Semester – I

Mathematical Foundation for Computer Applications

Course Code 22MCA11 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3

Course objectives:
CO1: Apply the fundamentals of set theory and matrices for the given problem.
CO2: Realize different types of distribution, evaluate the mean and variance for the given case
study.
CO3: Model the given problem by applying the concepts of graph theory.
CO4: Apply the concepts of mathematical logic for drawing inferences
CO5: Identify and list the different applications of discrete mathematical concepts in
computer science.

Module-1
Sets and Matrices: Set Theory, Operations on sets, Cardinality of sets, inclusion-exclusion principle,
matrices, finding Eigen values and Eigen vectors.

Teaching- Practice of problems on sets, matrices and Computation of Eigen values and exploring
Learning the applications of inclusion-exclusion principle and Eigen values.
Process
Module-2
Mathematical Logic: Propositional Logic, Applications of Propositional Logic, Propositional
Equivalences, Predicates and Quantifiers, Nested Quantifiers, Rules of Inference, Introduction to
Proofs

Teaching- Understand the mathematical logic to draw inferences .

Learning
Process
Module-3
Recapitulation of the concept Function: Pigeonhole principle, Relations :Relations and Their
Properties, n-ary Relations and Their Application, Representing Relations, Closures of Relations,
Equivalence Relations, Partial Orderings

Teaching- Problems on Pigeon hole principle and understanding it’s applications, Applications of
Learning Relations, Posets
Process
Module-4
Random variable and probability distribution: Concept of random variable, discrete probability
distributions, continuous probability distributions, Mean, variance and co-variance and co-variance of
random variables. Binomial and normal distribution, Exponential and normal distribution with mean
and variables and problems

Teaching- Solving problems related to different probability distributions and understanding the
Learning applications of probability distributions.
Process
Module-5
Graph Theory: Graphs and Graphs models, Graph Terminology and Special Types of Graphs,
Representing Graphs and Graph Isomorphism, Connectivity, Euler and Hamilton Paths, Shortest-Path
Problems, Planar Graphs, Graph Coloring

Teaching- Solving Graph problems to understand the application of Graph theory .

Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question
Suggested paper
Learning will have ten full questions carrying equal marks.
Resources:
3.
BooksEach full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
1. Kenneth H Rosen, ―Discrete Mathematics and its Applications‖, McGraw Hill publications,
5. The students will have to answer five full questions, selecting one full question from each
7th edition. (Chapters 2.1,2.2,2.5, 2.6,6.2,8.5,8.6,10.1 to 10.8)
module
2. Wolpole Myers Ye ―Probability and Statistics for engineers and Scientist‖ Pearson
.
Education, 8th edition.
3. Richard A Johnson and C.B Gupta ―Probability and statistics for engineers‖ Pearson
 Education.
4. J.K Sharma ―Discrete Mathematics‖, Mac Millian Publishers India, 3rd edition,2011.
5. Basavaraj S Anami , Venkanna S Madalli, "Discrete Mathematics, A concept-based
Approach", Universities Press.

Web links and Video Lectures (e-Resources):

 https://www.worldscientific.com/worldscinet/dmaa
 https://vulms.vu.edu.pk/Courses/
 http://www.mathily.org/dm-rw.html

Skill Development Activities Suggested



Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1
CO2
CO3 Outcome of this course
Program
Sl. Description POs
No.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1
0
CO1
CO2
CO3
CO4
CO5

Operating System with Unix

Course Code 22MCA12 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 10-12 Lab
Total Marks 100
slots
Credits 4 Exam Hours 03

Course objectives:

1. To familiarize with the concepts, design, and structure of the UNIX operating system.
2. To use basic UNIX Utilities.
3. Discuss the principles of UNIX shell programming.

MODULE-1
Introduction to Operating Systems, Computer System Architecture; Operating System Operations; ;
Operating System Structure: Operating System Services; System Calls; Types of System Calls;
System Programs;; Virtual Machines; System boot. Process Management Process Scheduling: Basic
Concepts, Scheduling Criteria, Scheduling Algorithms, Multiple Processor Scheduling. Process
Synchronization
Teaching-
Learning
Process
MODULE-2
Deadlocks: System model; Deadlock Characterization, Methods for handling deadlocks; Deadlock
Prevention; Deadlock Avoidance; Deadlock Detection and Recovery from deadlock. Memory
Management: Memory Management Strategies: Background, Swapping; Contiguous Memory
Allocation; Paging; Segmentation; Virtual Memory Management; Demand Paging; Page
Replacement; Allocation of Frames; Thrashing.

Teaching- .
Learning
Process
MODULE-3
The File System: The File, What’s in a File name? The Parent-Child Relationship, The HOME
Variable: The Home Directory, pwd, cd, mkdir, rmdir, Absolute Pathnames, Relative Pathnames,
The Unix File System. The vi Editor: vi Basics, Input Mode, ex Mode and Command Mode. Basic
File Attributes: ls options, File Ownership, File Permissions, chmod, Directory Permissions,
Changing the File Ownership More File Attributes: File Systems and Inodes, Hard Links, Symbolic
Links, The Directory, umask, Modification and Access Times, find. The Shell: The Shell’s
Interpretive Cycle, Shell Offerings, Pattern Matching-The Wild-cards, Escaping and Quoting,
Redirection: The Three Standard Files, Two Special Files: /dev/null and /dev/tty, pipes, tee:
Creating a Tee, Command Substitution.
Teaching-
Learning
Process
MODULE-4
The Process: Process Basics, ps: Process Status, System Processes, Mechanism of Process Creation,
Internal and External Commands, Running Jobs in Background, Killing Processes with Signals, Job
Control, at and batch, cron. Essential Shell Programming: Shell Variables, Environment Variables,
Shell Scripts, read, Using Command Line Arguments, exit and exit status of command, The Logical
Operators, The if Conditional, using test and [] to Evaluate Expression, The case Conditional, expr,
while: looping, for: looping with a list, set and shift, trap, Debugging Shell Scripts with set – x.
Teaching-
Learning
Process
MODULE 5

AWK and Advanced Shell Programming Simple AWK Filtering, Splitting a Line into Fields, printf,
the Logical and Relational Operators, Number Processing, Variables, The –f option, BEGIN and END
positional Parameters, getline, Built-invariables, Arrays, Functions, Interface with the Shell, Control
Flow. The sh command, export Command, Conditional Parameter Substitution, Merging Streams,
Shell Functions, eval, Exec Statement and Examples

Teaching-
Learning
Process
Sl.NO Experiments

1 a. Write a shell script that takes a valid directory name as a argument recursively
descend all the sub-directors, find the maximum length of any file in that hierarchy and
writ the maximum value to the standard output.

b. Write a shell script that accepts a path name and creates all the components in that
path name as directories. For example, if the script is named as mpc, then the command
mpc a/b/c/d should create sub-directories a, a/b, a/b/c, a/b/c/d.

2 a. Write a shell script that accepts two filenames as arguments, checks if the
permissions for these files are identical and if the permissions are identical, output
common permissions otherwise output each filename followed by its permissions.

b. Write a shell script which accepts valid log-in names as arguments and prints their
corresponding home directories, if no arguments are specified, print a suitable error
message.

3 a. Write a shell script that accept one or more file names as argument and convert all of
them to uppercase, provided they exists in current directory.

b. Write a shell script that displays all the links to a file specified as the first argument
to the script. The second argument, which is optional, can be used to specify in which
the search is to begin. If this second argument is not present, the search is to begin in
the current working directory. In either case, the starting directory as well as its
subdirectories at all levels must be searched. The script need not include error checking.

4 a. Write s a shell script to find a file/s that matches a pattern given as command line
argument in the home directory, display the contents of the file and copy the file into
the directory ~/mydir.

b. Write a shell script to list all the files in a directory whose filename is at least 10
characters. (use expr command to check the length).

5 a. Write a shell script that gets executed and displays the message either ―Good
Morning‖ or ―Good Afternoon‖ or ―Good Evening‖ depending upon time at which the
user logs in.

b. Write a shell script that accepts a list of filenames as its argument, count and report
occurrence of each word that is present in the first argument file on other argument
files.

6 a. Write a shell script that determine the period for which as specified user is working
on a system and display appropriate message.
 b. Write a shell script that reports the logging on of as specified user within one minute
after he/she login. The script automatically terminates if specified user does not login
during

7 Shell scripts to check various attributes of files and directories

8 Write awk script that uses all of its features.

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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together

CIE for the theory component of IPCC

1. Two Tests each of 20 Marks

2. Two assignments each of 10 Marks/One Skill Development Activity of 20 marks
3. Total Marks of two tests and two assignments/one Skill Development Activity added will be CIE
for 60 marks, marks scored will be proportionally scaled down to 30 marks.

CIE for the practical component of IPCC

 On completion of every experiment/program in the laboratory, the students shall be evaluated
and marks shall be awarded on the same day. The15 marks are for conducting the experiment
and preparation of the laboratory record, the other 05 marks shall be for the test conducted at
the end of the semester.
 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 at the end /after completion of all the experiment shall be conducted for 50
marks and scaled down to 05 marks.
Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 20 marks.

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 be set for 100 marks and marks scored will be scaled down
proportionately to 50 marks.
2. The question paper will have ten questions. Each question is set for 20 marks.
3. 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.
4. The students have to answer 5 full questions, selecting one full question from each module.

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 shall include questions
from the practical component).

 The minimum marks to be secured in CIE to appear for SEE shall be the 15 (50% of
maximum marks-30) in the theory component and 10 (50% of maximum marks -20) in the
practical component. The laboratory component of the IPCC shall be for CIE only. However,
in SEE, the questions from the laboratory component shall be included. The maximum of
04/05 questions to be set from the practical component of IPCC, the total marks of all
questions should not be more than the 20 marks.
 SEE will be conducted for 100 marks and students shall secure 40% of the maximum marks to
qualify in the SEE. Marks secured will be scaled down to 50. (Student has to secure an
aggregate of 50% of maximum marks of the course(CIE+SEE)
Suggested Learning Resources:

Text Books:

1. Sumitabha Das: UNIX Concepts and Applications, 4th Edition, Tata McGraw Hill, 2006.

2. Abraham Silberschatz, Peter Baer Galvin, Greg Gagne: Operating Systems Principles, 8th Edition,
Wiley – India.

Reference Books:

1. UNIX: The Complete Reference: Kenneth Roson et al, Osborne/McGraw Hill, 2000.
2. Using UNIX: Steve Montsugu, 2ndEdition, Prentice Hall India, 1999.
3. UNIX and Shell Programming: M G Venkateshmurthy, Pearson Education Asia, 2005
4. Behrouz A Forouzan and Richard F Gilberg
5. 4.D M Dhamdhere: Operating Systems – A Concept Based Approach, 2nd Edition, Tata McGraw –
Hill, 2002.

Web links and Video Lectures (e-Resources):

https://www.digimat.in/nptel/courses/video/106105214/L01.html

https://nptel.ac.in/courses/106108101

Course outcome (Course Skill Set)

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

Sl. Description Blooms

No. Level
CO1 Analyse the basic Operating System Structure and concept of Process L3
Management
CO2 Identify the given Synchronization/ Deadlock problem to solve and arrive L2
at valid conclusions.
CO3 Demonstrate the working of basic commands of Unix environment L3
including file processing
CO4 Demonstrate the usage of different shell commands, variable and AWK L3
filtering to the given problem
Program Outcome of this course

Sl. Description POs

No.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO1 PO12
1
CO1 x x
CO2 x x
CO3 x x
CO4 x x
 Data Structures with Algorithms
Course Code 22MCA13 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 4:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03

Course Learning objectives:

1. To provide the knowledge of basic data structures and their implementations
2. To develop skills to apply appropriate data structures in problem solving.
3. Ability to devise novel solutions to small scale programming challenges involving data
structures and recursion.
Module-1
Classification of Data Structures: Primitive and Non- Primitive, Linear and Nonlinear; Data
structure Operations, Stack: Definition, Representation, Operations and Applications: Polish and
reverse polish expressions, Infix to postfix conversion, evaluation of postfix expression, infix to
prefix, postfix to infix conversion.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Recursion - Factorial, GCD, Fibonacci Sequence, Tower of Hanoi. Queue: Definition,
Representation, Queue Variants: Circular Queue, Priority Queue, Double Ended Queue;
Applications of Queues. Programming Examples.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Linked List:Limitations of array implementation, Memory Management: Static (Stack) and
Dynamic (Heap) Memory Allocation, Memory management functions. Definition, Representation,
Operations: getnode() and Freenode() operations, Types: Singly Linked List. Linked list as a data
Structure, Inserting and removing nodes from a list, Linked implementations of stacks, Header
nodes, Array implementation of lists.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Introduction, Fundamentals of the Analysis of Algorithm Efficiency Notion of Algorithm,
Fundamentals of Algorithmic Problem Solving, Important Problem Types, Analysis Framework,
Asymptotic Notations and Basic efficiency classes, Mathematical analysis of Recursive and
Nonrecursive algorithms.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Brute Force: Selection Sort and Bubble Sort, Sequential Search, Exhaustive search and String
Matching. Divide-and-Conquer Mergesort, Quicksort, Binary Search, Binary tree Traversals and
related properties. Decrease-and-Conquer Insertion Sort, Depth First and Breadth First Search,
Topological sorting. Greedy Technique Prim’s Algorithm, Kruskal’s Algorithm, Dijkstra’s
Algorithm.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
3. Three Unit Tests each of 20 Marks
4. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

6. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
7. The question
Suggested paper
Learning will have ten full questions carrying equal marks.
Resources:
8. Each
Text full question is for 20 marks. There will be two full questions (with a maximum of four sub-
Books
1. Introduction from
questions) to theeach module.
Design and Analysis of Algorithms. Anany Levitin, Pearson Education, 2nd
9. Each full question will have a sub-question covering all the topics under a module.
Edition.
10. The students will have to answer five full questions, selecting one full question from each
module
Reference Books:
.
1. Programming in ANSI C, Balaguruswamy, McGraw Hill Education .

2. Data Structures Using C and C++ by Yedidyah Langsam and Moshe J. Augenstein and Aaron M
Tenanbanum, 2nd Edition, Pearson Education Asia, 2002.
3. Introduction to Data Structure and Algorithms with C++ by Glenn W. Rowe.

Web links and Video Lectures (e-Resources):

https://nptel.ac.in/courses/106102064
https://www.programiz.com/dsa

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill.

Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Demonstrate different data structures, its operations using C programming. L3
CO2 Analyse the performance of Stack, Queue, Lists, Trees, Hashing, Searching L2
and Sorting techniques.
CO3 Implement some applications of data structures in a high-level language L3
such as C/C++
Program
CO4 ApplyOutcome of this course
appropriate data structures for solving computing problems. L3
Sl. Description POs
No.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

Computer Networks
Course Code 22MCA14 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03

Course Learning objectives:

 Gaining a theoretical knowledge of data communication and computer networks.

 Ability to implement best practices solutions for network implementation.
 Explore different components of computer networks, various protocols, modern technologies
and their applications.
Module-1
Applications, Requirements, Network Architecture, Implementing Network Software, Performance.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Perspectives on Connecting, Encoding (NRZ, NRZI, Manchester, 4B/5B), Framing, Error
Detection, Reliable Transmission, Ethernet and Multiple Access Networks (802.3), Wireless.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Internetworking and Advanced Internetworking Switching and Bridging, Basic Internetworking
(IP), Routing, The Global Internet, Routing among Mobile Devices.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
End-to-End Protocols and Congestion Control Simple Demultiplexer (UDP), Reliable Byte Stream
(TCP), Queuing Disciplines, TCP Congestion Control, Congestion-Avoidance Mechanisms.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Network Security and Applications Cryptographic Building Blocks, Key Pre-distribution, Firewalls,
Traditional Applications, Infrastructure Services.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
5. Three Unit Tests each of 20 Marks
6. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

11. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
12. The question
Suggested paper
Learning will have ten full questions carrying equal marks.
Resources:
13. Each
Text full question is for 20 marks. There will be two full questions (with a maximum of four sub-
Books
questions) from eachAmodule.
1. ― Computer Networks Systems Approach‖ by Larry L Peterson and Bruce S Davie, 5th Edition,
14. Each full question will have a sub-question covering all the topics under a module.
15. The students will have to answer five full questions, selecting one full question from each
module
.
MKP – 2012

Reference Books:

1. James F. Kurose, Keith W. Ross, ―Computer Networking – A Top-Down Approach Featuring the
Internet‖, Fifth Edition, Pearson Education, 2009.
2. Nader. F. Mir, ―Computer and Communication Networks‖, Pearson Prentice Hall Publishers, 2010.

3. Ying-Dar Lin, Ren-Hung Hwang, Fred Baker, ―Computer Networks: An Open Source Approach‖,
Mc Graw Hill Publisher, 2011.

4. Behrouz A. Forouzan, ―Data Communication and Networking‖, Fourth Edition, Tata McGraw –
Hill, 2011.

Web links and Video Lectures (e-Resources):

 https://nptel.ac.in/courses/106105081
 https://www.javatpoint.com/computer-network-tutorial

Skill Development Activities Suggested

The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill.

Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Apply the basic concepts of networking and to analyse different parameters L3
such as bandwidth, delay, throughput of the networks for the given
problem.
CO2 Apply different techniques to ensure the reliable and secured L3
communication in wired and wireless communication
CO3 Identify the issues of Transport layer to analyse the congestion control L2
mechanism
CO4 Identify network topology with different protocols and analyse the L3
performance
Program Outcome of this course
Sl. Description POs
No.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x
 Software Engineering
Course Code 22MCA15 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 4:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03

Course Learning objectives:

 To provide an idea of using various process models in the software industry according to
given circumstances.
 To provide the idea of decomposing the given problem into Analysis, Design,
Implementation, Testing and Maintenance phases.
 Discuss the software requirements and the SRS documents.
Module-1
Introduction: Professional Software Development Attributes of good software, software engineering
diversity, IEEE/ACM code of software engineering ethics, case studies. Software Process and Agile
Software Development Software Process models: waterfall, incremental development, reuses
oriented, Process activities; coping with change, The Rational Unified Process. Agile Methods,
Plan-Driven and Agile Development, Extreme Programming, Agile Project Management, scaling
agile methods.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Requirement Engineering: Functional and non-functional requirements, The Software requirements
document, Requirements specification, Requirements engineering processes, Requirement
elicitation and analysis, Requirement validation, Requirement management.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
What is object orientation? What is OO development? OO themes; Evidence for usefulness of OO
development; OO modelling history, modelling as design Technique: Modelling; abstraction; the
three models. Object and class concepts; Link and associations concepts; Generalization and
inheritance; A sample class model; Navigation of class models; Practical tips. Advanced objects
and class concepts; Associations ends; N-array association; Aggregation, Abstract class; Multiple
inheritance; Metadata; Reification; Constraints; Derived data; packages; practical tips.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
State modelling: Events, States, Transitions and Conditions; State Diagram; State diagram behaviour;
Practical tips. Advanced State Modelling: Nested state diagram; Nested states; Signal generalization;
Concurrency; A sample state model, Relation of class and state models; practical. Interaction
modelling: Use Case models, Sequence models, Activity models, Use case relationships; Procedural
sequence models, special constructs for activity models.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Project Design and planning: Process planning, Effort estimation, project scheduling and staffing,
Software configuration Management plan, Quality plan, Risk Management, Project Monitoring plan
Design: Design concepts, Function oriented design, detailed design, verification, Metrics.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
7. Three Unit Tests each of 20 Marks
8. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

16. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
17. The question
Suggested Learning paper will have ten full questions carrying equal marks.
Resources:
18. Each
Text Books full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from eachSoftware
1. Ian Sommerville: module. Engineering, 9th Edition, Pearson Education Ltd, 2011
19. Each full question will have a sub-question covering all the topics under a module.
20. The students
2. Pankaj willSoftware
Jalote, have toEngineering,
answer five Wiley
full questions,
India Pvt selecting
Ltd (2010)one fullC question
Paul Jorgensenfrom each
Software
module
Testing A CraftMan’s Approach, 2nd edition, CRC Press.
.
3. MichelBlaha, James Rumbaugh: Object-Oriented Modelling and Design with UML, 2nd
 edition, Pearson, 2007.

Reference Books:

1. Stephan R. Schach, ―Object oriented software engineering‖, Tata McGrawHill,2008

2. Craig Larman, Applying UML and Patterns, 3rd ed, Pearson Education,2005.

Web links and Video Lectures (e-Resources):

 https://nptel.ac.in/courses/106101061
 https://www.tutorialspoint.com/software_engineering/index.htm

Skill Development Activities Suggested

 The students with the help of the course teacher can take up relevant technical –activities
which will enhance their skill.

Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Identify and define different requirements for the given problem and L2
present in the IEEE format.
CO2 Use modern tool to create dynamic diagrams to represent the design for the L2
given problem.
CO3 Draw class diagram , analyse the different types of association that exists L1
as per the given problem and represent them using UML notations.
CO4 Analyse the given system to identify actors, use cases to design use case L4
diagrams for the given problem using RSA/open source tool.
Program Outcome of this course
Sl. Description POs
No.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

Research Methodology and IPR

Course Code CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2 : 0:0 SEE Marks 50
Total Hours of Pedagogy 3 Total Marks 100
Credits 2 Exam Hours

Course Learning objectives:

 Apply suitable research method for given problem.
 Carrying out literature survey and documenting it.

Module-1
Research Methodology: Introduction, Meaning of Research, Objectives of Research, Motivation in
Research, Types of Research, Research Approaches, Significance of Research, Research Methods
versus Methodology, Research and Scientific Method, Importance of Knowing How Research is
Done, Research Process, Criteria of Good Research, and Problems Encountered by Researchers in
India.
Teaching- Ppt and case study.
Learning
Process
Module-2
Defining the Research Problem: Research Problem, Selecting the Problem, Necessity of Defining
the Problem, Technique Involved in Defining a Problem, An Illustration. Reviewing the literature:
How to review the literature, searching the existing literature, reviewing the selected literature,
Developing a theoretical framework, Developing a conceptual framework, Writing about the
literature reviewed
Teaching- Ppt, case study, show papers published.
Learning
Process
Module-3
Research Design: Meaning of Research Design, Need for Research Design, Features of a Good
Design, Important Concepts Relating to Research Design, Different Research Designs

Data Collection: Experimental and Surveys, Collection of Primary Data, Collection ofSecondary
Data, Selection of Appropriate Method for Data Collection, Case Study Method.
Teaching- Ppt, case study
Learning
Process
Module-4
Interpretation and Report Writing: Meaning of Interpretation, Technique of Interpretation,
Precaution in Interpretation, Significance of Report Writing, Different Steps in Writing Report,
Layout. Types of Reports, Oral Presentation, Mechanics of Writing a Research Report, Precautions
for Writing Research Reports.
Teaching- Ppt, real time examples
Learning
Process
Module-5
Intellectual Property (IP) Acts: Introduction to IP: Introduction to Intellectual Property (IP), different
types of IPs and its importance in the present scenario, Patent Acts: Indian patent acts 1970.Design
Act: Industrial Design act 2000. Copy right acts: Copyright Act 1957. Trade Mark Act, 1999
Teaching- Ppt , real time examples
Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
9. Three Unit Tests each of 20 Marks
10. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

21. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
22. The question paper will have ten full questions carrying equal marks.
23. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
24. Each full question will have a sub-question covering all the topics under a module.
25. The students will have to answer five full questions, selecting one full question from each
Suggested Learning Resources:

Text books

1. Research Methodology: Methods and Techniques, C.R. Kothari, Gaurav Garg New Age
International 4th Edition, 2018.
2. Research Methodology a step-by- step guide for beginners. (For the topic Reviewing the literature
under module 2) Ranjit Kumar SAGE Publications Ltd 3rd Edition, 2011 Study Material.
3. Intelectual property, Debirag E. Bouchoux, Cengage learning, 2013.

Reference:

1.Research Methods: the concise knowledge base Trochim, Atomic Dog Publishing, 2005.
2.Conducting Research Literature Reviews: From the Internet to Paper Fink A Sage Publications,
2009.
Web links and Video Lectures (e-Resources):
https://youtu.be/E2gGF1rburw

Skill Development Activities Suggested

 Select proper research method for given problem.
 Given problem area, do literature survey and decide problem statement.
 Select a research design and data collection method.
 Write a search paper
 Learn
Course the patent/
outcome (Course copy right
Skill Set)process

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

Sl. Description Blooms
No. Level
CO1 To select proper research method
CO2 Do literature survey and data collection
CO3 Write
Program a research
Outcome of thispaper
course
Sl. Description POs
No.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1
0
CO1
CO2
CO3
CO4
CO5

Data Structures with Algorithms Lab

Course Code 22MCAL17 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:3:0 SEE Marks 50
Credits 02 Exam Hours 03
Course objectives:
 Develop skills to design and analyze simple linear and non linear data structures.
 Strengthen the ability to identify and apply the suitable data structure for the given real world
problem.
 Gain knowledge in practical applications of data structures .
Sl.N Experiments
O
1 Write a C program to Implement the following searching techniques a. Linear Search b.
Binary Search.
2 Write a C program to implement the following sorting algorithms using user defined
functions: a. Bubble sort (Ascending order) b. Selection sort (Descending order).
3 Write a C Program implement STACK with the following operations a. Push an Element on to
Stack b. Pop an Element from Stack
4
Implement a Program in C for converting an Infix Expression to Postfix Expression.
5
Implement a Program in C for evaluating an Postfix Expression.
6 Write a C program to simulate the working of a singly linked list providing the following
operations: a. Display & Insert b. Delete from the beginning/end c. Delete a given element
7
Obtain the Topological ordering of vertices in a given graph with the help of a c programming
8
Check whether a given graph is connected or not using DFS method using C programming.
 9 From a given vertex in a weighted connected graph, find shortest paths to other vertices Using
Dijkstra's algorithm (C programming)
10 Find Minimum Cost Spanning Tree of a given undirected graph using Kruskal's algorithm ( C
programming)
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Implement sorting / searching techniques, and validate input/output for the given problem.
 Implement data structures (namely Stacks, Queues, Circular Queues, Linked Lists, and
Trees), its operations and algorithms.
 Implement the algorithm to find whether the given graph is connected or not and conclude on
the performance of the technique implemented.
 Apply appropriate data structures for solving computing 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 50% of the maximum marks. A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each course.
The student has to secure not less than 40%of maximum marks in the semester-end
examination(SEE). In total of CIE and SEE student has to secure 50% maximum marks of the
course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed
by the faculty who is handling the laboratory session and is 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 downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th
week of the semester and the second test shall be conducted after the 14th week of the semester.
 In each 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 average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests
is the total CIE marks scored by the student.

Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by 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 internal
/external 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)
 Change of experiment is allowed only once and 10% Marks allotted to the procedure part to be
made zero.
The duration of SEE is 03 hours

Suggested Learning Resources:

Computer Networks Lab

Course Code 22MCAL28 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:3:0 SEE Marks 50
Credits 02 Exam Hours 03
Course objectives:
 To get practical knowledge of working principles of various communication protocols.
 Analyse structure and formats of TCP/IP layer protocols using network tools
 To know the concept of data transfer between nodes

Sl.N Experiments
O
PART A
Implement the following Computer Networks concepts using C/C++
1 Write a program for distance vector algorithm to find suitable path for transmission.

2 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.
3
Write a program for Hamming code generation for error detection and correction
4
Write a program for congestion control using leaky bucket algorithm.
PART B
(Simulate the following Computer Networks concepts using any network simulators)
1 Simulate a three nodes point — to — point network with duplex links between them. Set the
queue size and vary the bandwidth and find the number of packets dropped
 2 Simulate the network with five nodes n0, n1, n2, n3, n4, forming a star topology. The node n4
is at the centre. Node n0 is a TCP source, which transmits packets to node n3 (a TCP sink)
through the node n4. Node n1 is another traffic source, and sends UDP packets to node n2
through n4. The duration of the simulation time is 10 seconds.
3 Simulate to study transmission of packets over Ethernet LAN and determine the number of
packets drop destination.
4 Simulate working of multicasting routing protocol and analyse the throughput of the
network/protocol.
5 Simulate the different types of internet traffic such as FTP and TELNET over a wired network
and analyze the packet drop and packet delivery ratio in the network.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Apply the basic concepts of networking and to analyse different parameters such as
bandwidth, delay, throughput of the networks for the given problem.
 Apply different techniques to ensure the reliable and secured communication in wired and
wireless communication
 Analyse the networking concepts of TCP/IP for wired and wireless components
 Simulate network topology with different protocols and analyse the performance using any
simulator
 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 50% of the maximum marks. A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each course.
The student has to secure not less than 40%of maximum marks in the semester-end
examination(SEE). In total of CIE and SEE student has to secure 50% maximum marks of the
course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed
by the faculty who is handling the laboratory session and is 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 downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th
week of the semester and the second test shall be conducted after the 14th week of the semester.
 In each 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 average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests
is the total CIE marks scored by the student.

Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by 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 internal
/external 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)
 Change of experiment is allowed only once and 10% Marks allotted to the procedure part to be
made zero.
The duration of SEE is 03 hours

Basics of Programming & CO

Course Code 22MCA19BC* CIE Marks 100
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks --
Total Hours of Pedagogy Total Marks 100
Credits -- Exam Hours --

Course Learning objectives:

 Gain the Knowledge about concept of a program

 Explore the fundamental programming concepts and methodologies
 Able to comprehend the concept of a program in a high-level language being translated
by a compiler into machine language program

Module-1
C Programming: decision making, control structures and arrays
C Structure, Data Types, Input-Output Statements, Decision making with if statement, simple if
statement, the if..else statement, nesting of if..else statements, the else.if ladder, the switch
statement, the ?: operator, the goto statement, the break statement, programming examples. The
while statement, the do...while statement, the for statement, nested loops, jumps in loops, the
continue statement, programming examples. One dimensional and two dimensional arrays,
declaration and initialization of arrays, reading, writing and manipulation of above types of arrays.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
 Module-2
Structures
Defining a structure, declaring structure variables, accessing structure members, structure
initialization, copying and comparing structure variables, operations on individual members, array
of structures, structures within structures, structures and functions, Unions, size of structures.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Pointers
Pointers in C, Declaring and accessing pointers in C, Pointer arithmetic, Functions , Call by value,
Call by reference, Pointer as function arguments, recursion, Passing arrays to functions, passing
strings to functions, Functions returning pointers, Pointers to functions, Programming Examples

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Binary Systems and Combinational Logic
Digital Computers and Digital Systems, Binary Numbers, Number Base Conversion, Octal and
Hexadecimal Numbers, subtraction using r’s and r-1 complements, Binary Code, Binary Storage and
Registers, Binary Logic, Integrated Circuits, Digital Logic Gates
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Basic Structure of Computer Hardware and Software
Computer Types, Functional Units, Basic Operational Concepts, Bus structure, Software,
Performance, Multiprocessing and Multi computers, Machine Instruction: Memory Locations and
Addresses, Memory Operations, Instructions and Instruction Sequencing, Addressing Modes,
Interrupts.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
11. Three Unit Tests each of 20 Marks
12. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

26. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
27. The question
Suggested Learningpaper will have ten full questions carrying equal marks.
Resources:
28.
Books Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each
1. Programming module.
in ANSI C,Balaguruswamy, 7th Edition, McGraw Hill Education
29. Each full question will have a sub-question covering all the topics under a module.
30. The
2.C : students will have
The Complete to answer
Reference, fiveSchild,4th
Herbert full questions,
Edition,selecting
McGrawoneHillfull question from each
Education
module
. 3. Let us C, YashwantKanetkar, BPB Publications

4.M.Morris Mano, ―Digital Logic and Computer Design‖, Pearson, 2012.

5.Carl Hamacher, ZvonkoVranesicSafwatZaky, ‖Computer Organization‖, 5th edition, Tata

McGraw-Hill, 2011

Web links and Video Lectures (e-Resources):

 https://nptel.ac.in/courses/106104128
 https://www.programiz.com/c-programming
 https://www.tutorialspoint.com/cprogramming/index.htm
Skill Development Activities Suggested
 The students with the help of the course teacher can take up relevant technical –activities
which will enhance their skill.

Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Demonstrate the key concepts introduced in C programming by writing L3
and executing the programs
CO2 Demonstrate the concepts of structures and pointers for the given L3
application/problem
CO3 Implement the single/multi-dimensional array for the given problem. L3
CO4 Demonstrate the application of logic gates in solving some L3
societal/industrial problems
Sl. Description POs
No.

Mapping of COS and POs

Program Outcome
PO1 ofPO2
this course
PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

Semester – II
 Database Management System
Course Code 22MCA21 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3-2-0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 10-12 Lab
Total Marks 100
slots
Credits 4 Exam Hours 3hr

Course objectives:
 Provide a strong foundation in database concepts, technology, and practice.
 Practice SQL programming through a variety of database problems.
 Demonstrate the use of concurrency and transactions in database.
 Design and build database applications for real world problems.
MODULE-1
Introduction: Characteristics of Database approach, Actors on the Scene, Workers behind the scene,
Advantages of using DBMS approach, Data models, schemas and instances, Three -schema
architecture and data independence, Database languages and interfaces, the database system
environment, Centralized and client -server architectures, Classification of Database Management
systems, Entity-Relationship Model: Conceptual Database using high level conceptual data models
for Database Design, A Sample Database Application, Entity types, Entity sets Attributes and Keys
Relationship types, Relationship Sets, Roles and Structural Constraints Weak Entity Types.
Teaching-
Learning Class room Teaching, Active Learning, and Use Digital Portfolios
Process
MODULE-2
Relational Model Relational Model and Relational Algebra: Relational Model Concepts, Relational
Model Constraints and Relational Database Schema Update Operations, Transactions and Dealing
with Constraint violations, Unary Relational operations, Relational Algebra Operations from Set
Theory, Binary Relational Operations, JOIN and DIVISION, Additional Relational Operations,
Examples of Queries in Relational Algebra Relational Database Design Using ER-toRelational
Mapping .
Mapping
Teaching-
Learning Class room Teaching, Active Learning, and Use Digital Portfolios
Process
MODULE-3
Introduction to SQL: Overview of the SQL Query Language, SQL Data Definition, Basic structure
of SQL Queries, Additional Basic Operations, Null values, Aggregate Functions, nested Sub
queries, Modification of the Database, Join Expressions, Views, Transactions, Integrity Constraints,
SQL Data Types and Schemas, Authorization.

Teaching-
Learning Class room Teaching, Active Learning, and Use Digital Portfolios
Process
MODULE-4
Database Design: Informal Design Guidelines for Relation Schemas, Functional Dependencies,
Normal Forms based on Primary Keys, General Definitions of 2nd and 3rd Normal Forms, Boyce
Codd Normal Forms, Stored Procedures and functions, Triggers.

Teaching-
Learning Class room Teaching, Active Learning, and Use Digital Portfolios
Process
MODULE 5

Transaction Management: Transaction Concept, A Simple Transaction Model, Transaction Atomicity

and Durability, Serializability, Transaction Isolation and Atomicity, Transaction Isolation Levels,
Implementation of Isolation Levels. Concurrency Control: Lock Based Protocols, Deadlock Handling.
Recovery System: Failure Classification, Storage, Recovery and Atomicity, Recovery Algorithm.

Teaching-
Learning Class room Teaching, Active Learning, and Use Digital Portfolios
Process

PRACTICAL COMPONENT OF IPCC(May cover all / major modules)

Sl.N Experiments
O
1 Practice session: Students should be allowed to choose appropriate DBMS software, install it,
configure it and start working on it. Create sample tables, execute some queries, use
SQLPLUS features, Use PL/SQL features like cursors on sample database. Students should be
permitted to practice appropriate User interface creation tool and Report generation tool.
2 A college consists of number of employees working in different departments. In this context,
create two tables’ employee and department. Employee consists of columns empno, empname,
basic, hra, da, deductions, gross, net, date-of-birth. The calculation of hra,da are as per the
rules of the college.
1. Create tables department and employee with required constraints.
2. Initially only the few columns (essential) are to be added. Add the remaining columns
separately by using appropriate SQL command
3. Basic column should not be null
4. Add constraint that basic should not be less than 5000.
5. Calculate hra,da,gross and net by using PL/SQL program.
3 Students may be divided into batches and the following experiments may be given to them to
better understand the DBMS concepts. Students should gather the required information, draw
ER diagrams, map them to tables, normalize, create tables, triggers, procedures, execute
 queries, create user interfaces, and generate reports.
 Student information system
 KSRTC reservation system
 Hostel management
 Library management
 Indian Railways reservation
4 Can be Demo experiments for CIE

5 Can be Demo experiments for CIE

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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together
CIE for the theory component of IPCC
4. Two Tests each of 20 Marks

5. Two assignments each of 10 Marks/One Skill Development Activity of 20 marks

6. Total Marks of two tests and two assignments/one Skill Development Activity added will be CIE
for 60 marks, marks scored will be proportionally scaled down to 30 marks.

CIE for the practical component of IPCC

 On completion of every experiment/program in the laboratory, the students shall be evaluated
and marks shall be awarded on the same day. The15 marks are for conducting the experiment
and preparation of the laboratory record, the other 05 marks shall be for the test conducted at
the end of the semester.
 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 at the end /after completion of all the experimentsshall be conducted for 50
marks and scaled down to 05 marks.
Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 20 marks.
.
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)
5. The question paper will be set for 100 marks and marks scored will be scaled down
proportionately to 50 marks.
6. The question paper will have ten questions. Each question is set for 20 marks.
7. 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.
8. The students have to answer 5 full questions, selecting one full question from each module.

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 shall include questions
from the practical component).
 The minimum marks to be secured in CIE to appear for SEE shall be the 15 (50% of
maximum marks-30) in the theory component and 10 (50% of maximum marks -20) in the
practical component. The laboratory component of the IPCC shall be for CIE only. However,
in SEE, the questions from the laboratory component shall be included. The maximum of
04/05 questions to be set from the practical component of IPCC, the total marks of all
questions should not be more than the 20 marks.
 SEE will be conducted for 100 marks and students shall secure 40% of the maximum marks to
qualify in the SEE. Marks secured will be scaled down to 50. (Student has to secure an
aggregate of 50% of maximum marks of the course(CIE+SEE)
Suggested Learning Resources:
Books
1. RamezElmasri, Shamkant B. Navathe, Fundamentals of Database Systems ,7th Edition,
Pearson Education, 2017
2. Silberschatz, Korth and Sudharshan Data base System Concepts,6th Edition, Tata McGraw
Hill, 2011.
Web links and Video Lectures (e-Resources):

NPTEL Video Course:

https://www.youtube.com/watch?v=EUzsy3W4I0g
https://www.youtube.com/playlist?list=PL52484DF04A264E59

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

 Make a Group of Students and assign the simple application development using above concept
learnt.
 Course outcome (Course Skill Set)

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

Sl. Description Blooms Level
No.
CO1 Apply the basic concepts of database management in designing the Application(
database for the given problem Level 2)
CO2 Design entity-relationship diagrams to the given problem to develop Analyze, Create
database application with appropriate fields and validations. ( Level 4, Level
6)
CO3 Implement a database schema for the given problem domain. Remember(
Level 1)
CO4 Formulate and execute SQL queries to the given problem. Application(
Sl. Description Level 2)POs
CO5
No. Apply normalization techniques to improve the database design to the
1 given problem. Knowledge: Understand and apply mathematical
Computational PO1
foundation, computing and domain knowledge for the conceptualization of
computing models from defined problems
2 Problem Analysis: Ability to identify, critically analyze and formulate PO2
complex computing problems using fundamentals of computer science and
application domains.
3 Design / Development of Solutions: Ability to transform complex business PO3
scenarios and contemporary issues into problems, investigate, understand
and propose integrated solutions using emerging technologies
4 Conduct Investigations of Complex Computing Problems: Ability to devise PO4
and conduct experiments, interpret data and provide well informed
conclusions.
5 Modern Tool Usage: Ability to select modern computing tools, skills and PO5
techniques necessary for innovative software solutions
6 Innovation and Entrepreneurship: Identify opportunities, entrepreneurship P012
Programvision
Mapping Outcome
of COSandand
of
usethis
POs course
of innovative ideas to create value and wealth for the
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
betterment of the individual and society PO11 PO12
CO1 3 2 1 - - - - - - - - 2
CO2 1 1 2 1 3 - - - - - - 1
CO3 2 1 2 1 2 - - - - - - 1
CO4 2 3 - - 1 - - - - - 2
CO5 1 1 2 - - - - - - - - 1

Object Oriented Programming with Java

Course Code 22MCA22 CIE Marks 50

Teaching Hours/Week 4:0:0
SEE Marks 50
(L:P:SDA)
Total Hours of Pedagogy 48 Total Marks 100
Credits 4 Exam Hours 03
Course Learning objectives:
At the end of the course, the students will be able to:
 Understand object oriented programming concepts- and apply them in problem solving.
 To introduce the principles of inheritance and polymorphism; and demonstrate how they relate to
the design of abstract classes.
 Understand the implementation of packages and interfaces
 Understand the concepts of exception handling and multithreading.
 Understand the concepts of Collection Framework.
 Describe the byte streams and character streams for file management
Module-1
Introduction to Java: Features of Java, Object Oriented Concepts, A First Simple Program, Lexical
Issues, The Java Keywords, Identifiers in Java,
Introducing Data Types and Operators : Java’s Primitive Types, Literals, Variables, The Scope and
Lifetime of Variables, Operators , Shorthand Assignments, Type Conversion and Casting, Arrays
Control Statements: if, Nested ifs, if-else-if Ladder, switch, Nested switch Statements. Iteration
Statements: while, do-while, for, Enhanced for, Nested Loops, Jump Statements: break, continue,
return.
Introducing Classes: Class Fundamentals, Declaring Objects, Assigning Object Reference Variables,
Introducing Methods, Returning a Value, Constructors, Parameterized Constructors, The this Keyword,
Garbage Collection, The finalize( ) Method
Teaching-Learning Lectures, Presentations, Quiz’s, Assignments
Process
Module - 2
A Closer Look at Methods and Classes : Overloading Methods, Overloading Constructors, , Using
Objects as Parameters, A Closer Look at Argument Passing, Returning Objects, Recursion, Introducing
Access Control, Understanding static, Introducing final, Introducing Nested and Inner Classes. Using
Command-Line Arguments, Varargs: Variable-Length Arguments, Overloading Vararg Methods.
Inheritance: Inheritance Basics, Member Access and Inheritance, Using super: Using super to Call
Superclass Constructors, A Second Use for super, Creating a Multilevel Hierarchy, When Constructors
Are Executed, Method Overriding, Using Abstract Classes, Using final with Inheritance, The Object
Class.
String Handling: The String Constructors, String Length, Special String Operations, Character
Extraction:charAt( ), getChars( ), getBytes( ), toCharArray( ). String Comparison: equals( ) and
equalsIgnoreCase( ), regionMatches( ), startsWith( ) and endsWith( ), equals( ) Versus ==, compareTo( ).
Searching Strings, Modifying a String: substring( ), concat( ), replace( ), trim( ). Data Conversion Using
valueOf( ), Changing the Case of Characters Within a String, Joining Strings, Additional String Methods,
StringBuffer: length( ) and capacity( ), ensureCapacity( ), setLength( ), charAt( ) and setCharAt( ),
getChars( ), append( ), insert( ), reverse( ), delete( ) and deleteCharAt( ), replace( ), substring( ),
Additional StringBufferMethods, StringBuilder
Teaching-Learning Lectures, Presentations, Quiz’s, Assignments
Process

Module-3
Packages and Interfaces:
Packages, Defining a Package, Finding Packages and CLASSPATH, Access Protection, Importing
Packages.
Interfaces: Interfaces, Defining an Interface, Implementing Interfaces, Nested Interfaces, Applying
Interfaces, Variables in Interfaces, Interfaces Can Be Extended Default Interface Methods, Default
Method Fundamentals, Multiple Inheritance Issues, Use static Methods in an Interface.
Exception Handling: Exception-Handling Fundamentals, Exception Types, Uncaught Exceptions,
Using try and catch, Multiple catch Clauses, Nested try Statements, throw, throws, finally, Java’s
Built-in Exceptions, Creating Your Own Exception Subclasses

Teaching-Learning Lectures, Presentations, Quiz’s, Assignments

Process
Module-4
Multithreaded Programming : The Java Thread Model, The Thread Class and the Runnable
Interface, The Main Thread, Creating a Thread, Implementing Runnable, Extending Thread, Creating
Multiple Threads, Using isAlive( ) and join( ), Thread Priorities, Synchronization, Interthread
Communication, Suspending, Resuming, and Stopping Threads, Obtaining A Thread’s State.
Stream based I/O(java.io) – The Stream classes-Byte streams and Character streams, Reading
console Input and Writing Console Output, File class, Reading and writing Files, Enumerations:
Enumeration Fundamentals, The values( ) and valueOf( ) Methods, auto boxing, generics.
Type Wrappers, Autoboxing, Annotations (Metadata)
Teaching-Learning Lectures, Presentations, Quiz’s, Assignments
Process
Module-5
The Collections Framework (java.util)- Collections Overview, Recent Changes to Collections, The
Collection Interfaces, The Collection Classes, Accessing a collection Via an Iterator, Storing User
Defined Classes in Collections, The Random Access Interface, Working With Maps, Comparators, The
Collection Algorithms, Why Generic Collections?, The legacy Classes and Interfaces, Parting
Thoughts on Collections.
Networking with Java.net
Networking fundamentals, The Networking classes and Interfaces, The Inet Address class, The
Socket Class, The URL class, The URLConnection Class, The HttpURLConnection Class. TCP/IP
Server Sockets
Teaching- Lectures, Presentations, Quiz’s, Assignments
Learning
Process
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 50% of the maximum marks. Minimum passing marks
in SEE is 40% of the maximum marks of SEE. 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
50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
(Semester End Examination) taken together.
Continuous Internal Evaluation:
13. Three Unit Tests each of 20 Marks
14. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

31. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
32. The question paper will have ten full questions carrying equal marks.
33. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
Suggested Learning Resources:
questions) from each module.
Books
34. Each full question will have a sub-question covering all the topics under a module.
35. 1.
TheJava The complete
students will have reference, 9th full
to answer five edition, Herbert
questions, Schildt,one
selecting McGraw Hill Education
full question from each(India)
modulePvt.
. Ltd.
Web links and Video Lectures (e-Resources):

The Java Tutorials: http://docs.oracle.com/javase/tutorial/

https://www.w3schools.com/java/

NPTEL Web Course:

https://nptel.ac.in/courses/106106147/3
https://nptel.ac.in/courses/106106147/2
https://nptel.ac.in/courses/106106147/5
http://nptel.iitm.ac.in/video.php?subjectId=106106093

NPTEL Video Course:

https://www.youtube.com/watch?v=50qVLKubX2w
https://www.youtube.com/watch?v=zTpqC_Ivkck
Skill Development Activities Suggested

1. Number Guessing Game

-The computer generates a random number, and the user must guess the number. The computer will
then let the user know that their guess is too high, too low, or correct. This can be free-form, allowing
an unlimited number of guesses, or give the user a set number of guesses before the game ends.
Number guessing games involve some Java programming basics like accepting inputs from the user,
creating classes, and using conditional statements.

2. Address Book
This project is a great option to illustrate your skills in developing applications that can interact with
databases. Your application should keep track of contacts, their details (e.g., address, phone, email),
and notes about each contact in a simple database.

3. Creating a Calculator
Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Understand the concept of OOP as well as the purpose and usage principles Application
of inheritance, polymorphism, encapsulation and method overloading ( Level 2)
CO2 Identify classes, abstract classes, objects, members of a class and the Remember
Relationships among them needed for a specific problem. ( Level 1)
CO3 Able to understand the use of Packages and Interface in java. Application
( Level 2)
CO4 Create Java application programs using sound OOP practices (e.g., Create
interfaces and APIs) and proper program structuring (e.g., by using access ( Level 6)
control identifies, automatic documentation through comments, error
exception handling multithreaded applications with Synchronization).
CO5 Able to develop and understand exception handling, multithreaded Create
applications ( Level 6)
CO6 Able to understand the use of Collection Framework. Application
( Level 2)
Program Outcome of this course
Sl. Description POs
No.
1 Engineering knowledge: Apply the knowledge of mathematics, science, PO1 ( Level
engineering fundamentals, and an engineering specialization to the solution 3)
of complex engineering problems
2 Problem analysis: Identify, formulate, review research literature, and PO2 ( Level
analyze complex engineering problems reaching substantiated conclusions 2)
using first principles of mathematics, natural sciences, and engineering
sciences
3 Design/development of solutions: Design solutions for complex PO3 ( Level
engineering problems and design system components or processes that 3)
meet the specified needs with appropriate consideration for the public
health and safety, and the cultural, societal, and environmental
considerations
4 Conduct investigations of complex problems: Use research-based PO4 ( Level
knowledge and research methods including design of experiments, analysis 3)
and interpretation of data, and synthesis of the information to provide valid
conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, PO5 ( Level
resources, and modern engineering and IT tools including prediction and 3)
modelling to complex engineering activities with an understanding of the
limitations
6 The engineer and society: Apply reasoning informed by the contextual PO6
knowledge to assess societal, health, safety, legal and cultural issues and
the consequent responsibilities relevant to the professional engineering
practice
7 Environment and sustainability: Understand the impact of the PO7
professional engineering solutions in societal and environmental contexts,
and demonstrate the knowledge of, and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and PO8
responsibilities and norms of the engineering practice
9 Individual and team work: Function effectively as an individual, and as a PO9
member or leader in diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering PO10
activities with the engineering community and with society at large, such
as, being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear
instructions
11 Project management and finance: Demonstrate knowledge and PO11
understanding of the engineering and management principles and apply
these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments
12 Life-long learning: Recognize the need for, and have the preparation and PO12
ability to engage in independent and life-long learning in the broadest
context of technological change.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 3 2 3 3 1 2 2 1 - 2 - 2
CO2 3 2 3 2 3 2 2 2 - 2 - 1
CO3 2 3 2 2 3 2 2 1 - 1 - 1
CO4 2 3 2 2 3 2 2 1 - 1 - 1
CO5 2 3 2 2 3 2 2 1 - 1 - 1
CO6 2 3 2 2 3 2 2 1 - 1 - 1

1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High) - : None

Cloud Computing
Course Code : 22MCA23 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 4:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 4 Exam Hours 03

Course Learning objectives: At the end of the course students will be able to
 Classify various cloud services and their providers
 Differentiate various types of computing environments
 Compare various cloud deployment models
Module-1
Introduction ,Cloud Computing at a Glance, The Vision of Cloud Computing, Defining a Cloud, A
Closer Look, Cloud Computing Reference Model, Characteristics and Benefits, Challenges Ahead,
Historical Developments, Distributed Systems, Virtualization, Web 2.0, Service-Oriented Computing,
Utility-Oriented Computing, Building Cloud Computing Environments, Application Development,
Infrastructure and System Development, Computing Platforms and Technologies, Amazon Web
Services (AWS), Google AppEngine, Microsoft Azure, Hadoop, Force.com and Salesforce.com,
Manjrasoft Aneka 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.

Teaching- Power point presentation, Black board teaching.

Learning
Process
 Module-2
Data Intensive Computing:

Map-Reduce Programming, What is Data-Intensive Computing?, Characterizing Data-Intensive

Computations, Challenges Ahead, Historical Perspective, Technologies for Data-Intensive
Computing, Storage Systems, Programming Platforms, Aneka MapReduce Programming, Introducing
the MapReduce Programming Model, Example Application
Teaching-
Learning Power point presentation, class room teaching.
Process
Module-3
Cloud Platform Architecture over Virtualized Data Centers

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, Cloud Security and Trust Management

Teaching- Power point presentation, Black board teaching.

Learning
Process
Module-4
Cloud Programming and Software Environments

Features of Cloud and Grid Platforms, Programming Support of Google App Engine, Programming
on Amazon AWS and Microsoft Azure, Emerging Cloud Software Environments.
Teaching- Power point presentation, Black board teaching.
Learning
Process
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, Microsoft Azure, Azure Core Concepts, SQL
Azure, Windows Azure Platform Appliance. Cloud Applications Scientific Applications, Healthcare:
ECG Analysis in the Cloud, Biology: Protein Structure Prediction, Biology: Gene Expression Data
Analysis for Cancer Diagnosis, Geoscience: Satellite Image Processing, Business and Consumer
Applications, CRM and ERP, Productivity, Social Networking, Media Applications, Multiplayer
Online Gaming

Teaching- Power point presentation, Black board teaching.

Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
15. Three Unit Tests each of 20 Marks
16. Two assignments each of 20 Marks or oneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

36. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
37. The question
Suggested Learningpaper will have ten full questions carrying equal marks.
Resources:
38.
Books Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
1.questions) fromand
―Distributed eachCloud
module.
Computing, From Parallel Processing to the Internet of Things‖,Kai
39. EachHwang, Geoffrey C. have
full question will Fox. aJack
sub-question covering
J Dongarra, all the topics
MK Publishers, under a module.
2012.
40.2.The―Rajkumar
students Buyya,
will have to answer five full questions, selecting one full
Christian Vecchiola, and Thamarai Selvi Mastering question
Cloud. from each
Computing
module
McGraw Hill Education
.
Web links and Video Lectures (e-Resources):

 https://www.youtube.com/watch?v=RWgW-CgdIk0
 https://www.youtube.com/watch?v=-8O32k26RWA
Skill Development Activities Suggested
 Cloud service platform expertise
 Cloud security
 Network management
 Development and operations (DevOps)
Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Understand the importance of virtualization in distributed computing and
how this has enabled the development of Cloud Computing.
CO2 Analyze
Program Outcomethe performance
of this course of Cloud Computing. CO5: Understand the
Sl. concept of Cloud Security Description POs
CO3
No. Learn the Concept of Cloud Infrastructure Model.
1
2

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1
0
CO1
CO2
CO3
CO4
CO5
 Web Technologies
Course Code 22MCA24 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 04 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03

Course Learning objectives:

 Understand the fundamental concept of www and Create XHTML documents using
XHTML tags likeimages, hyperlink, lists, tables, Forms, Frames.
 OutlineCSSstylesheetsand learn thefundamentals ofHTML5
 Understand thefundamentals ofJavaScript
 SummarizestaticanddynamicXHTMLdocumentsusingJavaScript and Outlinetheconcepts
ofXML
 UnderstandcookiesusingPHPandimplementsessiontrackingusingPHP
Module-1: Fundamentals of Web and Introduction to XHTML
Web Fundamentals
Internet, WWW, Web Browsers and Web Servers, URLs, MIME, HTTP, Security, the Web
Programmers Toolbox.
Introduction to XHTML
Basic syntax, Standard structure, Basic text markup, Images, Hypertext Links. Lists, Tables, Forms,
Frames, Syntactic differences between HTML and XHTML.

Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos

Module-2: Introduction to HTML5 and Cascading Style Sheets
Introduction to HTML5
New features of HTML5, HTML5 DocType, HTML5 Structure, Tags- nav, section, article, aside,
header, footer, HTML5 Form Elements- Search, tel, url, email, number and range, HTML5 Media
tags- Audio and video.
Cascading Style Sheets
Introduction, Levels of style sheets, Style specification formats, Selector forms, Property value forms,
Font properties, List properties, Color, Alignment of text, The box model, Background images, The
<span> and <div> tags, Conflict resolution.
Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos
Module-3: The basics of JavaScript and JavaScript & XHTML Documents
The basics of JavaScript
Overview of JavaScript, Object orientation and JavaScript, general Syntactic characteristics,
Primitives, operations, and expressions, Screen output and keyboard input, Control statements, Object
creation and modification, Arrays, Functions, Constructors, Pattern matching using regular
expressions, Errors in scripts.
JavaScript and XHTML Documents
The JavaScript Execution Environment, The Document Object Model, Elements Access in Java
Script, Events and Event Handling, Handling Events from Body Elements, Handling Events from
Text Box and password Elements, The DOM2 Model, The navigator Object, Dom Tree Traversal and
Modification.

Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos

Module-4: Dynamic Documents with JavaScript and Introduction to XML

Dynamic Documents with JavaScript
Introduction, Positioning Elements, Moving Elements, Element Visibility, Changing Colors and
Fonts, Dynamic Content, Stacking Elements, Locating the Mouse Cursor, Reacting to a Mouse Click,
Slow Movement of Elements, Dragging and Dropping Elements
Introduction to XML
Introduction, Syntax of XML, XML Document Structure, Document type definitions, Namespaces,
XML schemas, displaying raw XML documents, Displaying XML documents with CSS, Web
services.
Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos
Module-5: Introduction to PHP
Introduction to PHP
Introduction to PHP: Origins and uses of PHP, Overview of PHP. General syntactic characteristics,
Primitives, operations and expressions, Output, Control statements, Arrays, Functions, Pattern
matching, Form handling, Files, Cookies; Session Tracking.

Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos

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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
17. Three Unit Tests each of 20 Marks
18. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

41. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
42. The question
Suggested Learningpaper will have ten full questions carrying equal marks.
Resources:
43. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
TextBooks:
questions) from each module.
1. Robert W. Sebesta: Programming the World Wide Web, 8th Edition, Pearson education, 2015.
44.
2. Each full 5question will have a sub-question covering all the topics under a module.
HTML Black Book, Covers CSS 3, JavaScript, XML, XHTML, AJAX, PHP and jQuery,
45. The students will have
2ed DT Editorial Services. to answer five full questions, selecting one full question from each
module
ReferenceBooks:
. 1. ChrisBates:WebProgrammingBuildingInternetApplications,3rdEdition,WileyIndia,2009.
2. Deitel,P.J.Deitel,A.B.Goldberg:Internet&WorldWideWebHowtoprogram,3rdEdition,PearsonEd
ucation/ PHI, 2004.
3.LukeWelling,LauraThomson,―PHPandMySQLWebDevelopment‖,5thEdition,PearsonEducation,
2016.

Web links and Video Lectures (e-Resources):

https://www.w3schools.com/
https://onlinecourses.swayam2.ac.in/nou20_cs05/preview
https://www.javatpoint.com/html-tutorial
https://www.geeksforgeeks.org/web-technology/
https://www.tutorialride.com/html/html-tutorial.htm
https://www.tutorialspoint.com/
Skill Development Activities Suggested
The students with the help of the course teacher can take up activities which will enhance their
activity based learning like Quizzes, Assignments and Seminars.
Course outcome (Course Skill Set)

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

Sl. Blooms
Description
No. Level
Explain the fundamentals of web and Solve the problems using XHTML
CO1 L3
tags .
CO2 Develop presentation web page using CSS tags. L4
CO3 Implement static and dynamic JavaScript document. L6
Program Outcome of this course
CO4 Design applications using XML L6
Sl.
CO5 Illustrate Web Applications using Description
PHP scripts. LPOs
6
No.
Postgraduates will demonstrate an ability to design and conduct experiments,
1. 3
analyze and interpret data
Postgraduates will demonstrate an ability to analyze and build computer
2. 5
applications for multiple domains
PO1 PO2
Postgraduates will PO3 PO4 knowledge
demonstrate PO5 PO6 of PO7 PO8 PO9
professional PO1
and ethical Mapping
3. 0 of 7 COS
responsibilities.
CO1 and POs
CO2
CO3
CO4
CO5

Cyber Security
Course Code 22MCA251 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03 Hours

Course Learning objectives:

 Explain Cybercrime, Cyber criminals and Cyber Offences.
 Illustrating cybercrime with respect to Mobile and wireless devices.
 Discussing different tools and methods of cybercrime.
 Understanding about Phishing, Identity theft and Digital forensics.
 Explain Network defence tools and understanding Block Chain technology.
Module-1
Introduction to Cybercrime: Cybercrime: Definition and Origins of the Word, Cybercrime and
Information Security, Who are Cybercriminals?, Classifications of Cybercrimes, Cybercrime: The
Legal Perspectives, Cybercrimes: An Indian Perspective, Cybercrime and the Indian ITA 2000, A
Global Perspective on Cybercrimes Cyberoffenses:How Criminals Plan Them: How Criminals
Plan the Attacks, Cybercafe and Cybercrimes, Botnets: The Fuel for Cybercrime, Attack Vector

Teaching- Chalk and talk method / PowerPoint Presentation

Learning
Process
Module-2
Cybercrime:Mobile and Wireless Devices: Introduction, Proliferation of Mobile and Wireless
Devices, Trends in Mobility, Credit Card Frauds in Mobile and Wireless Computing, Security
Challenges Posed by Mobile Devices, Attacks on Mobile/Cell Phones, Mobile Devices: Security
Implications for organizations.
Teaching- .
Learning Chalk and talk method / PowerPoint Presentation
Process
Module-3
Tools and Methods Used in Cybercrime: Introduction, Proxy Servers and Anonymizers,
Phishing, Password Cracking, Keyloggers and Spywares, Virus and Worms, Trojan Horses and
Backdoors, Steganography, DoS and DDoS Attacks, SQL Injection, Buffer Overflow.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Module-4
Phishing and Identity Theft Introduction, Phishing – Methods of Phishing, Phishing Techniques,
Phishing Toolkits andSpy Phishing. Identity Theft – PII, Types of Identity Theft, Techniques of ID
Theft. Digital Forensics Science, Need for Computer Cyber forensics and Digital Evidence, Digital
Forensics Life Cycle.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Module-5
Network Defense tools and block chain technology Firewalls and Packet Filters: Firewall Basics,
Packet Filter Vs Firewall, How a Firewall Protects a Network, Packet Characteristic to Filter,
Stateless Vs Stateful Firewalls, Network Address Translation (NAT) and Port Forwarding, the basic
of Virtual Private Networks, Linux Firewall, Windows Firewall, Snort: Intrusion Detection System,
introduction to block chain technology (definition, tools used for implementation) and its
applications.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
19. Three Unit Tests each of 20 Marks
20. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester End Examination:
46. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
47. The question paper will have ten full questions carrying equal marks.
48. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
Suggested Learning Resources:
questions) from each module.
Books
49. Each full question will have a sub-question covering all the topics under a module.
 Cyber Security Understanding Cyber Crimes, Computer Forensics and Legal Perspectives by Nina
50. The students will have to answer five full questions, selecting one full question from each
Godbole and SunitBelpure, Publication Wiley.
module
. Anti-Hacker Tool Kit (Indian Edition) by Mike Shema, Publication McGraw Hill.
Reference Books
1. Marjie T. Britz - Computer Forensics and Cyber Crime: An Introduction – Pearson.
2. Chwan-Hwa (John) Wu,J. David Irwin - Introduction to Computer Networks and Cyber
securityCRCPress.
3. Bill Nelson, Amelia Phillips, Christopher Steuart - Guide to Computer Forensics and
Investigations Cengage Learning.
Web links and Video Lectures (e-Resources):
http://elearning.vtu.ac.in/index.php#
https://www.vturesource.com/
Skill Development Activities Suggested
The students with the help of the course teacher can take up technical activities which will enhance
their skill or the students should interact with industry (small, medium and large), understand their
problems or foresee what can be undertaken for study in the form of research/testing/projects, and for
creative and innovative methods to solve the identified problem. The prepared report shall be
evaluated for CIE marks.
Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Apply IT ACT (Cyber law) to the given case/problem and infer from the
given case and analyze the gap if exists.
CO2 Analyze the working of cyber security principles in designing the system.
CO3 Analyze the given problem (cybercrime, vulnerability, threat), develop a
strategy (physical, logical or administrative controls) to mitigate the
problem and articulate consequences on Society and National Economy.
CO4 Examine relevant network defence / web application tool to solve given
cyber security problem and evaluate its suitability.
CO5 Evaluate provisions available in Indian cyber law to handle infringement of
intellectual property rights that happens on the cyber platform.
Program Outcome of this course
Sl. Description POs
No.
1 An ability to independently carry out research /investigation and PO1
development work to solve practical problems.
2 An ability to write and present a substantial technical report / document. PO2
3 Students should be able to demonstrate a degree of mastery over the area PO3
as per the specialization of the program. The mastery should be at a level
higher than the requirements in the appropriate bachelor.
4 Protect and defend computer systems and networks from cybersecurity PO4
attacks.
5 Diagnose and investigate cybersecurity events or crimes related to PO5
computer systems and digital evidence.
6 Effectively communicate in a professional setting to address information PO6
security issues.
7 Define the security controls sufficient to provide a required level of PO7
confidentiality, integrity, and availability in an organization’s computer
systems and networks.
8 Identify vulnerabilities critical to the information assets of an PO8
organization.
9 Communication orally and in writing, proposed information security PO9
solutions to technical and non-technical decision-makers.
10 Apply business principles to analyze and interpret data for planning, PO10
decision-making, and problem solving in an information security
environment.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1
0
CO1
CO2
CO3
CO4
CO5

Data Mining and Business Intelligence

Course Code 22MCA252 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 03

Course Learning objectives:

 To introduce the concept of data Mining as an important tool for enterprise data management
and as a cutting edge technology for building competitive advantage.
 To enable students to effectively identify sources of data and process it for data mining.
 To impart skills that can enable students to approach business problems analytically by
identifying opportunities to derive business value from data.
 Learning how to gather and analyse large sets of data to gain useful business understanding.
Module-1
Introduction to Data Warehousing and Business Intelligence: Reporting and Analysing data, Lifecycle
of Data - What is Business Intelligence - BI and DW in today’s perspective - What is data
warehousing - The building Blocks: Defining Features - Data warehouses and data marts - Overview
of the components - Metadata in the data warehouse - Need for data warehousing - Basic elements of
data warehousing - trends in data warehousing. The Architecture of BI and DW BI and DW
architectures and its types - Relation between BI and DW - OLAP (Online analytical processing)
definitions - Difference between OLAP and OLTP - Dimensional analysis - What are cubes? Drill-
down and roll-up - slice and dice or rotation - OLAP models - ROLAP versus MOLAP - defining
schemas: Stars, snowflakes and fact constellations.
Teaching- Chalk and talk method / PowerPoint Presentation/ Group discussion of case study
Learning
Process
Module-2
Introduction to Data Mining (DM): Motivation - Definition and Functionalities – Classification of DM
Systems - DM task primitives - Integration of a Data Mining system with a Database or a Data
Warehouse - Issues in DM – KDD Process Data Pre-processing: Why to pre-process data? - Data
cleaning: Missing Values, Noisy Data - Data Integration and transformation - Data Reduction: Data
cube aggregation, Dimensionality reduction - Data Compression - Numerosity Reduction - Data
Mining Primitives - Languages and System Architectures: Task relevant data - Kind of Knowledge to
Teaching- Chalk and
be mined - Discretization talk
and methodHierarchy.
Concept / PowerPoint Presentation
Learning
Process
Module-3
Concept Description and Association Rule Mining What is concept description? - Data Generalization
and summarization-based characterization - Attribute relevance - class comparisons Association Rule
Mining: Market basket analysis - basic concepts - Finding frequent item sets: Apriori algorithm -
generating rules – Improved Apriori algorithm – Incremental ARM – Associative Classification –
Rule Mining.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Module-4
Classification and prediction: Introduction and Definition – Issues regarding Classification and
prediction: Classification methods: Decision tree, Bayesian Classification, Rule based, CART, Neural
Network Prediction methods: Linear and nonlinear regression, Logistic Regression. Introduction of
tools such as DB Miner /WEKA/ DM Tools.
Teaching- Chalk and talk method / PowerPoint Presentation/ Case study Solving - Tutorials
Learning
Process
Module-5
Data Mining for Business Intelligence Applications: Data mining for business Applications like
Balanced Scorecard, Fraud Detection, Click stream Mining, Market Segmentation, retail industry,
telecommunications industry, banking & finance and CRM etc., Data Analytics Life Cycle:
Introduction to Big data Business Analytics - State of the practice in analytics role of data scientists
Key roles for successful analytic project - Main phases of life cycle - Developing core deliverables for
stakeholders.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Assessment Details (both CIE and SEE)

Suggested Learning Resources:

Text Books:
1. J. Han, M. Kamber, ―Data Mining Concepts and Techniques‖, Morgan Kaufmann
2. M. Kantardzic, ―Data mining: Concepts, models, methods and algorithms, John Wiley &Sons Inc.
3. PaulrajPonnian, ―Data Warehousing Fundamentals‖, John Willey.

Skill Development Activities Suggested

 The students with the help of the course teacher can take up technical –activities which will
enhance their skill or the students should interact with industry (small, medium and large),
understand their problems or foresee what can be undertaken for study in the form of
research/testing/projects, and for creative and innovative methods to solve the identified
problem. The prepared report shall be evaluated for CIE marks.
Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Analyse the concept of data warehouse, Business Intelligence and OLAP.
CO2 Demonstrate data pre-processing techniques and application of association
rule mining
Algorithms.
CO3 Apply various classification algorithms and evaluation of classifiers for the
given
Problem.
CO4 Analyse data mining for various business intelligence applications for the
given problem.
CO5 Apply classification and regression techniques for the given problem.
Program Outcome of this course
Sl. Description POs
No.
1 Engineering knowledge: Apply the knowledge of mathematics, science, PO1
engineering fundamentals, and computer science and business systems to the
solution of complex engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and analyze PO2
complex engineering and business problems reaching substantiated
conclusions using first principles of mathematics, natural sciences, and
engineering sciences.

3 Design/development of solutions: Design solutions for complex engineering PO3

problems and design system components or processes that meet the specified
needs with appropriate consideration for the public health and safety, and the
cultural, societal, and environmental considerations.

4 Conduct investigations of complex problems: Use research-based knowledge PO4

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

5 Modern tool usage: Create, select, and apply appropriate techniques, PO5
resources, and modern engineering and IT tools including prediction and
modeling to complex engineering activities with an understanding of the
limitations
6 The engineer and society: Apply reasoning informed by the contextual PO6
knowledge to assess societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to the professional engineering and
business practices.
7 Environment and sustainability: Understand the impact of the professional PO7
engineering solutions in business societal and environmental contexts, and
demonstrate the knowledge of, and need for sustainable development.

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

9 Individual and team work: Function effectively as an individual, and as a PO9

member or leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering activities PO10

with the engineering community and with society at large, such as, being
able to comprehend and write effective reports and design documentation,
make effective presentations, and give and receive clear instructions.

11 Project management and finance: Demonstrate knowledge and PO11

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

12 Life-long learning: Recognize the need for, and have the preparation and PO12
 Enterprise Resource Planning
Course Code 22MCA253 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 02:00:02 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03

Course Learning objectives:

1. To impart a basic understanding of how ERP enriches the business organizations in
achieving a multidimensional growth.
2. To help build an understanding of the fundamental concepts of ERP systems
3. To provide a basic understanding of the modules used in ERP systems.
4. To provide an understanding of the roles of various people involved in the implementation
and use of ERP systems
5. To provide an understanding of the managerial issues involved in the design and
implementation of ERP Systems and focus on the benefits that may be realized from an ERP
system and on the management of benefits from the ERP system.
Module-1
Introduction to ERP: Introduction, Common ERP myths, Reasons for the growth of ERP market,
Advantages of ERP. Justifying ERP investments: Quantifiable benefits from an ERP system,
Intangible benefits of ERP. ERP and related technologies: Business Process Reengineering,
Business Intelligence, Data Warehousing.
Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos
Module-2
ERP implementation life cycle: Objectives of ERP implementation, different phases of ERP
implementation, ERP implementation-the hidden costs. Vendors and Consultants: Inhouse
implementation pros and cons, Vendors, role of vendors, Consultants, role of consultants, Employee
and employee resistance: Reasons for employee resistance.
Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos
Module-3
Business modules of an ERP package: Functional modules of ERP software, Financials, Human
Resource management, Plant maintenance, Marketing, Quality Management.
Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos
Module-4
ERP – Present and Future: Turbo Charge the ERP System, EIA, ERP and E–Commerce, ERP and
Internet
Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos
Module-5
ERP Market and ERP vendors: ERP Market Place, SAP AG, PeopleSoft, Baan Company, JD
Edwards
Teaching-Learning Process 1. Lecture, 2. Power-Point Presentation, 3. Videos
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
21. Three Unit Tests each of 20 Marks
22. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

51. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
52. The question paper will have ten full questions carrying equal marks.
Suggested Learning
53. Each full questionResources:
is for 20 marks. There will be two full questions (with a maximum of four sub-
Textquestions)
Books: from each module.
54.1.Each
Alexis Leon ERP
full question Demystified,
will Tata McGraw
have a sub-question Hill,all
covering Third edition.
the topics under a module.
55.2.TheJoseph A. Brady,
students EllentoF.answer
will have Monk, Bret
five J. Wangner,
full questions,Concepts in Enterprise
selecting Resourcefrom
one full question Planning,
each
Thomson Learning, 2001.
module
. 3. Vinod Kumar Garg and N.K .Venkata Krishnan, Enterprise Resource Planning concepts and
Planning, Prentice Hall, 1998.
Web links and Video Lectures (e-Resources):
1. https://www.coursera.org/learn/enterprise-systems
2. www.elibrary.in.pearson.com
3. https://jgateplus.com
4. https://search.ebscohost.com
5. https://www.capitaline.com/SiteFrame.aspx?id=1
Skill Development Activities Suggested
The students with the help of the course teacher can take up technical –activities which will enhance
their skill or the students should interact with industry (small, medium and large), understand their
problems or foresee what can be undertaken for study in the form of research/testing/projects, and for
creative and innovative methods to solve the identified problem. The prepared report shall be
evaluated for CIE marks.
Course outcome (Course Skill Set)

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

Sl. Blooms
Description
No. Level
CO1 Examine the basic concepts in Enterprise Systems. L4
Identify the challenges associated with implementing enterprise systems
CO2 L3
and their impacts on organizations.
CO3 List the different ERP modules in detail. L4
Assess the present and future of ERP and its integration with ECommerce
CO4 L5
and internet.
Analyze the ERP market place and the several popular ERP packages to
CO5 L4
support business operations and decision-making.

Program Outcome of this course

Sl.
Description POs
No.
Postgraduates will demonstrate knowledge of mathematics, computer
1. 1
applications, and management.
Postgraduates will demonstrate knowledge of professional and ethical
2. 7
responsibilities.
Postgraduates will show the understanding of impact of engineering solutions
3. 9
on the society as a successful entrepreneur or IT professional.
Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1
CO2
CO3
CO4
CO5

User Interface Design

Course Code 22MCA254 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2-0-2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3hr

Course Learning objectives:

 The objective of this course is to learn the fundamentals of user experience design and
interface design. Basic theories, methods and techniques from user experience design and
interface design are applied in group design exercises.
Module-1
Introduction Usability of Interactive Systems: Introduction, Usability Goals and Measures,
Usability Motivation, Universal Usability, Goals for our profession. Guideline, principles, and
theories: Introduction, Guidelines, principles, Theories.
Teaching-
Learning Class room Teaching and Use Digital Portfolios
Process
Module-2
Development Processes Managing Design Processes: Introduction, Organizational Design to
support Usability, The Four Pillars of Design, Development methodologies: Ethnographic
Observation, Participatory Design, Scenario Development, Social Impact statement for Early
Design Review, Legal Issues.
Teaching-
Learning Class room Teaching and Use Digital Portfolios
Process
Module-3
Direct Manipulation and Virtual Environments: Introduction, Examples of Direct Manipulation,
Discussion of direct manipulation, 3D Interfaces, Tele-operation, Virtual and Augmented Reality
Menu Selection, Form Filling and Dialog Boxes: Introduction, Task-Related Menu Organization,
Single Menus, Combination of Multiple Menus, Content Organization, Fast Movement Through
Menus, Data Entry With Menus, Form Filling, Dialog Boxes and Alternatives, Audio Menus and
Menus for Small Displays.
Teaching-
Learning Class room Teaching and Use Digital Portfolios
Process
Module-4
Command and Natural Languages
Introduction, Command-organization functionality strategies and structure, Naming and
Abbreviations, Natural Language in computing. Interaction Devices: Introduction, Keyboards and
Keypads, Pointing Devices, Speech and Auditory interfaces, Displays-Small and Large.
Teaching-
Learning Class room Teaching and Use Digital Portfolios
Process
Module-5
User Documentation and Online Help :
Introduction, Online versus paper documentation, Reading from paper versus Displays, Shaping the
content of the Manuals, Accessing the Documentation, Online Tutorials and animated
demonstrations, Online Communities for User Assistance, The Development Process.
Teaching-
Learning Class room Teaching and Use Digital Portfolios
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
23. Three Unit Tests each of 20 Marks
24. Two assignments each of 20 Marks or oneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

56. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
57. The question
Suggested Learningpaper will have ten full questions carrying equal marks.
Resources:
58.
Books Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
 questions) from each
BenShneiderman, module.
Plaisant, Cohen, Jacobs: Designing the User Interface, 5th Edition, Pearson
59. Each full question will have a sub-question covering all the topics under a module.
,Education, 2010.
60. The students will have to answer five full questions, selecting one full question from each
module
.
Web links and Video Lectures (e-Resources):
NPTEL Video Course:
 https://www.digimat.in/nptel/courses/video/124107008/L01.html
 http://acl.digimat.in/nptel/courses/video/124107008/lec1.pdf
Skill Development Activities Suggested
In this course, the students will learn the fundamentals of user experience design and interface design
Like
 GUI Requirement Gathering
 User Analysis
 Task Analysis
 GUI Design & implementation
Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Analyse the new technologies that provide interactive devices and
interfaces.
CO2 Apply the guidelines to develop the UID and evaluate for the given
problem.
CO3 Apply the development methodologies with an analysis of the social
impact and legal issues Understand Direct Manipulation and Virtual
Environment
CO4 Discuss the command, natural languages and issues in design for
maintaining QoS
CO5 Demonstrate techniques for information search and visualization for the
Programgiven problem
Outcome of this course
Sl. Description POs
No.
1 Computational Knowledge: Understand and apply mathematical PO1
foundation, computing and domain knowledge for the conceptualization of
computing models from defined problems.
2 Problem Analysis: Ability to identify, critically analyze and formulate PO2
complex computing problems using fundamentals of computer science and
application domains.
3 Design / Development of Solutions: Ability to transform complex business PO3
scenarios and contemporary issues into problems, investigate, understand
and propose integrated solutions using emerging technologies
4 Design / Development of Solutions: Ability to transform complex business PO4
scenarios and contemporary issues into problems, investigate, understand
and propose integrated solutions using emerging technologies
5 Modern Tool Usage: Ability to select modern computing tools, skills and PO5
techniques necessary for innovative software solutions
6 Individual & Team Work: Ability to work as a member or leader in diverse PO11
teams in multidisciplinary environment.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 2 - - - - - - - - - -
CO2 - 2 1 - - - - - - - - -
CO3 - - 3 - - - - - - - -
CO4 - - 2 1 - - - - - - - -
CO5 - - - - 1 - - - - - 3 -
 Optimization Techniques
Course Code 22MCA255 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3

Course Learning objectives:

 Apply problem solving techniques through OR approaches.
 Formulate the problem using linear programming technique.
 Analyze the optimal solution for the given problem by applying Transportation problems.
 Analyze the strategies with different players through game theory approach.
 Analyze the sequence of jobs to be executed by machines for the given problem.
Module-1
Linear programming problem(LPP): introduction, structure of linear programming model,
advantages, general model of Linear programming problem(LPP), examples of LP formulation,
graphical solutions of LP problem and Solution of LPP by simplex method:
Teaching-Learning Process Black Board Teaching , Presentation

Module-2
Linear programming problem(LPP): Artificial variables-two-phase method, Big M method.
Duality in linear programming, formulation of dual linear programming and examples.

Teaching-Learning Process . Black Board Teaching , Presentation

Module-3
Transportation and Assignment Problems: Mathematical model of transportation problem,
methods of finding initial solution (Northwest corner rule, Least cost method, Vogel’s approximation
method), test for optimality in TP using MODI Method. Mathematical model of assignment problem,
Hungarian method for solving assignment problem.

Teaching-Learning Process Black Board Teaching , Presentation

Module-4
Metaheuristics: The nature of metaheuristics,Tabu Search, Simulated annealing, Genetic Algorithm
Theory of games: introduction, two-person zero sum games, pure strategies (MinMax and MaxMin
principles), mixed strategies. The rules of principles of dominance, algebraic method to solve games
without saddle point, graphical methods to solve games.
Teaching-Learning Process Black Board Teaching , Presentation
Module-5
Network Analysis: PERT and CPM, Network construction and determination of critical path,
Calculation of ES, EF, LS, LF, TF, FFand IF, Crashing of a project, Scheduling of a project and
resourcelevelling
Teaching-Learning Process Black Board Teaching , Presentation
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 50% of the maximum marks. Minimum passing marks
in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
25. Three Unit Tests each of 20 Marks
26. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.
Semester End Examination:
61. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
Suggested Learning
62. The question Resources:
paper will have ten full questions carrying equal marks.
Books
63. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
 Operations
questions) from each
Theory module.
and Applications, J.K. Sharma, 5th edition, MacMillan publisher India(Chapter
64. 1,2,3,4,5,910,11,12,20).
Each full question will have a sub-question covering all the topics under a module.
65. The students will have to answer five full questions, selecting one full question from each module
.  Operations Research S.D Sharma, Kedarnath, Ramnath and Co, 2002.

 Operations Research – An Introduction Taha H A- Low price edition 7th edition,2006.

 Introduction to operation Research, Hiller and Liberman, Mc GRawHill , 5th edition ,2001.

 Operation Research, Prem Kumar Gupta, D S Heera, S Chand Pub., New Delhi, 2007.

 An Introduction to Optimization: Foundations and Fundamental Algorithms Niclas Andr´easson,

Anton Evgrafov, and Michael Patriksson.

Web links and Video Lectures (e-Resources):

  https://vwo.com/website-optimization/
 https://mindstacktechnologies.com/blog/chatbot-development/
 https://www.pluralsight.com/courses/numerical-optimization-techniques
Skill Development Activities Suggested
 https://jarlowrey.com/blog/game-optimizations
 Techniques can be used to implement in the lab program by optimizing the code and resource
 Can be Implemented in their project work to make it optimum.
 Case study
Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Problems can be solved using OR Techniques
CO2 Formulation of the problem using LPP different method based on the
nature of problem
CO3 Analyzation of a problem can be easily carried by using transportation
techniques
CO4 Analyse
Program Outcome theofstrategies of a players in a game using game theory approach
this course
Sl. & also sequence of jobs to be executed by machines
Description POs
No.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1
0
CO1
CO2
CO3
CO4
CO5
 Cryptography and Network Security
Course Code 22MCA261 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3

Course Learning objectives:

 Encryption techniques for the given problem and analyse the results.
 Design for the Cipher technique and analyse the functioning of Cipher for the given problem.
 Implementation of the Public and Private key based cryptography algorithms and investigate
the results of algorithm based on output.
 Design and implement the cryptographic algorithms using programming languages/ tools for
the given problem/context.
 Design the security planning for the given case study for data classification, access control and
propose technical solution, and submit the detailed report with plagiarism check.
Module-1
Introduction:OSI Security Architecture, Security Attacks, Security Services, Security Mechanism,
model for Network Security.
Classical Encryption Technique:Symmetric Cipher Model, Substitution Techniques,
Transposition Techniques.
Teaching-Learning Process Black Board Teaching , Presentation
Module-2
Data Encryption and advanced encryption techniques
Block Ciphers, Data Encryption Standard and Advanced Encryption Standard Block Cipher
Principles, The Data Encryption Standard, Block Cipher Design Principles and Modes of operation,
Evaluation Criteria for AES, AES Cipher-Encryption and Decryption, Data Structure, Encryption
Round.
Public Key Cryptography and Key Management: Principles of Public Key Cryptosystem, RSA
algorithm, Key management, Diffie Hellman Key exchange.
Teaching-Learning Process Black Board Teaching , Presentation
Module-3
Message Authentication and Hash Function: Authentication Requirement, Authentication
Functions, Message Authentication Code, Hash Functions, Digital Signatures, Digital Signature
Standard.
Authentication Applications: Kerberos, X.509 Authentication Service

Teaching-Learning Process Black Board Teaching , Presentation

Module-4
Electronic Mail Security: Pretty Good Privacy (PGP), S/MIME
IP Security:IP Security Overview;IP Security Architecture; Authentication Header; Encapsulating
SecurityPayload; Combining Security Associations; Key Management.
Teaching-Learning Process Black Board Teaching , Presentation
Module-5
Web Security:Web security Considerations; Secure Socket layer (SSL) and Transport layer Security
(TLS); Secure Electronic Transaction (SET).
System Security:Intruders, Intrusion Detection, Firewall Design Principles- Characteristics, Types of
Firewall and Firewall Configuration.
Teaching-Learning Process Black Board Teaching , Presentation
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
27. Three Unit Tests each of 20 Marks
28. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

66. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
67. The question
Suggested paper
Learning will have ten full questions carrying equal marks.
Resources:
68. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
Books
 questions) from each
William Stallings, module.
―Cryptography and Network Security – Principles and Practices‖, 4th Edition,
69. Each full question will have a sub-question covering all the topics under a module.
Pearson Education, 2009. (Chapters: 1, 2.1-2.3, 3.1,3.2,3.5, 5.1,5.2, 6.2, 9.1,9.2, 10.1,10.2, 11.1-
70. The students will have to answer five full questions, selecting one full question from each
11.4,
module13.1, 13.3, 14.1, 4.2, 15.1, 15.2, 16.1-16.6, 17.1-17.3, 18.1, 18.2, 20.1; Exclude the topic
. not mentioned in the syllabus)

 Behrouz A. Forouzan and DebdeepMukhopadhyay: ―Cryptography and Network Security‖, 2nd

Edition, Tata McGraw-Hill, 2010.

 AtulKahate, ―Cryptography and Network Security‖ 2nd Edition TMH.

Web links and Video Lectures (e-Resources):
 https://onlinecourses.nptel.ac.in/noc21_cs16/preview
 https://www.cryptool.org/en/links
Skill Development Activities Suggested
 https://onlinecourses.nptel.ac.in/noc21_cs16/preview
 https://www.cryptool.org/en/links
 https://ict.iitk.ac.in/courses/cryptography-and-network-security-2/

Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Apply encryption techniques for the given problem and analyse the results.
CO2 Design the Cipher technique and analyse the functioning of Cipher for the
given problem.
CO3 Implement the Public and Private key based cryptography algorithms and
investigate the results of algorithm based on output.
CO4 Design and implement the cryptographic algorithms using programming
languages/ tools for the given problem/context
CO5 Design the security planning for the given case study for data
classification, access control and propose technical solution, and submit
ProgramtheOutcome
detailedofreport
this course
with plagiarism check.
Sl. Description POs
No.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1
0
CO1
CO2
CO3
CO4
CO5

CO1: CO2: CO3CO4:. CO5:

 Artificial Intelligence
Course Code 22MCA262 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 03

Module-1
INTRODUCTION TO Al AND PRODUCTION SYSTEMS: Introduction to AI- Problem
Definition and formulation -Production systems, Control strategies, Search strategies. Problem
characteristics, Production system characteristics - Specialized productions system- Problem solving
methods – Problem graphs, Matching, Indexing and Heuristic functions -Hill Climbing-Depth first
and Breath first, Measure of performance and analysis of search algorithms.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Module-2
REPRESENTATION OF KNOWLEDGE: Introduction to Game playing – Knowledge
representation, Knowledge representation using Predicate logic, Introduction to predicate calculus,
Resolution, Use of predicate calculus, Knowledge representation using other logic-Structured
representation ofChalk
Teaching- and talk method / PowerPoint Presentation
knowledge.
Learning
Process
Module-3
KNOWLEDGE INFERENCE: Knowledge representation -Production based system, Frame based
system. Inference – Backward chaining, Forward chaining, Rule value approach, Fuzzy reasoning –
Certainty factors, Bayesian Theory-Bayesian Network-Dempster
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Module-4
PLANNING AND MACHINE LEARNING: Basic plan generation systems – Strips -Advanced
plan generation systems – K strips -Strategic explanations -Why, Why not and how
explanations. Learning- Machine learning, adaptive Learning.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Module-5
EXPERT SYSTEMS Introduction to Expert systems – Architecture of expert systems, Roles of
expert systems – Knowledge Acquisition – Meta knowledge, Heuristics. Typical expert systems –
MYCIN, DART, XOON, Expert systems shells.
Teaching- Chalk and talk method / PowerPoint Presentation
Learning
Process
Assessment Details (both CIE and SEE)

Suggested Learning Resources:

Text Books:
1. Kevin Night and Elaine Rich, Nair B., ―Artificial Intelligence (SIE)‖, Mc Graw Hill- 2008.
(Modules-I,II,VI & V)
2. Dan W. Patterson, ―Introduction to AI and ES‖, Pearson Education, 2007. (Module-III).
Reference books:
1. Peter Jackson, ―Introduction to Expert Systems‖, 3rd Edition, Pearson Education, 2007.
Web links and Video Lectures (e-Resources):

Skill
. Development Activities Suggested
 The students with the help of the course teacher can take up technical –activities which will
enhance their skill or the students should interact with industry (small, medium and large),
understand their problems or foresee what can be undertaken for study in the form of
research/testing/projects, and for creative and innovative methods to solve the identified
Courseproblem.
outcomeThe prepared
(Course Skillreport
Set) shall be evaluated for CIE marks.

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

Sl. Description Blooms
No. Level
CO1 Identify problems that are amenable to solution by AI methods.
CO2 Identify appropriate AI methods to solve a given problem.
CO3 Formalize a given problem in the language/framework of different AI
methods
CO4 Implement basic AI algorithms for the given problem.
CO5 Design and carry out an empirical evaluation of different algorithms on a
problem formalisation, and state the conclusions that the evaluation
supports.
Program Outcome of this course
Sl. Description POs
No.
1 Engineering knowledge: Apply the knowledge of mathematics, science, PO1
engineering fundamentals, and computer science and business systems to
the solution of complex engineering and societal problems.

2 Problem analysis: Identify, formulate, review research literature, and PO2

analyze complex engineering and business problems reaching substantiated
conclusions using first principles of mathematics, natural sciences, and
engineering sciences.

3 Design/development of solutions: Design solutions for complex PO3

engineering problems and design system components or processes that meet
the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.

4 Conduct investigations of complex problems: Use research-based PO4

knowledge and research methods including design of experiments, analysis
and interpretation of data, and synthesis of the information to provide valid
conclusions.

5 Modern tool usage: Create, select, and apply appropriate techniques, PO5
resources, and modern engineering and IT tools including prediction and
modeling to complex engineering activities with an understanding of the
limitations
6 The engineer and society: Apply reasoning informed by the contextual PO6
knowledge to assess societal, health, safety, legal and cultural issues and
the consequent responsibilities relevant to the professional engineering and
business practices.
7 Environment and sustainability: Understand the impact of the professional PO7
engineering solutions in business societal and environmental contexts, and
demonstrate the knowledge of, and need for sustainable development.

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

9 Individual and team work: Function effectively as an individual, and as a PO9

member or leader in diverse teams, and in multidisciplinary settings.

10 Communication: Communicate effectively on complex engineering PO10

activities with the engineering community and with society at large, such
as, being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear
instructions.

11 Project management and finance: Demonstrate knowledge and PO11

understanding of the engineering, business and management principles and
apply these to one’s own work, as a member and leader in a team, to
manage projects and in multidisciplinary environments.
 Advanced Web Programming
Course Code 20MCA263 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory Total Marks 100
Credits 3 Exam Hours

Course Learning objectives:

 Use the basic JavaScript syntax needed for Ajax scripting
 Demonstrate a solid foundation in Ajax scripting
 Write HTML documents that include asynchronous client/server communication
 Write a final project that demonstrates the use of several Ajax techniques

Module-1
Rich Internet Applications With Ajax: Limitations of Classic Web application model, AJAX
principles, Technologies behind AJAX, Examples of usage of AJAX; Asynchronous
communication and AJAX application model.
Ajax with XMLHTTP object: Part 1 Creating Ajax Applications: An example, Analysis of
example ajax.html, Creating the JavaScript, Creating and opening the XMLHttpRequest object,
Data download, Displaying the fetched data, Connecting to the server, Adding Server-side
programming, Sending data to the server using GET and POST
Teaching-Learning Power Point, Lecture, BlackBoard teaching, Implementation demo
Process
Module-2
Ajax with XMLHTTP object: Part 2 Handling multiple XMLHttpRequest objects in the same
page, Using two XMLHttpRequest objects, Using an array of XMLHttpRequest objects, AJAX
Patterns – Predictive Fetch, Multi-stage download, Periodic Refresh and Fallback patterns,
Submission throttling.
Teaching-Learning Power Point, Lecture, Black Board teaching, Implementation
Process demo
Module-3
Introduction to Bootstrap: What Is Bootstrap? Bootstrap File Structure, Basic HTML Template,
Global Styles, Default Grid System, Basic Grid HTML, Offsetting Columns, Nesting Columns,
Fluid Grid System, Container Layouts, Responsive Design. Typography, Emphasis Classes, Lists,
Code, Tables, Optional Table Classes, Table RowClasses, Forms, Buttons, Images, Icons.
Teaching-Learning Power Point, Lecture, Black Board teaching, Implementation
Process demo
Module-4
Introduction to JQuery: Introduction to JQuery, Syntax, selectors, events, JQuery HTML, JQuery
Effects, JQuery CSS,jQuery Effects,jQuery Traversing,jQuery AJAX.
Teaching-Learning Power Point, Lecture, Black Board teaching, Implementation
Process demo
Module-5
Introduction to React and UI Design: . Welcome to React, Your first React Web Application
:Setting up your development environment , What’s a component? , Making Product data-driven ,
Refactoring with the Babel plugin transform-class-properties .
Advanced Component Configuration with props, state, and children : Components , Context , state ,
Stateless Components , Talking to Children Components with props.children .

Teaching-Learning Power Point, Lecture, Black Board teaching, Implementation

Process demo
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
29. Three Unit Tests each of 20 Marks
30. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

71. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
72. The question
Suggested paper
Learning will have ten full questions carrying equal marks.
Resources:
73. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
Books
questions)
Thomasfrom each module.
A. Powel: Ajax The Complete reference, McGraw Hill,2008
74. Each full question will have a sub-question covering all the topics under a module.
75.TheDana Moore,
students Raymond
will have Budd,
to answer fiveEdward Benson:
full questions, Professional
selecting one fullRich Internet
question fromApplications:
each module
. AJAX andBeyond, Wiley 2012.
  Jake Spurlock: "Bootstrap: Responsive Web Development", O'Reilly Media, 2014.
 Bootstrap essentials by Snig by Packt-open source
 Alex Banks and Eve Porcello ―Learning React Functional Web Development with React and
Redux‖

Web links and Video Lectures (e-Resources):

 https://www.w3schools.com/jquery/
 https://jquery.com/
 https://www.toptal.com/front-end/what-is-bootstrap-a-short-tutorial-on-the-what-why-
and-how
Skill Development Activities Suggested
 https://reactjs.org/.
 Ajax Application development
 Bootstrap application development
 Jquery applications
 Your first React Web Application .
 Calculator Implementation of the iOS calculator built in React
 outcome (Course Skill Set)
Course

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

Sl. Description Blooms
No. Level
CO1 Build the Web Applications using JQuery, PHP, XML for the given
problem
CO2 Design the Web Pages using AJAX for the given problem.
CO3 Analyse the advances in Web2.0 and demonstrate its usage for the problem
considered.
CO4 Analyse the web services and demonstrate its usage for the problem
considered.
CO5 Design responsive web applications using Bootstrap for the given problem.
Program Outcome of this course
CO6
Sl. Demonsrtae applications of Angular JS and JQuery for the given problem
Description POs
No.
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1
0
CO1
CO2
CO3
CO4
CO5

Distributed Operating System

Course Code 22MCA264 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours

Course Learning objectives:

 Analyse design issues and different message passing techniques in DOS, distributed systems
 Analyse RPC implementation and its performance in DOS.
 Analyse the major security issues associated with distributed systems and evaluate techniques
available for increasing system security.
 Apply the concepts of distributed shared memory and resource management for the given
problem/ case study.
 Analyse distributed file systems and evaluate the performance in terms of fault tolerance, file
replication as major factors.
 Apply modification to the existing algorithms to improve the performance of DOS.
Module-1
Fundamentals: What is Distributed Computing Systems? Evolution of Distributed Computing
System; Distributed Computing System Models; What is Distributed Operating System? Issues in
Designing a Distributed Operating System; Introduction to Distributed 02.03.2021 updated 47/ 104
ComputingEnvironment(DCE).
Message Passing: Introduction, Desirable features of a Good Message Passing System, Issues in
PC by Message Passing, Synchronization, Buffering, Multi-datagram Messages, Encoding and
Decoding of Message Data, Process Addressing, Failure Handling, Group Communication, Case
Study: 4.3 BSD UNIX IPC Mechanism

Teaching-Learning Power Point, Lecture, Black Board teaching

Process
Module-2
Remote Procedure Calls: Introduction, The RPC Model, Transparency of RPC, Implementing
RPC Mechanism, Stub Generation, RPC Messages, Marshaling Arguments and Results, Server
Management, Parameter-Passing Semantics, Call Semantics, Communication Protocols for RPCs,
Complicated RPCs, Client-Server Binding, Exception Handling, Security, Some Special Types of
RPCs, RPC in Heterogeneous Environments, Lightweight RPC, Optimization for Better
Performance, Case Studies: Sun RPC.

Teaching-Learning Power Point, Lecture, Black Board teaching

Process
Module-3
Distributed Shared Memory: Introduction, General Architecture of DSM systems, Design and
Implementation Issues of DSM, Granularity, Structure of Shared Memory Space, Consistency
Models, Replacement Strategy, Thrashing, Other approaches to DSM, Heterogeneous DSM,
Advantages of DSM. Synchronization: Introduction, Clock Synchronization, Event Ordering,
Mutual Exclusion, Dead Lock, Election Algorithms
Teaching-Learning Power Point, Lecture, Black Board teaching
Process
Module-4
Resource Management: Introduction, Desirable Features of a Good Global Scheduling Algorithm,
Task Assignment Approach, Load – Balancing Approach, Load – Sharing Approach
Process Management: Introduction, Process Migration, Threads.
Teaching-Learning Power Point, Lecture, Black Board teaching
Process
Module-5
Distributed File Systems: Introduction, Desirable Features of a Good Distributed File System, File
models, File–Accessing Models, File – Sharing Semantics, File – Caching Schemes, File Replication,
Fault Tolerance, Atomic Transactions and Design Principles.
Teaching-Learning Power Point, Lecture, Black Board teaching
Process
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 50% of the maximum marks. Minimum passing
marks in SEE is 40% of the maximum marks of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
31. Three Unit Tests each of 20 Marks
32. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50
marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.

Semester End Examination:

76. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
77. The question
Suggested paper
Learning will have ten full questions carrying equal marks.
Resources:
78.
Books Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
 questions)
Pradeep. K.from each
Sinha: module. Operating Systems: Concepts and Design, PHI, 2007.
Distributed
79. Each full question will have a sub-question covering all the topics under a module.
80.
 The students
Andrew will have Distributed
S. Tanenbaum: to answer Operating
five full questions, selecting
Systems, Pearson one full 2013.
Education, question from each
module
.  Ajay D. Kshemkalyani and MukeshSinghal, Distributed Computing: Principles, Algorithms and
Systems, Cambridge University Press, 2008.

 . SunitaMahajan, Seema Shan, ― Distributed Computing‖, Oxford University 02.03.2021 updated

48/ 104 Press,2015.

Web links and Video Lectures (e-Resources):

 http://www.kompx.com/en/web-browsers-for-dos.htm.
 https://www.freedos.org/links/
 https://www.dosbox.com/
Skill Development Activities Suggested
 Case Study
 Group discussion
 Working on real time
 Company visit
Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Analyse design issues and different message passing techniques in DOS,
distributed systems
CO2 Analyse RPC implementation and its performance in DOS CO3: Analyse
the major security issues associated with distributed systems and evaluate
techniques available for increasing system security
CO3 Apply the concepts of distributed shared memory and resource
management for the given problem/ case study.
CO4 Analyse distributed file systems and evaluate the performance in terms of
fault tolerance, file replication as major factors
CO5 Apply modification to the existing algorithms to improve the performance
of DOS.
Program Outcome of this course
Sl. Description POs
No.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1
CO2
CO3
CO4
CO5
 Natural Language Processing

Course Code 22MCA265 CIE Marks 50

2:0:2
Teaching Hours/Week (L:P:SDA) SEE Marks 50
Total Hours of Pedagogy 48
Total Marks 100
Credits 3 Exam Hours 03

Course Learning objectives:

At the end of the course, the students will be able to:
 Learn the techniques in natural language processing.
 Be familiar with the natural language generation.
 Be exposed to Text Mining.
 Analyze the information retrieval techniques
Module-1
Introduction, Morphology: Knowledge in Speech & Lang Processing, Ambiguity, Models & Algorithms,
Language, Thought & Understanding, Some Brief History, The State of the Art & Near-Term Future,
Summary Morphology and Finite State Transducers: Survey of English Morphology, Finite state
Morphological Parsing, Lexicon-Free FST: The Porter Stemmer, Human Morphological Parsing,
Summary, Combining FST Lexicon and Rules.

Teaching-Learning Lectures, Presentations, Quiz’s, Assignments

Process
Module - 2

N-Grams: Counting Words in Corpora, Simple N-Grams, Smoothing, Back off, Deleted Interpolation, N-
Grams for Spelling and Pronunciation, Entropy, Summary. Word Classes and Part-of- Speech Tagging:
English Word Classes, Tag sets for English, Part-of-Speech Tagging.

Teaching-Learning Lectures, Presentations, Quiz’s, Assignments

Process
Module-3
Context-Free Grammars and Predicate Calculus for English: Constituency, Context-Free Rules and
Trees, Sentence Level Constructions, Coordination, Agreement, The Verb Phrase Sub Categorization,
Auxiliaries, Spoken Language Syntax, Grammar Equivalence and Normal Form, Finite –State and
Context- Free Grammars, Grammars and Human Processing, The Early Algorithm, Finite-State Parsing
Method, Summary Representing Meaning:

Teaching-Learning Lectures, Presentations, Quiz’s, Assignments

Process
Module-4
Semantic Analysis: Syntax-Driven Semantic Analysis, Attachments for a Fragment of English,
Integrating Semantic Analysis into the Earley Parser, Idioms and Compositionality, Robust Semantic
Analysis, Summary. Lexical Semantics: Relations Among Lexemes and Their Senses, WordNet: A
Database of Lexical Relations, The Internal Structure of Words, Creativity and the Lexicon, Summary
Word Sense Disambiguation and Information
Teaching-Learning Lectures, Presentations, Quiz’s, Assignments
Process
Module-5
Retrieval: Selection Restriction Based Disambiguation, Robust Word Sense Disambiguation, Information
Retrieval, Other Retrieval Tasks, and Summary. Case Study of Simple Text Recognition or Content
Based Text Extraction System. Evolving Explanatory Novel Patterns for Semantically-Based Text
Mining: Related Work, A Semantically Guided Model for Effective Text Mining.
Teaching- Lectures, Presentations, Quiz’s, Assignments
Learning
Process
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 50% of the maximum marks. Minimum passing marks
in SEE is 40% of the maximum marks of SEE. 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
50% (50 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
(Semester End Examination) taken together.
Continuous Internal Evaluation:
33. Three Unit Tests each of 20 Marks
34. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.

Semester End Examination:

81. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
82. The question paper will have ten full questions carrying equal marks.
83. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
Suggested Learning Resources:
questions) from each module.
Books:
84. Each full question will have a sub-question covering all the topics under a module.
1.DanielJurafsky
85. The students and
will James
have toHanswer
Martin,
five―Speech and Language
full questions, selectingProcessing: An introduction
one full question to Natural
from each module
.Language Processing, Computational Linguistics and Speech Recognition‖, 2 Edition, Prentice Hall,
nd

2009.

Reference Books:
1. Christopher D.Manning and HinrichSchutze, ―Foundations of Statistical Natural
LanguageProcessing‖, MIT Press, 1999.
2.TanveerSiddiqui, U.S. Tiwary, ―Natural Language Processing and Information Retrieval‖, Oxford
University Press, 2008.
3.Anne Kao and Stephen R. Poteet (Eds), ―Natural Language Processing and Text Mining‖, Springer
Verlag London Limited 2007.
Web links and Video Lectures (e-Resources):

NPTEL Web Course:

https://nptel.ac.in/courses/106101007
https://nptel.ac.in/courses/106106211
https://archive.nptel.ac.in/courses/106/105/106105158/
Skill Development Activities Suggested :
1. A customer support bot
2. A predictive text generator
3. Sentiment analysis for marketing

Course outcome (Course Skill Set)

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

Sl. Description Blooms
No. Level
CO1 Apply parsing technique to the given problem and verify the output and Applying
give valid conclusions ( Level 3)
CO2 Illustrate the approaches to syntax and semantics in NLP. Remember
( Level 1)
CO3 Formulate solutions for a range of natural language components using Analysing
existing algorithms, techniques and frameworks, including part-of-speech ( Level 4)
tagging, language modeling, parsing and semantic role labeling
CO4 Evaluate NLP solutions of the given problem and arrive at valid Evaluation
conclusions. ( Level 5)
CO5 Illustrate information retrieval techniques. Analysing
( Level 4)
Program Outcome of this course
Sl. Description POs
No.
1 Engineering knowledge: Apply the knowledge of mathematics, science, PO1
engineering fundamentals, and an engineering specialization to the solution
of complex engineering problems
2 Problem analysis: Identify, formulate, review research literature, and PO2
analyze complex engineering problems reaching substantiated conclusions
using first principles of mathematics, natural sciences, and engineering
sciences
3 Design/development of solutions: Design solutions for complex PO3
engineering problems and design system components or processes that
meet the specified needs with appropriate consideration for the public
health and safety, and the cultural, societal, and environmental
considerations
4 Conduct investigations of complex problems: Use research-based PO4
knowledge and research methods including design of experiments, analysis
and interpretation of data, and synthesis of the information to provide valid
conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, PO5
resources, and modern engineering and IT tools including prediction and
modelling to complex engineering activities with an understanding of the
limitations
6 The engineer and society: Apply reasoning informed by the contextual PO6
knowledge to assess societal, health, safety, legal and cultural issues and
the consequent responsibilities relevant to the professional engineering
practice
7 Environment and sustainability: Understand the impact of the PO7
professional engineering solutions in societal and environmental contexts,
and demonstrate the knowledge of, and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and PO8
responsibilities and norms of the engineering practice
9 Individual and team work: Function effectively as an individual, and as a PO9
member or leader in diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering PO10
activities with the engineering community and with society at large, such
as, being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear
instructions
11 Project management and finance: Demonstrate knowledge and PO11
understanding of the engineering and management principles and apply
these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments
12 Life-long learning: Recognize the need for, and have the preparation and PO12
ability to engage in independent and life-long learning in the broadest
context of technological change.
Mapping of COS and Pos

PO
CO
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 2 - - - - 1 1 1 1 1 1 -
CO2 1 2 - - - 1 1 1 1 1 1 -
CO3 1 1 3 1 1 1 - 2 1 1 1 -
CO4 1 1 3 1 1 1 - 2 1 1 1 -
CO5 1 1 3 1 1 1 - 2 1 1 1 -

1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High) - : None

Web Technologies Lab with Mini Project

Course Code 22MCAL27 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:3:0 SEE Marks 50
Credits 2 Exam Hours 03
Course objectives:
• Understand the fundamental concept of XHTML and HTML5 programs .
• Implement the CSS with XHTML to access user required information from the system.
• Execute programs on static and dynamic javascript.
• Develop programs on XML to design the web pages.
• Write and implement programs on PHP.
Sl.N Experiments /Part - A
O
1 Create an XHTML page that provides information about your department. Your XHTML
page must use the following tags:
a) Text Formatting tags
b) Horizontal rule
c) Meta element
d) Links
e) Images
f) Tables (Use of additional tags encouraged).
2 Develop and demonstrate a HTML5 page which contains
a) Dynamic Progressive bar.
b) Display Video file using HTML5 video tag.
3 Develop and demonstrate the usage of inline, external and internal style sheet using CSS. Use
XHTML page that contains at least three paragraphs of text, listed elements and a table with
 four rows and four columns.

4 To create an XHTML with CSS script code to demonstrate the usage of :

a. Border properties
b. Margin and padding which includes all subject code followed by subject name followed by
staff name
5 Develop and demonstrate a XHTML file that includes JavaScript script for the following
problems:
a) Input: A number n obtained using prompt
Output: The first n Fibonacci numbers
b) Input: A number n obtained using prompt
Output: A table of numbers from 1 to n and their squares using alert
6 a) Develop and demonstrate, a HTML document that collects the USN (the valid format is : A
digit from 1 to 4 followed by two upper-case characters followed by two digits followed by
three upper-case characters followed by two digits; (no embedded spaces are allowed) from
the user. Use JavaScript that validate the content of the document. Suitable messages should
be display in the alert if errors are detected in the input data. Use CSS and event handlers to
make your document appealing.
b) Modify the above program to get the current semester also(restricted to be a number from 1
to 4)
7 Develop and demonstrate a HTML file which includes JavaScript that uses functions for the
following problems:
a. Parameter: A string Output: The position in the string of the left-most vowel.
b. Parameter: A number Output: The number with its digits in the reverse order.
8 Develop and demonstrate, using JavaScript script, a XHTML document that contains three
short paragraphs of text, stacked on top of each other, with only enough of each showing so
that the mouse cursor can be placed over some part of them. When the cursor is placed over
the exposed part of any paragraph, it should rise to the top to become completely visible.
Modify the above document so that when a text is moved from the top stacking position, it
returns to its original position rather than to the bottom.
9 Develop a simple calculator to perform arithmetic (addition, subtraction, multiplication and
division) operations on given two numbers. Use an HTML tag that allows the user to input
two numbers and to display the result of arithmetic operation. Write suitable HTML and
JavaScript and CSS to your simple calculator. The following figure show sample document
display.
 10 Using PHP and MySQL, develop a program to accept book information viz. Accession
number, title, authors, edition and publisher from a web page and store the information in a
database and to search for a book with the title specified by the user and to display the search
results with proper headings.
11 a) Design an XML document to store information about a student in an engineering college
affiliated to VTU. The information must include USN, Name, Name of the College, Brach,
Year of Joining, and e-mail id. Make up sample data for 3 students. Create a CSS style sheet
and use it to display the document.
b) Create an XSLT style sheet for one student element of the above document and use it to
create a display of that element.
Part-B
Develop a web application (mini-project) using the languages and concepts learnt in the theory and
exercises listed in part A with a good look and feel effects. Database connection needs to be
implemented.
Note: 1.
A team of two students must develop the mini project. However during the examination, each student
must demonstrate the project individually.
2. Each students has to execute one program picked from Part-A during the semester end examination.
3. The team must submit a brief project report (20-25 pages) that must include the following
a. Introduction
b. Requirement Analysis
c. Software Requirement Specification
d. Analysis and Design,
e. Implementation
f. Testing
4. Brief synopsis not more than two pages to be submitted by the team as per the format given. It was
recommended that students to do prior art search as part of literature survey before submitting the
synopsis for the Mini/Major projects.
5. Rubrics may be used to evaluate the Mini-Project.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1) Design XHTML and HTML5 program using fundamental tags.
2) Develop visual effect style sheet using CSS for a given problem.
3) Implement JavaScript to validate a form with event handler for a given problem.
4) Demonstrate client/server application for a given problem using client as PHP,XML
5) Design web based applications according to customer needs for a given problem.
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 50% of the maximum marks. A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each course.
The student has to secure not less than 40% of maximum marks in the semester-end
examination(SEE). In total of CIE and SEE student has to secure 50% maximum marks of the
course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed
by the faculty who is handling the laboratory session and is 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 downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th
week of the semester and the second test shall be conducted after the 14th week of the semester.
 In each 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 average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests
is the total CIE marks scored by the student.

Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
 appointed by 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 internal
/external 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)
 Change of experiment is allowed only once and 10% Marks allotted to the procedure part to be
made zero.
The duration of SEE is 03 hours
Suggested Learning Resources:
https://www.w3schools.com/
https://onlinecourses.swayam2.ac.in/nou20_cs05/preview
https://www.javatpoint.com/html-tutorial
https://www.geeksforgeeks.org/web-technology/
https://www.tutorialride.com/html/html-tutorial.htm
https://www.tutorialspoint.com/

Java Programming Lab.

Course Code 22MCAL28 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:3:0 SEE Marks 50
Credits 2 Exam Hours 3
Course objectives:
 To experiment with the syntax and semantics of java language and gain experience with java
Programming
 Learn to use object orientation to solve problems and use java language to implement them.
Sl.N Experiments
O
1 a. Write a java program to find the Fibonacci series using recursive and non recursive
functions
b. Program to print pyramid using numbers.
2 a. Write a java program for Method overloading and Constructor overloading.
b. Write a JAVA program to implement Inner class and demonstrate its Access protection.
3
a) Write a java program to represent Abstract class with example.
 b) Write a java program to implement Interface using extends keyword.

4 Write a Java Program to demonstrate the following String Handlings.

i. String Length& Concatenation.
ii. Character Extraction.
iii. String Comparison.
iv. Searching and modifying String.
5 Write a java program to display the employee details (NAME, Employee ID, AGE, Salary,
Department) using Scanner class.
6 a). Write a java program that checks whether a given string is palindrome or not
b). Write a java program for creating multiple catch blocks.
7 Complete the following:
a. Create a package named shape.
b. Create some classes in the package representing some common shapes like Square,
Triangle, and Circle.
c. Import and compile these classes in other program.
8 a) Java program to demonstrate working of ArrayList in Java
b) Write a java program to display File class properties.
Demonstration Experiments ( For CIE ) if any
9 Student activity like mini-project, surveys, quizzes, etc. should be done in group of 2-3
students.
10 Write a program to implement the concept of Exception Handling - using predefined
exception. - by creating user defined exceptions
11 Write a program to implement the concept of threading.
-by extending Thread Class
-by implementing Runnable Interface
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
CO1: Demonstrate the fundamental data types and constructs of Java Programming by writing
executable / interpretable programs.
CO2: Illustrate the object oriented principles with the help of java programs.
CO3: Develop reusable and efficient applications using inheritance and multi-threading concepts of
java.
CO4: Apply client-side programming and networking concepts to develop distributed applications.
CO5: Write java programs to demonstrate the concepts of interfaces, inner classes and I/O streams..
 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 50% of the maximum marks. A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each course.
The student has to secure not less than 40%of maximum marks in the semester-end examination
(SEE). In total of CIE and SEE student has to secure 50% maximum marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments designed
by the faculty who is handling the laboratory session and is 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 downed to 30 marks (60% of maximum marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the 8th
week of the semester and the second test shall be conducted after the 14th week of the semester.
 In each 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 average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests
is the total CIE marks scored by the student.

Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute; examiners are
appointed by 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 internal
/external 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)
 Change of experiment is allowed only once and 10% Marks allotted to the procedure part to be
made zero.
The duration of SEE is 03 hours
Suggested Learning Resources:

The Java Tutorials: http://docs.oracle.com/javase/tutorial/

https://www.w3schools.com/java/