V Semester

AUTOMATA THEORY AND COMPILER DESIGN

Course Code 21CS51 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives

CLO 1. Introduce the fundamental concepts of Automata Theory, Formal Languages and compiler
design
CLO 2. Principles Demonstrate Application of Automata Theory and Formal Languages in the field of
compiler design
CLO 3. Develop understanding of computation through Push Down Automata and Turing Machines
CLO 4. Introduce activities carried out in different phases of Phases compiler
CLO 5. Identify the undecidability problems.

Teaching-Learning Process (General Instructions)

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

Introduction to Compiler Design: Language Processors, Phases of Compilers

Textbook 1: Chapter1 – 1.5, Chapter2 – 2.2,2.3,2.5 Chapter4 –4.4

Textbook 2: Chapter1 – 1.1 and 1.2
Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
Regular Expressions and Languages: Regular Expressions, Finite Automata and Regular
Expressions, Proving Languages Not to Be Regular

Lexical Analysis Phase of compiler Design: Role of Lexical Analyzer, Input Buffering , Specification of
Token, Recognition of Token.
Textbook 1: Chapter3 – 3.1, 3.2, Chapter4- 4.1
Textbook 2: Chapter3- 3.1 to 3.4
Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-3
Context Free Grammars: Definition and designing CFGs, Derivations Using a Grammar, Parse Trees,
Ambiguity and Elimination of Ambiguity, Elimination of Left Recursion, Left Factoring.

Syntax Analysis Phase of Compilers: part-1: Role of Parser , Top-Down Parsing

Textbook 1: Chapter 5 – 5.1.1 to 5.1.6, 5.2 (5.2.1, 5.2.2), 5.4

Textbook 2: Chapter 4 – 4.1, 4.2, 4.3 (4.3.2 to 4.3.4) ,4.4
Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
Module-4
Push Down Automata: Definition of the Pushdown Automata, The Languages of a PDA.

Syntax Analysis Phase of Compilers: Part-2: Bottom-up Parsing, Introduction to LR Parsing: SLR,
More Powerful LR parsers

Textbook1: Chapter 6 – 6.1, 6.2

Textbook2: Chapter 4 – 4.5, 4.6, 4.7 (Up to 4.7.4)
Teaching-Learning Process Chalk & board, Problem based learning
Module-5
Introduction to Turing Machine: Problems that Computers Cannot Solve, The Turing machine,
problems, Programming Techniques for Turing Machine, Extensions to the Basic Turing Machine

Undecidability : A language That Is Not Recursively Enumerable, An Undecidable Problem That Is RE.

Other Phases of Compilers: Syntax Directed Translation- Syntax-Directed Definitions, Evaluation

Orders for SDD’s. Intermediate-Code Generation- Variants of Syntax Trees, Three-Address Code.

Code Generation- Issues in the Design of a Code Generator

Textbook1: Chapter 8 – 8.1, 8.2,8.3,8.4 Chapter 9 – 9.1,9.2

Textbook2: Chapter 5 – 5.1, 5.2, Chapter 6- 6.1,6.2 Chapter 8- 8.1
Teaching-Learning Process Chalk and board, MOOC
Course Outcomes
At the end of the course the student will be able to:
CO 1. Acquire fundamental understanding of the core concepts in automata theory and Theory of
Computation
CO 2. Design and develop lexical analyzers, parsers and code generators
CO 3. Design Grammars and Automata (recognizers) for different language classes and become
knowledgeable about restricted models of Computation (Regular, Context Free) and their
relative powers.
CO 4. Acquire fundamental understanding of the structure of a Compiler and Apply concepts
automata theory and Theory of Computation to design Compilers
CO 5. Design computations models for problems in Automata theory and adaptation of such model
in the field of compilers

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
1. First assignment at the end of 4th week of the semester
2. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
1. At the end of the 13th week of the semester

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have a less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks and Marks scored
shall be proportionally reduced to 50 marks
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Suggested Learning Resources:

Textbooks
1. John E Hopcroft, Rajeev Motwani, Jeffrey D. Ullman,“ Introduction to Automata Theory,
Languages and Computation”, Third Edition, Pearson.
2. Alfred V.Aho, Monica S.Lam,Ravi Sethi, Jeffrey D. Ullman, “ Compilers Principles, Techniques and
Tools”, Second Edition,Perason.
Reference:
1. Elain Rich, “Automata,Computability and complexity”, 1st Edition, Pearson Education,2018.
2. K.L.P Mishra, N Chandrashekaran , 3rd Edition , ‘Theory of Computer Science”,PHI,2012.
3. Peter Linz, “An introduction to Formal Languages and Automata “, 3rd Edition, Narosa
Publishers,1998.
4. K Muneeswaran, ”Compiler Design”, Oxford University Press 2013.
Weblinks and Video Lectures (e-Resources):

1. https://nptel.ac.in/courses/106/106/106106049/#
2. https://nptel.ac.in/courses/106/104/106104123/
3. https://www.jflap.org/

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

 Group Activities, quizzes, Puzzles and presentations
V Semester

COMPUTER NETWORKS
Course Code: 21CS52 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40T + 20P Total Marks 100
Credits 04 Exam Hours 03
Course Objectives:

CLO 1. Fundamentals of data communication networks.

CLO 2. Software and hardware interfaces
CLO 3. Application of various physical components and protocols
CLO 4. Communication challenges and remedies in the networks.
Teaching-Learning Process (General Instructions)

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

Physical Layer: Guided transmission media, Wireless transmission

Textbook 1: Ch.1.2 to 1.4, Ch.2.2 to 2.3

Laboratory Component:
1. Implement Three nodes point – to – point network with duplex links between them for different
topologies. 1Set the queue size, vary the bandwidth, and find the number of packets dropped for
various iterations.

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration

Module-2
The Data link layer: Design issues of DLL, Error detection and correction, Elementary data link
protocols, Sliding window protocols.

The medium access control sublayer: The channel allocation problem, Multiple access protocols.

Textbook 1: Ch.3.1 to 3.4, Ch.4.1 and 4.2

Laboratory Component:
1. Implement simple ESS and with transmitting nodes in wire-less LAN by simulation and
determine the throughput with respect to transmission of packets
 2. Write a program for error detecting code using CRC-CCITT (16- bits).

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration

Module-3
The Network Layer:
Network Layer Design Issues, Routing Algorithms, Congestion Control Algorithms, QoS.

Textbook 1: Ch 5.1 to 5.4

Laboratory Component:
1. Implement transmission of ping messages/trace route over a network topology consisting of 6
nodes and find the number of packets dropped due to congestion in the network.
2. Write a program to find the shortest path between vertices using bellman-ford algorithm.

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration

Module-4
The Transport Layer: The Transport Service, Elements of transport protocols, Congestion control, The
internet transport protocols.

Textbook 1: Ch 6.1 to 6.4 and 6.5.1 to 6.5.7

Laboratory Component:
1. Implement an Ethernet LAN using n nodes and set multiple traffic nodes and plot congestion
window for different source / destination.
2. Write a program for congestion control using leaky bucket algorithm.
Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
Module-5
Application Layer: Principles of Network Applications, The Web and HTTP, Electronic Mail in the
Internet, DNS—The Internet’s Directory Service.

Textbook 2: Ch 2.1 to 2.4

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
Course Outcomes (Course Skill Set)
At the end of the course the student will be able to:
CO 1. Learn the basic needs of communication system.
CO 2. Interpret the communication challenges and its solution.
CO 3. Identify and organize the communication system network components
CO 4. Design communication networks for user requirements.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester

Practical Sessions need to be assessed by appropriate rubrics and viva-voce method. This will contribute
to 20 marks.
  Rubrics for each Experiment taken average for all Lab components – 15 Marks.
 Viva-Voce– 5 Marks (more emphasized on demonstration topics)

The sum of three tests, two assignments, and practical sessions will be out of 100 marks and will be
scaled down to 50 marks
(to have a less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester End Examination:

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

The students have to answer 5 full questions, selecting one full question from each module.
Suggested Learning Resources:
Textbooks:
1. Computer-Networks- Andrew S. Tanenbaum and David J. Wetherall, Pearson Education, 5th-
Edition. (www.pearsonhighered.com/tanenbaum)
2. Computer Networking A Top-Down Approach -James F. Kurose and Keith W. RossPearson
Education 7th Edition.
Reference Books:
1. Behrouz A Forouzan, Data and Communications and Networking, Fifth Edition, McGraw
Hill,Indian Edition
2. Larry L Peterson and Brusce S Davie, Computer Networks, fifth edition, ELSEVIER
Weblinks and Video Lectures (e-Resources):
1. https://www.digimat.in/nptel/courses/video/106105183/L01.html
2. http://www.digimat.in/nptel/courses/video/106105081/L25.html
3. https://nptel.ac.in/courses/106105081
4. VTU e-Shikshana Program
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Simulation of Personal area network, Home area network, achieve QoS etc.
Note: For the Simulation experiments modify the topology and parameters set for the experiment and
take multiple rounds of reading and analyze the results available in log files. Plot necessary graphs and
conclude using NS2. Installation procedure of the required software must be demonstrated, carried out
in groups, and documented in the report. Non simulation programs can be implemented using Java

V Semester

DATABASE MANAGEMENT SYSTEMS

Course Code 21CS53 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives
 CLO 1. Provide a strong foundation in database concepts, technology, and practice.
CLO 2. Practice SQL programming through a variety of database problems.
CLO 3. Demonstrate the use of concurrency and transactions in database
CLO 4. Design and build database applications for real world problems.
Teaching-Learning Process (General Instructions)

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

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

Conceptual Data Modelling using Entities and Relationships: Entity types, Entity sets, attributes,
roles, and structural constraints, Weak entity types, ER diagrams, Examples

Textbook 1: Ch 1.1 to 1.8, 2.1 to 2.6, 3.1 to 3.7

Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
Relational Model: Relational Model Concepts, Relational Model Constraints and relational database
schemas, Update operations, transactions, and dealing with constraint violations.

Relational Algebra: Unary and Binary relational operations, additional relational operations
(aggregate, grouping, etc.) Examples of Queries in relational algebra.

Mapping Conceptual Design into a Logical Design: Relational Database Design using ER-to-Relational
mapping.

Textbook 1:, Ch 5.1 to 5.3, 8.1 to 8.5, 9.1;

Teaching-Learning Process Chalk and board, Active Learning, Demonstration
Module-3
SQL: SQL data definition and data types, specifying constraints in SQL, retrieval queries in SQL, INSERT,
DELETE, and UPDATE statements in SQL, Additional features of SQL.
Advances Queries: More complex SQL retrieval queries, Specifying constraints as assertions and action
triggers, Views in SQL, Schema change statements in SQL.
Database

Application Development: Accessing databases from applications, An introduction to JDBC, JDBC

classes and interfaces, SQLJ, Stored procedures, Case study: The internet Bookshop.

Textbook 1: Ch 6.1 to 6.5, 7.1 to 7.4; Textbook 2: 6.1 to 6.6;

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration
Module-4
Normalization: Database Design Theory – Introduction to Normalization using Functional and
Multivalued Dependencies: Informal design guidelines for relation schema, Functional Dependencies,
Normal Forms based on Primary Keys, Second and Third Normal Forms, Boyce-Codd Normal Form,
Multivalued Dependency and Fourth Normal Form, Join Dependencies and Fifth Normal Form. Examples
on normal forms.

Normalization Algorithms: Inference Rules, Equivalence, and Minimal Cover, Properties of Relational
Decompositions, Algorithms for Relational Database Schema Design, Nulls, Dangling tuples, and
alternate Relational Designs, Further discussion of Multivalued dependencies and 4NF, Other
dependencies and
Normal Forms

Textbook 1: Ch 14.1 to -14.7, 15.1 to 15.6

Teaching-Learning Process Chalk& board, Problem based learning
Module-5
Transaction Processing: Introduction to Transaction Processing, Transaction and System concepts,
Desirable properties of Transactions, Characterizing schedules based on recoverability, Characterizing
schedules based on Serializability, Transaction support in SQL.

Concurrency Control in Databases: Two-phase locking techniques for Concurrency control,

Concurrency control based on Timestamp ordering, Multiversion Concurrency control techniques,
Validation Concurrency control techniques, Granularity of Data items and Multiple Granularity Locking.

Textbook 1: Ch 20.1 to 20.6, 21.1 to 21.7;

Teaching-Learning Process Chalk and board, MOOC
Course Outcomes
At the end of the course the student will be able to:
CO 1. Identify, analyze and define database objects, enforce integrity constraints on a database using
RDBMS
CO 2. Use Structured Query Language (SQL) for database manipulation and also demonstrate the
basic of query evaluation.
CO 3. Design and build simple database systems and relate the concept of transaction,
concurrency control and recovery in database
CO 4. Develop application to interact with databases, relational algebra expression.
CO 5. Develop applications using tuple and domain relation expression from queries.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together
 Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks. Marks scored shall
be proportionally reduced to 50 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module.
Suggested Learning Resources:
Textbooks
1. Fundamentals of Database Systems, Ramez Elmasri and Shamkant B. Navathe, 7th Edition,
2017, Pearson.
2. Database management systems, Ramakrishnan, and Gehrke, 3rd Edition, 2014, McGraw Hill

Reference Books:

1. Abraham Silberschatz, Henry F. Korth and S. Sudarshan’s Database System Concepts 6th
EditionTata Mcgraw Hill Education Private Limited
Weblinks and Video Lectures (e-Resources):
1. https://www.youtube.com/watch?v=3EJlovevfcA
2. https://www.youtube.com/watch?v=9TwMRs3qTcU
3. https://www.youtube.com/watch?v=ZWl0Xow304I
4. https://www.youtube.com/watch?v=4YilEjkNPrQ
5. https://www.youtube.com/watch?v=CZTkgMoqVss
6. https://www.youtube.com/watch?v=Hl4NZB1XR9c
7. https://www.youtube.com/watch?v=EGEwkad_llA
8. https://www.youtube.com/watch?v=t5hsV9lC1rU

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

 Demonstration of real time Database projects - E-commerce Platform, Inventory Management,
Railway System, College Data Management, Library Data Management, Solution for Saving
Student Records, Hospital Data Management, Blood Donation Management.
V Semester

ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Course Code 21CS54 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning Objectives
CLO 1. Gain a historical perspective of AI and its foundations
CLO 2. Become familiar with basic principles of AI toward problem solving
CLO 3. Familiarize with the basics of Machine Learning & Machine Learning process, basics of
Decision Tree, and probability learning
CLO 4. Understand the working of Artificial Neural Networks and basic concepts of clustering
algorithms
Teaching-Learning Process (General Instructions)

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

Problem‐solving: Problem‐solving agents, Example problems, Searching for Solutions, Uninformed

Search Strategies: Breadth First search, Depth First Search,

Textbook 1: Chapter 1- 1.1, 1.2, 1.3

Textbook 1: Chapter 3- 3.1, 3.2, 3.3, 3.4.1, 3.4.3

Teaching-Learning Process Chalk and board, Active Learning. Problem based learning
Module-2
Informed Search Strategies: Greedy best-first search, A*search, Heuristic functions.
Introduction to Machine Learning , Understanding Data

Textbook 1: Chapter 3 - 3.5, 3.5.1, 3.5.2, 3.6

Textbook 2: Chapter 1 and 2

Teaching-Learning Process Chalk and board, Active Learning, Demonstration

Module-3
Basics of Learning theory
Similarity Based Learning
Regression Analysis
Textbook 2: Chapter 3 - 3.1 to 3.4, Chapter 4, chapter 5.1 to 5.4

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration

Module-4
Decision Tree learning
Bayesian Learning

Textbook 2: Chapter 6 and 8

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration

Module-5
Artificial neural Network
Clustering Algorithms

Textbook 2: Chapter 10 and 13

Teaching-Learning Process Chalk and board, Active Learning.

Course Outcomes Course Skill Set)
At the end of the course the student will be able to:
CO 1. Apply the knowledge of searching and reasoning techniques for different applications.
CO 2. Have a good understanding of machine leaning in relation to other fields and fundamental
issues and challenges of machine learning.
CO 3. Apply the knowledge of classification algorithms on various dataset and compare results
CO 4. Model the neuron and Neural Network, and to analyze ANN learning and its applications.
CO 5. Identifying the suitable clustering algorithm for different pattern

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation:

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

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

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

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

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours) OR Suitable Programming experiments based on the syllabus contents
can be given to the students to submit the same as laboratory work( for example; Implementation of
concept learning, implementation of decision tree learning algorithm for suitable data set, etc…)

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

The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).

CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)

1. The question paper will have ten questions. Each question is set for 20 marks. Marks scored
shall be proportionally reduced to 50 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module.
Suggested Learning Resources:
Textbooks
1. Stuart J. Russell and Peter Norvig, Artificial Intelligence, 3rd Edition, Pearson,2015
2. S. Sridhar, M Vijayalakshmi “Machine Learning”. Oxford ,2021
Reference:
1. Elaine Rich, Kevin Knight, Artificial Intelligence, 3 rdedition, Tata McGraw Hill,2013
2. George F Lugar, Artificial Intelligence Structure and strategies for complex, Pearson Education,
5th Edition, 2011
3. Tom Michel, Machine Learning, McGrawHill Publication.
Weblinks and Video Lectures (e-Resources):
1. https://www.kdnuggets.com/2019/11/10-free-must-read-books-ai.html
2. https://www.udacity.com/course/knowledge-based-ai-cognitive-systems--ud409
3. https://nptel.ac.in/courses/106/105/106105077/
4. https://www.javatpoint.com/history-of-artificial-intelligence
5. https://www.tutorialandexample.com/problem-solving-in-artificial-intelligence
6. https://techvidvan.com/tutorials/ai-heuristic-search/
7. https://www.analyticsvidhya.com/machine-learning/
8. https://www.javatpoint.com/decision-tree-induction
9. https://www.hackerearth.com/practice/machine-learning/machine-learning-algorithms/ml-
decision-tree/tutorial/
10. https://www.javatpoint.com/unsupervised-artificial-neural-networks
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Role play for strategies– DFS & BFS, Outlier detection in Banking and insurance transaction for
identifying fraudulent behaviour etc. Uncertainty and reasoning Problem- reliability of sensor used to
detect pedestrians using Bayes Rule
V Semester

DATABASE MANAGEMENT SYSTEM LABORATORY WITH MINI PROJECT

Course Code 21CSL55 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Total Hours of Pedagogy 24 Total Marks 100
Credits 01 Exam Hours 03
Course Learning Objectives:
CLO 1. Foundation knowledge in database concepts, technology and practice to groom students into
well-informed database application developers.
CLO 2. Strong practice in SQL programming through a variety of database problems.
CLO 3. Develop database applications using front-end tools and back-end DBMS..
Sl. No. PART-A: SQL Programming (Max. Exam Marks. 50)

 Design, develop, and implement the specified queries for the following problems using
Oracle, MySQL, MS SQL Server, or any other DBMS under LINUX/Windows environment.
 Create Schema and insert at least 5 records for each table. Add appropriate database
constraints.
1 Aim: Demonstrating creation of tables, applying the view concepts on the tables.

ProgramConsider the following schema for a Library Database:

BOOK(Book_id, Title, Publisher_Name, Pub_Year)
BOOK_AUTHORS(Book_id, Author_Name)
PUBLISHER(Name, Address, Phone)
BOOK_COPIES(Book_id, Programme_id, No-of_Copies)
BOOK_LENDING(Book_id, Programme_id, Card_No, Date_Out, Due_Date)
LIBRARY_PROGRAMME(Programme_id, Programme_Name, Address)
Write SQL queries to
1. Retrieve details of all books in the library – id, title, name of publisher, authors, number of
copies in each Programme, etc.
2. Get the particulars of borrowers who have borrowed more than 3 books, but
from Jan 2017 to Jun 2017.
3. Delete a book in BOOK table. Update the contents of other tables to reflect this
data manipulation operation.
4. Partition the BOOK table based on year of publication. Demonstrate its working
with a simple query.
5. Create a view of all books and its number of copies that are currently available in
the Library.
Reference:
https://www.youtube.com/watch?v=AaSU-AOguls
https://www.youtube.com/watch?v=-EwEvJxS-Fw
2 Aim: Discuss the various concepts on constraints and update operations.

Program: Consider the following schema for Order Database:

SALESMAN(Salesman_id, Name, City, Commission)
CUSTOMER(Customer_id, Cust_Name, City, Grade, Salesman_id)
ORDERS(Ord_No, Purchase_Amt, Ord_Date, Customer_id, Salesman_id)
Write SQL queries to
1. Count the customers with grades above Bangalore’s average.
2. Find the name and numbers of all salesman who had more than one customer.
3. List all the salesman and indicate those who have and don’t have customers in their cities
(Use UNION operation.)
4. Create a view that finds the salesman who has the customer with the highest order of a day.
5. Demonstrate the DELETE operation by removing salesman with id 1000. All his orders must
also be deleted.

Reference:
https://www.youtube.com/watch?v=AA-KL1jbMeY
 https://www.youtube.com/watch?v=7S_tz1z_5bA
3 Aim: Demonstrate the concepts of JOIN operations.

Program: Consider the schema for Movie Database:

ACTOR(Act_id, Act_Name, Act_Gender)
DIRECTOR(Dir_id, Dir_Name, Dir_Phone)
MOVIES(Mov_id, Mov_Title, Mov_Year, Mov_Lang, Dir_id)
MOVIE_CAST(Act_id, Mov_id, Role)
RATING(Mov_id, Rev_Stars)
Write SQL queries to
1. List the titles of all movies directed by ‘Hitchcock’.
2. Find the movie names where one or more actors acted in two or more movies.
3. List all actors who acted in a movie before 2000 and also in a movie after 2015(use JOIN
operation).
4. Find the title of movies and number of stars for each movie that has at least one rating and find
the highest number of stars that movie received. Sort the result by
movie title.
5. Update rating of all movies directed by ‘Steven Spielberg’ to 5.

Reference:
https://www.youtube.com/watch?v=hSiCUNVKJAo
https://www.youtube.com/watch?v=Eod3aQkFz84

4 Aim: Introduce concepts of PLSQL and usage on the table.

Program: Consider the schema for College Database:

STUDENT(USN, SName, Address, Phone, Gender)
SEMSEC(SSID, Sem, Sec)
CLASS(USN, SSID)
COURSE(Subcode, Title, Sem, Credits)
IAMARKS(USN, Subcode, SSID, Test1, Test2, Test3, FinalIA)
Write SQL queries to
1. List all the student details studying in fourth semester ‘C’ section.
2. Compute the total number of male and female students in each semester and in each
section.
3. Create a view of Test1 marks of student USN ‘1BI15CS101’ in all Courses.
4. Calculate the FinalIA (average of best two test marks) and update the corresponding table
for all students.
5. Categorize students based on the following criterion:
If FinalIA = 17 to 20 then CAT = ‘Outstanding’
If FinalIA = 12 to 16 then CAT = ‘Average’
If FinalIA< 12 then CAT = ‘Weak’
Give these details only for 8th semester A, B, and C section students.

Reference:
https://www.youtube.com/watch?v=horURQewW9c
https://www.youtube.com/watch?v=P7-wKbKrAhk
5 Aim: Demonstrate the core concepts on table like nested and correlated nesting queries and also
EXISTS and NOT EXISTS keywords.

Program: Consider the schema for Company Database:

EMPLOYEE(SSN, Name, Address, Sex, Salary, SuperSSN, DNo)
DEPARTMENT(DNo, DName, MgrSSN, MgrStartDate)
DLOCATION(DNo,DLoc)
PROJECT(PNo, PName, PLocation, DNo)
WORKS_ON(SSN, PNo, Hours)
Write SQL queries to
1. Make a list of all project numbers for projects that involve an employee whose last name is ‘Scott’,
either as a worker or as a manager of the department that controls the project.
 2. Show the resulting salaries if every employee working on the ‘IoT’ project is given a 10 percent
raise.
3. Find the sum of the salaries of all employees of the ‘Accounts’ department, as well as the maximum
salary, the minimum salary, and the average salary in this department
4. Retrieve the name of each employee who works on all the projects controlled by department
number 5 (use NOT EXISTS operator).
5. For each department that has more than five employees, retrieve the department number and the
number of its employees who are making more than Rs.6,00,000.

Reference:
https://www.youtube.com/watch?v=Dk8f3ejqKts

Pedagogy For the above experiments the following pedagogy can be considered. Problem based
learning, Active learning, MOOC, Chalk &Talk
PART B

Mini project: For any problem selected, make sure that the application should have five or more
tables. Indicative areas include: Organization, health care, Ecommerce etc.
Course Outcomes:
At the end of the course the student will be able to:
CO 1. Create, Update and query on the database.
CO 2. Demonstrate the working of different concepts of DBMS
CO 3. Implement, analyze and evaluate the project developed for an application.
Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall
be deemed to have satisfied the academic requirements and earned the credits allotted to each course.
The student has to secure not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE). The student has to secure a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation (CIE):

CIE marks for the practical course 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 an 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.
Rubrics suggested in Annexure-II of Regulation book
 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)
 Students can pick one experiment from the questions lot of PART A with an equal choice to all the
students in a batch. For PART B, the project group (Maximum of 4 students per batch) should
demonstrate the mini-project.
 Weightage of marks for PART A is 60% and for PART B is 40%. General rubrics suggested to be
followed for part A and part B.
 Change of experiment is allowed only once and Marks allotted to the procedure part to be made
zero (Not allowed for Part B).
 The duration of SEE is 03 hours
Rubrics suggested in Annexure-II of Regulation book
Textbooks:
1. Fundamentals of Database Systems, Ramez Elmasri and Shamkant B. Navathe, 7th Edition, 2017,
Pearson.
2. Database management systems, Ramakrishnan, and Gehrke, 3rd Edition, 2014, McGraw Hill

Suggested Weblinks/ E Resource

https://www.tutorialspoint.com/sql/index.htm
V Semester

ANGULAR JS AND NODE JS

(Practical based)
Course Code: 21CSL581 CIE Marks 50
Teaching Hours/Week 1:0:0:0 SEE Marks 50
Total No. of Hours 12T + 12P Total Marks 100
Credits 01 Exam Hours 02
Course Objectives: The student should be made to:
CLO 1. To learn the basics of Angular JS.
CLO 2. To understand the Angular JS Modules.
CLO 3. To implement Forms, inputs and Services
CLO 4. To implement Directives and Databases
CLO 5. To understand basics of Node JS.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information
rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction To Angular JS: Introduction – Features – Angular JSModel-View-Controller – Expression
-Directives and Controllers.
Teaching-Learning Process Chalk and board, Active Learning, practical based learning
Module-2
Angular JS Modules: Arrays –Working with ng-model – Working with Forms – Form Validation – Error
Handling with Forms – Nested Forms with ng-form – Other Form Controls.
Teaching-Learning Process Chalk and board, Active Learning, practical based learning
Module-3
Directives& Building Databases:
Part I- Filters – Using Filters in Controllers and Services – Angular JS Services – Internal Angular JS
Services – Custom Angular JS Services
Teaching-Learning Process Chalk and board, Active Learning, practical based learning
Module-4
Directives& Building Databases:
Part-II- Directives – Alternatives to Custom Directives – Understanding the Basic options – Interacting
with Server –HTTP Services – Building Database, Front End and BackEnd
Teaching-Learning Process Chalk and board, Active Learning, practical based learning
Module-5
Introduction to NODE .JS: Introduction –Using the Terminals – Editors –Building a Webserver with
Node – The HTTPModule – Views and Layouts.
Teaching-Learning Process Chalk and board, Active Learning, practical based learning
Course Outcomes (Course Skill Set)
At the end of the course the student will be able to:
CO 1. Describe the features of Angular JS.
CO 2. Recognize the form validations and controls.
CO 3. Implement Directives and Controllers.
CO 4. Evaluate and create database for simple application.
CO 5. Plan and build webservers with node using Node .JS.
Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student
shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
course. The student has to secure not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE). The student has to secure a minimum of 40% (40 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation (CIE):

NOTE: List of experiments to be prepared by the faculty based on the syllabus mentioned above

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 8 th
week of the semester and the second test shall be conducted after the 14 th 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.
Rubrics suggested in Annexure-II of Regulation book
 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)
 The duration of SEE is 02 hours
Rubrics suggested in Annexure-II of Regulation book

Suggested Learning Resources:

Textbooks
1. Adam Freeman - ProAngular JS, Apress, First Edition, 2014.
2. ShyamSeshadri, Brad Green –“AngularJS: Up and Running: Enhanced Productivity with
Structured Web Apps”, Apress, O'Reilly Media, Inc.
3. AgusKurniawan–“AngularJS Programming by Example”, First Edition, PE Press, 2014.
Reference Books
1. Brad Dayley, “Learning Angular JS”, Addison-Wesley Professional, First Edition, 2014.
2. Steve Hoberman, “Data Modeling for MongoDB”, Technics Publication, First Edition, 2014..
Weblinks and Video Lectures (e-Resources):
1. Introduction to Angular JS : https://www.youtube.com/watch?v=HEbphzK-0xE
2. Angular JS Modules : https://www.youtube.com/watch?v=gWmOKmgnQkU
3. Directives& Building Databases: https://www.youtube.com/watch?v=R_okHflzgm0
4. Introduction to NODE .JS: https://www.youtube.com/watch?v=8u1o-OmOeGQ
5. https://www.youtube.com/watch?v=7F1nLajs4Eo
6. https://www.youtube.com/watch?v=t7x7c-x90FU
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 Demonstration of simple projects

V Semester

C# AND .NET FRAMEWORK

Course Code: 21CS582 CIE Marks 50
Teaching Hours/Week 1:0:0:0 SEE Marks 50
Total No. of Hours 12 Total Marks 100
Credits 01 Exam Hours 01
Course Objectives:

CLO 1. Understand the basics of C# and .NET

CLO 2. Learn the variables and constants of C#
CLO 3. Know the object-oriented aspects and applications.
CLO 4. Learn the basic structure of .NET framework.
CLO 5. Learn to create a simple project of .NET Core
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.

1. Lecturer method (L) need not to be only a traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information
rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage
the students to come up with their own creative ways to solve them.

8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction to C#
Part-I: Understanding C#, .NET, overview of C#, Variables, Data Types, Operators, Expressions,
Branching, Looping, Methods, implicit and explicit casting.
Teaching-Learning Process Active learning

Module-2
Part-II: Constants, Arrays, Array Class, Array List, String, String Builder, Structure, Enumerations,
boxing and unboxing.
Teaching-Learning Process Active learning
Module-3
Object Oriented Concepts-I:
Class, Objects, Constructors and its types, inheritance, properties, indexers, index overloading,
polymorphism.
Teaching-Learning Process Active learning
Module-4
Object Oriented Concepts-II:
Sealed class and methods, interface, abstract class, abstract and interface, operator overloading,
delegates, events, errors and exception, Threading.
Teaching-Learning Process Active learning
Module-5
Introduction to .NET FRAMEWORK:
Assemblies, Versoning, Attributes, reflection, viewing meta data, remoting, security in .NET,
Environment Setup of .NET Core and create a small project.
Teaching-Learning Process Active learning
Course Outcomes (Course Skill Set)
At the end of the course the student will be able to:
CO 1. Able to explain how C# fits into the .NET platform.
CO 2. Describe the utilization of variables and constants of C#
CO 3. Use the implementation of object-oriented aspects in applications.
CO 4. Analyze and Set up Environment of .NET Core.
CO 5. Evaluate and create a simple project application.
Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50)in the semester-end
examination(SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation:

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

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

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester

Two assignments each of 10 Marks

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

5. Second assignment at the end of 9th week of the semester

Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)

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

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

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

CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 01 hours)

SEE paper will be set for 50 questions of each of 01 marks. The pattern of the question paper is MCQ.
The time allotted for SEE is 01 hours
Suggested Learning Resources:

Textbooks
1. Herbert Schildt, “The Complete Reference: C# 4.0”, Tata McGraw Hill, 2012.
2. Christian Nagel et al. “Professional C# 2012 with .NET 4.5”, Wiley India, 2012.
Reference Books
1. Andrew Troelsen , “Pro C# 2010 and the .NET 4 Platform, Fifth edition, A Press, 2010.
2. Ian Griffiths, Matthew Adams, Jesse Liberty, “Programming C# 4.0”, Sixth Edition, O‟Reilly,
2010.
Weblinks and Video Lectures (e-Resources):
1. Introduction to C# : https://www.youtube.com/watch?v=ItoIFCT9P90
2. Object Oriented Concepts : https://www.youtube.com/watch?v=LP3llcExPK0
3. .NET FRAMEWORK : https://www.youtube.com/watch?v=h7huHkvPoEE
Tutorial Link:
1. https://www.tutorialsteacher.com/csharp
2. https://www.w3schools.com/cs/index.php
3. https://www.javatpoint.com/net-framework
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Real world problem solving using group discussion.