IPCC (4 credits) template

Wireless and Cellular Communication Semester 5

Course Code BTE701 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 3 Hours
Examination nature (SEE) Theory/Practical
Course objectives:
• Understand the functioning of wireless communication system and evolution of different wireless
communication systems and standards.
• Explain the architecture, functioning, protocols and application of wireless communication systems.
• Explain multiple access techniques for Wireless Communication.
• Evaluate the design challenges and the constraints associated with wireless systems.
• Understand the design and coding of MIMO wireless systems

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of teaching
method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills
such as the ability to evaluate, generalize, and analyze information rather than simply recall it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come up with their own
creative ways to solve them.
8. Discuss how every concept can be applied to the real world and when that's possible, it helps improve the
students' understanding.

MODULE-1
Evolution of Cellular Systems and Mobile Communication: Wireless Network generations, Basic propagation
Mechanisms.
Principles of Cellular Communications: Cellular terminology, Cell structure and Cluster, Frequency reuse
concept, Cluster size and system capacity, Frequency Reuse Distance, Cochannel Interference and signal quality.
[ Text2: 1.4, 2.4, 4.1 to 4.4, 4.6, 4.7]
MODULE-2
Principles of Wireless Communications: The Wireless Communication Environment, Modelling of Wireless
Systems, System Model for Narrowband Signals, Rayleigh Fading Wireless Channel, Channel Estimation in
Wireless Systems, Diversity in wireless systems, Multiple Receive Antenna System Model, Symbol Detection in
Multiple Antenna Systems.
Wireless – System Planning: Introduction, Free Space Propagation Model, Ground – Reflection Scenario,
Okumura Model, Hata Model, Log-Normal Shadowing.
[Text 1 – 3.1 to 3.4, 3.7,to 3.10, 8.1 to 8.6]

MODULE-3
The Wireless Channel: Basics of Wireless Channel Modelling, Average Delay Spread in Outdoor Cellular Channels,
Coherence BW in Wireless Communications, Relation between ISI & Coherence BW, Doppler Fading in Wireless
Systems, Doppler impact on a Wireless Channel, Coherence Time of the Wireless Channel, Jakes Model for Wireless
Channel Correlation, Implications of Coherence Time.
[Text 1 – Chapter 4]
MODULE-4

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 IPCC (4 credits) template

Code Division for Multiple Access (CDMA): Basic CDMA Mechanism, Fundamentals of CDMA codes, Spreading
Codes based on PN sequences, Correlation Properties of Random CDMA Spreading Sequences, Advantages of
CDMA.
Orthogonal Frequency Division Multiplexing (OFDM): Introduction, Motivation and Multicarrier basics, OFDM
basics, OFDM Example, MIMO OFDM, OFDM Peak to Average Power ratio, SC-FDMA.
[Text1: 5.1 to 5.5, 5.7, 7.1, 7.2, 7.3, 7.5, 7.7, 7.8]

MODULE-5

Multiple Input Multiple Output Wireless Communications: Introduction to MIMO Communications, MIMO
system Model, MIMO Zero Forcing Receiver, MIMO MMSE Receiver, Singular Value decomposition of MIMO
Channel, SVD and MIMO capacity, Asymptotic MIMO Capacity, Alamouti and Space-Time Codes, Nonlinear MIMO
receiver: V-Blast, MIMO Beamforming.
[Text1:6.1to 6.8, 6.10, 6.11]

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 IPCC (4 credits) template

PRACTICAL COMPONENT OF IPCC

List of Programs to be implemented & executed using any programming languages like C++/Python/Scilab /
MATLAB/OCTAVE (but not limited to)
Sl.NO Experiments
1 Simulate the free space path loss of radio wave propagation and the effect of shadowing for signal
transmission.
2 Modelling and simulation of Multipath fading channel.

3 Simulate the flat fading channel and compute the outage probability, LCR & ADF in SISO for Selection
Combining and MRC.
4 For an irreducible polynomial of order N (3 or 4), obtain ML Sequence. Verify the properties of the maximum
length PN sequence using suitable simulation.
5 Simulate a) Okumura Model, b)Hata Model, and c) Log-Normal Shadowing, models of wireless
communication receiver system.

6 Simulate the Spread Spectrum Communication system– DSSS Modulation & Demodulation

7 Simulate the multiple access techniques : TDMA, FDMA and CDMA .

8 (a) Simulate basic OFDM with no cyclic prefix. (b) Perform Equalization, Convolution, and Cyclic Prefix
Addition on basic OFDM.
9 Simulation of 16-QAM modulation and demodulation in an OFDM system.

10 Simulate the PAPR of OFDM systems for different number of subcarriers.

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
• Determine the type and appropriate model of wireless fading channel based on the system parameters
• Describe the of MIMO transmitter and receiver process with coding examples.
• Design of wireless communication systems with key 3G (e.g., CDMA) and 4G (OFDM) technologies.
• Evaluate the signal reception performance in a cellular network and traffic analysis to design cellular
network with given quality of service constraints.
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 total of the CIE (Continuous Internal Evaluation) and
SEE (Semester End Examination) taken together.

The IPCC means the 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.
CIE for the theory component of the IPCC
• 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

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 IPCC (4 credits) template

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 scored by 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.
• The minimum marks to be secured in CIE to appear for SEE shall be 10 (40% of maximum marks-25) in the
theory component and 10 (40% of maximum marks -25) in the practical component. The laboratory
component of the IPCC shall be for CIE only. However, in SEE, the questions from the laboratory component
shall be included. The maximum of 04/05 sub-questions are to be set from the practical component of IPCC,
the total marks of all questions should not be more than 20 marks.
• SEE will be conducted for 100 marks and students shall secure 35% of the maximum marks to qualify for
the SEE. Marks secured will be scaled down to 50.

• 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.

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 IPCC (4 credits) template

Suggested Learning Resources:

Books
1. Aditya K Jagannatham , “Principles of Modern Wireless Communication Systems: Theory and Practice” , McGraw
Hill Education (India) Pvt. Ltd., 2018. Print Edition: ISBN: 978-1-25-902957-8; E-Book Edition: ISBN: 978-93-
392-2003-7.
2. T L Singal, Wireless Communications, McGraw Hill Education (India) Private Limited, 2016, ISBN:0- 07-068178-
3.

Reference Books:

1. David Tse and Pramod Viswanath, Fundamentals of Wireless Communications, Publisher: Cambridge University
Press.

2. Theodore Rappaport , Wireless Communications: Principles and Practice, , Prentice Hall.

Web links and Video Lectures (e-Resources):

1. Advanced 3G and 4G wireless Mobile Communications: https://nptel.ac.in/courses/117104099

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

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 COMPUTER NETWORKS & PROTOCOLS
B.E., VII Semester, Electronics & Telecommunication
Engineering [As per Choice Based Credit System
(CBCS) Scheme]
Course Code BEC702 CIE Marks 50
Teaching Hours/Week (L: T: P: S) (3:0:2:0) SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 13 Lab slots Total 100
Marks
Credits 04 Exam 03
Hours
Course objectives: This course will enable students to:
*Understand the layering architecture of OSI reference model and TCP/IP
protocol suite.
*Understand the protocols associated with each layer.
*Learn the different networking architectures and their representations.
* Learn the various routing techniques and the transport layer services.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various
course outcomes.
• Lecture method (L) does not mean only traditional lecture method, but different type
of teaching methods may be adopted to develop the outcomes.
• Show Video/animation films to explain the different concepts of Linear Algebra & Signal
Processing.
• Encourage collaborative (Group) Learning in the class .
• Ask at least three HOTS (Higher order Thinking) questions in the class, which
promotes critical thinking.
• Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills,
develop thinking skills such as the ability to evaluate, generalize, and analyze
information rather than simply recall it.
• Topics will be introduced in a multiple representation.
• Show the different ways to solve the same problem and encourage the students to
come up with their own creative ways to solve them.
• Discuss how every concept can be applied to the real world - and when that's
possible, it helps improve the students' understanding.
• Adopt Flipped class technique by sharing the materials / Sample Videos prior to the
class and have discussions on the that topic in the succeeding classes.
• Give Programming Assignments.
Module-1
Introduction: Data communication: Components, Data representation, Data flow, Networks:
Network criteria, Physical Structures, Network types: LAN, WAN, Switching, The Internet..
Network Models: TCP/IP Protocol Suite: Layered Architecture, Layers in TCP/IP suite,
Description of layers, Encapsulation and Decapsulation, Addressing, Multiplexing and
Demultiplexing, The OSI Model: OSI Versus TCP/IP. Data-Link Layer: Introduction: Nodes
and Links, Services, Two Categories’ of link, Sublayers, Link Layer addressing: Types of
addresses, ARP(1.1,1.2, 1.3.1to 1.3.4,2.2, 2.3 ,9.1, 9.2.1, 9.2.2 )

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Teaching- Chalk and Talk, YouTube videos
Learning Process RBT Level: L1, L2, L3

Module-2
Data Link Control (DLC) services: Framing, Flow and Error Control. Media Access Control:
Random Access: ALOHA, CSMA, CSMA/CD, CSMA/CA. Connecting Devices: Hubs,
Switches, Virtual LANs: Membership, Configuration, Communication between Switches,
Advantages. Wired and Wireless LANs: Ethernet Protocol, Standard Ethernet. Introduction to
wireless LAN: Architectural Comparison, Characteristics, Access Control. (11.1,12.1,13.1,
13.2.1 to 13.2.5,15.1,17.1,17.2 )
Teaching- Chalk and Talk, YouTube videos
Learning Process RBT Level: L1, L2, L3

Module-3
Network Layer: Introduction, Network Layer services: Packetizing, Routing and Forwarding,
Other services, Packet Switching: Datagram Approach, Virtual Circuit Approach, IPV4
Addresses: Address Space, Classful Addressing, Classless Addressing, DHCP, Network
Address Resolution Network Layer Protocols: Internet Protocol (IP): Datagram Format,
Fragmentation, Options, Security of IPv4 Datagrams. IPv6 addressing and Protocol. Unicast
Routing: Introduction, Routing Algorithms: Distance Vector Routing, Link State Routing,
Path vector routing. (18.1(excluding 18.1.3), 18.2, 18.4,19.1,20.1, 20.2,22.1 and 22.2 )
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3

Module-4
Transport Layer: Introduction: Transport Layer Services, Connectionless and Connection
oriented Protocols, Transport Layer Protocols: Simple protocol, Stop and wait protocol, Go-
BackN Protocol, Selective repeat protocol, Piggybacking Transport-Layer Protocols in the
Internet: User Datagram Protocol: User Datagram, UDP Services, UDP Applications,
Transmission Control Protocol: TCP Services, TCP Features, Segment, Connection, State
Transition diagram, Windows in TCP, Error control, TCP congestion control. (23.1, 23.2.1,
23.2.2, 23.2.3, 23.2.4, 23.2.5,24.2, 24.3.1, 24.3.2, 24.3.3, 24.3.4, 24.3.6, 24.3.8, 24.3.9 )
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3

Module-5
Application Layer: Introduction: providing services, Application- layer paradigms, Standard
Client Server Protocols: Hyper Text Transfer Protocol, FTP: Two connections, Control
Connection, Data Connection, Electronic Mail: Architecture, Domain Name system: Name
space, DNS in internet, Resolution, DNS Messages, Registrars, DDNS, security of DNS.
Quality of Service (25.1, 26.1.2, 26.2, 26.3, 26.6, 30.1, 30.2.)
Teaching-Learning Chalk and Talk, YouTube videos
Process RBT Level: L1, L2, L3

PRACTICAL COMPONENT OF IPCC

Using suitable simulation software, demonstrate the operation of the following :

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Sl.No Simulation experiments using NS2/ NS3/ OPNET/ NCTUNS/ NetSim/
QualNet or any other equivalent tool
1 Implement a point to point network with four nodes and duplex links
between them. Analyze the network performance by setting the queue size and
varying the bandwidth.
2
Implement a four node point to point network with links n0-n2, n1-n2 and
n2-n3. Apply TCP agent between n0-n3 and UDP between n1-n3. Apply
relevant applications over TCP and UDP agents changing the parameter and
determine the number of packets sent by TCP/UDP.
3
Implement Ethernet LAN using n (6-10) nodes. Compare the throughput by
changing the error rate and data rate.
4
Implement Ethernet LAN using n nodes and assign multiple traffic to the
nodes and obtain congestion window for different sources/ destinations.
5
Implement ESS with transmission nodes in Wireless LAN and obtain the
performance parameters.
6 Implementation of Link state routing algorithm

Implement the following using programming languages C/C++ etc,.

7 Write a program for a HLDC frame to perform the following.
i) Bit stuffing ii) Character stuffing.
8
Write a program for distance vector algorithm to find suitable path for
transmission
9
Implement Dijkstra‘s algorithm to compute the shortest routing path.
10
For the given data, use CRC-CCITT polynomial to obtain CRC code.
Verify the program for the cases : i)with out error ii)with error
11
Implementation of Stop and Wait Protocol and Sliding Window Protocol

12 Write a program for congestion control using leaky bucket algorithm.

Course Outcomes
At the end of the course the student will be able to:
1. Understand the concepts of networking thoroughly.
2. Identify the protocols and services of different layers.
3. Distinguish the basic network configurations and standards associated with each
network.
4. Discuss and analyze the various applications that can be implemented on networks.

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Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks). A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 35% (18 Marks out
of 50) in the semester-end examination (SEE), and a minimum of 40% (40 marks out of 100)
in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
CIE for the theory component of IPCC
Two Tests each of 20 Marks (duration 01 hour)
• First test at the end of 5th week of the semester
• Second test at the end of the 10th week of the semester

Two assignments each of 10 Marks

• First assignment at the end of 4th week of the semester
• Second assignment at the end of 9th week of the semester

Scaled-down marks of two tests and two assignments added will be CIE marks for the theory
component of IPCC for 30 marks.
CIE for the practical component of IPCC
• On completion of every experiment/program in the laboratory, the students shall be
evaluated and marks shall be awarded on the same day. The 15 marks are for
conducting the experiment and preparation of the laboratory record, the other 05
marks shall be for the test conducted at the end of the semester.
• The CIE marks awarded in the case of the Practical component shall be based on the
continuous evaluation of the laboratory report. Each experiment report can be
evaluated for 10 marks. Marks of all experiments’ write-ups are added and scaled
down to 15 marks.
• The laboratory test (duration 03 hours) at the end of the 15th week of the semester
/after completion of all the experiments (whichever is early) shall be conducted for 50
marks and scaled down to 05 marks.
Scaled-down marks of write-up evaluations and tests added will be CIE marks for the
laboratory component of IPCC for 20 marks.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common
question papers for the course (duration 03 hours)
The question paper will have ten questions. Each question is set for 20 marks.
There will be 2 questions from each module. Each of the two questions under a module (with
a maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module.

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The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical
portion will have a CIE component only. Questions mentioned in the SEE paper shall
include questions from the practical component.
The minimum marks to be secured in CIE to appear for SEE shall be the 12 (40% of
maximum marks-30) in the theory component and 08 (40% of maximum marks -20) in the
practical component. The laboratory component of the IPCC shall be for CIE only. However,
in SEE, the questions from the laboratory component shall be included. The maximum of
04/05 questions to be set from the practical component of IPCC, the total marks of all
questions should not be more than the 20 marks.

SEE will be conducted for 100 marks and students shall secure 35% of the maximum marks
to qualify in the SEE. Marks secured out of 100 will be scaled down to 50 marks.
Suggested Learning Resources:

Text Book:
Data Communications and Networking, Forouzan, 5th Edition, McGraw Hill,
2016 ISBN: 1-25-906475-3

Reference Books:
1.A.S Tanenbaum - Computer Networks, 4th Edition, PHI, 2003
2.Computer Networks, James J Kurose, Keith W Ross, Pearson
Education, 2013, ISBN: 0-273-76896-4
3.Introduction to Data Communication and Networking, Wayarles Tomasi,
Pearson Education, 2007, ISBN:0130138282
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
Programming Assignments / Mini Projects can be given to improve programming skills.

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 Annexure-II 1

Optical Fiber Communication Semester VII

Course Code BTE703 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 4:0:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours
Examination type (SEE) Theory/practical/Viva-Voce /Term-work/Others
Course objectives:
• Learn the basic principle of optical fiber communication with different modes of light
propagation.
• Understand the transmission characteristics and losses in optical fiber.
• Study of optical components and its applications in optical communication networks.
• To study the transmission characteristics for overall design considerations.
• Identify the client layers of the optical network.
• Attain knowledge of different network elements and optical layer services.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type
of teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class.
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather
than simply recall it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Overview of optical fiber communications: Motivations for Lightwave communications,
Optical spectral bands.
Optical Fiber Structures: Optical Fiber Modes and Configurations, Mode theory for circular
waveguides, Single mode fibers, Fiber materials.
Attenuation and Dispersion: Attenuation, Absorption, Scattering Losses, Bending loss,
Signal Dispersion: Modal delay, Group delay, Material dispersion.
[Text 1: 1.1,1.2, 2.3 [2.3.1 to 2.3.4], 2.4 [2.4.1, 2.4.2], 2.5, 2.7, 3.1, 3.2] L1, L2, L3
Module-2

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 Annexure-II 2

Optical Sources and detectors: Light Emitting Diode: LED Structures, Light source
materials, Quantum efficiency and LED power, Laser Diodes: Modes and threshold conditions,
Rate equations, External quantum efficiency, Resonant frequencies, Photodetectors: The pin
Photodetector, Avalanche Photodiodes.
WDM Concepts: Overview of WDM, Isolators and Circulators, Fiber grating filters,
Dielectric thin-film filters, Diffraction Gratings.
[Text1: 4.2 ,4.3, 6.1, 10.1, 10.3, 10.4, 10.5, 10.7] L1, L2, L3
Module-3
Introduction to Optical Networks: Telecommunication network Architecture, services,
circuit switching and packet switching, optical Networks, optical layer, transparency and all
optical networks, optical packet switching, transmission basics, network evolution.
[Text 2: 1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8] L1, L2, L3
Module-4
Transmission System Engineering: System model, Power penalty, Transmitter, receiver,
optical amplifiers, Crosstalk, Dispersion, Fiber nonlinearities, overall design considerations.
Client layers of optical network: SONET/SDH, optical transport network, generic framing
procedure, Ethernet, IP, Multiprotocol label switching.
[Text 2: 5.1,5.2,5.3,5.4,5.5,5.6,5.7,5.8,5.12, 6.1, 6.2,6.3,6.4,6.5,6.6] L1, L2, L3
Module-5
WDM Network Elements: Optical line terminals, optical line amplifiers, optical add/drop
multiplexers, optical cross connects.
Control and Management: Network Management Functions, optical layer services and
interfacing, Layers within the optical layer.
[Text 2: 7.1,7.2,7.3,7.4, 8.1,8.2,8.3] L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Classification and characterization of optical fibers with different modes of signal propagation.
2. Describe the constructional features and the characteristics of optical fiber and optical devices used for
signal transmission and reception.
3. Identify the transmission characteristics for overall design considerations.
4. Describe the client layers of the optical network.
5. Attain knowledge of different network elements and optical layer services.

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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). 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.
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.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Book:
1. Gerd Keiser, ‘Optical Fiber Communication’, 5th Edition, McGraw Hill Education (India) Private
Limited, 2016. ISBN:1-25-900687-5. 2.
2. Kumar Sivarajan and Rajiv Ramaswamy, Galen Sasaki, ‘Optical networks : A practical perspective’,
3rd edition, Morgan Kauffman Publishing, 2010.
Reference Books :
1. John M Senior, ‘Optical Fiber Communications, Principles and Practice’, 3rd Edition, Pearson
Education, 2010. ISBN:978-81-317-3266-3
2. Biswajit Mukherjee, ‘Optical Communication Networks’, TMH, 1998.

Web links and Video Lectures (e-Resources):

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 Annexure-II 4

• Introduction video: Fiber Optic Communication Technology (youtube.com)

• Introduction (youtube.com) (Introduction to Fiber optics)
• Introduction - Fiber-Optic Communication Systems and Techniques - (youtube.com)
• noc18-ee28-Lecture 44- Introduction to WDM components - YouTube
• Lec 107: Introduction to Optical Networks - YouTube

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 PCC-PEC-OEC (3 Credits) template 1

5G Wireless Technology Semester 7

Course Code BTE714A 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 3 Hours
Examination type (SEE) Theory
Course objectives:
• Describe the 5G Communication standardization and working.
• Describe the LTE standards and its objectives to achieve the higher performance in 5G
communication.
• Describe the overall data communication process for 5G communication standards.
• Description of the antenna systems and the beam formation for 5G communication

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the evolution of communication technologies.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall it.
6. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.

Module-1
What is 5G?: 3GPP and the Standardization of Mobile Communication, The new Generation- 5G/NR.
LTE- An Overview: Basic Radio Access ,LTE Evolution, Spectrum Flexibility, Multi Antenna enhancements,
Densification, Small Cells and Heterogeneous Deployments, Device Enhancements, New Scenarios.
NR Overview: NR Basics, NR Evolution.
[Text1: 1.1,1.2, 4.1 to 4.6, 4.7, 5.1, 5.2 ]
Module-2
Radio-Interface Architecture: Overall System Architecture, Quality-of-Service Handling, Radio Protocol
Architecture, User-Plane Protocols, Control-Plane Protocols, Mobility.
[Text1: 6.1 to 6.6]

Module-3
Overall Transmission Structure: Transmission Scheme, Time-Domain Structure, Frequency-Domain
Structure, Bandwidth Parts, Frequency-Domain Location of NR Carriers, Carrier Aggregation,
Supplementary Uplink, Duplex Schemes, Antenna Ports, Quasi-Colocation.
[Text1: 7.1 to 7.9]

Module-4
Transport Channel Processing: Overview, Channel Coding, Rate-Matching and Physical-Layer Hybrid-ARQ
Functionality, Scrambling, Modulation, Layer Mapping, Uplink DFT Precoding, Multi-Antenna Precoding,
Resource Mapping, Downlink Reserved Resources, Reference Signals.
[Text1: 9.1 to 9.11]

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 PCC-PEC-OEC (3 Credits) template 2

Module-5
Multi-Antenna Transmission: Introduction, Downlink Multi-Antenna Precoding, NR Uplink Multi-Antenna
Precoding.
Beam Management: Initial Beam Establishment, Beam Adjustment, Beam Recovery.
[Text1: 11.1, 11.2, 11.3, 12.1, 12.2, 12.3]
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Understand the 5G Communication standards and LTE features for the system deployments and
enhancements.
2. Describe the radio interface architecture for 5G communication and networking.
3. Understand the transmission structure of data elements for 5G standard in terms of time and frequency
domain components.
4. Design of the antenna systems to perform multi-antenna precoding and beam adjustment.
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 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 22OB4.2, 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.
4. Marks scored shall be proportionally reduced to 50 marks.

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 PCC-PEC-OEC (3 Credits) template 3

Suggested Learning Resources:

Books
1. Erik Dahlman, Stefan Parkvall, Johan Skold, “5G NR The Next generation Wireless Access Technology”,
2nd edition , Academic Press, Elsevier, 2021, ISBN 978-0-12-822320-8
Reference Books
1. Saad Z. Asif, “5G Mobile Communications Concepts and Technologies, CRC Press, 1st Edition, 2019.
2. Afif Osseiran, Jose F Monserrat, Patrick Marsch, “5G Mobile and Wireless Communications
Technology”, Cambridge University Press, 2016.

Web links and Video Lectures (e-Resources):

1. Evolution of Air Interface Towards 5G: https://onlinecourses.nptel.ac.in/noc22_ee56/preview

2. 5G Wireless Standard Design: https://onlinecourses.nptel.ac.in/noc24_ee152/preview

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

• Experiential Learning using free and open source software’s OCTAVE or Python

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 B. E. Electronics and Communication Engineering
Choice Based Credit System (CBCS) and Outcome Based Education (OBE)
SEMESTER – VII
Computer and Network Security
Course Code BEC714B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory Total Marks 100
CREDITS – 03
Course objectives:
This course will enable students to:
● Preparation: To prepare students with fundamental knowledge/ overview in the field of Network Security
with knowledge of security mechanisms and services, Vulnerabilities in the host machines.
● Core Competence: To equip students with a basic foundation on computer as well as network security by
delivering the basics of malicious software, intrusion detection, vulnerability Analysis, auditing as well as
securities related to network, system, user and programs

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type of teaching methods may be
adopted to develop the outcomes.
2. Show Video/animation films to explain the different concepts of Digital Signal Processing
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills such as
the ability to evaluate, generalize, and analyze information rather than simply recall it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up with their own
creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps to improve the
students' understanding.
9. Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and have discussions on
the that topic in the succeeding classes.

MODULE-1
RBTL
Level
Attacks on Computers and Computer Security: Need for Security, Security Approaches, Principles of L1, L2,
Security Types of Attacks. (Text2: Chapter1) L3
Security Mechanisms, Services and Attacks, A model for Network security (Text1: Chapter1: 3, 4, 5, 6)
MODULE-2
Malicious Logic: Introduction, Trojan Horses, Computer Viruses, Computer Worms, Other Forms of L1, L2,
Malicious Logic, Defenses (Text 3: Chapter 12) L3
Vulnerability Analysis: Introduction, Penetration Studies, Vulnerability Classification, Frameworks
(Text 3: Chapter 13)
MODULE-3

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Auditing: Definitions, Anatomy of an Auditing System, Designing an Auditing System, A Posterior Design, L1, L2,
Auditing Mechanisms, Examples, Audit Browsing (Text 3: Chapter 14) L3
Intrusion Detection: Principles, Basic Intrusion Detection, Models, Architecture, Organization of
Intrusion Detection Systems, Intrusion Response (Text 3: Chapter 15)

MODULE-4
Network Security: Introduction, Policy Development, Network Organization, Availability and Network L1, L2,
Flooding, Anticipating Attacks (Text 3: Chapter 16) L3
System Security: Introduction, Policy, Networks, Users, Authentication, Processes, Files, Retrospective
(Text 3: Chapter 17)
MODULE-5
User Security: Policy, Access, Files and Devices, Processes, Electronic Communications (Text 3: Chapter L1, L2,
18) L3
Program Security: Introduction, Requirements and Policy, Design, Refinement and Implementations
(Text 3: Chapter 19: Section 1, 2, 3, 4)
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
● Explain the various types of attacks on computer and network security from malicious logic and intruders.
● Explain how to analyze the various vulnerabilities in the system which can compromise the security.
● Explain how auditing is essential to detect intrusion or suspicious activities in the system.
● Explain the process involved to provide security with respect to network, system, user and program.

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 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 22OB4.2, 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:

@#Nov2024
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 scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Book
1. William Stallings, “Cryptography and Network Security Principles and Practice”, Pearson Education Inc., 6th
Edition, 2014, ISBN: 978-93-325-1877-3
2. Atul Kahate, “Cryptography and Network Security”, TMH, 2003.
3. Matt Bishop, Sathyanarayana S Venkatramanayya, “Introduction to Computer Security”, Pearson Education,
2006, ISBN 81-7758-425-1

Reference Books
1. Cryptography and Network Security, Behrouz A Forouzan, TMH, 2007.

Web links and Video Lectures (e-Resources):

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

1. Experiential Learning by using free and open-source software’s SCILAB or OCTAVE or Python

@#Nov2024
`

VLSI Design and Testing Semester 7

Course Code BTE714C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Hours Total Marks 100
Credits 03 Exam Hours 3 Hours
Examination nature (SEE) Theory
Course objectives:
1.This course deals with analysis and design of digital CMOS integrated circuits.

2. The course emphasizes on basic theory of digital circuits, design principles and techniques for
digital design blocks implemented in CMOS technology.

3. This course will also cover switching characteristics of digital circuits along with delay and power
estimation.
4. Understanding the CMOS sequential circuits and memory design concepts.

5.Explore the knowledge of VLSI Design flow and Testing

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecture method (L) does not mean only traditional lecture method, but different type of teaching methods may be adopted
to develop the outcomes.
2. Show Video/animation films to explain the different concepts of Digital Signal Processing
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher order Thinking) questions in the class, which promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills such as the
ability to evaluate, generalize, and analyse information rather than simply recall it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up with their own creative ways
to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the students'
understanding.
9. Adopt Flipped class technique by sharing the materials / Sample Videos prior to the class and have discussions on the
that topic in the succeeding classes.

MODULE-1
Introduction to CMOS Circuits: Introduction, MOS Transistors, MOS Transistor switches, CMOS
Logic, Alternate Circuit representation, CMOS-nMOS comparison.

[Text 1: 1.1,1.2,1.3,1.4,1.5.1.6.]

Teaching-Learning Process: Chalk and talk method, YouTube videos, Power point
presentation RBT Level: L1, L2

MODULE-2
MOS Transistor Theory: n-MOS enhancement transistor, p-MOS transistor, Threshold Voltage,
Threshold voltage adjustment, Body effect, MOS device design equations, V-I characteristics, CMOS
inverter DC characteristics, Influence of βn / βp ratio on transfer characteristics, Noise margin,
Alternate CMOS inverters. Transmission gate DC characteristics. Latch-up in CMOS.
[Text 1: 2.1,2.2,2.3,2.4,2.5.2.6.]

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`

Teaching-Learning Process:
Chalk and talk method/Power point presentation RBT Level: L1, L2, L3.

MODULE-3
CMOS Process Technology: Silicon Semiconductor Technology, CMOS Technologies, Layout
Design Rules. [Text 1: 3.1,3.2,3.3.]
Circuit Characterization and Performance Estimation: Introduction, Resistance Estimation,
Capacitance Estimation, Switching Characteristics, CMOS gate transistor sizing, Determination of
conductor size, Power consumption, Charge sharing, Scaling of MOS transistor sizing, Yield.
[Text 1: 4.1,4.2,4.3,4.4,4.5.4.6.4.7,4.8,4.9,4.10]

Teaching-Learning Process:
Chalk and talk method/Power point presentation, YouTube Videos RBT Level: L1, L2, L3.

MODULE-4
CMOS Circuit and Logic Design: Introduction, CMOS Logic structures, CMOS Complementary logic,
Pseudo n-MOS logic, Dynamic CMOS logic, Clocked CMOS Logic, Cascade Voltage Switch logic, Pass
transistor Logic, Electrical and Physical design of Logic gates, The inverter, NAND and NOR gates, Body
effect, Physical Layout of Logic gates, Input output Pads.

[Text 1: 5.1,5.2,5.2.1, , 5.2.2, 5.2.3, 5.2.4, 5.2.6, 5.2.8, 5.3,5.3.1,5.3.2, 5.3.4 ,5.3.8,5.5]

Teaching-Learning Process:
Chalk and talk method, YouTube videos, Power point presentation RBT Level: L1, L2, L3.
MODULE-5
Sequential MOS Logic Circuits: Introduction, Behaviour of Bistable Elements (Excluding
Mathematical analysis) SR Latch Circuit, Clocked Latch and Flip-Flop Circuits, Clocked SR Latch,
Clocked JK Latch.
[Text2: 8.1, 8.2, 8.3, 8.4]
Structured Design and Testing: Introduction, Design Styles, Testing
[Text1: 6.1, 6.2. 6.5]

Teaching-Learning Process:
Chalk and talk method/Power point presentation RBT Level: L1, L2, L3

Text Books:
1. Principals of CMOS VLSI Design A System approach Neil H E Weste and Kamran
Eshraghain . Addition Wisley Publishing company.
2. “CMOS Digital Integrated Circuits: Analysis and Design”, Sung Mo Kang & Yosuf
Leblebici, Third Edition, Tata McGraw-Hill.
Reference Books:
1. “CMOS VLSI Design- A Circuits and Systems Perspective”, Neil H E Weste, and David
Money Harris 4th Edition, Pearson Education.
2. “Basic VLSI Design”, Douglas A Pucknell, Kamran Eshraghian, 3rd Edition, Prentice Hall of
India publication, 2005.

Course Outcomes: After completing the course, the students will be able to

@#Nov2024 2
`

CO1 Apply the fundamentals of semiconductor physics in MOS transistors and analyze the
geometrical effects of MOS transistors
CO2 Design and realize combinational, sequential digital circuits and memory cells in CMOS
logic.
CO3 Analyze the synchronous timing metrics for sequential designs and structured design basics.
CO4 Understand designing digital blocks with design constraints such as propagation delay
and dynamic power dissipation.
C05 Understand the concepts of Sequential circuits design and VLSI testing

@#Nov2024 3
`

@#Nov2024 4
 PCC-PEC-OEC (4 Credits) template 1

Radar Communication Semester 5

Course Code BEC714D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Hours Total Marks 100
Credits 04 Exam Hours 3 Hours
Examination type (SEE) Theory
Course objectives: This Course will enable the students to
• Understand the concepts of Radar, types of Radar and Applications.
• Understand the various measurements in Radar and Propagation of waves.
• Understand the various types of Radar and its functions.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of teaching
method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various modulation techniques, Channel, and
source coding.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking skills
such as the ability to evaluate, generalize & analyze information rather than simply recall it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come up with their own
creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the
students' understanding.

Module-1
Introduction to RADAR: Basic Radar, Simple Radar equation, Radar Block diagram, Radar Frequencies,
Applications of Radar.
The RADAR Equation: Detection of signals in Noise, Receiver Noise and SNR, Integration of Radar Pulses,
Radar Cross section of Targets, Radar Cross section Fluctuations, Transmitter Power, Pulse Repetition
Frequency, Antenna parameters, System Losses.
[Text1: 1.1 to 1.5, 2.2, 2.3, 2.6 to 2.12]
Module-2
MTI and Pulse Doppler Radar: Introduction to Doppler and MTI Radar, Delay-Line Cancelers, Moving
Target Detector, Pulse Doppler radar.
Tracking Radar: Tracking with Radar, Mono-pulse tracking, Conical Scanning and Sequential Lobing,
Tracking in Range, Comparison of Trackers.
[Text1: 3.1, 3.2, 3.6, 3.9, 4.1, 4.2, 4.3, 4.6, 4.8]

Module-3
Information from Radar Signals: Introduction, Basic Radar Measurements, Accuracy of measurements.
Radar Clutter: Introduction, Surface-Clutter Radar equation, Land clutter sea Clutter.
Propagation of Radar Waves: Introduction, Scattering from Flat Earth, Scattering from the Round Earth’s
Surface, Atmospheric Refraction.
[Text1: 6.1, 6.2, 6.3, 7.1 to 7.4, 8.1 to 8.4.]

Module-4

@#Nov2024 1
 PCC-PEC-OEC (4 Credits) template 2

Radar Transmitters: Introduction, Linear beam power tubes, solid state RF power sources.
Radar Receiver: Fundamentals, Receiver Noise Figure, Super heterodyne receiver, Duplexer.
[Text1: 10.1, 10.2, 10.3, 11.1 to 11.4]

Module-5
Synthetic Aperture Radar (SAR): Introduction, SAR History, General Description – Resolution, SAR Signal
processing, Radar Equation of the SAR system, SAR system Design considerations.
Over-the-Horizon Radar (OTHR): Introduction, Classification, Ionospheric effects, Ray path trajectories,
Principles of OTHR systems.
Secondary Surveillance Radar: Introduction, Principles of SSR, Deficiencies in SSR, Solution to deficiencies,
Range performance in SSR.
[Text-2: 9.1 to 9.6, 14.3 to 14.6, 15.1 to 15.5]
Course outcome (Course Skill Set)

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

1. Explain the principles of Radar.
2. Analyze the tracking in radar and modelling of Radars.
3. Analyze the limitations, interference and propagation of Radar waves.
4. Describe the Radar transmitter and receiver, and modern Radars.

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 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 22OB4.2, 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).

@#Nov2024 2
 PCC-PEC-OEC (4 Credits) template 3

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:

Text Books:
1. Merrill L. Skolnik, “Introduction to RADAAR Systems”, 3rd edition, Mc Graw Hill Education (India)
Private Limited, 2016 (Reprint), ISBN 978-0-07-044533-8.
2. Habibur Rahman, “Fundamental Principles of RADAR”, CRC Press, 2019, ISBN: 978-1-138-38779-9.

Reference Books

1. Mark A Richards, James A. Scheer, William A. Holm, “Principles of Modern RADAR”, Yesdee Publishing
Private Ltd, , 2012, ISBN: 978-93-80381-29-9.
2. Bassem R. Mahafza, “ Radar Systems Analysis and Design using MATLAB”, 4th edition, CRC press, 2022,
ISBN 978-0-367-50793-0.
3. J.C. Toomay, Paul J. Hannen; “Principles of Radar”, Third Edition, PHI Learning Pvt Ltd., 2011, ISBN : 978-
81-203-4155-9.

Web links and Video Lectures (e-Resources):

1. NPTEL : Radar Principles

https://archive.nptel.ac.in/courses/108/105/108105154/

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

1. Experiential Learning by using free and open source software’s OCTAVE or Python
2. Experiential Learning / Simulation using MATLAB.

@#Nov2024 3
 Annexure-II 1

Satellite Communication Principles Semester VII

Course Code BTE755A CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 03 Exam Hours
Examination type (SEE) Theory/practical/Viva-Voce /Term-work/Others
Course objectives:
• Understand the basic principle of satellite orbits and trajectories.
• Study of electronic systems associated with a satellite and the earth station.
• Understand the various technologies associated with the satellite communication.
• Focus on a communication satellite and the national satellite system.
• Study of satellite applications focusing various domains services such as remote sensing,
weather forecasting and navigation.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type
of teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class.
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes
critical thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather
than simply recall it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come
up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Satellite Orbits and Trajectories: Introduction to Satellites and their Applications: What is a
Satellite?, Definition, Basic Principles, Orbital parameters, Injection velocity and satellite
trajectory, Types of Satellite orbits, Orbital perturbations, Satellite stabilization, Orbital effects
on satellite‘s performance, Eclipses, Look angles: Azimuth angle, Elevation angle.
[Text 1: 1.2, 2.1,2.2,2.3,2.4,2.5,3.3,3.4,3.5,3.6,3.7] L1, L2
Module-2
Satellite subsystem: Power supply subsystem, Attitude and Orbit control, Tracking, Telemetry
and command subsystem, Payload.
Earth Station: Types of earth station, Architecture, Design considerations, Testing, Earth
station Hardware, Satellite tracking.
[Text 1: 4.1,4.5,4.6,4.7,4.8, 8.1,8.2,8.3,8.4,8.5,8.6,8.7] L1, L2
Module-3

@#Nov2024 1
 Annexure-II 2

Multiple Access Techniques: Introduction, FDMA (No derivation), SCPC Systems, MCPC
Systems, TDMA, CDMA, SDMA. Satellite Link Design Fundamentals: Transmission
Equation, Satellite Link Parameters, Propagation considerations.
[Text 1: 6.1,6.2,6.3,6.4,6.5,6.6, 6.7,6.9,6.12,6.13,6.14,7.1,7.2,7.4] L1, L2, L3
Module-4
Communication Satellites: Introduction, Related Applications, Frequency Bands, Payloads,
Satellite Vs. Terrestrial Networks, Satellite Telephony, Satellite Television, Satellite radio,
Regional satellite Systems, National Satellite Systems.
[Text 1: 9.1,9.2,9.3,9.4,9.5,9.6,9.7,9.8,9.10] L1, L2
Module-5
Remote Sensing Satellites: Classification of remote sensing systems, orbits, Payloads, Types of
images: Image Classification, Interpretation, Applications.
Weather Forecasting Satellites: Fundamentals, Images, Orbits, Payloads, Applications.
Navigation Satellites: Development of Satellite Navigation Systems, GPS system, Applications.
[Text 1: 10.1,10.2,10.3] L1, L2, L3
Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Describe the satellite orbits and its trajectories with the definitions of parameters associated with it.
2. Describe the Electronic hardware systems associated with the satellite subsystem and earth station.
3. Describe the communication satellite with the focus on national satellite system.
4. Compute the satellite link parameters under various propagation conditions with the illustration of
multiple access techniques.
5. Describe the satellites used for applications in remote sensing, weather forecasting and navigation.

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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). 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.
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.
4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Text Book:
1. Anil K. Maini, Varsha Agrawal, Satellite Communications, Wiley India Pvt. Ltd., 2015,
ISBN: 978-81-265-2071-8.
Reference Books :
1. Dennis Roddy, Satellite Communications, 4th Edition, McGraw- Hill International edition,
2006
2. Timothy Pratt, Charles Bostian, Jeremy Allnutt, Satellite Communications, 2nd Edition,
Wiley India Pvt. Ltd , 2017, ISBN: 978-81-265-0833-4
Web links and Video Lectures (e-Resources):
• https://nptel.ac.in/courses/117105131
• Basic Introduction To Satellite Communications | Satellite Communications - YouTube
• How Satellite Works (Animation) - YouTube

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 Annexure-II 4

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 Annexure-II 1

Automotive Engineering Semester 7

Course Code BEC755B 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 3
Examination type (SEE) Theory
Course objectives:
This course will enable students to:
• Understand the basics of automobile dynamics and design electronics to complement those
features
• Design and implement the electronics that attribute the reliability, safety, and smartness to
automobile, providing add – on comforts

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not 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 the 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 and
develops design thinking skills such as the ability to design, evaluate, generalize, and
analyze information rather than simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem and encourage the students to devise
creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.

Module-1

Automotive Fundamentals Overview – Evolution of Automotive Electronics, Automobile

Physical Configuration, Survey of Major Automotive systems, The Engine- Engine Block,
Cylinder Head, four stroke Cycle, Engine Control, Ignition System- Spark plug, High voltage
circuit and distribution, spark pulse generation, ignition timing, diesel engine, Drive Train –
Transmission, drive shaft, differential, suspension, brakes, steering system, starter battery-
operating principle. (Text1: Chapter1, Text 2: Pg. 407-410)
The Basics of Electronic Engine Control - Motivation for Electronic Engine, control – exhaust
emissions, fuel economy, concept of an electronic engine, control system, definition of general
terms, definition of engine performance terms, engine mapping, effect of air/fuel ration, spark
timing and EGR on performance, control strategy, electronic fuel control system, analysis of intake
manifold pressure, electronic ignition. (Text1: Chapter 5)

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 Annexure-II 2

Module-2
Automotive Sensors – Automotive control system applications of sensors and Actuators –
Variables to be measured, airflow rate sensor, strain gauge MAP sensor, Hall Effect position
sensor, Magnetic Reluctance Crankshaft position sensor, Throttle angle sensor, Engine coolant
Temperature (ECT) Sensor, Exhaust Gas Oxygen (O2 /EGO) Lambda sensors, piezoelectric
Knock sensor (Text 1: Chapter 6)
Automotive Engine Control Actuators – Solenide, Fuel Injector, EGR actuator, Ignition
system (Text 1: Chapter 6)

Module-3

Digital Engine Control System- Digital Engine control features, Control modes for fuel control
(Seven Modes), EGR Control, Electronic Ignition control- closed loop ignition timing, spark
advance correction scheme, Integrated engine control system- secondary air management,
Evaporative Emissions, Canister Purge, automatic system adjustment, system diagnostics
(Text 1: Chapter 7)

Control Units – Operating conditions, Design, Data Processing, Programming, Digital modules
in the Control Unit, Control Unit Software (Text 2: Pg. 196-207)

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 Annexure-II 3

Module-4

Automotive Networking – Bus Stem- classification, Applications in the Vehicle, Coupling of

networks, Examples of Networked Vehicles (Text 2: Pg. 85-91),
Buses – CAN Bus, LIN Bus, MOST Bus, Bluetooth, Flex Ray, Diagnostic Interfaces (Text 2: Pg.
92-151)
Vehicle Motion Control – Typical Cruise control system, Digital Cruise Control System, Digital
Speed Sensor, Throttle Actuator, Cruise Control Configuration, Cruise Control Electronics
(Digital Only), Antilock Brake System (ABS) (Text 1: Chapter 8)

Module-5

Automotive Diagnostics – Timing Light, Engine Analyzer, On-Board diagnostics, Off-Board

diagnostics, Expert Systems, Occupant Protection Systems – Accelerometer based Air Bag
Systems (Text1: Chapter10)
Future Automotive Electronic Systems – Alternative Fuel Engines, Electric and Hybrid
Vehicles, Fuel Cell Power Cars, Collision Avoidance Radar Warning Systems, Low tire pressure
warning systems, Head Up Display, Speech Synthesis, Navigation- Navigation Sensors – Radio
Navigation, Signpost Navigation, Dead reckoning navigation, Voice Recognition Cell phone
Dialing, Advanced Cruise Control, Stability Augmentation, Automatic Driving Control (Text 1:
Chapter 11)

Course Outcome (Course Skill Set)

At the end of the course, students will be able to:
• Describe the basics of Automobile dynamics and design electronics.
• Acquire an overview of automotive components, subsystems and basics of Electronic
Engine Control in today’s automotive industry.
• Use available automotive sensors and actuators while interfacing with
microcontrollers/microprocessors during automotive system design.

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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). 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.
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.
4. Marks scored shall be proportionally reduced to 50 marks

Suggested Learning Resources:

Text Books:

1. William B Ribbens, “Understanding Automotive Electronics”, 6th Edition, Elsevier Publishing.

2. Robert Bosch GmbH (Ed.), “Bosch Automotive Electrics and Automotive Electronics Systems and
Components, Networking and Hybrid Drive”, 5th edition, John Wiley & Sons Inc., 2007.

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 Annexure-II 4

Web links and Video Lectures (e-Resources):

Related NPTEL Courses

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

• Real world problem solving using group discussion.
• Present animation for Car assembly
• Real world example of Automotive Electronics concepts.

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 Annexure-II 5

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 Annexure-II 1

Embedded Systems Applications Semester 7

Course Code BTE755C 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:
● Understand the fundamental concepts, characteristics, and applications of embedded systems
across various domains.
● Analyse the hardware components of embedded systems, including microcontrollers, memory,
and low-power design techniques.
● Explore the role of sensors, ADCs, and actuators in embedded systems, and their interfacing
with digital systems.
● Apply embedded systems design principles in real-world applications such as mobile phones,
automotive electronics, RFID, and biomedical systems.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various EV Architectures.
3. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyse information rather than simply
recall it.
4. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.

Module-1
Introduction to embedded systems: Application domain of embedded systems, desirable features
and general characteristics of embedded systems, model of an embedded system, microprocessor Vs
microcontroller, example of a simple embedded system, figure of merit for an embedded system,
classification of MCUs: 4/8/16/32 bits, history of embedded systems, current trends.

(Text: 1.1 to 1.9)

Module-2
Embedded systems-The hardware point of view: Microcontroller unit (MCU), The Processor, The
Harvard Architecture, A popular 8-bit MCU: General Purpose I/O (GPIO), Clock; Memory for embedded
systems: Semiconductor Memory, Random Access Memory (RAM), Static RAM (SRAM), An SRAM Chip.
Low Power Design, Pull up and Pull Down Resistors.

(Text: 2.1 to 2.2.2, 2.3 to 2.3.2.2 and 2.4 to 2.5 )

Module-3
Sensors, ADCs and Actuators
Sensors: Temperature Sensor, Light Sensor, Proximity/range Sensor; Analog to digital converters: ADC
Interfacing, Control Interface, Data Interface; Actuators: Displays, Light Emitting Diodes (LED), Seven
Segment LED; Motors: Stepper Motors, DC Motors.

(Text: 3.1.1 to 3.1.3, 3.2 to 3.2.1.2, 3.3 to 3.3.1.2 and 3.3.2 to 3.3.2.2)
Module-4

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 Annexure-II 2

Examples of embedded systems: Mobile phone, Automotive electronics, Radio Frequency Identification
(RFID), Wireless Sensor Networks (WISENET), Robotics, Biomedical applications, Brain machine
interface.

(Text: 4.1 to 4.7)

Module-5
Embedded Design-A Systems Perspective: A Typical Example, Product Design, The Design Process,
Testing,
Bulk Manufacturing.
(Text: 18.1 to 18.5)
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Understand the fundamental concepts and characteristics of embedded systems, including their
classification and modern trends.
2. Analyse the architecture and hardware components of MCUs and their role in embedded systems.
3. Apply knowledge of sensors, ADCs, and actuators for interfacing and control in embedded systems.
4. Evaluate real-world embedded system applications such as mobile phones, automotive electronics,
RFID, and robotics.
5. Develop an understanding of the embedded design process, from concept to bulk manufacturing,
including testing and product design.
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 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.

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 Annexure-II 3

Suggested Learning Resources:

Books
1. Das, LyLa B.. Embedded Systems: An Integrated Approach. India: Pearson Education India, ISBN
9788131787663, 2013.

Web links and Video Lectures (e-Resources):

● Embedded Systems: https://nptel.ac.in/courses/108102045

● Embedded Systems Design: https://onlinecourses.nptel.ac.in/noc20_cs14/preview
● Android Mobile Application Development:
https://onlinecourses.swayam2.ac.in/nou24_ge66/preview

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

● Conduct market survey for latest home appliances and compare specifications of reputed brands
and prepare a report
● Students can interface a temperature sensor with an ADC and display the digital output on a
seven-segment display, demonstrating sensor integration with actuators.

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 Sensors and Actuators Semester 7
Course Code BEC755D CIE Marks 50
Teaching Hours/Week(L:T:P) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
• To provide the fundamental knowledge about sensors and measurement system.
• To impart the knowledge of static and dynamic characteristics of instruments and
understand the factors in selection of instruments for measurement.
• To discuss the principle, design and working of transducers for the measurement of
physical time varying quantities.
• To discuss basics of signal conditioning and signal conditioning equipment.
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class.
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
Thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
6. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Sensors and Transducers: Introduction, Definition of Sensors and Transducers, Classification of
Transducers, Advantages and Disadvantages of Electrical Transducers. (Text 1:16.1 to 16.4)
Measurement: Introduction to measurement and Instrumentation, Definition, significance of
Measurement, Methods of measurement, Modes of measurement, Elements of generalized
measurement system with example. Input-output configuration of measuring instruments and
measurement systems, Applications of measurement systems. (Text 1:3.1 to 3.7)
Teaching-Learning Chalk and Talk method, PowerPoint Presentation.
Process RBT Level: L1, L2, L3
Module-2
Static and Dynamic Characteristics of instruments: Introduction, Definition relating to
measuring instruments.
Static characteristics - Accuracy, Errors and Correction, Static calibration Range and span. Scale
readability Repeatability and Reproducibility, Drift, Accuracy and Precision, Sensitivity,
Linearity, Hysteresis, Threshold and Resolution, Dead Zone and Dead Time, Loading Effects and
Noise.
Dynamic Characteristics– Dynamic Response, Dynamic characteristics of a measurement
system, Dynamic analysis of a measurement system, Zero, First and Second order system.
(Text 1: 3.8, 3.8.1 to 3.8.4.4)
Teaching-Learning Chalk and Talk method, Power point presentation
Process RBT Level: L1, L2, L3

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 Module-3
Measurement of Temperature: Introduction, Temperature measuring instruments, RTD,
Thermistors, Thermocouple Thermometers, Radiation Pyrometers, Optical Pyrometers.
(Text 1: 21.2, 21.2.1 to 21.2.7)
Measurement of Displacement: Introduction, Principles of Transduction –Variable resistance
devices, Variable Inductance Transducer, Induction Potentiometers, Synchros and Resolvers,
Variable Capacitance Transducer, Hall Effect Devices, Proximity Devices, Digital Transducer.
(Text 2: 4, 4.1 to 4.3)
Teaching-Learning Chalk and Talk method, PowerPoint Presentation, Virtual
Process instrumentation Lab to demonstrate the characteristics of sensors
RBT Level: L1, L2, L3
Module-4
Measurement of Strain: Introduction, Factors affecting strain measurements, Types of Strain
Gauges, Theory of operation of resistance strain gauges, Types of Electrical Strain Gauges –Wire
gauges, unbounded strain gauges, foil gauges, semiconductor strain gauges, Thin film Guages
(principle, types & list of characteristics only), Strain gauge Circuits – Wheatstone bride circuit,
Applications. (Text 2: 5, 5.1 to 5.5, 5.8, 5.8.1, 5.10)
Measurement of Force & Torque: Introduction, Force measuring sensor –Load cells – column
types devices, proving rings, cantilever beam, pressductor. Hydraulic load cell, electronic
weighing system.
Torque measurement: Absorption type, transmission type, stress type & deflection type.
(Text 2: 10.1,10.2,10.2.1,10.2.2,10.2.3,10.2.6,10.7,10.8,10.9)
Teaching-Learning Chalk and talk method, PowerPoint Presentation, Virtual
Process instrumentation Lab to demonstrate the characteristics of sensors
RBT Level: L1, L2, L3
Module-5
Signal Condition: Introduction, Functions of Signal Conditioning Equipment, Amplification,
Types of Amplifiers, Mechanical Amplifiers Fluid Amplifiers, Optical Amplifiers, Electrical and
electronic Amplifiers. (Text 1: 17.1 to 17.8)
Data Acquisition Systems and Conversion: Introduction, Objectives and Configuration of Data
Acquisition System, Data Acquisition Systems, Data Conversion. (Text 1: 18.1 to 18.4)
Teaching-Learning Chalk and Talk method, PowerPoint Presentation
Process RBT Level: L1, L2, L3
Course outcomes (Course Skill Set)
At the end of the course the student will be able to:
1. Discuss the fundamental concepts related to sensors and measurement, functional
elements of measurement system, I/O Characteristics of measurement system.
2. Interpret and analyse the static and dynamic characteristics of instruments.
3. Elucidate the working principle and usage of different transducers for temperature, and
displacement measurement.
4. Discuss the principle and working of strain, force and torque measurement.
5. Analyze the signal conditioning and signal conditioning equipment.

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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). A student shall be deemed to have satisfied the academic requirements and
earned the credits allotted to each subject/ course if the student secures not less than 35% (18
Marks out of 50) in the semester-end examination (SEE), and a minimum of 40% (40 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester
End Examination) taken together.
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for
20 Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100
marks and will be scaled down to 50 marks
(To have less stressed CIE, the portion of the syllabus should not be common /repeated for any
of the methods of the CIE. Each method of CIE should have a different syllabus portion of the
course).
CIE methods /question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common
question papers for the subject (duration 03 hours)
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.
The students have to answer 5 full questions, selecting one full question from each module.
Marks scored out of 100 shall be reduced proportionally to 50 marks
Suggested Learning Resources:
Text Books:
1. Electrical and Electronic Measurements and instrumentation, R.K Rajput, S. Chand, 4th
Edition, 2015.
2. Instrumentation: Devices and Systems, C S Rangan, G R Sarma, V S V Mani, 2nd Edition
(32 Reprint), McGraw Hill Education (India), 2014.

Reference Books :
1. Electrical and Electronic Measurements and Instrumentation, A K Sawhney, 17th Edition,
(Reprint 2004), Dhanpat Rai & Co. Pvt. Ltd., 2004.
2. A Course in Electronics and Electrical Measurements and Instruments, J.B. Gupta, Katson
Books, 13th Edition, 2008.

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