Annexure II

Software Engineering & Project Management Semester V

Course Code BCS501 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 4:0:0:0 SEE Marks 50
Total Hours of Pedagogy 52 hours Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
This course will enable students to,
• Outline software engineering principles and activities involved in building large software
programs. Identify ethical and professional issues and explain why they are of concern to
Software Engineers.
• Describe the process of requirement gathering, requirement classification, requirement
specification and requirements validation.
• Recognize the importance of Project Management with its methods and methodologies.
• Identify software quality parameters and quantify software using measurements and metrics.
List software quality standards and outline the practices involved.
Teaching-Learning Process (General Instructions)
These are sample Strategies; that teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not be only a traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based-Learning (PBL), which fosters student’s Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather
than simply recall it.
MODULE-1 10 hours
Software and Software Engineering: The nature of Software, The unique nature of WebApps,
Software Engineering, The software Process, Software Engineering Practice, Software Myths.
Process Models: A generic process model, Process assessment and improvement, Prescriptive
process models: Waterfall model, Incremental process models, Evolutionary process models,
Concurrent models, Specialized process models. Unified Process , Personal and Team process models

Textbook 1: Chapter 1: 1.1 to 1.6, Chapter 2: 2.1 to 2.5

MODULE-2 12 hours
Understanding Requirements: Requirements Engineering, Establishing the ground work, Eliciting
Requirements, Developing use cases, Building the requirements model, Negotiating Requirements,
Validating Requirements.
Requirements Modeling Scenarios, Information and Analysis classes: Requirement Analysis,
Scenario based modeling, UML models that supplement the Use Case, Data modeling Concepts,
Class-Based Modeling.
Requirement Modeling Strategies : Flow oriented Modeling , Behavioral Modeling.
Textbook 1: Chapter 5: 5.1 to 5.7, Chapter 6: 6.1 to 6.5, Chapter 7: 7.1 to 7.3
MODULE-3 10 hours

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Annexure II

Agile Development: What is Agility?, Agility and the cost of change. What is an agile Process?,
Extreme Programming (XP), Other Agile Process Models, A tool set for Agile process .
Principles that guide practice: Software Engineering Knowledge, Core principles, Principles that
guide each framework activity.

Textbook 1: Chapter 3: 3.1 to 3.6, Chapter 4: 4.1 to 4.3

MODULE-4 10 hours
Introduction to Project Management: Introduction, Project and Importance of Project Management,
Contract Management, Activities Covered by Software Project Management, Plans, Methods and
Methodologies, Some ways of categorizing Software Projects, Stakeholders, Setting Objectives,
Business Case, Project Success and Failure, Management and Management Control, Project
Management life cycle, Traditional versus Modern Project Management Practices.
Project Evaluation: Evaluation of Individual projects, Cost–benefit Evaluation Techniques, Risk
Evaluation
Textbook 2: Chapter 1: 1.1 to 1.17 , Chapter 2: 2.4 to 2.6
MODULE-5 10 hours
Software Quality: Introduction, The place of software quality in project planning, Importance of
software quality, Defining software quality, Software quality models, product versus process quality
management.
Software Project Estimation: Observations on Estimation, Decomposition Techniques, Empirical
Estimation Models.

Textbook 2: Chapter 13: 13.1 to 13.5, 13.7, 13.8, Text Book 1: Chapter 26: 26.5 to 26.7

Course Outcomes
At the end of the course, the student will be able to:
● Differentiate process models to judge which process model has to be adopted for the given
scenarios.
● Derive both functional and nonfunctional requirements from the case study.
● Analyze the importance of various software testing methods and agile methodology.
● Illustrate the role of project planning and quality management in software development.
● Identify appropriate techniques to enhance software quality.

Assessment Details (both CIE and SEE)

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

● For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment Test
component, there are 25 marks.
● The first test will be administered after 40-50% of the syllabus has been covered, and the second
test will be administered after 85-90% of the syllabus has been covered
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then only
one assignment for the course shall be planned. The teacher should not conduct two assignments at

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Annexure II

the end of the semester if two assignments are planned.

● For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
The Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks...

Suggested Learning Resources:

Textbooks
1. Roger S. Pressman: Software Engineering-A Practitioners approach, 7th Edition, Tata McGraw Hill.
2. Bob Hughes, Mike Cotterell, Rajib Mall: Software Project Management, 6th Edition, McGraw Hill
Education, 2018.

Reference Book:

3. Pankaj Jalote: An Integrated Approach to Software Engineering, Wiley India.

4. “Software Engineering: Principles and Practice", Hans van Vliet, Wiley India, 3rd Edition, 2010.
Web links and Video Lectures (e-Resources):
● https://onlinecourses.nptel.ac.in/noc20_cs68/preview
● https://onlinecourses.nptel.ac.in/noc24_mg01/preview

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

● Demonstration of Agile tool: The students are expected to learn any of the popular agile tool.
(10 marks)
● Field Survey (In Team): The students’ team may of the size of 2 or 4. Students are expected to
visit their library and understand the Library Automation Software. OR they have to
understand the working of ERP or any inventory management, and then they have to prepare a
report and then to be submitted to the concerned staff. Prepare a document/report which
includes all the phases of SDLC and to be submitted accordingly (15 marks)

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MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

COMPUTER NETWORKS Semester V

Course Code BCS502 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory/practical
Course objectives:
This course will enable students to,
• Study the TCP/IP protocol suite, switching criteria and Medium Access Control protocols for reliable
and noisy channels.
• Learn network layer services and IP versions.
• Discuss transport layer services and understand UDP and TCP protocols.
• Demonstrate the working of different concepts of networking layers and protocols.

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters student’s Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
MODULE-1
Introduction: Data Communications, Networks, Network Types, Networks Models: Protocol
Layering, TCP/IP Protocol suite, The OSI model, Introduction to Physical Layer: Transmission
media, Guided Media, Unguided Media: Wireless. Switching: Packet Switching and its types.
Textbook: Ch. 1.1 - 1.3, 2.1 - 2.3, 7.1 – 7.3, 8.3.
MODULE-2
Data Link Layer: Error Detection and Correction: Introduction, Block Coding, Cyclic Codes. Data
link control: DLC Services: Framing, Flow Control, Error Control, Connectionless and Connection
Oriented, Data link layer protocols, High Level Data Link Control. Media Access Control: Random
Access, Controlled Access. Check Sum and Point to Point Protocol
Textbook: Ch. 10.1-10.4, 11.1 -11.4, 12.1 - 12.2
MODULE-3
Network Layer: Network layer Services, Packet Switching, IPv4 Address, IPv4 Datagram, IPv6
Datagram, Introduction to Routing Algorithms, Unicast Routing Protocols: DVR, LSR, PVR,
Unicast Routing protocols: RIP, OSPF, BGP, Multicasting Routing-MOSPF
Textbook: Ch. 18.1, 18.2, 18.4, 22.2,20.1-20.3, 21.3.2
MODULE-4
Introduction to Transport Layer: Introduction, Transport-Layer Protocols: Introduction, User
Datagram Protocol, Transmission Control Protocol: services, features, segments, TCP connections,
flow control, Error control, Congestion control.
Textbook: Ch. 23.1- 23.2, 24.1-24.3.4, 24.3.6-24.3.9
MODULE-5

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MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

Introduction to Application Layer: Introduction, Client-Server Programming, Standard Client-

Server Protocols: World Wide Web and HTTP, FTP, Electronic Mail, Domain Name System
(DNS), TELNET, Secure Shell (SSH)
Textbook: Ch. 25.1-25.2, 26.1-26.6

PRACTICAL COMPONENT OF IPCC

Sl.NO Experiments
1 Implement three nodes point – to – point network with duplex links between them. Set the
queue size, vary the bandwidth, and find the number of packets dropped.
2 Implement transmission of ping messages/trace route over a network topology consisting of 6
nodes and find the number of packets dropped due to congestion.
3 Implement an Ethernet LAN using n nodes and set multiple traffic nodes and plot congestion
window for different source / destination.
4
Develop a program for error detecting code using CRC-CCITT (16- bits).
5
Develop a program to implement a sliding window protocol in the data link layer.
6 Develop a program to find the shortest path between vertices using the Bellman-Ford and path
vector routing algorithm.
7 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.
8 Develop a program on a datagram socket for client/server to display the messages on client
side, typed at the server side.
9 Develop a program for a simple RSA algorithm to encrypt and decrypt the data.

10 Develop a program for congestion control using a leaky bucket algorithm.

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
● Explain the fundamentals of computer networks.
● Apply the concepts of computer networks to demonstrate the working of various layers and
protocols in communication network.
● Analyze the principles of protocol layering in modern communication systems.
● Demonstrate various Routing protocols and their services using tools such as Cisco packet
tracer.
Note: For the Simulation experiments modify the topology and parameters set for the experiment
and take multiple rounds of reading and analyze the results available in log files. Plot necessary
graphs and conclude using NS2 or NS3. Installation procedure of the required software must be
demonstrated, carried out in groups, and documented in the report. Non simulation programs
can be implemented using Java.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
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MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)

● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25
marks.

● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two
Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other
assessment methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the
syllabus and the second test after covering 85-90% of the syllabus.

● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).

● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks
for the test to be conducted after the completion of all the laboratory sessions.

● On completion of every experiment/program in the laboratory, the students shall be evaluated

including viva-voce and marks shall be awarded on the same day.

● The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of
all experiments’ write-ups are added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be
conducted for 50 marks and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.

● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the
IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scoredby the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will
have a CIE component only. Questions mentioned in the SEE paper may include questions from
the practical component.
Suggested Learning Resources:
Textbook:
1. Behrouz A. Forouzan, Data Communications and Networking, 5th Edition, Tata McGraw-

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MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

Hill,2013.
Reference Books:
1. Larry L. Peterson and Bruce S. Davie: Computer Networks – A Systems Approach, 4th
Edition, Elsevier, 2019.
2. Nader F. Mir: Computer and Communication Networks, 2nd Edition, Pearson Education,
2015.
3. William Stallings, Data and Computer Communication 10th Edition, Pearson Education, Inc.,
2014.
Web links and Video Lectures (e-Resources):
1. https://www.digimat.in/nptel/courses/video/106105183/L01.html
2. http://www.digimat.in/nptel/courses/video/106105081/L25.html
3. https://nptel.ac.in/courses/10610

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

● Implementation of various protocols using open source simulation tools. (5 marks)

● Simulation of Personal area network, Home area network, achieve QoS etc. (5 marks)

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 Annexure-II 1

THEORY OF COMPUTATION Semester V

Course Code BCS503 CIE Marks 50
Teaching Hours/Week (L: T:P: S) (3:2:0:0) SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
● Introduce core concepts in Automata and Theory of Computation.
● Identify different Formal Language Classes and their Relationships.
● Learn concepts of Grammars and Recognizers for different formal languages.
● Prove or disprove theorems in automata theory using their properties.
● Determine the decidability and intractability of Computational problems.
Teaching-Learning Process (General Instructions)
These are sample Strategies which teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which
promotes critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop design thinking skills such as the ability to design, evaluate, generalize, and
analyse information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different approaches 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.
Module-1 10 Hours
Introduction to Finite Automata, Structural Representations, Automata and Complexity. The Central
Concepts of Automata Theory. Deterministic Finite Automata, Nondeterministic Finite Automata, An
Application: Text Search, Finite Automata with Epsilon-Transitions.
TEXT BOOK: Sections 1.1, 1.5, 2.2,2.3,2.4,2.5
Module-2 10 Hours
Regular Expressions, Finite Automata and Regular Expressions, Proving Languages not to be Regular.
Closure Properties of Regular Languages, Equivalence and Minimization of Automata, Applications of
Regular Expressions

TEXT BOOK: Sections 3.1, 3.2 (Except 3.2.1), 3.3, 4.1, 4.2, 4.4
Module-3 10 Hours

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 Annexure-II 2

Context-Free Grammars, Parse Trees, Ambiguity in Grammars and Languages, Ambiguity in

Grammars and Languages, Definition of the Pushdown Automaton, The Languages of a PDA,
Equivalence of PDA's and CFG's, Deterministic Pushdown Automata.

TEXT BOOK: Sections 5.1, 5.2, 5.4, 6.1,6.2,6.3.1,6.4

Module-4 10 Hours
Normal Forms for Context-Free Grammars, The Pumping Lemma for Context-Free Languages, Closure
Properties of Context-Free Languages.

TEXT BOOK: Sections 7.1, 7.2, 7.3

Module-5 10 Hours
Introduction to Turing Machines: Problems That Computers Cannot Solve, The Turing Machine,
Programming Techniques for Turing Machines, Extensions to the Basic Turing Machine, Undecidability: A
Language That Is Not Recursively Enumerable.
TEXT BOOK: Sections 8.1,8.2, 8.3,8.4, 9.1, 9.2
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Apply the fundamentals of automata theory to write DFA, NFA, Epsilon-NFA and
conversion between them.
2. Prove the properties of regular languages using regular expressions.
3. Design context-free grammars (CFGs) and pushdown automata (PDAs) for formal
languages.
4. Design Turing machines to solve the computational problems.
5. Explain the concepts of decidability and undecidability.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

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

● For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
● The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
● For the course, CIE marks will be based on a scaled-down sum of two tests and other methods
of assessment.
The Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks..
Suggested Learning Resources:
Books
1. John E Hopcroft, Rajeev Motwani, Jeffrey D. Ullman,” Introduction to Automata Theory,
Languages and Computation”, Second Edition, Pearson.

Reference:
1. Elain Rich, “Automata,Computability and complexity”, 1st Edition, Pearson Education,2018.
2. K.L.P Mishra, N Chandrashekaran , 3rd Edition , ‘Theory of Computer Science”,PHI,2012.
3. Peter Linz, “An introduction to Formal Languages and Automata “, 3rd Edition, Narosa
Publishers,1998.
4. Michael Sipser : Introduction to the Theory of Computation, 3rd edition, Cengage learning,2013.
5. John C Martin, Introduction to Languages and The Theory of Computation, 3rd Edition, Tata
McGraw –Hill Publishing Company Limited, 2013.

Web links and Video Lectures (e-Resources):

● https://archive.nptel.ac.in/courses/106/105/106105196/
● https://archive.nptel.ac.in/courses/106/106/106106049/
● https://nptelvideos.com/course.php?id=717

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 Annexure-II 4

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

● Open source tools (like JFLAP) to make teaching and learning more interactive
[https://www.jflap.org/] (10 Marks)
● Assignments at RBTL-4 (15 marks)

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

DATA VISUALIZATION LAB Semester V

Course Code BAIL504 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 100
Examination type (SEE) Practical
Course objectives:
● Understand the Importance of data Visualization for business intelligence and decision making.
● Learn different approaches to understand the importance of visual perception.
● Learn different data visualization techniques and tools.
● Gain knowledge of effective data visuals to solve workplace problems.

Sl.NO Experiments
1 Getting Started - Tableau Workspace, Tableau terminologies, basic functionalities.

2
Connecting to Data Source – Connecting to Database, Different types of Tableau Joins.

3
Creating a View - formatting charts, adding filters, creating calculated fields and defining parameters.

4 Dashboard Design and Storytelling – Components of Dashboard, Understanding how to place

worksheets in Containers, Action filters and its types.
5 Introducing Power BI –Components and the flow of work. Power BI Desktop Interface-The Report has
five main areas.
6 Querying Data from CSV - Query Editor, Connecting the data from the Excel Source, Clean, Transform the
data.
7
Creating Reports & Visualizations - Different types of charts, Formatting charts with Title, Colors.

8
Dashboards - Filters in Power BI, Formatting dashboards.

9 Analysis of revenue in sales dataset:

i) Create a choropleth map (fill the map) to spot the special trends to show the state which has the highest
revenue.
ii) Create a line chart to show the revenue based on the month of the year.
iii) Create a bin of size 10 for the age measure to create a new dimension to show the revenue.
iv) Create a donut chart view to show the percentage of revenue per region by creating zero access in the
calculated field.
v) Create a butterfly chart by reversing the bar chart to compare female & male revenue based on product
category.
vi) Create a calculated field to show the average revenue per state & display profitable & non-profitable
state.
vii) Build a dashboard.
10 Analysis of GDP dataset:
i) Visualize the countries data given in the dataset with respect to latitude and longitude along with
country name using symbol maps.
ii) Create a bar graph to compare GDP of Belgium between 2006 – 2026.
iii) Using pie chart, visualize the GDP of India, Nepal, Romania, South Asia, Singapore by the year 2010.
iv) Visualize the countries Bhutan & Costa Rica competing in terms of GDP.

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

v) Create a scatter plot or circle views of GDP of Mexico, Algeria, Fiji, Estonia from 2004 to 2006.
vi) Build an interactive dashboard.
11 Analysis of HR Dataset:
i)Create KPI to show employee count, attrition count, attrition rate, attrition count, active employees, and
average age.
ii) Create a Lollipop Chart to show the attrition rate based on gender category.
iii) Create a pie chart to show the attrition percentage based on Department Category- Drag department
into colours and change automatic to pie. Entire view, Drag attrition count to angle. Label attrition count,
change to percent, add total also, edit label.
iv) Create a bar chart to display the number of employees by Age group,
v) Create a highlight table to show the Job Satisfaction Rating for each job role based on employee count.
vi) Create a horizontal bar chart to show the attrition count for each Education field Education field wise
attrition – drag education field to rows, sum attrition count to col,
vii) Create multiple donut chart to show the Attrition Rate by Gender for different Age group.

12 Analysis of Amazon Prime Dataset:

i) Create a Donut chart to show the percentage of movie and tv shows
ii) Create a area chart to shows by release year and type
iii) Create a horizontal bar chart to show Top 10 genre
iv) Create a map to display total shows by country
v) Create a text sheet to show the description of any movie/movies.
vi) Build an interactive Dashboard.

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
1. Design the experiment to create basic charts and graphs using Tableau and Power BI.
2. Develop the solution for the given real world problem.
3. Analyze the results and produce substantial written documentation.

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

Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is to be evaluated for conduction with an observation sheet and record write-up. Rubrics
for the evaluation of the journal/write-up for hardware/software experiments are designed by the faculty
who is handling the laboratory session and are made known to students at the beginning of the practical
session.
● Record should contain all the specified experiments in the syllabus and each experiment write-up will be
evaluated for 10 marks.
● Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in the
syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will carry a
weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE marks
scored by the student.
Semester End Evaluation (SEE):
● SEE marks for the practical course are 50 Marks.
● SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed by the
Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the conduction of
the examination. These practical examinations are to be conducted between the schedule mentioned in the
academic calendar of the University.
● All laboratory experiments are to be included for practical examination.
● (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script to be
strictly adhered to by the examiners. OR based on the course requirement evaluation rubrics shall be
decided jointly by examiners.
● Students can pick one question (experiment) from the questions lot prepared by the examiners jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by examiners.
● General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and result in -
60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks and scored marks
shall be scaled down to 50 marks (however, based on course type, rubrics shall be decided by the examiners)

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

Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be made
zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

1. Microsoft Power BI Dashboards Step by Step by Errin O’Connor, 2019 by Pearson Education, Inc
2. Information Dashboard Design: Displaying Data for At-a-glance Monitoring” by Stephen
Few
3. https://help.tableau.com/current/guides/get-started-tutorial/en-us/get-started-tutorial-
home.htm
4. https://www.tutorialspoint.com/tableau/index.htm
5. https://www.simplilearn.com/tutorials/power-bi-tutorial/power-bi-vs-tableau

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 Annexure-II 1

COMPUTER VISION Semester 5

Course Code BAI151A CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
CLO1: To understand the fundamentals of computer vision and digital image processing
CLO2: To introduce the processes involved image enhancement and restoration.
CLO3: To facilitate the students to gain understanding color image processing and morphology.
CLO5: To impart the knowledge of image segmentation and object recognition techniques.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Use animations/videos to help the students to understand the concepts.
7. Demonstrate the concepts using a suitable programming language.
Module-1
Introduction: What is computer vision? A brief history. Image Formation: Photometric image
formation, The digital camera. Image processing: Point operators, Linear filtering.

Textbook-1: Chap-1 (1.1, 1.2), Chap-2 (2.2, 2.3), Chap-3 (3.1, 3.2)
Module-2
Image processing: More neighborhood operators, Fourier transforms, Pyramids and wavelets, and
Geometric transformations.

Textbook-1: Chap- 3 (3.3 - 3.6)

Module-3
Image Restoration and Reconstruction: A model of Image degradation/restoration process,
restoration in the presence of noise only, periodic noise reduction by frequency domain filtering.

Image Segmentation: Fundamentals, Point, Line and edge detection, thresholding (Foundation &
Basic global thresholding only), Segmentation by region growing & region splitting & merging.

Textbook-2: Chap-5 (5.1 to 5.4), Chap-10 (10.1 to 10.3.2, 10.4)

Module-4
Color Image Processing: Color fundamentals, color models, Pseudocolor image processing, full color
image processing, color transformations, color image smoothing and sharpening, Using color in image
segmentation, Noise in color images.

@#@#@ 1
 Annexure-II 2

Textbook-2: Chap-6 (6.1-6.8)

Module-5
Morphological Image Processing: Preliminaries, Erosion and Dilation, opening and closing, Hit-or-
miss transform, some basic morphological algorithms.

Feature Extraction: Background, Boundary preprocessing (Boundary following & Chain codes only).

Image pattern Classification: Background, Patterns and classes, Pattern classification by prototype
matching (Minimum distance classifier only).

Textbook-2: Chap -9 (9.1-9.5), Chap-11(11.1-11.2.2), Chap-12 (12.1-12.3.1)

Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the fundamentals of computer vision and its applications.
2. Apply the image enhancement techniques for smoothing and sharpening of images.
3. Compare the different image restoration and segmentation techniques.
4. Demonstrate the smoothing and sharpening techniques for color images.
5. Explain morphological, feature extraction, and pattern classification techniques for object recognition.

Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

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

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

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 Annexure-II 3

4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Textbooks
1. Richard Szeliski, Computer Vision: Algorithms and Applications (Texts in Computer Science) , 2nd
Edition, 2022, Springer.
2. Rafael C G., Woods R E. and Eddins S L, Digital Image Processing, Pearson, 4th edition, 2019.

Reference books
1. David Forsyth and Jean Ponce, Computer Vision: A Modern Approach, 2nd Edition, Pearson, 2015.

2. Reinhard Klette, Concise Computer Vision - An Introduction into Theory and Algorithms, Springer,
2014.

Web links and Video Lectures (e-Resources):

● Virtual Labs: https://cse19-iiith.vlabs.ac.in/
● https://onlinecourses.nptel.ac.in/noc21_ee78/preview
● Introduction to Machine Vision: https://www.youtube.com/watch?v=tY2gczObpfU
● https://coral.ise.lehigh.edu/optml/files/2019/10/OptML_CV_tutorial_1_compressed.pdf
Activity Based Learning (Suggested Activities in Class)/ Practical Based Learning
● Programming Assignment-1: Implementation of important concepts of Image enhancement (point
& filters) and restoration techniques with C++/Java/Python - 10 Marks
● Programming Assignment-2: Implementation of segmentation, Morphological and color image
processing techniques with C++/Java/Python - 15 Marks

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 Annexure-II 1

Data Warehousing Semester V

Course Code BAD515B CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 42 Total Marks 100
Credits 03 Exam Hours
Examination type (SEE) Theory
Course objectives:
● To understand the need of data warehousing.
● To understand the planning a data warehouse based on business requirements
● To understand the architectural components of Data warehouse
● To understand the data modeling approaches in Data Warehousing
● To understand OLAP operations and use them effectively to improve data quality

Teaching-Learning Process (General Instructions)

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

Module-1
Escalating Need for Strategic Information, Failures Of Past Decision-Support Systems,
Operational Versus Decision-Support Systems, Data warehousing—The Only Viable Solution,
Data Warehouse Defined.
The Data warehousing Movement, Evolution of Business Intelligence
Data Warehouse: The Building Blocks: Defining Features, Data Warehouses and Data Marts,
Architectural Types, Components: Source Data Component, Data Staging Component, Data
Storage Component, Information Delivery Component, Metadata Component, Management and
Control Component, Metadata In The Data Warehouse.
Text Book:Chapter 1 , 2
Module-2
Planning And Project Management: Planning Your Data Warehouse, The Data Warehouse Project,
The Development Phases, The Project Team, Project Management Considerations
Defining The Business Requirements: Dimensional Analysis, Information Packages:
Requirements Not Fully Determinate, Business Dimensions, Dimension Hierarchies and
Categories, Key Business Metrics Or Facts, Requirements Gathering Methods, Data Sources, Data
Transformation, Data Storage, Information Delivery, Information Package Diagrams.
Requirements As The Driving Force For Data warehousing : Data Design , The Architectural Plan ,
Data Storage Specifications , Information Delivery Strategy.

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 Annexure-II 2

Text Book:Chapter 4, 5,6

Module-3
Architectural Components : Understanding Data Warehouse Architecture , Distinguishing
Characteristics , Architectural Framework , Technical Architecture , Architectural Types .
Infrastructure As The Foundation For Data warehousing: Infrastructure Supporting Architecture
, Hardware And Operating Systems , Database Software , Collection Of Tools , Data Warehouse
Appliances .
The Significant Role Of Metadata : Why Metadata Is Important , Metadata Types By Functional
Areas , Business Metadata , Technical Metadata , How To Provide Metadata .
Text Book:Chapter 7,8,9
Module-4
Principles Of Dimensional Modelling : From Requirements To Data Design , The Star Schema ,
Star Schema Keys , Advantages Of The Star Schema , Star Schema: Examples , Dimensional
Modelling: Advanced Topics : Updates To The Dimension Tables , Miscellaneous Dimensions ,The
Snowflake Schema , Aggregate Fact Tables ,Families Of Stars .
Data Extraction, Transformation, And Loading: ETL Overview, ETL Requirements And Steps, Data
Extraction, Data Transformation, Data Loading, ETL Tool Options Reemphasizing ETL Metadata,
ETL Summary And Approach.
Text Book:Chapter 10,11,12
Module-5
Data Quality: A Key To Success: Why Is Data Quality Critical? Data Quality Challenges, Data
Quality Tools, Data Quality Initiative, Master Data Management (Mdm) . Matching Information To
The Classes Of Users: Information From The Data Warehouse, Who Will Use The Information?
Information Delivery.
Information Delivery: Business Activity Monitoring (Bam) , Dashboards And Scorecards
OLAP In the Data Warehouse: Demand for Online Analytical Processing, Major Features And
Functions, OLAP Models, OLAP Implementation Considerations.
Data Warehousing And the Web: Web-Enabled Data Warehouse, Web-Based Information
Delivery, OLAP And The Web, Building A Web-Enabled Data Warehouse.
Text Book:Chapter 13,14,15,16
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the need for strategic information and data warehousing.
2. Describe necessary skills to plan, manage, and execute data warehouse projects effectively.
3. Identify the role of metadata in data warehousing.
4. Analyse multi-dimensional modelling techniques for effective data organization in data
warehouses.
5. Explain the importance of data quality and master data management in data warehousing.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

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

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
1. Data Warehousing Fundamentals for IT Professionals, Second Edition, PAULRAJ PONNIAH, Wiley 2010.

Web links and Video Lectures (e-Resources):

https://archive.nptel.ac.in/courses/106/105/106105191/

● https://www.youtube.com/watch?v=m-aKj5ovDfg
● https://onlinecourses.swayam2.ac.in/cec19_cs01/preview
● http://nptel.ac.in/video.php?subjectId=106106093
● http://textofvideo.nptel.iitm.ac.in/video.php?courseId=106106093&p=4
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
● Course Project - Build a simple data warehouse using various schemas.

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 Annexure-II 1

CLOUD COMPUTING Semester V

Course Code BAD515C CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours
Examination type (SEE) Theory

Course objectives:
● Introduce the rationale behind the cloud computing revolution and the business
drivers
● Understand various models, types and challenges of cloud computing
● Understand the design of cloud native applications, the necessary tools and the design
tradeoffs.
● Realize the importance of Cloud Virtualization, Abstraction`s, Enabling Technologies
and cloud security

Teaching-Learning Process (General Instructions)

These are sample Strategies; which teachers can use to accelerate the attainment of the
various course outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which
promotes critical thinking.
5. Discuss how every concept can be applied to the real world - and when that's possible,
it
helps improve the students' understanding.
6. Use any of these methods: Chalk and board, Active Learning, Case Studies.

Module-1
Distributed System Models and Enabling Technologies: Scalable Computing Over the
Internet, Technologies for Network Based Systems, System Models for Distributed and
Cloud Computing, Software Environments for Distributed Systems and Clouds,
Performance, Security and Energy Efficiency.
Textbook 1: Chapter 1: 1.1 to 1.5
Module-2
Virtual Machines and Virtualization of Clusters and Data Centers: Implementation
Levels of Virtualization, Virtualization Structure/Tools and Mechanisms, Virtualization of
CPU/Memory and I/O devices, Virtual Clusters and Resource Management, Virtualization
for Data Center Automation
Textbook 1: Chapter 3: 3.1 to 3.5
Module-3

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 Annexure-II 2

Cloud Platform Architecture over Virtualized Datacenters: Cloud Computing and

Service Models, Data Center Design and Interconnection Networks, Architectural Design
of Compute and Storage Clouds, Public Cloud Platforms: GAE, AWS and Azure, Inter-
Cloud Resource Management.
Textbook 1: Chapter 4: 4.1 to 4.5
Module-4
Cloud Security: Top concern for cloud users, Risks, Privacy Impact Assessment, Cloud
Data Encryption, Security of Database Services, OS security, VM Security, Security Risks
Posed by Shared Images and Management OS, XOAR, A Trusted Hypervisor, Mobile
Devices and Cloud Security
Cloud Security and Trust Management: Cloud Security Defense Strategies, Distributed
Intrusion/Anomaly Detection, Data and Software Protection Techniques, Reputation-Guided
Protection of Data Centers.
Textbook 2: Chapter 11: 11.1 to 11.3, 11.5 to 11.8, 11.10 to 11.14
Textbook 1: Chapter 4: 4.6
Module-5
Cloud Programming and Software Environments:
Features of Cloud and Grid Platforms, Parallel and Distributed Computing Paradigms,
Programming Support for Google App Engine, Programming on Amazon AWS and
Microsoft, Emerging Cloud Software Environments.
Textbook 1: Chapter 6: 6.1 to 6.5
Course outcome (Course Skill Set)

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

1. Describe various cloud computing platforms and service providers.
2. Illustrate the significance of various types of virtualization.
3. Identify the architecture, delivery models and industrial platforms for cloud computing
based applications.
4. Analyze the role of security aspects in cloud computing.
5. Demonstrate cloud applications in various fields using suitable cloud platforms.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

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

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Text Books:
1. Kai Hwang, Geoffrey C Fox, and Jack J Dongarra, Distributed and Cloud Computing, Morgan Kaufmann,
Elsevier 2012
2. Dan C. Marinescu, Cloud Computing Theory and Practice, Morgan Kaufmann, 2nd Edition, Elsevier 2018

Reference Books:
1. Rajkumar Buyya, Christian Vecchiola, and Thamrai Selvi, Mastering Cloud Computing McGrawHill
Education, 1st Edition, 2017
2. Toby Velte, Anthony Velte, Cloud Computing: A Practical Approach, McGraw-Hill Education, 2017.
3. George Reese, Cloud Application Architectures: Building Applications and Infrastructure in the Cloud,
O'Reilly Publication, 1st Edition, 2009
4. John Rhoton, Cloud Computing Explained: Implementation Handbook for Enterprises, Recursive Press, 2 nd
Edition, 2009.
Web links and Video Lectures (e-Resources):

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 Annexure-II 4

● https://freevideolectures.com/course/4639/nptel-cloud-computing/1.
● https://www.youtube.com/playlist?list=PLShJJCRzJWxhz7SfG4hpaBD5bKOloWx9J
● https://www.youtube.com/watch?v=EN4fEbcFZ_E
● https://www.youtube.com/watch?v=RWgW-CgdIk0
● https://www.geeksforgeeks.org/virtualization-cloud-computing-types/
● https://www.javatpoint.com/cloud-service-provider-companies
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
● Installation of virtualization software (Virtual box, Xen etc..) and run applications with different OS.
- 10 Marks
● Implement cloud applications using GAE, AWS, Azure/simulate cloud applications using Cloudsim/
Greencloud/ Cloud Analyst etc… - 15 Marks

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 Annexure-II 1

DISTRIBUTED SYSTEMS Semester 5

Course Code BCS515D CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 3Hrs Total Marks 100
Credits 03 Exam Hours
Examination type (SEE) Theory
Course objectives:
● Understand the goals and challenges of distributed systems
● Describe the architecture of RPC/RMI, distributed file systems and name services
● Learn clock synchronization algorithms to monitor and order the events, mutual exclusion,
election and consensus algorithms.
● Study the fundamental concepts and algorithms related to distributed transactions and
replication.

Teaching-Learning Process (General Instructions)

These are sample strategies which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyse information rather
than simply recall it.
6. Introduce Topics in manifold representations.
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. Demonstrate every concept by implementing an OpenGL program.
Module-1
CHARACTERIZATION OF DISTRIBUTED SYSTEMS: Introduction, Focus on
resource sharing, Challenges.

REMOTE INVOCATION: Introduction, Request-reply protocols, Remote procedure call,

Introduction to Remote Method Invocation.

Textbook: Chapter- 1.1,1.4,1.5, 5.1-5.5

Module-2
DISTRIBUTED FILE SYSTEMS: Introduction, File service architecture.

NAME SERVICES: Introduction, Name services and the Domain Name System, Directory
services.

Textbook: Chapter- 12.1,12.2, 13.1-13.3

Module-3
TIME AND GLOBAL STATES: Introduction, Clocks, events and process states,
Synchronizing Physical clocks, Logical time and logical clocks, Global states

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 Annexure-II 2

Textbook: Chapter- 14.1-14.5

Module-4
COORDINATION AND AGREEMENT: Introduction, Distributed mutual exclusion,
Elections, Coordination and agreement in group communication, Consensus and related
problems.
Textbook: Chapter -15.1-15.5
Module-5
DISTRIBUTED TRANSACTIONS: Introduction, Flat and nested distributed transactions,
Atomic commit protocols, Concurrency control in distributed transactions, Distributed
deadlocks, Transaction recovery.

REPLICATION: Introduction.

Textbook: Chapter -17.1-17.6, 18.1

Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Identify the goals and challenges of distributed systems
2. Demonstrate the remote invocation techniques for communication
3. Describe the architecture of distributed file systems and name services
4. Apply clock synchronization algorithms to monitor and order the events.
5. Analyze the performance of mutual exclusion, election and consensus algorithms.
6. Illustrate the fundamental concepts and algorithms related to distributed transactions and
replication

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 Annexure-II 3

Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

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

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Textbook’s:
1. George Coulouris, Jean Dollimore and Tim Kindberg, “Distributed Systems Concepts
and Design”, Fifth Edition, Pearson Education, 2012.

Web links and Video Lectures (e-Resources):

.
● https://www.youtube.com/watch?v=Azyizl9w2xo&list=PLrjkTql3jnm9FEOXHA_qjRTMO
DlaIk-W
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
● Programming Assignment (15 marks)
● Literature Review/ Case Studies (10 marks)

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 Annexure-II 1

EXPLORATORY DATA ANALYSIS Semester 5

Course Code BAI515E CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
CLO1: To equip students with Python, IPython, and Jupyter for data analysis tasks.
CLO2: To provide a comprehensive understanding of NumPy for scientific computations.
CLO3: To introduce foundational and advanced data manipulation techniques using Pandas
CLO4: To enhance data visualization skills using Matplotlib and Seaborn
CLO5: To introduce Machine Learning concept with practical applications using Scikit-Learn.
CLO6: To promote the practical application of data analysis tools and techniques on real-world
datasets

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative
effective teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation/Demonstration to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills such as the ability to design, evaluate, generalize, and analyze
information rather than simply recall it.
6. Use animations/videos to help the students to understand the concepts.
7. Demonstrate the concepts using PYTHON and its libraries
Module-1
Introduction to Python and NumPy: Getting Started in IPython and Jupyter, Enhanced Interactive
Features, The Basics of NumPy Arrays, Sorted Arrays, Structured Data: NumPy’s Structured Arrays

Textbook: Chapter 2, Chapter 5, Chapter 11, Chapter 12, Chapter 1(Not for CIE/SEE),
Module-2
Data Manipulation with Pandas - I: Introducing Pandas Objects, Handling Missing Data, Hierarchical
Indexing, Pivot Tables.

Textbook: Chapter 13, Chapter 16, Chapter 17, Chapter 21

Module-3
Data Manipulation with Pandas - II: Vectorized String Operations, Working with Time Series, High-
Performance Pandas: eval and query

Textbook: Chapter 22, Chapter 23, Chapter 24

Module-4

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 Annexure-II 2

Data Visualization with MatPlotlib: General Matplotlib Tips, Simple Line Plots, Simple Scatter Plots,
Visualization with Seaborn

Textbook: Chapter 25, Chapter 26, Chapter 27, Chapter 36

Module-5
Introduction to Machine Learning: What Is Machine Learning?, Introducing Scikit-Learn,
Hyperparameters and Model Validation

Textbook: Chapter 37, Chapter 38, Chapter 39

Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Demonstrate the application of the NumPy for performing data analysis tasks.
2. Make use of Pandas for various data manipulation tasks.
3. Apply advanced data manipulation techniques to real-world datasets.
4. Develop data visualizations using Matplotlib and Seaborn to effectively communicate data insights.
5. Explain the fundamental concepts of machine learning and validation models using Scikit-Learn.

Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

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

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

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 Annexure-II 3

Suggested Learning Resources:

Text Books:
1. Jake VanderPlas - Python Data Science Handbook: Essential Tools for Working with Data, Oreilly
2nd Edition, 2022.
Reference Book:
2. https://python4csip.com/files/download/Data%20Visualization.pdf
Web links and Video Lectures (e-Resources):
● Numpy Tutorial - https://www.w3schools.com/python/numpy/default.asp
● Pandas Tutorial - https://www.w3schools.com/python/pandas/default.asp
● Matplotlib Tutorial - https://www.w3schools.com/python/matplotlib_intro.asp
● Introduction to ML with Scikit Learn - https://scikit-learn.org/1.4/tutorial/basic/tutorial.html

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

● Programming Assignment-1: Implementation of important concepts of data manipulation using
NumPy and Pandas (Python) - 10 Marks
● Programming Assignment-2: Implementation of simple Machine Learning models with
Visualization using Python (MatPlotlib, Scikitlearn) - 15 Marks

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

Environmental Studies and E-Waste Management Semester V

Course Code BCS508 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 14 Total Marks 100
Credits 01 Exam Hours 1
Examination type (SEE) Theory
Course objectives:
 Identify the major challenges of environmental issues
 Develop skills, critical thinking and demonstrate socio-economic skills for Environmental
protection
 Analyze the impact of issues w. r. t. waste management

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes Critical
thinking.
5. Adopt Case study Based Learning (CBL), which fosters students’ analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyse information rather than simply recall it.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.

Module-1
Ecosystem and Sustainability:
Ecosystem: Structure of Ecosystem, Types: Forest, Desert, Wetlands, Riverine, Oceanic ecosystems.
Sustainability: 17SDG targets and possible actions.
Self-Study Component (SSC): Components of the environment.
Textbook 1: CH- 3, e-resource: 1
Module-2
Natural resources and Energy:
Natural Resources: Water resources – Availability & Quality aspects, Water borne diseases & water induced
diseases, Fluoride problem in drinking water.
Energy: Different types of energy, Conventional sources & Non -Conventional sources of Energy, Solar
energy, Wind Energy, Hydrogen as an alternative energy
Self-Study Component (SSC): Alternative Energy sources
Textbook 1: CH- 2

Module-3
Environmental Pollution:
Environmental Pollution: Water Pollution, Noise pollution, Air pollution (Sources, Impacts, Preventive
measures and Public Health Aspects.
Self-Study Component (SSC): Case studies of air pollution episodes
Textbook 1: CH- 5
Module-4
Waste management:
Waste management: Solid Waste Management , types and sources, functional elements of SWM, Biomedical
Waste Management - Sources, Characteristics
Environmental Legislation: Solid Waste Management Rules, 2016, Biomedical Waste Management Rules,
2016.

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

Self-Study Component (SSC): Case studies on waste management options

Textbook 1: CH- 6, e-resource:2

Module-5
E - Waste Management
E- waste; composition and generation. Global context in e- waste; E-waste pollutants, E waste hazardous
properties, Effects of pollutant (E- waste) on human health and surrounding environment, domestic e-waste
disposal, Basic principles of E waste management, Component of E waste management.
E-waste (Management and Handling) Rules, 2011; and E-Waste (Management) Rules, 2022 - Salient Features
and its implications.
Self-Study Component (SSC): E-Waste (Management) Amendment Rules, 2023, 2024
Textbook 1: CH- 6, Textbook 2: CH-2, e-resource:3
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Comprehend the principles of ecology and environmental issues pertaining to air, land, and water on a
global scale.
2. Acquire observation skills for solving problems related to the environment.
3. Conduct survey to describe the realities of waste management system.

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

Assessment Details (both CIE and SEE)

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

Continuous internal Examination (CIE)

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

Semester End Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is MCQ
(multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a minimum of
35% of the maximum marks meant for SEE.
OR
MCQ (Multiple Choice Questions) are preferred for 01 credit courses, however, if course content demands the
general question paper pattern that followed for 03 credit course, then
1. The question paper will have ten questions. Each question is set for 10 marks.
2. There will be 2 questions from each module. Each of the two questions under a module may or may not
have the sub-questions (with maximum sub-questions of 02, with marks distributions 5+5, 4+6, 3+7).
3. The students have to answer 5 full questions, selecting one full question from each module.

Suggested Learning Resources:

Textbooks
1. S M Prakash , “Environmental Studies” 3rd Edition, Elite Publishing House, Mangalore, 2018.
2. Hester R.E., and Harrison R.M, Electronic Waste Management. Science, 2009.

Reference Books:

1. Earch Barucha, “Environmental Studies for UG students”, 2004.

2. Benny Joseph (2005), “Environmental Studies” , Tata McGraw – Hill Publishing Company Limited.
3. R. Rajagopalan, “Environmental Studies- From Crisis to Cure” , 2nd Edition, Oxford university press, New
Delhi, 2013.
4. Johri R., E-waste: implications, regulations, and management in India and current global best practices,
TERI Press, New Delhi.
5. Raman Sivakumar, “Principles of Environmental Science and Engineering”, 2nd edition, Cengage
learning Singapur, 2005.
6. G. Tyler Miller Jr., “Environmental Science – working with the Earth”, Eleventh Edition, Thomson Brooks
/Cole, 2006
7. Dr. Pratiba Singh, Dr.Anoop Singh and Dr. Piyush Malaviya, “Text Book of Environmental and Ecology”,
Acme Learning Pvt. Ltd. New Delhi.

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

8. P. Meenakshi, “Elements of Environmental Science and Engineering”, Prentice Hall of India Private
Limited, New Delhi, 2006

Web links and Video Lectures (e-Resources):

1. https://sdgs.un.org/goals
2. https://kspcb.karnataka.gov.in/waste-management/biomedical-waste
3. E Waste (Management) Rules, 2022: https://kspcb.karnataka.gov.in/sites/default/files/inline-
files/E%20Waste%20%28Management%29%20Rules%2C%202022.pdf
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Analysis report of case study specified in the Textbooks and reference books (one per
student). (10 marks)
 Field Survey (In Team): The students’ team of the size of 2 to 4 are expected to visit the
organization or Industry understand the waste management, utilization of energy, pollution
concerns, e-waste handling and other related suggested best practices specified in the
syllabus and then submit a detailed visit report to the concerned staff. (15 marks)

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