Annexure-II 1

Deep Learning Semester 7

Course Code BCS714A CIE Marks 50
Teaching Hours/Week (L: T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
● Understand the basic concepts of deep learning.
● Know the basic working model of Convolutional Neural Networks and RNN in decision
making.
● Illustrate the strength and weaknesses of many popular deep learning approaches.
● Introduce major deep learning algorithms, the problem settings, and their applications to
solve real world 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) 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/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/Practical Based Learning (PBL), which fosters students’ Analytical skills,
develop design thinking skills, and practical skill 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 wherever possible

Module-1
Introducing Deep Learning: Biological and Machine Vision: Biological Vision, Machine Vision:
The Neocognitron, LeNet-5, The Traditional Machine Learning Approach, ImageNet and the
ILSVRC, AlexNet, TensorFlow Playground. Human and Machine Language: Deep Learning for
Natural Language Processing: Deep Learning Networks Learn Representations Automatically,
Natural Language Processing, A Brief History of Deep Learning for NLP, Computational
Representations of Language: One-Hot Representations of Words, Word Vectors, Word-Vector
Arithmetic, word2viz, Localist Versus Distributed Representations, Elements of Natural Human
Language.

Text book 2 : Chapter 1, 2

Module-2
Regularization for Deep Learning: Parameter Norm Penalties, Norm Penalties as Constrained
Optimization, Regularization and Under-Constrained Problems, Dataset Augmentation, Noise Robustness,
Semi- Supervised Learning, Multi-Task Learning, Early Stopping, Parameter Tying and Parameter Sharing,
Sparse Representations, Optimization for Training Deep Models: How Learning Differs from Pure
Optimization, Basic Algorithms. Parameter Initialization Strategies, Algorithms with Adaptive Learning Rates.

Text book 1 : Chapter 7 (7.1 to 7.10), Chapter 8 (8.1,8.3,8.4,8.5)

Module-3

1
 Annexure-II 2

Convolution neural networks: The Convolution Operation, Motivation, Pooling, Convolution and
Pooling as an Infinitely Strong Prior, Variants of the Basic Convolution Function, Structured Outputs,
Data Types, Efficient Convolution Algorithms, Convolutional Networks and the History of Deep
Learning.
Text book 1 : Chapter 9 (9.1 to 9.8, 9.11)
Module-4
Sequence Modelling: Recurrent and Recursive Nets: Unfolding Computational Graphs, Recurrent
Neural Networks, Bidirectional RNNs, Encoder-Decoder Sequence-to-Sequence Architectures, Deep
Recurrent Networks, Recursive Neural Networks. Long short-term memory.

Text book 1 : Chapter 10 (10.1 to 10.6, 10.10)

Module-5
Interactive Applications of Deep Learning: Natural Language Processing: Preprocessing Natural
Language Data: Tokenization, Converting All Characters to Lowercase, Removing Stop Words and
Punctuation, Stemming, Handling n-grams, Preprocessing the Full Corpus, Creating Word Embeddings
with word2vec: The Essential Theory Behind word2vec, Evaluating Word Vectors, Running word2vec,
Plotting Word Vectors, The Area under the ROC Curve: The Confusion Matrix, Calculating the ROC
AUC Metric, Natural Language Classification with Familiar Networks: Loading the IMDb Film
Reviews, Examining the IMDb Data, Standardizing the Length of the Reviews, Dense Network,
Convolutional Networks, Networks Designed for Sequential Data: Recurrent Neural Networks, Long
Short-Term Memory Units, Bidirectional LSTMs, Stacked Recurrent Models, Seq2seq and Attention,
Transfer Learning in NLP.
Text book 2 : Chapter-8
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:

1. Interpret the concepts of neural networks learning processes.

2. Illustrate deep learning methods using regularization and Optimization process
3. Design deep learning models using convolutional operations.
4. Analyze sequential data to build recurrent and recursive models.
5. Demonstrate the different interactive applications of deep learning.

2
 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. Ian Goodfellow, Yoshua Bengio and Aaron Courville, Deep Learning, MIT Press, 2016.
[Link]

2. John Krohn, Grant Beyleveld, Aglae Bassens, Deep Learning Illustrated, A Visual, Interactive
Guide to Artificial Intelligence, Pearson, 2022.
Web links and Video Lectures (e-Resources):

[Link]
[Link]
[Link]
[Link]
● [Link]
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

● Programming Assignments, such as implementation of CNN and Recurrent neural network

models - 10 Marks
● Group assignment (Group of two) on recent developments in Deep learning – Refer
IEEE/ACM/Elsevier etc publications - 15 Marks

3
Annexure-II 4

4
 SOFTWARE QUALITY ASSURANCE Semester 7
Course Code BIS714B CIE Marks 50
Teaching Hours/Week (L:T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3
Examination nature (SEE) Theory
Course objectives:
● Understand the basic tenets of software quality and quality factors.
● Be exposed to the Software Quality Assurance (SQA) architecture and the details of SQA
components.
● Understand of how the SQA components can be integrated into the project life cycle.
● Be familiar with the software quality infrastructure.
● Be exposed to the management standards of software quality.

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course
outcomes.
• Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
• Use of Video/Animation to explain functioning of various concepts.
• Encourage collaborative (Group Learning) Learning in the class.
• Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
• Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
• Use any of these methods: Chalk and board, Active Learning, Case Studies.
MODULE-1
The software quality challenge: The uniqueness of software quality assurance, the environments for
which SQA methods are developed, what is software quality? What is software, Software errors,
faults and failures Classification of the causes of software errors, Software quality – definition,
Software quality assurance – definition and objectives, Software quality assurance and software
engineering, Software quality factors: The need for comprehensive software quality requirements,
Classifications of software requirements into software quality factors , Product operation software
quality factors, Product revision software quality factors, Product transition software quality factors
,Alternative models of software quality factors ,Who is interested in the definition of quality
requirements?, Software compliance with quality factors
TB1: Ch 1: 1.1,1.2, Ch 2: 2.1-2.6, Ch 3:3.1-3.8.
MODULE-2
The components of the software quality assurance: The SQA system – an SQA architecture, Pre-
project components, software project life cycle components, Infrastructure components for error
prevention and improvement, Management SQA components standards, system certification, and
assessment components, Organizing for SQA – the human components, Considerations guiding
construction of an organization’s SQA system. Contract review: Introduction: the CFV Project
completion celebration, The contract review process and its stages, Contract review objectives,
Implementation of a contract review, Contract review subjects, Contract reviews for internal projects
TB1: Ch 4: 4.1-4.8 Ch 5:5.1-5.6
MODULE-3
SQA components in the project life cycle: Classic and other software development methodologies,
Factors affecting intensity of quality assurance activities in the development process, Verification,
validation and qualification, A model for SQA defect removal effectiveness and cost Software testing
– strategies, Definition and objectives, Software testing strategies, Software test classifications, White
box testing, Black box testing CASE tools and their effect on software quality
TB1: Ch 7: 7.1-,7.4, Ch 9:9.1-9.5 ,
MODULE-4
Management components of software: Project progress control -The components of project progress
control, Progress control of internal projects and external participants, Implementation of project
progress control regimes, Computerized tools for software progress control quality. Software quality
metrics: Objectives of quality measurement, Classification of software quality metrics Process metrics,
Product metrics, Implementation of software quality metrics, Limitations of software metrics.
TB1: Ch 20: 20.1-20.4, Ch21: 21.1-21.6
MODULE-5
Standards, certification and assessment: Quality management standards, The scope of quality
management standards, ISO 9001 and ISO 9000-3 Certification according to ISO 9000-3, Capability
Maturity Models – CMM and CMMI, assessment methodology, The Bootstrap methodology, The SPICE
project and the ISO/IEC 15504, software process assessment [Link] project process standards
–IEEE software engineering standards, Structure and content of IEEE software engineering standards,
IEEE/EIA Std 12207 – software life cycle processes, IEEE Std 1012 – verification and validation, IEEE Std
1028 – reviews.
TB1: Ch 23:23.1-23.6, Ch 24:24.1-24.4
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
● Utilize the concepts in software development life cycle.
● Demonstrate their capability to adopt quality standards.
● Assess the quality of software product.
● Apply the concepts in preparing the quality plan & documents.
● Determine whether the product meets company’s quality standards and client’s
expectations and demands
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).
• The question paper will have ten questions. Each question is set for 20 marks.
• 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.
• 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:
Text Book:
● Daniel Galin, “Software Quality Assurance “from theory to implementation, Pearson
Publication, 2004.
Reference Books:
● Alan C. Gillies, “Software Quality: Theory and Management”, International Thomson
Computer Press, 1997.
● Mordechai Ben-Menachem “Software Quality: Producing Practical Consistent Software”,
International Thompson Computer Press, 1997
Web links and Video Lectures (e-Resources):
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
• Course project (Group of two) based on testing the quality aspects of software using any
software testing tool. (25 marks)
 EMBEDDED SYSTEMS Semester 7
Course Code BIS714C CIE Marks 50
Teaching Hours/Week (L: T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory

Course objectives:
● Identify the components, purpose and applications of the Embedded Systems
● Learn the RTOS and IDE for Embedded System Design
● Understand the fundamentals of ARM-based systems and basic architecture of CISC
and RISC
● Familiarize with ARM programming modules along with registers, CPSR and Flags
Teaching-Learning Process (General Instructions)

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

Module-1
Introduction to Embedded Systems: 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.
The Typical Embedded System: Microprocessor vs. Microcontroller, RISC vs. CISC
Processors, Harvard vs. Von-Neumann Processor Architecture, Big-Endian vs. Little-Endian
Processors, Memory-ROM and RAM types, Sensors & Actuators, The I/O Subsystem – I/O
Devices, Light Emitting Diode (LED), 7-Segment LED Display, Optocoupler, Relay, Piezo
Buzzer, Push button switch, Communication Interfaces, On-board Communication Interfaces,
External Communication Interfaces.
Textbook 1: Ch. 1.1-1.6, Ch. 2.1-2.4

Module-2

1
Embedded System Design Concepts: Characteristics and Quality Attributes of Embedded
Systems, Operational and Non-Operational Quality Attributes. Embedded Systems-Application
and Domain Specific, Hardware Software Co-Design and Program Modelling.
Embedded Firmware Design and Development: Embedded Firmware Design Approaches,
Embedded Firmware Development Languages, Programming in Embedded C (Excluding C
language).
Textbook 1: Ch. 3.1-3.2, Ch. 4.1-4.2 (4.2.1 and 4.2.2 only), Ch. 7.1-7.2, Ch. 9.1-9.3 (9.3.1 and
9.3.2 only)
Module-3
RTOS and IDE for Embedded System Design: Operating System Basics, Types of Operating
Systems, Tasks, Process and Threads (Only POSIX Threads with an example program), Thread
Preemption, Preemptive Task Scheduling Techniques, Task Communication, Task
Synchronization Issues – Racing and Deadlock. How to Choose an RTOS, Integration and
Testing of Embedded Hardware and Firmware, The Embedded System Development
Environment.
Textbook 1: Ch. 10.1-10.3, 10.5.2, 10.7, [Link], [Link], 10.10, Ch. 12.1-12.2, Ch. 13.1
Module-4
ARM Embedded Systems: The RISC Design Philosophy, The ARM Design Philosophy,
Embedded System Hardware, Embedded System Software.
ARM Processor Fundamentals: Registers, Current Program Status Register, Pipeline,
Exceptions, Interrupts, and the Vector Table, Core Extensions
Textbook 2: Ch. 1.1-1.4, Ch. 2.1-2.5
Module-5
Introduction to the ARM Instruction Set: Data Processing Instructions, Branch Instructions,
Load-Store Instructions, Software Interrupt Instruction, Program Status Register Instructions,
Loading Constants.
Textbook 2: Ch. 3.1-3.6

Course outcome (Course Skill Set)

At the end of the course, the student will be able to:
1. Explain the characteristics and attributes of an Embedded System.
2. Illustrate the hardware software co-design and firmware design approaches of
Embedded Systems.
3. Demonstrate the need of real time operating system for Embedded System
applications.
4. Explain the ARM Architectural features and Instructions.
5. Develop programs using ARM instruction set for an ARM Microcontroller.

2
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 Book:
1. Shibu K V, “Introduction to Embedded Systems”, Second Edition, Tata McGraw Hill
Education.
2. Andrew N Sloss, Dominic Symes and Chris Wright, “ARM System Developers Guide –
Designing and Optimizing System Software”, Elsevier, Morgann Kaufman Publishers.

Reference Books:
1. Raj Kamal, “Embedded Systems: Architecture and Programming”, Tata McGraw Hill,
2008.
2. Raghunandan.G.H, “Microcontroller (ARM) and Embedded System”, Cengage learning
Publication, 2019.
3. “Insider’s Guide to the ARM7 based microcontrollers”, Hitex Ltd.,1st edition, 2005.

Web links and Video Lectures (e-Resources):

3
 ● [Link]
● [Link]
● [Link]
● [Link]

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

● Demonstrate the Installation and working of Keil Software - Student group of TWO (10
Marks).
● Using Keil software, observe the various Registers, Dump, CPSR etc. and write
Assembly Language Programs (15 Marks).

4
 Annexure-II 1

Social Network Analysis Semester 7

Course Code BAD714D CIE Marks 50
Teaching Hours/Week (L: T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
● To introduce the fundamentals of Social Network Analysis and its significance in understanding societal
connections and behaviors.
● To analyze various models of network growth and understand the properties of real-world networks.
● To explore link analysis algorithms and their applications in understanding relationships within a
network.
● To study community detection methods and their relevance in identifying meaningful clusters within
networks.
● To understand link prediction techniques and their application in forecasting future connections
within a network.

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 traditional lecture method, can make use of digital tools to
visually demonstrate key ideas that could be adopted to attain the outcomes.
2. Use think-pair-share strategies where students collaborate in pairs or groups to discuss concepts and
solve small problems before sharing their understanding with the class.
3. Use real-world examples such as social media platforms or professional networks (e.g., LinkedIn) to
demonstrate the concepts of Social Network Analysis.
4. Conduct practical sessions using software like Python with network libraries (e.g., NetworkX) to
model and visualize network growth.
5. Use step-by-step explanations to demonstrate algorithms like PageRank and SimRank, followed by
coding sessions for implementation.
6. Use network visualization tools (e.g., Gephi, Cytoscape) to help students identify and analyze
communities in networks.
7. 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.
8. Demonstrate ways to solve the same problem and encourage the students to come up with their own
creative solutions.

Module-1
Networks and Society - What is Social Network Analysis, why do We Study Social Networks, Applications of
Social Network Analysis, Preliminaries, Three Levels of Social Network Analysis.
Network Measures - Network Basics, Node Centrality, Assortativity, Transitivity and Reciprocity, Similarity,
Degeneracy.
T1 – Chapter 1 (1.1. – 1.5), Chapter 2 (2.1 – 2.6)
Module-2
Network Growth Models - Properties of Real-World Networks, Random Network Model, Ring Lattice
Network Model, Watts–Strogatz Model, Preferential Attachment Model, Price’s Model, Local-world Network
Growth Model, Network Model with Accelerating Growth, Aging in Preferential Attachment.
T1 – Chapter 3 (3.1 – 3.9)

Module-3

1
 Annexure-II 2

Link Analysis - Applications of Link Analysis, Signed Networks, Strong and Weak Ties, Link Analysis
Algorithms, PageRank, Personalised PageRank, DivRank, SimRank, PathSIM.
T1 – Chapter 4 (4.1 – 4.8)

Module-4
Community Structure in Networks - Applications of Community Detection, Types of Communities,
Community Detection Methods, Disjoint Community Detection, Overlapping Community Detection, Local
Community Detection, Community Detection vs Community Search, Evaluation of Community Detection
Methods.
T1 – Chapter 5 (5.1 – 5.8)
Module-5
Link Prediction - Applications of Link Prediction, Temporal Changes in a Network, Problem Definition
Evaluating Link Prediction Methods, Heuristic Models, Probabilistic Models, Supervised Random Walk,
Information-theoretic Model, Latest Trends in Link Prediction.
T1 – Chapter 6 (6.1 – 6.9)
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Illustrate the core concepts of Social Network Analysis and its levels of study.
2. Demonstrate the different network growth models for real-world networks
3. Apply algorithms of PageRank and SimRank to analyze and interpret link relationships.
4. Apply community detection methods and evaluating their effectiveness in real-world scenarios.
5. Analyze heuristic, probabilistic, and supervised models to predict network link formations and changes.

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.

2
 Annexure-II 3

Suggested Learning Resources:

Books
1. Tanmoy Chakraborty, “Social Network Analysis”, Wiley India Pvt. Ltd., 2021

Reference Books
1. Albert-Laszlo Barabasi, “Network Science”, Cambridge University Press, 2016
2. Stanley Wasserman, Katherine Faust, “Social Network Analysis: Methods and Applications”, Cambridge
University Press, 1994

Web links and Video Lectures (e-Resources):

● [Link]
● [Link]
● [Link]
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Activity 1: Network Visualization and Analysis (10 Marks)

Understand network basics, measures, and visualization techniques using a real-world dataset.
Instructions:
1. Choose a small real-world dataset (e.g., social media connections, collaboration networks, or
communication networks).
2. Use a network analysis tool such as Gephi, NetworkX, or Cytoscape to visualize the dataset.
3. Analyze the following:
● Node centrality measures (degree, closeness, and betweenness).
● Network transitivity and reciprocity.
● Similarity or assortativity in the network.
4. Submit a report that includes the network visualization and a summary of key findings.

Assessment Criteria:
● Clarity of visualization (3 marks)
● Accuracy in calculating and interpreting network measures (5 marks)
● Quality of the report (2 marks)

Activity 2: Community Detection and Link Prediction Project (15 Marks)

Apply community detection techniques and predict future connections within a network.
Instructions:
1. Select a medium-sized dataset (e.g., email communications, citation networks, or transport
networks).
2. Perform the following tasks:
● Identify and visualize communities using two different community detection methods (e.g.,
Disjoint and Overlapping Community Detection).
● Evaluate the detected communities using appropriate evaluation metrics (e.g., modularity).
● Use a link prediction algorithm (e.g., supervised random walk or probabilistic models) to
forecast future connections within the network.
3. Prepare a detailed report with visuals and findings.

Assessment Criteria:
● Accuracy and comparison of community detection methods (7 marks)
● Implementation and results of link prediction (5 marks)
● Overall presentation and report quality (3 marks)

3
 Introduction to DBMS Semester 7
Course Code BCS755A CIE Marks 50
Teaching Hours/Week (L:T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3
Examination nature (SEE) Theory
Course objectives:

● To Provide a strong foundation in database concepts, technology, and practice.

● To Practice SQL programming through a variety of database problems.
● To Understand the relational database design principles.
● To Demonstrate the use of concurrency in database.
● To Design and build database applications for real world problems.
Teaching-Learning Process (General Instructions)
These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
• Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
• Use of Video/Animation to explain functioning of various concepts.
• Encourage collaborative (Group Learning) Learning in the class.
• Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking.
• Discuss how every concept can be applied to the real world - and when that's possible, it helps improve
the students' understanding.
• Use any of these methods: Chalk and board, Active Learning, Case Studies.
MODULE-1
Introduction to Databases: Introduction, Characteristics of database approach, Advantages of using the DBMS
approach, History of database applications.

Overview of Database Languages and Architectures: Data Models, Schemas, and Instances. Three schema
architecture and data independence, database languages, and interfaces, The Database System environment.

Textbook 1:Ch 1.1 to 1.8, 2.1 to 2.6

MODULE-2
Conceptual Data Modeling using Entities and Relationships: Entity types, Entity sets and structural
constraints, Weak entity types, ER diagrams, Specialization and Generalization.
Mapping Conceptual Design into a Logical Design: Relational Database Design using ER-to-Relational mapping
Textbook 1: Ch 3.1 to 3.10, 9.1 & 9.2

MODULE-3
Relational Model: Relational Model Concepts, Relational Model Constraints and relational database schemas,
Update operations, transactions, and dealing with constraint violations.
Relational Algebra: Unary and Binary relational operations, additional relational operations (aggregate,
grouping, etc.) Examples of Queries in relational algebra.

Textbook 1: Ch 5.1 to 5.3, Ch 8.1 to 8.5

MODULE-4
SQL: SQL data definition and data types, Schema change statements in SQL, specifying constraints in SQL, retrieval
queries in SQL, INSERT, DELETE, and UPDATE statements in SQL, Additional features of SQL

Normalization: Database Design Theory – Introduction to Normalization using Functional and Multivalued
Dependencies: Informal design guidelines for relation schema, Functional Dependencies, Normal Forms based on
Primary Keys, Second and Third Normal Forms, Boyce-Codd Normal Form, Multivalued Dependency and Fourth
Normal Form, Join Dependencies and Fifth Normal Form.

Textbook 1: Ch 6.1 to 6.5,14.1 to 14.7

MODULE-5
SQL: Advanced Queries: More complex SQL retrieval queries, Specifying constraints as assertions and action
triggers, Views in SQL.

Concurrency Control in Databases: Two-phase locking techniques for Concurrency control, Concurrency
control based on Timestamp ordering, Multiversion Concurrency control techniques, Validation Concurrency
control techniques, Granularity of Data items and Multiple Granularity Locking.

Textbook 1: Ch 7.1 to 7.3, 21.1 to 21.5

Course outcomes (Course Skill Set):

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

● Demonstrate the basic elements of a database management system.

● Design entity relationship and convert entity relationship diagrams into RDBMS.
● Use Structured Query Language (SQL) for database manipulation.
● Apply normalization to increase the efficiency of database design.
● Illustrate the concepts of concurrency control techniques.
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).
• The question paper will have ten questions. Each question is set for 20 marks.
• 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.
• 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:

Text Books:

1. Fundamentals of Database Systems, Ramez Elmasri and Shamkant B. Navathe, 7th Edition, 2017, Pearson.

Reference Books:

1. Database management systems, Ramakrishnan, and Gehrke, 3rd Edition, 2014, McGraw Hill

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

Course Project (25 marks)

● For any problem selected

• Develop the application having at least five tables & domain areas shall include health care,
agriculture & so on.
 Annexure-II 1

Introduction to Algorithms Semester 7

Course Code BCS755B CIE Marks 50
Teaching Hours/Week (L: T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory

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

Teaching-Learning Process (General Instructions)

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

Chapter 1 (Sections 1.1 to 1.4), Chapter 2 (2.1, 2.2)

Module-2
FUNDAMENTALS OF THE ANALYSIS OF ALGORITHM EFFICIENCY: Mathematical Analysis of
Non-recursive Algorithms, Mathematical Analysis of Recursive Algorithms.

BRUTE FORCE APPROACHES: Selection Sort and Bubble Sort, Sequential Search and Brute
Force String Matching.

Chapter 2(Sections 2.3,2.4), Chapter 3(Section 3.1,3.2)

1
 Annexure-II 2

Module-3
Exhaustive Search (Travelling Salesman problem and Knapsack Problem).
Depth First search and Breadth First search.
DECREASE-AND-CONQUER: Insertion Sort, Topological Sorting.
DIVIDE AND CONQUER: Merge Sort, Binary Tree Traversals.

Chapter 3(3.4,3.5), Chapter 4 (Sections 4.1,4.2), Chapter 5 (Section 5.1,5.3)

Module-4
TRANSFORM-AND-CONQUER: Balanced Search Trees (AVL Trees), Heaps and Heapsort.

SPACE-TIME TRADEOFFS: Sorting by Counting: Comparison counting sort, Input Enhancement

in String Matching: Horspool’s Algorithm, Hashing.

Chapter 6 (Sections 6.3,6.4), Chapter 7 (Sections 7.1,7.2, 7.3)

Module-5
DYNAMIC PROGRAMMING: Three basic examples, The Knapsack Problem and Memory
Functions.

THE GREEDY METHOD: Kruskal’s Algorithm, Dijkstra’s Algorithm, Huffman Trees and Codes.

Chapter 8 (Sections 8.1,8.2), Chapter 9 (Sections 9.2,9.3,9.4)

Course outcome (Course Skill Set)

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

1. Explain the algorithm design steps and computational problem types.
2. Apply the asymptotic notational method to analyze the performance of the algorithms in terms
of time complexity.
3. Demonstrate divide & conquer approaches and decrease & conquer approaches to solve
computational problems.
4. Make use of the transform & conquer design approach to solve the given real-world or complex
computational problems.
5. Apply greedy and dynamic programming methods to solve graph & string-based computational
problems.

2
 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:

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

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

Web links and Video Lectures (e-Resources):

● Design and Analysis of Algorithms: [Link]

3
 Annexure-II 4

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

1. Problem Solving - Competitive programming (Hacker Rank/ Hacker Earth / Leetcode) – 10
Marks
2. Problem solving (Numerical examples) related to different algorithms – 15 Marks

4
 SOFTWARE ENGINEERING Semester 7
Course Code BCS755C CIE Marks 50
Teaching Hours/Week (L:T:P: [Link]
SEE Marks 50
S)
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
To understand foundational principles and the evolving nature of software engineering.
- To learn various software process models and their practical applications.
- To acquire skills in gathering, modeling, and validating software requirements.
- To apply Agile methodologies and understand core software engineering practices.
- To build a foundation for software design, testing, and quality assurance.

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

1
 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
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
Software Design: Design within the context of software engineering, Design process and quality, Design
concepts: abstraction, modularity, architecture, patterns.
Architectural Design: Architectural styles and patterns, reference architectures, component-level
design, designing class-based components, conducting component-level design, design for reuse.
Textbook 1:Chapter 8: 8.1–8.6, Chapter 9: 9.1–9.5
Module-5
Software Testing: Introduction to software testing, Strategic approach, Test strategies for conventional
and object-oriented software, Validation testing, System testing, White-box and Black-box testing, Basis
Path Testing, Control structure testing.
Software Quality: Concepts of quality, Software quality assurance, Reviews, Software reliability and
metrics.
Textbook 1: Chapter 14: Sections 14.1 to 14.5,Chapter 15: Sections 15.1 to 15.5, Chapter 19:
Sections 19.1 to 19.5

Course outcome
At the end of the course, the student will be able to :
1. Explain the software nature, engineering practices, myths, and software process models.
2. Apply requirements engineering, elicitation, modeling, and validation in software development.
3. Demonstrate agile principles, practices, and tools for software development agility.
4. Apply design concepts, process, and architecture for quality software development.
5. Explain software testing strategies and quality assurance for reliable software.

2
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
Roger S. Pressman: Software Engineering – A Practitioner’s Approach, 7th Edition, Tata McGraw Hill, 2010.
Web links and Video Lectures (e-Resources):
[Link]

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

● Course project (Group of two students): Simulation that covers all the phases of SDLC -
25 marks