03.09.

2022

VII Semester

ADVANCED AI AND ML
Course Code 21AI71 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
Course Learning Objectives

CLO 1. Demonstrate the fundamentals of Intelligent Agents

CLO 2. Illustrate the reasoning on Uncertain Knowledge
CLO 3. Explore the explanation-based learning in solving AI problems
CLO 4. Illustrate the use of KNN
CLO 5. Explore the Text feature Engineering concepts with Applications
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs 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 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
Intelligent Agents: Agents and Environments, Good Behaviour: The Concept of Rationality, The Nature of
Environments, The Structure of Agents

Problem Solving : Game Paying

Text book 1: Chapter 2, Chapter 5 (2.1 to 2.4, 5.1 to 5.6)

Teaching- Chalk and board, Active Learning, Problem based learning
Learning
Process
Module-2
Uncertain knowledge and Reasoning: Quantifying Uncertainty, Acting under Uncertainty , Basic Probability
Notation, Inference Using Full Joint Distributions, Independence , Bayes’ Rule and Its Use The WumpusWorld
Revisited,

Text book 1: Chapter 13

Teaching- Chalk and board, Active Learning, Demonstration
Learning
Process
Module-3
Neural Network Representation – Problems – Perceptrons – Multilayer Networks and Back Propagation
Algorithms – Genetic Algorithms – Hypothesis Space Search – Genetic Programming – Models of Evolution
 03.09.2022

and Learning.

Text book 2: chapter 4.1-4.6 & 9.1-9.5

Neural networks and genetic algorithms:

Brief history and Evolution of Neural network, Biological neuron, Basics of ANN, Activation function, MP
model.

Text book 3: chapter 6

Teaching- Chalk and board, Problem based learning, Demonstration
Learning
Process
Module-4
Recommender System:
Datasets, Association rules, Collaborative filtering, User-based similarity, item-based similarity, using
surprise library, Matrix factorization

Text Analytics:
Overview, Sentiment Classification, Naïve Bayes model for sentiment classification, using TF-IDF vectorizer,
Challenges of text analytics

Text book 4: Chapter 9 and 10

Teaching- Chalk& board, Problem based learning
Learning
Process
Module-5
Clustering
Introduction, Types of clustering, Partitioning methods of clustering (k-means, k-medoids), hierarchical
methods

Text book 3: Chapter 13

Instance Based Learning: Introduction, k-nearest neighbour learning(review), locally weighted regression,
radial basis function, cased-based reasoning,

Text book 2: Chapter 8.1-8.5

Teaching- Chalk and board, MOOC
Learning
Process
Course Outcomes
At the end of the course the student will be able to:

CO 1. Demonstrate the fundamentals of Intelligent Agents

CO 2. Illustrate the reasoning on Uncertain Knowledge
CO 3. Explore the explanation-based learning in solving AI problems
CO 4. Apply effectively ML algorithms to solve real world problems.
CO 5. Apply Instant based techniques and derive effectively learning rules to real world problems.
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). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures not less than 35% (18 Marks out of 50) in the semester-end examination (SEE), and a
minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
 03.09.2022

(Semester End Examination) taken together

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and
will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be 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 subject (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. Artificial Intelligence, A Modern Approach, Stuart J. Russell and Peter Norvig, Third Edition, Pearson,
2010
2. Tom M. Mitchell, Machine Learning, McGraw-Hill Education, 2013
3. Machine Learning, Anuradha Srinivasaraghavan, VincyJoeph, Wiley 2019
4. Machine Learning using Python ,Manaranjan Pradhan, U Dinesh Kumar, Wiley 2019

Reference:
1. An Introduction to Multi Agent Systems, Michael Wooldridge, Second Edition, John Wiley & Sons
Web links and Video Lectures (e-Resources):

1. [Link]
2. [Link]
3. [Link]
4. [Link]
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 03.09.2022

VII Semester

CLOUD COMPUTING
Course Code 21CS72 CIE Marks 50
Teaching Hours/Week (L:T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 24 Total Marks 100
Credits 02 Exam Hours 03
Course Learning Objectives:

CLO 1. Introduce the rationale behind the cloud computing revolution and the business drivers
CLO 2. Introduce various models of cloud computing
CLO 3. Introduction on how to design cloud native applications, the necessary tools and the design
tradeoffs.
CLO 4. Realize the importance of Cloud Virtualization, Abstraction`s and 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) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films 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 thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction:
Introduction ,Cloud Computing at a Glance, Historical Developments, Building Cloud Computing
Environments, Amazon Web Services (AWS), Google AppEngine, Microsoft Azure, Hadoop, [Link]
and [Link], Manjrasoft Aneka

Textbook 1: Chapter 1: 1.1,1.2 and 1.3

Teaching-Learning Process Chalk and board, Active Learning

Module-2
Virtualization: Introduction, Characteristics of Virtualized, Environments Taxonomy of
Virtualization Techniques, Execution Virtualization, Other Types of Virtualization,
Virtualization and Cloud Computing, Pros and Cons of Virtualization, Technology Examples

Textbook 1 : Chapter 3: 3.1 to 3.6

Teaching-Learning Process Chalk and board, Active Learning
Module-3
Cloud Computing Architecture: Introduction, Cloud Reference Model, Types of Clouds, Economics of
the Cloud, Open Challenges
 03.09.2022

Textbook 1: Chapter 4: 4.1 to 4.5

Teaching-Learning Process Chalk and board, Demonstration

Module-4
Cloud Security: Risks, Top concern for cloud users, privacy impact assessment, trust, OS security, VM
Security, Security Risks posed by shared images and management OS.

Textbook 2: Chapter 9: 9.1 to 9.6, 9.8, 9.9

Teaching-Learning Process Chalk and board

Module-5
Cloud Platforms in Industry
Amazon web services: - Compute services, Storage services, Communication services, Additional
services. Google AppEngine: - Architecture and core concepts, Application life cycle, Cost model,
Observations.

Textbook 1: Chapter 9: 9.1 to 9.2

Cloud Applications:
Scientific applications: - HealthCare: ECG analysis in the cloud, Biology: gene expression data analysis for
cancer diagnosis, Geoscience: satellite image processing. Business and consumer applications: CRM and
ERP, Social networking, media applications.

Textbook 1: Chapter 10: 10.1 to 10.2

Teaching-Learning Process Chalk and board

Course outcome (Course Skill Set)

At the end of the course the student will be able to:
CO 1. Understand and analyze various cloud computing platforms and service provider.
CO 2. Illustrate various virtualization concepts.
CO 3. Identify the architecture, infrastructure and delivery models of cloud computing.
CO 4. Understand the Security aspects of CLOUD.
CO 5. Define platforms for development of cloud applications
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). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and 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:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
 03.09.2022

Marks (duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be 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 subject (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 2 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. Rajkumar Buyya, Christian Vecchiola, and Thamrai Selvi Mastering Cloud Computing McGraw Hill
Education.
2. Dan C. Marinescu, Cloud Compting Theory and Practice, Morgan Kaufmann, Elsevier 2013

Reference Books
1. Toby Velte, Anthony Velte, Cloud Computing: A Practical Approach, McGraw-Hill Osborne Media.
2. George Reese, Cloud Application Architectures: Building Applications and Infrastructure in the
Cloud, O'Reilly Publication.
3. John Rhoton, Cloud Computing Explained: Implementation Handbook for Enterprises, Recursive
Press.
Weblinks and Video Lectures (e-Resources):
 [Link]
 [Link]

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

 03.09.2022

VII Semester

FULLSTACK DEVELOPMENT
Course Code 21AI733 CIE Marks 50
Teaching Hours/Week (L:T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 T Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives:
CLO 1. Explain the use of learning full stack web development.
CLO 2. Make use of rapid application development in the design of responsive web pages.
CLO 3. Illustrate Models, Views and Templates with their connectivity in Django for full stack web
development.
CLO 4. Demonstrate the use of state management and admin interfaces automation in Django.
CLO 5. Design and implement Django apps containing dynamic pages with SQL databases.
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 traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films 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
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1: MVC based Web Designing
Web framework, MVC Design Pattern, Django Evolution, Views, Mapping URL to Views, Working of
Django URL Confs and Loose Coupling, Errors in Django, Wild Card patterns in URLS.

Textbook 1: Chapter 1 and Chapter 3

Teaching-Learning Process 1.
Demonstration using Visual Studio Code
2.
PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
Module-2: Django Templates and Models
Template System Basics, Using Django Template System, Basic Template Tags and Filters, MVT
Development Pattern, Template Loading, Template Inheritance, MVT Development Pattern.

Configuring Databases, Defining and Implementing Models, Basic Data Access, Adding Model String
Representations, Inserting/Updating data, Selecting and deleting objects, Schema Evolution
Textbook 1: Chapter 4 and Chapter 5
Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
 03.09.2022

4. Case Study: Apply concepts learnt for an Online Ticket

Booking System
Module-3: Django Admin Interfaces and Model Forms
Activating Admin Interfaces, Using Admin Interfaces, Customizing Admin Interfaces, Reasons to use
Admin Interfaces.

Form Processing, Creating Feedback forms, Form submissions, custom validation, creating Model
Forms, URLConf Ticks, Including Other URLConfs.

Textbook 1: Chapters 6, 7 and 8

Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
Module-4: Generic Views and Django State Persistence
Using Generic Views, Generic Views of Objects, Extending Generic Views of objects, Extending Generic
Views.

MIME Types, Generating Non-HTML contents like CSV and PDF, Syndication Feed Framework, Sitemap
framework, Cookies, Sessions, Users and Authentication.
Textbook 1: Chapters 9, 11 and 12
Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
4. Project Work: Implement all concepts learnt for Student
Admission Management.
Module-5: jQuery and AJAX Integration in Django
Ajax Solution, Java Script, XHTMLHttpRequest and Response, HTML, CSS, JSON, iFrames, Settings of
Java Script in Django, jQuery and Basic AJAX, jQuery AJAX Facilities, Using jQuery UI Autocomplete in
Django

Textbook 2: Chapters 1, 2 and 7.

Teaching-Learning Process 1. Demonstration using Visual Studio Code
2. PPT/Prezi Presentation for Architecture and Design
Patterns
3. Live coding of all concepts with simple examples
4. Case Study: Apply the use of AJAX and jQuery for
development of EMI calculator.
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
CO 1. Understand the working of MVT based full stack web development with Django.
CO 2. Designing of Models and Forms for rapid development of web pages.
CO 3. Analyze the role of Template Inheritance and Generic views for developing full stack web
applications.
CO 4. Apply the Django framework libraries to render nonHTML contents like CSV and PDF.
CO 5. Perform jQuery based AJAX integration to Django Apps to build responsive full stack web
applications,

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
 03.09.2022

50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 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 not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE), and 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:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)

6. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks

(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be 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 subject (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 v

Suggested Learning Resources:

Textbooks
1. Adrian Holovaty, Jacob Kaplan Moss, The Definitive Guide to Django: Web Development Done
Right, Second Edition, Springer-Verlag Berlin and Heidelberg GmbH & Co. KG
Publishers, 2009
2. Jonathan Hayward, Django Java Script Integration: AJAX and jQuery, First Edition, Pack
Publishing, 2011
Reference Books
1. Aidas Bendroraitis, Jake Kronika, Django 3 Web Development Cookbook, Fourth Edition, Packt
Publishing, 2020
2. William Vincent, Django for Beginners: Build websites with Python and Django, First Edition,
Amazon Digital Services, 2018
3. Antonio Mele, Django3 by Example, 3rd Edition, Pack Publishers, 2020
4. Arun Ravindran, Django Design Patterns and Best Practices, 2nd Edition, Pack Publishers, 2020.
 03.09.2022

5. Julia Elman, Mark Lavin, Light weight Django, David A. Bell, 1 st Edition, Oreily Publications,
2014
Weblinks and Video Lectures (e-Resources):
1. MVT architecture with Django: [Link]
2. Using Python in Django: [Link]
3. Model Forms with Django: [Link]
4. Real time Interactions in Django: [Link]
5. AJAX with Django for beginners: [Link]
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
1. Real world problem solving - applying the Django framework concepts and its integration with
AJAX to develop any shopping website with admin and user dashboards.
 03.09.2022

VII Semester

PREDICTIVE ANALYTICS
Course Code 21AI743 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
Course Learning Objectives

CLO 1. Comprehend the fundamental principles of analytics for business

CLO 2. Explore various techniques for predictive modelling
CLO 3. Analyse the data transformation of different predictors
CLO 4. Examine how predictive analytics can be used in decision making
CLO 5. Apply predictive models to generate predictions for new data

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 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
Introduction to Predictive analytics – Business analytics: types, applications, Analytical Techniques, Tools

Predictive Modelling: Propensity Models, Cluster Models,Applications.

Text book 1: Chapter 1, 2.

Teaching-Learning Chalk and board, Active Learning
Process
Module-2
Modelling Techniques: Statistical Modelling, Machine Learning, Empirical Bayes Method,Point Estimation.

Text book 1: Chapter 3,4

Teaching-Learning Chalk and board, Active Learning
Process
Module-3
Data Pre-processing: Data Transformations for Individual Predictors, Data Transformation for Multiple
Predictors, Dealing with Missing Values, Removing Predictors,Adding Predictors, Binning Predictors.
Over-Fitting and Model Tuning.
 03.09.2022

Text book 2: 3, 4
Teaching-Learning Chalk and board, Active Learning
Process
Module-4
Regression Models: Measuring Performance in Regression Models - Linear Regression and Its Cousins -
Non-Linear Regression Models - Regression Trees and Rule-Based Models Case Study: Compressive Strength
of Concrete Mixtures.

Text book 2: Chapter 5,6,7,8

Teaching-Learning Chalk& board, Active Learning, MOOC
Process
Module-5
Classification Models: Measuring Performance in Classification Models - Discriminant Analysis and Other
Linear Classification Models - Non-Linear Classification Models - Classification Trees and Rule-Based Models
– Model Evaluation Techniques.

Text Book 2: Chapter 11,12,13,14

Teaching-Learning Chalk and board, MOOC
Process
Course Outcomes
At the end of the course the student will be able to:

CO 1. Understand the importance of predictive analytics, able to prepare and process data for the models
CO 2. Apply the statistical techniques for predictive models
CO 3. Comprehend the transformation of data in the predictors.
CO 4. Apply regression and classification models for decision making and evaluate the performance
CO 5. Apply and build the time series forecasting models in a variety of business contexts
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). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and 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:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and
will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
 03.09.2022

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the subject (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:
Text Books
1. Jeffrey S. Strickland, Predictive Analytics using R,2014
2. Max Kuhn and Kjell Johnson, Applied Predictive Modeling, 1st edition Springer, 2013.
Reference:
1. Dean Abbott, Applied Predictive Analytics: Principles and Techniques for the Professional Data
Analyst, 1st Edition Wiley, 2014.

Web links and Video Lectures (e-Resources):

1. [Link]
analytics-u4H61
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning