International Institute of Information Technology, Hyderabad

School of Multi-disciplinary Computing

B.Tech in Computer Science and Master of Science in

Computing & Human Sciences by Research

Table of Contents

Sl.
Item
No
Vision and Mission Statements of the School of
1.
Multi-disciplinary Computing
2. PEOs, POs, and PSOs
3. Curriculum
4. Course Descriptions for Core and Elective Courses

Page 1 of 160
1. Vision and Mission for the School of Multi-disciplinary Computing
Vision
To be recognized as a globally reputed school by offering innovative academic programs
and specializations in core computing, computing technologies, and computing in
association with multiple disciplines, at all levels (UG, PG, Ph.D.) with state-of-the-art
curricula, by promoting quality research in thrust areas, and blending research outcomes
into teaching programs.
Mission Statements
MS1: To produce competent next-generation technology leaders, who can apply the
science and engineering of computing to add immense value to their profession.
MS2: To implement a state-of-the-art curriculum in all the academic programs in line with
the multidisciplinary societal and technological needs and encourage students to imbibe
creativity, research, problem-solving skills, professional ethics, and human values.
MS3: To design and execute innovative multidisciplinary academic programs,
specializations, and courses that combine computing and other domains organically, by
involving all the stakeholders such as students, teachers, research scholars, experts from
industry, academia, and alumni.
MS4: To conduct quality research in fundamental, applied, multidisciplinary, and futuristic
domains and become a key player in the educational ecosystem within the country and
abroad.
MS5: To create and sustain a strong suite of academic outreach programs catering to varied
segments such as industry professionals, external students, and early career researchers.
MS6: To collaborate with other reputed institutions in India and abroad and implement
best practices to achieve excellence.

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2. PEOs, POs, and PSOs for the Dual Degree programme in
Computing and Human Sciences
PROGRAM EDUCATIONAL OUTCOMES:

PEO-1: Demonstrate competency and creativity in some sub-areas of computer science so as to

facilitate our understanding and experience of the social world.
PEO-2: Demonstrate requisite breadth and depth of knowledge in some sub-areas of humanities
and social sciences so as to excel in research and academic environments in these sub-areas.
PEO-3: Exhibit communication skills and collaborative skills required to plan, and participate
effectively in multi-disciplinary teams.
PEO-4: Develop an aptitude for self-learning and life-long learning so as to keep abreast with
rapid changes occurring at the confluence of computer science and the human sciences.
PEO-5: Practice ethics and human values in their profession.

Mapping between PEOs and Mission Statements

PEO vs MS MS1 MS2 MS3 MS4 MS5 MS6

PEO1 3 3 2 2 3 3

PEO2 3 3 3 3 2 3

PEO3 3 3 3 2 2 2

PEO4 3 3 2 3 3 2

PEO5 3 3 3 3 2 3

PROGRAM OBJECTIVES:

PO-1: Engineering Knowledge: Understand and use concepts from computing and human sciences
to understand, analyse, engineer and develop systems of varying scale.
PO-2: Problem Analysis: Identify, formulate and analyze complex problems within computing
and the human sciences, reaching substantial understanding and analysis using theories and
concepts from across computing, human sciences, and allied disciplines.
PO-3: Design/ Development of Solutions: Identify and bring to fore the necessary concepts from
computing and human sciences and arrive at creative ways to identify, understand, and address
problems that take into account social, cultural and ethical considerations.

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PO-4: Conduct investigations of complex problems: interpolate and extrapolate based on existing
knowledge base and self-learning skills to investigate the dynamics of complex problems and find
solutions.
PO-5: Modern Tool usage: Demonstrate requisite hands-on skills to work with variety of software
packages, libraries, programming languages, as well as quantitative and qualitative research
methods of the human sciences.
PO-6: The engineer and society: Make judicious use of resources and understand the impact of
technology across the societal, ethical, environmental and economic aspects.
PO-7: Environment and sustainability: Find social, scientific, and technological policy solutions
by considering the environmental impact for sustainable development.
PO-8: Ethics: Practice principles of professional ethics and make informed decisions after a due
impact analysis
PO-9: Individual and teamwork: Work efficiently in individual and team-oriented projects of
varying size, cultural milieu, professional accomplishments, and technological backgrounds
PO-10: Communication: Effectively communicate and exchange ideas and solutions to any
individual including peers, end-users and stakeholders
PO-11: Project management and Finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member and
leader in a team, to manage projects in multidisciplinary environments.
PO-12: Life-long learning: Exhibit the aptitude for independent, continuous and life-long learning
required to understand and intervene in a highly technological and complex world.

PROGRAM SPECIFIC OUTCOMES

PSO-1: Exhibit broad general knowledge in computer science and engineering and high
competence in some sub-areas such as machine learning, artificial intelligence, spatial analysis,
natural language processing, etc.
PSO-2: Exhibit broad general knowledge in the humanities and the social sciences, with high
competence in one discipline such as history, sociology, philosophy, literature, economics, and
political science.
PSO-3: Demonstrate research skills to identify problems that bring together computing and human
sciences, and participate in cutting edge inter- and trans-disciplinary research at their confluence.
PSO-4: Demonstrate knowledge and skills of required depth in at least one area of the humanities
and the social sciences and in computer sciences required to excel in post-graduate and research
programs in an area of confluence research.

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 Mapping between POs, PSOs and PEOs
PO vs PEO PEO1 PEO2 PEO3 PEO4 PEO5
PO1 3 2 2 3 3
PO2 3 3 2 3 3
PO3 2 3 3 3 3
PO4 3 3 2 3 3
PO5 3 2 3 3 3
PO6 2 3 3 3 3
PO7 3 3 2 2 3
PO8 2 3 2 3 3
PO9 3 3 3 3 2
PO10 2 3 3 3 2
PO11 2 2 3 3 3
PO12 3 3 3 3 3
PSO1 3 2 2 3 2
PSO2 2 3 3 3 3
PSO3 3 3 3 3 2
PSO4 3 3 3 3 3

Page 5 of 160
 Curriculum
Computers and its various incarnations are transforming our world in ways that are unprecedented,
and even unintended. Comparable historical parallels are, perhaps, the emergence of the printing
press and, some centuries later, the spread of hydrocarbon fuels like coal and oil; but perhaps
computers are changing the world at a much faster rate. The academic competencies required to
comprehend such fundamental transformations will not be found either within standard science
and technology departments, nor within those of the humanities and social sciences. Both of these
focus on one side of this complex phenomenon.

Academic advances in the human sciences in the 21st century will depend on an ability to work
with computers. Similarly, computer science will be impactful when it understands the society it
works in. This programme is for intellectual pioneers who are keen to take on this inter-disciplinary
challenge of understanding computers and society in a holistic manner.
Students will be expected to engage in research which pushes our knowledge in either or both
directions within computer and human sciences. Students will participate in innovative and
pioneering research projects where computer science tools and methods are used to ask questions
in the social sciences; or which use social science methods to understand computer science. They
will graduate with an ability to identify new research areas, use radically new academic methods,
and ask questions which cannot be accommodated within the currently available academic formats.

Goals of curriculum design

• Build a pioneering teaching cum research curriculum which enriches both Computer as
well as the Human sciences.
• Provide a platform for innovative, new research paradigms to emerge
• Encourage cross-disciplinary thinking and problem solving
Key Objectives
• Build competencies for Industry
• Build capabilities for further research in both Human and Computer Sciences
• Help students find confluence of Computer and Human Sciences.
Design Philosophy of the Curriculum
• Year One: Sow the Seeds
• Year Two: Strengthen Roots
• Year Three & Four: Deepen Roots, Branch Out

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The CHD curriculum has a balanced mixture of courses from different fields (Computer Science, Maths,
Humanities, Science etc). The total credit requirement is 201 of which 24 are to be from a research thesis.
The broad structure of the programme is as shown below.

1. Maths requirement (16 credits): 3 core +1 elective

Maths courses
Discrete Structures Semester 1
Linear algebra Semester 2
Probability and Statistics Semester 3
Maths Elective Semester 7

2. Science requirement (8 credits): 2 core

Core Science courses

Science 1 - scientific method, the micro and the macro principles of Semester 5
Natural phenomena
Science 2 - electromagnetism, applications of classical and quantum Semester 6
mechanics

3. Institute core requirement (12 credits): 4 credits each in Sports, Arts and Value education
Sports (4 credits) Semesters 1 through 4
Arts (4 credits) Semesters 1 and 2
Value education (4 credits) Semesters1 and 4

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 4. Programme core requirement: These are to be completed in the first 5 semesters. The list of
programme core courses is as below.

Credit
Monsoon Course title Credits Spring Course title
s
Making of the Making of Contemporary
4 4
Contemporary World India
Digital Systems and Data structures and
5 5
Microcontrollers algorithms
Sem 1 Sem 2 Thinking and Knowing in
4
Computer Programming 5 the Human Sciences - I
Introduction to Software
2
Human Sciences Lab-1 2 Systems
Credit
Monsoon Course title Credits Spring Course title
s
Thinking & Knowing in Research Methods in
4 4
the Human Sciences - II Human Sciences
Classical Text Science Technology
4 4
Readings-I Society
Sem 3 Sem 4 Design and Analysis of
Data and Applications 2 2
Software Systems
Algorithm Analysis and Machine, Data and
4 4
Design Learning
Computer Systems
Automata Theory 2 4
Organization
Sem 5 Applied Ethics 4
Operating Systems and
4
Networks

5. Other programme requirements: credits in electives 54 + 8 credits of Honours projects.

Hons projects (8 credits): This is to be done as 2-credit projects each in Semesters 6 and 7, 8 and
9 preferably on the same topic.

2 seminar credits in the 8th and 9th semesters.

1 unit (0 credits) of technical writing in the summer at the end of the 3rd year. This is to be
registered in the 7th Semester.
1 unit (0 credits) of research proposal by the end of 4th year. Register in 8th semester.
Thesis (24 credits): This is to be done in the fifth year.

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 For the highly motivates students, the present curriculum continues to provide the Honors option
which requires students to do additional credits including projects and advanced electives and work
under the supervision of a faculty member.

Computing and Human Sciences (Dual Degree) - Semester wise Plan (Subject to minor changes)

Lectures-L,
Tutorial-T,
Credits earned
Practical-P
Hours per week
Full/
Year & Course I
Course Name Half
Sem Code n
Sem Pro Pro
s CS Ope
g g Math Scienc
L T P C Ele n Hons
Cor Ele s e
o c Elec
e c
r
e

Monsoon

Discrete
MA5.101 Full 3 1 0 - - - - 4 - - -
Structures

Making of
the
HS8.101 Full 3 1 0 - 4 - - - - - -
Contemporar
y World

Computer
CS0.101 Full 3 1 3 - 5 - - - - - -
Programming

Digital
Systems and
EC2.101 Full 3 1 3 - 5 - - - - - -
I-I Microcontrol
ler

Human
HS7.101 Sciences Half 3 1 0 - 2 - - - - - -
Lab-1

OC2.101 Arts-1 Full 0 2 2 2 - - - - - - -

OC1.101 Sports-1 Full 0 0 2 1 - - - - - - -

Value
OC3.101 Full 2 1 0 2 - - - - - - -
Education-1

Sub Total 17 8 10 5 16 0 0 4 0 0 0

Total 25

Page 9 of 160
 Spring

Linear
MA2.101 Full 3 1 0 - - - - 4 - - -
Algebra

Making of
HS4.102 Contemporar Full 3 1 0 - 4 - - - - - -
y India

Thinking &
Knowing in
HS0.201 Full 3 1 0 - 4 - - - - - -
the Human
Sciences - I

I-II Data
Structures
CS1.201 Full 3 1 3 - 5 - - - - - -
and
Algorithms

Introduction
CS6.201 to Software Half 1 0 3 - 2 - - - - - -
Systems

OC1.102 Sports-2 Full 0 0 2 1 - - - - - - -

OC2.102 Arts-2 Full 0 2 2 2 - - - - - - -

Sub Total 13 6 10 3 15 0 0 4 0 0 0

Total 22

Monsoon

Probability
MA6.101 Full 3 1 0 - - - - 4 - - -
and Statistics

Thinking and
Knowing in
HS0.202 Full 3 1 0 - 4 - - - - - -
the Human
Sciences - II
II-I Classical
HS0.301 Text Full 3 1 0 - 4 - - - - - -
Readings - I

Algorithm
CS1.301 Analysis and Full 3 1 0 - 4 - - - - - -
Design

Data and
CS4.301 Half 3 1 0 - 2 - - - - - -
Applications

Page 10 of 160
 Automata
CS1.302 Half 3 1 0 - 2 - - - - - -
Theory

OC1.103 Sports-3 Full 0 0 2 1 - - - - - - -

Sub Total 18 6 2 1 16 0 0 4 0 0 0

Total 21

Spring

Computer
CS2.201 Systems Full 3 1 0 - 4 - - - - - -
Organization

Research
Methods in
HS0.302 Full 3 1 0 - 4 - - - - - -
Human
Sciences

Science
HS7.301 Technology Full 3 1 0 - 4 - - - - - -
Society

Human
Sciences Full 3 1 0 - - 2 - - - - -
II-II Elective - 1

Design and
Analysis of
CS6.301 Full 3 1 0 - 4 - - - - - -
Software
Systems

Machine,
CS7.301 Data and Full 3 1 0 - 4 - - - - - -
Learning

OC1.104 Sports-4 Full 0 0 2 1 - - - - - - -

Value
OC3.102 Full 2 1 0 2 - - - - - - -
Education-2

Sub Total 20 7 2 3 20 2 0 0 0 0 0

Total 25

Monsoon

HS9.302 Honours-1 Full 0 2 6 - - - - - - - 2

III-I
Operating
CS2.201 Systems and Full 3 1 0 - 4 - - - - - -
Networks

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 Applied
HS0.303 Full 3 1 0 - 4 - - - - - -
Ethics

CS Elective-
Full 3 1 0 - - - 4 - - - -
1

SC1.110 Science -1 Full 3 1 0 - - - - - 4 - -

Human
Sciences Full 3 1 0 - - 4 - - - - -
Elective - 2

Sub Total 15 7 6 - 8 4 4 0 4 0 2

Total 22

Spring

HS9.303 Honours-2 Full 0 2 6 - - - - - - - 2

CS Elective-
Full 3 1 0 - - - 4 - - - -
2

CS Elective-
Full 3 1 0 - - - 4 - - - -
3

Open
III-II Full 3 1 0 - - - - - - 4 -
Elective-1

SC1.111 Science-2 Full 3 1 0 - - - - - 4 - -

Human
Sciences Full 3 1 0 - - 4 - - - - -
Elective - 3

Sub Total 15 7 6 - 0 4 8 0 4 4 2

Total 22

Monsoon

HS9.402 Honours-3 Full 0 2 6 - - - - - - - 2

Human
Sciences Full 3 1 0 - - 4 - - - - -
Elective - 4
IV-I
Human
Sciences Full 3 1 0 - - 4 - - - - -
Elective - 5

Maths
Half 3 1 0 - - - - 4 - - -
Elective

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 CS Elective-
Full 3 1 0 - - - 4 - - - -
4

Open
Full 3 1 0 - - - - - - 4 -
Elective-3

Sub Total 15 7 6 - 0 8 4 4 0 4 2

Total 22

Spring

HS9.403 Honours-4 Full 0 2 6 - - - - - - - 2

Human
Sciences Half 3 1 0 - - 4 - - - - -
Elective - 6

Classical
Text Full 3 1 0 - 4 - - - - - -
IV-II Readings – II

CS Elective-
Full 3 1 0 - - - 4 - - - -
5

Open
Full 3 1 0 - - - - - - 4 -
Elective – 4

Sub Total 12 6 6 - 4 4 4 0 0 4 2

Total 18

Monsoon

HS9.605 Thesis Full - 12 - - - - -

Institute
V-I OC9.600 -
Seminar-1 Full 1 - - - - -

Sub Total 1 12 0 0 0 0 0 0

Total 12

Spring

HS9.605 Thesis Full - 12 - - -

Institute
V-II OC9.600 -
Seminar-2 Full 1 - - - - -

Sub Total 1 12 0 0 0 0 0 0

Total 12

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 Total %

Institute Core 12 7

CS Core 41 23

Domain (HS) Core 38 21

Programme Electives 22 12

CS Elective 20 11

Maths 16 9

Science 8 5

Open Electives 12 7

Honours 8 5

Total 177 100

Graduation Requirements

Graduation Requirements for Dual Degree in Computing and Human Sciences

In order to graduate with B.Tech Honours in Computer Science and Master of Science in Computing and
Human Sciences by Research, a student must successfully complete 177 course credits and 24 Thesis credits
according to the requirements stated in the curriculum handbook and meet the following requirements. The
minimum CGPA required to graduate is 7.00 for MS or entire programme. Guidelines for the Honours
program are provided at https://intranet.iiit.ac.in/offices/static/files/Honours-Guidelines-2022.pdf.

Both the degrees (Bachelors and Master of Science by Research) are awarded together only after successful
completion of the programme requirements.

• Must successfully complete SAVE (Sports, Arts, Value Education) credits in the 1st and 2nd years.
• Must successfully complete the programme Core.
• Must successfully complete 22 credits of HS electives in the 4th semester and beyond.
• Must successfully complete 5 CS electives in the 3rd and 4th years (not more than 1 in any semester).
• Must successfully complete 2 Science electives in the 3rd and 4th years (not more than 1 in any
semester).
• Must successfully complete 1 Maths elective in the 3rd and 4th years.
• Must successfully complete 3 Open electives in the 3rd and 4th years (at least 1 each in semester
and not more than 2 in any semester).
• Must successfully complete 8 Honours credits via 2 credits each in four 4 semesters (5-8
semester).
• Must successfully complete 2 seminar credits in the 8th and 9th semesters.

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 • 1 unit (0 credits) of Technical writing workshop (OC4.101) in the summer at the end of the 3rd
year. This is to be registered in the 7th Semester.
• 1 unit (0 credits) of Thesis proposal writing workshop (OC4.201) by the end of 4th year. Register
in 8th semester.
• Must register for 24 Research thesis credits in the 9th and 10th semesters (at most 12 credits in a
semester).
• Must successfully complete MS thesis evaluation process including a public presentation and a
Defense.

Choice Based Credit System:

The curriculum aims to continue the implementation of Choice Based Credit System with a
minimal core program followed by electives from across disciplines including mathematics,
sciences, human sciences, engineering electives, and so on. The curriculum set aside close to 17%
of the credits necessarily from courses outside of the program so as to allow scope for students to
credit courses from the sciences, mathematics, human sciences, and engineering sciences. A total
of 12% credits are set aside as open electives – student can use these credits to either go deeper in
the program or to opt for courses outside of the program and broaden their outlook by opting for
multi-disciplinary courses too.

All courses use a continuous evaluation model with a combination of homework assignments,
quiz exams, mid-term, and final examinations. Students are required to stay clear of plagiarism in
any of their work submitted for evaluation. Most elective courses include a course project or a
term paper additionally. These course projects often require students to practice team-work,
enhance their self-learning and communication skills, and impart essential project management
skills. Some courses include a laboratory component with a scheduled laboratory session.

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 Course descriptions for Core Courses
Discrete Structures
Name of the Academic Program : B. Tech. in CSE
Course code : MA5.101
L-T-P : 3-1- 0
Credits :4
L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Basic abstract algebra, High School Mathematics

2. Course Outcomes (COs)

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

CO-1: Demonstrate critical thinking, analytical reasoning, and problem solving skills
CO-2: Apply appropriate mathematical and probabilistic concepts and operations to interpret data and
to solve problems
CO-3: Identify a problem and analyze it in terms of its significant parts and the information needed to
solve it
CO-4: Formulate and evaluate possible solutions to problems, and select and defend the chosen
solutions
CO-5: Construct graphs and charts, interpret them, and draw appropriate conclusions
CO-6: Apply the concepts of group theory, ring and field in various applications in computer science

3. MappingofCourseOutcomes(COs)withProgramOutcomes(POs)andProgramSpeci
ficOutcomes (PSOs) – Course Articulation Matrix

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

1 2 2 2 2 2 2 2 3 2 2 2 1 2 2 3
C
O
1
3 3 3 2 2 2 2 2 2 2 1 2 1 2 2 3
C
O
2
2 2 2 2 2 2 2 2 2 2 1 2 1 1 2 3
C
O
3
2 2 2 3 2 2 2 2 2 2 2 2 1 1 2 3
C
O
4

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 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 3
C
O
5
C 2 2 2 2 2 2 2 2 3 2 2 3 1 1 2 3
O
6

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

4. Detailed Syllabus:

• Unit 1:Sets, relations, functions, permutations, combinations. Applications

torelations.
Logic, Propositional Equivalences, Predicates and Quantifiers Sets, Proof Techniques,
Contradiction. Mathematical induction, pigeonhole principle.
Cardinality of sets, finite and infinite sets, countable and uncountable sets, Cantors
numbering.
• Unit 2:Group, subgroup/normal subgroup, homorphism/automorphism/isomorphism/
eipmorphism, kernel, cosets, quotient group, product set in a group, center of a group,
order/conjugate of an element, commutator.
Coding theory (Application to group theory).
• Unit 3: Ring, Field, Finite field over a prime. Applications to finite fields.
• Unit4: Recurrence relations, generating functions, numeric functions. Applications to
recurrence relations.
• Unit 5: Basics of probability theory, birthday attacks. Applications on hash functions.
• Unit6:Graphs, Adjacency, Special Graphs, Isomorphic Graphs, Paths, Cycles and
Circuits, Connected Graphs, Eulerian Graphs, Hamiltonian Graphs and Planar Graphs.

Reference Books:
1. Thomas Koshy, "Discrete Mathematics with Applications", Elsevier Press,2004.
2. C.L.LiuandD.P.Mohapatra,"ElementsofDiscreteMathematics:AComputerOrientedApp
roach,” Tata McGraw-Hill Edition,2017.
3. D.S.Malik and M.K.Sen,"Discrete Mathematical Structures: theory and applications,
"Thomson, 2004.
4. Joseph Gallian, “Contemporary Abstract Algebra”, 9th Edition, CENGAGE
publications, 2019.
5. Gross and Yellen, “Graph Theory and its Applications”, 2nd Edition, Chapman and
Hall, 2005.
6. Kenneth H. Rosen, "Discrete Mathematics and Its Applications", Sixth Edition, 2006

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

This course supports the expected characteristics, capabilities and skills for computer science
graduates in the following ways:
• Mastery of Computer Science technical foundations
• Recognition of common Computer Science themes and principles
• Recognition of interplay between theory and practice

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 • Effective problem solving and critical thinking skills

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

o Assignments:10%
o In-Class Tests:20%
o Mid Semester Examination:30%
o End Semester Examination:40%

Computer Programming
Name of the Academic Program : B.Tech in Computer Science and Engineering
Course Code : CS1.302
Title of the Course : Computer Programming
L-T-P : 3-1-3.
Credits :5
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)

1. Prerequisite Course / Knowledge:

Logical thinking and mathematical concepts at the level of a 10+2 standard student with a math
major.

No prior programming experience or computing background is required.

2. Course Outcomes (COs)

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

CO-1: Explain the syntax of programming language constructs and their semantics and describe
a program structure and its execution model. (Cognitive Level: Understand)

CO-2: Describe the steps in program editing, compilation and execution using tools such as
Visual Studio Code, GCC compiler on a Linux/Windows/MAC operating system.

CO-3: Choose appropriate primitive data types and design new composite data types to model
the relevant data in a given computation problem and also discover the algorithmic logic
required to solve well-defined computational problems. (Cognitive Levels: Apply and
Analyze)

CO-4: Compare and contrast the performance of different algorithmic approaches for simple
computational problems with respect to time and memory. (Cognitive Levels: Analyze and
Evaluate)

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CO-5: Write programs involving basic dynamic data structures such as linked lists and use tools
such as Valgrind to detect any memory leaks. (Cognitive Levels: Apply and Analyze)

CO-6: Use debugging tools such as GDB proficiently to rapidly isolate and remove
subtle/complex bugs in programs. (Cognitive Levels: Apply and Analyze)

CO-7: Manage complex large projects using source code management tools such as GIT and
build tools such as Make. (Cognitive Levels: Apply and Analyze)

CO-8: Assess and evaluate the solutions of their classmates through a peer review process
(Cognitive Level: Evaluate)

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

P P P P P P P P P PO PO PO PS PS PS PS
O1 O2 O3 O4 O5 O6 O7 O8 O9 10 11 12 O1 O2 O3 O4
C
3 - 3 - 3 - - - - - - - 2 3 3 3
O1
C
3 - 3 - 3 - - - - - - - 2 3 3 3
O2
C
3 3 3 2 3 - - - - - - - 2 2 3 3
O3
C
2 3 3 3 3 - - - - - - - 2 2 3 3
O4
C
2 3 3 3 3 - - - - - - - 2 2 3 3
O5
C
1 1 1 1 3 - - - - - - - 2 3 3 3
O6
C
3 2 2 2 3 - - 3 3 3 - - 2 3 3 3
O7
C
1 2 2 2 2 - - 3 3 3 - - 2 2 3 3
O8

4. Detailed Syllabus

• Unit 1:
o Basic computer organization, Von Neumann architecture and stored
program concept
o High level programming languages, assemble code, binary instructions,
compilers and assemblers
o Programming editing, compilation and execution cycle
• Unit 2:
o Use of variables as reference to memory locations
o Basic data types and their representation
o Operators and precedence levels, expressions

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 o Writing straight-line sequence of code
o Standard I/O Libaries
• Unit 3:
o Conditional Statements (if-then-else) and Loops (for, while, etc.)
o Arrays
o Functions and parameter passing mechanisms
o Standard libraries for string manipulation, disk file access etc.
o Structures, Unions and Enumerations
• Unit 4:
o Recursion
o Program stack, scope and lifetime of variables
o Pointers, heap memory, dynamic memory management, linked lists and
memory leaks
• Unit 5:
o Preprocessor directives
o Source code management tools like GIT and use of GDB for program
debugging
o Multi-file programming and Makefiles

Reference Books:

1. K. N. King. 2008. C Programming: A Modern Approach, Second Edition. W.W.

Norton & Company.
2. Nick Parlante. 2017. Essential C. Independently published.

5. Teaching-Learning Strategies in brief

Lectures are conducted in a highly interactive fashion. Programming problems are solved in-
class along with students in a collaborative fashion. Sometimes two-three students are given an
opportunity to present their programs to the class. At the end of every class, a small homework
problem which helps in enhancing the concepts discussed in the class will be released. Students
need not submit this homework. Tutorial sessions are used to teach the utilization of tools such
as Visual Studio Code, GCC, GDB, GIT, Makefiles, perf, valgrind etc. Lab sessions are used to
solve programming assignments and teaching assistants help students in developing program
logic, debugging etc. on an individual basis. Faculty conducts office hours once in week. On
the rest of the days, teaching assistants conduct office hours. This ensures continuous support
to students. Key milestones are defined. Feedback from the students at those milestones are
taken. The provided feedback is taken to fine tune the course and provide special support to
students who are lagging behind. Five to six programming assignments are designed which
gives an in-depth understanding of various concepts discussed in the class and their application
to new problem scenarios along with proper analysis. Some problems involve evaluating,
comparing and contrasting multiple solution approaches.

6. Assessment methods and weightages in brief

Page 20 of 160
 1. Programming Assignments (5 to 6) : 50 percent
2. Best 2 out of 3 Programming Lab Exam: 2 x 15 = 30 percent
3. Best 2 out of 3 Theory Exams : 2 x 10 = 20 percent

For programming assignments and lab exams, online judges such as DMOJ are used to provide
immediate feedback to students. While some test cases are revealed, others are hidden. Partial
marks are allocated for code peer-reviewing in programming assignments.

Real Analysis
Course Code : IMA.303
Title of the Course : Real Analysis
L-T-P : 3-1-0.
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Elementary knowledge of Calculus
Much of mathematics relies on our ability to be able to solve equations, if not in explicit exact forms,
then at least in being able to establish the existence of solutions. To do this requires a knowledge of so-
called "analysis", which in many respects is just Calculus in very general settings. The foundations for
this work are commenced in Real Analysis, a course that develops this basic material in a systematic and
rigorous manner in the context of real-valued functions of a real variable..

2. Course Outcomes (COs)

On successful completion of this course, students will be able to:
CO1. describe the fundamental properties of the real numbers that underpin the formal development of
real analysis;

CO2. demonstrate the knowledge of an understanding of the theory of sequences and series

CO3. demonstrate skills in constructing rigorous mathematical arguments;

CO4. apply the theory in the course to solve a variety of problems at an appropriate level of difficulty;

CO5. demonstrate skills in communicating mathematics.

CO6: analyse how abstract ideas and regions methods in mathematical analysis can be applied to
important practical problems.

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

Program Specific Outcomes (PSOs) – Course Articulation Matrix

Page 21 of 160
 PO PO PO PO PO PO PO PO PO PO PO PO PS PS PS PS
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4

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

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

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

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

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

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

4. Detailed Syllabus:
Unit 1 Sequence of real No, Bounded and Unbounded Sets, Supremum, Infimum, Limit points
of a set, Closed Set, Countable and uncountable sets. Sequences, Limit points of a Sequence.
Limits Inferior and Superior, Convergent sequence, Non convergent sequence, Cauchy General
Principle of Convergence, bounded and monotone sequence, Infinite Series, Positive
Term Series, Convergence of series of real numbers, Necessary condition, Absolute
convergence and power series, Convergence tests for series.
(9 hours)

Unit 2 Mean value theorems (Rolle’s Theorem, Cauchy Mean Value Theorem, Lagrange’s
Mean Value Theorem), Indeterminate forms, Taylors Series, Partial derivatives. Integration as
a limit of a sum, Some integrable functions, Fundamental theorem of Calculus, Mean Value
Theorems of Integral calculus, Integration by parts, Change of variable in an integral, Second
Mean value theorem, Multiple integrals,
(9 hours)

Unit 3: Vector, Vector operations, Products, Areas and Determinants in 2D, Gradients, Curl
and Divergence, Volumes and Determinants in space. Differential equations of first order and
first degree. Linear ordinary differential equations of higher order with constant coefficients.
Elements of Partial Differential Equation (PDE).

(7.5 hours)

Page 22 of 160
Unit 4: Analytic function of complex variable, CR Equation, harmonic functions, Laplace
equation, applications (7.5 hours);

Unit 5 Integration of a function of a complex variable, M-L inequalities. Cauchy’s Integral

Theorem. Cauchy’s Integral formula. Taylor’s and Laurent Expansion, Poles and Essential
Singularities, Residues, Cauchy’s residue theorem, Simple contour integrals.
( 9 hours)

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

by the end of the semester.

References:
• Rudin, Walter, Principles of Mathematical Analysis, third edition,
International
Series in Pure and Applied Mathematics. McGraw-Hill Book Co., New
YorkAuckland-D¨usseldorf, 1976
•
Bartle, Robert G., The Elements of Real Analysis, second edition, John Wiley &
Sons, New York-London-Sydney, 1976. (for Fourier Series)
•
Ross, Kenneth A., Elementary Analysis. The Theory of Calculus, second edition,
in
collaboration with Jorge M. L´opez, Undergraduate Texts in Mathematics,
Springer,
New York, 2013.
• Kreyszig, Erwin. (1983). Advanced engineering mathematics. New York
:Wiley,

• Goldberg, Richard R., Methods of Real Analysis, second edition, John Wiley
&
Sons, Inc., New York-London-Sydney, 1976.

• Churchill, Ruel V. and Brown, James Ward, Complex Variables and

Applications,
fourth edition, McGraw-Hill Book Co., New York, 1984

• Ahlfors, Lars V., Complex Analysis: An Introduction to the Theory of

Analytic
Functions of One Complex Variable, third edition. International Series in Pure
and
Applied Mathematics, McGraw-Hill Book Co., New York, 1978.

5.Teaching-Learning Strategies in brief:

Lectures in the classroom teaching, weekly tutorials involving problem solving and active
learning by students and Project-based Learning

Page 23 of 160
6. Assessment methods and weightages in brief:

Assignments in theory: 10 marks, Quizzes in theory: 10 marks, Mid Semester Examination in

theory: 20 marks, End Semester Examination in Theory: 30 marks, Assessment project: 30
marks

Digital Systems and Microcontrollers

Name of the Academic Program: B.Tech in ECE
Course Code : S21EC2.101
Title of the Course : Digital Systems and Microcontrollers (DSM)
L-T-P : 3-1-3
Credits :5
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Understanding of basic algebra concepts taught up to the 10+2 level
2. Course Outcomes (COs):
After completion of this course successfully, the students will be able to.
CO-1: Solve problems pertaining to the application of Boolean algebra, number systems, and
simplification of logic expressions using Karnaugh maps.

CO-2: Develop a simplified combinational circuit as a solution for a given problem.

CO-3: Analyze a real-world problem to develop a digital design solution using sequential circuits to
solve the problem.

CO-4: Describe the working of a basic 8-bit von Neumann architecture processor.

CO-5: Develop skills for simulating circuits using basic components on online simulation tools
(example, Tinker CAD).

CO-6: Design, implement and test a given logic circuit using basic electronic components such as
breadboards, ICs etc.

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

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

Page 24 of 160
 1 2 3 2 1 1 1 1 1 1 1 2 2 2 1 1
CO
2
1 2 3 2 1 1 1 1 1 2 1 2 3 2 1 1
CO
3
2 2 1 2 1 2 1 1 1 2 2 3 3 2 3 3
CO
4
1 2 3 2 3 2 1 1 3 2 3 1 2 1 3 2
CO
5
CO 1 2 3 2 3 2 1 1 3 2 3 1 3 1 3 2
6
Note: 3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping

4. Detailed Syllabus:
Unit 1: Number systems and interconversions (binary, decimal, hexadecimal), postulates of Boolean
algebra, binary logic gates, binary functions
Unit 2: Simplification of binary expressions using K-maps, logic function implementation,
combinational circuits
Unit 3: Latches and flip-flops, types of flip-flops, internal circuit design and operation
Unit 4: Sequential circuits, state diagrams, state tables, state equations, applications of sequential circuits
Unit 5: Registers and counters, memory and processor architecture

Reference Books:
1. M. Morris R. Mano and Michael D. Ciletti (2013), Digital Design, 6th Ed, Pearson.

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

The course instruction is delivered through lectures with examples of real-world application of electronic
systems to foster student understanding and interest. The course is structured as a theory and laboratory
course, such that the concepts and circuits introduced in the theory classes can be experimentally applied
and understood by the students. Assignments are designed to encourage students to critically think about
the concepts discussed in the class and to learn to independently solve problems.

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

Continuous evaluations:
Assignments – 10%
MCQ Quizzes – 20%
Lab reports – 20%

Comprehensive evaluations:
Lab exam – 15%
End semester exam in Theory – 35%
Title : Introduction to Linguistics 1
Page 25 of 160
Credits : 3-0-1-4
Faculty name : Aditi Mukherjee
Type when : Monsoon 2021
Prerequisite : None

COURSE OUTCOME:
CO-1: Students will have a good understanding of linguistic analysis
CO-2: Students will be introduced to different word and sentence level theories
CO-3: It will enable them in building text processing tools and systems
CO-4: They will explore different languages in class working in teams.
CO-5: Using real examples, they will analyselanguage data to understand the concepts.

COURSE TOPICS:
1. Whatislanguage? Differencebetweenhuman language and Animal languages. Natural language,
Formal language and Artificial language, Characteristic features of human language, what we
know about language.
2. Study of Human language – the field of Linguistics
3. Looking at language from synchronic and diachronic points of view
4. Areas of Study from structural perspective
a) Syntagmaticandparadigmaticaspectsoflanguagestructure,
b) Levelsofstructuralanalysis: Phonetics:Placeandmannerofarticulation of speech sounds, IPA.
Phonology:Phone,phoneme,allophone; Distinctive features;Phonologicalrules;Syllable.
Morphology: Units of word’s internal structure, word formation processes, inflectional and
derivationalmorphology,compoundwordsandhowtheyareformed.
Syntax: Types of sentences, Sentence structures, Phrase structure grammar.
c) Fromevolutionperspective:HistoricalLinguistics
d) From usage perspective:Sociolinguistics
e) From Psychological perspective: Mechanisms of language acquisition, knowing more than one
language

Page 26 of 160
f) Indian Grammatical Tradition:A communication model forlanguagestudy. Paninian
grammaticalmodel.
g) WritingSystems:Representing languagethroughgraphiccharacters.

Mapping of Course Outcomes to Program Objectives

P P P P P P P P P
PO PO PO PSO PS PSO PS
O O O O O O O O O
10 11 12 1 O2 3 O4
1 2 3 4 5 6 7 8 9
CO 2 2 1 1 2 2
1
CO 2 2 1 1 2 2
2
CO 2 2 1 1 2 2
3
CO 1 1 3 3 1 1
4
CO 1 1 2 2 1 1
5
….
.
….
.

GRADING:
Assignments: 15%,
Mid Sem: 30%, End Sem: 35% and Project: 20%
PROJECT: The students willworkonahands-onproject onlanguageanalysis. In theproject they are
expected to work with real time data and understand its nature.
PREFERRED TEXTBOOK:
Language: Nature, Psychology and Grammatical Aspects by Victoria Fromkin, Robert Rodman
and Nina Hyams, Cenage Learning (Indian Edition)
REFERENCE BOOKS:

Page 27 of 160
1.LinguisticsbyJeanAitchison,5thedition.London:HodderHeadline,TeachYourselfBooks, 1999.
ISBN:0-340-73733-6.Retitledandreprintedwithcorrectionsas: Linguistics:An Introduction.
2ndedition.London:HodderHeadline,1999.ISBN:0-340-75792-2).
2. IntroductiontoLanguagebyFromkin,V.A.andRodman,R.,1997.HarcourtBrace.6th edition

Value Education-1
Name of the Academic Program : B. Tech. in ECE, BTech in CSE
Course Code : OC3.101
Title of the Course : VALUE EDUCATION - I
L-T-P : 12-6-0 (Total number of hours)
Credits: 2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge: -NIL-

2.Course Outcomes (COs) :

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

CO-1: Apply the basic framework of universal human values to the self.
CO-2: Look at larger issues that (for many reasons) most are not exposed to: social, political,
community, family, individual, etc. in a sensitized way.
CO-3: Understand themselves and their own roles within the bigger context. What are really,
truly important to them? What are made important by others?
CO-4: Engage and connect with others and nurture the relationships.
CO-5: Think to shape and change the world, and not be mere technologists or scientists.

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

P P P P P P P P P
PO PO PO PS PS PS PS
O1 O2 O3 O4 O5 O6 O7 O8 O9
10 11 12 O1 O2 O3 O4
C - - - - - 3 2 3 2 - - - - - - -
O1

C - - - - - 3 3 3 3 - - - - - - -
O2

C - - - - - 3 3 3 2 - - - - - - -
O3

Page 28 of 160
C - - - - - 2 3 3 3 - - - - - - -
O4

C - - - - - 3 3 3 2 - - - - - - -
O5

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

4.Detailed Syllabus:

Unit 1: Goal in life - short term and long term goals; Basic aspirations - Happiness and
Prosperity; Role of education and human conduct; Self-exploration; Developing a holistic
view
Unit 2: Gratitude and the need to acknowledge one’s gratefulness; Understanding Self and
Other;
Unit 3: Living in harmony at 4 levels: self-self, self-family, self-society, self-nature
Unit 4: Understanding needs of body and self; Right understanding of physical facilities and
relationships; Understanding human relationships; Trust and Respect - the foundational values
in relationships;
Unit5: Harmony in Society; The sense of safety, justice and peace in society; Nature and
Sustainability; Self-reliance and Gandhian thought

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

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

This is a discussed based course. The instructor shares information on a topic and guides the
discussion in the class by asking the right questions. By keeping the objectives in mind, the
instructor adopts different techniques including smaller group discussions, role-play/skit, use of
video clips or images to analyse and some activities to keep the students engaged in class
throughout. Talks by experts who made a difference are also organised for the batch. Field trips
to farms, orphanages, old-age homes, villages and jails are arranged as part of the induction
programme, in parallel to the classes in VE for the first year UG batch.

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

This is a Pass/Fail course. The assessment methods include submissions of assignments and
term papers. Critical thinking is expected from watching relevant short films or by reading
assigned books. The classroom participation is also taken into consideration for evaluation.
Page 29 of 160
There are a few community-based activities and projects also. Participation in them is also
important.( weightage for each kind of assessment may be given.)

Linear Algebra
Name of the Academic Program : BTech in Computer Science
Course Code :
Title of the Course : Linear Algebra
L-T-P : 3-1-0
Credits :4

Prerequisite Course / Knowledge:

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

Course Outcomes (COs):

After completion of this course successfully, the students will be able to...
CO-1: Explain the basic mathematical concepts like vector space, Basis, Linear Transformation,
Rank Nullity Theorem, Matrix Representation of Linear Transformations, System of Equations,
Determinants.
CO-2: Demonstrate familiarity with Eigenvalues, Eigenvectors, Orthogonality and Matrix
Decomposition theorems.
CO-3: Synthesize proofs of theorems related to Matrices and Vector Spaces using clear
mathematical and logical arguments.
CO-4: Apply principles of Spectral Decomposition and Singular Value Decompositions to real
world problems in Image Compression, Principal Component Analysis etc.
CO-5: Design dimension reduction techniques with approximation guarantees using Best Fit
Subspaces.
CO-6: Create mathematical models using principles of Linear Algebra and analyze them.

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

Program Specific Outcomes (PSOs)
P P P P P P P P P P P P PSO PSO PSO PSO
O O O O O O O O O O O O 1 2 3 4
1 2 3 4 5 6 7 8 9 10 11 12

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

Page 30 of 160
CO 1 3 2 2 1 1 1 1 2 2 1 1 3 1 2 2
4
CO 1 3 2 3 1 1 1 1 2 2 1 1 3 1 1 3
5
CO 1 2 1 2 2 1 1 1 2 2 1 2 3 2 2 2
6
‘3’ for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping.

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

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

Lectures will initially introduce the motivations, concepts, definitions along with simpler
examples. This will be followed by assignments and quizzes that will make sure that the students
have understood the concepts. These will be followed by deeper lectures and assignments which
lead the students to the bigger questions in the area. These will also be supplemented with real
world engineering problems so that they can apply the concepts learned by them.
Assessment methods and weightages in brief (4 to 5 sentences):
• In-class Quizes: 15%
• Assignments: 15%
• Class Test 1: 10%
• Class Test 2: 10%
• Mid Semester Exam: 20%
• End Semester Exam: 30%

Page 31 of 160
Data Structures and Algorithms
Name of the Academic Program : B.Tech in Computer Science and Engineering
Title of the Course : Data Structures and Algorithms
L-T-P : 3-1.5-3.
Credits :4
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)

1. Prerequisite Course / Knowledge:

CS1.302 - Computer Programming
2. Course Outcomes (COs)
After completion of this course successfully, the students will be able to:
CO-1: Explain the design and implementation details of fundamental data structures and sorting/searching
algorithms. (Cognitive Level: Understand)
CO-2: Write programs involving fundamental data structures and sorting/searching algorithms (Cognitive Levels:
Apply and Analyze)
CO-3: Compare and contrast the performance of different data structures and sorting/searching algorithms with
respect to time and memory. (Cognitive Levels: Analyze and Evaluate)
CO-4: Discover the algorithmic logic and new composite data structures required to solve well-defined
computational problems while following specified compute constraints. (Cognitive Levels: Apply and Analyze)
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO
1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

CO
1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1

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

CO
1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3

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

4. Detailed Syllabus
• Unit-1
o Recap: Array, Pointers, Structures, Asymptotic Complexity
o Abstract Data Types
• Unit-2: Linear Data Structures
o Linked Lists
o Stacks
o Queues
• Unit-3: Non-linear Data Structures
o Binary Trees and Search Trees
o Hash Tables, Sets, Maps
• Unit-4: Sorting Algorithms
o Sorting – Insertion

Page 32 of 160
 o Sorting – Selection, Merge, Quicksort
o Heapsort
o Counting Sorts
o Radix Sort, External Sorting
o Sorting – External, Selection Algorithms
o Selection Algorithms
• Unit-5: Graph Algorithms
o Graphs – Representation and Algorithms
o Graphs – Representation and Algorithms (DFS, Dijkstra, Bellman)
o Graphs – Representation and Algorithms (MST)
o Graphs - Strongly Connected Components
• Unit-6: Advanced Data Structures
o AVL Trees
o Suffix Trees

Reference Books:
1. Data Structures and Algorithm Analysis in C (M.A. Weiss), Pearson
5. Teaching-Learning Strategies in brief
Lectures are conducted in a highly interactive fashion. The design and implementation of data structures
and sorting/searching algorithms is done as an in-class coding exercise. Tutorial sessions are used to
teach the utilization of tools such as Visual Studio Code, Git etc. Lab sessions are used to solve
programming assignments and teaching assistants help students in developing program logic, debugging
etc. on an individual basis. Faculty conducts office hours once in week. Additionally, teaching assistants
conduct office hours. This ensures continuous support to students. Five to six programming assignments
are designed which gives an in-depth understanding of various concepts discussed in the class and their
application to new problem scenarios along with proper analysis. Some problems involve evaluating,
comparing multiple solution approaches.
6. Assessment methods and weightages in brief
1. Programming Assignments (5): 40%
2. Programming Lab Exam: 15%
3. Best 2 out of 3 Theory Exams: 30%
4. Mini Project (4 members per team): 15%
For programming assignments and lab exams, online judges such as DMOJ are used to provide
immediate feedback to students. While some test cases are revealed, others are hidden. Partial marks are
allocated for code peer-reviewing in programming assignments. For mini project, a presentation
followed by a code-execution demonstration is used for evaluation.

Introduction to Software Systems

Name of the Academic Program : Bachelor of Technology in Computer Science and
Engineering
Course Code : CSE
Title of the Course : Introduction to Software Systems
L-T-P :1-0-3
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

Prerequisite Course / Knowledge: Not applicable.

Page 33 of 160
 2. Course Outcomes (COs)(5to8fora3or4creditcourse):

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

CO-1: Demonstrate familiarity with various OS Concepts, Shell programming, Web Technologies,
Database Systems, Python Programming, and software engineering principles.

CO-2: Explain thedifferenttypesoftoolsandtechnologiesthataresuitableforsolvingdifferent software

problems

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

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

Program Specific Outcomes (PSOs)–Course Articulation Matrix

P P P P P P P P P P P P PS PS PS PS
O O O O O O O O O O O O O O O O
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4

C 2 2
O
1
C 3 2 2 2 2 1
O
2
C 3 1 3 3 1
O
3

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

4. Detailed Syllabus:

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

Unit2: Developing web applications-Introduction to HTML, CSS, and Javascript concepts,

Datatypes, variables, operators, conditions, loops, functions, function expressions, events, form
controls, data structures, javascript libraries, AFrame, Three.js

Unit 3: Programming with Python – Functions, Exceptions, Error Handling, Sequences, scoping rules,
closures, higher-order functions, mutability, object model and inheritance, modules and packages,
variable args, decorators, usage of libraries including SOAP and REST API, Flask based server set up.

Unit4: SDLC and Databases–SDL Cconcepts, Version Control Systems, Editors, Bugtrackers, Basics
of SQL, CRUD;

Page 34 of 160
 Reference Material/Books:
1. Mastering Linux Shell Scripting : A practical guide to Linux command-line, Bash
scripting, and Shell programming, by Mokhtar Ebrahim, Andrew Mallett. 2ndEdition,
2018.ISBN-13 :978-1788990554
2. Learning Python: Powerful Object-Oriented Programming, by Mark Lutz. 5thEdition,
2013.ISBN-13 : 978-1449355739
3. JavaScript: The Definitive Guide, by David Flanagan. 7thEdition, 2020.ISBN-13: 978-
1491952023
4. Workbook/Gitbook created by the course instructors
(https://serciiit.gitbook.io/introduction-to- software-systems/)

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

6. Assessmentmethodsandweightagesinbrief(4to5sentences):

Mid Semester Exam – 15%

End semester Exam – 20%
Assignments (3) – 25 %
Labs (4 tests) – 20%
Others– 20% (In-class Activities, Surprise quiz/test)

Computer Systems Organization

Name of the Academic Program:B.Tech in Computer Science and Engineering
Course Code: CS2.201
Title of the Course: Computer Systems Organization
L-T-P: 3-1-0. Credits:4
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)
1. Prerequisite Course / Knowledge:
Digital logic circuits and design. Combinational and Sequential Circuits. Fundamentals of Programming.
2. Course Outcomes (COs)
After completion of this course successfully, the students will be able to:

Page 35 of 160
 CO-1:Explain the Von Neumann Model of Computing. Describe all the steps involved in the execution of
a program: composition, compilation, assembly, linking, loading and hardware interpretation of the
program instructions. (Cognitive Level: Understand)

CO-2:Describe the instruction set architecture design principles. Show how programming language
constructs can be mapped to sequences of assembly language instructions. Analyze and assess any given
ISA. (Cognitive Levels: Analyze and Evaluate)
CO-3: Describe processor design architectural approaches. Compare and contrast sequential designs with
pipelined designs. Propose new architectural approaches to optimize on performance and hardware costs
(Cognitive Levels: Apply, Analyze and Create)
CO-4:Describe the basic functionality of an operating system. Clearly explain the system call interface, its
design and implementation. Build systems akin to a bash shell, file server etc. using system calls. (Cognitive
Levels: Understand and Apply)
CO-5:Describe the basics of process control and management. (Cognitive Levels: Understand and Apply)
CO-6:Describe the principles of virtual memory management. Analyze various memory management
schemes for process isolation and physical memory utilization across multiple processes (Cognitive Levels:
Understand, Apply and Analyze)
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

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

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

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

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

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

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

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

Page 36 of 160
4.Detailed Syllabus

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

Reference Books:

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

2. Computer Organization and Design. The Hardware/Software Interface. David A. Patterson and
John L. Hennessy.

Page 37 of 160
 3. Operating Systems: Three Easy Pieces by Remzi H. Arpaci-Dusseau and Andrea C. Remzi H.
Arpaci-Dusseau

5.Teaching-Learning Strategies in brief

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

6.Assessment methods and weightages in brief

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

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

Title : Introduction to Linguistics 2: Semantics, Pragmatics and Discourse

Credits : 3-0-1-4
Faculty name : Aditi Mukherjee
Type when : Spring 2022
Prerequisite : Introduction to Linguistics 1.
COURSE OUTCOME:
CO-1: Students will have a good understanding of semantic and contextual analysis of texts
CO-2: Students will be introduced to different semantic and pragmatic theories
CO-3: It will enable them in building text processing tools and systems
CO-4: Other than English, they will explore different languages in class working in teams.
CO-5: Using real examples, they will analyse conversational data to understand the concepts.

COURSE TOPICS:

Page 38 of 160
SEMANTICS
Semantics as a discipline. Types of meaning: Connotation, denotation, affective etc. Sentence
meaning and proposition. Reference and sense. Word meaning and sentence meaning. Entailment,
contradiction, transitivity and reflexivity. Predicates. Diexis and definiteness. Lexical semantics:
sense relations among words: Synonymy, antonymy, hyponymy, meronimy, lexical ambiguity.
Components and contrasts of meaning: componential analysis. Semantic Universals: colour and
kinship terms.
PRAGMATICS
Speech act theory: language as action, performative verbs, perlocution and illocutions, direct and
indirect illocutions, propositions and illocutions, felicity conditions. Conversational implicature.
Entailment, inference and presupposition. Gricean maxims: cooperative principles.

DISCOURSE
Structure of text and coherence. Local coherence and global structure. Conversation analysis.
Coreference. Anaphora, Cataphora, Endophora. Discourse connectives and relations.
Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or
a ‘-’ dash mark if not at all relevant).Program outcomes are posted at
https://iiitaphyd-my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

P P P P P P P P P
PO PO PO PSO PS PSO PS
O O O O O O O O O
10 11 12 1 O2 3 O4
1 2 3 4 5 6 7 8 9
CO 2 2 2 2
1
CO 2 2 2 2
2
CO 2 2 2 2
3
CO 3 3
4
CO 2 2
5
….
.

Page 39 of 160
 ….
.

SEMINARS: Students will be expected to read research papers on various topics and make
presentations in the class.
TEXT BOOKS:
John Saeed (2009) Semantics
Geoffrey Leech (1983) Semantics: the Study of Meaning
SUGGESTED READINGS:
JohnLyons (1995). Linguistic Semantics.

Cruse Alan (2004). Meaning in Language: An Introduction to Semantics and Pragmatics. Part 2
and Part 4.
Levinson, Stephen C. (1983). Pragmatics.
Brown, G and Yule, G. (1983). Discourse Analysis.
Cutting Joan (2002). Pragmatics and Discourse: A resource book for students.
GRADING:
Assignments: 15%,
Mid Sem: 30%,
End Sem: 35%
Seminar: 20%

Title of the Course : Computational Linguistics 1

Faculty Name : Radhika Mamidi
Name of the Academic Program : CLD
Course Code : CL3.101
L-T-P : 3-1-0
Credits :4
( L= Lecture hours, T=Tutorial hours,
P=Practical hours)
1.Prerequisite Course / Knowledge:
Introduction to Linguistics-1

Page 40 of 160
2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to:
CO-1 Use computational methods to analyse language at morpho-syntactic levels
CO-2 Develop requisite skills for text and speech problem solving
CO-3 Develop computational resources and tools for Indian languages with different language
structures
CO-4 Perform theoretical research at phonology, morphology and syntax levels
CO-5 Apply CL/NLP techniques for real world applications by using real time data
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

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

C 3 2 2 1 1 3 1 2 2 1 1 2 3 1 2 3
O1
C 3 3 2 3 3 3 1 2 2 1 1 2 3 1 2 3
O2
C 3 2 2 3 3 3 3 2 2 3 1 1 3 1 3 3
O3

C 3 2 2 3 3 3 1 2 2 1 1 2 3 1 3 3
O4
C 2 2 2 1 1 3 1 2 3 3 1 3 3 1 2 3
O5

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

4.Detailed Syllabus:

Page 41 of 160
 Unit 1: What is CL and where does it apply? Issues and challenges; Language processing pipeline
for text processing: Structural Analysis at various levels – word (POS, morphology), phrase
(chunk), sentence (syntactic parsing). Word meaning: Lexical Semantics, Dealing with
Ambiguities (WSD/WTD)
Unit 2: Morph analysis: Morph analysers and word generators; Recap of basic units in word
formation: morphemes, allomorphs. Word formation: Affixation, suffixation, prefixation,
infixation; Non-concatenative, Compounding, Morphotactics; Constraints on affixes;
Morphophonology; Types of word formation processes (function based): inflectional, derivational;
Developing morph analysers and generators: finite state automata, paradigmtables, add-delete
rules; Word Meaning: Lexical semantics, Hypernymy, hyponymy, synonymy, antonymy, lexicon
and lexicography; machine readable dictionaries, WordNet, ConceptNet, VerbNet etc.
Unit 3: Shallow parsing and sentence analysis: Words and their arrangements in a sentence. POS
Tagging Word classes, Parts of Speech, POS tagging, Rule based parts of speech taggers,
Statistical parts of speech taggers, Annotating POS tagged data, Issues in tagging, Definingtagset
for your languages. Shallow parsing (arrangement of words in a sentence) Local Word Grouping
(LWG) Grouping functional words such as prepositions/postpositions and auxiliaries with the
content words (nouns, verbs); Chunking: Forming minimal phrases; Multi-Word Expressions
(MWEs): Named entities (NEs), Idioms, compounds. Types of named entities; compositionality
in MWEs.
Unit 4: Syntactic Parsing: Analysing the structure of a sentence, grammatical approaches;
Constituency Analysis:Constituents/ phrases; Deriving sentences using phrase structure rules
(CFG); Constraints on rules; Subcategorization; verb argument structure. Representing phrase
structures: X-bar schema, Complements and Adjuncts; Syntactic operations: Substitution,
adjunction and movement. Syntactic phenomena: Passive, Raising, Control; Dependency
Analysis: Dependency structures: Head – modifier relations. Paninian grammar – a dependency
framework – relations in Paninian grammar: karaka, tadarthya, hetuetc; Vibhakti - relation marker;
karaka vibhakti mapping, karaka chart; Parsing approaches: English parsers, Hindi/IL parsing
using Paninian framework.
Unit 5: Speech Processing:Introduction to speech processing: Speech production; Speech
perception; Speech analysis; Speech Recognition; Speech Synthesis

Reference Books:
1. Jurafsky& Martin, 2000; Speech and Language Processing, Pearson Education
2. Bharati et al., 1995; Natural Language Processing: A Paninian Perspective
3. Fundamentals of Speech Recognition by Lawrence Rabiner, Biing-Hwang Juang

Page 42 of 160
4. The Oxford Handbook of Computational Linguistics. 2003. RuslanMitkov (ed)

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

This is a mix of theory and project based. The focus is on using the methods taught in class to
extend to Indian languages
6.Assessment methods and weightages in brief (4 to 5 sentences):
How the students are able to connect the linguistic concepts by using computational techniques to
analyse and generate data at the level of sound, word and sentence. The course will have a project
content where students will study and solve a problem using real language data. The focus is on
individual as well as collaborative learning.

Type of Evaluation Weightage (in %)

Assignments 15%,
Seminar 10%
Project 25%,
Midsem Exam 15%,
Endsem Exam 35%

Probability and Statistics

Name Of the Faculty: Pawan Kumar
Course: CSE
Name of the Academic Program: B.Tech. in Computer Science and Engineering
Course Code: MA6.101
Title of the Course: Probability and Statistics
L-T-P: 3-1-0. Credits: 4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Page 43 of 160
Linear Algebra, Real Analysis

2. Course Outcomes (COs)

After completion of this course successfully, the students will be able to –
CO-1. Explain theaxioms of probability and rules,discrete and continuous random variables.
CO-2. Derive the density function of transformations of random variables and use these to generate
data corresponding to various distributions.
CO-3: Derive marginal and conditional distributions of multivariate random variables and
probability bounds.
CO-4. Discuss theclassical and Bayesian inference theory and applications.
CO-5. Discuss the basic random processes and theirapplications.
CO-6. Outline a proof of stated theorem and writethelogically derived proof.

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

Program Specific Outcomes (PSOs) – Course Articulation Matrix
PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO
1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4

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

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

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

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

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

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

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

4. Detailed Syllabus:

Page 44 of 160
Unit 1: Discrete Random Variables:Probability mass function, expectation and variance. Bernoulli
distribution, Geometric distribution, Binomial distribution. Derivation of mean and variance.
Sampling with and without replacement. Hypergeometric distribution and Poisson distribution.
Derivation of the Poisson distribution as limiting form of Binomial. Derivation of mean and
variance. Bounding probabilities, tail sum formula, Markov’s inequality and Chebyshev’s
inequality. Probability generating functions and moment generating functions. (9 hours)
Unit 2: Continuous Random Variable: Probability density function, cumulative distribution
function, expectation, mean and variance. Moment generating functions and uniqueness theorem.
Chebyshev’s inequality. The uniform distribution on (a, b), the normal distribution. Mean and
variance of the normal distribution. The Cauchy distribution. The exponential distribution,
moments, memoryless property, hazard function. Gamma distribution, moments, Chi-square
distribution. (9 hours)
Unit 3: Multivariate Distributions: Cumulative distribution function method for finding the
distribution of a function of random variable. The transformation rules. Discrete bivariate
distributions, marginal and conditional distributions, the trinomial distribution and multinomial
distribution. Continuous bivariate distributions, marginal and conditional distributions,
independence of random variables. Covariance and correlation. Mean and variance of linear
combination of two random variables. The joint Moment generating function (MGF) and MGF of
the sum. The bivariate normal distribution, marginal and conditional distributions, conditional
expectation and variance, joint MGF and marginal MGF. Linear combinations of independent
random variables. Means and variances. Sequences of independent random variables and the weak
law of large numbers. The central limit theorem, normal approximation to the binomial
distribution. (9 hours)
Unit 4: Statistical Inference and Random Processes: Point Estimation, Interval Estimation,
Hypothesis Testing, Linear Regression, Bayesian Inference. Point Processes, Poisson Process,
Discrete Time Markov Chains. (9 hours)
References:
• Sheldon Ross, Introduction to Probability Models, Academic Press, 2010.
• Online resource: https://www.probabilitycourse.com/
• A first course in Stochastic Models, H. C. Tijms, Wiley, 2003.
• Introduction to Probability and Statistics for Engineers and Scientists, S. Ross, 5th Edition,
Academic Press, 2014.

5.Teaching-Learning Strategies in brief:

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

Page 45 of 160
6. Assessment methods and weightages in brief:
Assignments in theory: 15 marks, Mid Semester Examination-1: 25 marks, Mid Semester
Examination-2: 30 marks, End Semester Examination: 30 marks

Title of the Course : Language and Society

Faculty Name : Dipti Misra Sharma
Name of the Program : CLD
Course Code : CL2.203
Credits :4
L-T-P : 2-1-0
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester, Year : Monsoon 2022
(Ex: Spring, 2022)
Pre-Requisites : None
Course Outcomes :

1. The course intends to familiarise students with the social dynamics of language in use.
2. After doing the course, the students should be able to identify and recognize various
phenomena which are at play. They should develop an understanding of social behaviour
such as identity assertion, attitudes in language use and choices that people make while
using variants of linguistic items depending on social circumstances.
3. The students are expected to be able to classify these phenomena and explain some of their
consequences. For example, code mixing and code switching are very common in
multilingual societies such as India. How people use code mixing for better communication
or how they use code switching for social reasons are some of the concepts the students
should be able to explain given a social context.
4. At the end of the course, the students are expected to be able to analyse language data and
employ basic concepts learned during the course for interpreting language data for
computational models.
5. The course should give them the confidence to be able todesign and develop computational
models in real case scenario.
6. The students will be working on real data projects in teams which will give them an
experience of working as teams to solve a real problem.

Course Topics :

Page 46 of 160
1. Language Variation: Sociolinguistics and sociology of language, Variation in language,
Linguistic variables and social variables. Speech Communities, Language, Dialects and Varieties.
Standard language and Standardization, Regional and social dialects. Register, styles.
Dialectology.
2. Language Contact: Bilingualism/Multilingualism, borrowing, code mixing/switching,
pigdinization and creolization, convergence, language maintenance/shift, language acquisition in
a multilingual setting. Diglossia with or without bilingualism.
3. Social stratification of language. Inherent variability. Sociolinguistic variables: indicator,
marker, stereotype. Style shifting. Hypercorrection. Language variation and language change.
Social motivation for sound change.
Sociolinguistic devices for effective communication. Communicative competence. Politeness
strategies. Pronouns of power and solidarity.
4. Language and Culture : Directions of influence.The Whorfian hypothesis
5. Critical Sociolinguistics. Language and power. Language and social attitudes: gender, race,
education.
6. Language planning: codification and elaboration.
Preferred Text Books :
• Ronald Wardaugh : Introducing Sociolinguistics
• R. A. Hudson : Sociolinguistics
• Suzanne Romaine : Language in Society
Reference Books :

• J.B. Pride and J. Holmes (ed) : Sociolinguistics

• Paolo Giglioli (ed) : Language and Social Context
• Robert Bayley and Ceil Lucas (ed) : Sociolinguistic Variation

E-book Links :
1. http://staffnew.uny.ac.id/upload/132107096/pendidikan/Book+for+Sociolinguistics.pdf
2. https://pdfcoffee.com/cambridge-textbooks-in-linguistics-r-a-hudson-sociolinguistics-
cambridge-university-press-1996pdf-3-pdf-free.html

Grading Plan :

Page 47 of 160
(The table is only indicative)
Type of Evaluation Weightage (in %)
Quiz-1 No

Mid SemExam 20

Quiz-2 10

End Sem Exam 25

Assignments 15
Project 20
Seminar 10
Other Evaluation None

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

or a ‘-’ dash mark if not at all relevant). Program outcomes are posted at
https://iiitaphyd-my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

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

Page 48 of 160
 C X
O
4
C X
O
5
C X
O
6
…
..

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

There will be regular classes with interactive sessions to cover the theory. Since actual
learning happens through practical work, each student will take up a project which will
involve some field work, literature survey and working with real data. Classic research papers
will be distributed for the students to read critically and present them in class. So, the idea is that
learning happens through listening and discussions (classes), reading (seminar papers) and
working with data (project). For each topic some assignment will be given for the students to get
a better grip on the topic.
==============
Note: This course description format comes into effect from Spring 2022.

Title of the Course : Computational Linguistics 2

Faculty Name :Radhika Mamidi
Name of the Academic Program : CLD
Course Code : CL3.202
L-T-P :3-1-0
Credits :4
( L= Lecture hours, T=Tutorial hours,
P=Practical hours)
1.Prerequisite Course / Knowledge:
Introduction to Linguistics-1 and 2; Computational Linguistics 1
2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to:
CO-1 Use computational methods to analyse language at semantic and pragmatic levels

Page 49 of 160
CO-2 Develop requisite skills for problem solving at discourse and conversation levels
CO-3 Develop computational resources and tools for handling text, contextual interpretation
of text and representation of meaning in context.
CO-4 Perform theoretical research in computational semantics and computational
discourse analysis
CO-5 Apply CL/NLP techniques for real world applications by using real time dialog and
discourse data
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

PO PO PO PO PO PO PO PO PO PO PO PO PSO PSO PSO PSO

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4
CO 3 2 3 1 1 3 1 2 2 1 1 2 3 1 2 3
1
CO 3 3 3 3 3 3 1 2 2 1 1 2 3 1 2 3
2
CO 3 2 3 3 3 3 3 2 2 3 1 1 3 1 3 3
3
CO 3 2 3 3 3 3 1 2 2 1 1 2 3 1 3 3
4
CO 2 2 3 1 1 3 1 2 3 3 1 3 3 1 2 3
5

Note: ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
4.Detailed Syllabus:
Unit 1: Background for studying word meaning and sentence meaning, sentence meaning and
propositional content; sense and reference; referent, extension, prototype, stereotype; deixis and
definiteness; predicates, referring expressions, universe of discourse; properties of sentences -
analytic, contradiction, entailment; properties of predicates - reflexive, symmetry,transitive. Word
meaning and sentence meaning, content word and grammatical word, contextual variation;
Speaker meaning vs Sentence meaning. Building resources using Lexical semantic relations -
Synonymy, Antonymy, Hyponymy, Troponymy, Meronymy; Metaphor and Metonymy; Polysemy
and Homonymy; Semantic fields; Lexical ambiguity; Building dictionaries; Ontologies.

Page 50 of 160
Unit 2: Formal Semantics: Formal representation of natural language - semantic features, case
frames, semantic primitives. Logic, notation for simple propositions; connectives – and, or, but, if
etc.; Logical expressions for ambiguous sentences

Unit 3: Pragmatics and Discourse:Pragmatics and Discourse analysis as a study of context

dependent aspects of meaning; text, co-text, context and relevance. Computational Discourse
analysis: Studying Structure of text and coherence; exchange structure and conversational analysis;
turn taking; adjacency pairs; preference organization; deixis; anaphora; ellipsis; discourse
connectives and relations; Structural analysis of different kinds of texts;
Unit 4: Text classification and generation:Memory and knowledge representation as schemas -
frames, scripts and story grammar; Generation and processing of texts: Sentiment Analysis.
Humour Analysis.
Unit 5: Computational Pragmatics:Language Understanding; Meaning beyond textual context;
speaker's intention and hearer's inference; inference - bridging inferences, causal and spatial
inferences, elaborative and restrictive inferences; Application of pragmatic concepts in Dialogue
Systems: conversational implicature, conventional implicature, entailment and presupposition; co-
operative interaction and Gricean maxims; speech act theory; language as action, performatives,
direct and indirect speech acts and felicity conditions; politenessmaxims; Austin and Searle’s
speech acts; Dialogue data annotation: Dialog Acts, Rhetorical Structure Theory

Reference Books:
1. Jurafsky& Martin, 2000; Speech and Language Processing, Pearson Education
2. James R. Hurford& Brendan Heasley (1983). SEMANTICS - a course book.
Cambridge University Press.
3. Judith Greene (1986). Language Understanding - a cognitive approach. Open University
Press.
4. Lyons, John. (1977). Semantics. Cambridge University Press.
5. Levinson, Stephen C. (1983). Pragmatics. Cambridge University Press. Leech, Geoffrey.
(1983). Principles of Pragmatics. Longman.
6. Brown, G and Yule, G. (1983). Discourse Analysis. Cambridge University Press. Cutting,
Joan (2002). Pragmatics and Discourse: A resource book for students.
7. Allen, James. (1994). Natural Language Understanding. Pearson.

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

Page 51 of 160
This is a mix of theory and project based. The focus is on using the methods taught in class to
extend to real time situations and uses.
6.Assessment methods and weightages in brief (4 to 5 sentences):
How the students are able to connect the linguistic concepts by using computational techniques to
analyse and generate data at the level of semantics and pragmatics. The course will have a project
content where students will study and solve a problem using real language data. The focus is on
individual as well as collaborative learning.

Type of Evaluation Weightage (in %)

Assignments 15%,
Seminar 10%
Project 25%,
Midsem Exam 15%,
Endsem Exam 35%

Data and Applications

Name of the Academic Program: B.Tech. in Computer Science and

Engineering
Course Code : CS4.301
Title of the Course : Data and Applications [Half]
L-T-P : 3-1-0.
Credits :2
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Data Structures

2. Course Outcomes (COs)

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

Page 52 of 160
CO-1. State data requirements for an application.
CO-2. Develop a conceptual model (such as, Entity Relationship Model and Diagram) for a set
of data requirements.
CO-3: Comprehend relational data model and integrity constraints, and relational database
design with normalization.
CO-4. Map the conceptual model to a relational data model and create and populate its
corresponding relational database
CO-5. Map user queries into correct relational algebra, Structured Query Language (SQL), and
tuple relational calculus expressions/statements. And updates using SQL.
CO-6. Implement an application to access, query and update a relational database.

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

Program Specific Outcomes (PSOs) – Course Articulation Matrix

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

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

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

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

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

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

‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
4. Detailed Syllabus:
Unit 1: Data, Database, Database System ( 3 hours)

Unit 2: Data models, Conceptual Data Modeling, ER Models (5 hours)

Unit 3: Relational Data Model, Relational Algebra, Tuple Relational Calculus (6 hours)

Unit 4: SQL, Constraints, Triggers, Database Connectivity, Applications (3 hours)

Page 53 of 160
Unit 5: Normalization, Relational Database Design ( 4 hours)

• Four mini projects related to the above syllabus will be done by students.

References :
• Elmasri & Navathe, Fundamentals of Database Systems, 6th Edition, Pearson
Education, 2013
• Abraham Silberschatz, Henry F.Korth, S.Sudarshan, Database system concepts,
fifth edition, Mc Graw Hill, 2006

5.Teaching-Learning Strategies in brief:

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

6. Assessment methods and weightages in brief :

Assignments in theory: 10 marks, Quizzes in theory: 10 marks, Mid Semester Examination in

theory: 20 marks , End Semester Examination in Theory: 30 marks, Assessment of four mini
projects: 30 marks

Automata Theory
Name of the Academic Program: B.Tech. in Computer Science and
Engineering
Course Code : CS1.302
Title of the Course : Automata Theory
L-T-P : 3-1-0.
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge: Data structures, Elementary Formal Logic 2.

Course Outcomes (COs)
After completion of this course successfully, the students will be able to

CO-1. Develop an understanding of the core concepts of Automata theory such as

Deterministic Finite Automata, Non-deterministic Finite Automata, Regular Languages,
Context Free Languages, Push down Automata, the basics of Turing Machines
CO-2. Design grammars and automata for different languages

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CO-3. Identify formal language classes and prove language membership properties
CO-4. Describe the limitations of the different computational models

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

(POs) and Program Specific Outcomes (PSOs) – Course Articulation
Matrix

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

C 2 2 1 1 1 1 - - 2 2 1 2 3 1 1 3
O
1

C 2 2 3 1 2 - - - 2 2 1 2 3 1 1 3
O
2

C 2 2 3 1 1 - - - 2 2 1 2 3 1 1 3
O
3

C 1 2 2 1 1 1 - - 2 2 2 1 2 1 1 3
O
4

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

4. Detailed Syllabus:
Unit 1: Introduction, Finite State Machines, Deterministic Finite Automata (DFA), Non
deterministic Finite Automata (NFA), Equivalence of NFA and DFA, Regular Expressions,
Regular Languages, Closure

properties of regular languages, Pumping Lemma, Grammars, Left and Right-linear grammars

Unit 2: Context Free Grammar (CFG), Chomsky Normal Form, Push Down Automata (PDA),
Equivalence of CFG and PDA, Context Free Languages (CFL), Deterministic PDA and
Deterministic CFL, Pumping Lemma for context free languages

Unit 3: Introduction to Turing machines, Total Turing Machines, Recursive languages,

Recursively enumerable languages, The Halting problem.

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References:
• M. Sipser, Introduction to the Theory of Computation, Third Edition, Cengage
Learning 2012.
• J.E. Hopcroft, R. Motwani and J. Ullman, Introduction to Automata Theory,
Languages and Computation, Third Edition, Pearson, 2006.

5. Teaching-Learning Strategies in brief:

The lectures will be arranged in a manner that facilitates inter-student and faculty-student
discussions. Additionally, the lectures will have small exercises that will ensure that the
students actively participate in the learning activity and think out of the box. There will be
more emphasis on ideas and reproduction of textbook material. There will be small homework
problems that would help the student to re-engage with the essential components of the lecture.
Assignments will test the student’s ability to apply key concepts learnt, and also inform the
faculty of the progress being made by the students in acquiring them.

6. Assessment methods and weightages in brief :

Homework: 25%
Quiz 1: 20%
Quiz 2: 20%
Final exam: 35%

Algorithm Analysis and Design

Title of the course : Algorithm Analysis and Design
Faculty Name : Suryajith Chillara
Course Code : CS1.301
Credits :4
L-T-P : 3-0-0
(L - Lecture hours,
T-Tutorial hours, P - Practical hours)
Semester, Year: Monsoon 2022
(Ex: Spring, 2022)
Name of the Program B.Tech
Pre-Requisites : Discrete Mathematics, and Data Structures and Algorithms
Course Outcomes :

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After completion of this course successfully, the students will be able to...
CO-1: Demonstrate the ability to fully understand the analysis of various known algorithms.
CO-2: Identify problems where various algorithm design paradigms can possibly be applied.

CO-3: Understand the notions of computational intractability and learn how to cope with hardness.

CO-4: Understand the notion of approximation and randomized algorithms. If time permits, intro
to quantum algorithms.

Detailed syllabus:
1. Basic graph algorithms
2. Greedy algorithms
3. Divide and Conquer
4. Dynamic Programming
5. Network flows
6. NP and computational intractibility
7. Intro to Approximation and Randomized algorithms
8. Intro to Quantum algorithms

Assessment method and Grading scheme:

• Deep quizzes 1 and 2: 10 + 10 = 20%

• Mid-semester exam = 20%
• End-semester exam = 30%
• In-class quizzes (unannounced) = 15%
• Assignments = 15%
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

P P P P P P P P P PO PO PO PS PS PS PS
O O O O O O O O O 10 11 12 O O O O
1 2 3 4 5 6 7 8 9 1 2 3 4

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 C 1 2 2 2 1 1 1 2 1 1 1 2 3 1 1 3
O
1
C 2 3 2 2 1 1 1 2 2 2 1 3 3 2 2 3
O
2
C 2 3 1 2 1 1 1 2 2 2 1 3 3 2 2 3
O
3
C 2 3 1 2 2 1 1 2 2 1 1 3 3 1 1 3
O
4

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

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

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

Design and Analysis of Software Systems

Name of the Academic Program: Bachelor of Technology in Computer Science and Engineering
Course Code: Title of the Course: Design & Analysis of Software Systems
L-T-P: Credits: 4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)

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1.Prerequisite Course / Knowledge:Intro to Software Systems

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

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

CO-1: Understand the process of building software, through a live project

CO-2:Inculcate software engineering knowledge, skills, and technologies needed to build software
CO-3: Understand the structured approach and disciplined process (iterative) to develop software
CO-4: Learn the steps in building a reasonably complex piece of usable that is maintainable
CO-5: Enhance written and oral communication skills, needed for software engineering
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

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

CO 2 2 1 2 1 1 1
1

CO 3 1 2 1 1 3
2

CO 2 1 1 1 1 2 1
3

CO 2 2 2 3 2 1
4

CO 3
5

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

4.Detailed Syllabus:

The course will be run as units, following typical agile development sprints
1. Introduction
a. Introduction to Software Engineering
b. Development Lifecycle, Process Model - Traditional Vs Agile processes.

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 c. Project and Team Management - Project organization concepts (roles, tasks, work
products),
2. Requirements
a. Analysis and Specification),
b. Estimation, Release Planning, Organizational activities (communication, status
meetings).
3. Design
a. Modelling (UML), Architecture and Design,
b. System Decomposition, Software Architectural styles, Documenting Architectures,
4. Testing
a. Quality Assurance - Unit, Integration, System and Acceptance Testing,
Introduction to various testing techniques (e.g. Stress testing) ,
5. Design Patterns
a. Design patterns, UI design
b. Software Development for startups

Reference Books:

Software Engineering – A Practitioner’s Approach, 10th Edition, Roger Pressman.

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

The proposed course provides an introduction to software engineering concepts and techniques to
undergraduate students using project based methodology. Students work in a small teams to deliver
a software system that are proposed by real industrial clients. The course content and project
introduces various software technologies, process and project management skills that are needed
for the delivery of software in a team setting.

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

Component Percentage (%)

Project 40

Client Feedback (R1 1% + R2 3%) 4

Coding Assignments (4) 20

Quizzes (Q1 + Q2, no midterm) 12

Class submissions (3 Questions) 4

Class Assignments 8

End Exam/Research Paper 12

TOTAL 100

CS Program Outcomes (POs)

PO1 Engineering knowledge: Use concepts from varied disciplines including Computer Science,
Electronics, Mathematics, and the Sciences, to engineer and develop systems
of varying scale.

PO2 Problem analysis: Identify, formulate and analyze complex engineering problems
reaching substantial conclusions using first principles of Mathematics, Natural Sciences
and Engineering Sciences.

PO3 Design/Development of solutions: Identify and bring to fore the necessary concepts from Computer
Science and arrive at creative ways to solve problems that take into account the societal, cultural, and ethical
considerations.

PO4 Conduct investigations of complex problems: Interpolate and extrapolate based on existing knowledge
base and self-learning skills to investigate the dynamics of complex problems and find solutions.

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PO5 Modern tool usage: Demonstrate requisite hands-on skills to work with a variety of software packages,
libraries, programming languages, and software development environment tools useful in engineering large
scale systems
PO6 The engineer and society: Make judicious use of resources and understand the impact of technology
across the societal, ethical, environmental, and economicaspects.
PO7 Environment and sustainability: Find technological solutions by considering the environmental impact
for sustainable development
PO8 Ethics: Practice principles of professional ethics and make informed decisions after a due impact
analysis.
PO9Individual and team work:Work efficiently in individual and team-oriented projects of varying size,
cultural milieu, professional accomplishments, and technological backgrounds.
PO10Communication: Effectively communicate and exchange ideas and solutions to any individual
including peers, end-users, and other stakeholders.
PO11 Project management and Finance: Apply the principles of project management in general and
software project management in particular with focus on issues such as the life cycle, scoping, costing, and
development.
PO12 Life-long learning: Exhibit the aptitude for independent, continuous, and life-long learning required
to meet their professional and career goals.

Program Specific Outcomes (PSOs)

PSO1Exhibit specialized knowledge in some sub-areas of Computer Science and Engineering such as
Theoretical Computer Science, Computer Systems, Artificial Intelligence, Cyber-physical Systems, Cyber-
securityand use this specialized knowledge base to solve advanced problems
PSO2Perform gap analysis in terms of systems and technologies and prepare roadmaps for incorporating
state-of-the-art technology into system analysis, design, implementation, and performance.
PSO3 Demonstrate research and development skills needed to define, scope, develop, and market futuristic
software systems and products
PSO4Demonstrate knowledge and skills at the required depth and breadth to excel in post-graduate and
research programs

Machine, Data and Learning

Name of the Academic Program : B.Tech. in Computer Science and Engineering

Course Code :

Page 62 of 160
 Title of the Course : Machine, Data and Learning
L-T-P : 3-1-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1. Prerequisite Course / Knowledge:

Data Structures, Computer Programming

2. Course Outcomes (COs)

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

CO-1. Understand basic ML concepts such as Underfitting, Overfitting and Bias-Variance tradeoff CO-2. Gain
hands-on experience of applying these concepts to example problems
CO-3. Understand local search techniques with focus on Genetic algorithms CO-4. Understand the basics of
Probability and Utility theory
CO-5. Usage of these concepts in the context of formal models such as Decision theoretic models and Bayesian
networks
CO-6. Understand Decision tree learning and notion of Information Gain

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

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

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

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

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

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

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

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

4. Detailed Syllabus:

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 Unit 1: Overview of AI and ML

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

Unit 3: Local Search Techniques, Genetic Algorithms Unit 5: Basics of Probability and Utility Theory
Unit 6: Decision Theory, Markov Decision Process, Modeling observation errors

Unit 7: Decision Tree Learning, Construct decision trees from examples, Notion of information gain Unit 8:
Bayesian networks
References :
• Python ML by Example by Yuxi (Hayden) Liu, Packt Publishing, 2017
• Stuart Russell and Peter Norvig, Artificial Intelligence A Modern Approach, Pearson
Education Inc., 2009

5. Teaching-Learning Strategies in brief:

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

6. Assessment methods and weightages in brief :

Assignments : 35 marks,
Quizzes : 15 marks,
Mid Exam : 20 marks,
End Exam : 30 marks
Title of the Course :Digital Signal Analysis
Course Code :
Faculty Name : Anil Kumar Vuppala
Name of the Academic Program : B. Tech. in CSE
L-T-P :2-1-0
Credits :2
Prerequisite Course / Knowledge:
No prerequisite as it is a core course for CLD program.
Course Outcomes (COs):
After completion of this course successfully, the students will be able to..
CO-1 : Introduce the fundamentals of digital signal representation and processing to
undergraduate students of CLD/CS/CSD.
CO-2: Introduce the advantage of a transformed domain representation.
CO-3: Application of basic signal processing to speech signals.

Page 64 of 160
 Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)

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

Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs).
Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping
Mapping with PSOs, where applicable.
Detailed Syllabus:
Unit 1: Basics of Fourier series and transform, sampling and quantisation, different types
of signals and systems.
Unit 2: Z-transform, FIR and IIR systems. Introduction to digital filter design.
Unit 3:Application of concepts using speech signals.

Reference Books:

1. Digital signal processing by John G. Proakis and Dimitris K Manolakis.

2. Digital signal processing by Alan V. Oppenheim and Ronald W. Schafer.
3. Introduction to Digital Speech Processing by Lawrence R. Rabiner and Ronald W. Schafer,
now Publishers Inc. Hanover, USA, 2007
Teaching-Learning Strategies in brief (4 to 5 sentences):
It is a mathematical oriented signal processing course, so regular problem solving assignments are
given to understand the concepts. Surprise class tests are conducted based on assignments to test

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the seriousness in assignment solving. As a part of teaching practical examples like speech signal
is used for demonstration of mathematical concepts learned.
Assessment methods and weightages in brief (4 to 5 sentences):
Assignments -- 20%
Quiz-- 30%
End exam -- 50%
Title of the Course : Language Typology and Universals
Faculty Name : Radhika Mamidi
Name of the Academic Program : CLD
Course Code : CSL1.204
L-T-P : 3-1-0
Credits :4
( L= Lecture hours, T=Tutorial hours,
P=Practical hours)
1.Prerequisite Course / Knowledge:
Introduction to Linguistics-1 and 2
2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to:
CO-1 Analyse language at morpho-syntactic and semantic levels
CO-2 Discuss the similarities and differences between languages
CO-3 Demonstrate understanding of language development and language loss in humans
CO-4 Demonstrate understanding of different language families
CO-5 Build knowledge and do research and be able to build NLP applications in mother
tongue

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

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

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

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 CO 2 3 3 3 3
2
CO 2 2 3 2 2
3
CO 2 2 3 2 2
4
CO 2 2 3 3
5

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

4.Detailed Syllabus:

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

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

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

Unit 3:GREENBERG’S BASIC WORD ORDER TYPOLOGY: Implicational universals

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

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poverty of stimulus and innateness hypothesis; Concepts of universal grammar; Principles and
parameters –
head parameter, pro-drop parameter and X-bar theory of phrase structure.

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

Distinctive features and
phonological oppositions; Syllable types; Phonotactic constraints; Phonological Processes;
Language
acquisition and dissolution. Phonological universals. MORPHOLOGICAL STRUCTURE:
Language types-
Analytic, Agglutinative, Synthetic and Polysynthetic: derivational and inflectional categories and
types of
affixes; Morphological encoding of number, person, gender, tense, aspect and modal features,
agreement
and case marking; Parts of speech categories.

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

Ergative-Absolutive
language types; Dative and other Nominative subjects; Relative clause types; Causative
construction;
Complement structure; Conjuctive Participles. SEMANTIC STRUCTURE: Case Grammar;
Predicate argument
structure and thematic roles and their realization; Paninian grammar and Karaka relations.

Reference Books:
1. Campbell, Lyle. 1998. Historical Linguistics. MIT Press.
2. Comrie, Bernard. 1981. Language Universals and Linguistic Typology. Oxford : Basil
Blackwell.
3. Aitchison Jean. 1976. The Articulate Mammal. London: Hutchinson. Chapters 1-5.
4. Subbarao K.V. 2012. South Asian Languages: A Syntactic Typology. Cambridge University
Press. Chapters 1,2,5,6 and 8.

Page 68 of 160
5. Masica, Colin P.1979. Defining a Linguistic Area. Chicago and London: The University of
Chicago Press.
6. Emeneau, Murray (1956), "India as a Linguistic Area", Language32 (1): 3–16.
7. Jakobson, Roman. 1968. Child Language, Aphasia and Phonological Universals. The Hauge:
Muoton.

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

The teaching process is a mix of theory and activity based. The focus is on using the concepts
taught in class to extend to mother tongue. Translation method to compare the languages they
know will be done individually, as pairwork and in groups
6.Assessment methods and weightages in brief (4 to 5 sentences):

Type of Evaluation Weightage (in %)

Assignments 20%,

Seminar 10%
Graded Exercises 10%,
Midsem Exam 20%,
Endsem Exam 40%

Title of the Course : Introduction to NLP

Faculty Name : Manish Shrivastava
Name of the Program : B.Tech. in Computer Science and Engineering
Course Code : CS7.401
Credits :4
L-T-P : 3-1-0
(L - Lecture hours,
T-Tutorial hours, P - Practical hours)

Semester, Year : Spring, 2022

(Ex: Spring, 2022)

Pre-Requisites : None

Course Outcomes :

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After completion of this course successfully, the students will be able to –
I. Demonstrate the knowledge of stages and fundamental building blocks of NLP
II. Apply NLP machine learning algorithms for classification, representation, and parsing
III. Demonstrate the knowledge of Dense vector representation for NLP
IV. Explain the concepts behind distributed semantics
V. Discuss the approaches to global and contextual semantic representation
VI. Apply the above concepts for fundamental NLP tasks.

Course Topics :

Unit 1: Stages of NLP: from lexical to semantic. Fundamental Language processing: Tokenization,
Language modeling, Text classification,
Unit 2: Morphology, POS Tagging, Chunking, Discriminative vs generative modes, HMM and
CRF
Unit 3: Syntax parsing: Constituency and Dependency, PCFG, projectivity Arc-eager
Unit 4: Distributed semantics: SVD, Word2Vec, RNN, LSTM,
Unit 5: Contextual Distributed semantics: ElMO, BERT

Preferred Text Books :Christopher

D. Manning and Hinrich Schütze. 1999. Foundations of
Statistical Natural Language Processing. MITPress.
Reference Books :

Jurafsky, Dan, and James H. Martin. Speech and Language Processing: An Introduction to Natural
Language Processing, Computational Linguistics, and Speech Recognition. Upper Saddle River,
N.J.: Prentice Hall, 2000.
E-book Links :

Grading Plan :

(The table is only indicative)

Type of Evaluation Weightage (in %)

10
Quiz

10
Mid SemExam

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 20
End Sem Exam

20
Assignments

40
Project

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a ‘-’ dash mark
if not at all relevant).Program outcomes are posted at

https://iiitaphyd-my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

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

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

C
1 3 3 2 2 2 1 - 1 1 1 3 3 3 3 2
O1

C
3 3 3 3 3 1 1 1 3 3 3 3 3 3 2 3
O2

C
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
O3

C
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
O4

C
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
O5

C
3 3 3 3 3 1 1 1 3 3 3 3 3 3 3 3
O6

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

Page 71 of 160
Lectures by integrating ICT into classroom teaching, weekly tutorials involving problem solving
and active learning by students and Project-based Learning by doing fourassignments and a
project. Evaluation based on personal viva to judge deeper understanding.
==============
Note: This course description format comes into effect from Spring 2022.

Intro to Human Sciences

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

Title of the Course : Introduction to Human Sciences
Course code : HS8.102
L-T-P : 3-1-0
Credits :4

1. Prerequisite Course / Knowledge: Nil

2. Course Outcomes (COs)

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

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

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

Program Specific Outcomes (PSOs) – Course Articulation Matrix

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

4. Syllabus:

The course will be divided into four modules, each of which will introduce students to a particular
discipline in the human sciences. The various disciplines that constitute human sciences are:
1. Philosophy
2. Psychology
3. Literature
4. History
5. Sociology
6. Anthropology

Each module will offer a systematic worldview, tools of enquiry to study and analytical
frameworks to make sense of topics taken up for discussion. Detailed list of topics under a module
will be provided by the faculty teaching that module when the lectures begin. The overarching
theme for the topics are the fundamentals of human sciences so that students grasp what humans
sciences are all about.

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

5.Teaching-Learning Strategies in brief:

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

Page 73 of 160
6. Assessment methods and weightages in brief:

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

Evaluation pattern can include weekly assignments, quizzes and term papers. Each module will
carry 25 % of total marks. The End Semester exam carries 25% of marks.

*****************************************************************************

Value Education-2
Name of the Academic Program : B. Tech. in ECE, BTech in CSE
Course Code : OC3.101
Title of the Course : VALUE EDUCATION - 2
L-T-P : 12-6-0 ( Total hours)
Credits :2
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge: -NIL-

2. Course Outcomes (COs) :

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

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

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

Page 74 of 160
 - - - - - 3 2 3 2 - - - - - - -
CO1

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

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

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

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

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

4.Detailed Syllabus:

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

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

Reference Books:

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

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

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

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

Page 75 of 160
This is a Pass/Fail course. The assessment methods include submissions of assignments and term
papers. Critical thinking is expected from watching relevant short films or by reading assigned
books. The classroom participation is also taken into consideration for evaluation. There are a
few community-based activities and projects also. Participation in them is also important.

Weightage for each kind of assessment may be given

Title of the Course : Advanced Natural Language Processing
Fculty Name : Manish Shrivastava
Name of the Program : BTech III year, Computational Linguistics Dual Degree III year
Course Code : CS7.501
Credits : 4
L-T-P : 3-1-0
(L - Lecture hours, T-Tutorial hours,

P - Practical hours)

Semester, Year : Monsoon, 2022

(Ex: Spring, 2022)

Pre-Requisites : None

Course Outcomes :

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

I. Demonstrate the knowledge of Advanced building blocks of NLP
II. Apply NLP machine learning algorithms for Machine Translation, Summarization
III. Demonstrate the knowledge of Dense and contextual representation for NLP
IV. Explain the concepts behind Deep Learning models
V. Discuss the approaches to global and contextual semantic representation
VI. Apply the above concepts for fundamental NLP tasks.
Course Topics :
A. Distributed Semantics
o Contextual Distributed Semantics
B. Models such as ELMO, BERT, ERNIE and their derivatives
C. Statistical Machine Translation methods
o Early Neural Machine Translation models
D. Extractive and Abstractive Summarization
o Neural Summarization Methods
E. Reinforcement learning for NLP

Preferred Text Books :

None. Mostly research papers.

Reference Books :

Statistical Machine Translation by Philip Koehn

Page 76 of 160
Deep Learning by Ian Goodfellow

E-book Links :

1. https://www.deeplearningbook.org/
2. http://www.cs.cmu.edu/~tom/mlbook.html

Grading Plan :

(The table is only indicative)

Type of Evaluation Weightage (in %)

Quiz-1 2.5
Mid SemExam 10

Quiz-2 2.5

End Sem Exam 20

Assignments 15
Project 40
Term Paper 10
Other Evaluation

Mapping of Course Outcomes to Program Objectives:

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

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4
C
1 3 3 2 2 2 1 - 1 1 1 3 3 3 3 2
O1
C
3 3 3 3 3 1 1 1 3 3 3 3 3 3 2 3
O2
C
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
O3
C
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
O4
C
3 3 3 3 3 - - - 2 2 2 3 3 3 2 3
O5
C
3 3 3 3 3 1 1 1 3 3 3 3 3 3 3 3
O6

Page 77 of 160
Teaching-Learning Strategies in brief (4-5 sentences) :

Lectures by integrating ICT into classroom teaching, weekly tutorials involving problem solving
and active learning by students and Project-based Learning by doing fourassignments and a
project. Evaluation based on personal viva to judge deeper understanding.
==============
Note: This course description format comes into effect from Spring 2022.

Operating Systems and Networks

Name of the Academic Program : B.Tech. in CSE
Course Code : CS3.301
Title of the Course : Operating Systems and Networks
L-T-P : 3-1-1.
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)

1.Prerequisite Course / Knowledge:

Programming languages, Digital Logic Design, Computer Organization

2.Course Outcomes (COs)

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

CO-1. Extend the concepts of layering and modularity to build new software systems

CO-2. Develop appropriate scheduling/synchronization/memory management/ virtual

memory/protection module for a new task-specific operating system.

CO-3: Implement an application on the top of given operating system in an efficient manner
based on process and thread framework available in the given operating system.

CO-4. Architect the given system on the top of operating systems by exploiting the system
calls of the given operating system services as far as possible.

CO-5. Develop a network-based application by exploiting networking related system calls.

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

Page 78 of 160
 P P P P P P P
P P P P P P P P P
O O O S S S S
O O O O O O O O O
1 1 1 O O O O
1 2 3 4 5 6 7 8 9
0 1 2 1 2 3 4

C
O
3 2 1 1 2 - - - 3 2 2 3 3 2 1 2
1

C
O
3 3 3 2 2 - 1 - 2 2 2 3 2 1 2 2
2

C
O 2
3 3 3 2 2 2 1 - 3 2 3 3 2 1 2
3

C
O 2
2 2 3 2 2 3 2 - 3 2 2 3 3 2 3
4

C
O 3 2 1 1 2 - - - 3 2 2 3 3 2 1 2
5

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

4.Detailed Syllabus:

Unit 1: Introduction, Process and thread management (9 hours);

Unit 2: CPU scheduling, Process Synchronization, Deadlocks (12 hours);
Unit 3: Memory management, Virtual memory (9 hours);
Unit 4: File systems, Protection and Security (6 hours);
Unit 5: Networking (9 hours);

• Five mini projects related to the above syllabus will be done by students in the
laboratory

Reference Books:
1. Silberschatz, A, Galvin, P, Gagne, G. Operating system concepts, Addison-
Wesley, 2018
2. Computer Networks (5th Edition) Andrew S. Tanenbaum, David J. Wetherall
Prentice Hall, 2013
3. Wlliam Stallings, Operating Systems, Prentice-Hall, 2018.

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 4. Charles Crowley, Operating systems: A design oriented approach, Tata
McGraw-Hill, 2017.
5. Tanenbaum, A., Modern Operating Systems, Prentice-Hall, Second Edition
(latest edition, 2015.
5. Teaching-Learning Strategies in brief

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

6.Assessment methods and weightages in brief

Two Class Room tests: 10 marks; Mid Semester Examination in theory: 20 marks , End
Semester Examination in Theory: 40 marks, Assessment of 5 mini projects in Laboratory: 30
marks

Science-1
Name of the Academic Program: B. Tech. (CSE)
Course Code:
Title of the Course : Science I
L-T-P : 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits :4

1.Prerequisite Course / Knowledge: NA

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
Outcomes of the Second Half (Introduction to Biology):
After completion of this course successfully, the students will be able to
CO-1: Analyse the aims, methodology of science and technology, and their impact on society
CO-2: Explain Special Theory of Relativity and compute its consequences for typical scenarios
of relevance
CO-3: Demonstrate familiarity with Lagrangian and Hamiltonian formulations of mechanics, by
formulating the equations of motion from basic principles for mechanical systems
CO-4: Explain connections between thermodynamics and statistical mechanics and their use in modern
chemical computations
C0-5: Infer the stability of molecules using the concepts of hybridization and molecular orbital theory
CO-6: Recognize the role of symmetry in nature
CO-7: Demonstrate problem solving skills upto a level that allows application to research topic of their
interest

Page 80 of 160
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix

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

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

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

4.Detailed Syllabus:
Unit 1: Mathematical modeling in sciences, (i) geometry and linear algebra, (ii) change and
calculus and (iii) chance and probability. Simple models can have complicated behavior: logistic
map demonstrates deterministic chaos
Unit-2: Forms in nature. Scales of length, time and energy in nature.
Unit 2: Special theory of relativity: postulates, Lorentz Transformation, Length Contraction, Time dilation,
Doppler effect, relative velocity determination, twin paradox, relativistic momentum and energy. Space
time graphs, and relativity of simultaneity.

Unit 3: Review of Newtonian Mechanics and its difficulties / failures. Introduction to Lagranian and
Hamiltonian formulations, and application to mechanical problems.

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Unit 5: Need for Quantum Mechanics. Schrodinger equation for time-dependent and time-independent
scenarios. Application to atoms and molecules; provide qualitative picture of orbital hybridization to
explain the molecular structures
Unit 6: Review of Thermodynamics and introduction Statistical Mechanics and applications to
problems of relevance. Lasers. Fermi statistics, band-gap in semiconductors.

Reference Books:
1. “Concepts in Modern Physics” A Beizer (6th Edition)
2. “Classical dynamics of particles and systems” by Stephan Thornton and Jerry Marion (5th editioon)
3. “Physical Chemistry” Atkins and de Paula (8th Edition)
5.Teaching-Learning Strategies in brief (4 to 5 sentences):
The objective of the course is to give the CSE/ECE students a good understanding of the concepts
in Modern Physics and modern chemistry. To familiarize the students with available web-based
resources, and problem solving (whenever possible with scientific programming).

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

Assignments – (20%),
Class notes (10%)
Preannounced and surpise In-class quizzes (25%),
End semester exam (35%)

Science-2
NAME OF FACULTY: Marimuthu Krishnan + Nita Parekh
Name of the Academic Program:B. Tech. (CSE)
Course Code: SC1.111
Title of the Course: Science II
L-T-P: 3-1-0
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits: 4

1.Prerequisite Course / Knowledge:NA

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
The course is divided into two halves:
First Half: Computing in Sciences
Second Half: Introduction to Biology

Page 82 of 160
Outcomes of the First Half (Computing in Sciences):
After completion of the first half of this course successfully, the students will be able to
CO-1: Outline the uses of Monte Carlo to evaluate multidimensional integrals that appear in theoretical
natural sciences
CO-2: Describe numerical algorithms and pseudocodes to solve ordinary and partial differential
equations that appear in theoretical natural sciences
CO-3: Apply computational methods to find numerical solutions to scientific problems
Outcomes of the Second Half (Introduction to Biology):
After completion of this course successfully, the students will be able to
CO-1: Familiarize themselves with basic terms and terminology in biology, various biological entities
and their function, DNA, RNA, proteins, and enzymes, cell and its functionality,
CO-2: appreciate that biology is very quantitative and how sequence analysis using algorithms can help
in understanding the evolution, function of genes and proteins
CO-3: carry out a mini-project to learn how to go from sequence to structure, function and disease
association
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
Forthe First Half ( Computing in Sciences ):

PO PO PO PO PO PO PO PO PO PSO PSO PSO PSO

PO1 PO1 PO1
1 2 3 4 5 6 7 8 9 1 2 3 4
0 1 2

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

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

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

.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
Forthe Second Half (Introduction to Biology):

Page 83 of 160
 PO PO PO PO PO PO PO PO PO PSO PSO PSO PSO
PO1 PO1 PO1
1 2 3 4 5 6 7 8 9 1 2 3 4
0 1 2

CO 1 1
1

CO 1 1 1 1 1 1
2

CO 1 1 1 1 1 1 1 1 1
3

4.Detailed Syllabus:
Syllabus of the First Half (Computing in Sciences):
Unit 1: Monte Carlo method: Its application in solving large dimensional integrals seen in statistical
mechanics and quantum mechanics
Unit 2: Solving linear systems: Huckel molecular orbital approximation for band structure in metallic
bonding
Unit 3: Algebra of matrices: Singular-Value Decomposition (SVD), Hessian matrix in normal mode
analysis, and spectral decomposition
Unit 4:Differential equations in sciences: Prey predator model, dynamics from Newton Laws, molecular
dynamics simulation
Unit 5:Stochastic differential equations: Diffusion, bistability of cellular processes
Unit 6:Partial Differential equations in sciences: Heat equation and wave equation

Syllabus of the Second Half (Introduction to Biology):

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

Unit 2: Cell Biology: Structure and Function - Prokaryotic and Eukaryotic Cells, Cell Cycle – Cell
division – Mitosis, Meiosis, DNA Replication, Transition, Translation – Central dogma, DNA
amplification, sequencing, cloning, restriction enzymes
Unit 3: Genetics: Mendelian Genetics – Genetic Disorders, Mendelian Inheritance Principles, Non-
Mendelian Inheritance, Clinical Perspective
Unit 4:Macromolecules: DNA, Proteins – Structure, Function, Analysis, Carbohydrates – Features,
Structure, Metabolism, Kreb cycle

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Unit 5:Biological data analysis: Biological Data – sequence, structure, expression, etc., Sequence
Data Analysis – alignment, database search, phylogeny, Applications
Reference Books:
1. Molecular Biology of the Cell by Alberts, Johnson, Lewis, Morgan, Raff, Roberts, Walter
2.Lehninger Principles of Biochemistry by David L. Nelson and Michael M. Cox
3.Reading the Story in DNA: A Beginners Guide to Molecular Evolution by Lindell Bromham
4. An Introduction to Computational Physics by Tao Pang
5. Molecular Modelling – Principles and Applications by A. R. Leach
5.Teaching-Learning Strategies in brief (4 to 5 sentences):
The objective of the course is to give the CSE students a flavour of biological sciences and scientific
computing. To familiarize the students with available web-based resources (databases and tools) for
biological sequence analysis and extract meaningful information. Whenever possible, after a theory
lecture to follow up with analysis of real sequence data. Give the student small programming tasks
in biological data analysis to be able to appreciate the role of computing in biological data analysis.
Applications of computational and mathematical models in natural sciences are also discussed.
6.Assessment methods and weightages in brief (4 to 5 sentences):
Assignments – (10%), Class Quizzes + Mid-term evaluation (20%), Final exam (20%)

Basics of Ethics

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

Title of the Course : Basics of Ethics
Course code : HS0.203
L-T-P : 3-1-0
Credits :2

1. Prerequisite Course / Knowledge: Nil

2. Course Outcomes (COs)

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

CO1:Explain the philosophical nature of the basic concepts and principles of ethics
CO2: Analyze ethical arguments for logical validity, soundness, and informal fallacies

Page 85 of 160
CO3: Demonstrate the knowledge of conceptual challenges involved in normative inquiry in the
ethical domain
CO4: Develop skills to formulate fundamental nuances in ethical justification and explanations
CO5. Identify the various kinds of normative elements that constitute ethical frameworks
CO6. Discuss the major tenets of normative ethical theories and their scope of application

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

Program Specific Outcomes (PSOs) – Course Articulation Matrix

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

4. Detailed Syllabus:
Unit I – Introduction (3 hours): Distinction between conventional and critical ethics, philosophical
tools for argument analysis, intuition, evidence, justification, and explanation.

Unit II – Skepticism (4.5 hours): Intrinsic vs Instrumental value, challenge of egoism, problem of
cultural relativity and subjectivism, error theory and nihilism, distinction between being
ethical and seeming ethical.

Unit III – Goodness (3.5 hours): the problem of defining ‘good’, naturalistic fallacy and the open
question argument, implications of the experience machine thought experiment.

Unit IV – Responsibility (3.5 hours): challenge of attributing moral responsibility to agents, the
control, competence and epistemic conditions of responsibility, moral luck.

Unit V – Normative theories (5 hours): Consequentialism, deontology, and virtue ethics

Reference books:
1) Shafer-Landau, R. 2019. Living Ethics: An Introduction with Readings. Oxford University
Press.
2) Shafer-Landau, R. 2013. Ethical Theory: An Anthology 2nd Edition. Wiley-Blackwell.

Page 86 of 160
3) Stich, S. and Donaldson. T. 2019. Philosophy: Asking Questions, Seeking Answers. Oxford
University Press.

5.Teaching-Learning Strategies in brief:

The general teaching strategy employed is the use of moral dilemmas and conceptual puzzles to
introduce course topics. Lectures make use of this strategy to impress upon students the need to
critically reflect on ethical issues and the relevance of doing a careful, philosophical investigation
of those issues. Student interaction at this stage is aimed at bringing out conflicting ethical
intuitions. This is followed up by introducing proper vocabulary to map out the problems involved
in normative moral assessment. Using case studies and toy examples, ethical principles and
methods of inquiry are taught so that students develop effective reasoning skills to engage with
any real-world ethical matter. Student interaction and discussion at this stage is aimed to give flesh
to the intuitions identified in the previous stage. The teaching-learning strategy emphasises the
merits of avoiding simplistic solutions to complex ethical problems and instead ask meaningful
questions that enrich moral debates.

6. Assessment methods and weightages in brief:

This is mainly a writing-driven course, and the exercise questions are carefully designed to make
students think independently in ethical contexts. Students are assessed for abilities like logically
dissecting issues, questioning assumptions, clarifying distinctions, and bringing out nuances. In
assignments and exams, students are expected to demonstrate these abilities by presenting their
views clearly, assessing competing positions systematically, anticipating possible objections to a
reasoned conclusion and composing cogent responses to those objections. The assessment
components and their weightages are as follows. Assignments: 60 marks, class participation: 10
marks, Mid semester exam: 10 marks, End semester exam: 20 marks.

Course descriptions of Elective Courses

Course Title-Introduction to a Social Science Perspective on Human-Computer Interaction

Name of faculty: Nimmi Rangaswamy
Name of the Academic Program: B. Tech. in CSE
Course Code : CS9.425
L-T-P: 4-0-0
Credits: 4
(L= Lecture hours, T=Tutorial hours,

Page 87 of 160
P=Practical hours)
Prerequisite Course / Knowledge: UG3 and above – no other prerequisite knowledge
2. Course Outcomes (COs)- After completion of this course successfully, the students will be
able to dop the following”
CO-1. Develop understanding of the fundamentals of Human Computer Interaction [ HCI] and
Human sciences
CO-2. Understand and apply main theoretical foundations of HCI from a human centric
perspective
CO-3: Grasping concepts and application of Design in HCI systems
CO-4. Deep analysis of case studies of HCI systems
CO-5. Develop a research project around a HCI platform, system or theory
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course Articulation Matrix

PO PO PO PO PO PO PO PO PO PSO PSO PSO PSO

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

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

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

Page 88 of 160
Overview of Course
Quote: “A sushi restaurant puts sensors on its plates to assess, in real time, what’s being eaten so
it can adjust its food offerings” [ Goodman, The Atomic Age of Data, 2015] Radically different
ways of interacting with computationally based systems are possible, ranging from the visual
[surfaces, input devices] to the invisible [ sensor technologies, backend processors] and
importantly social [ which means non-technological] affectations triggering diverse ways of
interfacing with technology. Human-Computer Interaction [ HCI] is a vision for a world of
interconnected devices, that have acquired smartness due to computing power. As computational
technologies continue to ‘disappear’ and merge with the physical world, becoming increasingly
tangible, embedded and embodied in a range of environments, architectures and artifacts, new
research agendas and design approaches are called for [ Nansen et al, 2014].

Broad Objectives:
To introduce Human-Computer Interaction as an inter-disciplinary domain of study to students of
Engineering and the Social Sciences
To bring a social perspective and the importance of lived contexts in the framing and understanding
of man-machine interaction
To get a grasp of the theoretical and applied frameworks supporting the domain of HCI
Importantly, to introduce the idea of cross-fertilisation of academic domains, especially computer
sciences and humanities to originate Human-Computer Interaction as a fertile research and
academic science

COURSE TOPICS/OUTLINE/CONTENT

Introducing seminal topics and key concepts: 10 Hours

This course is an introduction to the field of Human-Computer interaction research with a focus
on ‘human’ and how the HCI domain interfaces with the social sciences. The course begins with
a selection of seminal work that establish the HCI domain: interactive systems/techniques, design
and user interfaces. We will then move on to topics including social and context aware computing,
design research and evaluation methods.

Role of Objects in the Social sciences: 4 Hours

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The course will also present a perspective based on the importance and role of objects in social
relations. We situate this work in relation to a conceptual understanding of objects and social
relations, suggest effective methodological and theoretical tools to study of a more object-centered
sociality and suggest design opportunities to make better products.

Idea and application of Design in HCI: 6 Hours

The course will center on the processes and challenges of ideating, designing and evaluating
technologies as products, their usability and immersion into the social contexts of users. We will
study contextual design as a field that emerged in response to the challenges of designing for
context and usability.

Context and Mediation in HCI systems- 6 Hours

Another important strand in this course will dwell on the sociological aspects of HCI and explore
the ‘mediation’ of technology use by a range of contextual situations: socio-cultural obligations,
habits, values, infrastructure, material objects and not in the least family, kinship and human bonds.
Some examples of the above are:

Case Studies- 14 Hours

Understanding social interactions with a webcam as an important new development in
communication interfaces and its widespread adoption in the real world supporting family
relationships, business work flows and social networking.
A deep look at social networking as everyday HCI- Facebook; Twitter; Messaging applications
Another example will be looking at technologies driven by data science, like mobile marketing
analytics, and their consequences for society
A third example will be studying real world application of big data to social situations: real time
traffic; real world geographic navigation; geo-location-based services [ food delivery; friendship;
dating]; Consumer-centric health care services [ monitoring parameters; precision medicine;
Health care platforms]
A close look at the impacts of peer to peer sharing platforms [ Uber, AirBnB]

Page 90 of 160
This class has no pre-requisite requirements and open to students from any background. Students
are expected to do all the readings. Students will be evaluated with a quizzes, research project
design, research report, and 2 class presentations. The students will also be evaluated on the ability
in engaging with and comprehending the course readings in classroom discussions. The quiz/test
and the research projects will be based on the class lectures and readings assigned for the course

PREFERRED TEXTBOOKS:
*REFERENCE BOOKS:
Lucy Suchman Human-machine reconfigurations, Cambridge University Press
Norman, D. A. (1990). The design of everyday things. New York: Doubleday.
Miller, D and Sinanan, J, Webcam, Polity Press
Sterling, B. The Epic Struggle Of The Internet Of Things, Moscow: Strelka Press
Rogers, Y. HCI Theory: Classical, Modern, and Contemporary. Morgan & Claypool
Blomberg, J., Burrell, M., and Guest, G. An Ethnographic Approach to Design, Human-Computer
Interaction Handbook, L. Erlbaum Associates Inc. Hillsdale, NJ, USA
*REFERENCE ARTICLES:
Bell, G., Blythe, M., and Sengers, P. 2005. Making by Making Strange: Defamiliarization and the
Design of Domestic Technology. ACM Trans. Computer-Human Interaction, 12(2), 149-173.
Dourish, P. 2006. Implications for Design. Proc. ACM Conf. Human Factors in Computing
Systems CHI 2006 (Montreal, Canada), 541-550.

O’Brien, J., Rodden, T., Rouncefield, M., and Hughes, J. 1999. At Home with the Technology:
An Ethnographic Study of a Set-Top Box Trial. ACM Trans. Computer-Human Interaction, 6(3),
282- 308.
Kelson, J.A.S. (1982). The process approach to understanding human motor behavior: An
introduction. In J.A.S. Kelso (Ed.), Human Motor Behavior: An Introduction, 3-19, Hillsdale, N.J.:
Lawrence Erlbaum Associates.
Bell, G., Blythe, M., Gaver, B., Sengers, P., and Wright, P. Designing culturally situated
technologies for the home. Ext. Abstracts CHI 2003. ACM Press (2003), 1062-1063.

Page 91 of 160
GRADING PLAN:

Type of Evaluation Weightage (in %)

Quizzes/exam 40%
Individual Research Project 50%
Class participation 10%

OUTCOME:
Students will be able to identify and apply a sociological lens to a human-computer interaction
context. This will mean applying informed ways to draw boundaries to an HCI context, use the
right theoretical tools of study and processing appropriate data to conduct an independent academic
study of selective HCI situations in the real world

Course Title- ICTs for Development [ ICT4D]

Course Code: CS9.431

Faculty Name: Nimmi Rangaswamy

L-T-P: 4-0-0

Credits: 4

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

Prerequisite Course / Knowledge: UG3 and above – no other prerequisite knowledge

2. Course Outcomes (COs)- After completion of this course successfully, the students will be able to dop
the following”

CO-1. Develop a holistic definition and the role of information and communication technology [ ICTS] in
socio-economic development

CO-2. Learn critical theoretical theories of development and ICTD from a global perspective

CO-3: Grasping context aware concepts and application of ICTD in India

CO-4. Deep analysis of ICTD case studies in India and the global South

CO-5. Develop a research project applying foundational learnings from the course

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

Page 92 of 160
 P P P P P P P P P
PS PS PS PS
O O O O O O O O O
O1 O2 O3 O4
1 2 3 4 5 6 7 8 9

C
O 3 3 3
1

C
O 3 3 3
2

C
O 2 2 2 1 1
3

C
O 2 2
4

C
O 3 3
5

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

Course Structure in Detail

Overview of Course

OBJECTIVES

To introduce the idea of channeling the potential of Information and Communication Technology [ICTs]
for socio-economic development to students of Engineering and Computational Humanities

To debate the notion of development as a sociological concept, with a particular focus on India, and discuss
impacts of the development process on society as a multi-faceted phenomenon

To focus upon and formulate the idea of social media, as a component of ICTs, and the role they play in
shaping the contours of social and everyday life

COURSE TOPICS/CONTENT/OUTLINE

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Information and Communications Technology for Development is a growing area of research and
community of scholars studying the role of technology in international development. Students in this course
will study contemporary debates, issues and field projects that engage with information and communication
technologies [ICTs] in the service of socio-economic progress and human development. This means a range
of things: it could refer to the scope of technology in alleviating poverty, in impacting low-resource settings,
in designing and engineering relevant technologies to close digital literacy gaps in specific populations.

Topics that will be covered as part of the course are the following. These are broad umbrella categories
which contain sub-topics

Introduction to the idea of Development:

Studying development is essentially a multidisciplinary exercise rooted in a range of technical and social-
science research. By combining a variety of subject areas, the course will engage deeply with some of the
complex problems associated with developing economies especially unstable infrastructures, scarce
resources, and social disadvantages. We will discuss A Sen, K Galbraith among others

Globalization and Development

The course will specifically look at globalization as a socio-economic disruptor having far-fetched
implications for not only wealth generation for a country but also bringing cultural transformations. We
will disuses several historical trajectories of globalization in specific country contexts. We will include
works of J Sachs, W Easterly

Technology and Development

The course will introduce a variety of social environments across resource and economic constraints that
are targets for socio-economic development either through a top down model of deploying ICTs or through
a more market driven and organic social processes. These can range from building low-cost technologies
to studying user-driven innovations of ICTs to fit contexts of use. We will cover certain domain areas, using
relevant theoretical models and practical outcomes, within ICTs and Development, like, education,
healthcare, livelihoods, entertainment, and governance. Students will develop a critical lens to evaluate the
processes and impacts and gain a well-rounded and practical perspective on issues of assessment and
successes of development projects

Introducing Information and communication technologies as harbingers of social change

Under this topic we will debate and discuss the nature and contours of new channels of information, social
networking the rise of social media and online content generation. Questions posed by these digital artifacts
evaluate the inherently democratizing, process of owning, using, and networking with new media
technologies. With the help of case studies, with a focus on India, we will articulate the implications of new
and digital media in everyday life. We will focus on the sociology of new media technologies, with a
specific aim to anchor them within select theoretical debates and in specific geographic contexts.

Social Media as a Developmental tool

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Research had pointed to the rich field of utilization of new media tools for leisure and social networking as
well as the unique affordances they spawn in the arena of self-expression and acquiring socio-digital
identities. For example, the pre-pay mobile internet made web surfing an affordable and engaging activity
even in the down markets and resource poor social ecologies of urban India. The course will critically
evaluate the impacts of media technologies in the development discourse of a nation. The topic will include
case-studies from the global North and South centering on social segments in resource-poor and emerging
market settings

This class has no pre-requisite requirements and open to students from any background.

Students will be continuously evaluated with periodic quizzes/short tests and a course end assignment that
will gauge student ability in engaging with and comprehending the course readings and classroom
discussions.

PREFERRED TEXT BOOKS:

1. J. Timmons Roberts and Amy Bellone Hite, Eds. The Globalization and Development Reader:
Perspectives on Development and Global Change, Blackwell: London, 200

*REFERENCE BOOKS:

1. Amartya Sen, Development as Freedom, Anchor Books: New York, 1999

2. C K Prahalad, The Fortune at the Bottom of the Pyramid: Eradicating Poverty Through Profits,
Revised and Updated 5th Anniversary Edition, Prentice Hall, New Jersey

3. Jeffrey Sachs, The End of Poverty: Economic Possibilities for Our Time, Penguin Books: New
York, 2006

4. Friedman, Thomas L. 2006. The World Is Flat: A Brief History of the Twenty-first Century, Farrar,
Straus and Giroux

5. Easterly, W. 2002. “The Elusive Quest for Growth: Economists’ Adventures and Misadventures in
the Tropics. MIT Press

6. Turkle, S. (1984) The second self. New York: Simon & Schuster.

7. Mizuko Ito, Daisuke Okabe, and Misa Matsuda, eds., 2005, Personal, Portable, Pedestrian: Mobile
Phones in Japanese Life(Cambridge, MA: MIT Pres

8. Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York: Simon &
Schuster.

9. Castells, Manuel (2001): Internet Galaxy. Oxford University Press

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10. Lessig, Lawrence. 2009. “RE, Revived” i Remix: Making Art and Commerce Thrive in the Hybrid
Economy. The Penguin Press, New York

11. Lister et. al. (2008): New Media A Critical Introduction. London and New York, Routledge.

GRADING PLAN:

Type of Evaluation Weightage (in %)

Mid Sem Quiz 10%

End Sem Quiz 10%

Project Oral Presentation 20%

Project Report 1 15%

Project Oral Presentation 20%

Project Report 2 15%

Class Participation & Attendance 10%

OUTCOME:

Students will be able to identify and apply a developmental lens in a variety of and diverse socio-economic
contexts. The course will provide a strong grounding in developing a sociological perspective of digital
media and their impact in the evolution of a digital society as a part of parcel of socio-economic
development. One of the critical question the course will attempt to unpack is how technology seeks to
address the needs and aspirations of people who increasingly consuming technologies and services despite
are living in low resourced eco systems.

Title of the Course: Music, Mind, and Technology

Faculty: Vinoo Alluri
Course Code: CS9.434

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

Name of the Academic Program: Open Elective

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

1.Prerequisite Course / Knowledge: None 2.Course Outcomes (COs):

Page 96 of 160
After completion of this course successfully, the students will be able to

CO-1 appreciate the fundamental concepts of the field of Music Cognition and Technology CO-2
understand the role of the individual in musical experiences in relation to music experience
including music consumption, music industry, mental well-being, and critically think about the
relationship between diverse fields that comprise music cognition such as psychology, music
information retrieval, and neuroscience.

CO-3 understand the relation between physical aspects of sound and perceptual processes
including sensation and perception

CO-4 understand sound synthesis and analysis in addition to application of machine learning to
various music information retrieval tasks (eg: music genre classification, mood detection,
recommendation)

CO-5 understand music processing in the brain, and effect of individual differences thereof (eg:
musical expertise, empathy, gender). Analyze brain responses to music which includes an
interdisciplinary approach combining sound- and brain-signal processing, statistical methods,
and perceptual experimentation to analyze experimental data from human neurological
experiments

CO-6 combine knowledge gained from CO-1-4 to formulate own research idea and go about
solving it.

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

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

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

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

4. Detailed Syllabus:
Unit 1: Introduction to Music cognition, Evolutionary and Biological significance of music,
Embodied music cognition, evolution of the field of psychology of music

Unit 2: Music experience and Individual differences, Music Emotion

Unit 3: Auditory Processing, Sensation, Perception, Auditory stream segregation Unit 4: Sound
synthesis and analysis

Unit 5: Music information retrieval Unit 6: Neuromusicology

Reference Material:
Lecture slides and supplementary reading materials (journal articles, review articles) will be
uploaded on the course page on Moodle.

5. Teaching-Learning Strategies in brief:

Students will be introduced to the broad field of music cognition. The objective of the course is
to give an appreciation of the main concepts of the field of Music Cognition and Technology.
Students will learn about topics in music psychology (from perception to cognition), familiarize
yourselves with music signal analysis and music information retrieval (MIR), ending with the
interdisciplinary field of cognitive neurosciences of music (with a focus on functional magnetic
resonance imaging (fMRI) studies). Apart from this, the course provides an overview of main

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areas of contemporary research of music perception and cognition such as musical preferences
and personality, music and movement, music and emotion, music and mental well-being, and
music processing in the brain.

By attending lectures, in addition to a few guest lectures by leading music researchers from
around the world, students will be exposed to this interdisciplinary field and open questions.
Students learn by working in groups to solve existing open problems in addition to creating their
own research problem and addressing it to the best of their abilities.
Lectures are highly interactive as the course requires a student to actively participate and think
and be creative. Students learn by doing assignments designed to achieve course outcomes and
collaboratively working on a final project. The final project wherein students learn by working in
teams, especially to devise a research question, identify hypotheses, operationalize it, deploy it,
collect (if necessary) and analyze data and present the results thereby promoting collaboration,
which is very much needed in interdisciplinary research.
6. Assessment methods and weightages in brief:
Quiz 1 = 10%
Quiz 2 = 10%
Assignments = 30% Final Project = 40%

Class participation = 10%

Title of the Course: Introduction to Philosophy of Technology

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

Course Code: HS0.204

L-T-P: 3-0-0 (pl. verify 3-1-0?)
CREDITS 4

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

1. Prerequisite Course /Knowledge:
None
2. Course Outcomes (COs):
After completion of this course successfully, the students will be able to:
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CO-1:Identify and recognize various conceptions of technology implicit in arguments
for/against technology
CO-2:Classify and describe various theories and interpretations of technological change
through history
CO-3:Compareanalytical and continental approaches to technology and its relation to
science and examine the limitations and advantages of both the approaches
CO-4:Assess the moral significance of technical artefacts within particular social contexts
CO-5:Develop philosophical frameworks in orderto understand and assess the impact of
contemporary technologies to society at large

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

Specific Outcomes (PSOs) – Course ArticulationMatrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11PO12 PS P P
PS S S
O1 O2 O O
3 4

CO - - 2 - - 3 2 3 2 3 1 3 --- -
1
CO - - 1 - - 3 2 2 - - - 3 --- -
2
CO - - 1 - - 3 2 2 - 1 - 3 --- -
3
CO - - 2 1 - 3 3 3 1 2 - 3 --1 -
4
CO 1 1 3 3 - 3 3 3 1 2 - 3 --- -
5
3 in the table denotes high level mapping, 2 denotes moderate level and 1 denotes low level

Page 100 of 160

 3. Detailed Syllabus:

Unit I –Introduction: What is Philosophy of Technology? Engineering and Humanities

Philosophies of Technology; Classical and Contemporary Philosophy of Technology
Unit II: Encountering Technological Artefacts –Conceptual history of ‘technology’; What
is ‘technology’? Continental and Analytic Perspectives
Unit III: Epistemological Aspects to Technologies –Science, Technology, and Engineering;
Philosophy of science and philosophy of technology; Knowing-how and knowing-that
Unit IV: Moral Status of Technologies –Norms, Values, and Technologies; Debates
Concerning Moral Significance of Artefacts; Role of Design in Moral Status
Unit V: Philosophical Debates in Artificial Intelligence –Philosophical background to
Artificial Intelligence; Philosophical and ethical issues within Artificial Intelligence
REFERENCE BOOKS:
• Hans Achterhuis (ed.),American Philosophy of Technology: The Empirical Turn,
translated by Robert Crease, Indiana University Press:2001.
• Carl Mitcham,Thinking Through Technology: The Path Between Engineeringand
Philosophy, The University of Chicago Press:1994
• Robert C. Scharff and Val Dusek (eds.),The Technological Condition:
AnAnthology (Second Edition), John Wiley& Sons:2014
• Peter-Paul Verbeek,What Things Do: Philosophical Reflections on
Technology,Agency, and Design, translated by Robert Crease, The Pennsylvania
State University Press, 2005
• Peter Kroes and Peter-Paul Verbeek (eds.),The Moral Status of
TechnicalArtefacts, Dordrecht: Springer,2014.
• StuartJ.RussellandPeterNorvig,ArtificialIntelligence:AModernApproach
(Second Edition), Pearson, 2003
• John Searle,Mind: A Brief Introduction, Oxford University Press:2004
5. Teaching-Learning Strategies inBrief

This course aims at reading, critically evaluating, and thinking through contemporary debates in
philosophy of technology. For this purposes, the main strategy is to share the readings and resource
material beforehand for the students to acquaint themselves with the topics and use the class time
to discuss and evaluate the implications of the various positions respective to each topic.

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Continuous assessment methods will be employed to make sure the students have acquired the
requisite conceptual understanding to explicate and argue for their position with greater nuance
and logical rigor.

6. Assessment Methods and Weightages inBrief

Continuous assessment in the form of written assignments will carry the major weightage of the
evaluation, with the rest of the weightage assigned to class participation in the ensuing
discussions.
The assigned weightage is as follows: Assignments: 40 marks, class participation: 10 marks, Mid
semester exam: 20 marks, End semester exam: 30marks.
Comment: Mid semester exam weightage and end semester exam weightage must be reasonable
and higher than the weightage for assignments. Hence modification is suggested)

Title of the Course : Minds, Machines, and Intelligence

Name of the faculty: Don Dcruz
Course type: Humanities elective for UG3/UG4
Name of the Academic Programs: B.Tech CSE/ECE, CSD, ECD, CND, CLD, CHD
Course code: HS0.205
L-T-P: 3-1-0
Credits: 4
1. Prerequisite Course / Knowledge: Nil
2. Course Outcomes (COs)
After completion of this course successfully students will be able to:
CO1: Explain the philosophical nature of notions related to intelligence, cognition, and
rationality
CO2: Demonstrate knowledge of conceptual challenges involved in evaluating artificial
intelligence
CO3: Analyze philosophical arguments about the nature of thinking and modes of understanding
CO4: Develop skills to formulate fundamental nuances about inductive knowledge and
justification
CO5: Identify epistemological differences between prediction and explanation by examining
models

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CO6: Discuss the major tenets of ethical reasoning, moral agency and responsibility
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course Articulation Matrix
‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
4. Detailed Syllabus:
Unit I – Philosophical preliminaries (6 hours): Conceptual distinctions, argument analysis,
intuition, thought experiment, evidence, belief, knowledge, justification, confirmation,
and inference to best explanation.
Unit II – Thinking (9 hours): Turing’s ‘Computing Machinery and Intelligence’, Searle’s ‘Minds,
Brains and Programs’, and contemporary debates on the nature of cognition.
Unit III – Knowing (7.5 hours): Hume’s problem of induction, contemporary version of the
rationalist vs empiricist debate in the context of deep leaning, adversarial examples,
and knowledge.
Unit IV – Explanation (7.5 hours): epistemic opacity of deep learning models, XAI and
interpretability, explanation vs prediction, and counterfactual explanations.
Unit V – Morality (6 hours): The nature of machine ethics, value alignment and embedding,
artificial moral agents, and conditions for responsibility.
Reference books:
1) Muggleton, S. and Chater, N. (eds). 2021. Human-Like Machine Intelligence. Oxford University
Press.
2) Cappelen, H. and Dever, J. 2021. Making AI Intelligible - Philosophical Foundations. Oxford
University Press.
3) Haugeland, J. (ed). 1997. Mind Design II – Philosophy, Psychology Artificial Intelligence. MIT
Press.
4) Bermudez, J. L. 2020. Cognitive Science – An Introduction to the Science of the Mind 3rd
Edition, Cambridge University Press.
5) Hetherington, S. 2019. What is Epistemology? Polity Press.
6) Anderson, M. & Anderson, S. (eds). 2011. Machine Ethics. Cambridge University Press.
5.Teaching-Learning Strategies in brief:
The general teaching strategy employed is the use of conceptual puzzles to introduce course topics.
Lectures make use of this strategy to impress upon students the need to critically reflect on

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problems and the relevance of doing a careful, philosophical investigation of those issues. Student
interaction at this stage is aimed at bringing out conflicting intuitions. This is followed up by
introducing proper vocabulary to map out detailed problems involved in philosophical ideas. Using
case studies and toy examples, epistemic principles and methods of inquiry are taught so that
students develop effective reasoning skills to engage with issues related to cognition and AI.
Student interaction and discussion at this stage is aimed to give flesh to the intuitions identified in
the previous stage. The teaching-learning strategy emphasises the merits of avoiding simplistic
solutions to complex problems and instead ask meaningful questions that enrich foundational
debates about intelligence and rationality.
6. Assessment methods and weightages in brief:
This is mainly a writing-driven course, and the exercise questions are carefully designed to make
students think independently and critically. Students are assessed for abilities like logically
dissecting issues, questioning assumptions, clarifying distinctions, and bringing out nuances. In
assignments and exams, students are expected to demonstrate these abilities by presenting their
views clearly, assessing competing positions systematically, anticipating possible objections to a
reasoned conclusion and composing cogent responses to those objections.
The assessment components and their weightages are as follows. Assignments: 60%, Term paper
30%, and class participation: 10%.( it is difficult to quantify class participation)
Comment:
(Please revisit the assessment components such that the end semester exam has a weightage of a
minimum of 30%.The suggested weightages are:
Assignments: 30%
Term Paper 20%
Mid semester exam: 20%
End semester Exam: 30%

Title of the Course: Readings in Indian Literatures

Faculty Name: Sushmita Banerji
Course Code: HS1.202
Name of the Academic Program: Open Elective for which academic programs ?
Course Code: Pl. mention ?
L-T-P: 3-0-0
Credits: 4

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( Pl. revisit credits to be in agreement with L-T-P)

1.Prerequisite Course / Knowledge:

None
2.Course Outcomes (COs):

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

CO-1: Engage in the pleasure and challenge of the close reading of literary texts
CO-2: Look at modern Indian literatures in translation to see how individuals imagine their own,
particular lives and create a sense of a shared past and a shared culture
CO-3: Explore, among other issues, how the self is constructed through reading and writing, the
relationship between memory and identity,
CO-4: Interrogate claims of authenticity or truth
CO-5: Studythe oscillation between interior and exterior life, and the peculiarities of individual
voice.

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

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

C 2
O
1
C 2
O
2

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 C 1
O
3
C 1
O
4
C 1
O
5

4.Detailed Syllabus:

Unit 1: Individual and Society

Unit 2: Histories in the making

Unit 3: Troubled corners of our making

Reference Books:
Ahmad, Aijaz. In Theory: Classes, Nations, Literatures. London: Verso, 1992.
Bennet, Tony and John Frow, eds. The Sage Handbook of Cultural Analysis. London: Sage
Publications, 2008.
Grassman, Edith. Ed. Why Translation Matters, Orient Blackswan. New Delhi.2011
Nandy, Ashish. The Intimate Enemy: Loss and Recovery of Self under Colonialism. OUP,
Delhi.1983

Tiwari, Shubha. Ed. Indian Fiction in English Translation. New Delhi, Atlantic, 2005

Text Books:

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RaagDarbari(Shrilal Shukla, 1992)
Agnisakshi: Fire, My Witness (LalithambikaAntharjanam, Trans. 2015)
Herbert (Nabarun Bhattacharya, Trans.2019)
GhacharGhochar (VivekShanbaugh)
A Country Without a Post Office (Agha Shahid Ali, 2013)
These Hills Called Home: Stories from a War Zone (TemsulaAo)
The Black Hill, (Mamang Dai, 2014)

5.Teaching-Learning Strategies:
Students are expected to read up to 8 books in the course of the semester, watch any video lectures made
available, and view films when required. This class is based on close reading of the texts prescribed and
relies heavily on student participation and discussion.
This class shall deal with material students might disagree with. All informed disagreements, opinions,
and discussions are encouraged. It shall however be the instructor’s right to shut down any disrespectful
behaviour.

6.Assessment methods and weightages:

Type of Evaluation Weightage (in %)

In-class Quiz x 2
10% x 2 = 20%

Term Paper 1
20%

Term Paper 2
20%

Term Paper 3
20%

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 End semester exam
20%

( comment: If possible instead of term paper 3, end semester exam may be given a weightage of
40%. End semester exam is comprehensive to assess the attainment of all the course outcomes)

Title of the Course: Literature, History, and Belonging in Hyderabad

Faculty Name: Nazia Akhtar
Course Code: HS1.203
Name of the Program: Humanities Elective
Course Code : -
Credits :4
L-T-P : 36 hours (24 classes)
Semester, Year : Spring 2022
Pre-Requisites : Introduction to Human Sciences

Course Outcomes :
On successful completion of this course, students will be able to
1. discuss Hyderabad’s literary history andunderstand the role of literature in studying and
knowing history;
2. explain the complexities of Hyderabad’s history and society and larger questions of
identityand belonging;
3. apply important techniquesof textual analysis and their experience in writing an
argumentative essay in other academic and professional contexts;and
4. devise a thoughtful and informed critical voice that will enable them to meaningfully
situate culture and cultural productions in the world around them.

Course Topics :

1. (i) Introduction: Historical and Socio-Political Context

(ii) The People’s Poetry: Dakhni poetry and culture

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 2. Ghazal Poetry at the Asaf Jahi Court
3. Progressive Writing: Poetry and Novels
4. Women’s Writing: Prose and Poetry
5. Writing from the Margins: Contemporary Contexts
6. “Every City is a Story”: New Narratives of Globalization

Preferred Text Books : Chapters and excerpts from the following books will form
the textbook for this course.

1. Translations by ShaguftaShaheen and Sajjad Shahid of poems by Dakhni poets. In

Kousar J. Azam (Ed.), Languages and literary cultures in Hyderabad (2017)
2. Makhdoom Mohiuddin – The Red Dawn (1944; poems)
3. Ian Bedford – The Last Candles of the Night (2014; novel)
4. Letters by Sarojini Naidu. In Makarand Paranjape(Ed.), Sarojini Naidu: Selected Letters,
1890s-1940s (1996)
5. Huma R. Kidwai – The HussainiAlam House (2012; novel)
6. Mercy Margaret, Shahjahana – selected poetry
7. G. Shyamala – selections from Father May Be an Elephant and Mother Only a Small
Basket But … (2012; short stories)
8. Sarojini Naidu – The Bird of Time (1912; poems); Hoshang Merchant, “Secunderabad
Sans Light.”
9. Jai Undurti and Harsho Mohan Chattoraj – Hyderabad Graphic Novel (2014; graphic
novel)

Reference Books :

1. Benichou, Lucien. From Autocracy to Integration: Political Developments in

Hyderabad State (1938–1948). Orient Longman, 2000.
2. Bhukya, Bhangya. A History of Modern Telangana. Orient Blackswan, 2017.
3. Datla, Kavita Saraswathi. The Language of Secular Islam: Urdu Nationalism and
Colonial India. Orient Blackswan, 2013.
4. Eaton, Richard M. India in the Persianate Age: 1000-1765. Allen Lane, 2019.
5. Kugle, Scott. When Sun Meets Moon: Gender, Eros, and Ecstasy in Urdu Poetry.
Orient Blackswan, 2016.

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 6. Leonard, Karen.Locating Home: India’s Hyderabadis Abroad. Oxford University
Press, 2007.
7. Leonard, Karen. Hyderabad and Hyderabadis. Manohar, 2014.
8. Pernau, Margrit. The Passing of Patrimonialism: Politics and Political Culture in
Hyderabad, 1911–1948. Manohar, 2000.
9. Pillai, Manu C. Rebel Sultans: The Deccan from Khilji to Shivaji. Juggernaut, 2018.
10. Stree Shakti Sanghatana. We Were Making History: Life Stories of Women in the
Telangana People’s Struggle. Kali for Women, 1989.

E-book Links :

Grading Plan :
Type of Evaluation Weightage (in %)

Short Assignments (500-600 words;

5 x 6% = 30%
5 best out of 6 will count)

Assignment (1000-1200 words) 20%

Participation 10%

Project (50%)

Mapping of Course Outcomes to Program Objectives:

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

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 C 3 2 3
O
1
C 2 3 3
O
2
C 3 3 3 3
O
3

Teaching-Learning Strategies in brief:

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

Course Name: Introduction to Literature

Name of the Program : Humanities Elective
Course Code : HS1.204
Credits : 4 credits
L - T - P: Pl.fill these : 36 hours (24 classes)
Semester, Year : Monsoon 2021
Pre-Requisites : Introduction to Human Sciences

Course Outcomes :

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

1. critically interpret, analyze, and appreciate literature and, by extension, other kinds of texts and narratives
too;
2. apply this basic foundation in the study of creative writing to conduct computational research on topics
associated with it;
3. examine and discuss the literary merit of creative texts beyond casual impressions or value judgements,
acquiring – in the process – fundamental skills in oral and written communication; and
4. connect human, creative expression to the issues that make up and are made by the world in which we live.

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Course Topics :

1. Defining Literature and Its Place in the World;

2. The “Literariness” of Literature; Representation and Reality;
3. Major Genres of Literature;
4. Major Concepts, Methods, and Theories of Literature; and
5. Literature in the Digital Age

Preferred Text Books :

Ali, AghaShahid. “In Arabic” and other poems (various years; poetry)

Ao, Temsula. “Laburnum for my Head” (2009; short story).

Baldwin, Shauna Singh. What the Body Remembers (1999; novel)

G. Shyamala. “But Why Can’t the Baindla Woman Ask for Her Land?” (2012; short story)

Hyder, Qurratulain. “A Night on Pali Hills” (1995; play)

Margaret, Mercy. “Prega News” and other poems (various years; poetry)

Masud, Naiyer. “The Woman in Black” (2006; short story)

Merchant, Hoshang. “Secunderabad Sans Light” and other poems (various years; poetry)

Narayan, R.K. “Like the Sun,” “Chippy” (1985; short stories)

Nongkynrih, Kynpham Sing. Selections from Time’s Barter: Haiku and Senryu(2015; poetry)

Pritam, Amrita. “Today I Say UntoWaris Shah” and other poems (various years; poetry)

Tendulkar, Vijay. Silence! The Court is in Session (1967; play)

Reference Books :

Woolf, Virginia. “How Should One Read a Book” (1925)

Eagleton, Terry. How to Read Literature (2013)

Abrams, M.H. A Glossary of Literary Terms (1957)

Barnet, Sylvan, William Burto, and William E. Cain, eds. An Introduction to Literature: Fiction, Poetry, and Drama
(1961)

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Moretti, Franco. Distant Reading (2013)

E-book Links :

Grading Plan :

Type of Evaluation Weightage (in %)

Short Writing Assignments

30% (5 x 6%)
( continuous evaluation)

Project ( comprehensive evaluation)

1. Literary Analysis 15%

2. Analysis of Secondary Sources 15%
3. Final Project Submission 40%

Mapping of Course Outcomes to Program Objectives:

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

C 3 2 3
O1

C 2 3 3
O2

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 C 3 3 3 3
O3

C
O4

You have to map CO4 also with POs and PSOs

Note: 3 in the table denotes high level mapping, 2 denots moderate level and 1 ,low level

Teaching-Learning Strategies in brief:

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

Title of the Course: Understanding Raga-Semiclassical forms of Indian Music

Course Code: HS1.205
L-T-P…3-0-1
Credits:4
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge:
…Faculty Consent
?Nil…………………………………………………………………………………………………
………………………

2.Course Outcomes (COs) :

After completion of this course successfully, the students will be able to..
CO-1 Recognize some ragas with their basic characteristics
CO-2 Identify, sing or play different semi classical compositions like Bhajan, Ghazal,
Annamayya composition, Qawwali, Abhangetc
CO-3 Explain the importance of raga in Indian music.
CO-4 Discuss the importance and role of the composers in bringing out variety in music
and universal ideas and values.

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CO-5Demonstrate the knowledge of different rhythmic structures that play a major role
in the compositions. This gives the understanding of rhythm as a universal idea.
.3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course Articulation Matrix
(1 – Lowest, 2—Medium, 3 – Highest, or a ‘-’ dash mark if not at all relevant).Program
outcomes are posted at
https://iiitaphyd-my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

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

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

CO - 1 1 - 1 1 2 2 2 - 2 - 2 1 2
3 1
CO 1 - 1 1 - 1 1 2 2 2 - 2 - 2 1 2
4
CO - 1 1 - 1 1 2 2 2 - 2 - 2 1 2
5 1
Note: ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping

4.Detailed Syllabus:
Unit 1: Basic concepts of Indian Music like sruthi, swara, swarasthana, raga, laya, tala,
sthayi, musical forms. Practice of different rhythmic patterns with exercises.

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Unit 2: Conceptual study of raga by introducing around ten ragas in bothNorth and South
Indian music systems.(Raga pairs Carnatic- Hindustani like Kalyani-Yaman, Kapi, Pilu,
Chakravakam- Ahirbhairav, Sindhubhairavi- Bhairavi, ragas common to both the systems
like Shivranjani, Desh)
Unit 3: : Introduction and practice of Semi classical forms like Bhajan, Quawwali, Ghazal,
Kirtana, Abhang.
Unit 4: : Introduction to the composing style of different Vaggeyakaras(composers)
Unit 5: …Importance of language, ideas, expressions in different compositions, introduction
of musical instruments.
Reference Books:
1. The Hindu Speaks on Music - compilation of 232 selective music
articles by The Hindu --- Publishers: Kasturi and Sons ltd, December 1999.
2..A Southern Music (The karnatic story) by T.M. Krishna, Published by Harper Collins,
January 2013
3 South Indian Music(volumes I to VI) by P.Sambamurthy, The Indian Music Publishing
House, 1994
4. Nuances of Hindustanu Classical Music by HemaHirlekar, Unicorn books Pvt ltd, 2010
5. Videos and audios on the Youtube and other platforms.

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

The students would be taught line by line all the compositions, the different semi classical forms.
The basic structure of ragas would be taught to them by playing audios and videos of different
genre songs in the specific ragas.
Students would be made to identify and practice different music patterns through various
exercises and examples from songs of different genres of music.
The students would be made to sing repeatedly all the songs taught.
Attempt to bring one expert to deliver guest lecture on the practical aspects of musical
instruments and their significance.
6.Assessment methods and weightages in brief (4 to 5 sentences):
…Assignments: 20%

Page 116 of 160

…Mid Semester exams: 20%
… Quizzes: 20%
End SemesterProject: 40%

Title of the Course: A linguistic introduction to Sanskrit

Faculty Name: Peter M. Scharf
Name of the Program :

HSS Course Code : HS1.207

Credits 4
L-T-P : L2, P1
(L - Lecture hours, T-Tutorial hours, P - Practical hours)

Semester, Year : Spring, 2022

(Ex: Spring, 2022)
Pre-Requisites : None Course Outcomes :
Read simple Sanskrit containing the common grammatical forms covered, with the help of
a dictionary.
Understand the difference between script and phonetics. Understand sound change laws.
Understand morphological analysis and synthesis. Understand syntactic structures.
https://iiitaphyd-my.sharepoint.com/:b:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Reference%20Documents/Curriculum%20Design%20in%20NBA%20Framework%20and%2
0
Course%20design%20for%20all%20faculty%20IIIT%20Hyderabad%207th%20july%202021.pd
f? csf=1&web=1&e=387W1k
Course Topics :
The course surveys basic Sanskrit grammar in a linguistically explicit manner accompanied
by traditional oral practice and exercises consisting of readings adapted from ancient Indian
narratives.
Week Topic

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Week 1 Ch. 1, Introduction to Sanskrit language and literature; Ch. 2, The Sounds of
Sanskrit, and
Ch. 3, Devanagari script
Week 2 Ch. 4, Sandhi
Week 3 Ch. 5, Verbs: present and past indicative active and middle of verbs of
classes 1, 4, 6, and 10
Week 4 Ch. 6, Nouns: masculine and neuter a-stem
Week 5 Ch. 7, Nouns: feminine long a-stem; a-stem adjectives Week 6 Ch. 8,
Imperative and optative moods a-stem verbs
Week 7 Ch. 9, Mono and polysyllabic fem. long i/u-stem nominals Week 8
Ch. 10, Present stem of verbs of classes 5, 8, and 9
Week 9 Ch. 11, i/u-stem nominals
Week 10 Ch. 12, Vocalic-r-stem nominals
Week 11 Ch. 12, Present stem of verbs of classes 2, 3, and 7
Week 12 Ch. 12, continued
Week 13 Ch. 13, Consonant stem nominals

Preferred Text Books : शब्दब्रह्मन ् Sabdabrahman: a linguistic introduction to Sanskrit

Reference Books : None E-book Links : None

Grading Plan :

Type of Evaluation Weightage (in %)

Weekly homework 75%
Quizes 25%

End Sem Exam 0%

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

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

Page 118 of 160

 https://iiitaphyd-my.sharepoint.com/:w:/r/personal/dyacad_iiit_ac_in/Documents/NBA-2020-
21/Course%20Content/IIIT-CSE-
ECE.docx?d=w111f0effcaea41b3a4d1e8a3fbc6332d&csf=1&web=1&e=z1Khby

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

C - - - - - - - - - - - 3 - - - 2
O
1
C - - - - - - - - - - - 3 - - - 2
O
2
C - - - - - - - - - - - 3 - - - 2
O
3
C - - - - - - - - - - - 3 - - - 2
O
4
C - - - - - - - - - - - 3 - - - 2
O
5
…
..
…
..

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

Lectures introduce new material for intellectual understanding. Memorization internalizes

basic information so that it is easily available for application. Exercises apply intellectual
understanding and basic information and solidify understanding.

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 I will introduce new concepts and material once a week and engage students in oral/aural
practice in a second meeting. Each meeting will include time to answer questions. Students
will regularly do homework using an on-line interactive intelligent exercise platform that
provides immediate feedback and supplies links to information to assist students in
learning.
Because learning a language involves the cumulative acquisition of knowledge and skills,
regular attendance and keeping up with assignments will be essential.
==============
Note: This course description format comes into effect from Spring 2022.

Title of the Course: Critical Viewing and Reading: Readings in Partition Literature
Faculty Name: Sushmita Banerji
Name of the Academic Program: Elective for which academic programs ?
Course Code: HS1.301
L-T-P: 3-0-0
Credits: 4( Pl. relook into number of credits matching with L-T-P)
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge:
None
2.Course Outcomes (COs):

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

CO-1: Discuss the information in thetexts – literary and cinematic – that engage with the
Partition of British India into present day India and Pakistan
CO-2: Explain thekey historical moments to contextualize the texts they read
CO-3: Discuss thekey historical moments to contextualize the films they view
CO-4: Interpretcultural expression in light of ethical, cultural, and historical trauma

Page 120 of 160

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

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

C 1
O
1
C 2
O
2
C 2
O
3
C 1
O
4
Note: 3 in the box for high level mapping, 2 for medium level mapping and 1 for low level
mapping)

4.Detailed Syllabus:
Unit 1: History and its ghosts – Political moves, Gandhi, Nehru and the INC; Jinnah and the
Muslim League, the state of the people and the State and its people
Unit 2: What were people writing – short stories from Urdu, Hindi and Bangla
Unit 3: Cinema – Popular cinema and its tendencies, the new Nation in the popular imagination,
the Partition’s afterlives on celluloid.
Reference Books:
Bhalla, Alok.ed. Stories About the Partition of India. Vol.1,2,3.New Delhi: Indus, 1994.
Bose, Sugata and Ayesha Jalal. Modern South Asia: History, Culture, Political Economy.
Routledge: London, 1997.

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Butalia, Urvashi. The Other Side of Silence: Voices from the Partition of India. Delhi: Penguin,
1998.
Caruth, Cathy. Unclaimed Experience: Trauma and the Possibility of History.Baltimore: Johns
Hopkins University Press, 1996.
Das Veena, Arthur Kleinman, Margaret Lock, MamphelaRamphele and Pamela Reynolds. eds.
Remaking a World: Violence, Social Suffering, and Recovery. Berkeley: University of
California Press, 2001.
Didur Jill. Unsettling Partition: Literature, Gender, Memory. Toronto: University of Toronto
Press, 2006.
Pandey, Gyanendra. Remembering Partition: Violence, Nationalism and History in India.
Cambridge: Cambridge University Press, 2001.
Talbot, Ian. “Literature and the Human Drama of the 1947 Partition.” Partition and Post-
Colonial South Asia: A Reader, Vol. II. Eds. Tai Young Tan and GyaneshKudaisya.
London: Routledge, 2008.
5.Teaching-Learning Strategies
Students are expected to read up to 30 pages a week, watch any video lectures made available,
and view films and read literature when required. Lectures will be based on class readings and
will assume that students will have read the required materials. Discussions in class, on chat and
via emails shall be encouraged. Students are expected to write at least two, perhaps three papers
that will be designed to encourage interpretative and creative writing.
This class shall deal with material students might disagree with. All informed disagreements,
opinions, and discussions are encouraged. It shall however be the instructor’s right to shut down
any disrespectful behaviour.
6.Assessment methods and weightages:

Percentage of Grade

Mid semesterQuiz 1 10%

Mid semesterQuiz 2 10%

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 Mid semesterQuiz 3 10%

End semester exam 20%

Term Paper 1 20%

Term Paper 2 20%

Title of the Course: Introduction to Sociology

L-T-P: 3-0-0
Name of the Academic Program: HumanitiesElective offered to UG3/UG4.
Course Code: HS2.201
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
Credits:4
1.Prerequisite Course / Knowledge:Introduction to Human Sciences (Core course for UG2).

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

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

CO-1:
Students will have a sense of how the discipline of Sociology developed; its colonial roots, its core
concerns and the impact of its roots and concerns on its methodologies.
CO-2:
Students will have an understanding of core conceptual frameworks and debates in Sociology.
CO-3:
Students will have a sense of major theoretical frameworks in Sociology. They will be introduced to the
Durkheimian, Marxist and Weberian frameworks and methodologies, as well as to later theorists.
CO-4:

Page 123 of 160

Students will be able to employ a sociological approach to the study of social institutions in India, such as
caste, class, gender and tribe.
CO-5:
Students will be able to employ a sociological approach to the study of social, political and economic
processes in India, such as development, industrialization, urbanization and migration.

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

Matrix for CSE

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

CO 1 1 3 3 3 2
1

CO 1 1 3 3 3 2
2

CO 1 1 3 3 3 2
3

CO 1 1 3 3 3 2
4

CO 1 1 3 3 3 2
5

…..

…..

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

Matrix for ECE

Page 124 of 160

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

CO 1 1 3 3 3 2
1

CO 1 1 3 3 3 2
2

CO 1 1 3 3 3 2
3

CO 1 1 3 3 3 2
4

CO 1 1 3 3 3 2
5

…..

…..

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

4.Detailed Syllabus:
Unit 1:
Development of Sociology as a Discipline: Sociology’s emergence in Europe, its roots and causes. The
connection between anthropology and colonialism. Enduring influences in the practice of sociology.
Unit 2:
Sociological Concepts: Social Structures,Individuals and Groups, Socialisation, Structure/Agency, Status
and Roles, Rules, Values, Norms, Culture, Discourse, Deviance.
Unit 3:
Sociological Frameworks and Theories: Understanding social stratification through the structural
functionalist, Marxist and the Weberian methods. Introduction to key ideas of Emile Durkheim, Karl
Marx and Max Weber.
Unit 4:
Study of Social Institutions in India: Caste, Class, Tribe and Gender
Unit 5:

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Political Sociology: Introduction to methods in Political sociology. Case studies from Indian politics to
understand and identify shifting sociological and political narratives, political formations and political
cultures. Introduction to concepts of power elites and ruling class.
Unit 6:
Study of Social Processes: Development, Industrialisation, Urbanisation and Migration

Reference Books:
Anthony Giddens, Sociology (Malden: Polity Press, 2009).
Alpa Shah, In the Shadows of the State: Indigenous Politics, Environmentalism, and Insurgency in
Jharkhand, India (Durham, NC: Duke University Press, 2010).
Carol Upadhyay, Reengineering India: Work, capital, and class in an offshore economy(Delhi: Oxford
University Press, 2016).
Gail Omvedt, Dalit Visions: the Anticaste movement and Indian Cultural Identity (New Delhi: Orient
Blackswan, 2006).
M.N. Srinivas, Social Change in Modern India (New Delhi: Orient Longman, 1985).

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

Students are introduced to theories and concepts through lectures. Relevant photographs, short 4-5
minutes videos, short films and clips from films are used during the lectures. Discussions and
interventions in the classroom are highly encouraged. Students are given 3-4 reading-based assignments
through the course, which will help them to firstly understand the concepts in some depth and secondly
apply the concepts in specific situations. Each assignment involves 30-40 pages of intense reading.

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

Type of Evaluation Weightage (in %)

20%. Questions designed to evaluate understanding of

Mid Sem- Exam
basic concepts.

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 30%. Questions designed to evaluate understanding of
End Sem Exam basic concepts. One long question which involves
application of concepts discussed in the course.

Assignment 1 12.5%. Related to Units I/II

Assignment 2 12.5%. Related to Unit III

Assignment 3 12.5%. Related Unit IV

Assignment 4 12.5%. Related to Units V/VI

Name of the Academic Program Humanities Electives (UG3 and UG4)

Course Code HS2.202
Title of the Course Introduction to Psychology
L-T-P 3-0-1 ( L= Lecture hours, T=Tutorial hours,
P=Practical hours)
Credit 4

Course Instructor and Co-ordinator Priyanka Srivastava

Email id [email protected]

Course co-instructor Email id Vishnu [email protected]

Teaching Assistant1 SanskarTiberwal

([email protected])
Panyam Naga Sasidhar Reddy
([email protected])
Teaching Assistant2

1. Prerequisite Course / Knowledge:None

Page 127 of 160

 2. Course Outcomes (COs) (5 to 8 for a 3 or 4 creditcourse):
After completion of this course successfully, the students will be able to.. CO-1: apply
psychology knowledge base –

• describe and discuss major concepts, theories, models and overarching themes
inpsychology
• describe applications ofpsychology
• analyzeathemajorgoalsofpsychologicalscience,andutilizedifferent research
methods used by psychological research.
• Evaluatethechallengesandmeritsofpsychologicalobservationsandassess
thebrainand behaviour researchcomplexity.
• explain the major historical landmarks in psychological science and their links to
contemporary research.
CO-2: apply scientific inquiry and critical thinking –
• apply major perspectives of Psychology and levels of analyses to explain
psychological phenomenon, e.g., cognitive, biological, social, health, behavioral,
and culturaletc.
• analyze and evaluate the difference between the personal anecdotal incidences
and scientific inquiry to our everyday psychological experiences. Students will be
able to use different level of complexity to interpret psychologicalbehaviour
• compare common fallacies like confirmation bias, causation to correlationetc.
• Design, conduct, analyze, evaluate and interpretthe results of basic
psychologicalresearch.
• analyze,interpret,andevaluatetheindividualexperienceandsocio-
culturalperspectivestoexplain psychological phenomenon
CO-3: apply research ethics of human/ behavioral sciences
• analyze and compare the benefits and risk of given psychologicalresearch
• apply key principles of APA Ethics guidelines for participants’ rightprotection
CO-4: demonstrate effective communication skills
CO-5: demonstrate personal and professional development
• apply psychological learning to their personal and professional development, self-
regulation, project management, coordinate team work, and develop lifedirections

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

ProgramSpecific Outcomes (PSOs) – Course ArticulationMatrix

Page 128 of 160

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

C 1 1 2 1 1 2 1 1 1 1 1 2 1 1 1 1
O1
C 3 1 2 3 1 3 3 1 1 1 1 2 2 2 3 2
O2
C 2 1 2 2 1 3 2 2 1 1 1 2 1 2 3 1
O3
C 1 1 1 1 1 1 1 1 2 3 1 2 1 1 1 1
O4
C 1 1 1 1 1 1 1 1 3 2 1 3 1 1 1 1
O5

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

4. DetailedSyllabus:

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Introduction Methods Health & Social & Cognitive Learning &

Psychology Personality Developmen
t

Psychology Research Psychological Social Attention Learning

as a Science methods for health and
psychological disorders
observations

Page 129 of 160

 Goals of Neuroscience Psychological Gender Perception Life-span
Psychology and behaviour interventions development
and treatments

History of Emotion Memory

Psychology

Personality Intelligence

3 hours 3 hours 6 hours 6 hours 6 hours 3.5 hours

2 Lectures 2 Lectures 4 Lectures 4 Lectures 4 Lectures 3 Lectures

CO 1 & 2 CO 1, 2 & 3 CO 1, 2, & 5 CO 1, 2, & CO 1, 2, & CO 1, 2, & 5

5 5

ReferenceBooks:
1. Lilienfeld, S., Lynn, S. J., Namy, L., Woolf, N., Jamieson, G., Marks, A., & Slaughter,
V. (2014).Psychology: From inquiry to understanding(Vol. 2). Pearson Higher
EducationAU.
2. Schacter, D., Gilbert, D., Wegner, D., & Hood, B. M. (2011).Psychology: European
Edition. Macmillan International HigherEducation.
3. Anderson, J. R. (1984). Cognitive psychology.Artificial Intelligence,23(1),1-11.
4. Elliot, A., Timothy, W., & Samuel, R.S. (2017). Social Psychology (9thEd.)
PearsonEducation.
Journal Articles:Will be announced before a few key topics.

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

The psychology course in monsoon 2021 will be primarily lecture and project-based learning
course. Students will be required to make presentations for one of the assigned reading materials
and project. Students will be introduced to undergraduate-level introductory topics and issues in

Page 130 of 160

psychology. Reading material will be assigned. Students will be required to engage in
discussions, and to present topics based on the assigned reading topics. Each student will be
required to do at least two presentations, one reading
materialsandanotheraccountedfortheirproject.Studentswillbeencouragedtotakeassignmentsinspire
d from their everyday experiences and will be asked to evaluate the event/phenomenon/
processes critically and scientifically using psychological methods. They will be asked to
perform some of the activities in team and demonstrate the individual contribution to the team
activities. Students may beasked to perform peer review aswell.

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

1. Assignment N=2 10%

2. Home and Class Activities (Student presentation) N=2 5%

3. Mid Semester Exams N=2 20%
4. Project in Group – with 2-3 students N=1 30%
5. End SemesterExam N=1 30%
6. Experiment participation based on credits N=2 5
TOTAL 100%

Project EvaluationBreakdown:

1. Idea presentation / Proposal 4%

2. Progress Report 1: with hypothesis, experiment design, 8%
paradigms, tasks, measures, prediction, and statistical
analyses to use
3. Progress Report 2: with pilot data and preliminary analysis 8%

4. Final Presentation + Peer evaluation (should be based on 8% + 2%

critical feedback)
TOTAL 30%

Page 131 of 160

Grading Policy: Absolute grading policy scheme

A B C D F
>=85 >=70 >=55 >=45 <45

Academic Honesty: Do’s:Discussion on meaning and interpretation of assignments, general

approaches and strategies with other students in the course.
Don’ts:No sharing/copying of assignment with any student who is not in your group for
any reason; not asking another student for help debugging your assignment code, method,
or topics; no copying of code or document or assignment from any other sources (including
internet).

The course will use plagiarism-detection software to check your assignments/ projects/ codes/
exam/ quiz responses. Copying from another student will be treated equally to plagiarism.
Violation of any of the above policies, whether you are the giver or receiver of help, will result in
zero on the assignment or the respective assessment components and fail the course in case of
repetition

Project Evaluation – Rubric (100)

S.No. Topic Description Marks

1. Clarity in Problem Statement, Method, Result, and Discussion 20

2. Critical understanding of Literature – motivation for your research 20

project

3. Method: Participants, material, stimuli, procedure, task, measure of 20

performance, sampling

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 4. Results (Statistics), and Discussion and conclusion 20

5. Future direction: Limitation and Scope of the current research/ objective 10

, and Impact

6. Citations and Reference (APA style) 5

7. Organization 5

Assignment/ Term Paper Evaluation – Rubric (50 marks each)

S.No. Topic Description Marks

1. Clarity and coherence in describing topic 10

2. Summary and Critical Evaluation to find the gaps in the given literature 15

3. Future direction: Limitation and Scope of the current research/ 15

objective, and Impact

4. Citations and Reference (APA style) 5

5. Organization 5

Page 133 of 160

Title of the Course: Introduction to History
Faculty Name: Aniket Alam
Course Code : HS3.201

Name of the Program : B.Tech in Computer Science and Engineering

Credits : 4

L-T-P :

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

Semester, Year : Monsoon 2022

(Ex: Spring, 2022)

Pre-Requisites : Introduction to Human Sciences, HS8.102

Course Outcomes :

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

CO1: Define the concept of History, andDescribe the development of the discipline.
CO2: Explain range of academic theories relating to the discipline of History.
CO3: Analyze features of historical writings and Appreciate the importance of the past.
CO4: Evaluate the different methods of historical analysis.
CO5. Assess primary evidence, including through computational tools.
CO6. Develop their own understanding about History and the Past.

Course Topics :

(1) Historical Time and Space: In this module students will be introduced to how historians
have understood the flow of time and periodised time into historical ages. They will also
appreciate how historians define regions and territory. Apart from this the module will also

Page 134 of 160

teach about the development of the ideas of time, and of space; and how the modern map
and watches came to define society in new ways.
(2)Historical Fact and Objectivity: This module will define the historical fact, the different
interpretations of what a fact is, and the debate among historians relating to historical objectivity:
its possibility and desirability.
(3) The Main Theories of History: In this module students will be exposed to the main theoretical
models of historical interpretation. These will include, but not be limited to, Rankean and Whig
history, Annales history, Marxist history, Structuralist and Post-Structuralist history, etc. Students
will also be introduced to the newer theories like ecological history, black history, herstory, etc.
(4)The Main Methods of Historical Analysis: This module will focus on source criticism, the
advantages and limitations of the inductive and deductive methods, oral history, qualitative and
quantitative methods, etc. that historians deploy in their identification of facts and their
interpretations.
(5) Computational Tools for Studying History: In this module students will be shown how in recent
times historians have used programming tools to identify new sources, ask new questions, proffer
new interpretations, and build new narratives.

Preferred Text Books :

• E. H. Carr: What is History.

• Marc Bloch: The Historian’s Craft
• Umberto Eco: This is not the end of the Book;
• Shawn Graham, et al: The Historian’s Macroscope.

Reference Books :

• Romila Thapar: From Lineage to State.

• Mircea Eliade: The Myth of the Eternal Return.
• Edward Said: Orientalism.
• Sumit Sarkar: Modern Times.
• Vanessa Ogle: The Global Transformation of Time.
• Richard Eaton: India in the Persianate Age.
• Michael Mann: South Asia’s Modern History.

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 • R. C. Majumdar: An Advanced History of India.
• Alfred Crosby: The Measure of Reality.
• Fernand Braudel: A History of Civilization.
• James C. Scott; Against the Grain.
• Ibn-e-Khaldun: Muqadimah.
• Barbara Freese: Coal – A Human History.
• Sidney W. Mintz: Sweetness and Power – The Place of Sugar in Modern History.
• Douglas A. Boyd, Mary A. Larson: Oral History and Digital Humanities – Voice, Access,
and Engagement
• Anne Kelly Knowles: Placing History.

ARTICLES:
• Bernard S. Cohen: “The Command of Language and the Language of Command”.
• E. P. Thompson: “Custom, Law, and Common Right”.
• E.P. Thompson: “Time, Work-Discipline, and Industrial Capitalism”.
• Ranajit Guha: “On Some Aspects of the Historiography of Colonial India”.
• Ranajit Guha: “The Prose of Counter-Insurgency”
• Shahid Amin: “Gandhi as Mahatma”
• David Arnold: “Touching the Body: Perspectives on the Indian Plague”
• Jacques le Goff: “Merchant’s Time and Church Time in the Middle Ages”
• Lucien Febvre: “Sensibility and History – How to Reconstitute the Emotional Life of the
Past”
• Emmanuel le Roy Ladurie: “The History of Rain and Fine Weather”
• Philippe Aries: “Pictures of the Family”
• Maurice Aymard: “The Costs of War”
• Fernand Braudel: “History and the Social Sciences- The Longue Duree”
• Jean Meuvret: “Food Crises and Demography in France during the Ancien Regime”
• Karl Marx: Communist Manifesto, Chapter 1.
• Karl Marx: “British Rule in India, 10 June 1853”
• Karl Marx: “Future Results of British Rule in India, 22 July 1853”
• D DKosambi: “Social and Economic Aspects of the Bhagvad Gita”
• Irfan Habib: “Potentialities of Capitalist Development in the Economy of Mughal India”
• Romila Thapar: “Somnatha”
• Robert Darnton: “Peasants Tell Tales”
• Clifford Geertz: “The Balinese Cock-Fight”
• Arthur Conon Doyle: “Sign of Four”

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E-book Links :

Grading Plan :

(The table is only indicative)

Type of Evaluation Weightage (in %)

8%
Quiz-1

Mid SemExam
20%

Quiz-2 7%

35%
End Sem Exam

Assignments
(15x2) 30%

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a ‘-’ dash mark
if not at all relevant).

Computer Science and Engineering

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

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

C - - 2 1 - 2 1 3 1 1 1 2 - 1 1 2
O1

C - - 2 1 - 2 1 2 1 2 1 3 - 1 1 3
O2

C - - 2 1 1 3 2 2 2 1 1 3 - 1 1 1
O3

C - - 2 1 - 1 1 3 3 1 1 2 - 1 1 2
O4

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 C 1 1 2 2 2 2 2 3 2 2 1 3 1 2 2 3
O5

C - - 2 1 - 3 1 3 3 2 1 3 - 2 1 3
O6

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

The course will be based on classroom lectures and will require intensive reading and writing. On an
average, each student will be required to read between 500 to 800 pages of books and articles, and submit
written work between 3,000 to 4,000 words, cumulatively.
In each class some select students will be given a small topic from the next class to read up on, and they
will be expected to initiate discussions around these.
Pictures, Extracts from primary sources, audio and video resources will be used to illustrate the points
being taught.
The assignments and exams will focus on training students to develop their own ideas, and apply
computer science tools, to the topics on hand.

Course Title: The State in Colonial India

Faculty Name: Aniket Alam
Name of the Program : B.Tech in Computer Science and Engineering
Course Code : HS3.302
Credits : 4 (four)
L-T-P : 3–1–0
(L - Lecture hours, T-Tutorial hours,
P - Practical hours)
Semester, Year : Spring, 2022
(Ex: Spring, 2022)

Pre-Requisites : Introduction to Human Sciences (HS8.102)

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

Page 138 of 160

CO1: Describe the concept of modern State, and its emergence in colonial India
CO2: Explain range of academic theories relating to state formation, and colonialism
CO3: Analyze the different features and institutions which make-up the State in colonial India
CO4: Evaluate the Institutional and social processes which formed the State in colonial India.
CO5. Assess primary evidence using computational tools to form their own conclusions.
CO6. Develop their own theory about the positives and negatives of the colonial State.

Course Topics : The course is divided into five modules: (i) Idea of the State in India and Europe, (ii)
Geography of the colonial State, (iii) Economy of the colonial State, (iv) Technologies of Governance
of the colonial State, and (v) Mapping the Modern State in India.
Module 1: Definitions of the state in India over the past two millennia, and in the philosophies of Hobbes,
the Enlightenment, Adam Smith and the Utilitarians, 20th Century scholars; Development of the State
among Mughal, Rajput and Maratha kingships and in Europe.
Module 2: Study how the territory of British India was gained and how it defined the nature of the state.
It will look at the land-locked nature of the sub-continent and the open sea-faces on three sides, the river
valleys, mountains, deserts and forests, and the trade routes. It will study the trigonometrical survey and
the cadastral surveys which fixed territory. It will look at how the frontiers, boundaries and borders, as
well as the regions and provinces were formed.
Module 3: Study the economy and resources of the colonial state; how it came to manage and govern the
land, its agricultural and mineral products, the forests and water resources, the manufactures and
commerce. It will also study the financial foundations of the state and its accounts.
Module 4: The fourth section of the course will look at the technology of governance. These will include
(a) technologies of government and administration, (b) technologies of transport and communication and
(c) technologies of measurement. This module will include a study of the military, police, civil and
judicial administration, the schools, colleges and universities, the medical institutions, the other
institutions of state and legal systems. It will also include posts and telegraph, the railways, telephones
and press. Finally, it will also discuss the various methods of measuring land, forest, wealth, populations,
etc. Students will use their skill of information technology to study the manner in which these
technologies worked.
Module 5: Study the ideology of the colonial state, how it saw itself as a legatee of the Mughals and yet
as scientific and modern with a mission to “civilize”; how it considered its main task to be the guarantor
of stability and peace, while also claiming for itself the role of protector of the poor. Students will use
their skill of information technology to study the spread of the State.
Preferred Text Books :
1. Michael Mann: South Asia’s Modern History: Thematic Perspectives

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 2. Lakshmi Subramanian: History of India: 1707 to 1857
3. Sumit Sarkar: Modern Times: India 1880s to 1950s.

Reference Books :
1. Sekhar Bandyopadhyay: From Plassey to Partition.
2. Romila Thapar: From Lineage to State.
3. Sabyasachi Bhattacharya: The Colonial State: Theory and Practice.
4. David Held: Political Theory and the Modern State.
5. Manu Goswami: Producing India – From Colonial Economy to National
Space.
6. Ashin Das Gupta and M.N. Pearson: India and the Indian Ocean, 1500-
1800.
7. Thomas Metcalf: Ideologies of the Raj.
8. Stewart Gordon: Marathas, Marauders, and State Formation in 18th
Century India.
9. Amiya Kumar Bagchi: The Political Economy of Underdevelopment.
10. Marc Galanter: Law and Society in Modern India.
11. S. Gopal: British Policy in India, 1858-1905.
12. Ranajit Guha, A Rule of Property for Bengal.
13. Eric Stokes: The English Utilitarians and India.
14. C A Bayly: Empire and Information: Intelligence Gathering and Social
Communication in India, 1780-1870.
15. Mathew Edney: Mapping an Empire: The Geographical Construction of
British India, 1765-1843.
16. Douglas M Peers and Nandini Gooptu: India and the British Empire.
17. Tirthankar Roy: The Economic History of India – 1857-1947.
18. Tirthankar Roy: The East India Company: The Worlds Most Powerful
Corporation.
19. Krishna Kumar: Politics of Education in Colonial India.
20. Ian J. Kerr: Engines of Change: The Railroads that Made India.
21. Shriram Maheshwari: The Census Administration under the Raj and
After.
22. Nicholas B Dirks: Castes of Mind: Colonialism and the Making of
Modern India.
23. Madhav Gadgil, Ramachandra Guha: This Fissured Land.
24. Sharad Singh Negi: Indian Forestry Through the Ages.
25. Bankey Bihari Misra: The Bureaucracy in India: An Historical Analysis
of Development up to 1947.
26. Stephen Cohen: The Indian Army: Its Contribution to the Development of
a Nation.

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 27. A. S. Gupta: The Police in British India, 1861 – 1947.
28. Francis G. Hutchins: The Illusion of Permanence – British Imperialism
in India.

Articles.
1. M. Athar Ali: “Political Structures of the Islamic Orient in the Sixteenth
and Seventeenth Centuries” in Irfan Habib ed. Medieval India 1 –
Researches in the History of India, 1200-1750.
2. Bipan Chandra: “Colonialism, Stages of Colonialism and the Colonial
State” Journal of Contemporary Asia, Vol 10, No 3, 1980.
3. Sabyasachi Bhattacharya: “Colonial Power and Micro-Social
Interactions: Nineteenth Century India”, EPW, 1-8 June 1991.
4. Ramachandra Guha, “Forestry in British and post-British India, an
Historical Analysis”, Economic and Political Weekly, xvii, 1983, pp
1882-96
5. Mahesh Rangarajan, “Imperial Agendas and India’s Forests : The Early
History of Indian Forestry, 1800-1878”, Indian Economic and Social
History Review, 1994
6. Ramachandra Guha and Madhav Gadgil, “State Forestry and Social
Conflict in British India”, Past and Present,cxxiii, 1989, 99141-77.
7. Sudipta Kaviraj: “On the Construction of Colonial Power: Structure,
Discourse, Hegemony”, NMML Occasional Paper.
8. Sudipta Kaviraj: “On the Enchantment of the State: Indian Thought in
the Role of the State in the Narrative of Modernity”, in Trajectories of
the Indian State.
9. Bernard Cohn: “The Census, Social Structure and Objectification in
South Asia”, in An Anthropologist among the Historians and Other
Essays.
10. Bernard Cohn: “Representing Authority in Victorian India”.
11. Padmanabh Samarendra: “Census in Colonial India and the Birth of
Caste”, EPW, 13 Aug, 2011.
12. K N Reddy: “India’s Defence Expenditure, 1872-1967”, IESHR, No 7,
1970.
13. Neeladri Bhattacharya: “Colonial State and Agrarian Society”, in S.
Bhattacharya and R Thapareds, Situating Indian History.
14. W. Murray Hogben: “An Imperial Dilemma – The Reluctant
Indianisation of the Indian Political Service” Modern Asian Studies, Vol
15, No 4, (1981)

Page 141 of 160

E-book Links :

Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

0%
Quiz-1

Mid SemExam
0%

Quiz-2 0%

30%
End Sem Exam

15%x3 (45%)
Assignments

Project
25%

Term Paper
0%

0%
Other Evaluation

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

’ dash mark if not at all relevant).

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

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 C
- - - 1 - 2 2 2 - 2 - 3 - - - 3
O2
C
- - - - - 2 - 2 - - - 2 - - - 2
O3
C
- - - - - 2 - 2 - 2 - 2 - - - 2
O4
C
- - 2 2 3 2 2 1 2 2 2 2 1 2 - 3
O5
C
O6 - - 2 - 2 3 - 3 2 2 - 2 1 2 - 3
.
Teaching-Learning Strategies in brief (4-5 sentences) :

The course will be based on classroom lectures and will require intensive reading and writing. On an
average, each student will be required to read between 1,000 to 1,500 pages of books and articles and
submit written work between 6,000 to 8,000 words, cumulatively.
In each class some select students will be given a small topic from the next class to read up on, and they
will be expected to initiate discussions around these.
Pictures, Extracts from primary sources, audio and video resources will be used to illustrate the points
being taught.
The assignments and project will focus on training students to develop their own ideas, and apply
computer science tools, to the topics on hand.

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

Title of the Course: Theories and Practices of Nationalism

Faculty Name: Aniket Alam
Course Code : HS3.303

Credits : 4

L-T-P :

(L - Lecture hours, T-Tutorial hours,

P - Practical hours)

Page 143 of 160

Semester, Year : Monsoon 2022

Pre-Requisites : Passed Introduction to Human Sciences (HS8.102)

Course Outcomes :

CO1: Define the concept of Nationalism.

CO2: Explain range of academic theories interpreting Nationalism.
CO3: Analyze the different characteristics which form Nationalism.
CO4: Evaluate the positive and negative attributes of Nationalism.
CO5: Develop their own understanding about the role of Nationalism in today’s world.

Course Topics :

(1) Academic theories of Nationalism

a. Imagined Communities
b. Industrialised Societies
c. Colonial and Post-Colonial

(2) Brief history of the nation-state in the world

a) Latin America
b) Europe
c) Asia and Africa

(3) Nationalism in India

a) Cultural Nationalism
b) Anti-Colonial Nationalism

(4) Theories of Nationalism in India

a) Gandhi
b) Bankim
c) Nehru

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d) Tagore
e) Iqbal
f) Savarkar, Golwalkar
g) Jinnah

Preferred Text Books :

1. John Hutchinson: Nationalism

2. S. Irfan Habib: Indian Nationalism – The Essential Writings

Reference Books :

1. Benedict Anderson: Imagined Communities.

2. Ernest Gellner: Nations and Nationalisms.
3. Eric Hobsbawm: Nations and Nationalism since 1780
4. Hans Kohn: The Idea of Nationalism
5. E. H. Carr: Nationalism and After
6. Partha Chatterjee: Nationalist Thought and the Colonial World
7. Javeed Alam: India- Living With Modernity
8. M.K. Gandhi: Hind Swaraj.
9. V. D. Savarkar: Hindutva.
10. Rabindranath Tagore: Nationalism.
11. M. S. Golwalkar: We or Our Nationhood Defined.
12. Jawaharlal Nehru: Discovery of India.
13. Bankim Chandra Chattopadhyay: Anandamath.
14. Rabindranath Tagore: Gora.
15. Bipan Chandra: Colonialism and Nationalism in Modern India.
16. Sumit Sarkar: Modern India.

E-book Links :

Grading Plan :

(The table is only indicative)

Page 145 of 160

 Type of Evaluation Weightage (in %)

20%
Mid SemExam

35%
End Sem Exam

Assignments
(15x3) 45%

Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a ‘-’ dash mark
if not at all relevant).

BTech in ECE

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

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

C - - 2 2 1 3 3 3 2 2 1 3 - 2 2 3
O1

C - - 3 2 1 3 3 3 2 2 2 3 -- 2 1 3
O2

C - - 2 2 - 3 3 3 1 2 1 3 - 1 2 3
O3

C - - 3 3 1 3 3 3 2 2 1 3 - 1 2 3
O4

C - - 3 3 1 3 3 3 2 3 1 3 - 2 1 3
O5

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

The course will be based on classroom lectures and will require intensive reading and writing. On an
average, each student will be required to read between 1,000 to 1,200 pages of books and articles and
submit written work between 5,000 to 6,000 words, cumulatively.

Page 146 of 160

In each class some select students will be given a small topic from the next class to read up on, and they
will be expected to initiate discussions around these.
Pictures, Extracts from primary sources, audio and video resources will be used to illustrate the points
being taught.
The assignments and project will focus on training students to develop their own ideas, and apply them to
real life conditions.

Title of the Course : Introduction to Politics, with reference to India

Faculty Name: Dr Aakansha Natani
Name of the Program : B.Tech in Computer Science and Engineering
Course Code : HS4.201
Credits 4
L-T-P :
(L - Lecture hours, T-Tutorial hours, P - Practical hours)
Semester, Year : Monsoon 2022 (Ex: Spring, 2022)
Pre-Requisites : None
Course Outcomes :
After completion of this course successfully students will be able to:
CO1: Describe the concept of politics and identify the general scope and methods of Political
Science at an introductory level.
CO2: Explain range of academic theories relating to key concepts of Political Science. CO3:
Analyze the different features of Constitution and democratic institutions in India CO4: Evaluate
the political process in India and suggest policy recommendations for reforms.
CO5. Assess the nature of Constitutional Government and Democracy in India from various
perspectives.
CO6. Develop one’s own understanding on how to address contemporary challenges in the
Indian Political System.
Course Topics :
(please list the order in which they will be covered, and preferably arrange these as five to six
modules.)

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The course is divided into five modules:
1. Introduction to Political Science- Politics, State and Government
2. Key Concepts in Political Science- Liberty, Equality, Justice, Rights, Democracy
3. Constitutional Government and Democracy in India- Features of Constitution,
Organs of government- Legislature, Executive, Judiciary
4. Nature of Indian Political System- Federalism, Secularism, Multiculturalism
5. Political Process in India- Party System, Electoral Process, Contemporary Challenges and
Reforms

Module 1: Introduction to various perspectives on how we define politics and its domain;
Nature and scope of Political Science as a field of knowledge; Meaning and origin of State:
divine theory and social contract theory; Forms and functions of government Module 2:
Brief introduction to key concepts of Political Science; Liberty: Negative and Positive;
Equality: Equality of Opportunity; Justice: Social Justice; Rights: Legal Rights and
Human Rights; Democracy: Idea and Practice
Module 3: Philosophy and features of Indian constitution, Structure and functions of
Parliament (Legislature), Prime Minister and his cabinet (Executive), Supreme Court of
India (Judiciary); Balance of Power
Module 4: Structure and functioning of federalism in India; centre-state relations; Meaning
and interpretation of secularism in the Indian context; Provisions for unity in diversity
Module 5: History and Features of Party system in India; National Parties and State Parties;
Trends in the Party System; Electoral Process, Election Commission, Contemporary
Challenges and Reforms.

Preferred Text Books :

Selected Chapters from-
1. Andrew Heywood: Politics (forth edition)
2. Andrew Heywood: Political Theory: An Introduction
3. Kenneth Minogue: Politics: A Very Short Introduction
4. Neerja Gopal Jayal and Pratap Bhanu Mehta (Eds) : The Oxford Companion to Politics in
India
5. Bidyut Chakrabarty and Rajendra Kumar Pandey: Indian Government and Politics
Reference Books :

Page 148 of 160

 1. Rand Dyck: Studying Politics: An Introduction to Political Science, Third edition
2. Larry Johnston: Politics: An Introduction to the Modern Democratic State
3. Eric Mintz, David Close, and Osvaldo Croci: Politics, Power and the Common Good: An
Introduction to Political Science.
4. Rajeev Bhargav and Ashok Acharya (eds): Political Theory: An Introduction
5. Granville Austin: The Indian Constitution: Cornerstone of A Nation
6. Paul R Brass: The Politics of India Since Independence
7. Niraja Gopal Jayal : Democracy in India (Themes in Politics)
8. Atul Kohli and Prerna Singh, (ed.): Routledge handbook of Indian politics
9. Sujit Choudhry, Madhav Khosla, And Pratap Bhanu Mehta, (ed.): The Oxford Handbook
of The Indian Constitution
10. B L Fadia: Indian Government and Politics
11. Ramchandra Guha : India after Gandhi
12. Rajni Kothari: Politics in India

Grading Plan :
(The table is only indicative)

Type of Evaluation Weightage (in %)

Quiz-1

10%

Mid SemExam 20%

Quiz-2

End Sem Exam 30%

Assignments 20% x 2= 40%

Project

Term Paper

Other Evaluation

Page 149 of 160

 Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or
a ‘-’ dash mark if not at all relevant). Program outcomes are posted at
Matrix for CSE
P P P P P P P P P PO PO PO PS PS PS PS
O O O O O O O O O 10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9

C 2 2 3 2 3 2
O
1

C 1 2 2 2 2 3 3
O
2
C 2 2 2 2
O
3
C 2 2 2 2 2
O
4

C 2 2 3 2 2 1 2 2 2 2 1 2 3
O
5
C 2 2 2 3 2 2 2 1 2 3
O
6

…
.

Matrix for ECE

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

C 2 2 3 2 3 2
O
1
C 1 2 2 2 2 3 3
O
2

Page 150 of 160

 C 2 2 2 2
O
3
C 2 2 2 2 2
O
4
C 2 2 3 2 2 1 2 2 2 2 1 2 3
O
5
C 2 2 2 3 2 2 2 1 2 3
O
6

…
.

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

The course will be based

The course will be based on classroom lectures and in class discussion of assigned reading
material. On an average, each student will be required to read between 500 to 700 pages of books
and articles and submit written work between 3000-4000 words, cumulatively. The students will
be expected to follow the latest news and developments in India on the topics to be discussed in
this course. The assignments and project will focus on training students to develop their own ideas
and research skills in social sciences. Audio-visual and interactive materials may be used.

==============
Note: This course description format comes into effect from Spring 2022.
=====================================================================
=====
Course Code: HS4.301
Title of the Course: Environment and Politics in India
Faculty Name: Radhika Krishnan
L-T-P: 3-0-0

Page 151 of 160

Name of the Academic Program: Humanities Elective offered to UG3/UG4.
( L= Lecture hours, T=Tutorial hours,
P=Practical hours)
Credits:4
1.Prerequisite Course / Knowledge: Preferably Introduction to Sociology or Introduction
to Politics

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

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

CO-1:
Students will have a sense of environmental history and the emergence of ‘environment’ as a
concern, globally as well as in India.
CO-2:
Students will understand basic concepts in environmental justice, environmental politics and
environmental citizenship.
CO-3:
Students will appreciate the difference between environmentalism in the global North and the
global South, by studying their respective demands, agendas, strategies and concerns.
CO-4:
Students will learn to analyse the dynamics of environmental legislation and regulation in India
(with a specific focus on legislation related to forest management, water management and
wildlife conservation).
CO-5:
Students will learn to see the various entanglements of environment, resource use and misuse
and governance. They will identify actors and stakeholders involved in various resource
conflicts, and get a sense of competing claims and counterclaims.
CO-6:

Page 152 of 160

Students will get a sense of the various expressions of environmentalism in India, emerging from
different actors such as workers and trade unions, adivasis and Dalits. They will be able to
identify the underlying differences, political and cultural significance, as well as the impact of
these various expressions on environmental narratives in India.

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

Applicable for CSE

P P P P P P P P P P P P PS PS PS PS
O O O O O O O O O O O O O O O O
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4

C 2 1 3 3 3 2
O
1
C 1 1 3 3 3 2
O
2
C 1 1 3 3 3 2
O
3
C 1 1 3 3 3 2
O
4
C 1 1 3 3 3 2
O
5
C 1 1 3 3 3 2
O
6

Page 153 of 160

 ….
.

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

Applicable for ECE

P P P P P P P P P P P P PS PS PS PS
O O O O O O O O O O O O O O O O
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4

C 2 1 3 3 3 2
O
1
C 1 1 3 3 3 2
O
2
C 1 1 3 3 3 2
O
3
C 1 1 3 3 3 2
O
4
C 1 1 3 3 3 2
O
5
C 1 1 3 3 3 2
O
6
….
.

Page 154 of 160

4.Detailed Syllabus:
Unit 1:
Environmental History: Emergence of ‘environment’ as a discourse, themes in global
environmentalism, themes in Indian environmentalism
Unit 2:
Environmental Justice, Rights and Environmental Citizenship: Applying concepts and principles
of justice, rights, equality and citizenship in resource use debates.
Unit 3:
Environmentalism in the Global North and the Global South: Differences in concerns, strategies,
demands and agendas. Impact of global environmental discourses and narratives in India.
Emergence of the Environmental Justice Movement in the West and its implications for
environmentalism in India. Environmentalism of the poor.
Unit 4:
Environmental Legislation in India:Introduction to Political Ecology. Dynamics of environmental
law-making. Identifying various stakeholders, multiple and conflicting concerns and their
management.
Case Studies used include Forest/Wildlife Management in India, Big Dams in India.
Unit5:
Various expressions of environmentalism in India: Trade Union and their relationship with the
environmental question, Dalit environmentalism, Environmentalism and Indigeneity.
Introduction to Cultural Ecology.

Reference Books:
Alpa Shah, In the Shadows of the State: Indigenous Politics, Environmentalism and Insurgency
in Jharkhand, India (New Delhi: Oxford University Press, 2011).
AmitaBaviskar, In the Belly of the River: Tribal Conflicts over Development in the Narmada
Valley (New Delhi: Oxford University Press, 2004 [reprint, 1995]).
Archana Prasad (ed.), Environment, Development and Society in Contemporary India: An
Introduction (New Delhi: MacMillan India, 2008).
Archana Prasad, Environmentalism and the Left: Contemporary Debates and Future Agendas in
Tribal Areas (New Delhi: Left Word Books, 2004).

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 Ghazala Shahabuddin, Conservation At The Crossroads: Science, Society, And The Future Of
India Wildlife(Hyderabad: Permanent Black, 2010).
Madhav Gadgil and Ramachandra Guha, This Fissured Land: An Ecological History of India
(New Delhi: Oxford University Press, 1992).
Mukul Sharma, Green and Saffron: Hindu Nationalism and Indian Environmental Politics (New
Delhi: Permanent Black, 2012).
Mukul Sharma, Caste and Nature: Dalits and Indian Environmental Politics (New Delhi:
Permanent Black, 2018).
Ramachandra Guha and Joan Martinez Alier, Varieties of Environmentalism: Essays North and
South (London: Earthscan, 1997).

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

Students are introduced to theories and concepts through lectures. Photographs, short 4-5
minutes videos, posters, pamphlets, songs and slogans related to environmental issues are used
during the lectures. Discussions and interventions in the classroom are highly encouraged.
Students are given reading-based assignments through the course, which help them to firstly
understand the concepts in some depth and secondly apply the concepts in specific situations.
Each assignment involves 40-50 pages of intense reading. Quizzes are designed to test analysis
of a specific case.

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

Type of Evaluation Weightage (in %)

15%. Questions designed to evaluate
Mid Sem- Exam
understanding of basic concepts.
30%. Questions designed to evaluate
understanding of basic concepts. One long
End Sem Exam
question which involves application of concepts
discussed in the course.

Assignment 1 20%. Related to Unit I, II III (Essay question)

Assignment 2 20%. Related to Units IV V (Essay Question)

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 Quiz 1 7.5% Related to Unit I, III, III (Analysis of a case)
Quiz 2 7.5% Related to Unit IV, V (Analysis of a case)

=====================================================================
=======
Title of the Course: Gender and Society
Course Code: HS8 201
Name of the Academic Program: Elective
L-T-P: 3-0-0
Credits 4
( L= Lecture hours, T=Tutorial hours,
P=Practical hours)
1.Prerequisite Course / Knowledge:
None
2.Course Outcomes (COs):
After completion of this course successfully, the students will be able to.
CO-1Introduce students to basic concepts in gender theory and Feminist practice
CO-2Help students question their prior opinions and think in more informed ways about the
nature of gender relations, individual roles, and socio-cultural formations.
CO-3Literature shall be taught to demonstrate the various ways in which culture establishes,
represents and perpetuates
CO-4Film shall used todemonstrate the various ways in which popular culture establishes,
represents and perpetuates
CO-5Examples of Literature and filmshall be used to discuss how culture can disrupt
generic roles
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course Articulation Matrix

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 P P P P P P P P P P P P PS PS PS PS
O O O O O O O O O O O O O O O O
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4

C 1
O
1

C 1
O
2
C 2
O
3
C 1
O
4
C 2
O
5
….
.
….
.

4.Detailed Syllabus:
Unit 1: Core concepts and terms:Differences between terms like Gender, Sex, Normative
and Non-normative sexuality, Trans-bodies.
Unit 2: Power, Ideology and Intersectionalities:Concepts of Power, Ideology, Patriarchy,
and Privilege. What are intersectionalities, and why is it important to study them when we
study gender?
Unit 3: Feminist Movements: Rights struggles, Gains and losses, women in the workplace,
Women in India
Unit 4: Representation of Gender: Who writes women? Short Stories on, about, and by
women.

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 Unit5:Popular representations of women in cinema. How does popular visual culture shape
gender politics?
Reference Books:
Adichie, Chimamanda Ngozi (2014).We Should All Be Feminists. Fourth Estate.
Beauvoir, Simone (2010), The Second Sex. Trans. Constance Borde and Sheila Malovany-
Chevalliar. Vintage Books: London
Butler, Judith (1990), Gender Trouble: Feminism and the Subversion of Identity, New York:
Routledge.
Kumar, Radha (2002), A History of Doing: Movements for Women’s Rights and Feminism in
India, 1800-1990. India, Kali For Women.
Menon, Nivedita (2012), Seeing Like a Feminist. New Delhi, Penguin.
Tharu, Susie and K. Lalita eds. Women Writing in India: 600 B.C. to the Present. I and II. Delhi:
Oxford University Press, New York: Feminist Press and London: Harper Collins, 1990-1993.
Uberoi, Patricia (2006) Freedom And Destiny: Gender, Family, And Popular Culture In India.
USA: Oxford University Press.
5.Teaching-Learning Strategies:
Students are expected to read up to 30 pages a week and attend film screenings when required.
Lectures will be based on class readings and will assume that students will have read the required
materials. Discussions in class, on chat and via emails shall be encouraged. Students are
expected to write at least two, perhaps three papers that will be designed to encourage
interpretative and creative writing.
6.Assessment methods and weightages:

Type of Evaluation Weightage (in %)

Quiz 1 10%
Mid Sem- Exam 20%
End Sem Exam 20%
Term paper 1 25%
Term Paper 2 25%

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Course descriptions of Bouquet Courses

Modern Complexity Theory

Principles of Programming Languages
Principles of Information Security
Optimization Methods
Adv. Algorithms
Distributed Systems
Data Systems
Compilers
Advanced Computer Networks
Software Engineering
Statistical Methods in AI
Information Retrieval & Extraction
Advanced NLP
Data Analytics I
Computer Vision
Intro to Cognitive Science
Spatial Informatics
Spatial Data Sciences
Real-Time Systems
Mechatronics System Design

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