites and Platforms (Evolution of platforms, sensors, satellites, national
and international sensors)
Unit-2: Sensor and its characteristics – Classification; Remote sensing instruments,
passive-active, imaging-non imaging, OIR-Microwave, framing-scanning,
mechanical-push broom; Aerial photographs-satellite image; types of
resolutions and their trade off
Unit-3: Physics of Electro Magnetic Radiation (EMR) EMR properties/characteristics-
wave model- particle model; Radiation laws applicable to remote sensing:
EMR interaction with Atmosphere and Earth materials: EMR interactions with
atmosphere, atmospherestructure,
Atmosphere blinds – windows; Absorption-scattering mechanism- types; EMR
interactions with earth surface material-Specular - Diffuse;Albedo.
Unit-4: Data acquisition and image characteristics: Data creation at sensor level –
telemetry- ground station acquisition: Old data formats (BIL, BIP, BSQ) and
current; Data products: Special Products –Processing software, Image
characteristics, and FCC creation-types. Additional ways of Acquiring data in
Non-optical or near Optical Image processing
Unit-5: Image pre-processing: Image restoration- Atmosphere errors, correction-
methods; Correcting geometric distortions – Types of errors, Spatial and pixel
interpolation (types), map
projections and types: Image Enhancement - Contrast and Spatial
enhancement, Hue, Intensity, and Saturation transformations, Densityslicing
Unit-6: Information extraction- Multispectral classification – Visual Interpretation-
Digital classification –Unsupervised, supervised; other classifiers –Deep
learning methods, Fuzzy logic, Decision tree (basic level); post classification
smoothing, Groundtruth, accuracy
assessment.Objectbasedimageclassification,differencebetweenperpixelandobj
ectbased classification. PCA; Image arithmetic, Change detection methods,
State of the Art – Geo-AI. Unit-7: Stereo Imagery - DEM Creation methods,
examples, comparison and Application
Unit-8: Major applications of remote sensing in Vegetation / Terrestrial
ecology/wildlife; Hydrology/Land use / Land cover /Agriculture; Disaster
management
Unit-9: Overview of Advanced topics: Drone imagery – Ultra high resolutions (cm level
 data); Hyperspectral and thermal (near optical); Microwave/Radar
References:

1. Introduction to Remote Sensing by James B.Campbell

2. Remote Sensing and Image Interpretation byThomas.M.Lillesand
3. Remote sensing Digital Image Analysis by J.A Richards and XiupingTia
4. Fundamental of Remote Sensing by CCRS(Online)
5. Principles of Remote sensing by ITC(online)

5. Teaching-Learning Strategies inbrief:

Teaching, discussing current approaches of information extraction, challenges and
limitations with satellite data; Current research papers presentations by students on
chosen topic, writing assignments, periodical evaluation of course project
implemented with open data and tools; applying remote sensing satellite imagery in
different domains, develop an open source tool as part of project or revise
algorithms for feature extraction or for any image processingmethod.
6. Assessment methods and weightages in brief:
1. Assignments [written, labandpresentations] -(20%),
2. Theory [Mid exams-2 (30%) and End e x a m (30%) -(60%)
3. Project [Literature survey, Preliminary and final presentation along with report] -(20%)
*PROJECT: Development of open-source tools, replication of case studies or working
on
new problem using open data and algorithms or any application or improvement of
existing algorithms in processing and feature extraction from
satellitedata
TITLE : Optimization Methods
Course Code : CS1.404
CREDITS : 4 Credits
L-T-P : 3-1-0
TYPE-WHEN : Spring 2022
FACULTY NAME : Dr. Naresh Manwani
PRE-REQUISITE : Strict Prerequisites: NIL

EXPECTED BACKGROUND:

To follow this course, some level of familiarity with linear algebra (specially, vectors and
matrices) is expected. In addition, student is expected to know the fundamentals of algorithms
and some of the popular problems (eg. shortest path.)

OBJECTIVE:

1. To enable students to formulate and solve problems in an optimization framework.

2. To expose a set of powerful tools and techniques to the students. To demonstrate how these
tools (i.e. optimization methods) can be used in practice.

3. To visualize the optimization algorithms and know the numerical and practical issues in their
implementation.

4. To relate the optimization methods to applications in diverse areas.

COURSE TOPICS:
1. CO-1: Linear Programming, Geometric Interpretation, SimplexMethod, Duality, primal dual
method, Interior point methods, Ellipsoidal methods, Computational Issues.

2. CO-2: Integer programming, LP relaxation, Examples from combinatorial optimization.

Shortest paths, network flows and matchings.

3. CO-3: Convex sets and functions. Need for constrained methods in solving constrained
problems.

4. CO-4: Unconstrained optimization, Optimality conditions, Gradient Descent, Newton Method,

Quasi- Newton Methods, Trust Region Methods. Conjugate Gradient Methods. Least Squares
Problems.

5. CO-5: Constrained Optimization, Optimality Conditions and Duality. Convex Programming

Problem. Quadratic Programming. Dual Methods, Penalty and Barrier Methods, Interior Point
Methods.

6. CO-6: Linear Equations, Solutions based Matrix Factorization, Singular Value Decomposition,

7. CO-7: Additional topics (if time permits) related to

1. Specific Algorithms (eg. Cutting plane algorithms, Stochastic gradients)

2. Applications in Approximate Algorithms

3. Computational issues in large scale optimization

4. Heuristic methods for optimization

PREFERRED TEXT BOOKS:

1. S. Boyd and L Vandenberghe, ``Convex Optimization'', Cambridge University Press (Online

Copy available at: http://www.stanford.edu/~boyd/cvxbook/).

2. L Vandenberghe, Lecture Notes for Applied Numerical Computing, (Online available at:
http://www.ee.ucla.edu/~vandenbe/103/reader.pdf).

3. Edwin K. P. Chong, Stanislaw H. Żak, Introduction to Optimization, Fourth Edition, Wiley-

Interscience Series in Discrete Mathematics and Optimization, John Wiley & Sons.

REFERENCE BOOKS:

1. M T Heath, ``Scientific Computing'', TMH (Most of First six chapters)

2. C H Papadimitriou and K Steiglitz, Combinatorial Optimization: Algorithms and Complexity''

(Most of First seven chapters), Dover.

3. D Bertisimas and J N Tsitsiklis, ``Introduction to Linear Optimization'', Athena Scientific.

4. J Matousek and B. Gartner, ``Understanding and Using Linear Programming'', Springer, 2007.
OUTCOME:
This course will help in sharpen the problem-solving skills of students. Students will have
experience informally stating problems with the associated constraints, and solving them with
computer friendly algorithms.

Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

P PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO

O1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O1

C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
2

C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
3

C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
4

C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
5

C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
6

C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
7

GRADING PLAN:

Type of Evaluation Weightage (in %)

Small Quizzes (10 quizzes) 10%

Mid-Sem Exams (2) 30%

End Sem Exam

20%

Assignments 25%
 Term Paper/Project 10%

Scribe 5%

Course Title : Performance modeling of computer systems

Faculty Name : Tejas Bodas
Name of the Program : CSE and ECE
CourseCode : CS3.307
Credits :2
L - T–P :

(L - Lecture hours, T-Tutorial hours, P - Practical hours) 2-0-0

Semester,Year : Spring 2022

(Ex: Spring, 2022)

Pre-Requisites : MA6.101 Probability and

Statistics CourseOutcomes :

Course outcomes (CO's): After completion of the course, the students will able to
1. Explain and identify the role of performance modeling in different computer
systemssuch as data networks, server farms and cloud computingplatforms.
2. Apply Markov chains to model and a variety of computer systems and analyze
their performance metrics like response time, waiting time or job lossprobability.
3. Deriveexpressionsfortheaveragedelayoraveragenumberofjobswaitingforservicei
n a variety of queueingsystems.
4. Design and analyze the performance of multi-server queueing systems that have
applications to cloudcomputing
5. Analyze and understand the impact of scheduling policies like FIFO, LIFO,
processor sharing and random routing on the performance ofqueues.
6. Identifycausesforperformancedegradation(largelatencyproblem)inqueueingsyst
ems and offer easy scalablesolutions

CourseTopics :
Followingisthetentativelistoftopicstobecoveredinthiscourse
in about 12 lectures. (Each lecture is of 90mins.)
Module 1: (2 lectures)
● Motivation to Performance modeling (Modeling = Design +analysis)
● Probabilityrefresher
● Basics of Stochastic processes

Module 2: (2 lectures)
● Discrete time Markovchains
● Continuous time Markov chains

Module 3: Elementary Queues (2 lectures)

● M/M/1queue
● Lossqueues
● Little's law and PASTAproperty
 Module 4; Server-farms and networks (3lectures)
● Multi-serverqueues
● Network ofqueues
● load balancingsystems
● Applications to data centers, cloud computing and distributedsystems

Module 5: Scheduling and resource allocation in computer systems (3 lectures)

● M/G/1 queues
● Performance analysis of FIFO,round-robin, processor sharing,LCFS
● SMART scheduling policies
Preferred Text Books: Performance modeling and design of computer
systems (Cambridge press) by Mor Harchol-Balter (Professor, CMU)

ReferenceBooks : 1) Probabilistic modeling by IsiMitrani

2) Queueing Systems (vol 1 and 2) by Klienrock

E-bookLinks : NA

GradingPlan :

(The table is only indicative)

Type of Evaluation Weightage (in %)

Quiz-1
15
Mid SemExam
30
Quiz-2 15

End Sem Exam 40

Assignments 0
0
Project
0
Term Paper 0

Other Evaluation 0

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 –

Highest, or a ‘-’ dash mark if not at all relevant). Program outcomes are posted at

https://iiitaphyd-
my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby
P O1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO 12 PS O1 PS PS PS
O2 O3 O4
C O1 3 3 3 2 1 1 2 1 1 1 1 2 3 2 3 3
CO2 3 3 3 2 2 1 2 1 1 1 1 2 3 2 3 3

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

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

CO5 3 3 3 2 1 1 2 1 1 1 1 2 3 2 3 3
C06
3 3 3 2 2 1 2 1 1 1 1 2 3 2 3 3
…..

Teaching-Learning Strategies in brief (4-5 sentences) :

● The course is planned to be a fine balance between theory andpractice.

● Traditionally, this course has been a theory intensive course withlittle
emphasis on practical applications. We will however flip thisaround.
● We will introduce theoretical mathematical concepts on a need toknow basis
or as and whenrequired.
● The emphasis will be to look at plenty of practical examples ofqueueing
systems that we encounter not just in our daily lives but also see in advanced
computingsystems.
● The goal is not only to design queueing systems that offer better performance
guarantees but also to be able to analyze such systemsso as to fine tune or
controlthem.
● The 12 lectures are meant to be very interactive, there would be lotof
discussion and exchange of ideas on the design aspect of queueing
systems.
● As for the analysis, ample practice problems and practice assignments would
be provided to gain analyticalexpertise.
==============

Note: This course description format comes into effect from Spring 2022.

Title of the Course : Physics of Soft Condensed Matter

Course Code : SC2.301
Faculty Name : Marimuthu Krishnan
L-T-P : 3-1-0
Credits :4

1.Prerequisite Course / Knowledge:

Science-I and Science-II (for non-CND students); thermodynamics and basic statistical mechanics
(for CND students)

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to

CO-1 Apply theoretical and numerical methods to analyze the structure and dynamics of soft
condensed matter
CO-2 Analyze the time evolution of phase space probability density functions for many-body
systems
CO-3 Calculate radial distribution functions and structure factors for condensed systems
CO-4 Explain density fluctuations and fluctuation dissipation theorem
CO-5 Calculate radial distribution functions and structure factors for condensed systems
CO-6 Explain fluctuation theorems for non-equilibrium systems
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

3 2 1 1 1 2
CO1

3 3 2 2 2 2
CO2

3 2 1 1 1 2
CO3

3 2 1 1 2 2
CO4

CO5

CO6

CO7

4.Detailed Syllabus:
Unit 1: Introduction to soft condensed matter
Unit 2: Phase space probability density functions (PDFs) and their time evolution, Liouville
equation and Liouville theorem
Unit 3: Particle densities and distribution functions, Radial distribution function and pair
correlation functions
Unit 4: Statistical properties of liquids: thermodynamics and structure, static and dynamic
structure factors
Unit 5: Density fluctuations and fluctuation-dissipation theorem
Unit 6: Fluctuation theorems
Unit 7: Mechanics of biomembranes, molecular transport through nanopores, single-molecule
kinetics
Reference Books:
1. Theory of Simple Liquids: With Applications to Soft Matter by I. R. McDonald and J. P. Hansen
2. Principles of Condensed Matter Physics by P. M. Chaikin and T. C. Lubensky
3. Relevant research articles will be provided as additional reading material
5.Teaching-Learning Strategies in brief (4 to 5 sentences):
Lectures will introduce the basic concepts and recent advances in soft condensed matter physics,
with particular emphasis on the equilibrium and non-equilibrium properties of simple liquids,
biopolymers, and macromolecular assemblies. This will be followed by lectures on theoretical
tools needed to understand many-body systems and some discussion on experimental
techniques commonly used to probe soft condensed matter. The course will also have hands-on
sessions on computational analyses of condensed matter systems. As part of reading
assignments, students will be asked to read and present some research articles on some
interesting soft condensed matter systems. Class assignments and mid-term exams will be
used evaluate students' understanding of concepts covered in the course. Computational
projects will be given at the end of the course, which will enable students to apply the concepts
to some real-world problems.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Mid-term exams (20%), Assignments (20%), Final Exam (30%), Projects (30%)
Course Title : Physics of Early Universe
Course Code : SC1.415
Name of the Faculty : Diganta Das
L-T-P : 3-1-0

Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Differentiation and integration, classical mechanics, electricity and magnetism

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completing this course successfully, the students will be able to
CO-1 Explain the large-scale structure of the universe and its observational components
CO-2 Demonstrate understanding of how mass, radiation distribution shapes the dynamics of
the universe
CO-3 Apply their knowledge and calculate dynamical properties of few model universe
CO-4 Discover the thermal history of the early universe
CO-5 Familiarize themselves with several unsolved problems in the research of cosmology

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

2 1 2 3 1 2
CO1
2 1 2 3 1 2
CO2
1 1 2 3 1
CO3
2 2 1 2 3
CO4
3 1 2 3 3
CO5

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:
Unit-1: Universe Observed: Expansion. Isotropy and homogeneity.
Age. Cosmicmicrowave background

Unit-2: Geometry and Dynamics: Universe in the eyes of Newton. Geometry. Mass and curvature.
Freedman equations. Model universes: empty universe, matter or radiation dominated universe,
multi-component universe

Unit-3: Black-body radiation and the early history: Observation of CMB. Recombination and
decoupling.
Last scattering. Temperature fluctuations
Unit-4: Very early history of the Universe: Thermal history. Nucleosynthesis. Cold dark matter
Unit-5: Inflation: Flatness, horizon, and monopole problem. Physics of inflation
Reference Books:
1. Barbara Ryden: Introduction to Cosmology
2. Matts Roos: Introduction to Cosmology

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

This is an introductory course to cosmology. The course is for students who do not have any
knowledge of cosmology. It is also designed to be taught to students from diverse background of
science. In each lecture session, the focus will be on building concepts and intuition about the
physics. It will be followed by hands-on session where application of the concepts to simple
problems will be practiced.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Assignments : 30%,
Quizzes : 30%,
End Semester : 35%,
Attendance : 5%

Title of the Course : Principles of Information Security

Name of the Academic Program : B.Tech. in Computer Science and Engineering
Course Code : CSE418
Credits: 4
L-T-P: 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1. Prerequisite Course / Knowledge:

Basic principles of algorithms.

2. Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to..

CO-1 Discuss mathematic concepts of cryptographic primitives

CO-2 Describe fundamental concepts and algorithms of cryptography,

includingencryption/decryption and hash functions

CO-3 Summarize different authentication techniques and describe programs like PGP &
S/MIME

CO-4 Discuss network security principles, applications, and practices

CO-5 Analyse protocols for various system security objectives using cryptographic tools

CO-6 Evaluate the role of different security mechanisms like passwords, access control
mechanisms, firewalls, etc.

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO PO PO PO PO PO PO PO PO PO1 PO PO1 PS PSO PSO PSO

1 2 3 4 5 6 7 8 9 0 11 2 O1 2 3 4
CO
3 2 1 1 2 1 2
1

CO
3 2 2 2 3 2 2 3
2

CO
1 1 2 1 2 1 1 2
3

CO
2 2 2 2 2 1 2 2
4

CO
2 3 2 3 3 2 2 2
5

CO
1 1 2 1 1 1 2 1
6

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4. Detailed Syllabus:

Unit 1: Introduction: Security Trends, Security attacks, Security services, Security Mechanisms, A
Model for Network Security Model, Classical Encryption Techniques, Symmetric Cipher
Model, Substitution Techniques, Transposition Techniques, Rotor Machines,
Steganography.

Unit 2: Block Ciphers and Data Encryption Standard: Block Cipher Principles, Data Encryption
Standard, Strength of DES, Differential and Linear Cryptanalysis, Block Cipher Design
Principles, Advanced Encryption Standard, Evaluation Criteria of AES,AES Cipher, Multiple
encryption and Triple DES, Block Cipher Modes of Operation, RC4.

Unit 3: Public-key Encryption and Hash Functions: Principles of Public Key Cryptosystems, RSA
Algorithm, Key Management, Message Authentication and Hash Functions,
Authentication Requirements, Authentication Functions, Message Authentication, Hash
Functions, Security of Hash Functions and MACs, Digital Signatures, Authentication
Protocols, Digital Signature Standard.

Unit 4: Network Security Applications: Kerberos, X.509Authentication Service, Public Key

Infrastructure, Pretty Good Privacy, S/MIME , IP Security Overview, IP Security
architecture, Authentication Header, Encapsulating Security Payload, Combining Security
associations, Key Management.

Unit 5: System Security: Secure Socket Layer and Transport Layer Security, Secure Electronic
Transaction, Intruders, Intrusion Detection, Password Management, Malicious Software,
Firewalls, Trusted Systems
Reference Books:

1. W. Stallings, Cryptography and Network Security Principles & Practices, 4th edition, Prentice
Hall, 2005
2. J. Katz and Y. Lindell, Introduction to Modern Cryptography, CRC Press, 2007
3. B. Schneier, Applied Cryptography, 2nd edition, John Wiley & Sons, Inc, 2001
4. Research papers

5. Teaching-Learning Strategies in brief (4 to 5 sentences):

Lectures by integrating ICT into classroom teaching; tutorials involving problem solving; being a
fundamental course, it requires critical thinking and active learning by the students to solve
problems.

6. Assessment methods and weightages in brief (4 to 5 sentences):

Assignments 30 marks

Mid Semester Examination 30 marks

End Semester Examination 40 marks

Title of the Course : Principles of Semiconductor Devices

Course Code : EC2.409
Faculty Name : Anshu Sarje
L-T-P : 3-1-0
Credits :3
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge:
AEC, EW1 & EW2
2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to..
CO-1Describe quantum mechanics basics: Heisenberg’s principle, energy band (conduction &
valance bands, energy gap).
CO-2 Explain the basic physics for PN junctions, MOS, MS junctions, MOSFET & BJT
CO-3Calculate basic semiconductor device parameters and solve problems related to design of
above mentioned semiconductor devices.
CO-4 Design very simple diode & MOSFET circuits
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

P
PO PO PO PO PO PO PO PO PO1 PSO PSO PSO PSO
O PO11 PO12
2 3 4 5 6 7 8 9 0 1 2 3 4
1

CO1 3 1 1 1 1 1 1 1 1 1 1 3 2 2 1 3
 CO 3 3 1 1 1 1 1 1 1 3 1 3 2 3 3 3
2

CO 2 2 3 2 1 1 1 1 1 1 1 3 2 2 3 3
3

CO 2 1 2 3 3 1 2 1 1 1 1 3 2 3 1 3
4

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:
Unit 1: Semiconductor Properties
Unit 2: Quantum Mechanics and Energy Band Theory
Unit 3: Carriers in equilibrium, G-R processes
Unit 4: Carrier Transport
Unit 5:PN Junction physics
Unit6: MOS & MOSFET
Unit7: BJT

Reference Books:
1. Advanced Semiconductor Fundamentals by Robert Pierret
2. Semiconductor Device Fundamentals by Pierret
5.Teaching-Learning Strategies in brief (4 to 5 sentences):
Students will be applying the lecture discussion to solved examples shared with them in the class.
The assignments given will reinforce the concepts. Class room learning will be done in interactive
method as much as possible. Occasionally self assessment test (1minute paper) will be given. In
lab class, students will make simple circuits using simple basic components.
6.Assessment methods and weightages in brief (4 to 5 sentences):

Type of Evaluation [3 credit- lecture] Weightage (in %)

Mid Sem Exam 1 15*

Mid Sem Exam 2 15*

End Exam 25*

Assignments 15

Mini Project 25
 1 minute paper (in class) [weekly
5
prescheduled]

Title of the
Course : ProductManagement101
Faculty Name : Ramesh lognathan
CourseCode :PD2.401
Program :M.TechIYearISemester–ProductDesignandManagement*
L-T-P :3-1-0
( L= Lecture hours, T=Tutorial hours, P=Practical
hours)Credits :2
1.PrerequisiteCourse/Knowledge:

Noprerequisites arerequired
Semester,Year : 1st Sem – Year 1 (Spring,

2022)CourseOutcomes :

Introduction to Product Management. Product management is an organizational

function thatguides every step of a product’s lifecycle — from development to
positioning and pricing — byfocusing on the product and its customers first and
foremost. To build the best possible product,product managers advocate for
customers within the organization and make sure the voice of
themarketisheardandheeded.
CourseTopics :
Product Management Strategies (Product-Market

strategies)DefiningandBuildingproductsforsuccessinthemarkets.

Evaluatingproduct-marketfit

Developaproductmindsetneededtobringviableproducts(orservices)tomarket
Definetheproblemaproductwillsolvewhilemappingthecustomer’sjourneyandarticulateus
erpersonas
Productroadmaps,prototypingdecisionsandproductmanagementtechniquesandp

racticesAgilemethodsofsoftwaredevelopmentandtheProductManagementproces

s.

PreferredTextBooks:None

ReferenceBooks :

E-bookLinks :

GradingPlan :Classquizzes,Labassignments,Miniproject
(Thetableisonlyindicative)
TypeofEvaluation Weightage(in%)
 ClassQuizes 10

Quiz1(noQuiz2) 10

Assignments 30

Project 20
EndSemExam/Termpaper 30

OtherEvaluation

Note:This course description formatcomes into effectfromSpring 2022.

Course : Program Verification

Faculty Name : Venkatesh Chopella
Course Code : CS1.303
Credits : 3-1-0-2
1 Coursestructure

Name Program Verification

Credits 2, Lectures-Tutorials-Practicals=3-1-0 (hours/week)
Instructor Venkatesh Choppella

2 Prerequisitecourses

1. ComputerProgramming
2. DiscreteMathematics

3 Courseoutcomes

A student graduating from the Program Verification course should be

able to perform each of the following sample tasks:
1. CO1:SpecifysimplecomputationalproblemsUselogicandfunc- tional notation
to precisely specify a problem in terms of an input- output relation. This
includes problems related to elementary data structures and
sequentialalgorithms.

2. CO2:ModelsequentialalgorithmsasiterativesystemsModelse- quential
algorithms for searching and sorting and basic graph algo- rithms as simple
iterativesystems.

3. CO3 Prove sequential algorithms correct Write down a complete proof of

total correctness of sequential algorithms for searching and sorting.

4. CO4:UseverificationtoolsDevelopfacilitytousesoftwaretools(Dafny, or Z3 etc.)
for expressing and verifying correctness ofalgorithms
4 Mapping of Course Outcomes to Programme and Programme SpecificOutcomes

Table 1: Mapping of Course Outcomes to programme and

programme specific outcomes

Programme Outcome (PO/PSO) CO1 C02 C03 C04

PO1 3 3 3 3
Engg. Knowledge
P02 3 3 1 1
Problem Analysis
PO3 3 3 3 3
Design/Develop
PO4 2 2 2 2
Complex Problems
PO5 1 1 1 3
Modern tool usage
PO6 1 2 3 2
Engr. & Society
PO7 1 1 1 1
Environment & Sustainability
PO8 1 2 2 1
Ethics
PO9 1 1 1 2
Team work
P10 3 3 3 3
Communication
P11 1 1 1 1
Project Mgmt & Finance
P12 3 2 2 2
Life learning
PS01 3 3 3 3
Specialised knowledge
PS02 3 3 3 3
Roadmap for technologies
PS03 3 3 3 3
Research &
ProgrammeOutcome(PO/PSO) CO1 C02 C03 C04
DevelopmentSkills
PS04 3 3 3 3
Potential for PGstudy
 5 Syllabus

Propositional Logic: Syntax of propositional logic. Evaluation ofpropo-

sitional logic formulas. Analytical tableaux. DeductionSystems.

First Order Logic: Quantifiers, syntax of first order logic. Evaluation.

Deduction Systems. Applications to program specification. Writing
proofs.

SequentialProgrammodelsDiscreteFlows,fixedpoints,convergence,
limitmaps,sequentialproblemsolving,boundfunctionsandinvariants.
Semantics of programmingconstructs.

HoareLogic Programsaspredicatetransformers.Hoarerulesforassign-
ment, sequential composition, conditional composition and
iteration. Proofs in HoareLogic.

6 Texts and References

6.1 Textbooks

MLCS Mathematical Logic for Computer Science, 3rd Edition. Murdoch Ben-Ari.
Springer, 2013. This is the main text for the first half of the course.
Reserve copies in the library.

MICS A Mathematical Introduction to Computer Science. Kasturi Viswanath.

Universities Press, 2008. This is the main text for the second half of
the course. Reserve copies in the library.

6.2 OtherReferences

LiCS Logic in Computer Science. Huth and Ryan. Cambridge University Press.

7 Teaching and Learningstrategies

Lectureswillcoverthetheoreticalfoundationsofprogramverification:propo-
sitional and first order logic and state space models of programs. Lecture
material will also include working with modern theorem provers and
proof assistants in order for students to give a hands-on feeling of
working with logic.Question-
answerdiscussionwillaccompanyeachclass.Assignments will challenge the
student to master proof and modeling techniques. Sum-
mativeassessmentswillbethroughaquiz,mid-semesterandafinalexam.
Readingassignmentswillprecedeeachlecture.Homework(programming)
assignmentswillmostlyinvolvetheuseoftechnologiesrelatedtoverification
ofprograms.

8 Assessment(Tentative)
 Item Weight (%)
Homeworks 35
Quiz 15
Mid-semester exam 20
Final exam 30

Appendix: Programme and Programme Specific Out- comes

Programme Outcomes (POs)

PO1::EngineeringknowledgeUseconceptsfromvarieddisciplinesin-
cludingComputerScience,Electronics,Mathematics,andtheSciences, to
engineer and develop systems of varyingscale.

PO2ProblemanalysisIdentify,formulateandanalyzecomplexengineer-
ingproblemsreachingsubstantialconclusionsusingfirstprinciplesof
Mathematics, Natural Sciences and EngineeringSciences.

PO3 Design/Development of solutions Identify and bring to fore the

necessaryconceptsfromComputerScienceandarriveatcreativeways
to solve problems that take into account the societal, cultural, and
ethicalconsiderations.
PO4ConductinvestigationsofcomplexproblemsInterpolateandex-
trapolatebasedonexistingknowledgebaseandself-learningskillsto
investigate the dynamics of complex problems and findsolutions.

PO5 Modern tool usage Demonstrate requisite hands-on skills to work

withavarietyofsoftwarepackages,libraries,programminglanguages,
andsoftwaredevelopmentenvironmenttoolsusefulinengineeringlarge
scalesystems

PO6TheengineerandsocietyMakejudicioususeofresourcesandun-
derstandtheimpactoftechnologyacrossthesocietal,ethical,environ-
mental, and economicaspects.
PO7 Environment and sustainability Find technological solutions by considering
the environmental impact for sustainable development

PO8 Ethics Practice principles of professional ethics and make informed

decisions after a due impact analysis.

PO9IndividualandteamworkWorkefficientlyinindividualandteam-
oriented projects of varying size, cultural milieu,
professionalaccom- plishments, and technologicalbackgrounds.

PO10CommunicationEffectivelycommunicateandexchangeideasand
solutionstoanyindividualincludingpeers,end-users,andotherstake-
holders.

PO11 Project management and Finance Apply the principles of project

 management in general and software project management in particu-
lar with focus on issues such as the life cycle, scoping, costing, and
development.

PO12 Life-long learning Exhibit the aptitude for independent, continu-

ous,andlife-longlearningrequiredtomeettheirprofessionalandcareer
goals.

Programme Specific Outcomes (PSOs)

PSO1Exhibit specialized knowledge in some sub-areas of Computer Science

andEngineeringsuchasTheoreticalComputerScience,ComputerSys-
tems, Artificial Intelligence, Cyber-physical Systems, Cyber-security
andusethisspecializedknowledgebasetosolveadvancedproblems
PSO2Performgapanalysisintermsofsystemsandtechnologiesandpre- pare
roadmaps for incorporating state-of-the-art technology intosys-
tem analysis, design, implementation, andperformance.

PSO3Demonstrateresearchanddevelopmentskillsneededtodefine,scope,
develop, and market futuristic software systems andproducts.

PSO4Demonstrateknowledgeandskillsattherequireddepthandbreadth to
excel in post-graduate and researchprograms.

CourseTitle :QuantumAlgorithms
FacultyName :ShantanavChakraborty
Nameofthe Program : ComputerScienceElective(UG3,UG4,Dualdegree)
CourseCode : Newcourse
Credits :4
L-T-P:3-1-0(L-Lecture hours,T-Tutorialhours,P-Practicalhours)
Semester,Year:Spring2022

Pre-
Requisites:FamiliaritywithbasicLinearAlgebra,probabilitytheory,discretemath,algorithms
Desirable:Knowledgeofelementaryquantummechanics.

CourseOutcomes: Afterthecompletionofthiscourse,thestudentswillbeable to:

CO.1(Understandlevel)–
Demonstratefamiliaritywiththebasicpostulatesofquantummechanics,
quantum circuits, quantum algorithmic primitives, various basic and advanced
quantumalgorithmsandtheirrunningtimes,different
quantumcomputationalmodels
CO.2(Analyzelevel)– Analyzethebehaviorofbasic andadvancedquantumalgorithms

CO.3(Evaluatelevel)–Review literature onthestate-of-the-artquantumalgorithms

CO.4 (Evaluate level) – Evaluate the complexity of quantum algorithms in various

computationalmodels

CourseTopics:
Unit 1: Introduction to quantum mechanics, qubits, quantum circuits,
Deutsch Deutsch-Jozsaalgorithm
Unit2:QuantumFourierTransform,Simon’salgorithm,Quantumphaseestimatio
n,Shor’sFactoring Algorithm.
Unit3:Grover’ssearchalgorithm,Quantumamplitudeamplification,Analogquantumsearch
Unit4:Quantumwalks,Quantumwalksearch,Elementdistinctnessproblem,Glue
dtreesalgorithm, Adiabatic quantumcomputing
Unit5:Hamiltoniansimulation,Linearcombinationofunitaries,Theblock-
encodingframework
Unit 6: Quantum algorithms for solving linear systems and least squares,
Quantum machinelearning:readingthefineprint
PreferredTextBooks:
Thereisnorequiredtextbookforthiscourse.Goodintroductorymaterial:
• MANielsenandILChuang,IntroductiontoQuantumInformationandComputa
tion,CambridgeUniversity Press (2010)
• P.Kaye,R.LaflammeandM.Mosca,AnIntroductiontoQuantumComputing,Ox
fordUniversityPress (2007)
Thesetwo bookscontainalmostallthetopicstobecoveredin Unit1,Unit2and Unit 3.
ReferenceBooks:
Thefollowinglecturenotesarealsorecommendedreadingmaterial:
• Lecturenotes onQuantumComputationbyJohnPreskill(Caltech)
• Lecturenotes onQuantumAlgorithmsbyAndrewChilds(U.Maryland)
• LecturesnotesonQuantumComputation byRonaldde Wolf(CWI)
Theselecturenotesareupdatedperiodicallyandcoverssomeofthemorerecent
topicsonthesubject(Unit4,Unit5,Unit6).
Agreatself-learningmaterialforbeginnersis“Whynowistherighttime tostudy
quantumcomputing”,byAramHarrow.
Additionally,wewillbeusingvariousresearcharticlesthroughoutthecourse.
GradingPlan:

TypeofEvaluation Weightage(in
%)
20
Assignments
15
Quiz

Courseproject 35
30
FinalExam

Courseprojectdetails:
Students have to submit a course project where they have to work on a
topic related to
quantumalgorithms.Whilealistofsuggestedtopicswillbemadeavailable,stude
ntsarefreetochoosetheirown topic. Along with surveying prior art, the
students are strongly encouraged to identify orpropose
newresearchdirections inthatarea.
The students can work on their own or form small groups of 2-3 students.
The course projectevaluationwillhavethefollowingcomponents:
 • Projectproposal(5%of projectgrade)– tobesubmittedbytheendof Lecture12

• Projectpresentation(40% ofprojectgrade)–to bemadetotheclass(mandatory

10minsallocatedforquestions)

• Paper(55%ofproject grade)–to besubmittedbythe end ofthecourse

MappingofCourseOutcomestoProgramObjectives:(1–Lowest,2—Medium,3–
Highest,ora‘-’dashmarkifnotat allrelevant).Programoutcomes are postedat

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 2 2 2 1 1 1 - - 2 2 1 2 3 2 3 3

CO2 2 2 3 1 2 - - - 2 2 1 2 3 2 3 3

CO3 2 2 3 1 1 - - - 2 2 1 2 3 2 3 3

CO4 2 2 3 1 1 1 - - 2 2 2 1 3 2 3 3
Teaching-LearningStrategiesinbrief(4-5sentences):

Thelectureswillfacilitateinter-studentandfaculty-
studentdiscussionsbyincorporatingsmallin-
classexercises.Therewillbehomeworkassignmentsthatwouldhelpthestudenttore-
engagewiththeessentialcomponentsofthelectureandwilltestthestudent’sabilitytoapplyk
eyconceptslearnt, and also inform the faculty of the progress being made by the
students in acquiring
them.Giventheadvancednatureofthecourse,therewillbeasignificantexploratorycompone
nt:studentswillhavetosubmitacourseprojectonatopicrelatedtoquantumalgorithms,wher
einthestudentswillbeencouragedtonotonlyreviewexistingliteratureonthetopicbutalsoex
plorethepossibility of identifying new possible research directions. Project
presentations will facilitate inter-student discussions andexchangeofnewideas.
==============

Note:ThiscoursedescriptionformatcomesintoeffectfromSpring2022.

Course Title : Questions of Crime and Punishment in Literature

Faculty Name : Nazia Akhtar
Name of the Program : Ethics 2 Sub-Elective
Course Code : HS0.208
Credits : 2 credits
L-T-P : 18 Lecture hours (12 classes)
Semester, Year : Spring 2022
Pre-Requisites : Introduction to Human Sciences, Ethics 1 (Basics)

Course Description :
What are the ethical questions that human beings struggle with? How do we make ethical
choices? For that matter, how do ethical choices present themselves to us in the first place? How
do we define a moral life as individuals? The study of ethics offers ways to approach ethical
questions and lets us deliberate and think about them. Ethics have also always been an important
concern of literature. Literature places human beings in a specific context and gives us a glimpse
into their lives, choices, and actions, allowing us to see how these play out and what are the
motivations, implications, and consequences involved. The impact and influence of creative
writers, such as Fyodor Dostoevsky and Leo Tolstoy, on discussions of the big questions with
which humanity grapples far exceed their specific context and milieu and remain relevant in
today’s world. This course will provide students the opportunity to examine, analyse, and discuss
age-old ethical and moral dilemmas through their writings.

Course Outcomes :
On successful completion of this course, students will be able to
4. examine key ethical concepts and explain how they work in a given context. These skills
are portable and will stand students in good stead in the study and application of ethics in
broader contexts.
5. assess how one of the most prominent creative writers and thinkers in history
approached fundamental ethical questions, and analyse the development of ethics in his
work.
6. synthesize their knowledge of theories and concepts in ethics with the ability to think and
communicate carefully about ethical questions beyond casual statements or impressions,
strengthening fundamental skills in critical thinking.

Course Topics :
Module I:
• Introduction: Ethics in the World
• Historical and Socio-Cultural Context
Module II:
• Ethical Questions in Crime and Punishment: ethical relativism, egoism, consequentialism,
deontology, virtue ethics, feminist ethics
Module III:
• Ethics in Dialogue and Debate: “The Grand Inquisitor,” Dostoevsky vs. Tolstoy

Preferred Text Books :

• Dostoevsky, F.M. Crime and Punishment. Translated by Richard Pevear and Larissa
Volokhonsky. Vintage, 1993.
• Shafer-Landau, R. 2019. Living Ethics: An Introduction with Readings. Oxford University
Press.

Reference Books :

• Cahn, S. M. ed. Exploring Ethics: An Introductory Anthology 5th Edition. Oxford University
Press, 2020.
• Leatherbarrow, W.J, ed. The Cambridge Companion to Dostoevskii. Cambridge University
Press, 2002 (Reprint 2004).
 • Shafer-Landau, R. Ethical Theory: An Anthology 2nd Edition. Wiley-Blackwell, 2013.
• Stich, S. and Donaldson, T. Philosophy: Asking Questions, Seeking Answers. Oxford
University Press. 2019.
• Vaughn, L. Doing Ethics: Moral Reasoning, Theory and Contemporary Issues 5th Edition. W.
W. Norton and Co, 2019.

E-book Links : –
Grading Plan :
Type of Evaluation Weightage (in %)
Quiz-1 (3-5 questions; answers of 200-
20%
300 words)
Assignment 1 (1000-word essay) 30%
Quiz-2 (3-5 questions; answers of
20%
200-300 words)
Assignment 2 (1000-word essay) 30%

Mapping of Course Outcomes to Program Objectives:

PO
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
12

CO1 3 2 3

CO2 2 3 3

CO3 3 3 3 3

Teaching-Learning Strategies in brief (4-5 sentences) :

The teaching-learning strategy in this course will consist of lectures based on set readings, which
students are expected to complete in advance of the class. These lectures will incorporate
prompts for classroom discussion and activities based on the readings to enable active learning
and critical thinking. This learning will be further consolidated through assessments that will be
designed to test and develop the student’s knowledge and skills, especially interpretative reading
and writing.

Title of the Course : Readings in Indian Literatures

Course Code : HS1.202
Faculty Name : Sushmita Banerji
L-T-P : 3-0-0
Credits :4
1.Prerequisite Course / Knowledge:

None

2.Course Outcomes (COs):

After completion of this course successfully, the students will be able to

CO-1: Engage in the pleasure and challenge of the close reading of literary texts

CO-2: Look at modern Indian literatures in translation to see how individuals imagine their own,
particular lives and create a sense of a shared past and a shared culture

CO-3: Explore, among other issues, how the self is constructed through reading and writing, the
relationship between memory and identity,

CO-4: Interrogate claims of authenticity or truth

CO-5: Studythe oscillation between interior and exterior life, and the peculiarities of individual
voice.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 2

CO2 2

CO3 1

CO4 1

CO5 1

…..

…..

4.Detailed Syllabus:

Unit 1: Individual and Society

Unit 2: Histories in the making
Unit 3: Troubled corners of our making
Reference Books:

Ahmad, Aijaz. In Theory: Classes, Nations, Literatures. London: Verso, 1992.

Bennet, Tony and John Frow, eds. The Sage Handbook of Cultural Analysis. London: Sage
Publications, 2008.

Grassman, Edith. Ed. Why Translation Matters, Orient Blackswan. New Delhi.2011

Nandy, Ashish. The Intimate Enemy: Loss and Recovery of Self under Colonialism. OUP, Delhi.1983

Tiwari, Shubha. Ed. Indian Fiction in English Translation. New Delhi, Atlantic, 2005

Text Books:

Raag Darbari (Shrilal Shukla, 1992)

Agnisakshi: Fire, My Witness (Lalithambika Antharjanam, Trans. 2015)

Herbert (Nabarun Bhattacharya, Trans.2019)

Ghachar Ghochar (Vivek Shanbaugh)

A Country Without a Post Office (Agha Shahid Ali, 2013)

These Hills Called Home: Stories from a War Zone (Temsula Ao)

The Black Hill, (Mamang Dai, 2014)

5.Teaching-Learning Strategies:

Students are expected to read up to 8 books in the course of the semester, watch any video
lectures made available, and view films when required. This class is based on close reading of the
texts prescribed and relies heavily on student participation and discussion.

This class shall deal with material students might disagree with. All informed disagreements,
opinions, and discussions are encouraged. It shall however be the instructor’s right to shut down
any disrespectful behaviour.

6.Assessment methods and weightages:

Type of Evaluation Weightage (in %)

In-class Quiz x 2 10% x 2 = 20%

Term Paper 1 20%

Term Paper 2 20%

Term Paper 3 20%

Term Paper 4 20%

Title of the Course : Robotics: Planning and Navigation

Course Code : EC4.403
Faculty Name : Madhava Krishna K
L-T-P :3-1-0
Credits :4

Prerequisite Course / Knowledge:

Computer Programming, Data Structures and Algorithms. Knowledge of Functional Optimization

is a plus.
Course Outcomes (COs):
After completion of this course successfully, the students will be able to..

CO-1 :Demonstrate familiarity with different paradigms in robotic motion planning

CO-2:Analyze robotic planning algorithms in the context of navigating in an environment to
accomplish a goal
CO-3: Explain the significance of mathematical frameworks of functional optimization as well as
robot kinematics in robotic planning and navigation tasks.
CO-4: Apply principles of functional optimization and robot kinematics to propose analytical
frameworks, algorithms for solving real world problems in robotic motion planning, navigation.
CO-5: Create and Simulate the algorithms using state of the art software and libraries and
evaluate its performance on specified tasks
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

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

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

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

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

Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs). Write
‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping
Mapping with PSOs, where applicable.

Detailed Syllabus:

Unit 1: Classical AI Based Planning and its Limitations

Unit 2: Sampling Based Kinematic Planners, Trajectory Optimization
Unit 3: Model Predictive Control and Velocity Obstacles for Dynamic Scenes
Unit 4: Uncertainty Modelling, Planning under Uncertainty
Reference Books:

1. Trajectory Planning for Automatic Machines and Robots by Luigi Biagiotti · Claudio
Melchiorri
2. Introduction to Robotics: Mechanics and Control by John J Craig

Teaching-Learning Strategies in brief (4 to 5 sentences):

Classes invoke rich graphical content in the form of images, representations, videos to elucidate
difficult concepts in robotic motion planning. Code walkthroughs, simulation of algorithms used
to enhance understanding. Learning by doing, coding and simulation is highly promoted and
encouraged. Students understand difficult mathematical concepts and abstraction by coding it
using state of the art software, simulation frameworks, libraries and solvers.
Assessment methods and weightages in brief (4 to 5 sentences):
 − Programming Assignments: 50%

− Mid Sem : 20%

− End Exam: 30%

Course Title : Science & Technology: Critical perspectives

Name of the Faculty : Harjinder Singh
Name of the Academic Program : CHD
Course Code : TBD
L-T-P : 3-1-0.
Credits :2
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge: None
2.Course Outcomes (COs) :
After completing this course successfully, the students will be able to
CO-1 Explain diverse perspectives on Science & Technology with an ethical scrutiny.
CO-2 Demonstrate understandingof how science and technology have differential effects on
different sections of society.
CO-3 Apply their knowledge to critically and ethically evaluate applications of science and
technology to social problems.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO
PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
1

CO1

CO2

CO3

CO4

CO5
Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping
4.Detailed Syllabus:
Unit-1: The problem of knowledge and science as an episteme; the nature of technology
Unit-2: Deterministic nature versus social construction of science and technology; differential
effects on different sections of society

Unit-3: General critique of science - feminist critique, post-modern critique, etc.

Unit-4: Specific instances of ethical violations - abuse of science and technology, illustrations
from biotechnology, technology of war, etc.

Reference Books:
1. Maurizio Iaccarino, Science and ethics, EMBO Rep. 2001 Sep 15; 2(9): 747–750
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1084045/ (and references therein)
2. R. Volti, Society and Technological Change, Worth Publishers, NY, USA, 2009
5.Teaching-Learning Strategies in brief :
Interactive class room teaching, multiple quizzes; enciuragement for brief student
presentations.
6.Assessment methods and weightages in brief :
Assignments: 30%,
Class Quizzes : 20%,
End Semester: 40%
Term Paper : 10%
A jump in grade will be awarded for an exceptional term paper. Plagiarism of any degree will
invite a ‘F’ grade with no discussion.

Title of the Course : Science, Technology and Society

Faculty Name : Radhika Krishnan
Name of the Academic Program : CHDCore offered to UG2 (fourth semester of the CHD
program). Also offered as an HSS Elective.
Course Code : HS7.301
L-T-P : 3-0-0
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits: 4
1.Prerequisite Course / Knowledge: Thinking and Knowing in the Human Sciences I and II (Core
courses the CHD program) or Introduction to Sociology.

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to.

CO-1:

Students will be introduced to the discipline of science and technology studies (STS) and the
questions that STS seeks to address. Students will have a working knowledge of the key
methodological and theoretical frameworks within STS, as well as the key debates within STS, and
the significant contributions of STS scholars.
CO-2:

Students will understand the various approaches within the broad domain of the social
construction of science.

CO-3:

Students will learn about how technology shapes and in turn shaped by social, economic,
political and cultural factors. They will understand various theories and methods under the broad
rubric of the social construction of technology, and will be exposed to the debates between
technological determinism and social construction of technology.

CO-4:

Students will be encouraged to identify values embedded in technical systems, and the potential
as well as limitations of human and non-human agency. Students will have the conceptual ability
to analyse various aspects of the society-technology interface.

CO-5:

CHD students will be able to think more deeply about confluence between the social sciences
and the digital world of computing. This will help them think about possible research approaches
and questions which they can later pursue.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

Matrix for CSE

P PO PO PO PO PO PO PO PO PO1 PO PO PS PS PS PS
O1 2 3 4 5 6 7 8 9 0 11 12 O1 O2 O3 O4

CO 1 1 3 3 3 2
1

CO 1 1 3 3 3 2
2

CO 1 1 3 3 3 2
3

CO 1 1 3 3 3 2
4

CO 1 1 3 3 3 2
5

….
.

….
.

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

Matrix for ECE

P PO PO PO PO PO PO PO PO PO1 PO PO PS PS PS PS
O1 2 3 4 5 6 7 8 9 0 11 12 O1 O2 O3 O4

CO 1 1 3 3 3 2
1

CO 1 1 3 3 3 2
2

CO 1 1 3 3 3 2
3

CO 1 1 3 3 3 2
4

CO 1 1 3 3 3 2
5

….
.

….
.

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:

Unit 1:

Structure and functioning of the scientific community (rules, norms, values). Social construction
of scientific knowledge (controversies and the problem of replication, science as a negotiated
process, role of interests). Strong Programme, Sociology of Scientific Knowledge, Empirical
Programme of Relativism

Unit 2:
Introduction to Technology Studies: Understanding the technological visions of Jacques Ellul and
Lewis Mumford.

Unit 3:

Social construction of Technology (SCOT): Introduction to the ideas of Michael Callon, Trevor
Pinch, Wiebe Bijker, Bruno Latour, Thomas Hughes.

Unit 4:
Technological determinism and its debates with Social Construction of Technology:
Introduction to the ideas of David Noble, Langdon Winner, Robert Heilbroner, David
Harvey, Nathan Rosenberg.
Unit 5:

Digital Technologies in society: Discussion of recent research and case studies related to digital
technologies.

Reference Books:

Harry M Collins and Trevor Pinch, The Golem: What You Should Know About Science (Cambridge:
Cambridge University Press, 1998 [2nd edition]).

Jacques Ellul, The Technological Society (London: Vintage Books, 1954).

Langdon Winner, Autonomous Technology: Technics-out-of-control as a Theme in Political Thought

(Cambridge, Massachusetts and London: MIT Press, 1978).

Lewis Mumford, Myth of the Machine: Technics and Human Development (London: Harcourt Brace
Jovanovich, 1967).
Lewis Mumford, Technics and Civilization (London: Routledge, 1934).

Manuel Castells, The Rise of Network Society (London: Wiley, 2009).

Merritt Roe Smith and Leo Marx (eds.), Does Technology Drive History: The Dilemma of
Technological Determinism (Cambridge, Massachusetts and London: MIT Press, 1994).

Robert Merton, The Sociology of Science (London: The University of Chicago Press, 1973).
Sergio Sismondi, An Introduction to Science and Technology Studies (Sussex: Wiley –Blackwell,
2009).

Wiebe Bijker and Trevor Pinch, The Social Construction of Technological Systems (Cambridge,
Massachusetts and London: MIT Press, 2012).

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

Students are introduced to theories and concepts through lectures. Discussions and
interventions in the classroom are highly encouraged. Case studies will be used extensively to
explain theoretical concepts. This course involves 2 projects (one will deal with sociology of
science, and the other will involve studying digital technologies using theories and methods in
STS). The idea behind these projects is to bring together theory and practice. In addition,
students are given 4 reading-based assignments through the course, which will help them to
understand the concepts in some depth.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Type of Evaluation Weightage (in %)

Project 1 20%. Related to the Sociology of Science

30%. Related to analysis of the society-technology

Project 2
interface using STS concepts and theories

Assignment 1 12.5%. Related to Unit I

Assignment 2 12.5%. Related to Unit II

Assignment 3 12.5%. Related to Units III/IV

Assignment 4 12.5%. Related to Unit V

TitleoftheCourse :SoftwareEngineering
CourseCode : CS6.401
Faculty Name : Raghu Reddy
L-T-P : 3-0-1

Credits :4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. PrerequisiteCourse/Knowledge:
Students must have taken Intro to Software Systems, Design and Analysis of Software
Systems or Equivalent courses
2. CourseOutcomes(COs)(5to8fora3or4creditcourse):

After completion of this course successfully, the students will be able to…

CO-
1:Demonstratefamiliaritywithvariousprocessmodels,designpatterns,architecturepattern
sandthe characteristics of good softwarearchitectures
CO-2 Apply principles of user interface design, sub-system design and analyze the
designs for good Software Engineering principles
CO-3: Demonstrate the use of tools to quantitatively measure and refactor existing
software systems
CO-4: Compare design trade-offs between different patterns and/or different
implementations of the same pattern
CO-5: Design the major components and user interface for a small-scale software system
using modeling approaches such as UML class diagrams, and sequence diagrams
CO-
6:Critiquethequalityofasoftwaredesignanduseproductqualitymetricstoassessthequalityo
fdelivered software
 3. MappingofCourseOutcomes(COs)withProgramOutcomes(POs)andProgramSpecificOutco
mes (PSOs)–CourseArticulationMatrix

PO1 PO2 PO3 PO PO PO6 PO7 PO PO9 PO10 PO11 PO12 PSO1 PSO PSO PSO
4 5 8 2 3 4
CO1 1 2 1 1 1 1 1 1 2 2 1 1 1 1 1 1
CO2 1 2 2 2 2 2 2 1 3 3 2 2 1 1 2 1
CO3 2 1 2 3 3 1 1 1 2 2 2 2 2 2 1 2
CO 2 1 2 2 2 1 1 1 3 3 2 2 1 1 2 2
4
CO5 1 1 2 2 2 1 1 1 3 3 1 1 2 1 2 2
CO 1 2 3 3 3 1 1 2 3 3 1 2 2 2 2 2
6

Note:EachCourseOutcome(CO)maybemappedwithoneormoreProgramOutcomes(POs)andPSOs.
Write‘3’intheboxfor‘High-level’mapping,2for‘Medium-level’mapping,1for‘Low’-level’mapping

4. DetailedSyllabus:

Unit1:SoftwareDevelopmentLifecyleandimportanceofarchitectureanddesigninthelifecyc
le,Process models; Modeling usingUML.
Unit 2: Anti-patterns; Metrics and Measurement; Reverse Engineering and Refactoring.
Unit 3: Design Principles and Classification of Patterns
o Structural patterns: Adapter, Composite, Façade, Proxy,Decorator
o Behavioral patterns: Iterator, Observer, Mediator, Command, Memento,
State,Strategy,
Chain of Responsibility
o Creational patterns: Abstract Factory, Builder, Singleton, FactoryMethod

Unit 4: Software architecture and Architectural business cycle; Quality attributes and
Tactics for achieving attributes; Architectural styles and Techniques; Designing
Architectures, Case studies.

Reference Books:
1. Design Patterns: Elements of Reusable Object- Oriented Software. E. Gamma, R. Helm, R.
Johnson, and J. Vlissides. Pearson, 2015, ISBN-13 :978-9332555402
2. Refactoring: Improving the Design of Existing Code. Martin Fowler. Addison-Wesley,
2018. ISBN-13 : 978-0134757599
3. Software Architecture in Practice, 3rd edition by Len Bass, Paul Clements and Rick
Kazman, Addison- Wesley, 2012. ISBN-13 :978-9332502307

5. Teaching-LearningStrategiesinbrief(4to5sentences):
The course is delivered using project based learning methodology. Topics like software
subsystems modeling, design analysis, design trade-offs, language agnostic designs
and component-based software development are taught and reinforced via unit level
projects. The lectures emphasize the study and development of software sub-systems,
comprehension and analysis of design quality attributes. The focus is on application of
these concepts to concrete design problems through in-class design exercises and
analysis of existing designs of currently implemented software systems. Entire class is
 run in a studio mode to facilitate discussion between
studentteamsanddiscussdesigntrade-
offsamongstudentswithinstudentteams.Studentspresenttheirdesigns and
implementations to other students who are expected critique thedesigns.
6. Assessmentmethodsandweightagesinbrief(4to5sentences):

Final Exam 22 %
Mid-term Quiz 12 %
Unit Questions 12 %
3 Unit Projects (2 * 17) + (1 * 10) 44 %
Other In-class Activities 10 %

Course Title : Software Programming for Performance

Faculty Name : Suresh Purini
Course Code : CS3.302
L-T-P : 3-1-0
Credits :2
Name of the Academic Program: B-Tech in Computer Science and Engineering
(L=Lecture hours, T=Tutorial hours, P=Practical hours)
1. Prerequisite Course/Knowledge
Basics of Algorithm Analysis, Computer Architecture
2. Course Outcomes (COs)
After completion of this course successfully, the students will be able to

CO-1. Explain the algorithmic optimizations necessary to improve the performance of a software
on a uniprocessor.
CO-2. Analyze cache dependent performance of algorithms

CO-3. Employ cache-aware (such as tiling)/cache oblivious (such as recursive multiplication)

optimizations to improve program performance

CO-4. Analyze the software performance improvement using SIMD Array Processing and Vector
Processing Architectures

CO-5. Explain different concurrency platforms such as Pthreads, Threading Building Blocks.

CO-6. Develop multicore programs using OpenMP pragmas

CO-7. Explain the basics of GPU architecture

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

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

CO3 3 1 - 2 - - - - 3 1 - 3 3 1 1 1

CO4 3 3 - 3 1 - - - - 1 - 3 3 3 1 3

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

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

CO7 1 1 - 1 - - - - - 2 - 3 1 1 1 1

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs.

Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4. Detailed Syllabus

Unit 1:Algorithmic optimizations – Introduction to optimization of matrix multiplication:

Language dependent performance, Loop ordering, compiler optimization, loop parallelization,
tiling, vectorization

Unit 2:Memory Hierarchy aware Optimizations – Review on Caches, Conflict misses, Ideal Cache
Model and cache misses, Cache analysis of matrix multiplication, Tiling, Recursive Matrix
Multiplication

Unit 3:Using SIMD units – Flynn’s Taxonomy, Data Parallelism, SIMD Array Processing, Vector
Processing – Vector Registers, Vector Functional Units, Memory Banking, Basic Vector Code
Performance, Vector Chaining, Multiple Memory Ports, Masked Vector Instructions

Unit 4:Programming Multi-cores – Shared Memory Hardware, Concurrency Platforms – Pthreads,

Threading Building Blocks, OpenMP – Creating Threads, Synchronization: critical, barrier, Parallel
loops, Data Sharing, Memory model

Unit 5:Acceleration using Hardware Accelerators (GPU)

Reference Books:
No specific text book, but the material would be taken from different books such as:

1) Cormen, Thomas H., et al. Introduction to algorithms.

2) Hennessy, John L., and David A. Patterson. Computer architecture: a quantitative approach.

5. Teaching-Learning Strategies in brief

Weekly lectures cover the topics in the syllabus. Tutorials cover how to use some tools for
measuring performance of software implementations. There are couple of assignments that will
provide the students experience in programming some functions and improve the performance
employing the techniques learned in theory. Firstly they would learn how to improve cache
performance and then exploit parallelism in code by employing multicore programming using
OpenMP.

6. Assessment methods and weightages in brief

 Type of Evaluation Weightage (in %)

Quizzes 40

Assignments 60

_________________________________________________________________________________
___
Course Title : SpatialDataScience
Faculty Name : KSRajan
NameoftheProgram : OpentoAllProgramsonCampusatUG,PG/PhDLevel
CourseCode :(PG-2levelcourse)
Credits :4
L-T–P :3-1-0
(L-Lecturehours,T-Tutorialhours,P-Practicalhours)

Semester,Year:Spring2022
(Ex:Spring,2022)
Pre-Requisites :BasicunderstandingofLocationalDataandComputing–
AnyUG3,UG4,M.Tech.,MS,andPh.D.studentshouldbeabletotakeit.
PriorcourseworkinSpatialInformaticsmayhelp.
CourseOutcomes :
CO-
1:DescribehowSpatialDataSciencehelpsuncoverpat
ternsCO-
2:ApplyGeospatialtechniquestoPreparethedatafor
analysis
CO-3:Analyzethespatialandtemporaldataandinterpretitsoutcomes
CO-4:AssessmentofapplicationofSpatialdatascienceinkeydomainareas
CO-
5:Designresearchprojectsthathelpssynthesizethelearningintoanapplication
CourseTopics :

Module1:IntroductiontoSpatialDataScience
- WhatisspecialaboutSpatialDataandGeo-AI?
- HowSpatialandSpatio-temporalBigDatahelpsuncoverpatterns?
- SpatialDataHandlingincludingspatialdatamodels,dataformats
- ChallengestocomputingapproacheswhenappliedtoSpatialData–
EffectsofTopology
Module2:GeospatialDataAnalysisandModelling
- VectorDataSpatialAnalysis
- RasterDataSpatialAnalysis
- HowtousetemporaldatainconjunctionwithSpatialdata
- GeoSpatialDataM
odellingModule3:SpatialSciences
- SpatialStatisticsincludingSpatialauto-correlation,Spatialtessellation
oDataMiningapplicationsonSpatialdataincludingSpatio-
temporalDataMining
 -NetworkAnalysisandGraphtheory
-FewrelevanttopicsfromComputationalGeometry
-Geovisualization–
MapstoWebGISModule4:SpatialClassification
andPrediction
- Spatialdecisiontrees
- MachinelearningasappliedtoSpatialDataincludingSpatial-
awareNeuralNetworks
- HotspotAnalysis
- SpatialOutliersdetection

Module5:ApplicationsofSpatialDataScience
- PublicHealth–
monitoringandmappingdiseases,riskanalysisanddiseasespreadm
odelling
- Agriculture–
cropgrowthmonitoring,cropyieldpatternsandresourceconstraint
s
- Locationbasedservices–routingapplications,ride-
sharingalgorithms,optimal location

PreferredTextBooks:
1. SpatialComputing,ByShashiShekarandPamelaVold.TheMITPress.2020
2. GIS–
Acomputingperspective.ByMichealWorboysandMattDuckham.CRCPress
;2ndedition2004
3. SpatialDatabases:ATour.ByS.ShekharandS.Chawla,PrenticeHall,2003,ISB
N013-017480-7.
4. SelectedResearchPapersandArticles(willbesharedwiththetopicstaughto
nthecourse portal)

ReferenceBooks :
1.GeographicalDataScienceandSpatialDataAnalysis-
AnIntroductioninR.ByLexComberandChrisBrunsdon.SAGEPublications
Ltd.2020
E-bookLinks :WillbeprovidedinClassasappropriate

GradingPlan :

TypeofEvaluation Weightage(in%)
15.0
ClassQuizzes
MidSemExams–2 20.0
EndSemExam 30.0
PaperreviewsandPresentationsby 10.0
eachStudentinClass
Project/Termpaperdemonstratingthe 25.0
Practicalapplications

MappingofCourseOutcomestoProgramObjectives:
 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 3 1 1 3 - - - 1 2 - - 3 2 - - -

CO2 2 - - - 3 - - - 2 - - - 2 - 2 2

CO3 3 2 - - 3 - - - 2 - - - 2 2 3 2

CO4 3 2 3 3 2 2 - 3 2 3 - 3 3 2 2 3

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

Teaching-LearningStrategiesinbrief(4-5sentences):

Teaching-Learning
Lectur
esGue
stLect
ures
Readingresearchpapers
ClassparticipationinQ&A,discuss
ionsOnlinediscussionsoverMST
eams
Learningbydoing
ShortPresentationandDiscussionledbyStu
dentCourseprojectonconceptualizationa
ndimplementationRealworldapplications
Multi-disciplinaryapproach
Note:ThiscoursedescriptionformatcomesintoeffectfromSpring2022.

Title of the Course : Stability of Structures

NAME OF FACULTY :Sunitha Palissery
Name of the Academic Program: M. Tech in CASE
Course Code : CE1.602
L-T-P : 3-1-0
Credits :4

1. Prerequisite Course / Knowledge: Design of RC and Steel Structures (Undergraduate course

content)

2. Course Outcomes (COs):

After completion of this course successfully, the students will be able to:
CO-1. Develop knowledge and skills to mathematically formulate structural stability criteria of
steel members
CO-2. Employ the computer application skills in developing structural models to perform buckling
analysis and predict stability of frames
CO-3. Demonstrate problem solving skills for various instability modes and work towards a
research-based approach to the stability design of steel frames
CO-4: Apply buckling and stability analysis methods, to address practical stability design problems
CO-5. Analyze ethical and effective structural design practices to preclude stability failure of steel
structures and towards reasonably good behavior under extreme loading conditions
CO-6. Reorganize inter-personal skills required to manage possible negotiations with structural
engineering design practitioners towards a stable steel structure

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for
‘Low’-level’ mapping

4.Detailed Syllabus:

Unit 1: Basic Concepts of Stability

Bifurcation Buckling- Methods of Stability Analysis-Post-buckling Behaviour-Large Deflection
Analysis

Unit 2:Buckling of Columnsand Frames

Differential Equations using Equilibrium, Large Deformation Theory, Effects of Imperfections,
Inelastic Buckling – Tangent and Reduced Modulus Concepts, Shanley’s theory of Inelastic
Column Behaviour, Effects of Residual Stresses-Beam Columns; Modes of Buckling- Frame
Stability Analysis-Non-sway and Sway Frames-Critical Load Estimation using Slope Deflection
Equations

Unit 3: Torsional and Flexural-Torsional Buckling and Buckling of Plates

Thin-walled Open Cross-Sections-Columns-Beams-Beam Columns; Governing Differential
Equations for Plate Buckling, Plates Subjected Loading Actions, Post-buckling Behaviour of plates

Unit 4: Introduction to behavior of Steel Beams and Beam Columns

Limit State Design; Classification of sections; Buckling classifications; Laterally Restrained and
unrestrained beams, Effective Length of Columns- AISC Alignment Charts; stability index, Design
Strength

Unit 5: Design of Beam Columns

Interaction equations, Design for combined axial and bending effects; computer analysis of rigid
steel frames

Reference Books:

1. Alexander, C., Principles of Structural Stability Theory, Prentice-Hall Inc, New Jersey
2. Bažant,Z.P., and Cedolin,L., (2010), Stability of Structures- Elastic, Inelastic, Fracture and
Damage Theories, World Scientific Publishing Co. Pvt. Ltd., Singapore
3. Bureau of Indian Standards (BIS), (2007), Indian Standard Code of Practice for General
Construction in Steel, IS800;2007, New Delhi, India
4. Chen, W.F., and Lui,E.M., (1987), Structural Stability: Theory and Implementation, Elsevier
Science Publishing Co., New York
5. Galambos,T.V., and Surovek,A.E., (2008), Structural Stability of Steel: Concepts and
Applications for Structural Engineers, John Wiley & Sons, New Jersey
6. Gambhir,M.L., (2004), Stability Analysis and Design of Structures, Springer, New York
7. Guide to Stability Design Criteria for Metal Structures, Edited by Ziemian, R.D., (2010)
8. Kumar,A., (1998), Stability of Structures, Allied Publishers Limited, Mumbai
9. Timoshenko,S.P., and Gere,J.M., (1985), Theory of Elastic Stability, McGraw Hill International
Book Company
10. Salmon, C.G., and Johnson,J.E., (1996), Steel Structures Design and Behaviour, Prentice Hall, NJ
5. Teaching-Learning Strategies in brief (4 to 5 sentences):

1. Lectures by integrating ICT into classroom teaching

2. Tutorials involving mathematical formulation and graphical analysis of stability problems
3. Assignments involving analysing structural data to understand buckling behaviour of steel
members and frames
4. Critical and active learning through projects, and project-based learning by doing term-
projects which involves computer programming and hands-on use of software tools to
investigate & predict stability behaviour of members and frames.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Assignments in theory: 20 marks, Quizzes in theory: 10 marks, Mid Semester Examination in
theory: 20 marks, Term-project: 20 marks, End Semester Examination in Theory: 30 marks
Title of the Course : Statistical Methods in Artificial Intelligence
Course Code : CS7.403
Faculty Name : Vineet Gandhi
L-T-P : 3:1:0
Credits :4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Basic probability theory

Basic Linear Algebra

Good programming skills in Python

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

After completion of this course successfully, the students will be able to..

CO-1: Data processing: process raw data and convert it into machine exploitable format

CO-2: Problem formulation: formulate a practical problem as a machine learning problem

(classification, clustering etc.)

CO-3: Classical algorithms: In depth investigation of theory and practice of classical algorithms in
supervised and unsupervised learning (e.g. SVM, Kmeans, decision trees).

CO-4 Deep Learning: Introduction to theory and practice of deep learning and recent advances

CO-5 System building: design practical systems incorporating basic machine learning

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
 3 2 2 1 3 2 2 3 2 2 2 2 2 2 1 2
CO1

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

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

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

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

Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:

Unit 1: Review of basic statistics, linear algebra, probability

Unit 2: Problem formulation in ML, Decision Trees, Nearest Neighbours

Unit 3: Supervised Machine Learning (SVM, Random Forest, Boosting etc.)

Unit 4: Unsupervised Machine Learning (kmeans, recommendation, anomaly detection, PCA, LDF
etc.)

Unit 5: Deep Learning

Reference Books:

1. Richard O. Duda, Peter E. Hart, David G. Stork, Pattern Classification, 2nd Edition, John Wiley and
Sons, October 2000

2. Christopher M. Bishop, Pattern Recognition and Machine Learning, 2nd Edition, Springer, 2011

3. Ian Goodfellow and Yoshua Bengio and Aaron Courville, Deep Learning, 1st Edition, MIT Press,
2016

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

The course involves heavy theory and programming components. The strategy is to first discuss a
problem statement, introduce an algorithms and work out the details of the algorithm, and then
use the algorithm to solve the problem. A lot of teaching on black board to discuss theory, large
assignments are given for covering practical aspects and a large project is given mid-way of the
course to cover the system building aspect.

6.Assessment methods and weightages in brief (4 to 5 sentences):

Programming Assignments: 25%

Quiz1 : 10%
Quiz2 : 15%
Final exam : 25%
Course Project : 25%
Course Title : System and Network Security
Faculty Name : Dr. Ankit Gangwal
Name of the Program : MTech. in CSIS and Open Elective for B.Tech. in CSE
Course Code : CS8.403
Credits :4
L-T-P : 3-1-0 (L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester, Year : Spring, 2022
Pre-Requisites : Data Structures and Algorithms and Principles of Information Security

Course Outcomes :

After completion of this course successfully, the students will be able to..
CO-1 Demonstrate a familiarity with concepts of computer attacks and core defense
techniques

CO-2 Discuss various vulnerability testing schemes

CO-3 Apply the knowledge of cryptography to build secure and efficient communication
channels

CO-4 Analyze and compare mobile platform security architecture of iOS and Android

CO-5 Design security modules against web and network attacks

CO-6 Develop a framework to test web applications’ security

Course Topics :
Unit 1: Attacks and Vulnerabilities: Exploits and defenses in control hijacking attacks; principle of
least privilege, access control, and operating systems security; isolation and sandboxing;
vulnerability testing using fuzzing, static, and dynamic analysis; brief overview of cryptography.

Unit 2: Web Security: Basic web security mode; web application security; web session
management; goals and pitfalls for HTTPS.

Unit 3: Network Security: Internet Protocol security; DoS and DDoS attacks; network defenses.

Unit 4: Security of Mobile Platforms: Mobile platform security architecture; Android and iOS
security models; topics in Android security.

Unit 5: Low-level Architectural Security and Misc. Topics: Processor and microarchitecture
security; Intel SGX and the Specter attack; privacy, anonymity, and censorship.

Preferred Text Books :

1. J. R. Vacca. "Network and System Security."
2. B. Menezes. "Network Security and Cryptography."

Reference Books :
1. W. Stallings. "Cryptography and Network Security: Principles and Practice." Research
papers.
E-book Links :

Grading Plan :

Type of Evaluation Weightage (in %)

20
Mid-term exams, quizzes
30
End-term exam
50
Assignments and projects

Mapping of Course Outcomes to Program Objectives:

PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

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

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

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

CO
2 2 2 3 1 3 1 2 3 2 1 1 3 3 2 2
4

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

CO
2 3 3 3 3 3 1 3 2 3 1 2 3 3 2 2
6

Teaching-Learning Strategies in brief (4-5 sentences):

The main objective of this course is to enable students to have a good understanding of the
fundamental principles of computer systems and network security. It is designed to help the
students understand various attack and defense techniques. The course is especially useful for
students who plan to do research and/or product development in the area of system building.

Course Title : The State in Colonial India

Course Code : HS3.302
Faculty Name : Aniket Alam
Credits : 4 (four)
L-T-P :3–1–0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester, Year : Spring, 2022

(Ex: Spring, 2022)

Pre-Requisites : Introduction to Human Sciences (HS8.102)

Course Outcomes :

After completion of this course successfully students will be able to:

CO1: Describe the concept of modern State, and its emergence in colonial India
CO2: Explain range of academic theories relating to state formation, and colonialism
CO3: Analyze the different features and institutions which make-up the State in colonial India
CO4: Evaluate the Institutional and social processes which formed the State in colonial India.
CO5. Assess primary evidence using computational tools to form their own conclusions.
CO6. Develop their own theory about the positives and negatives of the colonial State.

Course Topics : The course is divided into five modules: (i) Idea of the State in India and Europe,
(ii) Geography of the colonial State, (iii) Economy of the colonial State, (iv) Technologies of
Governance of the colonial State, and (v) Mapping the Modern State in India.

Module 1: Definitions of the state in India over the past two millennia, and in the philosophies of
Hobbes, the Enlightenment, Adam Smith and the Utilitarians, 20th Century scholars; Development
of the State among Mughal, Rajput and Maratha kingships and in Europe.

Module 2: Study how the territory of British India was gained and how it defined the nature of
the state. It will look at the land-locked nature of the sub-continent and the open sea-faces on
three sides, the river valleys, mountains, deserts and forests, and the trade routes. It will study
the trigonometrical survey and the cadastral surveys which fixed territory. It will look at how the
frontiers, boundaries and borders, as well as the regions and provinces were formed.

Module 3: Study the economy and resources of the colonial state; how it came to manage and
govern the land, its agricultural and mineral products, the forests and water resources, the
manufactures and commerce. It will also study the financial foundations of the state and its
accounts.

Module 4: The fourth section of the course will look at the technology of governance. These will
include (a) technologies of government and administration, (b) technologies of transport and
communication and (c) technologies of measurement. This module will include a study of the
military, police, civil and judicial administration, the schools, colleges and universities, the medical
institutions, the other institutions of state and legal systems. It will also include posts and
telegraph, the railways, telephones and press. Finally, it will also discuss the various methods of
measuring land, forest, wealth, populations, etc. Students will use their skill of information
technology to study the manner in which these technologies worked.

Module 5: Study the ideology of the colonial state, how it saw itself as a legatee of the Mughals
and yet as scientific and modern with a mission to “civilize”; how it considered its main task to be
the guarantor of stability and peace, while also claiming for itself the role of protector of the
poor. Students will use their skill of information technology to study the spread of the State.

Preferred Text Books :

1. Michael Mann: South Asia’s Modern History: Thematic Perspectives
2. Lakshmi Subramanian: History of India: 1707 to 1857
3. Sumit Sarkar: Modern Times: India 1880s to 1950s.

Reference Books :
1. Sekhar Bandyopadhyay: From Plassey to Partition.
2. Romila Thapar: From Lineage to State.
3. Sabyasachi Bhattacharya: The Colonial State: Theory and Practice.
4. David Held: Political Theory and the Modern State.
5. Manu Goswami: Producing India – From Colonial Economy to National
Space.
6. Ashin Das Gupta and M.N. Pearson: India and the Indian Ocean, 1500-1800.
7. Thomas Metcalf: Ideologies of the Raj.
8. Stewart Gordon: Marathas, Marauders, and State Formation in 18th Century
India.
9. Amiya Kumar Bagchi: The Political Economy of Underdevelopment.
10. Marc Galanter: Law and Society in Modern India.
11. S. Gopal: British Policy in India, 1858-1905.
12. Ranajit Guha, A Rule of Property for Bengal.
13. Eric Stokes: The English Utilitarians and India.
14. C A Bayly: Empire and Information: Intelligence Gathering and Social
Communication in India, 1780-1870.
15. Mathew Edney: Mapping an Empire: The Geographical Construction of
British India, 1765-1843.
16. Douglas M Peers and Nandini Gooptu: India and the British Empire.
17. Tirthankar Roy: The Economic History of India – 1857-1947.
18. Tirthankar Roy: The East India Company: The Worlds Most Powerful
Corporation.
19. Krishna Kumar: Politics of Education in Colonial India.
20. Ian J. Kerr: Engines of Change: The Railroads that Made India.
21. Shriram Maheshwari: The Census Administration under the Raj and After.
22. Nicholas B Dirks: Castes of Mind: Colonialism and the Making of Modern
India.
23. Madhav Gadgil, Ramachandra Guha: This Fissured Land.
24. Sharad Singh Negi: Indian Forestry Through the Ages.
25. Bankey Bihari Misra: The Bureaucracy in India: An Historical Analysis of
Development up to 1947.
26. Stephen Cohen: The Indian Army: Its Contribution to the Development of a
Nation.
27. A. S. Gupta: The Police in British India, 1861 – 1947.
28. Francis G. Hutchins: The Illusion of Permanence – British Imperialism in
India.

Articles.

1. M. Athar Ali: “Political Structures of the Islamic Orient in the Sixteenth and
Seventeenth Centuries” in Irfan Habib ed. Medieval India 1 – Researches in
the History of India, 1200-1750.
2. Bipan Chandra: “Colonialism, Stages of Colonialism and the Colonial
State” Journal of Contemporary Asia, Vol 10, No 3, 1980.
3. Sabyasachi Bhattacharya: “Colonial Power and Micro-Social Interactions:
Nineteenth Century India”, EPW, 1-8 June 1991.
4. Ramachandra Guha, “Forestry in British and post-British India, an
Historical Analysis”, Economic and Political Weekly, xvii, 1983, pp 1882-96
 5. Mahesh Rangarajan, “Imperial Agendas and India’s Forests : The Early
History of Indian Forestry, 1800-1878”, Indian Economic and Social History
Review, 1994
6. Ramachandra Guha and Madhav Gadgil, “State Forestry and Social
Conflict in British India”, Past and Present,cxxiii, 1989, 99141-77.
7. Sudipta Kaviraj: “On the Construction of Colonial Power: Structure,
Discourse, Hegemony”, NMML Occasional Paper.
8. Sudipta Kaviraj: “On the Enchantment of the State: Indian Thought in the
Role of the State in the Narrative of Modernity”, in Trajectories of the
Indian State.
9. Bernard Cohn: “The Census, Social Structure and Objectification in South
Asia”, in An Anthropologist among the Historians and Other Essays.
10. Bernard Cohn: “Representing Authority in Victorian India”.
11. Padmanabh Samarendra: “Census in Colonial India and the Birth of Caste”,
EPW, 13 Aug, 2011.
12. K N Reddy: “India’s Defence Expenditure, 1872-1967”, IESHR, No 7, 1970.
13. Neeladri Bhattacharya: “Colonial State and Agrarian Society”, in S.
Bhattacharya and R Thapareds, Situating Indian History.
14. W. Murray Hogben: “An Imperial Dilemma – The Reluctant Indianisation of
the Indian Political Service” Modern Asian Studies, Vol 15, No 4, (1981)

E-book Links :

Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

Quiz-1 0%
Mid SemExam 0%
Quiz-2 0%
End Sem Exam 30%
Assignments 15%x3 (45%)
Project 25%
Term Paper 0%
Other Evaluation 0%

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a

‘-’ dash mark if not at all relevant).

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 - - - - - 2 2 3 - 2 - 3 - - - 2

CO2 - - - 1 - 2 2 2 - 2 - 3 - - - 3

CO3 - - - - - 2 - 2 - - - 2 - - - 2
CO4 - - - - - 2 - 2 - 2 - 2 - - - 2

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

CO6. - - 2 - 2 3 - 3 2 2 - 2 1 2 - 3
Teaching-Learning Strategies in brief (4-5 sentences) :

The course will be based on classroom lectures and will require intensive reading and writing. On
an average, each student will be required to read between 1,000 to 1,500 pages of books and
articles and submit written work between 6,000 to 8,000 words, cumulatively.

In each class some select students will be given a small topic from the next class to read up on,
and they will be expected to initiate discussions around these.
Pictures, Extracts from primary sources, audio and video resources will be used to illustrate the
points being taught.
The assignments and project will focus on training students to develop their own ideas, and apply
computer science tools, to the topics on hand.

==============
Note: This course description format comes into effect from Spring 2022.
Title of the Course : Ethics-2: Thinking through moral problems
Faculty Name : Ashwin Jayanti
Name of the Academic Programs:
Course Code : HS0.206
L-T-P : 3-0-0
CREDITS :2
(L = Lecture hours, T = Tutorial hours, P = Practical hours)

1. Prerequisite Course / Knowledge: Basics of Ethics-1

2. Course Outcomes (COs):

After completion of this course successfully, the students will be able to:

CO-1: Identify and recognize normative standpoints in ethical arguments concerning pressing
debates

CO-2: Analyze and evaluate the validity of arguments for and against each of these ethical
debates

CO-3: Understand the significance of normative ethics as it applies to pressing ethical dilemmas
and debates

CO-4: Evaluate the arguments from both sides of the debate and assess the limitations and
implications of each of the positions

CO-5: Develop and synthesize arguments in the light of current evidence and considering multiple
aspects of a particular course of action

3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1PSO2PSO3PSO4
CO1 - - 2 - - 3 2 3 2 3 1 3 - - 1 1
CO2 - - 1 - - 3 2 2 - - - 3 - - 1 1
CO3 - - 1 - - 3 2 2 - 1 - 3 - - 1 1
CO4 - - 2 1 - 3 3 3 1 2 - 3 - - 1 1
CO5 - 1 3 3 - 3 3 3 1 2 - 3 - - 1 1

4. Detailed Syllabus:

Unit I – Introduction to applied ethics; animal rights; animal rights and equality; Argument from
marginal cases, unequal value thesis

Unit II: Environmental ethics;biocentric ethics; distributive and corrective justice, individual moral
obligations

Unit III: Economic Justice and inequality; Rawls-Nozick debate

Unit IV: Genetic engineering; genetic engineering and perfection; genetic engineering and
enhancement; GMOs

PREFERRED TEXTBOOK
Shafer-Landau, R. 2019. Living Ethics: An Introduction with Readings. Part 2: Moral Problems.
Oxford University Press.

REFERENCE BOOKS
Cohen, Andrew I. And Wellman, Chrisopher Heath. 2005. Contemporary Debates in Applied Ethics.
Blackwell Publishing
Vaughn, L. 2019. Doing Ethics: Moral Reasoning, Theory and Contemporary Issues 5th Edition. W W
Norton and Co.
Singer, Peter. 1986. Applied Ethics. Oxford University Press

5. Teaching-Learning Strategies in Brief

This course aims at reading, critically evaluating, and thinking through contemporary debates in
applied ethics. For this purposes, the main strategy is to share the readings and resource material
beforehand for the students to acquaint themselves with the topics and use the class time to
discuss and evaluate the implications of the various positions respective to each topic.
Continuous assessment methods will be employed to make sure the students have acquired the
requisite conceptual understanding to explicate and argue for their position with greater nuance
and logical rigor.
6. Assessment Methods and Weightages in Brief

Continuous assessment in the form of written assignments will carry the major weightage of the
evaluation, with the rest of the weightage assigned to class participation in the ensuing
discussions. The assigned weightage is as follows: Assignments: 90 marks, class participation: 10
marks.

Type of Evaluation Weightage (in %)

Class Participation 10

Assignments (1000 words) 60 (3 x 20)

Review Essay (1500 words) 30

TitleoftheCourse :TimeFrequencyAnalysis
NameoftheAcademicProgram:B.Tech.inECE
Course Code : EC5.402
L-T-P :3-1-0
Credits :4

Typical Course Design

PrerequisiteCourse/Knowledge:
ShouldhavetakenSignalProcessingcourse.

CourseOutcomes(COs):
Aftercompletionofthiscoursesuccessfully,thestudentswillbeableto..

CO-1 : Demonstrate usability of joint time-frequency transforms and distributions

insignal processing.
CO-2: Apply principles of time & frequency fundamentals to understand uncertaintiesin
joint time-frequency representation.
CO-3: Developing mathematical foundation for joint time-frequency representation.
CO-4:AnalyzingsignalswithWavelettheoryofsignalprocessing.
CO-5: Explaining the application of advanced transforms for signal analysis.
CO-6: Designing the algorithms for modeling non-stationary signals.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) andProgram
Specific Outcomes (PSOs)

PO PO PO PO PO PO PO PO PO PO PO PO PS PS PS PS
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O
4
CO 2 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
1
CO 3 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
2
 CO 3 2 2 1 1 1 1 1 2 1 1 2 - 3 - -
3

CO 3 2 2 1 1 2 1 1 2 1 1 2 - 3 - -
4
CO 2 3 2 2 1 2 2 1 2 1 1 3 - 3 - -
5
CO 2 3 3 3 2 2 2 1 3 2 2 3 - 3 - -
6

EachCourseOutcome(CO)maybemappedwithoneormoreProgramOutcomes(POs).Write‘3’inth
eboxfor‘High-level’mapping,2for‘Medium-level’mapping, 1 for ‘Low’-level’mapping

Mapping with PSOs, where applicable.

DetailedSyllabus:

Unit1:IntroductiontoVectorSpace,BasisFunctions,Basis,Frames.ReviewofFourier
series and transform.
Unit2:Fundamentalsoftimeandfrequency.Time-
bandwidthproduct.Uncertaintyprinciple.
Unit3:STFT,Wavelettheoryofsignalprocessing,multi-resolutionanalysis.
Unit4:Wigner Villedistribution,HHTandS-transform.
Unit-5: Applications in signal and image processing.

ReferenceBooks:

1. Time-FrequencyAnalysis,L.Cohen,PrenticeHall,1997.
2. Awavelettourofsignalprocessing,S.Mallat,Thirdedition,AcademicPress,2009.
3. Fourierandwaveletsignalprocessing,Kovacevic,J.,Goyal,V.K.andVetterli,M., 2013.
Teaching-LearningStrategiesinbrief(4to5sentences):

It is a mathematical oriented signal processing course, so regular problem

solvingassignmentsaregiventounderstandtheconcepts.Surpriseclasstestsareconducted
based on assignments to test the seriousness in assignment solving. As
apartofteaching,practicalexampleslikespeechandimagesareusedfor
demonstrationofmathematicalconceptslearned.Advancedconceptsapplicationsare
studied by doing course projects.
Assessmentmethodsandweightagesinbrief(4to5sentences):
Assignments -- 20%
Mid exams-- 30%
End Project -- 15%
Endexam--35%
_________________________________________________________________________________
__
TitleoftheCourse : Topics inCodingTheory
Faculty Name :PrasadKrishnan
NameoftheAcademicProgram:B.TechinElectronicsandCommunicationEngineering
 CourseCode :ECE537
L-T-P :3-1-0
Credits :4
(L=Lecturehours,T=Tutorialhours,P=Practicalhours)

1.PrerequisiteCourse/Knowledge:

1. Linear Algebra over field of Complex Numbers: Vector Spaces, Bases, Dimension,
Subspaces,
ConnectionbetweenLinearOperatorsandMatrices,DiagonalizabilityofHermitianOperators/M
atrices (Mandatory)
2. Basics of Linear Algebra over Finite Fields and Linear Block Codes (Highly preferable but

not mandatory)2.CourseOutcomes(COs):

Aftercompletionofthiscoursesuccessfully, thestudentswillbeableto:

CO-1: Describe the basic postulates of Quantum Mechanics (Quantum bits (qubits) to
represent information,transformationsonqubitsvia
Unitaryoperators,QuantumMeasurements
CO-2: Describe the effects on noise on qubits such as bit flip and phase flip
errors, and the relevance ofquantumerrorcorrectioncodes(QECCs).
CO-3: Demonstrate understanding of basic principles of QECCs [the role of pauli
matrices], their encodinganddecodingtechniques[via theShorCode, a1qubit
QECCthatcorrectsbit andphase fliperrors]
CO-4:Analyze the Calderbank Shor Steane code via the Stabilizer formalism of QECCs
and understand therelationshipofthesetoclassical codes.
CO-5: Demonstrate ability to understand recent topics of research in QECCs and their
applications in codingtheorydomain.
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes(PSOs)–CourseArticulationMatrix

P PS PS PS
PO1 PO2 PO3 PO4 O PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 O2 O3 O4
5
3 1 - - - - - - - - - 2 - 3 1 -
CO1

2 2 - - - - - - - - - 2 - 3 1 -
CO
2
2 2 - - - - - - - - - 2 - 3 1 -
CO
3
3 1 - 2 - - - - - - - 2 - 3 2 -
CO
4
3 2 - - 3 - - - - - - 2 - 3 - -
CO
5
 4.DetailedSyllabus:

Unit 1 : Linear Algebra Refresher (Vector spaces over C, Operators on Vector spaces,
Eigen values, vectorsand Diagonalization , Tensor Products), Postulates of Quantum
Mechanics – Qubits, Measurements,Operators, Errors and their representation via
Pauli Matrices, Basics of Quantum Circuits required for QECCSUnit 2: Principles of
Quantum Error Correcting Codes, Quantum Noise (bit flip, phase flip,
depolarizating),KnillLaflammeConditions
Unit 3: Bit-flip & Phase-flip correcting Shor Code, Review of Classical Linear Block Codes,
Bounds for QECCsUnit 4: Stabilizer Formalism, encoding, decoding and the Calderbank-Shor-
Steane Construction, Connectionto classical codes to CSS Codes, Important QECC examples -
Steane code [[7,1,3]], and [[15,1,5]] quantumReed-Mullercode.

Unit 5: Further constructions of QECCS beyond CSS codes (Topological

Codes, Subsystem Codes),Applicationsof Quantum
computationinrecentproblemsin communication/codingtheory.

ReferenceBooks

1. M. Nielsen and I. Chuang, Quantum Computation and Quantum Information,

CambridgeUniversityPress, 2000,ISBN 978-1-107-00217-3(10thedition).
2. QuantumInformationProcessingandQuantumErrorCorrection:AnEngineeringApproac
h,IvanDjordjevic,AcademicPress (23 May2012),ISBN-13 :978-0123854919
3. Quantum Error Correction, Lidar D.A., Brun T.A, Cambridge University Press, Year:
2013,978-0-521-89787-7

5. Teaching-LearningStrategiesinbrief(4to5sentences):

The course is on learning the basics of Quantum error correcting codes, constructions
of Quantum errorcorrection, performance analysis, and decoding.The material will be
covered via lectures which aresystematically prepared and delivered considering the
prerequisite knowledge of the students. The tutorialsessions will be engaging the
students via a number of problems that are linked to the theory sessionscovered in
the class. The evaluation plan of the course involves written exam, home assignments
and termpaper presentation. As this is a course meant for research-oriented students,
40% of the weightage is sharedbetween home assignments and term paper
presentations. The term paper presentation will involve apresentation of a recent
research paper individually or group-wise.The mid term and end semester examshave
cumulatively 60% of the remaining weightage will examine the students’
understanding in the topicscoveredintheclassviavarious problems.
6. Assessmentmethodsandweightagesinbrief(4to5sentences):
TypeofEvaluation Weightage(in%)
HomeAssignments(Problem Sets3-4) 20%
Midterm(1) 20%
EndSemesterExamination 40%
 Termpaperpresentation 20%

Title of the Course : TopicsinDeepLearning

Faculty Name :
CharuSharmaandMakarandTapaswi
Nameofthe Program :Honors,DD, MTech,PhD
CourseCode :CSE
Credits :4
L- T -P :3-1-0
(L-Lecturehours,T-Tutorialhours,P-Practicalhours)
Semester,Year :Spring,2022

Max.no. ofstudents:50

Pre-Requisites:

Mandatory:SMAIcourseandlinearalgebra.

Nicetohavebasicsofgraphtheory,computervision,andnaturallanguageprocessing.

CourseOutcomes:

Recently, graph representation learning has gained prominence in the area of Deep
Learning in a widevariety of tasks as there is a lot of graph data available in different
forms from several domains such associal network, biological network, chemical
compounds, citation network, retail network, transactionnetwork, drug network, etc.
Machine learning for graphs aims to solve various problems such as
graphclassification,nodeclassification,linkprediction,relationprediction,graph/nodeclust
ering,etc.Thisisaresearch-driven course that intends to describe variety of tasks,
representation learning methods and itsapplications in the emerging field of machine
learning for graphs. The aim of the course is to
makestudentsunderstandthetheoreticalandresearchaspectsofthetopics(CO1)sothatthe
ycananalyzeandevaluate the research ideas behind the existing methods (CO2). The
students will also be able to look
attheproblemfromdifferentperspectives(CO3)andextendordesignamethod/algorithmfo
rareal-worldproblem (CO4). Students can relate to the real-world problem and apply
the existing methods as well(CO5).
CourseTopics:Followingtopicsare subjecttominorchanges.

1. Introduction,FundamentalsandSignificance
A. IntroductiontoMLforGraphs,Applications,ProblemDefinition
B. Basicsof Networks andGraphs
C. Node andGraphEmbeddings
2. Problemsin GraphML
A. NodeandGraphClassification
B. Link PredictionandRelationPrediction
C. ClusteringandCommunityDetection
D. Graph/SubgraphMatching
E. Applications
 3. EmbeddingMethods
A. HeuristicMethods, GraphKernel-basedMethods
B. RandomWalk-basedMethods:DeepWalk,Node2vec
C. GraphLaplacianandSpectral Methods
D. Applications
4. GraphNeuralNetworks
A. PopularGNNSandits Variants:GCN,GraphSAGE, GIN,DGCNN,etc.
B. Applicationsof GNNs

5. Knowledge
Graphs
A. KG Embeddings
B. Applications of KG Embedding Methods
6. OtherGNNs
A. AttentionModel: GAT
B. GraphTransformers
C. GraphGeneration:DeepGenerativeModels

PreferredTextBooksformachinelearninganddeeplearningbasics:

ChristopherBishop.PatternRecognitionandMachineLearning.
IanGoodfellow andYoshuaBengio andAaronCourville.DeepLearning.

Reference Books : There is an e-book (Graph Representation Learning) that came recently by
WilliamHamilton(linkmentioned undere-
booklinks).Usefullinks,classnotesand/orreferenceswillbeprovidedforclasses.

E-bookLinks:

https://www.cs.mcgill.ca/~wlh/grl_book/files/GRL_Book.pdf
TentativeTimetable

Wednesday Saturday
5Jan 8Jan
12Jan 15Jan
19Jan Lecture topic 22Jan
Holiday
26Jan 29Jan Topic
Assignment1
2Feb Quiz1 5Feb Projecttopicsdiscussion
9Feb 12Feb Felicity
16Feb 19Feb Projectproposaldue
23Feb 26Feb
2Mar Timetowork onyourprojects 5Mar Timetowork onyourprojects
Nomid-semexam Nomid-semexam
9Mar 12Mar R&DShowcase
16Mar Topic 19Mar
 Assignment2

23Mar 26Mar
30Mar NoclassesduetoQuiz2 31Mar
6Apr 9Apr
13Apr 16Apr
20Apr Mayweek Projectpostersession
27Apr Projectpresentations 30Apr Projectpresentations

GradingPlan :Theevaluationbelowissubjectto minorchanges

TypeofEvaluation Weightage(in%)
Quiz-1 10
Assignment-1 10
10
Assignment-2
Project(proposal+presentation+report +work) 60(10+10+10+30)
Others(classactivity,surprisequiz,scribing,etc.) 10

Projectevaluation:

• Teamsof 3members.
• 10points:Proposal:1page+refs;Writeaboutwhatyouwanttodo,somethi
ngachievable in3months.
• 10points:Finalreport:2pages+analysisfigures+proofs+refs;Describe
themaincontribution.Referenceprevious workfor everythingelse.
• 10points:Finalpresentation(5slides)/video(4minutes)/poster(1A0size)
• Coreresearchwork,upto30pointsobtainable.Ifyoudomore,thismayoff
setscoring inotherpartsoftheprojectevaluation.
o (15points max)Re-implementationofcode+
mainexperiment,orre-creation
ofseveralexperimentsusingexistingcode
o (5pointsmax)Additionalinterestingablations,experiments,analysis
o (10points max)Newideas thatunfortunately didnotwork
o (15points
max)Newworkingidea,publishableinaconferencelikeICVGIP,req
uiredforhighestgrade.
For Office Use Only(startsonanewpage)

MappingofCourseOutcomestoProgramObjectives:(1–Lowest,2—Medium,3–
Highest,ora‘-’dashmarkifnotatallrelevant).Programoutcomesarepostedat

https://iiitaphyd-
my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA
-2020-21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1
&e=z1Khby
 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO

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

Teaching-LearningStrategiesinbrief(4-5sentences):

Theplanistousetheslides in generaltoexplaintheproblem
andmethods.Thiswouldincludethe handwritten notes or using white-board whenever
required to describe the topicsmathematically. The outline has quite a few topics from
research papers and would bepresented like a paper in detail. Coding sessions (using
graph data) would be conducted tomakethetopics/paperseasiertounderstand.
==============

Note:ThiscoursedescriptionformatcomesintoeffectfromSpring2022.

Course Title : Topics in Signal Processing

Course Code : EC5.401
Faculty Name : Santosh Nannuru
Credits :4
L - T-P : 3 – 1 –0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester, Year : Spring 2022

(Ex: Spring, 2022)
Pre-Requisites : Signal Processing, Linear Algebra

Course Outcomes :

1. Apply concepts from traditional signal processing for the study of graph signals
and their processing
2. Apply Laplacian and Adjacency matrices from spectral graph theory to
transform and interpret vertex-domain graph signals infrequency-domain
3. Analyze graph signals to perform the signal processing operations of filtering,
denoising, sampling, and reconstruction
4. Analyze the connections between traditional signal processing and graph signal
processing to develop abstract mathematical intuition for modeling and
problem solving
5. Design and execute a project which applies graph signal processing to solve a
problem using the tools learned in the course

Course Topics :

This offering of Topics in Signal Processing will focus on Graph Signal Processing
(GSP).
In contrast to traditional signals which defined over regular domains such
 as time (e.g., speech), space (e.g., images) and space-time (e.g., video),
graph signals are signals defined over an irregular domain of graph.
Relation between various components of traditional time and space
domain signals are captured by the temporal (past, present, future) and
spatial (left, right, etc.) relations respectively. For graph signals, this
relation is specified by the accompanying graph i.e., the vertices (nodes)
and connections between the vertices (edges).
Review – brief review of relevant signal processing and linear algebra concepts
Graph and graph signals – definition and descriptors of a graph (Laplacian
and Adjacency matrices), spectral graph theory in brief, examples of
graphs, signals over the graph domain Signal processing over graphs–
shift operation, notion of frequency and smoothness, graph Fourier
transform (GFT), vertex-domain and frequency-domain representation of
graph signals, graph filters and convolution Signal processing over graphs
– band-limited graph signals, sampling and reconstruction of graph
signals, uncertainty principles, denoising, compression, learning graph
structure from signals, joint time-vertex signal processing Applications –
image processing, sensor networks, brain signals, etc.
Preferred Text Books:

Online resources and reference papers will be shared Reference Books : --

E-book Links : --

Grading Plan :

(The table is only indicative)

Type of Evaluation Weightage (in %)

Mid SemExam 25

Assignments 20

Project 40

Term Paper 15

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 –

Highest, or a ‘-’ dash mark if not at all relevant).

PO PO PO PO PO PO PO PO PO PO1 PO1 1 PO12 PSO1 PSO2 PSO3 PSO4

1 2 3 4 5 6 7 8 9 0

CO1 3 3 3 3 3 1 1 1 1 1 1 2 - 3 2 2

CO 3 3 3 3 3 1 1 1 1 1 1 2 - 3 2 2
2
CO 3 3 3 3 3 1 1 1 1 1 1 2 - 3 2 2
3
 CO 3 3 3 3 3 1 1 1 1 1 1 2 - 3 2 2
4
CO 3 3 3 3 3 3 1 1 2 3 2 2 - 3 2 2
5

Teaching-Learning Strategies in brief (4-5 sentences) :

Lectures are used to explain the core concepts in graph signal processing. Notes
and slides will be shared along with online resources. Tutorials will be used for
doubt clarifications and problem solving. Assignments are given to promote
application of concepts to difficult problems. The course project exposes
students to real-world applications and the role of graph signal processing

Course Title :Topics in Software Foundations

Credits : 4 (Two 1.5-hour lectures per week)
Name of the Faculty : Venkatesh Chopella

Prerequisites
Discrete Mathematics. Algorithms and Data Structures. Design and Analysis of S/W
Systems
Corequisites
Distributed Systems

2 Objective

The objective of this course is to explore the modelling and design of advanced software
systems from both a theoretical and practical perspective. The theory equips the student
with a conceptual vocabulary for describing systems. The practical perspective provides
an opportunity to look at how systems are designed in the real world and how these
designs may be expressed and
reasoned and implemented.

The course is in three parts. The first part (Unit 1) is an introduction to the notion of
(interactive/reactive) transition systems, their behaviour and composition. The second
part of the course (Units 2 and 3) is an introduction to the study of patterns of design of
concurrent and distributed software systems using models of transition systems. The
third part (Unit 4) is the
analysis and modelling of real-world systems using the theoretical and design
principles discussed in the previous two parts.

3 Course specific outcomes

After completing the course, the student should be able to accomplish the following:

1. CO1: Model simple to moderate interactive applications

Using the formalism of interactive system, model simple systems like an Automatic Teller
Machine, Boom Barrier Controller, etc.
2. C02: Specify properties ofsystemsFormally state correctness conditions of sequential,
concurrent and distributed systems.
3. C03: Express Patterns of designformally
Write down formal descriptions of some basic and advanced design patterns, like
Observer, State and Model-View-Controller.
4. C04: Analyse the design of real-worldsystems
Take a real world system and identify its design in terms of patterns and express the
patterns using a formal notation.

4 Detailed Syllabus

Unit 1: Principles
Sequential Systems. Algorithmic Problem Solving. Transition Systems. Interactive
problem solving. Composition of systems. Feedback composition. Actor models of
distributed systems.

Unit 2: Patterns of Distributed Programming

Why distribute? Understanding the limits of single servers - Storage and
Processing. Fallacies of distributed systems. Concept of Patterns and
Pattern Sequences.
Using Patterns to design distributed systems.
Crash Recovery, Replication and Consistency.
Consensus. Time in Distributed Systems. Partitioning.
Putting it all together-Designing a distributed key value store using patterns.

Unit 3: Patterns of S/W Architecture and Design

What is Software Architecture? Quality Attributes in Software. ISP 25010. Tactics to
achieve Quality. Architecture styles.

Unit 4: Case studies

Analysis of real-world, large systems. Examples could include UPI, Aadhar, OpenCRM
and other open-source systems.

5 References

There is no text book for the course. Material will be used from a variety of books, research
papers and online websites. Some reference books and sites are listed below.

● An introduction to Mathematical Computer Science. KasturiViswanath.

● Verification and Control of Hybrid Systems. Pablo Tabuada. Springer2009.
● Design Patterns: Elements of reusable object-oriented software. Gamma et al.
Addison Wesley, 1995.
● PatternsofEnterpriseApplicationArchitecture. MartinFowler.AddisonWesley2002.
● Patterns of Distributed Systems. Unmesh Joshi.
https://martinfowler.com/articles/patterns-of-distributed-
 systems/
● ISO/IEC 25010:2011 System and software quality
models https://www.iso.org/standard/35733.html
● Software Architecture in Practice, 4th Edition, 2021, Bass, Clements,Kazman

6 Teaching-LearningStrategies
The course will be lecture-driven. Students will need to complete assignments
(including programming assignments) to demonstrate understanding of the
material covered in class. In addition, there will be project presentations of case
studies done by students. The project presentation will include a term paper and a
talk.

7 Assessment Methods (Tentative)

Assignments 40

Midsem 20

Project 40

8 Mapping of Course Outcomes to Programme and Programme

SpecificOutcomes

Programme Outcome (PO/PSO) CO1 C02 C03 C04

PO1 3 3 3 3

Engg. Knowledge

P02 3 3 1 1

Problem Analysis

PO3 3 3 3 3

Design/Develop

PO4 1 2 3 3
Complex Problems

PO5 1 1 1 1

Modern tool usage

PO6 1 2 2 3

Engr. & Society

PO7 1 1 1 1

Environment & Sustainability

PO8 1 2 2 2

Ethics

PO9 1 1 1 2

Team work

P10 3 3 3 3

Communication

P11 1 1 1 1

Project Mgmt & Finance

P12 2 2 2 2

Life learning

PS01 3 3 3 3

Specialised knowledge

PS02 2 2 2 2
 Roadmap for technologies

PS03 3 3 3 3

Research &

Development Skills

PS04 3 3 3 3

Potential for PG study

Appendix: Programme and Programme Specific Outcomes

Programme Outcomes (POs)

PO1 :: Engineering knowledge
Use concepts from varied disciplines including Computer Science, Electronics,
Mathematics, and the Sciences, to engineer and develop systems of varying scale.
PO2 Problem analysis
Identify, formulate and analyze complex engineering problems reaching substantial
conclusions using first principles of Mathematics, Natural Sciences and Engineering
Sciences.
PO3 Design/Development of solutions
Identify and bring to fore the necessary concepts from Computer Science and arrive
at creative ways to solve problems that take into account the societal, cultural, and
ethical considerations.
PO4 Conduct investigations of complex problems
Interpolate and extrapolate based on existing knowledge base and self-
learning skills to investigate the dynamics of complex problems and find
solutions.
PO5 Modern tool usage
Demonstrate requisite hands-on skills to work with a variety of software packages,
libraries, programming languages, and software development environment tools
useful in engineering large scale systems
PO6 The engineer and society
Make judicious use of resources and understand the impact of technology across
the societal, ethical, environmental, and economic aspects.
PO7 Environment and sustainability
Find technological solutions by considering the environmental impact for
sustainable development
PO8 Ethics
Practice principles of professional ethics and make informed decisions after a
due impact analysis.
PO9 Individual and team work
Work efficiently in individual and team-oriented projects of varying size, cultural milieu,
professional accomplishments, and technological backgrounds.
PO10 Communication
Effectively communicate and exchange ideas and solutions to any individual
including peers, end-users, and other stakeholders.
PO11 Project management and Finance
Apply the principles of project management in general and software project
management in particular with focus on issues such as the life cycle, scoping,
costing, and development.
PO12 Life-long learning
Exhibit the aptitude for independent, continuous, and life-long learning required to
meet their professional and career goals.

Programme Specific Outcomes (PSOs)

PSO1
Exhibit specialized knowledge in some sub-areas of Computer Science and Engineering
such as Theoretical Computer Science, Computer Systems, Artificial Intelligence, Cyber-
physical Systems, Cyber-security and use this specialized knowledge base to solve
advanced problems
PSO2
Perform gap analysis in terms of systems and technologies and prepare roadmaps
for incorporating state-of-the-art technology into system analysis, design,
implementation, and performance.
PSO3
Demonstrate research and development skills needed to define, scope, develop,
and market futuristic software systems and products.
PSO4
Demonstrate knowledge and skills at the required depth and breadth to excel in
post-graduate and research programs.
Author: Venkatesh Choppella

__________________________________________________

Course Title : User Research Methods

Course Code :CS9.501
Faculty : Priyanka Srivastava
Program :M.Tech IYear ISemester– Product Design and Management*
L-T-P :3-1-0
( L= Lecture hours, T=Tutorial hours,
P=Practical hours)Credits:2
1. PrerequisiteCourse/ Knowledge:
Noprerequisitesarerequired
Semester,Year :1stSem– Year1 (Spring,2022)

(Ex:Spring,2022)

2. CourseOutcomes(COs)(5 to8 fora3or4creditcourse):

 Aftercompletionofthiscoursesuccessfully,thestudentswillbeableto..
CO-1: Will be able to use common experience research methods, like 3-dimensional
framework usingattitudinal and behavioural, qualitative and quatitative, and context of
use; conduct field studies,stakeholder interviews,loganalysis;affinitywalletc.
CO-2:Learnto
understandusers’needandpainpointsbycreatinguserstories,empathymaps,personas,
userjourneymaps
CO-3:Identifyandrecognizetheproblem andgaps,generatepossiblesolutionsto
userproblems
CO-4:Ethicsofconductingstudyandobservations
CO-5:Userresearchdatapresentationandsummary
4.DetailedSyllabus:
Unit1:UnderstandingUser

Unit 2: Lab and Field, Quantitative and

Qualitative methodsUnit

3:EthicsinUserResearch

Unit4:Statistics – HowtopresentUserResearchResults

Unit1 Unit2 Unit3 Unit4

UnderstandingUser ObservationTechni Ethics Data Visualization
ques andresentation
IntroductionandQualitativeRe Conductingstudiesinu Codeofconduct;Particip QualitativeAnalysis–
search Overview – sabilitylab,Labstudies antsRights,Privacy- Thematic,values,produc
foundationofuserexperience, –eye- datasafety,Respect – tqualityetc.organizeand
keyterms,highlight the hall of tracking,behavioural individualrights, summarisedata
shame, whyuser-centric observations, timeandeffort,Sensitive
design and control controldesignobserva andEmpathetic;Riskanal
isimportant;attitudinalandbe tions ysis;InformedConsent
haviouraldimension
User need assessments, Fieldstudy,sitevisits,nat Quantitative Analysis –
Qualitativeresearchmethod, uralistic count,
observations,controlle accuracy,responsetimeo
dfield rtime
Interviewprotocolsfollowedu experiment, individual takentocompletethetas
pwith activities.Know your and korspeedanalysis,visuali
user – groupsurveyandfocus zation,learningcurve,
age,gender,cognitive/psychol edinterviews,custome
ogical rsatisfaction,remotete
perspectives,p sting
eoplewithdisabilityoraccessibi
lity,roleofpersonainunderstan
dinguser,empathyand
journeymap
How to conduct interview, Industrypractice-
makeobservations,andextrac A/BandMultivariate
tdatafrominterview,ethicsand testing, card
consent,userresearchprotoco sortingortreetesting,q
ls, ualitativeandquantitat
survey-basedobservations ivemethod,Howto
deliveruserresearchres
ults
AffinityWallandAnalysis– Secondaryresearch–
Qualitativeandquantitativean literaturereviews,mark
alysis,log,surveyandquestion etresearch
naireanalysesandaffinitydiagr
amtoclusterandbundleideas/f
acts/experience
together

ReferenceBooks:
1. Elizabeth Goodman and Mike Kunaivsky (2012), Observing the User Experience: A
Practitioner's GuidetoUserResearch,2nd Edition,publisher:MorganKaufmann

5. Teaching-LearningStrategiesinbrief(4to5sentences):
• Thecoursewillofferprimarilylectureandactivity-basedlearningcourse.
• Studentswillberequiredtoparticipateinactivitiesanddiscusstheobservationswiththeirpeersi
nclassandwillbe askedto present their observations.
• Studentswillbeencouragedtotakeassignmentsinspiredfromtheireverydayexperiencesandw
illbeaskedtoevaluatetheevent/phenomenon/
processescriticallyandscientificallyusinguserresearchmethods.
• Theseactivitieswillbeperformedeitherasindividualorasateam,wheretheywillbeaskedtodem
onstratetheindividualcontributionto the teamactivities.

6. Assessmentmethodsandweightagesinbrief(4to5sentences):

1. Class/Homeactivities N=6 18%

2. ProjectinGroup –with3-4 students N=1 40%
3. Assignment N=1 14%
4. Final Exam N=1 20%
5. Others 8%
TOTAL 100%

TITLE : Values, Ethics and AI

CREDITS : 3-0-0-2 (half course)
TYPE-WHEN : Spring (H2)
FACULTY NAME : Rajeev Sangal and Shatrunjay Rawat
PRE-REQUISITE : Basic understanding of Ethics
OBJECTIVE : To understand connect between human values and ethics, and
explore their relevance and applications on IT Systems in general
and AI in particular.
COURSE TOPICS :
1) Universal Values (based on Co-Existential Philosophy)
a) Values in individual
b) Values in relationship
c) Values in society
2) Relating Values with ethics
a) Relationship between values and ethics
b) Trusteeship principle
3) Ethics of technology – Dimensions
a) Development and empowerment of
i) User
ii) Family
iii) Society
b) Sustainability with nature
4) AI and big data
a) Issues
b) Privacy of Individuals
c) Ownership of my personal data: Who? Exploitation
d) Explainability
e) Empowerment

The course will be primarily driven by class room discussions and assignments.

PREFERRED TEXT BOOKS: No single text book. Required study material will be shared/identified
as course progresses.

REFERENCE BOOKS: Will be identified as course progresses

PROJECT: TBD

GRADING: Based on class participation, assignments, quiz/end semester evaluation, etc.

1) Class Participation: 20%

2) Assignments: 20%
3) Quiz: 25%
4) End semester evaluation: 35%

OUTCOME: Understanding of basic human values, its connect with ethics, and their application in
the domain of IT Systems, AI, Big Data. Student will develop the basic ability to identify whether
an IT System is aligned to basic human values and adhere to ethical norms.

REMARKS: