Annexure-II 1

Analysis & Design of Algorithms Semester 4

Course Code BCS401 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
Examination type (SEE) Theory

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

Teaching-Learning Process (General Instructions)

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

Module-1
INTRODUCTION: What is an Algorithm?, Fundamentals of Algorithmic Problem Solving.
FUNDAMENTALS OF THE ANALYSIS OF ALGORITHM EFFICIENCY: Analysis Framework,
Asymptotic Notations and Basic Efficiency Classes, Mathematical Analysis of Non recursive
Algorithms, Mathematical Analysis of Recursive Algorithms.
BRUTE FORCE APPROACHES: Selection Sort and Bubble Sort, Sequential Search and Brute
Force String Matching.
Chapter 1 (Sections 1.1,1.2), Chapter 2(Sections 2.1,2.2,2.3,2.4), Chapter 3(Section
3.1,3.2)
Module-2
BRUTE FORCE APPROACHES (contd..): Exhaustive Search (Travelling Salesman probem and
Knapsack Problem).
DECREASE-AND-CONQUER: Insertion Sort, Topological Sorting.
DIVIDE AND CONQUER: Merge Sort, Quick Sort, Binary Tree Traversals, Multiplication of
Large Integers and Strassen’s Matrix Multiplication.

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 Annexure-II 2

Chapter 3(Section 3.4), Chapter 4 (Sections 4.1,4.2), Chapter 5 (Section 5.1,5.2,5.3, 5.4)
Module-3
TRANSFORM-AND-CONQUER: Balanced Search Trees, Heaps and Heapsort.
SPACE-TIME TRADEOFFS: Sorting by Counting: Comparison counting sort, Input Enhancement
in String Matching: Horspool’s Algorithm.
Chapter 6 (Sections 6.3,6.4), Chapter 7 (Sections 7.1,7.2)
Module-4
DYNAMIC PROGRAMMING: Three basic examples, The Knapsack Problem and Memory
Functions, Warshall’s and Floyd’s Algorithms.
THE GREEDY METHOD: Prim’s Algorithm, Kruskal’s Algorithm, Dijkstra’s Algorithm, Huffman
Trees and Codes.
Chapter 8 (Sections 8.1,8.2,8.4), Chapter 9 (Sections 9.1,9.2,9.3,9.4)
Module-5
LIMITATIONS OF ALGORITHMIC POWER: Decision Trees, P, NP, and NP-Complete Problems.
COPING WITH LIMITATIONS OF ALGORITHMIC POWER: Backtracking (n-Queens problem,
Subset-sum problem), Branch-and-Bound (Knapsack problem), Approximation algorithms for
NP-Hard problems (Knapsack problem).
Chapter 11 (Section 11.2, 11.3), Chapter 12 (Sections 12.1,12.2,12.3)
Course outcome (Course Skill Set)

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

1. Apply asymptotic notational method to analyze the performance of the algorithms in terms of
time complexity.
2. Demonstrate divide & conquer approaches and decrease & conquer approaches to solve
computational problems.
3. Make use of transform & conquer and dynamic programming design approaches to solve the
given real world or complex computational problems.
4. Apply greedy and input enhancement methods to solve graph & string based computational
problems.
5. Analyse various classes (P,NP and NP Complete) of problems
6. Illustrate backtracking, branch & bound and approximation methods.

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 Annexure-II 3

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together.

Continuous Internal Evaluation:

● For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
● The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
● For the course, CIE marks will be based on a scaled-down sum of two tests and other methods
of assessment.
Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with
a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

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

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

Web links and Video Lectures (e-Resources):

● Design and Analysis of Algorithms: https://nptel.ac.in/courses/106/101/106101060/

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 Annexure-II 4

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

● Promote real-world problem-solving and competitive problem solving through group
discussions to engage students actively in the learning process.
● Encourage students to enhance their problem-solving skills by implementing algorithms
and solutions through programming exercises, fostering practical application of theoretical
concepts.
Assessment Methods -
1. Problem Solving Assignments (Hacker Rank/ Hacker Earth / Leadcode)
2. Gate Based Aptitude Test

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 ARTIFICIAL INTELLIGENCE Semester IV
Course Code BAD402 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours
Examination nature (SEE) Theory/

Course objectives:
● Gain a historical perspective of AI and its foundations.
● Become familiar with basic principles of AI toward problem solving
● Get to know approaches of inference, perception, knowledge representation, and learning

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer methods (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. Demonstrate ways to solve the same problem and encourage the students to come up with their
own creative solutions.
8. Discuss application of every concept to solve the real world problems.

MODULE-1
Introduction: What is AI? Foundations and History of AI Intelligent Agents: Agents and
environment, Concept of Rationality, The nature of environment, The structure of agents.
Text book 1: Chapter 1- 1.1, 1.2, 1.3 Chapter 2- 2.1, 2.2, 2.3, 2.4
MODULE-2
Problem‐solving: Problem‐solving agents, Example problems, Searching for Solutions
Uninformed Search Strategies: Breadth First search, Depth First Search, Iterative deepening depth
first search;

Text book 1: Chapter 3- 3.1, 3.2, 3.3, 3.4

MODULE-3

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 Informed Search Strategies: Heuristic functions, Greedy best first search, A*search. Heuristic Functions
Logical Agents: Knowledge–based agents, The Wumpus world, Logic, Propositional logic, Reasoning
patterns in Propositional Logic

Text book 1: Chapter 3-3.5,3.6

Chapter 4 – 4.1, 4.2 Chapter 7- 7.1, 7.2, 7.3, 7.4, 7.5
MODULE-4
First Order Logic: Representation Revisited, Syntax and Semantics of First Order logic, Using First Order
logic. Inference in First Order Logic :Propositional Versus First Order Inference, Unification, Forward
Chaining, Backward Chaining, Resolution

Text book 1: Chapter 8- 8.1, 8.2, 8.3 Chapter 9- 9.1, 9.2, 9.3, 9.4, 9.5

MODULE-5
Uncertain Knowledge and Reasoning: Quantifying Uncertainty: Acting under Uncertainty, Basic
Probability Notation, Inference using Full Joint Distributions, Independence, Baye’s Rule and its use.
Wumpus World Revisited
Expert Systems: Representing and using domain knowledge, ES shells. Explanation, knowledge acquisition
Text Book 1: Chapter 13-13.1, 13.2, 13.3, 13.4, 13.5, 13.6
Text Book 2: Chapter 20

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

NOTE: Programs need to be implemented in python
Sl.N Experiments
O
1 Implement and Demonstrate Depth First Search Algorithm on Water Jug Problem

2 Implement and Demonstrate Best First Search Algorithm on Missionaries-Cannibals Problems using
Python

3 Implement A* Search algorithm

4 Implement AO* Search algorithm

5 Solve 8-Queens Problem with suitable assumptions

6 Implementation of TSP using heuristic approach

7 Implementation of the problem solving strategies: either using Forward Chaining or Backward
Chaining
8
Implement resolution principle on FOPL related problems

9 Implement Tic-Tac-Toe game using Python

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 10 Build a bot which provides all the information related to text in search box

11 Implement any Game and demonstrate the Game playing strategies

Course outcomes (Course Skill Set):

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

CO1: Apply knowledge of agent architecture, searching and reasoning techniques for different
applications.
CO 2. Compare various Searching and Inferencing Techniques.
CO 3. Develop knowledge base sentences using propositional logic and first order logic
CO 4. Describe the concepts of quantifying uncertainty.
CO5: Use the concepts of Expert Systems to build 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 out of 50) and for the SEE
minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student
secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation)
and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests,
each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods
mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test
after covering 85-90% of the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the
test to be conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated including
viva-voce and marks shall be awarded on the same day.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation
of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’
write-ups are added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for
50 marks and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.

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 ● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scoredby the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a
CIE component only. Questions mentioned in the SEE paper may include questions from the practical
component.
Suggested Learning Resources:
Text Books
1. Stuart J. Russell and Peter Norvig , Artificial Intelligence, 3rd Edition, Pearson,2015
2. Elaine Rich, Kevin Knight, Artificial Intelligence, 3rd edition,Tata McGraw Hill,2013

Reference:
1. George F Lugar, Artificial Intelligence Structure and strategies for complex, Pearson Education, 5th
Edition, 2011
2. Nils J. Nilsson, Principles of Artificial Intelligence, Elsevier, 1980
3. Saroj Kaushik, Artificial Intelligence, Cengage learning, 2014
Web links 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/

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

1. Group discussion on Real world examples
2. Project based learning
3. Simple strategies on gaming, reasoning and uncertainty etc

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 IPCC (26.04.2022)

DATABASE MANAGEMENT SYSTEM Semester 4

Course Code BCS403 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours
Examination nature (SEE) Theory

Course objectives:
● To Provide a strong foundation in database concepts, technology, and practice.
● To Practice SQL programming through a variety of database problems.
● To Understand the relational database design principles.
● To Demonstrate the use of concurrency and transactions in database.
● To Design and build database applications for real world problems.
● To become familiar with database storage structures and access techniques.

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

MODULE-1 No. of Hours: 8

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 and structural
constraints, Weak entity types, ER diagrams,Specialization and Generalization.

Textbook 1:Ch 1.1 to 1.8, 2.1 to 2.6, 3.1 to 3.10

RBT: L1, L2, L3

MODULE-2 No. of Hours: 8

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 IPCC (26.04.2022)

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, Ch 8.1 to 8.5; Ch 9.1 to 9.2 Textbook 2: 3.5

RBT: L1, L2, L3

MODULE-3 No. of Hours:8

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.
SQL: SQL data definition and data types, Schema change statements in SQL, specifying constraints in SQL,
retrieval queries in SQL, INSERT, DELETE, and UPDATE statements in SQL, Additional features of SQL
Textbook 1: Ch 14.1 to 14.7, Ch 6.1 to 6.5
RBT: L1, L2, L3

MODULE-4 No. of Hours:8

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

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.

Textbook 1: Ch 7.1 to 7.3, Ch 20.1 to 20.6

RBT: L1, L2, L3
MODULE-5 No. of Hours:08
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.
NOSQL Databases and Big Data Storage Systems: Introduction to NOSQL Systems, The CAP Theorem,
Document-Based NOSQL Systems and MongoDB, NOSQL Key-Value Stores, Column-Based or Wide
Column NOSQL Systems, NOSQL Graph Databases and Neo4j

Textbook 1:Chapter 21.1 to 21.5, Chapter 24.1 to 24.6

RBT: L1, L2, L3

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 IPCC (26.04.2022)

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

Sl.NO Experiments
1 Create a table called Employee & execute the following.
Employee(EMPNO,ENAME,JOB, MANAGER_NO, SAL, COMMISSION)
1. Create a user and grant all permissions to theuser.
2. Insert the any three records in the employee table contains attributes
EMPNO,ENAME JOB, MANAGER_NO, SAL, COMMISSION and use rollback.
Check the result.
3. Add primary key constraint and not null constraint to the employee table.
4. Insert null values to the employee table and verify the result.
2 Create a table called Employee that contain attributes EMPNO,ENAME,JOB, MGR,SAL &
execute the following.
1. Add a column commission with domain to the Employeetable.
2. Insert any five records into the table.
3. Update the column details of job
4. Rename the column of Employ table using alter command.
5. Delete the employee whose Empno is 105.
3 Queries using aggregate functions(COUNT,AVG,MIN,MAX,SUM),Group by,Orderby.
Employee(E_id, E_name, Age, Salary)
1. Create Employee table containing all Records E_id, E_name, Age, Salary.
2. Count number of employee names from employeetable
3. Find the Maximum age from employee table.
4. Find the Minimum age from employeetable.
5. Find salaries of employee in Ascending Order.
6. Find grouped salaries of employees.
4 Create a row level trigger for the customers table that would fire for INSERT or UPDATE or
DELETE operations performed on the CUSTOMERS table. This trigger will display the
salary difference between the old & new Salary.
CUSTOMERS(ID,NAME,AGE,ADDRESS,SALARY)
5 Create cursor for Employee table & extract the values from the table. Declare the variables
,Open the cursor & extrct the values from the cursor. Close the cursor.
Employee(E_id, E_name, Age, Salary)
6 Write a PL/SQL block of code using parameterized Cursor, that will merge the data available
in the newly created table N_RollCall with the data available in the table O_RollCall. If the
data in the first table already exist in the second table then that data should be skipped.
7 Install an Open Source NoSQL Data base MangoDB & perform basic CRUD(Create, Read,
Update & Delete) operations. Execute MangoDB basic Queries using CRUD operations.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
● Describe the basic elements of a relational database management system
● Design entity relationship for the given scenario.
● Apply various Structured Query Language (SQL) statements for database manipulation.
● Analyse various normalization forms for the given application.
● Develop database applications for the given real world problem.
● Understand the concepts related to NoSQL databases.
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

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 IPCC (26.04.2022)

passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE minimum passing mark is
35% of the maximum marks (18 out of 50 marks). A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests, each of 15
Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods mentioned in
22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test after covering 85-90% of
the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC
● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the test to be
conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated including viva-voce
and marks shall be awarded on the same day.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of the
laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’ write-ups are
added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for 50 marks
and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of IPCC
for 25 marks.
● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the course
(duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3 sub-
questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scoredby the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a CIE
component only. Questions mentioned in the SEE paper may include questions from the practical component.
Suggested Learning Resources:
Text Books:
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
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Mini Project:
• Project Based Learning

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Analysis & Design of Algorithms Lab Semester 4

Course Code BCSL404 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 2
Examination type (SEE) Practical
Course objectives:
● To design and implement various algorithms in C/C++ programming using suitable development tools to
address different computational challenges.
● To apply diverse design strategies for effective problem-solving.
● To Measure and compare the performance of different algorithms to determine their efficiency and suitability
for specific tasks.
Sl.No Experiments
1 Design and implement C/C++ Program to find Minimum Cost Spanning Tree of a given connected
undirected graph using Kruskal's algorithm.
2 Design and implement C/C++ Program to find Minimum Cost Spanning Tree of a given connected
undirected graph using Prim's algorithm.
3 a. Design and implement C/C++ Program to solve All-Pairs Shortest Paths problem using Floyd's
algorithm.
b. Design and implement C/C++ Program to find the transitive closure using Warshal's
algorithm.
4 Design and implement C/C++ Program to find shortest paths from a given vertex in a weighted
connected graph to other vertices using Dijkstra's algorithm.
5 Design and implement C/C++ Program to obtain the Topological ordering of vertices in a given
digraph.
6 Design and implement C/C++ Program to solve 0/1 Knapsack problem using Dynamic
Programming method.
7 Design and implement C/C++ Program to solve discrete Knapsack and continuous Knapsack
problems using greedy approximation method.
8 Design and implement C/C++ Program to find a subset of a given set S = {sl , s2,.....,sn} of n
positive integers whose sum is equal to a given positive integer d.
9 Design and implement C/C++ Program to sort a given set of n integer elements using Selection
Sort method and compute its time complexity. Run the program for varied values of n> 5000 and
record the time taken to sort. Plot a graph of the time taken versus n. The elements can be read
from a file or can be generated using the random number generator.
10 Design and implement C/C++ Program to sort a given set of n integer elements using Quick Sort
method and compute its time complexity. Run the program for varied values of n> 5000 and
record the time taken to sort. Plot a graph of the time taken versus n. The elements can be read
from a file or can be generated using the random number generator.
11 Design and implement C/C++ Program to sort a given set of n integer elements using Merge Sort
method and compute its time complexity. Run the program for varied values of n> 5000, and
record the time taken to sort. Plot a graph of the time taken versus n. The elements can be read
from a file or can be generated using the random number generator.
12 Design and implement C/C++ Program for N Queen's problem using Backtracking.

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
1. Develop programs to solve computational problems using suitable algorithm design strategy.
2. Compare algorithm design strategies by developing equivalent programs and observing running
times for analysis (Empirical).
3. Make use of suitable integrated development tools to develop programs
4. Choose appropriate algorithm design techniques to develop solution to the computational and
complex problems.
5. Demonstrate and present the development of program, its execution and running time(s) and
record the results/inferences.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is 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 are
designed by the faculty who is handling the laboratory session and are 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 down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

● SEE marks for the practical course are 50 Marks.

@# 16032024
 Template for Practical Course and if AEC is a practical Course Annexure-V

● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of 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 examiners
jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.
● General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and
result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks
and scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by the examiners)
● Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

● Virtual Labs (CSE): http://cse01-iiith.vlabs.ac.in/

@# 16032024
 DISCRETE MATHEMATICAL STRUCTURES Semester IV
Course Code BCS405A CIE Marks 50
Teaching Hours/Week (L:T:P:S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory

Course objectives:
1. To help students to understand discrete and continuous mathematical structures.
2. To impart basics of relations and functions.
3. To facilitate students in applying principles of Recurrence Relations to find the generating
functions and solve the Recurrence relations.
4. To have the knowledge of groups and their properties to understand the importance of
algebraic properties relative to various number systems.

Teaching-Learning Process
Pedagogy (General Instructions):
These are sample Strategies, teachers can use to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods may be
adopted so that the delivered lessons shall develop students’ theoretical and applied Mathematical
skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples.
3. Support and guide the students for self–study.
4. You will assign homework, grading assignments and quizzes, and documenting students' progress.
5. Encourage the students to group learning to improve their creative and analytical skills.
6. Show short related video lectures in the following ways:
● As an introduction to new topics (pre-lecture activity).
● As a revision of topics (post-lecture activity).
● As additional examples (post-lecture activity).
● As an additional material of challenging topics (pre-and post-lecture activity).
● As a model solution for some exercises (post-lecture activity).

Module-1: Fundamentals of Logic

Basic Connectives and Truth Tables, Logic Equivalence – The Laws of Logic, Logical Implication –
Rules of Inference. The Use of Quantifiers, Quantifiers, Definitions and the Proofs of Theorems.
(8 hours)
(RBT Levels: L1, L2 and L3)
Module-2: Properties of the Integers
Mathematical Induction, The Well Ordering Principle – Mathematical Induction, Recursive
Definitions.
Fundamental Principles of Counting: The Rules of Sum and Product, Permutations, Combinations –
The Binomial Theorem, Combinations with Repetition. (8 Hours)
(RBT Levels: L1, L2 and L3)
Module-3: Relations and Functions
Cartesian Products and Relations, Functions – Plain and One-to-One, Onto Functions. The Pigeon-
hole Principle, Function Composition and Inverse Functions.
Properties of Relations, Computer Recognition – Zero-One Matrices and Directed Graphs, Partial
Orders – Hasse Diagrams, Equivalence Relations and Partitions. (8 hours)
(RBT Levels: L1, L2 and L3)
Module-4: The Principle of Inclusion and Exclusion

@# 16032024 1
 The Principle of Inclusion and Exclusion, Generalizations of the Principle, Derangements – Nothing is
in its Right Place, Rook Polynomials.
Recurrence Relations: First Order Linear Recurrence Relation, The Second Order Linear
Homogeneous Recurrence Relation with Constant Coefficients. (8 Hours)
(RBT Levels: L1, L2 and L3)
Module-5: Introduction to Groups Theory
Definitions and Examples of Particular Groups Klein 4-group, Additive group of Integers modulo n,
Multiplicative group of Integers modulo-p and permutation groups, Properties of groups, Subgroups,
cyclic groups, Cosets, Lagrange’s Theorem. (8 Hours)
(RBT Levels: L1, L2 and L3)

Course outcome (Course Skill Set)

At the end of the course, the student will be able to:
1. Apply concepts of logical reasoning and mathematical proof techniques in proving theorems
and statements.
2. Demonstrate the application of discrete structures in different fields of computer science.
3. Apply the basic concepts of relations, functions and partially ordered sets for computer
representations.
4. Solve problems involving recurrence relations and generating functions.
5. Illustrate the fundamental principles of Algebraic structures with the problems related to
computer science & engineering.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and
for the SEE, the minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of 100)
in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together.
Continuous Internal Evaluation:
● There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment Test
component.
● Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of the
coverage of the syllabus, and the second test will be administered after 85-90% of the coverage of
the syllabus. The average of the two tests shall be scaled down to 25 marks
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be planned
properly by the course teacher. The teacher should not conduct two assignments at the end of the
semester if two assignments are planned. Each assignment shall be conducted for 25 marks. (If two
assignments are conducted then the sum of the two assignments shall be scaled down to 25 marks)
The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.

@# 16032024 2
 The Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common question
papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books:
1. Ralph P. Grimaldi, B V Ramana: “Discrete Mathematical Structures an Applied
Introduction”, 5th Edition, Pearson Education, 2004.
2. Ralph P. Grimaldi: “Discrete and Combinatorial Mathematics”, 5th Edition, Pearson
Education. 2004.
Reference Books:
1. Basavaraj S Anami and Venakanna S Madalli: “Discrete Mathematics – A Concept-based
approach”, Universities Press, 2016
2. Kenneth H. Rosen: “Discrete Mathematics and its Applications”, 6th Edition, McGraw Hill,
2007.
3. Jayant Ganguly: “A Treatise on Discrete Mathematical Structures”, Sanguine-Pearson,
2010.
4. D.S. Malik and M.K. Sen: “Discrete Mathematical Structures Theory and Applications,
Latest Edition, Thomson, 2004.
5. Thomas Koshy: “Discrete Mathematics with Applications”, Elsevier, 2005, Reprint 2008.
Web links and Video Lectures (e-Resources):
• http://nptel.ac.in/courses.php?disciplineID=111
• http://www.class-central.com/subject/math(MOOCs)
• http://academicearth.org/
• VTU e-Shikshana Program
• VTU EDUSAT Program.
• http://www.themathpage.com/
• http://www.abstractmath.org/
• http://www.ocw.mit.edu/courses/mathematics/
Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
• Quizzes
• Assignments
• Seminar

@# 16032024 3
 METRIC SPACES Semester IV
Course Code BAI405B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
• Provide insight into the theory of sets
• Learn basic concepts of metric spaces
• Understand the concepts of connected sets and compact spaces
Teaching-Learning Process
Pedagogy (General Instructions):
These are sample Strategies, teachers can use to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods
may be adopted so that the delivered lessons shall develop students’ theoretical and applied
Mathematical skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples.
3. Support and guide the students for self–study.
4. You will assign homework, grading assignments and quizzes, and documenting students'
progress.
5. Encourage the students to group learning to improve their creative and analytical skills.
6. Show short related video lectures in the following ways:
• As an introduction to new topics (pre-lecture activity).
• As a revision of topics (post-lecture activity).
• As additional examples (post-lecture activity).
• As an additional material of challenging topics (pre-and post-lecture activity).
• As a model solution for some exercises (post-lecture activity).

Module-1: Theory of Sets

Finite and infinite sets, countable and uncountable sets, cardinality of sets, Schroder-Bernstein
theorem, cantor’s theorem, Order relation in cardinal numbers, Arithmetic of cardinal
numbers, Partially ordered set, Zorn’s lemma and axioms of choice, various set-theoretic
paradoxes.
(8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-2: Concepts in Metric Spaces
Definition and examples of metric spaces, Open spheres and Closed spheres, Neighborhoods,
Open sets, Interior, Exterior and boundary points, Closed sets, Limit points and isolated points,
Interior and closure of a set, Boundary of a set, Bounded sets, Distance between two sets,
Diameter of a set. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-3: Complete Metric Spaces and Continuous Functions

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 Cauchy and Convergent sequences, Completeness of metric spaces, Cantor’s intersection
theorem, Dense sets and separable spaces, Nowhere dense sets and Baire’s category theorem,
continuous and uniformly continuous functions, Homeomorphism. Banach contraction
principle. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-4: Compactness
Compact spaces, Sequential compactness, Bolzano-Weierstrass property, Compactness and finite
intersection property, Heine-Borel theorem, Totally bounded set, equivalence of compactness and
sequential compactness. (8 hours)
(RBT Levels: L1, L2 and L3)
Module-5: Connectedness
Separated sets, Disconnected and connected sets, components, connected subsets of R, Continuous
functions on connected sets. Local connectedness and arc-wise connectedness. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Explain basic facts about the cardinality of a set and various set-theoretic paradoxes.
2. Apply the concepts of open and closed spheres and bounded sets to solve problems.
3. Demonstrate standard concepts of metric spaces and their properties.
4. Identify the continuity of a function defined on metric spaces and homomorphism.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks out of 50) and for the SEE, the minimum passing mark is 35% of the maximum marks
(18 out of 50 marks). The student is declared as a pass in the course if he/she secures a
minimum of 40% (40 marks out of 100) in the total of the CIE (Continuous Internal Evaluation)
and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
• There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
● Each test shall be conducted for 25 marks. The first test will be administered after 40-50%
of the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The schedule for assignments
shall be planned properly by the course teacher. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned. Each assignment
shall be conducted for 25 marks. (If two assignments are conducted then the sum of the two
assignments shall be scaled down to 25 marks)

@# 16032024 2
 ● The final CIE marks of the course out of 50 will be the sum of the scale-down marks of
tests and assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books
1. P.K. Jain & Khalil Ahamad, “Metric Spaces”. Narosa, 2019.
2. Micheal O; Searcoid, “Metric spaces”. Springer-Verlag, 2009.
Reference Books:
1. Satish Shirali & Harikishan L. Vasudeva, “Metric Spaces”, Springer-Verlag, 2006.
2. E.T. Copson, “Metric spaces”, Cambridge University Press, 1988.
3. P.R. Halmos, “Naive Set Theory”. Springer, 1974.
4. S. Kumaresan, “Topology of Metric spaces”, 2nd edition, Narosa, 2011.
5. G.F. Simmons, “Introduction to Topology and Modern Analysis”. McGraw-Hill, 2004.

Web links and Video Lectures (e-Resources):

• http://nptel.ac.in/courses.php?disciplineID=111
• http://www.class-central.com/subject/math(MOOCs)
• http://academicearth.org/
• VTU e-Shikshana Program
• VTU EDUSAT Program.

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

• Quizzes
• Assignments
• Seminar

@# 16032024 3
 OPTIMIZATION TECHNIQUE Semester IV
Course Code BCS405C CIE Marks 50
Teaching Hours/Week (L:T:P: 2:2:0:0
SEE Marks 50
S)
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives: The objectives of the course are to fecilitate the learners to:
• Appreciate the importance of linear algebra in computer science and allied
engineering science.
• Gain the knowledge of linear algebra tools and concepts to implememt them in
their core domain.
• Improve their mathematical thinking and acquire skills required for sustained
lifelong learning.
Teaching-Learning Process
Pedagogy (General Instructions):
These are sample Strategies, teachers can use to accelerate the attainment of the various
course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching
methods may be adopted so that the delivered lessons shall develop students’
theoretical and applied Mathematical skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life
examples.
3. Support and guide the students for self–study.
4. You will assign homework, grading assignments and quizzes, and documenting
students' progress.
5. Encourage the students to group learning to improve their creative and analytical
skills.
6. Show short related video lectures in the following ways:
● As an introduction to new topics (pre-lecture activity).
● As a revision of topics (post-lecture activity).
● As additional examples (post-lecture activity).
● As an additional material of challenging topics (pre-and post-lecture activity).
● As a model solution of some exercises (post-lecture activity).
Module-1: VECTOR CALCULUS
Functions of several variables, Differentiation and partial differentials, gradients of
vector-valued functions, gradients of matrices, useful identities for computing gradients,
linearization and multivariate Taylor series.
(8 hours)
(RBT Levels: L1, L2 and L3)
Module-2: APPLICATIONS OF VECTOR CALCULUS
Backpropagation and automatic differentiation, gradients in a deep network, The
Gradient of Quadratic Cost, Descending the Gradient of Cost, The Gradient of Mean
Squared Error.
(8 hours)
(RBT Levels: L1, L2 and L3)
Module-3: Convex Optimization-1

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 Local and global optima, convex sets and functions separating hyperplanes, application of
Hessian matrix in optimization, Optimization using gradient descent, Sequential search 3-
point search and Fibonacci search.
(8 hours)
(RBT Levels: L1, L2 and L3)
Module-4: Convex Optimization-2
Unconstrained optimization -Method of steepest ascent/descent, NR method, Gradient
descent, Mini batch gradient descent, Stochastic gradient descent. (8
hours)
(RBT Levels: L1, L2 and L3)
Module-5: Advanced Optimization
Momentum-based gradient descent methods: Adagrad, RMSprop and Adam.
Non-Convex Optimization: Convergence to Critical Points, Saddle-Point methods.
(8 hours)
(RBT Levels: L1, L2 and L3)
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Apply the concepts of vector calculus to solve the given problem.
2. Apply the concepts of partial differentiation in machine learning and deep neural
networks.
3. Analyze the convex optimization algorithms and their importance in computer
science & engineering.
4. Apply the optimization algorithms to solve the problem.
5. Analyze the advanced optimization algorithms for machine learning .
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks out of 50) and for the SEE, the minimum passing mark is 35% of the maximum
marks (18 out of 50 marks). The student is declared as a pass in the course if he/she
secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.

@# 16032024 2
 Continuous Internal Evaluation:
• There are 25 marks for the CIE's Assignment component and 25 for the Internal
Assessment Test component.
• Each test shall be conducted for 25 marks. The first test will be administered after 40-
50% of the coverage of the syllabus, and the second test will be administered after 85-
90% of the coverage of the syllabus. The average of the two tests shall be scaled down
to 25 marks
• Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-
based then only one assignment for the course shall be planned. The schedule for
assignments shall be planned properly by the course teacher. The teacher should not
conduct two assignments at the end of the semester if two assignments are planned.
Each assignment shall be conducted for 25 marks. (If two assignments are conducted
then the sum of the two assignments shall be scaled down to 25 marks)
• The final CIE marks of the course out of 50 will be the sum of the scale-down marks of
tests and assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a
module (with a maximum of 3 sub-questions), should have a mix of topics under
that module.
3. The students have to answer 5 full questions, selecting one full question from each
module.
Marks scored shall be proportionally reduced to 50 marks..
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and
Year)
Text Books:
1. Mathematics for Machine learning, Marc Peter Deisennroth, A. Aldo Faisal, Cheng
Soon Ong, 2020, Cambridge University Press.
2. S. Bubeck, Convex Optimization: Algorithms and Complexity, Foundations and
Trends in Optimization, 2015.
3. S. Boyd, N. Parikh, and E. Chu,“ Distributed optimization and statistical learning via
the alternating direction method of multipliers”, Foundations and Trends in
Machine Learning, Now Publishers Inc.
Reference Books:
1. Linear Algebra and Optimization for Machine Learning, Charu C. Aggarwal,
Springer, 2020.
2. A. Beck, First-Order Methods in Optimization, MOS-SIAM Series on Optimization,
2017.
3. F. Bach, “Learning with Submodular Functions: A Convex Optimization
Perspective”, Foundations and Trends in Machine Learning, Now Publishers Inc.

@# 16032024 3
 Web links and Video Lectures (e-Resources):
• https://ocw.mit.edu/courses/mathematics/18-06sc-linear-algebra-fall-
2011/index.htm
• https://www.math.ucdavis.edu/~linear/linear.pdf

• https://www.coursera.org/learn/linear-algebra-machine-learning
• https://nptel.ac.in/syllabus/111106051/
• https://github.com/epfml/OptML_course
• https://www.youtube.com/playlist?list=PL4O4bXkI-fAeYrsBqTUYn2xMjJAqlFQzX
Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
• Quizzes
• Assignments
• Seminar

@# 16032024 4
 ALGORITHMIC GAME THEORY Semester IV
Course Code BAI405D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
● Comprehend the basics of strategic gaming and mixed strategic equilibrium.
● Enable students to develop skills on extensive gaming strategies.
● Analyze and discuss various gaming models.
● Illustrate some real-time situations.
Teaching-Learning Process
Pedagogy (General Instructions):
These are sample Strategies, teachers can use to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods
may be adopted so that the delivered lessons shall develop students’ theoretical and applied
Mathematical skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples.
3. Support and guide the students for self–study.
4. You will assign homework, grading assignments and quizzes, and documenting students'
progress.
5. Encourage the students to group learning to improve their creative and analytical skills.
6. Show short related video lectures in the following ways:
● As an introduction to new topics (pre-lecture activity).
● As a revision of topics (post-lecture activity).
● As additional examples (post-lecture activity).
● As an additional material of challenging topics (pre-and post-lecture activity).
● As a model solution for some exercises (post-lecture activity).

Module-1
Introduction to Strategic Games: What is game theory? The theory of rational choice,
Strategic games; Examples: The prisoner’s dilemma, Bach or Stravinsky, Matching pennies;
Nash equilibrium; Examples of Nash equilibrium; Best response functions; Dominated
actions.
(8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-2
Introduction; Strategic games in which players may randomize; Mixed strategy Nash
equilibrium; Dominated actions; Pure equilibrium when randomization is allowed.
Illustration: Expert Diagnosis; Equilibrium in a single population. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-3

@# 16032024 1
 Extensive games with perfect information; Strategies and outcomes; Nash equilibrium; Sub-
game perfect equilibrium; Finding sub-game perfect equilibria of finite horizon games:
Backward induction; Illustrations: The ultimatum game, Stackelberg’s model of duopoly.
(8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-4
Bayesian Games, Motivational examples; General definitions; Two examples concerning
information; Illustrations: Cournot’s duopoly game with imperfect information, Providing a
public good; Auctions: Auctions with an arbitrary distribution of valuations. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-5
Competative Games: Strictly competitive games and maximization.
Repeated games: The main idea; Preferences; Repeated games; Finitely and infinitely
repeated Prisoner’s dilemma; Strategies in an infinitely repeated Prisoner’s dilemma; Nash
equilibrium of an infinitely repeated Prisoner’s dilemma, Nash equilibrium payoffs of an
infinitely repeated Prisoner’s dilemma.
(8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Interpret the basics of strategic gaming and extensive games.
2. Analyze gaming strategies on real-time incidence.
3. Develop the models of gaming on real-time incidence.
4. Apply game theory in the real world problems.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks out of 50) and for the SEE, the minimum passing mark is 35% of the maximum marks
(18 out of 50 marks). The student is declared as a pass in the course if he/she secures a
minimum of 40% (40 marks out of 100) in the total of the CIE (Continuous Internal Evaluation)
and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation:

● There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
● Each test shall be conducted for 25 marks. The first test will be administered after 40-50%
of the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks

@# 16032024 2
 ● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The schedule for assignments
shall be planned properly by the course teacher. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned. Each assignment
shall be conducted for 25 marks. (If two assignments are conducted then the sum of the two
assignments shall be scaled down to 25 marks)
● The final CIE marks of the course out of 50 will be the sum of the scale-down marks of
tests and assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books:
1. Martin Osborne: “An Introduction to Game Theory”, Oxford University Press, First
Indian Edition, 2009, 7th impression, ISBN – 0195128958.
Reference Books:
1. Roger B. Myerson: “Analysis of Conflict Game Theory”, Re-print Edition, Harvard
University Press, 2008, ISBN – 978-0674341166.
2. Frederick S. Hillier and Gerald J. Lieberman: “Introduction to Operations Research,
Concepts and Cases”, 9th Edition; Tata McGraw Hill, 2010, ISBN – 0073376299.
3. Joel Watson: “An Introduction to Game Theory” Strategy, 2nd Edition, W.W. Norton
&Company, 2007, ISBN – 9780393929348.
Web links and Video Lectures (e-Resources):
• http://nptel.ac.in/courses.php?disciplineID=111
• http://www.class-central.com/subject/math(MOOCs)
• http://academicearth.org/
• VTU e-Shikshana Program
• VTU EDUSAT Program.

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

• Quizzes
• Assignments
• Seminar

@# 16032024 3
 Scala Semester 4
Course Code BDSL456A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Examination type (SEE) Practical
Course objectives:
 Model data using algebraic data types, represented in Scala as families of sealed traits and case classes.
 Use structural recursion and pattern matching to traverse and transform data.
 Learn programming with the common data structures of Scala
 Learn object-oriented programming in Scala
Sl.NO Experiments
1 a. Write a Scala program to compute the sum of the two given integer values. If the two values are the
same, then return triples their sum.
b. Write a Scala program to check two given integers, and return true if one of them is 22 or if their sum is
32.
2 a. Write a Scala program to remove the character in a given position of a given string. The given position
will be in the range 0...string length -1 inclusive.
b. Write a Scala program to create a new string taking the first 5 characters of a given string and return
the string with the 5 characters added at both the front and back.
3 a. Write a Scala program to print the multiplication table of a given number using a for loop.
b. Write a Scala program to find the largest element in an array using pattern matching
4 a. Write a Scala function to calculate the product of digits in a given number
b. Write a Scala function to check if a given number is a perfect square
5 a. Write a Scala program that creates a subclass Student that extends the Person class. Add a property
called grade and implement methods to get and set it.
b. Write a Scala program that creates a class Triangle with properties side1, side2, and side3. Implement a
method isEquilateral to check if the triangle is equilateral.
6 a. Write a Scala program that creates an enum class Color with values for different colors. Use the enum
class to represent an object's color.
b. Write a Scala program that creates a class ContactInfo with properties name, email, and address. Create
a class Customer that includes a ContactInfo object.
7 a. Write a Scala program to create a set and find the difference and intersection between two sets.
b. Write a Scala program to create a set and find the second largest element in the set.
8 a. Write a Scala program to create a list in different ways.
Note: Use Lisp style, Java style, Range list, Uniform list, Tabulate list
b. Write a Scala program to flatten a given List of Lists, nested list structure.
9 a. Write a Scala program to add each element n times to a given list of integers.
b. Write a Scala program to split a given list into two lists.
10 a. Write a Scala program to swap the elements of a tuple Further print no swapping required if elements
are same.
b. Write a Scala program to find non-unique elements in a tuple
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Get familiar with the Scala syntax and object-oriented principles
 Learn advanced concepts - loops, expressions, inheritance, pattern matching
 Learn to write clean and functional Scala codes and test it
 Learn functional programming using Scala

@# 16032024
 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is 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 are
designed by the faculty who is handling the laboratory session and are 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 down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

● SEE marks for the practical course are 50 Marks.
● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of 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 examiners

@# 16032024
 jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.
● General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and
result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks
and scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by the examiners)
● Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

● Programming Scala, Third Edition, O'Reilly Media.

● Paul Chiusano, Rúnar Bjarnason, Functional Programming in Scala 1st Edition, Manning Publications
● https://docs.scala-lang.org/tutorials/scala-for-java-programmers.html
● https://www.javatpoint.com/scala-tutorial

@# 16032024
 Template for Practical Course and if AEC is a practical Course Annexure-V

MongoDB Semester 4
Course Code BDSL456B 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
Course objectives:
● Understand basic MongoDB functions, operators and types of operations in MongoDB.
● Demonstrate the use of Indexing, Advanced Indexing in MongoDB.
● Apply the aggregation and Map Reduction in MongoDB.
● Demonstrate text searching on collections in MongoDB.
Sl.NO Experiments
1 a. Illustration of Where Clause, AND,OR operations in MongoDB.
b. Execute the Commands of MongoDB and operations in MongoDB : Insert, Query, Update, Delete
and Projection. (Note: use any collection)
[Refer: Book 1 chapter 4].
2 a. Develop a MongoDB query to select certain fields and ignore some fields of the documents from
any collection.
b. Develop a MongoDB query to display the first 5 documents from the results obtained in a.
[use of limit and find]
[Refe: Book1 Chapter 4, book 2: chapter 5]
3 a. Execute query selectors (comparison selectors, logical selectors ) and list out the results on any
collection
b. Execute query selectors (Geospatial selectors, Bitwise selectors ) and list out the results on any
collection
[Refer: Book 3 Chapter 13]
4 Create and demonstrate how projection operators ($, $elematch and $slice) would be used in the
MondoDB.
[Refer: Book 3 Chapter 14]
5 Execute Aggregation operations ($avg, $min,$max, $push, $addToSet etc.). students encourage to execute
several queries to demonstrate various aggregation operators)
[Refer: Book 3 Chapter 15]
6 Execute Aggregation Pipeline and its operations (pipeline must contain $match, $group, $sort, $project,
$skip etc. students encourage to execute several queries to demonstrate various aggregation operators)
[refer book 2: chapter 6 ]
7 a. Find all listings with listing_url, name, address, host_picture_url in the listings And Reviews
collection that have a host with a picture url
b. Using E-commerce collection write a query to display reviews summary.
[refer Book2: chapter 6]
8 a. Demonstrate creation of different types of indexes on collection (unique, sparse, compound and
multikey indexes)
b. Demonstrate optimization of queries using indexes.
Refer: Book 2: Chapter 8 and Book 3: Chapter 12]

9 a. Develop a query to demonstrate Text search using catalog data collection for a given word
b. Develop queries to illustrate excluding documents with certain words and phrases
Refer: Book 2: Chapter 9]

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 Template for Practical Course and if AEC is a practical Course Annexure-V

10 Develop an aggregation pipeline to illustrate Text search on Catalog data collection.

Refer: Book 2 :Chapter 9]

Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Make use of MangoDB commands and queries.
2. Illustrate the role of aggregate pipelines to extract data.
3. Demonstrate optimization of queries by creating indexes.
4. Develop aggregate pipelines for text search in collections.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is 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 are
designed by the faculty who is handling the laboratory session and are 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 down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

● SEE marks for the practical course are 50 Marks.
● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of the University.

@# 16032024
 Template for Practical Course and if AEC is a practical Course Annexure-V

● 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 examiners
jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.
● General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and
result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks
and scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by the examiners)
Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours
Suggested Learning Resources:

● BOOK 1: “MongoDB: The Definitive Guide”, Kristina chodorow, 2nd ed O’REILLY, 2013.
● BOOK 2: “MongoDB in Action” by KYLE BANKER et. al. 2nd ed, Manning publication, 2016
● BOOK 3: “MongoDB Complete Guide” by Manu Sharma 1st ed, bpb publication, 2023.
● installation of MongoDB Video: https://www.youtube.com/watch?v=dEm2AS5amyA
● video on Aggregation: https://www.youtube.com/watch?v=vx1C8EyTa7Y
● MongoDB in action book Code download URL: https://www.manning.com/downloads/529
● MongoDB Exercise URL: https://www.w3resource.com/mongodb-exercises/

@# 16032024
 MERN Semester 4
Course Code BDSL456C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 02
Examination type (SEE) Practical
Course objectives:
● Understand and apply critical web development languages and tools to create dynamic and responsive web
applications.
● To build server-side applications using Node.js and Express
● Develop user interfaces with React.js,
● Manage data using MongoDB, and integrate these technologies to create full stack apps
● Understanding APIs and routing.
Sl.NO Experiments
1 a. Using MongoDB, create a collection called transactions in database usermanaged (drop if it already exists)
and bulk load the data from a json file, transactions.json
b. Upsert the record from the new file called transactions_upsert.json in Mongodb.
2 Query MongoDB with Conditions: [Create appropriate collection with necessary documents to answer the
query]
a. Find any record where Name is Somu
b. Find any record where total payment amount (Payment.Total) is 600.
c. Find any record where price (Transaction.price) is between 300 to 500.
d. Calculate the total transaction amount by adding up Payment.Total in all records.
3 a. Write a program to check request header for cookies.
b. write node.js program to print the a car object properties, delete the second property and get length of
the object.
4 a. Read the data of a student containing usn, name, sem, year_of_admission from node js and store it in
the mongodb
b. For a partial name given in node js, search all the names from mongodb student documents created in
Question(a)
5
Implement all CRUD operations on a File System using Node JS

6 Develop the application that sends fruit name and price data from client side to Node.js server using Ajax
a.
7 Develop an authentication mechanism with email_id and password using HTML and Express JS (POST
method)
8 a. Develop two routes: find_prime_100 and find_cube_100 which prints prime numbers less than 100 and
cubes less than 100 using Express JS routing mechanism
9 a. Develop a React code to build a simple search filter functionality to display a filtered list based on the
search query entered by the user.
10 a. Develop a React code to collect data from rest API.

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
● Apply the fundamentals of MongoDB, such as data modelling, CRUD operations, and basic queries to solve
given problem.
● Use constructs of Express.js, including routing, software and constructing RESTful APIs to solve real world
problems.
● Develop scalable and efficient RESTful APIs using NodeJS.
● Develop applications using React, including components, state, props, and JSX syntax.

@# 16032024
 Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is 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 are
designed by the faculty who is handling the laboratory session and are 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 down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

● SEE marks for the practical course are 50 Marks.
● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of 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 examiners

@# 16032024
 jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.
● General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and
result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks
and scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by the examiners)
● Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

● Vasan SubramanianPro MERN Stack: Full Stack Web App Development with Mongo, Express, React, and
Node, Apress; 1st ed. edition (1 April 2017)
● . Eddy Wilson Iriarte Koroliova,MERN Quick Start Guide, Packt Publishing (31 May 2018),
● https://www.geeksforgeeks.org/mern-stack/
● https://blog.logrocket.com/mern-stack-tutorial/

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Julia Semester 4
Course Code BDSL456D 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
Course objectives:
● To introduce the basics of Julia programming language
● To illustrate the data structures of Julia programming language
● To make use of built-in functions and packages

Sl.NO Experiments
1 a. Develop a Julia program to simulate a calculator (for integer and real numbers).
b. Develop a Julia program to add, subtract, multiply and divide complex numbers.
c. Develop a Julia program to evaluate expressions having mixed data types (integer, real, floating-point
number and complex).
[Refer Book 2: Chapter 3, 4]
2 a. Develop a Julia program for the following problem: A computer repair shop charges $100 per hour for
labour plus the cost of any parts used in the repair. However, the minimum charge for any job is $150.
Prompt for the number of hours worked and the cost of parts (which could be $0) and print the charge
for the job.
b. Develop a Julia program to calculate a person’s regular pay, overtime pay and gross pay based on the
following: If hours worked is less than or equal to 40, regular pay is calculated by multiplying hours
worked by rate of pay, and overtime pay is 0. If hours worked is greater than 40, regular pay is
calculated by multiplying 40 by the rate of pay, and overtime pay is calculated by multiplying the hours
in excess of 40 by the rate of pay by 1.5. Gross pay is calculated by adding regular pay and overtime pay.
[Refer Book 1: Chapter 3]
3 a. An amount of money P (for principal) is put into an account which earns interest at r% per annum. So,
at the end of one year, the amount becomes P + P×r/100. This becomes the principal for the next year.
Develop a Julia program to print the amount at the end of each year for the next 10 years. However, if
the amount ever exceeds 2P, stop any further printing. Your program should prompt for the values of P
and r.
b. Develop a Julia program which reads numbers from a file (input.txt) and finds the largest number,
smallest number, count, sum and average of numbers.
[Refer Book 1: Chapter 4]
4 a. Develop a Julia program and two separate functions to calculate GCD and LCM.
b. Develop a Julia program and a recursive function to calculate factorial of a number.
c. Develop a Julia program and a recursive function to generate Fibonacci series.
[Refer Book 1: Chapter 5]
5 a. Develop a Julia program which reads a string (word) and prints whether the word is palindrome.
b. Develop a Julia program which reads and prints the words present in a file (input.txt) having Random
Data in which words are dispersed randomly (Assumption: a word is a contiguous sequence of letters.
A word is delimited by any non-letter character or end-of-line).
[Refer Book 1: Chapter 6]
6 a. Develop a Julia program to determine and print the frequency with which each letter of the alphabet is
used in a given line of text.
b. A survey of 10 pop artists is made. Each person votes for an artist by specifying the number of the artist
(a value from 1 to 10). Develop a Julia program to read the names of the artists, followed by the votes,
and find out which artist is the most popular.
[Refer Book 1: Chapter 7]

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 Template for Practical Course and if AEC is a practical Course Annexure-V

7 a. Given a line of text as input, develop a Julia program to determine the frequency with which each letter
of the alphabet is used (make use of dictionary)
b. Develop a Julia program to fetch words from a file with arbitrary punctuation and keep track of all the
different words found (make use of set and ignore the case of the letters: e.g. to and To are treated as
the same word).
[Refer Book 1: Chapter 10]
8 a. Develop a Julia program to evaluate expressions consisting of rational, irrational number and floating-
point numbers)
b. Develop a Julia program to determine the following properties of a matrix: determinant, inverse, rank,
upper & lower triangular matrix, diagonal elements, Euclidean norm and Square Root of a Matrix.
[Refer Book 2: Chapter 5, 8]
9 a. Develop a Julia program to determine addition and subtraction of two matrices (element -wise).
b. Develop a Julia program to perform multiplication operation on matrices: scalar multiplication,
element-wise multiplication, dot product, cross product.
[Refer Book 2: Chapter 8]
10 a. Develop a Julia program to generate a plot of (solid & dotted) a function: y=x 2 (use suitable data points
for x).
b. Develop a Julia program to generate a plot of mathematical equation: y = sin(x) + sin(2x).
c. Develop a Julia program to generate multiple plots of mathematical equations: y = sin(x) + sin(2x) and y
= sin(2x) + sin(3x).
[Refer Book 2: Chapter 13]
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
● Apply concepts of data-types, selection and looping constructs of Julia programming language.
● Demonstrate the use of strings, functions, arrays and matrix operations in solving problems.
● Develop programs involving data structures to handle multi-valued data items.
● Make use of packages to generate plots of mathematical functions and equations.

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 Template for Practical Course and if AEC is a practical Course Annexure-V

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is 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 are
designed by the faculty who is handling the laboratory session and are 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 down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

● SEE marks for the practical course are 50 Marks.
● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of 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 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

@# 16032024
 Template for Practical Course and if AEC is a practical Course Annexure-V

result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks
and scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by the examiners)
Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours
Suggested Learning Resources:

● BOOK 1: Julia – Bit by Bit (Programming for Beginners), by Noel Kalicharan, Springer: ISBN 978-
3-030-73935-5, doi: https://doi.org/10.1007/978-3-030-73936-2, 2021.
● BOOK 2: Beginning Julia Programming (For Engineers and Scientists), by Sandeep Nagar,
Apress-Springer: ISBN 978-1-4842-3170-8, doi: https://doi.org/10.1007/978-1-4842-3171-5,
2017.

@# 16032024
BUHK408 – UHV for 2022 Scheme
Universal Human Values (UHV) Semester 3rd
Course Code BUHK408 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0:1 SEE Marks 50
Total Hours of Pedagogy 15 hour Theory Session +15 hour Self study Total Marks 100
Credits 01 Exam Hours 01 Hour
Examination type (SEE) SEE paper shall be set for 50 questions, each of the 01 mark. The pattern of
the question paper is MCQ (multiple choice questions).

Course objectives:
This course is intended to:
 To help the students appreciate the essential complementarity between 'VALUES' and
'SKILLS' to ensure sustained happiness and prosperity which are the core aspirations of
all human beings.
 To facilitate the development of a Holistic perspective among students towards life and
profession as well as towards happiness and prosperity based on a correct understanding
of the Human reality and the rest of existence. Such a holistic perspective forms the basis
of Universal Human Values and movement towards value-based living in a natural way.
 To highlight plausible implications of such a Holistic understanding in terms of ethical
human conduct, trustful and mutually fulfilling human behaviour and mutually enriching
interaction with Nature.
 This course is intended to provide a much-needed orientation input in value education to
the young enquiring minds.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. The methodology of this course is explorational and thus universally adaptable. It involves a systematic
and rational study of the human being vis-à-vis the rest of existence.
2. In addition to the traditional lecture method, different types of innovative teaching methods may be
adopted so that the activities will develop students’ theoretical and applied skills.
3. State the need for UHV activities and its present relevance in the society and Provide real-life examples.
4. Support and guide the students for self-study activities.
5. You will also be responsible for assigning homework, grading assignments and quizzes, and
documenting students’ progress in real activities in the field.
6. This process of self-exploration takes the form of a dialogue between the teacher and the students to begin
with, and then to continue within the student in every activity, leading to continuous selfevolution.
7. Encourage the students for group work to improve their creative and analytical skills.

Module-1
Introduction to Value Education (3 hours)
Right Understanding, Relationship and Physical Facility (Holistic Development and the Role of
Education) Understanding Value Education, Self-exploration as the Process for Value
Education, Continuous Happiness and Prosperity – the Basic Human Aspirations, Happiness
and Prosperity – Current Scenario, Method to Fulfil the Basic Human Aspirations
Module-2

1
BUHK408 – UHV for 2022 Scheme
Harmony in the Human Being : (3 hours)
Understanding Human being as the Co-existence of the Self and the Body, Distinguishing
between the Needs of the Self and the Body, The Body as an Instrument of the Self,
Understanding Harmony in the Self, Harmony of the Self with the Body, Programme to ensure
self-regulation and Health
Module-3
Harmony in the Family and Society : (3 hours)
Harmony in the Family – the Basic Unit of Human Interaction, 'Trust' – the Foundational Value
in Relationship, 'Respect' – as the Right Evaluation, Other Feelings, Justice in Human-to-
Human Relationship, Understanding Harmony in the Society, Vision for the Universal Human
Order
Module-4
Harmony in the Nature/Existence : (3 hours)
Understanding Harmony in the Nature, Interconnectedness, self-regulation and Mutual Fulfilment
among the Four Orders of Nature, Realizing Existence as Co-existence at All Levels, The
Holistic Perception of Harmony in Existence
Module-5
Implications of the Holistic Understanding – a Look at Professional Ethics : (3 hours)
Natural Acceptance of Human Values, Definitiveness of (Ethical) Human Conduct, A Basis for
Humanistic Education, Humanistic Constitution and Universal Human Order, Competence in
Professional Ethics Holistic Technologies, Production Systems and Management Models-Typical
Case Studies, Strategies for Transition towards Value-based Life and Profession
Course outcome (Course Skill Set)
At the end of the course, students are expected to become more aware of themselves, and their
surroundings (family, society, nature);
 They would become more responsible in life, and in handling problems with sustainable
solutions, while keeping human relationships and human nature in mind.
 They would have better critical ability.
 They would also become sensitive to their commitment towards what they have
understood (human values, human relationship and human society).
 It is hoped that they would be able to apply what they have learnt to their own self in
different day-to-day settings in real life, at least a beginning would be made in this
direction.
Expected to positively impact common graduate attributes like:
1. Ethical human conduct
2. Socially responsible behaviour
3. Holistic vision of life
4. Environmentally responsible work
5. Having Competence and Capabilities for Maintaining Health and Hygiene
6. Appreciation and aspiration for excellence (merit) and gratitude for all

2
BUHK408 – UHV for 2022 Scheme
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). The
student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
Continuous internal Examination (CIE)
 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the second
test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.

The sum of two tests, two assignments, will be out of 100 marks and will be scaled down to
50 marks

Internal Assessment Test question paper is designed to attain the different levels of Bloom’s taxonomy
as per the outcome defined for the course.

Semester End Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is MCQ
(multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a minimum of
35% of the maximum marks meant for SEE.

Suggested Learning Resources:

Books for READING:
Text Book and Teachers Manual
a. The Textbook A Foundation Course in Human Values and Professional Ethics, R R Gaur,
R Asthana, G P Bagaria, 2nd Revised Edition, Excel Books, New Delhi, 2019. ISBN 978-
93-87034- 47-1
b. The Teacher‟s Manual for A Foundation Course in Human Values and Professional
Ethics, R R Gaur, R Asthana, G
Reference Books
1. Jeevan Vidya: Ek Parichaya, A Nagaraj, Jeevan Vidya Prakashan, Amar kantak, 1999.
2. Human Values, A.N. Tripathi, New Age Intl. Publishers, New Delhi, 2004.
3. The Story of Stuff (Book).
4. The Story of My Experiments with Truth - by Mohandas Karamchand Gandhi
5. Small is Beautiful - E. F Schumacher.
6. Slow is Beautiful - Cecile Andrews

3
 BUHK408 – UHV for 2022 Scheme
7. Economy of Permanence - J C Kumarappa
8. Bharat Mein Angreji Raj – Pandit Sunderlal
9. Rediscovering India - by Dharampal
10. Hind Swaraj or Indian Home Rule - by Mohandas K. Gandhi
11. India Wins Freedom - Maulana Abdul Kalam Azad
12. Vivekananda - Romain Rolland (English)
13. Gandhi - Romain Rolland (English)
14. Sussan George, 1976, How the Other Half Dies, Penguin Press. Reprinted 1986, 1991
15. Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, William W. Behrens III, 1972,
Limits to Growth – Club of Rome’s report, Universe Books.
16. A Nagraj, 1998, Jeevan Vidya Ek Parichay, Divya Path Sansthan, Amarkantak.
17. P L Dhar, RR Gaur, 1990, Science and Humanism, Commonwealth Publishers.
18. A N Tripathy, 2003, Human Values, New Age International Publishers.
19. SubhasPalekar, 2000, How to practice Natural Farming, Pracheen (Vaidik)
KrishiTantraShodh, Amravati.
20. E G Seebauer & Robert L. Berry, 2000, Fundamentals of Ethics for Scientists & Engineers ,
Oxford University Press
21. M Govindrajran, S Natrajan & V.S. Senthil Kumar, Engineering Ethics (including Human
Values), Eastern Economy Edition, Prentice Hall of India Ltd.
22. B P Banerjee, 2005, Foundations of Ethics and Management, Excel Books.
23. B L Bajpai, 2004, Indian Ethos and Modern Management, New Royal Book Co., Lucknow.
Reprinted 2008.
Web links and Video Lectures (e-Resources):
 Value Education websites,
 https://www.uhv.org.in/uhv-ii,
 http://uhv.ac.in,
 http://www.uptu.ac.in
 Story of Stuff,
 http://www.storyofstuff.com
 Al Gore, An Inconvenient Truth, Paramount Classics, USA
 Charlie Chaplin, Modern Times, United Artists, USA
 IIT Delhi, Modern Technology – the Untold Story
 Gandhi A., Right Here Right Now, Cyclewala Productions
 https://www.youtube.com/channel/UCQxWr5QB_eZUnwxSwxXEkQw
 https://fdp-si.aicte-india.org/8dayUHV_download.php
 https://www.youtube.com/watch?v=8ovkLRYXIjE
 https://www.youtube.com/watch?v=OgdNx0X923I
 https://www.youtube.com/watch?v=nGRcbRpvGoU
 https://www.youtube.com/watch?v=sDxGXOgYEKM

4
 Common to CSE and allied stream branches of engineering only 1

BIOLOGY FOR ENGINEERS (CSE) Semester IV

Course Code BBOC407
BBOK407 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:0:0:0 SEE Marks 50
Total Hours of Pedagogy 25 Total Marks 100
Credits 02 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
 To familiarize the students with the basic biological concepts and their engineering
applications.
 To enable the students with an understanding of biodesign principles to create novel
devices and structures.
 To provide the students an appreciation of how biological systems can be re-designed as
substitute products for natural systems.
 To motivate the students to develop interdisciplinary vision of biological engineering.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Explanation via real life problem, situation modelling, and deliberation of solutions, hands-on
sessions, reflective and questioning /inquiry-based teaching.
2. Instructions with interactions in classroom lectures (physical/hybrid).
3. Use of ICT tools, including YouTube videos, related MOOCs, AR/VR/MR tools.
4. Flipped classroom sessions (~10% of the classes).
5. Industrial visits, Guests talks and competitions for learning beyond the syllabus.
6. Students’ participation through audio-video based content creation for the syllabus (as
assignments).
7. Use of gamification tools (in both physical/hybrid classes) for creative learning outcomes.
8. Students’ seminars (in solo or group) /oral presentations.
Module-1 (5 Hours)
CELL BASIC UNIT OF LIFE
Introduction. Structure and functions of a cell. Stem cells and their application. Biomolecules: Properties
and functions of Carbohydrates, Nucleic acids, proteins, lipids. Importance of special biomolecules:
Properties and functions of enzymes, vitamins and hormones.
Module-2(5 Hours)
APPLICATION OF BIOMOLECULES
Carbohydrates in cellulose-based water filters production, PHA and PLA in bioplastics production, Nucleic
acids in vaccines and diagnosis, Proteins in food production, lipids in biodiesel and detergents production,
Enzymes in biosensors fabrication, food processing, detergent formulation and textile processing.
Module-3(5 Hours)
ADAPTATION OF ANATOMICAL PRINCIPLES FOR BIOENGINEERING DESIGN
Brain as a CPU system. Eye as a Camera system. Heart as a pump system. Lungs as purification system.
Kidney as a filtration system.
Module-4 (5 Hours)
NATURE-BIOINSPIRED MATERIALS AND MECHANISMS:
Echolocation, Photosynthesis. Bird flying, Lotus leaf effect, Plant burrs, Shark skin, Kingfisher beak. Human
Blood substitutes - hemoglobin-based oxygen carriers (HBOCs) and perflourocarbons (PFCs).
Module-5(5 Hours)
TRENDS IN BIOENGINEERING:
Muscular and Skeletal Systems as scaffolds, scaffolds and tissue engineering, Bioprinting techniques and
materials. Electrical tongue and electrical nose in food science, DNA origami and Biocomputing, Bioimaging
and Artificial Intelligence for disease diagnosis. Bioconcrete. Bioremediation. Biomining.

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 Common to CSE and allied stream branches of engineering only 2

Course outcome (Course Skill Set)

At the end of the course, the student will be able to :
1. Elucidate the basic biological concepts via relevant industrial applications and case studies.
2. Evaluate the principles of design and development, for exploring novel bioengineering projects.
3. Corroborate the concepts of biomimetics for specific requirements.
4. Think critically towards exploring innovative biobased solutions for socially relevant problems.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together.

Continuous Internal Evaluation:

 For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
 The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
 Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
 For the course, CIE marks will be based on a scaled-down sum of two tests and other methods
of assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 2 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books
 Biology for Engineers, Rajendra Singh C and Rathnakar Rao N, Rajendra Singh C and Rathnakar Rao
N Publishing, Bengaluru, 2023.
 Human Physiology, Stuart Fox, Krista Rompolski, McGraw-Hill eBook. 16th Edition, 2022
 Biology for Engineers, Thyagarajan S., Selvamurugan N., Rajesh M.P., Nazeer R.A., Thilagaraj W.,
Barathi S., and Jaganthan M.K., Tata McGraw-Hill, New Delhi, 2012.
 Biology for Engineers, Arthur T. Johnson, CRC Press, Taylor and Francis, 2011
 Biomedical Instrumentation, Leslie Cromwell, Prentice Hall 2011.
 Biology for Engineers, Sohini Singh and Tanu Allen, Vayu Education of India, New Delhi, 2014.
 Biomimetics: Nature-Based Innovation, Yoseph Bar-Cohen, 1st edition, 2012, CRC Press.
 Bio-Inspired Artificial Intelligence: Theories, Methods and Technologies, D. Floreano and C.
Mattiussi, MIT Press, 2008.
 Bioremediation of heavy metals: bacterial participation, by C R Sunilkumar, N GeethaA C
Udayashankar Lambert Academic Publishing, 2019.

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 Common to CSE and allied stream branches of engineering only 3

 3D Bioprinting: Fundamentals, Principles and Applications by Ibrahim Ozbolat, Academic Press,

2016.
 Electronic Noses and Tongues in Food Science, Maria Rodriguez Mende, Academic Press, 2016
Web links and Video Lectures (e-Resources):
 https://nptel.ac.in/courses/121106008
 https://freevideolectures.com/course/4877/nptel-biology-engineers-other-non-biologists
 https://ocw.mit.edu/courses/20-020-introduction-to-biological-engineering-design-spring-2009
 https://ocw.mit.edu/courses/20-010j-introduction-to-bioengineering-be-010j-spring-2006
 https://www.coursera.org/courses?query=biology
 https://onlinecourses.nptel.ac.in/noc19_ge31/preview
 https://www.classcentral.com/subject/biology
 https://www.futurelearn.com/courses/biology-basic-concepts
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Group Discussion of Case studies
 Model Making and seminar/poster presentations
 Design of novel device/equipment like Cellulose-based water filters, Filtration system

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