‘viSemester ‘SOFTWARE ENGINEERING & PROJECT MANAGEMENT. Course Code 210861 CIE Marks 50 ‘Teaching Hours/Week (LiT:P:S) | 2:2:0:0 SEE Marks 50 Total Hours of Pedagogy 40 ‘Total Marks 100 Credits 03. Exam Hours 03 Course Learning Objectives CLO 1. Outline software engineering principles and activities involved in building large software programs. Identify ethical and professional issues and explain why they are of concern to Software Engineers. CLO 2. Describe the process of requirement gathering, requirement classification, requirement specification and requirements validation. CLO 3, Infer the fundamentals of object oriented concepts, differentiate system models, use UML iagrams and apply design patterns.S CLO 4. Explain the role of DevOps in Agile Implementation. CLO 5. Discuss various types of software testing practices and software evolution processes. CLO 6, Recognize the importance Project Management with its methods and methodologies. CLO 7. Identify software quality parameters and quantify software using measurements and metrics. List software quality standards and outline the practices involved ‘Teaching-Learning Process (General Instructions) ‘These are sample Strategies, 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. Encourage collaborative (Group Learning) Learning in the class. 4, Askat 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: The evolving role of software, Software, The changing nature of software, Software engineering, A Process Framework, Process Patterns, Process Assessment, Personal and Team Process Models, Process Technology, Product and Process. Textbook 1: Chapter 1: 1.1 to 1.3 Process Models: Prescriptive models, Waterfall model, Incremental process models, Evolutionary process models, Specialized process models. Textbook 1: Chapter 2: 2.1, 2.2, 2.4 to 2.7 Requirements Engineering: Requirements Engineering Task, Initiating the Requirements Engineering process, Eliciting Requirements, Developing use cases, Building the analysis model, Negotiating Requirements, Validating Requirements, Software Requirement Document (Sec 4.2) Textbook 1: Chapter 3: 3.1 to 3.6, Textbook 5: Chapter 4: 4.2Teaching-Learning Process | Chalk and board, Active Learning, Problem based learning Module-2 Introduction, Modelling Concepts and Class Modelling: What is Object orientation? What is 00 development? 00 Themes; Evidence for usefulness of OO development; 00 modelling history. Modelling as Design technique: Modelling, abstraction, The Three models. Class Modelling: Object and Class Concept, Link and associations concepts, Generalization and Inheritance, A sample class model, Navigation of class models, Introduction to RUP(Textbook: 5 Sec 2.4) and UML diagrams Textbook 2: Chapter 1,2,3 Building the Analysis Models: Requirement Analysis, Analysis Model Approaches, Data modeling Concepts, Object Oriented Analysis, Scenario-Based Modeling, Flow-Oriented Modeling, class Based Modeling, Creating a Behavioral Model. ‘Textbook 1: Chapter 8: 8.1 to 8.8 Teaching-Learning Process _ | Chalk and board, Active Learning, Demonstration Module-3 Software Testing: A Strategic Approach to Software Testing, Strategic Issues, Test Strategies for Conventional Software, Test Strategies for Object -Oriented Software, Validation Testing, System Testing, The Art of Debugging, Textbook 1: Chapter 13: 13.1 to 13.7 Agile Methodology & DevOps: Before Agile - Waterfall, Agile Development, Self-Learning Section: What is DevOps?, DevOps Importance and Benefits, DevOps Principles and Practices, 7 C’s of DevOps Lifecycle for Business Agility, DevOps and Continuous Testing, How to Choose Right DevOps Tools?, Challenges with DevOps Implementation. Textbook 4: Chapter 2: 2.1 to 2.9 Teaching-Learning Process _ | Chalk and board, Active Learning, Demonstration Module-4 Introduction to Project Management: Introduction, Project and Importance of Project Management, Contract Management, Activities Covered by Software Project Management, Plans, Methods and Methodologies, Some ways of categorizing Software Projects, Stakeholders, Setting Objectives, Business Case, Project Success and Failure, Management and Management Control, Project Management life cycle, Traditional versus Modern Project Management Practices. ‘Textbook 3: Chapter 1: 1.1 to 1.17 ‘Teaching-Learning Process _ | Chalk and board, Active Learning, Demonstration Module-5 Objectives of Activity Planning, When to Plan, Project Schedules, Sequencing and Scheduling Activities, Network Planning Models, Forward Pass- Backward Pass, Identifying critical path, Activity Float, Shortening Project Duration, Activity on Arrow Networks. Textbook 3: Chapter 6: 6.1 to 6.16 Software Quality: Introduction, The place of software quality in project planning, Importance of software quality, software quality models, ISO 9126, quality management systems, process capability models, techniques to enhance software quality, quality plans. Textbook 3: Chapter 13: (13.1 to 13.6, 13.9, 13.11, 13.14),Teaching-Learning Process | Chalk and board, Active Learning, Demonstration Course Outcomes Atthe end of the course the student will be able to: CO1, Understand the activities involved in software engineering and analyze the role of various process models C02, Explain the basics of object-oriented concepts and build a suitable class model using modelling techniques CO3. Describe various software testing methods and to understand the importance of agile methodology and DevOps CO 4. Illustrate the role of project planning and quality management in software development COS. Understand the importance of activity planning and different planning models ‘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 ifthe 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 Evaluatio ‘Three Unit Tests each of 20 Marks (duration 01 hour) 1. First test at the end of 5! week of the semester 2, Second test at the end ofthe 10% week of the semester 3. Third test at the end of the 15% week of the semester ‘Two assignments each of 10 Marks 4. Firstassignment at the end of 4* week of the semester 5. Second assignment at the end of 9" 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. Atthe end of the 13% 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. Roger S. Pressman: Software Engineering-A Practitioners approach, 7th Edition, Tata McGraw Hill, 2. Michael Blaha, James Rumbaugh: Object Oriented Modelling and Design with UML, 2nd Edition, Pearson Education, 2005,3. Bob Hughes, Mike Cotterell, Rajib Mall: Software Project Management, 6 Edition, McGraw Hill Education, 2018. 4, Deepak Gaikwad, Viral Thakkar, DevOps Tools From Practitioner's Viewpoint, Wiley. 5. Ian Sommerville: Software Engineering, 9th Edition, Pearson Education, 2012. Reference: 1,_ Pankaj Jalote: An Integrated Approach to Software Engineering, Wiley India, Weblinks and Video Lectures (e-Resources): 1 2 ‘http:/elearning.vtuacin/econtent/courses/video/CSE/15CS42.htm! ‘htts://nptelac.in/courses/128/106/128106012/ (DevOps) ‘Activity Based Learning (Suggested Activities in Class)/ Practical Based learning Case study, Field visit‘viSemester FULLSTACK DEVELOPMENT Course Code 21¢S62 CIE Marks 30. Teaching Hours/Week (L:T:P: S) 320:2:0 SEE Marks 50. Total Hours of Pedagogy 407+ 20P Total Marks 100 Credits 04 Exam Hours 03, Course Learning Objectives: CLO 1.Explain the use of learning full stack web development. CLO 2.Make use of rapid application development in the design of responsive web pages. CLO 3.lllustrate Models, Views and Templates with their connectivity in Django for full stack web development. CLO 4.Demonstrate the use of state management and admin interfaces automation in Django. CLO S.Design and implement Django apps containing dynamic pages with SQL databases. ‘Teaching-Learning Process (General Instructions) ‘These are sample Strategies, which teachers can use to accelerate the attainment of the various course outcomes, 1. Lecturer method (L) does not mean only traditional lecture method, but different type of teaching methods may be adopted to develop the outcomes, 2. Show Video/animation films to explain functioning of various concepts. Encourage collaborative (Group Learning) Learning in the class. 4. Ask atleast three HOT (Higher order Thinking) questions inthe class, which promotes critical thinking. 5, Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills such as the ability to evaluate, generalize, and analyze information rather than simply recall it. 6. Topics will be introduced in a multiple representation. 7. Show the different ways to solve the same problem and encourage the students to come up with their own creative ways to solve them. 8. Discuss how every concept can be applied to the real world - and when that's possible, it helps Improve the students’ understanding, Module-1: MVC based Web Designing Web framework, MVC Design Pattern, Django Evolution, Views, Mapping URL to Views, Working of Django URL. Confs and Loose Coupling, Errors in Django, Wild Card patterns in URLS. Textbook 1: Chapter 1 and Chapter 3 Laboratory Component: 1. Installation of Python, Django and Visual Studio code editors can be demonstrated. 2. Creation of virtual environment, Django project and App should be demonstrated 3. Develop a Django app that displays current date and time in server 4. Develop a Django app that displays date and time four hours ahead and four hours before as. an offset of current date and time in server. ‘Teaching-Learning Process 1. Demonstration using Visual Studio Code PPT/Prezi Presentation for Architecture and Design Patterns 3._Live coding of all concepts with simple examples Module-2: Django Templates and Models ‘Template System Basics, Using Django Template System, Basic Template Tags and Filters, MVT Development Pattern, Template Loading, Template Inheritance, MVT Development Pattern.Configuring Databases, Defining and Implementing Models, Basic Data Access, Adding Model String Representations, Inserting/Updating data, Selecting and deleting objects, Schema Evolution Textbook 1: Chapter 4 and Chapter 5 Laboratory Component: 1, Develop a simple Django app that displays an unordered list of fruits and ordered list of selected students for an event 2. Develop a layout.html with a suitable header (containing navigation menu) and footer with copyright and developer information. Inherit this layout.html and create 3 additional pages: contact us, About Us and Home page of any website. 3. Develop a Django app that performs student registration to a course. It should also display list of students registered for any selected course. Create students and course as models with enrolment as ManyToMany field. ‘Teaching-Learning Process 1. Demonstration using Visual Studio Code 2. PPT/Prezi Presentation for Architecture and Design Patterns 3. Live coding of all concepts with simple examples 4. Case Study: Apply concepts learnt for an Online Ticket Booking System Module-3: Django Admin Interfaces and Model Forms ‘Activating Admin Interfaces, Using Admin Interfaces, Customizing Admin Interfaces, Reasons to use ‘Admin Interfaces. Form Processing, Creating Feedback forms, Form submissions, custom validation, creating Model Forms, URLConf Ticks, Including Other URLConts. ‘Textbook 1: Chapters 6, 7 and 8 Laboratory Component: 1. For student and course models created in Lab experiment for Module2, register admin interfaces, perform migrations and illustrate data entry through admin forms. 2. Develop a Model form for student that contains his topic chosen for project, languages used and duration with a model called project. Teaching-Learning Process 1. Demonstration using Visual Studio Code 2. PPT/Prezi Presentation for Architecture and Design Patterns 3.__Live coding of all concepts with simple examples Module-4: Generic Views and Django State Persistence Using Generic Views, Generic Views of Objects, Extending Generic Views of objects, Extending Generic Views. ‘MIME Types, Generating Non-HTML contents like CSV and PDF, Syndication Feed Framework, Sitemap framework, Cookies, Sessions, Users and Authentication. ‘Textbook 1: Chapters 9, 11 and 12 Laboratory Component: 1. For students enrolment developed in Module 2, create a generic class view which displays list, of students and detailview that displays student details for any selected student in the list. 2. Develop example Django app that performs CSV and PDF generation for any models created in previous laboratory component. Teaching-Learning Process 1. Demonstration using Visual Studio Code 2. PPT/Prezi Presentation for Architecture and Design Patterns3. Live coding of all concepts with simple examples 4 Project Work: Implement all concepts learnt for Student Admission Management. Module-5: jQuery and AJAX Integration in Django Ajax Solution, Java Script, XHTMLHttpRequest and Response, HTML, CSS, JSON, iFrames, Settings of Java Script in Django, jQuery and Basic AJAX, jQuery AJAK Facilities, Using jQuery UI Autocomplete in Django ‘Textbook 2: Chapters 1, 2 and 7. Laboratory Component: 1. Develop a registration page for student enrolment as done in Module 2 but without page refresh using AJAX. 2. Develop a search application in Django using AJAX that displays courses enrolled by a student being searched, ‘Teaching-Learning Process 1. Demonstration using Visual Studio Code PPT/Prezi Presentation for Architecture and Design Patterns 3. Live coding of all concepts with simple examples 4. Case Study: Apply the use of AJAX and jQuery for development of EMI calculator. Course outcome (Course Skill Set) Atthe end ofthe course the student will be able to: CO 1. Understand the working of MVT based full stack web development with Django. CO 2. Designing of Models and Forms for rapid development of web pages. C03. Analyze the role of Template Inheritance and Generic views for developing full stack web applications. CO4. Apply the Django framework libraries to render nonHTML contents like CSV and PDF. COS. Perform jQuery based AJAX integration to Django Apps to build responsive full stack web applications, ‘Assessment Details (both CIE and SEE) ‘The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 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 5" week of the semester 2. Second test at the end of the 10% week of the semester 3. Third testat the end of the 15 week of the semester ‘Two assignments each of 10 Marks 4. First assignment at the end of 4% week of the semester 5, Second assignment at the end of 9% 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 § full questions, selecting one full question from each module Suggested Learning Resources: Textbooks 1. Adrian Holovaty, Jacob Kaplan Moss, The Definitive Guide to Django: Web Development Done Right, Second Edition, Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Publishers, 2009 2. Jonathan Hayward, Django Java Script Integration: AJAX and jQuery, First Edition, Pack Publishing, 2011 Reference Books 1. Aidas Bendroraitis, Jake Kronika, Django 3 Web Development Cookbook, Fourth Edition, Packt Publishing, 2020 2. William Vincent, Django for Beginners: Build websites with Python and Django, First Edition, ‘Amazon Digital Services, 2018 3, Antonio Mele, Django3 by Example, 3* Edition, Pack Publishers, 2020 4. Arun Ravindran, Django Design Patterns and Best Practices, 24 Edition, Pack Publishers, 2020. 5._Julia Elman, Mark Lavin, Light weight Django, David A. Bell, 1 Edition, Oretly Publications, 2014 Weblinks and Video Lectures (e-Resources): 1, MVTarchitecture with Django: https://freevideolectures.com/course/3700/diango-tutorials 2, Using Python in Django: hitns://www.youtube.com/watch?v=2BqoLiMT3A0 3. Model Forms with Django: https://www youtube.com /watch?v=gMM1rtTwKxE 4. Realtime Interactions in Django: https:/ /www.voutube.com/watch?v=3gHmfoeZ4Sik 5. AJAX with Django for beginners: https.//www.voutube.com/watch?v=3VaKNyilxAU Activity Based Learning (Suggested Activities in Class)/ Practical Based learning, 1. Real world problem solving - applying the Django framework concepts and its integration with AJAX to develop any shopping website with admin and user dashboards.Short Preamble on Full Stack Web Development: Website development is a way to make people aware of the services and/or products they are offering, understand why the products are relevant and even necessary for them to buy or use, and highlight the striking qualities that set it apart from competitors. Other than commercial reasons, a website is also needed for quick aand dynamic information delivery for any domain. Development of a well-designed, informative, responsive and dynamic website is need of the hour from any computer science and related engineering graduates. Hence, they need to be augmented with skills to use technology and framework which can help them to develop elegant websites. Full Stack developers are in need by many companies, who knows and can develop all pieces of web application (Front End, Back End and business logic). MVT based development with Django is the cutting-edge framework for Full Stack Web Development. Python has become an easier language to use for ‘many applications. Django based framework in Python helps a web developer to utilize framework and develop rapidly responsive and secure web applications.‘viSemester ‘COMPUTER GRAPHICS AND FUNDAMENTALS OF IMAGE PROCESSING Course Code 21(S63 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 Objectives: CLO 1. Overview of Computer Graphics along with its applications. CLO 2. Exploring 2D and 3D graphics mathematics along with OpenGL. API's CLO 3. Use of Computer graphics principles for animation and design of GUI's. CLO 4. Introduction to Image processing and Open CV. LOS. Image segmentation using Open CV. Teaching-Learning Process (General Instructions) ‘These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes. 1. Lecturer method (L) 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. Encourage collaborative (Group Learning) Learning in the class. 4, Askat least three HOT (Higher order Thinking) questions in the class, which promotes critical thinking. 5, Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design thinking skills such as the ability to design, evaluate, generalize, and analyse information rather than simply recall it. 6. IntroduceTopicsin 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 ‘Overview: Computer Graphics hardware and software and OpenGL: Computer Graphics: Video Display Devices, Raster-Scan Systems Basics of computer graphics, Application of Computer Graphics. OpenGL: Introduction to OpenGL, coordinate reference frames, specifying two-dimensional world coordinate reference frames in OpenGL, OpenGL. point functions, OpenGL. line functions, point attributes, line attributes, curve attributes, OpenGL point attribute functions, OpenGL line attribute functions, Line drawing algorithms(DDA, Bresenham’s). Textbook 1: Chapter -1,2,3, 5(1 and 2 only) Self-study topies : Input devices, hard copy devices, coordinate representation, graphics functions, ill area primitives, polygon fill areas, pixel arrays, Parallel Line algorithms Teaching- | Chalk & board, Active Learning Learning | Virtual Lab Process Module-2 2D and 3D graphics with OpenGL: 2D Geometric Transformations: Basic 2D Geometric Transformations, matrix representations and homogeneous coordinates, 2D Composite transformations, other 2D transformations, raster methods for geometric transformations, OpenGL. raster transformations, OpenGL geometric transformations function, 3D Geometric Transformations: ‘Translation, rotation, scaling, composite 3D transformations, other 3D transformations, OpenGL geometric transformations functionsTextbook 1: Chapter -6,8 Self-study topics: Transformation between 2D coordinate system, OpenGL geometric transformation, Transformation between 3D coordinate system. Teaching- | Chalk & board, Active Learning, Problem based learning Learning | Virtual Lab: Process Module-3 Interactive Input Methods and Graphical User Interfaces: Graphical Input Data Logical Classification of Input Devices, Input Functions for Graphical Data , Interactive Picture-Construction Techniques, Virtual-Reality Environments, OpenGL Interactive Input-Device Functions, OpenGL Menu Functions , Designing a Graphical User Interface. Computer Animation :Design of Animation Sequences, Traditional Animation Techniques, General Computer-Animation Functions, Computer-Animation Languages, Character Animation, Periodic Motions, OpenGL Animation Procedures, Textbook 1: Chapter -11, 18 Self-study topics: Raster methods for computer animation, Key frame systems, Motion specification. Teaching- | Chalk & board, MOOG, Active Learning Learning Process Module-# Introduction to Image processing: overview, Nature of IP, IP and its related fields, Digital Image representation, types of images. igital Image Processing Operations: Basic relationships and distance metrics, Classification of Image processing Operations. Text book 2: Chapter 3 (Below topics is for experiential learning only , No questions in SEE) Computer vision and OpenCV: What is computer vision, Evolution of computer vision, Application of Computer vision, Feature of OpenCV, OpenCV library modules, OpenCV environment, Reading, writing and storing images using OpenCV. OpenCV drawing Functions. OpenCV Geometric Transformations. 20 - openc f ivity B Learning usin, irees, Pr r assignments. Ne tions in SEE Web Source: https://www.tutorialspoint.com/opencv/ Teaching- | Chalk& board, Problem based learning Learning _ | Lab practice for OpenCV for basic geometric objects and basic image operation Process Module-5 Image Segmentation: Introduction, classification, detection of discontinuities, Edge detection (up to canny edge detection(included)). ‘Text Book 2: Chapter 9: 9.1 to 9.4.4.4 (Below topics is for experiential learning only , No questions in SEE) Image processing with Open CV: Resizing , Rotation/ Flipping, Blending, Creating region of Interest (RON), Image Thresholding, Image Blurring and smoothing, Edge Detection, Image contours and Face Detection on images using Open.Teaching- | Chalk & board, MOOG Learning | Lab practice on image processing. Process | Virtual Lab: Course Outcomes: At the end of the course the student will be able to: CO1. Construct geometric objects using Computer Graphics principles and OpenGL APIs. CO2. Use OpenGL. APIs and related mathematics for 2D and 3D geometric Operations on the objects. CO3. Design GUI with necessary techniques required to animate the created objects CO 4. Apply OpenCV for developing Image processing applications. COS. Apply Image segmentation techniques along with programming, using OpenCV, for developing simple applications. ‘Assessment Details (both CIE and SEE) ‘The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. ‘The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student secures not less than 35% (18 Marks out of S0)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 2. Second test at the end of the 10 week of the semester 3. Third testat the end of the 15 week of the semester ‘Two assignments each of 10 Marks 4. Firstassignment at the end of 4* week of the semester 5. Second assignment at the end of 9® 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. Atthe end ofthe 13 week of the semester ‘The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and will be scaled down to 50 marks (To have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the ‘methods of the CIE, Each method of CIE should have a different syllabus portion of the course). CIE methods /question paper is designed to attain the different levels of Bloom's taxonomy as per the outcome defined for the course. 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) 3. The question paper will have ten questions. Each question is set for 20 marks, Marks scored shall be proportionally reduced to 50 marks 4. 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. rst test at the end of St week of the semester Suggested Learning Resources:Textbooks 1. Donald D Hearn, M Pauline Baker and WarrenCarithers: Computer Graphics with OpenGL 4th Edition, Pearson, 2014 2. §.Sridhar, Digital Image Processing, second edition, Oxford University press 2016. Reference Books 1. Edward Angel: Interactive Computer Graphics- A Top Down approach with OpenGL, Sth edition. Pearson Education, 2008 2. James D Foley, Andries Van Dam, Steven K Feiner, John F Huges Computer graphics OpenGL: Pearson education Web links and Video Lectures (e-Resources): hitps://wwwtutorialspoint.com/opencv/ (Tutorial, Types of Images, Drawing Functions } Activity Based Learning (Suggested Activities in Class)/ Practical Based learning 2._ Mini project on computer graphics using Open GL/Python/Open CV.‘viSemester ‘AGILE TECHNOLOGIES Course Code 21¢S641 CIE Marks 50. ‘Teaching Hours/Week (L:T:P: S) 30:00 SEE Marks 50. Total Hours of Pedagogy 40 Total Marks 100 Credits 03. Exam Hours 03, Course Learning Objectives: CLO 1, To understand basics of agile technologies CLO 2, To explain XP Lifecycle, XP Concepts and Adopting XP CLO3. To Evaluate on Pair Programming, Root-Cause Analysis, Retrospectives, Planning, Incremental Requirements and Customer Tests CLO 4. To become Mastering in Agility CLOS. To provide well Deliver Value ‘Teaching-Learning Process (General Instructions) ‘These are sample Strategies, which teachers can use to accelerate the attainment ofthe various course outcomes, 1. Lecturer method (L) does not mean only traditional lecture method, but different type of teaching methods may be adopted to develop the outcomes, 2. Show Video/animation films to explain functioning of various concepts Encourage collaborative (Group Learning) Learning in the class. 4. Ask atleast three HOT (Higher order Thinking) questions inthe class, which promotes critical thinking. 5, Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills such as the ability to evaluate, generalize, and analyze information rather than simply recall it. 6. Topics will be introduced in a multiple representation, 7. Show the different ways to solve the same problem and encourage the students to come up with their own creative ways to solve them. 8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the students’ understanding Module-1 Why Agile? : Understanding Success, Beyond Deadlines, The Importance of Organizational Success, Enter Agility, How to Be Agile?: Agile Methods, Don't Make Your Own Method, The Road to Mastery, Find a Mentor. ‘The Genesis of Agile, Introduction and background, Agile Manifesto, and Principles, Simple Design, User Stories, Agile Testing, Agile Tools ‘Textbook 1: Part I~ Ch 1, Ch 2. ‘Textbook 2: Ch 1 Teaching-Learning Process | Chalk and board, Active Learning https://www.nptelvideos.com/video.php?id=904 https://www.youtube.com/watch?v=x90kIAFGYKE hetp://www.digimat.in/nptel/courses/video/110104073/L02.html https://onlinecourses nptelacin/nocl9 mg30/preview Module-2Understanding XP: The XP Lifecycle, The XP Team, XP Concepts, Adopting XP: Is XP Right for Us?, Gol, Assess Your Agility Overview of Extreme Programming, The Practices of Extreme Programming, Conclusion, Bibliography, Planning Initial Exploration, Release Planning, Iteration Planning, Defining "Done", Task Planning Iterating, Tracking. ‘Textbook 1: Part I: Ch 3, Ch 4. ‘Textbook 3: Section 1: Ch 1 Teaching-Learning Process | Chalk and board, Active Learning https://www.nptelvideos.com/video.php?id=904 hetps://www youtube.com /watch?v=x90KIAFGYKE http://www digimatin/mptel/courses /video/110104073/L02.html https://onlinecourses.nptelacin/nocl9_mg30/preview Module-3 Practicing XP: Thinking: Pair Programming, Energized Work, Informative Workspace, Root Cause Analysis, Retrospectives, Collaborating: Trust, Sit Together, Real Customer Involvement, Ubiquitous Language, Stand-Up Meetings, Coding Standards, Iteration Demo, Reporting, Releasing: “Done Done”, No Bugs, Version Control, Ten-Minute Build, Continuous Integration, Collective Code Ownership, Documentation. Planning: Vision, Release Planning, The Planning Game, Risk ‘Management, Iteration Planning, Slack, Stories, Estimating, Developing: Incremental requirements, Customer Tests, Test-Driven Development, Refactoring, Simple Design, Incremental Design and Architecture, Spike Solutions, Performance Optimization, Exploratory Testing ‘Textbook 1: Part II: Ch 5, Ch 6, Ch 7, Ch 8, Ch 9. Teaching-Learning Process | Chalk and board, Demonstration https://www.nptelvideos.com/video.php?id=904 hhetps:/ /www.youtube.com/watch?v=x90kIAFGYKE htp://www-digimat.in/nptel /courses/video/110104073/L02.html https:/ /onlinecourses.nptel.ac.in/nocl9_mg30/preview Module-4 Mastering Agility : Values and Principles: Commonalities, About Values, Principles, and Practices, Further Reading, Improve the Process: Understand Your Project, Tune and Adapt, Break the Rules, Rely on People :Build Effective Relationships, Let the Right People Do the Right Things, Build the Process for the People, Eliminate Waste Work in Small, Reversible Steps, Fail Fast, Maximize Work Not Done, Pursue ‘Throughput Textbook 1: Part Ill- Ch 10, Ch 14, Ch 12, Ch 13. Teaching-Learning Process | Chalk and board https://www.nptelvideos.com/video.php?id=904 hetps:/ /www.youtube.com/watch?v=x90KIAFGYKE http: /www-digimat.in/nptel/courses/video/110104073/LO2.html https:/ /onlinecourses.nptel.ac.in/nocl9_mg30/preview Module-5 Deliver Value: Exploit Your Agility, Only Releasable Code Has Value, Deliver Business Results, Deliver Frequently, Seek Technical Excellence: Software Doesn't Exist, Design Is for Understanding, Design‘Trade-offs, Quality with a Name, Great Design, Universal Design Principles, Principles in Practice, Pursue Mastery Textbook 1: Part IV- Ch 14, Ch 15. Teaching-Learning Process | Chalk and board https://www.nptelvideos.com/video.php?id=904 https:// www.youtube.com /watch?v=x90kIAFGYKE hetp://www-digimat.in/nptel/courses/video/110104073/L02.html htps:/ /onlinecourses.nptel.ac.in/nocl9_mg30/preview Course outcome (Course Skill Set) At the end of the course the student will be able to: CO 1, Understand the fundamentals of agile technologies CO2. Explain XP Lifecycle, XP Concepts and Adopting XP CO3. Apply different techniques on Practicing XP, Collaborating and Releasing CO 4. Analyze the Values and Principles of Mastering Agility COS. Demonstrate the agility to deliver good values ‘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 ifthe 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 5'* week of the semester 2. Second test at the end of the 10 week of the semester 3, Third testat the end of the 15 week of the semester ‘Two assignments each of 10 Marks 4, First assignment at the end of 4* week of the semester 5. Second assignment at the end of 9% 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. Atthe end ofthe 13 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. James shore, Chromatic, O'Reilly, The Art of Agile Development, 2007 Reference Books 1. Ken Schawber, Mike Beedle, 2. Agile-Principles-Patterns-and-Practices: ‘Agile Software Development with Scrum" Pearson, 2008 1-C by Robert C Martin & Mic Martin. Web links and Video Lectures (e-Resources): Model wise mentioned Activity Based Learning (Suggested Activities in Class)/ Practical Based learning ‘+ Demonstration of the project based on Agile technologies.ViSemester ‘ADVANCED JAVA PROGRAMMING Course Code 21CS642 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. Understanding the fundamental concepts of Enumerations and Annotations CLO 2. Apply the concepts of Generic classes in Java programs CLO 3. Demonstrate the fundamental concepts of String operations CLO 4. Design and develop web applications using Java servlets and JSP CLO 5. Apply database interaction through Java database Connectivity ‘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. Encourage collaborative (Group Learning) Learning in the class. Ask atleast 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. ‘Show the different ways to solve the same program Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the students’ understanding, Module-1 Enumerations, Autoboxing and Annotations: Enumerations, Ednumeration fundamentals, the values() and valueOf() methods, Java enumerations are class types, enumerations inherits Enum, example, type wrappers, Autoboxing, Autoboxing methods, Autoboxing/Unboxing occurs in Expressions, Autoboxing/Unboxing, Boolean and character values, Autoboxing/Unboxing helps prevent errors, A word of warning Annotations, Annotation basics, specifying retention policy, obtaining annotations at run time by use of reflection, Annotated element interface, Using default values, Marker Annotations, Single member annotations, Built in annotations Textbook 1: Chapter12 Teaching-Learning Process | Chalk and board, Online demonstration, Problem based learning Module-2 Generics: What are Generics, A Simple Generics Example, A Generic Class with Two Type Parameters, ‘The General Form of a Generic Class, Bounded Types, Using Wildcard Arguments, Bounded Wildcards, Creating a Generic Method, Generic Interfaces, Raw types and Legacy code, Generic Class Hierarchies, Erasure, Ambiguity errors, Some Generic Restrictions Textbook 1: Chapter 14 Teaching-Learning Process | Chalk and board, Online Demonstration Module-3‘String Handling: The String Constructors, String Length, Special String Operations, Character Extraction, String Comparison, Searching Strings, Modifying a String, Data Conversion Using valueOf(), Changing the case of characters within a String, String Buffer, String Builder ‘Textbook 1: Chapter 15 Teaching-Learning Process | Chalk and board, Online Demonstration Module-4 Background; The life cycle ofa servlet; A simple servlet; the servlet API; The javax.servlet package Reading servlet parameter; the javaxservlethttp package; Handling HTTP Requests and Responses; using Cookies; Session Tracking, Java Server Pages (JSP); JSP tags, Variables and Objects, Methods, Control statements, Loops, Request String, Parsing other information, User sessions, Cookies, Session Objects Textbook 1: Chapter 31 Textbook 2: Chapter 11. Teaching-Learning Process | Chalk and board, Online Demonstration Module-5 The concept of JDBC; JDBC Driver Types; JDBC packages; A brief overview of the JDBC Process; Database Connection; Associating the JDBC/ODBC Bridge with the Database; Statement Objects; ResultSet; Transaction Processing; Metadata, Data Types; Except ‘Textbook 2: Chapter 6 ‘Teaching-Learning Process | Chalk and board, Online Demonstration Course Outcomes Atthe end of the course the student will be able to: CO1. Understanding the fundamental concepts of Enumerations and Annotations CO2. Apply the concepts of Generic classes in Java programs CO3. Demonstrate the concepts of String operations in Java CO 4. Develop web based applications using Java serviets and JSP COS. Illustrate database interaction and transaction processing in Java ‘Assessment Details (both CIE and SEE) ‘The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. ‘The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to have satisfied the academic requirements and earned the credits allotted to each subject/ course ifthe 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 Evaluatioy Three Unit Tests each of 20 Marks (duration 01 hour) 1, First test at the end of 5" week of the semester 2, Second test at the end ofthe 10% week of the semester 3. Third test at the end of the 15! week of the semester Two assignments each of 10 Marks 4. First assignment atthe end of 4 week of the semester 5. Second assignment at the end of 9% 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. Atthe end of the 13" 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. Herbert Schildt: JAVA the Complete Reference. 9% Edition, Tata McGraw 2. Jim Keogh, The Complete Reference J2EE, Tata McGraw-Hill Reference Books: 1._Y. Daniel Liang: Introduction to JAVA Programming, 7% Edition, Pearson Education, 2007. Weblinks and Video Lectures (e-Resources): 1. https://nptelacin/courses/106/105/106105191/. 2. hhttpsi/ /nptel.ac:in/courses/106/105/106105225/ Activity Based Learning (Suggested Activities in Class)/ Practical Based learning, ‘© Programming exercises‘viSemester ADVANCED COMPUTER ARCHITECTURE Course Code 21CS643 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. Describe computer architecture. CLO 2. Measure the performance of architectures in terms of right parameters. CLO 3. Summarize parallel architecture and the software used for them ‘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. Encourage collaborative (Group Learning) Learning in the class. 4. Askat 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. Show the different ways to solve the same program Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the students’ understanding. Module-1 Theory of Parallelism: Parallel Computer Models, The State of Computing, Multiprocessors and Multicomputer, Multivector and SIMD Computers, PRAM and VLSI Models, Program and Network Properties, Conditions of Parallelism, Program Partitioning and Scheduling, Program Flow Mechanisms, System Interconnect Architectures, Principles of Scalable Performance, Performance Metrics and Measures, Parallel Processing Applications, Speedup Performance Laws. For all Algorithm or mechanism any one example is sufficient. Chapter 1 (1-1to 1.4), Chapter 2( 2.1 to 2.4) Chapter 3 (3.1 to 3.3) Teaching-Learning Process Chalk and board, Online demonstration, Problem based leari Module-2 Hardware Technologies 1: Processors and Memory Hierarchy, Advanced Processor Technology, Superscalar and Vector Processors, Memory Hierarchy Technology, Virtual Memory Technology. For all Algorithms or mechanisms any one example is sufficient. Chapter 4 (4.1 to4.4) ‘Teaching-Learning Process Chalk and board, Online Demonstration Module-3 Hardware Technologies 2: Bus Systems, Cache Memory Organizations, Shared Memory Organizations, Sequential and Weak Consistency Models, Pipelining and Superscalar Techniques, Linear Pipeline Processors, Nonlinear Pipeline Processors. For all Algorithms or mechanisms any one example is sufficient.Chapter 5 (5.1 to 5.4) Chapter 6 (6.1 to 6.2) Teaching-Learning Process | Chalkand board, Online Demonstration Module-4 Parallel and Scalable Architectures: Multiprocessors and Multicomputers, Multiprocessor System Interconnects, Cache Coherence and Synchronization Mechanisms, Message-Passing Mechanisms, Multivector and SIMD Computers, Vector Processing Principles, Multivector Multiprocessors, Compound Vector Processing, Scalable, Multithreaded, and Dataflow Architectures, Latency-Hiding Techniques, Principles of Multithreading, Fine- Grain Multicomputers. For all Algorithms or mechanisms any one example is sufficient. Chapter 7 (7.1,7.2 and 7.4) Chapter 8( 8.1 to 8.3) Chapter 9(9.1 to 9.3) ‘Teaching-Learning Process Chalk and board, Online Demonstration Module-5 Software for parallel programming: Parallel Models, Languages, and Compilers ,Parallel Programming Models, Parallel Languages and Compilers, Dependence Analysis of Data Arrays. Instruction and System Level Parallelism, Instruction Level Parallelism, Computer Architecture, Contents, Basic Design Issues, Problem Definition, Model of a Typical Processor, Compiler-detected Instruction Level Parallelism ,Operand Forwarding Reorder Buffer, Register Renaming ,Tomasulo’s Algorithm. For all Algorithms or ‘mechanisms any one example is sufficient. Chapter 10(10.1 to 10.3) Chapter 12( 12.1 to 12.9) ‘Teaching-Learning Process Chalk and board, Online Demonstration Course Outcomes Atthe end of the course the student will be able to: CO 1. Explain the concepts of parallel computing C02. Explain and identify the hardware technologies CO3. Compare and contrast the parallel architectures C04. Illustrate parallel programming concepts ‘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 5" week of the semester 2. Second test at the end of the 10 week of the semester 3. Third test at the end of the 15 week of the semester ‘Two assignments each of 10 Marks 4. First assignment at the end of 4** week of the semester 5. Second assignment at the end of 9% 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. Atthe end ofthe 13% 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 will be proportionately 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. Kai Hwang and Naresh Jotwani, Advanced Computer Architecture (SIE): Parallelism, Scalability, Programmability, McGraw Hill Education 3/e. 2015 Reference Books: 1. John L. Hennessy and David A. Patterson, Computer Architecture: A quantitative approach, Sth edition, Morgan Kaufmann Elseveir, 2013 Weblinks and Video Lectures (e-Resources): Activity Based Learning (Suggested Activities in Class)/ Practical Based learning,‘viSemester DATA SCIENCE AND VISUALIZATION Course Code 21¢8644 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. To introduce data collection and pre-processing techniques for data science CLO 2. Explore analytical methods for solving real life problems through data exploration techniques CLO 3, Illustrate different types of data and its visualization CLO 4. Find different data visualization techniques and tools CLOS. Design and map element of visualization well to perceive information ‘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. Askat 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 Data Science Introduction: What is Data Science? Big Data and Data Science hype ~ and getting past the hype, Why now? ~ Datafication, Current landscape of perspectives, Skill sets. Needed Statistical Inference: Populationsand samples, Statistical modelling, probability distributions, fitting a model. Textbook 1: Chapter 1 ‘Teaching-Learning Process 1. PPT Recognizing different types of data, Data science process 2, Demonstration of different steps, learning definition and relation with data science Module-2 Exploratory Data Analysis and the Data Science Process Basic tools (plots, graphs and summary statistics) of EDA, Philosophy of EDA, The Data Science Process, Case Study: Real Direct (online realestate firm). Three Basic Machine Learning Algorithms Linear Regression, k-Nearest Neighbours (k- NN), k-means. ‘Textbook 1: Chapter 2, Chapter 3 Teaching-Learning Process 1, PPT-Plots, Graphs, Summary Statistics 2._Demonstration of Machine Learning AlgorithmsModule-3 Feature Generation and Feature Selection Extracting Meaning from Data: Motivating application: user (customer) retention. Feature Generation (brainstorming, role of domain expertise, and place for imagination), Feature Selection algorithms. Filters; Wrappers; Decision Trees; Random Forests. Recommendation Systems: Building a User-Facing Data Product, Algorithmic ingredients of a Recommendation Engine, Dimensionality Reduction, Singular Value Decomposition, Principal Component Analysis, Exercise: build your own recommendation system. ‘Textbook 1: Chapter 6 Teaching-Learning Process 1. PPT- Feature generation, selection 2._Demonstration recommendation engine Module-4 Data Visualization and Data Exploration Introduction: for Visualization ata Visualization, Importance of Data Visualization, Data Wrangling, Tools and Libraries Comparison Plots: Line Chart, Bar Chart and Radar Chart; Relation Plots: Scatter Plot, Bubble Plot , Correlogram and Heatmap; Composition Plots: Pie Chart, Stacked Bar Chart, Stacked Area Chart, Venn Diagram; Distribution Plots: Histogram, Density Plot, Box Plot, Violin Plot; Geo Plots: Dot Map, Choropleth Map, Connection Map; What Makes a Good Visualization? Textbook 2: Chapter 1, Chapter 2 ‘Teaching-Learning Process 1. Demonstration of different data visualization tools. Module-5 ‘Deep Dive into Matplotlib Introduction, Overview of Plots in Matplotlib, Pyplot Basics: Creating Figures, Closing Figures, Format Strings, Plotting, Plotting Using pandas DataFrames, Displaying Figures, Saving Figures; Basic Text and. Legend Functions: Labels, Titles, Text, Annotations, Legends; Basic Plots:Bar Chart, Pie Chart, Stacked Bar Chart, Stacked Area Chart, Histogram, Box Plot, Scatter Plot, Bubble Plot; Layouts: Subplots, Tight Layout, Radar Charts, GridSpec; Images: Basic Image Operations, Writing Mathematical Expressions ‘Textbook 2: Chapter 3 ‘Teaching-Learning Process 1. PPT- Comparison of plots 2._Demonstration charts Course Outcomes Atthe end of the course the student will be able to: CO 1. Understand the data in different forms CO2. Apply different techniques to Explore Data Analysis and the Data Science Process CO3. Analyze feature selection algorithms & design a recommender system. CO4. Evaluate data visualization tools and libraries and plot graphs. COS. Develop different charts and include mathematical expressions. ‘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 ifthe 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 5® week ofthe semester 2. Second test at the end of the 10% week of the semester 3. Third test at the end of the 15% week of the semester Two assignments each of 10 Marks 4. First assignment at the end of 4% week of the semester 5. Second assignment at the end of 9% week ofthe semester Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks (duration 01 hours) 6. Atthe end of the 13% 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 § full questions, selecting one full question from each module Suggested Learning Resources: Textbooks 1. Doing Data Science, Cathy O'Neil and Rachel Schutt, O'Reilly Media, Inc O'Reilly Media, Inc, 2013 2. Data Visualization workshop, Tim Grobmann and Mario Dobler, Packt Publishing, ISBN 9781800568112 Referen 1. Mining of Massive Datasets, Anand Rajaraman and Jeffrey D. Ullman, Cambridge University Press, 2010 2. Data Science from Scratch, Joe! Grus, Shroff Publisher /0'Reilly Publisher Media 3. Ahandbook for data driven design by Andy krik Weblinks and Video Lectures (e-Resources): https:/ /nptel.ac.in/courses/106/105/106105077/ htps://www.oreilly.com/library/view/doing-data-science/9781449363871/toc01.htm! ‘http://book.visualisingdata.com/ ‘https://matplotliborg/ htps://www.tableau.com/ 1 2 3 4 5. 6 ‘Activity Based Learning (Suggested Activities in Class)/ Practical Based learning Demonstration using projects