03.10.

2022

Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos and animations of
Learning Intensity Transformation Functions, Histogram Processing, Spatial domain filters.
Process Self-study topics: Point, line and edge detection.
Practical topics: Problems on Intensity Transformation Functions, Histogram, Spatial
domain filters
RBT Level: L1, L2, L3
Module-3
Frequency Domain: Basics of Filtering in the Frequency Domain, Image Smoothing and Image
Sharpening Using Frequency Domain Filters.
[Text 1: Chapter 4: Sections 4.7 to 4.9]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos on frequency domain
Learning filtering, Color image processing.
Process Self-study topics: Basic concept of segmentation.
Practical topics: Problems on Image smoothing and sharpening
RBT Level: L1, L2, L3
Module-4
Color Image Processing: Color Fundamentals, Color Models, Pseudo-color Image Processing.
[Text 1: Chapter 6: Sections 6.1 to 6.3]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos on Color image
Learning processing. Practical topics: Problems on Pseudo-color Image Processing
Process RBT Level: L1, L2, L3
Module-5
Restoration: A model of the Image Degradation/Restoration Process, Noise models, Restoration in the
Presence of Noise Only using Spatial Filtering and Frequency Domain Filtering, Inverse Filtering,
Minimum Mean Square Error (Wiener) Filtering.
[Text 1: Chapter 5: Sections 5.1, to 5.4.3, 5.7, 5.8]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos on Noise models, filters
Learning and its applications.
Process Self-study topics: Linear position invariant degradation, Estimation of degradation
function.
RBT Level: L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Understand image formation and the role of human visual system plays in perception of gray and
color image data.
2. Apply image processing techniques in spatial domains.
3. Apply image processing techniques in frequency (Fourier) domains.
4. Conduct independent study and analysis of Image Enhancement 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 out of 50). A student
shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE), and a minimum of 40% (40 marks out of 100) in the 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

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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.
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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks

Suggested Learning Resources:

Text Book:
Digital Image Processing- Rafael C Gonzalez and Richard E Woods, PHI, 3 rd Edition, 2010.
Reference Books:
1. Digital Image Processing- S Jayaraman, S Esakkirajan, T Veerakumar, Tata McGraw Hill, 2014.
2. Fundamentals of Digital Image Processing- A K Jain, PHI Learning Private Limited 2014.
Web links and Video Lectures (e-Resources)
 Image databases, https://imageprocessingplace.com/root_files_V3/image_databases.htm
 Student support materials, https://imageprocessingplace.com/root_files_V3/students/students.htm
 NPTEL Course, Introduction to Digital Image Processing, https://nptel.ac.in/courses/117105079
 Computer Vision and Image Processing, https://nptel.ac.in/courses/108103174
 Image Processing and Computer Vision – Matlab and Simulink,
 https://in.mathworks.com/solutions/image-video-processing.html
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Simulink models for Image processing

19.09.2023
03.10.2022

VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Basic Digital Signal Processing

Course Code 21EC754
21EC744 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
This course will enable students to:
 Preparation: To prepare students with fundamental knowledge/ overview in the field of Signal
Processing
 Core Competence: To equip students with a basic foundation of Signal Processing by delivering
the mathematical description of discrete time signals and systems, classifying signals into different
categories based on their properties, analyzing Linear Time Invariant (LTI)systems in time and
transform domains, basics of FIR & IIR Filter Design
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecture 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 the different concepts Digital Signal Processing.
3. Encourage collaborative (Group) Learning in the class.
4. Ask at least three HOTS (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.
9. Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and have
discussions on the that topic in the succeeding classes
10. Give Programming Assignments.
Module-1
Signal Definition, Signal Classification, System definition, System classification, for both continuous
time and discrete time, Definition of LTI systems (Chapter1)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique, Programming
Learning assignments
Process RBT Level: L1, L2, L3
Module-2
Introduction to Fourier Transform, Fourier Series, Relating the Laplace Transform to Fourier
Transform, Frequency response of continuous time systems (Chapter3)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique, Programming
Learning assignments
Process RBT Level: L1, L2, L3

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Module-3
Frequency response of ideal analog filters, Salient features of Butterworth filters Design and
implementation of Analog Butterworth filters to meet given specifications (Chapter8)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique, Programming
Learning assignments
Process RBT Level: L1, L2, L3
Module-4
Sampling Theorem- Statement and proof, converting the analog signal to a digital signal, Practical
sampling, The Discrete Fourier Transform, Properties of DFT, Comparing the frequency response of
analog and digital systems (FFT not included) (Chapter 3,4)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique, Programming
Learning assignments
Process RBT Level: L1, L2, L3
Module-5
Definition of FIR and IIR filters, Frequency response of ideal digital filters. Transforming the Analog
Butterworth filter to the Digital IIR Filter using BLT to meet given specifications. Design of Low pass /
High pass FIR Filters using the Window technique, to meet given specifications, Comparing the
designed filter with the desired filter frequency response (Chapter8)
Teaching- Chalk and talk method, Power point presentation, YouTube videos, Flipped Class
Learning Technique, Programming assignments
Process RBT Level: L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Understand the continuous time and discrete time signals and systems, in time and frequency domain
2. Apply the concepts of signals and systems to obtain the desired parameter/representation
3. Design analog/digital filters to meet given specifications
4. Design and implement the analog filter using components/suitable simulation tools
5. Design and implement the digital filter (FIR/IIR) using suitable simulation tools, and record the input
and output of the filter for the given audio signal
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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

19.09.2023
03.10.2022

(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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks

Suggested Learning Resources:

Text Books:
1. ‘Signals and Systems’, Simon Haykin and Barry Van Veen, Wiley.
2. “Fundamentals of Digital Signal Processing”, Lonnie C Ludeman, John Wiley and Sons, 1986.

Reference Books:
3. 'Theory and Application of Digital Signal Processing', Rabiner and Gold
4. ‘Signals and Systems’, Schaum’s Outline series
5. ‘Digital Signal Processing’, Schaum’s Outline series
Web links and Video Lectures (e-Resources)
By Prof. S C Dutta Roy, IIT Delhi
https://nptel.ac.in/courses/117102060
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Programming Assignments / Mini Projects can be given to improve programming skills

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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

E-waste Management
Course Code 21EC755
21EC745 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 Current Status: According to a report on e-waste presented by the United Nations (UN) in World
Economic Forum on January 24, 2019, the waste stream reached 48.5 MT in 2018. With such a large
quantity of e-waste being generated each year, the future of e-waste recycling in India looks pretty
bright. The E-waste (Management) Rules, 2016, enacted on October 1, 2017, added over 21 products
(Schedule-I) under the purview of the rule.
 Purview: This course covers an extensive review of e-waste management in India. With a focus on
the evolution of legal frameworks in India and the world, it presents impacts and outcomes;
challenges and opportunities; and management strategies and practices to deal with e-waste. It also
includes a survey of pan-India initiatives and trajectories of law-driven initiatives for effective e-
waste management along with responses from industries and producers.
 Scope: There is a considerable scope for e-waste recycling in India. It is not only a solution to help
mitigate e-waste management issues, but it also helps to generate employment. With the rise in e-
waste recycling plants, the demand for employees with all levels of qualification and skills also
increases.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of teaching
method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills
such as the ability to evaluate, generalize, and analyze information rather than simply recall it.
6. Topics will be introduced in multiple representations.
7. Discuss how every concept can be applied to the real world - and when that's possible, it helps to
improve the students' understanding.
8. Arrange visits to nearby industries to give industry exposure.
Module-1
Sustainable development and e-waste management: Importance of electrical and electronic
equipment in a nation's development, and e-waste as toxic companion of digital era, I: Let's understand
e-waste, II: E-waste statistics: quantities, collection and recycling, E-waste categories and harmonising
statistics, III: An overview on status of e-waste related legislation across the globe; IV: UN initiatives for
e-waste management: creating partnerships and achieving Agenda 2030; V: Indian scenario: e-waste
generation, collection and recycling.
Teaching-Learning Chalk and talk method, YouTube videos.
Process RBT Level: L1, L2
Module-2
Extended producer responsibility: a mainstay for e-waste management: Evolution of concept of
‘extended producer responsibility’, EPR applied for waste management and extended for e-waste

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management, EPR: goals, implementation, and challenges for e-waste management, EPR implemented
for e-waste management under the existing regulatory frameworks in different countries, Role of a
PRO prescribed in regulatory framework, Considerations for successful implementation of EPR,
Challenges in implementation of EPR for e-waste management, Impact of EPR, EPR and e-waste
management in India.
Toxicity and impacts on environment and human health: Toxicity, recycling, and regulations, I:
Environmental concerns, II: Human health concerns.
Teaching-Learning Chalk and talk method, PowerPoint Presentation, More examples relating to
Process applications. RBT Level: L1, L2, L3
Module-3
Treating e-waste, resource efficiency, and circular economy: Safe environment, resource use, and
circular economy, Circular economy: recycling, resource recovery, and resource efficiency, Potentials
of urban mining in circular economy, Recycling and resource efficiency related challenges to the
circular economy, Urban mining, recycling, resource use, resource efficiency, and circular economy in
India.
E-waste management through legislations in India: I: Historical backdrop of regulatory regime for
e-waste in India, II: E-waste (management) Rules, 2016 and E-waste (management) Amendment Rules,
2018, III: Analysing performance of EPR and CPCB as regulatory mechanisms, IV: Legal cases and
judicial directives.
Teaching-Learning Chalk and talk method, PowerPoint Presentation
Process RBT Level: L1, L2, L3
Module-4
Strategies and initiatives for dealing with e-waste in India: I: Overview of pan-India initiatives for
dealing with e-waste during 2000 and 2012, II: Law-driven e-waste management – initiatives by the
government, non-government agencies, and judiciary.
Teaching-Learning Chalk and talk method, PowerPoint Presentation.
Process RBT Level: L1, L2, L3
Module-5
Moving towards horizons: I: Legal and judicial domain, II: Economic concerns, III: Environment
concerns, IV: Recycling culture/recycling society.
Teaching-Learning Chalk and talk method, PowerPoint Presentation, More examples relating to
Process applications.
RBT Level: L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Understand the existing discourse on e-waste and its management, statistics across the world,
opportunities, and challenges w.r.t. regulatory framework, SDGs, CE, and LCIA (Life Cycle Impact
Assessment) and MFA (Material Flow Analysis), Indian scenario.
2. Describe EPR, a regulatory framework for achieving specified goals across different countries and
impacts on environment and human health.
3. Explain themes in the context of resource use and sustainable development. Urban mining, informal
sector operations and need for resource use policy, financial support for recycling infrastructure
building, etc. in Indian context and also explain to what extent – different aspects of e-waste
management have been incorporated in the existing regulatory framework in comparison with
international legislatures.
4. Identify and infer pan-Indian initiatives dealing with e‑waste management, ranging from building
knowledge base through research and social action by different stakeholders to technological
and legal advancements, and industrial initiatives. Analyse roadmap for the Agenda 2030.
5. Use opportunities and challenges around four domains: legal and judicial domain; economic
concerns; recycling culture/society; and environment concerns.

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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.
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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks

Suggested Learning Resources:

Text Book:
Varsha Bhagat Gangulay, ‘E-Waste Management’, Taylor and Francis, 2022.
Web links and Video Lectures (e-Resources)
•https://link.springer.com/book/10.1007/978-3-030-14184-4
•https://rajyasabha.nic.in/rsnew/publication_electronic/E-Waste_in_india.pdf
•https://greene.gov.in/wp-content/uploads/2018/01/E-waste-Vol-II-E-waste-Management-Manual.pdf
•https://nptel.ac.in/courses/105105169
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
• Groups can be made to conduct a survey on the present scenario of India and top 5 countries facing
ewaste management challenges.
• Industry visits to give an exposure of the e waste management process and also business.
• Case studies to develop e-waste management models.
• Survey of few e-waste management companies can be carried out and submit report.

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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Advanced Design Tools for VLSI

Course Code 21EC731
21EC721 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 Impart knowledge of EDA tools and methodology for FPGA
 Learn principles of IP core for FPGA and embedded systems
 Infer the concept of machine learning in fabrication and physical design
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Arrange visits to nearby PSUs and small-scale communication industries.
3. Show Video/animation films to explain the functioning of various techniques.
4. Encourage collaborative (Group) Learning in the class
5. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
6. 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.
7. Topics will be introduced in multiple representations.
8. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
9. 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, Prologue, EDA: From Methodologies, Algorithms, Tools to Integrated
Circuits and Systems, EDA from Halcyon’s Days to the Blooming Paradigm of Chip Industry, Categories
of the EDA Tools, Quo Vadis, EDA? The Challenges and Opportunities, Designing the System as SoC
Using the Soft IP Cores, Types of IP Cores, Design Issues Pertaining to the Soft IP Cores
Text Book1: 1.1 to 1.5, 1.7 to 1.10

Development of FPGA Based Network on Chip for Circumventing Spam: Introduction, Conception
of the Spam Mail, FPGA Based Network on Chip for Circumventing Spam, Tools Infrastructure and
Design Flow, Introducing Hardware-Software Co-design, Hardware Software Co-design, Framework
Proposed in the Present Case Study, Description of System at Higher Level, Resolving the System a Step
Down, System Design, Development of Soft IP Core of Bloom Filter, Presenting System Design of Purely
Software Modules, Integrating of the Hardware-Software Modules Using EDK
Text Book1: 2.1 to 2.13
Teaching-Learning Chalk and talk method, , PowerPoint Presentation, YouTube videos
Process RBT Level: L1, L2, L3
Module-2
Analog Front End and FPGA Based Soft IP Core for ECG Logger: Prior Art, The Very Rationale of the
System, Analog Front End of the Setup, VHDL Implementation of the ECG Soft IP Core, ModelSim
Simulation Results, Synthesis Results Using Mentor Graphics Tool, Monitoring the ECG Using MODEM

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Based Setup, ECG Signal Reconstruction Mechanism at the Hospital End, VHDL Listing for Driving the
Analog Demultiplexer and Serial DAC from Spartan-3E FPGA, Discussion Regarding the VHDL
Implementation, ModelSim Simulation Results, Synthesis Results Using Mentor Graphics Tool:
Leonardo Spectrum.
Text Book1: 3.1 to 3.12
Teaching-Learning Chalk and talk method/Power point presentation
Process RBT Level: L1, L2, L3
Module-3
FPGA Based Multifunction Interface for Embedded Applications: Introduction, Universal FPGA
Based Interface for High End Embedded Applications, Soft IP Core for the LCD Interface, Soft IP Core
for the DAC Interface, Handel C Listing of the Soft IP Core for the DAC Interface, Soft IP Core for the
Linear Tech LTC6912-1 Dual Amp, Soft IP Core for the ADC Interface, Soft IP Core for the VGA Interface,
Soft IP Core for the Keyboard Interface, Triangular Wave Generator Using DAC
Text Book1: 4.1 - 4.10
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-4
Machine Learning for Compact Lithographic Process Models: Introduction, The Lithographic
Patterning Process, Machine Learning of Compact Process Models, Neural Network Compact
Patterning Models. Text Book2: 2.1 to 2.4

Machine Learning for Mask Synthesis: Introduction, Machine Learning-Guided OPC, Machine
Learning-Guided EPC. Text Book2: 3.1 to 3.4
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-5
Machine Learning in Physical Verification, Mask Synthesis, and Physical Design: Introduction,
Machine Learning in Physical Verification, Machine Learning in Mask Synthesis, Machine Learning in
Physical Design. Text Book2: 4.1 to 4.4
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Demonstrate the EDA methodologies and Tools for FPGA based NoC
2. Interpretation of soft core for ECG logger
3. Interfacing of DAC for embedded Application
4. Interpretation of Machine Learning for fabrication
5. Interpretation of ML in physical design
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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

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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.
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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks
Suggested Learning Resources:
Text Books:
1. Rajanish K Kamat, Santosh A Shinde, Pawan K Gaikwad, Hansraj Guhilot, ‘Harnessing VLSI System
Design with EDA Tools’, Springer, 2012.
2. Ibrahim (Abe) M Elfadel, Duane S Boning, Xin Li, ‘Machine Learning in VLSI Computer-Aided Design’,
Springer, 2011.

Web links and Video Lectures (e-Resources)

 https://www.digimat.in/nptel/courses/video/117101004/L01.html
 https://www.youtube.com/watch?v=zC5b5_7oRKk

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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Digital Image Processing

Course Code 21EC732
21EC722 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 Understand the fundamentals of digital image processing.
 Understand the image transform used in digital image processing.
 Understand the image enhancement techniques in spatial domain used in digital image processing.
 Understand the Color Image Processing and frequency domain enhancement techniques in digital
image processing.
 Understand the image restoration techniques and methods used in digital image processing.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Show Video/animation films to explain the functioning of various image processing concepts.
2. Encourage cooperative (Group) Learning through puzzles, diagrams, coding etc., in the class.
3. Encourage students to ask questions and investigate their own ideas helps improve their
problem-solving skills as well as gain a deeper understanding of academic concepts.
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Students are encouraged to do coding based projects to gain knowledge in image processing.
6. 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.
7. Topics will be introduced in multiple representations.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding
9. Arrange visits to nearby PSUs such as CAIR (DRDO), NAL, BEL, ISRO, etc., and small-scale
software industries to give industry exposure.

Module-1
Digital Image Fundamentals: What is Digital Image Processing?, Origins of Digital Image Processing,
Examples of fields that use DIP, Fundamental Steps in Digital Image Processing, Components of an
Image Processing System, Elements of Visual Perception, Image Sensing and Acquisition, Image
Sampling and Quantization, Some Basic Relationships Between Pixels.
[Text 1: Chapter 1, Chapter 2: Sections 2.1 to 2.5]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos, Videos on Image
Learning processing applications
Process Self-study topics: Arithmetic and Logical operations
Practical topics: Problems on Basic Relationships Between Pixels.
RBT Level: L1, L2, L3

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Module-2
Image Transforms: Introduction, Two-Dimensional Orthogonal and Unitary Transforms, Properties of
Unitary Transforms, Two-Dimensional DFT, cosine Transform, Haar Transform.
Text 2: Chapter 5: Sections 5.1 to 5.3, 5.5, 5.6, 5.9]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos of various
Learning transformation techniques and related applications.
Process Self-study topics: Sine transforms, Hadamard transforms, KL transform, Slant transform.
Practical topics: Problems on DFT and DCT
RBT Level: L1, L2, L3
Module-3
Spatial Domain: Some Basic Intensity Transformation Functions, Histogram Processing,
Fundamentals of Spatial Filtering, Smoothing Spatial Filters, Sharpening Spatial Filters
[Text: Chapter 3: Sections 3.2 to 3.6]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos and animations of
Learning Intensity Transformation Functions, Histogram Processing, Spatial domain filters.
Process Self-study topics: Point, line and edge detection.
Practical topics: Problems on Intensity Transformation Functions, Histogram, Spatial
domain filters
RBT Level: L1, L2, L3
Module-4
Frequency Domain: Basics of Filtering in the Frequency Domain, Image Smoothing and Image
Sharpening Using Frequency Domain Filters.
Color Image Processing: Color Fundamentals, Color Models, Pseudo-color Image Processing.
[Text 1: Chapter 4: Sections 4.7 to 4.9 and Chapter 6: Sections 6.1 to 6.3]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos on frequency domain
Learning filtering, Color image processing.
Process Self-study topics: Basic concept of segmentation.
Practical topics: Problems on Pseudo-color Image Processing
RBT Level: L1, L2, L3
Module-5
Restoration: A model of the Image Degradation/Restoration Process, Noise models, Restoration in the
Presence of Noise Only using Spatial Filtering and Frequency Domain Filtering, Inverse Filtering,
Minimum Mean Square Error (Wiener) Filtering.
[Text 1: Chapter 5: Sections 5.1, to 5.4.3, 5.7, 5.8]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos on Noise models, filters
Learning and its applications.
Process Self-study topics: Linear position invariant degradation, Estimation of degradation
function.
RBT Level: L1, L2, L3
Course outcomes (Course Skill Set)
At the end of the course the student will be able to:
1. Understand image formation and the role of human visual system plays in perception of gray and
color image data.
2. Compute various transforms on digital images.
3. Conduct independent study and analysis of Image Enhancement techniques.
4. Apply image processing techniques in frequency (Fourier) domain.
5. Design image restoration techniques.

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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.
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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks

Suggested Learning Resources:

Text Books:
1. Digital Image Processing- Rafael C Gonzalez and Richard E Woods, PHI, 3rd Edition 2010.
2. Fundamentals of Digital Image Processing- A K Jain, PHI Learning Private Limited 2014.
Reference Book:
Digital Image Processing- S Jayaraman, S Esakkirajan, T Veerakumar, Tata McGraw Hill, 2014.
Web links and Video Lectures (e-Resources)
 Image databases, https://imageprocessingplace.com/root_files_V3/image_databases.htm
 Student support materials,
https://imageprocessingplace.com/root_files_V3/students/students.htm
 NPTEL Course, Introduction to Digital Image Processing, https://nptel.ac.in/courses/117105079
 Computer Vision and Image Processing, https://nptel.ac.in/courses/108103174
 Image Processing and Computer Vision – Matlab and Simulink,
 https://in.mathworks.com/solutions/image-video-processing.html
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Verilog /VHDL coding for Image manipulation.
 Simulink models for Image processing.

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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

DSP Algorithms & Architecture

Course Code 21EC733
21EC723 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
This course will enable the students to
 Understand the concepts of digital signal processing techniques.
 Understand the computational building blocks of DSP processors and its speed issues.
 Understand the various addressing modes, peripherals, interrupts and pipelining structure of the
TMS320C54xx processor.
 Learn how to interface the external devices to the TMS320C54xx processor in various modes.
 Understand DSP algorithms and applications with their implementation using TMS320C54xx
processor.
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction to Digital Signal Processing: Introduction, A Digital Signal – Processing system, Major
features of programmable Digital signal processors, The Sampling Process, Discrete Time Sequences,
Discrete Fourier Transform (DFT) and Fast Fourier Transform (FFT), Linear Time-Invariant Systems,
Digital Filters, Decimation and Interpolation.
Section 1.3, 2.1 to 2.8 of Text 1
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-2
Architectures for Programmable Digital Signal Processing Devices: Introduction, Basic
Architectural Features, DSP Computational Building Blocks, Bus Architecture and Memory, Data
Addressing Capabilities, Address Generation Unit, Programmability and Program Execution, Speed
Issues, Features for External Interfacing.
Section 4.1 to 4.9 of Text 1
Teaching-Learning Chalk and talk method, Power point presentation

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Process RBT Level: L1, L2, L3

Module-3
Programmable Digital Signal Processors: Introduction, Commercial Digital Signal-processing
Devices, Data Addressing Modes of TMS32OC54XX, Memory Space of TMS32OC54xx Processors,
Program Control. Detail Study of TMS320C54X & 54xx Instructions and Programming, On – Chip
Peripherals, Interrupts of TMS32OC54XX Processors, Pipeline Operation of TMS32OC54xx Processor.
Section 5.1 to 5.10 of Text 1
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-4
Implementation of Basic DSP Algorithms: Introduction, The Q – notation, FIR Filters, IIR Filters,
Interpolation and Decimation Filters (one example in each case).
Implementation of FFT Algorithms: Introduction, An FFT Algorithm for DFT Computation, Overflow
and Scaling, Bit – Reversed Index. Generation & Implementation on the TMS32OC54xx.
Section 7.1 to 7.6 and 8.1 to 8.6 of Text 1
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-5
Interfacing Memory and Parallel I/O Peripherals to Programmable DSP Devices: Introduction,
Memory Space Organization, External Bus Interfacing Signals. Memory Interface, Parallel I/O Interface,
Programmed I/O, Interrupts and I/O Direct Memory Access (DMA).
Interfacing and Applications of DSP Processors: Introduction, Synchronous Serial Interface, A
CODEC Interface Circuit, DSP Based Bio-telemetry Receiver, A Speech Processing System, An Image
Processing System.
Section 9.1 to 9.8, 10.1 to 10.5 and11.1 to 11.5 of Text 1
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Comprehend the knowledge & concepts of digital signal processing techniques.
2. Apply knowledge of various types of addressing modes, interrupts, peripherals and pipelining
structure of TMS320C54xx processor.
3. Develop assembly language programs to implement FIR, IIR filters and FFT algorithms.
4. Build the Applications on Programmable DSP devices.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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

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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.
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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks

Suggested Learning Resources:

Text Book:
“Digital Signal Processing”, Avatar Singh and S Srinivasan, Thomson Learning, 2004
Reference Books:
1. “Digital Signal Processing: A practical approach”, Ifeachor E C, Jervis B. W Pearson-Education, PHI,
2002.
2. “Digital Signal Processors”, B Venkataramani and M Bhaskar, TMH, 2nd Ed., 2010
3. “Architectures for Digital Signal Processing”, Peter Pirsch, John Wiley.

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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Biomedical Signal Processing

Course Code 21EC734
21EC724 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
This course will enable students to:
 Possess the basic mathematical, scientific and computational skills necessary to analyse ECG and
EEG signals.
 Apply classical and modern filtering and compression techniques for ECG and EEG signals.
 Develop a thorough understanding on basics of ECG and EEG feature extraction.
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. 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 Biomedical Signals: The nature of Biomedical Signals, Examples of Biomedical Signals,
Objectives of Biomedical Signal analysis, Difficulties in Biomedical Signal analysis.
(Text-1: 1.1, 1.2, 1.3, 1.4)
Electrocardiography: Techniques used in electrocardiography, ECG Electrodes, the cardiac equivalent
generator, genesis of the ECG, the standard and augmented limb leads, 12 lead ECG, the
vectorcardiogram, ECG signal characteristics.
(Text-2: 2.1, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.2.1, 2.2.2, 2.3)
Signal Conversion: Simple signal conversion systems, Conversion requirements for biomedical signals,
Signal converter characteristics, D to A converters, A to D converters, Sample and Hold circuit, Analog
Multiplexer, Amplifiers
(Text-2: 3.2, 3.3, 3.4.1, 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6).
Teaching-Learning Chalk and talk method, PowerPoint Presentation, YouTube videos
Process RBT Level: L1, L2, L3
Module-2
Signal Averaging: Basics of signal averaging, Signal averaging as a digital filter, a typical averager,
Software for signal averaging, Limitations of signal averaging.
(Text-2: 9.1, 9.2, 9.3, 9.4, 9.5).
Adaptive Filters: Principal noise canceller model, 60-Hz adaptive cancelling using a sine wave model,
Applications: Maternal ECG in fetal ECG, Cardiogenic artifact, detection of ventricular fibrillation and
tachycardia. (Text-2: 8.1, 8.2, 8.3.1, 8.3.2, 8.3.3).
Teaching-Learning Chalk and talk method, PowerPoint Presentation, YouTube videos

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Process RBT Level: L1, L2, L3

Module-3
Data Reduction Techniques: Introduction, Turning point algorithm, AZTEC algorithm, Fano algorithm,
Huffman coding: Static coding, Modified coding, Adaptive coding, Residual differencing, Runlength
coding.
(Text-2: 10.1, 10.2, 10.3, 10.4.1, 10.4.2, 10.4.3, 10.4.4, 10.4.5).
Time and Frequency domain techniques: The Fourier transform for a discrete nonperiodic and
periodic signals, the Fast Fourier transform, Correlation in time domain and in frequency domain,
Convolution in time domain and in frequency domain, Power spectrum estimation: Parseval's theorem
(Text-2: 11.1.1, 11.1.2, 11.1.3, 11.2.1, 11.2.2, 11.2.3, 11.3.1, 11.3.2, 11.3.3, 11.4.1)
Teaching-Learning Chalk and talk method, PowerPoint Presentation, YouTube videos
Process RBT Level: L1, L2, L3
Module-4
ECG QRS detection: Power spectrum of the ECG, Bandpass filtering techniques, Differentiation
techniques, Template matching techniques: Template cross correlation, template subtraction, automata
based template matching, a QRS detection algorithm.
ECG Analysis Systems: Interpretation of the 12 lead ECG, ST segment analyzer, Portable arrhythmia
monitor: Holter recording, software and hardware design, arrhythmia analysis (Text -2)
Teaching-Learning Chalk and talk method, PowerPoint Presentation, YouTube videos
Process RBT Level: L1, L2, L3
Module-5
Neurological signal processing: The brain and its potentials, origin of brain waves, the EEG signal and
its characteristics, EEG analysis, Linear prediction theory, The Autoregressive method, Recursive
estimation of AR parameters, Spectral error measure.
(Text-3: 4.1, 4.2, 4.3 4.4, 4.5, 4.6, 4.7, 4.8)
Event detection and waveform analysis: EEG rhythms, waves and transients, Detection of EEG
rhythms, Template matching for EEG spike and wave detection, the matched filter
(Text-1: 4.2.4, 4.4.1, 4.4.2, 4.6)
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Describe the origin, properties and suitable models of important biological signals such as ECG
and EEG.
2. Know the basic signal processing techniques in analysing biological signals.
3. Acquire mathematical and computational skills relevant to the field of biomedical signal
processing.
4. Describe the basics of ECG signal compression algorithms.
5. Know the complexity of various biological phenomena.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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

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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.
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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks

Suggested Learning Resources:

Books:
1. Biomedical Signal Analysis-Rangaraj M Rangayyan, John Wiley & Sons 2002
2. Biomedical Digital Signal Processing- Willis J Tompkins, PHI2001.
3. Biomedical Signal Processing Principles and Techniques-D C Reddy, McGraw-Hill publications, 2005.

19.09.2023
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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Speech Signal Processing

Course Code 21EC735
21EC725 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 objectives:
 Introduce the models for speech production
 Develop Time domain and frequency domain speech processing techniques
 Introduce a predictive technique for speech compression
 Provide fundamental knowledge required to understand and analyze speech recognition, synthesis
and speaker identification systems.
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (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. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Fundamentals of Human Speech Production: The Process of Speech Production, Short-Time Fourier
representation of Speech, The Acoustic Theory of Speech production, Digital Models for Sampled
Speech Signals.
Teaching-Learning Chalk and talk method, Power point presentations,
Process Animation of process of speech production
RBT Level: L1, L2, L3
Module-2
Time-Domain Methods for Speech Processing: Introduction to Short-Time Analysis of Speech,
Short-Time Energy and Short-Time Magnitude, Short-Time Zero-Crossing Rate, The Short-Time
Autocorrelation Function, Speech vs Silence detection.
Teaching-Learning Chalk and talk method, Power point presentation
Process Simulation of Short Time analysis algorithm using tools like Matlab/simulink
RBT Level: L1, L2, L3
Module-3
Frequency Domain Representations: Discrete-Time Fourier Analysis, Short-Time Fourier Analysis,
Overlap Addition (OLA) and Filter Bank Summation (FBS) Method of Synthesis, Time-Decimated Filter
Banks, Two-Channel Filter Banks, Modifications of the STFT.
Teaching-Learning Chalk and talk method, Power point presentation
Process Visualization of speech using spectrogram
RBT Level: L1, L2, L3

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Module-4
The Cepstrum and Homomorphic Speech Processing: Introduction, Homomorphic Systems for
Convolution, Homomorphic Analysis of the Speech Model, Computing the Short-Time Cepstrum and
Complex Cepstrum of Speech, Homomorphic Filtering of Natural Speech, Cepstrum Analysis of All-Pole
Models, Cepstrum Distance Measures.
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-5
Linear Predictive Analysis of Speech Signals: Introduction to Basic Principles of Linear Predictive
Analysis, Computation of the Gain for the Model, Frequency Domain Interpretations of Linear
Predictive Analysis, Solution of the LPC Equations, The Prediction Error Signal.
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Course outcomes (Course Skill Set)
At the end of the course the student will be able to:
1. Model speech production system and describe the fundamentals of speech.
2. Apply time domain and frequency domain algorithms, on speech to find, enhance and modify
speech parameters.
3. Choose an appropriate processing technique for a given application.
4. Analyse speech recognition, synthesis and speaker identification systems
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question

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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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks
Suggested Learning Resources:
Text Books
1. Digital Processing of Speech Signals - L R Rabiner and R W Schafer, Pearson Education Asia, 2004.
2. Theory and Applications of Digital Speech Processing-Rabiner and Schafer, Pearson Education
2011.

Reference Books
1. Fundamentals of Speech Recognition- Lawrence Rabiner and Biing-Hwang Juang, Pearson
Education, 2003.
2. Speech and Language Processing–An Introduction to Natural Language Processing, Computational
Linguistics, and Speech Recognition- Daniel Jurafsky and James H Martin, Pearson Prentice Hall,
2009.

19.09.2023
03.10.2022

VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

IoT & Wireless Sensor Networks

Course Code 21EC741
21EC731 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 objectives:
 To provide an exposure to the broad perspective of Internet of Things with respect to the
characteristics, design, technologies and applications.
 To provide a basic understanding of the important aspects of Wireless sensor networks covering
applications, sensor and transmission technology & systems, middleware, performance and traffic
management.
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the various concepts.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Internet of Things: Introduction, Physical design, Logical design, Enabling technologies, Levels &
deployment templates.
Text 1: Chapter 1
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-2
Domain Specific IoTs: Home automation, cities, environment, energy, retail, logistics, agriculture,
industry, health & lifestyle.
Text 1: Chapter 2
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-3
Wireless Sensor Networks: Introduction, applications of sensor networks, basic overview of the
technology, basic sensor network architectural elements, present day sensor network research,
challenges and hurdles, examples of Category 2 WSN applications, examples of Category 1 WSN
applications

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Text 2: Chapter 1 – 1.1, 1.1.2, 1.2, 1.2.1, 1.2.2 (phase 4), 1.2.3 Chapter 2: 2.4, 2.5
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-4
Wireless sensor technology: Introduction, sensor node technology – overview, hardware and
software, sensor taxonomy, WN operating environment, WN trends.
Wireless Transmission technology and systems: Introduction, Campus applications, MAN/WAN
applications.
Text 2: Chapter 3: 3.1, 3.2 – 3.2.1, 3.2.2, 3.3, 3.4, 3.5 Chapter 4: 4.1, 4.3.1, 4.3.2
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-5
Middleware for WSNs: Introduction, principles, architecture, data related functions
Performance and traffic management: background, WSN Design issues, performance modelling of
WSNs.
Text 2: Chapter 8: 8.1, 8.2, 8.3, 8.3.1 Chapter 11: 11.2, 11.3, 11.4
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Understand the characteristics, building blocks, enabling technologies of the IoT systems
2. Describe the characteristics and applications of domain specific IoTs.
3. Discuss the overview of the Wireless sensor networks characteristics and applications.
4. Present the sensor, transmission technology and systems associated with WSN.
5. Understand the concepts of middleware, performance evaluation and traffic management in WSN.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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

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03.10.2022

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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks
Suggested Learning Resources:
Text Books:
1. ‘Internet of Things’, Arshdeep Bagha and Vijay Madisetti, Universities Press, 2015
2. ‘Wireless Sensor Networks’, Kazem Sohraby, Daniel Minoli and Taieb Znati, Wiley, 2015.

19.09.2023
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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Network Security
Course Code 21EC742
21EC732 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 Preparation: To prepare students with fundamental knowledge/ overview in the field of Network
Security with knowledge of security mechanisms and services.
 Core Competence: To equip students with a basic foundation of Network Security by delivering the
basics of Transport Level Security, Secure Socket Layer, Internet Protocol security, Intruders,
Intrusion detection and Malicious Software, Firewalls, Firewall characteristics, Biasing and
Configuration.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecture 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 the different Network Security Techniques / Algorithms
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (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.
9. Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and have
discussions on the that topic in the succeeding classes
10. Give Programming Assignments
Module-1
Attacks on Computers and Computer Security: Need for Security, Security Approaches, Principles of
Security Types of Attacks. (Text2: Chapter1)
Security Mechanisms, Services and Attacks, A model for Network security (Text1: Chapter1: 3, 4, 5, 6)
Network Access Control, Extensible Authentication Protocol (Text1: Chapter 16: Section 1,2)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique
Learning RBT Level: L1, L2, L3
Process
Module-2
Transport Level Security: Web Security Considerations, Secure Sockets Layer, Transport Layer
Security, HTTPS, Secure Shell (SSH) (Text1: Chapter15)
Teaching- Chalk and talk method YouTube videos, Flipped Class Technique and PPTs.
Learning Self-study topics: Block cipher modes, Cryptographic Hash functions and MAC codes
Process RBT Level: L1, L2, L3

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Module-3
IP Security: Overview of IP Security (IPSec), IP Security Architecture, Modes of Operation, Security
Associations (SA), Authentication Header (AH), Encapsulating Security Payload (ESP), Internet Key
Exchange. (Text1: Chapter19)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique and PPTs.
Learning Self-study topics: OSI Model
Process
RBT Level: L1, L2, L3
Module-4
Intruders: Intruders, Intrusion Detection, Password Management. (Chapter20-Text1)
MALICIOUS SOFTWARE: Viruses and Related Threats, Virus Countermeasures, (Chapter21-Text1)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique and PPTs.
Learning RBT Level: L1, L2, L3
Process
Module-5
Firewalls: The Need for firewalls, Firewall Characteristics, Types of Firewalls, Firewall Biasing,
Firewall location and configuration (Chapter 22-Text 1)
Teaching- Chalk and talk method, YouTube videos, Flipped Class Technique and PPTs.
Learning RBT Level: L1, L2, L3
Process
Course outcomes (Course Skill Set)
At the end of the course the student will be able to:
1. Explain network security services and mechanisms and explain security concepts
2. Understand the concept of Transport Level Security and Secure Socket Layer.
3. Explain Security concerns in Internet Protocol security
4. Explain Intruders, Intrusion detection and Malicious Software
5. Describe Firewalls, Firewall Characteristics, Biasing and Configuration
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). 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

19.09.2023
03.10.2022

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.
The students have to answer 5 full questions, selecting one full question from each module.. Marks scored
out of 100 shall be reduced proportionally to 50 marks
Suggested Learning Resources:
Text Books:
1. William Stallings, “Cryptography and Network Security Principles and Practice”, Pearson Education
Inc., 5th Edition, 2014, ISBN: 978-81-317- 6166-3
2. Atul Kahate, “Cryptography and Network Security”, TMH, 2003.

Reference Books:
1. Cryptography and Network Security, Behrouz A Forouzan, TMH, 2007.
2. Introduction to Computer Security, Matt Bishop, Sathyanarayana S V, Pearson Education, 2006,
ISBN 81-7758-425/1.
Web links and Video Lectures (e-Resources)
https://nptel.ac.in/courses/106105031
https://nptel.ac.in/courses/128106006
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Programming Assignments / Mini Projects can be given to improve programming skills.

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VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Fabrication Technology
Course Code 21EC743
21EC733 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 Familiarise with the concepts of different processes involved in fabrication process and also with
packaging issues.
 Apply principles to identify and analyse the various steps for the fabrication of various
components.
 Introduce the fundamental concepts relevant to VLSI fabrication.
 Enable the students to understand the various VLSI fabrication techniques.
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class.
4. Topics will be introduced in multiple representations.
5. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Crystal Growth and Wafer Preparation: Introduction, Electronic grade Silicon, Czochralski Crystal
Growing, Silicon Shaping
Epitaxy: Introduction, Vapor-Phase Epitaxy
Text Book 1.1 to 1.4, 2.1 to 2.2
Teaching- Chalk and talk method, PowerPoint Presentation, Videos on crystal growth process
Learning Self-study topics: Mask Preparation
Process RBT Level: L1, L2, L3
Module-2
Epitaxy: Molecular beam epitaxy, Epitaxial evaluation
Oxidation: Introduction, Growth mechanism and kinetics, Thin oxides, oxidation techniques, oxide
properties, redistribution of dopants, oxidation of polysilicon, oxidation-induced defects
Text Book 2.3 and 2.5, 3.1 to 3.8
Teaching- Chalk and talk method, Power point presentation, videos on Epitaxial process
Learning Self-study topics: Advanced oxidation techniques
Process
RBT Level: L1, L2, L3
Module-3
Lithography: Introduction, Optical Lithography, Electron Lithography, X-ray lithography, Ion
Lithography
Text Book 4.1 to 4.5
Teaching- Chalk and talk method, PowerPoint Presentation, Videos on Lithography

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