03.09.

2022

VII Semester

ADVANCED AI AND ML
Course Code 21AI71 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. Demonstrate the fundamentals of Intelligent Agents

CLO 2. Illustrate the reasoning on Uncertain Knowledge
CLO 3. Explore the explanation-based learning in solving AI problems
CLO 4. Illustrate the use of KNN
CLO 5. Explore the Text feature Engineering concepts with Applications
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyse information rather
than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage
the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Intelligent Agents: Agents and Environments, Good Behaviour: The Concept of Rationality, The Nature of
Environments, The Structure of Agents

Problem Solving : Game Paying

Text book 1: Chapter 2, Chapter 5 (2.1 to 2.4, 5.1 to 5.6)

Teaching- Chalk and board, Active Learning, Problem based learning
Learning
Process
Module-2
Uncertain knowledge and Reasoning: Quantifying Uncertainty, Acting under Uncertainty , Basic Probability
Notation, Inference Using Full Joint Distributions, Independence , Bayes’ Rule and Its Use The WumpusWorld
Revisited,

Text book 1: Chapter 13

Teaching- Chalk and board, Active Learning, Demonstration
Learning
Process
Module-3
Neural Network Representation – Problems – Perceptrons – Multilayer Networks and Back Propagation
Algorithms – Genetic Algorithms – Hypothesis Space Search – Genetic Programming – Models of Evolution
 03.09.2022

and Learning.

Text book 2: chapter 4.1-4.6 & 9.1-9.5

Neural networks and genetic algorithms:

Brief history and Evolution of Neural network, Biological neuron, Basics of ANN, Activation function, MP
model.

Text book 3: chapter 6

Teaching- Chalk and board, Problem based learning, Demonstration
Learning
Process
Module-4
Recommender System:
Datasets, Association rules, Collaborative filtering, User-based similarity, item-based similarity, using
surprise library, Matrix factorization

Text Analytics:
Overview, Sentiment Classification, Naïve Bayes model for sentiment classification, using TF-IDF vectorizer,
Challenges of text analytics

Text book 4: Chapter 9 and 10

Teaching- Chalk& board, Problem based learning
Learning
Process
Module-5
Clustering
Introduction, Types of clustering, Partitioning methods of clustering (k-means, k-medoids), hierarchical
methods

Text book 3: Chapter 13

Instance Based Learning: Introduction, k-nearest neighbour learning(review), locally weighted regression,
radial basis function, cased-based reasoning,

Text book 2: Chapter 8.1-8.5

Teaching- Chalk and board, MOOC
Learning
Process
Course Outcomes
At the end of the course the student will be able to:

CO 1. Demonstrate the fundamentals of Intelligent Agents

CO 2. Illustrate the reasoning on Uncertain Knowledge
CO 3. Explore the explanation-based learning in solving AI problems
CO 4. Apply effectively ML algorithms to solve real world problems.
CO 5. Apply Instant based techniques and derive effectively learning rules to real world problems.
Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures not less than 35% (18 Marks out of 50) in the semester-end examination (SEE), and a
minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
 03.09.2022

(Semester End Examination) taken together

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and
will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the subject (duration 03 hours)

1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module. Marks
scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Textbooks:
1. Artificial Intelligence, A Modern Approach, Stuart J. Russell and Peter Norvig, Third Edition, Pearson,
2010
2. Tom M. Mitchell, Machine Learning, McGraw-Hill Education, 2013
3. Machine Learning, Anuradha Srinivasaraghavan, VincyJoeph, Wiley 2019
4. Machine Learning using Python ,Manaranjan Pradhan, U Dinesh Kumar, Wiley 2019

Reference:
1. An Introduction to Multi Agent Systems, Michael Wooldridge, Second Edition, John Wiley & Sons
Web links and Video Lectures (e-Resources):

1. https://www.youtube.com/playlist?list=PLwdnzlV3ogoXaceHrrFVZCJKbm_laSHcH
2. https://nptel.ac.in/courses/106/102/106102220/
3. https://www.youtube.com/playlist?list=PL1xHD4vteKYVpaIiy295pg6_SY5qznc77
4. https://nptel.ac.in/courses/106/106/106106139/
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 03.09.2022

VII Semester

CLOUD COMPUTING
Course Code 21CS72 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:0:0:0 SEE Marks 50
Total Hours of Pedagogy 24 Total Marks 100
Credits 02 Exam Hours 03
Course Learning Objectives:

CLO 1. Introduce the rationale behind the cloud computing revolution and the business drivers
CLO 2. Introduce various models of cloud computing
CLO 3. Introduction on how to design cloud native applications, the necessary tools and the design
tradeoffs.
CLO 4. Realize the importance of Cloud Virtualization, Abstraction`s and Enabling Technologies and
cloud security
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction:
Introduction ,Cloud Computing at a Glance, Historical Developments, Building Cloud Computing
Environments, Amazon Web Services (AWS), Google AppEngine, Microsoft Azure, Hadoop, Force.com
and Salesforce.com, Manjrasoft Aneka

Textbook 1: Chapter 1: 1.1,1.2 and 1.3

Teaching-Learning Process Chalk and board, Active Learning

Module-2
Virtualization: Introduction, Characteristics of Virtualized, Environments Taxonomy of
Virtualization Techniques, Execution Virtualization, Other Types of Virtualization,
Virtualization and Cloud Computing, Pros and Cons of Virtualization, Technology Examples

Textbook 1 : Chapter 3: 3.1 to 3.6

Teaching-Learning Process Chalk and board, Active Learning
Module-3
Cloud Computing Architecture: Introduction, Cloud Reference Model, Types of Clouds, Economics of
the Cloud, Open Challenges
 03.09.2022

Textbook 1: Chapter 4: 4.1 to 4.5

Teaching-Learning Process Chalk and board, Demonstration

Module-4
Cloud Security: Risks, Top concern for cloud users, privacy impact assessment, trust, OS security, VM
Security, Security Risks posed by shared images and management OS.

Textbook 2: Chapter 9: 9.1 to 9.6, 9.8, 9.9

Teaching-Learning Process Chalk and board

Module-5
Cloud Platforms in Industry
Amazon web services: - Compute services, Storage services, Communication services, Additional
services. Google AppEngine: - Architecture and core concepts, Application life cycle, Cost model,
Observations.

Textbook 1: Chapter 9: 9.1 to 9.2

Cloud Applications:
Scientific applications: - HealthCare: ECG analysis in the cloud, Biology: gene expression data analysis for
cancer diagnosis, Geoscience: satellite image processing. Business and consumer applications: CRM and
ERP, Social networking, media applications.

Textbook 1: Chapter 10: 10.1 to 10.2

Teaching-Learning Process Chalk and board

Course outcome (Course Skill Set)

At the end of the course the student will be able to:
CO 1. Understand and analyze various cloud computing platforms and service provider.
CO 2. Illustrate various virtualization concepts.
CO 3. Identify the architecture, infrastructure and delivery models of cloud computing.
CO 4. Understand the Security aspects of CLOUD.
CO 5. Define platforms for development of cloud applications
Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
 03.09.2022

Marks (duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)

1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 2 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks

Suggested Learning Resources:

Textbooks
1. Rajkumar Buyya, Christian Vecchiola, and Thamrai Selvi Mastering Cloud Computing McGraw Hill
Education.
2. Dan C. Marinescu, Cloud Compting Theory and Practice, Morgan Kaufmann, Elsevier 2013

Reference Books
1. Toby Velte, Anthony Velte, Cloud Computing: A Practical Approach, McGraw-Hill Osborne Media.
2. George Reese, Cloud Application Architectures: Building Applications and Infrastructure in the
Cloud, O'Reilly Publication.
3. John Rhoton, Cloud Computing Explained: Implementation Handbook for Enterprises, Recursive
Press.
Weblinks and Video Lectures (e-Resources):
 https://www.youtube.com/watch?v=1N3oqYhzHv4
 https://www.youtube.com/watch?v=RWgW-CgdIk0

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 03.09.2022

VII Semester

SOCIAL NETWORK ANALYSIS

Course Code 21AI731 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. Understand Semantic Web for social network analysis.

CLO 2. Learn the Representation, Modelling and Aggregating social network data.
CLO 3. Learn the basic algorithms and techniques for detection and decentralization of social network.
CLO 4. Study Human behaviour in social networks and its management.
CLO 5. Visual representation of social network data in different applications.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking
skills such as the ability to design, evaluate, generalize, and analyse information rather than simply
recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve
the students' understanding.
Module-1
Introduction to Semantic Web: Limitations of current Web - Development of Semantic Web - Emergence of
the Social Web.

Social Network analysis: Development of Social Network Analysis - Key concepts and measures in network
analysis.

Electronic sources for network analysis: Electronic discussion networks, Blogs and online communities -
Web-based networks.

Text book 1: Chapter1 – 1.1, 1.3, 1.4, Chapter2 – 2.2 , 2.3, Chapter3 – 3.1 to 3.3
Teaching- Chalk and board, Active Learning,
Learning
Process
Module-2
Knowledge Representation on the Semantic Web: Ontology and their role in the Semantic Web – Ontology
based knowledge Representation - Ontology languages for the Semantic Web - Resource Description
Framework and schema - Web Ontology Language.

Modelling and aggregating social network data: State-of-the-art in network data representation -
Ontological representation of social individuals - Ontological representation of social relationships -
 03.09.2022

Aggregating and reasoning with social network data.

Text book 1: Chapter4 – 4.1(4.1.1), 4.2(4.2.1,4.2.2), Chapter5 – 5.1 to 5.4

Teaching- Chalk and board, Active Learning, Demonstration
Learning
Process
Module-3
Detecting communities in social networks - Definition of community - Evaluating communities - Methods
for community detection - Tools for detecting communities

Decentralized online social networks - Introduction - Challenges for DOSN - The Case for Decentralizing
OSNs - General Purpose DOSNs - Specialized Application Centric DOSNs - Social Distributed Systems - Delay-
Tolerant DOSN.

Text book 2: Chapter 12 – 12.2 to 12.5, Chapter 17

Teaching- Chalk and board, Problem based learning, Demonstration
Learning
Process
Module-4
Understanding and predicting human behaviour for social communities: User data management -
Inference and Distribution - Enabling new human experiences – The Technologies.

Managing Trust in Online Social Networks: Trust in online environment - Trust models based on
subjective logic - Trust network analysis - Trust transitivity analysis - Combining trust and reputation - Trust
derivation based on trust comparisons.

Text book 2: Chapter20 - 20.2, 20.3(20.3.1), Chapter22 – 22.3, 22.5, 22.6, 22.7, 22.9, 22.10
Teaching- Chalk & board, Problem based learning, MOOC
Learning
Process
Module-5
Visualization of Social Networks: Social Network Analysis - Visualization - Visualizing online social
networks,

Novel Visualizations and Interactions for Social Networks Exploration: Visualizing social networks with
matrix-based representations - Matrix and Node-Link Diagrams - Hybrid representations.

Applications of Social Network Analysis: Applications of Social Network Analysis - Covert networks -
Community welfare - Collaboration networks - Co-Citation networks.

Text Book 2: Chapter 27 – 27.2, 27.3, 27.4, Chapter 28 – 28.5, Chapter 29 – 29.3.3, 29.3.5 to 29.3.7
Teaching- Chalk and board, MOOC
Learning
Process
Course Outcomes
At the end of the course the student will be able to:
CO 1. Understand the Semantic Web and Electronic sources for social network analysis.
CO 2. Understand the Representation, Modelling and Aggregating social network data.
CO 3. Analyse the human behaviour in social network.
CO 4. Apply techniques for detection and decentralization of social network.
CO 5. Illustrate the visual representation of social network data.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
 03.09.2022

minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a
minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
(Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
6. At the end of the 13th week of the semester -Group discussion/Seminar/quiz any one of three
suitably planned to attain the COs and POs for 20 Marks (duration 01 hours)

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and
will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.. Marks
scored shall be proportionally reduced to 50 marks
Suggested Learning Resources:
Text Books
1. Peter Mika, “Social Networks and the Semantic Web”, First Edition, Springer 2007.
2. Borko Furht, “Handbook of Social Network Technologies and Applications”, 1 st Edition, Springer,
2010.
Reference:
1. Guandong Xu ,Yanchun Zhang and Lin Li, “Web Mining and Social Networking – Techniques and
applications”, First Edition Springer, 2011.
2. Dion Goh and Schubert Foo, “Social information Retrieval Systems: Emerging Technologies and
Applications for Searching the Web Effectively”, IGI Global Snippet, 2008.
3. Max Chevalier, Christine Julien and Chantal Soulé-Dupuy, “Collaborative and Social Information
Retrieval and Access: Techniques for Improved user Modelling”, IGI Global Snippet, 2009.
4. John G. Breslin, Alexander Passant and Stefan Decker, “The Social Semantic Web”, Springer, 2009
Web links and Video Lectures (e-Resources):
1. https://www.youtube.com/watch?v=IiUDKDxScxI
2. http://www.nitttrc.edu.in/nptel/courses/video/106106146/L21.html
3. https://www.youtube.com/watch?v=DTxE9KV3YrE
4. https://www.youtube.com/watch?v=MQsTxRMy3Xg
5. https://www.youtube.com/watch?v=BQWoMRS5CGA
6. https://onlinecourses.nptel.ac.in/noc20_cs78/preview
 03.09.2022

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

VII Semester

DIGITAL IMAGE PROCESSING

Course Code 21CS732 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1.
Understand the fundamentals of digital image processing
CLO 2.
Explain the image transform techniques used in digital image processing
CLO 3.
Apply different image enhancement techniques on digital images
CLO 4.
Evaluate image restoration techniques and methods used in digital imageprocessing
CLO 5.
Understand the Morphological Operations and Segmentation used in digital
imageprocessing
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Digital Image Fundamentals: What is Digital Image Processing? Originsof Digital Image Processing,
Examples of fields that use DIP, FundamentalSteps in Digital Image Processing, Components of an Image
ProcessingSystem, Elements of Visual Perception, Image Sensing and Acquisition, Image Sampling and
Quantization, Some Basic Relationships BetweenPixels, Linear and Nonlinear Operations.

Textbook 1: Chapter 1 and Chapter 2: Sections 2.1 to 2.5, 2.6.2

Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
Spatial Domain: Some Basic Intensity Transformation Functions, Histogram Processing, Fundamentals of
Spatial Filtering, SmoothingSpatial Filters, Sharpening Spatial Filters
Frequency Domain: Preliminary Concepts, The Discrete FourierTransform (DFT) of Two Variables,
Properties of the 2-D DFT, Filtering inthe Frequency Domain, Image Smoothing and Image Sharpening
UsingFrequency Domain Filters, Selective Filtering.
Textbook 1: Chapter 3: Sections 3.2 to 3.6 and Chapter 4: Sections 4.2, 4.5 to 4.10
Teaching-Learning Process 1. Chalk and board, Active Learning, Demonstration
2. Laboratory Demonstration
 03.09.2022

Module-3
Restoration: Noise models, Restoration in the Presence of Noise Onlyusing Spatial Filtering and
Frequency Domain Filtering, Linear, Position-Invariant Degradations, Estimating the Degradation
Function, InverseFiltering, Minimum Mean Square Error (Wiener) Filtering, ConstrainedLeast Squares
Filtering.

Textbook 1: Chapter 5: Sections 5.2, to 5.9

Teaching-Learning Process 1. Chalk and board
Module-4
Color Image Processing: Color Fundamentals, Color Models, Pseudo color Image Processing. Wavelets:
Background, Multiresolution Expansions.

Morphological Image Processing: Preliminaries, Erosion and Dilation, Opening and Closing, The Hit-or-
Miss Transforms, Some Basic Morphological Algorithms.

Text: Chapter 6: Sections 6.1 to 6.3, Chapter 7: Sections 7.1 and 7.2, Chapter 9: Sections 9.1 to 9.5
Teaching-Learning Process 1.Chalk& board
2.Demonstartion of Case study /Application for wavelet transfer
method
Module-5
Segmentation: Introduction, classification of image segmentation algorithms, Detection of
Discontinuities, Edge Detection, Hough Transforms and Shape Detection, Corner Detection, Principles of
Thresholding.
Representation and Description: Representation, Boundary descriptors.
Text2: Chapter 9: Sections 9.1, to 9.7 and Text 1: Chapter 11: Sections 11.1and 11.2
Teaching-Learning Process 1.Chalk and board, MOOC.
2. Poster making activity for various image segmentation
algorithms
Course Outcomes
At the end of the course the student will be able to:
CO 1. Understand the fundamentals of Digital Image Processing.
CO 2. Apply different Image transformation techniques
CO 3. Analyze various image restoration techniques
CO 4. Understand colour image and morphological processing
CO 5. Design image analysis and segmentation techniques
Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

 03.09.2022

5. Second assignment at the end of 9th week of the semester

Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)

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

Textbooks
1. Rafael C. Gonzalez and Richard E. Woods, Digital Image Processing, Third Ed., Prentice Hall, 2008.
2. S. Sridhar, Digital Image Processing, Oxford University Press, 2 ndEdition, 2016

Reference:
1. Digital Image Processing- S.Jayaraman, S.Esakkirajan, T.Veerakumar, TataMcGraw Hill 2014.
2. Fundamentals of Digital Image Processing-A. K. Jain, Pearson 2004
Weblinks and Video Lectures (e-Resources):
1. https://https://nptel.ac.in/courses/106/105/106105032/
2. https://github.com/PrajwalPrabhuiisc/Image-processing-assignments

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Demonstration of finding the histogram from grayscale image, to check the low pass filter properties,
filtering the images using Gaussian low pass filter, etc… using Python programming

Practical Based Assignment like following or any topic which is in-line with the course requirement.
Students shall present and demonstrate their work at the end of semester.

 Program to show rotation, scaling, and translation of an image.

 Read an image and extract and display low-level features such as edges, textures using filtering
techniques
 Demonstrate enhancing and segmenting low contrast 2D images.
 To Read an image, first apply erosion to the image and then subtract the result from the
original.
 03.09.2022

VII Semester

FULLSTACK DEVELOPMENT
Course Code 21AI733 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 T Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives:
CLO 1. Explain the use of learning full stack web development.
CLO 2. Make use of rapid application development in the design of responsive web pages.
CLO 3. Illustrate Models, Views and Templates with their connectivity in Django for full stack web
development.
CLO 4. Demonstrate the use of state management and admin interfaces automation in Django.
CLO 5. Design and implement Django apps containing dynamic pages with SQL databases.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1: MVC based Web Designing
Web framework, MVC Design Pattern, Django Evolution, Views, Mapping URL to Views, Working of
Django URL Confs and Loose Coupling, Errors in Django, Wild Card patterns in URLS.

Textbook 1: Chapter 1 and Chapter 3

Teaching-Learning Process 1.
Demonstration using Visual Studio Code
2.
PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
Module-2: Django Templates and Models
Template System Basics, Using Django Template System, Basic Template Tags and Filters, MVT
Development Pattern, Template Loading, Template Inheritance, MVT Development Pattern.

Configuring Databases, Defining and Implementing Models, Basic Data Access, Adding Model String
Representations, Inserting/Updating data, Selecting and deleting objects, Schema Evolution
Textbook 1: Chapter 4 and Chapter 5
Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
 03.09.2022

4. Case Study: Apply concepts learnt for an Online Ticket

Booking System
Module-3: Django Admin Interfaces and Model Forms
Activating Admin Interfaces, Using Admin Interfaces, Customizing Admin Interfaces, Reasons to use
Admin Interfaces.

Form Processing, Creating Feedback forms, Form submissions, custom validation, creating Model
Forms, URLConf Ticks, Including Other URLConfs.

Textbook 1: Chapters 6, 7 and 8

Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
Module-4: Generic Views and Django State Persistence
Using Generic Views, Generic Views of Objects, Extending Generic Views of objects, Extending Generic
Views.

MIME Types, Generating Non-HTML contents like CSV and PDF, Syndication Feed Framework, Sitemap
framework, Cookies, Sessions, Users and Authentication.
Textbook 1: Chapters 9, 11 and 12
Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
4. Project Work: Implement all concepts learnt for Student
Admission Management.
Module-5: jQuery and AJAX Integration in Django
Ajax Solution, Java Script, XHTMLHttpRequest and Response, HTML, CSS, JSON, iFrames, Settings of
Java Script in Django, jQuery and Basic AJAX, jQuery AJAX Facilities, Using jQuery UI Autocomplete in
Django

Textbook 2: Chapters 1, 2 and 7.

Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
4. Case Study: Apply the use of AJAX and jQuery for
development of EMI calculator.
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
CO 1. Understand the working of MVT based full stack web development with Django.
CO 2. Designing of Models and Forms for rapid development of web pages.
CO 3. Analyze the role of Template Inheritance and Generic views for developing full stack web
applications.
CO 4. Apply the Django framework libraries to render nonHTML contents like CSV and PDF.
CO 5. Perform jQuery based AJAX integration to Django Apps to build responsive full stack web
applications,

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
 03.09.2022

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

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)

1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module…
Marks scored shall be proportionally reduced to 50 marks v

Suggested Learning Resources:

Textbooks
1. Adrian Holovaty, Jacob Kaplan Moss, The Definitive Guide to Django: Web Development Done
Right, Second Edition, Springer-Verlag Berlin and Heidelberg GmbH & Co. KG
Publishers, 2009
2. Jonathan Hayward, Django Java Script Integration: AJAX and jQuery, First Edition, Pack
Publishing, 2011
Reference Books
1. Aidas Bendroraitis, Jake Kronika, Django 3 Web Development Cookbook, Fourth Edition, Packt
Publishing, 2020
2. William Vincent, Django for Beginners: Build websites with Python and Django, First Edition,
Amazon Digital Services, 2018
3. Antonio Mele, Django3 by Example, 3rd Edition, Pack Publishers, 2020
4. Arun Ravindran, Django Design Patterns and Best Practices, 2nd Edition, Pack Publishers, 2020.
 03.09.2022

5. Julia Elman, Mark Lavin, Light weight Django, David A. Bell, 1 st Edition, Oreily Publications,
2014
Weblinks and Video Lectures (e-Resources):
1. MVT architecture with Django: https://freevideolectures.com/course/3700/django-tutorials
2. Using Python in Django: https://www.youtube.com/watch?v=2BqoLiMT3Ao
3. Model Forms with Django: https://www.youtube.com/watch?v=gMM1rtTwKxE
4. Real time Interactions in Django: https://www.youtube.com/watch?v=3gHmfoeZ45k
5. AJAX with Django for beginners: https://www.youtube.com/watch?v=3VaKNyjlxAU
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
1. Real world problem solving - applying the Django framework concepts and its integration with
AJAX to develop any shopping website with admin and user dashboards.
 03.09.2022

VII Semester

BLOCKCHAIN TECHNOLOGY
Course Code 21CS734 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. Explain the fundamentals of distributed computing and blockchain

CLO 2. Discuss the concepts in bitcoin
CLO 3. Demonstrate Ethereum platform
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Blockchain 101: Distributed systems, History of blockchain, Introduction to blockchain, Types of
blockchain, CAP theorem and blockchain, Benefits and limitations of blockchain.

Decentralization and Cryptography: Decentralization using blockchain, Methods of decentralization,

Routes to decentralization, Decentralized organizations.

Textbook 1: Chapter 1, 2
Teaching-Learning Process Chalk and board, Active Learning – Oral presentations.
Module-2
Introduction to Cryptography & Cryptocurrencies: Cryptographic Hash Functions, Hash Pointers and
Data Structures, Digital Signatures, Public Keys as Identities, A Simple Cryptocurrency,

How Bitcoin Achieves Decentralization: Distributed consensus, Consensus without identity using a
block chain, Incentives and proof of work, Putting it all together,

Textbook 2: Chapter 1, 2
Teaching-Learning Process Chalk and board, Demonstration
Module-3
Mechanics of Bitcoin: Bitcoin transactions, Bitcoin Scripts, Applications of Bitcoin scripts, Bitcoin blocks,
The Bitcoin network, Limitations and improvements

How to Store and Use Bitcoins: Simple Local Storage, Hot and Cold Storage, Splitting and Sharing Keys,
 03.09.2022

Online Wallets and Exchanges, Payment Services, Transaction Fees, Currency Exchange Markets

Textbook2: Chapter 3,4

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration, MOOC
Module-4
Bitcoin Mining: The task of Bitcoin miners, Mining Hardware, Energy consumption and ecology, Mining
pools, Mining incentives and strategies,

Bitcoin and Anonymity: Anonymity Basics, How to De-anonymize Bitcoin, Mixing, Decentralized Mixing,
Zerocoin and Zerocash,

Textbook2: Chapter 5,6

Teaching-Learning Process Chalk& board, Problem based learning, MOOC
Module-5
Smart Contracts and Ethereum 101:
Smart Contracts: Definition, Ricardian contracts.

Ethereum 101: Introduction, Ethereum blockchain, Elements of the Ethereum blockchain, Precompiled
contracts.

Textbook 1: Chapter 10
Teaching-Learning Process Chalk and board, MOOC, Practical Demonstration
Course Outcomes
At the end of the course the student will be able to:
CO 1. Describe the concepts of Distrbuted computing and its role in Blockchain
CO 2. Describe the concepts of Cryptography and its role in Blockchain
CO 3. List the benefits, drawbacks and applications of Blockchain
CO 4. Appreciate the technologies involved in Bitcoin
CO 5. Appreciate and demonstrate the Ethereum platform to develop blockchain application.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
 03.09.2022

as per the outcome defined for the course.

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

Suggested Learning Resources:

Textbooks
1. Mastering Blockchain - Distributed ledgers, decentralization and smart contracts explained,
Imran Bashir, Packt Publishing Ltd, Second Edition, ISBN 978-1-78712-544-5, 2017.
2. Arvind Narayanan, Joseph Bonneau, Edward W. Felten, Andrew Miller, Steven Goldfeder and
Jeremy Clark., Bitcoin and Cryptocurrency Technologies: A Comprehensive Introduction.
Princeton University Press, 2016.
Reference:
1. Mastering Bitcoins: Unlocking Digital Cryptocurrencies by Andreas Antonopoulos. O’Reilly Media,
Inc, 2013.
Weblinks and Video Lectures (e-Resources):

1. http://bitcoinbook.cs.princeton.edu/?_ga=2.8302578.1344744326.1642688462-
86383721.1642688462
2. https://nptel.ac.in/courses/106/105/106105184/
3. https://ethereum.org/en/developers/
4. https://developer.ibm.com/components/hyperledger-fabric/tutorials/
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 03.09.2022

VII Semester

INTERNET OF THINGS
Course Code 21CS735 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. Understand about the fundamentals of Internet of Things and its building blocks along with
their characteristics.
CLO 2. Understand the recent application domains of IoT in everyday life.
CLO 3. Understand the protocols and standards designed for IoT and the current research on it.
CLO 4. Understand the other associated technologies like cloud and fog computing in the domain of
IoT.
CLO 5. Improve their knowledge about the various cutting-edge technologies in the field IoT and
machine learning applications.
CLO 6. Gain insights about the current trends of machine learning and AI techniques used in IoT to
orient towards the present industrial scenario.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Emergence of IoT: Introduction, Evolution of IoT, Enabling IoT and the Complex Interdependence of
Technologies, IoT Networking Components, Addressing Strategies in IoT.

Textbook 1: Chapter 4 – 4.1 to 4.5

Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
IoT Sensing and Actuation: Introduction, Sensors, Sensor Characteristics, Sensorial Deviations, Sensing
Types, Sensing Considerations, Actuators, Actuator Types, Actuator Characteristics.

Textbook 1: Chapter 5 – 5.1 to 5.9

Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-3
IoT Processing Topologies and Types: Data Format, Importance of Processing in IoT, Processing
Topologies, IoT Device Design and Selection Considerations, Processing Offloading.
 03.09.2022

Textbook 1: Chapter 6 – 6.1 to 6.5

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
Module-4
IoT Connectivity Technologies: Introduction, IEEE 802.15.4, Zigbee, Thread, ISA100.11A,
WirelessHART, RFID, NFC, DASH7, Z-Wave, Weightless, Sigfox, LoRa, NB-IoT, Wi-Fi, Bluetooth

Textbook 1: Chapter 7 – 7.1 to 7.16

Teaching-Learning Process Chalk & board, Problem based learning
Module-5
IoT Communication Technologies: Introduction, Infrastructure Protocols, Discovery Protocols, Data
Protocols, Identification Protocols, Device Management, Semantic Protocols

IoT Interoperability: Introduction, Taxonomy of interoperability, Standards, Frameworks

Textbook 1: Chapter 8 – 8.1, 6.2, 8.3, 8.4, 8.5, 8.6, .7

Textbook 1: Chapter 9 – 9.1, 9.2, 9.3
Teaching-Learning Process Chalk and board, MOOC
Course Outcomes
At the end of the course the student will be able to:
CO 1. Understand the evolution of IoT, IoT networking components, and addressing strategies in IoT.
CO 2. Analyze various sensing devices and actuator types.
CO 3. Demonstrate the processing in IoT.
CO 4. Apply different connectivity technologies.
CO 5. Understand the communication technologies , protocols and interoperability in IoT.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
6. At the end of the 13th week of the semester- Group discussion/Seminar/quiz any one of three
suitably planned to attain the COs and POs for 20 Marks (duration 01 hours)
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
 03.09.2022

2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.. Marks
scored shall be proportionally reduced to 50 marks
Suggested Learning Resources:
Textbooks
1. Sudip Misra, Anandarup Mukherjee, Arijit Roy, “Introduction to IoT”, Cambridge University Press
2021.

Reference:
1. S. Misra, C. Roy, and A. Mukherjee, 2020. Introduction to Industrial Internet of Things and Industry
4.0. CRC Press.
2. Vijay Madisetti and Arshdeep Bahga, “Internet of Things (A Hands-on-Approach)”,1st Edition, VPT,
2014.
3. Francis daCosta, “Rethinking the Internet of Things: A Scalable Approach to Connecting Everything”,
1st Edition, Apress Publications, 2013.
Weblinks and Video Lectures (e-Resources):

1. https://nptel.ac.in/noc/courses/noc19/SEM1/noc19-cs31/
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 03.09.2022

VII Semester

AUGMENTED REALITY
Course Code 21AI741 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives
CLO 1. Understand the importance of Augmented reality
CLO 2. Understand and analyse the importance of Tracking system.
CLO 3. Compare and contrast the computer vision for Augmented reality and its applications
CLO 4. Analyse and understand Registration and camera simulation of visual coherence.
CLO 5. Acquire knowledge of Situated Visualization
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only the traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain the functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyse information rather
than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage
the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction to Augmented Reality
What Is Augmented Reality - Defining augmented reality, history of augmented reality, Examples,
Displays-Multimodal Displays, Visual Perception, Requirements and Characteristics, Spatial Display Model

Text book 1: Chapter 1,2

Teaching- Chalk and board, Active Learning, Problem based learning
Learning
Process
Module-2
Tracking: Tracking, Calibration, and Registration, Characteristics of Tracking Technology, Stationary
Tracking Systems, Mobile Sensors, Optical Tracking, Sensor Fusion

Text book 1: Chapter 3

Teaching- Chalk and board, Active Learning, Demonstration
Learning
Process
Module-3
Computer Vision for Augmented Reality-Marker Tracking, Multiple-Camera Infrared Tracking, Natural
Feature Tracking by Detection, Incremental Tracking, Simultaneous Localization and Mapping, Outdoor
Tracking
 03.09.2022

Calibration and Registration-Camera Calibration, Display Calibration, Registration

Text book 1: Chapter 4,5

Teaching- Chalk and board, Problem based learning, Demonstration
Learning
Process
Module-4
Visual Coherence: Registration, Photometric Registration, Common Illumination, Diminished Reality,
Camera Simulation, Stylized Augmented Reality

Text book 1: Chapter 6

Teaching- Chalk& board, Problem based learning
Learning
Process
Module-5
Situated Visualization: Challenges, Visualization Registration, Annotations and Labeling, X-Ray
Visualization, Spatial Manipulation, Information Filtering
Interaction-Output Modalities, Input Modalities, Tangible Interfaces

Text Book 1: Chapter 7,8

Teaching- Chalk and board, MOOC
Learning
Process
Course Outcomes
At the end of the course the student will be able to:
CO1:Understand the importance of Augmented reality
CO2: Comprehend and analyse the Tracking system.
CO3: Compare and Contrast the computer vision for Augmented reality
CO4: Analyse and understand Registration and camera simulation of visual coherence.
CO5: Acquire knowledge of Situated Visualization
Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and
 03.09.2022

will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question papers are designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the subject (duration 03 hours)

1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.. Marks
scored shall be proportionally reduced to 50 marks
Suggested Learning Resources:

Text Books
1. Augmented Reality: Principles and Practice by Dieter SCHMALSTIEG,Tobias HOLLERER
Reference:
1. Augmented Reality: Principles & Practice by Schmalstieg / Hollerer, Pearson Education India; First
edition (12 October 2016),ISBN-10: 9332578494
2. Sanni Siltanen- Theory and applications of marker-based augmented reality. Julkaisija – Utgivare
Publisher. 2012. ISBN 978-951-38-7449-0
3. Allan Fowler-AR Game Development‖, 1st Edition, A press Publications, 2018, ISBN 978-
1484236178
Web links and Video Lectures (e-Resources):
e-Books:
1. https://www.vttresearch.com/sites/default/files/pdf/science/2012/S3.pdf
2. https://docs.microsoft.com/en-us/windows/mixed-reality/
3. https://docs.microsoft.com/enus/archive/msdnmagazine/2016/november/hololensintroduction-
to-the-hololens
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 03.09.2022

VII Semester

MULTIAGENT SYSTEMS
Course Code 21CS742 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. To introduce the concept of a multi agent systems and Distributed Constraints
CLO 2. Explore the main issues surrounding the computer and extended form games.
CLO 3. Develop cooperative learning, stochastic games
CLO 4. Exhibit the awareness about protocols about multi agent resource allocation and auctions
CLO 5. Construct voting mechanism design.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1: Multiagent Problem Formulation
Utility, Markov Decision Processes, Planning
Distributed Constraints: Distributed Constraint Satisfaction, Distributed Constraint Optimization

Textbook 1: Chapters 1 &2, Textbook 2: Chapter 1

Teaching-Learning Process 1. PPT – Decision Processes, Planning

2. Demonstration of constraints and their optimization
Module-2: Standard and Extended Form Games
Games in Normal Form, Games in Extended Form, Self-interested agents, Characteristic Form Games,
Coalition Formation

Textbook 1: Chapters 3 & 4, Textbook 2: Chapter 3

Teaching-Learning Process 1. PPT – Games in different forms

2. Demonstration of coalition formation
Module-3: Learning in Multiagent Systems
The Machine Learning Problem, Cooperative Learning, Repeated Games, Stochastic Games, General
Theories for Learning Agents, Collective Intelligence

Textbook 1: Chapters 5
 03.09.2022

Teaching-Learning Process 1. PPT – Cooperative learning, Collective intelligence

2. Demonstration of stochastic games
Module-4: Negotiation
The Bargaining Problem, Monotonic Concession Protocol, Negotiation as Distributed Search, Ad-hoc
Negotiation Strategies, The Task Allocation Problem.
Protocols for Multiagent Resource Allocation: Auctions: Simple Auctions, Combinatorial Auctions

Textbook 1: Chapters 6&7,

Textbook 2: Chapter 11

Teaching-Learning Process 1. PPT – Bargaining problems

2. Demonstration of different auctions for resource allocation
Module-5: Voting and Mechanism Design
The Voting Problem, Mechanism Design. Nature-Inspired Approaches: Ants and Termites, Immune
System

Textbook 1: Chapters 8&10,

Textbook 2: Chapter 10
Teaching-Learning Process 1. PPT – Voting Problem
2. Demonstration of nature inspired Approaches
Course Outcomes
At the end of the course the student will be able to:
CO 1. Demonstrate the decision process with different constraints
CO 2. Analyze games in different forms
CO 3. Apply the cooperative learning in developing games
CO 4. Analyze different negotiation strategies of Multi-Agent System
CO 5. Design and develop solutions for voting problems
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question papers are designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester End Examination:
 03.09.2022

Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.. Marks
scored shall be proportionally reduced to 50 marks
Suggested Learning Resources:
Textbooks
1. Fundamentals of Multiagent Systems by Jos´e M. Vidal, 2006, available online
http://jmvidal.cse.sc.edu/papers/mas.pdf.
2. Multiagent Systems: Algorithmic, Game-Theoretic, and Logical Foundations,
By YoavShoham, Kevin Leyton-Brown, Cambridge University Press, 2008, 2nded
http://www.masfoundations.org/mas.pdf
Reference:
1. Multiagent Systems : A Modern Approach to Distributed Artificial Intelligence Gerhard Weiss The
MIT Press 2000
Weblinks and Video Lectures (e-Resources):
1. https://nptel.ac.in/courses/106/105/106105077/
2. https://www.youtube.com/watch?v=O2su1u2AXG0.
3. https://www.coursera.org/lecture/modeling-simulation-natural-processes/multi-agent-
systems-kAKyC
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 03.09.2022

VII Semester

PREDICTIVE ANALYTICS
Course Code 21AI743 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. Comprehend the fundamental principles of analytics for business

CLO 2. Explore various techniques for predictive modelling
CLO 3. Analyse the data transformation of different predictors
CLO 4. Examine how predictive analytics can be used in decision making
CLO 5. Apply predictive models to generate predictions for new data

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyse information rather
than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage
the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction to Predictive analytics – Business analytics: types, applications, Analytical Techniques, Tools

Predictive Modelling: Propensity Models, Cluster Models,Applications.

Text book 1: Chapter 1, 2.

Teaching-Learning Chalk and board, Active Learning
Process
Module-2
Modelling Techniques: Statistical Modelling, Machine Learning, Empirical Bayes Method,Point Estimation.

Text book 1: Chapter 3,4

Teaching-Learning Chalk and board, Active Learning
Process
Module-3
Data Pre-processing: Data Transformations for Individual Predictors, Data Transformation for Multiple
Predictors, Dealing with Missing Values, Removing Predictors,Adding Predictors, Binning Predictors.
Over-Fitting and Model Tuning.
 03.09.2022

Text book 2: 3, 4
Teaching-Learning Chalk and board, Active Learning
Process
Module-4
Regression Models: Measuring Performance in Regression Models - Linear Regression and Its Cousins -
Non-Linear Regression Models - Regression Trees and Rule-Based Models Case Study: Compressive Strength
of Concrete Mixtures.

Text book 2: Chapter 5,6,7,8

Teaching-Learning Chalk& board, Active Learning, MOOC
Process
Module-5
Classification Models: Measuring Performance in Classification Models - Discriminant Analysis and Other
Linear Classification Models - Non-Linear Classification Models - Classification Trees and Rule-Based Models
– Model Evaluation Techniques.

Text Book 2: Chapter 11,12,13,14

Teaching-Learning Chalk and board, MOOC
Process
Course Outcomes
At the end of the course the student will be able to:

CO 1. Understand the importance of predictive analytics, able to prepare and process data for the models
CO 2. Apply the statistical techniques for predictive models
CO 3. Comprehend the transformation of data in the predictors.
CO 4. Apply regression and classification models for decision making and evaluate the performance
CO 5. Apply and build the time series forecasting models in a variety of business contexts
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a
minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
(Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and
will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
 03.09.2022

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module. Marks
scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Text Books
1. Jeffrey S. Strickland, Predictive Analytics using R,2014
2. Max Kuhn and Kjell Johnson, Applied Predictive Modeling, 1st edition Springer, 2013.
Reference:
1. Dean Abbott, Applied Predictive Analytics: Principles and Techniques for the Professional Data
Analyst, 1st Edition Wiley, 2014.

Web links and Video Lectures (e-Resources):

1. https://www.coursera.org/lecture/fundamentals-of-data-analysis/introduction-to-predictive-
analytics-u4H61
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 03.09.2022

VII Semester

ROBOTIC PROCESS AUTOMATION DESIGN AND DEVELOPMENT

Course Code 21CS744 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course Learning Objectives

CLO 1. To understand basic concepts of RPA

CLO 2. To Describe RPA, where it can be applied and how its implemented
CLO 3. To Describe the different types of variables, Control Flow and data manipulation techniques
CLO 4. To Understand Image, Text and Data Tables Automation
CLO 5. To Describe various types of Exceptions and strategies to handle
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
RPA Foundations- What is RPA – Flavors of RPA- History of RPA- The Benefits of RPA- The downsides
of RPA- RPA Compared to BPO, BPM and BPA – Consumer Willingness for Automation- The Workforce of
the Future- RPA Skills-On-Premise Vs. the Cloud- Web Technology- Programming Languages and Low
Code- OCR-Databases-APIs- AI-Cognitive Automation-Agile, Scrum, Kanban and Waterfall0 DevOps-
Flowcharts.

Textbook 1: Ch 1, Ch 2
Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
RPA Platforms- Components of RPA- RPA Platforms-About Ui Path- About UiPath - The future of
automation - Record and Play - Downloading and installing UiPath Studio -Learning Ui Path Studio- -
Task recorder - Step-by-step examples using the recorder.

Textbook 2: Ch 1, Ch 2

Teaching-Learning Process Chalk and board, Active Learning, Demonstration

Module-3
Sequence, Flowchart, and Control Flow-Sequencing the workflow-Activities-Control flow, various
types of loops, and decision making-Step-by-step example using Sequence and Flowchart-Step-by-step
 03.09.2022

example using Sequence and Control flow-Data Manipulation-Variables and Scope-Collections-

Arguments – Purpose and use-Data table usage with examples-Clipboard management-File operation
with step-by-step example-CSV/Excel to data table and vice versa (with a step-by-step example).

Textbook 2: Ch 3, Ch 4

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration

Module-4
Taking Control of the Controls- Finding and attaching windows- Finding the control- Techniques for
waiting for a control- Act on controls – mouse and keyboard activities- Working with UiExplorer-
Handling events- Revisit recorder- Screen Scraping- When to use OCR- Types of OCR available- How to
use OCR- Avoiding typical failure points.

Textbook 2: Ch 5

Teaching-Learning Process Chalk& board, Problem based learning

Module-5
Exception Handling, Debugging, and Logging- Exception handling- Common exceptions and ways to
handle them- Logging and taking screensHOT- Debugging techniques- Collecting crash dumps- Error
reporting- Future of RPA

Textbook 2: Ch 8
Textbook 1: Ch 13

Teaching-Learning Process Chalk and board, MOOC

Course Outcomes
CO 1. To Understand the basic concepts of RPA
CO 2. To Describe various components and platforms of RPA
CO 3. To Describe the different types of variables, control flow and data manipulation techniques
CO 4. To Understand various control techniques and OCR in RPA
CO 5. To Describe various types and strategies to handle exceptions
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
 03.09.2022

methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Textbooks
1. Tom Taulli , The Robotic Process Automation Handbook : A Guide to Implementing RPA Systems,
2020, ISBN-13 (electronic): 978-1-4842-5729-6, Publisher : Apress
2. Alok Mani Tripathi, Learning Robotic Process Automation, Publisher: Packt Publishing Release
Date: March 2018 ISBN: 9781788470940
Reference:
1. Frank Casale, Rebecca Dilla, Heidi Jaynes, Lauren Livingston, “Introduction to Robotic Process
Automation: a Primer”, Institute of Robotic Process Automation.
2. Richard Murdoch, Robotic Process Automation: Guide To Building Software Robots, Automate
Repetitive Tasks & Become An RPA Consultant
3. Srikanth Merianda,Robotic Process Automation Tools, Process Automation and their benefits:
Understanding RPA and Intelligent Automation

Weblinks and Video Lectures (e-Resources):

● https://www.uipath.com/rpa/robotic-process-automation

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 03.09.2022

VII Semester

NOSQL DATABASE
Course Code: 21CS745 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Objectives:

CLO 1. Recognize and Describe the four types of NoSQL Databases, the Document-oriented, KeyValue
CLO 2. Pairs, Column-oriented and Graph databases useful for diverse applications.
CLO 3. Apply performance tuning on Column-oriented NoSQL databases and Document-oriented NoSQL
Databases.
CLO 4. Differentiate the detailed architecture of column oriented NoSQL database, Document database
and Graph Database and relate usage of processor, memory, storage and file system commands.
CLO 5. Evaluate several applications for location based service and recommendation services. Devise an
application using the components of NoSQL.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer methods (L) need not to be only traditional lecture methods, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather
than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Why NoSQL? The Value of Relational Databases, Getting at Persistent Data, Concurrency, Integration, A
(Mostly) Standard Model, Impedance Mismatch, Application and Integration Databases, Attack of the
Clusters, The Emergence of NoSQL,

Aggregate Data Models; Aggregates, Example of Relations and Aggregates, Consequences of Aggregate
Orientation, Key-Value and Document Data Models, Column-Family Stores, Summarizing Aggregate-
Oriented Databases.

More Details on Data Models; Relationships, Graph Databases, Schemaless Databases, Materialized Views,
Modeling for Data Access,
Textbook1: Chapter 1,2,3
Teaching-Learning Process Active learning
Module-2
Distribution Models; Single Server, Sharding, Master-Slave Replication, Peer-to-Peer Replication,
Combining Sharding and Replication.
 03.09.2022

Consistency, Update Consistency, Read Consistency, Relaxing Consistency, The CAP Theorem, Relaxing
Durability, Quorums.

Version Stamps, Business and System Transactions, Version Stamps on Multiple Nodes
Textbook1: Chapter 4,5,6
Teaching-Learning Process Active Learning and Demonstrations
Module-3
Map-Reduce, Basic Map-Reduce, Partitioning and Combining, Composing Map-Reduce Calculations, A
Two Stage Map-Reduce Example, Incremental Map-Reduce

Key-Value Databases, What Is a Key-Value Store, Key-Value Store Features, Consistency, Transactions,
Query Features, Structure of Data, Scaling, Suitable Use Cases, Storing Session Information, User Profiles,
Preference, Shopping Cart Data, When Not to Use, Relationships among Data, Multioperation
Transactions, Query by Data, Operations by Sets

Textbook1: Chapter 7,8

Teaching-Learning Process Active Learning, Problem solving based
Module-4
Document Databases, What Is a Document Database?, Features, Consistency, Transactions, Availability,
Query Features, Scaling, Suitable Use Cases, Event Logging, Content Management Systems, Blogging
Platforms, Web Analytics or Real-Time Analytics, E- Commerce Applications, When Not to Use, Complex
Transactions Spanning Dif erent Operations, Queries against Varying Aggregate Structure

Textbook1: Chapter 9
Teaching-Learning Process Active learning

Module-5
Graph Databases, What Is a Graph Database?, Features, Consistency, Transactions, Availability, Query
Features, Scaling, Suitable Use Cases, Connected Data, Routing, Dispatch, and Location-Based Services,
Recommendation Engines, When Not to Use.
Textbook1: Chapter 11
Teaching-Learning Process Active learning
Course Outcomes (Course Skill Set)

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

CO1. Demonstrate an understanding of the detailed architecture of Column Oriented NoSQL databases,
Document databases, Graph databases.
CO2. Use the concepts pertaining to all the types of databases.
CO3. Analyze the structural Models of NoSQL.
CO4. Develop various applications using NoSQL databases.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
 03.09.2022

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.. Marks
scored shall be proportionally reduced to 50 marks
Suggested Learning Resources:
Textbooks
1. Sadalage, P. & Fowler, NoSQL Distilled: A Brief Guide to the Emerging World of Polyglot
Persistence, Pearson Addision Wesley, 2012
Reference Books
1. Dan Sullivan, "NoSQL For Mere Mortals", 1st Edition, Pearson Education India, 2015. (ISBN- 13:
978-9332557338)
2. Dan McCreary and Ann Kelly, "Making Sense of NoSQL: A guide for Managers and the Rest of us",
1st Edition, Manning Publication/Dreamtech Press, 2013. (ISBN-13: 978-9351192022)
3. Kristina Chodorow, "Mongodb: The Definitive Guide- Powerful and Scalable Data Storage", 2nd
Edition, O'Reilly Publications, 2013. (ISBN-13: 978-9351102694)
Weblinks and Video Lectures (e-Resources):
1. https://www.geeksforgeeks.org/introduction-to-nosql/ ( and related links in the page)
2. https://www.youtube.com/watch?v=0buKQHokLK8 (How do NoSQL databases work? Simply
explained)
3. https://www.techtarget.com/searchdatamanagement/definition/NoSQL-Not-Only-SQL (What is
NoSQL and How do NoSQL databases work)
4. https://www.mongodb.com/nosql-explained (What is NoSQL)
5. https://onlinecourses.nptel.ac.in/noc20-cs92/preview (preview of Bigdata course contains
NoSQL)

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

● Real world problem solving using group discussion.
 03.09.2022

VII Semester

PROGRAMMING IN PYTHON
Course Code 21CS751 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. To understand why Python is a useful scripting language for developers

CLO 2. To read and write simple Python programs
CLO 3. To learn how to identify Python object types.
CLO 4. To learn how to write functions and pass arguments in Python.
CLO 5. To use Python data structures –- lists, tuples, dictionaries.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
INTRODUCTION DATA, EXPRESSIONS, STATEMENTS:08 Hours
Introduction: Creativity and motivation, understanding programming, Terminology: Interpreter and
compiler, Running Python, The First Program; Data types: Int, float, Boolean, string, and list, variables,
expressions, statements, Operators and operands.

Textbook 1: Chapter 1.1,1.2,1.3,1.6, Chapter 2.1-2.6

Textbook 2: Chapter 1
Teaching-Learning Process Chalk and board, Active Learning
Module-2
CONTROL FLOW, LOOPS:
Conditionals: Boolean values and operators, conditional (if), alternative (if-else), chained conditional (if-
elif-else); Iteration: while, for, break, continue, pass statement.

Textbook 1: Chapter 3.1-3.6, chapter 5

Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-3
FUNCTIONS AND STRINGS:
Functions: Function calls, adding new functions, definition and uses, local and global scope, return values.
Strings: strings, length of string, string slices, immutability, multiline comments, string functions and
methods;
 03.09.2022

Textbook 1: Chapter 6
Textbook 2: Chapter 3
Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-4
LISTS, TUPLES, DICTIONARIES:08 Hours
Lists:List operations, list slices, list methods, list loop, mutability, aliasing, cloning lists, listparameters,
list comprehension;

Tuples: tuple assignment, tuple as return value, tuple comprehension;

Dictionaries: operations and methods, comprehension;

Textbook 2: Chapter 10,11,12

Teaching-Learning Process Chalk& board, Active Learning
Module-5
REGULAR EXPRESSIONS,FILES AND EXCEPTION:
Regular expressions:Character matching in regular expressions, extracting data using regular
expressions, Escape character

Files and exception: Text files, reading and writing files, command line arguments, errors andexceptions,
handling exceptions, modules.

Textbook 1: Chapter 11.1,11.2,11.4

Textbook 2: Chapter 14
Teaching-Learning Process Chalk and board, MOOC
Suggested Course Outcomes
At the end of the course the student will be able to:
CO 1. Understand Python syntax and semantics and be fluent in the use of Python flow control and
functions.
CO 2. Demonstrate proficiency in handling Strings and File Systems.
CO 3. Represent compound data using Python lists, tuples, Strings, dictionaries.
CO 4. Read and write data from/to files in Python Programs
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
 03.09.2022

methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module..
Marks scored shall be proportionally reduced to 50 marks

Textbooks
1. Charles R. Severance, “Python for Everybody: Exploring Data Using Python 3”, 1st Edition,
CreateSpace Independent Publishing Platform, 2016.
http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf
2. Allen B. Downey, "Think Python: How to Think Like a Computer Scientist”, 2ndEdition, Green Tea
Press, 2015. (Chapters 15, 16, 17)
http://greenteapress.com/thinkpython2/thinkpython2.pdf
REFERENCE BOOKS:
1. R. Nageswara Rao, “Core Python Programming”, dreamtech
2. Python Programming: A Modern Approach, Vamsi Kurama, Pearson
3. Python Programming , Reema theraja, OXFORD publication
Weblinks and Video Lectures (e-Resources):
1. https://www.w3resource.com/python/python-tutorial.php
2. https://data-flair.training/blogs/python-tutorials-home/
3. https://www.youtube.com/watch?v=c235EsGFcZs
4. https://www.youtube.com/watch?v=v4e6oMRS2QA
5. https://www.youtube.com/watch?v=Uh2ebFW8OYM
6. https://www.youtube.com/watch?v=oSPMmeaiQ68
7. https://www.youtube.com/watch?v=_uQrJ0TkZlc
8. https://www.youtube.com/watch?v=K8L6KVGG-7o
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Real world problem solving: Demonstration of projects developed using python language
 03.09.2022

VII Semester

INTRODUCTION TO AI AND ML
Course Code 21CS752 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives
CLO1. Understands the basics of AI, history of AI and its foundations, basic principles of AI for problem
solving
CLO2. Explore the basics of Machine Learning & Machine Learning process, understanding data
CLO3. Understand the Working of Artificial Neural Networks
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Introduction: What is AI, The foundation of Artificial Intelligence, The history of Artificial Intelligence,
Intelligent Agents: Agents and Environments, Good Behaviour: The concept of rationality, the nature of
Environments, the structure of Agents.

Textbook 1: Chapter: 1 and 2

Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
Problem solving by searching: Problem solving agents, Example problems, Searching for solutions,
Uniformed search strategies, Informed search strategies, Heuristic functions

Textbook 1: Chapter: 3
Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-3
Introduction to machine learning: Need for Machine Learning, Machine Learning Explained, and
Machine Learning in relation to other fields, Types of Machine Learning. Challenges of Machine Learning,
Machine Learning process, Machine Learning applications.

Understanding Data: What is data, types of data, Big data analytics and types of analytics, Big data
analytics framework, Descriptive statistics, univariate data analysis and visualization

Textbook 2: Chapter: 1 and 2.1 to 2.5

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
Module-4
 03.09.2022

Understanding Data
Bivariate and Multivariate data, Multivariate statistics , Essential mathematics for Multivariate data,
Overview hypothesis, Feature engineering and dimensionality reduction techniques,

Basics of Learning Theory: Introduction to learning and its types, Introduction computation learning
theory, Design of learning system, Introduction concept learning.

Similarity-based learning: Introduction to Similarity or instance based learning, Nearest-neighbour

learning, weighted k- Nearest - Neighbour algorithm.

Textbook 2: Chapter: 2.6 to 2.10, 3.1 to 3.4, 4.1 to 4.3

Teaching-Learning Process Chalk& board, Problem based learning
Module-5
Artificial Neural Network: Introduction, Biological neurons, Artificial neurons, Perceptron and learning
theory, types of Artificial neural Network, learning in multilayer Perceptron, Radial basis function neural
network, self-organizing feature map,

Textbook 2: Chapter: 10
Teaching-Learning Process Chalk and board, MOOC
Course Outcomes
At the end of the course the student will be able to:
CO 1. Design intelligent agents for solving simple gaming problems.
CO 2. Have a good understanding of machine leaning in relation to other fields and fundamental issues
and
Challenges of machine learning
CO 3. Understand data and applying machine learning algorithms to predict the outputs.
CO 4. Model the neuron and Neural Network, and to analyze ANN learning and its applications.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
 03.09.2022

papers for the subject (duration 03 hours)

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

Textbooks
1. Stuart Russel, Peter Norvig: “Artificial Intelligence A Modern Approach”, 3 rd Edition, Pearson
Education, 2015.
2. S. Sridhar, M Vijayalakshmi “Machine Learning”. Oxford ,2021
REFERENCE BOOKS:
1. Elaine Rich, Kevin Knight: “Artificial Intelligence”, 3rd Edition, Tata McGraw Hill,
2009, ISBN-10: 0070087709
2. Nils J. Nilsson: “Principles of Artificial Intelligence”, Elsevier, 1980, ISBN: 978-3-540-11340-9.

Weblinks and Video Lectures (e-Resources):

http://stpk.cs.rtu.lv/sites/all/files/stpk/materiali/MI/Artificial%20Intelligence
%20A%20Modern%20Approach.pdf.
1. http://www.getfreeebooks.com/16-sites-with-free-artificial-intelligence-e
books/https://www.tutorialspoint.com/artificial_intelligence/artificial_intelligence_overview.ht
m
2. Problem solving agent:https://www.youtube.com/watch?v=KTPmo-KsOis.
3. https://www.youtube.com/watch?v=X_Qt0U66aH0&list=PLwdnzlV3ogoXaceHrrFVZCJKbm_laSH
cH
4. https://www.javatpoint.com/history-of-artificial-intelligence
5. https://www.tutorialandexample.com/problem-solving-in-artificial-intelligence
6. https://techvidvan.com/tutorials/ai-heuristic-search/
7. https://www.analyticsvidhya.com/machine-learning/
8. https://www.hackerearth.com/practice/machine-learning/machine-learning-algorithms/ml-
decision-tree/tutorial/
9. https://www.javatpoint.com/unsupervised-artificial-neural-networks
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Real world problem solving: Demonstration of projects related to AI and ML.
 03.09.2022

VII Semester

INTRODUCTION TO BIG DATA

Course Code 21CS753 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. Understand Hadoop Distributed File system and examine MapReduce Programming
CLO 2. Explore Hadoop tools and manage Hadoop with Sqoop
CLO 3. Appraise the role of data mining and its applications across industries
CLO 4. Identify various Text Mining techniques
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.

Module-1
Hadoop Distributed file system:HDFS Design, Features, HDFS Components, HDFS user commands
Hadoop MapReduce Framework: The MapReduce Model, Map-reduce Parallel Data Flow,Map Reduce
Programming

Textbook 1: Chapter 3,5,68hr

Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
Essential Hadoop Tools:Using apache Pig, Using Apache Hive, Using Apache Sqoop, Using Apache
Apache Flume, Apache H Base

Textbook 1: Chapter 78hr

Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-3
Data Warehousing: Introduction, Design Consideration, DW Development Approaches, DW
Architectures

Data Mining: Introduction, Gathering, and Selection, data cleaning and preparation, outputs ofData
Mining, Data Mining Techniques

Textbook 2: Chapter 4,5

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
Module-4
 03.09.2022

Decision Trees: Introduction, Decision Tree Problem, Decision Tree Constructions, Lessons from
Construction Trees. Decision Tree Algorithm

Regressions: Introduction, Correlations and Relationships, Non-Linear Regression, Logistic Regression,

Advantages and disadvantages.

Textbook 2: Chapter 6,7

Teaching-Learning Process Chalk& board, Problem based learning
Module-5
Text Mining: Introduction, Text Mining Applications, Text Mining Process, Term Document Matrix,
Mining the TDM, Comparison, Best Practices

Web Mining: Introduction, Web Content Mining, Web Structured Mining, Web Usage Mining, Web Mining
Algorithms.

Textbook 2: Chapter 11,14

Teaching-Learning Process Chalk and board, MOOC
Suggested Course Outcomes
At the end of the course the students will be able to:
CO 1. Master the concepts of HDFS and MapReduce framework.
CO 2. Investigate Hadoop related tools for Big Data Analytics and perform basic
CO 3. Infer the importance of core data mining techniques for data analytics
CO 4. Use Machine Learning algorithms for real world big data.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
 03.09.2022

maximum of 3 sub-questions), should have a mix of topics under that module.

3. The students have to answer 5 full questions, selecting one full question from each module..
Marks scored shall be proportionally reduced to 50 marks

Textbooks
1. Douglas Eadline,"Hadoop 2 Quick-Start Guide: Learn the Essentials of Big DataComputing in the
Apache Hadoop 2 Ecosystem", 1stEdition, Pearson Education,2016.
2. Anil Maheshwari, “Data Analytics”, 1stEdition, McGraw Hill Education,2017
Weblinks and Video Lectures (e-Resources):
1. https://nptel.ac.in/courses/106/104/106104189/
2. https://www.youtube.com/watch?v=mNP44rZYiAU
3. https://www.youtube.com/watch?v=qr_awo5vz0g
4. https://www.youtube.com/watch?v=rr17cbPGWGA
5. https://www.youtube.com/watch?v=G4NYQox4n2g
6. https://www.youtube.com/watch?v=owI7zxCqNY0
7. https://www.youtube.com/watch?v=FuJVLsZYkuE
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Real world problem solving: Demonstration of Big Data related projects
Exploring the applications which involves big data.
 03.09.2022

VII Semester

INTRODUCTION TO DATA SCIENCE

Course Code 21CS754 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. To provide a foundation in data Science terminologies

CLO 2. To familiarize data science process and steps
CLO 3. To Demonstrate the data visualization tools
CLO 4. To analyze the data science applicability in real time applications.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
PREPARING AND GATHERING DATA AND KNOWLEDGE
Philosophies of data science - Data science in a big data world - Benefits and uses of data science and big
data - facts of data: Structured data, Unstructured data, Natural Language, Machine generated data, Audio,
Image and video streaming data - The Big data Eco system: Distributed file system, Distributed
Programming framework, Data Integration frame work, Machine learning Framework, NoSQL Databases,
Scheduling tools, Benchmarking Tools, System Deployment, Service programming and Security.

Textbook 1: Ch 1.1 to 1.4

Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation
Module-2
THE DATA SCIENCE PROCESS-Overview of the data science process- defining research goals and
creating project charter, retrieving data, cleansing, integrating and transforming data, exploratory data
analysis, Build the models, presenting findings and building application on top of them.

Textbook 1:,Ch 2
Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation
Module-3
MACHINE LEARNING: Application for machine learning in data science- Tools used in machine learning-
Modeling Process – Training model – Validating model – Predicting new observations –Types of machine
learning Algorithm : Supervised learning algorithms, Unsupervised learning algorithms.

Textbook 1: Ch 3.1 to 3.3

 03.09.2022

Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation, Video
Module-4
VISUALIZATION–Introduction to data visualization – Data visualization options – Filters – MapReduce –
Dashboard development tools.

Textbook 1: Ch 9

Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation, MOOC
Module-5
CASE STUDIES Distributing data storage and processing with frameworks - Case study: e.g, Assessing risk
when lending money.

Textbook 1: Ch 5.1, 5.2

Teaching-Learning Process Chalk and board, Active Learning, PPT Based presentation, Video
Course Outcomes
At the end of the course the student will be able to:
CO 1. Describe the data science terminologies
CO 2. Apply the Data Science process on real time scenario.
CO 3. Analyze data visualization tools
CO 4. Apply Data storage and processing with frameworks
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module..
Marks scored shall be proportionally reduced to 50 marks
 03.09.2022

Textbooks
1. Introducing Data Science, Davy Cielen, Arno D. B. Meysman and Mohamed Ali,Manning
Publications, 2016.
Reference Books
1. Doing Data Science, Straight Talk from the Frontline, Cathy O'Neil, Rachel Schutt, O’ Reilly, 1st
edition, 2013.
2. Mining of Massive Datasets, Jure Leskovec, Anand Rajaraman, Jeffrey David Ullman, Cambridge
University Press, 2nd edition, 2014
3. An Introduction to Statistical Learning: with Applications in R, Gareth James, Daniela Witten,
Trevor Hastie, Robert Tibshirani, Springer, 1st edition, 2013
4. Think Like a Data Scientist, Brian Godsey, Manning Publications, 2017.
Weblinks and Video Lectures (e-Resources):
1. https://www.simplilearn.com/tutorials/data-science-tutorial/what-is-data-science
2. https://www.youtube.com/watch?v=N6BghzuFLIg
3. https://www.coursera.org/lecture/what-is-datascience/fundamentals-of-data-science-tPgFU
4. https://www.youtube.com/watch?v=ua-CiDNNj30

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Real world problem solving using Data science techniques and demonstration of data visualization
methods with the help of suitable project.