‘Maharashtra State Board of Technical Education, Mumbai ‘Teaching and Examination Scheme for Post S.S.C. Diploma Courses jiploma in Information Technology Program Code: IF With Effect From Academic Vear: 2017 - 18 ‘Duration of Program : 6 Semesters Duration : 16 Weeks Semester : Sixth Scheme Teach | a heen ion Scheme s couse ite Course | Course Crett They | Frac Grant N viation | ©98¢ | yp || p | @*T+P)] Exam ESE PAL Total T ‘ESE PA ‘Total ‘Total oraton|-Max | Mia] Max | Min] Max | Mia Max | Min | Max | Min | Max | Min ints | Marks [Marks [Marks Marks] Marks |Marks| Marks [Marks | Marks, Marks] Marks| Mark 1 Management mat | 22509] 3 )-|-| 3 | 2? |ro%#] 28 |30*| 00 | 10 | 4) - | - | - | - | ~ | ~ | 100 2_| Mobile Application map | 22617| 3. |-|4| 7 | 3 | 70 | 28 | 30*| 00 | 100) 40 | 25¢ | 10 | 25 | 10 | so | 20 | 150 2 | Development Emerging Trends in 90 | 3 | Computer & Information ETI | 22618| 3 |-) - 3 Min To*# | 28 | 30* | 00 | 100 | 40 - _ ~ - - - 100 |__| Technotog Wireless and Mobile . 4 Networks WMN | 22622} 3 |-|2 5 3 70 28 | 30" 00 | 100 | 40 | 25@} 10 | 25 10 50 20 150 [ Elective - II (Select Any One) ‘Web Based Application T - - Development Using PHP WBP | 22619) 3 | - | 2 5 3 70 28 | 30’ 00 | 100 | 40 | 25@ | 10 | 25 10 50 20 150 \3 ane and Information | Nis | 92620] 3 |-|/2| s | 3 | 20 | 28 | 30*| 00 | 100| 40 | 25@) 10 | 25 | 10 | so | 20 | 150 L Cloud Computins ce 3 ]-[2 5 3 70, 28 | 30* | 00 [ 100 | 40 | 25@ | 10 | 25 10 50 20 150 TT Capstone Project — 6 | Execution & Repot -|-|4 4 - - ~ = _ - - 50# | 20 | 50~ | 20 | 100 | 40 100 Writing [ | Total | 15 | - [12/27 -- | 350 | ~ | 150| — | 500 | — | 125 | — | 125) — | 250) — | 750 ‘Student Contact Hours Per Week: 27 Hrs. Medium of Instruction: English | Theory and practical periods of 60 minutes each. Total Marks : 730 Abbreviations: ESE- End Semester Exam, PA- Progressive Assessment, L - Lectures, T- Tutorial, P - Practical @ Internal Assessment, # External Assessment, *# On Line Examination, “Computer Based Assessment * Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the gyn | taken during the semester for the assessment of the cognitive domain LOs requited for the attainment of the COs. oe ~ For the courses having ONLY Practical Examination, the PA marks Practical Part - with 60% weightage and Micro-Project Part with 40% weighta > If Candidate not securing minit “Detained” for that semester. “Oy jum marks for passing in the “PA” part of practical of any course of any semester then the cana a ‘be dectaréd as) | MSBTE ~ Final Copy Dt. 24.09.2019‘Management Course Code: 22509, ProgramName __: Diploma in Automobile Engineering / Civil Engineering Group / Electronics Engineering Group / Diploma in Plastic Engineering / Diploma in Production Engineering /Diploma in Fashion & Clothing Technology/ Computer Engineering Group Program Code : AE/CE/CR/CS/ DE/EJ/ET/EN/EX/EQUS/C/IE/PG/PT/DC/ CO/CM/CWAF Semester th Course Title : Management. Course Code 322509 1. RATIONALE ‘An engineer has to work in industry with human capital and machines. Therefore, managerial skills are essential for enhancing their employability and career growth. This course is therefore designed to provide the basic concepts in management principles, safety aspects and Industrial Acts. 2 COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: Use relevant managerial skills for ensuring efficient and effective management. 3. COURSE OUTCOMES (COs) ‘The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: Use basic management principles to execute daily activities. Use principles of planning and organising for accomplishment of tasks. Use principles of direeting and controlling for implementing the plans. Apply principles of safety management in all activities. Understand various provisions of industrial acts. eaege 4, TEACHING AND EXAMINATION SCHEME “Teaching. rr Teaching Examination Scheme Creat Theory Practical |r| p [OTP paper [ESE | PA Total ESE PA Total rs. | Max [Min | Max | Min | Max | Min] Max | atin | Max | Min | Max | Min s{-[—] 3 | 22, fre | 2s [0 | 00 foo feof - f-f-]-f- | - (*#) Online Theory Examination. (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs requiced-f attainment of the Cos.(*#): Online examination “ MSBTE - Final Copy Dt. 24.09.2019 Page 1 of 6Management Course Code: 22509 Legends: L-Lecture; T — Tutorial/Teacher Guided Theory Practice; P - Practical; C ~ Credit, ESE - End Semester Examination; PA - Progressive Assessment 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. {len at Me prose site eae {Se Bicanenisiag ite “efor nor os o ee Sie (See (TBE BD.- Stes ee foe oe peer ee a oincrnvedane > Figure 1 - Course Map 6. SUGGESTED PRACTICALS/ EXERCISES = Not applicable - 7, MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED = Not applicable - 8. UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. MSBTE — Final Copy Dt. 24.09.2019 Page 2 of 6Management Course Code: 22509 Unit Unit Outcomes (UOs) Topics and Sub-topics (in cognitive domain) Unit -1 la. Differentiate the concept and 1.1 Definitions of management, role Introduction principles of management for the | and importance of management. to given situation. 1.2 Management characteristics and management | Ib. concepts and managerial | Ic, Explain functions of management for given situation. Compare the features of the principles, levels of management and their functions; management, administration and organization, level | Unit and level Planning and organizing at supervisory | 2b. mI Directing Controlling at supervisory planning and planning activities for the given situation, Suggest the step wise procedure to complete the given activity in the shop floor. 2c. Prepare materials and manpower budget for the given production activity. Describe with block diagrams the organization of the physical resources required for the given situation. 2e. Describe the human needs to isfy the job needs for the specified situation. 2f. List the tasks to be done by the concemed individuals for 2d, 3a, Justify the chosen need of directions and instructions to the subordinates to complete the specified task. 3b. Select the feasible set of instructions to complete the given imple task, with justification 3c. Predict the possible mistakes for completing the given simple activity completing the given activity. skills given types of planning relation between management and 1d. Suggest the steps in organizing in | administration, the given situation. 1.3 Functions of management: le, Suggest suitable type of planning, organizing, organization for the given Teading/directing, staffing and example. controlling. 1f, Identify the functional areas of | 1.4 Types of planning and steps in management for the given planning situation 1:5 Types of organization, Steps in Ig. Suggest suitable managerial skills | organizing for given situation with 1.6 Functional areas of management. justification 1.7 Managerial skills Unit-11 2a, Differentiate the nature of Planning at supervisory level 2.1 Planning by supervisor. 2.2 Planning activities, detailing and following of each step. 2.3 Prescribing standard forms for various activities. 2.4 Budgeting for materials and ‘manpower. Organizing at supervisory level 2.5 Organizing the physical resources, 2.6 Matching human need with job needs 2.7 Allotment of tasks to individuals. and establishing relationship among persons working in a group Directing at supervisory level 3.1 Needs for directions and instructions to subordinates; Completeness and feasibilities of nstructions 3.2 Personal counselling advanced predictions of possible mistakes. 3.3. Elaborating decisions, laying disciplinary [Link] overall working 0"~ __|3d. Describe the managerial control ontrolling au MSBTE Final Copy Dt. 24.09.2019 Page 3 of 6Management Course Code: 22509 Unit Unit Outcomes (UOs) ‘Topies and Sub-topies (in cognitive domain) - actions and remedial measures | 3.4 Managerial control; required to be taken for Understanding team and link completing the given task between various departments in successfully respect of process and quality standards; Steps in control process 3.5 Controlling methods; Control over the performance in respect of quality, quantity of production, time and cost. Measuring performance, comparing with standards, correcting unfavorable - deviations. - Unit-1V | 4a. State the general safety norms | 4.1 Need for safety management Safety required to be taken in the given measures Management | case. 4.2 General safety norms for an 4b. Suggest preventive measures of industrial unit; Preventive plant activities in the given ‘measures situation, 4.3 Definition of accident, types of 4c. Describe the safe procedural steps | industrial accident; Causes of required to be taken to prevent accidents; the given the type of accident. | 4.4 Fire hazards; Fire drill 4d. Prepare a work permit in to 4,5 Safety procedure conduct the given maintenance | 4.6 Work permits. activity. 4e. Explain the causes of the specified type of accident in the given situation, 4f. Prepare the specifications of the firefighting equipment required for the given type of fire. - Unit=V Sa. Explain the purpose of the act | 5.1 Necessity of acts, Important Legislative | Sb. Explain the main provisions of definition and Main provisions of Acts the various acts and important acts. definition. 5.2 Industrial Acts: a. Indian Factory Act b. Industrial Dispute Act cc. Workman Compensation Act 4d. Minimum Wages Act Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom's ‘Cognitive Domain Taxonomy’ 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN [ Unit Unit Title [Teaching | Distribution of ‘Theory Marks No. Hours R u [A Level_| Level | Level 1 [Introduction to management 12 06 | 06 | oF MSBTE — Final Copy Dt. 24.09.2019 Page 4 oF 6 = aManagement Course Code: 22509 Unit it Title Teaching | Distribution of Theory Marks No. Hours R U A | Total Level_| Level | Level | Marks coneepts and managerial skills TT | Planning and organizing at 08 ov | 06 | 04 | 14 supervisory level | Ti | Directing and controlling at 08 o4 | 06 | oF | 14 supervisory level TV_| Safety Management 08 04 [06 | 04 [14 V_|Legislative Acts 12 o2_| 06 | 04 | 12 Total 48 20 | 30 | 20 | 70 Legends: R=Remember, U=Understand, A~Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning ‘and 0 teachers to teach and assess students with respect to attainment of UOs. The actual istribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for thei (student’s) portfolio which will be useful for their placement interviews a. Write assignments based on the theory taught in classrooms. Assignments consist of ten questions having long answers including charts, symbols, drawing, observations ete b. Prepare/Download information about various industrial acts. c. Visit to any Manufacturing industry and prepare a report consisting of: i, Organization structure of the organization/ Dept. ii, Safety measures taken in organization. iii, Mechanism to handle the disputes. iv. Any specifie observation you have noticed. d. Give seminar on relevant topi ¢. Undertake micro-projects. 11, | SUGGESTED SPECIAL INSTRUCTIONAL STRATE These are sample strategies, which the teacher can use to ac various outcomes in this course: a. Massive open online courses (MOOCS) may be used to teach various topies/sub topics. b. ‘L? in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes, c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details). 4. With respect 10 item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. ©. Guide student(s) in undertaking micro-projects. f, Demonstrate students thoroughly before they start doing the pract IES (if any) rate the attainment of the MSBTE — Final Copy Di. 24.09.2019 Page 5 of 6“Management Course Code: 22509 g. Encourage students to refer different websites to have deeper understanding of the subjeet. h. Observe continuously and monitor the performance of students in Lab. 12, SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to hiny/her in the beginning of the semester. In the first four semesters, the micro-project are group-based, However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop- based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission, The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty: Study of management principles applied to a small scale industry, Study of management principles applied to a medium scale industry. Study of management principles applied to a large scale industry. Prepare case studies of Safety measures followed in different types of organization. Study of measures to be taken for ensuring cyber security. peege 13. SUGGESTED LEARNING RESOURCE No. Title of Book Author Publication 1 | Management and ‘Veerabhadrappa, ‘New age international publishers, entrepreneurship Havinal New Delhi, 2014: ISBN: 978-81- 224-2602-1 2 | Principles of management | Chaudhry omvir New Age international publishers, Singh prakash 2012, New Delhi ISBN: 978-81- | ts 224-3039-4 — 3. | Industrial Engineering and |Dr.O.P. Khanna | Dhanpath ray and sons, New Delhi |__| management — Industrial Engineering and | Banga and Sharma | Khanna Publication, New Delhi | management ee oe 14. SUGGESTED SOFTWARE/LEARNING WEBSITES a, [Link] [Link] httpsi/www. [Link] » Courses » Business » Management MSBTE ~ Final Copy Dt. 24.09.2019 Page 6 of 6 olMobile Application Development Course Code: 22617 Program Name: Computer Engineering Program Group Program Code : CO/CM/TF/CW Semester Sixth Course Title : Mobile Application Development Course Code 222617 . RATIONALE ‘Android application development is one of the rising and growing trend in the industry of mobile. This course examines the principles of mobile application design and covers the necessary concepts which are required to understand mobile based applications and develop Android based Applications in particular. After completing this course students will design and build a variety of real-time Apps using Android. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching leaming experiences: «Create simple Android applications. 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a) Interprete features of Android operating system. b) Configure Android environment and development tools. c) Develop rich user Interfaces by using layouts and controls. d) Use User Interface components for android application development. ©) Create Android application using database. f) Publish Android applications. 4, TEACHING AND EXAMINATION SCHEME Teaching xaminaion Scheme +} creti | — \(L+T+P)) Theory 7 Sa Lr Paper [_E PA 5 Tout | |_| ries. lvtax | ntin [vax [in | Max | Min] Max Max | Min af-fa taf 3 | | 28 [30 [oo [100 [402s] 10 | 2s | 10 | 30 | 20 (*): Under the theory PA; Out of 30 marks, 10 marks of theory PA are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the UOs required for the attainment of the COs. Legends: L-Lecture; T ~ Tutorial/Teacher Guided Theory Practice; P -Practical; C- Credit, ESE -End Semester Examination; PA - Progressive Assessment, 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the endo the course, in all domains of learning in terms of the industry/employer identified competehey depicted at the centre of this map. : MSBTE — Final Copy Dt. 24.09.2019 Page 1 of 8‘Mobile Application Development Course Code: 22617 ee, ~ > a, ‘ SQLite Database, necessity of SQLite, Creatfon and connectiin\ 5.6 37 5.8 MSBTE — Final Copy Di. 24.09.2019 Page 5 of 8Mobile Application Development Course Code: 22617 Unit Unit Outeomes (GOs) Topies and Sub-topies (in cognitive domain) of the database, extracting value from cursors, Transactions. Unit-VI__| 6a. Explain the given location 6.1 SMS Telephony Secu based service. 6.2 Location Based Services: Creating Appli 6b. Write the steps to customize the project, Getting the maps API Deployment the given permissions for key, Displaying the map, users. Displaying the zoom control, 6c. Explain features of the given Navigating to a specific location, android security service. Adding markers, Getting location, 6d. Write the steps to publish the Geocoding and reverse Geocoding, given android App. Getting Location data, Monitoring, Location, 6.3, Android Security Model, Declaring and Using Permissions, Using Custom Permission, 6.4 Application Deployment: Creating, Small Application, Signing of application, Deploying app on Google Play Store, Become a Publisher, Developer Console Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ of Bloom's ‘Cognitive Domain Taxonomy’. 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PER DESIGN : ~__ | Distribution of Theory Marks ae Unit Title [esi R | U | A | Total : - Level | Level | Level | Marks T__ | Android and its tools | 2 | 2 | - | o Wr Installation and configuration of 06 02 02 02 06 Android J TI_| Ul Components and Layouts os | 2 | 2 | 04 | 08 IV_| Designing User Interface With View 10 | 02 | o | os | 12 ‘y_| Activity and Multimedia with ie | o | o | 2 1 20 databases Vi_| Security and Application Deployment_| 18 | 02 | 06 | 12 | 20 Total | 2 | 2 | 38 | 70 Legends: R=Remember, U=Understand, A~Apply and above (Bloom's Revised taxonomy) Note: This specification table provides general guidelines to assist students for their learning and 1o teachers to teach and assess students with respect to attainment of LOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. | SUGGESTED STUDENT ACTIVITIES a Other than the classroom and laboratory learning, following are the suggested student'Rlaed co-curricular activities which can be undertaken to accelerate the attainment of the vari MSBTE — Final Copy Dt. 24.09.2019 Page 6 of 8“Mobile Application Development Course Code: 22617 outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student's) portfolio which will be useful for their placement interviews: a) Prepare journal of practical b) Undertake micro-projects. 1. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a) Massive open online courses (MOOCs) may be used to teach various topies/sub topics. b) ‘L? in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. ©) About 15-20% of the topics/sub-topies which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details) d) With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities, ¢) Use different Audio Visual media for Concept understanding. 1) Guide student(s) in undertaking micro-projects. 2) Demonstrate students thoroughly before they start doing the pra h) Ensure use of latest version of tools. i) Encourage students to refer various web sites to have detail understanding of JSP and related concepts. {j) Encourage students to refer different web-applications to have deeper understanding of web-applications. k) Observe continuously the performance of students in laboratory, 12. SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop- based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. ‘The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. ‘A suggestive list of micro-projects is given here. Similar micro-projects could be added by the concerned faculty: a) Develop an android application on traffic surveying. b) Develop an android application on online shopping. ©) Develop an android application for making a calculator. d) Develop an android application for game. Guidelines For Developing Micro Projects: MSBTE - Final Copy Dt. 24.09.2019 Page 7 of 8 Ja‘Mobile Application Development Course Code: 22617 (Implement Following Relevant Guidelines For Micro Projects) i Must implement concepts of Advance java, ii, Must publish the sample application on play store. 13. SUGGESTED LEARNING RESOURCES a Title of Book Author Publication 1 | Anaroia Dixit, Prasanna Vikas Publications, New Delhi 2014, si Kumar ISBN: 9789325977884 Maclean David, aa : 2 | Pro Android 5 Komatineni Satya, | SRE rapleagons 2015, ISBN: Allen Grant ‘Android Programming Packet Publication, 2015, 3 | for Beginners Hortan, John | ISBN: 978-1-78588-326-2 14, SOFTWARE/LEARNING WEBSITES a) _[Link] b)__hitp://[Link]/guide/[Link], ©) _[Link] 4) _[Link] html ©) _[Link] html r) /[Link]/guide/topics/ui/[Link] g) _[Link] MSBTE — Final Copy Dt. 24.09.2019 Page 8 of 8 XEmerging Trends in Computer and Information Technology Course Code: 22618 ProgramName: Comput Program Code : CO/CMJ/IF/CW Engineering Program Group mester Course Title : Emerging Trends in Computer and Information Technology Course Code + 22618 4a, RATIONALE Advancements and applications of Computer Engineering and Information Technology are ever changing. Emerging trends aims at creating awareness about major trends that will define technological disruption in the upcoming years in the field of Computer Engineering and Information Technology. These are some emerging areas expected to generate revenue, increasing demand as IT professionals and open avenues of entrepreneurship. 4b. COMPETENCY The aim of this course is to help the student to attain the following indus through various teaching learning experiences: + Acquire knowledge of emerging trends. ry identified competency de. COURSE OUTCOMES (COs) Describe Artificial Intelligence, Machine learning and deep learning * Interpret IoT concepts + Compare Models of Digital Forensic Investigation. * Describe Evidence Handling procedures. * Describe Ethical Hacking process. + Detect Network, Operating System and applications vulnerabilities 4d, TEACHING AND EXAMINATION SCHEME, Creat, Teo Frail + |e [To Paper PA_|[ Tort | ESE PA Total 7 tis |Max | Min [Max in [Nox [Mia Max | in | May | Mn | Max | Min 90 y+ i * a « -~| 3 Min | 70" «| 28 | 30* | 00 | 100 | 40 | | | (*): Under the theory PA; Out of 30 marks, 10 marks of theory PA are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests(MCQ type) to be taken during the semester for the assessment of the UOs required for the attainment of the COs.( *#) :Online Examination Legends: L-Lecture; T ~ Tutorial/Teacher Guided Theory Practice; P -Practical; C ~ Credit, ESE -End Semester Examination; PA - Progressive Assessment. MSBTE - Final Copy Dt. 24.09.2019 Page 1 of 9Emerging Trends in Computer and Information Technology Course Code: 22618, de. COURSE MAP (with sample COs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of ‘outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. som aba TS CONDON ToT 5 Cea kale C01) - Desc > ime in p= Tn Hearne S~ = — epkrmngsel ‘ohne Nip ec “AO. Arto oriin Outcome UO in Comnive’™ Domain Figure 1 - Course Map MSBTE— Page 2 of 9Emerging Trends in Computer and Information Technology Course Code: 22618 4f. SUGGESTED PRACTICALS/ EXERCISES ‘The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and n the student for the attainment of the competency. Approx. Practical Outcomes (PrOs) UnitNo. | Hrs. Required Not Applicable 4g. | MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned. No. Equipment Name with Broad Specifications Pro Not Applicable 4h. UNDERPINNING THEORY COMPONENTS. Unit Outcomes (UOs) Topics and Sub-topics (in cognitive domain) la) Describe the concept of Al. 1.1 Introduction of AI 1b) State the components of Al * Concept 1c) List applications of AL * Scope of A (6m, 4 brs) | 14) Differentiate between machine * Components of Al learning & deep learning. Types of Al + Application of Al 1.2 Concept of machine learning and __| deep learning. Unit He 2a) State the domains and application | 2.1 Embedded Systems: Internet of | areas of Embedded Systems ‘Embedded system concepts, Things 2b) Describe Io systems in which purpose of Embedded Systems, Architecture of Embedded (18m, 12 hrs) Systems, Embedded Processors- information and knowledge are inferred from data. PIC, ARM. AVR, ASIC. 2c) Describe designs of loT. 2.2 IoT: Definition and characteristics 2d) State loT Issues and challenges in of oT deployment. © Physical design of loT, 0 Things of oT © IoT Protocols * Logical design of IoT, © oT functional blocks, © lof Communication models, © lof Communication APIs, © loT Enabling Teohtiolagips + _loP levels and deployment MSBTE ~ Final Copy Dt. 24.09.2019 Page 3 of 9Emerging Trends in Computer and Information Technology ~ Unit Outcomes (UOs) Course Code: 22618 Unit _"Gneognitive domain) Topics and Sub-topics templates © IoT Issues and Challenges, Applications * lof Devices and its features: Arduino, Uno, Raspberry Pi, Node Mierocontroller Unit Unit Hl: 3a. Describe the history of digi 3.1 Digital forensics Basies of forensics + Introduction to digital forensic Digital 3b. Define digital forensics * History of forensic Forensics _|3c. List the rules of digital forensic Rules of (8m-Shrs) [3d Be. Digital 4b, Evidence (10M- 08 Hrs) | 4c. Describe the given model of digital forensic investigation. State the ethical and unethical issues in digital forensics the rules of digital evidence. State characteristics of digital evidence. igital forensic * Definition of digital forensic Digital forensics investigation and its goal 3.2 Models of Digital Forensic Investigation * Digital Forensic Research Workshop Group (DFRWS) Investigative Model * Abstract Digital Forensics Model (ADEM) * Integrated Digital Investigation Process (IDIP) + End to End digital investigation process (EEDIP) + Anextended model for cybercrime investigation * UML modeling of digital forensic process model (UMDFPM) 3.3 Ethical issues in digital forensic ‘© General ethical norms for investigators [+ Unethical norms for investigation 41 * Definition of Digital Evidence © Best Evidence Rule * Original Evidence 4.2 Rules of Digital Evidence 4d. Deseribe the given type of | 4.3 Characteristics of Digital Evidence evidences © Locard’s Exchange Principle 4e, Describe the given evidence | pigital Stream of bits handling procedures 4.4 Types of evidence Illustrative, Electronics, Documented, Explainable, Substantial, Festimonial - 4.5 Challenges in evidence hadhing MSBTE — Final Copy Dt. 24.09.2019 Page 4 of 9 [37 }Emerging Trends in Computer and Information Technology Course Ci Unit Unit Outcomes (UOs) (in cognitive domain) ‘Topies and Sub-topies Unit V: Basics | of Hacking (12M- 8Hrs) Sa) Define hackers, 5b) Describe the need to hack your own systems, 5c) Describe the dangers in systems. Sd) Describe the Ethical hacking Process Se) Identify the Hacker's Mindset * Authentication of evidence * Chain of custody * Evidence validation 4.6 Volatile evidence 5.1 Ethical Hacking ‘How Hackers Beget Ethical Hackers + Defining hacker, Malicious users 5.2 Understanding the need to hack your own systems 5.3 Understanding the dangers your systems face ‘© Nontechnical attacks Network-infrastructure attacks Operating-system attacks Application and other specialized attacks 5.4 Obeying the Ethical hacking Principles © Working ethically * Respecting privacy ‘* Not crashing your systems The Ethical hacking Process Formulating your plan Selecting tools Executing the plan :valuating results + Moving on 5.6 Cracking the Hacker Mindset © What You're Up Against? Who breaks in to computer systems? Why they do it? Planning and Performing Attacks ‘+ Maintaining Anonymity Unit VI: Types 6a. Describe Network Infrastructure 6.1 Network Hacking of Hacking | Vulnerabilities (wired/wireless) Network Infrastructure: (16M- 11 Hrs) | 6b, List operating system © Network Infrastructure Vulnerabilities Vulnerabilities 6c. Describe Messaging Systems ‘© Scanning-Ports Sheet Web Vulnerbiit ee scribe Web Vulnerabilities oe > 6e. Describe Database Vulnerabilities | > a pana © Analysing Network Data and Network Analyzet * MAC-daddy attiek \ MSBTE— Final Copy Dt. 24092019 Page sof §Emerging Trends in Computer and Information Technology Course Code: 22618 Unit Outcomes (UOs) isa (in cognitive domain) ‘Topies and Sub-topies Wireless LANs: 1s of Wireless Network ies, * Wireless Network Attacks 6.2 Operating System Hacking * Introduction of Windows and Linux Vulnerabilities 6.3 Applications Hacking Messaging Systems Vulnerabilities, E-Mail Atacks- E-Mail Bombs, Banners, Best practices for minimizing e-mail security risks | Web Applications: * Web Vulnerabilities, * Directories Traversal and Countermeasures, Database system * Database Vulnerabilities * Best practices for minimizing _|__ database security risks 4f, SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Title — 7 0 i aa fora _ Level_| Level | Level | Marks ; Arica lignes 04 oF | o2 | = | 06 1 a of Things 2 10 | 04 | 04 | as - Bases of Digi Forensics cs 0 | o2 | oo | os WV Dig Evidense 08 06 | 02 | o2 | 10 7 «= [otel VI (sie i 06 08 02 16 Total 8 38_ | 2 Legends: R=Remember, U=Understand, A=Apply and above (Bloom's Re MSBTE.— Final Copy Dt. 24.09.2019 Page 6 of 9Emerging Trends in Computer and Information Technology Course Code: 22618 Note: This specification table provides general guidelines to assist students for their learning and to teachers to teach and assess students with respect to attainment of LOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 4h. © SUGGESTED STUDENT ACTIVITIES Other than the classroom learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this ‘course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also eollect/record physical evidences for their (student’s) portfolio which will be useful for their placement interviews: a) Prepare report on suggestive case study of digital forensic, digital evidence and hacking as give below: i. The Aaron Cafirey case ~ United Kingdom, 2003 http:/[Link]/cgi/[Link]?artic! ii. The Julie Amero case — Connecticut, 2007 hitp:/[Link]. br/wp-content/uploads/2014/02/ [Link] he Michael Fiola case — Massachusetts, 2008 hitp://[Link]/[Link]. b) Prepare report on any given case study of loT 370&context=chtlj 4i. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a) Massive open online courses (MOOCs) may be used to teach various topics/sub topics. b) ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. ©) About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details). 4) With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. e) Use different Audio Visual media for Concept understanding. £) Guide student(s) in undertaking micro-projects. g) Demonstrate students thoroughly before they start doing the practice. h) Observe continuously and monitor the performance of students. 4). SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project is group- based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of UOs and ADOs. Each student will have to maintain datéd work diary consisting of individual contribution in the project work and give a semjnat presentatioimof it MSBTE - Final Copy Dt. 24.09.2019 Page 7 of 9