CLOUD COMPUTING

Course Code 22SIT13 CIE Marks 50

Teaching Hours/Week (L:P:SDA) 3:0:2 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 4 Exam Hours 03
Course Learning objectives:
 Discuss the concepts, characteristics, delivery models and benefits of cloud computing.
 Explore the key technical, organisational and compliance challenges of cloud computing.
 Grasp the concepts of virtualization efficiently.
● Explore the security issues that arise from cloud computing architectures intended for delivering
Cloud based enterprise IT services.
Module-1
Introduction, Cloud Infrastructure: Cloud computing, Cloud computing delivery models
and services, Ethical issues, Cloud vulnerabilities, Cloud computing at Amazon, Cloud
computing the Google perspective, Microsoft Windows Azure and online services, Open-
source software platforms for private clouds, Cloud storage diversity and vendor lock-in,
Energy use and ecological impact, Service level agreements, User experience and software
licensing. Exercises and problems.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Cloud Computing: Application Paradigms.: Challenges of cloud computing, Architectural
styles of cloud computing, Workflows: Coordination of multiple activities, Coordination
based on a state machine model: The Zookeeper, The Map Reduce programming model, A
case study: The Gre The Web application, Cloud for science and engineering, High-
performance computing on a cloud, Cloud computing for Biology research, Social
computing, digital content and cloud computing.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Cloud Resource Virtualization: Virtualization, Layering and virtualization, Virtual machine
monitors, Virtual Machines, Performance and Security Isolation, Full virtualization and
paravirtualization, Hardware support for virtualization, Case Study: Xen a VMM based
paravirtualization, Optimization of network virtualization, vBlades, Performance
comparison of virtual machines, The dark side of virtualization, Exercises and problems
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4

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 Cloud Resource Management and Scheduling: Policies and mechanisms for resource
management, Application of control theory to task scheduling on a cloud, Stability of a two-
level resource allocation architecture, Feedback control based on dynamic thresholds,
Coordination of specialized autonomic performance managers, A utility-based model for
cloud-based Web services, Resourcing bundling: Combinatorial auctions for cloud resources,
Scheduling algorithms for computing clouds, Fair queuing, Start-time fair queuing, Borrowed
virtual time, Cloud scheduling subject to deadlines, Scheduling MapReduce applications
subject to deadlines, Resource management and dynamic scaling, Exercises and problems
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Cloud Security, Cloud Application Development: Cloud security risks, Security: The top
concern for cloud users, Privacy and privacy impact assessment, Trust, Operating system
security, Virtual machine Security, Security of virtualization, Security risks posed by shared
images, Security risks posed by a management OS, A trusted virtual machine monitor,
Amazon web services: EC2 instances, Connecting clients to cloud instances through
firewalls, Security rules for application and transport layer protocols in EC2, How to launch
an EC2 Linux instance and connect to it, How to use S3 in java, Cloud-based simulation of a
distributed trust algorithm, A trust management service, A cloud service for adaptive data
streaming, Cloud based optimal FPGA synthesis .Exercises and problems.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
.

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 Suggested Learning Resources:
Books
1. Cloud Computing:Theory and Practice, Dan C Marinescu Elsevier (MK), 2013.

2. Computing Principles and Paradigms, RajkumarBuyya , James Broberg, Andrzej

Goscinsk,i Willey, 2014.

3. Cloud Computing Implementation, Management and Security John W Rittinghouse, James

F Ransome, CRC Press, 2013.

Web links and Video Lectures (e-Resources):

 https://www.javatpoint.com/cloud-computing-tutorial
 https://www.tutorialspoint.com/cloud_computing/index.htm
● https://www.digimat.in/nptel/courses/video/106105167/L01.html (Video Lectures)

Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Compare the strengths and limitations of cloud computing L2
CO2 Identify the architecture, infrastructure and delivery models of cloud L2
computing
CO3 Demonstrate the working of VM and VMM on any cloud L3
platforms(public/private), and run a software service on that.
CO4 Identify the known threats, risks, vulnerabilities and privacy issues L2
associated with Cloud based IT services.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x x
CO2 x x
CO3 x x
CO4 x

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 Program Outcome of this course
Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1

fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or leader PO9
in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

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 AGILE TECHNOLOGIES
Course Code 22SIT14 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Discuss the fundamental principles and practices associated with each of the agile
development methods.
 To apply Rapid Application Development method on a project of interest.
 To speed up the process through proper tools and techniques for managing projects.
Module-1
Why Agile?: Understanding Success, Beyond Deadlines, The Importance of Organizational
Success, Enter Agility, How to Be Agile?: Agile Methods, Don’t Make Your Own Method,
The Road to Mastery, Find a Mentor
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Understanding XP: The XP Lifecycle, The XP Team, XP Concepts, Adopting XP: Is XP
Right for Us?, Go!, Assess Your Agility

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Practicing XP: Thinking: Pair Programming, Energized Work, Informative Workspace,
Root-Cause Analysis, Retrospectives, Collaborating: Trust, Sit Together, Real Customer
Involvement, Ubiquitous Language, Stand-Up Meetings, Coding Standards, Iteration
Demo, Reporting,Releasing:“Done Done”, No Bugs, Version Control, Ten-Minute Build,
Continuous Integration, Collective Code Ownership, Documentation. Planning: Vision,
Release Planning, The Planning Game, Risk Management, Iteration Planning, Slack,
Stories, Estimating. Developing: Incremental requirements, Customer Tests, TestDriven
Development, Refactoring, Simple Design ,Incremental Design and Architecture, Spike
Solutions, Performance Optimization, Exploratory Testing
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Mastering Agility: Values and Principles: Commonalities, About Values, Principles, and
Practices, Further Reading, Improve the Process: Understand Your Project, Tune and Adapt,
Break the Rules, Rely on People :Build Effective Relationships, Let the Right People Do the
Right Things, Build the Process for the People, Eliminate Waste :Work in Small, Reversible
Steps, Fail Fast, Maximize Work Not Done, Pursue Throughput
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

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 Module-5
Deliver Value: Exploit Your Agility, Only Releasable Code Has Value, Deliver Business
Results, Deliver Frequently, Seek Technical Excellence :Software Doesn’t Exist, Design Is
for Understanding, Design Trade-offs, Quality with a Name, Great Design, Universal Design
Principles, Principles in Practice, Pursue Mastery
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
.

Suggested Learning Resources:

Books
1. The Art of Agile Development, James shore, Chromatic, O'Reilly, 2007.

2. Agile Software Development: Principles Patterns and Practices, Robert C. Martin,

Prentice Hall, 1st edition, 2002.

3. Agile and Iterative Development: A Manger’s Guide, Craig Larman, Pearson Education,
First Edition, India, 2004.

Web links and Video Lectures (e-Resources):

 https://www.tutorialspoint.com/agile/index.htm
 https://www.javatpoint.com/agile
 https://www.udemy.com/topic/agile/free/

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 Skill Development Activities Suggested
The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Define XP Lifecycle, XP Concepts, Adopting XP L1
CO2 Explain project planning activities that accurately
forecast project costs, L1
timelines, and quality
CO3 Demonstrate Agile concepts to Eliminate Waste L3
CO4 Illustrate project management practices to meet the needs of Domain L3
specific stakeholders.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x
CO4 x x

Program Outcome of this course

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1

fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.

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 7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.

8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.

9 Individual and team work: Function effectively as an individual, and as a member or leader PO9
in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.

12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.

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 ADVANCES IN DATA BASE MANAGEMENT SYSTEM
Course Code 22SIT15 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Explore the different types of database system architectures.
 Able to implement advanced object oriented database queries using Structured Query
Language.
 Discuss the advanced querying with information retrieval.
Module-1
Review of Relational Data Model and Relational Database Constraints: Relational model
concepts; Relational model constraints and relational database schemas; Update operations,
anomalies, dealing with constraint violations, Types and violations. Object and Object-
Relational Databases: Overview of Object Database Concepts, Object Database Extensions
to SQL, The ODMG Object Model and the Object Definition Language ODL, Object
Database Conceptual Design, The Object Query Language OQL, Overview of the C++
Language Binding in the ODMG Standard.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Disk Storage, Basic File Structures, Hashing, and Modern Storage Architectures:
Introduction, Secondary Storage Devices, Buffering of Blocks, Placing File Records on
Disk Operations on Files, Files of Unordered Records (Heap Files) , Files of Ordered
Records (Sorted Files), Hashing Techniques, Other Primary File Organizations,
Parallelizing Disk Access Using RAID Technology, Modern Storage Architectures.
Distributed Database Concepts: Distributed Database Concepts, Data Fragmentation,
Replication, and Allocation Techniques for Distributed Database Design, Overview of
Concurrency Control and Recovery in Distributed Databases, Overview of Transaction
Management in Distributed Databases,Query Processing and Optimization in Distributed
Databases, Types of Distributed Database Systems , Distributed Database Architectures,
Distributed Catalog Management.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
NOSQL Databases and Big Data Storage Systems: Introduction to NOSQL Systems, The
CAP Theorem, Document-Based NOSQL Systems and MongoDB, NOSQL Key-Value
Stores, Column-Based or Wide Column NOSQL Systems, NOSQL Graph Databasesand
Neo4j. Big Data Technologies Based on MapReduce and Hadoop: What Is Big Data?
Introduction to MapReduce and Hadoop, Hadoop Distributed File System (HDFS),
MapReduce: Additional Details Hadoop v2 alias YARN, General Discussion

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

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 Module-4
Enhanced Data Models: Introduction to Active, Temporal, Spatial, Multimedia, and
Deductive Databases: Active Database Concepts and Triggers, Temporal Database Concepts,
Spatial Database Concepts, Multimedia Database Concepts, Introduction to Deductive
Databases. Introduction to Information Retrieval and Web Search: Information Retrieval (IR)
Concepts, Retrieval Models, Types of Queries in IR Systems, Text Preprocessing, Inverted
Indexing, Evaluation Measures of Search Relevance, Web Search and Analysis. Trends in
Information Retrieval
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Data Mining Concepts: Overview of Data Mining Technology, Association Rules,
Classification, Clustering, Approaches to Other Data Mining Problems, Applications of Data
Mining, Commercial Data Mining Tools Overview of Data Warehousing and OLAP:
Introduction, Definitions, and Terminology, Characteristics of Data Warehouses, Data
Modeling for Data Warehouses, Building a Data Warehouse, Typical Functionality of a Data
Warehouse, Data Warehouse versus Views, Difficulties of Implementing Data Warehouses
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
.

@#01112023 2
 Suggested Learning Resources:
Books
1. Fundamentals of Database Systems, Elmasri and Navathe, Pearson Education, 2013.

2. Database Management Systems, Raghu Ramakrishnan and Johannes Gehrke, McGraw-

Hill 3rd Edition, 2013.

3. Database System Concepts, Abraham Silberschatz, Henry F. Korth, S. Sudarshan

McGraw Hill, 6th Edition, 2010.

Web links and Video Lectures (e-Resources):

 https://www.tutorialspoint.com/dbms/index.htm
 https://www.javatpoint.com/dbms-tutorial
 https://www.youtube.com/watch?v=hKljaVcCMgg&list=PLLANTs44t4TVFZ6i8fIu0wOBv3FVUMc8
9 (Video Lectures)

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Select the appropriate high performance database like parallel and L2
distributed database
CO2 Infer and represent the real world data using object oriented database L2
CO3 Interpret rule set in the database to implement data warehousing of mining L3
CO4 Identify and resolve physical database design and implementation issues. L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x x
CO3 x x
CO4 x x

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 Common to all Mtech programs in CSE board
Research Methodology and IPR
Course Code 22RMI16 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 To introduce various technologies of conducting research.
 To choose an approptiate rsearch design for the choosen problem.
 Choose appropriate tool for the conduction of research.
 To explain the art of interpretation and the art of writing research reports.
 To explain various forms of the intellectual property, its relevance and business impact in the changing global
business environment
 To discuss leading International Instruments concerning Intellectual Property Rights.
Module-1
Research Methodology: Introduction, Meaning of Research, Objectives of Research, Motivation in Research,
Types of Research, Research Approaches, Significance of Research, Research Methods versus Methodology,
Research and Scientific Method, Importance of Knowing How Research is Done, Research Process, Criteria of
Good Research, and Problems Encountered by Researchers in India. Defining the Research Problem: Research
Problem, Selecting the Problem, Necessity of Defining the Problem, Technique Involved in Defining a Problem,
An Illustration
Teaching- Chalk and talk/PPT/case study
Learning
Process
Module-2
Reviewing the literature: Place of the literature review in research, Bringing clarity and focus to your research
problem, Improving research methodology, Broadening knowledge base in research area, Enabling contextual findings,
How to review the literature, searching the existing literature, reviewing the selected literature, Developing a theoretical
framework, Developing a conceptual framework, Writing about the literature reviewed.
Research Design: Meaning of Research Design, Need for Research Design, Features of a Good Design, Important
Concepts Relating to Research Design, Different Research Designs, Basic Principles of Experimental Designs,
Important Experimental Designs.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Design of Sampling: Introduction, Sample Design, Sampling and Non-sampling Errors, Sample Survey
versus Census Survey, Types of Sampling Designs. Measurement and Scaling: Qualitative and
Quantitative Data, Classifications of Measurement Scales, Goodness of Measurement Scales, Sources of
Error in Measurement Tools, Scaling, Scale Classification Bases, Scaling Technics, Multidimensional
Scaling, Deciding the Scale. Data Collection: Experimental and Surveys, Collection of Primary Data,
Collection of Secondary Data, Selection of Appropriate Method for Data Collection, Case Study Method.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Testing of Hypotheses: Hypothesis, Basic Concepts Concerning Testing of Hypotheses, Testing of Hypothesis, Test
Statistics and Critical Region, Critical Value and Decision Rule, Procedure for Hypothesis Testing, Hypothesis
Testing for Mean, Proportion, Variance, for Difference of Two Mean, for Difference of Two Proportions, for
Difference of Two Variances, P-Value approach, Power of Test, Limitations of the Tests of Hypothesis. Chi-square

@#01112023 4
 Test: Test of Difference of more than Two Proportions, Test of Independence of Attributes, Test of Goodness of Fit,
Cautions in Using Chi Square Tests

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Interpretation and Report Writing: Meaning of Interpretation, Technique of Interpretation, Precaution in
Interpretation, Significance of Report Writing, Different Steps in Writing Report, Layout of the Research Report,
Types of Reports, Oral Presentation, Mechanics of Writing a Research Report, Precautions for Writing Research
Reports. Intellectual Property: The Concept, Intellectual Property System in India, Development of TRIPS
Complied Regime in India, Patents Act, 1970, Trade Mark Act, 1999,The Designs Act, 2000, The Geographical
Indications of Goods (Registration and Protection) Act1999, Copyright Act,1957,The Protection of Plant Varieties
and Farmers’ Rights Act, 2001,The Semi-Conductor Integrated Circuits Layout Design Act, 2000, Trade Secrets,
Utility Models, IPR and Biodiversity, The Convention on Biological Diversity (CBD) 1992, Competing Rationales for
Protection of IPRs, Leading International Instruments Concerning IPR, World Intellectual Property Organisation
(WIPO),WIPO and WTO, Paris Convention for the Protection of Industrial Property, National Treatment, Right of
Priority, Common Rules, Patents, Marks, Industrial Designs, Trade Names, Indications of Source, Unfair
Competition, Patent Cooperation Treaty (PCT), Advantages of PCT Filing, Berne Convention for the Protection of
Literary and Artistic Works, Basic Principles, Duration of Protection, Trade Related Aspects of Intellectual
Property Rights(TRIPS) Agreement, Covered under TRIPS Agreement, Features of the Agreement, Protection of
Intellectual Property under TRIPS, Copyright and Related Rights, Trademarks, Geographical indications, Industrial
Designs, Patents, Patentable Subject Matter, Rights Conferred, Exceptions, Term of protection, Conditions on
Patent Applicants, Process Patents, Other Use without Authorization of the Right Holder, Layout-Designs of
Integrated Circuits, Protection of Undisclosed Information, Enforcement of Intellectual Property Rights, UNSECO.
Teaching- Chalk and talk/PPT
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
.

@#01112023 5
 Suggested Learning Resources:
Text Books:
4. Research Methodology: Methods and Techniques, C.R. Kothari, Gaurav Garg,New Age International,4th Edition,
2018.. Douglas E Comer, “Internetworking with TCP/IP, Principles, Protocols and Architecture,” PHI, 6th
Edition

5. Research Methodology a step-by-step guide for beginners. (For the topic Reviewing the literature under module
2), RanjitKumar,SAGE Publications,3rd Edition, 2011.

Reference Books:
6. Research Methods: the concise knowledge base, Trochim, Atomic Dog Publishing, 2005.

7. Conducting Research Literature Reviews: From the Internet to Paper, Fink A, Sage Publications, 2009.

Web links and Video Lectures (e-Resources):

 https://www.youtube.com/watch?v=A7oioOJ4g0Y&list=PLVf5enqoJ-yVQ2RXUl6mCfLPf3J_JUfoc

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Conduct research independently L2
CO2 Choose research designs, sampling designs, measurement and scaling techniques L2
and also different methods of data collections.
CO3 Statistically interpret the data and draw inferences L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x x
CO2 x x x
CO3 x x x

@#01112023 6
 ADBMS LABORATORY
Course Code 22SITL17 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:2:0 SEE Marks 50
Credits 02 Exam Hours 03
Course objectives:
 The objective of this lab course is to understand the practical applicability of database management
system concepts.
 Working on existing database systems, designing of database, creating relational database, analysis of
table design.
 Provide practical knowledge to understand advanced database concepts

Note:
PART A:The following experiments may be implemented on MySQL/ORACLE or any other
suitable RDBMS with support for Object features
PART B: Mini project
Sl.NO Experiments
1 1. Develop a database application to demonstrate storing and retrieving of BLOB and CLOB
objects.
a. Write a binary large object (BLOB) to a database as either binary or character (CLOB) data,
depending on the type of the field in your data source. To write a BLOB value to the database,
issue the appropriate INSERT or UPDATE statement and pass the BLOB value as an input
parameter. If your BLOB is stored as text, such as a SQL Server text field, pass the BLOB as a
string parameter. If the BLOB is stored in binary format, such as a SQL Server image field,
pass an array of type byte as a binary parameter.
b. Once storing of BLOB and CLOB objects is done, retrieve them and display the results
accordingly.
2 Develop a database application to demonstrate the representation of multi valued attributes,
and the use of nested tables to represent complex objects. Write suitable queries to
demonstrate their use.
Consider Purchase Order Example: This example is based on a typical business activity:
managing customer orders. Need to demonstrate how the application might evolve from
relational to object-relational, and how you could write it from scratch using a pure object-
oriented approach.
a. Show how to implement the schema -- Implementing the Application under the Relational
Model -- using only Oracle's built-in data types. Build an object-oriented application on top of
this relational schema using object views
3 Design and develop a suitable Student Database application by considering appropriate
attributes. Couple of attributes to be maintained is the Attendance of a student in each subject
for which he/she has enrolled and Internal Assessment Using TRIGGERS, write active rules
to do the following:
a. Whenever the attendance is updated, check if the attendance is less than 85%; if so, notify
the Head of the Department concerned.
b. Whenever, the marks in an Internal Assessment Test are entered, check if the marks are less
than 40%; if so, notify the Head of the Department concerned.

@#01112023
 Use the following guidelines when designing triggers:
Use triggers to guarantee that when a specific operation is performed, related actions are performed.
Use database triggers only for centralized, global operations that should be fired for the triggering
statement, regardless of which user or database application issues the statement.
 Do not define triggers that duplicate the functionality already built into Oracle. For example,
do not define triggers to enforce data integrity rules that can be easily enforced using
declarative integrity constraints.
 Limit the size of triggers (60 lines or fewer is a good guideline). If the logic for your trigger
requires much more than 60 lines of PL/SQL code, it is better to include most of the code in a
stored procedure, and call the procedure from the trigger.
 Be careful not to create recursive triggers. For example, creating an AFTER UPDATE
statement trigger on the EMP table that itself issues an UPDATE statement on EMP causes
the trigger to fire recursively until it has run out of memory.
1. Design, develop, and execute a program to implement specific Apriori algorithm for mining
association rules. Run the program against any large database available in the public domain
and discuss the results.
Association rules are if/then statements that help uncover relationships between seemingly unrelated
data in a relational database or other information repository. An example of an association rule would
be "If a customer buys a dozen eggs, he is 80% likely to also purchase milk.”

PART B: Develop a mini project

Course outcomes (Course Skill Set):

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

 Work on the concepts of Software Testing and ADBMS at the practical level.
 Compare and pick out the right type of software testing process for any given real world
problem
 Carry out the software testing process in efficient way
 Establish a quality environment as specified in standards for developing quality software
 Model and represent the real world data using object oriented database
 Embed the rules set in the database to implement various features of ADBMS
 Choose, design and implement recent applications database for better interoperability

@#01112023
 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 50% of the maximum marks. A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each course. The student has to secure not less than 40%of maximum marks in the
semester-end examination(SEE). In total of CIE and SEE student has to secure 50% maximum
marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software experiments
designed by the faculty who is handling the laboratory session and is made known to
students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the
8th week of the semester and the second test shall be conducted after the 14th week of the
semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of
two tests is the total CIE marks scored by the student.
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the University.
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal
/external examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly

@#01112023
 by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 10% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours

10

@#01112023
 Semester-
Enterprise Application Programming
Course Code 22SIT21 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Explain WEB basics and their functionalities
 Explore Software Development Methodologies.
 Ability to apply Suitable Design Patterns in Enterprise Applications.
Module-1
Web application and java EE 6: Exploring the HTTP Protocol, Introducing web applications,
describing web containers, exploring web architecture models, exploring the MVC architecture.
Working with servlets 3.0 Exploring the features of java servlet, Exploring new features in servlet
3.0, Exploring the servlet API, explaining the servlet life cycle, creating a sample servlet, creating a
servlet by using annotation, working with servlet config and servlet context objects, working with
the HTTP servlet request and HTTP servlet response interfaces, Exploring request delegation and
request scope, implementing servlet collaboration.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Handling sessions in servlet 3.0: Describing a session, introducing session tracking, Exploring the
session tracking, mechanisms, using the java servlet API for session tracking, creating login
application using session tracking. Implementing event handling Introducing events, Introducing
event handling, working with the servlet events, developing the online shop web application.
Working with java server pages: Introducing JSP technology, Exploring new features of JSP2.1,
listing advantages of JSP over java servlet, Exploring the architecture of a JSP page, Describing the
life cycle of a JSP page, working with JSP basic tags and implicit objects, working with the action
tags in JSP, exploring the JSP unified EL, using functions with EL.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Implementing JSP tag extensions: Exploring the elements of tag extensions, Working with classic
tag handlers, Exploring the tag extensions, Working with simple tag handlers. Implementing java
server pages standard tag library 1.2: Introducing JSTL, Exploring the tag libraries JSTL, working
with the core tag library. Implementing filters: Exploring the need of filters, exploring the working
of filters, exploring filters API, configuring a filter, creating a web application using filters, using
initializing parameter in filters.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Persistence Management and Design Patterns: Implementing java persistence using
hibernateIntroducing hibernate, exploring the architecture of hibernate, downloading hibernate,
exploring HQL, understanding hibernate O/R mapping, working with hibernate,Implementing O/R

@#01112023 14
 mapping with hibernate. Java EE design patterns: Describing the java EE application architecture,
Introducing a design patterns, discussing the role of design patterns, exploring types of patterns.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Web Frameworks: Working with struts 2 Introducing struts 2, understanding actions in struts
2.Working with java server faces 2.0: Introducing JSF, Explaining the features of JSF, Exploring the
JSF architecture, describing JSF elements, Exploring the JSF request processing life cycle. Working
with spring 3.0: Introducing features of the spring framework, exploring the spring framework
architecture, exploring dependency injection & inversion of control, exploring AOP with spring,
managing transactions. Securing java EE 6 applications: Introducing security in java EE 6, exploring
security mechanisms, implementing security on an application server.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
3. Three Unit Tests each of 20 Marks
4. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester End Examination:

6. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
7. The question paper will have ten full questions carrying equal marks.
8. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
9. Each full question will have a sub-question covering all the topics under a module.
10. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. JAVA SERVER PROGRAMMING JAVA EE6(J2EE 1.6), Kogent, learning solution Dreamtech
press, 2014

2. Java Complete Reference, Herbert Schildt, McGraw Hill, 7th Edition, 2017.

Web links and Video Lectures (e-Resources):

@#01112023 15
 https://www.tutorialspoint.com/ejb/index.htm

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities
which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Identify Functional Areas of an Enterprise. L2
CO2 Integrate JAVA support and API skills L3
CO3 Build a WEB application. L3
CO4 Build Security mechanisms L3

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x

@#01112023 16
 TEMPLATE for IPCC (26.04.2022)

Semester - II
Artificial Intelligence and Machine Learning
Course Code 22SIT22 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 10 Lab slots Total Marks 100
Credits 04 Exam Hours 03

Course objectives:
 To interpret the concept of Artificial Intelligence and problem solving.
 To study advanced problem solving paradigms and knowledge representation.
 To interpret neural networks, build neural networks to solve various classification problems.
MODULE-1
Introduction, problem Solving: state space search and control strategies

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
MODULE-2
Problem reduction and Game playing, Logic concepts and logic programming

Teaching- .
Learning Chalk and talk/PPT/case study/web content
Process
MODULE-3
Advanced problem-solving paradigm: planning Knowledge representation

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
MODULE-4
Uncertainty Measure: Probability Theory, Bayesian Belief Networks, Machine Learning Paradigms: Machine learning
system, supervised and unsupervised learnings, Inductive, deductive learning, Clustering

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
MODULE 5
Support vector Machine, case-based reasoning and learning. ANN: Single Layer, Multilayer. RBF, Design issues in ANN,
Recurrent Network

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

PRACTICAL COMPONENT OF IPCC(May cover all / major modules)

Sl.NO Experiments
1 Case study on Artificial Intelligence (Assignned by the instructor)
Hint: students can go through , https://github.com/topics/artificial-intelligence-projects
2 Case study on Machine Learning (Assignned by the instructor)
Hint: students can go through, https://github.com/topics/machine-learning-projects
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the

@#01112023 17
 TEMPLATE for IPCC (26.04.2022)

maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

CIE for the theory component of IPCC

1. Two Tests each of 20 Marks

2. Two assignments each of 10 Marks/One Skill Development Activity of 20 marks

3. Total Marks of two tests and two assignments/one Skill Development Activity added will be CIE for 60 marks,
marks scored will be proportionally scaled down to 30 marks.

CIE for the practical component of IPCC

 On completion of every experiment/program in the laboratory, the students shall be evaluated and marks
shall be awarded on the same day. The15 marks are for conducting the experiment and preparation of the
laboratory record, the other 05 marks shall be for the test conducted at the end of the semester.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation
of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’
write-ups are added and scaled down to 15 marks.

 The laboratory test at the end /after completion of all the experimentsshall be conducted for 50 marks and
scaled down to 05 marks.
Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of
IPCC for 20 marks.
.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours)
1. The question paper will be set for 100 marks and marks scored will be scaled down proportionately to 50
marks.

2. The question paper will have ten questions. Each question is set for 20 marks.

3. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
4. The students have to answer 5 full questions, selecting one full question from each module.

The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a CIE
component only. Questions mentioned in the SEE paper shall include questions from the practical
component).
 The minimum marks to be secured in CIE to appear for SEE shall be the 15 (50% of maximum marks-30) in
the theory component and 10 (50% of maximum marks -20) in the practical component. The laboratory
component of the IPCC shall be for CIE only. However, in SEE, the questions from the laboratory
component shall be included. The maximum of 04/05 questions to be set from the practical component of
IPCC, the total marks of all questions should not be more than the 20 marks.
 SEE will be conducted for 100 marks and students shall secure 40% of the maximum marks to qualify in
the SEE. Marks secured will be scaled down to 50. (Student has to secure an aggregate of 50% of maximum
marks of the course(CIE+SEE)

@#01112023 18
 TEMPLATE for IPCC (26.04.2022)

Suggested Learning Resources:

Books:

14. Artificial Intelligence: Saroj Kaushik, Cengage Learning, 2014 Edition.

15. Artificial Intelligence: Structures and Strategies for Complex Problem Solving, George F Luger,
Pearson Addison Wesley, 6th Edition, 2008.

16. Artificial Intelligence, E Rich, K Knight, and S B Nair, Tata Mc-Graw Hill, 3rd Edition, 2009.

Artificial Intelligence: A Modern Approach, Stuart Russell and Peter Norvig, Prentice Hall 3rd
Edition, 2009.

Web links and Video Lectures (e-Resources):

 https://nptel.ac.in/courses/106102220

Artificial Intelligence and machine learning is a broad discipline that promises to simulate numerous innate human skills
such as automatic programming, case-based reasoning, neural networks, Fuzzy Logic, decision-making, expert systems,
natural language processing, pattern recognition and speech recognition etc.

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

The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level
CO1 Define Artificial intelligence and identify problems for AI. Characterize the search L2
techniques to solve problems and recognize the scope of classical search techniques
CO2 Define knowledge and its role in AI. Demonstrate the use of Logic in solving AI problems L3
CO3 Demonstrate handling of uncertain knowledge and reasoning in probability theory. L3

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x x
CO2 x x
CO3 x x

@#01112023 19
 SAMPLE TEMPLATE for PCC/PEC/OEC

Semester- III
ADVANCES IN STORAGE AREA NETWORK
Course Code 22SIT231 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03

Course Learning objectives:

 Explore contrast storage centric and server centric systems.
 Define metrics used for Designing storage area networks.
 Discuss the data centers for maintaining the data with the concepts of backup mainly remote mirroring concepts.
Module-1
Introduction: Server Centric IT Architecture and its Limitations; Storage – Centric IT Architecture and its advantages.
Case study: Replacing a server with Storage Networks The Data Storage and Data Access problem; The Battle for size
and access. Intelligent Disk Subsystems: Architecture of Intelligent Disk Subsystems; Hard disks and Internal I/O
Channels; JBOD, Storage virtualization using RAID and different RAID levels; Caching: Acceleration of Hard Disk
Access; Intelligent disk subsystems, Availability of disk subsystems.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
I/O Techniques: The Physical I/O path from the CPU to the Storage System; SCSI; Fibre Channel Protocol Stack; Fibre
Channel SAN; IP Storage. Network Attached Storage: The NAS Architecture, The NAS hardware Architecture, The
NAS Software Architecture, Network connectivity, NAS as a storage system. File System and NAS: Local File
Systems; Network file Systems and file servers; Shared Disk file systems; Comparison of fibre Channel and NAS.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Storage Virtualization: Definition of Storage virtualization; Implementation Considerations; Storage virtualization on
Block or file level; Storage virtualization on various levels of the storage Network; Symmetric and Asymmetric storage
virtualization in the Network.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
SAN Architecture and Hardware devices: Overview, Creating a Network for storage; SAN Hardware devices; The fibre
channel switch; Host Bus Adaptors; Putting the storage in SAN; Fabric operation from a Hardware perspective. Software
Components of SAN: The switch’s Operating system; Device Drivers; Supporting the switch’s components; Configuration
options for SANs.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Management of Storage Network: System Management, Requirement of management System, Support by Management
System, Management Interface, Standardized Mechanisms, Property Mechanisms, Inband Management, Use of SNMP,
CIM and WBEM, Storage Management Initiative Specification (SMIS), CMIP and DMI, Optional Aspects of the
Management of Storage Networks, Summary
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

@#01112023 20
 SAMPLE TEMPLATE for PCC/PEC/OEC

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
5. Three Unit Tests each of 20 Marks
6. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester End Examination:

11. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
12. The question paper will have ten full questions carrying equal marks.
13. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
14. Each full question will have a sub-question covering all the topics under a module.
15. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books:

1. Storage Networks Explained, Ulf Troppens, Rainer Erkens and Wolfgang Muller, Wiley India, 2013.
2. Storage Networks The Complete Reference, Robert Spalding, Tata McGrawHill, 2011.

3. Storage Networking Fundamentals:An Introduction to Storage Devices Subsystems, Applications, Management,

and File Systems, Marc Farley, Cisco Press, 2005.

Web links and Video Lectures (e-Resources):

 https://www.youtube.com/watch?v=akEr8cUAd5g
 https://www.udemy.com/topic/storage-area-network/

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.
Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level
CO1 Identify the need for performance evaluation and the metrics used for it L2
CO2 Apply the techniques used for data maintenance. L2
CO3 Realize strong virtualization concepts L2
CO4 Illustrate RAID concepts, policies for LUN masking, file systems L3

@#01112023 21
 SAMPLE TEMPLATE for PCC/PEC/OEC

Mapping of COS and Pos

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x

@#01112023 22
 SAMPLE TEMPLATE for PCC/PEC/OEC

DATA SCIENCE
Course Code 22SIT232 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:

 Explain machine learning algorithms necessary for data sciences

 Ability to build and assess data-based models.
 Ability to execute statistical analyses with professional statistical software.
Module-1
Introduction: What is Data Science? Big Data and Data Science hype – and getting past the
hype, Why now? – Datafication, Current landscape of perspectives, Skill sets. Needed
Statistical Inference: Populations and samples, Statistical modelling, probability
distributions, fitting a model, - Introduction to R.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Exploratory Data Analysis and the Data Science Process: Basic tools (plots, graphs and
summary statistics) of EDA, Philosophy of EDA, The Data Science Process, Case Study:
Real Direct (online realestate firm). Three Basic Machine Learning Algorithms: Linear
Regression, k-Nearest Neighbours(k- NN), k-means.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
One More Machine Learning Algorithm and Usage in Applications: Motivating
application: Filtering Spam, Why Linear Regression and k-NN are poor choices for
Filtering Spam, Naive Bayes and why it works for Filtering Spam, Data Wrangling: APIs
and other tools for scrapping the Web.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Feature Generation and Feature Selection (Extracting Meaning from Data): Motivating
application: user (customer) retention. Feature Generation (brainstorming, role of domain
expertise, and place for imagination), Feature Selection algorithms. Filters; Wrappers;
Decision Trees; Random Forests. Recommendation Systems: Building a User-Facing Data
Product, Algorithmic ingredients of a Recommendation Engine, Dimensionality Reduction,
Singular Value Decomposition, Principal Component Analysis, Exercise: build your own
recommendation system.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

@#01112023 1
 SAMPLE TEMPLATE for PCC/PEC/OEC

Module-5
Mining Social-Network Graphs: Social networks as graphs, Clustering of graphs, Direct
discovery of
communities in graphs, Partitioning of graphs, Neighbourhood properties in graphs, Data
Visualization:Basic principles, ideas and tools for data visualization. Data Science and
Ethical Issues, Discussions on privacy, security, ethics, Next-generation data scientists.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. Linear Algebra and its Applications, David C. Lay, Steven R. Lay and J. J. McDonald
Pearson Education Ltd, 5th Edition 2015.
2. Numerical methods for Scientific and Engineering Computation M K Jain, S.R.K
Iyengar, R K. Jain, New Age International, 6th Edition, 2014.
3. Probability: Statistics and Random Process, T. Veerarajan, Tata Mc-Graw Hill Co, 3rd
Edition, 2016.
Web links and Video Lectures (e-Resources):

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https://www.w3schools.com/datascience/
https://data-flair.training/blogs/data-science-tutorials-home/
https://nptel.ac.in/courses/106106179

Skill Development Activities Suggested

 The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Define data science and its fundamentals L1
CO2 Demonstrate the processing data science L3
CO3 Must be proficient with statistical analysis of data. L2

CO4 Demonstrate skill in data management. L3

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x x x
CO2 x
CO3 x x
CO4 x x

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Semester-
Natural Language Processing and Text Mining
Course Code 22SIT233 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Explain the fundamental concepts and techniques of natural language
processing (NLP).
 Explore the computational properties of natural languages.
 Discuss the commonly used algorithms for processing linguistic information.
Module-1
OVERVIEW AND LANGUAGE MODELLING: Overview: Origins and challenges of NLP-Language and
Grammar-Processing Indian Languages- NLP Applications-Information Retrieval. Language Modelling:
Various Grammar- based Language Models-Statistical Language Model.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
WORD LEVEL AND SYNTACTIC ANALYSIS: Word Level Analysis: Regular Expressions-FiniteState
Automata-Morphological Parsing-Spelling Error Detection and correction-Words and Word Classes-Part-of
Speech Tagging. Syntactic Analysis: Context-free Grammar-Constituency- ParsingProbabilistic Parsing.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Extracting Relations from Text: From Word Sequences to Dependency Paths: Introduction,
Subsequence Kernels for Relation Extraction, A Dependency-Path Kernel for Relation Extraction and
Experimental Evaluation. Mining Diagnostic Text Reports by Learning to Annotate Knowledge Roles:
Introduction, Domain Knowledge and Knowledge Roles, Frame Semantics and Semantic Role Labelling,
Learning to Annotate Cases with Knowledge Roles and Evaluations. A Case Study in Natural Language
Based Web Search: InFact System Overview, The GlobalSecurity.org Experience.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Evaluating Self-Explanations in iSTART: Word Matching, Latent Semantic Analysis, and Topic Models:
Introduction, iSTART: Feedback Systems, iSTART: Evaluation of Feedback Systems, Textual Signatures:
Identifying Text-Types Using Latent Semantic Analysis to Measure the Cohesion of Text Structures:
Introduction, Cohesion, Coh-Metrix, Approaches to Analysing Texts, Latent Semantic Analysis,
Predictions, Results of Experiments. Automatic Document Separation: A Combination of Probabilistic
Classification and Finite-State Sequence Modelling: Introduction, Related Work, Data Preparation,
Document Separation as a Sequence Mapping Problem, Results. Evolving Explanatory Novel Patterns for
Semantically Based Text Mining: Related Work, A Semantically Guided Model for Effective TextMining.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5

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INFORMATION RETRIEVAL AND LEXICAL RESOURCES: Information Retrieval: Design features of

Information Retrieval Systems-Classical, Non classical, Alternative Models of Information Retrieval –
valuation Lexical Resources: World Net-Frame Net- Stemmers-POS Tagger- Research Corpora.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
17. Natural Language Processing and Information Retrieval, TanveerSiddiqui, U.S. Tiwary, Oxford University
Press, 2008.

18. Natural LanguageProcessing and Text Mining, Anne Kao and Stephen R. Potee, Springer-Verlag London
Limited, 2007.

Web links and Video Lectures (e-Resources):

https://www.udemy.com/course/text-mining-and-natural-language-processing-in-
r/?utm_source=adwords&utm_medium=udemyads&utm_campaign=DSA_Catchall_la.EN_cc.INDIA&
utm_content=deal4584&utm_term=_._ag_82569850245_._ad_533220805577_._kw ._de_c_._dm ._pl
._ti_aud-669140681723%3Adsa-
406594358574_._li_1007769_._pd ._&matchtype=&gclid=Cj0KCQjwmouZBhDSARIsALYcouo0DDvg
99tFoP1GcYmX5qGRsN5ts4z_O1MlXS9xMDEkjflL8hIZcwsaAro-EALw_wcB

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Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Analyze the natural language text. L1
CO2 Generate the natural language. L2
CO3 Demonstrate Text mining. L2
CO4 Apply information retrieval techniques L3

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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Cyber Security and Cyber law

Course Code 22SIT234 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Define cyber security, cyber law and their roles
 Explore tools and methods used in cybercrime and security.
● Illustrate evidence collection and legal challenges

Module-1
Introduction to Cybercrime: Cybercrime: Definition and Origins of the Word, Cybercrime and Information
Security, Who are Cybercriminals?, Classifications of Cybercrimes, Cybercrime: The Legal Perspectives,
Cybercrimes: An Indian Perspective, Cybercrime and the Indian ITA 2000, A Global Perspective on
Cybercrimes, Cybercrime Era: Survival Mantra for the Netizens. Cyberoffenses: How Criminals Plan Them:
How Criminals Plan the Attacks, Social Engineering, Cyberstalking, Cybercafe and Cybercrimes, Botnets:
The Fuel for Cybercrime, Attack Vector, Cloud Computing.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Cybercrime: Mobile and Wireless Devices: Introduction, Proliferation of Mobile and Wireless Devices,
Trends in Mobility, Credit Card Frauds in Mobile and Wireless Computing Era, Security Challenges Posed
by Mobile Devices, Registry Settings for Mobile Devices, Authentication Service Security, Attacks on
Mobile/Cell Phones, Mobile Devices: Security Implications for organizations, Organizational Measures for
Handling Mobile, Organizational Security Policies and Measures in Mobile Computing Era, Laptops
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Tools and Methods Used in Cybercrime: Introduction, Proxy Servers and Anonymizers, Phishing, Password
Cracking, Keyloggers and Spywares, Virus and Worms, Trojan Horses and Backdoors, Steganography, DoS
and DDoS Attacks, SQL Injection, Buffer Overflow, Attacks on Wireless Networks. Phishing and Identity
Theft: Introduction, Phishing, Identity Theft (ID Theft).

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Understanding Computer Forensics: Introduction, Historical Background of Cyberforensics, Digital Forensics
Science, The Need for Computer Forensics, Cyberforensics and Digital Evidence, Forensics Analysis of E-Mail,
Digital Forensics Life Cycle, Chain of Custody Concept, Network Forensics, Approaching a Computer
Forensics Investigation, Setting up a Computer Forensics Laboratory: Understanding the Requirements,
Computer Forensics and Steganography, Relevance of the OSI 7 Layer Model to Computer Forensics, Forensics
and Social Networking Sites: The Security/Privacy Threats, Computer Forensics from Compliance Perspective,
Challenges in Computer Forensics, Special Tools and Techniques, Forensics Auditing, Antiforensics.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5

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Introduction to Security Policies and Cyber Laws: Need for An Information Security Policy, Information
Security Standards – Iso, Introducing Various Security Policies and Their Review Process, Introduction to
Indian Cyber Law, Objective and Scope of the it Act, 2000, Intellectual Property Issues, Overview of
Intellectual - Property - Related Legislation in India, Patent, Copyright, Law Related to Semiconductor Layout
and Design, Software License.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
19. Cyber Security: Understanding Cyber Crimes, Computer Forensics And Legal Perspectives, SunitBelapure
and Nina Godbole. Wiley India Pvt Ltd, 2013.

20. Introduction to information security and cyber laws, Surya PrakashTripathi, RitendraGoyal, Praveen Kumar
Shukla. Dreamtech Press, 2015.

21. Cybersecurity: Managing Systems, Conducting Testing, and Investigating Intrusions, Thomas J. Mowbray,
John Wiley & Sons, 2008

Web links and Video Lectures (e-Resources):

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● https://www.udemy.com/course/cybersecurity-law-policy/

Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Demonstrate cyber security cybercrime and forensics. L3
CO2 Demonstrate tools and methods used in cybercrime and security. L3
CO3 Illustrate evidence collection and legal challenges L2
CO4 Compare Relationship Between Commerce And Cyberspace L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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Decision Support System

Course Code 22SIT235 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Recognize the relationship between business information needs and decision making
 Select appropriate modeling techniques
● Able to Analyze, design and implement a DSS
Module-1
Introduction to decision support systems: DSS Defined, History of decision support systems, Ingredients of a
DSS, Data and model management, DSS Knowledge base, User interfaces, User interfaces, The DSS user,
Categories and classes of DSSs, Chapter Summary. Decisions and decision makers Decision makers: who are
they, Decision styles, Decision effectiveness, How can a DSS help?, A Typology of decisions, Decision
theory and simon’s model of problem solving, Bounded decision making, The process of choice,
Cognitive processes, Biases and heuristics in decision making,
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Decisions in the organization: Understanding the organization, Organizational culture. Modelling decision
processes: Defining the problem and its structures, Decision models, Types of probability, Techniques for
forecasting probabilities, Calibration and sensitivity

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Group decision support and groupware technologies: Group Decision making, the problem with groups,
MDM support technologies, Managing MDM activities, the virtual workspace, chapter summary. Executive
information systems: What exactly is an EIS, Some EIS history, Why area top executives so different?, EIS
components, Making the EIS work, The future of executive decision making and the EIS.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Designing and building decision support systems: Strategies for DSS analysis and design, The DSS developer,
DSS user interface issues, chapter summary. Implementing and integrating decision support systems: DSS
implementation, System evaluation, The importance of integration, chapter summary.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Creative decision making and problem solving What is creativity?, Creativity defined, The occurrence of
creativity, Creative problem solving techniques, Creativity and the role of technology, chapter summary.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
22. Decision support system, George M.Marakas, PHI, 2011.

23. Decision Support Systems, Marakas, 2nd Edition, Pearson India, 2015.

Web links and Video Lectures (e-Resources):

https://www.coursera.org/lecture/business-intelligence-tools/decision-support-systems-video-
lecture-E8P9x

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Appraise issues related to the development of DSS L1
CO2 Select appropriate modeling techniques L2
CO3 Analyze and implement a DSS L3
CO4 Demonstrate qualitative and quantitative skills and critical thinking to L3
proficiencies in the application of theory surrounding the DSS.

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Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x x

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Multimedia Communications
Course Code 22SIT241 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 03
Course Learning objectives:

 Discuss the multimedia communications systems, application and basic principles.

 Able to analyze the multimedia streaming.
 Performing and establishing multimedia communication terminals.
Module-1
Introduction, multimedia information representation, multimedia networks, multimedia
applications, Application and networking terminology, network QoS and application QoS,
Digitization principles,.Text, images, audio and video.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Text and image compression, compression principles, text compression- Runlength,
Huffman, LZW, Document Image compression using T2 and T3 coding, image
compression- GIF, TIFF and JPEG

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Audio and video compression, audio compression – principles, DPCM, ADPCM, Adaptive
and Linear predictive coding, Code-Excited LPC, Perceptual coding, MPEG and Dolby
coders video compression, video compression principles.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Video compression standards: H.261, H.263, MPEG, MPEG 1, MPEG 2, MPEG-4 and
Reversible VLCs, Standards for multimedia communications: Reference models, standards
relating to interpersonal communications.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Notion of synchronization, presentation requirements, reference model for synchronization,
Introduction to SMIL, Multimedia operating systems, Resource management, process
management techniques.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.
Semester End Examination:
1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
24. Multimedia Communications, Fred Halsall, Pearson education, 2001.

25. Multimedia: Computing, Communications and Applications, Raif Steinmetz,

KlaraNahrstedt, Pearson education, 2002.

26. Multimedia Communication Systems, K. R. Rao, Zoran S. Bojkovic, Dragorad A.

Milovanovic, Pearson education, 2004.

Web links and Video Lectures (e-Resources):

 https://www.tutorialspoint.com/multimedia/index.htm
● https://www.youtube.com/watch?v=NPQW-
UwR6vQ&list=PL6wr_B29b3UR5weQ80W8aYMkxEAz92IIC (Video Lectures)

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

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Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Deploy the right multimedia communication models. L3
CO2 Apply QoS to multimedia network applications with efficient routing L3
techniques.
CO3 Communicate clearly and concisely, visually, verbally and in writing, L2
using techniques appropriate for the intended audience.
CO4 Identify the basic components of a multimedia project. L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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Semester- II
Software Defined Networks
Course Code 22SIT242 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Explore the History and evolution of SDN, OF Switch, Control and Data Plane Separation
 Gain the knowledge of Routing Control Platform and 4D Controllers (Open Daylight Controller (ODL), Open
Network Operating System (ONOS)
 Able to Verify and perform Troubleshooting
Module-1
Introduction, Centralized and Distributed Control and Data Planes, OpenFlow

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
SDN Controllers, Network Programmability

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Data Center Concepts and Constructs, Network Function Virtualization

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Network Topology and Topological Information Abstraction, Building an SDN Framework

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Use Cases for Bandwidth Scheduling, Manipulation, and Calendaring, Use Cases for Input Traffic
Monitoring, Classification, and Triggered Actions
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
7. Three Unit Tests each of 20 Marks
8. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester End Examination:

16. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
17. The question paper will have ten full questions carrying equal marks.
18. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
19. Each full question will have a sub-question covering all the topics under a module.
20. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

1. SDN: Software Defined Networks, Ken Gray, Thomas D. Nadeau., O’Reilly. 2013.

2. Software Defined Networks, Paul Goransson, Chuck Black Timothy Culver, Elsevier 2nd Edition, 2016.

Web links and Video Lectures (e-Resources):

 https://www.coursera.org/learn/sdn
 https://www.udemy.com/course/sdn-made-simple/

This Course starts from basics & takes you to advance levels of Software Defined Networking. Everything has been
explained by giving examples. Proper lab setup along with diagrams has been given so that you can constructs the labs
yourself & do the practice. This work covers topics such as SDN lab setup, basics of SDN, Mininet Emulator, Mininet
Topologies, POX SDN Controller, ovs-ofctl etc.

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Illustrate the concepts of controllers and network programmability L2
CO2 Explain data center and NFV L1
CO3 Report use case L2
CO4 Build an SDN framework L3

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Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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NETWORK MANAGEMENT
Course Code 20SIT243 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Discuss the issues and challenges pertaining to management of emerging
Network Technologies.
 Explore the various components of network and tools required to formulate
the scheme for managing Enterprise and Complex networks.
Module-1
Introduction: Analogy of Telephone Network Management, Data and Telecommunication
Network Distributed computing Environments, TCP/IP-Based Networks: The Internet and
Intranets, Communications Protocols and Standards- Communication Architectures,
Protocol Layers and Services; Case Histories of Networking and Management – The
Importance of topology , Filtering Does Not Reduce Load on Node, Some Common
Network Problems; Challenges of Information Technology Managers, Network
Management: Goals, Organization, and Functions- Goal of Network Management,
Network Provisioning, Network Operations and the NOC, Network Installation and
Maintenance; Network and System Management, Network Management System platform,
Current Status and Future of Network Management.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Basic Foundations: Standards, Models, and Language: Network Management Standards,
Network Management Model, Organization Model, Information Model – Management
Information Trees, Managed Object Perspectives, Communication Model; ASN.1-
Terminology, Symbols, and Conventions, Objects and Data Types, Object Names, An
Example of ASN.1 from ISO 8824; Encoding Structure; Macros, Functional Model.
Teaching-
Learning Chalk and talk/PPT/case study/web content
Process
Module-3
SNMPv1 Network Management: Managed Network: The History of SNMP Management,
Internet Organizations and standards, Internet Documents, The SNMP Model, The
Organization Model, System Overview. The Information Model – Introduction, The
Structure of Management Information, Managed Objects, Management Information Base.
The SNMP Communication Model – The SNMP Architecture, Administrative Model,
SNMP Specifications, SNMP Operations, SNMP MIB Group, Functional Model SNMP
Management – RMON: Remote Monitoring, RMON SMI and MIB, RMONI1- RMON1
Textual Conventions, RMON1 Groups and Functions, Relationship Between Control and
Data Tables, RMON1 Common and Ethernet Groups, RMON Token Ring Extension
Groups, RMON2 – The RMON2 Management Information Base, RMON2 Conformance
Specifications.

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Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Broadband Network Management: Broadband Access Networks and Technologies:
Broadband Access Networks, Broadband Access Technology; HFCT Technology: The
Broadband LAN, The Cable Modem, The Cable Modem Termination System, The HFC
Plant, The RF Spectrum for Cable Modem; Data Over Cable, Reference Architecture; HFC
Management – Cable Modem and CMTS Management, HFC Link Management, RF
Spectrum Management, DSL Technology; Asymmetric Digital Subscriber Line Technology
– Role of the ADSL Access Network in an Overall Network, ADSL Architecture, ADSL
Channelling Schemes, ADSL Encoding Schemes; ADSL Management – ADSL Network
Management Elements, ADSL Configuration Management, ADSL Fault Management,
ADSL Performance Management, SNMP-Based ADSL Line MIB, MIB Integration with
Interfaces Groups in MIB-2, ADSL Configuration Profiles
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Network Management Applications: Configuration Management- Network Provisioning,
Inventory Management, Network Topology, Fault Management- Fault Detection, Fault
Location and Isolation 24 Techniques, Performance Management – Performance Metrics,
Data Monitoring, Problem Isolation, Performance Statistics; Event Correlation Techniques –
Rule-Based Reasoning, Model-Based Reasoning, Case Based Reasoning, Codebook
correlation Model, State Transition Graph Model, Finite State Machine Model, Security
Management – Policies and Procedures, Security Breaches and the Resources Needed to
Prevent Them, Firewalls, Cryptography, Authentication and Authorization, Client/Server
Authentication Systems, Messages Transfer Security, Protection of Networks from Virus
Attacks, Accounting Management, Report Management, Policy- Based Management,
Service Level Management.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. Network Management- Principles and Practice, Mani Subramanian, Pearson Education
nd
2 Edition, 2010.
2. Network management Concepts and Practices: a Hands-On Approach, J. Richard Burke
PHI, 2008.

Web links and Video Lectures (e-Resources):

https://www.tutorialspoint.com/what-is-network-management

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

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Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Identify the need for performance evaluation and the metrics used for it L2
CO2 Apply the techniques used for data maintenance. L3
CO3 Realize strong virtualization concepts L2
CO4 Choose techniques for evaluating policies for LUN masking, file systems L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x x
CO2 x x
CO3 x x
CO4 x x

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Information and Network Security

Course Code 20SIT244 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Discuss the basics of Cryptography and Network Security.
 Able to secure a message over insecure channel by various means.
 Maintain the Confidentiality, Integrity, Reliability and Availability of a data.

Module-1
Classical Encryption Techniques Symmetric Cipher Model, Cryptography, Cryptanalysis and BruteForce
Attack, Substitution Techniques, Caesar Cipher, Mono-alphabetic Cipher, Playfair Cipher, Hill Cipher,
Poly alphabetic Cipher, One Time Pad. Block Ciphers and the data encryption standard: Traditional
block Cipher structure, stream Ciphers and block Ciphers, Motivation for the Feistel Cipher structure,
the Feistel Cipher, The data encryption standard, DES encryption, DES decryption, A DES example,
results, the avalanche effect, the strength of DES, the use of 56-Bit Keys, the nature of the DES
algorithm, timing attacks, Block cipher design principles, number of rounds, design of function F, key
schedule algorithm
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Public-Key Cryptography and RSA: Principles of public-key cryptosystems. Public-key cryptosystems.
Applications for public-key cryptosystems, requirements for public-key cryptosystems. Public-key
cryptanalysis. The RSA algorithm, description of the algorithm, computational aspects, the security of
RSA. Other Public-Key Cryptosystems: Diffie-Hellman key exchange, The algorithm, key exchange
protocols, man in the middle attack, Elgamal Cryptographic systems, Elliptic curve arithmetic, abelian
groups, elliptic curves over real
Teaching-
Learning Chalk and talk/PPT/case study/web content
Process
Module-3
Key Management and Distribution: Symmetric key distribution using Symmetric encryption,
A key distribution scenario, Hierarchical key control, session key lifetime, a transparent key
control scheme, Decentralized key control, controlling key usage, Symmetric key distribution
using asymmetric encryption, simple secret key distribution, secret key distribution with
confidentiality and authentication, A hybrid scheme, distribution of public keys, public
announcement of public keys, publicly available directory, public key authority, public keys
certificates, X-509 certificates. Certificates, X-509 version 3, public key infrastructure. User
Authentication: Remote user Authentication principles, Mutual Authentication, one way
Authentication, remote user Authentication using Symmetric encryption, Mutual
Authentication, one way Authentication, Kerberos, Motivation , Kerberos version 4, Kerberos
version 5, Remote user Authentication using Asymmetric encryption, Mutual Authentication,
one way Authentication, federated identity management, identity management, identity
federation, personal identity verification.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4

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Wireless network security: Wireless security, Wireless network threats, Wireless network measures,
mobile device security, security threats, mobile device security strategy, IEEE 802.11 Wireless LAN
overview, the Wi-Fi alliance, IEEE 802 protocol architecture. Security, IEEE 802.11i services, IEEE 802.11i
phases of operation, discovery phase, Authentication phase, key management phase, protected data
transfer phase, the IEEE 802.11i pseudorandom function. Web Security Considerations: Web Security
Threats, Web Traffic Security Approaches. Secure Sockets Layer: SSL Architecture, SSL Record Protocol,
Change Cipher Spec Protocol, Alert Protocol, and shake Protocol, Cryptographic Computations. Transport
Layer Security: Version Number, Message Authentication Code, Pseudorandom Functions, Alert Codes,
Cipher Suites, Client Certificate Types, Certificate Verify and Finished Messages, Cryptographic
Computations, and Padding. HTTPS Connection Initiation, Connection Closure. Secure Shell(SSH)
Transport Layer Protocol, User Authentication Protocol, Connection Protocol
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Electronic Mail Security: Pretty good privacy, notation, operational; description, S/MIME, RFC5322,
Multipurpose internet mail extensions, S/MIME functionality, S/MIME messages, S/MIME certificate
processing, enhanced security services, Domain keys identified mail, internet mail architecture, E-Mail
threats, DKIM strategy, DKIM functional flow. IP Security: IP Security overview, applications of IPsec,
benefits of IPsec, Routing applications, IPsec documents, IPsec services, transport and tunnel modes, IP
Security policy, Security associations, Security associations database, Security policy database, IP traffic
processing, Encapsulating Security payload, ESP format, encryption and authentication algorithms,
Padding, Anti replay service, transport and tunnel modes, combining security associations,
authentication plus confidentiality, basic combinations of security associations, internet key exchange,
key determinations protocol, header and payload formats, cryptographic suits.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
3. Three Unit Tests each of 20 Marks
4. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

6. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
7. The question paper will have ten full questions carrying equal marks.
8. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
9. Each full question will have a sub-question covering all the topics under a module.
10. The students will have to answer five full questions, selecting one full question from each module

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Suggested Learning Resources:

Books
27. Cryptography and Network Security, William Stallings, Pearson, 6th Edition

28. Cryptography and Information Security, V K Pachghare, PHI, 2nd Edition

Web links and Video Lectures (e-Resources):

https://www.coursera.org/specializations/computer-network-security

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Identify the vulnerabilities in any computing system and hence be able to design a L2
security solution.
CO2 Identify the security issues in the network and resolve it. L2
CO3 Analyze security mechanisms using rigorous approaches, including theoretical. L2
CO4 Apply various protocols for network security to protect against the threats L3
in the networks

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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SOFTWARE PROJECT PLANNING & MANAGEMENT

Course Code 22SIT245 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:

 Explore methods and techniques appropriate to defining, planning and

carrying out a project within your chosen specialist area within the
management of software projects
 Discuss the project to develop the scope of work, provide accurate cost
estimates and to plan the various activities

Module-1
Metrics: Introduction, The Metrics Roadmap, A Typical Metrics Strategy, What Should
you Measure?, Set Targets and track Them, Understanding and Trying to minimize
variability, Act on data, People and Organizational issues in Metrics Programs, Common
Pitfalls to watch out for in Metrics Programs, Matrices implementation checklists and tools,
Software configuration management: Introduction, Some Basic Definitions and
terminology, the processes and activities of software configuration management,
configuration status accounting, configuration audit, software configuration management in
geographically distributed teams, Metrics in software configuration management, software
configuration management tools and automation.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Risk Management: Introduction, What is risk management and why is it important?, Risk
management cycle, Risk identification: common tools and techniques, Risk
Quantifications, Risk Monitoring, Risk Mitigation, Risks and Mitigation in the context of
global project teams, some practical techniques risk management, Metrics in risk
management. Project Planning and Tracking: Components of Project Planning and
Tracking, The “What “ Part of a Project Plan, The “What Cost “ Part of a Project Plan, The
“When “ Part of Project Planning, The “How “ Part of a Project Planning: Tailoring of
Organizational Processes For the Project, The “ By Whom “ Part of the Project
Management Plan : Assigning Resources, Putting it all together : The Software
Management Plan, Activities Specific to Project Tracking, Interfaces to the Process
Database. Project Closure: When Does Project Closure Happen?. Why Should We
Explicitly do a Closure?, An Effective Closure Process, Issues that Get Discussed During
Closure, Metrics for Project Closure, Interfaces to the Process Database.
Teaching-
Learning Chalk and talk/PPT/case study/web content
Process
Module-3

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Software Requirements gathering: Inputs and start criteria for requirements gathering,
Dimensions of requirements gathering, Steps to be followed during requirements gathering,
outputs and quality records from the requirements phase, skill sets required during
requirements phase, differences for a shrinkwrapped software, challenges during the
requirements management phase, Metrics for requirements phase. Estimation: What is
Estimation? when and why is Estimation done?, the three phases of Estimation, Estimation
methodology, formal models for size Estimation, Translating size Estimate into effort
Estimate, Translating effort Estimates into schedule Estimate, common challenges during
Estimation , Metrics for the Estimation processes. Design and Development Phases: Some
differences in our chosen approach, salient features of design, evolving an architecture/
blueprint, design for reusability, technology choices/ constraints, design to standards,
design for portability, user interface issues, design for testability, design for diagnose
ability, design for maintainability, design for install ability, interoperability design,
challenges during design and development phases, skill sets for design and development,
metrics for design and development phases.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Project management in the testing phase: Introduction, What is testing?, what are the
activities that makeup testing?, test scheduling and types of tests, people issues in testing,
management structures for testing in global teams, metrics for testing phase. Project
management in the Maintenance Phase: Introduction, Activities during Maintenance Phase,
management issues during Maintenance Phase, Configuration management during
Maintenance Phase, skill sets for people in the maintenance phase, estimating size, effort, and
people resources for the maintenance phase, advantages of using geographically distributed
teams for the maintenance phase, metrics for the maintenance phase.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Globalization issues in project management: Evolution of globalization, challenges in
building global teams, Models for the execution of global projects, some effective
management techniques for managing global teams. Impact of the internet on project
management: Introduction, the effect of internet on project management, managing projects
for the internet, Effect on the project management activities. People focused process models:
Growing emphasis on people centric models, people capability maturity model(P-CMM),
other people focused models in the literature, how does an organization choose the models to
use?
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
5. Three Unit Tests each of 20 Marks
6. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

11. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
12. The question paper will have ten full questions carrying equal marks.
13. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
14. Each full question will have a sub-question covering all the topics under a module.
15. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. Managing Global Projects, Ramesh Gopalaswamy, Tata McGraw Hill, 2013
2. Managing the Software Process, Watts Humphrey, Pearson Education, 2000

Web links and Video Lectures (e-Resources):

https://www.tutorialspoint.com/software_engineering/software_project_management.htm
https://www.javatpoint.com/software-project-management
https://nptel.ac.in/courses/106105218

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.

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Course outcome (Course Skill Set)

At the end of the course the student will be able to :
Sl. No. Description Blooms Le
CO1 Apply risk management analysis techniques that identify the factors that L3
put a project at risk and to quantify the likely effect of risk on project
timescales
CO2 Identify the resources required for a project and to produce a work plan L2
and resource schedule
CO3 Monitor the progress of a project and to assess the risk of slippage, revising L1
targets counteract drift
CO4 Use appropriate metrics to management the software development outcome L2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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Mini Project with Seminar

Course Code 22SIT25 CIE Marks 100
Number of contact Hours/Week 6 SEE Marks --
Credits 03 Exam Hours --
Course objectives:
 Support independent learning.
 Guide to select and utilize adequate information from varied resources
maintaining ethics.
 Guide to organize the work in the appropriate manner and present
information (acknowledging the sources) clearly.
 Develop interactive, communication, organisation, time management, and
presentation skills.
 Impart flexibility and adaptability.
 Inspire independent and team working.
 Expand intellectual capacity, credibility, judgement, intuition.
 Adhere to punctuality, setting and meeting deadlines.
 Instil responsibilities to oneself and others.
 Train students to present the topic of project work in a seminar without any
fear, face audience confidently, enhance communication skill, involve in group
discussion to present and exchange ideas.
Students in consultation with the guide/s shall carry out literature survey/ visit
industries to finalize the topic of the mini project. Subsequently, the students shall
collect the material required for the selected mini project, prepare synopsis and
narrate the methodology to carry out the project work.
Seminar: Each student, under the guidance of a Faculty, is required to
 Present the seminar on the selected mini project orally and/or through power
point slides.
 Answer the queries and involve in debate/discussion.
 Submit two copies of the typed report with a list of references.
The participants shall take part in discussion to foster friendly and stimulating
environment in which the students are motivated to reach high standards and become
self-confident.
Course outcomes:
At the end of the course the student will be able to:
 Demonstrate a sound technical knowledge of their selected project topic.
 Undertake problem identification, formulation, and solution.
 Design engineering solutions to complex problems utilizing a systems approach.
 Communicate with engineers and the community at large in written an oral
forms.
 Demonstrate the knowledge, skills and attitudes of a professional engineer.
Continuous Internal Evaluation
CIE marks for the project report (50 marks), seminar (30 marks) and question and
answer (20 marks) shall be awarded (based on the quality of report and presentation
skill, participation in the question and answer session by the student) by the
committee constituted for the purpose by the Head of the Department. The committee
shall consist of three faculty from the department with the senior most acting as the
Chairperson.

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Enterprise Application Programming Laboratory

Course Code 22SITL26 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1+2 SEE Marks 50
Credits 02 Exam Hours 03

Course objectives:

 Develop enterprise level applications.

 Implement J2EE programming techniques and program enterprise level application
 To develop distributed applications.

Sl.NO Implement the following concepts

As the name suggests, these are the applications used by the enterprise or businesses to
solve their problems. These applications do not solve any customer or consumer
problems.
a A software development company faces the problem of tracking bugs or enhancements
in its products. Therefore it requires an issue / bug tracker.
Develop a bug tracker.
1. It should be possible to create tickets.

2. Each ticket belongs to a project (the company has many products or projects running
simultaneously)

3. The ticket is either an improvement ticket or bug ticket

4. The ticket has a status indicating whether it is open (not yet attended), in progress,
resolved, closed, reopened.

5. The ticket should have description describing the bug or new feature.

6. The ticket should have a discussion thread (list of comments displayed in

chronological order)

7. Every ticket should have a fix version. The version in which the bug is fixed or new
feature is implemented.
8. The ticket should have a reporter and owner. The reporter is the one who created the
ticket. The owner is the one who is working on the ticket.

9. Whenever a ticket is created or updated, a notification should be sent to all the project
users.

10. Only the project users can create or update the project tickets.

11. It should be possible to report the open tickets, tickets that are being worked upon,

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and closed tickets.

b Every business needs to keep track of its income and expenses. Therefore it requires an
income tracker.
1. The business should be able to capture its income, receivables, and assets (Shares,
buildings, gold, bonds, etc).
2. The business should be able to capture its expenses (salary, chores, operational etc)
and liabilities.
3. The business should be able to report its income and expenses based on the selected
data range or quarter.
4. There can be multiple categories or accounts for the income and expenses.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Implement J2EE, Servlet JSP architecture to all other Server-side components.
 Implement component based JSF (Java Server Faces) Framework and front-end
development.
 Hibernating (Persistence API) and Application Server to develop enterprise and
distributed application.

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Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 50% of the maximum marks. A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each course. The student has to secure not less than 40%of maximum marks in the
semester-end examination(SEE). In total of CIE and SEE student has to secure 50% maximum
marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software experiments
designed by the faculty who is handling the laboratory session and is made known to
students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the
8th week of the semester and the second test shall be conducted after the 14th week of the
semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of
two tests is the total CIE marks scored by the student.

Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the University.
All laboratory experiments are to be included for practical examination.
(Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.
Students can pick one question (experiment) from the questions lot prepared by the internal
/external examiners jointly.
Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly

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by examiners.
General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
Change of experiment is allowed only once and 10% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours

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