Annexure-II 1

Analysis & Design of Algorithms Semester 4

Course Code BCS401 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory

Course objectives:
● To learn the methods for analyzing algorithms and evaluating their performance.
● To demonstrate the efficiency of algorithms using asymptotic notations.
● To solve problems using various algorithm design methods, including brute force,
greedy, divide and conquer, decrease and conquer, transform and conquer, dynamic
programming, backtracking, and branch and bound.
● To learn the concepts of P and NP complexity classes.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) does not mean only the traditional lecture method, but different
types of teaching methods may be adopted to achieve the outcomes.
2. Utilize video/animation films to illustrate the functioning of various concepts.
3. Promote collaborative learning (Group Learning) in the class.
4. Pose at least three HOT (Higher Order Thinking) questions in the class to stimulate
critical thinking.
5. Incorporate Problem-Based Learning (PBL) to foster students' analytical skills and
develop their ability to evaluate, generalize, and analyze information rather than merely
recalling it.
6. Introduce topics through multiple representations.
7. Demonstrate various ways to solve the same problem and encourage students to devise
their own creative solutions.
8. Discuss the real-world applications of every concept to enhance students'
comprehension.

Module-1
INTRODUCTION: What is an Algorithm?, Fundamentals of Algorithmic Problem Solving.
FUNDAMENTALS OF THE ANALYSIS OF ALGORITHM EFFICIENCY: Analysis Framework,
Asymptotic Notations and Basic Efficiency Classes, Mathematical Analysis of Non recursive
Algorithms, Mathematical Analysis of Recursive Algorithms.
BRUTE FORCE APPROACHES: Selection Sort and Bubble Sort, Sequential Search and Brute
Force String Matching.
Chapter 1 (Sections 1.1,1.2), Chapter 2(Sections 2.1,2.2,2.3,2.4), Chapter 3(Section
3.1,3.2)
Module-2
BRUTE FORCE APPROACHES (contd..): Exhaustive Search (Travelling Salesman probem and
Knapsack Problem).
DECREASE-AND-CONQUER: Insertion Sort, Topological Sorting.
DIVIDE AND CONQUER: Merge Sort, Quick Sort, Binary Tree Traversals, Multiplication of
Large Integers and Strassen’s Matrix Multiplication.

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 Annexure-II 2

Chapter 3(Section 3.4), Chapter 4 (Sections 4.1,4.2), Chapter 5 (Section 5.1,5.2,5.3, 5.4)
Module-3
TRANSFORM-AND-CONQUER: Balanced Search Trees, Heaps and Heapsort.
SPACE-TIME TRADEOFFS: Sorting by Counting: Comparison counting sort, Input Enhancement
in String Matching: Horspool’s Algorithm.
Chapter 6 (Sections 6.3,6.4), Chapter 7 (Sections 7.1,7.2)
Module-4
DYNAMIC PROGRAMMING: Three basic examples, The Knapsack Problem and Memory
Functions, Warshall’s and Floyd’s Algorithms.
THE GREEDY METHOD: Prim’s Algorithm, Kruskal’s Algorithm, Dijkstra’s Algorithm, Huffman
Trees and Codes.
Chapter 8 (Sections 8.1,8.2,8.4), Chapter 9 (Sections 9.1,9.2,9.3,9.4)
Module-5
LIMITATIONS OF ALGORITHMIC POWER: Decision Trees, P, NP, and NP-Complete Problems.
COPING WITH LIMITATIONS OF ALGORITHMIC POWER: Backtracking (n-Queens problem,
Subset-sum problem), Branch-and-Bound (Knapsack problem), Approximation algorithms for
NP-Hard problems (Knapsack problem).
Chapter 11 (Section 11.2, 11.3), Chapter 12 (Sections 12.1,12.2,12.3)
Course outcome (Course Skill Set)

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

1. Apply asymptotic notational method to analyze the performance of the algorithms in terms of
time complexity.
2. Demonstrate divide & conquer approaches and decrease & conquer approaches to solve
computational problems.
3. Make use of transform & conquer and dynamic programming design approaches to solve the
given real world or complex computational problems.
4. Apply greedy and input enhancement methods to solve graph & string based computational
problems.
5. Analyse various classes (P,NP and NP Complete) of problems
6. Illustrate backtracking, branch & bound and approximation methods.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together.

Continuous Internal Evaluation:

● For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
● The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
● For the course, CIE marks will be based on a scaled-down sum of two tests and other methods
of assessment.
Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.

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

Suggested Learning Resources:

Textbooks
1. Introduction to the Design and Analysis of Algorithms, By Anany Levitin, 3rd Edition (Indian),
2017, Pearson.

Reference books
1. Computer Algorithms/C++, Ellis Horowitz, SatrajSahni and Rajasekaran, 2nd Edition, 2014,
Universities Press.
2. Introduction to Algorithms, Thomas H. Cormen, Charles E. Leiserson, Ronal L. Rivest, Clifford
Stein, 3rd Edition, PHI.
3. Design and Analysis of Algorithms, S. Sridhar, Oxford (Higher Education)

Web links and Video Lectures (e-Resources):

● Design and Analysis of Algorithms: https://nptel.ac.in/courses/106/101/106101060/

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 Annexure-II 4

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

● Promote real-world problem-solving and competitive problem solving through group
discussions to engage students actively in the learning process.
● Encourage students to enhance their problem-solving skills by implementing algorithms
and solutions through programming exercises, fostering practical application of theoretical
concepts.
Assessment Methods -
1. Problem Solving Assignments (Hacker Rank/ Hacker Earth / Leadcode)
2. Gate Based Aptitude Test

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 MICROCONTROLLERS Semester 4
Course Code BCS402 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab Slots Total Marks 100
Credits 04 Exam Hours 3
Examination nature (SEE) Theory
Course Objectives:
CLO 1: Understand the fundamentals of ARM-based systems and basic architecture of CISC and RISC.
CLO 2: Familiarize with ARM programming modules along with registers, CPSR and Flags.
CLO 3: Develop ALP using various instructions to program the ARM controller.
CLO 4: Understand the Exceptions and Interrupt handling mechanism in Microcontrollers.
CLO 5: Discuss the ARM Firmware packages and Cache memory polices.
Teaching-Learning Process
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather
than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students understanding.
9. Use any of these methods: Chalk and board, Active Learning, Case Studies.
MODULE-1 No. of Hours: 8
ARM Embedded Systems: The RISC design philosophy, The ARM Design Philosophy, Embedded
System Hardware, Embedded System Software.
ARM Processor Fundamentals: Registers, Current Program Status Register, Pipeline, Exceptions,
Interrupts, and the Vector Table, Core Extensions
Textbook 1: Chapter 1 - 1.1 to 1.4, Chapter 2 - 2.1 to 2.5
RBT: L1, L2, L3
MODULE-2 No. of Hours: 8
Introduction to the ARM Instruction Set: Data Processing Instructions, Branch Instructions, Software
Interrupt Instructions, Program Status Register Instructions, Coprocessor Instructions, Loading
Constants.
Textbook 1: Chapter 3 - 3.1 to 3.6
RBT: L1, L2, L3
MODULE-3 No. of Hours:8
C Compilers and Optimization: Basic C Data Types, C Looping Structures, Register Allocation, Function
Calls, Pointer Aliasing, Portability Issues.
Textbook 1: Chapter 5.1 to 5.7 and 5.13
RBT: L1, L2, L3

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 MODULE-4 No. of Hours:8
Exception and Interrupt Handling: Exception handling, ARM processor exceptions and modes, vector
table, exception priorities, link register offsets, interrupts, assigning interrupts, interrupt latency, IRQ and FIQ
exceptions, basic interrupt stack design and implementation.
Firmware: Firmware and bootloader, ARM firmware suite, Red Hat redboot, Example: sandstone, sandstone
directory layout, sandstone code structure.
Textbook 1: Chapter 9.1 and 9.2, Chapter 10
RBT: L1, L2, L3
MODULE-5 No. of Hours:08
CACHES: The Memory Hierarchy and Cache Memory, Caches and Memory Management Units: CACHE
Architecture: Basic Architecture of a Cache Memory, Basic Operation of a Cache Controller, The
Relationship between Cache and Main Memory, Set Associativity, Write Buffers, Measuring Cache
Efficiency, CACHE POLICY: Write Policy—Writeback or Writethrough, Cache Line Replacement Policies,
Allocation Policy on a Cache Miss. Coprocessor 15 and caches.
Textbook 1: Chapter 12.1 to 12.4
RBT: L1, L2, L3

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

Sl.No. Experiments
Module – 1
1.Using Keil software, observe the various Registers, Dump, CPSR, with a simple Assembly
Language Programs (ALP).
Module – 2
2. Develop and simulate ARM ALP for Data Transfer, Arithmetic and Logical operations
(Demonstrate with the help of a suitable program).
3. Develop an ALP to multiply two 16-bit binary numbers.
4. Develop an ALP to find the sum of first 10 integer numbers.
5. Develop an ALP to find the largest/smallest number in an array of 32 numbers.
6. Develop an ALP to count the number of ones and zeros in two consecutive memory locations.
Module – 3
7. Simulate a program in C for ARM microcontroller using KEIL to sort the numbers in
ascending/descending order using bubble sort.
8. Simulate a program in C for ARM microcontroller to find factorial of a number.
9. Simulate a program in C for ARM microcontroller to demonstrate case conversion of characters
from upper to lowercase and lower to uppercase.
Module – 4 and 5
10. Demonstrate enabling and disabling of Interrupts in ARM.
11. Demonstrate the handling of divide by zero, Invalid Operation and Overflow exceptions in ARM.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
● Explain the ARM Architectural features and Instructions.
● Develop programs using ARM instruction set for an ARM Microcontroller.
● Explain C-Compiler Optimizations and portability issues in ARM Microcontroller.
● Apply the concepts of Exceptions and Interrupt handling mechanisms in developing applications.
● Demonstrate the role of Cache management and Firmware in Microcontrollers.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum
passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to have satisfied the

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 academic requirements and earned the credits allotted to each subject/ course if the student secures a minimum of
40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests,
each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods
mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test after
covering 85-90% of the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC
1. 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the
test to be conducted after the completion of all the laboratory sessions.
2. On completion of every experiment/program in the laboratory, the students shall be evaluated including viva-
voce and marks shall be awarded on the same day.
3. 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.
4. The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for 50
marks and scaled down to 10 marks.
5. Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of
IPCC for 25 marks.
6. The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
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 have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks.
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 may include questions from the practical
component.
Suggested Learning Resources:
Text Books:
1. Andrew N Sloss, Dominic Symes and Chris Wright, ARM system developers guide, Elsevier, Morgan
Kaufman publishers, 2008.
Reference Books:
1. Raghunandan.G.H, Microcontroller (ARM) and Embedded System, Cengage learning Publication,
2019.
2. Insider’s Guide to the ARM7 based microcontrollers, Hitex Ltd.,1st edition, 2005
Activity Based Learning (Suggested Activities in Class)/ Practical Based Learning
Assign the group task to demonstrate the Installation and working of Keil Software.

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 IPCC (26.04.2022)

DATABASE MANAGEMENT SYSTEM Semester 4

Course Code BCS403 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours
Examination nature (SEE) Theory

Course objectives:
● To Provide a strong foundation in database concepts, technology, and practice.
● To Practice SQL programming through a variety of database problems.
● To Understand the relational database design principles.
● To Demonstrate the use of concurrency and transactions in database.
● To Design and build database applications for real world problems.
● To become familiar with database storage structures and access techniques.

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

MODULE-1 No. of Hours: 8

Introduction to Databases: Introduction, Characteristics of database approach, Advantages of using the
DBMS approach, History of database applications.
Overview of Database Languages and Architectures: Data Models, Schemas, and Instances. Three schema
architecture and data independence, database languages, and interfaces, The Database System environment.
Conceptual Data Modelling using Entities and Relationships: Entity types, Entity sets and structural
constraints, Weak entity types, ER diagrams,Specialization and Generalization.

Textbook 1:Ch 1.1 to 1.8, 2.1 to 2.6, 3.1 to 3.10

RBT: L1, L2, L3

MODULE-2 No. of Hours: 8

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 IPCC (26.04.2022)

Relational Model: Relational Model Concepts, Relational Model Constraints and relational database schemas,
Update operations, transactions, and dealing with constraint violations.
Relational Algebra: Unary and Binary relational operations, additional relational operations (aggregate,
grouping, etc.) Examples of Queries in relational algebra.
Mapping Conceptual Design into a Logical Design: Relational Database Design using ER-to-Relational
mapping.

Textbook 1: Ch 5.1 to 5.3, Ch 8.1 to 8.5; Ch 9.1 to 9.2 Textbook 2: 3.5

RBT: L1, L2, L3

MODULE-3 No. of Hours:8

Normalization: Database Design Theory – Introduction to Normalization using Functional and Multivalued
Dependencies: Informal design guidelines for relation schema, Functional Dependencies, Normal Forms based
on Primary Keys, Second and Third Normal Forms, Boyce-Codd Normal Form, Multivalued Dependency and
Fourth Normal Form, Join Dependencies and Fifth Normal Form.
SQL: SQL data definition and data types, Schema change statements in SQL, specifying constraints in SQL,
retrieval queries in SQL, INSERT, DELETE, and UPDATE statements in SQL, Additional features of SQL
Textbook 1: Ch 14.1 to 14.7, Ch 6.1 to 6.5
RBT: L1, L2, L3

MODULE-4 No. of Hours:8

SQL: Advanced Queries: More complex SQL retrieval queries, Specifying constraints as assertions and
action triggers, Views in SQL.

Transaction Processing: Introduction to Transaction Processing, Transaction and System concepts, Desirable
properties of Transactions, Characterizing schedules based on recoverability, Characterizing schedules based
on Serializability, Transaction support in SQL.

Textbook 1: Ch 7.1 to 7.3, Ch 20.1 to 20.6

RBT: L1, L2, L3
MODULE-5 No. of Hours:08
Concurrency Control in Databases: Two-phase locking techniques for Concurrency control, Concurrency
control based on Timestamp ordering, Multiversion Concurrency control techniques, Validation Concurrency
control techniques, Granularity of Data items and Multiple Granularity Locking.
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 Databases and Neo4j

Textbook 1:Chapter 21.1 to 21.5, Chapter 24.1 to 24.6

RBT: L1, L2, L3

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 IPCC (26.04.2022)

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

Sl.NO Experiments
1 Create a table called Employee & execute the following.
Employee(EMPNO,ENAME,JOB, MANAGER_NO, SAL, COMMISSION)
1. Create a user and grant all permissions to theuser.
2. Insert the any three records in the employee table contains attributes
EMPNO,ENAME JOB, MANAGER_NO, SAL, COMMISSION and use rollback.
Check the result.
3. Add primary key constraint and not null constraint to the employee table.
4. Insert null values to the employee table and verify the result.
2 Create a table called Employee that contain attributes EMPNO,ENAME,JOB, MGR,SAL &
execute the following.
1. Add a column commission with domain to the Employeetable.
2. Insert any five records into the table.
3. Update the column details of job
4. Rename the column of Employ table using alter command.
5. Delete the employee whose Empno is 105.
3 Queries using aggregate functions(COUNT,AVG,MIN,MAX,SUM),Group by,Orderby.
Employee(E_id, E_name, Age, Salary)
1. Create Employee table containing all Records E_id, E_name, Age, Salary.
2. Count number of employee names from employeetable
3. Find the Maximum age from employee table.
4. Find the Minimum age from employeetable.
5. Find salaries of employee in Ascending Order.
6. Find grouped salaries of employees.
4 Create a row level trigger for the customers table that would fire for INSERT or UPDATE or
DELETE operations performed on the CUSTOMERS table. This trigger will display the
salary difference between the old & new Salary.
CUSTOMERS(ID,NAME,AGE,ADDRESS,SALARY)
5 Create cursor for Employee table & extract the values from the table. Declare the variables
,Open the cursor & extrct the values from the cursor. Close the cursor.
Employee(E_id, E_name, Age, Salary)
6 Write a PL/SQL block of code using parameterized Cursor, that will merge the data available
in the newly created table N_RollCall with the data available in the table O_RollCall. If the
data in the first table already exist in the second table then that data should be skipped.
7 Install an Open Source NoSQL Data base MangoDB & perform basic CRUD(Create, Read,
Update & Delete) operations. Execute MangoDB basic Queries using CRUD operations.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
● Describe the basic elements of a relational database management system
● Design entity relationship for the given scenario.
● Apply various Structured Query Language (SQL) statements for database manipulation.
● Analyse various normalization forms for the given application.
● Develop database applications for the given real world problem.
● Understand the concepts related to NoSQL databases.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The minimum

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 IPCC (26.04.2022)

passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum passing mark is
35% of the maximum marks (18 out of 50 marks). A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests, each of 15
Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods mentioned in
22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test after covering 85-90% of
the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC
● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the test to be
conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated including viva-voce
and marks shall be awarded on the same day.
● 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 (duration 02/03 hours) after completion of all the experiments shall be conducted for 50 marks
and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of IPCC
for 25 marks.
● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
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 have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3 sub-
questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scoredby the student shall be proportionally scaled down to 50 Marks
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 may include questions from the practical component.
Suggested Learning Resources:
Text Books:
1. Fundamentals of Database Systems, Ramez Elmasri and Shamkant B. Navathe, 7th Edition, 2017, Pearson.
2. Database management systems, Ramakrishnan, and Gehrke, 3rd Edition, 2014, McGraw Hill
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Mini Project:
• Project Based Learning

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Analysis & Design of Algorithms Lab Semester 4

Course Code BCSL404 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 2
Examination type (SEE) Practical
Course objectives:
● To design and implement various algorithms in C/C++ programming using suitable development tools to
address different computational challenges.
● To apply diverse design strategies for effective problem-solving.
● To Measure and compare the performance of different algorithms to determine their efficiency and suitability
for specific tasks.
Sl.No Experiments
1 Design and implement C/C++ Program to find Minimum Cost Spanning Tree of a given connected
undirected graph using Kruskal's algorithm.
2 Design and implement C/C++ Program to find Minimum Cost Spanning Tree of a given connected
undirected graph using Prim's algorithm.
3 a. Design and implement C/C++ Program to solve All-Pairs Shortest Paths problem using Floyd's
algorithm.
b. Design and implement C/C++ Program to find the transitive closure using Warshal's
algorithm.
4 Design and implement C/C++ Program to find shortest paths from a given vertex in a weighted
connected graph to other vertices using Dijkstra's algorithm.
5 Design and implement C/C++ Program to obtain the Topological ordering of vertices in a given
digraph.
6 Design and implement C/C++ Program to solve 0/1 Knapsack problem using Dynamic
Programming method.
7 Design and implement C/C++ Program to solve discrete Knapsack and continuous Knapsack
problems using greedy approximation method.
8 Design and implement C/C++ Program to find a subset of a given set S = {sl , s2,.....,sn} of n
positive integers whose sum is equal to a given positive integer d.
9 Design and implement C/C++ Program to sort a given set of n integer elements using Selection
Sort method and compute its time complexity. Run the program for varied values of n> 5000 and
record the time taken to sort. Plot a graph of the time taken versus n. The elements can be read
from a file or can be generated using the random number generator.
10 Design and implement C/C++ Program to sort a given set of n integer elements using Quick Sort
method and compute its time complexity. Run the program for varied values of n> 5000 and
record the time taken to sort. Plot a graph of the time taken versus n. The elements can be read
from a file or can be generated using the random number generator.
11 Design and implement C/C++ Program to sort a given set of n integer elements using Merge Sort
method and compute its time complexity. Run the program for varied values of n> 5000, and
record the time taken to sort. Plot a graph of the time taken versus n. The elements can be read
from a file or can be generated using the random number generator.
12 Design and implement C/C++ Program for N Queen's problem using Backtracking.

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
1. Develop programs to solve computational problems using suitable algorithm design strategy.
2. Compare algorithm design strategies by developing equivalent programs and observing running
times for analysis (Empirical).
3. Make use of suitable integrated development tools to develop programs
4. Choose appropriate algorithm design techniques to develop solution to the computational and
complex problems.
5. Demonstrate and present the development of program, its execution and running time(s) and
record the results/inferences.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is to be evaluated for conduction with an observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments are
designed by the faculty who is handling the laboratory session and are 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 down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
● In a 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 marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

● SEE marks for the practical course are 50 Marks.

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 Template for Practical Course and if AEC is a practical Course Annexure-V

● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of 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 examiners
jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly 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 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

● Virtual Labs (CSE): http://cse01-iiith.vlabs.ac.in/

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 DISCRETE MATHEMATICAL STRUCTURES Semester IV
Course Code BCS405A CIE Marks 50
Teaching Hours/Week (L:T:P:S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory

Course objectives:
1. To help students to understand discrete and continuous mathematical structures.
2. To impart basics of relations and functions.
3. To facilitate students in applying principles of Recurrence Relations to find the generating
functions and solve the Recurrence relations.
4. To have the knowledge of groups and their properties to understand the importance of
algebraic properties relative to various number systems.

Teaching-Learning Process
Pedagogy (General Instructions):
These are sample Strategies, teachers can use to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods may be
adopted so that the delivered lessons shall develop students’ theoretical and applied Mathematical
skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples.
3. Support and guide the students for self–study.
4. You will assign homework, grading assignments and quizzes, and documenting students' progress.
5. Encourage the students to group learning to improve their creative and analytical skills.
6. Show short related video lectures in the following ways:
● As an introduction to new topics (pre-lecture activity).
● As a revision of topics (post-lecture activity).
● As additional examples (post-lecture activity).
● As an additional material of challenging topics (pre-and post-lecture activity).
● As a model solution for some exercises (post-lecture activity).

Module-1: Fundamentals of Logic

Basic Connectives and Truth Tables, Logic Equivalence – The Laws of Logic, Logical Implication –
Rules of Inference. The Use of Quantifiers, Quantifiers, Definitions and the Proofs of Theorems.
(8 hours)
(RBT Levels: L1, L2 and L3)
Module-2: Properties of the Integers
Mathematical Induction, The Well Ordering Principle – Mathematical Induction, Recursive
Definitions.
Fundamental Principles of Counting: The Rules of Sum and Product, Permutations, Combinations –
The Binomial Theorem, Combinations with Repetition. (8 Hours)
(RBT Levels: L1, L2 and L3)
Module-3: Relations and Functions
Cartesian Products and Relations, Functions – Plain and One-to-One, Onto Functions. The Pigeon-
hole Principle, Function Composition and Inverse Functions.
Properties of Relations, Computer Recognition – Zero-One Matrices and Directed Graphs, Partial
Orders – Hasse Diagrams, Equivalence Relations and Partitions. (8 hours)
(RBT Levels: L1, L2 and L3)
Module-4: The Principle of Inclusion and Exclusion

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 The Principle of Inclusion and Exclusion, Generalizations of the Principle, Derangements – Nothing is
in its Right Place, Rook Polynomials.
Recurrence Relations: First Order Linear Recurrence Relation, The Second Order Linear
Homogeneous Recurrence Relation with Constant Coefficients. (8 Hours)
(RBT Levels: L1, L2 and L3)
Module-5: Introduction to Groups Theory
Definitions and Examples of Particular Groups Klein 4-group, Additive group of Integers modulo n,
Multiplicative group of Integers modulo-p and permutation groups, Properties of groups, Subgroups,
cyclic groups, Cosets, Lagrange’s Theorem. (8 Hours)
(RBT Levels: L1, L2 and L3)

Course outcome (Course Skill Set)

At the end of the course, the student will be able to:
1. Apply concepts of logical reasoning and mathematical proof techniques in proving theorems
and statements.
2. Demonstrate the application of discrete structures in different fields of computer science.
3. Apply the basic concepts of relations, functions and partially ordered sets for computer
representations.
4. Solve problems involving recurrence relations and generating functions.
5. Illustrate the fundamental principles of Algebraic structures with the problems related to
computer science & engineering.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and
for the SEE, the minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100)
in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together.
Continuous Internal Evaluation:
● There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment Test
component.
● Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of the
coverage of the syllabus, and the second test will be administered after 85-90% of the coverage of
the syllabus. The average of the two tests shall be scaled down to 25 marks
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be planned
properly by the course teacher. The teacher should not conduct two assignments at the end of the
semester if two assignments are planned. Each assignment shall be conducted for 25 marks. (If two
assignments are conducted then the sum of the two assignments shall be scaled down to 25 marks)
The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.

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 The Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common question
papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books:
1. Ralph P. Grimaldi, B V Ramana: “Discrete Mathematical Structures an Applied
Introduction”, 5th Edition, Pearson Education, 2004.
2. Ralph P. Grimaldi: “Discrete and Combinatorial Mathematics”, 5th Edition, Pearson
Education. 2004.
Reference Books:
1. Basavaraj S Anami and Venakanna S Madalli: “Discrete Mathematics – A Concept-based
approach”, Universities Press, 2016
2. Kenneth H. Rosen: “Discrete Mathematics and its Applications”, 6th Edition, McGraw Hill,
2007.
3. Jayant Ganguly: “A Treatise on Discrete Mathematical Structures”, Sanguine-Pearson,
2010.
4. D.S. Malik and M.K. Sen: “Discrete Mathematical Structures Theory and Applications,
Latest Edition, Thomson, 2004.
5. Thomas Koshy: “Discrete Mathematics with Applications”, Elsevier, 2005, Reprint 2008.
Web links and Video Lectures (e-Resources):
• http://nptel.ac.in/courses.php?disciplineID=111
• http://www.class-central.com/subject/math(MOOCs)
• http://academicearth.org/
• VTU e-Shikshana Program
• VTU EDUSAT Program.
• http://www.themathpage.com/
• http://www.abstractmath.org/
• http://www.ocw.mit.edu/courses/mathematics/
Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
• Quizzes
• Assignments
• Seminar

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 UI/UX Semester 4
Course Code BCS456C CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 14 Total Marks 100
Credits 01 Exam Hours 01
Examination type (SEE) Theory (MCQ)
Course objectives:
● Understand user experience design requirements, with design goals, metrics and
targets.
● Explore different prototyping methods, UX design principles with case examples.
● Understand the role of design thinking concepts and mental models in UX design.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes Critical
thinking.
5. Adopt Case study Based Learning (CBL), which fosters students’ analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyse information rather than
simply recall it.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction: Usability to user experience, Emotional impact as part of user experience, User
experience needs a business case.
Extracting Interaction Design Requirements: Needs & Requirements, Formal requirement extraction,
Methods for requirement extraction.
Module-2
Design Thinking, Ideation, and Sketching: Design Thinking, Design Perspectives, User Personas,
Ideation, Sketching.
Mental Models and Conceptual Design: Storyboards, Design influencing user behaviour.
Module-3
Design Production: Detailed Design, Wireframes.
UX Goals, Metrics and Targets: UX Goals, UX Measures, Measurement instruments, UX Metrics.
Module-4
Prototyping: Depth & breadth of a prototype, Fidelity of prototypes, Paper prototypes.
Connections with Software Engineering: Foundations for success in SE-UX development, The challenge
of connecting SE and UX.
Module-5
UX Design Guidelines: Using and interpreting design guidelines, Human memory limitations, UX design
guidelines & examples, Planning, Translation, Physical action, Outcomes, Assessment, Overall.
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Explain the user experience design requirements.
2. Relate design thinking concepts and mental models to UX design.
3. Illustrate UX design in line with design goals, metrics and targets.
4. Demonstrate different prototyping in relation with software engineering.

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 5. Explain UX design principles with case examples.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks out of 50) and for the SEE minimum passing mark is 35% of the maximum marks (18
out of 50 marks). A student shall be deemed to have satisfied the academic requirements and
earned the credits allotted to each subject/ course if the student secures a minimum of 40%
(40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
(Semester End Examination) taken together.

Continuous internal Examination (CIE)

● For the Assignment component (CCE) of the CIE, there are 25 marks and for the Internal
Assessment Test component, there are 25 marks.
● The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
● Any two assessment methods mentioned in the 22OB2.4, if an assessment is project-based
then only one assessment for the course shall be planned. The teacher should not conduct
two assignments at the end of the semester if two assignments are planned.
● For the course, CIE marks will be based on a scaled-down sum of two tests and other
methods of assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester End Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is MCQ
(multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a minimum
of 35% of the maximum marks meant for SEE.

Suggested Learning Resources:

Books
1. REX HARTSON and PARDHA S. PYLA, The UX Book-Process and Guidelines for Ensuring a Quality
User Experience, Morgan Kaufmann, Elsevier, 2012.

Web links and Video Lectures (e-Resources):

● https://www.freecodecamp.org/news/ui-ux-design-tutorial-from-zero-to-hero-with-
wireframe-prototype-figma/
● https://www.edureka.co/blog/ui-ux-design-tutorial/
● https://www.udemy.com/course/introtoux/
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
● UI design demonstrations covering different UX design principles/concepts (specified in the
syllabus) using UI/UX tools like Lunacy, framer, penpot, visily etc.

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