Department of Computer Science and Engineering

Academic Year
2024 - 25

500

BETA TEST

3rd and 4th Semester Scheme & Syllabus

2024-25
BATCH: 2023-27
CREDITS: 160
S.No CONTENTS Pg. No

1 Institution Vision, Mission, Goals and Quality policy 1

2 Department Vision, Mission and Program Educational Objective (PEO) 2

3 Program Outcomes (PO) with Graduate Attributes 4

4 Program Specific Outcomes (PSOs) 5

SCHEME

5 Scheme of Third and Fourth Semester B. E. 6-10

SYLLABUS
12-62
6 Syllabus of Third Semester B. E.
22MAC31 Mathematical Foundation for Computing Sciences 12
22CSE32 Digital Logic Design 15
22CSL32 Digital Logic Design Lab 17
22CSE33 Problem Solving Using Data Structures 19
22CSL33 Problem Solving Using Data Structures Lab 22
22CSE34X Programming Language Course (PLC) 25 – 43
22CSE35X Ability Enhancement Course–III 44 – 56
22BIK36 Bio Inspired Design and Innovation 57
22SCK37 Social Connect and Responsibility 60
22DMAT31 Basic Applied Mathematics-I 63
7 Syllabus of Fourth Semester B. E. 66 -118
22MAC41 Discrete Mathematics and Graph Theory 66
22CSE42 Computer Architecture with Arm 68
22CSL42 Arm Processor Lab 71
22CSE43 Object-Oriented Programming 73
22CSL43 Object-Oriented Programming Lab 76
22CSE44 Operating System 78
22CSL44 Operating System Lab 80
22CSE45X Programming Language Course (PLC) 82 - 102
22CSE46X Ability Enhancement Course–IV 103 - 113
22CSE47 Universal Human Values and Life Skills 114
22CSE48 Mini Project-I 116
8
22DMAT41 Basic Applied Mathematics-II 119
Common Courses of Third and Fourth Semester B. E. 121 - 129
88 22NSS30, 22NSS40 National Service Scheme (NSS) 121
22PED30, 22PED40 Physical Education (PE) (Sports and Athletics) 126
22YOG30, 22YOG40 Yoga 128
9 Appendix 130 –134

Appendix A: List of Assessment Patterns 130

Appendix B: Outcome Based Education 131

Appendix C: The Graduate Attributes of NBA 132

Appendix D: Bloom’s Taxonomy 134

*****
 New Horizon College of Engineering, Bangalore
Autonomous College affiliated to VTU, Accredited by NAAC with ‘A’ Grade & NBA

INSTITUTE VISION AND MISSION

VISION
To emerge as an institute of eminence in the fields of engineering, technology and
managementin serving the industry and the nation by empowering students with a
high degree of technical,managerial and practical competence.

MISSION
• To strengthen the theoretical, practical and ethical dimensions of the learning
process byfostering a culture of research and innovation among faculty members
and students

• To encourage long-term interaction between the academia and industry

through their involvement in the design of curriculum and its hands-on
implementation

• To strengthen and mould students in professional, ethical, social and

environmental dimensions by encouraging participation in co-curricular and
extracurricular activities

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 DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

VISION
To emerge as a department of eminence in Computer Science and Engineering in serving the
Information Technology Industry and the nation by empowering students with a high degree
of technical and practical competence.

MISSION
➢ To strengthen the theoretical and practical aspects of the learning process by
strongly encouraging a culture of research, innovation and hands-on learning in
Computer Science and Engineering

➢ To encourage long-term interaction between the department and the IT industry,

through the involvement of the IT industry in the design of the curriculum and its
hands-on implementation

➢ To widen the awareness of students in professional, ethical, social and

environmental dimensions by encouraging their participation in co-curricular and
extracurricular activities

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 PROGRAM EDUCATIONAL OBJECTIVES (PEOS)

The Graduate of the program will be able to:

PE01: Develop proficiency as computer scientists with an ability to solve a wide range of
computational problems in industry, government, or other work environments.

PE02: Attain the ability to adapt quickly to new environments and technologies, assimilate new
information, and work in multi-disciplinary areas with a strong focus on innovation and
entrepreneurship.

PE03: Possess the ability to think logically and the capacity to understand technical problemswith
computational systems.

PE04: Possess the ability to collaborate as team members and team leaders to facilitate cutting-
edge technical solutions for computing systems and thereby providing improved functionality.

PEO TO MISSION STATEMENT MAPPING

Mission Statements PEO1 PEO2 PEO3 PEO4

To strengthen the theoretical and practical aspects of the
l e a r n i n g p r o c e s s by strongly encouraging a
3 3 3 2
culture of research, innovation and hands-on learning in
Computer Science and Engineering
To encourage long-term interaction between the
department and the IT industry, through the
3 3 3 2
involvement of the IT industry in the design of the
curriculum and its hands-on implementation
To widen the awareness of students in professional,
ethical, s o c i a l a n d environmental dimensions by
2 2 2 3
encouraging their participation in co-curricular and
extracurricular activities
Correlation: 3 – High, 2 – Medium, 1 – Low

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 PROGRAM OUTCOMES (POs)
The student will be able to:
PO1: Engineering Knowledge: Apply knowledge of mathematics, science, engineering
fundamentals and an engineering specialization to the solution of complex Computer Science
and engineering problems.

PO2: Problem Analysis: Identify, formulate, review research literature and analyze complex
engineering problems in Computer Science and Engineering reaching substantiated conclusions
using first principles of mathematics, natural sciences and engineering sciences.

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

PO4: Conduct Investigations of Complex Problems: Use research-based knowledge and

research methods including design of experiments in Computer Science and Engineering,
analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.

PO5: Modern tool usage: Create, select and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex engineering
activities related to Computer Science and Engineering with an understanding of the
limitations.

PO6: The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering practice in Computer Science and Engineering.

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

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

PO9: Individual and Team Work: Function effectively as an individual and as a member or
leader to diverse teams, and in multidisciplinary settings.

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

engineering community and with society at large, such as, being able to comprehend and write
effective report and design documentation, make effective presentations, and give and receive
clear instructions.
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PO11: Project Management and Finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member and
leader in a team, to manage projects and in multidisciplinary environments.

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

PROGRAM SPECIFIC OUTCOMES (PSOs)

The student will be able to:

PSO1: Ability to design, develop, implement computer programs and use knowledge in various
domains to identify research gaps and hence to provide solution to new ideas and innovations.

PSO2: Work with and communicate effectively with professionals in various fields and pursue
lifelong professional development in computing.

MAPPING OF PEOs to POs & PSOs

PO’s PSO’s
1 2 3 4 5 6 7 8 9 10 11 12 1 2
PEO1 3 3 2 2 2 1 1 1 1 1 1 1 1 1
PEO2 3 3 3 3 3 2 2 2 2 2 2 2 3 2
PEO3 3 3 3 3 3 3 3 2 2 2 2 2 3 3
PEO4 1 1 1 1 1 2 2 3 3 3 3 3 1 1
Correlation: 3 – High, 2 – Medium, 1 – Low

*****

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 NEW HORIZON COLLEGE OF ENGINEERING
B. E. in Computer Science and Engineering
Scheme of Teaching and Examinations for 2023- 2027 BATCH (2022 Scheme)

III SEMESTER
Course and Course Credit Distribution Overall Contact Marks
S. No. Course Title BoS
Code L T P S Credits Hours CIE SEE Total
Mathematical Foundation for
1 BSC 22MAC31 BS 2 1 0 0 3 4 50 50 100
Computing Sciences
2 PCC 22CSE32 Digital Logic Design CS 3 0 0 0 3 3 50 50 100
3 PCCL 22CSL32 Digital Logic Design Laboratory CS 0 0 1 0 1 2 50 50 100
Problem Solving using Data
4 PCC 22CSE33 CS 3 0 0 0 3 3 50 50 100
Structures
Problem Solving using Data
5 PCCL 22CSL33 CS 0 0 1 0 1 2 50 50 100
Structures Lab
6 PLC 22CSE34X Programming Language Course CS 2 0 1 0 3 4 50 50 100

7 AEC 22CSE35X Ability Enhancement Course - III CS 0 0 1 0 1 2 50 50 100

8 BSC 22BIK36 Bio Inspired Design and Innovation ME 3 0 0 0 3 3 50 50 100

9 UHV 22SCK37 Social Connect and Responsibility CS 0 0 1 0 1 2 50 -- 50

NSS
22NSS30 National Service Scheme (NSS)
coordinator
Physical
Physical Education (PE) (Sports and
10 NCMC 22PED30 Education 0 0 0 0 0 2 50 -- 50
Athletics)
Director
Yoga
22YOG30 Yoga
Teacher
Total 19 27 500 400 900

11 NCMC 22DMAT31* Basic Applied Mathematics-I BS 0 0 0 0 0 2 50 -- 50

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BSC: Basic Science Course, PCC: Professional Core Course, PCCL: Professional Core Course laboratory, UHV: Universal Human Value Course, NCMC: Non-
Credit Mandatory Course, AEC: Ability Enhancement Course, L: Lecture, T: Tutorial, P: Practical S: SDA: Self Study for Skill Development, K: This letter
in the course code indicates common to all the stream of engineering. ESC: Engineering Science Course, ETC: Emerging Technology Course, PLC:
Programming Language Course, CIE: Continuous Internal Evaluation, SEE:Semester End Evaluation

22DMAT31: This non-credit mandatory course to be offered with only CIE and no SEE to Lateral entry students.

Programming Language Course (PLC)

22CSE341 Linux System Programming 22CSE344 Programming for IoT
22CSE342 Advanced Excel for Data Analysis 22CSE345 Ruby Programming
22CSE343 Prompt Engineering

Ability Enhancement Course–III (For CSE, all are Laboratory Courses 0-0-1-0)
22CSE351 Web Design Technologies 22CSE354 NLP toolkit
22CSE352 Game Development Libraries 22CSE355 Web Analytics Tools
22CSE353 Data Analytics Tools and Libraries

National Service Scheme /Physical Education/Yoga: All students have to register for any one of the courses namely National Service Scheme (NSS),
Physical Education (PE)(Sports and Athletics), and Yoga(YOG) with the concerned coordinator of the course during the first week of III semesters.
Activities shall be carried out between III semester to the VI semester (for 4 semesters). Successful completion of the registered course and requisite CIE
score is mandatory for the award of the degree. The events shall be appropriately scheduled by the colleges and the same shall be reflected in the calendar
prepared for the NSS, PE, and Yoga activities. These courses shall not be considered for vertical progression as well as for the calculation of SGPA and
CGPA, but completion of the course is mandatory for the award of degree.

Credit Definition: 03-Credits courses are to be designed for 40 hours in Teaching-Learning Session
1-hour Lecture (L) per week=1Credit 02- Credits courses are to be designed for 25 hours of Teaching-Learning Session
2-hoursTutorial(T) per week=1Credit 01-Credit courses are to be designed for 15 hours of Teaching-Learning Sessions
2-hours Practical / Drawing (P) per week=1Credit
2-hous Self Study for Skill Development (SDA) per week = 1 Credit

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 NEW HORIZON COLLEGE OF ENGINEERING
B. E. in Computer Science and Engineering
Scheme of Teaching and Examinations for 2023- 2027 BATCH (2022 Scheme)
IV SEMESTER
Credit
S. Course and Course Overall Contact Marks
Course Title BoS Distribution
No. Code Credits Hours
L T P S CIE SEE Total
Discrete Mathematics and Graph
1 BSC 22MAC41 BS 2 1 0 0 3 4 50 50 100
Theory
2 PCC 22CSE42 Computer Architecture with ARM CS 3 0 0 0 3 3 50 50 100
3 PCCL 22CSL42 ARM Processor Lab CS 0 0 1 0 1 2 50 50 100
4 PCC 22CSE43 Object-Oriented Programming CS 3 0 0 0 3 3 50 50 100
Object-Oriented Programming
5 PCCL 22CSL43 CS 0 0 1 0 1 2 50 50 100
Lab
6 PCC 22CSE44 Operating System CS 3 0 0 0 3 3 50 50 100
7 PCCL 22CSL44 Operating System Lab CS 0 0 1 0 1 2 50 50 100
8 PLC 22CSE45X Programming Language Course CS 2 0 1 0 3 4 50 50 100
9 AEC 22CSE46X Ability Enhancement Course – IV CS 0 0 1 0 1 2 50 50 100
Universal Human Values and Life
10 UHV 22UHK47 CS 1 0 0 0 1 2 50 50 100
Skills
11 PROJ 22CSE48 Mini Project-I CS 0 0 1 0 1 0 50 50 100
NSS
22NSS40 National Service Scheme
coordinator
Physical
12 NCMC 22PED40 Physical Education and Sports Education 0 0 0 0 0 2 50 -- 50
Director
Yoga
22YOG40 Yoga
Teacher
Total 21 29 600 550 1150

13 NCMC 22DMAT41* Basic Applied Mathematics-II BS 0 0 0 0 0 2 50 -- 50

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22DMAT41*: This non-credit mandatory course to be offered with only CIE and no SEE to Lateral entry students.

Programming Language Course (PLC)

22CSE451 C# and .NET 22CSE454 Typescript Programming
22CSE452 PHP Programming 22CSE455 Web Scraping and Data Analysis
22CSE453 Haskell programming 22CSE456 Problem Solving using C++

Ability Enhancement Course–IV (For CSE, all are Laboratory Courses 0-0-1-0)
22CSE461 UI / UX Toolkit 22CSE464 Tools for Hosting platform
22CSE462 Cloud based collaborative tools 22CSE465 Search Engine Optimization Techniques
22CSE463 Graphics design and photo editing tools

Mini-project work: Mini Project is a laboratory-oriented/hands on course that will provide a platform to students to enhance their practical knowledge
and skills by the development of small systems/applications etc. Based on the ability/abilities of the student/s and recommendations of the mentor. A
student can do mini project as
(i) A group of 2 if mini project work is single discipline (applicable to all IT allied branches)
(ii) A group of 2- 4 if mini project work is single discipline (applicable to all Core Branches)
(iii) A group of 2 - 4 students if the Mini Project work is a multidisciplinary (Applicable to all Branches)

CIE procedure for Mini-project:

(i) Single discipline: The CIE marks shall be awarded by a committee consisting of the Head of the concerned Department and two faculty members
of the Department, one of them being the Guide. The CIE marks awarded for the Mini-project work shall be based on the evaluation of the project report,
project presentation skill, and question and answer session in the ratio of 50:25:25. The marks awarded for the project report shall be the same for all
the batches mates.
(ii) Interdisciplinary: Continuous Internal Evaluation shall be group-wise at the college level with the participation of all the guides of the project.
The CIE marks awarded for the Mini-project, shall be based on the evaluation of the project report, project presentation skill, and question and answer
session in the percentage ratio of 50:25:25. The marks awarded for the project report shall be the same for all the batch mates

9|Page
National Service Scheme /Physical Education/Yoga: All students have to register for any one of the courses namely National Service Scheme (NSS),
Physical Education (PE) (Sports and Athletics), and Yoga (YOG) with the concerned coordinator of the course during the first week of III semesters.
Activities shall be carried out between III semester to the VI semester (for 4 semesters). Successful completion of the registered course and requisite
CIE score is mandatory for the award of the degree. The events shall be appropriately scheduled by the colleges and the same shall be reflected in the
calendar prepared for the NSS, PE, and Yoga activities. These courses shall not be considered for vertical progression as well as for the calculation of
SGPA and CGPA, but completion of the course is mandatory for the award of degree.

Credit Definition: 03-Credits courses are to be designed for 40 hours in Teaching-Learning Session
1-hour Lecture (L) per week=1Credit 02- Credits courses are to be designed for 25 hours of Teaching-Learning Session
2-hoursTutorial(T) per week=1Credit 01-Credit courses are to be designed for 15 hours of Teaching-Learning Sessions
2-hours Practical / Drawing (P) per week=1Credit
2-hous Self Study for Skill Development (SDA) per week = 1
Credit

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THIRD SEMESTER

SYLLABUS

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 MATHEMATICAL FOUNDATION FOR COMPUTING SCIENCES
Course Code 22MAC31 CIE Marks 50
L:T:P:S 2:1:0:0 SEE Marks 50
Hrs. / Week 4 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22MAC31.1 Use appropriate numerical methods to solve algebraic equations and transcendental equations.
22MAC31.2 Solve initial value problems using appropriate numerical methods and also Evaluate definite
integrals numerically.
22MAC31.3 Demonstrate the idea of Linear Dependence and Independence of sets in the vector space.
22MAC31.4 Gain ability to use probability distributions to analyze and solve real time problems
22MAC31.5 Justify the concept of sampling distribution to solve the engineering problems.
22MAC31.6 Use the large/small samples to analyse the data to make decision about the hypothesis.
Mapping of Course Outcomes to Program Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22MAC31.1 3 3 - - - - - - - - - -
22MAC31.2 3 3 - - - - - - - - - -
22MAC31.3 3 3 - - - - - - - - - -
22MAC31.4 3 3 - - - - - - - - - -
22MAC31.5 3 3 - - - - - - - - - -
22MAC31.6 3 3 - - - - - - - - - -

MODULE-1 Numerical Methods-1 22MAC31.1 8 Hours

Numerical solution of algebraic and transcendental equations: Regula-falsi method and Newton-Raphson Method-
Problems. Interpolation: Newton’s forward and backward formulae for equal intervals, Newton divided difference,
Lagrange’s formula and Lagrange’s inverse interpolation for unequal intervals (without proofs)-Problems.
Case Study Case study on Numerical Analysis.
Text Book Text Book 1: 28.2, 28.3, 29.6, 29.10, 29.11, 29.13, Text Book 2: 19.2, 19.3.
MODULE-2 Numerical Methods-2 22MAC31.2 8 Hours
Numerical solution of ordinary differential equations of first order and of first degree: Taylor’s series method, Modified
Euler’s method and Runge-Kutta method of fourth-order-Problems. Milne’s predictor and corrector methods-Problems.
Numerical integration: Simpson’s 1/3rd rule, Simpson’s 3/8th rule, Weddle‘s rule (without proofs)-Problems.
Applications Application of numerical integration to velocity of a particle and volume of solids.
Text Book Text Book 1: 32.3, 32.5, 32.7, 32.9, 30.7, 30.8, 30.10, Text Book 2: 19.5, 21.1.
MODULE-3 Vector Spaces 22MAC31.3 8 Hours
Vector Space definition and examples, Subspaces and Spanning sets, Linear Dependence and Independence,
Linear Independence and Spanning Sets, Bases: Orthogonal and Orthonormal bases and Dimension.
Text Book Text Book 3: 4.1, 4.2, 4.3, 4.4, 4.5.
MODULE-4 Probability and Joint Probability Distributions 22MAC31.4 8 Hours
Random variables (discrete and continuous), probability density functions, moment generating function. Discrete
Probability distributions: Binomial and Poisson Distributions-Problems. Continuous Probability distribution: Normal
Distributions-Problems.
Concept of joint probability-Joint probability distribution, Discrete and Independent random variables. Expectation,
Covariance, Correlation coefficient.
Case Study Case study on Distributions.
Text Book Text Book 1: 26.8, 26.9, 26.10, 26.11, 26.12, 26.14, 26.15, 26.16.
MODULE-5 Sampling Theory 22MAC31.5 8 Hours
22MAC31.6

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Sampling, Sampling distributions, test of hypothesis of large samples for means and proportions, Inferences for
variance and proportion. Central limit theorem (without proof), confidence limits for means, Student’s t-distribution,
F-distribution and Chi-square distribution for test of goodness of fit for small samples.
Case Study Case Studies on sampling theory and significant measures of scores.
Text Book Text Book 1: 27.2, 27.3, 27.4, 27.5, 27.6, 27.7, 27.8, 27.9, 27.10, 27.11, 27.12, 27.14, 27.15, 27.16,
27.19.
CIE Assessment Pattern (50 Marks – Theory)
Marks Distribution
Qualitative MCQ’s
RBT Levels Test (s)
Assessment (s)
25 15 10
L1 Remember 5 5 -
L2 Understand 5 5 -
L3 Apply 10 5 10
L4 Analyze 2.5 - -
L5 Evaluate 2.5 - -
L6 Create - - -
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 20
L4 Analyze 5
L5 Evaluate 5
L6 Create -
Suggested Learning Resources:
Text Books:
1) B. S. Grewal, Higher Engineering Mathematics, Khanna Publishers, Forty fourth Edition, 2022,
ISBN: 9788193328491.
2) Erwin Kreyszig, Advanced Engineering Mathematics, Wiley-India Publishers, Tenth Edition, Reprint
2016, ISBN: 9788126554232.
3) David C Lay, Linear Algebra and its applications, Addison-Wesley Publishers, Fourth Edition, 2012,
ISBN: 9780321385178.
Reference Books:
1) Glyn James, Advanced Modern Engineering Mathematics, Pearson Education, Fourth Edition,
2015, ISBN: 9780273719236.
2) B. V. Ramana, Higher Engineering Mathematics, McGraw Hill Education (India) Private Limited,
Fourth Edition, 2017, ISBN: 9780070634190.
3) H. K. Dass, Advanced Engineering Mathematics, S. Chand & Company Ltd., Twenty Second Edition, 2018,
ISBN: 9789352533831.
4) N.P.Bali and Manish Goyal, A Text Book of Engineering Mathematics, Laxmi Publications (P) Ltd., Ninth
Edition, 2014, ISBN: 9788131808320.
Web links and Video Lectures (e-Resources):
1)https://youtu.be/IgoJV4g_0LM?si=JO1_bkIvMR8xlC0V
2)https://youtu.be/mIFwzg11uO4?si=Xd13dh0eNlmIswPS
3)https://youtu.be/74g5_3TC-tQ?si=yB2PHVGr4hxIlqPo
4)https://youtu.be/QQFIWwDA9NM?si=3wJrtlm1NdPSbXmB
5)https://youtu.be/5817fLmsTGE?si=Y7ORyV2ETSCxZRAZ
6)https://youtu.be/q3xj16shDuw?si=ewdlKAC8UEc6oRQV
7)https://youtu.be/89Z0tOvHjNU?si=3jT-oriJZaC1kSzx
8)https://youtu.be/dOr0NKyD31Q?si=dMBU-BXGdGL6jIZy
9)https://youtu.be/BR1nN8DW2Vg?si=melzz97SqhK3wr--

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10)https://youtu.be/ugd4k3dC_8Y?si=xF5U2gjIgP0woDQt
11)https://youtu.be/z0Ry_3_qhDw?si=6IG2a65BZgdbaKsn
12)https://youtu.be/36cAE1Ovpq4?si=jfR8gkFmMOCkWNZ_
13)https://youtu.be/vFz2FG65HBc?si=SCHi3Y1XuHWg-pPT
14)https://youtu.be/2Dsz1lZBJ3Y?si=8ATLUE-mkJSMewO3
Activity-Based Learning (Suggested Activities in Class)/Practical Based Learning:
• Contents related activities (Activity-based discussions)
➢ For active participation of students, instruct the students to prepare
Algorithms/Flowcharts/Programming Codes
➢ Organizing Group wise discussions on related topics
➢ Seminars

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 DIGITAL LOGIC DESIGN
Course Code 22CSE32 CIE Marks 50
L:T:P:S 3:0:0:0 SEE Marks 50
Hrs / Week 3 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE32.1 Apply fundamental digital logic design concepts and techniques to solve problems in
digital circuit design
22CSE32.2 Develop comprehensive expertise in designing and implementing combinational circuits
for practical digital system applications
22CSE32.3 Evaluate sequential logic design for real-world digital system design
22CSE32.4 Design and implement binary counters, from ripple to synchronous, utilizing flip-flops and
Verilog
22CSE32.5 Develop a deep understanding of Moore and Mealy state machine models with a focus on
state equations
22CSE32.6 Build Verilog code for real-world digital systems across various domains and applications
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE32.1 3 3 - - - - - - - - - - 3 -
22CSE32.2 3 3 3 3 - - - - - - - - 3 -
22CSE32.3 3 3 3 3 - - - - - - - - 3 -
22CSE32.4 3 3 3 3 - - - - - - - - 3 -
22CSE32.5 3 3 3 3 - - - - - - - 2 3 -
22CSE32.6 3 3 3 3 - - - - - - - 2 3 -

MODULE-1 Digital Logic Essentials 22CSE32.1 8 Hours

Canonical forms, Three Variable K–Maps, Four Variable K–Maps, Quine-McCluskey minimization technique,
reduced prime implicate tables, Map Entered Variables, Introduction to HDL: Variables, wire, data types,
signals
Text Book Text Book 1: Chapter 4, Text Book 2: Chapter 3
MODULE-2 Combinational Circuits and Their 22CSE32.2, 8 Hours
Implementation 22CSE32.6
Introduction, Adders, Subtractors, Carry Look Ahead Adder, Parallel Adder, Magnitude Comparator, Priority
Encoders, Decoders, Multiplexers, De-multiplexers, PLDs, Verilog implementation of combinational circuits.
Text Book Text Book 1: Chapter 10, PLD’S -Chapter 4, Text Book 2: Chapter 4
MODULE-3 Sequential Logic Elements: Flip-Flops and 22CSE32.3, 8 Hours
Shift Registers 22CSE32.6
The Basic Flip-flop circuit, Clocked Flip-flops, Types of Flip-flops, Master Slave Flip-flops, Conversion of
Flip-flops, Types of Shift Registers, Universal Shift Register, Applications of Shift Register, Verilog
implementation of Flip-flop and Shift Registers.
Text Book Text Book 1: Chapter 7,9, Textbook 2: Chapter 5,6
MODULE-4 Counters Utilizing Verilog Implementation 22CSE32.4, 8 Hours
22CSE32.6
Binary ripple counters, Synchronous binary counters, Design of a synchronous mod-n counter using
clocked T, JK, D and SR flip-flops, Verilog implementation of counters.

Text Book Text Book 1: Chapter 8, Text Book 2: Chapter 5,6

MODULE-5 Exploring Finite State Machine Models 21CSE644.5, 8 Hours
21CSE644.6

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Moore and Mealy Models, Design Procedure, Design with State Equations, State Reduction methods
and Assignment, Verilog implementation of Moore and Mealy.

Text Book Text Book 2: Chapter 5

Marks Distribution
Qualitative
RBT Levels Test (s) MCQ’s
Assessment (s)
25 15 10
L1 Remember - - -
L2 Understand 5 - 5
L3 Apply 10 5 5
L4 Analyze 5 5 -
L5 Evaluate 5 5 -
L6 Create - - -
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 25
L4 Analyze 10
L5 Evaluate 05
L6 Create --
Suggested Learning Resources:
Text Books:
th
1. Digital Principles and Applications, Roger Tokheim and Patrick Hoope, 9 Edition, 2022, Tata
McGraw Hill, ISBN-9781259872983.
2. Digital Design: with an Introduction to Verilog HDL, VHDL and System Verilog, M Morris
Mano and Michael D. Ciletti, 6th Edition, 2018, Pearson Education, ISBN-978- 9353062019.
Reference Books:
1. Introduction to Logic circuits and Logic Design with Verilog, Brock TLaMeres, 2018, Springer,
ISBN – 9783319538822
2. Digital Principles and Design- Donald Givone, 2017, Tata McGraw Hill, ISBN-978-0070529069.
Web links and Video Lectures (e-Resources):
• https://nptel.ac.in/courses/117105080
• https://archive.nptel.ac.in/courses/106/105/106105165/
• https://learn.sparkfun.com/tutorials/digital-logic/all
• geeksforgeeks.org/digital-electronics-logic-design-tutorials/

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

• Logic Puzzle Challenges: Logic puzzles and challenges related to digital circuits. These can
include tasks like designing specific logic gates or solving circuit problems. Puzzles can be
individual or team-based.
• Industry Case Studies: Discussion on the challenges and solutions employed in various
industries, such as aerospace, automotive, or consumer electronics.
• Peer Teaching: The students can be asked to teach and discuss specific topic or concept to
their peers. This not only reinforces their own understanding but also encourages active
engagement and collaboration.
• Reflection and Discussion: The students can be asked to present their learning of any topic
with others. This will encourage students to reflect on their experiences and discuss what they
learned. This promotes critical thinking and deeper understanding.

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 DIGITAL LOGIC DESIGN LAB
Course Code 22CSL32 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes: At the end of the course, the student will be able to:
22CSL32.1 Design modular combinatorial logic circuits
22CSL32.2 Develop modular sequential logic circuits with a focus on implementation.
22CSL32.3 Construct Verilog simulations for combinational circuit
22CSL32.4 Execute Verilog simulations for sequential circuits with precise construction.
Mapping of Course Outcomes to Program Outcomes and Program-Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSL32.1 3 3 3 3 - - - - - - - - - -
22CSL32.2 3 3 3 3 - - - - - - - - - -
22CSL32.3 3 3 3 3 3 - - - - - - 2 2 -
22CSL32.4 3 3 3 3 3 - - - - - - 2 2 -

Exp. No. List of Experiments Hours COs

Prerequisite
Simple Boolean functions, Number conversions 2 NA

PART-A
1 Design and verify the Full Adder and Subtractor circuit using basic logic
gates. 2 22CSL32.1

2 Design and verify the Parallel Adder/ Subtractor using IC 9483 2 22CSL32.1
3 Design and verify the 4-variable function using IC 74151(8:1MUX). 2 22CSL32.1
4 a) Design and implement the BCD to Gray code using NAND gates.
b) Design and implement the Binary to excess-3 circuits using Gates 2 22CSL32.1
(4 bit)
5 Implement and verify SISO, PIPO, SIPO, PISO, Ring Counter and
Johnson Counter using IC 7495. 2 22CSL32.2

6 a) Design and implement synchronous up Mod-N (N<8) Counter

using JK flip flop.
2 22CSL32.2
b) Design and implement Mod-N asynchronous counter using Decade
counter IC
PART-B
7 Write a Verilog code to simulate the following circuit:
a) Adder and Subtractor
b) Parallel adder 2 22CSL32.3

8 Write a Verilog code to simulate the following circuit:

a) MUX and De-MUX
2 22CSL32.3
b) Decoder

9 Write a Verilog code to simulate the following circuit:

2 22CSL32.3
a) Magnitude comparator

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 b) Code converter

10 Write a Verilog code to simulate the following circuit:

a) Flip flops
b) Shift Registers 2 22CSL32.4

11 Write a Verilog code to simulate the following circuit:

a) Ring Counter and Johnson Counter
b) Synchronous up and down counter 2 22CSL32.4

12 Write a Verilog code to simulate Mealy sequence detector circuit.

2 22CSL32.4
PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)
1. https://cse15-iiith.vlabs.ac.in/List%20of%20experiments.html
CIE Assessment Pattern (50 Marks – Lab)
Weekly
Test
RBT Levels Evaluation
30 20
L1 Remember - -
L2 Understand 5 5
L3 Apply 10 10
L4 Analyze 10 5
L5 Evaluate 5 -
L6 Create - -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -
Suggested Learning Resources:
Reference Books:
1. Verilog HDL Design Examples - Joseph Cavanagh, 2018, CRC Press, Taylor & Francis group,
ISBN- 9781138099951

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 PROBLEM SOLVING USING DATA STRUCTURES
Course Code 22CSE33 CIE Marks 50
L:T:P:S 3:0:0:0 SEE Marks 50
Hrs / Week 3 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes: At the end of the course, the student will be able to:
22CSE33.1 Summarize the fundamental principles of Abstract data types
22CSE33.2 Apply the fundamental operations of stacking and queuing in real-world scenarios
22CSE33.3 Analyse the fundamental operations inherent to nonlinear data structures, delving into their
intricacies and relationships
22CSE33.4 Investigate a comprehensive body of knowledge pertaining to the diverse applications and use
cases of nonlinear data structures
22CSE33.5 Evaluate various data management techniques, including sorting, searching, and hashing, for their
efficiency and effectiveness in handling and organizing data sets
22CSE33.6 Interpret a range of concepts related to graph traversal and dynamic memory management in
practical contexts.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE33.1 3 3 3 3 - - - - - - - 2 3 3
22CSE33.2 3 3 3 3 - - - - - - - 2 3 3
22CSE33.3 3 3 3 3 - - - - - - - 2 3 3
22CSE33.4 3 3 3 3 - - - - - - - 2 3 3
22CSE33.5 3 3 3 3 - - - - - - - 2 3 3
22CSE33.6 3 3 3 3 - - - - - - - 2 3 3

MODULE-1 Foundations of Data Structures 22CSE33.1 8 Hours

Abstract Data Types (ADTs) – List ADT – array-based implementation – Dynamic memory allocation functions:
malloc, calloc, realloc, free, linked list implementation ––singly linked lists- circularly linked lists- doubly-linked
lists – applications of lists –Polynomial Manipulation – All operations (Insertion, Deletion, Merge, Traversal)
Text Book Text Book 1: 4.2, 4.3Text Book 3:3.2, 3.3, 3.4
MODULE-2 Mastering Stacks and Queues: Operations, 22CSE33.2 8 Hours
Applications, and Expression Evaluation
Stack ADT – Operations – Multi-stack-Applications – Evaluating arithmetic expressions- Conversion of Infix to
postfix expression, Evaluation of postfix expression – Queue ADT – Operations – Circular Queue – Priority Queue
– deQueue – applications of queues.
Text Book Text Book 2: 3.4, 3.6, 3.7
MODULE-3 Comprehensive Tree Structures: From Binary Trees 22CSE33.3, 8 Hours
to Applications 22CSE33.4
Tree ADT–Binary Tree ADT–Property of binary tree, Binary tree traversals - Inorder, postorder, preorder,
Threaded Binary Trees, Binary search tree ADT –Insertion and Deletion in binary search tree, Construction of
expression trees, Applications of trees.
Text Book Text Book 2: 5.2, 5.3, 5.5,
MODULE-4 Sorting & Searching algorithms & strategies 22CSE33.5 8 Hours
Searching- Linear Search – Binary Search – Tree Search. Sorting – Bubble sort – Selection sort – Insertion sort –
Shell sort – Radix sort, Hashing- Hash Functions – Separate Chaining – Open Addressing.
Text Book Text Book 1: 6.3, 6.4, 7.2, 7.3, 7.4
MODULE-5 Graph Fundamentals and Storage Management 22CSE33.6 8 Hours
Techniques

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Definitions, Terminologies, Adjacency Matrix and Adjacency List Representation of Graphs, Elementary Graph
operations, Traversal methods: Breadth First Search and Depth First Search, Bi-connectivity, Euler circuit. Storage
Management: Automatic List management, Dynamic memory management.
Text Book Text Book 1: 9.2, 9.3, Text Book 2: 6.1, 6.2
CIE Assessment Pattern (50 Marks – Theory)
Marks Distribution
Qualitative
RBT Levels Test (s) MCQ’s
Assessment (s)
25 15 10
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 5
L4 Analyze 5 5 5
L5 Evaluate 5 5 -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create -
Suggested Learning Resources:
Text Books:
1. Yedidyah Langsam, Moshe, Aaron M” Data Structure using C”,2st edition 1996, ISBN-81-7808-729-
4.
2. Horowitz, Sahni, Anderson “Fundamentals of Data Structures in C”, 2 nd edition 2014, ISBN: 978 81
7371605 8.
3. Mark Allen Weiss, “Data structures and Algorithm analysis in C” 2 nd edition, 2003, ISBN:81-7808-
167-9.
Reference Books:
1. “Data Structures – A Pseudocode Approach with C“, Richard F Gilberg and Behrouz A Forouzan, Second
edition, Fifth Indian Reprint 2015, Cengage Learning.
2. Aho, Hopcroft, and Ullman, “Data Structures and Algorithms”, Pearson Education, 1983.
Web links and Video Lectures (e-Resources):
• https://www.youtube.com/watch?v=WL4InYgz1bE
• https://www.youtube.com/watch?v=-n2rVJE4vto
• https://www.youtube.com/watch?v=PkJIc5tBRUE
• https://www.youtube.com/watch?v=cySVml6e_Fc
• https://www.youtube.com/watch?v=LQXueqsbxRU
• https://www.youtube.com/watch?v=N3rG_1CEQkQ

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

• Video demonstration of arranging data in memory
• Collaborative Learning Approach
• Coding Bootcamps: Attend coding bootcamps or intensive coding sessions where the students
can immerse themselves in solving a series of data structure-related problems within a short
timeframe.

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• Online Platforms and Tools: Students must practice online platforms, coding environments, and
tools designed for data structures. These platforms often provide a wide range of problems and
immediate feedback.
• Open-Ended Projects: Students should work on open-ended projects that allow them to explore
and experiment with data structures creatively. This promotes independent problem-solving
skills.

21 | P a g e
 PROBLEM SOLVING USING DATA STRUCTURES LAB
Course Code 22CSL33 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSL33.1 Use the simple ADT operations in single linked list and doubly linked list.
22CSL33.2 Apply the primitive operation on the applications of Stack and Queue.
22CSL33.3 Evaluate the primitive operations of nonlinear data structures and sorting, searching algorithms.
22CSL33.4 Evaluate the traversing techniques involved in graph and memory management concepts.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSL33.1 3 3 3 2 3 - - - - - - 2 3 -
22CSL33.2 3 3 3 2 3 - - - - - - 2 3 -
22CSL33.3 3 3 3 2 3 - - - - - - 2 3 -
22CSL33.4 3 3 3 2 3 - - - - - - 2 3 -

Pgm. No. List of Programs Hours COs

Prerequisite Knowledge
• Summarize the knowledge of elementary features in C.
2 NA
• Apply the elementary programming concepts in simple C program.
PART-A
1 Design a Menu-Driven Program for Fundamental Operations with
Linked Lists:
Single Linked List Operations
a) Create a List 2 22CSL33.1
b) Insertion
c) Deletion
d) Display
2 Design a Menu-Driven Program for Fundamental Operations with
Linked Lists:
Doubly Linked List Operations
2 22CSL33.1
a) Insertion
b) Deletion
c) Display
3 Create a Program for Adding Two Polynomials Using Linked Lists. 2 22CSL33.1
4 Design, Develop, and Implement a C Program for Converting an Infix
2 22CSL33.2
Expression to a Postfix Expression.
5 Design, Develop and Implement a menu driven Program in C for the
following operations on Circular QUEUE
a) Insert 2 22CSL33.2
b) Delete
c) Display
6 Design, Develop and Implement a menu driven Program in C for the
following operations on Binary Search Tree (BST) of Integers
a) Create a BST of N Integers: 6, 9, 5, 2, 8, 15, 24, 14, 7, 8, 5, 2 2 22CSL33.3
b) Traverse the BST in Inorder, Preorder and Post Order

PART-B

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 7 Design, Develop and Implement a menu driven Program in C to
perform a Tree traversal 2 22CSL33.3

8 Design, Develop and Implement a Program in C to perform Insertion

sort 2 22CSL33.3

9 Design, Develop and Implement a Program in C to perform bubble sort 2 22CSL33.3

10 Design, Develop and Implement a Program in C to perform binary
search 2 22CSL33.3

11 Design, Develop and Implement a Program in C for the following

operations on Graph(G) of Cities
a. Create a Graph of N cities using Adjacency Matrix.
b. Print all the nodes reachable from a given starting node 2 22CSL33.4
in a digraph using BFS method
c. Check whether a given graph is connected or not using
DFS method.

12 Design, Develop and Implement a Program in C to perform memory

2 22CSL33.4
management operation as first fit, best fit, and worst fit.
PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)
1. https://ds1-iiith.vlabs.ac.in/List%20of%20experiments.html
2. https://cse01-iiith.vlabs.ac.in/List%20of%20experiments.html

CIE Assessment Pattern (50 Marks – Lab)

Test (s) Weekly Assessment
RBT Levels
20 30
L1 Remember 5 5
L2 Understand 5 5
L3 Apply 5 10
L4 Analyze 5 10
L5 Evaluate - -
L6 Create - -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 15
L4 Analyze 15
L5 Evaluate --
L6 Create --

Suggested Learning Resources:

Reference Books:
1) Aho, Hopcroft, and Ullman, “Data Structures and Algorithms”, Pearson Education, 1983.
2) Mark Allen Weiss, “Data structures and Algorithm analysis in C” 2 nd edition, 2003, ISBN:81-7808-
167-9.

23 | P a g e
Web References:
a. https://www.youtube.com/watch?v=H8-IuKKiQeo
b. https://www.youtube.com/watch?v=rUC2Rffejj8
c. https://www.youtube.com/watch?v=-b2lciNd2L4
d. https://www.youtube.com/watch?v=SjtzysvnRl8

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 Programming Language Course (PLC)
22CSE341 Linux System Programming
22CSE342 Advanced Excel for Data Analysis
22CSE343 Prompt Engineering
22CSE344 Programming for IoT
22CSE345 Ruby Programming

25 | P a g e
 LINUX SYSTEM PROGRAMMING
Course Code 22CSE341 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE341.1 Comprehend concepts, features, architecture, and general-purpose commands in operating
system
22CSE341.2 Analyze file and directory concepts and commands in depth
22CSE341.3 Apply filter commands and regular expressions for efficient data retrieval from files or
databases
22CSE341.4 Examine process creation mechanisms and kernel support
22CSE341.5 Implement filter commands to extract data from files or databases
22CSE341.6 Create shell scripts using shell programming concepts
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE341.1 3 3 2 2 3 - - - - - - - 3 -
22CSE341.2 3 3 2 2 3 - - - - - - - 3 -
22CSE341.3 3 3 2 2 3 - - - - - - - 3 -
22CSE341.4 3 3 2 2 3 - - - - - - 3 -
22CSE341.5 3 3 2 2 3 - - - - - - 3 -
22CSE341.6 3 3 2 2 3 - - - - - - 3 -

MODULE-1 Linux Essentials 22CSE341.1 6 Hours

LINUX Operating System: Introduction, LINUX architecture, Features of LINUX operating system
General Purpose Utilities: passwd, who, tty, lock, stty, script, clear and tput with options, uname with
options, date with options, cal, calendar, bc, man, echo, history and alias
Laboratory Component: 3 Hours
1. Perform the following commands, including their respective options, if available: Date
with all available options, cal, calendar, who, whoami, tty, stty, clear, and tput.
2. Run the following commands along with their respective options, if applicable: Man, echo,
whatis, and Uname with all available options.
3. Execute the following commands: bc with a specified scale factor for precision, base
conversion using bc (e.g., binary to decimal, decimal to octal, decimal to hexadecimal,
etc.), password management, viewing command history, managing aliases, and using the
script utility.

Self-study 1. Procedure to Install ubuntu on windows system

2. Linux Distributions: Explore different Linux distributions (e.g., Ubuntu,
CentOS, Fedora) and understand their use cases and characteristics.
3. Linux File System: Dive deep into the Linux file system structure, including
directories like /bin, /etc, /home, and their purposes.
4. Linux Kernel: Learn about the Linux kernel, its role in the operating system,
and how to customize and compile it.
Text Book 1 Text Book 1: 1.1,1.2, 1.10, 1.11, 2,1 to 2.15
MODULE-2 Linux File Systems and Commands 22CSE341.2 6 Hours

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 File System and Attributes: Introduction to LINUX file system, inode, File Types, File Attributes,
Application program Interface to Files, LINUX kernel support for files
File Handling Commands: ls, cat, cp, mv, rm, printf, pwd, mkdir, rmdir, cd, file and directory permissions-
chmod, file ownership-chown,chgrp, umask, tar, gzip,du, df,find, file modification and access times and
touch command
Laboratory Component: 3 Hours
1. Execute the "ls" command to display comprehensive file attributes with all available
options, view the file's contents, perform file copying and moving operations between
locations, and subsequently remove the file.
2. Execute the following directory-related commands: (i) Create a new directory, navigate
between directories, print the current directory path, check disk space usage, compress
file content, and archive files.
3. Identify commands for adjusting user, group, and others' permissions using symbolic and
octal notation, create files using the "touch" command, modify access and modification
timestamps, and alter default permissions for files or directories using "umask.
Self-study / 1. File System Overview: Research and understand the structure and organization of
Case study the Linux file system, including its hierarchy and key directories.
2. Inodes Explained: Dive deep into the concept of inodes and how they are used to
manage files and directories in Linux.
3. File Types and Attributes: Explore different file types (e.g., regular files, directories,
symbolic links) and learn how to view and modify file attributes.
4. Application Program Interface: Study the Linux API for file operations, including
how application programs interact with files through system calls.
5. Kernel Support for Files: Research the role of the Linux kernel in managing files and
how it provides support for file operations.
Text Book Text Book 1: 3.1 to 3.25,4.1 to 4.11
1& Text Book 2: 6.1 to 6.9
Text Book 2
MODULE-3 Mastering Text Manipulation: Simple Filters, 22CSE341.3 6 Hours
Regular Expressions, and Advanced Search
Techniques
Simple filters and Regular Expressions: more, wc with options, od with options, pr, cmp, diff, comm,
head, tail, cut, paste, sort, tr, uniq, nl, grep – searching for a pattern, grep options, regular expressions, egrep
and fgrep
Laboratory Component: 3 Hours
1. Establish a student database consisting of 10 records, each containing five fields, and
employ the following commands to present the records as per your requirements: head,
tail, cut, paste, sort, uniq, tee, nl, and tr, making use of all available options.
2. Construct a student/employee database encompassing 5 fields, and employ the grep
command along with its full range of options to exhibit records or patterns using regular
expressions.
3. Generate three distinct sorted files, each containing some duplicate records, and utilize
the cmp, diff, and comm commands to compare the contents of these files. Additionally,
employ the wc command to tally the number of words, characters, and lines within these
files.
Text Book 1 Text Book 1: 9.1, 9.13, 10.1 to 10.5
MODULE-4 Linux Process Management 22CSE341.4, 6 Hours
22CSE341.5
PROCESS: Process, LINUX kernel support for processes, process attributes, process table, viewing
processes – ps, system processes, starting new processes, waiting for a process, killing a process,zombie
processes, orphan process, running jobs in background, nohup, job execution with low priority-nice,
schedule execution of one or more command at specified time-at and batch,run jobs periodically- cron
introduction to fork, vfork, exit, wait, waitpid, exec and sleep system calls

27 | P a g e
Laboratory Component: 3 Hours
1. Show both user and system processes, and terminate specific processes by their process
IDs.
2. Determine the appropriate command for executing jobs concurrently in both the
foreground and background.
3. Run the provided commands: nice, nohup, at, batch, and cron
Self-study / Introduction to System Calls: Explore the concept of system calls and how they enable
Case study interaction between user-level processes and the kernel.
Fork and Exec: Study the "fork," "vfork," and "exec", “wai”, ”waitpid” system calls and their
roles in process creation and replacement.
Process Termination: Understand the "exit" system call and how it is used for process
termination.
Sleep and Timing: Explore the "sleep" system call for introducing delays in program
execution and timing-related operations.
10. Zombie Processes: Understand what zombie processes are, how they occur, and how to
prevent or remove them.
11. Orphan Processes: Learn about orphan processes, which are processes without a parent,
and how they are handled in Linux.
12. Running Jobs in the Background: Practice running processes in the background using
the "&" operator and related techniques.
13. Job Priority with "nice": Explore how to adjust the priority of processes using the "nice"
command to manage CPU utilization.
14. Running Jobs with "nohup": Learn how to use "nohup" to run processes that continue to
run even after you log out.
Text Book Text Book 1: 7.1 to 7.13
1& Text Book 2 : 8.1
Text Book 2
MODULE-5 Essential Shell Scripting Fundamentals 22CSE341.6 6 Hours
Shell Programming: Shell variables, shell scripts, read, positional parameters, exit status, logical operators,
exit, if conditional, test and [], case, expr, sleep and wait, while, until and for, basename
Laboratory Component: 3 Hours
1. Create a shell script that prompts the user for a pattern and a filename, then searches for
the pattern within the specified file.
2. Develop a shell script that requests a filename, starting line number, and ending line
number from the user. It will then display the lines within that range from the specified
file.
3. Craft a shell script to list all files in the current directory for which you have read, write,
and execute permissions.
4. Design a login shell script that greets the user with "Good Morning," "Good Afternoon,"
or "Good Evening" based on the time of login.
Self-study / Case Study 1: File Management and Looping Scenario: You have a directory containing
Case study multiple text files. You need to create a script that will:

• List all text files in the directory.

• Calculate and display the total word count of each text file.
• Move all files with a word count below a certain threshold to a "LowWordCount"
subdirectory.

Commands and Concepts Involved: "ls," "wc," "if" conditional, "mv," loops (e.g., "for").

Case Study 2: User Greeting Script Scenario: You want to create a script that greets users
based on the time they log in. The script should:

• Determine the current time.

28 | P a g e
 • Use conditional statements to greet users with "Good Morning," "Good Afternoon,"
or "Good Evening" accordingly.
• Commands and Concepts Involved: "if" conditional, current time retrieval,
conditional greeting messages.

Text Book 1 Text Book 1: 13.1 to 13.13

CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 10 5 10
L4 Analyze 5 - 10
L5 Evaluate - - -
L6 Create - - -
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 15
L4 Analyze 15
L5 Evaluate --
L6 Create --
Suggested Learning Resources:
Text Books:
1. Your UNIX /Linux The Ultimate Guide Third Edition by sumitabha das Published by McGraw-
Hill,ISBN 978-0-07-337620-2 (alk. paper), ISBN-10: 0-07-337620-5 (alk. paper)
2. UNIX System Programming Using C++, Terrence Chan, Prentice-Hall of India Private Limited, ISBN
0-13-331562-2
Reference Books:
1. UNIX – Concepts & Applications, SUMITABHA DAS, TATA McGraw Hill Edition, Fourth edition, 26 th
reprint 2015, McGraw Hill
2. Advanced Programming in the UNIX Environment, W Richard Stevens and Stephen A Rago, Addison
Wesley Publications, Third Edition
3. UNIX and SHELL Programming , Richard F Gilberg and Behrouz A Forouzan, 15 th impression, 2015,
Cengage Learning.
Web links and Video Lectures (e-Resources):
● Linux Full Course In 5 Hours | Linux Tutorial For Beginners | Linux Training | Edureka - YouTube
● https://www.udemy.com/course/learn-linux-in-5-days/
● Linux Operating System - Crash Course for Beginners - YouTube
● The Complete Linux Course: Beginner to Power User! - YouTube
● NPTEL or https://nptel.ac.in/courses/117106113/

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

• Team based learning
• Process Monitoring Activity:
• Master the system monitoring tool that periodically checks the CPU and memory usage
of running processes. Display the results to the user.
• Scripting and Automation Activity:

29 | P a g e
 • Practice a shell script that automates a common task, such as file backup, log analysis, or
system maintenance.
• Project Work:
• Undertake the design and implementation of a system utility or tool, such as a file
manager, text editor, or process manager.

30 | P a g e
 ADVANCED EXCEL FOR DATA ANALYSIS
Course Code 22CSE342 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes: At the end of the course, the student will be able to:
22CSE342.1 Develop expertise in performing advanced What-If analysis and logical functions.
22CSE342.2 Demonstrate competence in applying Lookup Functions and creating Pivot Tables in Excel
to analyze data
22CSE342.3 Apply Array Functions, crafting Charts, and implementing Slicers in Excel to dynamically
visualize data and optimize analytical capabilities.
22CSE342.4 Create VBA Macros in Excel to automate tasks, streamline workflows, and enhance
productivity.
22CSE342.5 Automate email processes using VBA in Excel, enhancing communication and workflow
efficiency.
22CSE342.6 Develop expertise in performing advanced What-If analysis and logical functions.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE342.1 3 3 2 2 3 - - - - - - - 3 -
22CSE342.2 3 3 2 2 3 - - - - - - - 3 -
22CSE342.3 3 3 2 2 3 - - - - - - - 3 -
22CSE342.4 3 3 2 2 3 - - - - - - - 3 -
22CSE342.5 3 3 2 2 3 - - - - - - - 3 -
22CSE342.6 3 3 2 2 3 - - - - - - - 3 -

MODULE-1 Advanced Excel Techniques: What-If Analysis, 22CSE342.1 6 Hours

Logical Functions, and Data Validation
What If Analysis: Goal Seek, Scenario Analysis, Data Tables (PMT Function), Solver Tool Logical Functions: If
Function, How to Fix Errors – if error, Nested If, Complex if and or functions.
Data Validation: Number, Date & Time Validation, Text and List Validation, Custom validations based on
formula for a cell, Dynamic Dropdown List Creation using Data Validation – Dependency List
Laboratory Component: 3 Hours
1. Create a loan table and use the "What-If Analysis" tool to determine the monthly installment
amounts based on different interest rates and loan durations.
2. We have a gift voucher valued at Rs. 10,000. After selecting a list of items, the total cost
comes to Rs. 9,300. We want to utilize the entire amount of the gift voucher when
purchasing these items. To achieve this, we can use the Solver Tool along with logical
functions to determine the best way to spend exactly Rs. 10,000.
3. Apply the following three data validation requirements.
1. Name: Limit the input to 3-7 characters.
2. Date of Birth: Only allow dates between 1st January 2000 and 1st January 2021.
3. Exam Center: Restrict the selection to a predefined list of cities.

Self Study / These self-study questions will help you explore and deepen your understanding of the topics
Case studies related to What-If Analysis, Logical Functions, and Data Validation in Excel. You can practice
with examples and real-world scenarios to enhance your Excel skills.
1. Goal Seek:
• How does Goal Seek work in Excel, and what problem does it help you solve?
• Can you provide an example of using Goal Seek to find a desired result by changing
one input?
2. Scenario Analysis:

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 • What is Scenario Analysis, and how can it be useful for decision-making in Excel?
• Explain how to create and manage multiple scenarios in Excel.
3. Data Tables (PMT Function):
• What is a Data Table, and how can you create one in Excel?
• How can you use the PMT function within a Data Table to analyze different loan
scenarios?
4. Solver Tool:
• What is the Excel Solver Tool, and what types of problems can it help solve?
• Walk through the steps to set up and use the Solver Tool for optimization.
MODULE-2 Excel Essentials: Lookups and Pivot Tables 22CSE342.2 6 Hours
1. Lookup Functions: Vlookup / HLookup, Index and Match, Creating Smooth User Interface Using Lookup,
Nested VLookup, Reverse Lookup using Choose Function, Worksheet linking using Indirect, Vlookup with
Helper Column
Pivot Tables: Creating Simple Pivot Tables, Basic and Advanced Value Field Setting, Classic Pivot table,
Choosing Field, Filtering PivotTables, Modifying PivotTable Data, Grouping based on numbers and Dates,
Calculated Field & Calculated Items
Laboratory Component: 3 Hours
2. 1. Create a worksheet linking with Indirect, Vlookup with Helper Column.
2. Create a Smooth User Interface using Lookup (Vlookup / Hlookup).
3. Given a dataset containing sales data (e.g., date, product, region, sales amount). Create a pivot
table to analyze the total sales, average sales, group the sales data by quarters, sales data for
specific region.
Self-Study / 1. INDEX and MATCH:
Case studies • Explore the power of the INDEX and MATCH combination for more flexible and
versatile lookup operations.
2. Creating Smooth User Interface Using Lookup:
• Understand how to design user-friendly Excel interfaces with lookup functions for
data selection.
3. Nested VLOOKUP:
• Master the technique of nesting VLOOKUP functions to perform more complex data
retrievals.
Case Study 1: Sales Analysis
• Scenario: You have a large dataset containing sales data for various products and regions.
Use pivot tables to analyze sales trends, calculate total revenue, and identify top-performing
products and regions.
Case Study 2: Employee Data Management
• Scenario: You manage employee data with multiple sheets for different departments.
Implement VLOOKUP to create a centralized employee database with a user-friendly
interface for quick data retrieval.
MODULE-3 Mastering Array Functions, Charts, Slicers, and 22CSE342.3 6 Hours
Dashboards
3. Arrays Functions: Array Formulas, Use of the Array Formulas, Basic Examples of Arrays, Array with if, Len
and mid functions formulas, Array with Lookup functions, Advanced Use of formulas with Array.
4. Charts and slicers: Various Charts i.e. Bar Charts / Pie Charts / Line Charts, Using SLICERS, Filter data with
Slicers, Manage Primary and Secondary Axis
Excel Dashboard: Planning a Dashboard, Adding Tables and Charts to Dashboard, Adding Dynamic Contents
to Dashboard
Laboratory Component: 3 Hours
5. 1. Create an Array Formula that incorporates the IF, LEN, and MID functions to manipulate text
data.
2. Demonstrate advanced use of Array Formulas by combining multiple functions to solve a
6.
complex problem.
3. Design an excel Dashboard with adding tables, charts and dynamic content.

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 Self-Study / This case study demonstrates the practical application of array functions, charts, slicers, and
Case studies dynamic content creation within an Excel dashboard for effective data analysis and decision-
making.
Scenario: You are a sales manager at a retail company, and you want to create a
comprehensive sales analysis dashboard to track monthly sales performance, product
categories, and customer feedback. You'll utilize array functions, charts, slicers, and dynamic
content to build this dashboard.
MODULE-4 Excel Automation and VBA Fundamentals 22CSE342.4, 6 Hours
22CSE342.5
7. Recording a Macro, Procedure and functions in VBA, Variables in VBA, Message Box and Input box Functions,
If and select statements, Looping in VBA
Laboratory Component: 3 Hours
8. 1.Creeate, run and edit a recording a Macro in Excel.
2. Demonstrate how to call both the procedure and function from VBA module. 9.
3. Create a VBA procedure that combines both MsgBox and InputBox.
Self-Study / • Explore online resources, tutorials, and VBA documentation to deepen your understanding
Case studies and seek answers to any questions you may have.
• Activity: Continuously practice and experiment with VBA by automating tasks and solving
real-world Excel challenges. Experimentation is key to mastering VBA.
By completing these activities and continually exploring VBA, you'll develop a solid
foundation in Excel automation and VBA programming.
MODULE-5 Excel and Outlook Integration - Automating Email 22CSE342.6 6 Hours
Communication and Data Manipulation
10. Using Outlook Namespace, Send automated mail, Outlook Configurations, MAPI, Worksheet / Workbook
Operations, Merge Worksheets using Macro, Merge multiple excel files into one sheet, Split worksheets using
VBA filters, Worksheet copiers.
Laboratory Component: 3 Hours
11. 1.Demonstrate how to use the Namespace to access different folders in Outlook (e.g., Inbox, Sent)
2. Write a VBA macro that merges multiple worksheet into a single consolidated sheet.
3. Write a VBA macro that splits single worksheet into a multiple sheet. 12.
Self-Study / 1.Research and learn about the Outlook Object Model and Namespace in VBA.
Case studies 2.Explore the available properties and methods for accessing Outlook items.
3.Practice sending automated emails through VBA using Outlook. Start with simple
emails and then advance to more complex scenarios.
4. Experiment with sending emails to specific recipients and including attachments.
CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

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SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Books:
1. Microsoft Excel Formulas and Functions by Paul McFedries, 2019 ISBN: 978-1509306190
2. Excel Power Programming with VBA" book by Michael Alexander and Richard Kusleika, 2019 ISBN-
13: 978-1119514923
Web links and Video Lectures (e-Resources):
• https://www.excel-easy.com/
• http://www.excelhero.com/
• https://www.mrexcel.com/
• http://www.improveyourexcel.com/

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

● Project-Based Learning:
• Undertake a mini project to apply advanced Excel skills to real-world scenarios. For
example, create financial models, data dashboards, or advanced data analysis reports
etc.,
● Excel Challenges:
• Participate Excel challenges with increasing levels of complexity. Compete individually
or in teams to solve these challenges. Provide feedback and solutions afterward.
● Data Analysis Exercises:
• Perform advanced data analysis tasks, such as regression analysis, what-if analysis, or
complex calculations using Excel functions.

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 PROMPT ENGINEERING
Course Code 22CSE343 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE343.1 Summarize how prompt engineering aligns with specific requirements.
22CSE343.2 Categorize various prompt engineering techniques.
22CSE343.3 Construct prompt engineering models for critical social issues.
22CSE343.4 Analyze design and development principles of prompt engineering models
22CSE343.5 Illustrate potential risks and misuse scenarios in prompt engineering through relevant case
studies.
22CSE343.6 Explore different applications and tools within the field of prompt engineering.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO11 PO1 PSO1 PSO2
0 2
22CSE343.1 3 3 2 2 3 - - - - - - - 3 -
22CSE343.2 3 3 2 2 3 - - - - - - - 3 -
22CSE343.3 3 3 2 2 3 - - - - - - - 3 -
22CSE343.4 3 3 2 2 3 - - - - - - - 3 -
22CSE343.5 3 3 2 2 3 - - - - - - - 3 -
22CSE343.6 3 3 2 2 3 - - - - - - - 3 -

MODULE-1 Mastering Prompts: Foundations, Formatting, 22CSE343.1 6 Hours

Elements, and Effective Design
Basics of Prompting, Prompt Formatting, Prompt Elements, General Tips for Designing Prompts: The
Instruction, Specificity, Avoiding Impreciseness. -Examples of Prompts: Text Summarization, Information
Extraction, Question Answering, Text Classification, Conversation, Code Generation.
Laboratory Component: 3 Hours
1. Create an optimal prompt by incorporating precise instructions, context, and relevant
input data to achieve the desired results effectively.
2. Formulate prompts tailored for tasks such as text summarization and question
answering, ensuring they are well-suited to their respective objectives and
requirements.
3. Construct appropriate prompts designed specifically for tasks like text classification
and role-playing scenarios, taking into account the task's nature and goals.
MODULE-2 Advanced Prompting Strategies - 1 22CSE343.2 6 Hours
Zero-Shot Prompting, Few-Shot Prompting, Chain-of-Thought Prompting, Self-Consistency, Generate
Knowledge Prompting, Tree of Thoughts (ToT), Retrieval Augmented Generation (RAG), Automatic Reasoning
and Tool-use (ART), Automatic Prompt Engineer, Active-Prompt, Directional Stimulus Prompting, ReAct
Prompting, Multimodal CoT Prompting, Graph Prompting.
Laboratory Component: 6 Hours
1. Showcase diverse prompt methodologies for enhancing performance in intricate
tasks.
2. Devise a Few-Shot prompting approach and illustrate its impact on performance
enhancement.
3. Determine the appropriate prompting technique capable of handling reasoning inputs
to execute the assigned task effectively.

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MODULE-3 Advanced Language Models: FLAN, ChatGPT, 22CSE343.3, 6 Hours
LLaMA, and GPT-4" 22CSE343.4
Fine-tuned LAnguage Net (FLAN), ChatGPT: Introduction,Reviewing the Conversation Task, Multi-turn
Conversations, Single-turn tasks. - Large Language Model Meta AI (LLaMA), GPT-4: Introduction,Vision
Capabilities, Steering GPT-4, Limitations. - Model Collection.
Laboratory Component: 3 Hours
1. Employ the capabilities of a recent language model to excel in advanced prompt
engineering tasks.
2. Create a Fine-tuned Language Net (FLAN) model and execute the multi-task instruction
fine-tuning process.
3. Showcase multi-turn conversations using ChatGPT through the implementation of a
chatbot assistant tool

MODULE-4 Adversarial Prompting: Challenges, Strategies, 22CSE343.5 6 Hours

and Ethical Considerations in AI
Adversarial Prompting: Prompt Injection, Prompt Leaking, Jail breaking, Illegal Behavior, Do Anything Now
(DAN), The Waluigi effect, Defense Tactics, Add Defense in the Instruction, Parameterizing Prompt
Components, Quotes and Additional Formatting, Adversarial Prompt Detector. - Factuality, Biases:
Distribution of Exemplars, Order of Exemplars.
Laboratory Component: 3 Hours
1. Explore the potential risks that arise when combining your prompt with a user-generated
one, focusing on the issue of prompt injection. Discuss the implications and consequences.
2. Provide an overview of the risks linked to prompt leaking and illustrate this concept
through practical implementation, highlighting the associated challenges.
3. Showcase the concept of jail breaking with the aid of relevant examples, shedding light on
the potential exploits and vulnerabilities.
MODULE-5 Development with Program-Aided Language 22CSE343.6 6 Hours
Models and AI-Powered Tools
Program-Aided Language Models, Generating Data, Generating Code, Turn Comments into Code, Complete
Functions, MySQL Query Generation, Explain Code, Editing Code, Debugging Code. Tools: AI Test Kitchen,
ChatGPT Prompt Generator, DreamStudio, OpenAI Playground, Visual Prompt Builder.
Laboratory Component: 3 Hours
1. Utilize a contemporary tool to execute the Graduate Job Classification task.
2. Illustrate a tool capable of generating sample data for training a sentiment classifier.
3. Showcase the procedure for converting comments into executable code snippets.
CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

36 | P a g e
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Books:
1. The Art of Prompt Engineering with Chatgpt: A Hands-On Guide, Nathan Hunter, 2023
Reference Books:
1. Prompt Engineering for Generative AI, James Phoenix, Mike Taylor, ISBN: 9781098153373, O'Reilly
Media, Inc., 2024
2. Prompt Engineering, Padmaraj Nidagundi, https://www.amazon.com/dp/B0BLR6T2MT, 2022
Web links and Video Lectures (e-Resources):
• https://www.classcentral.com/classroom/youtube-chatgpt-prompt-engineering-course-
146290/641948750c9e7
• https://www.upgrad.com/advanced-certificate-program-generative-ai/
• https://www.udemy.com/course/prompt-engineering
• https://openai.com/blog/chatgpt
• https://www.promptingguide.ai/
• https://www.youtube.com/watch?v=dOxUroR57xs
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
● Prompt Creation Workshops:
• Participate in creating prompts for various tasks with different prompt styles and formats
to understand their impact on model performance.
● Prompt Analysis and Critique:
• Analyze and critique the designed prompts. Discuss the strengths and weaknesses of each
prompt and how they could be improved.
● Prompt Optimization Challenges:
• Optimize prompts for specific tasks or objectives. This can include making prompts more
concise, clear, or effective in eliciting desired responses.
● Prompt Fine-Tuning Exercises:
• Fine-tune the prompts for specific language models or tasks and evaluate the performance
improvements.
● Prompt Modification Scenarios:
• Discuss the scenarios where you can modify prompts to handle changing requirements or
adapt to new data. This helps to understand the dynamic nature of prompt engineering.

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 PROGRAMMING FOR IOT
Course Code 22CSE344 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 4 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE344.1 Comprehend an overview of IoT concepts and explore their practical applications.
22CSE344.2 Create a prototype by interfacing Arduino Uno with various devices.
22CSE344.3 Recognize diverse sensors and actuators suitable for Arduino Uno integration.
22CSE344.4 Interpret the communication protocols for interfacing Arduino Uno or Raspberry Pi.
22CSE344.5 Develop a prototype involving Raspberry Pi to connect with various devices.
22CSE344.6 Design an IoT application to interact with Django for seamless integration.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE344.1 3 3 2 2 3 - - - - - - - 3 -
22CSE344.2 3 3 2 2 3 - - - - - - - 3 -
22CSE344.3 3 3 2 2 3 - - - - - - - 3 -
22CSE344.4 3 3 2 2 3 - - - - - - - 3 -
22CSE344.5 3 3 2 2 3 - - - - - - - 3 -
22CSE344.6 3 3 2 2 3 - - - - - - - 3 -

MODULE-1 Exploring the Digital World: From 22CSE344.1 6 Hours

Microprocessors to IoT Applications
Microprocessor, Microcontroller, Embedded System, Definition of IoT, Characteristics of IoT, Physical design
of IoT, Logical design of IoT, IoT Enabling Technologies, IoT levels & Deployment Templates, IoT Applications.

Laboratory Component: 3 Hours

1) Set up the Arduino IDE and create a program to make an LED blink.
2) Connect an LED and a buzzer to Arduino to create a buzzing effect for a specific duration.
3) Link an RGB LED to Arduino to generate various colors and adjust brightness using PWM
(Pulse Width Modulation).
MODULE-2 Arduino Adventures: From Basics to Projects 22CSE344.2 6 Hours
Introduction to the Arduino, Creating an Arduino programming Environment, Using the Arduino IDE,
Creating an Arduino program, Using Libraries, Working with Digital Interfaces, Interfacing with Analog
devices, Adding Interrupts, Communicating with devices, Using sensors, Working with Motors, Using an LCD.
Laboratory Component: 3. 3 Hours
1. Arduino Motor Control: Servo and Stepper Manipulation
a) Use Arduino to manipulate a servo motor in response to a push button input, such as
rotating it by 15 degrees when the button is pressed.
b) Program Arduino to rotate a stepper motor either clockwise or counter clockwise by a
specified number of steps
2. 2. Develop an Arduino program to read data from an RFID tag and showcase the information on
a display board while controlling an LED, ensuring it's on for valid cards and off otherwise.
3. Employ Bluetooth or Wi-Fi connectivity to manage two actuators connected to Arduino.

MODULE-3 Getting Started with IoT and Communication 22CSE344.3, 6 Hours

Protocols 22CSE344.4

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Introduction to Sensor, Types of Sensors, Actuators, classification of Actuators.
Technologies used in IoT: Bluetooth, Bluetooth Low Energy (BLE), WiFi, LiFi, Cellular Networks, Z-Wave,X-
10,Sig fox, ZigBee, LoRaWAN, 6LowPAN, 5-G, LPWAN, RFID and NFC,WSN.
COMMUNICATION PROTOCOLS: CoAP, MQTT, XMPP, DDS,AMQP, REST,HTTP.
Laboratory Component: 3 Hours
1) Connect various analog and digital sensors to Arduino and examine the resulting data,
including sensors for temperature, alcohol, humidity, pressure, gas, sound pollution, level,
weight, flow, proximity, LDR, PIR, pulse, vibration, and sound, among others.
2) Illustrate the setup and operation of Raspberry Pi, and have students prepare a
corresponding report.
3) Link an RGB LED to Raspberry Pi for generating diverse colors and adjusting brightness
through PWM control
MODULE-4 Raspberry Pi: Unleashing Physical Computing 22CSE344.5 6 Hours
and Beyond
Physical Devices & Endpoints: Raspberry Pi, About the Board, Linux on Raspberry Pi, Raspberry Pi Interfaces,
Programming Raspberry Pi with Python, Controlling LED with Raspberry Pi, Interfacing an LED and Switch
with Raspberry Pi, Interfacing a Light Sensor.
Laboratory Component: 3 Hours
1. a) Interface an ultrasonic sensor with Raspberry pi to print distance readings on the
monitor when the sensor changes its position
b) Reading the data from an analog sensor with Raspberry using Arduino serial port or
ADC MCP3208 using SPI
2. Read the data to/from the cloud via MQTT broker with a Raspberry Pi.
3. Send real-time sensor data to a Smartphone using Raspberry Pi onboard Bluetooth
4.
MODULE-5 IoT Ecosystem: Harnessing Python and Cloud 22CSE344.6 6 Hours
Technologies
Python Packages for IoT, WAMP - AutoBahn for IoT, Python Web Application Framework – Django, Amazon
Web Services for IoT, SkyNet IoT messaging platform.
Laboratory Component: 3 Hours
1. Connect the Picamera module to Raspberry Pi to utilize PiCamera-API or the OpenCV
library for various camera operations.
2. Develop a security system that sends email alerts in case of intruders.
3. Enable remote monitoring of smoke alarm systems with the help of Raspberry Pi.
CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

39 | P a g e
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --

Suggested Learning Resources:

Text Books:
1) Vijay Madisetti and Arshdeep Bahga, Internet of Things (A Hands-on-Approach), 1st Edition, VPT,
2016.
2) Richard Blum, Arduino Programming in 24 Hours, Sams Teach Yourself, Pearson Education, 2017.
3) Jain, Prof. Satish, Singh, Shashi, Internet of Things and its Applications, 1st Edition, BPB, 2020.

Reference Books:

1) Donald Norris, Internet of things_ do-it-yourself projects with Arduino, Raspberry Pi, and Beagle
Bone Black, 1st Edition, McGraw-Hill,2015.
2) Adeal Javed Lake Zurich, Illinois, Building Arduino Projects for the Internet: Experiments with Real-
World Applications, 1st Edition, USA, A press, 2016.
3) Yashavant Kanetkar, Shrirang Korde, 21 IOT Experiments, 1st Edition, BPB Publications, 2018.
4) Dr. Rajesh Singh, Dr. Anita Gehlot, Dr. Lovi Raj Gupta, Navjot Rathour, Mahendra Swain, Bhupendra
Singh, IoT based Projects Realization with Raspberry Pi, NodeMCU and Arduino, 1 st Edition, BPB
Publications, 2020.

Web links and Video Lectures (e-Resources):

• https://www.arduino.cc/reference/en
• https://create.arduino.cc/projecthub
• https://maker.pro/raspberry-pi/tutorial
• https://projects.raspberrypi.org/en/projects
• https://www.digikey.com/en/maker/blogs/2019/how-to-use-mqtt-with-the-
raspberry-pi

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

Activity-Based Learning (ABL) methods for IoT Programming courses can enhance student engagement and
comprehension. Here are some effective ABL methods for this course:
➢ Hands-On Labs and Projects: Perform practical projects and lab exercises where you can apply
IoT programming concepts to real-world scenarios. For example, building a home automation system
or a weather station.
➢ Prototyping: Create physical prototypes using IoT hardware like Raspberry Pi, Arduino, or
microcontrollers. They can develop IoT devices and see their code in action.
➢ IoT Hackathons: Participate hackathons or coding competitions to collaborate and solve IoT
challenges to foster creativity, teamwork, and problem-solving skills.
➢ Simulations: Practice IoT simulation tools or platforms that allow students to simulate IoT devices
and networks to experiment without physical hardware.

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 RUBY PROGRAMMING
Course Code 22CSE345 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 3 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE345.1 Describe the syntax, control structures and looping functions.
22CSE345.2 Explain the concept of object-oriented programming concepts on Ruby
22CSE345.3 Illustrate the MVC architecture of Ruby on Rails.
22CSE345.4 Identify the coding standards and derive the test cases.
22CSE345.5 Develop application using meta-programming concepts.
22CSE345.6 Integrate Ruby with other programming languages to foster a cross-platform development.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE345.1 3 3 2 2 3 - - - - - - - 3 -
22CSE345.2 3 3 2 2 3 - - - - - - - 3 -
22CSE345.3 3 3 2 2 3 - - - - - - - 3 -
22CSE345.4 3 3 2 2 3 - - - - - - 3 -
22CSE345.5 3 3 2 2 3 - - - - - - 3 -

MODULE-1 Ruby Foundations 22CSE345.1 6 Hours

Installation and Setup, Ruby Syntax, Variables, Data Types, and Operators, Control Structures and Loops,
Functions and Methods.
Laboratory Component: 3 Hours
1) Write a Ruby script to create a new string which is n copies of a given string where n is a
nonnegative integer.
2) Write a Ruby script which accept the radius of a circle from the user and compute the
parameter and area.
3) Write a Ruby script which accept the radius of a circle from the user and compute the
parameter and area.
MODULE-2 Object-Oriented Ruby 22CSE345.2 6 Hours
Classes and Objects, Inheritance and Polymorphism, Encapsulation and Abstraction, Modules and Mixins .
Laboratory Component: 6 Hours
1) Write a Ruby script to find the greatest of three numbers
2) Write a Ruby script to print odd numbers from 10 to 1
3) Write a Ruby script to check two integers and return true if one of them is 20
otherwise return their sum.
MODULE-3 Ruby on Rails: From Basics to Database Integration and 22CSE345. 6 Hours
Views 3
Overview of Ruby on Rails, Setting and Configuration for Rails Application, MVC Architecture, Database
Integration using Active Record, Views and Templates using ERB.
Laboratory Component: 3 Hours
1) Write a Ruby script to check two temperatures and return true if one is less than 0 and the
other is greater than 100.
2) Write a Ruby script to find the factorial of a number.
3) Write a Ruby program to retrieve the total marks where subject name and marks of a
student stored in a hash.

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4) Write a Ruby script to find the factorial of a number.

MODULE-4 Ruby Development Essentials 22CSE345. 6 Hours

4
Coding Style and Standards, Documentation using RDoc and YARD, Version Control using Git, Testing
Frameworks - RSpec, Writing and Running Tests for Ruby Code, Code Debugging - Pry.
Laboratory Component: 3 Hours
1) Write a Ruby script for Sorting a list using a comparison function
2) Write a Ruby script to (i)create a list (ii ) append elements to the list (iii)Traverse the list
(iv)Concatenate the list
3) Write a Ruby script to copy a file and translate to native format.
MODULE-5 Advanced Ruby Mastery 22CSE345.5, 6 Hours
22CSE345.6
Meta-programming, Concurrency using threads and fibers, Performance Optimization, Integrating Ruby with
Other Languages, Working with APIs, Data Processing and Analysis using Ruby
`Laboratory Component: 3 Hours
1) Write a Ruby script to develop online stores with elegant and advanced browsing and
purchasing features.
2) Write a Ruby script to establish streamlined stock market platforms for enhanced efficiency.
3) Write a Ruby script to build social networking websites

CIE Assessment Pattern (50 Marks – Theory and Lab)

Marks Distribution
Qualitative Lab CIE (like
RBT Levels Test (s)
Assessment SEE Lab)
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --

42 | P a g e
Suggested Learning Resources:
Text Books:
1. David Flanagan and Yukihiro Matsumoto, “The Ruby Programming Language”,Publisher:
O’Reilly, 1st edition 2008,ISBN-10: 0-596-51617-7, ISBN-13: 978-0-596-51617-8
2. Michael Hartl,”The Ruby on Rails Tutorial-Learn Web Development with Rails (Addison-
wesley Professional Ruby) ”,4th edition 2016,ISBN-10 0134598628, ISBN-13 978-
0134598628
3. Meta programming Ruby 2: Program Like the Ruby Pros" by Paolo Perrotta
Reference Books:
1. David Thomas, Andrew Hunt, “Programming Ruby”, Publisher: Addison-Wesley, 2001,
ISBN:9780201710892, 0201710897
2. Jay McGavren, “Head First Ruby: A Brain-Friendly Guide 1st Edition”, Publisher: O'Reilly
Media,ISBN-109781449372651,ISBN-13978-1449372651
3. David A. Black, ”The Well-Grounded Rubyist”, Manning Publications, 2014, ISBN-10
9781617291692, ISBN-13978-1617291692.

Web links and Video Lectures (e-Resources):

● https://onlinecourses.swayam2.ac.in/aic20_sp37/preview
● https://www.aspiresys.com/casestudies/Case%20Study%20-%20Ruby%20on%20Rails.pdf
● https://www.toptal.com/ruby/ruby-metaprogramming-cooler-than-it-sounds
● https://www.rubyguides.com/ruby-tutorial/object-oriented-programming/
● https://semaphoreci.com/community/tutorials/getting-started-with-rspec
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
• Coding Challenges: Participate small coding challenges and exercises regularly. Solve problems using
Ruby syntax and concepts you have learned.
• Mini-Projects: Develop mini-projects that gradually increase in complexity. For example, start with a
basic calculator and progress to more advanced projects like a to-do list app or a simple game.
• Ruby Gems Exploration: Explore popular Ruby gems (libraries) and create simple applications using
these gems. This introduces a broader Ruby ecosystem.
• Ruby Community Involvement: Attend Ruby meetups, conferences, or online forums to connect with
the Ruby community and stay updated on the latest trends.

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 Ability Enhancement Course–III (All are Laboratory Courses 0-0-1-0)
22CSE351 Web Design Technologies
22CSE352 Game Development Libraries
22CSE353 Data Analytics Tools and Libraries
22CSE354 NLP toolkit
22CSE355 Web Analytics Tools

44 | P a g e
 WEB DESIGN TECHNOLOGIES
Course Code 22CSE351 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE351.1 Demonstrate an understanding of how HTML is used to create the structure and hierarchy
of web pages
22CSE351.2 Create well-designed, responsive, and visually appealing websites using advanced CSS
techniques and staying up-to-date with industry trends
22CSE351.3 Apply XHTML and JavaScript knowledge to build web content with proper structure and
dynamic functionality
22CSE351.4 Analyze XML documents to ensure proper structure and data integrity to evaluate their
suitability for specific use cases
Mapping of Course Outcomes to Program Outcomes and Program-Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE351.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE351.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE351.3 3 3 3 3 2 - - - - - - 2 3 -
22CSE351.4 3 3 3 3 2 - - - - - - 2 3 -

Progra
m. No. List of Programs Hours COs

Prerequisite
• Basic Computer Literacy
• Basic understanding of graphic design principles, including color, 2 NA
layout, and typography
PART-A
1 Design a static login page involves creating a simple and effective web
page that allows users to enter their credentials to access a secure area. 2 22CSE351.1

2 Design a class timetable using the colspan and rowspan attributes in

HTML, which can help to create an organized and visually appealing
2 22CSE351.1
layout. Create a simple class timetable for a week (Monday to Friday)
and number of class sessions per day.
3 Design a user form with a variety of controls as a fundamental task in
web development. Create a user form that includes at least six different
types of controls: lists (select menus), text boxes, radio buttons, 2 22CSE351.1
checkboxes, a drop-down menu, and submit/reset buttons. (Assume
your own use cases)
4 Design a web page with CSS to style lists and tables, which can
2 22CSE351.2
significantly enhance the visual appeal and readability of your content.
5 Design a web page using CSS to set background images for the entire
page and individual elements, while controlling the repetition of the
2 22CSE351.2
image using the background-repeat property, which can create an
engaging and visually appealing design.
6 Design a web page using various selector forms with the assistance of
CSS, which allows you to precisely target and style different elements
2 22CSE351.2
within the webpage.

PART-B

45 | P a g e
 7 Create a HTML page with a dropdown menu featuring a list of five
countries and dynamically displaying their corresponding capitals 22CSE351.1,
2
using CSS to customize the font properties as a common web 22CSE351.2
development task.
8 Create a XHTML document with three stacked paragraphs that
smoothly elevate to the top for full visibility when the cursor hovers 2 22CSE351.3
over any part of a paragraph.
9 Create a XHTML document enhanced with JavaScript to manage three
short text paragraphs that gracefully return to their original location
2 22CSE351.3
when moved, rather than being sent to the bottom using the z-index
property.
10 Create a JavaScript code that generates an HTML page capable of taking
a set of integer numbers and arranging them in descending order
2 22CSE351.3
involves building both the HTML structure and the JavaScript
functionality.
11 Create an XML document to store information about an airline system
and then using a CSS style sheet to style and display the data involved.
2 22CSE351.4
The Airline systems XML structure comprises of airline number, name,
destination, price, date of journey, and time of journey.
12 Create an XML document to store information about students at NHCE
(New Horizon College of Engineering) and using a CSS style sheet to
2 22CSE351.4
display the data: USN (University Serial Number), Name, Name of the
College, Branch, Year of Joining, and Email ID.
PART-C
Beyond Syllabus Virtual Lab Content
1. https://html-iitd.vlabs.ac.in/exp/introduction-to-html/references.htm
2. https://www.cybrary.it/practice-lab/introduction-to-programming-using-java-script
CIE Assessment Pattern (50 Marks – Lab)
Weekly Project
Lab CIE Test
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

46 | P a g e
Suggested Learning Resources:
Reference Books:
1. Robert W. Sebesta: Programming the World Wide Web, 8th Edition, 2020, Pearson Education, ISBN-
13:978-9353946142, ISBN-10: 935394614X
2. Randy Connolly, Ricardo Hoar, "Fundamentals of Web Development”, 1 st Edition, Pearson Education
India, ISBN:978-9332575271
3. M. Deitel, P.J. Deitel, A. B. Goldberg: Internet & World Wide Web How to Program, 5th Edition, Pearson
education, 2018. ISBN: 9789352868599, 9352868595
Web links and Video Lectures (e-Resources):
• https://www.youtube.com/watch?v=U9-GFVi4Uo4
• https://www.youtube.com/watch?v=C72WkcUZvco&list=PLXC_gcsKLD6n7p6tHPBxsKj
N5hA_quaPI
• https://www.w3schools.com/whatis/
• https://www.tutorialspoint.com/internet_technologies/website_designing.htm
• https://www.javatpoint.com/html-tutorial
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
1. Hands-On Web Design Projects: Attempt a real-world web design projects to apply your
knowledge and skills. Ensuring incorporating the principles and technologies learned in this
course.
2. Interactive Coding Challenges: Participate coding challenges and exercises that require
writing HTML, CSS, and JavaScript code. These challenges can range from simple tasks to
complex web design problems to foster the critical thinking and coding proficiency.
3. Collaborative Web Development: Collaborate on web design projects. Group projects gives a
chance to learn from each other, share ideas, and work together to create functional websites.
4. Website Redesigns: Select an existing website and redesign it using modern web design
techniques. This exercise encourages analyzing and improving user interfaces, accessibility,
and overall user experience.
5. Portfolio Development: Throughout the course, build the web design portfolios to showcase
the projects, reflect on the design decisions, and grow as web designers.

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 GAME DEVELOPMENT LIBRARIES
Course Code 22CSE352 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE352.1 Understand the fundamentals of game development.
22CSE352.2 Explore into the features of 2D game development.
22CSE352.3 Implement appropriate UI design elements for 3D game development.
22CSE352.4 Analyze the physics and animations within simulation tools by interpreting the effects and
backgrounds
Mapping of Course Outcomes to Program Outcomes and Program-Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11PO12 PSO1 PSO2
22CSE352.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE352.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE352.3 3 3 3 3 2 - - - - - - 2 3 -
22CSE352.4 3 3 3 3 2 - - - - - - 2 3 -

Pgm. No. List of Programs Hours COs

Prerequisite
• Programming Proficiency, Basic Game Development Concepts
2 NA
• Problem Solving Skills
PART-A
1 Install Unity and get familiar with the interface; Create a new Unity
project; Explore the different windows & panels in Unity Editor. 2 22CSE352.1
2 Create a simple 2D or 3D scene with Unity. 22CSE352.1
2
22CSE352.2
3 Add objects like cubes, spheres, or sprites to your scene. 22CSE352.1
2
22CSE352.2
4 Manipulate Position, rotate, and scale these objects using the Unity 22CSE352.1
2
Editor 22CSE352.2
5 Create simple UI elements like buttons, text fields, and images in the
22CSE352.1
Unity Editor. Adjust their properties such as size, position, and 2
22CSE352.2
color.
6 Create in-game UI elements, such as a health bar, score display, and
timer; Implement interactivity for buttons (e.g., "Start Game" button 22CSE352.1
2
starts the game). 22CSE352.2

PART-B
7 Create a Simple 3D Scene 2 22CSE352.3
8 Perform basic 3D Model Manipulation 2 22CSE352.3
9 Implement a real-time shadow 2 22CSE352.3
10 Add advanced 3D visual effects 2 22CSE352.3
11 Perform realistic movement and physics simulation 2 22CSE352.4
12 Add character animation and sound effects 2 22CSE352.4
PART-C
Beyond Syllabus Virtual Lab Content
1. https://unity.com/labs

48 | P a g e
CIE Assessment Pattern (50 Marks – Lab)
Weekly Project
Lab CIE Test
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 5
L4 Analyze 2 5 10
L5 Evaluate 2 5 5
L6 Create - 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Reference Books:
1. “Unity in Action: Multiplatform Game Development in C#", By Joe Hocking, ISBN: 978-
1617294969.
2. "Learning C# by Developing Games with Unity", By Harrison Ferrone, ISBN: 978-1788628771
Web links and Video Lectures (e-Resources):
• https://github.com/Kavex/GameDev-Resources#readme
• http://graphicburger.com/mobile-game-gui/
• http://7soul1.deviantart.com/art/420-Pixel-Art-Icons-for-RPG-129892453
• http://www.gameartguppy.com/shop/

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

● Mini-Projects with Different Libraries: Develop small projects to implement specific features or
games using different game development libraries or frameworks.
● Game Prototyping: Work on game prototypes using a specific library or framework. Prototyping
encourages creativity and allows to experiment with mechanics, graphics, and audio elements.
● API Exploration and Documentation: Explore the documentation of a game development library
or framework. Pick a specific feature or function, learn how to use it, and then present their findings
to the class. This helps to become proficient at using documentation, a crucial skill in game
development.
● Analysis of Existing Games: Analyze existing games that were built using the library or
framework. Examine the game's code, mechanics, and design choices to gain insights into practical
applications.
● Expert Lectures and Industry Insights: Attend expert lectures from the game development
industry who have experience with the library or framework. They can share their insights and
discuss about real-world projects.

49 | P a g e
 DATA ANALYTICS TOOLS AND LIBRARIES
Course Code 22CSE353 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE353.1 Understand the fundamental concepts of Data Analytics through various modelling
techniques
22CSE353.2 Apply real-time stream data processing and analytics
22CSE353.3 Analyze advanced techniques in data mining and clustering
22CSE353.4 Evaluate various frameworks for effective visualization
Mapping of Course Outcomes to Program Outcomes and Program-Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11PO12 PSO1 PSO2
22CSE353.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE353.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE353.3 3 3 3 3 2 - - - - - - 2 3 -
22CSE353.4 3 3 3 3 2 - - - - - - 2 3 -

Prgm.
No. List of Programs Hours COs

Prerequisite
Solid foundation in statistics, mathematics, and data manipulation
using software tools, Strong communication skills and awareness of 2 NA
data ethics and privacy considerations

PART-A
1 Data Collection and Processing by comparing the data collection and
processing capabilities of conventional systems with modern data 2 22CSE353.1
analytic tools.
2 Hypothesis Testing with Z-Test - Demonstrate the concept of
2 22CSE353.1
hypothesis testing using a z-test
3 Re-sampling and Prediction Error - Illustrate the concept of re-
sampling and its impact on prediction error. 2 22CSE353.1
4 Calculate Standard Deviation, Mean, Variance Statistics with Excel
2 22CSE353.1
dataset
5 Read a data set using python and perform data preprocessing. 2 22CSE353.2
6 How can you implement a simple linear regression model in Python
2 22CSE353.2
to predict values based on given data points?
PART-B
7 How can you perform Principal Component Analysis (PCA) on a
multivariate dataset and interpret the explained variance ratios?
Can you demonstrate Bayesian inference in Python by estimating the 2 22CSE353.2
posterior distribution of a parameter given prior information and
observed
8 Create a neural network-based classifier for identifying cat images. 2 22CSE353.3
9 Develop a model for categorizing clothing items into different
2 22CSE353.3
categories using the Fashion dataset.

50 | P a g e
 10 Developing a Word Count Map Reduce Program to Gain Insight into the
Map Reduce Paradigm and the Installation and Configuration of 2 22CSE353.3
Hadoop.
11 Explore several data visualization techniques to gain insights into your
dataset. Each visualization method serves a unique purpose in
revealing patterns, distributions, and relationships within your data.

a. Create a Bar Chart: A bar chart is an effective way to display

categorical data, allowing you to compare the frequency or
magnitude of different categories. You will use this to visualize how 2 22CSE353.4
data points are distributed across categories.
b. Generate a Histogram: A histogram provides a visual
representation of the data's distribution, particularly for
continuous numerical variables. By creating a histogram, you can
observe the shape and spread of the data.

12 a. Design a Heat Map: Heat maps are useful for displaying

relationships between two categorical variables. You'll construct a
heat map to visualize how two categorical factors interact and how
their frequencies correlate.
b. Construct a Scatter Plot: Scatter plots are ideal for examining the
relationship between two numerical variables. You will create a
scatter plot to visualize the patterns, trends, or correlations
between these variables.
c. Build a Box Plot: Box plots, also known as box-and-whisker plots,
offer insights into the distribution, skewness, and presence of
2 22CSE353.4
outliers in numerical data. You'll craft a box plot to assess these
aspects in your dataset.
d. Develop a Correlogram: A correlogram, often used in correlation
analysis, provides a visual representation of the pair-wise
correlations between variables. By generating a correlogram, you'll
uncover which variables are positively or negatively correlated.
e. Construct an Area Chart: Area charts are excellent for displaying
trends over time or cumulative data. You will design an area chart
to visualize how a variable changes over a specific time period or
in a cumulative manner.
PART-C
Beyond Syllabus Virtual Lab Content
1. https://www.bu.edu/metit/services/client-technology/virtual-lab/virtual-labs-
tutorials/vlabs-powerbi/
2. https://www.reddit.com/r/PowerBI/comments/bbewrd/microsoft_power_bi_free_self_p
aced_learning_labs/?rdt=45871

CIE Assessment Pattern (50 Marks – Lab)

Weekly Project
Lab CIE Test
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -

51 | P a g e
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Text Books:
1. Michael Berthold, David J. Hand, Intelligent Data Analysis, Springer,2007.
2. Anand Rajaraman and Jeffrey David Ullman, Mining of Massive Datasets, Cambridge University
Press,2012.
Reference Books:
1. Bill Franks, Taming the Big Data Tidal Wave: Finding Opportunities in Huge Data Streams with
advanced analytics, John Wiley & sons, 2012.
2. Glenn J. Myatt, Making Sense of Data, John Wiley& Sons,2007 Pete Warden, Big Data Glossary, O Reilly,
2011.
Web links and Video Lectures (e-Resources):
● https://www.youtube.com/watch?v=Vfo5le26IhY
● https://onlinecourses.nptel.ac.in/noc21_cs45/preview
● https://www.youtube.com/watch?v=DooxDIRAkPA
● https://www.youtube.com/watch?v=9HR3p6MmwU0
● https://www.comptia.org/content/guides/what-is-data-analytics
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
● Data Exploration and Visualization Workshop:
• Explore using data analytics tools like Python and libraries like Pandas and Matplotlib.
Practice loading, cleaning, and visualizing data.
● Case Studies:
• Present real-world data analytics challenges or case studies. Apply your knowledge to
solve these problems using appropriate tools and libraries.
● Interactive Coding Sessions:
• Involve interactive coding sessions where you can write code to perform data analysis
tasks. Collaborate, ask questions, and debug together.
● Expert Lectures:
• Attend expert’s lecturers from the industry who can share their experiences using data
analytics tools and libraries in practical scenarios. They can also provide insights into
current trends.

52 | P a g e
 NLP TOOLKIT
Course Code 22CSE354 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE354.1 Understand the steps involved in Natural language processing.
22CSE354.2 Apply the lexical, syntactic and semantic analysis of natural language processing
22CSE354.3 Analyse the various parsing techniques for natural languages
22CSE354.4 Evaluate the statistical models for Natural language processing
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE354.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE354.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE354.3 3 3 3 3 2 - - - - - - 2 3 -
22CSE354.4 3 3 3 3 2 - - - - - - 2 3 -

Pgm. No. List of Programs Hours COs

Prerequisite Programs
• Python Programming /
• Basic Knowledge of Formal Language/ Automata Theory (i.e.,
2 NA
Regular and Context-Free Grammars)/
• Knowledge of Machine Learning
PART-A
1 Working with Text Files with Python 2 22CSE354.1
2 Working with PDFs 2 22CSE354.1
3 Tokenization 2 22CSE354.2
4 Stemming 2 22CSE354.2
5 Lemmatization 2 22CSE354.2
6 Phrase Matching and Vocabulary 2 22CSE354.3
PART-B
7 Part of Speech Tagging 2 22CSE354.3
8 Named Entity Recognition 2 22CSE354.3
9 Sentence Segmentation 2 22CSE354.3
10 Sentiment Analysis with NLTK 2 22CSE354.4
11 Latent Dirichlet Allocation with Python 2 22CSE354.4
12 LSTMs, GRU, and Text Generation 2 22CSE354.4
PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)

• https://nlp-iiith.vlabs.ac.in/List%20of%20experiments.html
• https://cl-iiith.vlabs.ac.in/List%20of%20experiments.html

53 | P a g e
CIE Assessment Pattern (50 Marks – Lab)
Weekly Project
Lab
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Reference Books:
1. Jurafsky Daniel, Martin James, “Speech and Language Processing”, Second Edition, Tenth Impression,
Pearson Education, 2018.
2. Christopher Manning, Schutze Heinrich, “Foundations of Statistical Natural Language Processing”, MIT
Press, 1999.
3. Allen James, “Natural Language Understanding”, Second Edition, Benjamin Cumming, 1995.
4. Charniack Eugene, “Statistical Language Learning”, MIT Press, 1993.
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
• Sentiment Analysis on Social Media Data:
o Collect tweets or social media comments related to a trending topic and perform sentiment
analysis. Visualize the sentiment trends over time using libraries like Matplotlib or Plotly.
• Named Entity Recognition (NER):
o Use NER models from spaCy or other libraries to extract named entities (e.g., names of people,
organizations, and locations) from a piece of text.
• Chatbot Development:
o Build a simple Chabot using a framework like Rasa or Dialog flow. Train it to answer questions
or engage in conversations on a specific topic.

54 | P a g e
 WEB ANALYTICS TOOLS
Course Code 22CSE355 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE355.1 Apply web analytics principles with relevant tool
22CSE355.2 Employ advanced analytics techniques to optimize website outcomes
22CSE355.3 Identify the data sources with key indicators to measure web analytics success
22CSE355.4 Examine segmentation strategies and perform A/B testing for thorough analysis
Mapping of Course Outcomes to Program Outcomes and Program-Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE355.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE355.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE355.3 3 3 3 3 2 - - - - - - 2 3 -
22CSE355.4 3 3 3 3 2 - - - - - - 2 3 -

Pgm.
List of Programs Hours COs
No.
Prerequisite
Understanding of statistical concepts and data visualization 2 NA

PART-A
1 Setup Web Analytics Tools to choose and implement web analytics
options. 2 22CSE355.1

2 Create a Google Analytics Account, Configure the profile, Grant access

2 22CSE355.1
to others, Add Tracking Code to the Website.
3 Create Goals & Funnels, Where Visitors Enter and Leave Your Funnel 2 22CSE355.2
4 Set up goals, Goal information, Define the Funnel Path, implement auto
2 22CSE355.2
tagging
5 Enable E-Commerce Transaction Tracking,
Track Transactions on 3rd Party Sites 2 22CSE355.2

6 Generate analytics reports 2 22CSE355.3

PART-B
7 Common metrics: Hits, Page views, Visits, Unique visitors, Unique page
2 22CSE355.3
views, Bounce, Bounce rate, Page/visit, Average time on site, New visits
8 Improve the bounce rates 2 22CSE355.2
9 Optimizing ad words campaigns 2 22CSE355.4
10 Explore the KPI using Google Analytics Tool 2 22CSE355.3
11 Explore how Amazon improved their business with web analytics 2 22CSE355.4
12 Explore how Netflix improved their business with web analytics 2 22CSE355.4
PART-C
Beyond Syllabus Virtual Lab Content
• https://analytics.google.com/analytics/academy/course/6
• https://clarity.microsoft.com/google-analytics/

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CIE Assessment Pattern (50 Marks – Lab)
Weekly Project
Lab CIE Test
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Text Books:
1. “Advanced Web Metrics with Google Analytics” by Brian Clifton, ISBN9781118168448 John Wiley &
Sons, 2013, 3rd Edition
2. “The Ultimate Guide To Google Analytics: From Beginner to Advanced” by Ron Lee, ISBN-978-
1477500750, 2012
Reference Books:
1. “Practical Web Analytics for User Experience: How Analytics Can Help You Understand Your Users” by
Michael Beasley, Morgan Kaufmann publication, 1st Edition, 2013, ISBN-978-0124046191.
2. “Web Analytics 2.0: The Art of Online Accountability & Science of Customer Centricity” by Avinash
Kaushik Publisher: Sybex, Wiley India, 2013, ISBN-978-8126542451

Web links and Video Lectures (e-Resources):

• https://marketingplatform.google.com/about/analytics/
• https://www.coursera.org/learn/digital-analytics
• https://digitalmarketinginstitute.com/students/short-courses/data-and-web-analytics
• https://www.youtube.com/watch?v=zEUrfmpHXLg
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
● Case Studies and Problem Solving: Experience the real-world scenarios and challenges related
to web analytics. Work collaboratively to analyze the data, identify issues, and propose solutions
using analytics tools.
● Hands-On Workshops: Participate workshops where you can directly interact with web analytics
tools like Google Analytics, Setup tracking, creating custom reports, or conducting A/B tests.
● Simulated Website Projects: Work in teams and assign each team a simulated website project. It
must define goals, set up tracking, analyze data, and present the findings.
These methods promote active learning, problem-solving, and skill development in web analytics.

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 BIO INSPIRED DESIGN AND INNOVATION
Course Code 22BIK36 CIE Marks 50
L:T:P:S 3:0:0:0 SEE Marks 50
Hrs / Week 3 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22BIK36.1 Understand the biomimetic principles in relation to the needs at that moment.
22BIK36.2 Evaluate the Bio-material properties for health care applications.
22BIK36.3 Investigate novel bioengineering initiatives by evaluating design and development principles.
22BIK36.4 Investigate creative bio based solutions for socially vital issues with critical thought.
22BIK36.5 Analyze the bio computing optimization through research and experiential learning.
22BIK36.6 Explain the fundamental biological ideas through pertinent industrial applications and case
studies.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

22BIK36.1 3 3 3 3 2 - 2 - 1 - - 2
22BIK36.2 3 3 3 3 2 - 2 - 1 - - 2
22BIK36.3 3 3 3 3 2 - 2 - 1 - - 2
22BIK36.4 3 3 3 3 2 - 2 - 1 - - 2
22BIK36.5 3 3 3 3 2 - 2 - 1 - - 2
22BIK36.6 3 3 3 3 2 - 2 - 1 - - 2

MODULE-1 Bio-Inspired Design and Engineering 22BIK36.1 8 Hours

Bio-Inspired Engineering and design, History, Evolution, Basics of Biomimetics and other Disciplines, Rawling’s
Classifications, Need for Bio-Inspired Designs. Bio inspired Additive manufacturing techniques, (self-healing,
self-assembly).

Self-study / Case Study / Investigate the Challenges of Bio inspired design, Compare with traditional
Applications areas of science and engineering.
Text Book Text Book 1: 1.2, 1.3, 1.4, 1.13, 1.15, 1.16
MODULE-2 Bio Materials and Bio Healthcare Design 22BIK36.2 8 Hours
Biomaterials, Design of Forms- (Hexagonal unit cells, Intrinsic disorder, anisotropy), Design of materials-
(Hierarchy, fracture tough materials, structural colors, Actuating Materials, Bio-Compatible Materials). Bio-
Mechanics, Applications of Biomaterials and Bio systems in Health care design (Human Prosthetics, Parasitic
Wasp-Inspired Needle, Octopus-Inspired Sucker for Tissue Grafting, Peacock-Inspired Biosensors, Gecko-
Inspired Surgical Glue) Robotics, Marine and Aeronautical.
Self-study / Investigate Bio-Compatible alloys and polymers for human implants and health care
Case Study / applications.
Applications
Text Book Text Book 1: 2.2, 2.3, 2.4 to 2.15
MODULE-3 Bio Sustainable Development 22BIK36.3, 8 Hours
22BIK36.4
Innovations in Energy (Termite mound inspired shopping malls), Innovations in Resource-Air
(purification, filtration), Dew water collection systems, water purification, desalination, Management of
spaces, designs for megastructures.

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Self-study / Explore the Bio inspired environmental constructions and development.
Case Study /
Applications
Text Book Text Book 2: 3.1, 3.3, 3.5, 3.7, 3.10
MODULE-4 Bio Computing and Optimisation 22BIK36.5 8 Hours
No Free Lunch Theorem, Bat Algorithm, Flower Pollination Algorithm, Genetic Algorithm- Crossover and
Mutation Operations. Bio-Inspired Optimisation, Ant Colony Optimisation (ACO), Swam Intelligence-
Particle Swam Optimisation (PSO).

Self-study / Scrutinize the Different types of Optimization techniques, genetic research.

Case Study /
Applications
Text Book Text Book 1: 6.1, 6.3, 6.5, 6.7, Text Book 2: 10.1, 10.3, 10.5, 10.7
MODULE-5 Applications of Bio-Inspired Innovations 22BIK36.6 8 Hours
Bioinspired innovations in– Automotive, Automation, Materials and Manufacturing, Sensors, Controllers,
Communications, Healthcare, Agriculture, food production, and Sports, Environment infrastructure.
Carbon Neutral Solutions (Coral Reefs, Eco-cements), Carbon Free Solutions (Lotus leaf inspired paints),
eco-restorations (Eco-friendly pesticide).
Self-study / Survey on Bio inspired Innovations, design, applications and case studies of the same.
Case Study /
Applications
Text Book Text Book 2: 12.1 to 12.10
CIE Assessment Pattern (50 Marks – Theory) –
Marks Distribution
Qualitative
RBT Levels Test (s) MCQ’s
Assessment (s)
25 15 10
L1 Remember - - -
L2 Understand 5 - -
L3 Apply 10 5 5
L4 Analyze 5 5 5
L5 Evaluate 5 5 -
L6 Create - - -
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Books:
1) Helena Hashemi Farzaneh, Udo Lindemann, A Practical Guide to Bio-inspired Design, Springer Vieweg ,
1 st edition2019 ,ISBN-10 : 366257683X, ISBN-13 : 978-3662576830
2) Torben A. Lenau, Akhlesh Lakhtakia, Biologically Inspired Design: A Primer (Synthesis Lectures on
Engineering, Science, and Technology, Publisher: Morgan &Claypool Publishers ,2021 ,ISBN-10 :
1636390471, ISBN-13: 978-1636390475
Reference Books:
1) French M, Invention and evolution: Design in Nature and Engineering, Publisher: Cambridge University
Press, 2020

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2) Pan L., Pang S., Song T. and Gong F. eds, Bio-Inspired Computing: Theories and Applications, 15th
International Conference, BIC-TA 2020, Qingdao, China, October 23-25, 2020, Revised Selected
Papers (Vol. 1363). Springer Nature, 2021
3) Wann D, Bio Logic: Designing with nature to Protect the Environment, Wiley Publisher, 1994
Web links and Video Lectures (e-Resources):
• https://onlinecourses.nptel.ac.in/noc22_ge24/preview
• https://biodesign.berkeley.edu/bioinspired-design-course/
• https://www.youtube.com/watch?v=cwxXY9Qe8ss
• https://www.youtube.com/watch?v=V2GvQXvjhLA
• https://nsf-gov-resources.nsf.gov/2023-03/Bio-inspired%20Design
%20Workshop%20Report_2232327_October%202022_Final.508.pdf

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

➢ Presenting students with bio-inspired design challenges and asking them to come
up with solutions.
➢ Create physical models or prototypes that mimic biological structures or functions.
➢ Organizing Group wise discussions on issues
➢ Seminars

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 SOCIAL CONNECT AND RESPONSIBILITY
Course Code 22SCK37 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks --
Hrs / Week 02 Total Marks 50
Credits 01 Exam Hours 02
Course outcomes:
At the end of the course, the student will be able to:
22SCK37.1 Communicate and connect to the surrounding
22SCK372 Understand the needs and problems of the community and involve them in problem –solving
22SCK37.3 Develop among themselves a sense of social & civic responsibility and utilize their knowledge
in finding practical solutions to individual and community problems
22SCK37.4 Develop competence required for group-living and sharing of responsibilities & gain skills
in mobilizing community participation to acquire leadership qualities and democratic attitudes
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22SCK37.1 - - - - - 3 2 - 2 3 - 1
22SCK37.2 - - - - - 3 2 - 2 3 - 1
22SCK37.3 - - - - - 3 2 - 2 3 - 1
22SCK37.4 - - - - - 3 2 - 2 3 - 1

MODULE-1 Plantation and Adoption of a Tree 22SCK37.1, 3 Hours

22SCK37.2
Plantation of a tree that will be adopted for three years by a group of B. Tech students. (ONE STUDENT ONE
TREE) They will also make an excerpt either as a documentary or a photo blog describing the plant’s origin,
its usage in daily life, its appearance in folklore and literature - – Objectives, Visit, case study, report, outcomes.

MODULE-2 Heritage Walk and Crafts Corner 22SCK37.2, 3 Hours

22SCK37.3
Heritage tour, knowing the history and culture of the city, connecting to people around through their history,
knowing the city and its craftsman, photo blog and documentary on evolution and practice of various craft
forms- Objectives, Visit, case study, report, outcomes.

MODULE-3 Organic Farming and Waste Management 22SCK37.3, 3 Hours

22SCK37.4
Usefulness of organic farming, wet waste management in neighboring villages, and implementation in the
campus – Objectives, Visit, case study, report, outcomes.
MODULE-4 Water Conservation 22SCK37.3, 3 Hours
22SCK37.4
Knowing the present practices in the surrounding villages and implementation in the campus, documentary
or photoblog presenting the current practices – Objectives, Visit, case study, report, outcomes.
MODULE-5 Food Walk 22SCK37.1, 3 Hours
22SCK37.4
City’s culinary practices, food lore, and indigenous materials of the region used in cooking – Objectives, Visit,
case study, report, outcomes.

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CIE Assessment Pattern (50 Marks – Activity based) –
• Each module is evaluated as given below and 100 marks in scaled down to 50 as final
marks.

CIE component for each module Marks

Field Visit, Plan, Discussion 10
Commencement of activities and its progress 20
Case study-based Assessment Individual 20
performance with report
Module wise study & its consolidation 5*5 = 25 25
Video based seminar for 10 minutes by 25
each student at the end of semester with
Report. Activities 1 to 5, 5*5 = 25
Total 100

• Implementation strategies of the project (NSS work).

• Individual student has to submit a final report which should be signed by NSS Officer, the HOD and
Principal.
• Finally, the consolidated marks sheet and the reports should be available in the department. .
Activity-Based Learning / Practical Based learning
• Platform to connect to others and share the stories with others:
o Jamming session
o Open mic
o Poetry
• Share the experience of Social Connect.
• Exhibit the talent like playing instruments, singing, one-act play, art-painting, and fine art.
Pedagogy:
• The students will be divided into groups. Each group will be handled by faculty mentor.
• A total of 40 - 50 hrs engagement in the semester
• Faculty mentor will design the activities (particularly Jamming sessions, open mic and poetry)
• The course is mainly activity-based that will offer a set of activities for the student that enables them to
connect with fellow human beings, nature, society, and the world at large.
• The course will engage students for interactive sessions, open mic, reading group, storytelling sessions, and
semester-longactivities conducted by faculty mentors.
• Students should present the progress of the activities as per the schedule in the prescribed practical session
in the field.
• There should be positive progress in the vertical order for the benefit of society in general through activities.
Plan of Action:
• Each student should do activities according to the scheme and syllabus.
• At the end of semester student performance has to be evaluated by the faculty mentor for the
assigned activity progress and its completion.
• At last consolidated report of all activities from 1 st to 5th, compiled report should be submitted as
per the instructions and scheme.
• Practice Session Description:
• Lecture session in field to start activities
• Students Presentation on Ideas
• Commencement of activity and its progress
• Execution of Activity
• Case study-based Assessment, Individual performance
• Sector/ Team wise study and its consolidation

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 • Video based seminar for 10 minutes by each student at the end of semester with
Report.

Sl Topic Groupsize Location Activity execution Reporting Evaluation of

No the Topic

1. Plantation May be Farmers land/ Site selection Report Evaluation as

and individual or parks / Villages / / Proper should be per the
adoption team (3-5) roadside/ consultation/ submitted rubrics of
of a tree community area / Continuous byindividual scheme and
College campus monitoring/ to the syllabus
Information concerned
board evaluation
authority
2. Heritage May be Temples / Site selection Report Evaluation as
walk and individual or monumental /Proper should be per the
crafts team (3-5) places / Villages/ consultation/ submitted rubrics of
corner City Areas / Continuous byindividual scheme and
Grama panchayat/ monitoring/ to the syllabus
public associations Information concerned
/Government board evaluation
Schemes officers/ authority
campus
3. Organic May be Farmers land / Group selection / Report Evaluation as
farming and individual or parks /Villages proper should be per the
waste team (3-5) visits consultation submitted rubrics of
management / roadside/ / Continuous byindividual scheme and
communityarea / monitoring / to the syllabus
College campus Information concerned
board evaluation
authority
4. Water May be Villages/ City site selection / Report Evaluation as
conservation: individual or Areas /Grama proper should be per the
Conservation team (3-5) panchayat/ public consultation/ submitted rubrics of
techniques associations/ Continuous byindividual scheme and
Government monitoring/ to the syllabus
Schemes officers / Information concerned
campus board evaluation
authority
5. Food walk: May be Villages/ City Group selection / Report Evaluation as
Practices in individual or Areas /Grama proper should be per the
society team (3-5) panchayat/ public consultation submitted rubrics of
associations/ / Continuous byindividual scheme and
Government monitoring / to the syllabus
Schemes officers/ Information concerned
campus board evaluation
authority

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 BASIC APPLIED MATHEMATICS-I
(Common to all Branches)
Course Code 22DMAT31 CIE Marks 50
L:T:P:S 0:0:0:0 SEE Marks --
Hrs. / Week 2 Total Marks 50
Credits 00 Exam Hours --
Course outcomes:
At the end of the course, the student will be able to:
22DMAT31.1 Know the principles of engineering mathematics through calculus
22DMAT31.2 Determine the power series expansion of a function
22DMAT31.3 Find the definite integrals with standard limits and also develop the ability to solve different types
of differential equations
22DMAT31.4 Apply ideas from linear algebra in solving systems of linear equations and determine the Eigen
values and Eigen vectors of a matrix
Mapping of Course Outcomes to Program Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22DMAT31.1 3 3 - - - - - - - - - -
22DMAT31.2 3 3 - - - - - - - - - -
22DMAT31.3 3 3 - - - - - - - - - -
22DMAT31.4 3 3 - - - - - - - - - -

MODULE-1 Differential Calculus 22DMAT31.1 8 Hours

22DMAT31.2
Polar Curves-Problems on angle between the radius vector and tangent, Angle between two curves-Problems, Pedal
equation for polar curves-Problems. Maclaurin’s theorem for function of one variable (statement only)-Problems.
Text Book Text Book 1: 4.4, 4.7, 4.8, Text Book 2: 15.4
MODULE-2 Partial Differentiation 22DMAT31.1 8 Hours
Definition and Simple problems, Euler’s theorem for Homogeneous function (NO Derivation and NO extended theorem)-
Problems, Jacobians of order two - definition and problems.
Text Book Text Book 1: 5.4, 5.7,
MODULE-3 Integral Calculus and Differential Equations 22DMAT31.3 8 Hours
Problems on evaluation of sin n x and cos n x integrals with standard limits (0 to π/2). Solution of first order
and first-degree differential equations-Variable separable, Linear and Exact differential equations.
Text Book Text Book 1: 6.2, 11.6, 11.9, 11.11, Text Book 2: 1.3, 1.4, 1.5
MODULE-4 Linear Algebra-1 22DMAT31.4 8 Hours
Problems on rank of a matrix by elementary transformations, Solution of system of linear equations by Gauss
elimination method-Problems.
Text Book Text Book 1: 2.7, 28.6, Text Book 2: 7.3, 7.4
MODULE-5 Linear Algebra-2 22DMAT31.4 8 Hours
Linear transformation, Eigen values and Eigen Vectors of square matrix-Problems.
Text Book Text Book 1: 2.11, 2.13, Text Book 2: 7.9, 8.1.
CIE Assessment Pattern (50 Marks – Theory)
Marks Distribution
Qualitative MCQ’s
RBT Levels Test (s)
Assessment (s)
25 15 10
L1 Remember 5 5 -
L2 Understand 5 5 -
L3 Apply 10 5 10
L4 Analyze 2.5 - -
L5 Evaluate 2.5 - -

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 L6 Create - - -
Suggested Learning Resources:
Text Books:
1) B. S. Grewal, Higher Engineering Mathematics, Khanna Publishers, Forty fourth Edition, 2022,
ISBN: 9788193328491.
2) Erwin Kreyszig, Advanced Engineering Mathematics, Wiley-India Publishers, Tenth Edition, Reprint
2016, ISBN: 9788126554232.
Reference Books:
1) Glyn James, Advanced Modern Engineering Mathematics, Pearson Education, Fourth Edition,
2015, ISBN: 9780273719236.
2) B. V. Ramana, Higher Engineering Mathematics, McGraw Hill Education (India) Private Limited,
Fourth Edition, 2017, ISBN: 9780070634190.
3) H. K. Dass, Advanced Engineering Mathematics, S. Chand & Company Ltd., Twenty Second Edition, 2018,
ISBN: 9789352533831.
4) N.P.Bali and Manish Goyal, A Text Book of Engineering Mathematics, Laxmi Publications (P) Ltd., Ninth
Edition, 2014, ISBN: 9788131808320.
Web links and Video Lectures (e-Resources):
1)https://youtu.be/IUV0_Nj4d1s?si=eO3s7keCbCO1_jcz
2)https://youtu.be/VzUcs7aiqgg?si=YLtTUGr4Xp88KGY3
3)https://youtu.be/LDBnS4c7YbA?si=udUOdJ-u0ZxFmBAW
4)https://youtu.be/palSdK9P-ns?si=7A8_VSxEI4lGvksB
5)https://youtu.be/Bw5yEqwMjQU?si=jzbklZmVev1w8K2S
6)https://youtu.be/LBqdGn1r_fQ?si=DWcAIiFnosT7zikY
7)https://youtu.be/N5YCGOyTSuU?si=Wsf75V5fkUpfVVxr
8)https://youtu.be/gd1FYn86P0c?si=7drzBEqVFSv6sQeZ
9)https://youtu.be/cSj82GG6MX4?si=4QN1DFXEqaJoUBn7
10)https://youtu.be/0c3yq9btr3A?si=jIoz8eu5TgV7mh8G
11)https://youtu.be/PhfbEr2btGQ?si=HVK1uk65oHph0t8G
Activity-Based Learning (Suggested Activities in Class)/Practical Based Learning:
• Contents related activities (Activity-based discussions)
➢ For active participation of students, instruct the students to prepare
Algorithms/Flowcharts/Programming Codes
➢ Organizing Group wise discussions on related topics
➢ Seminars

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FOURTH SEMESTER

SYLLABUS

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 DISCRETE MATHEMATICS AND GRAPH THEORY
Course Code 22MAC41 CIE Marks 50
L:T:P:S 2:1:0:0 SEE Marks 50
Hrs. / Week 4 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22MAC41.1 Justify the arguments with propositional and predicate logic and from truth tables.
22MAC41.2 Illustrate the principle of Inclusion and Exclusion
22MAC41.3 Apply Pigeon hole principle to solve real life problems. Solve the engineering problems involving
relations and functions.
22MAC41.4 Analyze the computer science problems by using graph theory techniques.
22MAC41.5 Illustrate the fundamental concepts of trees, connectivity and planarity graphs
22MAC41.6 Ability to represent and apply graph theory in solving computer science problems.
Mapping of Course Outcomes to Program Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22MAC41.1 3 3 - - - - - - - - - -
22MAC41.2 3 3 - - - - - - - - - -
22MAC41.3 3 3 - - - - - - - - - -
22MAC41.4 3 3 - - - - - - - - - -
22MAC41.5 3 3 - - - - - - - - - -
22MAC41.6 3 3 - - - - - - - - - -

MODULE-1 Mathematical Logic 22MAC41.1 8 Hours

Basic Connectives and Truth Tables, Tautology and Contradiction, Logic Equivalence, The Laws of Logic, Converse,
Inverse and Contra positive, Logical Implication, Rules of Inference.
Case Study Case studies on roles of logic in specification of computation.
Text Book Text Book 1: 2.1, 2.2, 2.3.
MODULE-2 Principles of Counting 22MAC41.2 8 Hours
Catalan Numbers, Ramsey Numbers, Stirling Numbers and Bell Numbers, The principle of Inclusion and Exclusion,
Generalizations of the principle, Derangements, Rook-Polynomials, Arrangements with Forbidden Positions.
Text Book Text Book 1: 1.5, 8.1, 8.2, 8.3, 8.4, 8.5.
MODULE-3 Relations and Functions 22MAC41.3 8 Hours
Cartesian Products and Relations, One-to-One and onto functions. The Pigeon hole Principle, Function Composition
and Inverse Functions. Properties of Relations, Equivalence Relations and Partitions.
Text Book Text Book 1: 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 7.4.
MODULE-4 Graph Theory 22MAC41.4 8 Hours
22MAC41.6
Graphs-Definitions and examples, Sub graphs, Walks, Paths, Circuits, Connectedness, Components, graph
isomorphism, Euler graphs, Hamiltonian paths and cycles.
Case Study Case studies on Network Analysis.
Text Book Text Book 1: 11.1, 11.2, 11.3, 11.5. Text Book 2: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9.
MODULE-5 Trees, Connectivity and Planarity 22MAC41.5 8 Hours
22MAC41.6
Trees, Properties of trees, Rooted and binary trees. Spanning trees, cut sets, Properties of cut set, all cut sets,
Fundamental circuits Network flows: Kruskal’s algorithm, Planar graphs, Dual of planar graphs, Different
representation of a planar graph.
Case Study Case studies on Social Network Analysis.
Text Book Text Book 1: 11.4, 12.1, 12.2, 12.3, 13.2, Text Book 2: 3.1, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.2,
5.6, 5.7.
CIE Assessment Pattern (50 Marks – Theory)
Marks Distribution
Qualitative MCQ’s
RBT Levels Test (s)
Assessment (s)
25 15 10

66 | P a g e
 L1 Remember 5 5 -
L2 Understand 5 5 -
L3 Apply 10 5 10
L4 Analyze 2.5 - -
L5 Evaluate 2.5 - -
L6 Create - - -
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 20
L4 Analyze 5
L5 Evaluate 5
L6 Create -
Suggested Learning Resources:
Text Books:
1) Ralph P. Grimaldi, Discrete and Combinatorial Mathematics-an applied introduction, Pearson Education,
Fifth Edition, 2019, ISBN: 9789353433055.
2) Narsingh Deo, Graph Theory with Application to Engineering and Computer Science, Dover Publications Inc., First
Edition, 2016, ISBN: 978-0486807935.
Reference Books:
1) Basavaraj S. Anami and Venakanna S. Madalli, Discrete Mathematics – A Concept based approach, Universities
Press, 2016, ISBN: 9788173719998.
2) Kenneth H. Rosen, Discrete Mathematics and its Applications with Combinatorics and Graph Theory, McGraw Hill
Education, Seventh Edition, 2017, ISBN: 9780070681880.
3) D.S. Malik and M.K. Sen, Discrete Mathematical Structures: Theory and Applications, Thomson, 2004. ISBN:
9780619212858.
4) Thomas Koshy, Discrete Mathematics with Applications, Elsevier, First Edition 2005, ISBN: 9788181478870.
Web links and Video Lectures (e-Resources):
1)https://youtu.be/O4Qf0SQKkZw?si=1r9joVe2-rP04fCH
2)https://youtu.be/Hbyj6vEi7fY?si=_GaCjUHBNdV2MArP
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6)https://youtu.be/fwSiTaCs8KM?si=wpZcCEG-pNDuIPkS
7)https://youtu.be/iHC1ZdLdKjw?si=tuN-6pLqhMWPN4Mb
8)https://youtu.be/auvGQCoYdu4?si=3ELSyG5g-475AN1_
9)https://youtu.be/GLHWih_RB38?si=FuoNQAzNR2IlYpU0
10)https://youtu.be/hrumNRQwTV8?si=8o3hB1BbFD-MCNXS
11)https://youtu.be/sWsXBY19o8I?si=ALqpJIlzrAafEVDq
Activity-Based Learning (Suggested Activities in Class)/Practical Based Learning:
• Contents related activities (Activity-based discussions)
➢ For active participation of students, instruct the students to prepare
Algorithms/Flowcharts/Programming Codes
➢ Organizing Group wise discussions on related topics
➢ Seminars

67 | P a g e
 COMPUTER ARCHITECTURE WITH ARM
Course Code 22CSE42 CIE Marks 50
L:T:P:S 3:0:0:0 SEE Marks 50
Hrs / Week 3 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE42.1 Explore various computer architectures, registers, and operations.
22CSE42.2 Examine the instruction set of the Cortex M3 processor to address a specific problem.
22CSE42.3 Develop assembly and embedded C language programs for diverse applications.
22CSE42.4 Investigate fundamental arithmetic operations employed in a hardwired control unit.
22CSE42.5 Categorize various forms of interrupts and exceptions in I/O organization.
22CSE42.6 Assess the design parameters and performance of various memory types.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE42.1 3 - - - - - - - - - - - - -
22CSE42.2 3 - - - - - - - - - - - 3 -
22CSE42.3 3 3 3 - - - - - - - - 3 3 -
22CSE42.4 3 3 3 - - - - - - - - 3 3 -
22CSE42.5 3 3 3 - - - - - - - - 3 3 -
22CSE42.6 3 3 - - - - - - - - - 3 3 -

MODULE-1 Foundations of Computer Architecture 22CSE42.1 8 Hours

Flynn’s Classification of Computers, Fundamental Blocks of Computer, RISC, CISC, Number and code
representation, Signed and Unsigned Numbers representation and 2’s complement arithmetic operation ,
Cortex M3 Architecture, Registers, Special Registers, Eight Great Ideas in Computer Architecture, Below Your
Program.
Self-study / Completing these tasks will contribute significantly to your knowledge of computer
Case Study / architecture and its various aspects.
Applications1. Compare and Contrast RISC and CISC Architectures:
• This task involves researching and understanding the fundamental differences
between Reduced Instruction Set Computing (RISC) and Complex Instruction Set
Computing (CISC) architectures. It's important because it helps you grasp key design
philosophies that have shaped the development of modern processors.
2. Summarize the "Eight Great Ideas" in Computer Architecture:
• Summarizing the "Eight Great Ideas" in computer architecture from the book
provides you with a high-level understanding of the core principles that have
influenced the design of computer systems. This task helps you appreciate the key
concepts that underlie modern computing.
MODULE-2 Machine-Level Programming Essentials 22CSE42.2, 22CSE42.3 8 Hours
Data Transfer Instructions, Arithmetic instructions, Logical instructions, Shift and rotate instructions, Cortex-
M3 Assembly program.
Self-study / Data Transfer Instructions:
Case Study / 1. Write a short program in assembly language that transfers data from one memory
Applications location to another using data transfer instructions.
2. Identify and document the differences between load and store instructions in assembly
language.
3. Create a table listing common data transfer instructions and their corresponding
mnemonic codes in a specific assembly language, such as ARM.
MODULE-3 Efficient Data Manipulation and Control Flow: 22CSE42.2, 22CSE42.3 8 Hours
Cortex-M3 Assembly/Embedded Programming
Data conversion and extension instructions, Bit field processing instructions, Stack operations, branch
instructions; Cortex-M3 embedded C programming.

68 | P a g e
Self-study / Case Study: Optimizing a Real-Time Data Acquisition System for Medical Devices
Case Study / Background: A medical device manufacturer is developing a new generation of portable
Applications patient monitoring devices. These devices collect various physiological data from patients, such
as temperature, heart rate, and blood pressure. The manufacturer aims to optimize the
firmware for the microcontroller used in these devices, which is based on the Cortex-M3
architecture, to ensure real-time data processing, efficient use of memory, and minimal power
consumption.
MODULE-4 Advanced Number Manipulation Techniques 22CSE42.4 8 Hours
Multiplication of unsigned and signed numbers, Array multiplication, sequential multiplication, Booth’s
multiplication, Bit pair Fast multiplication, Integer restore and non-restore Division, Floating point numbers
and operations and assembly program.
Self-study / 1. Multiplication of Unsigned and Signed Numbers
Case Study / 2. Array Multiplication and Sequential Multiplication
Applications 3. Booth's Multiplication

MODULE-5 Exploring the Cortex-M3 Memory and Interrupt 22CSE42.5 8 Hours

System 22CSE42.6
Cortex – M3 Memory hierarchy, Operation Mode, Interrupts, exceptions, Priority and sub-priority levels,
Cache Memory, cache mapping techniques, Replacement algorithms, write policies.
Self-study / 1. Explore the various operation modes of the Cortex-M3 processor (e.g., Thread Mode,
Case Study / Handler Mode). How do these modes support multitasking and real-time processing?
Applications 2. Describe the role of cache memory in enhancing the performance of the Cortex-M3
processor. How does it reduce memory access latency?
3. Explain the role of interrupts and exceptions in the Cortex-M3 microcontroller. How are
they used to handle external events and errors.

CIE Assessment Pattern (50 Marks – Theory)

Marks Distribution
Qualitative
RBT Levels Test (s) MCQ’s
Assessment (s)
25 15 10
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 3 5
L4 Analyze 5 7 5
L5 Evaluate 5 5 -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 20
L4 Analyze 15
L5 Evaluate 5
L6 Create --
Suggested Learning Resources:
Text Books:
1. Computer Organization and Design: The Hardware / Software Interface – ARM EDITION, David
A. Patterson, John L. Hennessy, Morgan Kaufmann, 2017, ISBN-: 978-0-12-801733-3.
2. The Designer’s Guide to the Cortex-M Processor Family-A Tutorial Approach, Trevor Martin, 2nd
Edition, 2017, Newness Publication, ISBN-978-0-08-10029-0
3. Computer Organization and Embedded Systems, Carl Hamacher, ZvonksVranesic, SafeaZaky,
McGraw Hill, Sixth Edition, 2012, ISBN- 978-0-07-338065-0

69 | P a g e
Reference Books:
1. Digital Design and Computer Architecture- ARM edition, Sarah L. Harris, David Money Harris,
Morgan Kaufmann,2016, ISBN-978-0-12-800056-4.
2. The Designer’s Guide to the Cortex-M Processor Family - A Tutorial Approach, Trevor Martin,
2nd Edition, 2017, Newness Publication, ISBN- 978-0-08-10029-0

Web links and Video Lectures (e-Resources):

• https://www.coursera.org/specializations/cortex-m-architecture-and-software-development
• https://gateoverflow.in/blog/9728/some-good-resources-for-computer-organisation-
architecture

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

• Microcontroller Projects:
➢ Practice ARM-based microcontroller projects (e.g., Raspberry Pi, Arduino with ARM
Cortex-M). Build real-world applications like smart devices, IoT solutions, or robotics
projects.
• Debugging Challenges:
➢ Participate code challenges containing common bugs to identify and fix the errors.
Debugging exercises enhance problem-solving skills and ability to work with ARM
architecture tools.
• Performance Optimization Tasks:
➢ Execute small programs and challenge to optimize the code for performance. Discuss
the trade-offs between code size and execution speed.
These activities will help to learn how to maximize the efficiency of ARM-based systems.

70 | P a g e
 ARM PROCESSOR LAB
Course Code 22CSL42 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSL42.1 Utilize the instruction set of the 32-bit microcontroller ARM Cortex-M3.
22CSL42.2 Create assembly language programs for various problem statements.
22CSL42.3 Execute floating-point operations with the ARM Cortex-M4.
22CSL42.4 Develop C language to interface external hardware with ARM Cortex M3.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSL42.1 3 - - - 3 - - - - - - - - -
22CSL42.2 3 3 3 - 3 - - - - - - - 3 -
22CSL42.3 3 3 3 - 3 - - - - - - 3 3 -
22CSL42.4 3 3 3 3 3 - - - - - - 3 3 3

Pgm. No. List of Programs Hours COs

Prerequisite Programs
• Programs on arithmetic and logic operations.
• Programs on LDR, STR, operations.
2 NA
• Programs on usage of branch instructions

PART-A
1 Create a program for 64-bit addition, subtraction, and multiplication 2 22CSL42.1
operations. 22CSL42.2
2 Develop a program to categorize odd and even numbers within an array. 2 22CSL42.1
22CSL42.2
3 Write a program to sort an array of N elements in either ascending or 2 22CSL42.1
descending order using the bubble sort algorithm. 22CSL42.2
4 Implement a program to calculate factorial and nCr (combinations) using 2 22CSL42.1
recursion. 22CSL42.2
5 Design a program to validate a given string. 2 22CSL42.1
22CSL42.2
6 Construct a program to execute floating-point operations. 2 22CSL42.1
22CSL42.3
PART-B
7 Develop a program for performing fundamental operations on a port. 2 22CSL42.4
8 Create a program for interfacing a stepper motor and controlling its 2
22CSL42.4
rotation in both clockwise and counterclockwise directions.
9 Design a program to interface with a DAC and generate various waveforms. 2 22CSL42.4
10 Implement a program to showcase specific characters on a 7-segment LED 2
22CSL42.4
display.
11 Develop a program to show a provided message on an LCD display. 2 22CSL42.4
12 Write a program to transmit a message using internal UART (Universal
2 22CSL42.4
Asynchronous Receiver-Transmitter).
PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)

• http://vlabs.iitkgp.ernet.in/coa/#
• https://coa-iitkgp.vlabs.ac.in/List%20of%20experiments.html

71 | P a g e
CIE Assessment Pattern (50 Marks – Lab)
Test (s) Weekly Assessment
RBT Levels
20 30
L1 Remember - 5
L2 Understand - 10
L3 Apply 10 10
L4 Analyze 10 5
L5 Evaluate - -
L6 Create - -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand -
L3 Apply 20
L4 Analyze 20
L5 Evaluate 10
L6 Create -

Suggested Learning Resources:

1. LPC 1768 and STM32F401 architecture and port configuration.

72 | P a g e
 OBJECT-ORIENTED PROGRAMMING
Course Code 22CSE43 CIE Marks 50
L:T:P:S 3:0:0:0 SEE Marks 50
Hrs / Week 3 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE43.1 Understand fundamental Object-Oriented Programming (OOP) principles in Java for creating
basic software programs.
22CSE43.2 Apply inheritance, packaging, and interface concepts in Java programming to develop software
applications
22CSE43.3 Analyze input and output operations, as well as various classes within the Java Collections
framework
22CSE43.4 Implement mechanisms for exception handling and multithreading in Java programs
22CSE43.5 Assess the implementation of event handling within Java software development
22CSE43.6 Interpret how Swing components can be employed to manage various events in Java
applications
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE43.1 3 3 3 - 3 - - - - - - 3 3 -
22CSE43.2 3 3 - - 3 - - - - - - 3 3 -
22CSE43.3 3 3 3 - 3 - - - - - - 3 3 -
22CSE43.4 3 3 3 - 3 - - - - - - 3 3 -
22CSE43.5 3 3 3 1 3 - - - - - - 3 3 -
22CSE43.6 3 3 - 1 3 - - - - - - 3 3 -

MODULE-1 Java Fundamentals 22CSE43.1 8 Hours

Object-Oriented Programming Principles: Object Oriented Programming Concepts, compare
with procedure-oriented programming, A first simple program, Control statements, Data types, Variables,
Arrays, Operators, Control Statements, Class Fundamentals, Declaring objects, Assigning object reference
variables, Introducing methods, Constructors, The this keyword.
Self-study / 1. Answering these questions will help solidify your understanding of inheritance, constructors,
Case Study / and polymorphism in object-oriented programming.
Applications2.
1. Describe the concept of inheritance in OOP. Provide an example of a class hierarchy that
demonstrates inheritance. How does inheritance promote code reuse?
2. What is a constructor? How does it differ from a regular method? Create a class with a
constructor and describe its purpose.
3. What is polymorphism, and how does it relate to inheritance? Provide an example of
polymorphism in action, such as method overriding or interfaces.
Text Book Text Book 1: 2.1 to 2.4, 3.3 to 3.6, 3.8, 3.11, 4.1, 4.3, 4.5, 4.6, 5.1 to 5.6
MODULE-2 Java's Building Blocks: Inheritance, Packaging, and 22CSE43.2 8 Hours
Interface Integration
Inheritance: Basics, using super, Creating multilevel hierarchy, When constructors are called, Method
Overriding, Applying method overriding, Using abstract classes, Using final with inheritance, The object class.
Packages and Interfaces: Defining a package, finding packages and CLASSPATH, A short package example,
Access protection, Importing packages, Defining an interface, Implementing interfaces, Nested interfaces,
Applying interfaces, Variables in interfaces.

73 | P a g e
Self-study / 1. Build a small package containing classes that simulate a library management system.
Case Study / Include classes for books, authors, and library management. Describe how access
Applications protection (public, private, protected, default) is used within this package to control access
to class members.
2. Explain the concept of inheritance in object-oriented programming. Provide an example of
a simple class hierarchy involving inheritance, and describe how the "super" keyword is
used in such a hierarchy.
3. Create a multilevel hierarchy of classes, such as a base class, a derived class, and a derived
class from the second one. Describe the relationships between these classes and the
benefits of using multilevel inheritance.
4. Explain the purpose and benefits of organizing classes into packages in Java. Define a
package in your own words and describe how it helps in managing code.

Text Book Text Book 1: 8.1 to 8.9, 9.1 to 9.4

MODULE-3 Streamlining I/O and Exploring Collections Framework 22CSE43.3 8 Hours
Java IO: I/O basics, Reading and writing console input, The PrintWriter class, Reading and writing files.
Collections: Overview, Recent changes to collections, Collection interfaces-List interface, Set interface, Queue
interface, and Dequeue interface, Collection classes–ArrayList class, LinkedList class, TreeSet class,
PriorityQueue class and Array Dequeue class, Accessing a Collections via an iterator.
Self-study / 1. Discuss the advantages of using Print Writer over other I/O classes for file writing.
Case Study / 2. Explore the Collection interfaces in Java, including List, Set, Queue, and Dequeue. Explain
Applications the characteristics and use cases of each interface. Create a scenario where you would
choose one interface over another and justify your choice.
3. Explore the challenges and best practices related to file I/O in Java.
Text Book Text Book 1: 13.1 to 13.5, 17.1 to 17.5
MODULE-4 Java's Dual Forces: Exception Handling and Multi-threading 22CSE43.4 8 Hours
Exception Handling: Fundamentals, Exception types, Uncaught exceptions, Using try and catch block, Multiple
catch clauses, Nested try statements, throw, throws, finally, Java’s Built-in Exceptions and User- defined
Exceptions.
Multi-threading: Java thread model, Main thread, Thread life cycle, Creating a thread, Creating multiple
threads, Thread priorities, Synchronization, Inter-thread communication, Suspending, Resuming and Stopping
threads, Using multithreading.
Self-study / 1. Explain the fundamental differences between these two types of exceptions, and provide
Case Study / real-world scenarios where you would prefer to use checked exceptions over unchecked
Applications exceptions and vice versa.
2. Discuss the importance of synchronization in a multi-threaded Java program. Explain
potential issues like race conditions and data inconsistencies that can arise in the absence
of synchronization. Provide a detailed example of a situation where synchronization is
necessary to maintain data integrity among multiple threads.
Text Book Text Book 1: 10.1 to 10.11, 11.1 to 11.4, 11.6 to 11.10
MODULE-5 Java's User-Centric Evolution: Event-Driven Interactivity and 22CSE43.5, 8 Hours
Swing 22CSE43.6
Event handling: Event handling mechanisms, delegation event model, Event classes, Sources of events, Event
listener interfaces, Using the delegation event model, Adapter classes, Inner classes.
Swings: The origins of Swing, Two key Swing features, Components and Containers, Swing Packages, A simple
Swing Application, Create a Swing Applet, Jlabel and ImageIcon, JTextField, TSwing Buttons, JTabbedpane,
JScrollPane, JList, JComboBox, JTable.
Self-study / Create an address book application using Swing, allowing users to add, edit, and delete
Case Study / contacts. Display contact information in a user-friendly GUI with fields for names, addresses,
Applications and phone numbers
Text Book Text Book 1: 22.1 to 22.8, 29.1, 29.3, 29.5, 29.6, 29.7, 29.9, 30.1 to 30.7, 30.9

74 | P a g e
CIE Assessment Pattern (50 Marks – Theory)
Marks Distribution
Qualitative
RBT Levels Test (s) MCQ’s
Assessment (s)
25 15 10
L1 Remember - - -
L2 Understand 5 - -
L3 Apply 10 5 5
L4 Analyze 10 5 5
L5 Evaluate - 5 -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)
L1 Remember --
L2 Understand 10
L3 Apply 20
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Book:
1) Herbert Schildt, Java™: The Complete Reference, McGraw-Hill, 12th edition, November 2021, ISBN: 978-1-
260-46341-5.
Reference Books:
1) SAMS teach yourself Java–2: 3rd Edition by Rogers Cedenhead and Leura Lemay Pub. Pear- son Education.
ISBN: 978-0672324550.
2) Cay S. Horstmann, Core Java® SE 9 for the Impatient, Addison Wesley, Second Edition, 2018, ISBN: 978-013-
4694726.
3) Ken Kousen, Modern Java Recipes, O'Reilly Media, Inc., 2017, ISBN: 9781491973172.
Web links and Video Lectures (e-Resources):
● https://www.simplilearn.com/tutorials/java-tutorial/java-oops-concepts
● https://www.geeksforgeeks.org/object-oriented-programming-oops-concept-in-java
● https://www.javatpoint.com/java-oops-concepts
● https://www.guru99.com/java-oops-concept.html

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

● Code Reviews: Students should review and critique each other's code. This not only helps in learning
from others but also promotes code quality and best practices.
● Pair Programming: Students should work in pairs to solve coding challenges or develop small
applications. This fosters collaboration and helps them to learn from each other.
● Debugging Exercises: Experiment with errors and debug it. Debugging exercises are invaluable for
honing problem-solving skills.
● Open-Source Contributions: Students must contribute to open-source Java projects. It's a fantastic
way to apply their skills in a real-world context and build a portfolio.
● Hackathons: Participate & Organize Java programming hackathons where one can work on
innovative projects within a limited time frame. It encourages creativity and problem-solving under
pressure.
● Real-World Simulations: Work with simulations of real-world scenarios to develop Java
applications to solve problems related to those scenarios. For example, building a banking system
simulation.

75 | P a g e
 OBJECT-ORIENTED PROGRAMMING LAB
Course Code 22CSL43 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSL43.1 Utilize fundamental constructs to create Java programs.
22CSL43.2 Employ object-oriented programming (OOP) principles and sound program structuring for
program development.
22CSL43.3 Incorporate polymorphism and inheritance into an application.
22CSL43.4 Integrate multithreading and Swing components while effectively managing exceptions.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSL43.1 3 3 3 3 3 - - - - - - 3 3 -
22CSL43.2 3 3 3 3 3 - - - - - - 3 3 -
22CSL43.3 3 3 3 3 3 - - - - - - 3 3 -
22CSL43.4 3 3 3 3 3 - - - - - - 3 3 -

Pgm. No. List of Programs Hours COs

Prerequisite Programs
• Program on basic Data Structures such as stack, queue,
linked list 2 NA

PART-A
Develop a Java program to showcase:
a) Method overloading
1 2 22CSL43.1
b) Usage of the Math class
c) Working with arrays
1. a) Create a Java program to define a class, illustrate constructor
2 overloading, instantiate an object, and utilize static members. 2 22CSL43.2
2. b) Craft a Java program to exhibit file input and output (I/O) operations
Create a program to showcase the usage of the String class and the
3 2 22CSL43.2
String Buffer class, along with their respective methods.
Develop a program to illustrate nested classes and the usage of arrays
4 2 22CSL43.2
of objects.
Implement inheritance in a program and demonstrate dynamic binding
5 2 22CSL43.3
through method overriding.
Create a program to implement multilevel inheritance, incorporating
6 2 22CSL43.3
different access controls for its data members and methods.
PART-B
Develop a program to showcase the implementation and extension of
7 2 22CSL43.3
interfaces.
Develop a program to showcase Exception Handling using both
8 2 22CSL43.4
predefined and custom exceptions.
Write a program to implement threading by either extending the
9 2 22CSL43.4
Thread class or implementing the Runnable interface.
Develop a multi-threaded application with three threads: one
generating random integers every second (printing if even), another
10 2 22CSL43.4
computing and printing squares (if odd), and a third printing cubes of
given numbers.
Create a program to demonstrate the usage of ArrayList, LinkedList,
11 2 22CSL43.4
and TreeSet classes in Java.
12 Write a program to showcase event handling with Swing components. 2 22CSL43.4

76 | P a g e
 PART-C
(Content Beyond the Syllabus)
(To be done during Lab but not to be included for CIE or SEE)

• https://java-iitd.vlabs.ac.in/List%20of%20experiments.html

CIE Assessment Pattern (50 Marks – Lab)

Test (s) Weekly Assessment
RBT Levels
20 30
L1 Remember - -
L2 Understand - -
L3 Apply 10 10
L4 Analyze 5 10
L5 Evaluate 5 10
L6 Create - -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand -
L3 Apply 20
L4 Analyze 20
L5 Evaluate 10
L6 Create -

Suggested Learning Resources:

Reference Books:
1. Herbert Schildt, Java™: The Complete Reference, McGraw-Hill, 12th edition, November 2021, ISBN: 978-1-
260-46341-5.
2. Cay S. Horstmann, Core Java® SE 9 for the Impatient, Addison Wesley, Second Edition, 2018, ISBN: 978-013-
4694726.

77 | P a g e
 OPERATING SYSTEM
Course Code 22CSE44 CIE Marks 50
L:T:P:S 3:0:0:0 SEE Marks 50
Hrs / Week 3 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE44.1 Understand the services offered by an operating system
22CSE44.2 Apply Inter-Process Communication mechanisms and delve into the intricacies of CPU
scheduling algorithms
22CSE44.3 Implement both software and hardware solutions to address the critical-section problem
22CSE44.4 Examine multiple mechanisms for managing deadlock situations
22CSE44.5 Assess various approaches to memory management
22CSE44.6 Examine the structure of file systems and the organization of secondary storage devices
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE44.1 3 3 3 - 3 - - - - - - 3 3 -
22CSE44.2 3 3 3 2 3 - - - - - - 3 3 -
22CSE44.3 3 3 3 2 3 - - - - - - 3 3 -
22CSE44.4 3 3 3 2 3 - - - - - - 3 3 -
22CSE44.5 3 3 3 - 3 - - - - - - 3 3 -
22CSE44.6 3 3 - - 3 - - - - - - 3 3 -

MODULE-1 Foundations of Operating Systems: Concepts 22CSE44.1 8 Hours

and Architectures
Basics of Operating Systems: Definition, Computer System organization; Computer System architecture;
Operating System structure, Operations – Dual-Mode and Multi-Mode, Services, System Calls – Types.
Operating System Structure: Layered Structure, Microkernel’s, Modules, Hybrid Systems – Mac OS X, iOS,
Android.
Self-study Investigate the Challenges of designing an operating system from different viewpoints.
Text Book Text Book 1: 1.1, 1.4, 2.1, 2.3, 2.8.2,2.8.3,2.8.4,2.8.5
MODULE-2 Process Management and CPU Scheduling in 22CSE44.2 8 Hours
Operating Systems
Multithreaded Programming - Overview; Multithreading models; Thread Libraries; Threading issues.
Process: Process Concept – The Processes, Process States, PCB; Process Scheduling – Scheduling Queues,
Schedulers, Context Switch; Operation; Operation on Process; Inter-Process Communication – Shared-
Memory System, Message Passing System. CPU Scheduling - Basic Concepts, CPU- I/O Burst Cycle; CPU
Scheduler – Pre-emptive Scheduling, Dispatcher; Scheduling Criteria; Scheduling Algorithms – FCFS, SJF,
Round-Robin, Priority.
Self-study Investigate the various scheduling algorithms used in cloud based operating systems.
Text Book Text Book 1: 3.1-3.4,5.1-5.3
MODULE-3 Synchronizing Processes and Managing 22CSE44.3 8 Hours
Deadlocks in Operating Systems
Process Synchronization: Background; The Critical Section Problem; Peterson’s Solution; Synchronization
Hardware; Mutex Locks; Semaphores – Semaphore Usage, Semaphore Implementation, Deadlock and
Starvation; Classical Problems of Synchronization – The Reader-Writer Problem, Dining-Philosopher
Problem. Deadlocks: System Model; Deadlock Characterization – Necessary Conditions, Resource-Allocation
Graph; Methods for Handling Deadlocks; Deadlock Prevention; Deadlock Avoidance; Deadlock Detection and
Recovery
Applications Explore the need for synchronization in various kernel data structures
Text Book Text Book 1: 6.1-6.4,6.6 ,7.1,8.1-8.8
MODULE-4 Memory Management and Virtual Memory in 22CSE44.4 8 Hours
Operating Systems

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Memory Management – Swapping, Logical versus Physical Address Space, Contiguous Allocation, Paging -
Basic Method, Hardware Support, Protection; Structure of Page Table – Hierarchical Paging, Segmentation –
Basic Method, Segmentation Hardware. Virtual Memory: Demand Paging; Page Replacement – Basics,
Algorithms - FIFO, Optimal, LRU, Thrashing – Causes of Thrashing.
Case Study / Scrutinize the Different types of Optimization techniques in managing virtual memory
Applications
Text Book Text Book 1: 9.1-9.5,10.1-10.4,10.6
MODULE-5 File Systems and Mass Storage Structures in 22CSE44.5,22CSE44. 8 Hours
Operating Environments 6
File-System Interface: File Structure, Access methods – Sequential Access, Direct Access, Other Access Methods
Implementation: Directory Implementation – Linear List, Hash Table, Allocation Methods – Contiguous
Allocation, Linked Allocation, Indexed Allocation, Free Space Management – Bit-Vector, Linked List, Grouping,
Counting. Mass Storage Structures: Overview, Disk Structure, Disk Scheduling –FCFS, SSTF, SCAN, CSCAN,
LOOK
Case Study / Survey on how the various optimization techniques can be applied with the file a directory
Applications system implementation.
Text Book Text Book 1:13.1,13.2,14.3-14.5,11.2
CIE Assessment Pattern (50 Marks – Theory)
Marks Distribution
Qualitative
RBT Levels Test (s) MCQ’s
Assessment (s)
25 15 10
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 10 5 5
L4 Analyze 5 5 5
L5 Evaluate - 5 -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 15
L3 Apply 20
L4 Analyze 5
L5 Evaluate --
L6 Create --
Suggested Learning Resources:
Text Books:
1) Abraham Silberschatz, Peter Baer Galvin and Greg Gagne, Operating System Concepts, John Wiley &
Sons, Inc., 10th Edition, 2018, ISBN978-1-118-06333-0.
Reference Books:
1) William Stallings, “Operating Systems: Internals and Design Principles”, Eighth Edition, Prentice
Hall, 2015.
2) P.C.P. Bhatt, An Introduction to Operating Systems: Concepts and Practice, 4thEdition,PHI(EEE),
ISBN 9788120348363, 2014.
3) D.M Dhamdhere, Operating Systems: A Concept Based Approach, 3rdEdition, McGraw- Hill,ISBN
978-0072957693, 2013.
Web links and Video Lectures (e-Resources):
• https://nptel.ac.in/courses/106105214

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

• Team Based Learning, Peer Learning
• Group Discussions, Brain Storming

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 OPERATING SYSTEM LAB
Course Code 22CSL44 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSL44.1 Implement UNIX System Calls and CPU Scheduling algorithms.
22CSL44.2 Devise solutions for process synchronization, deadlock avoidance, and prevention in a
specified scenario.
22CSL44.3 Evaluate different methods of memory allocation and page replacement strategies.
22CSL44.4 Implement disk scheduling algorithms based on a provided process description.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSL44.1 3 3 3 3 3 - - - - - - 3 3 -
22CSL44.2 3 3 3 3 3 - - - - - - 3 3 -
22CSL44.3 3 3 3 3 3 - - - - - - 3 3 -
22CSL44.4 3 3 3 3 3 - - - - - - 3 3 -

Exp. No. /
Pgm. No. List of Experiments / Programs Hours COs

Prerequisite Experiments / Programs / Demo

Proficiency in programming languages like C or C++ is essential for
operating system development since many OS components are 2 NA
typically written in these languages.
PART-A
1 Compose a program utilizing the following system calls: 2 22CSL44.1
• opendir, readdir, closedir,
• fork, exec, getpid

2 Develop a program to model non-preemptive SJF CPU scheduling 2 22CSL44.1

algorithms.
3 Create a program to simulate the round-robin scheduling algorithm 2 22CSL44.1
4 Develop a program that demonstrates Shared Memory and Inter- 2
22CSL44.2
Process Communication.
5 Create a program that simulates the Producer-Consumer problem 2
22CSL44.2
using semaphores.
6 Implement a program to depict the Dining Philosopher's problem 2
22CSL44.2
concept.
PART-B
7 Develop a program for simulating the Banker's Algorithm to prevent 2
22CSL44.2
deadlock.
8 Create a program to simulate the Banker's Algorithm for deadlock 2
22CSL44.2
prevention.
9 Implement a program to emulate first-fit contiguous memory 2
22CSL44.3
allocation.
10 Develop a program for simulating paging table implementation and 2
22CSL44.3
determining the actual physical address in memory.
11 Create a program to execute the FIFO page replacement algorithm. 2 22CSL44.3
12 Implement a program for simulating the SCAN disk scheduling
2 22CSL44.4
algorithm.

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 PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)
• https://naim30.github.io/OS-virtual-lab/

CIE Assessment Pattern (50 Marks – Lab)

Test (s) Weekly Assessment
RBT Levels
20 30
L1 Remember - 5
L2 Understand 5 5
L3 Apply 5 10
L4 Analyze 5 10
L5 Evaluate 5 -
L6 Create - -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand -
L3 Apply 20
L4 Analyze 20
L5 Evaluate 10
L6 Create -

Suggested Learning Resources:

1) Abraham Silberschatz, Peter Baer Galvin and Greg Gagne, Operating System Concepts, John Wiley &
Sons, Inc., 10th Edition, 2018, ISBN978-1-118-06333-0.

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 Programming Language Course (PLC) 2:0:1:0
22CSE451 C# and .NET
22CSE452 PHP Programming
22CSE453 Haskell programming
22CSE454 Typescript Programming
22CSE455 Web Scraping and Data Analysis
22CSE456 Problem Solving using C++

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 C# and .Net
Course Code 22CSE451 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE451.1 Understand the capabilities of the .NET framework.
22CSE451.2 Demonstrate a comprehensive understanding of various data structures and Data
Manipulation in C#
22CSE451.3 Implement web services with integrating external services to gain a strong foundation in
modern web development with .NET technologies.
22CSE451.4 Implement advanced file handling techniques, ensuring competency in file and data
management within .NET applications
22CSE451.5 Gain proficiency in design, develop, and deploy web applications using .NET
22CSE451.6 Implement two-way data binding for interactive web applications
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE451.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE451.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE451.3 3 3 3 3 2 - - - - - - 2 3 -
22CSE451.4 3 3 3 3 2 - - - - - - 2 3 -
22CSE451.5 3 3 3 3 2 - - - - - - 2 3 -
22CSE451.6 3 3 3 3 2 - - - - - - 2 3 -

MODULE-1 Foundations of .NET Framework and C# Programming 22CSE451.1 6 Hours

Concepts
.NET framework architecture. Introduction to C# language: Primitive datatypes – Enumerations – Expressions
– Statements – Control structures (if, for, while, do. While, for each). Object-oriented concepts in .NET –
Common type system.
Laboratory Component: 3 Hours
1. Write a C# program for addition and multiplication of two matrices.
2. Write a C# program to display the digits of an integer in words.
3. Write a C# program to which reads a set of strings into the rows a two-dimensional array
and then prints the string having a greater number of vowels.
4. Write a C# programs to demonstrate the concepts of Structures, Enumerations,
Constructors and Inheritance.
5. Write a C# programs to demonstrate the concepts of Polymorphism.
Text Book Text Book 2: Chapter - 1, 2, 3, 4, 5
MODULE-2 Data Structures and Data Manipulation in C# 22CSE451.2 6 Hours
Arrays and collections-Dictionaries-Hash Set and Sorted Set -Queues- Linked Lists. – Working with strings –
The String and Char Types -Literal Strings and Chars -Formatting Data for Output -Standard Numeric Format
Strings -Custom Numeric Format Strings -Dates and Times- Converting Strings to Other Types
Laboratory Component: 3 Hours

1. Write a C# program to generate all possible combination of characters in a given

word
2. Write a C# program to implement Linked list and perform operations like insert,
delete, search and traversal.
3. Write a C# program to reverse the given string without using inbuilt functions.
4. Write a C# program to add and delete an elements in queue .
5. Create a application of Phone book manger using dictionary

Text Book Text Book 1: Chapter - 9, 10

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MODULE-3 XML, Networking, and Web Services with .NET 22CSE451.3 6 Hours
Working with XML: Creating XML Documents -XML Elements -XML Attributes -Searching for a Single Node -
Search Axes -Where Clauses -XML Serialization – Networking-Web Application with Client-Side Code -.NET
Client and .NET Server -.NET Client and External Party Web Service -External Client and .NET Web Service -
WCF-Creating a WCF Project -Hosting a WCF Service.
Laboratory Component: 3 Hours
1. Write a C# program to read the XML content and try to perform various
operations like displaying,modifying, searching etc.
2. Write a C# program to display the news in XML format.
3. Write a C# program to a web service to convert Celsius in Fahrenheit and vice
versa.

Text Book Text Book1: Chapter 12, 13

MODULE-4 File Handling and Stream Operations in .NET 22CSE451.4 6 Hours
Files and Streams -Inspecting Directories and Files-Examining Directories -Manipulating File Paths -Path and
the Current Working Directory -Examining File Information-Creating Temporary Files -Deleting Files and
directory-Writing Text Files-Finding and Modifying Permissions-Reading Files into Memory-Moving Around
in a Stream -Writing Data with Streams-Reading, Writing, and Locking Files
Laboratory Component: 3 Hours
1. Write a C# program to copy the content from file to another file
2. Write a C# program to count the number of words, lines and character in a given file
3. Write a C# program to list all the files available in a particular directory.

Self-study / Creating a file, modifying permissions, identifying the path

Case Study /
Applications
Text Book Text Book 1: Chapter 11
MODULE-5 Developing Web Applications with .NET 22CSE451.5, 6 Hours
22CSE451.6
Creating a Web Application-Data Binding -Windows forms – ASP.NET and Web applications -Code-Behind
Files -Adding Controls -Server Controls-Data Binding -Examining the Code -Adding Controls and Events
Laboratory Component: 3 Hours

1. Write a C# program to display the current date and time by creating simple web forms.
2. Create a windows application to calculate CGPA.
3. Create a Website with a label and Linkbutton control. The web application should call
a method DisplayTime() which will display the current date and time as a formatted
string in the labelcontrol on click of the Linkbutton. . The label control should be visible
only after the user clicks the button.
4. Create a Website that contains a Label control, a TextBox control, and a Button control.
Allow the user to type some text in the text box and click on the button. After the user
clicks the button, the text typed in the textbox should get displayed in the label control.
The label control should be visible only after the user clicks the button

Self-study / Creating a Simple Web Form: In this experiment, students will set up a basic ASP.NET web
Case Study / application, design a web form with server controls, employ data binding to display dynamic
content, and write code-behind logic to handle user interactions and events. The objective is to
Applications
understand the fundamentals of web application development using ASP.NET.
Building a Windows Form Application: This experiment focuses on creating a Windows
Forms application in .NET. Students will design a graphical user interface, implement data
binding for data manipulation, write code-behind code to respond to user input, and run the
application to interact with the user interface. This hands-on exercise provides practical
experience in Windows Forms application development.
Text Book Text Book 1: Chapter 21, 22

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CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Books:
1. Programming C#: Building .NET Applications with C#, By Jesse Liberty, O’Reilly
Reference Books:
1. Roger Villela Pro .NET Framework with the Base Class Library Apress, First Edition 2019
2. Art Gittleman Computing with C# and the .NET Framework Jones and Bartlett Learning, Second Edition,
2012
Web links and Video Lectures (e-Resources):
1. www.nlp.stanford.edu/IR-book/html/htmledition/irbook.html
2. www.text-analytics101.rxnlp.com/2014/11/what-are-n-grams.html
3. www.nptel.ac.in/courses/106105084/
4. www.nitttrchd.ac.in/sitenew1/nctel/ppt/CS0.ppt
5. www.pragimtech.com/c-sharp-video-tutorials.aspx
Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
● Real-World Projects: Students must experiment with real-world projects or open-source
contributions where they can apply C#.NET skills in a practical context.
● Case Studies: Refer real-world scenarios to design C#.NET solutions for addressing specific problems.
Evaluate the performance, scalability, and security aspects.
● Interactive Quizzes and Polls: Aware of online platforms to create quizzes and polls related to
C#.NET concepts.
● Hackathons: Participate and Organize coding hackathons or competitions where one can showcase
their C#.NET skills and creativity.

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 PHP PROGRAMMING
Course Code 22CSE452 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE452.1 Provide an overview of PHP's installation procedure and fundamental language concepts.
22CSE452.2 Elaborate on the usage and characteristics of PHP functions and arrays.
22CSE452.3 Demonstrate the implementation of web techniques and form processing using PHP.
22CSE452.4 Examine different approaches for handling databases with MySQL in PHP.
22CSE452.5 Assess the diverse capabilities of PHP's File and Directory functions.
22CSE452.6 Analyze the utilization and concepts related to objects in PHP.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE452.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE452.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE452.3 3 3 3 3 2 - - - - - - 2 3 -
22CSE452.4 3 3 3 3 2 - - - - - - 2 3 -
22CSE452.5 3 3 3 3 2 - - - - - - 2 3 -
22CSE452.6 3 3 3 3 2 - - - - - - 2 3 -

MODULE-1 Foundations of PHP 22CSE452.1 6 Hours

Introduction to PHP and its role in web development. PHP installation and setup. Lexical Structure, Variables,
data types, Variable Scope, Garbage Collection, Expressions and Operators, Implicit Casting, String
concatenation operator, Flow-Control Statements, Including Code, Embedding PHP in Web Pages, Strings-
Creating and Accessing Strings, Manipulating and Searching Strings, Replacing Text within Strings, Dealing
with Upper- and Lowercase, Formatting Strings Regular Expressions
Laboratory Component: 3 Hours
1. How do you install and configure PHP, a web server (e.g., Apache or Nginx), and MySQL to
create a cohesive development environment for PHP-based web applications? What specific
steps are involved in configuring these components to work seamlessly together?
2. Design a PHP program that showcases the usage of a variety of operators, including
arithmetic, comparison, logical, and assignment operators? Can you explain the purpose and
functionality of each operator used in the program?
3. Develop a PHP program that exemplifies different control structures, such as if statements,
loops (for, while, and do-while), and switch statements? How does each control structure
work, and what are the specific scenarios or tasks in which they are most commonly
employed within PHP code?
Text Book Text Book 1: 1,2
Text Book2: 5
MODULE-2 PHP Functions and Arrays 22CSE452.2 6 Hours
Creating Function, Defining a Function, Variable Scope, Global Variables, Static Variables, Function
Parameters, Passing Parameters by Value, Passing Parameters by Reference, Default Parameters, Variable
Parameters, Missing Parameters, Type Hinting, Return Values, Variable Functions, Anonymous Functions.
Creating Arrays Accessing Array Elements Looping Through Arrays with foreach Working with
Multidimensional Arrays Manipulating Arrays

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Laboratory Component: 3 Hours
1. Develop and Manipulate Indexed and Associative Arrays in PHP: In this task, you'll be
creating and proficiently manipulating both indexed arrays and associative arrays in PHP.
This involves initializing arrays, adding, modifying, and deleting elements, as well as
performing various array-related operations such as sorting, searching, and iterating through
array elements.
2. Design a Function to Compute the Factorial of a Non-negative Integer: Craft a PHP
function that calculates the factorial of a non-negative integer, accepting the number as an
argument. The function should handle input validation, ensuring that it works correctly for
valid input values. Factorials are fundamental in mathematics and computing, so this exercise
will demonstrate your ability to implement a mathematical algorithm in PHP.
3. Implement a Function for Sorting an Array: Develop a PHP function that can efficiently sort
an array. You can choose to implement various sorting algorithms (e.g., bubble sort, quicksort,
merge sort) to demonstrate your understanding of sorting principles. The function should
accept an unsorted array, perform the sorting operation, and return the sorted array.
Text Book Text Book 1: Chapter 3 and 5
Text Book2: Chapter 6 and 7
MODULE-3 Web Development Essentials 22CSE452.3, 6 Hours
22CSE452.4
HTTP Basics, Variables, Server Information, Processing Forms, Methods, Parameters, Self-Processing Pages,
Sticky Forms, Multivalued Parameters, Sticky Multi-valued Parameters File Uploads, Form Validation, Setting
Response Headers, Different Content Types, Redirections, Expiration, Authentication, Maintaining State,
Cookies, Sessions, Combining Cookies and Sessions. Using PHP to Access a Database, Relational Databases
and SQL, PHP Data Objects, MySQLite Object Interface, Retrieving Data for Display, SQLite, Direct File-Level
Manipulation, MongoDB, Retrieving Data, Inserting More Complex Data
Laboratory Component: 3 Hours
1. Establish a Student Database with PHP and MYSQL: Develop a student database system by
integrating PHP and MYSQL, allowing for efficient storage and retrieval of student
information.
2. Manage Data Insertion and Updates in the Student Database: Implement functionalities
to insert new data records and update existing entries within the student database, ensuring
seamless data maintenance.
3. Handle Data Deletion and Database Updates for Students: Create processes for deleting
specific data entries and executing updates to maintain the accuracy and completeness of the
student database
Text Book Text Book 1: Chapter 7
MODULE-4 File and Directory Operations in Programming 22CSE452.5 6 Hours
Understanding Files and Directories, Getting Information on Files, Opening and Closing Files, Reading and
Writing to Files, Working with File Permissions, Copying, Renaming, and Deleting Files, Working with
Directories, Creating Directories, Deleting Directories, Telling a File from a Directory, Traversing a Directory
Hierarchy
Laboratory Component: 3 Hours
1. Leveraging PHP's Fundamental File and Directory Handling Features, Develop a Basic
Web-Based Text File Editor Application: Utilize PHP's core file and directory management
functions to craft a straightforward web-based text file editor application.
2. The Editor Interface Presents a Catalogue of Text Files Located in a Specified Directory,
Allowing Users to Modify Files via Click Interaction: The editor's user interface will
showcase a directory's text file listing, enabling users to initiate file edits by selecting the
respective file names.
3. The Editing Page Facilitates the Viewing and Modification of File Contents within an
HTML Text Area, Featuring Options for Saving Edits or Discarding Changes: When
accessing an edit page, users will encounter the file's content presented within an HTML text
area field. This interface will include functional buttons for both preserving edited content and
cancelling any changes made during the editing process.

Text Book Text Book 2: Chapter 11

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MODULE-5 Object-Oriented Programming in PHP 22CSE452.6 6 Hours
Creating an Object, Accessing Properties and Methods, Declaring a Class, Declaring Methods, Declaring
Properties, Declaring Constants, Inheritance, Interfaces, Traits, Abstract Methods, Constructors,
Destructors, Introspection, Examining Classes, Examining an Object, Sample Introspection Program,
Serialization
Laboratory Component: 3 Hours
1. Create a PHP Class 'Rectangle' with Properties for Length and Width, Alongside
Methods to Calculate Area and Perimeter: Generate a PHP class named 'Rectangle,'
employing properties for 'length' and 'width.' Within this class, implement methods to
compute both the area and perimeter of the rectangle.
2. Develop an 'Employee' Class Extending the 'Person' Class, Incorporating 'Salary' and
'Position' Properties, and Implement Functions to Present Employee Information:
Design a class termed 'Employee' that extends the 'Person' class, introducing supplementary
properties such as 'salary' and 'position.' Within this extended class, create methods for
displaying comprehensive employee details.
3. Craft a 'Validation' Class Featuring Static Methods for Verifying Email Addresses,
Passwords, and Other Common Input Fields: Construct a PHP class denominated
'Validation,' which offers static methods engineered for the validation of diverse user inputs,
encompassing email addresses, passwords, and other prevalent form fields.
Text Book Text Book 1: Chapter 6 Text Book 2: Chapter 8
CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --

Suggested Learning Resources:

Text Books:
1. Kevin Tatroe, Peter MacIntyre, and Rasmus Lerdorf, “Programming PHP”, THIRD EDITION, Publisher:
O'Reilly publication, ISBN: 978-1-449-39277-2
2. Matt Doyle, “Beginning PHP 5.3”, Publisher: Wiley Publishing, ISBN: 978-0-470-41396-8

Reference Books:
3. Programming the World Wide Web , Robert W Sebesta(3rd Edition) 9.
4. HTML 5 Black Book : Covers Css3, Javascript, XML, XHTML, Ajax, PHP And Jquery by Kogent Learning
Solutions Inc, Published November 2011 by Dreamtech Press
Web links and Video Lectures (e-Resources):
1. www.php.net.in
2. www.W3schools.com
3. www.wrox.com

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Activity-Based Learning (Suggested Activities in Class)/ Practical Based learning
● Build a Personal Portfolio Website: Students could create their personal portfolio websites using
PHP. This project should include multiple web pages, dynamic content loading from a database, user
authentication, and the use of various PHP features like sessions and cookies.
● Collaborative Code Projects: Perform teamwork where students can collaborate to create PHP-
based applications. This could be developing a chat application, a collaborative document editor, or
a project management tool.
● Security and Vulnerability Assessment: Read about web security to analyze and patch
vulnerabilities in PHP applications.
● API Integration Projects: Integrate external APIs into their PHP applications. This could involve
using APIs for social media integration, payment gateways, mapping services, or data retrieval from
third-party sources.
● Hackathon Challenges: Participate hackathons with specific PHP-related challenges, such as
building a Twitter clone, a blogging platform, or a collaborative code editor. Students can work
individually or in teams to tackle these tasks within a limited timeframe.

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 HASKELL PROGRAMMING
Course Code 22CSE453 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE453.1 Understand the importance of monads in functional programming.

22CSE453.2 Apply basic list operations and recursion

22CSE453.3 Understand the concept of higher-order functions and their applications

22CSE453.4 Apply data structures algorithms in Haskell

22CSE453.5 Use monads to perform input/output operations

22CSE453.6 Implement Haskell programming using basic type classes and advanced system features.

Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE453.1 3 3 3 3 2 - - - 1 1 - 2 3 3
22CSE453.2 3 3 3 3 2 - - - 1 1 - 2 3 3
22CSE453.3 3 3 3 3 2 - - - 1 1 - 2 3 3
22CSE453.4 3 3 3 3 2 - - - 1 1 - 2 3 3
22CSE453.5 3 3 3 3 2 - - - 1 1 - 2 3 3
22CSE453.6 3 3 3 3 2 - - - 1 1 - 2 3 3

MODULE-1 Principles Of Functional Programming 22CSE453.1 6 Hours

22CSE453.6
Overview-Installation and Setup, Functions, Data types, Currying, Regions, Expressions and Evaluations.
Text Book Text Book 1
Laboratory Component: 3 Hours
1. Simple Calculator: Create a basic calculator in Haskell that can perform addition and
subtraction operations using functions with user input for these operations.
2. Area Calculation: Implement a Haskell program that calculates and displays the area of
geometric shapes, such as rectangles and circles, and prompt the user to choose the shape for
calculation.
3. Write a Haskell Program to check the given email id is valid or not.
MODULE-2 Lists 22CSE453.2, 6 Hours
22CSE453.6
Lists, Functions on lists, Recursive functions, Character and Strings, Tuples.
Laboratory Component: 3 Hours
1. Create a Haskell program that performs list operations like summing elements and finding
the length of a list, using recursive functions.
2. Write a program that reverses a string using recursion.
3. Write a program to combines two strings into a tuple.

Self-study / Implement the lists and functions in retail shop, ticket reservation or any online
Case Study / applications.
Applications
Text Book Text Book 1
MODULE-3 Polymorphism And Higher Order Functions 22CSE453.3, 6 Hours
22CSE453.6
Computation as rewriting, Polymorphism and higher-order functions, Map and filter, List
Comprehension, Folding through a list.
Measuring Efficiency, Sorting, Using Infinite lists, Conditional polymorphism, Defining functions in ghci.

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Laboratory Component: 3 Hours
1. Demonstrate computation of the square function. Also use a higher-order functions
on each element of a list, to show in mapList function.
2. Demonstrate the use of map and filter operations along with list comprehension, to
manipulate a list of integers in Haskell.
3. Perform sorting a list in Haskell using higher-order functions

Self-study / Using conditional polymorphism, classify the categories of people based on their ages in
Case Study / an institution.
Applications
Text Book Text Book 2
MODULE-4 Data Structures 22CSE453.4, 6 Hours
22CSE453.6
User-defined datatypes, Abstract datatypes, Modules, Recursive data types, Binary search tress, Balanced
binary search trees.
Laboratory Component: 3 Hours
1. Demonstrate a binary search tree in Haskell as a user-defined data type, and what are
the key components of this definition?
2. Create abstract data types, and what is the significance of the "Geometry" module in the
program.
3. Write a program to check a Balanced binary search trees.

Self-study / Implement the types of data structures to create GPS system

Case Study /
Applications
Text Book Text Book 1 and Text Book 2
MODULE-5 Arrays, Files and Streams 22CSE453.5, 6 Hours
22CSE453.6
Arrays, Input/output, Files & Streams, Exceptions, Functor, Monads and Zippers.
Self-study / Create an application to implement functor, monads and zippers.
Case Study /
Applications
Laboratory Component: 3 Hours
1. Design a program to use the Data. Array module to create an array of integers.
2. Read data from a text file, process the information, and write the results back to
another file.
3. Write a program to demonstrate the use of functor.

Text Book Text Book 2 and Reference book 1

CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)

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 L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Books:
1) Richard Bird, Introduction to Functional Programming using Haskell, second edition, Prentice-Hall
International, 1998
2) Graham Hutton, Programming in Haskell (2nd edition), Cambridge University Press, 2016.
Reference Books:
1) Richard Bird, Thinking Functionally With Haskell, Cambridge University Press, October 2014.
2) Bryan O'Sullivan, Don Stewart, and John Goerzen, Real World Haskell, O'Reilly Media, 2008.
3) Miran Lipovača, Learn You a Haskell for Great Good! A Beginner's Guide, No Starch Press, 2011.
4) Simon Thompson, Haskell: The Craft of Functional Programming, Addison-Wesley, 1996.
5) Paul Hudak, The Haskell School of Expression, Cambridge University Press, 2000.
6) Paul Chiusano and Rúnar Bjarnason, Functional Programming in Scala. Manning Publications Co.,
2014.
Web links and Video Lectures (e-Resources):
• https://onlinecourses.nptel.ac.in/noc20_cs79/preview
• https://www.haskell.org/get-started/
• https://homepages.dcc.ufmg.br/~camarao/fp/haskell.pdf
• https://edu.anarcho-
copy.org/Programming%20Languages/Haskell/Haskell%20Programming.pdf
• https://www.cmi.ac.in/~madhavan/papers/pdf/haskell.pdf

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

• Contents related activities (Activity-based discussions)
➢ For active participation of students, instruct the students to prepare Flowcharts and Handouts
➢ Organizing Group wise discussions on issues

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 TYPESCRIPT PROGRAMMING
Course Code 22CSE454 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 4 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE454.1 Comprehend the knowledge on essentials of TypeScript programming
22CSE454.2 Analyze the functions and polymorphism features of TypeScript programming
22CSE454.3 Develop applications using Inheritance and Interfaces
22CSE454.4 Create applications using advanced types
22CSE454.5 Build mobile applications using Shared preferences and Preferences activity
22CSE454.6 Develop TypeScript applications using Asynchronous programming using frontend and backend
frameworks
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE454.1 3 - - - 3 - - - - - - 2 3 -
22CSE454.2 3 3 - - 3 - - - - - - 2 3 -
22CSE454.3 3 3 3 - 3 - - - - - - - 3 -
22CSE454.4 3 3 3 - 3 - - - - - - - 3 -
22CSE454.5 3 3 3 - 3 - - - - - - - 3 -
22CSE454.6 3 3 - - 3 - - - - - - - 3 -
MODULE-1 Introduction to Typescript Programming 22CSE454.1 6 Hours
The compiler, The type system, Typescript versus JavaScript, Code Editor Setup, About Types, Intermission: Type
Aliases, Unions, and Intersections, Arrays, Tuples, null, undefined, void, and never, Enums.
Laboratory Component:
1. 1. Hello World in Typescript: 3 Hours
• Create a simple TypeScript program that prints "Hello, World!" to the console.
• This introductory program helps you set up your TypeScript environment and get started with
basic syntax.
2. 2. Type Annotations and Variables:
• Write a program that demonstrates the use of type annotations for variables.
• Declare variables with different data types and specify their types explicitly.
3. 3. TypeScript vs. JavaScript:
• Create a comparative program that illustrates the differences between TypeScript and
JavaScript. Show how TypeScript provides static typing and other advantages over JavaScript.
4. 4. Code Editor Setup and Compilation:
• Write a guide or program that explains how to set up a code editor (e.g., Visual Studio Code) for
TypeScript development.
• Demonstrate how to compile TypeScript code into JavaScript using the TypeScript compiler
(tsc).
5. 5. Enum Example:
• Develop a program that uses TypeScript enums to represent a set of related constants.
• Show how to define and use enums in TypeScript for improved code readability.

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MODULE-2 Functions 22CSE454.2 6 Hours
Declaring and Invoking Functions: Optional and Default Parameters, Rest Parameters, call, apply, and bind, Generator
Functions, Iterators, Overloaded Function Types; Polymorphism: Generic Type Inference, Generic Type Aliases,
Bounded Polymorphism, Generic Type Defaults, Type-Driven Development.
Laboratory Component: 3 Hours
1. Write a TypeScript program to read the data
2. Write a TypeScript program to demonstrate functions
3. Write a TypeScript program to demonstrate polymorphism
4. Demonstrate the usage of optional parameters, default parameters, rest parameters,
generator functions, iterators, generic type inference, and generic type aliases in TypeScript
statements
MODULE-3 Classes and Interfaces 22CSE454.3 6 Hours

Classes and Inheritance: super, Using this as a Return Type; Interfaces: Declaration Merging, Implementations,
Implementing Interfaces Versus Extending Abstract Classes; Mixins, Decorators, Simulating final Classes, Design
Patterns: Factory Pattern, Builder Pattern.
Laboratory Component: 3 Hours
1. Write a TypeScript program to demonstrate Inheritance
2. Write a TypeScript program to demonstrate Interfaces
3. Develop a program to demonstrate the use of classes, inheritance, the super keyword, and using
this as a return type.
4. Demonstrates the Factory Pattern, which is a common design pattern used to create objects

MODULE-4 ADVANCED TYPES AND HANDLING ERRORS 22CSE454.4 6 Hours

Advanced types: Subtypes and Super types, Advanced Object Types, Advanced Function Types, Conditional Types,
Escape Hatches; Handling errors : Returning null, Throwing Exceptions, Returning Exceptions, The Option Type.

Laboratory Component: 3 Hours

1. Write a TypeScript program to demonstrate advanced types
2. Write a TypeScript program to demonstrate concurrency and parallelism.

MODULE-5 Asynchronous Programming, Concurrency and 22CSE454.5, 6 Hours

Parallelism, Frontend and Backend 22CSE454.6
Frameworks
Asynchronous Programming, Concurrency, and Parallelism: JavaScript’s Event Loop, Working with Callbacks, async
and await, Async Streams, Event Emitters, Typesafe Multithreading; Frontend and Backend Frameworks: React,
Angular, Typesafe APIs, Backend Frameworks.
Laboratory Component: 3 Hours
1. Write a TypeScript program to demonstrate Asynchronous Programming
2. Write a TypeScript program to demonstrate exception handling

CIE Assessment Pattern (50 Marks – Theory and Lab)

Marks Distribution
Qualitative
RBT Levels Test (s) Lab
Assessment
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

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SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --

Suggested Learning Resources:

Text Books:
1) Boris Cherny, Programming TypeScript making your JavaScript applications scale, O’Reilly media publications, 1 st
edition, 2019.
Reference Books:
1) Adam Freeman, Essential TypeScript 4 from Beginner to Pro, Apress, 2 nd edition, 2021.
Web links and Video Lectures (e-Resources):
• https://www.youtube.com/watch?v=d56mG7DezGs
• https://www.youtube.com/watch?v=2pZmKW9-I_k&list=PL4cUxeGkcC9gUgr39Q_yD6v-bSyMwKPUI
• https://www.youtube.com/watch?v=i43W0XSiuIE

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

● Real-World Projects:
• Collaborate with local organizations or create in-house projects that require TypeScript
development.
● Open-Ended Assignments:
• Attempt open-ended projects where one can have creative freedom to explore TypeScript in their
preferred way. This fosters innovation and critical thinking.
● Interactive Online Coding Platforms:
• Utilize online coding platforms like CodePen or repl.it to create interactive TypeScript challenges.

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 WEB SCRAPING AND DATA ANALYSIS
Course Code 22CSE455 CIE Marks 50
L: T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
Identify the components and flow of the web scraping process, along with its working
22CSE455.1
principles and various types.
Compute data extraction from web pages to enable efficient decision-making and data
22CSE455.2
acquisition.
Examine the caching strategies in the link crawler and their influence on data retrieval
22CSE455.3
efficiency.
Interpret the effectiveness of concurrent download methods to optimize web scraping
22CSE455.4
performance.
Evaluate dynamic content handling methods, such as reverse engineering and WebKit
22CSE455.5
rendering, for efficient data extraction from dynamic web pages
22CSE455.6 Design an effective web form interaction strategy to predict and access data.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO7 PO8 PO9 PO1 PO1 PO1 PSO1 PSO2
PO1 PO2 PO3 PO4 PO5 PO6
0 1 2
22CSE455.1 3 3 - - 3 - - - - - - 1 3 -
22CSE455.2 3 3 3 3 3 - - - - - - 1 3 -
22CSE455.3 3 3 3 3 3 - - - - - - 1 3 -
22CSE455.4 3 3 3 3 3 - - - - - - 1 3 -
22CSE455.5 3 3 3 3 3 - - - - - - 1 3 -
22CSE455.6 3 3 3 3 3 - - - - - - 1 3 -

MODULE-1 Introduction to Web Scraping and Data Analysis 22CSE455.1 6 Hours

Web Scraping: Definition - Reasons to use - Components and Flow of the Process - Working Principles -
Different Types - Importance of data analysis in decision-making - Tools and Techniques - Challenges and Guide
for Scraping - Applications and Use Cases - Legal and Ethical Considerations.
Laboratory Component: 3 Hours
1. Install required Web Scraping libraries and tools.
2. Choose a simple website for scraping, focusing on static content.
3. How to inspect the HTML structure of the largest website.
MODULE-2 Data Scraping from Crawled Web Pages 22CSE455.2 6 Hours
Explore web scraping with Regular expressions - Beautiful Soup - and Lambda Expressions with Lxml -
Comparing their performance and data extraction accuracy using CSS selectors.
Laboratory Component:
1. Extracting Data using Regular Expressions
MODULE-3 Disk Cache and Database Cache 22CSE455.3 6 Hours
Adding cache support to the link crawler - Disk cache: Implementation - Testing the cache - Saving disk space
- Expiring stale data- Drawbacks - Database cache: NoSQL - Installing MongoDB - Overview of MongoDB -
MongoDB cache implementation- Compression- Testing the cache.
Laboratory Component: 3 Hours
1. Create a disk cache for the link crawler to store downloaded web pages.
2. Parsing Web Pages with Beautiful Soup
3. Dynamic Web Scraping with Lambda Expressions and Lxml
4. Explore database caching using MongoDB for the link crawler.
Text Book Text Book 1
MODULE-4 Concurrent Downloads and Dynamic Content 22CSE455.4, 8 Hours
22CSE445.5

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Concurrent Downloads: Sequential crawler - Threaded crawler - How threads and processes work -
Implementation - Cross-process crawler - Performance.
Dynamic Content: An example dynamic web page - Reverse engineering a dynamic web page- Rendering a
dynamic web page-Website interaction with WebKit
Laboratory Component: 3 Hours
1. Create a threaded web crawler to enable concurrent downloads for faster data retrieval
2. Explore cross-process crawling to further enhance download speed and efficiency.
3. Handling Dynamic Content using WebKit.
Text Book Text Book 1
MODULE-5 Form Interaction and Scrapy 22CSE455.6 6 Hours
The Login Form-Loading cookies from the web browser-Extending the login script to update content-
Automating forms with the Mechanize module- Scrapy -Defining a model-Creating a spider-Visual scraping with
Portia, Automated scraping with Scrapely.
Laboratory Component: 3 Hours.
1. Create a login automation script to interact with web forms and load cookies from the
web browser.
2. Explore web scraping using Scrapy, a powerful web crawling and scraping framework.
3. Compare visual scraping with Portia and automated scraping with Scrapely
Text Book Text Book 1
CIE Assessment Pattern (50 Marks – Theory and Lab)
Marks Distribution
Qualitative Lab CIE (like
RBT Levels Test (s)
Assessment SEE Lab)
25 05 20
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 10
L4 Analyze 5 - 10
L5 Evaluate 5 - -
L6 Create - - -

SEE Assessment Pattern (50 Marks – Theory)

Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Books:
1) Richard Lawson, Web Scraping with Python, Packt Publishing Ltd, 2015, ISBN 978-1-78216-436-4.
2) Seppe Vanden Broucke and Bart Baesens, Practical Web Scraping for Data Science: Best Practices and
Examples with Python, Springer Science, 2018, https://doi.org/10.1007/978-1-4842-3582-9.

Reference Books:
1) Ryan Mitchell, Web Scraping with Python Collecting Data from the Modern Web, First Edition, O’Reilly Media,
Inc., 2015.
2) Vineeth G. Nair, Getting Started with Beautiful Soup, Packt Publishing Ltd.2015.
3) Katharine Jarmul, Richard Lawson, Python Web Scraping, Second edition, Packt Publishing, 2017.

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Web links and Video Lectures (e-Resources):
● https://github.com/MishRanu/scrapy-practice/tree/master/books_crawler_mongo
● https://github.com/learn-co-students/ent-ds-del-4-4-web-scraping-with-beautiful-soup-data-
science
● https://github.com/kshru9/Web-Crawler
● https://www.youtube.com/watch?v=aClnnoQK9G0
● https://medium.com/coders-camp/60-python-projects-with-source-code-919cd8a6e512

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

● Contents related activities (Activity-based discussions)
⮚ For active participation of students, instruct the students to prepare Flowcharts and Handouts

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 PROBLEM SOLVING USING C++
Course Code 22CSE456 CIE Marks 50
L:T:P:S 2:0:1:0 SEE Marks 50
Hrs / Week 2+2 Total Marks 100
Credits 03 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE456.1 Understand and apply basic programming concepts such as variables, data types, and
operators.

22CSE456.2 Apply the principles of object-oriented programming and its concepts like classes, objects,
inline functions.

22CSE456.3 Apply the concepts of Inheritance and polymorphism in applications.

22CSE456.4 Gain the ability to handle files using file I/O functions.
22CSE456.5 Apply generic programming features of C++ using Templates
22CSE456.6 Implement the mechanisms of Handling Exceptions using C++
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE456.1 3 2 2 - 3 - - - - - - 2 3 -
22CSE456.2 3 3 3 - 3 - - - - - - 2 3 -
22CSE456.3 3 3 3 - 3 - - - - - - 2 3 -
22CSE456.4 3 2 3 - 3 - - - - - - 2 3 -
22CSE456.5 3 2 3 - 3 - - - - - - 2 3 -
22CSE456.6 3 2 2 - 3 - - - - - - 2 3 -

MODULE-1 Introduction to OOP 22CSE456.1 6 Hours

Basic concepts of OOP paradigm, Features, Applications of OOP, Tokens, Keywords, Identifiers and constants,
Expressions and their types, Basic Data Types, User-defined and Derived Data Types, Operators in C++, Scope
resolution operator, Control Statements in C++, Scope, Functions in C++.

Laboratory Component: 3 Hours

1. Write a C++ program to find the largest of three numbers using inline function.
2. Write a C++ program to sort the elements in ascending and descending order.
3. Write a C++ program to find the sum of all the natural numbers from 1 to n.

Self-study / Case Study 1. Write a C++ Program to implement currency converter (Dollar to INR, EURO
/ Applications to INR, YEN to INR and vice versa), distance converter (meter to KM, miles
to KM and vice versa), time converter (hours to minutes, seconds and vice
versa) using packages.
2. Write a C++ program to perform matrix addition using static variable,
default argument and friend function.

Text Book Text Book 1: Chapter1, Chapter2, Chapter 3

MODULE-2 Classes and Objects 22CSE456.2 6 Hours
Definition of class, object, Difference between class and structure, class definitions, member functions, access
specifiers, Creation of Objects, Passing and Returning objects, Object assignment and array of objects.
Constructors and its Types, Destructors, Nesting member function, Private member function, Inline functions.
Static class members, Call by value, Call by reference, Friend functions, this pointer.

Laboratory Component: 3 Hours.

1. Create a base class shape having two data members with two-member function
getdata (pure virtual function) and printarea (not pure virtual function).
2. Write a C++ program for matrix manipulation with dynamic memory allocation using
copy constructor and overloading of assignment operator.

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 3. Write a C++ program to demonstrate the usage of C++ functions.

Self-study / 1. Create a class named Shape with a function that prints "This is a shape". Create
Case Study / another class named Polygon inheriting the Shape class with the same function that
Applications prints "Polygon is a shape". Create two other classes named Rectangle and Triangle
having the same function which prints "Rectangle is a polygon" and "Triangle is a
polygon" respectively. Again, make another class named Square having the same
function which prints "Square is a rectangle". Now, try calling the function by the
object of each of these classes.

Text Book Text Book 1: Chapter 5(5.1 to 5.19)

MODULE-3 Inheritance and Polymorphism 22CSE456.3 6 Hours
Inheritance: Types of Inheritance; Base and Derived classes, Syntax of derived classes, access to the base class;
Types of Inheritance, Multiple inheritance, Virtual Base classes, Constructors and Destructors in Inheritance,
Container classes, Abstract Classes.
Polymorphism: Compile time (Early/Static binding), Overloading functions and operators, Overloading new and
delete operators, Run time polymorphism (Late/Dynamic Binding), Virtual functions.

Laboratory Component: 3 Hours

1. Write a C++ program with different class related through multiple inheritance &
demonstrate the use of different access specified by means of members variables &
members functions.
2. Write a C++ program to swap 2 values by writing a function that uses call by reference
technique.
3. Write a C++ program to calculate the volume of different geometric shapes like cube,
cylinder and sphere using function overloading concept

Self-study / 1. Suppose we have three classes Vehicle, FourWheeler, and Car. The class Vehicle is the
Case Study / base class, the class FourWheeler is derived from it and the class Car is derived from
Applications the class FourWheeler. Class Vehicle has a method 'vehicle' that prints 'I am a vehicle',
class FourWheeler has a method 'fourWheeler' that prints 'I have four wheels', and
class Car has a method 'car' that prints 'I am a car'. So, as this is a multi-level
inheritance; we can have access to all the other classes methods from the object of the
class Car. We invoke all the methods from a Car object and print the corresponding
outputs of the methods. So, if we invoke the methods in this order, car(), fourWheeler(),
and vehicle(), then the output will be I am a car I have four wheels I am a vehicle Write
a C++ program to demonstrate multilevel inheritance using this.

Text Book Text Book 2: Part 2: Chapter 14, 15,16,17

MODULE-4 I/O Streams 22CSE456.4 6 Hours
C++ Class Hierarchy- File Stream-Text File Handling- Binary File Handling during file operations. Pointer types-
uses; Dynamic memory allocation techniques, garbage collection, Linked list, generic pointers.
Laboratory Component: 3 Hours
1. Write a C++ program to create a text file, check file created or not, if created it will
write some text into the file and then read the text from the file.
2. Write a C++ program to demonstrate the usage of Generic pointers.
3. Write a C++ program to get the binary values from the file.

Self-study / Case Study:

Case Study / 1. Available File handling systems
Applications 2. File handling systems used in any OS

Text Book Text Book 2: Chapter 20

MODULE-5 Templates and Exception Handling 22CSE456.5, 6 Hours
22CSE456.6
Templates–Uses, Generic classes, Class templates, Function templates, Advance templates.

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Introduction to Exception - Benefits of Exception handling- Try and catch Block, Throw statement- pre-defined
exceptions in C++.
Laboratory Component: 3 Hours
1. Write a function which throws a division by zero exception and catch it in catch block.
2. Write a C++ program to demonstrate usage of try, catch and throw to handle exception.
3. Write a C++ program function which handles array of bounds exception using C++.

Self-study / 1. Define a function template for finding the minimum value contained in an array. Write
Case Study / main function to find the minimum value of integer array and minimum value of floating-
point numbers in an array.
Applications
2. Write a function which throws a division by zero exception and catch it in catch
block. Write a C++ program to demonstrate usage of try, catch and throw to handle
exception.

Text Book Text Book 1: Chapter 10(10.1-10.6), Chapter 12(12.1-12.8)

CIE Assessment Pattern (50 Marks – Theory) –

Marks Distribution
Qualitative
RBT Levels Test (s) MCQ’s
Assessment (s)
25 15 10
L1 Remember 5 - -
L2 Understand 5 - -
L3 Apply 5 5 5
L4 Analyze 5 5 5
L5 Evaluate 5 5 -
L6 Create - - -
SEE Assessment Pattern (50 Marks – Theory)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create --
Suggested Learning Resources:
Text Books:
1) Object Oriented Programming With C++, E. Balaguruswamy, 8th Edition, 2011, Tata McGraw Hill.
2) C++, The Complete Reference, Herbert Schildt, 8th Edition, 2017, McGraw Hill Education.
Reference Books:
1) Deital And Deital, C++ How To Program, 9 th Edition, 2016, Pearson Education India.
2) R. Lafore, Object Oriented Programming In Turbo C++, 4th Edition, 2013, Galgotia, New Delhi

Web links and Video Lectures (e-Resources):

• https://www.youtube.com/watch?v=BClS40yzssA
• https://www.youtube.com/watch?v=p8ehAjZWjPw
• https://www.w3schools.com/cpp/cpp_intro.asp
• https://www.tutorialspoint.com/cplusplus/index.htm
• https://www.edx.org/course/introduction-to-c-3

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

• Students should form coding groups to solve the problems
• Evaluate and find the output of already existing coding problems

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• Review and critique each other's code. This not only helps in learning
• Use debugging exercises to find the errors in the codes to enhance problem-solving skills.
• Participate and Organize coding hackathons or competitions to enhance creativity.
• Students must experiment with real-world projects or open-source contributions where they can
apply the C++ skills to solve real-world application-based problems.

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 Ability Enhancement Course–IV (0-0-1-0)
22CSE461 UI / UX Toolkit
22CSE462 Cloud based collaborative tools
22CSE463 Graphics design and photo editing tools
22CSE464 Tools for Hosting platform
22CSE465 Search Engine Optimization Techniques

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 UI/UX TOOL KIT
Course Code 22CSE461 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE461.1 Understand the core principles of user interface design characteristics.
22CSE461.2 Explore the user interface design thinking process through the analysis of pertinent case
studies
22CSE461.3 Create prototypes for user experience frameworks
22CSE461.4 Deploy web applications using UI/UX principles
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE461.1 3 3 3 3 2 - - - - - - 2 3 -
22CSE461.2 3 3 3 3 2 - - - - - - 2 3 -
22CSE461.3 3 2 3 3 2 - - - - - - 2 3 -
22CSE461.4 3 2 3 3 2 - - - - - - 2 3 -

Pgm. No. List of Programs Hours COs

Prerequisite Programs
• Basic understanding of design principles and Proficiency in using 2 -
design software tools, as well as a creative mindset and an interest
in user-centered design concepts.

PART-A
1. Need for Design and UX Design: In the context of a user interface design, 2 22CSE461.1
describe a specific scenario where a lack of user-centered design led to a
suboptimal user experience. How could we incorporate the principles of UX
design have improved the situation?
2. UX in the Digital World and WhatsApp Influence in Communication: 2 22CSE461.1
Analyze the impact of messaging apps like WhatsApp on modern
communication habits. How has the user experience of such platforms
influenced the way people communicate digitally? Provide examples and
discuss any potential drawbacks.
3. Importance of Design Thinking: Conduct a mini design thinking activity 2 22CSE461.2
within your laboratory group. Select a real-world problem or challenge and
lead the participants through the stages of design thinking, including
empathizing, defining, ideating, prototyping, and testing. Share the outcomes
and lessons learned from this exercise.
4. UPI Case Study and Design Thinking - Explore the user-centered design 2 22CSE461.2
approach through a case study of the Unified Payments Interface (UPI) in the
context of India's digital payments landscape.
5. Design System Development - Understand the importance of a design system 2 22CSE461.2
in maintaining design consistency and efficiency in product development.
6. Business Aspects of Design and ROI Analysis - Explore the impact of design 2 22CSE461.2
on business success and calculate the return on investment (ROI) of design
initiatives.
PART-B
7. Website Prototype - Early Prototype - Develop an early prototype of a 2 22CSE461.3
website with a basic structure and navigation
8. Designing Sections and Adding Contents - Populate the sections of the 2 22CSE461.3
website prototype with content and apply basic styling.

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 9. Preparing the User Interface for Wireframe Sketch - Set up the initial user 2 22CSE461.3
interface structure for a wireframe sketch using HTML and CSS.
10. Introducing the Logo and Basic Layout - Start the website design in Figma by 2 22CSE461.4
adding the logo and creating a basic layout structure.
11. Designing Website Sections and Content - Create various sections of the 2 22CSE461.4
website, such as the hero section, services section, and contact section, and add
content.
12. Writing a Report about the Design Phases - Summarize the design process in 2 22CSE461.4
a report, detailing each phase and explaining design decisions.
PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)

• https://cpe-iitg.vlabs.ac.in/List%20of%20experiments.html

CIE Assessment Pattern (50 Marks – Lab)

Weekly Project
RBT Levels
Evaluatio Evaluatio Lab CIE Test
n n
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 5
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 5
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -
Suggested Learning Resources:
Text Books:
1. The User Experience Team of One A Research and Design Survival Guide, Leach Buley,
ISBN:9781933820897, 1933820896, 2013
2. Web Page Design Sketchbook (Vol. 2)Web Wireframe Ui Templates for Web Designers and Developers
(Web Ui Design)By Ajw Books · 2019,ISBN-9781795582810, 1795582812
3. Designing and Prototyping Interfaces with Figma, Learn Essential UX/UI Design Principles by Creating
Interactive Prototypes for Mobile, Tablet, and Desktop, Fabio Staiano · 2022

Reference Books:
1. Mobile UI/UX Sketchbook, Wireframing and Prototyping Notebook for UI/UX Designers, Students,
Mobile App Developers, and Hobbyists App Developer Notebooks · 2019,
2. A Project Guide to UX Design: For user experience designers in the field or in the making (2nd. ed.). Russ
Unger and Carolyn Chandler. New Riders Publishing, USA, 2012.
3. Wilbert. O. Galitz, “The Essential Guide to User Interface Design”, John Wiley& Sons,2001.
4. Ben Sheiderman, “Design the User Interface”, Pearson Education, 1998.

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 CLOUD BASED COLLABORATIVE TOOLS
Course Code 22CSE462 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE462.1 Analyze the working methods on Gmail and Google Calendar.
22CSE462.2 Evaluate the functionality of Google Drive and Google Docs.
22CSE462.3 Assess the utility of both Google Sheets and Google Slides
22CSE462.4 Provide an overview of Google Meet, Google Chat and Virtual Machine.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE462.1 3 3 3 - 3 - - - - - - 2 1 -
22CSE462.2 3 3 3 - 3 - - - - - - 2 1 -
22CSE462.3 3 3 3 - 3 - - - - - - 2 1 -
22CSE462.4 3 3 3 - 3 - - - - - - 2 1 -

Pgm. No. List of Programs Hours COs

Prerequisite Programs
• Basic understanding of computer usage and internet navigation.
• Familiarity with common software applications. 2 NA

PART-A
1 a) Create Gmail account, compose an email, add an attachment, and 2 22CSE462.1
send the message;
b) Create a label, move messages from inbox to a label, apply a label
to messages in your Inbox and Create a personal contact and
group
2 a) Create and modify an event in Google Calendar, Create an event 2
from Gmail and view it in Calendar, share a calendar 22CSE462.1

3 a) Add a guest and attach a file from Google Drive, Mark yourself 2
out of office and set a reminder
b) Create Google drive folder and upload multiple types of files to 22CSE462.2
Drive, Understand Collaborator roles.
c) Create a Google Doc from a template.
4 a) Create and format a Google Doc, Name a Google Doc, star it, Insert 2
images in a Google Doc, and save as a PDF
22CSE462.2
b) Use versions and shareable links, Use comments and assign action
items in Google doc.
5 Import an Excel spreadsheet to Google Sheets and Manage data in 2
22CSE462.3
Google Sheets (Update rows, Copy cells, Sort the data, Filter data)
6 a) Apply formatting to a Google Sheet, Use formulas to perform 2
calculations using Google Sheets
22CSE462.3
b) Use named ranges to perform calculations, Create a chart, Explore
sharing options
PART-B
7 Create Google slide, Use themes and layouts, Change formatting and 2
add speaker notes, test the dynamic integration between Google Sheets 22CSE462.3
and Google Slides.

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 8 Schedule a calendar event and add a Google Meet link, Identify the 2
22CSE462.4
Google Meet link and dial-in information
9 Add a Google Doc meeting agenda to Google Calendar and Record a 2
22CSE462.4
Google Meet video conference
10 Create a group chat in Google chat, Create a space and add a thread 2
22CSE462.4
and Use an app in a space
11 Create project in GCP, Create a VM with a custom machine type. 2
22CSE462.4
Create a VM from an instance template
12 Create custom images, Instance Templates, Instance group 2 22CSE462.4
PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)
• https://cloudacademy.com/library/google/labs/

CIE Assessment Pattern (50 Marks – Lab)

Weekly Project
Lab CIE Test
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Text Books:
1. Robert G Pascall, “The Google Workspace Bible”, Publisher: Zetra Web Worker, March7 ,2023,ISBN-
10: 1801719233, ISBN-13: 978-1801719230
Reference Books:
1. Tabina Hendrick “Google Workspace for Beginners”, February 9, 2022,ISBN-13 : 979-8415084333.

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 GRAPHICS DESIGN AND PHOTO EDITING – TOOLS
Course Code 22CSE463 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE463.1 Explore the tool's interface and its various components
22CSE463.2 Apply all essential tools and techniques
22CSE463.3 Experiment with the art of selection and masking
22CSE463.4 Apply the concepts of layers and non-destructive editing
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE463.1 3 3 3 3 3 - - - - - - 2 1 -
22CSE463.2 3 3 3 3 3 - - - - - - 2 1 -
22CSE463.3 3 3 3 3 3 - - - - - - 2 1 -
22CSE463.4 3 3 3 3 3 - - - - - - 2 1 -
Pgm. No. List of Programs Hours COs
Prerequisite Programs
• Basic computer skills, a computer with the required software
installed and a creative mindset 2 NA

PART-A
1 Explore Photoshop workspace: menus, panels, tools, and navigation 2 22CSE463.1

2 Demonstrate on image resolution, size, and file formats, Opening, 2 22CSE463.1

creating, and saving files
3 Illustrate with essential tools: move, selection, brush, eraser, text, and 2 22CSE463.2
more, Working with layers: creating, organizing, and adjusting layer
properties, Using the history panel and undoing actions
4 Crop and resizing images, Adjusting brightness, contrast, and color 2 22CSE463.2
balance,
5 Apply filters for basic effects 2 22CSE463.2

6 Make selections using various tools: marquee, lasso, magic wand, and 2 22CSE463.2
more, Refining selections with the Quick Selection and Pen tools,
Introduction to layer masks for non-destructive editing
PART-B
7 Add text to images with fonts, styles, and formatting options, Applying 2 22CSE463.3
text effects like drop shadows, gradients, and outlines
8 Use healing brush and clone stamp tools to retouch imperfections, 2 22CSE463.3
Removing blemishes, wrinkles, and unwanted objects, Introduction to
content-aware tools
9 Apply artistic and creative filters, Adding blurs, sharpening, and 2 22CSE463.3
noise reduction
10 Adjust colors using the Hue/Saturation, Color Balance, and Levels tools 2 22CSE463.3
11 Use adjustment layers for non-destructive color corrections 2 22CSE463.4
12 Save images in different formats: JPEG, PNG, GIF, etc, and export images 2 22CSE463.4
for web and print
PART-C

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 Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)

https://labs.adobe.com/
CIE Assessment Pattern (50 Marks – Lab)
Weekly Project
Lab
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Text Books:
1. Adobe Photoshop Classroom in a Book, Adobe Creative Team, ISBN: 978-0134308135
2. Adobe Photoshop CC for Dummies, Peter Bauer, ISBN: 978-1119418117
3. Photoshop CC Essentials for Photographers: Chelsea & Tony Northrup's Video Book, Authors: Tony
Northrup, Chelsea Northrup, ISBN: 978-0988263440
4. Adobe Photoshop CC Classroom in a Book (2019 Release), Author: Andrew Faulkner, Conrad Chavez,
ISBN: 978-0135261781

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 TOOLS FOR HOSTING PLATFORM
Course Code 22CSE464 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE464.1 Explore fundamentals of version control systems and their importance in software
development projects.
22CSE464.2 Create and manage repositories in version control systems for efficient code management.
22CSE464.3 Implement version control best practices to minimize conflicts and ensure code integrity
within development teams.
22CSE464.4 Identify the key features and benefits of popular version control systems, such as Git and
Subversion.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE464.1 3 3 3 3 3 - - - - - - 2 1 -
22CSE464.2 3 3 3 3 3 - - - - - - 2 1 -
22CSE464.3 3 3 3 3 3 - - - - - - 2 1 -
22CSE464.4 3 3 3 3 3 - - - - - - 2 1 -
Pgm. No. List of Programs Hours COs
Prerequisite Programs
• A basic understanding of software development.
• Familiarity with programming languages.
2 NA
• Knowledge of version control concepts

PART-A
1 Set up Git and configuring user information; Creating a new Git 2 22CSE464.1
repository
2 Experiment with Git workflow (add, commit, push, pull) 2 22CSE464.1

3 Create a Repository: Set up a new repository on GitHub; Add a 2 22CSE464.2

README file and make a few commits to understand how version
control works.
4 Clone a Repository: Clone an existing repository to your local machine. 2 22CSE464.2

5 Configure CI/CD pipelines on the hosting platform 2 22CSE464.2

6 Create GitHub Actions Workflow 2 22CSE464.2

PART-B
7 Automate deployment processes 2 22CSE464.3
8 Invite a friend to collaborate on a repository. Have them clone the 2 22CSE464.3
repository, Practice merging each other's changes.
9 Make a commit with errors, and then use Git's reset or revert 2 22CSE464.4
commands to undo that commit and bring the repository back to its
previous state.
10 Generate Personal Access Token 2 22CSE464.4
11 Enable Two-Factor Authentication 2 22CSE464.4
12 Create Secrets Management 2 22CSE464.4

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 PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)

https://github.com/apps/github-learning-lab

CIE Assessment Pattern (50 Marks – Lab)

Weekly Project
Lab
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Text Books:
1. "Pro Git" by Scott Chacon and Ben Straub: This book is a comprehensive guide to using Git, a widely used
distributed version control system.
2. "Version Control with Git" by Jon Loeliger and Matthew McCullough: Another excellent book focused on Git,
providing a detailed understanding of how to use it effectively.

Reference Books:
1. GitHub For Dummies by Sarah Guthals, Phil Haack, and Brent Beer: This book is a beginner-friendly guide
to using GitHub, a popular web-based hosting platform for version control and collaboration.
2. Git Pocket Guide, by Richard E. Silverman: A concise reference guide to Git commands and concepts.

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 SEARCH ENGINE OPTIMIZATION TECHNIQUES
Course Code 22CSE465 CIE Marks 50
L:T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE465.1 Understand SEO and its impact on website visibility and user engagement.
22CSE465.2 Apply various SEO strategies, including on-page and off-page optimization, and stay updated
on Google's algorithm changes.
22CSE465.3 Develop expertise in Google Ads to create and manage effective online advertising campaigns.
22CSE465.4 Acquire skills in various digital marketing tactics, such as content, social media, and email
marketing.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE465.1 3 3 3 3 3 - - - - - - 2 1 -
22CSE465.2 3 3 3 3 3 - - - - - - 2 1 -
22CSE465.3 3 3 3 3 3 - - - - - - 2 1 -
22CSE465.4 3 3 3 3 3 - - - - - - 2 1 -
Pgm. No. List of Programs Hours COs
Prerequisite Programs
• Basic understanding of web technologies and internet usage,
as well as familiarity with fundamental marketing and content
2 NA
creation concepts.

PART-A
1 Create a mind map or visual representation of various link-building 2 22CSE465.1
strategies for SEO. Investigate and analyze the authority, relevance,
and trustworthiness of different websites as potential link sources.
2 Execute a small-scale link-building campaign, tracking the success of 2 22CSE465.1
each strategy and measuring the increase in the website's authority.
3 • Develop a detailed understanding of your target audience by 2 22CSE465.1
conducting surveys or interviews.
4 • Create a visual representation (e.g., a persona map) of your audience's 2 22CSE465.1
demographics, preferences, and pain points. Tailor your content
marketing strategy based on the insights gained and observe how this
personalization affects the audience's engagement and conversion
rates on your website.
5 • Choose a specific website or webpage and monitor it regularly for 2 22CSE465.2
Google algorithm updates using tools like Mozcast or SEMrush Sensor.
6 • Create a simple chart or table to record any changes in rankings, 2 22CSE465.2
organic traffic, and CTR after major algorithm updates. Also Analyze
the data to identify trends and correlations between updates and
website performance to determine the impact on rankings and CTR.
PART-B
7 • Create a small online advertisement or social media post with a 2
22CSE465.2
recognized brand name and another with a lesser-known brand.
8 • Set up an AdWords campaign with a specific product or service you 2
want to promote. Develop a well-structured account, including
22CSE465.3
campaigns and ad groups, each targeting different keywords and match
types.

112 | P a g e
 9 • Develop a content strategy that aligns with your audience's preferences 2
and addresses their pain points, keeping in mind the three pillars of
SEO: authority, relevance, and trust. Implement the content strategy 22CSE465.4
and monitor its performance, including user engagement, time on page,
and conversion rates
10 • Choose a specific webpage on your website and conduct an on-page 2 22CSE465.4
SEO audit using tools like Google's PageSpeed Insights, SEMrush, or
Screaming Frog.
11 • Select a local business or a website with a local presence. Implement 2 22CSE465.4
local SEO strategies, including creating and optimizing Google My
Business listings, managing online reviews, and obtaining local
citations.
12 • Track the impact of these optimizations on local search visibility, user 2 22CSE465.4
reviews, and customer inquiries, demonstrating the significance of local
SEO for businesses.

PART-C
Beyond Syllabus Virtual Lab Content
(To be done during Lab but not to be included for CIE or SEE)

https://www.xlab.be/services/marketing/seo/

CIE Assessment Pattern (50 Marks – Lab)

Weekly Project
Lab
RBT Levels Evaluation Evaluation
10 20 20
L1 Remember 2 - -
L2 Understand 2 - -
L3 Apply 2 5 10
L4 Analyze 2 5 5
L5 Evaluate 2 5 5
L6 Create 5 -
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember -
L2 Understand 10
L3 Apply 30
L4 Analyze 10
L5 Evaluate -
L6 Create -

Suggested Learning Resources:

Text Books:
1. Bart weller and Lori calcott, “The definitive guide to Google adwords”, Apress .
2. Torben A. Lenau, Akhlesh Lakhtakia,” A complete guide to getting started in SEO” 2019,Search engine
journal.
Reference Books:
1. French M, “”, Publisher: Cambridge University Press, 2020
2. Pan L., Pang S., Song T. and Gong F. eds, “Bio-Inspired Computing: Theories and Applications”, 15th
International Conference, BIC-TA 2020, Qingdao, China, October 23-25, 2020, Revised Selected Papers (Vol.
1363). Springer Nature, 2021
3. Wann D, ”Bio Logic: Designing with nature to protect the environment”, Wiley Publisher, 1994

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 UNIVERSAL HUMAN VALUES AND LIFE SKILLS
Course Code 22UHK47 CIE Marks 50
L:T:P:S 1:0:0:0 SEE Marks 50
Hrs / Week 2 Total Marks 100
Credits 01 Exam Hours 02
Course outcomes:
At the end of the course, the student will be able to:
22UHK47.1 Understand the concept and significance of life skills and universal human values.
22UHK47.2 Develop Self-awareness and Self-management skills to promote personal growth.
22UHK47.3 Apply Critical and Creative thinking and ethical decision-making skills in various contexts.
22UHK47.4 Promote teamwork and collaboration while respecting diversity and inclusivity.
Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22UHK47.1 - - - - - 3 1 3 - 2 - 2
22UHK47.2 - - - - - 1 2 1 - 2 - 2
22UHK47.3 - - - - - 3 1 3 1 2 - 2
22UHK47.4 - - - - - 2 2 1 3 3 - 3

MODULE-1 Self-Awareness and Self-Management 22UHK47.1 3 Hours

22UHK47.2
Emotional Intelligence, Techniques of self-awareness: SWOT and JOHARI WINDOWS, Stress management and
coming out of comfort zone, managing failure, Time Management to recalibrate priorities.
Self-Exploration as a process of Value Education, the basic human Aspirations: Prosperity and Happiness,
understanding infatuation.

Self-study / Role play Understand qualities of Role Models, explore self and do SWOT analysis
for growth; participate in role play and presentations to come out of
comfort zone
MODULE-2 Towards Yourself 22UHK47.1 3 Hours
22UHK47.3
Exploring opportunities, understanding expectations and self for right fitment in profession, Goal Setting -
Personal and Professional, aligning Personal and Professional goals for greater achievement, Mind-Maps as a
tool for Goal Setting
Self-study / Understand industry expectations to set professional goals; realizing connection
Mind Maps between personal and professional goals for peaceful living
MODULE-3 Leading self to lead others 22UHK47.3 3 Hours
22UHK47.4
Quality analysis of leader and self-evaluation, Critical thinking, Creative thinking and Ethical decision
making, Critical thinking and Creative thinking for contribution to technical world, Six thinking hats,
Exploring ethical decision-making frameworks and principles.

Activities / Case Case studies for Critical thinking and activities for Creative thinking
study/Applications

MODULE-4 Ownership towards Family and Society 22UHK47.2 3 Hours

22UHK47.3
22UHK47.4
Responsibility, Diversity and Inclusivity:
Understanding personal and social responsibility; Appreciating diversity and managing inclusivity,
promoting teamwork and collaboration while respecting differences.

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Self-study / Working on Task bar; team building activities; Interviewing Corporate experts to
Interview with understand expectations
corporate people
MODULE-5 Towards Nature and Industry 22UHK47.3 3 Hours
22UHK47.4
Personal code of conduct for harmony between self and nature, resisting external pressures, negotiation
and conflict resolution, assertiveness and empathy, change management
Role play Role play to understand contributions to nature and industry

CIE Assessment Pattern (50 Marks – Theory) –

Marks Distribution
Alternative
RBT Levels Test (s)
Assessment (s)
25 25
L1 Remember - -
L2 Understand 7 6
L3 Apply 8 7
L4 Analyze 10 7
L5 Evaluate - 5
L6 Create - -
SEE Assessment Pattern (50 Marks – Group Discussion)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 10
L2 Understand 10
L3 Apply 20
L4 Analyze 10
L5 Evaluate --
L6 Create --
Suggested Learning Resources:
REFERENCE BOOKS:
1. The 7 Habits of Highly Effective People, Stephen R Covey, Neha publishers.
2. Seven Habits of Highly Effective Teens, Convey Sean, New York, Fireside Publishers, 1998.
3. Emotional Intelligence, Daniel Coleman, Bantam Book, 2006.
4. How to win friends and influence people, Dale Carnegie.
5. BHAGAVADGITA for college students, Sandeepa Guntreddy.

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

• Conduct interviews with HR personnel of corporates to understand expectations in terms of Soft
Skills and Values
• Participate in role plays and presentations to come out of comfort zone
• Talk to industry people to understand opportunities available
• Make a short movie to display creativity
• Use Mind maps to plan successful completion of semester
• Actively participate in Group Discussions and JAM sessions

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 MINI PROJECT-I
Course Code 22CSE48 CIE Marks 50
L: T:P:S 0:0:1:0 SEE Marks 50
Hrs / Week 0 Total Marks 100
Credits 01 Exam Hours 03
Course outcomes:
At the end of the course, the student will be able to:
22CSE48.1 Define and analyze project requirements, ensuring a clear understanding of the problem
domain.
22CSE48.2 Apply programming skills to transform design into a functional software solution
22CSE48.3 Develop a system architecture and design that aligns with project goals
22CSE48.4 Develop and execute a rigorous testing strategy to identify and rectify bugs and issues
22CSE48.5 Create a comprehensive project plan, outlining tasks, timelines, and resource allocation
22CSE48.6 Produce comprehensive and well-structured documentation that effectively communicates
software design, functionality, and usage instructions

Mapping of Course Outcomes to Program Outcomes and Program Specific Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
22CSE48.1 - - - - 3 3 3 3 3 3 3 3 - 3
22CSE48.2 - - - - 3 3 3 3 3 3 3 3 - 3
22CSE48.3 - - - - 3 3 3 3 3 3 3 3 - 3
22CSE48.4 - - - - 3 3 3 3 3 3 3 3 - 3
22CSE48.5 - - - - 3 3 3 3 3 3 3 3 - 3
22CSE48.6 - - - - 3 3 3 3 3 3 3 3 - 3
Mini Project Roadmap: Guiding Principles for Mini Project Success
Project Overview:
• Clearly define the project's scope, objectives, and expected outcomes.
• Provide a brief description of the problem the project aims to solve or the functionality it should
implement.
Project Milestones:
• Set clear project milestones and deadlines for various phases, such as planning, design,
implementation, testing, and presentation.
Project Requirements:
• List the specific features or functionality that students need to implement in their projects.
• Clearly state any constraints or limitations they should be aware of during development
Technology Stack for Development:
• Specify the programming languages, frameworks, libraries, and tools that students should use for the
project.
• Ensure that the technology stack aligns with the learning goals and skills you intend for students to
develop.
Testing and Quality Assurance:
• Incorporate testing practices into their development process.
• Specify the types of testing (e.g., unit testing, integration testing)
Collaboration and Communication:
• If the project involves teamwork, outline expectations for collaboration, including communication
channels and responsibilities within the team.

Documentation:
• Emphasize the importance of thorough documentation throughout the project.
• Require students to maintain documentation for code, design, and usage instructions.
Presentation:
• Require students to present their projects to the class, explaining their design choices, challenges faced,
and how they overcame them.

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CIE Assessment Pattern (50 Marks – Lab)
Periodical Reviews &
RBT Levels Evaluation
50
L1 Remember 5
L2 Understand 5
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create 10
SEE Assessment Pattern (50 Marks – Lab)
Exam Marks
RBT Levels
Distribution (50)
L1 Remember 5
L2 Understand 5
L3 Apply 10
L4 Analyze 10
L5 Evaluate 10
L6 Create 10
Suggested Learning Resources:
Text Books:
1. Smith, J. A., & Johnson, P. R. (2020), Software Project Management: A Comprehensive Guide (3rd ed.).
Acme Publishing. ISBN: 123-456-7890.
2. Johnson, L. M., & Brown, A. S. (2021), Modern Software Project Management: Strategies and Best
Practices. Tech Knowledge Publishers.

Reference Books:
1. McConnell, S. (2021), Software Project Survival Guide (2nd ed.). Microsoft Press.
2. Schwalbe, K. (2022), Information Technology Project Management (9th ed.). Cengage Learning.

Web links and Video Lectures (e-Resources):

• GitHub: GitHub is a platform for software development that hosts millions of open-source projects. You
can explore projects, read their documentation, and gain insights into various software development
ideas and practices. https://github.com/
• Dev.to: Dev.to is a community-driven platform for developers. It features articles, discussions, and
posts on various software development ideas, best practices, and emerging trends. https://dev.to/
• HackerRank Blog: HackerRank's blog contains articles and insights on coding challenges, data
structures, algorithms, and software development topics. https://www.hackerrank.com/blog
• Medium: Medium is a platform where many software developers share their thoughts, experiences, and
project ideas. You can find a wide range of articles on software development. https://medium.com/
• edX: edX offers video courses on software development, including topics like web development, mobile
app development, and more. https://www.edx.org/

• Coursera: Coursera hosts video lectures and courses on a variety of software development subjects.
You can explore courses from top universities and institutions. https://www.coursera.org/
• MIT OpenCourseWare: MIT provides free access to video lectures and course materials on computer
science and software development. You can find lectures on various programming concepts and project
ideas. https://ocw.mit.edu/index.htm
• Google Developers YouTube Channel: Google Developers offers video content on various software
development topics, including APIs, web development, and mobile app development.
https://www.youtube.com/user/GoogleDevelopers.

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

These challenging mini project activities can provide students with opportunities to think critically, apply their
knowledge, and develop problem-solving skills in a practical context.

Interdisciplinary Projects:
• Encourage collaboration among students from different disciplines to work on projects that require
diverse expertise.
Prototype Development:
• Challenge students to create a functional prototype of a product, software, or device.
1. Simulation and Modelling:
• Task students with creating computer simulations or mathematical models to solve complex problems
or simulate real-world scenarios.
1. Humanitarian and Social Impact Projects:
• Challenge students to develop projects that address social or humanitarian issues, such as providing
clean water solutions, designing low-cost healthcare devices, or improving education in underserved
communities.
2. Advanced Coding and Software Development:
• Assign complex software development projects that involve advanced programming, algorithms, and
data structures.
1. Environmental Sustainability Projects:
• Challenge students to propose and implement sustainability initiatives or renewable energy projects.
2. Crisis Response and Disaster Management:
• Have students create plans and systems for responding to emergencies or natural disasters.
3. Scientific Research Projects:
• Assign students to conduct scientific research experiments, gather data, and present findings.

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 BASIC APPLIED MATHEMATICS-II
(Common to all Branches)
Course Code 22DMAT41 CIE Marks 50
L:T:P:S 0:0:0:0 SEE Marks --
Hrs. / Week 2 Total Marks 50
Credits 00 Exam Hours --
Course outcomes:
At the end of the course, the student will be able to:
22DMAT41.1 Gain knowledge of basic operations of vectors
22DMAT41.2 Use curl and divergence of a vector function in three dimensions
22DMAT41.3 Develop the ability to solve higher order Linear differential equations
22DMAT41.4 Know the basic concepts of Laplace transform to solve the Periodic functions and also solve initial
and boundary value problems using Laplace transform method.
Mapping of Course Outcomes to Program Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22DMAT41.1 3 3 - - - - - - - - - -
22DMAT41.2 3 3 - - - - - - - - - -
22DMAT41.3 3 3 - - - - - - - - - -
22DMAT41.4 3 3 - - - - - - - - - -

MODULE-1 Vectors 22DMAT41.1 8 Hours

Definition of scalar and vector, Vector addition, Subtraction
and Multiplication-Dot product, Cross product, Scalar triple product. Orthogonal, Co-planar and Angle between
vectors-Problems.
Text Book Text Book 1: 3.1, 3.5, 3.6, 3.9, Text Book 2: 7.1, 9.2, 9.3, 9.4.
MODULE-2 Vector Differentiation 22DMAT41.2 8 Hours
Vector differential operator-Gradient of a scalar function, Divergence of a vector function, Curl of a vector function-
Problems. Solenoidal and irrotational vector fields-Problems.
Text Book Text Book 1: 8.5, 8.6, 8.7, Text Book 2: 9.7, 9.8, 9.9.
MODULE-3 Linear Differential Equations with Constant Coefficients 22DMAT41.3 8 Hours
Solution of initial and boundary value problems, Inverse differential operator techniques for the functions-eax ,
sin(ax + b) and cos(ax + b).
Text Book Text Book 1: 13.3, 13.4, 13.5, 13.6,
MODULE-4 Laplace Transform 22DMAT41.4 8 Hours
Definition and Laplace transforms of elementary functions-Problems. Properties of Laplace transforms (Shifting
property-without proof), Periodic functions (without proof)-problems.
Text Book Text Book 1: 21.3, 21.4, 21.5, Text Book 2: 6.1.
MODULE-5 Inverse Laplace Transform 22DMAT41.4 8 Hours
Inverse Laplace Transform by partial fractions-Problems. Solution of linear differential equations using
Laplace Transforms-Problems.
Text Book Text Book 1: 21.12, 21.15, Text Book 2: 6.4.
CIE Assessment Pattern (50 Marks – Theory)
Marks Distribution
Qualitative MCQ’s
RBT Levels Test (s)
Assessment (s)
25 15 10
L1 Remember 5 5 -
L2 Understand 5 5 -
L3 Apply 10 5 10
L4 Analyze 2.5 - -
L5 Evaluate 2.5 - -
L6 Create - - -

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 Suggested Learning Resources:
Text Books:
1) B. S. Grewal, Higher Engineering Mathematics, Khanna Publishers, Forty fourth Edition, 2022,
ISBN: 9788193328491.
2) Erwin Kreyszig, Advanced Engineering Mathematics, Wiley-India Publishers, Tenth Edition, Reprint
2016, ISBN: 9788126554232.
Reference Books:
1) Glyn James, Advanced Modern Engineering Mathematics, Pearson Education, Fourth Edition,
2015, ISBN: 9780273719236.
2) B. V. Ramana, Higher Engineering Mathematics, McGraw Hill Education (India) Private Limited,
Fourth Edition, 2017, ISBN: 9780070634190.
3) H. K. Dass, Advanced Engineering Mathematics, S. Chand & Company Ltd., Twenty Second Edition, 2018,
ISBN: 9789352533831.
4) N.P.Bali and Manish Goyal, A Text Book of Engineering Mathematics, Laxmi Publications (P) Ltd., Ninth
Edition, 2014, ISBN: 9788131808320.
Web links and Video Lectures (e-Resources):
1)https://youtu.be/SaNDPSk1UVM?si=FRxMnRi1btCUIscK
2)https://youtu.be/HxrLu-qRJKc?si=pKc9XOCllBx-H4Wp
3)https://youtu.be/ma1QmE1SH3I?si=Hoo3_cjiIds203os
4)https://youtu.be/TKBXey91Gc4?si=JjZfQvJxdxN8I6YQ
5)https://youtu.be/1THkFmuIPXM?si=pc9VvmZ-9cQe_Wr_
6)https://youtu.be/m7jH0jfRf2I?si=OOEWttfQhieJ9wih
7)https://youtu.be/qFnoRfZknBY?si=BeMrhMF3LML4hBGa
8)https://youtu.be/n9XP6pljtw8?si=3gU-XKgt5JIZe9LE
Activity-Based Learning (Suggested Activities in Class)/Practical Based Learning:
• Contents related activities (Activity-based discussions)
➢ For active participation of students, instruct the students to prepare
Algorithms/Flowcharts/Programming Codes
➢ Organizing Group wise discussions on related topics
➢ Seminars

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 NATIONAL SERVICE SCHEME (NSS)
Course Code 22NSS30, 22NSS40, 22NSS50, 22NSS60 CIE Marks 50
(each Semester)
L:T:P:S 0:0:0:0 SEE Marks --
Hrs / Week 2 Total Marks 50 x 4 = 200
Credits 00 Exam Hours 02
Course outcomes:
At the end of the course, the student will be able to:
22NSSX0.1 Understand the importance of his / her responsibilities towards society.
22NSSX0.2 Analyse the environmental and societal problems/issues and will be able to design solutions
for the same.
22NSSX0.3 Evaluate the existing system and to propose practical solutions for the same for sustainable
development. Implement government or self-driven projects effectively in the field.
22NSSX0.4 Develop capacity to meet emergencies and natural disasters & practice national integration
and social harmony in general.
Mapping of Course Outcomes to Program Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22NSSX0.1 - - - - - 3 - - 2 - - 1
22NSSX0.2 - - - - - 3 3 - 2 - - 1
22NSSX0.3 - - - - - 3 3 - 2 - - 1
22NSSX0.4 - - - - - 3 3 - 2 - - 1

Semester/
CONTENT COs HOURS
Course Code
1. Organic farming, Indian Agriculture (Past, Present and Future)
Connectivity for marketing 22NSS30.1,
3RD 2. Waste management–Public, Private and Govt organization, 22NSS30.2, 30 HRS
22NSS30 5R’s. 22NSS30.3,
22NSS30.4
3. Setting of the information imparting club for women leading
to contribution in social and economic issues.
4. Water conservation techniques – Role of different stakeholders–
Implementation. 22NSS40.1,
4TH 5. Preparing an actionable business proposal for enhancing the 22NSS40.2, 30 HRS
22NSS40 village income and approach forimplementation. 22NSS40.3,
6. Helping local schools to achieve good results and enhance their 22NSS40.4
enrolment in Higher/ technical/ vocational education.
7. Developing Sustainable Water management system for rural
areas and implementationapproaches. 22NSS50.1,
5TH 8. Contribution to any national level initiative of Government of 22NSS50.2, 30 HRS
22NSS50 India. Foreg. Digital India, Skill India, Swachh Bharat, 22NSS50.3,
Atmanirbhar Bharath, Make in India, Mudra scheme, Skill 22NSS50.4
developmentprograms etc.
9. Spreading public awareness under rural outreach programs.
(minimum 5 programs).
10. Organize National integration and social harmony events / 22NSS60.1,
6TH workshops / seminars. (Minimum TWO programs). 22NSS60.2,
22NSS60 11. Govt. school Rejuvenation and helping them to achieve good 22NSS60.3, 30 HRS
infrastructure. 22NSS60.4

CIE Assessment Pattern (50 Marks – Activity based) –

•
CIE component for every semester Marks

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 Presentation - 1 10
Selection of topic, PHASE - 1
Commencement of activity and its progress 10
-
PHASE - 2
Case study-based Assessment Individual 10
performance
Sector wise study and its consolidation 10
Video based seminar for 10 minutes by each 10
student at the end of semester with
Report.
Total marks for the course in each 50
semester

• Implementation strategies of the project (NSS work).

• The last report should be signed by NSS Officer, the HOD and principal.
• At last report should be evaluated by the NSSofficer of the institute.
• Finally, the consolidated marks sheet should be sent to the university and also to be made available at
LIC visit.
Suggested Learning Resources:
Reference Books:
1. NSS Course Manual, Published by NSS Cell, VTU Belagavi.
2. Government of Karnataka, NSS cell, activities reports and its manual.
3. Government of India, NSS cell, Activities reports and its manual.
Pre-requisites to take this Course:
1. Students should have a service-oriented mindset and social concern.
2. Students should have dedication to work at any remote place, anytime with available resources and
proper time management for the other works.
3. Students should be ready to sacrifice some of the time and wishes to achieve service-oriented targets
on time.
Pedagogy:
• In every semester from 3rd semester to 6th semester, each student should do activities according to the
scheme and syllabus.
• At the end of every semester student performance has to be evaluated by the NSS officer for the assigned
activity progress and its completion.
• At last, in 6th semester consolidated report of all activities from 3rd to 6th semester, compiled report
should be submitted as per the instructions.
• State the need for NSS activities and its present relevance in the society and provide real-life examples.
• Support and guide the students for self-planned activities.
• NSS coordinator will also be responsible for assigning homework, grading assignments and quizzes, and
documenting students’ progress in real activities in the field.
• Encourage the students for group work to improve their creative and analytical skills.

Plan of Action:
• Student/s in individual or in a group Should select any one activity in the beginning of each semester till
end of that respective semester for successful completion as per the instructions of NSS officer with the
consent of HOD of the department.
• At the end of every semester, activity report should be submitted for evaluation.
• Practice Session Description:
o Lecture session by NSS Officer
o Students Presentation on Topics
o Presentation - 1, Selection of topic, PHASE – 1
o Commencement of activity and its progress - PHASE – 2
o Execution of Activity
o Case study-based Assessment, Individual performance
o Sector/ Team wise study and its consolidation
o Video based seminar for 10 minutes by each student at the end of semester with Report.

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Sl Topic Groupsize Location Activity execution Reporting Evaluation of
No the Topic

1. Organic farming, May be Farmers Site selection Report Evaluation

IndianAgriculture individual land/Villages/ /proper should be as per the
(Past, Present and or team roadside consultation/ submitted by rubrics of
Future) / Community Continuous individual to scheme and
Connectivity for area / monitoring/ the syllabus by
marketing. College campus Information concerned NSS officer
board evaluation
authority

2. Waste May be Villages/ City Site selection Report Evaluation

management– individual Areas / /proper should be as per the
Public, Private and or team Grama consultation/Co submitted by rubrics of
Govtorganization, 5 panchayat/ ntinuous individual to scheme and
R’s. public monitoring/ the syllabus by
associations/ Information concerned NSS officer
Government board evaluation
Schemes authority
officers/
campus
3. Setting of the May be Women Group Report Evaluation
information individual empowermen selection/proper should be as per the
imparting club for or team tgroups/ consultation/ submitted by rubrics of
women leading to Consulting Continuous individual to scheme and
contributionin NGOs & Govt monitoring/ the syllabus by
social Teams / Information concerned NSS officer
and economic College board evaluation
issues. campus authority

4. Water May be Villages/ City site selection / Report Evaluation

conservation individual Areas / proper should be as per the
techniques – Role or team Grama consultation/ submitted by rubrics of
of different panchayat/ Continuous individual to scheme and
stakeholders– public monitoring/ the syllabus by
Implementation. associations/ Information concerned NSS officer
Government board evaluation
Schemes authority
officers/
campus
5. Preparing an May be Villages/ City Group Report Evaluation
actionablebusiness individual Areas / selection/proper should be as per the
proposal for or team Grama consultation/ submitted by rubrics of
enhancing the panchayat/ Continuous individual to scheme and
village income and public monitoring/ the syllabus by
approach for associations/ Information concerned NSS officer
implementation. Government board evaluation
Schemes authority
officers/
campus

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6. Helping local May be Local School Report Evaluation
schools toachieve individual government / selection/proper should be as per the
good results and or team private/ aided consultation/ submitted by rubrics of
enhance their schools/Govern Continuous individual to scheme and
enrolment in ment Schemes monitoring/ the syllabus by
Higher/ technical/ officers Information concerned NSS officer
vocational board evaluation
education. authority

7. Developing May be Villages/ City site Report Evaluation

SustainableWater individual Areas / selection/proper should be as per the
management or team Grama consultation/ submitted by rubrics of
system for rural panchayat/ Continuous individual to scheme and
areas and public monitoring/ the syllabus by
implementation associations/ Information concerned NSS officer
approaches. Government board evaluation
Schemes authority
officers/
campus
8. Contribution to any May be Villages/ City Group Report Evaluation
national level individual Areas / selection/proper should be as per the
initiative of or team Grama consultation/ submitted by rubrics of
Government of panchayat/ Continuous individual to scheme and
India.For eg. Digital public monitoring / the syllabus by
India, Skill India, associations/ Information concerned NSS officer
Swachh Bharat, Government board evaluation
Atmanirbhar Schemes authority
Bharath, Make in officers/
India, Mudra campus
scheme,Skill
development
programs etc.
9. Spreading public May be Villages/ City Group Report Evaluation
awareness under individual Areas / selection/proper should be as per the
ruraloutreach or team Grama consultation/ submitted by rubrics of
programs. panchayat/ Continuous individual to scheme and
(minimum5 public monitoring / the syllabus by
programs) associations/ Information concerned NSS officer
Government board evaluation
Schemes authority
officers/
campus
10. Organize May be Villages/ City Place Report Evaluation
National individual Areas / selection/proper should be as per the
integration and or team Grama consultation/ submitted by rubrics of
socialharmony panchayat/ Continuous individual to scheme and
events public monitoring / the syllabus by
/ workshops associations/ Information concerned NSS officer
/ seminars. Government board evaluation
(Minimum 02 Schemes authority
programs). officers/
campus

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11. Govt. school May be Villages/ City Place Report Evaluation
Rejuvenation and individual Areas / selection/proper should be as per the
helping them to or team Grama consultation/ submitted by rubrics of
achieve good panchayat/ Continuous individual to scheme and
infrastructure. public monitoring / the syllabus by
associations/ Information concerned NSS officer
Government board evaluation
Schemes authority
officers/
campus

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 PHYSICAL EDUCATION (PE) (SPORTS AND ATHLETICS)
Course Code 22PED30, 22PED40 CIE Marks 50
(each semester)
L:T:P:S 0:0:0:0 SEE Marks --
Hrs / Week 2 Total Marks 50 x 2= 100
Credits 00 Exam Hours 02
Course outcomes:
At the end of the course, the student will be able to:
22PEDX0.1 Understand the fundamental concepts and skills of Physical Education, Health, Nutrition
and Fitness
22PEDX0.2 Create consciousness among the students on Health, Fitness and Wellness in developing
and maintaining a healthy lifestyle
22PEDX0.3 Perform in the selected sports or athletics of student’s choice and participate in the
competition at regional/state / national / international levels.
22PEDX0.4 Understand the roles and responsibilities of organization and administration of sports and
games
Mapping of Course Outcomes to Program Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22PEDX0.1 - - - - - 2 - 3 3 - - 2
22PEDX0.2 - - - - - 2 - 3 3 - - 2
22PEDX0.3 - - - - - 2 - 3 3 - - 2
22PEDX0.4 - - - - - 2 - 3 3 - - 2

Semester CONTENT COs HOURS

Module 1: Orientation
A. Lifestyle,
B. Fitness 22PED30.1,
5 HRS
C. Food & Nutrition 22PED30.2
D. Health & Wellness
E. Pre-Fitness test.
Module 2: General Fitness & Components of Fitness
A. Warming up (Free Hand exercises)
3RD B. Strength – Push-up / Pull-ups
22PED30.2,
22PED30 C. Speed – 30 Mtr Dash 15 HRS
22PED30.3
D. Agility – Shuttle Run
E. Flexibility – Sit and Reach
F. Cardiovascular Endurance – Harvard step Test
Module 3: Recreational Activities
A. Postural deformities.
22PED30.3,
B. Stress management. 10 HRS
22PED30.4
C. Aerobics.
D. Traditional Games.
Module 1: Ethics and Moral Values
22PED40.1,
A. Ethics in Sports 5 HRS
22PED40.2
B. Moral Values in Sports and Games
Module 2: Specific Games (Anyone to be selected by the
student)
4TH A. Volleyball – Attack, Block, Service, Upper Hand Pass and
22PED40 Lower hand Pass.
B. Throwball – Service, Receive, Spin attack, Net Drop & Jump 22PED40.3 20 HRS
throw.
C. Kabaddi – Hand touch, Toe Touch, Thigh Hold, Ankle hold and
Bonus.
D. Kho-Kho – Giving Kho, Single Chain, Pole dive, Pole turning, 3-
6 Up.

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 E. Table Tennis – Service (Fore Hand & Back Hand), Receive
(Fore Hand & Back Hand), Smash.
F. Athletics (Track / Field Events) – Any event as per availability
of Ground.

Module 3: Role of Organization and administration 22PED40.4 5 HRS

CIE Assessment Pattern (50 Marks – Practical) –

CIE to be evaluated every semester end based on practical demonstration of Sports and Athletics
activities learnt in the semester.
CIE Marks

Participation of student in all the modules 10

Quizzes – 2, each of 7.5 marks 15
Final presentation / exhibition / Participation
in competitions/ practical on specific tasks 25
assigned to the students
Total 50

Suggested Learning Resources:

Reference Books:
1. Saha, A.K. Sarir Siksher Ritiniti, Rana Publishing House, Kalyani.
2. Bandopadhyay, K. Sarir Siksha Parichay, Classic Publishers, Kolkata.
3. Petipus, et.al., Athlete’s Guide to Career Planning, Human Kinetics.
4. Dharma, P.N. Fundamentals of Track and Field, Khel Sahitya Kendra, New Delhi.
5. Jain, R. Play and Learn Cricket, Khel Sahitya Kendra, New Delhi.
6. Vivek Thani, Coaching Cricket, Khel Sahitya Kendra, New Delhi.
7. Saha, A.K. Sarir Siksher Ritiniti, Rana Publishing House, Kalyani.
8. Bandopadhyay, K. Sarir Siksha Parichay, Classic Publishers, Kolkata
9. Naveen Jain, Play and Learn Basketball, Khel Sahitya Kendra, New Delhi.
10. Dubey H.C., Basketball, Discovery Publishing House, New Delhi.
11. Rachana Jain, Teach Yourself Basketball, Sports Publication.
12. Jack Nagle, Power Pattern Offences for Winning basketball, Parker Publishing Co., New York.
13. Renu Jain, Play and Learn Basketball, Khel Sahitya Kendra, New Delhi.
14. SallyKus, Coaching Volleyball Successfully, Human Kinetics.

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 YOGA
Course Code 22YOG30, 22YOG40, 22YOG50, 22YOG60 CIE Marks 50
(each Semester)
L:T:P:S 0:0:0:0 SEE Marks --
Hrs / Week 2 Total Marks 50 x 4 = 200
Credits 00 Exam Hours 02
Course outcomes:
At the end of the course, the student will be able to:
22YOGX0.1 Understanding the origin, history, aim and objectives of yoga

22YOGX0.2 Become familiar with an authentic foundation of Yogic practices

22YOGX0.3 Practice different Yogic methods such as Suryanamaskara, Pranayama and some of the Shat
Kriyas
22YOGX0.4 Use the teachings of Patanjali in daily life .
Mapping of Course Outcomes to Program Outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
22YOGX0.1 - - - - - 3 - - - - - 1
22YOGX0.2 - - - - - 3 - - - - - 1
22YOGX0.3 - - - - - 3 - - - - - 1
22YOGX0.4 - - - - - 3 - - - - - 1

Semester /
CONTENT COs HOURS
Course Code
Introduction of Yoga: Aim and Objectives of yoga, Prayer:
Yoga, its origin, history and development. Yoga, its meaning,
definitions. Different schools of yoga, importance of prayer
Brief introduction of yogic practices for common man:
Yogic practices for common man to promote positive health
22YOG30.1,
Rules and regulations: Rules to be followed during yogic
22YOG30.2,
practices by practitioner
22YOG30.3, Total 32
Misconceptions of yoga: Yoga its misconceptions, Difference
between yogic and non-yogic practices. 22YOG30.4 Hrs/
3rd Suryanamaskara: Semester
22YOG30 1. Suryanamaskar prayer and its meaning, Need, importance and
benefits of Suryanamaskar. 2 Hrs/week
2. Suryanamaskar 12 count,2rounds
Different types of Asanas:
1. Sitting: Padmasana, Vajrasana, Sukhasana
2. Standing: Vrikshana, Trikonasana, Ardhakati Chakrasana
3. Prone line: Bhujangasana, Shalabhasana
4. Supineline: Utthitadvipadasana, Ardhahalasana, Halasana

Suryanamaskara: Suryanamaskar 12 count,4rounds

Brief introduction and importance of: 22YOG40.1,

Kapalabhati: Revision of Kapalabhati -40strokes/min3rounds 22YOG40.2,
Different types of Asanas: 22YOG40.3,
1. Sitting: Paschimottanasana, Ardha Ushtrasana, 22YOG40.4 Total 32
4TH Vakrasana, Aakarna Dhanurasana Hrs/
22YOG40 2. Standing: Parshva Chakrasana, Urdhva Hastothanasana, Semester
Hastapadasana 2 Hrs/week
3. Prone line: Dhanurasana
4. Supine line: Karna Peedasana, Sarvangasana, Chakraasana
Patanjali’s Ashtanga Yoga: Asana, Pranayama
Pranayama: Chandra Bhedana, Nadishodhana, Surya Bhedana

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 Kapalabhati: Revision of Kapalabhati - 60strokes/min3rounds
Brief introduction and importance of:
Different types of Asanas: 22YOG50.1,
1. Sitting: Yogamudra in Padmasana, Vibhakta 22YOG50.2,
Paschimottanasana, Yogamudra in Vajrasana 22YOG50.3,
2. Standing: Parivritta Trikonasana, Utkatasana, 22YOG50.4 Total 32
5TH Parshvakonasana Hrs/
22YOG50 3. Prone line: Padangushtha Dhanurasana, Poorna Semester
Bhujangasana / Rajakapotasana 2 Hrs/week
4. Supine line: Navasana/Noukasana, Pavanamuktasana, Sarvangasana
Patanjali’s Ashtanga Yoga: Pratyahara, Dharana
Pranayama: Ujjayi, Sheetali, Sheektari

Kapalabhati: Revision of Kapalabhati – 80 strokes/min3rounds

Brief introduction and importance of:
Different types of Asanas: 22YOG60.1,
1. Sitting: Bakasana, Hanumanasana, Ekapada 22YOG60.2,
Rajakapotasana 22YOG60.3,
2. Standing: Parivritta Trikonasana, Utkatasana, 22YOG60.4 Total 32
6TH Parshvakonasana Hrs/
22YOG60 3. Supine line: Setubandhasana, Shavasanaa (Relaxation posture) Semester
4. Balancing: Sheershasana 2 Hrs/week
Patanjali’s AshtangaYoga: Dhyana (Meditation), Samadhi
Pranayama: Bhastrika, Bhramari, Ujjai
Shat Kriyas: Jalaneti and sutraneti, Sheetkarma Kapalabhati

CIE Assessment Pattern (50 Marks – Practical) –

CIE to be evaluated every semester based on practical demonstration of Yogasana learnt in the
semester and internal tests (objective type)
CIE Marks
Avg of Test 1 and Test 2 25
Demonstration of Yogasana 25
Total 50

Suggested Learning Resources:

Reference Books:
1. Swami Kuvulyananda: Asma (Kavalyadhama, Lonavala)
2. Tiwari, O P: Asana Why and How
3. Ajitkumar: Yoga Pravesha (Kannada)
4. Swami Satyananda Saraswati: Asana Pranayama, Mudra, Bandha (Bihar School of yoga, Munger)
5. Swami Satyananda Saraswati: Surya Namaskar (Bihar School of yoga, Munger)
6. Nagendra H R: The art and science of Pranayama
7. Tiruka: Shatkriyegalu (Kannada)
8. Iyengar B K S: Yoga Pradipika (Kannada)
9. Iyengar B K S: Light on Yoga (English)
Web links and Video Lectures (e-Resources):
• https://youtu.be/KB-TYlgd1wE
• https://youtu.be/aa-TG0Wg1Ls

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 Appendix A: List of Assessment Patterns

S.NO Pattern of Assessments

1 Assignments

2 Group Discussions

3 Case Study / Caselets

4 Practical-Orientation on Design Thinking

5 Participatory & Industry-Integrated Learning

6 Practical Activities / Problem Solving Exercises

7 Class Presentations

8 Analysis of Industry / Technical / Business Reports

9 Reports on Industrial Visit

10 Industrial / Social / Rural Projects

11 Participation in external seminars / Workshops

12 Any Other Academic Activity

13 Online / Offline Quizzes

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 APPENDIX B: Outcome Based Education
Outcome-based education (OBE) is an educational theory that bases each part of an educational
system around goals (outcomes). By the end of the educational experience each student should
have achieved the goal. There is no specified style of teaching or assessment in OBE; instead,
classes, opportunities, and assessments should all help students achieve the specified
outcomes.

There are three educational Outcomes as defined by the National Board of Accreditation:

Program Educational Objectives: The Educational objectives of an engineering degree program

are the statements that describe the expected achievements of graduate in their career and
also in particular what the graduates are expected to perform and achieve during the first few
years after graduation. [nbaindia.org]

Program Outcomes: What the student would demonstrate upon graduation. Graduate attributes
are separately listed in Appendix C

Course Outcome: The specific outcome/s of each course/subject that is a part of the program
curriculum. Each subject/course is expected to have a set of Course Outcomes

Mapping of Outcomes

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 APPENDIX C: The Graduate Attributes of NBA
Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering
problems.

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

Design/development of solutions: Design solutions for complex engineering problems and

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.

Conduct investigations of complex problems: The problems that cannot be solved by

straightforward application of knowledge, theories and techniques applicable to the
engineering discipline that may not have a unique solution. For example, a design problem can
be solved in many ways and lead to multiple possible solutions that require consideration of
appropriate constraints/requirements not explicitly given in the problem statement (like:
cost, power requirement, durability, product life, etc.) which need to be defined (modeled)
within appropriate mathematical framework that often require use of modern computational
concepts and tools.

Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modelling to complex engineering activities
with an understanding of the limitations.

The engineer and society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant
to the professional engineering practice.

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

Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms
of the engineering practice.

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

Communication: Communicate effectively on complex engineering activities with the

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.

Project management and finance: Demonstrate knowledge and understanding of the

engineering and management principles and apply these to one’s own work, as a member and
leader in a team, to manage projects and in multidisciplinary environments.

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

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 APPENDIX D: BLOOM’S TAXONOMY
Bloom’s taxonomy is a classification system used to define and distinguish different levels
of human cognition—i.e., thinking, learning, and understanding. Educators have
typically used Bloom’s taxonomy to inform or guide the development of assessments
(tests and other evaluations of student learning), curriculum (units, lessons, projects,
and other learning activities), and instructional methods such as questioning
strategies.

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