DAYANANDA SAGAR UNIVERSITY

SCHOOL OF ENGINEERING

SCHEME & SYLLABUS FOR

BACHELOR OF TECHNOLOGY (B. Tech)

COMPUTER SCIENCE & ENGINEERING

(Artificial Intelligence & Machine Learning)
(3rd to 8th Semester)

Graduation Year: 2022-2026

(With effect from 2022-23)

 III SEM – ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

III SEMESTER
Teaching Hours
Examination
/ Week

Department
Teaching
Cour Cour

Total Marks
Practical

Duration in
S

Tutorial

SEE Marks
Lecture

CIE Marks
Project
se se Course Name

Hours
L
Type Code Credits

L T P J
22A Transform MAT 3 0 0 0 03 60 40 100 03
IPCC
1 M23 and Numerical
/ PCC
01 Techniques
22A Data CSE 3 0 2 0 03 60 40 100 04
IPCC
2 M23 Structures
/ PCC
02
22A Digital Logic ECE 3 0 2 0 03 60 40 100 04
IPCC
3 M23 Design
/ PCC
03
22A Discrete CSE 3 0 0 0 03 60 40 100 03
IPCC M23 Mathematics
4
/ PCC 04 and Graph
Theory
22A Artificial 3 0 0 0 03 60 40 100 03
5 OEC M23 Intelligence AI&
05 ML
22LS Liberal Not 1 0 0 0 01 100 -- 100 01
6 PEC 23XX Studies Speci
fic
22A Skill 1 0 2 0 01 100 -- 100 02
M23 Enhancement AI&
7 SEC
06 (JAVA ML
Programming)
Total 17 0 6 0 20

2
 TRANSFORMS AND NUMERIAL TECHNIQUES
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – III
Course Code : 22AM2301 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–J : 3–0–0–0
Course Learning Objectives:
This Course will enable students to:
1. Apply their knowledge of Laplace transforms and inverse Laplace transforms to proficiently
solve linear ordinary differential equations with constant coefficients, facilitating the analysis
and modelling of complex systems.
2. Analyze periodic functions using Fourier series, assessing the convergence properties and
precision of the series expansion, thereby enhancing their ability to understand and
manipulate periodic phenomena.
3. Utilize complex exponential form, Fourier transforms of basic functions, and Fourier sine and
cosine transforms to solve problems involving Fourier integrals, developing proficiency in
applying these techniques to various mathematical scenarios.
4. Employ numerical methods, including Euler's Method, Runge-Kutta 4th order, Adams-
Bashforth, and Adams-Moulton Methods, to solve differential equations and effectively
analyze dynamic systems, enabling them to model real-world phenomena and make accurate
predictions.
5. Apply finite difference methods, including the Crank-Nicolson method and appropriate
techniques for hyperbolic PDEs, to effectively solve different types of partial differential
equations (PDEs) such as elliptic, parabolic, and hyperbolic equations, enhancing their
problem-solving skills in the context of differential equations and their applications.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods, where teacher can use to accelerate the attainment of
the various course outcomes.
1. Lecture method means it includes not only traditional lecture method, but different type of
teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing,
group work, focused listening, formulating questions, notetaking, annotating, and roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher order Thinking questions in the class.
6. Adopt Problem Based Learning, which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyse information rather than simply
recall it.

3
 7. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them. Discuss how every concept can be applied to the
real world - and when that's possible, it helps improve the students' understanding
UNIT – I: Laplace Transform and Inverse Laplace Transform 09 Hours
Laplace Transforms of Elementary functions (without proof), (Text Book-1: Chapter 6: 203 to 207).
Laplace Transforms of P
erio
d
cfu
n
ctio
n
s,U
n
itsep
fu
n
ctio
n
ad
im
p
u
lsefu
n
ctio
n
s
(Text Book-1: Chapter 6:208-230).
Inverse Laplace Transforms- By the method of Partial Fractions, Logarithmic and Trigonometric
functions, Convolution Theorem, Inverse Laplace transform using Convolution Theorem (Text Book-
1: Chapter 6: 238). Solution to Differential Equations by Laplace Transform.
(Text Book-1: Chapter 238-242).

UNIT – II: Fourier Series 09 Hours

Periodic Functions, Trigonometric Series
(Text Book-1: Chapter 11: 495).
Fourier series Standard function, Functions of any Period 2L, Even and Odd
functions, Half-range Expansions. (Text Book-1: Chapter 11: 483-492)
Practical Harmonic analysis (calculate average power and RMS values of periodic waveforms)

UNIT – III: Fourier Transform 06 Hours

Calculation of Fourier integrals using complex exponential form (Text Book-1: Chapter 11: 510).
Fourier transform of basic functions (Text Book-1: Chapter 11: 510-516). Fourier sine and cosine
transforms. (Text Book-1: Chapter 11: 518-522).

UNIT – IV: Numerical Methods for Solving Ordinary Differential 07 Hours

Equations

Euler's Method-Basic principles of Euler's method for solving first-order ODEs (Text Book-1:
Chapter 1:10-12).
Runge-Kutta 4th order (Text Book-1: Chapter 21:904).
Multistep Methods-Explanation of multistep methods (Adams-Bashforth, Adams–Moulton Methods)
(Text Book-1: Chapter 21:911- 913).
Second-Order ODE. Mass–Spring System (Euler Method, Runge–Kutta Methods) (Text Book-1:
Chapter 21:916-918).
UNIT – V: Numerical Methods for Partial Differential Equations 08 Hours
Classification of PDEs (elliptic, parabolic, hyperbolic), (Text Book-1: Chapter 21:922-923).
Finite Difference Methods (Laplace and Poisson Equations), Derivation of finite difference
approximations (Text Book-1: Chapter 21:923-927).
Crank–Nicolson Method (Text Book-1: Chapter 21:938-941).
Method for Hyperbolic PDEs (Text Book-1: Chapter 21:943-945).

Bloom’s
Course Description Taxonomy
Outcome Level
At the end of the course the student will be able to:
Apply Laplace transforms and inverse Laplace transforms to solve
1 linear ordinary differential equations with constant coefficients, L3
demonstrating proficiency in system analysis and modelling.
4
 Analyze periodic functions using Fourier series and evaluate the
2 L2 & L3
convergence properties and precision of the series expansion.
Solve problems involving Fourier integrals by applying complex
3 exponential form, Fourier transforms of basic functions, and L3
Fourier sine and cosine transforms.
Utilize numerical methods such as Euler's Method, Runge-Kutta
4 4th order, Adams-Bashforth, and Adams-Moulton Methods to solve L2 & L3
differential equations and analyze dynamic systems
Apply finite difference methods, including the Crank-Nicolson
5 method and appropriate techniques for hyperbolic PDEs, to solve L3
various types of partial differential equations (PDEs) such as
elliptic, parabolic, and hyperbolic equations.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs team work
tool usage
problems
Design

Ethics

CO1 3 2 2 1 1

CO2 3 2 2 1

CO3 3 2 2 1 1

CO4 3 2 2 1 1

CO5 3 2 2 1 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Erwin Kreyszig, Advanced Engineering Mathematics, 2015, 10th Edition, Wiley
India.
REFERENCE BOOKS:
1. Higher Engineering Mathematics, B.S. Grewal, 2015, 43rd Edition, Khanna
Publishers.
2. Higher Engineering Mathematics, John Bird, 2017, 6 th Edition, Elsevier Limited.
E-Resources:
1. https://nptel.ac.in/courses/111106139
2. https://nptel.ac.in/courses/111101164
3. https://nptel.ac.in/courses/111105038
***********************************

5
 DATA STRUCTURES
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – III
Course Code : 22AM2302 Credits : 04
Hours / Week : 03 Hours Total Hours : 39(Th)+26(P) Hours
L–T–P-J : 3–0–2-0

Prerequisites:
Proficiency in a C programming language.

Course Learning Objectives:

This Course will enable students to:
1. Understand the basic approaches for analysing and designing data structures.
2. Introduce dynamic memory allocation and C language concepts required for building data
structures
3. Develop essential skills to construct data structures to store and retrieve data quickly and
efficiently.
4. Utilize different data structures that support different sets of operations which are suitable for
various applications.
5. Explore & Implement how to insert, delete, search and modify data in any data structure-
Stack, Queues, Lists, Trees.
6. Develop applications using the available data structure as part of the course for mini-project.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods, where teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only traditional lecture methods, but different types of
teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing,
group work, focused listening, formulating questions, note taking, annotating, and roleplaying.
3. Show Video/Animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher order Thinking questions in the class.
6. Adopt Problem Based Learning, which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyse information rather than simply
recall it.
7. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
UNIT – I 08 Hours
INTRODUCTION:
Introduction to Data Structure, Classification, C Structure and Union, Array Definition, Representation,
Operations (Insertion, Deletion, Search and Traversal), Two/Multidimensional Arrays, sparse matrix,
C Pointers
6
TB1: 1.1, 1.2,1.3.1-1.3.4; TB2: 2.5; RB1: 5.1 – 5.12, 6.4

UNIT – II 09 Hours
INTRODUCTION TO ADT:
Stack: Definition, Array Representation of Stack, Operations on Stacks.
Applications of Stack: Expression evaluation, Conversion of Infix to Postfix, Infix to Prefix Recursion,
Tower of Hanoi
Queue: Definition, Representation of Queues, Operations of Queues, Circular Queue.
Applications of Queue: Job Scheduling, A Maze Problem
TB1: 2.1, 2.2, 2.3, 3.2, 3.3; TB2: 3.3,3.4,3.5

UNIT – III 09 Hours

DYNAMIC DATA STRUCTURES:
Linked List: Types, Representation of Linked Lists in Memory. Traversing, Searching, Insertion &
Deletion from Linked List. Circular List, Doubly Linked List, Operations on Doubly Linked List
(Insertion, Deletion, Traversal).
Applications: Stack & Queue Implementation using Linked Lists.
Case Study: Josephus problem.
TB1: 4.2,4.3,4.5

UNIT – IV 08 Hours
TREES:
Basic Terminology, Binary Trees and their representation, Complete Binary Trees, Binary Search Trees,
Threaded Binary Trees, Operations on Binary Trees (Insertion, Deletion, Search & Traversal).
Applications: Expression Evaluation
Case Study: Game Tree
TB1: 5.5.3,5.5.4,5.6; TB2: 5.1,5.2,5.3,5.5,5.7

UNIT – V 05 Hours
Efficient Binary Search Trees:
Optimal Binary Search Trees, AVL Trees, Red Black Trees, Splay Trees.
Case Study: B Trees
TB2: 10.1,10.2,10.3,10.4, 11.2

Bloom’s
Course
Description Taxonom
Outcome
y Level

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

Demonstrate the key C programming concepts such as pointers, structures,
1 unions and arrays data structures to perform operations such as insertion, L3
deletion, searching, sorting, and traversing.

Utilize the fundamental concepts of stacks and queues to solve the standard
2 applications like tower of Hanoi, conversion and evaluation of expressions, L3
job scheduling and maze.

7
 Implement Singly Linked List, Doubly Linked List, Circular Linked Lists,
3 stacks and queues using linked list. L3

Develop critical thinking and problem-solving skills by designing and

4 implementing efficient algorithms for Non-linear tree data structure and L3
perform insertion, deletion, search and traversal operations on it.

Apply advanced techniques, such as balancing algorithms for AVL trees,

5 Splay trees and Red-Black trees to maintain the balance and efficiency of L3
binary trees.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs
team work
tool usage
problems
Design

Ethics

CO1 3 2
CO2 3 3 2 2
CO3 3 3 2 2
CO4 3 2 3 2 2
CO5 3 2 3 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:

1. A.M. Tannenbaum, Y Langsam, M J Augentien “Data Structures using C”, 1st Edition,
Pearson, 2019.
2. Ellis Horowitz, Susan Anderson-Freed, and Sartaj Sahni, “Fundamentals of Data
structures in C”, 2nd Edition, Orient Longman, 2008.

8
REFERENCE BOOKS:

1. Brian. W. Kernighan, Dennis. M. Ritchie, “The C Programming Language”, 2nd

Edition, Prentice-Hall, 1988.
2. Gilbert & Forouzan, “Data Structures: A Pseudo-code approach with C”, 2nd Edition,
Cengage Learning,2014.
3. Jean-Paul Tremblay & Paul G. Sorenson, “An Introduction to Data Structures with
Applications”, 2nd Edition, McGraw Hill, 2013.
4. R.L. Kruse, B.P. Learly, C.L. Tondo, “Data Structure and Program design in C”, 5th
Edition, PHI ,2009.

E-Resources:

1. https://nptel.ac.in/courses/106102064
2. https://www.coursera.org/learn/data-structures?specialization=data-structures-
algorithms
3. https://www.udemy.com/topic/data-structures/free/
4. https://www.mygreatlearning.com/academy/learn-for-free/courses/data-
structures
5. https://cse01-iiith.vlabs.ac.in/
6. https://kremlin.cc/k&r.pdf

Activity Based Learning (Suggested Activities in Class)

1. Real world problem solving using group discussion.
2. Role play E.g., Stack, Queue, etc.,
3. Demonstration of solution to a problem through programming.
4. Flip class activity E.g., arrays, pointers, dynamic memory allocation, etc.,

LABORATORY EXPERIMENTS

Total Contact Hours: 26

Following are experiments to be carried out using either C programming language
1. To Implement C programs with concepts of pointers, structures.
2. To implement multidimensional array Matrix Multiplication.
3. To search elements in data structure with different search methods.
4. To implement stack, queue and their variations using arrays.
5. To implement stack, queue and their variations using singly linked lists
6. To implement conversion & evaluation of expression using stacks.
7. To Implement doubly circular Linked Lists and variations and use them to store
data and perform operations on it.
8. To Implement Addition/multiplication of 2 polynomial using linked lists
9. To implement binary tree traversal techniques.
9
OPEN-ENDED EXPERIMENTS
1. A man in an automobile search for another man who is located at some point of a certain
road. He starts at a given point and knows in advance the probability that the second
man is at any given point of the road. Since the man being sought might be in either
direction from the starting point, the searcher will, in general, must turn around many
times before finding his target. How does he search to minimize the expected distance
travelled? When can this minimum expectation be achieved?
2. The computing resources of a cloud are pooled and allocated according to customer
demand. This has led to increased use of energy on the part of the service providers
due to the need to maintain the computing infrastructure. What data structure will
you use for allocating resources which addresses the issue of energy saving? Why?
Design the solution.
3. Mini-Project on applying suitable data structure to a given real-world problem.

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

10
 DIGITAL LOGIC DESIGN
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – III
Course Code : 22AM2303 Credits : 04
Hours / Week : 03 Hours Total Hours : 39(Th) + 26(P) Hours
L–T–P-J : 3–0–2-0
Course Learning Objectives:
This Course will enable students to:
1. Translate the elements of digital logic functions to digital system abstractions using
Verilog.
2. Illustrate simplification of Boolean expressions using Karnaugh
3. Model combinational logic circuits for arithmetic operations and logical operations
4. Analyse and model sequestial elements flip-flops, counter, shift registers.
5. Outline the concept of Mealy Model, Moore Model and apply FSM to solve a given
design problem.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods, where teacher can use to accelerate the attainment
of the various course outcomes.

1. Lecture method means it includes not only traditional lecture method, but different
type of teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming,
discussing, group work, focused listening, formulating questions, notetaking,
annotating, and roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher order Thinking questions in the
class.
6. Adopt Problem Based Learning, which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyse information rather
than simply recall it.
7. Show the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible,
it helps improve the students' understanding.

11
UNIT – I 08 Hours
INTRODUCTION:
Number System- Binary, Hexa, Decimal, Octal and its conversion. Canonical Notation - SOP &
POS forms, Minimization of SOP and POS forms.
(Text Book-1: Chapter 1: 1.2 to 1.4, Chapter 2: 2.6)
ARITHMETIC CIRCUITS AND VERILOG MODELLING
Adders: Half adder, full adder, Ripple carry adder, parallel adder /subtractor, fast adders-CLA,
comparator- 2 bit. Simplification using K-Maps
(Text Book-2: Chapter 5: 5.2, 5.3.3, 5.4,5.5.2, 5.5.3)
Introduction to Verilog, Syntax of Verilog coding, Modelling styles in Verilog, Verilog
Operators, Test bench for simulation
(Text Book-3: Chapter 1: 1.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.4.2, 1.5.1.2, 1.5.2.2, 1.5.3.2, 1.5.4.2,
1.6.2)

UNIT – II 07 Hours
Combinational Circuit Building Multiplexers 4:1, 8:1, decoders 3:8, 2:4, demultiplexers 1:4,
encoders 8:3, 4:2, code converters- B to G and G to B- Simplification using K-Maps
Verilog for combinational circuits, if else, case-casex, casez, for loop, generate.
(Text Book-2: Chapter 6: 6.1, 6.2, 6.3, 6.4, 6.6)

UNIT – III 08 Hours

Sequential Circuits-1
Basic Latch, Gated latches, Flip Flops SR, D, JK, T, master-slave flip-flops JK, Characteristic
equations, 0’s and 1’s Catching Problem, Race round condition, Switch debounce, shift registers-
SISO, SIPO, PISO, PIPO, Setup time, Hold time, Propagation Delay
(Text Book-2: Chapter 7: 7.1, 7.2,7.3, 7.4,7.5,7.6, 7.8)

UNIT – IV 08 Hours
Sequential Circuits-2
Binary counters – asynchronous and synchronous, mod-n counter, ripple counter- 4 bit.
Verilog blocking and non-blocking,
Mealy Model, Moore Model, State machine notation, Construction of Finite State Machine.
(Text Book-2: Chapter 7: 7.9, 7.11, 7.12.3, 7.12.4, 8.1, 8.2, 8.3, 8.4)

UNIT – V 08 Hours
Introduction to Electronic Design Automation:
FPGA Design Flow, ASIC Design flow, architectural design, logic design, simulation, verification
and testing, 3000 Series FPGA architecture.
Applications:
Design 4 Bit ALU, 7 Segment display, Vending Machine, 3 Pipeline.
(Text Book-4: Chapter 1)

Laboratory Experiments

Experiments are conducted using Verilog tool /Kits

1. Introduction to Xilinx tool, FPGA flow
2. Adder – HA, FA using data flow and behaviour modelling styles
3. Adder – HA, FA using structural modelling style

12
4. Combinational designs – I (blocking and
non-blocking/looping examples) a.
Multiplexer: 4:1, 8:1 MUX.
b. De Multiplexer: 1:4, 1:8 DEMUX.
5. Combinational designs – II (different types of case statements)
c. Encoder with and without Priority: 8:3 and 4:2.
d. Decoder: 3:8 and 2:4.
6. Design of 4-bit ALU
7. Flip Flop: D FF, T FF, JK FF
8. Design of Mod – n Up/Down Counter with Synchronous reset
9. Design of Mod – n Up/Down Counter with Asynchronous reset.
10. Design of Universal shift Register using FSM

Bloom’s
Description Taxonomy
Course Level
Outcome

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

Interpret Boolean Expressions of digital design in

1 simplified form L2

Build the various elements of digital logic system with

2 Verilog L3

Construct Combinational and Sequential logic circuits

3 L3

Analyse the hardware model of a digital system at

4 different levels of abstraction in Verilog L4

Evaluate the functionality of digital design by

5 implementing on FPGA kits L5

6 Design digital systems using FSM L3

13
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs

team work
tool usage
problems
Design

Ethics
CO1 3 - 1 - - - - - - - 1 - 1 -

CO2 3 2 1 2 3 - - - 1 - 1 1 2 1

CO3 3 2 3 1 2 - - 1 1 - 1 1 2 1

CO4 3 3 2 3 3 1 - 1 - 1 2 1 2 2

CO5 3 3 2 3 3 1 - - - 1 - - 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. M. Morris Mano Michael D. Ciletti , “Digital Design with an Introduction to the Verilog
HDL”, 6th Edition, Pearson Education, 2014.
2. Stephen Brown, Zvonko Vranesic, “Fundamentals of Digital Logic with Verilog
design”, McGraw Hill, 2014.

REFERENCE BOOKS:
1. John M Yarbrough, “Digital Logic Applications and Design”, Thomson Learning, 2014.
2. Donald D. Givone, “Digital Principles and Design”, McGraw Hill, 2015.
3. Samir Palnitkar, “Verilog HDL: A Guide to Digital Design and Synthesis”, Pearson
Education, 2016.
4. Nazein M. Botros, “HDL programming (VHDL and Verilog)”, Dreamtech Press, 2006.
5. Douglas J Smith, “HDL Chip Design”, Doone publications 1996.
E-Resources:
1. https://archive.nptel.ac.in/courses/106/105/106105165/

2. https://nptel.ac.in/courses/117105080

Activity Based Learning (Suggested Activities in Class)

1. Design problem solving and Programming using group discussion. E.g., Traffic light
controller, Digital Clock, Elevator.
2. Demonstration of solution to a problem through simulation.

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

14
 DISCRETE MATHEMATICS AND GRAPH THEORY
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – III
Course Code : 22AM2304 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–J : 3–0–0–0
Course Learning Objectives:
This Course will enable students to:
1. Learn the set theoretic concept and its application in theory of computation.
2. Determine the concepts of mathematical induction, recursive relations and
theirapplication.
3. Illustrate the association of functions, relations, partial ordered set and lattices
withproblems related to theoretical computer science and network models.
4. Discuss the basics of graph theory and its application in computer networks.
Learn the concepts of counting techniques and its application.
1. Lecture method means it includes not only traditional lecture method, but
different type ofteaching methods may be adopted to develop the course
outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming,
discussing, group work, focused listening, formulating questions, notetaking,
annotating, and roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher order Thinking questions
in the class.
6. Adopt Problem Based Learning, which fosters students’ Analytical skills,
develop thinkingskills such as the ability to evaluate, generalize, and analyse
information rather than simplyrecall it.
7. Show the different ways to solve the same problem and encourage the students
to come upwith their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that
possible, it helps improve the students’ understanding.

UNIT – I 08 Hours
SET THEORY: Sets and subsets, Operations on Sets: Basic set operations, algebraic
properties ofsets, The Addition Principle RELATIONS AND ITS PROPERTIES:
Relations and their properties, N-Ary Relations and theirapplications, Representing
relations.
Textbook – 2: 1.1, 1.2 ; Textbook – 1: 7.1., 7.2, 7.3

15
UNIT – II 06 Hours
RELATIONS AND ORDER RELATIONS: Closure of relations, Equivalence Relations,
PartialOrderings, Functions, The Growth of Functions.
Self-Study: Transitive Closure and Warshall’s Algorithm.
Textbook – 1: 7.4., 7.5, 7.6, 3.2

UNIT – III 09 Hours

MATHEMATICAL INDUCTION AND RECURSION: Mathematical Induction,
Recurrence Relations:Rabbits and the Fibonacci Numbers, The Tower of Hanoi, Code
word Enumeration, Solving LinearRecurrence Relations Self-Study: Basic
Connectives and Truth Tables
Textbook-1: 4.1;6.1, 6.2;1.1

UNIT – IV 08 Hours
GRAPH THEORY: Graphs and Graph Models. Graph Terminology and Special Types of
Graphs: Basic Terminology, Some
Special Simple Graphs, Bipartite Graphs, Complete Bipartite Graphs. Representing
Graphs and graph isomorphism: Adjacency lists, Adjacency Matrices, Incidence
Matrices, Connectivity: Paths, Connectedness in Undirected and Directed Graphs,
Vertex and Edge connectivity and their applications.
Textbook-1: 8.1, 8.2, 8.3, 8.4

UNIT – V 08 Hours
GRAPHS AND ITS APPLICATIONS: Euler and Hamilton Paths and their applications,
PlanarGraphs and their Applications, Graph Coloring and its applications.
Textbook-1: 8.5, 8.7, 8.8
Course Outcomes:
At the end of the course the student will be able to:
1. Identify the membership of the Set and Relations and perform basic Algebraic
operations
2. Illustrate the concept of Mathematical Induction and create linear recurrence
relations for the given problem
3. Construct different types of graphs based on the properties and the real time
applications of graph theoretical concepts
4. Analyze the methods for optimizing the solution for graph coloring problem,
Eulerian and Hamiltonian circuits/planes

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course the student will be able to:
Identify the membership of the Set and Relations and perform
1 basic Algebraic operations L3

16
 Illustrate the concept of Mathematical Induction and create
2 linear recurrence relations for the given problem L4

Construct different types of graphs based on the properties

3 and the real time applications of graph theoretical concepts L3

4 Analyze the methods for optimizing the solution for graph L4

coloring problem, Eulerian and Hamiltonian circuits/planes

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs

team work
tool usage
problems
Design

Ethics

CO1 3 1 2 1 1 1 2 2 1
CO2 3 3 2 1 1 1 2 2 1
CO3 3 3 1 1 1 1 2 1
3
CO4 3 3 3 1 1 1 2 2 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Kenneth H. Rosen, “Discrete Mathematics and its applications”, Tata McGraw Hill,
2003.
2. Bernard Kolman, Robert C. Busby, Sharon Ross, “Discrete Mathematical
Structures”, 3rd Edition, PHI 2001.

REFERENCE BOOKS:
1. Ralph P. Grimaldi, “Discrete and Combinatorial Mathematics”, IV Edition, Pearson
Education, Asia, 2002.
2. J. P. Tremblay, R. Manohar, “Discrete Mathematical Structures with applications to
computer Science”, Tata McGraw Hill, 1987.
3. J K Sharma, “Discrete Mathematics”, 3rd edition, 2013, Macmillan India Ltd.

17
E-Resources:
1. Discrete Mathematics with Algorithms by M. O. Albertson, J. P. Hutchinson - J.
1988, Wiley.
2. Discrete Mathematics for Computer Science, Gary Haggard, John Schlipf, Sue
Whitesides, Thomson Brooks/Cole, 2006.
3. http://ocw.mit.edu/courses/mathematics/
4. http://www.nptelvideos.in/2012/11/discrete-mathematical-structures.html
5. http://cglab.ca/~discmath/notes.html
6. https://www.cs.odu.edu/~toida/nerzic/content/web_course.html

Activity Based Learning (Suggested Activities in Class)

1. Real world problem solving and puzzles using group discussion.
2. Demonstration of solution to a problem using graph theory.

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

18
 ARTIFICIAL INTELLIGENCE
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – III
Course Code : 22AM2305 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. To provide a strong foundation of fundamental concepts in artificial intelligence.
2. To provide a basic exposition to different types of searching in Artificial intelligence.
3. To provide different knowledge representation, reasoning, and learning techniques.
4. To distinguish the different types of Experts Systems.
5. To design the Expert System based on the concepts of knowledge representation, searching
and Reasoning on various applications using modernised AI tools.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different
type of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.

UNIT – I 08 Hours
Introduction: Artificial Intelligence, AI Problems, AI Techniques: supervised learning, unsupervised
learning, and reinforcement learning, Different Types of Agents: Simple reflex agents, Model‐based
reflex agents, Goal‐based agents and Utility‐based agents; Environment, Problem Space and Search,
Defining the Problem as a State Space Search, Problem Characteristics.

Textbook 2: Chapter 1,2

UNIT – II 08 Hours
Basic Search Techniques: Solving problems by searching; issues in the design of search programs;
uniform search strategies: Breadth first search, Depth first search, Depth limited search,
Bidirectional search, Best First search.

Textbook 3: Chapter 3, 4; Textbook 2: Chapter 2, 3

UNIT – III 08 Hours

19
Special Search Techniques: Heuristic Search, greedy best first search, A* search, AO*Algorithm, Hill
climbing search, Simulated Annealing search, Adversarial search, Minimax search, Alpha, beta
pruning, Genetic Algorithm.

Knowledge Representation: Procedural Vs Declarative Knowledge, Approaches to Knowledge

Representation, Forward Vs Backward Reasoning.

Textbook 1: Chapter 5; Textbook 2: Chapter 3, 6

UNIT – IV 07 Hours
Symbolic Logic: Propositional Logic, First Order Predicate Logic: Representing Instance and isa
Relationships.
Reasoning: Introduction to Monotonic Reasoning and Non-Monotonic Reasoning.
Statistical Reasoning: Bayes Theorem, Certainty Factors, Bayesian Networks, Dempster-Shafer
Theory.

Textbook 2: Chapter 7,8

UNIT – V 08 Hours
Experts Systems: Overview of an Expert System, Structure of an Expert Systems, Different Types of
Expert Systems: Rule Based, Model Based, Case Based and Hybrid Expert Systems, Knowledge
Building System Tools, Expert System Shells and Fuzzy Expert systems.

Textbook 1: Chapter 8,9; Textbook 2: Chapter 20,22

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Summarize the basic concepts of Artificial Intelligence, AI principles, L2
1 AI Task domains and applications.

Apply the different types of searching and knowledge L3

2 representations techniques to solve the AI problems.

Make use of the different types of reasoning such as Monotonic L4

3 Reasoning, Non-Monotonic Reasoning and Statistical Reasoning
techniques for making analysis and predictions.

Differentiate the various types of Experts Systems such as Rule L4

4 Based, Model Based, Case Based, Hybrid and Fuzzy Expert Systems.
Design the Expert System based on the concepts of knowledge L5
5 representation, searching and Reasoning on various applications
using modernised AI tools.

20
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs

team work
tool usage
problems
Design

Ethics
CO1 2 2 1 1 1 2 2

CO2 3 2 2 1 1 1 2 2

CO3 3 2 2 1 1 1 2 2

CO4 3 2 2 1 1 1 2 2

CO5 3 3 2 2 1 1 1 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Artificial Intelligence, George F Luger, Sixth Edition, Pearson Education
Publications, 2014.
2. Artificial Intelligence, Elaine Rich and Knight, McGraw-Hill Publications, 2010.

REFERENCE BOOKS:
1. Artificial Intelligence: A modern Approach, Russell and Norvig, Printice Hall, 2010.
2. Introduction To Artificial Intelligence & Expert Systems, Patterson, PHI.
3. Multi Agent systems- a modern approach to Distributed Artificial intelligence,
Weiss. G, MIT Press.
4. Artificial Intelligence: A modern Approach, Russell and Norvig, Printice Hall.
E-Resources:
1. https://onlinecourses.nptel.ac.in/noc22_cs56/preview
2. https://onlinecourses.nptel.ac.in/noc23_ge40/preview

Activity Based Learning (Suggested Activities in Class)

1. Flipped Class Activity on Searching techniques.
2. Problem Solving and Discussion.
3. Role Play
4. Mini Project

************************************
21
 SKILL ENHANCEMENT COURSE-I
JAVA PROGRAMMING
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – III
Course : 22AM2306 Credits : 02
Code
Hours / : 03 Hours Total Hours : 26 Hours
Week
L–T–P–S : 1–0–2–0
Course Learning Objectives:

This course will enable students to:

1. Understand the basic principles of object-oriented programming and their application

in Java.
2. Demonstrate proficiency in writing and executing simple Java programs using
fundamental programming constructs.
3. Apply problem-solving skills to design and implement Java programs that solve real-
world computational problems.
Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of
the various course outcomes.

1. Real-World Examples: Use real-world examples and scenarios to demonstrate the practical
relevance of Java programming concepts which enhances their understanding of how Java is
used in real-world applications
2. Interactive Coding Sessions: Conduct Interactive coding sessions where students can code
alongside the teacher or participate in coding challenges. This promotes active participation
and helps students develop their coding skills
3. Project-Based Learning: Assign projects or mini-projects that require students to apply Java
programming concepts and develop complete applications. This approach fosters independent
learning, problem solving skills and a deeper understanding of Java Programming Principles.
4. Active Learning Strategies: Incorporate active learning strategies such as group
discussions, problem-solving activities, case studies, and hands-on coding exercises. This allows
students to actively engage with the material and apply their knowledge in practical scenarios
5. Collaborative Learning: Encourage students to work in pairs or small groups on
programming tasks. Collaborative learning promotes peer-to-peer learning, fosters
teamwork, and allows for the exchange of ideas and knowledge.
6. Guest Speakers and Industry Connections: Invite guest speakers, industry professionals,
or alumni who work with Java programming to share their experiences and insights. This
provides students with real-world perspectives and helps them understand the practical
applications of Java programming

22
 UNIT – I 06 Hours
An Overview of Java: Object-Oriented Programming, A First Simple Program, A Second Short
Program, Two Control Statements, Using
Blocks of Code, Lexical Issues, The Java Class Libraries, Data Types, Variables, and Arrays: Java Is
a Strongly Typed Language, The
Primitive Types, Integers, Floating-Point Types, Characters, Booleans, A Closer Look at Literals,
Variables, Type Conversion and Casting, Automatic Type Promotion in Expressions, Arrays (Text
book-1: Ch 2, Ch 3).

UNIT – II 05 Hours
Operators: Arithmetic Operators, The Bitwise Operators, Relational Operators, Boolean Logical
Operators, The Assignment Operator, The
? Operator, Operator Precedence, Using Parentheses, Control Statements: Java’s Selection
Statements, Iteration Statements, Jump Statements.
(Text book 1: Ch 4, Ch 5).

UNIT – III 05 Hours

Introducing Classes: Class Fundamentals, Declaring Objects, Assigning Object Reference
Variables, Introducing Methods, Constructors, The this Keyword, Garbage Collection, The
finalize( ) Method, A Stack Class, A Closer Look at Methods and Classes: Overloading
Methods, Using Objects as Parameters, A Closer Look at Argument Passing, Returning Objects,
Recursion, Introducing Access Control, Understanding static
(Text book 1: Ch 6, Ch 7).

UNIT – IV 05 Hours
Inheritance: Inheritance Basics, Using super, Creating a Multilevel Hierarchy, When
Constructors Are Executed, Method Overriding, Dynamic Method Dispatch, Using Abstract
Classes, Using final with Inheritance, The Object Class. Packages: Packages, Packages and
member Access, Importing Packages, Interfaces, (Text book 1: Ch 8,Ch 9).

UNIT – V 05 Hours
Exception Handling: Exception-Handling Fundamentals, Exception Types, Uncaught Exceptions,
Using try and catch, Multiple catch Clauses, Nested try Statements, throw, throws, finally, Java’s
Built-in Exceptions, Creating Your Own Exception Subclasses, Three Recently Added Exception
Features, Using Exceptions.
(Text book 1: Ch 10 ).

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Demonstrate an understanding of object-oriented programming L2
1 concepts in Java.

Apply different operators and control statements in Java to solve L3

2 programming problems.

23
 Design and implement classes, methods, and constructors in Java to L4
3 create reusable and modular code.

Utilize inheritance, packages, and interfaces in Java to develop complex L4

4 object-oriented programs.
Handle exceptions effectively in Java programs and develop robust L5
5 error-handling mechanisms.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs

team work
tool usage
problems
Design

Ethics

CO1 3 2 1 2 3
CO2 3 2 2 2 3
CO3 2 2 3 2 2 2 2
CO4 2 2 3 1 2
CO5 2 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Herbert Schildt, Java The Complete Reference, 11th Edition, Tata McGraw Hill,
2019. (Chapters 2, 3, 4, 5, 6,7, 8, 9,10)

REFERENCE BOOKS:

1. H.M.Dietel and P.J.Dietel,Java, How to Program, 11th Edition, Pearson

Education/PHI, 2017
2. E Balagurusamy, Programming with Java A primer, McGraw Hill Education,2019.

24
E-Resources:

1. https://onlinecourses.nptel.ac.in/noc22_cs47
2. https://www.geeksforgeeks.org/java/
3. https://www.codecademy.com/learn/learn-java

Activity Based Learning (Suggested Activities in Class)

1. Code Walkthrough and Debugging:
a) Provide students with a pre-written Java program that contains bugs or
logical errors. Divide the class into small groups or pairs.
b) Instruct each group to identify and fix the errors in the code, encouraging
them to use their knowledge of Java programming
concepts.
c) After a set time, have each group present their fixed code to the class and
explain their debugging process.
2. Mini Java Project:
a) Divide the class into small groups and assign each group a specific
programming problem or scenario that requires a Java solution.
b) Instruct each group to design and implement a Java program to solve the
assigned problem, utilizing concepts learned in class.
c) Provide guidance and support as needed while encouraging students to
apply their creativity and problem-solving skills.

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

25
 IV SEM – ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

IV SEMESTER
Teaching Hours /
Examination
Week

Teaching Department

Duration in Hours
Cou

Practical
Cours

Tutorial
Lecture

Project

Total Marks
S rse

SEE Marks
CIE Marks
e Course Name Credits
L Typ
Code
e

L T P J
22AM Probability & MA
1 BSC 3 0 0 0 03 60 40 100 03
2401 Statistics T
Design and
22AM CS
2 IPCC Analysis of 3 0 2 0 03 60 40 100 04
2402 E
Algorithms
Database
22AM CS
3 PCC Management 3 0 2 0 03 60 40 100 04
2403 E
System
22AM Embedded EC
4 PCC 3 0 2 0 03 60 40 100 04
2404 Systems Design E
Computer
22AM Organization CS
5 IPCC 3 0 0 0 03 60 40 100 03
2405 and E
Architecture
AI
22AM 10
6 AEC Special Topic & 1 0 2 0 01 -- 100 02
2406 0
ML
Skill
Enhancement AI
22AM 10
7 SEC Course -II (Unix & 1 0 2 0 01 -- 100 02
2407 0
and Shell ML
Programming)
Total 17 0 10 0 22

26
 PROBABILITY AND STATISTICS
[As per Choice Based Credit
System (CBCS) scheme]
SEMESTER – IV
Course Code : 22AM2401 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–J : 3–0–0–0
Course Learning Objectives:

This Course will enable students to:

1. Apply statistical principles and probability concepts to solve complex problems in real‐world
scenarios involving uncertainty and randomness.
2. Evaluate and select appropriate probability distributions and statistical techniques to analyze and
interpret data accurately in various applications.
3. Justify the use of estimation methods and hypothesis testing techniques for drawing meaningful
inferences about population parameters.
4. Analyze and interpret sample test results for different statistical relationships, such as means,
variances, correlation coefficients, regression coefficients, goodness of fit, and independence, to
make informed decisions.
5. Identify sample tests using appropriate statistical procedures to investigate the significance of
observed data and communicate findings effectively.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods, where teacher can use to accelerate the attainment of the
various course outcomes. 1. Lecture method means it includes not only traditional lecture
method, but different type of teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing,
group work, focused listening, formulating questions, notetaking, annotating, and roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher order Thinking questions in the class.
6. Adopt Problem Based Learning, which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyse information rather than simply
recall it.
7. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world ‐ and when that's possible, it
helps improve the students' understanding.

UNIT – I : Probability 09 Hours

Definitions of Probability, Addition Theorem, Conditional Probability, Multiplication Theorem, Bayes’
Theorem of Probability
27
UNIT – II: Random Variables and their Properties and Probability 09 Hours
Distributions
Discrete Random Variable, Continuous Random Variable, Joint Probability Distributions Their Properties,
Probability Distributions: Discrete Distributions: Binomial, Poisson Distributions and their Properties;
Continuous Distributions: Exponential ,Normal, Distributions and their Properties.

UNIT – III: Estimation and testing of hypothesis 06 Hours

Sample, Populations, Statistic, Parameter, Sampling Distribution, Standard Error, Un‐Biasedness, Efficiency,
Maximum Likelihood Estimator, Notion & Interval Estimation.

07 Hours
UNIT – IV: Sample Tests-1
Large Sample Tests Based on Normal Distribution , Small Sample Tests : Testing Equality of Means, Testing
Equality of Variances, Test of Correlation Coefficient

UNIT – V: Sample Tests-2 08 Hours

Test for Regression Coefficient; Coefficient of Association, 2 – Test for Goodness of Fit, Test for
Independence.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course the student will be able to:
Apply the principles of probability to solve complex problems in
1 various real‐world scenarios. L2 & L3

Solve and compare different probability distributions, including

2 discrete and continuous random variables, in order to make L2 & L3
informed decisions and predictions.

Apply statistical estimation techniques, such as maximum

3 likelihood estimation and interval estimation, to draw meaningful L3
inferences about population parameters from sample data.

Examine hypothesis testing methods, including large and small

4 sample tests, to assess the significance of observed data and draw L4
valid conclusions.
Analyze statistical relationships and perform sample tests to
assess the Equality of means in different populations, Correlation
5 coefficients between variables to determine the strength and L4
direction of the relationship. Independence of variables using
appropriate statistical tests to assess the absence of any
relationship.

28
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs

team work
tool usage
problems
Design

Ethics
CO1 3 2 2 2 1

CO2 3 2 2 2 1

CO3 3 2 2 1

CO4 3 2 2 2 1

CO5 3 2 2 2 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Probability & Statistics for Engineers and Scientists, Walpole, Myers, Myers, Ye.
Pearson Education.
REFERENCE BOOKS:
1. Probability, Statistics and Random Processes T. Veerarajan Tata McGraw – Hill
2. Probability & Statistics with Reliability, Queuing and Computer Applications,
Kishor S. Trivedi, Prentice Hall of India ,1999
E-Resources:
1. https://nptel.ac.in/courses/106104233
2. https://nptel.ac.in/courses/117103067
3. https://nptel.ac.in/courses/103106120
4. https://www.coursera.org/learn/probability-intro#syllabus
5. https://nptel.ac.in/courses/111104073
Activity Based Learning (Suggested Activities in Class)

1. Tools like Python programming, R programming can be used which helps

student to develop a skill to analyze the problem and providing solution.
2. Regular Chapter wise assignments/ Activity/Case studies can help students to
have critical thinking, developing an expert mind set, problem-solving and
teamwork.
Following are Assignments/ Activities Can be carried out using either R programming
29
language or Python Programming or excel solver.
1. There are n people gathered in a room. What is the probability that at least 2 of
them will have the same birthday? (Use excel solver, R Programming, Python
Programming)
a. Use simulation to estimate this for various n., and Produce Simulation Graph.
b. Find the smallest value of n for which the probability of a match is greater than
0.5.
c. Explore how the number of trials in the simulation affects the variability of
our estimates.
2. Case Study 1: Customer Arrivals at a Coffee Shop
a. A coffee shop wants to analyze the number of customer arrivals during its
morning rush hour (7:00 AM to 9:00 AM). The shop has been recording the
number of customer arrivals every 15 minutes for the past month.
b. Data: The data consists of the number of customer arrivals recorded at the
coffee shop during each 15-minute interval for the past month.
c. Here is a sample of the data:

Time Interval Customer

7:00 AM ‐ 7:15 Arrivals
AM 6
7:15 AM ‐ 7:30 4
AM 9
7:30 AM ‐ 7:45 7
AM 5
7:45 AM ‐ 8:00 8

AM 10
8:00 AM ‐ 8:15 6
AM
8:15 AM ‐ 8:30
AM
8:30 AM ‐ 8:45
AM
8:45 AM ‐ 9:00
AM
analyze the customer arrivals and determine the probability distribution that best
fits the data. Specifically, explore both discrete and continuous probability
distributions, including the binomial, Poisson, exponential, and normal
distributions.
3. Case Study 2: Comparing the Performance of Two Groups
a. Suppose you are a data analyst working for a company that manufactures
a new energy drink. The marketing team conducted a promotional
campaign in two different cities (City A and City B) to determine the
effectiveness of the campaign in increasing sales. The sales data for a
random sample of customers in each city was collected over a week. Your
task is to compare the average sales between the two cities and test
whether there is a significant difference in the variance of sales.
b. Data: Let's assume the following sample data for the number of energy
drinks sold in each city:
City A: [30, 28, 32, 29, 31, 33, 34, 28, 30, 32]
City B: [25, 24, 26, 23, 22, 27, 29, 30, 26, 24] perform a two-sample t-test to test
30
 the equality of means and a test for equality of variances using Python's
SciPy library.
4. case study 3: testing independence between two categorical variables.
a. Data: Sample of 100 employees, and each employee is classified as either
Male or Female. They were asked to rate their job satisfaction on a scale of
1 to 5, where 1 represents low satisfaction and 5 represents high
satisfaction. The data is as follows:

Employee Gender Job Satisfaction

1 Male 4
2 Female 3
3 Male 2
4 Female 5
(Artificial Intelligence & Machine Learning)

... ... ...

100 Female 4
b. Test for independence between gender and job satisfaction, use the chi-
squared test in R.

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

31
 DESIGN AND ANALYSIS OF ALGORITHMS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – IV
Course Code : 22AM2402 Credits : 04
Hours / Week : 03 Hours Total Hours : 39(Th)+26(P)
Hours
L–T–P–J : 3–0–2–0

Course Learning Objectives:

This Course will enable students to:
1. Analyze the non-recursive and recursive algorithms and to represent efficiency of these
algorithms in terms of the standard Asymptotic notations.
2. Acquire the knowledge of Brute Force and Divide and Conquer techniques to design the
algorithms and apply these methods in designing algorithms to solve a given problem.
3. Master the Decrease and Conquer, Transform and Conquer algorithm design techniques,
and Time versus Space Trade-offs.
4. Learn Greedy method and dynamic programming methods and apply these methods in
designing algorithms to solve a given problem.
5. Understand the importance of Backtracking and Branch and Bound algorithm design
techniques to solve a given problem.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods, where teacher can use to accelerate the attainment
of the various course outcomes.
1. Lecture method means it includes not only traditional lecture method, but different
type of teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming,
discussing, group work, focused listening, formulating questions, notetaking,
annotating, and roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher order Thinking questions in the
class.
6. Adopt Problem Based Learning, which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyse information
rather than simply recall it.
7. Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
UNIT – I 08 Hours
INTRODUCTION:
What is an Algorithm? Fundamentals of Algorithmic Problem Solving.
(Text Book-1: Chapter 1: 1.1 to 1.2)
FUNDAMENTALS OF THE ALGORITHMS EFFICIENCY:
Analysis Framework, Asymptotic Notations and Standard notations and common functions (Text
32
Book-2: Chapter 3: 3.1, 3.2),
Mathematical Analysis of Non-recursive and Recursive Algorithms,
(Text Book-1: Chapter 2: 2.1, 2.3, 2.4,)

UNIT – II 08 Hours
BRUTE FORCE:
Background, Selection Sort, Brute-Force String Matching. TSP
(Text Book-1: Chapter 3: 3.1, 3.2)
DIVIDE AND CONQUER:
General method, Recurrences: The substitution method, The recursion-tree method, The master
method.
(Text Book-2: Chapter 4: 4.4, 4.5),
Merge sort, Quick sort, Binary Search, Multiplication of large integers,
Case study: Strassen’s Matrix Multiplication.
(Text Book-1: Chapter 4: 4.1 to 4.3, 4.5)

UNIT – III 06 Hours

DECREASE & CONQUER:
General method, Insertion Sort, Graph algorithms: Depth First Search, Breadth First Search,
Topological Sorting
TRANSFORM AND CONQUER:
Case study: Heaps and Heap sort.
TIME AND SPACE TRADEOFFS:
Input Enhancement in String Matching: Horspool’s algorithm, Hashing: Open and Closed hashing.
(Text Book-1: Chapter 5: 5.1 to 5.3, Chapter 6: 6.3 to 6.4, Chapter 7: 7.2 to 7.3)

UNIT – IV 9 Hours
GREEDY TECHNIQUE:
General method of Greedy technique, Single-Source Shortest Paths: General method, The Bellman-
Ford algorithm, Single-Source Shortest Paths in DAGs, Dijkstra’s Algorithm
(Text Book-2: Chapter 24: 24.1 to 24.3).
Minimum Spanning Trees: Prim’s Algorithm, Optimal Tree problem: Huffman Trees;
Case study: Kruskal’s Algorithm. Fractional Problem
(Text Book-1: Chapter 9: 9.1, 9.2, 9.4).
DYNAMIC PROGRAMMING:
General method, The Floyd-Warshall Algorithm, Johnson’s algorithm for sparse graphs (Text
Book-2: Chapter 25: 25.1 to 25.3),
The Knapsack problem (Text Book-1: Chapter 8: 8.4).

UNIT – V 08 Hours
LIMITATIONS OF ALGORITHMIC POWER
P, NP and NP-complete problems (Text Book-1: Chapter 11: 11.3)
BACKTRACKING:
General method, N-Queens problem, Subset-sum problem.
(Text Book-1: Chapter 12: 12.1)
BRANCH AND BOUND:
General method, Travelling Salesman problem, Approximation algorithms for TSP.
Case study: Knapsack Problem.
(Text Book-1: Chapter 12: 12.2, 12.3)

33
 Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course the student will be able to:

Exemplify the algorithm design techniques and standard

1 Asymptotic notations. Analyze non‐recursive and recursive L3
algorithms to obtain worst‐ case running times of algorithms using
asymptotic analysis
Interpret the brute‐force, divide‐and‐conquer paradigms and
explain when an algorithmic design situation calls for it. Recite
2 algorithms that employ this paradigm. Synthesize divide‐and‐ L3
conquer algorithms. Derive and solve recurrences describing the
performance of divide‐and‐conquer algorithms.
Demonstrate the Decrease and Conquer, Transform and Conquer
3 algorithm design techniques and analyze the performance of these L3
algorithms.
Identify and interpret the greedy technique, dynamic‐
programming paradigm as to when an algorithmic design situation
4 calls for it. Recite algorithms that employ this paradigm. Synthesize L3
dynamic‐programming algorithms and analyze them

Illustrate the Backtracking, Branch and Bound algorithm design

5 paradigms and explain when an algorithmic design situation calls L3
for it. Recite algorithms that employ these paradigms.
Summarize the limitations of algorithmic power.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication

COs
team work
tool usage
problems
Design

Ethics

CO1 3 3 2 2

CO2 3 3 2 2 2

CO3 3 3 1 2

CO4 3 3 2 2 2

CO5 3 3 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

34
TEXT BOOKS:
1. Anany Levitin, “Introduction to the Design & Analysis of Algorithms”, 2nd
Edition, Pearson Education, 2011.
2. Thomas H. Cormen, Charles E.Leiserson, Ronald L. Rivest, Clifford Stein,
“Introduction to Algorithms”, 3rd Edition, PHI, 2014.

REFERENCE BOOKS:
1. Horowitz E., Sahni S., Rajasekaran S, “Computer Algorithms”, Galgotia
Publications, 2001.
2. R.C.T. Lee, S.S. Tseng, R.C. Chang & Y.T.Tsai, “Introduction to the Design and
Analysis of Algorithms A Strategic Approach”, Tata McGraw Hill, 2005.
E-Resources:
1. https://nptel.ac.in/courses/106/101/106101060/
2. http://cse01-iiith.vlabs.ac.in/
3. http://openclassroom.stanford.edu/MainFolder/CoursePage.php?course=Int
roToAlgorithms
4. https://www.coursera.org/specializations/algorithms
Activity Based Learning (Suggested Activities in Class)
1. Real world problem solving and puzzles using group discussion. E.g., Fake coin
identification, Cabbage puzzle, Konigsberg bridge puzzle etc.,
2. Demonstration of solution to a problem through programming.

LABORATORY EXPERIMENTS

Total Contact Hours: 26

Following are experiments to be carried out using either C programming language or

Object-oriented programming language:
1. Apply divide and conquer method and Design a C program to implementation of
Binary Search algorithm.
2. Sort a given set of n integer elements using Merge Sort method and compute its
time complexity. Demonstrate this algorithm using Divide-and-Conquer method.
3. Sort a given set of n integer elements using Quick Sort method and compute its
time complexity. Demonstrate this algorithm using Divide-and-Conquer method.
4. Incorporate the array data structure and demonstrate whether a given unweighted
graph is connected or not using DFS method.
5. Implement the graph traversal technique using BFS method to print all the nodes
reachable from a given starting node in an unweighted graph.
6. Compute the Transitive Closure for a given directed graph using Warshall’s
algorithm.
7. For a given weighted graph, construct an All-Pairs Shortest Paths problem using
Floyd’s algorithm and implement this algorithm to find the shortest distance and
their shortest paths for every pair of vertices.
8. Implement 0/1 Knapsack problem using Dynamic Programming Memory
Functions technique

35
9. Find Minimum Cost Spanning Tree for a given weighted graph using Prim’s and
Kruskal’s algorithm.
10. From a given vertex in a weighted connected graph, determine the Single Source
Shortest Paths using Dijkstra’s algorithm.
11. Mini project proposal should be submitted and Implementation should be done
based on the problem stated in the proposal

Open ended experiments

1. Implement Fractional Knapsack problem using Greedy Method.
2. Implement N-Queens problem using Backtracking technique.
3. implementation of Travelling Sales man problem using Dynamic programming

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

36
 DATABASE MANAGEMENT SYSTEM
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – IV
Course Code : 22AM2403 Credits : 04
Hours / Week : 03 Hours Total Hours : 39(Th)+26(P) Hours
L–T–P–J : 3–0–2–0

Course Learning Objectives:

This course will enable students to:

1. Acquire the concept of databases, Entity‐Relationship Model and relational model for
creating and designing databases for the real‐world scenario.
2. Develop queries to extract data from the databases using a structured query language.
3. Differentiate SQL and NoSQL.
4. Demonstrate the operations on MongoDB, Database connectivity with front end and
Optimize the Database design using Normalization Concepts.
5. Understand the importance of Transaction Management, Concurrency control mechanism
and recovery techniques.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note‐taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher‐order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world ‐ and when that's possible, it helps
improve the student's understanding.
UNIT – I 10 Hours
INTRODUCTION TO DATABASE SYSTEMS :
Introduction, Characteristics of the Database Approach, Advantages of using DBMS Approach, Data
Models, Schemas, Instances and Data Independence, Three Schema Architecture, various components
of a DBMS.
(Text Book-1: Chapter 1: 1.1 to 1.4, 1.6, Chapter 2: 2.1,2.2, 2.4)
ENTITY-RELATIONSHIP MODEL:
Entity Types , Entity Sets , Attributes and Keys, Relationship types, Relationship Sets , Roles and
Structural Constraints; Weak Entity Types; ER Diagrams
(Text Book-1: Chapter 7: 7.3, 7.4, 7.5, 7.7).

UNIT – II 07 Hours

37
RELATIONAL MODEL :
Relational Model Concepts, Relational Model Constraints and Relational Database Schemas, Update
operations and Dealing with Constraint Violations.
(Text Book-1: Chapter 3: 3.1 to 3.3).
SQL –THE RELATIONAL DATABASE STANDARD:
SQL Data Definition and Data types, Specifying constraints in SQL, Basic Queries in SQL‐Data Definition
Language in SQL, Data Manipulation Language in SQL;
(Text Book-1: Chapter 4: 4.1 to 4.4).

UNIT – III 08 Hours

SQL –THE RELATIONAL DATABASE STANDARD:
Additional Features of SQL; Views (Virtual Tables) in SQL; Database
Programming Issues and Techniques ; (Text Book-1: Chapter 4: 4.5; Chapter
5: 5.1 to 5.4).
SQL AND NOSQL DATA MANAGEMENT:
Triggers, Database connectivity using Python, SQL vs NoSQL, Introduction to MongoDB,
(Text Book-1: Chapter 5: 5.2,5.3 )(Text Book-2 Chapter 1: 1.1 to 1.5)

UNIT – IV 07 Hours
NOSQL DATA MANAGEMENT:
Data Types, Data Modelling, CRUD Operations.
(Text Book-2 Chapter 1: 1.1 to 1.5)
DATABASE DESIGN:
Design Guidelines, Functional Dependencies; Normal Forms Based on Primary Keys; General
Definitions of Second and Third Normal Forms; Boyce‐Codd Normal Form;
(Text Book-1: Chapter 14: 14.1 to 14.5)

UNIT – V 07 Hours
TRANSACTION MANAGEMENT
The ACID Properties; Transactions and Schedules; Concurrent Execution of Transactions;
Concurrency Control Mechanisms; Error recovery methods.
(Text Book-1: Chapter 20: 20.1 to 20.5, Chapter 21: 21.1 to 21.3, Chapter 22: 22.1 to 22.4)

Course Bloom’s Taxonomy

Description
Outcome Level
At the end of the course the student will be able to:
Use the basic concepts of database management system in the
1 design and creating database blueprint using E‐R model and L3
relational model.
Formulate SQL and NoSQL queries for building structure and
2 unstructured databases L3

3 Demonstrate database connectivity using vendor specific drivers L3

Apply normalization techniques to design relational database
4 management system L3

5 Adapt Transaction Management, concurrency control and recovery L3

management techniques in database management system.

38
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs

team work
tool usage
problems
Design

Ethics
CO1 3 3 2 - - - - - 2 2 - - 2 3
CO2 3 2 1 - 3 - - - 2 2 - - 2 3
CO3 2 2 2 - 3 - - - 2 2 - - 2 3
CO4 3 1 2 - 1 - - - 2 2 - - 2 3
CO5 2 1 - - - - - - 2 2 - - 2 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Elmasri and Navathe, ”Fundamentals of Database Systems“, Seventh Edition,
Pearson Education, 2021, 2015.
2. P. J. Sadalage and M. Fowler, "NoSQL Distilled: A Brief Guide to the Emerging World
of Polyglot Persistence", First Edition, Pearson Education, Inc. 2012.

REFERENCE BOOKS:
1. Raghu Ramakrishnan and Johannes Gehrke, “Database Management
Systems”, Third Edition, McGraw-Hill, 2003.
2. Silberschatz, Korth and Sudharshan: “Database System Concepts”,
Seventh Edition, Mc-GrawHill, 2019.
3. C.J. Date, A. Kannan, S. Swamynatham: “An Introduction to Database
Systems”, Eight Edition, Pearson Education, 2012.

E-Resources:

1. http://nptel.ac.in/courses/106106093/
2. https://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-
830-database-systems-fall-2010/lecture-notes/
3. http://agce.sets.edu.in/cse/ebook/DBMS%20BY%20RAGHU%20RAMAKRISHNA
N.pdf

39
 4. http://iips.icci.edu.iq/images/exam/databases-ramaz.pdf
5. https://db-class.org/
6. https://www.w3schools.com/mongodb/
Activity Based Learning (Suggested Activities in Class)
1. Database designing and data extraction using group discussion.
2. Collaborative Activity is minor project development with a team of 4 students.
LABORATORY EXPERIMENTS
Total Contact Hours: 26 Following are experiments to be carried out using either oracle
or mysql, Mongo Db .
1. Design any database with at least 3 entities and establish proper relationships
between them. Draw suitable ER/EER diagrams for the system. Apply DCL and DDL
commands.
2. Design and implement a database and apply at least 10 Different DML Queries for
the following task.
a. For a given input string display only those records which match the given
pattern or a phrase in the search string. Make use of wild characters and
like operators for the same. Make use of Boolean and arithmetic operators
wherever necessary
3. Write SQL statements to join table and retrieve the combined information from
tables.
4. Execute the Aggregate functions count, sum, avg, min, max on a suitable database.
Make use of built in functions according to the need of the database chosen .
5. Retrieve the data from the database based on time and date functions like now(),
date(), day(), time() etc., Use of group by and having clauses.
6. Write and execute database trigger. Consider row level and statement level
triggers.
7. Write and execute program to perform operations on MongoDb Database.
8. Write and execute program to perform CRUD operations.
Open Ended Experiments
1. Consider the Table “employees”, write a SQL query to remove all the duplicate
emails of employees keeping the unique email with the lowest employee id,return
employee id and unique emails .
table: employees
employee_id |employee_name |email_id |
| | |
101 |Liam Alton |[email protected] |
102 |Josh Day |[email protected] |
103 |Sean Mann |[email protected] |
104 |Evan Blake |[email protected] |
105 |Toby Scott |[email protected] |

2. A salesperson is a person whose job is to sell products or services.

Consider the table “Sales” [given below]. Write a SQL query to find the top 10
salesperson that have made highest sale. Return their names and total sale amount.
Table: sales
TRANSACTION_ID|SALESMAN_ID|SALE_AMOUNT|
| | |
501| 18| 5200.00 |
40
 502| 50| 5566.00 |
503| 38| 8400.00|
599| 24| 16745.00|
600| 12| 14900.00|
Table: salesman

SALESMAN_ID | SALESMAN_NAME |
| |
11 | Jonathan Goodwin |
12 | Adam Hughes |
13 | Mark Davenport |
59 | Cleveland Hart |
60 | Marion Gregory |

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

41
 EMBEDDED SYSTEM DESIGN
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – IV
Course Code : 22AM2404 Credits : 04
Hours / Week : 03 Hours Total Hours : 39(Th) + 26(P) Hours
L–T–P-J : 3–0–2‐0
Course Learning Objectives:
This Course will enable students to:
1. Understand the fundamental concepts of embedded system design.
2. Gain knowledge of various hardware and software components used in embedded
systems.
3. Develop skills to design and implement embedded systems for different applications.
4. Learn to analyze and optimize the performance of embedded systems.
5. Enhance problem‐solving and critical thinking abilities in the context of embedded
system design.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods, where teacher can use to accelerate the attainment of
the various course outcomes.
1. Interactive Lectures: Engage students through discussions, case studies, and real‐life
examples.
2. Hands-on Projects: Assign practical projects to students to enhance their
understanding and application of concepts.
3. Group Discussions: Encourage collaborative learning and problem‐solving through
group discussions and brainstorming sessions.
4. Case Studies: Analyze real‐world embedded system designs to understand their
challenges and solutions.
5. Simulations and Virtual Labs: Use simulation tools and virtual labs to provide a
virtual hands‐on experience.
6. Guest Lectures: Invite industry experts to share their experiences and provide insights
into real‐world embedded system design practices.
7. Online Forums: Establish an online platform for students to discuss and share their
ideas and questions related to the course.
8. Demonstrations: Conduct live demonstrations of embedded system prototypes to
showcase practical implementations.
9. Assignments and Assessments: Assign regular assignments and assessments to
evaluate students' understanding and progress.
10. Industry Visits: Organize visits to embedded system manufacturing companies to
expose students to real‐world applications.

42
UNIT – I 05 Hours
INTRODUCTION TO EMBEDDED SYSTEMS
Introduction: What is an Embedded System, Embedded Systems VS. General Computing Systems,
History of Embedded Systems
Classification of Embedded Systems, Major Application Areas of Embedded Systems, Purpose of
Embedded Systems, Wearable
Devices—The Innovative Bonding of Lifestyle with Embedded Technologies (Text Book-3:
Chapter 1)
Characteristics and Quality Attributes of Embedded Systems: Characteristics of an Embedded
System, Quality Attributes of Embedded Systems (Text Book-3: Chapter 3)
Embedded Systems—Application- and Domain-Specific: Washing Machine—Application‐
Specific Embedded System,
Automotive–Domain Specific
Examples of Embedded
System (Text Book-3: Chapter
4)

UNIT – II 10 Hours
EMBEDDED SYSTEM HARDWARE DESIGN
Embedded System Core: General Purpose and Domain Specific Processors, Application Specific c
Integrated Circuits (ASICs), Programmable Logic Devices (PLDs), Commercial off‐the‐shelf
Components (COTS) (Text Book 3: Chapter 2.1)
Memory: Overview on Various Types of memory sub systems used in Embedded
systems and their selection (Text Book 3: Chapter 2.2)
Sensors and Actuators: interfacing of LEDs, 7‐segment LED Displays, Piezo Buzzer, Stepper Motor,
Relays, Optocouplers, Matrix keyboard, Push button switches, Programmable Peripheral Interface
Device (e.g. 8255 PPI), etc. with the I/O subsystem of the embedded system
(Text Book 3: Chapter 2.3)
Communication Interface: I2C, SPI, CAN, UART,1‐wire, parallel bus, etc. RS‐232C, RS‐485, Parallel
Port, USB, IEEE 1394, Infrared (IrDA), Bluetooth, Wi‐Fi, ZigBee, GPRS, etc. (Text Book 3: Chapter
2.4)
Other System Components: Reset Circuit, Brown‐out protection circuit, Oscillator Unit, Real‐Time
Clock (RTC), Analog to Digital Converter (ADC), Timers and Watchdog Timer unit
(Text Book 3: Chapter 2.6)
Arm Cortex Mx Processor family Overview: Features, Architecture, Memory System, Exception
and Interrupts, Low Power Features
(Text Book 1: Chapter 3)

UNIT – III 10 Hours

EMBEDDED SYSTEM SOFTWARE DESIGN
Programming Concepts and Embedded Programming in C: High ‐Level Language C
programming, C program elements (compiler build stages, macros, functions, Bitwise Operations,
Looping constructs, Pointers and AAPCS)
(Reference Book 2: Chapter 5.1 to 5.6)
Embedded Firmware Design and Development: Embedded
Firmware Design Approaches (Text Book 3: Chapter 9.1)
UNIT – IV 10 Hours
REAL-TIME OPERATING SYSTEMS
43
 Operating System Basics: The Kernel, Types of Operating Systems, Tasks, Process and Threads
(Text Book 3: Chapter 10.1,
10.2, 10.3)
Thread Management: Introduction to RTOS, Function pointers, Thread Management, Semaphores,
Thread Synchronization, Process Management, Dynamic loading and linking (Text Book 2: Chapter
3)
Time Management: Cooperation, blocking semaphores, First In First Out Queue, Thread sleeping,
Deadlocks, Monitors, Fixed
Scheduling (Text Book 2: Chapter 4)
Real-time Systems: Data Acquisition Systems, Priority scheduler, Debouncing a switch, Running
event threads as high priority main threads, Available RTOS (Text Book 2: Chapter 5)
UNIT – V 04 Hours
EMBEDDED SYSTEM TESTING AND DEBUGGING
Integration and Testing of Embedded Hardware and Firmware: Integration of Hardware and
Firmware, Board Bring up (Text Book 3: Chapter 12), Tools used for testing and debugging:
(Text Book 3: Chapter 13)

Description Bloom’s
Course Taxonomy
Outcome Level
At the end of the course the student will be able to:

Apply knowledge of embedded system design principles to solve real‐

1 L4
world problems.
Design and implement embedded systems using appropriate hardware
2 and software components. L5
Analyze and evaluate the performance of embedded systems through
3 testing and debugging techniques. L4
Demonstrate effective teamwork and communication skills in the
4 L4
development of embedded system projects.
Critically assess the ethical and societal implications of embedded
5 system design. L6

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication

COs
team work
tool usage
problems
Design

Ethics

44
CO1 3 3 3 2 2 3 3

CO2 3 3 3 3 2 2 1 3 2 3 3

CO3 3 3 1 3 2 3 2

CO4 3 3 3 3 2 3 3

CO5 3 3 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Joseph Yiu,” The Definitive Guide to ARM® Cortex®-M3 and Cortex®-M4
Processors”, 3rd Edition, Newnes, 2013
2. K.V. Shibu,” Introduction to Embedded Systems”, 2 nd Edition, McGraw Hill
Education, 2017.
REFERENCE BOOKS:
1. James K. Peckol, “Embedded Systems: A Contemporary Design Tool”, Wiley, 2009.
2. Raj Kamal, “Embedded Systems- Architecture, Programming and Design”, 3rd
Edition, McGraw Hill Education, 2017.
3. Jonathan Valvano,” Embedded Systems: Real-Time Operating Systems for ARM
Cortex-M Microcontrollers”, 2nd Edition, CreateSpace Independent Pub, 2012.
E-Resources:
1. MOOC Course: "Introduction to Embedded Systems" by University of
California, Irvine (Link: [www.coursera.org/embedded- systems])
2. Website: Embedded.com (Link: [www.embedded.com])
3. Online Tutorial: "Embedded Systems Tutorial" by Tutorials point (Link:
[www.tutorialspoint.com/embedded_system])
4. ARM Procedure Call Standard (AAPCS) Standard documentation (Link:
https://developer.arm.com/documentation/dui0041/c/ARM-
Procedure-Call-Standard)
Activity Based Learning (Suggested Activities in Class)
1. Project-based Learning: Assign a semester-long project where students design and
implement an embedded system for a specific application.
2. Hackathons: Organize hackathons where students work in teams to solve a given
problem using embedded system design techniques.
3. Guest Speaker Series: Invite professionals from the industry to share their
experiences and projects related to embedded system design.
4. Case Studies: Provide students with real-world case studies of successful
embedded system designs and ask them to analyze and present their findings.
5. Prototyping Sessions: Conduct hands-on sessions where students build and test
small-scale embedded system prototypes using development boards and sensors.

45
 LABORATORY EXPERIMENTS
Total Contact Hours: 26
1. Introduction to Microcontrollers: Familiarize students with microcontroller
architecture and programming.
2. C as implemented in Assembly: Modify and compile a C program and observe
the assembly listing and the map file.
3. General purpose I/O Lab: Implement a simple C program to read from and
write to IO pins in the microcontroller.
4. Interrupt Handling: Understand interrupt handling and implement interrupt-
driven tasks.
5. Analog-to-Digital Conversion: Learn how to perform analog-to-digital
conversion using microcontrollers
6. Timer Lab Exercise: Signal Generator with precision Timing and Buffering
7. PWM Generation: Generate Pulse Width Modulation signals for controlling
motor speed.
8. Communication Protocols: Implement I2C or SPI communication protocols
between microcontrollers 9. Wireless Communication: Implement wireless
communication between two or more embedded systems.
10. Power Management Techniques: Design power-efficient embedded systems
using sleep modes and power management techniques
11. Real-Time Operating Systems: Implement a simple real-time task scheduler on
a microcontroller.
12. System Debugging and Testing: Learn techniques for debugging and testing
embedded systems.
13. Embedded System Project: Design and implement a complete embedded
system project, integrating various hardware and software components.

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

46
 COMPUTER ORGANIZATION AND ARCHITECTURE
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – IV
Course Code : 22AM2405 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours

L–T–P-J : 3–0–0‐0

Course Learning Objectives:

This Course will enable students to:
1. Understand the Architecture and programming of ARM microprocessor.
2. Develop program using Arm instruction set and appreciate the advanced features provided
in the ARM
3. Understand the exception handling techniques.
4. Study in detail the concept of instruction level parallelism and concepts of pipelining.
5. Understand various cache memory mapping techniques and memory Organization.

Teaching-Learning Process

1. Lecture method along with traditional lecture method, different type of teaching methods
may be adopted to develop the course outcomes.
2. Interactive Teaching: incorporating brainstorming, discussing, group work, focused
listening, formulating questions, notetaking, annotating, and roleplaying.
3. Showing Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, asking Higher order Thinking questions in the class in the form of
Quiz and writing programs with complex solutions.
6. Showing the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.

UNIT – I 05 Hours
An Overview of Computing Systems: History of Computers, The Computing Device,
The ARM7TDMI Programmers’ Model:
Introduction, Data types, Processor Modes, Registers, Program Status Registers, The vector Table.
Assembler Rules and Directives: Structure of Assembly Language Modules,
Registers, Directives and Macros. Loads, Stores and Addressing: LODS and STORES
instructions, Operand Addressing , ENDIANNES Text Book-1: 1.1 to 1.3; 2.1 to 2.6 ; 4;
5.3, 5.4, 5.5

UNIT – II 05 Hours

47
Constants and Literal Pools: The ARM Rotation Scheme, Loading Constants and address into Registers
Logic and Arithmetic: Flags and their Use, Compare instructions, Data
Processing Instructions Loops and Branches: Branching, Looping,
Conditional Execution, Straight‐Line Coding

Subroutines and Stacks: Stack, Subroutines, Passing parameters to subroutines, The ARM APCS.
(Text Book-1: 6.1 to 6.4; 7.1 to 7.4; 8.2 to 8.6; 10.1 to 10.5

UNIT – III 05 Hours

Mixing C and Assembly Language: Inline Assembler Embedded Assembler, Calling Between C and
Assembly.

Exception Handling: Interrupts, Error Conditions, Processor Exception Sequence, The Vector Table,
Exception Handlers,
Exception Priorities, Procedures for Handling Exceptions. (Text Book-1: 11.1 to 11.8; 14.1 to 14.4

UNIT – IV 12 Hours
Pipelining: Basic and Intermediate Concepts
Introduction, The Major Hurdle of Pipelining, How Pipelining Implemented, What makes Pipelining hard
to Implement, Extending the MIPS Pipeline to Handle Multicycle Operations, The MIPS R4000 Pipeline,
Crosscutting Issues. Text Book-2: C.1 to C.7

UNIT – V 12 Hours
Memory Hierarchy:
Introduction, Cache Performance, Six basic cache Optimizations, Virtual Memory, Protection and examples
of Virtual Memory, Fallacies and Pitfalls.
Text Book-2: B.1 to B.6

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course the student will be able to:
Apply knowledge of the internal architecture and organization of ARM
1 microprocessors to utilize their components and functionalities. L3
Apply the instruction set of ARM Microprocessor by writing Assembly
2 language programs. L3

3 Analyze and compare the various exception handling techniques. L4

Examine the concept of instruction‐level parallelism and analyze the

4 principles of Pipelining techniques. L4

Compare and Contrast memory hierarchy and its impact on computer

5 cost/performance. L4

48
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication
COs

team work
tool usage
problems
Design

Ethics
CO1 3 2 2

CO2 3 3 1 2

CO3 3 3 1 2

CO4 3 3 1 2

CO5 3 3 1 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. William Hohl, “ARM Assembly Language”, 2nd Edition, CRC Press, 2009.
2. John L Hennessy, David A Patterson, “Computer Architecture, A Quantitative
Approach”, 5th Edition, Morgan Kaufmann publishers, 2012.
REFERENCE BOOKS:
1. David A Patterson, John L Hennessy, “Computer Organization and Design”, 4th
Edition, Morgan Kaufmann publishers, 2010.
2. Steve Furber, “ARM System-on-chip Architecture”, 2nd Edition, Pearson
Publications, 2000.
3. Carl Hamacher, Zvonko Vranesic, Safwat Zaky, “Computer Organization”, 5th
Edition, Tata McGraw Hill, 2002.
E-Resources:
1. https://www.udemy.com/topic/arm-cortex-m/
2. https://www.edx.org/school/armeducation
3. https://onlinecourses.nptel.ac.in/noc22_cs93/preview
Activity Based Learning (Suggested Activities in Class)
1. Mini project implementation using Assembly Language Programming.
2. Demonstration of solution to a problem through programming.

**********************************
49
 SPECIAL TOPIC
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – IV
Course : 22AM2406 Credits : 02
Code
Hours / : 01 Total Hours : 26 Hours
Week
L–T–P–S : 0–0–0–4

Course Learning Objectives:

This Course will enable students to:
1. To develop problem solving abilities
2. To build the necessary skill set and analytical abilities for developing computer based
solutions for real life problems.
3. To train students in professional skills related to Software Industry
4. To prepare necessary knowledge base for research and development in Computer Science

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods, where teacher can use to accelerate the attainment
of the various course outcomes.
1. Lecture method means it includes not only traditional lecture method, but different type
of teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing,
group work, focused listening, formulating questions, notetaking, annotating, and
roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. Discuss how every concept can be applied to the real world ‐ and when that's possible, it
helps improve the students' understanding.

Following are some of the ways (but not limited to) of delivering the "Special Topics":

1. Engaging Students in Small Batches (maximum 3/batch) in Projects: DSU Faculty will
define and supervise a project, which has a well‐defined scope. Students will work from
requirements to delivering a prototype.
2. Delivery from an Industry Expert: An industry Expert can offer a project for around 20‐25
students, clearly defining the scope. The project will have 4‐5 sub‐modules. Each student
group will work on one sub‐module from requirements gathering and analysis all the way
to a working module. The sub‐teams will integrate the modules and will together deliver a
working prototype. The industry expert will engage all the teams on one afternoon face to
face. One or two SOE faculty will also co‐ supervise the project.
3. A Start‐up company might have a few project ideas to try out and they would engage a team
of 20‐25 students (in 4‐5 batches) to work on these project ideas from concept to a
prototype, with a close supervision from the start‐up company technologist together with
DSU faculty.
4. Testing a new Product: A Company has come up with a new product and they require a
50
 team of 30‐40 students to thoroughly test all the features of the product and come up with
a validation of the features of the product, a summary of features that fail to work and also
a recommendation on a set of features that may have to be added to the product.
5. A professor from an elite university from within India or abroad, offering a short course on
a domain which is very current and state of art. The content has a built in project
component.
6. Industry Project: Students in a small team of 4‐5 work on a project defined by an industry
(including DERBI and AIC) during a semester and successfully complete the project.
7. Summer Internship: A group of students take up Summer Internship at DSU or outside,
successfully complete the internship. If done within DSU, a project exhibition will also form
a part of evaluation.
8. Visit to a University Abroad: A group of students participate in a well structured program
in a University abroad and complete all the requirements of the university.
9. Working under a Research professor within DSU or from premium institutes such as IISc,
IIT, IIIT etc on a specific project/task.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Identify and Select an Appropriate Research Problem L1
1

Elucidate and Summarize Relevant Literature L2

2

Compare and Critically Analyze Relevant Research Papers L3

3

Construct a Research Model and Perform Evaluation L4

4
Create and Draft Publications or Demonstrations L5
5

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

51
CO1 3 2 2 1 1 1 1 1 2 2 3 2 2 1
CO2 2 2 3 2 2 1 1 1 2 2 3 2 1 2
CO3 3 3 3 2 3 2 2 1 2 2 2 2 2 2
CO4 2 3 2 3 2 1 2 2 2 2 2 3 2 2
CO5 1 1 2 1 2 1 1 1 3 3 2 2 3 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

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

52
 SKILL ENHANCEMENT COURSE-II
UNIX AND SHELL PROGRAMMING
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – IV
Course : 22AM2407 Credits : 02
Code
Hours / : 01 Total Hours : 26 Hours
Week
L–T–P–S : 1–0–2–0

Course Learning Objectives:

This Course will enable students to:
1. Understand the basic UNIX process structure and the UNIX file system.
2. Understand the roles of unix developers / systems programmers
3. Good knowledge of simple UNIX filters.
4. Familiar with pipes and redirection, imagine the UNIX environment.
5. Practice various commands related to Signals, filter parameters and options,
6. Differentiate shell scripting and commands practice with various options.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods, where teacher can use to accelerate the attainment
of the various course outcomes.
1. Lecture method means it includes not only traditional lecture method, but different type
of teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing,
group work, focused listening, formulating questions, notetaking, annotating, and
roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. Discuss how every concept can be applied to the real world ‐ and when that's possible, it
helps improve the students' understanding.
UNIT I 4 Hour
Introduction to operating system and Unix: computer system organization, Computer system
architecture, The Structure of the
UNIX Operating System, Linux Kernel, Applications, Understanding Linux. Unix vs. Linux,
Downloading and Installing Oracle Virtual Box, Linux Distributions. System login. Directories
Found On Linux Systems. Manipulating Files And Directories: cp – Copy files and directories, mv –
Move/rename files and directories, mkdir – Create directories, rm – Remove files and directories,
ln – Create hard and symbolic links.

(Text Book-3: chapter1; Text Book-1: Chapter 4 )

UNIT II 6 Hour
Permissions, file attributes, ownership: Exploring system with ls command, Owners, Group
Members, And Everybody Else; Reading, Writing, And Executing; File attributes and chmod –
Change File Mode, Changing Identities, su and sudo commands; chown, passwd. Process and
signals. Environment and bashrc. Text editors: vi and nano (Text Book-1: Chapter 3,7,11)
53
 UNIT III 5 Hour
grep, awk and ipcs: awk, awk and regular expression, pipe line and specifying patterns, actions,
grep command and its options for string handling.
Writing your first script: Script File Format, Executable Permissions, Script File Location

(Text Book-2: Chapter 21; Text Book-1: Chapter 19)

UNIT - IV 6 Hour
Starting with Linux Shells: Using Shell Variables , Special Variables , Using Shell Arrays, — Shell
Basic Operators ,Shell Decision Making, Unix — Shell Loop Types, Shell Input/Output Redirections,
— Shell Functions.

(Text Book-2: Chapter

UNIT - V 5 Hour
Some advanced commands: File System Check (fsck and xfs_repair), System Backup (dd
Command), Network File System (NFS), SSH command and its options, Download files with URLs
(wget), curl and ping commands, File transfer commands (ftp, scp etc.).

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
1 Elucidate basics organization of system and operating system. L2
Demonstrate the manipulation of file system, directories and file L3
2 attributes using commands.

3 Interpret the inter process communication. L4

Implement shell scripts for running a program or creating a program L4
4 environment.
Use advance commands to manage filesystem and access remote L5
5
connection

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct investigations of complex

Project management and finance

Environment and sustainability
The engineer and society
Engineering knowledge

Skill & Design Outcome

Cognitive Outcome
Life-long learning
Problem analysis

Communication

COs
team work
tool usage
problems
Design

Ethics

54
CO1 3 3 2
CO2 3 3 2 2 2
CO3 3 3 2 2
CO4 3 3 2 2 2
CO5 3 3 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

Suggested Experiments :
1. Use the date and who commands in sequence (in one line) such that the output of
date will display on the screen and the output of who will be redirected to a file
called myfile2.
2. List the top 10 files where the filename begins with a,e,i,o,u and Find and list all the
binary files in your environment
3. Write a shell script that accepts one or more file name as arguments and converts
all of them to uppercase, provided they exist in the current directory
4. Write a shell script that computes the gross salary of a employee according to the
following rules:
i) If basic salary is < 1500 then HRA =10% of the basic and DA =90% of the basic.
ii) If basic salary is >=1500 then HRA =Rs500 and DA=98% of the basic The basic
salary is entered interactively through the key board.

TEXT BOOKS:
1. Sarwar, Syed Mansoor, and Robert M. Koretsky. UNIX: the textbook. Chapman and
Hall/CRC, 2016.
2. Rosen, Kenneth H., Douglas A. Host, Rachel Klee, and Richard R. Rosinski. UNIX: the
complete reference. McGraw-Hill, Inc., 2006.
3. Operating System Concepts Essentials, Binder Ready Version - By Abraham
Silberschatz, Peter B. Galvin, Greg Gagne - 2014
REFERENCE BOOKS:
1. Ebrahim, Mokhtar, and Andrew Mallett. Mastering Linux Shell Scripting: A practical
guide to Linux command-line, Bash scripting, and Shell programming. Packt
Publishing Ltd, 2018.

E-Resources:
1. https://docs.kernel.org/
2. https://linux.die.net/
3. https://bjpcjp.github.io/pdfs/devops/linux-commands-handbook.pdf

4. https://www.unixtutorial.org/basic-unix-commands

Activity Based Learning (Suggested Activities in Class)

1. Mini projects using Linux.
2. Exploration of Linux distros
************************************
55
 V SEM – ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Teaching Hours / Week Examination

Practical
Tutorial

Total Marks
Lecture
Course Course

Project

SEE Marks
CIE Marks
SL Course Name

Credits
Type Code

L T P J
1 IPCC / PCC 22AM3501 Machine Learning 3 0 2 0 60 40 100 4
2 IPCC / PCC 22AM3502 Operating Systems 3 0 2 0 60 40 100 4
Theory of
3 IPCC / PCC 22AM3503 3 1 0 0 60 40 100 4
Computation
4 IPCC / PCC 22AM3504 Computer Networks 3 0 2 0 60 40 100 4
Skill Enhancement
5 SEC 22AM3505 1 0 2 0 100 -- 100 2
Course – III
Professional
6 PEC 22AM35XX 3 0 0 0 60 40 100 3
Elective Course -I
7 PROJ 22AM3506 Minor Project 0 0 0 4 100 -- 100 2
Cognitive and
8 AEC 22AM3507 0 0 4 0 100 -- 100 2
Technical Skills - I
Total 16 1 12 4 25

56
 Professional Elective Courses Offering (PEC-I)
Teaching Hours /
Examination
Week

Course Course

Practical
Tutorial

Total Marks
SL Course Name

Lecture

Project

SEE Marks
CIE Marks
Type Code

Credits
L T P J

1 Pattern
PEC 22AM3508 3 0 0 0 60 40 100 03
Recognition
2 Fundamentals
PEC 22AM3509 3 0 0 0 60 40 100 03
of Robotics

3 Fundamentals
PEC 22AM3510 3 0 0 0 60 40 100 03
of IoT

4 Data Science &

PEC 22AM3511 3 0 0 0 60 40 100 03
Analytics

HSMC- Humanities and Social Sciences including Management Courses, IPCC-Integrated

Professional Core Course, PCC-Professional Core Courses, AEC-Ability Enhancement Course,
SEC-Skill Enhancement Courses, PEC-Professional Elective Courses, OEC-Open Elective Courses,
PROJ-Project Work, INT-Internship, CR – Credit, AU – Audit, L – Lecture, T – Tutorial, P –
Practical, S/P – Seminar/Project, C – No. Of Credits

57
 MACHINE LEARNING
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – V
Subject Code : 22AM3501 Credits : 04
Hours / Week : 05 Hours Total Hours : 39(T)+26(P) Hours
L–T–P–S : 3–0–2–0
Course Learning Objectives:
This course will enable students to:
1. Summarize the basic concepts and different types of Machine Learning including Supervised
learning, Unsupervised and Reinforcement learning Techniques.
2. Explore and analyze the mathematics behind Machine Learning algorithms to gain a solid
understanding of probability density functions, basics of sampling theorem and estimation of
the maximum likelihood.
3. Make Use of the Supervised Machine Learning techniques for solving appropriate real‐world
applications.
4. Make Use of the Unsupervised Machine Learning techniques , Feature Engineering and
Dimensionality Reduction techniques for solving appropriate real‐world applications.
5. Evaluate the performance of Machine Learning algorithms using appropriate metrics such as
accuracy, precision, recall, FI Score and Make Use of the different Optimization and
Regularization Techniques for improving the model performance.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note‐taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher‐order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world ‐ and when that's possible, it
helps improve the student's understanding.

UNIT – I 6 Hours
INTRODUCTION TO MACHINE LEARNING
Well‐posed learning problems, Designing a Learning system. Introduction to AI, Machine learning,
and Deep learning with applications. Types Of Learning: Supervised, Unsupervised, And
Reinforcement Learning. Perspective and Issues in Machine Learning.
Classical Paradigm of Solving Learning Problems, The Learning Problems‐‐Classes and Types of
Learning, Fundamental of Statistical Learning And Its Framework. Introduction to Feature
Representation and Extraction.
Text‐2‐Chapter 1
58
 UNIT – II 9 Hours
MATHEMATICS FOR MACHINE LEARNING
Introduction To Statistics And Probability: , Probability concepts - Axioms of probability, Notion of
random variables, PMF, PDFs, CDFs. Two Random Variables, Pairs of Discrete Random Variables, Joint
Probability, Conditional Probability, Bayes Theorem, Different Distributions, Univariate And
Multivariate Gaussian Distribution, PDF, MLE, Motivation, Estimating Hypothesis Accuracy, Basics of
the Sampling Theorem, General Approach For Deriving Confidence Intervals, Difference in the Error
of Two Hypotheses, Comparing Learning Algorithms.
Text-2-Chapter 2

UNIT – III 8 Hours

SUPERVISED LEARNING
Introduction to Supervised Learning: Introduction to Classification, Naive Bayes Classification Binary
and Multi‐Class Classification, Decision Trees and Random Forest, Regression (Methods Of Function
Estimation) ‐‐ Linear Regression And Nonlinear Regression, Logistic Regression, Introduction to
Kernel Based Methods of Machine Learning: K‐Nearest Neighborhood, Kernel Functions, SVM,
Introduction to Ensemble‐Based Learning.
Text‐2‐Chapter 2

UNIT – IV 8 Hours
UNSUPERVISED LEARNING
Introduction To Unsupervised Learning, Clustering (Hard and Soft Clustering) Hierarchal Clustering:
K‐Means, Fuzzy C‐Means (FCM) Algorithm, Gaussian Mixture Models (GMM), Expectation
Maximization Algorithm, Feature Engineering In Machine Learning, Dimensionality Reduction, Linear
Discriminant Analysis And Principal Component Analysis.
Text‐2‐Chapter 3

UNIT – V 8 Hours
MODEL SELECTION
Machine Learning Model Validation ‐ Confusion Matrix, Accuracy, Precision, F Score, Cost Function,
Machine Learning Optimization Algorithms: Gradient Descent, Stochastic GD. Regularization:
Normalization and Standardization, Overfitting, Underfitting, Optimal Fit, Bias, Variance, Cross‐
Validation.
Text‐2‐Chapter 5

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Describe the basic concepts and different types of Machine Learning L2
techniques including Supervised learning, Unsupervised learning and
1 Reinforcement learning techniques and design Well Posed Learning
system for solving the problem.
Explore and Analyze the mathematics behind Machine Learning L4
2 algorithms to gain a solid understanding of probability density functions,
the basics of sampling theorem and estimating the maximum likelihood.
59
 Apply the learned concepts of machine learning to interpret the L3
3 Supervised learning algorithms including regression and classification
problems.

Apply Unsupervised Machine Learning Algorithms such as Hard and Soft L3

4 clustering and Feature Engineering and Dimensionality Reduction
techniques for solving appropriate real-world applications.
Evaluate the performance of Machine Learning algorithms using L5
appropriate metrics such as accuracy, precision, recall, FI Score and
5
Make Use of the different Optimization and Regularization Techniques
for improving the model performance.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs
Problems

Ethics

CO1 2 2 1 - - - - - - - 1 - 2 2

CO2 2 2 1 - - - - - - - 1 - 2 2

CO3 3 2 1 1 1 2 1 - 2 1 1 - 2 2

CO4 3 2 1 1 1 2 1 - 2 1 1 - 2 2

CO5 3 2 1 1 1 2 1 - 2 1 1 - 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXTBOOKS:
1. Thomas M. Mitchell, Machine Learning, McGraw- Hill, Inc. New York, ISBN-13: 978-
1259096952, 2017.
2. Andreas Muller, Introduction to Machine Learning with Python: A Guide for Data
Scientists, O’reilly, 2016.

REFERENCE BOOKS:
1. Ethem Alpaydin, Introduction to Machine Learning (Adaptive Computation and Machine
Learning series), The MIT Press; second edition, 2009.
2. U Dinesh Kumar Manaranjan Pradhan, Machine Learning Using Python, Wiley India Pvt.
Ltd, 2019.
3. Mark Fenner, Machine Learning with Python for Everyone, Addison-Wesley Professional,
2019.

60
E-Resources:

1. https://machinelearningmastery.com
2. https://www.knuggets.com/
3. https://www.geeksforgeeks.org/machine-learning-projects/
MOOC’s Courses:
1. “Introduction to Machine Learning”, NPTEL
2. “Machine Learning for Engineering and Science applications”, NPTEL
Activity-Based Learning (Suggested Activities in Class)

1. Workshops/Seminar (ML Projects Based on Python)

2. Quiz

Exp No Experiment Name

1 Write a Program to Implement the Water-Jug problem using Python.
Apply Linear Regression on a given dataset and comment on their efficiency and
performance.
2 •Implement linear regression using sklearn library.
•Split the obtained dataset into training and testing: 80-20, 70-30 ratio.
•Evaluate the model using metrics: Accuracy, Mean Square Error.
Apply logistic regression to the given dataset and evaluate the model using a confusion
matrix.
Download the dataset from the repository and import it as input.
3
Build a Logistic Regression Model and train the dataset.
Evaluate the model performance using different parameters: Accuracy, Confusion Matrix,
Precision, Recall, F score, and AUC-ROC curve.
Apply Naïve Bayes Classifier to the given dataset and evaluate the model using a confusion
4
matrix Precision, Recall, F score, and AUC-ROC curve.
Use K Nearest Neighbor technique on a given dataset and analyze the performance by
changing the value of K.
5 •Implement the KNN algorithm.
•Apply KNN model on the dataset and perform testing on unseen dataset.
•Change the value of K in KNN and analysis the performance of the model.
To build a machine learning model using the Decision Tree algorithm to predict whether a
6 breast tumor is benign or malignant based on various characteristics of the tumor,
improving diagnostic accuracy in medical applications.
To apply a Random Forest Classifier for classifying breast cancer tumors as benign or
7
malignant based on features like radius and texture.
Use Support Vector Machine to perform the classification and regression on given dataset.
•Import the dataset and perform the classification using SVM.
8
•Evaluate the model’s performance on testing dataset and validation dataset
•Use Sklearn’s Grid Search CV method for fine tuning of hyper-parameters.
Apply K-Means Clustering on the collected dataset.
9 •Implement K-Means clustering using sklearn.
•Check for the best k-value.
For a given set of training data examples stored in a .CSV file, implement and demonstrate
10 the Candidate-Elimination algorithm to output a description of the set of all hypotheses
consistent with the training examples.
11 Write a Program to Implement 8-Puzzle problem using Python.

************************************
61
 OPERATING SYSTEMS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – V
Subject Code : 22AM3502 Credits : 04
Hours / Week : 05 Hours Total Hours : 39(T)+26(P) Hours
L–T–P–S : 3–0–2–0
Course Learning Objectives:
This course will enable students to:
1. To understand the basic concepts, types, and functions of operating systems.
2. To understand the Processes and Threads.
3. To analyze the process Scheduling algorithms.
4. To understand the concept of Deadlocks and process synchronization.
5. To analyze various Memory management techniques.
6. To understand the various file management approaches.
7. To analyze the disk scheduling algorithms.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I: OS Overview and System Structure 05 Hours
Introduction to operating systems and System structures, Computer System organization; Computer
System architecture; Operating System structure; Operating System operations;
Different types of operating system: Batch Processing, multi-programmed, time-sharing, real-time,
distributed, parallel.
Operating System Services: User and operating System interface; System calls; Types of system calls;
operating system structure; Virtual machines.

UNIT – II: Process Management 09 Hours

Process Management [3L]: Process concept; Process scheduling; Operations on processes.

Threads [2L]: Overview; Multithreading models; Threading issues, User and Kernel threads.

Process Scheduling Algorithms [4L]: Basic concepts; Scheduling Criteria; Scheduling Algorithms
(FCFS, SJF, SRTF, RR, Priority).

UNIT – III: Process Coordination 09 Hours

Process Synchronization [3L]: The critical section problem; Peterson’s solution; Synchronization
62
hardware; Semaphores; Classical problems of synchronization; Monitors.

Deadlocks [4L]: Deadlocks; System model; Deadlock characterization; Methods for handling
deadlocks; Deadlock prevention; Deadlock avoidance; Deadlock detection and recovery from deadlock.

UNIT – IV: Memory Management 08 Hours

Memory Management Strategies [4L]: Background; Swapping; Contiguous memory allocation;
Paging; Structure of page table; Segmentation.

Virtual Memory Management [4L]: Background; Demand paging; Performance; Page replacement
algorithms (FCFS, LRU, Optimal); Allocation of frames; Thrashing.

UNIT – V File & Disk Management 08 Hours

File Systems [4L]: File concept, access methods, directory structure, file system structure, allocation
methods (contiguous, linked, indexed), free-space management (bit vector, linked list, grouping).

Disk Management [3L]: Disk structure, Disk scheduling (FCFS, SSTF, SCAN, C-SCAN).

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
1 Elucidate the basic concept of OS, structures, and different types of OS L2

Apply the knowledge of process, threads, and scheduling techniques to L3

2 manage the system resources.
Make use of Synchronization and Deadlock Handling techniques to solve L3
3 the real-world problems.
Analyze the memory management techniques like paging, segmentation, L4
4 and page fault handling techniques.
Analyze and distinguish the file and disk management approaches to L4
5
manage resources in operating system.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

63
CO1 3
CO2 3 3 2 2 2 2
CO3 3 3 3 3 2 2 2
CO4 3 3 3 3 2 2 2 3
CO5 3 3 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Kossiakoff, Alexander, Steven M. Biemer, Samuel J. Seymour, and David A. Flanigan.
Systems engineering principles and practice. John Wiley & Sons, 2020.
2. Jaeger, Trent. Operating system security. Springer Nature, 2022.

REFERENCE BOOKS:
1. Greg Gagne, Abraham Silberschatz, Peter B. Galvin, Operating System Concepts
Essentials, 2nd Edition 8th edition, ISBN: 978-1-118-80492-6, Wiley-India, 2013.
2. Operating Systems-Internals and Design Principles, William Stallings, 9 th Edition,
Pearson Education, ISBN-13: 978013751674, 2021.
3. Andrew S. Tanenbaum, Modern Operating System, 5 th Edition. Pearson, 2022.
4. Dhamdhere, D. M. Operating Systems: A Concept Based Approach, 3rd Edition (Indian),
ISBN: 9781259005589, McGraw Hill Education, 2017.
5. Fox, Richard. Linux with operating system concepts. Chapman and Hall/CRC, 2021.
6. Chakraborty, Pranabananda. Operating Systems: Evolutionary Concepts and Modern
Design Principles. CRC Press, 2023.
E-Resources:
-NIL-

Activity Based Learning (Suggested Activities in Class)

1. Quiz.
2. Group Discussion.

LABORATORY EXPERIMENTS
Following are experiments to be carried out using either C programming language
1. Write a program for the implementation of various CPU scheduling algorithms (FCFS, SJF,
Priority).
2. Write a program for the implementation of various page replacement algorithms (FIFO,
Optimal, LRU).
3. Write a program for the implementation of Producer-Consumer problem.
4. Write a program for the implementation of Readers Writers problem.
5. Write a program for the implementation of Banker’s algorithm.
6. Write a program to simulate the concept of semaphores.
7. Write a program to simulate the concept of inter process communication.
8. Write a program for the implementation of various memory allocation algorithms (First fit,
Best fit, and Worst fit).
9. Write a program for the implementation of various Disk scheduling algorithms (FCFS, SCAN,
64
 SSTF, C-SCAN).
************************************

THEORY OF COMPUTATION
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – V
Subject : 22AM3503 Credits: 04
Code
Hours / : 04 Hours Total Hours: 52 Hours
Week
L–T–P–S : 3–1–0–0

Course Learning Objectives:

This course will enable students to:

1. Understand the concept of finite automata.

2. Utilize regular expressions in practical applications like search and data extraction.
3. Analyze Properties of Regular and Context-Free Languages
4. Explore Context-Free Grammars and Pushdown Automata
5. Explain the working principles of Turing Machines as computational models.
6. Analyze the concept of undecidability and its implications in computation

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the various
course outcomes.

1. Real-World Examples: Incorporate real-world examples and case studies that demonstrate the
relevance and application of automata theory in areas such as natural language processing, compilers,
and pattern recognition.
2. Problem-Solving Sessions: Organize problem-solving sessions where students can work through
challenging problems together.
3. Reflective Learning: Encourage students to reflect on their problem-solving approaches and discuss
the reasoning behind their solutions.

UNIT – I 11 Hours
Introduction to Finite Automata. The Central Concepts of Automata Theory, Deterministic Finite Automata,
Non deterministic Finite Automata, An application, Finite Automata with Epsilon Transitions.
Textbook 1: Chapter 1.1.1, 1.5,2.1,2.2,2.3,2.4,2.5

UNIT – II 10 Hours
Regular Expression and Languages: Regular Expressions, Finite Automata and Regular Expressions,
Applications of Regular Expressions, Properties of Regular Languages: Pumping Lemma for Regular
Languages, Closure properties of Regular Languages, Equivalence and Minimization of Automata
Textbook 1: Chapter 3.1,3.2,3.3,4.1,4.2,4.3,4.4

65
UNIT – III 11 Hours
Context Free Grammars and Languages: Context Free Grammars, Parse Tree, Applications of Context Free
Grammar, Ambiguity in Grammars and Languages. Definition of Pushdown Automata, The Languages of a
PDA, Equivalence of PDA’s and CFG’s,
Textbook 1:Chapter 5.1,5.2,5.3,5.4,6.1,6.2,6.3

UNIT – IV 10 Hours
Deterministic Pushdown Automata, Properties of Context Free Languages, The Pumping Lemma for Context
Free Languages, Closure Properties of Context Free Languages.
Textbook 1: Chapter 6.4,7.1,7.2,7.3

UNIT – V 10 Hours
Introduction to Turing Machines: The Turing Machines, Undecidability A language that is not Recursively
Enumerable, An Undecidable Problem That is RE, Post Correspondence Problem, Other Undecidable
Problems,
Textbook 1: Chapter 8.1,8.2,9.1,9.2,9.4,9.5

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
1 Analyze and Differentiate Automata Types. L2

2 Formulate and Apply Regular Expressions for Text Processing. L3

Demonstrate Understanding of Context-Free Grammars and Pushdown L4
3 Automata

4 Analyze and Prove Properties of Regular and Context-Free Languages L4

Apply Turing Machines to Explore Undecidability and Computational L5
5
Limits

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 2 3 1 2 2
CO2 2 2 2
CO3 2 3

66
CO4 2 2
CO5 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Esparza, Javier, and Michael Blondin. Automata theory: An algorithmic approach. MIT
Press, 2023.
2. Pettorossi, Alberto. Automata Theory and Formal Languages: Fundamental Notions,
Theorems, and Techniques. Springer Nature, 2022.

REFERENCE BOOKS:

1. K.L.P. Misra and N. Chandrashekaran. Theory of Computer Science- Automata, Languages and
Computation, 3rd Edn. PHI, New Delhi, 2007
2. Elaine Rich, Automata, Computability and Complexity, 1st Edition, Pearson education,2013
3. J.E. Hopcroft , R. Motwani, and J. D. Ullman, Introduction to Automata Theory, Languages and
Computation, 3rd Edn. Pearson Education ,2013

E-Resources:

 https://archive.nptel.ac.in/courses/111/103/111103016/

 https://www.youtube.com/watch?v=58N2N7zJGrQ&list=PLBlnK6fEyqRgp46KUv4ZY69
yXmpwKOIev

 https://www.geeksforgeeks.org/theory-of-computation-automata-tutorials/

Activity Based Learning (Suggested Activities in Class)

Hands on activity, Quiz, Seminar

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

67
 COMPUTER NETWORKS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER –V
Course : 22AM3504 Credits: 04
Code
Hours / : 05 Hours Total Hours: 39(T)+26(P) Hours
Week
L–T–P-J : 3–0–2-0

Course Learning Objectives:

This Course will enable students to:

1. Outline the basic principles of computer networking and how computer network hardware and
software operate.
2. Evaluate the operation and performance of practical data link protocols using the principles of
framing, error detection and correction.
3. Apply the principles of network layer design to the analysis and evaluation of routing algorithms,
congestion control techniques, internetworking and addressing.
4. Investigate the basic transport layer facilities and essentials of transport. protocol
5. Illustrate the working of various application layer protocols.

Teaching-Learning Process (General Instructions)

1. These are sample new pedagogical methods, where teachers can use to accelerate the attainment
of the various course outcomes.
2. Lecture method means it includes not only traditional lecture methods, but different types of
teaching methods may be adopted to develop the course outcomes.
3. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note taking, annotating, and roleplaying.
4. Show Video/Animation films to explain functioning of various concepts.
5. Encourage Collaborative (Group Learning) Learning in the class.
6. To make Critical thinking, ask at least three Higher order Thinking questions in the class.
7. Adopt Problem Based Learning, which fosters students’ Analytical skills, develop thinking skills
such as the ability to evaluate, generalize, and analyse information rather than simply recall it.
8. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
9. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
UNIT – I 08 Hours

68
INTRODUCTION:
Networks, network types, internet history, standards and administration (TB1-Ch1); Network models:
Protocol layering, TCP/IP protocol suite, the OSI model (TB1-Ch2); Transmission media: Introduction,
guided media, unguided media (TB1-Ch7); Switching: Introduction, circuit-switched networks, packet
switching (TB1-Ch8).

UNIT – II 08 Hours
Link layer addressing; (TB1-Ch10)
Error detection and correction: Cyclic codes, checksum, forward error correction;
(TB1-Ch10)
Data link control: DLC services, data link layer protocols; (TB1-Ch11 & TB2-Ch3)
Media access control: Random access, virtual LAN. (TB1-Ch12, Ch15)

UNIT – III 08 Hours

Network layer design issues; (TB2-Ch5)
Routing algorithms (Distance Vector Routing, Link State Routing and Hierarchical Routing).; (TB2-Ch5)
Congestion control algorithms; (TB2-Ch5)
Quality of service, and internetworking; (TB2-Ch5)
The network layer in the internet: IPv4 addresses, IPv6; (TB2-Ch5, TB1-Ch19)
Internet control protocols, OSPF (Open Shortest Path First), IP (Internet Protocol);
(TB2-Ch5)

UNIT – IV 08 Hours
The transport service, elements of transport protocols; (TB2-Ch6)
Congestion control; (TB2-Ch6)
The internet transport protocols: UDP (User Datagram Protocol), TCP (Transport Control Protocol); (TB2-
Ch6)
Performance problems in computer networks, and network performance measurement. (TB2-Ch6)

UNIT – V 07 Hours
Introduction, client server programming, WWW (World Wide Web) and HTTP (Hyper Text Transfer
Protocol); (TB1-Ch27)
FTP (File Transfer Protocol); (TB1-Ch26)
E-mail, telnet, (TB1-Ch26 & TB2-Ch7)
DNS (Domain Naming System); (TB2-Ch7)
SNMP (Simple Network Management Protocol) (TB1-Ch28)

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:

Describe the basic concepts of data communications including the key

aspects of networking and their interrelationship, packet switching, circuit
1 switching and cell switching as internal and external operations, physical L2
structures, types, models, and internetworking.

69
 Apply the concept of Hamming distance, the significance of the minimum
Hamming distance and its relationship to errors as well as the detection and
2 L3
correction of errors in block codes.

Solve the problems related to various Routing Algorithms and also perform
3 the Interpretation of routers, Internet Protocol IPv4, and IPv6. L3

Recognize transport layer services and infer UDP and TCP protocols and
4 L4
Distinguish between UDP and TCP Protocols.

Infer the significance, and purpose of protocols (FTP, SMTP), standards, and
5 use in data communications and networking and analyze the most common L4
DNS resource records that occur in a zone file.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 - - - - - - - - - - - 1 1
CO2 3 3 3 - - - - - - - - 2 2
CO3 3 3 3 - - - - - - - - - 2 2
CO4 3 3 3 - - - - - - - - - 1 1
CO5 3 3 3 - - - - - - - - - 1 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

70
TEXT BOOKS:

1. Behrouz A. Forouzan―Data Communications and Networking with TCP/IP Protocol

Suite‖ TataMcGraw- Hill, 6th Edition, 2022.
2. Andrew S. Tanenbaum, David Wetherall, ―Computer Networks‖ Prentice-Hall, 6th Global
Edition, 2021.

REFERENCE BOOKS:
1. Chwan-Hwa Wu, Irwin, ―Introduction to Computer Networks and Cyber Security‖, CRC
publications, 2014.

2. Douglas E. Comer, ―Internetworking with TCP/IP ―, Prentice-Hall, 5thEdition,2011.

3. Peterson, Davie, Elsevier, ―ComputerNetworks,5thEdition,2011

4. Comer, ―Computer Networks and Internets with Internet Applications,4thEdition,2004.

E-Resources:

1. http://computer.howstuffworks.com/computer-networking-channel.htm
2. https://www.geeksforgeeks.org/layers-osi-model/
3. https://www.wikilectures.eu/w/Computer_Network
4. https://technet.microsoft.com/en-us/network/default.aspx
Activity Based Learning (Suggested Activities in Class)
1. Real world problem solving using group discussion.
2. Flip class activity
LABORATORY EXPERIMENTS
1. Analyse the various line coding techniques used for data transmission of a digital signal
over a transmission line
2. Design a program for error-detecting code using CRC-CCITT (16- bits).
3. Design a program to find the shortest path between vertices using Belman- ford
algorithm
4. Given a graph derive the routing table using distance vector routing and link state
routing algorithm
5. Try out some simple subnetting problems.
6. Using TCP/IP sockets, write a client–server program to make the client send the file
name and to make the server send back the contents of the requested file if present.
Implement the above program using message queues or FIFOs as IPC channels
7. Implement a webserver program to fetch a URL request and display the home page of the
same in the browser
8. Implement a simple DNS server to resolve the IP address for the given domain name

71
 ************************************

SKILL ENHANCEMENT COURSE-III

WEB DEVELOPMENT
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER –V
Course : 22AM3505 Credits: 02
Code
Hours / : 03 Hours Total Hours: 26 Hours
Week
L–T–P-J : 3–0–0-0

Course Learning Objectives:

This Course will enable students to:

1. The increasing use of Internet and WWW encourages everyone to use web-based solutions for their
requirements.
2. Web technology refers to the methods by which End-user devices like computers/mobiles
communicate with each other.
3. This communication involves the use of web publishing languages like HTML, CSS, JavaScript and
PHP.
4. Will attempt to give you a basic understanding of various aspects of web technologies

Teaching-Learning Process (General Instructions)

1. These are sample new pedagogical methods, where teachers can use to accelerate the attainment
of the various course outcomes.
2. Lecture method means it includes not only traditional lecture methods, but different types of
teaching methods may be adopted to develop the course outcomes.
3. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note taking, annotating, and roleplaying.
4. Show Video/Animation films to explain functioning of various concepts.
5. Encourage Collaborative (Group Learning) Learning in the class.
6. To make Critical thinking, ask at least three Higher order Thinking questions in the class.
7. Adopt Problem Based Learning, which fosters students’ Analytical skills, develop thinking skills
such as the ability to evaluate, generalize, and analyse information rather than simply recall it.
8. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
9. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.

72
UNIT – I 05 Hours
Introduction and Web Design:
Introduction to Internet, WWW and Web 2.0, Web protocols and Web servers, Web Design Principles and
Web site structure.

UNIT – II 05 Hours
HTML AND CSS:
Basics of HTML, HTML Tags and attributes, Meta tags, Character entities, hyperlink, lists, tables, images,
forms, divs, XHTML

UNIT – III 06 Hours

CSS:
Basics of CSS, CSS properties for manipulating texts, background, colors, Gradients, Shadow Effects,
borders, margins, paddings, transformations, transitions and animations, etc., CSS box modal and CSS Flex,
Positioning systems of CSS, CSS media queries.

UNIT – IV 05 Hours
JavaScript and jQuery:
Basics of JavaScript and Client-side scripting language, JavaScript syntaxes for variables, functions,
branches and repetitions. JavaScript alert, prompt and confirm. Objects in JavaScript, Access/Manipulate
web browser elements using DOM Structure, forms and validations, JavaScript events.

UNIT – V 05 Hours
jQuery:
Basics of jQuery, jQuery syntaxes, jQuery selectors, events, effects, Access/Manipulate web browser
elements using jQuery .

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Recall the specifications and guidelines for constructing HTML/XHTML and L2
1
CSS pages demonstrating valid structure and content.
Comprehend the fundamentals of web hosting and domain name services. L3
2

Identify various non-browser specific web design principles. L2

3

Analyze the structure and components of HTML/XHTML and CSS pages. L4

4
Demonstrate and Develop proficiency in crafting JavaScript/jQuery code to L3, L5
5 interact with the DOM and manipulate object properties effectively.

73
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

The Engineer and Society

Conduct Investigations of

Project management and

Individual & Team Work
Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Complex Problems

Cognitive Outcome
Life-long Learning
Problem Analysis

Environment and

Communication
COs

Sustainability

Finance
Ethics
CO1 2 2 2 2 1
CO2 3 3 2 2 2
CO3 3 3 3 2 2 2
CO4 3 3 3 3 2 2 2
CO5 2 1 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Ruby, Sam, David B. Copeland, and Dave Thomas. Agile web development with rails
6. Pragmatic Bookshelf, 2020.
2. bin Uzayr, Sufyan. Mastering MySQL for Web: A Beginner's Guide. CRC Press, 2022.

REFERENCE BOOKS:
1. Meloni JC, Kyrnin J. HTML, CSS, and JavaScript All in One: Covering HTML5, CSS3,
and ES6, Sams Teach Yourself. Sams Publishing; 2018 Dec 4.
2. Moseley, Ralph. Developing web applications. John Wiley & Sons, 2007.
3. Lindley, Cody. jQuery Cookbook: Solutions & Examples for jQuery Developers. "
O'Reilly Media, Inc.", 2009.
4. Benedetti, Ryan, and Ronan Cranley. Head First JQuery: A Brain-Friendly Guide. "
O'Reilly Media, Inc.", 2011.
5. Connolly, Randy, Ricardo Hoar, Soumen Mukherjee, and Arup Kumar
Bhattacharjee. Fundamentals of web development. Pearson, 2015.
6. Ranjan, Alok, Abhilasha Sinha, and Ranjit Battewad. JavaScript for modern web
development: building a web application using HTML, CSS, and JavaScript. BPB
Publications, 2020

E-Resources:
1. http://it5443.azurewebsites.net
2. https://www.w3schools.com
3. https://developer.mozilla.org
4. http://html.net

74
Activity Based Learning (Suggested Activities in Class)
1. Assignments (in writing and doing forms on the aspects of syllabus content and outside
the syllabus content. Shall be individual and challenging)
2. Student seminars (on topics of the syllabus and related aspects (individual activity)
3. Quiz (on topics where the content can be compiled by smaller aspects and data
(Individuals or groups as teams))
4. Study projects (by very small groups of students on selected local real-time problems
pertaining to syllabus or related areas. The individual participation and contribution of
students shall be ensured (team activity))

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

75
 MINOR PROJECT
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – V
Course : 22AM3506 Credits : 02
Code
Hours / : 02 Total Hours : 26 Hours
Week
L–T–P–S : 0–0–0–4
Course Learning Objectives:
This Course will enable students to:
1. To identify key research questions within a field to carry out research in a team.
2. To identify and summarize the literature review of the relevant field.
3. To demonstrate relevant referencing and inculcate new skills in various aspects of
academic writing.
4. To demonstrate the knowledge and understanding of writing the publication/report.
5. To showcase the strong evidence on the clarity of the argument, understanding of the
selected domain area and presentation of its technical information.
6. To detail description of the process of carrying out the independent research in written
document along with results and conclusions with reference to the existing literature.
7. To analyze and synthesize the new research findings.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods, where teacher can use to accelerate the attainment
of the various course outcomes.
1. Lecture method means it includes not only traditional lecture method, but different type
of teaching methods may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt the Active learning that includes brainstorming, discussing,
group work, focused listening, formulating questions, notetaking, annotating, and
roleplaying.
3. Show Video/animation films to explain functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. Discuss how every concept can be applied to the real world ‐ and when that's possible, it
helps improve the students' understanding.

Course Content:
1. The research topic proposed by both the guide and the student team should
be approved by the department chairman to proceed further.
2. A degree of industrial inputand involvement will be encouraged, and can be
facilitated through existing academic‐ industrial collaborations or by
addressing specific topics that are of interest to industrial partners.
3. The problem statement should be specific on a topic were the students has to
take up a for the minor project which caters an idea for their final year
capstone project.
4. All minor projects will be closely supervised by the Project Guide with
ongoing feedback and guidance at all stages of the project from conception to
76
 completion.
5. The following criteria will be checked by the department chairman to
approve for theresearch proposal:
a. Department staff as course guide
1. Ability to provide research direction to the student in the chosen field of interest
2. Ability to design an appropriate research strategy and methodology
tocarry out the research by student
3. Ability to provide and evaluate the strong literature review document
forthe chosen research topic
4. Ability to train students on research paper / technical writing skills
5. Conduct reviews in regular time period and submit the evaluation
todepartment chairman
b. Student Team
1. To be dedicated and committed to work on a new research topic by
learning new technical skills
2. To have fair knowledge on what is product development or research topic
3. To have constant interaction with allocated guide by providing weekly updates
4. To be committed to complete the project and submitting the technical
paperwithin the stipulated time framed by the university
Evaluation:
1. There will be CIA evaluation (Project reviews) done by a committee of senior faculty
of the Department based on the rubrics
2. Additionally, there will be a Semester end evaluation of the work done that would
include an internal Faculty and an external academic expert

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Identify and Select an Appropriate Research Problem L1
1

Elucidate and Summarize Relevant Literature L2

2

Compare and Critically Analyze Relevant Research Papers L3

3

Construct a Research Model and Perform Evaluation L4

4

Create and Draft Publications or Demonstrations L5

5

77
 COs

CO5
CO4
CO3
CO2
CO1
Engineering Knowledge

1
2
3
2
3
Problem Analysis 2

1
3
3
2
2
Design & Development
3

2
2
3
3
2

3: Substantial (High)
Conduct Investigations of Complex
4

1
3
2
2
1
Problems

Modern Tool Usage

5

2
2
3
2
1
The Engineer and Society
6

1
1
2
1
1
Environment and Sustainability
7

1
2
2
1
1

78
Ethics
8

1
2
1
1
1

2: Moderate (Medium)
Individual & Team Work
9

3
2
2
2
2
Program Outcomes (POs)

************************************
Mapping Levels of COs to POs / PSOs

Communication
3
2
2
2
2
10

Project management and Finance

2
2
2
3
3
11

Life-long Learning
2
3
2
2
2
12

1: Poor (Low)

Cognitive Outcome
1

3
2
2
1
2
PSOs

Skill & Design Outcome

2

3
2
2
2
1
 PATTERN RECOGNITION
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – V
Subject : 22AM3508 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. Summarize the concept of a pattern and the basic approach to the development of pattern
recognition and machine intelligence algorithms.
2. use the feature extraction techniques on the given data.
3. Make use of both supervised and unsupervised classification methods to detect and characterize
patterns of image, text data.
4. Apply the different Neural Network techniques to handle the given problems.
5. Build prototype of pattern recognition algorithms that can be used to study algorithm behaviour
and performance against real-world data.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 08 Hours
Introduction to Pattern Recognition, Phases in Pattern Recognition System, Different approaches to Pattern
Recognition, Tools and process of finding patterns in data, Pattern Class, pattern recognition examples,
Machine perception.
The Sub-problems of Pattern Classification Systems: Feature Extraction, cost of miss classification, Multiple
Features, Model complexity, Missing Features, Segmentation and Pattern recognition systems-Two Phases.
Learning and Adaptation: Supervised Learning, Unsupervised Learning, Reinforcement Learning.
(Text-1-Chapter 1)

UNIT – II 09 Hours
Feature Extraction from The Pattern: Shape Feature Extraction: Chain Code, Differential Chain Code,
Splitting Technique. Region Feature Extraction: Texture Feature-Spatial Domain Feature and Transformed
Domain Feature.
Bayes Decision Theory: Decision Rule, Class-Conditional Probability Density Function, Bayes’ Formula,
Generalization of Bayes Theory. Minimum Error Rate Classification: Minimum Risk Classifier, Maximum
Likelihood Estimation.
(Text 1: Chapter 2 And 3 And Text 2: Chapter 3)
79
UNIT – III 07 Hours
Introduction To Clustering; Different Distance Measures and Criterion Functions for Clustering, Techniques:
K-Mean Clustering, Hierarchical Clustering - Agglomerative and Divisive Clustering, DB Scan, Mean Shift
Clustering and appropriate Applications.
(Text -1-CH:10)

UNIT – IV 08 Hours
Introduction To Neural Network: Multilayer Neural Network: Feedforward Operation and Classification,
Backpropagation Algorithm. Introduction To Hessian and Jacobian Matrix, Probabilistic Neural Network,
Bayesian Neural Network and Convolutional Neural Networks (CNN), Recurrent Neural Network.
(Text1: Chapter 6 , Text2:Chapter 5)

UNIT – V 07 Hours
Feature Extraction Techniques on Speech Data - Fast Fourier Transform (FFT) Discrete Cosine Transforms;
Image and Speech Based Machine Learning for Pattern Recognition Applications: (Eg. Approaches Like
Speech Recognition, Fingerprint Recognition, Character Recognition, Pattern Recognition Approaches).
(Case Study).

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
1 Describe the fundamentals, subproblems and phases in pattern recognition. L2
Make use of the Shape, Texture, Region Based Feature Extraction techniques, L3
2 and a statistical approach to extract patterns in the field of Computer Vision,
Image and Speech Recognition Applications.
Utilize the different clustering techniques for the recognition of patterns L3
3 from the unlabeled data.
Apply the different Neural Network techniques such as Probabilistic Neural L3
4 Network, Bayesian Neural Network and Convolutional Neural Networks
(CNN), Recurrent Neural Network to handle the linear and nonlinear data.
Develop prototype of pattern recognition techniques that can be used to L5
5 study the behavior of an algorithm and its performance in the field of
Computer Vision, Image and Speech Recognition Applications.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs
COs
1 2 3 4 5 6 7 8 9 10 11 12 1 2

80
 Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
Problems

Ethics
CO1 1 - - - 1 - - - 1 1 1 - 1 1
CO2 3 2 - - 1 - - - 2 2 1 - 2 2
CO3 3 2 - - 1 - - - 2 2 1 - 2 2
CO4 3 2 - - 1 - - - 2 2 1 - 2 2
CO5 3 3 2 - 1 - - - 2 2 1 - 3 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Ulisses Braga-Neto “Fundamentals of Pattern Recognition and Machine Learning” ISBN-
13 : 978-3030276584, 2021.
2. Richard O. Duda, peter E. Hart and David G. Stork” Pattern Classification”, 2ND Edition,
Wiley Interscience, 2012.
3. Christopher M. Bishop,” Pattern Recognition and Machine Learning”, Springer Science,
Business Media, LLC, 2012.

REFERENCE BOOKS:
1. Tom Mitchell, “Machine Learning”, McGraw-Hill, 1997.
2. Robert J.Schalkoff, Pattern Recognition: Statistical, Structural and Neural Approaches,
JohnWiley& Sons Inc., New York, 2007.
E-Resources:
1. https://onlinecourses.nptel.ac.in/noc19_ee56/
2. https://nptel.ac.in/courses/106106046
Activity Based Learning (Suggested Activities in Class)
1. Quiz.
2. Collaborative Activity is minor project development with a team of 4 students.
************************************

81
 FUNDAMENTALS OF ROBOTICS
[As per Choice Based Credit System (CBCS) scheme]
SEMESTER – V
Subject : 22AM3509 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. Differentiate between automation and robotics.
2. Classify robots and describe its anatomy.
3. Specify various types of industrial sensors.
4. Classify various grippers.
5. Discuss about motion analysis of robot.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation clips to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 08 Hours
INTRODUCTION TO ROBOTICS
Introduction: Automation and robotic, an over view of robotics, classification by coordinate system and
control systems; Components of the industrial robotics: Degrees of freedom, end effectors: Mechanical
gripper, magnetic, vacuum cup and other types of grippers, general consideration on gripper selection and
design.

UNIT – II 08 Hours
MOTION ANALYSIS AND KINEMATICS
Motion analysis: Basic rotation matrices, composite rotation matrices, Euler angles, equivalent angle and
axis, homogeneous transformation, problems; Manipulator kinematics: D-H notations, joint coordinates
and world coordinates, forward and inverse kinematics, problems.

UNIT – III 08 Hours

KINEMATICS AND DYNAMICS
Differential kinematics: Differential kinematics of planar and spherical manipulators, Jacobians problems.
Robot dynamics: Lagrange, Euler formulations, Newton-Euler formulations, problems on planar two link
manipulators

UNIT – IV 08 Hours
TRAJECTORY PLANNING AND ACTUATORS
Trajectory planning: Joint space scheme, cubic polynomial fit, avoidance of obstacles, types of motion:
Slew motion, joint interpolated motion, straight line motion, problems, Robot actuators and feedback
components; Actuators: pneumatic and hydraulic actuators.
82
UNIT – V 07 Hours
ELECTRIC ACTUATORS AND ROBOTIC APPLICATIONS
Electric actuators: DC servo motors, stepper motors, feedback components: position sensors,
potentiometers, resolvers and encoders, velocity sensors, tactile sensor; Robot application in
manufacturing: Material handling, assembly and inspection.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Recall the characteristic features of robots and usage of different grippers L2
1 for industrial applications.

2 Comprehend direct and inverse kinematics of robot structure. L3

3 Demonstrate differential Kinematics of planar and spherical manipulators. L4

4 Analyze classification of robot actuators and trajectory planning. L4

5 Assess material handling and applications in manufacturing. L5

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 3 2 - 1 - - - 2 2 - 2 2 2
CO2 3 3 2 - 1 - - - 2 2 - 2 2 2
CO3 3 2 1 - 1 - - - 2 2 - 2 1 1
CO4 3 1 - - 1 - - - 2 2 - 2 2 2
CO5 2 1 3 - 1 - - - 2 2 - 2 1 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

83
TEXT BOOKS:
1. Yan, Lili, and Gene M. Grossman. Robots and AI: A new economic era. Taylor & Francis,
2023.
2. Niku, Saeed B. Introduction to robotics: analysis, control, applications. John Wiley & Sons,
2020.

REFERENCE BOOKS:
1. Groover M. P, “Industrial Robotics”, TataMcGraw-Hill, 1 st Edition, 2013
2. Richard D. Klafter, “Robotic Engineering”, Prentice Hall, 1st Edition, 2013.
3. Fu K S, “Robotics”, McGraw-Hill, 1st Edition, 2013.

E-Resources:
1. https://www.doc.ic.ac.uk/~ajd/Robotics/RoboticsResources/lecture1.pdf
2. http://opencourses.emu.edu.tr/course/view.php?id=32
3. https://www.researchgate.net/publication/277712686_Introduction_to_Robotics_class_n
otes_UG_level

Activity Based Learning (Suggested Activities in Class)

1. Group discussion.
2. Projects on Computer graphics & User interface design.
3. Quiz
4. Assignment

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

84
 FUNDAMENTALS OF IOT
[As per Choice Based Credit System (CBCS) scheme]
SEMESTER – V
Subject : 22AM3510 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. To study fundamental concepts of IoT
2. To understand roles of sensors in IoT
3. To Learn different protocols used for IoT design
4. To be familiar with data handling and analytics tools in IoT
5. Appreciate the role of big data, cloud computing and data analytics in a typical IoT system.
6. Understand the role of IoT in various domains of Industry.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation clips to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.
UNIT – I 08 Hours
FUNDAMENTALS OF IOT:
Introduction, Definitions & Characteristics of IoT, IoT Architectures, Physical & Logical Design of IoT,
Enabling Technologies in IoT, History of IoT, About Things in IoT, The Identifiers in IoT, About the
Internet in IoT, IoT frameworks, IoT and M2M.
UNIT – II 08 Hours
SENSORS NETWORKS:
Definition, Types of Sensors, Types of Actuators, Examples and Working, IoT Development Boards:
Arduino IDE and Board Types, RFID Principles and components
WIRELESS SENSOR NETWORKS:
History and Context, the node, Connecting nodes, Networking Nodes, WSN and IoT.
UNIT – III 08 Hours
FUNDAMENTALS OF PYTHON PROGRAMMING & RASPBERRY PI:
Introduction to python programming, working with functions, classes, REST full Web services, Client
Libraries, Introduction & programming Raspberry Pi3, Integrating input-output devices with
Raspberry Pi3.

85
UNIT – IV 08 Hours
IOT PLATFORM, CLOUD COMPUTING PLATFORMS FOR IOT DEVELOPMENT:
IOT platform Architecture (IBM Internet of things & Watson Platform); API Endpoints for platform
Services; Devices Creation & Data Transmission; Introduction to NODE-RED and Application
deployment.
CYBER PHYSICAL SYSTEMS:
Next Generation Sensors, Collaborative Platform and Product Lifecycle Management, Augmented
Reality and Virtual Reality, Artificial Intelligence, Big Data and Advanced Analysis
UNIT – V 07 Hours
APPLICATIONS OF IOT:
Home Automation, Smart Cities, Energy, Retail Management, Logistics, Agriculture, Health and
Lifestyle, Industrial IoT, Legal challenges, IoT design Ethics, IoT in Environmental Protection.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Elucidate the Basic concepts, terminologies and architecture of IoT L1
1 systems.

2 Apply different Sensors and Actuators in IoT Application. L1

Develop sketch for the IoT application using Raspberry Pi & Python L2
3 Programming.
Work with the help of IOT Architecture and NODE-RED, implement real L6
4 time projects usings the tools and understand the concepts of Cyber
physical systems.
Illustrate the working of real world IoT applications Understand APIs L1
5
to connect IoT related technologies.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 2 2 - - - - - - - - - - -
CO2 3 - - - 2 - - - - - - - - -
CO3 3 1 - 1 - 1 - - - - - - - 1

86
CO4 3 2 2 1 2 - - - - - - - 1 1
CO5 3 1 2 1 2 - - - - - - - 1 1
3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. IoT and Edge Computing for Architects, Second Edition, By Perry Lea Chief Architect at
Hewlett-Packard, Co-founder of Rumble ,|2020|632 Pages
2. INTERNET OF THINGS A HANDS-ON APPROACH, Arshdeep Bahga, Vijay Madisetti, 1st
Edition VPT, 2022

REFERENCE BOOKS:

1. Daniel Minoli, ― “Building the Internet of Things with IPv6 and MIPv6: The Evolving World
of M2M Communications”, ISBN: 978‐1‐118‐47347‐4, Willy Publications
2. Pethuru Raj and Anupama C. Raman, "The Internet of Things: Enabling Technologies,
Platforms, and Use Cases", CRC Press.
3. Peter Waher, “Mastering Internet of Things: Design and create your own IoT applications
using Raspberry Pi 3”, 1st Edition, Packt Publishing Ltd, 2018
4. Peter Waher, Pradeeka Seneviratne, Brian Russell, Drew Van Duren, “IoT: Building
Arduino‐Based Projects”, 1st Edition, Packt Publishing Ltd, 2016.
5. Biron and J. Follett, "Foundational Elements of an IoT Solution", O'Reilly Media,2016.
6. Keysight Technologies, “The Internet of Things: Enabling Technologies and Solutions for
Design and Test”, Application Note, 2016.
7. Adrian McEwen, Hakim Cassimally, “Designing the Inernet of Things”, Wiley Publications,
2013

E-Resources:

1. http://www.cse.wustl.edu/~jain/cse570-15/ftp/iot_prot/index.html
2. https://onlinecourses.nptel.ac.in/noc22_cs53/preview
3. https://nptel.ac.in/courses/106105166

Activity Based Learning (Suggested Activities in Class)

1. Assignments (in writing and doing forms on the aspects of syllabus content and outside
the syllabus content. Shall be individual and challenging)
2. Student seminars (on topics of the syllabus and related aspects (individual activity)
3. Quiz (on topics where the content can be compiled by smaller aspects and data
(Individuals or groups as teams))
4. Study projects (by very small groups of students on selected local real-time problems
pertaining to syllabus or related areas. The individual participation and contribution of
students shall be ensured (team activity))

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

87
 DATA SCIENCE & ANALYTICS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – V
Subject Code : 22AM3511 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. Understand the fundamental concepts of data science and different types of Data Distribution.
2. Utilize the given data and perform hypothesis testing, Parametric and Non‐Parametric Tests.
3. Make use of the different visualization techniques to find out the distribution of data set.
4. Analyze the Univariate and Bivariate Data using different graphical techniques.
5. Apply the classification techniques on the given data.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note‐taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher‐order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world ‐ and when that's possible, it helps
improve the student's understanding.
UNIT – I 09 Hours
Introduction to Data Science and its applications, Data Science Life Cycle, Data Architecture and its
components, Statistics vs Data Mining vs Data Analytics vs Data Science; Understanding data: Introduction,
Types of Data, Types of Data Distribution: Normal distribution, Poisson Distribution, Binomial Distribution,
Uniform distribution, The Central Limit Theorem, Basics of R Programming.
Textbook 2: Chapter 2, Textbook 1: Chapter 2

UNIT – II 08 Hours
Introduction to Hypothesis Testing, Steps involved in Hypothesis Testing, One and Two‐Sided Tests, Type
I and Type II Errors, One and Two Sample Estimation Problems, Confidence Interval, Introduction to
Parametric Test: T‐Test, F‐Test, Z‐Test, ANOVA. Introduction to non‐parametric test: Wilcoxon Mann‐
Whitney U‐Test, Kruskal Wallis H‐Test, Chi‐square Test.
Textbook 1:Chapter 3

UNIT – III 07Hours

Univariate and Bivariate Data Analysis: Univariate Data Analysis –Description and summary of data set,
measure of central tendency Interquartile Range, Concepts on Symmetry of Data, Skewness and Kurtosis,
Introduction to Bivariate Distributions, Association between two Nominal Variables, Contingency Tables,
Chi‐Square calculations, Scatter Plot and its causal interpretations, Relationship between two ordinal
variables – Spearman Rank correlation, Kendall’s Tau Coefficients.
88
Textbook 4: Chapter 6 and 7 ; Textbook 6: Chapter 3

UNIT – IV 08 Hours
Graphical Representation: Introduction to graphical representation of data, dot plot, stem and leaf plot, bar
chart, stacked bar chart, multiple bar chart, percentage bar chart, histogram, symmetric histogram, Pie chart
and its legends, Box Plot, Contour plot, Star plot, qq plot, Scree Plot, Dendrogram (cluster analysis),
Interpretation of dendrogram, Heat map, Tree map, Geographic Data with Basemap.
Textbook 4: Chapter 2 and 3,Textbook 1:Chapter 1

UNIT – V 07 Hours
Classification Techniques: Introduction to classification techniques, Conditional probability, odds ratio,
Moving on to logistic regression from linear regression, Estimation using the Maximum Likelihood Method,
Making sense of logistic regression parameters, Wald test, Likelihood Ratio Test statistic, Decision Tree
(Information Gain and Gini Index) and Pruning a Tree, Ensemble Methods – Bagging and Boosting.
Textbook 6: Chapter 6

Course Bloom’s
Description
Outcome Taxonomy Level
At the end of the course, the student will be able to:

Summarize the fundamental concepts of data science and Make Use of L2

R Programming to identify the types of Data Distribution for the given
1
data.

Utilize the given data and perform hypothesis testing - Parametric and L3
2 Non-Parametric Tests to understand the characteristics of the
population.

Make Use of the Univariate and Bivariate Data Analysis techniques for L3
interpreting the given data.
3

Utilize the different visualization techniques to interpret the trends, L4

4 outliers, and patterns of data.

Develop the classification techniques such as Logistic Regression and L5

Ensemble Methods on the given data to perform categorization and
5
evaluate the performance using different parameters.

89
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs Problems

Ethics
CO1 2 1 - - 2 - - - 1 - - - 2 2

CO2 3 2 - - 2 - - - 1 - - - 2 2
CO3 3 2 - - 2 - - - 1 - - - 2 2
CO4 3 2 - - 2 - - - 1 - - - 2 2
CO5 3 2 - - 2 - - - 1 - - - 2 2
3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)
TEXT BOOKS:
1. Practical Statistics for Data Scientists,Second edition, Peter Bruce, Andrew Bruce, and
Peter Gedeck, O’Reilly,2020.
2. Doing Data Science, Cathy O’Neil, Rachel Schutt, Straight Talk from The Frontline. O’Reilly,
2013.

REFERENCE BOOKS:
1. Joel Grus, Data Science from Scratch: First Principles with Python, O’Reilly, 1st edition,
2015.
2. Davy Cielen, Arno D. B. Meysman, Mohamed Ali, Introducing Data Science, Manning
Publications Co., 1st edition, 2016.
3. Chun-houh Chen, Wolfgang Härdle, Antony Unwin, Hand book of Data Visualization, ISBN
- 9783540330363Springer Publication, 2008.
4. Introduction to Statistics and Data Analysis: With Exercises, Solutions and Applications in
R. Christian Heumann · Michael Schomaker, Springer 2017.
5. SC Gupta and VK Kapoor, “Fundamentals of mathematical statistics”, Sultan Chand & Sons
Publication, New Delhi, 2014.
6. Learning Predictive Analytics with Python– Ashish Kumar, PACKT Publishing, 2016.
E-Resources:
1. https://nptel.ac.in/courses/106106179
2. https://nptel.ac.in/courses/111104146
Activity Based Learning (Suggested Activities in Class)
1. Flipped class Activity on data visualization and data analysis techniques.
2. Problem Solving and Discussion.
************************************
90
 VI SEM – ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Teaching Hours / Week Examination

Practical
Tutorial

Total Marks
Course Course

Lecture

Project

SEE Marks
CIE Marks
SL Course Name

Credits
Type Code

L T P J

1 22AM3601 Innovation and

HSMC 2 0 0 0 60 40 100 02
Entrepreneurship
2 IPCC / 22AM3602 Deep Learning 3 0 0 0 60 40 100 03
PCC
Compiler Design
3 IPCC / 22AM3603 and System 3 0 2 0 60 40 100 04
PCC
Software
Image Processing
4 IPCC / 22AM3604 and Computer 3 0 2 0 60 40 100 04
PCC
Vision
Professional
5 PEC 22AM36XX Elective Course – 3 0 0 0 60 40 100 03
II
Professional
6 PEC 22AM36XX Elective Course – 3 0 0 0 60 40 100 03
III
7 OEC 22OEXXXX Open Elective – I 3 0 0 0 60 40 100 03
Cognitive and
8 AEC 22AM3605 Technical Skills - 0 0 4 0 100 -- 100 02
II
Total 20 0 8 0 24

91
 Professional Elective Courses Offering (PEC-II)
Teaching Hours /
Examination
Week

Total Marks
Course Course

Practical
Tutorial
Lecture

SEE Marks
Project

CIE Marks
SL Course Name

Credits
Type Code

L T P J
1 PEC 22AM3606 Explainable AI 3 0 0 0 60 40 100 03
Reinforcement
2 PEC 22AM3607 3 0 0 0 60 40 100 03
Learning
Cryptography
3 PEC 22AM3608 & Network 3 0 0 0 60 40 100 03
Security
Predictive
4 PEC 22AM3609 3 0 0 0 60 40 100 03
Analytics

Professional Elective Courses Offering (PEC-III)

Teaching Hours /
Examination
Week

Total Marks
Course Course
Practical
Tutorial
Lecture

SEE Marks
Project

CIE Marks

SL Course Name

Credits
Type Code

L T P J
Natural
1 PEC 22AM3610 Language 3 0 0 0 60 40 100 03
Models
Robot
2 PEC 22AM3611 Operating 3 0 0 0 60 40 100 03
System (ROS)
GPU
3 PEC 22AM3612 3 0 0 0 60 40 100 03
Architecture
Financial
4 PEC 22AM3613 Technology 3 0 0 0 60 40 100 03
(FinTech)
92
 Open Elective Course Offering (OEC-I)
Teaching Hours / Week Examination

Practical
Tutorial

Total Marks
Course Course Course

Lecture

Project

SEE Marks
CIE Marks
SL

Credits
Type Code Name

L T P J

1 22OE0026 Industrial
OEC 3 0 0 0 60 40 100 03
Robotics
Machine
2 22OE0044 Learning
OEC 3 0 0 0 60 40 100 03
for Health
Care

HSMC- Humanities and Social Sciences including Management Courses, IPCC-Integrated

Professional Core Course, PCC-Professional Core Courses, AEC-Ability Enhancement Course, SEC-
Skill Enhancement Courses, PEC-Professional Elective Courses, OEC-Open Elective Courses, PROJ-
Project Work, INT-Internship, CR – Credit, AU – Audit, L – Lecture, T – Tutorial, P – Practical, S/P
– Seminar/Project, C – No. Of Credits

93
 INNOVATION AND ENTREPRENEURSHIP
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22AM3601 Credits : 02
Hours / Week : 02 Hours Total Hours : 26 Hours
L–T–P–S : 2–0–0–0

Course Learning Objectives:

This course will enable students:
1. Identify and analyze the factors that contribute to the process of successfully launching an
entrepreneurial venture and managing a new business.
2. Learn the entrepreneurial process from idea generation to implementation.
3. Acquaint with special problems of starting new ventures, finding products and services, which
can support new enterprises, and raising capital.
4. Discuss how to start own business and also to work in or with small business or are involved with
entrepreneurship.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible,it helps
improve the student's understanding.
UNIT – I 05 Hours
Overview Of Entrepreneurship: The Entrepreneurial Perspective:

Nature and Development of Entrepreneurship. Defining Manager, Entrepreneur, Entrepreneurship and

Entrepreneurship. Key Elements of Entrepreneurship. Personality Characteristics of Successful
Entrepreneurs. Common Myths about Entrepreneurs. Ethics and Social Responsibility of Entrepreneurs.
Types of Start-Up Firms. Process of New Ventu2re7 Creation. Role of Entrepreneurship in Economic
Development. Emerging Trends and Issues in Entrepreneurship.
Case Study: Successful Entrepreneurs Narayana Murthy Infosys

UNIT – II 05 Hours
THE ENTREPRENEURIAL AND ENTREPRENEURIAL MIND:
The Entrepreneurial Process: Identify and Evaluate the Opportunity, Develop a Business Plan, Determine the
Resources Required, Manage the Enterprise. Managerial Versus Entrepreneurial Decision Making: Strategic
Orientation, Commitment to Opportunity, Commitment of Resources, Control of Resources, Management
Structure, Entrepreneurial Venturing inside a Corporation, Causes for Interest in Entrepreneurship, Climate
for Entrepreneurship, Entrepreneurial Leadership Characteristics.
94
Case study: How to develop effective Business Plan

UNIT – III 05 Hours

CREATIVITY AND BUSINESS IDEA:
Identify and Recognizing Opportunities: Observing Trends and Solving Problems. Creativity:
Concept,Components and Types of Creativity, Stages of Creative Process. Sources of New Venture
Ideas.Techniques for Generating Ideas. Stages of Analyzing and Selecting the Best Ideas. Protecting the
Idea:Intellectual Property Rights and its Components. Linking Creativity, Innovation and Entrepreneurship.
Case study: Application of Design Thinking in New business ideas generation in particular sector (Health
care, Water Saving, Energy saving)

UNIT – IV 05 Hours
Preparing The Proper Ethical And Legal Foundation:
Initial Ethical and Legal Issues Facing a New Firm, Establishing a Strong Ethical Culture, Choosing an attorney
(Lawyer), Drafting a founder’s agreement, Avoiding legal disputes, Choosing a form of business organization,
Obtaining business licenses and permits, Choosing a Form of Business Ownership (Sole, Proprietorship,
Partnership, Corporation & Limited Liability Company)
Case study: Startup Law A to Z IP
https://techcrunch.com/2019/02/25/startup-law-a-to-z-intellectual-property/

UNIT – V 06 Hours
Managing Early Growth And Challenges
Recruiting and Selecting Key Employees. Lenders and Investors. Funding Requirements: Sources of
Personal Financing. Venture Capital. Commercial Banks. Sources of Debt Financing. Key Marketing Issues
for New Ventures. Why marketing is critical for Entrepreneurs. Entrepreneurs face unique Marketing
Challenges. Guerrilla Marketing. Business Growth: Nature of Business Growth, Planning for Growth,
Reasons for Growth. Managing Growth: Knowing and Managing the Stages of Growth, Challenges of
Growing a Firm. Strategies for Firms Growth: Internal and External Growth Strategies. Implications of
Growth for the Firm and Entrepreneur. Entrepreneurial Skills and Strategies to Overcome Pressures On:
Financial Resources (Financial Control, Managing Inventory and Maintaining Good Records). Human
Resources, Management of Employees, Time Management.
Case study: 9 ways to get startups funded
https://www.quicksprout.com/how-to-get-your-startup-funded/

Bloom’s
Course
Description Taxonomy
Outcome
Level

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

1 Demonstrate knowledge of the key elements of the entrepreneurial process L2

2 Employ strategies to generate new ideas for startups L2

3 Outline how to protect IP legally L2

4 Examine different ways of generating funding L2

5 Elucidate organizing managing people, finance and customers L2

95
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs Problems

Ethics
CO1 2 2 2 2 2 2

CO2 3 2 2 2 2 2 2 1

CO3 2 2 2 2 2 2 2

CO4 3 2 2 2 2 2 2 1

CO5 3 2 2 2 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:

1. Dana, Léo-Paul, ed. World encyclopedia of entrepreneurship. Edward Elgar Publishing,

2021.
2. Barringer, Bruce R., and R. Duane Ireland Bruce Barringer. Entrepreneurship: Successfully
launching new ventures. Pearson Education India, 2013.

REFERENCE BOOKS:
1. Soltanifar, Mariusz, Mathew Hughes, and Lutz Göcke. Digital entrepreneurship: Impact
on business and society. Springer Nature, 2021.
2. Aulet, Bill. Disciplined Entrepreneurship: 24 Steps to a Successful Startup, Expanded &
Updated. John Wiley & Sons, 2024.
3. Havinal, Veerabhadrappa. Management and entrepreneurship. New Age International,
2009.
4. Janakiram, B. Management & Entrepreneurship. Excel Books India, 2010.

E-Resources:
1. https://archive.nptel.ac.in/courses/110/106/110106141/
2. https://www.coursera.org/mastertrack/innovation-management-entrepreneurship-
hec
Activity-Based Learning (Suggested Activities in Class)
1. Organizational improvement in startup’s using group discussion.
************************************
96
 DEEP LEARNING
[As per Choice Based Credit System (CBCS) scheme]
SEMESTER – VI
Subject : 22AM3602 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. To understand the basic building blocks and general principles that allow oneto design Deep
learning algorithms
2. To become familiar with specific, widely used Deep learning networks
3. To introduce building blocks of Convolution neural network architecture
4. To learn to use deep learning tools and frameworks for solving real-life problems

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation clips to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
MODULE 1: INTRODUCTION TO DEEP LEARNING 08 Hours
Introduction to Perceptron, Types of Perceptron, Application of single layer perceptron. Introduction to
Feedforward Neural Networks: Single layer, Single layer perceptron application and Multilayer
Feedforward NN, training neural networks, Backpropagation in neural network, activation functions, loss
functions, Model Selection.
Introduction to Deep Learning, Principles of Deep Networks, and Building blocks of deep networks.
(Text 2: Chapters 2&3)

MODULE 2: COMPUTATION IN DEEP LEARNING 07 Hours

Forward Propagation, Backward Propagation, Computational Graphs Layers, and Blocks, shallow neural
network, deep neural network, Optimization for Training Deep Models, Gradient Descent, Batch
Optimization, Automatic Differentiation. (Text 1: Chapter 4)

MODULE 3: INTRODUCTION TO CNN 08 Hours

Convolutional Neural Networks (CNNs) - Biological inspiration, Mapping of Human Visual System and CNN.
Convolution operation, Convolutional Layers, Padding and Stride, Batch normalization and layers,
Subsampling, Pooling, Fully Connected CNN, Transfer Learning, Overview of Alex Net, VGG, Google Net, Res
Net.
(Text1: Chapter 7)

97
MODULE 4: SEQUENCES TO MODEL 08 Hours
Introduction to RNN: Basics of RNN, RNN’s Computational Graph across Time, RNN’s For Sequence
Modeling- Language Modeling, Back Propagation Through Time, Standard RNN Gradient Flow, LSTM
Network, Bidirectional LSTMs, Applications of LSTM.
(Text 1: Chapter 9, 10)
MODULE 5: UNSUPERVISED DEEP LEARNING 08 Hours
Unsupervised Pretrained Networks (UPNs)- Autoencoders, Deep Belief Networks (DBNs), Introduction
to Generative Adversarial Networks (GANs), Restrictive Boltzmann Machines (RBMs Momentum
Optimizer, Adam, Transformers.
Deep Learning Applications in Healthcare and other areas (Case study)
Text 1: chapter 20

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Build an Image classifier model for applying the concept of single layer and L2
1 multilayer NN and analyze activation and loss function with that model.
Apply the mathematical concept of deep learning for the manipulation and L3
2 preprocessing of data.
Evaluate deep learning models applying optimization techniques to solve L5
3 real-world problems and analyse the efficiency of the models.
Build an image classifier model, applying CNN and evaluating associated L4, L5
4 hyperparameters.
Construct deep learning-based models for healthcare applications and L5
5
compare effectivity of advanced networks.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 3 3 - 2 - - - 2 - 2 - 1 1

98
CO2 3 3 3 3 2 - - - 2 - 2 - 2 2
CO3 3 3 3 3 2 - - - 2 - 2 - 2 2
CO4 3 3 3 3 2 - - - 2 - 2 - 3 3
CO5 3 3 3 3 2 - - - 2 - 2 - 3 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Aston Zhang, Zack C. Lipton, Mu Li, Alex J. Smola, “Dive into Deep Learning”, Amazon
Science, 2020
2. Josh Patterson and Adan Gibson, “Deep Learning a Practitioners Approach”, July 2018.
3. Ian Goodfellow, Yoshua Bengio, Aaron Courville, “Deep Learning”, The MIT Press, 2016

REFERENCE BOOKS:
1. Tom Mitchell, Machine Learning, McGraw-Hill, 1997
2. François Chollet, “Deep Learning Python”, Manning Publications, 2018
3. Neural Networks: A Comprehensive Foundation,” S. Haykin, 2ndEd, Prentice Hall of India,
2003.

Activity-Based Learning (Suggested Activities in Class)

1. Assignments (in writing and doing forms on the aspects of syllabus content and outside
the syllabus content. Shall be individual and challenging)
2. Student seminars (on topics of the syllabus and related aspects (individual activity)
3. Quiz (on topics where the content can be compiled by smaller aspects and data
(Individuals or groups as teams))
4. Study projects (by very small groups of students on selected local real-time problems
about the syllabus or related areas. The individual participation and contribution of
students shall be ensured (team activity))

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

99
 COMPILER DESIGN AND SYSTEM SOFTWARE
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject : 22AM3603 Credits: 04
Code
Hours / : 05 Hours Total Hours: 39 (T)+26 (P) Hours
Week
L–T–P–S : 3–0–2–0
Course Learning Objectives:
This course will enable students to:
1. Understand the basic system software components such as assembler, loader, linkers, compilers.
2. Provide an understanding of the fundamental principles in compiler design
3. Discuss the techniques of scanning, parsing & semantic elaboration well enough to build or
modify front end.
4. Illustrate the various optimization techniques for designing various optimizing compilers.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and role playing.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning/Seminars) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
UNIT – I 08 Hours
Introduction to System Software, ASSEMBLERS
Introduction to System Software, Machine Architecture of SIC and SIC/XE. ASSEMBLERS: Basic assembler
functions: A simple assembler, Assembler algorithm and data structures, Machine dependent assembler
features: Instruction formats and addressing modes – Program relocation, Machine independent assembler
features: Literals, Symbol-defining statements, Expressions, Program blocks
TextBook 1: Chapter 1,Chapter 2

UNIT – II 08 Hours
LOADERS AND LINKERS
Basic loader functions: Design of an Absolute Loader, A Simple Bootstrap Loader, Machine dependent
loader features: Relocation, Program Linking, Algorithm and Data Structures for Linking Loader, Machine-
independent loader features: Automatic Library Search, Loader Options, Loader design options: Linkage
Editors, Dynamic Linking
TextBook 1: Chapter 3

UNIT – III 08 Hours

100
COMPILERS
Introduction: Language Processors, Structure of compiler, The science of building a compiler, Applications
of compiler technology. LEXICAL AND SYNTAX ANALYSIS: Role of lexical Analyzer, Specification of
Tokens, Lexical Analyzer generator Lex. SYNTAX ANALYSIS I: Role of Parser, Syntax error handling, Error
recovery strategies, Writing a grammar: Lexical vs Syntactic Analysis, Eliminating ambiguity, Left
recursion, Left factoring.
TextBook 2: Chapter 1,Chapter 4

UNIT – IV 08 Hours
SYNTAX ANALYSIS II
Top down parsing: Recursive Descent Parsing, First and follow, LL (1), –Bottom up parsing: Shift Reduce
Parsing, Introduction to LR parsing Simple LR: Why LR Parsers, Items and LR0 Automaton, The LR Parsing
Algorithm. SYNTAX-DIRECTED TRANSLATION: Syntax-Directed Definitions: Inherited and Synthesized
Attributes, Evaluation orders for SDDs: Dependency graphs, Ordering the evaluation of Attributes, S-
Attributed Definition, L-Attributed Definition, Application: Construction of Syntax Trees.
TextBook 2: Chapter 4,Chapter 5

UNIT – V 07 Hours
INTERMEDIATE CODE GENERATION
Three Address Code: Addresses and Instructions, Quadruples, Triples, indirect triples. CODE GENERATION:
Issues in the design of code generator, Basic Blocks, Optimization of Basic Blocks, The Code Generation
Algorithm, Peephole optimization. MACHINE INDEPENDENT OPTIMIZATION: The Principal Sources of
Optimization
TextBook 2: Chapter 6

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Elucidate the basic functions and features of assemblers, including L2
1 machine-dependent and machine-independent aspects.
Analyze the functions and design principles of loaders and linkers, L4
2 considering both machine-dependent and machine-independent
features.
Discuss the components and structure of compilers, and evaluate the L3, L5
3 applications and importance of compiler technology.
Summarize various parsing techniques such as top-down and bottom-up L3
4 parsing, including LR parsing, and illustrate syntax-directed translation
methods.
Evaluate the process of intermediate code generation and optimization L5
5 techniques, including the design of code generators and machine-
independent optimization strategies.

101
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs
Problems

CO1 3 2 1 2 Ethics 2
1 1
CO2 3 3 2 2 1 1 3 2
CO3 3 3 2 2 3 2 1 3 3 3
CO4 3 3 1 3 1 2 2 2
CO5 3 3 3 3 3 2 3 3 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXTBOOKS:
1. "System Software: An Introduction to Systems Programming" by Leland L. Beck and
D.Manjula was the 3rd edition, published in 2020.
2. "Compilers: Principles, Techniques, and Tools" by Alfred V. Aho, Monica S. Lam, Ravi
Sethi, and Jeffrey D. Ullman (commonly known as the "Dragon Book") 2 nd Edition 2020.

REFERENCE BOOKS:
1. V. Raghavan, Principles of Compiler Design‖, Tata McGraw Hill Education Publishers,
2010.
2. Keith D Cooper and Linda Torczon, Engineering a Compiler, Morgan Kaufmann
Publishers Elsevier Science, 2004. 3. D.M.Dhamdhere, Systems Programming and
operating systems, Second Revised edition, Tata McGraw Hill.
E-Resources
1. Compiler Design - Course (nptel.ac.in)
Activity Based Learning(Suggestion Activities in Class)
1. Presentation
2. Group Discussion

102
LABORATORY EXPERIMENTS
1. Program to count the number of characters, words, spaces and lines in a given input
file.
2. Program to recognize and count the number of identifiers in a file.
3. Program to count the numbers of comment lines in a given C program. Also eliminate
them and copy the resulting program into separate file. 2b. Program to recognize
whether a given sentence is simple or compound.
4. Program to count no of: i.+ve and –ve integers ii. +ve and –ve fractions
5. Program to count the no of „scanf‟ and „printf‟ statements in a C program. Replace
them with „readf‟ and „writef‟ statements respectively. 4.Program to evaluate
arithmetic expression involving operators +,-,*,/
6. Program to recognize a valid variable which starts with a letter, followed by any
number of letters or digits.
7. Program to recognize the strings using the grammar (an b n ;n>=0)
8. C Program to implement Pass1 of Assembler
9. C Program to implement Absolute Loader
10. C program to find the FIRST in context free grammar.
11. C Program to implement Shift Reduce Parser for the given grammar E →E+E E→E*E
E→(E) E → id

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

103
 IMAGE PROCESSING AND COMPUTER VISION
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22AM3604 Credits : 04
Hours / Week : 05 Hours Total Hours : 39 (T)+26 (P) Hours
L–T–P–S : 3–0–2–0

Course Learning Objectives:

This course will enable students:
1. To understand the algorithms available for the processing of linguistic information and
computational properties of natural languages.
2. To conceive basic knowledge on various morphological, syntactic, and semantic NLP tasks.
3. To understand and analyze the fundamental concepts of Computer Vision
4. To understand and analyze the fundamental concepts of Computer Vision.
5. To learn to use deep learning tools and framework for solving real-life problems related
to images and signals.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible,it helps
improve the student's understanding.
UNIT – I 08 Hours
INTRODUCTION:

Digital Image Fundamentals: Elements of Visual Perception, A Simple Image Model, Sampling and
Quantization, Image File Formats, Color Models, In spatial domain: Basic gray level transformations,
Histogram processing, using arithmetic/Logic operations, smoothening spatial filters, Sharpening spatial
filters. In Frequency domain: Introduction to the Fourier transform and frequency domain concepts,
Frequency-domain filters: Low pass filter, High pass filter, Band pass filter, Sharpening frequency domain
filters.
(Text1: Chapters 1, 2, 3)

UNIT – II 08 Hours
IMAGE SEGMENTATION:
Introduction, Detection of isolated points, line detection, Edge detection, Edge linking, Region-based
segmentation- Region growing, split and merge technique, local processing, regional processing, Hough
transform, Segmentation using Threshold.
COLOR IMAGE PROCESSING:
Color fundamentals, Color models, Color transformation, Smoothing and Sharpening, Color segmentation.
104
(Text1: Chapters 6, 10)

UNIT – III 08 Hours

MORPHOLOGICAL IMAGE PROCESSING:
Erosion, dilation, opening, closing, Basic Morphological Algorithms: hole filling, connected components,
thinning, skeleton.
FEATURE EXTRACTION:
Textural Features, Shape Features, Color Features. Image Compression: Introduction, coding Redundancy,
Inter-pixel redundancy, image compression model, Lossy and Lossless compression, Huffman Coding.
(Text1: Chapters 9, 8, 5)

UNIT – IV 08 Hours
Introduction to Computer Vision, Camera Models and Calibration: Camera Projection Models – Orthographic,
Affine, Perspective, Projective Geometry, Camera Internal and External Parameters, Lens Distortion Models,
Local Feature Detectors and Descriptors: Hessian corner detector, Harris Corner Detector, LOG detector,
DOG detector.
(Text3: Chapters 1, 4, 5, 8)(Text4: Chapter 4)

UNIT – V 07 Hours
Stereo vision, Epipolar Geometry, Rectification and Issues related to Stereo, SIFT, PCA-SIFT, SURF, HOG,
and Image segmentation.
(Text3: Chapters 11, 15) (Text4: Chapters 5, 8, 12)

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:

Comprehend different image representations such as grayscale, RGB and

1 HSV L2

Apply Image Enhancement Techniques including histogram equalization,

2 contrast stretching and sharpening filters L3

Implement spatial domain operations like convolution smoothing filters

3 and edge detection L4

Apply image segmentation techniques like thresholding, region growing

4 and edge-based segmentation L3

Evaluate real-world applications including medical imaging, satellite

5 L5
imagery, face recognition and video processing

105
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs
Problems

Ethics
CO1 2 2 2 2

CO2 3 2 2 2 2 1

CO3 2 2 2 2 2

CO4 3 2 2 2 2 1

CO5 3 2 2 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:

1. Richard Szeliski, “Computer Vision: Algorithms and Applications”, Springer, 2nd Edition,
2022.
2. Manas Kamal Bhuyan, “Computer vision and Image Processing Fundamentals and
Applications”, © 2020 by Taylor & Francis Group.

REFERENCE BOOKS:
1. Tekalp A.M., Digital Video Processing, Prentice Hall (1995).
2. Simon Prince, Computer Vision: Models, Learning, and Inference, 2012.
3. Gonzalez, R.C., and Woods, R.E., Digital Image Processing. 4th edition. Pearson Education
(2017).
4. Jain A.K., Fundamentals of Digital Image Processing, Prentice Hall (2015).
5. David Forsyth, Jean Ponce, Computer Vision: A Modern Approach, 2015.

E-Resources:
1. Image Processing/Open CV| Udemy
2. Introduction to Computer Vision and Image Processing | Coursera
Activity-Based Learning (Suggested Activities in Class)
1. The Applications of Computer vision using group discussion.
2. Collaborative Activity is minor project development with a team of 4 students.

106
Laboratory Experiments:
1. Write a program for the simulation and display of an Image, Negative of an Image
(Binary & Gray Scale), and Implementation of the Transformation of an Image.
2. Implement contrast stretching of a low-contrast image, Histogram, and Histogram
Equalization.
3. Implement the different filtering techniques for noise removal based on spatial and
frequency domains using OpenCV.
4. Write a program to implement the Canny Edge detection algorithm.
5. Implement different Region-based Image segmentation techniques and threshold-
based image segmentation techniques.
6. Write a program to implement the Image Compression technique such as Huffman
Coding Algorithm.
7. Write a program to implement different Morphological Image Processing Techniques.
8. Implement the Harris Corner Detector algorithm without the inbuilt Open CV() function.
9. Write a program to compute the SIFT feature descriptors of a given image.
10. Write a program to detect the specific objects in an image using HOG.
11. Implement forward and backward propagation for a simple neural network
12. Create and train a multilayer perceptron (MLP) for classifying handwritten digits from
the MNIST dataset.
13. Use pre-trained models like VGG16 or ResNet50 for image classification on a custom
dataset.
14. Develop a Time Series Forecasting model using Recurrent Neural Networks (RNN).
15. Use LSTM networks to classify sequences, such as sentiment analysis on text data
16. Implement an autoencoder for reducing the dimensionality of the MNIST dataset and
visualize the reconstructed images.
17. Create a Generative Adversarial Network (GAN) to generate MNIST Handwritten Digits.

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

107
 EXPLAINABLE AI
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22AM3606 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. To understand the basic building block of Explainable AI and interpretable machine
learning
2. To understand the inner workings of AI and consequent outcomes.
3. To bring transparency to AI systems by translating, simplifying, and visualizing its
decisions.
4. To discover unknown correlations with causal relationships in data.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and role playing.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning/Seminars) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
UNIT – I : Introduction to Interpretability and Explainability 07 Hours
Black-Box problem, Goals, Porphyrian Tree , Expert Systems , Case-Based Reasoning, Bayesian
Networks , Types of Explanations, Trade-offs, Taxonomy, Flowchart for Interpretable and
Explainable Techniques (TextBook 1: 1.1 to 1.9)

UNIT – II: Pre-model Interpretability and Explainability 08 Hours

Data Science Process and EDA, Exploratory Data Analysis, Feature Engineering-Feature
Engineering and Explainability , Feature Engineering Taxonomy and Tools.
(TextBook 1: 2.1 to 2.3)

UNIT – III: Model Visualization Techniques and Traditional 08 Hours

Interpretable Algorithms
Model Validation, Evaluation, and Hyperparameters, Model Selection and Visualization,
Classification Model Visualization, Regression Model Visualization, Clustering Model
Visualization, Interpretable Machine Learning Properties, Traditional Interpretable Algorithms-
Linear Regression. (TextBook- 3.1 to 3.6, 3.7.2)

UNIT – IV: Model Interpretability: Advances in Interpretable Machine 08 Hours

Learning
Interpretable vs. Explainable Algorithms, Ensemble-Based-Boosted Rulesets, Explainable
Boosting Machines (EBM), RuleFit, Skope-Rules, Iterative Random Forests (iRF), Decision Tree
Based-Optimal Classification Trees, Optimal Decision Trees, Scoring System (TextBook 1: 4.1-
4.4,4.6)

UNIT – V: Explainable Deep Learning 08 Hours

108
Applications, Tools and Libraries, Intrinsic, Perturbation- LIME, Occlusion, RISE, Prediction
Difference Analysis, Meaningful Perturbation, Gradient/Backpropagation Activation
Maximization, Class Model Visualization, Saliency Maps, DeepLIFT, DeepSHAP, Deconvolution,
Guided Backpropagation, Integrated Gradients, Layer-Wise Relevance Propagation, Excitation
Backpropagation, CAM
Textbook 1: 6.1 to 6.4 , 6.5.1 to 6.5.11

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Apply concepts of interpretability and explainability in AI employing L3
1 various explanation techniques and taxonomies.
Apply techniques like LIME, and SHAP to generate explanations from L3
2 black-box machine learning models and utilize Feature Engineering for
Explainability
Implement explainable deep learning algorithms and solve real-world L3
3 problems
4 Analyze challenges and limitations associated with Explainable AI L2, L4
methods, such as trade-offs between model complexity and
interpretability
5 Identify and evaluate novel methods, address open challenges in L5
transparent and interpretable machine learning

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 2 1 2 2 1
CO2 2 3 2 2 2 1
CO3 2 2 2 2 2 2
CO4 2 3 3 3 2 2
CO5 3 2 3 3 2
109
 3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Mayuri Mehta, Vasile Palade , Indranath Chatterjee, "Explainable AI: Foundations,
Methodologies and Applications", Springer, 2023.
2. John Liu, James Whitaker, James Whitaker, Uday Kamath, “Explainable Artificial
Intelligence: An Introduction to Interpretable Machine Learning”, Springer, 2021.
REFERENCE BOOKS:
1. Christoph Molnar , “Interpretable Machine Learning: A Guide for Making Black Box
Models Explainable”, Second Edition Leonida Gianfagna, Antonio Di Cecco,
“Explainable AI with Python” , 2021
E-Resources:
1. https://www.udemy.com/course/xai-explain-ml-models/

Activity-Based Learning (Suggested Activities in Class)

Nil
************************************

110
 REINFORCEMENT LEARNING
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22AM3607 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. Use Reinforcement Learning Methods for the agents to learn an optimal, or nearly
optimal, policy that maximizes the "reward function" or other user-provided
reinforcement signal .
2. Apply such Reinforcement Learning mechanisms to various learning problems.
3. Learn about several algorithms that can learn near optimal policies based on trial
and error interaction with the environment---learning from the agent’s own
experience
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.
UNIT – I : 08 Hours
Introduction: Reinforcement Learning, Elements of Reinforcement Learning, Limitations and Scope,
History of Reinforcement Learning, Probability concepts - Axioms of probability, Notion of random
variables, PMF, PDFs, CDFs. Two Random Variables, Pairs of Discrete Random Variables, The Joint cdf
of X and Y, The Joint pdf of two continuous random variables, Independence of two Random variables,
Stochastic process and agent environment Textbook 1: Ch 1.1 to 1.4; Textbook 2: 2.2,3.1,3.2,4.1 to 4.2,
5.1 to 5.5 RBT: L1, L2

UNIT – II: 08 Hours

Finite Markov Decision Processes: The Agent-Environment Interface, Goals and Rewards, Returns,
Unified Notation for Episodic and Continuing Tasks, The Markov Property, Markov Decision
Processes, Value Functions, Optimal Value Functions, Optimality and Approximation Textbook 1: Ch
3.1 to 3.9 RBT: L1, L2, L3

UNIT – III: 07 Hours

Dynamic Programming : Policy Evaluation, Policy Improvement, Policy Iteration, Value Iteration,
Asynchronous Dynamic Programming, Generalized Policy Iteration, Efficiency of Dynamic
Programming Textbook 1: Ch 4.1 to 4.8 RBT: L1, L2, L3

111
UNIT – IV: 08 Hours
Monte Carlo Methods : Monte Carlo Prediction, Monte Carlo Estimation of Action Values, Monte Carlo
Control, Monte Carlo Control without Exploring Starts, O-policy Prediction via Importance Sampling,
Incremental Implementation, O-Policy Monte Carlo Control, Importance Sampling on Truncated
Returns Textbook 1: Ch 5.1 to 5.8 RBT: L1, L2, L3

UNIT – V 08 Hours
Deep Reinforcement Learning : Methods for learning from demonstrations, model-based and model-
free deep RL methods, Case study-Methods for learning from offline datasets and more advanced
techniques for learning multiple tasks such as goal-conditioned RL, meta-RL, and unsupervised skill
discovery.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Comprehend the foundational concepts of Reinforcement Learning L2
1 and probability.

2 Apply the principles of Finite Markov Decision Processes (MDPs) L3

3 Analyze dynamic programming methods for policy optimization L4

Evaluate the effectiveness of Monte Carlo methods in L5

4 reinforcement learning
Recall and implement Temporal Difference (TD) learning L2, L3
5 algorithms

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 2 2 1
CO2 3 2 2 1 2 1 1
CO3 3 2 2 2 2

112
CO4 3 2 1 2
CO5 3 2 2 2 2 2 2
3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Zai, Alexander, and Brandon Brown. Deep reinforcement learning in action.
Manning Publications, 2020.
2. Dong, Hao, Hao Dong, Zihan Ding, Shanghang Zhang, and Chang. Deep
Reinforcement Learning. Singapore: Springer Singapore, 2020.
REFERENCE BOOKS:
1. Murphy, Kevin P. Machine learning: a probabilistic perspective. MIT press, 2012.
2. Vamvoudakis, Kyriakos G., Yan Wan, Frank L. Lewis, and Derya Cansever, eds.
Handbook of reinforcement learning and control. Springer International
Publishing, 2021.
3. Szepesvári, Csaba. Algorithms for reinforcement learning. Springer nature, 2022.
4. Weber, Cornelius, Mark Elshaw, and N. Michael Mayer, eds. Reinforcement
Learning. BoD–Books on Demand, 2008.
5. Bertsekas, Dimitri. Reinforcement learning and optimal control. Vol. 1. Athena
Scientific, 2019.

E-Resources:

1. https://machinelearningmastery.com
2. https://www.knuggets.com/
3. https://www.geeksforgeeks.org/machine-learning-projects/
4. Sutton, Richard S., and Andrew G. Barto. "Reinforcement learning." Journal of Cognitive
Neuroscience 11, no. 1 (1999): 126-134.

Activity Based Learning (Suggested Activities in Class)

1. Assignments (in writing and doing forms on the aspects of syllabus content and outside
the syllabus content. Shall be individual and challenging)
2. Student seminars (on topics of the syllabus and related aspects (individual activity)
3. Quiz (on topics where the content can be compiled by smaller aspects and data
(Individuals or groups as teams))

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

113
 CRYPTOGRAPHY AND NETWORK SECURITY

[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22AM3608 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0
Course Learning Objectives:
1. Summarize the importance of legal compliance, ethical considerations, and professional
standards in implementing security measures across various domains.
2. To learn and apply various classical and modern encryption techniques, including substitution
and transposition methods, and understand their historical significance and limitations.
3. To understand by applying the mathematical principles underpinning symmetric and
asymmetric cryptographic algorithms, including algebraic structures, modular arithmetic, and
finite fields.
4. To implement and evaluate symmetric key ciphers like DES and AES, and asymmetric key
algorithms like RSA, Diffie-Hellman, and elliptic curve cryptography.
5. To Analyse and implement techniques for ensuring message authentication and integrity,
including MACs, hash functions, and digital signatures.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation clips to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 10 Hours
INTRODUCTION:
Security trends - Legal, Ethical and Professional Aspects of Security, Need for Security at Multiple
levels, Security Policies - Model of network security – Security attacks, services and mechanisms – OSI
security architecture – Classical encryption techniques: substitution techniques, transposition
techniques, steganography).- Foundations of modern cryptography: perfect security – information
theory – product cryptosystem – cryptanalysis.
UNIT – II 10 Hours
SYMMETRIC CRYPTOGRAPHY:
MATHEMATICS OF SYMMETRIC KEY CRYPTOGRAPHY: Algebraic structures - Modular arithmetic-
Euclid‘s algorithm- Congruence and matrices - Groups, Rings, Fields- Finite fields- SYMMETRIC KEY
CIPHERS: SDES – Block cipher Principles of DES – Strength of DES – Differential and linear
cryptanalysis - Block cipher design principles – Block cipher mode of operation – Evaluation criteria
for AES – Advanced Encryption Standard - RC4 – Key distribution.
UNIT – III 06Hours
PUBLIC KEY CRYPTOGRAPHY
MATHEMATICS OF ASYMMETRIC KEY CRYPTOGRAPHY: Primes – Primality Testing – Factorization
114
– Euler‘s totient function, Fermat‘s and Euler‘s Theorem - Chinese Remainder Theorem.
UNIT – IV 06Hours
ASYMMETRIC KEY CIPHERS: RSA cryptosystem – Key distribution – Key management – Diffie
Hellman key exchange - ElGamal cryptosystem – Elliptic curve arithmetic-Elliptic curve cryptography.
UNIT – V 07 Hours
MESSAGE AUTHENTICATION AND INTEGRITY:
Authentication requirement – Authentication function – MAC – Hash function – Security of hash
function and MAC – SHA –Digital signature and authentication protocols

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Articulate and apply legal regulations, ethical principles, and L3
1 professional standards in the development and management of secure
systems.
Demonstrate proficiency in implementing and analysing classical L2
2 encryption techniques and appreciate the transition to modern
cryptographic methods.
Solve problems involving mathematical concepts such as Euclid's L3
3 algorithm, groups, rings, fields, and finite fields, and apply these concepts
to cryptographic algorithms.
Design, implement, and evaluate the security of symmetric and L5
4 asymmetric cryptographic systems, and understand key distribution
and management.
Analyse the various Authentication schemes to simulate different L4
5
applications.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 - 3 2 - - 3 - - - 2 3 - - 2
CO2 3 3 - - - - - - - - 2 - - 1
CO3 3 3 - - 2 - - - - - 2 - 1 -
CO4 3 3 3 2 3 - - - - - 2 - 2 1

115
CO5 3 3 3 2 3 - - - - - 2 - 2 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOK:

1 Introduction to Modern Cryptography by Jonathan Katz and Yehuda Lindell, 3rd

Edition 2021.
2 William Stallings, Cryptography and Network Security: Principles and Practice,
PHI 8th Edition, 2019.

REFERENCES:

1. Network Security Essentials: Applications and Standards" by William Stallings, 7th Edition
2020.
2. C K Shyamala, N Harini and Dr. T R Padmanabhan: Cryptography and Network Security,
Wiley India Pvt.Ltd, 2015.
2. BehrouzA. Foruzan, Cryptography and Network Security, Tata McGraw Hill 2007.
3. Charlie Kaufman, Radia Perlman, and Mike Speciner, Network Security: PRIVATE
Communication in a PUBLIC World, Prentice Hall, ISBN 0-13-046019-2, 2002.

Activity Based Learning (Suggested Activities in Class)

4. Assignments (in writing and doing forms on the aspects of syllabus content and outside
the syllabus content. Shall be individual and challenging)
5. Student seminars (on topics of the syllabus and related aspects (individual activity)
6. Quiz (on topics where the content can be compiled by smaller aspects and data
(Individuals or groups as teams))

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

116
 PREDICTIVE ANALYTICS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject : 22AM3609 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:

Learn how to manipulate datasets in Python
1. Summarize the basic concepts of predictive analytics.
2. Utilize the Linear Regression techniques to obtain the summary of the models and interpret the
results.
3. Apply the different types of Regression techniques such as Multiple Linear regression, SVM
regression, ANN regression on the data to perform analysis and predictions.
4. Illustrate the different Time Series Analysis and Forecasting techniques with the example to
obtain Time Series Patterns from the data.
5. Develop the models for of Predictive Analytics Applications.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.

1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 07 Hours
Introduction to Analytics - Predictive Analytics Process-Benefits of Predictive Models-Applications of
Predictive Analytics. Predictive Analytics vs. Business Intelligence; Predictive Analytics vs. Statistics;
Predictive Analytics vs. Data Mining; Challenges and scope of Predictive Analytics.
Textbook 1: Chapter 1, 2

UNIT – II 09 Hours

117
Linear Regression: Linear Regression with Python: Definition and overview of linear regression
analysis, Linear regression using simulated data, Fitting a linear regression model and checking its
efficacy, Finding the optimum value of variable coefficients, Making sense of result parameters, p-values,
F-statistics, Residual Standard Error, R-squared, adjusted-R-Squared, AIC or BIC Implementing linear
regression with Python, Linear regression using the stats model library, Model validation, Summary of
models, Statistical inferences for the logistic regression model, Linear Discriminant Analysis (LDA), and
Quadratic Discriminant Analysis (QDA).

UNIT – III 08 Hours

Different Types of Regression: Multiple Linear Regression, Multi-collinearity: Variance Inflation Factor,
Regularization methods: Lasso, Ridge and Elastic nets, Polynomial Regression, Regression tree
algorithm, implementing a regression tree using Python, SVM regression, ANN for Regression, Poisson
Regression.

UNIT – IV 07 Hours
Time Series Analysis and Forecasting: Time Series Patterns: Trend Pattern, Seasonal Pattern, Cyclic
Forecast Accuracy, Moving Averages, Weighted Moving Averages, Exponential Smoothing, Linear Trend
Regression, Holt’s Linear Exponential Smoothing, Holt’s Winter seasonal method, Arima Models.

UNIT – V 08 Hours
Errors in forecasting: Mean Average Deviation (MAD), Mean Absolute Percentage Error, Mean
Percentage Error, Root Mean Square, Root Percent Mean Square.
Case Studies of Predictive Analytics Applications - Weather forecasting, Stock market prediction,
Diabetes Disease Prediction, Recommendation systems, Online Marketing and Retail.

Course Bloom’s
Description
Outcome Taxonomy Level
At the end of the course, the student will be able to:
Summarize the basic concepts challenges and scope of predictive L2
1 analytics.
Make use of the Linear Regression techniques to obtain the summary L3
2 of the models and to Analyze the results on various parameters such
as p-values, F-statistics, Residual Standard Error.
Apply the different types of Regression techniques such as Multiple L3
3 Linear regression, SVM regression, ANN regression on the data to
perform analysis and predictions.
Utilize the different Time Series Analysis and Forecasting techniques L3
4 to obtain Time Series Patterns from the data.
Evaluate the performance of the predictive models using L5
appropriate metrics such as Mean Average Deviation (MAD), Mean
5 Absolute Percentage Error, Mean Percentage Error, Root Mean
Square, Root Percent Mean Square. And develop the models for
Predictive Analytics Applications.

118
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs Problems

Ethics
CO1 2 - - - 2 - - - 1 1 - - - -

CO2 3 2 - - 2 - - - 1 1 - - 2 2
CO3 3 2 - - 2 - - - 1 1 - - 2 2
CO4 3 2 - - 2 - - - 1 1 - - 2 2
CO5 3 2 - - 2 - - - 1 1 - - 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Ashish Kumar, Learning Predictive Analytics with Python, First Edition, PACKT Publishing,
2016.
2. Nooruddin Abbas Ali, Predictive Analytics for the Modern Enterprise, Publisher(s): O'Reilly
Media, Inc. , ISBN: 9781098136864, 2024.
3. Manohar Swamynathan, Mastering Machine Learning with Python in Six Steps, Apress.
2019.

REFERENCE BOOKS:

1. Joseph Babcock, Mastering Predictive Analytics with Python, PACKT Publishing,

9781785882715, 2016.
2. Anasse Bari, Predictive Analytics for dummies , 2nd Edition, Wiley, 2017.

E-Resources:
1. https://onlinecourses.swayam2.ac.in/imb22_mg43.
2. https://onlinecourses.nptel.ac.in/noc23_ma46/preview
3. https://www.mooc-list.com/course/introduction-predictive-modeling-coursera.

Activity Based Learning (Suggested Activities in Class)

1. Practical based Learning.
2. Mini Project
************************************

119
 NATURAL LANGUAGE MODELS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject : 22AM3610 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. To understand the algorithms available for the processing of linguistic information and
computational properties of natural languages
2. To conceive basic knowledge on various morphological, syntactic and semantic NLP task
3. To understand machine learning techniques used in NLP,
4. To write programs in Python to carry out natural language processing

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.

UNIT – I 08 Hours
Past, present, and future of NLP; Classical problems on text processing; Necessary Math concepts for
NLP; Regular expressions in NLP. Parts of Speech and Morphology, Phrase Structure, Semantics and
Pragmatics, Corpus-Based Work: Getting Set Up, Looking at Text, Marked-up Data Text processing:
lemmatization, stop word, tokenization, stemming, Spelling errors corrections–Minimum edit distance,
Bayesian method

UNIT – II 08 Hours
Words & Sentences, N-grams: Simple unsmoothed n-grams; smoothing, backoff, spelling correction
using N-grams, Metrics to evaluate N-grams. Parts of Speech tagging: Word classes, POST using Brill's
Tagger and HMMs; Information Extraction: Introduction to Named Entity Recognition and Relation
Extraction WordNet and WordNet-based similarity measures, Concept Mining using Latent Semantic
Analysis

120
UNIT – III 08 Hours
Sequence to sequence & Language Modelling, Word embedding: skip-gram model, CBOW, GloVe,
Language Modelling: Basic ideas, smoothing techniques, Language modeling with RNN and LSTM

UNIT – IV 08 Hours
Case studies on Generative AIs in NLP : History of generative AI,ChatGPT technical overview,
Generative pre-trained Transformer – 1, Generative pre-trained Transformer – 2, Generative pre-
trained Transformer – 3.

UNIT – V 07 Hours
Advanced Topics and Hands-on Practices Python libraries supporting NLP; Hands-on Data
collection - from social network platforms, pdfs, word files, JSON, HTML
Parsing text using regular expression; scraping data from web; Text processing: convert to lowercase,
remove punctuation, remove stop words, standardizing text, tokenising, stemming, lemmatising.
Applications: Spam detection, consumer complaint classification, Semantic Analyser, Dialogue
processing (Chatbots), Text summarization, Text Categorization.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Demonstrate an understanding of fundamental NLP concepts, including L2
1
text processing techniques and classical problems in NLP.
Analyze and evaluate different NLP methods and algorithms for tasks L4
2
such as part-of-speech tagging and named entity recognition.
Apply NLP techniques to real-world problems, such as spam detection L4
3
and text summarization, using Python libraries.
Compare and contrast advanced NLP models, such as language models L5
4 using recurrent neural networks (RNNs) and generative pre-trained
transformers (GPTs).
Synthesize their knowledge of NLP concepts and evaluate the techniques L5
5 to design and develop their own NLP applications, such as chatbots or
text categorization systems.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

121
CO1 3 3 2 2 1
CO2 3 3 2 2 2 2 1
CO3 3 2 1 2 2 2 2 1
CO4 3 2 2 2 2 2 2 1
CO5 3 2 2 2 2 2 2 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:

1. Sowmya Vajjala, Bodhisattwa Majumder, Anuj Gupta, “Harshit Surana, Practical

Natural Language Processing: A Comprehensive Guide to Building Real-World Nlp
Systems” - "O'Reilly Media, Inc.", 17 Jun 2020.
2. Transformers for Natural Language Processing: Build innovative deep neural
network architectures for NLP with Python, PyTorch, TensorFlow, BERT,
RoBERTa, and more - Denis Rothman, Packt Publishing Ltd, 2021

REFERENCE BOOKS:

1. Hands-on Machine Learning with Scikit-Learn and TensorFlow: Concepts, Tools, and
Techniques to Build Intelligent Systems - Aurélien Géron,Edition 2, O'Reilly
Media, 2017.
2. Deep Learning for Natural Language Processing - Palash Goyal, Sumit Pandey, Karan
Jain, Apress Berkeley, CA- 2018.
3. Daniel Jurafsky and James H. Martin. 2009. Speech and Language Processing: An
Introduction to Natural Language Processing, Speech Recognition, and
Computational Linguistics. 2nd edition. Prentice-Hall.
4. Tiwary, U. S., & Siddiqui, T. (2008). Natural language processing and information
retrieval. Oxford University Press, Inc.

E-Resources:

1. https://github.com/topics/nlp-models
2. https://devopedia.org/site-map/browse-
articles/natural%20language%20processing
3. https://wisdomml.in/hidden-markov-model-hmm-in-nlp-python/
4. https://spotintelligence.com/2023/06/16/activation-function/
5. https://radimrehurek.com/gensim/models/word2vec.html

Activity Based Learning (Suggested Activities in Class)

1. Better Understanding the concept of Sampling and Semantic Role Labeling Quantization
of Speech and using group discussion.
2. Collaborative Activity is minor project development with a team of 4 students.
************************************

122
 ROBOT OPERATING SYSTEM (ROS)
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject : 22AM3611 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. To be able to outline the architecture and file system of ROS.
2. To make use of Libraries such as turtlesim and Gazebo for ROS programming and simulation.
3. To be able to Examine the behaviour of robot programming to debug.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.

UNIT – I 08 Hours
Getting Started with ROS,The ROS Equation,Robot Programming Before and After ROS,Robots and
Sensors Supporting ROS,Popular ROS Computing Platforms,ROS Architecture and Concepts,The ROS File
System,ROS Demo: Hello World Example
Chapter 4 (ros for absolute begginers)

UNIT – II 08 Hours
ROS Demo: turtlesim,Programming Using ROS:Creating a ROS Workspace and Package,Using ROS Client
Libraries.Programming Embedded Boards Using ROS,
Chapter 5(ROS for absolute beginners)
Topics: Publishing,subscribing to topics,defining and using Message, Services: defining, implementing
and using services, Actions: defining, implementing and using actions.
Chapter 3,4 & 5( a practical introduction to ROS)

UNIT – III 08 Hours

Debugging Robot Behavior: Log Messages: /rosout and rqt_console, Nodes, Topics, and Connections:
rqt_graph and rosnode, Sensor Fusion: rviz, Plotting Data: rqt_plot, Data Logging and Analysis: rosbag
and rqt_bag. Programming Robots with ROS
Chapter 21

123
UNIT – IV 08 Hours
Wobbling Robot Arms Using Joint Control, Introducing Baxter,Baxter's arms, Baxter Simulator in Gazebo,
Baxter's arms and forward kinematics, Controlling Your Robots with External Devices.
Chapter 6(ROS Robotics By Example)

UNIT – V 07 Hours
Some recommended projects using ROS:
Radar and ROS Powered Indoor Home Mapping and Positioning Robot
Artificial Intelligence-Based Chatbot for Appliance Control
Virtual Telepresence Robot Using Raspberry Pi
Arduino based Smartphone Controlled Robot Car

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Elucidate the core concepts and architecture of ROS, including its file
1 system, computing platforms, and programming environment. L2

Utilize ROS client libraries, and program embedded boards using ROS for
2 L3
basic robotic applications.
Demonstrate the ability to publish and subscribe to topics, define and
3 use messages, and implement services and actions in ROS to facilitate L3
communication between different components of a robotic system.
Analyze and debug robot behavior using tools such as /rosout,
4 rqt_console, rqt_graph, rviz, rqt_plot, and rosbag to effectively diagnose L4
and resolve issues in robotic systems.
Design and Evaluate ROS-based projects, such as indoor home mapping
robot, an AI-based chatbot for appliance control, a virtual telepresence
5 L5
robot, and a smartphone-controlled robot car, showcasing advanced
project management and implementation skills

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 3 2 1 1
CO2 3 3 2 3 2 1
124
CO3 3 3 2 2 1 2 1
CO4 3 3 2 2 2 2 2 2
CO5 3 3 2 2 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:

1. ROS Robotics by Example: Learning to Control Wheeled, Limbed, and Flying Robots
Using ROS Kinetic Kame, Carol Fairchild, Thomas L. Harman, 2nd edition, Packt
Publishing, 2017
2. Programming Robots with ROS: A Practical Introduction to the Robot Operating
System (Greyscale Indian Edition) Paperback – 1 January 2016 by Morgan Quigley
(Author), Brian Gerkey (Author), William D. Smart (Author)

REFERENCE BOOKS:

1. A very informal journey through ROS 2 patterns, anti-patterns, frameworks and best
practices- 2023-Bassa Marco Matteo
2. Mastering ROS for Robotics Programming - Third Edition Paperback – Import, 15
October 2021
3. Programming Robots with ROS: A Practical Introduction to the Robot Operating System,
Morgan Quigley, Brian Gerkey, William D. Smart, "O'Reilly Media, Inc.", 2015.
4. Robot Operating System (ROS) for Absolute Beginners: Robotics Programming Made
Easy Paperback – Import, 25 May 2018 by Lentin Joseph

E-Resources:

1. Open-CV: http://wiki.ros.org/vision_opencv
2. PCL: http://wiki.ros.org/pcl_ros
3. Open-NI: http://wiki.ros.org/openni_launch
4. Open-Rave: http://openrave.org/
5. Orocos: http://www.orocos.org/
6. Webots: https://www.cyberbotics.com/overview
7. V-REP: http://www.coppeliarobotics.com/

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

125
 GPU ARCHITECTURE
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject : 22AM3612 Credits: 03
Code
Hours / : 03 Hours Total Hours: 39 Hours
Week
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. To understand the basics of GPU architectures
2. To write programs for massively parallel processors
3. To understand the issues in mapping algorithms for GPUs
4. To introduce different GPU programming models
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 08 Hours
Evolution of GPU architectures – Understanding Parallelism with GPU –Typical GPU Architecture –
CUDA Hardware Overview – Threads, Blocks, Grids, Warps, Scheduling – Memory Handling with CUDA:
Shared Memory, Global Memory, Constant Memory and Texture Memory.
(Text Book-1: Chapter 1: 1.1 to 1.4, 1.6, Chapter 2: 2.1,2.2, 2.4)

UNIT – II 08 Hours
CUDA PROGRAMMING Using CUDA – Multi GPU – Multi GPU Solutions – Optimizing CUDA
Applications: Problem Decomposition, Memory Considerations, Transfers, Thread Usage, Resource
Contentions.
(Text Book-1: Chapter 3: 3.1 to 3.3).

UNIT – III 08 Hours

PROGRAMMING ISSUES Common Problems: CUDA Error Handling, Parallel Programming Issues,
Synchronization, Algorithmic Issues, Finding and Avoiding Errors.
(Text Book-1: Chapter 5: 5.2,5.3 )(Text Book-2 Chapter 1: 1.1 to 1.5)

126
UNIT – IV 08 Hours
OPENCL BASICS OpenCL Standard – Kernels – Host Device Interaction – Execution Environment –
Memory Model – Basic OpenCL Examples.
(Text Book-1: Chapter 14: 14.1 to 14.5)..

UNIT – V 07 Hours
ALGORITHMS ON GPU Parallel Patterns: Convolution, Prefix Sum, Sparse Matrix – Matrix
Multiplication – Programming Heterogeneous Cluster.
(Text Book-1: Chapter 20: 20.1 to 20.5, Chapter 21: 21.1 to 21.3, Chapter 22: 22.1 to 22.4)

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Outline the historical evolution of GPU architectures, the fundamental L2
1 concepts of parallelism, and typical GPU components, including threads,
blocks, grids, warps, and scheduling.
Apply CUDA programming principles to develop solutions that utilize L3
2 single and multi-GPU setups, focusing on problem decomposition,
memory considerations, and efficient thread usage.
Analyze common problems in CUDA programming, including error L4
3
handling, parallel programming issues, and synchronization challenges.
Utilize OpenCL to create basic examples and demonstrate how it can be L3
4 used for heterogeneous computing tasks, enhancing their ability to work
across different hardware platforms
Evaluate the effectiveness of these algorithms in programming L5
5 heterogeneous clusters, ensuring efficient and scalable solutions for
complex computational problems

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 3 2 1 2 2
CO2 3 3 2 1 2 2 1
CO3 3 2 1 1 2 2 2 2

127
CO4 3 2 1 1 2 2 2 2 1
CO5 3 2 1 1 2 2 2 3 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Robey, Robert, and Yuliana Zamora. Parallel and high performance computing. Simon
and Schuster, 2021.
2. Deakin, Tom, and Timothy G. Mattson. Programming Your GPU with OpenMP:
Performance Portability for GPUs. MIT Press, 2023.
3. Shane Cook, CUDA Programming: ―A Developer’s Guide to Parallel Computing with
GPUs(Applications of GPU Computing), First Edition, Morgan Kaufmann, 2012

REFERENCE BOOKS:
1. David R. Kaeli, Perhaad Mistry, Dana Schaa, Dong Ping Zhang, ―Heterogeneous
computing with OpenCL, 3rd Edition, Morgan Kauffman, 2015.
2. Learn CUDA Programming - Jaegeun Han, Bharatkumar Sharma Packt Publishing, 27-
Sept-2019 - 508 pages.
3. Parallel Computing for Data Science (Chapman & Hall/CRC The R Series) 1st Edition
E-Resources:
1. https://developer.nvidia.com/cuda-toolkit
2. https://developer.nvidia.com/opencl
3. https://leonardoaraujosantos.gitbook.io/opencl/chapter1
4. https://github.com/topics/opencl
5. https://github.com/mikeroyal/OpenCL-Guide

Activity Based Learning (Suggested Activities in Class)

1. Group discussion on how to optimize the machine learning algorithms or a whole neural
network using CUDA.
2. Collaborative Activity is minor project development with a team of 4 students.

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

128
 FINANCIAL TECHNOLOGY (FINTECH)
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22AM3613 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. Recall the fundamentals of machine learning in finance for risk assessment and investment
optimization.
2. Identify the key concepts and future trends in payment technologies, emphasizing security and
efficiency.
3. Apply knowledge of blockchain and cryptocurrency to explain their roles and applications in
financial systems.
4. Relate the methods of raising capital through credit tech, coin offerings, and crowdfunding.
5. Utilize innovations in investment technology driven by artificial intelligence to enhance
portfolio management and risk analysis.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.
UNIT – I 07 Hours
Fundamentals of AI&ML in Finance
Introduction to Fundamentals of Machine Learning in Finance - Support Vector Machines –Tree based
Classifiers – PCA & concepts of Dimension Reduction – Clustering Algorithms - Sequence Modeling -
Neural Architecture for Sequential Data

UNIT – II 08 Hours
Payment Technologies
Fintech Innovations - Digital Wallets – Payment like consumer-to-business (C2B), consumer-to-
consumer (C2C), and business-to-business (B2B) - Social-Network-Based Payment Innovations -
Credit Card network and Transactions - PayTech in India - M-Pesa: Business Model

UNIT – III 08 Hours

129
Blockchain and Cryptocurrency in Finance
Introduction to Blockchain and Cryptocurrency - Network and Data Processing – Blockchain
Consensus - Crypto Mining - Buying and Selling Cryptocurrencies - Crypto Risk Factors

UNIT – IV 08 Hours
Capital Understanding and Raising
Credit Analysis and Scoring - Data Analysis – Concept of Crowdfunding - Equity Based Models - ICO:
Pricing, compliance, and returns - Smart Banking – Concept and Implementation

UNIT – V 08 Hours
Innovations in Investment Technology
Building an Efficient Portfolio - Diversified Investments - Exchange Traded Funds - Stock Selection:
Fundamental Analysis - AI/ML in investment management

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Comprehend machine learning fundamentals in finance for L1, L2
1
effective risk assessment and investment optimization
Analyze the future landscape of payment technologies to enhance L3
2
security and efficiency in financial transactions
Evaluate blockchain and cryptocurrency mechanisms to L4
3
comprehend their applications within financial systems.
Examine various methods of raising capital, including credit tech, L4
4
coin offerings, and crowdfunding.
Develop innovative investment technologies powered by artificial L5
5
intelligence for quantitative analysis.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 3 2 2 2 2 2
CO2 3 2 2 1 2 2 1
CO3 3 2 1 2 2

130
CO4 3 2 2 2 2 1
CO5 3 1 2 2 2 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Liermann, Volker, and Claus Stegmann, eds. The impact of digital transformation and
FinTech on the finance professional. Palgrave Macmillan, 2019.
2. Boukherouaa, E., et al. "Powering the Digital Economy: Opportunities and Risks of
Artificial Intelligence in Finance. Departmental Papers." (2021).

REFERENCE BOOKS:
1. Bazarbash, Majid. Fintech in financial inclusion: machine learning applications in
assessing credit risk. International Monetary Fund, 2019.
2. Ng, Jeffrey, and Subhash Shah. Hands-On Artificial Intelligence for Banking: A practical
guide to building intelligent financial applications using machine learning techniques.
Packt Publishing Ltd, 2020.
3. Dixon, Matthew F., Igor Halperin, and Paul Bilokon. Machine learning in finance. Vol. 1170.
Berlin/Heidelberg, Germany: Springer International Publishing, 2020.
4. Choi, Paul Moon Sub, and Seth H. Huang, eds. Fintech with artificial intelligence, big data,
and Blockchain. Springer, 2021.
5. Chishti, Susanne. The AI book: the artificial intelligence handbook for investors,
entrepreneurs and fintech visionaries. John Wiley & Sons, 2020.
E-Resources:
1. https://www.coursera.org/learn/fundamentals-machine-learning-in-
finance?specialization=machine-learning-reinforcement-finance
2. https://www.coursera.org/specializations/financialtechnology#courses
Activity Based Learning (Suggested Activities in Class)
1. Group Discussion.

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

131
 INDUSTRIAL ROBOTICS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22OE0026 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. Understand the configuration space with specific reference to roboticmotion
2. Understand different types of kinematics used in industrial robotics.
3. To understand motion planning in industrial robotics.
4. Understand Computational Motion Planning and Mobility
5. Understand the concept of grasping and manipulation.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainmentof the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible,it helps
improve the student's understanding.

UNIT – I : 08 Hours
Introduction Configuration Space: Foundations of Robot Motion-Degrees of Freedom of a
Rigid Body-Degrees of Freedom of a Robot-Configuration Space Representation Configuration
and Velocity Constraints-Task Space and Workspace.
Rigid-Body Motions: Introduction to Rigid-Body Motions-Rotation Matrices-Angular
Velocities-Homogeneous Transformation Matrices.

UNIT – II: 08 Hours

Forward Kinematics: Forward Kinematics Example- Velocity Kinematics and Statics:
Introduction to Velocity Kinematics and Statics-Space Jacobian-Body Jacobian, Inverse
Kinematics: Inverse Kinematics of Open Chains.
UNIT – III: 08 Hours
Kinematics of Closed Chains: Dynamics of Open Chains- Lagrangian Formulation of
Dynamics-Understanding the Mass Matrix, Newton-Euler Inverse Dynamics, Trajectory
Generation: Point-to-Point Trajectories-Polynomial Via Point Trajectories-
Time-Optimal Time Scaling.
132
UNIT – IV: 07 Hours
Motion Planning: Overview of Motion Planning, Robot Control, Control System Overview-
Error Response-Linear Error Dynamics-First-Order Error Dynamics- Second-Order Error
Dynamics-Motion Control with Velocity Inputs - Motion Control with Torque or Force
Inputs.

UNIT – V: 08 Hours
Grasping and Manipulation: First-Order Analysis of a Single Contact Contact Types:
Rolling, Sliding, and Breaking-Multiple Contacts, Force Closure-Duality of Force and Motion
Freedoms, Omnidirectional Wheeled Mobile Robots- Controllability of Wheeled Mobile
Robots

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Recall foundational concepts of robot motion and configuration L1, L2
1 space.

2 Interpret rigid-body motions and transformation matrices. L2

Apply forward kinematics to solve problems related to robot L3

3 motion.
Analyze the dynamics of open chains using Lagrangian and Newton- L4
4 Euler formulations.
Evaluate motion planning and control systems for robots, including L5
5 error dynamics and motion control inputs.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 3 2 - 1 - - - 2 2 - 2 2 2
133
CO2 3 3 2 - 1 - - - 2 2 - 2 2 2
CO3 3 2 1 - 1 - - - 2 2 - 2 1 1
CO4 3 1 - - 1 - - - 2 2 - 2 2 2
CO5 2 1 3 - 1 - - - 2 2 - 2 1 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Yan, Lili, and Gene M. Grossman. Robots and AI: A new economic era. Taylor & Francis,
2023.
2. Niku, Saeed B. Introduction to robotics: analysis, control, applications. John Wiley & Sons,
2020.

REFERENCE BOOKS:
1. Groover M. P, “Industrial Robotics”, TataMcGraw-Hill, 1 st Edition, 2013
2. Richard D. Klafter, “Robotic Engineering”, Prentice Hall, 1st Edition, 2013.
3. Fu K S, “Robotics”, McGraw-Hill, 1st Edition, 2013.
4. Spong, M. W., Hutchinson, S., & Vidyasagar, M. (2020). Robot Modeling and Control,
2nd Edition. Wiley, ISBN: 978-1-119-52404-5.
5. Peter cork, Robotics, 2017, Vision and Control (2nd ed.), springer tracts inadvanced
Robotics.
6. Simon J.D. Prince,Computer Vision: Models, Learning, and Inference, Cambridge
University press
7. Ghosal, A. (2015). Robotics: Fundamental concepts and analysis. Oxford: Oxford
University Press. ISBN: 978-0-195-67391-3.
E-Resources:
1. https://www.doc.ic.ac.uk/~ajd/Robotics/RoboticsResources/lecture1.pdf
2. http://opencourses.emu.edu.tr/course/view.php?id=32
3. https://www.researchgate.net/publication/277712686_Introduction_to_Robotics_class_no
tes_UG_level

Activity Based Learning (Suggested Activities in Class)

1. Group discussion.
2. Projects on Computer graphics & User interface design.
3. Quiz
4. Assignment

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

134
 MACHINE LEARNING FOR HEALTHCARE
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VI
Subject Code : 22OE0044 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. Summarize the different types of medical data and its Medical Standards, Challenges.
2. Apply the different techniques to handle the missing and imbalanced problems and perform
data analytics on the clinical and image data.
3. Apply Modelling techniques, Reinforcement Learning and Natural Language Processing for
healthcare data.
4. Utilize the suitable Machine Learning and Deep Learning algorithms for various types of
healthcare applications.
5. Develop a project using the appropriate case study in the healthcare.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different
type of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.
UNIT – I 08 Hours
Knowing Healthcare Industry: Introduction to healthcare informatics, Introduction to Machine
Learning and Deep Learning in Healthcare, Medical Standards and Coding Types, Health Level Seven
(HL7;) Global Healthcare Challenges and Trends; Past-Present-Future of AI&ML in Healthcare,
Electronic Medical Records (EMR), Electronic Health Records (EHR) - Dataflow of EHR, Difference
between EHR and EMR.

UNIT – II 08 Hours
Advanced Analytics in Health Care: Overview of Clinical Data, Data Types; Data handling techniques
– Imputation technique for handling missing data; Synthetic Minority Oversampling Technique for
handling imbalanced data, Different types of Data Analytics techniques, Risk Stratification; Survival
Modelling; Disease progression Modelling.

UNIT – III 08 Hours

Medical Image Diagnostics and its Preprocessing: Biomedical Imaging Modalities - Computed
135
Tomography, Magnetic Resonance Imaging, Positron Emission Tomography; Biomedical Signal:
Electrocardiogram (ECG), Electroencephalogram (EEG), Segmentation – Thresholding and Region
based Segmentation, Image Registration; ML applications in medical Ology space (cardiology,
oncology).

UNIT – IV 08 Hours
AI/ML and NLP for healthcare: Automating clinical workflow, Regulation of AI/ML, Challenges in
deploying ML model, NLP for Healthcare, Re-inforcement learning in healthcare applications,
Wearable devices and Medical Bots.

UNIT – V 07 Hours
Applications of Machine learning models (Linear regression, SVM, Random Forest) and Deep
learning models (CNN, RNN….) for the Healthcare area (Case study)

Bloom’s
Course
Description Taxono
Outcome
my Level
At the end of the course, the student will be able to:
Elucidate the different types of Medical data and its Medical Standards, L2
1
Challenges.
Utilize the preprocessing and post-processing techniques to handle the L3
2
image and clinical data.
Apply the Image Processing and Machine Learning Techniques for L3
3 Computer Aided Diagnosis using Biomedical Image Modalities and
Biomedical Signals.
Make use of the Modelling techniques, Reinforcement Learning and L3
4
Natural Language Processing to process the healthcare data.
Apply Machine Learning and Deep Learning Techniques to solve real L3
5
world problems in healthcare domain.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 2 1 2 2 1 1
CO2 3 2 1 2 2 2 2
CO3 3 2 1 2 2 2 2

136
CO4 2 1 1 2 2 2 2
CO5 3 3 1 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Arjun Panesar, Machine Learning and AI for Healthcare, ISBN-13: 978-1484237984,
Apress, 2019.
2. SumeetDua, U. RajendraAcharya, PrernaDua , Machine Learning in Healthcare
Informatics, Springer Nature 2014.

REFERENCE BOOKS:
1. Thomas M. Deserno, Fundamentals of Bio-Medical Image processing, Biological and
Medical Physics, Biomedical Engineering, Springer, ISBN 978-3-642-15816-2, 2011.
2. Sergio Consoli, Diego ReforgiatoRecupero, Milan Petkovic, Data Science for Healthcare
Methodologies and Applications, 2019.
3. Machine Learning for Healthcare Analytics Projects: Build smart AI applications using
neural network methodologies across the healthcare vertical market, ISBN-13 :
9781789536591, Packt Publisher, 2018.
E-Resources:
1. https://stellar.mit.edu/S/course/HST/sp19/HST.956/
2. https://www.coursera.org/learn/fundamental-machine-learning-healthcare.
3. https://www.coursera.org/learn/introduction-clinical-data
Activity Based Learning (Suggested Activities in Class)
1. Group discussion on different Health Care Problems.
2. Collaborative Activity is minor project development with a team of 4 students.

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

137
 VII SEM – ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Teaching Hours / Week Examination

Practical
Tutorial

Total Marks
Lecture
Course Course

Project

SEE Marks
CIE Marks
SL Course Name

Credits
Type Code

L T P J

1 IPCC / 22AM4701 Designing MLOps

1 0 2 0 60 40 100 02
PCC for Enterprises
2 22AM4702 Capstone Project
PROJ 0 0 0 6 100 -- 100 03
Phase-I
Professional
3 PEC 22AM47XX Elective Course – 3 0 0 0 60 40 100 03
IV
Professional
4 PEC 22AM47XX Elective Course – 3 0 0 0 60 40 100 03
V/ MOOC course
5 OEC 22OEXXXX Open Elective – II 3 0 0 0 60 40 100 03
Total 12 0 0 6 14

Professional Elective Courses Offering (PEC-IV)

Teaching Hours /
Examination
Week

Course Course
Practical
Tutorial

Total Marks
Lecture

SL Course Name
Project

SEE Marks
CIE Marks

Type Code
Credits

L T P J
1 PEC 22AM4703 AI Ethics 3 0 0 0 60 40 100 03
2 PEC 22AM4704 Industry 5.0 3 0 0 0 60 40 100 03

3 Quantum
PEC 22AM4705 3 0 0 0 60 40 100 03
Computing
4 PEC 22AM4706 Big Data Analytics 3 0 0 0 60 40 100 03

138
 Professional Elective Courses Offering (PEC-V)
Teaching Hours /
Examination
Week

Course Course

Practical
Tutorial

Total Marks
Lecture
SL Course Name

Project

SEE Marks
CIE Marks
Type Code

Credits
L T P J
1 PEC 22AM4707 Generative AI 3 0 0 0 60 40 100 03
Robotics and
2 PEC 22AM4708 Automation 3 0 0 0 60 40 100 03
Application
3 Blockchain
PEC 22AM4709 3 0 0 0 60 40 100 03
Technology

4 UG Research
PEC 22AM4710 3 0 0 0 60 40 100 03
Project

Open Elective Course Offering (OEC-II)

Teaching Hours / Week Examination
Practical
Tutorial

Total Marks

Course Course
Lecture

Project

SEE Marks
CIE Marks

SL Course Name Credits

Type Code

L T P J

1 OEC 22OE0045 Responsible AI & 3 0 0 0 60 40 100 03

Ethics

HSMC- Humanities and Social Sciences including Management Courses, IPCC-Integrated

Professional Core Course, PCC-Professional Core Courses, SEC-Skill Enhancement Courses, PEC-
Professional Elective Courses, OEC-Open Elective Courses, PROJ-Project Work,INT-Internship, CR
– Credit, AU – Audit, L – Lecture, T – Tutorial, P – Practical, S/P – Seminar/Project, C – No. Of
Credits

139
 DESIGNING MLOPS FOR ENTERPRISES
[As per Choice Based Credit System (CBCS) scheme]
SEMESTER – VII
Subject : 22AM4701 Credits: 02
Code
Hours / : 3 Hours Total Hours: 26 (T) + 13 (L) Hours
Week
L–T–P–S : 1–0–2–0
Course Learning Objectives:
This course will enable students to:
1. To impart knowledge on production-level challenges of ML models
2. To provide comprehension of various activities involved in the development, deployment, and
monitoring of ML models
3. To familiarize the principles of MLOps and different platforms
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation clips to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 07 Hours
Introduction to DevOps: SDLC, Virtualization: Containers, Container Orchestration Systems, Cloud
platforms, CI/CD: Continuous Integration – Configuration Management, Deployment and Delivery
phases, Continuous monitoring, Continuous Testing
UNIT – II 08 Hours
Basic Concepts: Evolution of MLOps, Data-centric AI, ML Development Lifecycle, MLOps
Approach, Features of MLOps, ML Data Lifecycle in Production, MLOps maturity levels, ML
artifacts, MLOps workflows.
UNIT – III 08 Hours
Machine Learning Pipelines and automation: CI/CD for Machine Learning, ML model serving, Data
pipelines, Data drift, ML pipelines: Data ingestion, Feature engineering, Hyperparameter
optimization, testing and packaging.
UNIT – IV 08 Hours
Model in MLOps : Model management: Model deployment and monitoring, feedback, orchestration
pipelines for ML workflows, ML security, Real-time Streaming ML models, Deployment on edge
devices, Automated ML.
UNIT -V 08 Hours
Case Studies on MLOps best practices:
Netflix: Enhancing Content Recommendations with MLOps, Uber: Demand Forecasting with
MLOps,
Airbnb: Search Ranking Models, Intuit: Fraud Detection and Prevention, NASA: Satellite Image
Analysis.

140
 Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Elucidate and assess the effectiveness and scalability of an end-to-end L2
1 machine learning system in a real-world scenario.
Recall various metrics used to evaluate machine learning model L2
2 performance
Design and integrate comprehensive automated systems that encompass L3, L4
3 ML pipelines, CI/CD, data processing, model serving, and drift detection.
Analyze the challenges and benefits of implementing MLOps in an L4
4 organization.
Evaluate the applicability and effectiveness of MLOps best practices from L5
5
case studies in your own or another organization.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 2 2 2 2 - 2 - - 2 1 - 2 2 2
CO2 2 2 2 2 - 2 - - 2 1 - 2 2 2
CO3 2 2 2 2 - 2 - - 2 1 - 2 2 2
CO4 2 2 2 2 - 2 - - 2 1 - 2 2 2
CO5 2 1 - 2 - - - 2 - 1 - - 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Alla, Sridhar, and Suman Kalyan Adari. Beginning MLOps with MLFlow. Apress, 2021.
2. Rao, Dattaraj. Keras to Kubernetes: The Journey of a Machine Learning Model to
Production. John Wiley & Sons, 2019.

141
REFERENCE BOOKS:
1. Treveil, Mark, Nicolas Omont, Clément Stenac, Kenji Lefevre, Du Phan, Joachim Zentici,
Adrien Lavoillotte, Makoto Miyazaki, and Lynn Heidmann. Introducing MLOps. O'Reilly
Media, 2020.
2. Burkov, Andriy. Machine Learning Engineering. True Positive Inc. , 2020.
3. Ameisen, Emmanuel. Building Machine Learning Powered Applications. O’Reilly
Media, 2020.
4. Sculley, David, et al. "Machine learning: The high interest credit card of technical debt."
(2014).
5. Jez Humble, David Farley. Continuous Delivery.,2011

Activity Based Learning (Suggested Activities in Class)

1. Assignments (in writing and doing forms on the aspects of syllabus content and outside
the syllabus content. Shall be individual and challenging)
2. Student seminars (on topics of the syllabus and related aspects (individual activity)
3. Quiz (on topics where the content can be compiled by smaller aspects and data
(Individuals or groups as teams))
4. Study projects (by very small groups of students on selected local real-time problems
pertaining to syllabus or related areas. The individual participation and contribution of
students shall be ensured (team activity))

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

142
 CAPSTONE PROJECT PHASE - I
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4702 Credits : 03
Hours / Week : 03 Total Hours : 39 Hours
L–T–P–S : 0–0–0–6

Course Learning Objectives:

This course will enable students to:
1. To identify key research questions within a field to carry out research in a team.
2. To identify and summarize the literature review of the relevant field.
3. To demonstrate relevant referencing and inculcate new skills in various aspects of academic
writing.
4. To demonstrate the knowledge and understanding of writing the publication/report.
5. To showcase the strong evidence on the clarity of the argument, understanding of theselected
domain area and presentation of its technical information.
6. To detail description of the process of carrying out the independent research in written
document along with results and conclusions with reference to the existing literature.
7. To analyze and synthesize the new research findings.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
2. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
3. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
4. Show Video/animation films to explain the functioning of various concepts.
5. Encourage Collaborative (Group Learning) Learning in the class.
6. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
7. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.

143
COURSE CONTENT:

6. The research topic proposed by both the guide and the student team should be
approved by the department chairman to proceed further.
7. A degree of industrial input and involvement will be encouraged, and can be
facilitated through existing academic- industrial collaborations or by addressing
specific topics that are of interest to industrial partners.
8. The problem statement should be big enough to be carried out in two phases over
the two semesters i.e., VII and VIII semesters in the VI year.
9. All projects will be closely supervised by the Project Guide with ongoing feedback
and guidance at all stages of the project from conception to completion.
10. The following criteria will be checked by the department chairman to approve
for theresearch proposal:
a. Department staff as course guide
6. Ability to provide research direction to the student in the chosen field of interest
7. Ability to design an appropriate research strategy and methodology to
carry out the research by student
8. Ability to provide and evaluate the strong literature review document for
the chosen research topic
9. Ability to train students on research paper / technical writing skills
10. Conduct reviews in regular time period and submit the evaluation to
department chairman
b. Student Team
5. To be dedicated and committed to work on a new research topic by
learning new technical skills
6. To have fair knowledge on what is product development or research topic
7. To have constant interaction with allocated guide by providing weekly updates
8. To be committed to complete the project and submitting the technical paper
within the stipulated time framed by the university
Evaluation:
3. Phase-1 comprises of Literature Survey, Problem identification, Objectives and
Methodology.
4. There will be CIA evaluation (Project reviews) done by a committee of senior faculty of
the Department based on the rubrics
5. Additionally, there will be a Semester end evaluation of the work done that would
include an internal Faculty and an external academic expert

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Identify and Select an Appropriate Research Problem L1
1

Elucidate and Summarize Relevant Literature L2

2

144
 Compare and Critically Analyze Relevant Research Papers L3
3

Construct a Research Model and Perform Evaluation L4

4
Create and Draft Publications or Demonstrations L5
5

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs
Problems

Ethics

CO1 3 2 2 1 1 1 1 1 2 2 3 2 2 1
CO2 2 2 3 2 2 1 1 1 2 2 3 2 1 2
CO3 3 3 3 2 3 2 2 1 2 2 2 2 2 2
CO4 2 3 2 3 2 1 2 2 2 2 2 3 2 2
CO5 1 1 2 1 2 1 1 1 3 3 2 2 3 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

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

145
 AI ETHICS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4703 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. Understand the impact of analytics and AI/ML on individuals and society.
2. Identify the problems associated with Big Data using the appropriate technique.
3. Apply AI/ML techniques on identifying fairness and bias issues.
4. Use Tools and methods to quantify bias.
5. Develop the project using the case study.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.
UNIT – I 08 Hours
Data, Individuals, and Society: The power and impact that analytics and AI/ML have on individuals
and society, especially concerning issues such as fairness and bias, ethics, legality, data collection and
public use.

UNIT – II 08 Hours
Big Data: Components of big data, basic statistical techniques to data scenarios, and understand the
issues faced when learning from big data, ranging from data biases, overfitting, causation vs
correlation, etc.

UNIT – III 09 Hours

Privacy and Fairness in AI/ML: Use of AI/ML techniques to data scenarios, with a focus on identifying
fairness and bias issues found in the design of decision-making systems. Technical approaches to
current AI/ML applications such as facial recognition, natural language processing, and predictive
algorithms, all while being mindful of its social and legal context.

UNIT – IV 07 Hours

146
Various methods to quantify bias and examine ways to use algorithmic fairness to mitigate this bias,
taking into consideration ethical and legal issues associated with it. Knowledge of analytics and AI/ML
to transform a current biased data-set into a more objective solution.

UNIT – V 07 Hours
Case Studies :
1. Robustness and beneficial AI
2. Benefits and dangers of super-intelligence
3. Rationality in Advanced Artificial Agents
4. Artificial Morality

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Analyze the societal and individual impacts of AI/ML technologies,
1 focusing on ethical, legal, and fairness concerns, and the significance of L4
unbiased data collection and public data use.
Apply basic statistical methods to big data, identifying and addressing
2 issues like data biases, overfitting, and distinguishing between L3
causation and correlation.
Compare AI/ML systems for fairness and bias in decision-making
3 processes, in applications like facial recognition and natural language L2
processing.
Utilize tools and methods to quantify and mitigate bias in datasets,
4 understanding ethical and legal issues, and transforming biased L3
datasets into more objective solutions.
Analyze case studies on AI robustness, risks of super-intelligence,
5 rationality in artificial agents, and artificial morality, articulating their L4
implications for future technologies and society.

147
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs
Problems

Ethics
CO1 1 - - - - - - - 2 2 1 - 2 2
CO2 3 2 - - 1 - - - 2 2 1 - 2 2
CO3 3 2 - - 1 - - - 2 2 - - 2 2
CO4 3 2 - - 1 - - - 2 2 - - 2 2
CO5 3 2 - - 1 - - - 2 2 - - 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. O'neil, Cathy. Weapons of math destruction: How big data increases inequality and
threatens democracy. Broadway Books, 2016.
2. Kearns, Michael, and Aaron Roth. The ethical algorithm: The science of socially aware
algorithm design. Oxford University Press, 2019.

REFERENCE BOOKS:
1. S. J. Russell, D. Dewey, and M. Tegmark, ‘Research priorities for robust and beneficial
artificial intelligence’, AI Magazine, 2015.
2. Bostrom, N. (2014), Superintelligence: Paths, Dangers, Strategies, Oxford University Press,
Chapters 2-6.
3. Bostrom, N. (2012). The Superintelligent Will: Motivation and Instrumental Rationality in
Advanced Artificial Agents. Minds & Machines 22: 71-85.
4. Allen, C., Smit, I.,Wallach,W. (2005) ‘Artificial morality: Top-down, bottom-up, and hybrid
approaches’, Ethics and Information Technology ; 7, 149-155
5. Lake, B. M., Ullman, T. D., Tenenbaum, J. B., Gershman, S. J. (2017) ‘Building machines that
learn and think like people’, Behavioral and Brain Sciences, e253.
E-Resources:
1. https://onlinecourses.nptel.ac.in/noc19_ee56/
2. https://nptel.ac.in/courses/106106046
Activity Based Learning (Suggested Activities in Class)
1. Group Discussion.
************************************

148
 INDUSTRY 5.0
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4704 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students:
1. To acquaint with the digital transformation of Industry 5.0
2. To recognize the power of industry to achieve societal goals beyond jobs and growth
3. To understand the design of personalized electronics products
4. To focus on methods of interaction between humans and machines in virtual reality
5. To develop the concept of augmented reality in electronics manufacturing beyond
automation and optimization
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 07 Hours
INTRODUCTION TO INDUSTRY 5.0
Evolution from Industry 1.0 to 5.0, Introduction to Industry 5.0, Globalization and Emerging Issues,
LEAN Production Systems, Smart and Connected Business Perspective, Smart Factories, Healthcare and
Human computer interactions, Next Generation Sensors, Collaborative Platform and Product Lifecycle
Management, Big Data and Advanced Analysis.

UNIT – II 08 Hours
DIGITAL TRANSFORMATION TO INDUSTRY 5.0
Digital Transformation, Introduction to Digital Transformation, Digital business transformation,
Causes of disruption and transformation, Digital transformation myths and realities, Digital
transformation across various industries, Retail industry, Urban Development, e-Governance and the
public sector, Insurance industry, Healthcare, Food, Manufacturing, Disaster Control, Elements of
Society 5.0, Data Driven to Society, Humanity Vs Society 5.0.

UNIT – III 08 Hours

SMART WORLD
Introduction: Sensing & actuation, Communication, Electronics in Smart city, 5G Technology,
Communication protocols, Integration of Sensors in Robots and Artificial Intelligence, Human-Machine
Interaction, Industrial IoT- Application Domains: Healthcare, Power Plants, Inventory Management &

149
Quality Control, Plant Safety and Security (Including AR and VR safety applications), Facility
Management., Intellectual Property Rights- Case Studies - Milk Processing and Packaging Industries.

UNIT – IV 08 Hours
CYBER SECURITY IN INDUSTRY 5.0
Introduction to Cyber Physical Systems (CPS), Architecture of CPS, Data science and technology for CPS,
Prototypes of CPS, Emerging applications in CPS including social space, crowd sourcing, Networking
systems for CPS applications, Wearable cyber physical systems and applications, Domain applications
of CPS: Agriculture, Infrastructure, Disaster management, Energy, Intellectual Property Rights (IPR).

UNIT – V 08 Hours
AR/VR IN INDUSTRY 5.0
Unity, Basics of Unity, Understanding different panels in Unity, Moving, rotating & scaling Gameobjects
in Unity, Game Panel in Unity, Physics in Unity, Increasing the light intensity, Adding colors to
Gameobject, Adding textures to Gameobject, Parent and child Gameobjects in Unity. Case Studies-
Development of AR/VR Models in Unity.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Identify the digital transformation power of Industry 5.0 to achieve L2
1 societal goals beyond jobs and growth

2 Analyze enhanced new production models in electronics L3

Implement various electronics manufacturing technologies of augmented L4
3 reality beyond automation and optimization
Design suitable sensors for smart world real time applications with virtual L4
4 reality experience
5 Evaluate the performance of various cyber physical systems L5

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 1 2 2 2 2
150
CO2 3 2 1 2 2 2 2
CO3 3 2 1 2 2 2 2
CO4 3 2 1 2 2 2 2
CO5 3 3 2 1 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Misra, Sudip, Chandana Roy, and Anandarup Mukherjee. Introduction to industrial
internet of things and industry 4.0. CRC Press, 2021.
2. Elangovan, Uthayan. Industry 5.0: The future of the industrial economy. CRC Press, 2021.

REFERENCE BOOKS:
1. Klaus Schwab, “Fourth Industrial Revolution”, Random House USA Inc, New York, USA,
2017.
2. Oliver Grunow, ”SMART FACTORY AND INDUSTRY 4.0. The current state of Application
Technologies”, Studylab Publications, 2016..
3. Alan B. Craig, Understanding Augmented Reality, Concepts and Applications, Morgan
Kaufmann, 2013.
4. Alan Craig, William Sherman and Jeffrey Will, Developing Virtual Reality Applications,
Foundations of Effective Design, Morgan Kaufmann, 2009.
5. Grigore C. Burdea, Philippe Coiffet , Virtual Reality Technology, Wiley 2016
6. Saini, Aarti, and Vikas Garg, eds. Transformation for Sustainable Business and
Management Practices: Exploring the Spectrum of Industry 5.0. Emerald Publishing
Limited, 2023.
E-Resources:
1. https://www.udemy.com/course/digital-transformation-from-industry-40-to-industry-
50/
Activity Based Learning (Suggested Activities in Class)
1. Group Discussion.

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

151
 QUANTUM COMPUTING
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4705 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. To apply techniques of linear algebra to quantum mechanics
2. To analyze basic quantum circuits
3. To explore the techniques of quantum algorithms
4. To study the protocols of quantum cryptography
5. Apply Quantum Computing techniques to solve real world problems
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 09 Hours
Linear Algebra For Quantum Mechanics& Introduction To Quantum Mechanics:
linear algebra for quantum mechanics : Linear Independence, Linear Operators and Matrices, Inner
Products Eigen Vectors and Eigen Values.
Introduction to quantum mechanics: Basic principles of quantum mechanics, Dirac notation and bra-
key notation and Quantum superposition and measurement.

UNIT – II 08 Hours
QUBITS AND QUANTUM GATES:Introduction to Qubits ,Quantum states in Hilbert space, The Bloch
sphere, Density operators, generalized measurements, no-cloning theorem.Quantum gates: Quantum
logic gates,Hadamard gate, CNOT , Quantum wire, Quantum well, Quantum dot, fullerenes, Graphene,
Carbon nanotubes, Universal set of gates, quantum circuits.

UNIT – III 08 Hours

QUANTUM ALGORITHMS:Quantum search algorithm,Quantum parallelism and quantum
speedup,Quantum teleportation, Deutsch- Jozsa algorithm and Grover's algorithm.

UNIT – IV 07 Hours
QUANTUM CRYPTOGRAPHY: Private Key Cryptography, Privacy Amplification, Quantum Key
Distribution(BB84 protocol), Privacy and Coherent Information, Security of Quantum Key
Distribution.Quantum secure communication,Post-quantum cryptography.

UNIT – V 07 Hours
QUANTUM MACHINE LEARNING AND APPLICATIONS:
152
 Quantum Machine learning:Quantum Convolution Neural Network(QCNN),Differences between a
Quantum CNN and Classical CNN.
Applications of Quantum Computing:Identify real-world problems that can be addressed using
quantum computing techniques.Develop and propose solutions to real-world problems using
quantum algorithms and methodologies.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Recall the fundamental principles of quantum mechanics, including L2
1 superposition and quantum measurement.

Implement the simple Quantum logic gates, Hadamard gate, L3

2 Universal set of gates and quantum circuits.

Analyse the behaviour of quantum algorithms such as Deutsch- L4

3 Jozsa , Grover's algorithm .
Summarise the concepts of Quantum Cryptography and Quantum key L2
4 distribution and the protocols of quantum cryptography.
Apply QCNN model to solve real world problems and analyse the L3
5 difference between classical CNN and Quantum CNN .

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 2 - 1 2 1 - - - - - - - -
CO2 3 2 - - 3 - - - - - - - - -
CO3 3 3 2 - 3 - - - - - - - - -
CO4 3 2 - 3 3 3 - 2 - - 3 - - 3
CO5 3 3 2 3 3 3 - - 3 3 3 - 3 3
3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

153
TEXT BOOK:

1. Chris Bernhardt, Quantum Computing for Everyone, The MIT Press, Cambridge,
2020
2. Nielsen, M. A., & Chuang, I. Quantum computation and quantum information.The
Cambridge University Press, 2010 .

REFERENCES:
1. Phillip Kaye, Raymond Laflamme et. al., An introduction to Quantum Computing,
Oxford University press, 2007.

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

154
 BIG DATA ANALYTICS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4706 Credits : 03
Hours / Week : 03 Hours Total Hours::: 39 Hours
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. Explain the fundamental concepts of big data and analytics.
2. Make Use of the Hadoop Distributed File System components and Hadoop Daemons for storing
large data sets of structured or unstructured data across various nodes.
3. Develop a MapReduce paradigm for the analysis of Big Data of different applications.
4. Execute the commands using Pig Hadoop ecosystem tools.
5. To analyze and interpret the data by executing the queries using Hive Hadoop Ecosystem
tools.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainmentof the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible,it helps
improve the student's understanding.

UNIT – I : 07 Hours
INTRODUCTION TO BIGDATA: Understanding Big Data, Types of Data: Structured, Unstructured and
Semi-structured, Different sources of Data Generation, Different V’s: Volume, Variety, Velocity, Veracity,
Value.
Phases of Big Data Analytics, Types of Data Analytics, Apache Hadoop, Need for the Hadoop, Apache
Hadoop Architecture, How Does Hadoop Work? Advantages of Hadoop, Apache Hadoop Ecosystem.
Textbook 1 Chapter 1
UNIT – II: 09 Hours
Hadoop Distributed File System: Hadoop Distributed File System, Features of HDFS, HDFS Architecture,
Commands and description of HDFS, Hadoop File system, Replication factor, Name Node, Job Tracker,
Task tracker, Data Node, FS Image, Edit-logs, Check-pointing Concept, HDFS federation, Architectural
description for Hadoop Cluster, Hadoop – File Blocks and Replication Factor.
Textbook 1 Chapter 3

155
 UNIT – III: 08 Hours
Processing Unit:
MapReduce, Internal architecture, Record Reader, Mapper Phase, Reducer Phase, Sort and Shuffle Phase,
Data Flow, Counters, Combiner Function, Partition Function, Joins, Map Side Join, Reduce Side Join,
writing a simple MapReduce program to Count Number of words, YARN, YARN Architecture, YARN
Components, Resource Manager.
Textbook 1 Chapter 6

UNIT – IV: 08 Hours

Apache Pig
Apache Pig, Pig on Hadoop, Pig Latin, Local Mode and MapReduce Mode, Pig’s Data Model, Scalar, Complex,
Load, Dump, Store, Foreach, Filter, Join, group, Order by, Distinct, Limit, Sample, Parallel, User Defined
Function, Program for Word Count Job, Comparison Apache Pig and MapReduce.
Textbook 1 Chapter 11

UNIT – V: 08 Hours
Apache Hive
Apache Hive, Features of Apache Hive, History of Apache Hive, Hive Data Types & Files Formats, Creating
Managed Table, External Table, Partitioned Tables, loading data into Managed Table, Inserting Data into
Tables from Queries, Dynamic Partitions inserts, Exporting data, SELECT from clauses, WHERE Clauses,
GROUP BY Clauses, JOIN Statements, DISTRIBUTE BY, CLUSTER BY, bucketing, View, Hive Metastore.
Textbook 1 Chapter 12

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Summarize the concept of big data and its phases, architecture, L2
1 features and compare it with traditional RDBMS.

Make Use of the Hadoop Distributed File System components and L3

Hadoop Daemons for storing large data sets of structured or
2 unstructured data across various nodes.

Illustrate and develop a MapReduce paradigm for the analysis of Big L4

Data of various applications.
3

Make use of the Pig Hadoop Ecosystem tool for performing data L4
4 processing operations.

Apply Hive Hadoop Ecosystem tool for performing data processing L5

5 operations and to store the data in Hive Meta store .

156
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs
Problems

Ethics
CO1 3 2 1 - - - - - - - - - - -

CO2 3 2 2 - 1 - - - - - - - 1 1

CO3 3 2 2 - 1 - - - - - - - 1 1

CO4 3 2 2 - 2 - - - - - - - 1 1

CO5 3 2 2 - 2 - - - - - - - 1 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

Text Books:
1. Hands-on introduction to Big Data Analytics: Funmi obembe, Ofer Engel , 1st Edition,
SAGE Publication, 2024, Isbn: 9781529600087.
2. Hadoop: The Definitive Guide, By: Tom White, O’REILLY, 4th Edition,2015.
3. Programming Pig, By: Alan Gates, Published by O'Reilly Media, Inc., 2016.

Reference Books:
1. Dirk deRoos, Paul C. Zikopoulos, Bruce Brown, Rafael Coss, and Roman B. Melnyk ,
“Hadoop for Dummies”, A Wiley brand, 2014.
2. Programming Hive, By: Edward Capriolo, Dean Wampler & Jason Rutherglen, Published
by O’REILLY, 2012.

3. Programming Hive, By: Edward Capriolo, Dean Wampler & Jason Rutherglen, Published
by O’REILLY, 2012.
E-Resources:

1. https://www.ibm.com/ae-en/analytics/hadoop/big-data-analytics
2. https://www.tableau.com/learn/articles/big-data-analytics

Activity Based Learning (Suggested Activities in Class)

1. Quiz.
2. Collaborative Activity is minor project development with a team of 4 students.

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

157
 GENERATIVE AI
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4707 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0
Course Learning Objectives:
This course will enable students to:
1. To provide a strong foundation of fundamental concepts in Generative AI.
2. To provide a basic exposition to different types of Prompt Engineering.
3. Make use of the different Generative AI models such as GPT, attention models and transformers.
4. Make use of the different Language Models for handling text data.
5. To design the Generative AI models for various applications related to handling the texand
Image data.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 06 Hours
Introduction to Generative AI, Introduction to Generative AI, Definition and scope of Generative AI,
Hierarchy of Generative AI, Overview of generative models and their applications, Importance of
Generative AI in various domains, Ethical considerations and challenges.

UNIT – II 08 Hours
Prompt Engineering: Understanding the concept and significance of prompt engineering, Principles
of Prompting, Strategies for designing effective prompts, Techniques for Prompt Engineering
(Template-based prompts, Rule-based prompts, and Fine-tuning prompts), Best practices for prompt
engineering in generative AI, Enhancing Model Outputs.

UNIT – III 08 Hours

Generative AI Concepts: Encoder/decoder architectures as basis for Generative AI, the role of the
latent space, Transformer architectures and Attention, Conditional Generative Models, Introduction
to GPT and its significance, Architecture and working of GPT models.

158
 UNIT – IV 09 Hours
Language Models and LLM Architectures Introduction to language models and their role in AI, how
do large language models work? Difference Between Large Language Models and Generative AI,
Examples of LLMs (Generative Pre-trained Transformer 3, Bidirectional Encoder Representations from
Transformers, Text-to-Text Transfer Transformer, Robustly Optimized BERT Pretraining Approach),
Leading language models and their real-life applications.

UNIT – V 09 Hours
Case Study of Generative AI and Language Models: using ChatGPT3, BERT, T5, RoBERTa; SRGAN,
ESRGAN, Cycle GAN, StyleGAN, text-2-image, GAN in Computer Vision.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
1 Recall the fundamental concepts of Generative AI. L2
Utilize the different types of Prompt Engineering to generate the L3
2 prompts.
Make use of the different Generative AI models such as GPT, attention L4
3 models and transformers to generate text and Image data.

4 Make use of the different Language Models for handling text data. L4
Design the Generative AI models for various applications related to L5
5
handling the text and Image data.

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 2 2 1 2 2
CO2 3 1 2 1 1 2
CO3 2 2 1 1 2 2

159
CO4 2 2 1 1 2 1
CO5 3 2 1 1 1 2 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

Text Books:
1. Foster, David. Generative deep learning. " O'Reilly Media, Inc.", 2022.
2. Dhamani, Numa. Introduction to Generative AI. Simon and Schuster, 2024.

Reference Books:

1. Babcock, Joseph, and Raghav Bali. Generative AI with Python and TensorFlow 2: Create
images, text, and music with VAEs, GANs, LSTMs, Transformer models. Packt Publishing
Ltd, 2021
2. Alto, Valentina. Modern Generative AI with ChatGPT and OpenAI Models: Leverage the
capabilities of OpenAI's LLM for productivity and innovation with GPT3 and GPT4. Packt
Publishing Ltd, 2023.
3. de Albuquerque, Victor Hugo C., Pethuru Raj, and Satya Prakash Yadav, eds. Toward Artificial
General Intelligence: Deep Learning, Neural Networks, Generative AI. Walter de Gruyter
GmbH & Co KG, 2023.

E-Resources:
1. https://www.datacamp.com/blog/what-is-prompt-engineering-the-future-of-ai-communication
2. https://www.promptengineering4u.com/learning/techniques/template-based-
prompting#h.2n56pv37pv0c

Activity Based Learning (Suggested Activities in Class)

1. Flipped Class Activity on Searching techniques.
2. Problem Solving and Discussion.
3. GPT (Generative Pre-trained Transformer) Pre-training and fine-tuning processes.
4. Mini Project

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

160
 ROBOTICS AND AUTOMATION APPLICATION
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4708 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students:

1. Understand the fundamental principles and components of robotics and

automation systems.
2. Analyze the role of robotics and automation in various industries and their impact
on productivity and efficiency.
3. Design robotic systems and automation solutions to solve real-world problems
and optimize processes.
4. Evaluate ethical, social, and economic implications associated with the
widespread adoption of robotics and automation.
5. Apply programming languages and software tools to develop, simulate, and
control robotic and automation systems.

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of
the various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different
type of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing,
group work, focused listening, formulating questions, note-taking, annotating, and
roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.
UNIT – I 07 Hours
INTRODUCTION TO AUTOMATION: Need, Types, Basic elements of an automated system,
Manufacturing Industries, Types of production, Functions in manufacturing, Organization and
information processing in manufacturing, Automation strategies and levels of automation.
Hardware components for automation and process control, mechanical feeders, hoppers,
orienters, high speed automatic insertion devices.

UNIT – II 08 Hours
AUTOMATED FLOW LINES: Part transfer methods and mechanisms, types of Flow lines, flow line
with/without buffer storage, Quantitative analysis of flow lines.
ASSEMBLY LINE BALANCING: Assembly process and systems assembly line, line balancing
methods, ways of improving line balance, flexible assembly lines.
161
UNIT – III 08 Hours
INTRODUCTION TO INDUSTRIAL ROBOTICS: Classification of Robot Configurations,
functional line diagram, degrees of freedom. Components common types of arms, joints grippers,
factors to be considered in the design of grippers.
ROBOT ACTUATORS AND FEEDBACK COMPONENTS: Actuators, Pneumatic, Hydraulic
actuators, Electric &Stepper motors, comparison. Position sensors - potentiometers, resolvers,
encoders - velocity sensors, Tactile sensors, Proximity sensors.

UNIT – IV 08 Hours
MANIPULATOR KINEMATICS: Homogenous transformations as applicable to rotation and
transition - D-H notation, Forward inverse kinematics.
MANIPULATOR DYNAMICS: Differential transformations, Jacobians, Lagrange - Euler and
Newton - Euler formations. Trajectory Planning: Trajectory Planning and avoidance of obstacles
path planning, skew motion,joint integrated motion - straight line motion.

UNIT – V 08 Hours
ROBOT PROGRAMMING: Methods of programming - requirements and features of
programming languages, software packages. Problems with programming languages.
ROBOT APPLICATION IN MANUFACTURING: Material Transfer - Material handling, loading
and unloading - Process - spot and continuous arc welding & spray painting - Assembly and
Inspection.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
L2
Recall the key components and technologies in robotics and
1
automation.

L3
Illustrate the principles of robotics and automation, detailing key
2
components and technologies.
L4
Utilize programming languages and simulation tools to develop
3
and test control algorithms for robotic and automation systems.

L4
Assess the impact of robotics and automation on various sectors,
4
such through case studies.
L5
Evaluate ethical considerations in the use of robotics and
5
automation.

162
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

The Engineer and Society

Conduct Investigations of

Project management and

Individual & Team Work
Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Complex Problems

Cognitive Outcome
Life-long Learning
Problem Analysis

Environment and

Communication
COs

Sustainability

Finance
Ethics
CO1 2 1 2 2 1 1
CO2 3 2 2 1 2 2 2 1
CO3 3 2 1 2 2 1 1
CO4 3 2 1 2 2 2 2
CO5 3 3 2 1 2 2 2 1 2
3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Niku, Saeed B. Introduction to robotics: analysis, control, applications. John Wiley & Sons,
2020.
2. Mullakara, Nandan, and Arun Kumar Asokan. Robotic process automation projects: build
real-world RPA solutions using UiPath and automation anywhere. Packt Publishing Ltd,
2020.

REFERENCE BOOKS:
1. Robotics and control - R K Mittal and I J nagrath, TataMcGraw Hill 2004.
2. An Introduction to Robot Technology, P. Coiffet and M. Chaironze, Kogam Page Ltd. 1983
London.
3. Robotic Engineering - integrated approach by Richard d Klafter-London: Prentice-HaJJ-
1989.
4. Bhattacharyya, Siddhartha, Jyoti Sekhar Banerjee, and Debashis De, eds. Confluence of
Artificial Intelligence and Robotic Process Automation. Vol. 335. Springer Nature, 2023.
E-Resources:
1. http://www.leamerstv.com/Free-Engineering-Video-lectures-ltv071-Page 1.htm
2. http://www.cadcamfunda.com/cam _computer_ aided_manufacturing
3. http://wings.buffalo.edu/eng/mae/courses/460-564/Course-Notes/cnc-classnotes.pdf
4. http://nptel.iitm.ac.in/courses.php?branch=Mechanical
5. http://academicearth.org/courses/introduction-to-roboticsVideo
6. http://nptel.iitm.ac.in/video.php?courseid= 1052
7. http://www.npteJ.iitm.ac.in/and iitb.ac.in,
Activity Based Learning (Suggested Activities in Class)
1. Group Discussion.
************************************
163
 BLOCKCHAIN TECHNOLOGY
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4709 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:

1. Learn the underlying principles and techniques associated with block chain
Technologies.
2. Understand and describe how blockchain works
3. Familiarize with Ethereum, smart contracts and related technologies, and solidity
language.
4. Understand the application of Blockchain in various domains

Teaching-Learning Process (General Instructions)

These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.
UNIT – I 08 Hours
Introduction to Blockchain:
Distributed systems, P2P network Architecture of Blockchain, Generic elements of a blockchain: How
blockchain works, Benefits, features, and limitations of blockchain How blockchain accumulates blocks,
types of blockchain, Distributed ledger, Consensus mechanisms-Proof of work, Proof of Stake, Proof of
Authority, CAP theorem, Decentralization, Disintermediation, Ecosystem - Storage, Communication and
Computation

UNIT – II 08 Hours
Cryptography and Smart Contracts:
Symmetric cryptography (DES, AES), Asymmetric cryptography, Public and Private keys, Algorithms -
RSA, Hash functions, SHA, SHA-256
Smart contracts - Benefits of Smart contracts, Solidity Programming-Types, Literals, Enums, write basic
program using Solidity, Compile, verify and deploy.

164
UNIT – III 08 Hours
Ethereum Blockchain:
The Ethereum network, Ethereum Virtual Machine Execution Environment, Opcodes and their meaning,
Structure of a Block, Genesis Block, Merkle tree, Geth, Transactions, Transaction receipts, Nonce, Gas -
gasPrice, gasLimit, Ether, Mining, Wallets, Ethereum network (main net, test net), Metamask

UNIT – IV 08 Hours
Ethereum Development:
Infura, Web3.0 for Blockchain, Web3J -Java frontend, Creating Blockchain network and peering, Truffle -
build contract, migrate and deploy, Ganache CLI

UNIT – V 07 Hours
Hyperledger:
Projects under Hyperledger, Hyperledger reference architecture, Hyperledger design principles,
Hyperledger Fabric, Hyperledger Sawtooth, Case study: Blockchain in IoT

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
1 Recall basic blockchain and cryptography concepts. L2
2 Comprehend mining and Merkle tree concepts in blockchain. L2
3 Utilize Solidity for real-world smart contract development. L3
Evaluate Ethereum tools like Geth and Truffle for blockchain L5
4
applications.
5 Apply blockchain in IoT and healthcare via Hyperledger. L3

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 2 2 2 2 2
CO2 3 1 2 1 1
CO3 2 2 1 2 2 1 2
CO4 3 2 2 2 2

165
CO5 2 2 1 2 2 2 1

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. Lantz, Lorne, and Daniel Cawrey. Mastering blockchain. O'Reilly Media, 2020.
2. Comuzzi, Marco, Paul Grefen, and Giovanni Meroni. Blockchain for Business: IT
Principles into Practice. Routledge, 2023.

REFERENCE BOOKS:
1. Bashir, Imran. Mastering blockchain. Packt Publishing Ltd, 2017.
2. Raj, Pethuru, Kavita Saini, and Chellammal Surianarayanan, eds. Blockchain technology
and applications. CRC Press, 2020.
3. Dave, Chintan. Security Challenges with Blockchain: Navigate Blockchain Security
Challenges, Unveil Vulnerabilities, and Gain Practical Strategies for Secure Application
Development (English Edition). Orange Education Pvt Ltd, 2024.
4. Julie, E. Golden, J. Jesu Vedha Nayahi, and Noor Zaman Jhanjhi, eds. Blockchain
Technology: Fundamentals, Applications, and Case Studies. CRC Press, 2020.

Activity Based Learning (Suggested Activities in Class)

1. Group Discussion.

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

166
 UG RESEARCH PROJECT
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22AM4710 Credits : 03
Hours / Week : 03 Total Hours : 39 Hours
L–T–P–S : 0–0–0–6

Course Learning Objectives:

This course will enable students to:
8. To identify key research questions within a field to carry out research in a team.
9. To identify and summarize the literature review of the relevant field.
10. To demonstrate relevant referencing and inculcate new skills in various aspects of academic
writing.
11. To demonstrate the knowledge and understanding of writing the publication/report.
12. To showcase the strong evidence on the clarity of the argument, understanding of theselected
domain area and presentation of its technical information.
13. To detail description of the process of carrying out the independent research in written
document along with results and conclusions with reference to the existing literature.
14. To analyze and synthesize the new research findings.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
6. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
7. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
8. Show Video/animation films to explain the functioning of various concepts.
9. Encourage Collaborative (Group Learning) Learning in the class.
10. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
11. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.

167
COURSE CONTENT:

The research topic proposed by both the guide and the student team should be approved
by the department chairman to proceed further. A degree of industrial input and
involvement will be encouraged, and can be facilitated through existing academic-
industrial collaborations or by addressing specific topics that are of interest to industrial
partners.
All projects will be closely supervised by the Project Guide with ongoing feedback
and guidance at all stages of the project from conception to completion.
The following criteria will be checked by the department chairman to approve for the
research proposal:
a. Department staff as course guide
11. Ability to provide research direction to the student in the chosen field of interest
12. Ability to design an appropriate research strategy and methodology to
carry out the research by student
13. Ability to provide and evaluate the strong literature review document for
the chosen research topic
14. Ability to train students on research paper / technical writing skills
15. Conduct reviews in regular time period and submit the evaluation to
department chairman
b. Student Team
9. To be dedicated and committed to work on a new research topic by
learning new technical skills
10. To have fair knowledge on what is product development or research topic
11. To have constant interaction with allocated guide by providing weekly updates
12. To be committed to complete the project and submitting the technical paper
within the stipulated time framed by the university
Evaluation:
There will be CIA evaluation as well as the Semester end evaluation of the work done. Itwill be
done by a committee of senior researchers of the Department.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Identify and Select an Appropriate Research Problem L1
1

Describe and Summarize Relevant Literature L2

2

Compare and Critically Analyze Relevant Research Papers L3

3

Construct a Research Model and Perform Evaluation L4

4
Create and Draft Publications or Demonstrations L5
5

168
 COs

CO5
CO4
CO3
CO2
CO1
Engineering Knowledge

1
2
3
2
3
Problem Analysis

1
3
3
2
2
Design & Development
3

2
2
3
3
2

3: Substantial (High)
Conduct Investigations of Complex
4

1
3
2
2
1
Problems

Modern Tool Usage

5

2
2
3
2
1
The Engineer and Society
6

1
1
2
1
1
Environment and Sustainability
7

1
2
2
1
1

169
Ethics
8

1
2
1
1
1

2: Moderate (Medium)
Individual & Team Work
9

3
2
2
2
2
Program Outcomes (POs)

************************************
Mapping Levels of COs to POs / PSOs

Communication
3
2
2
2
2
10

Project management and Finance

2
2
2
3
3
11

Life-long Learning
2
3
2
2
2
12

1: Poor (Low)

Cognitive Outcome
1

3
2
2
1
2
PSOs

Skill & Design Outcome

2

3
2
2
2
1
 RESPONSIBLE AI & ETHICS
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VII
Subject Code : 22OE0045 Credits : 03
Hours / Week : 03 Hours Total Hours : 39 Hours
L–T–P–S : 3–0–0–0

Course Learning Objectives:

This course will enable students to:
1. Understand the impact of analytics and AI/ML on individuals and society.
2. Identify the problems associated with Big Data using the appropriate technique.
3. Apply AI/ML techniques on identifying fairness and bias issues.
4. Use Tools and methods to quantify bias.
5. Develop the project using the case study.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type
of teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group
work, focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the student's understanding.
UNIT – I 08 Hours
Data, Individuals, and Society: The power and impact that analytics and AI/ML have on individuals
and society, especially concerning issues such as fairness and bias, ethics, legality, data collection and
public use.

UNIT – II 08 Hours
Big Data: Components of big data, basic statistical techniques to data scenarios, and understand the
issues faced when learning from big data, ranging from data biases, overfitting, causation vs
correlation, etc.

UNIT – III 09 Hours

Privacy and Fairness in AI/ML: Use of AI/ML techniques to data scenarios, with a focus on identifying
fairness and bias issues found in the design of decision-making systems. Technical approaches to
current AI/ML applications such as facial recognition, natural language processing, and predictive
algorithms, all while being mindful of its social and legal context.

170
UNIT – IV 07 Hours
Various methods to quantify bias and examine ways to use algorithmic fairness to mitigate this bias,
taking into consideration ethical and legal issues associated with it. Knowledge of analytics and
AI/ML to transform a current biased data-set into a more objective solution.

UNIT – V 07 Hours
Case Studies :
1. Robustness and beneficial AI
2. Benefits and dangers of super-intelligence
3. Rationality in Advanced Artificial Agents
4. Artificial Morality

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Analyze the societal and individual impacts of AI/ML technologies,
1 focusing on ethical, legal, and fairness concerns, and the significance of L4
unbiased data collection and public data use.
Apply basic statistical methods to big data, identifying and addressing
2 issues like data biases, overfitting, and distinguishing between L3
causation and correlation.
Compare AI/ML systems for fairness and bias in decision-making
3 processes, in applications like facial recognition and natural language L2
processing.
Utilize tools and methods to quantify and mitigate bias in datasets,
4 understanding ethical and legal issues, and transforming biased L3
datasets into more objective solutions.
Analyze case studies on AI robustness, risks of super-intelligence,
5 rationality in artificial agents, and artificial morality, articulating their L4
implications for future technologies and society.

171
 Mapping Levels of COs to POs / PSOs
Program Outcomes (POs) PSOs

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

Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication
COs

Problems

Ethics
CO1 - - - - - 1 -
1 - - 2 2 2 2
CO2 3 2 - - 1 - - - 2 2 1 - 2 2
CO3 - - - - - - -
3 2 1 2 2 2 2
CO4 3 2 - - 1 - - - 2 2 - - 2 2
CO5 - - - - - - -
3 2 1 2 2 2 2

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

TEXT BOOKS:
1. O'neil, Cathy. Weapons of math destruction: How big data increases inequality and
threatens democracy. Broadway Books, 2016.
2. Kearns, Michael, and Aaron Roth. The ethical algorithm: The science of socially aware
algorithm design. Oxford University Press, 2019.

REFERENCE BOOKS:
1. S. J. Russell, D. Dewey, and M. Tegmark, ‘Research priorities for robust and beneficial
artificial intelligence’, AI Magazine, 2015.
2. Bostrom, N. (2014), Superintelligence: Paths, Dangers, Strategies, Oxford University Press,
Chapters 2-6.
3. Bostrom, N. (2012). The Superintelligent Will: Motivation and Instrumental Rationality in
Advanced Artificial Agents. Minds & Machines 22: 71-85.
4. Allen, C., Smit, I.,Wallach,W. (2005) ‘Artificial morality: Top-down, bottom-up, and hybrid
approaches’, Ethics and Information Technology ; 7, 149-155
5. Lake, B. M., Ullman, T. D., Tenenbaum, J. B., Gershman, S. J. (2017) ‘Building machines that
learn and think like people’, Behavioral and Brain Sciences, e253.
E-Resources:
1. https://onlinecourses.nptel.ac.in/noc19_ee56/
2. https://nptel.ac.in/courses/106106046
Activity Based Learning (Suggested Activities in Class)
1. Group Discussion.
************************************
172
 VIII SEM – ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Teaching Hours / Week Examination

Practical
Tutorial

Total Marks
Lecture
Course Course

Project

SEE Marks
CIE Marks
SL Course Name

Credits
Type Code

L T P J

1 22AM4801 Capstone Project

PROJ 0 0 0 22 100 -- 100 11
Phase-II
Research
2 22AM4802 Internship/
INT 0 0 0 6 100 -- 100 03
Industry
Internship
Total 0 0 0 28 14

HSMC- Humanities and Social Sciences including Management Courses, IPCC-Integrated

Professional Core Course, PCC-Professional Core Courses, SEC-Skill Enhancement Courses, PEC-
Professional Elective Courses, OEC-Open Elective Courses, PROJ-Project Work,INT-Internship, CR
– Credit, AU – Audit, L – Lecture, T – Tutorial, P – Practical, S/P – Seminar/Project, C – No. Of
Credits

173
 CAPSTONE PROJECT PHASE - II
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VIII
Subject Code : 22AM4801 Credits : 11
Hours / Week : 11 Total Hours : 143 Hours
L–T–P–S : 0–0–0–22

Course Learning Objectives:

This course will enable students to:
1. To identify key research questions within a field to carry out research in a team.
2. To identify and summarize the literature review of the relevant field.
3. To demonstrate relevant referencing and inculcate new skills in various aspects of academic
writing.
4. To demonstrate the knowledge and understanding of writing the publication/report.
5. To showcase the strong evidence on the clarity of the argument, understanding of theselected
domain area and presentation of its technical information.
6. To detail description of the process of carrying out the independent research in written
document along with results and conclusions with reference to the existing literature.
7. To analyze and synthesize the new research findings.
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.

174
COURSE CONTENT:

1. The research topic proposed by both the guide and the student team should be
approved by the department chairman to proceed further.
2. A degree of industrial input and involvement will be encouraged, and can be
facilitated through existing academic- industrial collaborations or by addressing
specific topics that are of interest to industrial partners.
3. The problem statement should be big enough to be carried out in two phases over
the two semesters i.e., VII and VIII semesters in the VI year.
4. All projects will be closely supervised by the Project Guide with ongoing feedback
and guidance at all stages of the project from conception to completion.
5. The following criteria will be checked by the department chairman to approve
for theresearch proposal:
a. Department staff as course guide
1. Ability to provide research direction to the student in the chosen field of interest
2. Ability to design an appropriate research strategy and methodology to
carry out the research by student
3. Ability to provide and evaluate the strong literature review document for
the chosen research topic
4. Ability to train students on research paper / technical writing skills
5. Conduct reviews in regular time period and submit the evaluation to
department chairman
b. Student Team
1. To be dedicated and committed to work on a new research topic by
learning new technical skills
2. To have fair knowledge on what is product development or research topic
3. To have constant interaction with allocated guide by providing weekly updates
4. To be committed to complete the project and submitting the technical paper
within the stipulated time framed by the university
Evaluation:
1. The problem statement selected in Capstone Project Phase - I (VII semester) will be
carried in the VIII semester.
2. Phase 2 comprises of the detailed design, implementation, and testing results during the
internal and external review.
3. Each Project team needs to submit the technical paper or patent or participate in
hackathons and project exhibitions as well as apply for various state and national
funding agencies within the stipulated time frame by the university
4. There will be CIA evaluation (Project reviews) done by a committee of senior faculty of
the Department.
5. Additionally, there will be a Semester end evaluation of the work done that would
include an internal Faculty and an external academic expert.

175
 Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:
Identify and Select an Appropriate Research Problem L1
1

Explain and Summarize Relevant Literature L2

2

Compare and Critically Analyze Relevant Research Papers L3

3

Construct a Research Model and Perform Evaluation L4

4
Create and Draft Publications or Demonstrations L5
5

Mapping Levels of COs to POs / PSOs

Program Outcomes (POs) PSOs

1 2 3 4 5 6 7 8 9 10 11 12 1 2
Conduct Investigations of Complex

Project management and Finance

Environment and Sustainability
The Engineer and Society

Individual & Team Work

Engineering Knowledge

Skill & Design Outcome

Design & Development

Modern Tool Usage

Cognitive Outcome
Life-long Learning
Problem Analysis

Communication

COs
Problems

Ethics

CO1 3 2 2 1 1 1 1 1 2 2 3 2 2 1
CO2 2 2 3 2 2 1 1 1 2 2 3 2 1 2
CO3 3 3 3 2 3 2 2 1 2 2 2 2 2 2
CO4 2 3 2 3 2 1 2 2 2 2 2 3 2 2
CO5 1 1 2 1 2 1 1 1 3 3 2 2 3 3

3: Substantial (High) 2: Moderate (Medium) 1: Poor (Low)

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

176
 RESEARCH INTERNSHIP/ INDUSTRY INTERNSHIP
[As per Choice Based Credit System (CBCS) scheme]

SEMESTER – VIII
Subject Code : 22AM4802 Credits : 03
Hours / Week : - Total Hours : 78 Hours
L–T–P–S : 0–0–0–6

Course Learning Objectives:

This course will enable students to:
1. To expose students to the industrial environment
2. To create competent professionals for the industry.
3. To provide possible opportunities to learn, understand and sharpen the real time
technical/managerial skills required at the job
4. To work on a problem assigned by a mentor at industry, prepare action plan and complete
within time limit
5. To learn, create/prepare report for Project/research as used in industry with productive and
efficient way
6. To strengthen industry-institute linkage and increase employability of the students
Teaching-Learning Process (General Instructions)
These are sample new pedagogical methods that teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecture method means it includes not only the traditional lecture method but a different type of
teaching method that may be adopted to develop the course outcomes.
2. Interactive Teaching: Adopt Active learning that includes brainstorming, discussing, group work,
focused listening, formulating questions, note-taking, annotating, and roleplaying.
3. Show Video/animation films to explain the functioning of various concepts.
4. Encourage Collaborative (Group Learning) Learning in the class.
5. To make Critical thinking, ask at least three Higher-order Thinking questions in the class.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the student's understanding.

177
COURSE CONTENT:
1. The course includes a 16 weeks of on-job training on current industry-relevant problem through
supervised self-learning approach.
2. The internship is an individual activity.
3. The student should obtain approval from the chairman/supervisor to pursue.
4. A student shall submit a brief proposal about the work to be carried out in the internship, to a
coordinator within 3 weeks, after starting the internship.
5. A comprehensive report is required to be prepared and submit to the department at the end of
the semester.
6. A certificate shall be attached with this report duly signed by the competent authority of the
industry for the successful completion of the internship.
7. An attendance report shall also be attached with this report.
8. The CIA evaluation will be done by faculty mentor or Industry Supervisor.
9. There is no SEE Exam for this course.

Bloom’s
Course
Description Taxonomy
Outcome
Level
At the end of the course, the student will be able to:

Comprehend the modern tools used in the field of AIML and

1 L2
engineering for product development.

Demonstrate ethical conduct and professional accountability while

2 L3
working in a team for the benefit of society

Analyze the resources requirement and planning to facilitate the

3 L4
project success

4 Assess and adapt technical skills on industry environment L5

5 Apply the modern industry practice for internship L3

178
 COs

CO5
CO4
CO3
CO2
CO1
Engineering Knowledge

1
2
3
2
3
Problem Analysis 2

1
3
3
2
2
Design & Development
3

2
2
3
3
2

3: Substantial (High)
Conduct Investigations of Complex
4

1
3
2
2
1
Problems

Modern Tool Usage

5

2
2
3
2
1
The Engineer and Society
6

1
1
2
1
1
Environment and Sustainability
7

1
2
2
1
1

179
Ethics
8

1
2
1
1
1

2: Moderate (Medium)
Individual & Team Work
9

3
2
2
2
2
Program Outcomes (POs)

************************************
Mapping Levels of COs to POs / PSOs

Communication
3
2
2
2
2
10

Project management and Finance

2
2
2
3
3
11

Life-long Learning
2
3
2
2
2
12

1: Poor (Low)

Cognitive Outcome
1

3
2
2
1
2
PSOs

Skill & Design Outcome

2

3
2
2
2
1