Annexure-II 1

Analysis & Design of Algorithms Semester 4

Course Code BCS401 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory

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

Teaching-Learning Process (General Instructions)

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

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

@#16032024 1
 Annexure-II 2

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

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

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

@#16032024 2
 Annexure-II 3

Assessment Details (both CIE and SEE)

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

Continuous Internal Evaluation:

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

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

Suggested Learning Resources:

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

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

Web links and Video Lectures (e-Resources):

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

@#16032024 3
 Annexure-II 4

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

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

@#16032024 4
 MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

Financial Management Semester 4

Course Code BCB402 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
Examination nature (SEE) Theory/practical

Course objectives:
● To gain knowledge on the various sources of finance.
● To understand the various uses for finance.
● To familiarize with the techniques used in financial management.

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) does not mean only the traditional lecture method, but different types of
teaching methods may be adopted to achieve the outcomes.
2. Utilize video/animation and /or cases to illustrate the functioning of various concepts.
3. Promote collaborative learning (Group Learning) in the class.
4. Pose at least three HOT (Higher Order Thinking) questions in the class to stimulate critical
thinking.
5. Incorporate Problem-Based Learning (PBL) to foster students' analytical skills and develop their
ability to evaluate, generalize, and analyze information rather than merely recalling it.
6. Introduce topics through multiple representations.
7. Demonstrate various ways to solve the same problem and encourage students to devise their
own creative solutions.
8. Discuss the real-world applications of every concept to enhance students' comprehension.
9. For practical based learning: use suitable modern tool for solving problems and record the
results/observations of experiments.
Module-1
Financial Management: Introduction – Meaning of Financial Management, Finance, Financial Services,
Financial Managers, Scope of Financial Management - Finance functions: Investment, Financing and
Dividend decisions, Key activities of the Financial Manager, Objectives of Financial Management - Profit
Maximization vs. Wealth Maximization.
[Textbook 1: Chapter 1]
Module-2
The Time value of money: Timelines and Notation, Future Value of a Single Amount, Present Value of a
Single Amount, Future Value of an Annuity, Present Value of an Annuity, Present Value of a Perpetuity,
Intra-year Compounding and Discounting. (Theory & Problems)
[Textbook 2: Chapter 6]
Module-3
Capital Budgeting – Nature of Capital Budgeting, Evaluation Techniques - Net Present Value (NPV),
Internal Rate of Return (IRR), Profitability Index (PI), Payback Period, Accounting Rate of Return (ARR).
[Textbook 1: Chapter 5]

@#16032024 1
 MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

Module-4
The Cost of Capital: Preliminaries, Cost of Debt and Preference, Cost of Equity, Determining the
proportions, Weighted Average Cost of Capital, Weighted Marginal Cost of Capital, Factors affecting the
Weighted Average Cost of Capital.
[Textbook 2: Chapter 14]
Module-5
Sources of Long-Term Finance: Equity Capital, Internal Accruals, Preference Capital, Term Loans,
Debentures.
[Textbook 2: Chapter 17]
Working Capital Management: Nature of working capital – Concepts and Definitions of Working
Capital, Planning of Working Capital - Need for working capital, Determinants of working capital.
[Textbook 1: Chapter 9]
Working Capital Financing: Accruals, Trade credit, Commercial banks.
[Textbook 2: Chapter 27]

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

Note: Experiments (Suggested & not limited) to be conducted using MS Excel or other spreadsheet
tool. Students are required to develop necessary interfaces by making use of VBA and/or Macros for
data input and import file containing financial/transactional data.
Sl.No Experiment
1 Mr. Raghu sells goods for which he offers the following option of payment: (i) Pay Rs.2500 now,
or (ii) Pay Rs.900 each at the end of first year, second year and third year from now. The
customer having an opportunity cost of 10%, find the best option between these options
(Compare PV of series of Rs.900 with Rs.2500).
2 A bank makes an offer to deposit with it a sum of Rs.16000 and then receive a return of Rs.1800
p. a. perpetually. Suggest the choice on the offer to be accepted by an investor whose opportunity
rate of return is 12%. Comment on the decision change if his rate of return is 10%.
3 A recurring deposit of Rs.100 is made in the beginning of each of the next 4 years starting from
now @ 6%. Find the total deposit at the end of 4 years, 6 years, 10 years and 15 years.
4 A company is establishing a sinking fund to retire Rs.500000, 8 percent debentures, 10 years
from today. The company plans to put a fixed amount into the fund each year for 10 years. The
first payment will be made at the end of the current year. The company anticipates that the funds
will earn 6 per cent a year. Calculate equal annual contributions must be made to accumulate Rs.
500000, 10 years from now.
5 A machine is available for Rs.170000 and has a life of 5 years. It is expected to generate cash
flows of Rs.20000, Rs.50000, Rs.60000, Rs.40000, and Rs.75000. Find out the NPV of the
machine given the required rate of return as 10%.
6 A firm is evaluating a proposal costing Rs.160000 and expected to generate cash flows of
Rs.40000, Rs.60000, Rs.50000, Rs.50000, and Rs.40000.There is no salvage value thereafter.
Find out the IRR of the proposal. Find the IRR, if the hurdle rate of the firm is 12% and suitability
for consideration.

@#16032024 2
 MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

7 ITC Ltd. has decided to purchase a machine to augment the company’s installed capacity to meet
the growing demand for its products. There are three machines under consideration of the
management. The relevant details including estimated yearly expenditure and sales are given
below. All sales are on cash. Corporate Income Tax rate is 30%. The economic life of Machine 1 is
2 years, while it is 3 years for the other two. The scrap values are Rs.40000, RS.25000, and
Rs.30000 respectively. You are required to find out the most profitable investment based on ‘Pay
Back Method’.
Machine 1 Machine 2 Machine 3
Initial Investment required 300000 300000 300000
Estimated annual sales 500000 400000 450000
Estimated cost of production:
Direct materials 40000 50000 48000
Direct labour 50000 30000 36000
Factory overheads 60000 50000 58000
Administration costs 20000 10000 15000
Selling and distribution costs 10000 10000 10000
8 A company is considering an investment proposal to install new milling controls at a cost of
Rs.50000. The facility has a life expectancy of 5 years and no salvage value. The tax rate is 35 per
cent. Assume the firm uses straight line depreciation and the same is allowed for tax purposes.
The estimated cash flows before depreciation and tax (CFBT) from the investment proposal are
as follows:
Year CFBT
1 Rs.10000
2 Rs.10692
3 Rs.12769
4 Rs.13642
5 Rs.20385
Compute the following: i) Payback period ii) Average rate of return iii) Internal rate of return iv)
Net present value at 10 percent discount rate v) Profitability index at 10 percent discount rate
9 Calculate the explicit cost of debt for each of the following situations:
a) Debentures are sold at par and floatation costs are 5 per cent.
b) Debentures are sold at a premium of 10 percent and floatation costs are 5 percent of issue
price.
c) Debentures are sold at a discount of 5 percent and floatation costs are 5 percent of issue price.
Assume: i) Coupon rate of interest in debentures is 10 percent ii) Face value of debentures is
Rs.100 iii) Maturity period is 10 years iv) Tax rate is 35 per cent.
10 The following information is available for Avinash metals:
Net operating income Rs.40 million
Interest on debt Rs.10 million
Cost of equity 18 per cent
Cost of debt 12 per cent
a) What is the average cost of capital of Avinash metals?
b) What happens to the average cost of capital if it employs Rs.100 million of debt to finance a
project which earns an operating income of Rs.20 million? Assume that the net operating
income (NOI) applies and there is no tax.

@#16032024 3
 MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
1. Explain the importance of financial management from a strategic perspective.
2. Apply concepts of time value of money to make financial choices.
3. Apply concepts of capital budgeting to make investment decisions.
4. Apply the methods of estimation of cost of capital for financial planning.
5. Explain the concepts of working capital, long term and short term sources of finance.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25
marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two
Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other
assessment methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the
syllabus and the second test after covering 85-90% of the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC
● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks
for the test to be conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated
including viva-voce and marks shall be awarded on the same day.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of
all experiments’ write-ups are added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be
conducted for 50 marks and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
● 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.

@#16032024 4
 MKV-TEMPLATE for IPCC (26.04.2022) Annexure-III

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.
Suggested Learning Resources:

Textbooks
1. Khan, M Y., Jain, P K., Basic Financial Management, Third Edition, McGraw Hill Education (India)
Private Limited, 2012.
2. Chandra, P., Financial Management—Theory and Practice, Tenth Edition, McGraw Hill Education
(India) Private Limited., 2019.

Reference book
1. Rustagi, R P., Taxmann's Fundamentals of Financial Management-With Excel Applications, 15th
Edition, 2020.

Web links and Video Lectures (e-Resources):

● https://www.pdfdrive.com/financial-management-and-analysis-workbook-step-by-step-
exercises-and-tests-tohelp-you-master-financial-management-and-analysis-e158595305.html
● https://www.pdfdrive.com/fundamentals-of-financial-management-concise-sixth-edition-
e20229517.html
● https://www.youtube.com/watch?v=CCQwz_Gwo6o
● https://www.digimat.in/nptel/courses/video/110107144/L01.html
Activity Based Learning (Suggested Activities in Class)/ Case Studies (Not limited to)
● Identifying the small or medium sized companies and understanding the Investment evaluation
techniques used by them.
● Using the annual reports of selected companies, students can study the working capital
management employed by them. Students can also compare the working capital management of
companies in the same sector.
● Evaluate the NPV of an investment made in any one of the capital projects of a company for 5
years.
● Submit an analysed report on Capital structure in 5 different industries.
● Visit a business entity and estimate working capital requirement for the entity.
● Calculate Equated Instalment and prepare Loan Repayment schedule for the loan borrowed by
your family / friend.

@#16032024 5
 IPCC (26.04.2022)

DATABASE MANAGEMENT SYSTEM Semester 4

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

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

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

MODULE-1 No. of Hours: 8

Introduction to Databases: Introduction, Characteristics of database approach, Advantages of using the
DBMS approach, History of database applications.
Overview of Database Languages and Architectures: Data Models, Schemas, and Instances. Three schema
architecture and data independence, database languages, and interfaces, The Database System environment.
Conceptual Data Modelling using Entities and Relationships: Entity types, Entity sets and structural
constraints, Weak entity types, ER diagrams,Specialization and Generalization.

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

RBT: L1, L2, L3

MODULE-2 No. of Hours: 8

@#16032024 1
 IPCC (26.04.2022)

Relational Model: Relational Model Concepts, Relational Model Constraints and relational database schemas,
Update operations, transactions, and dealing with constraint violations.
Relational Algebra: Unary and Binary relational operations, additional relational operations (aggregate,
grouping, etc.) Examples of Queries in relational algebra.
Mapping Conceptual Design into a Logical Design: Relational Database Design using ER-to-Relational
mapping.

Textbook 1: Ch 5.1 to 5.3, Ch 8.1 to 8.5; Ch 9.1 to 9.2 Textbook 2: 3.5

RBT: L1, L2, L3

MODULE-3 No. of Hours:8

Normalization: Database Design Theory – Introduction to Normalization using Functional and Multivalued
Dependencies: Informal design guidelines for relation schema, Functional Dependencies, Normal Forms based
on Primary Keys, Second and Third Normal Forms, Boyce-Codd Normal Form, Multivalued Dependency and
Fourth Normal Form, Join Dependencies and Fifth Normal Form.
SQL: SQL data definition and data types, Schema change statements in SQL, specifying constraints in SQL,
retrieval queries in SQL, INSERT, DELETE, and UPDATE statements in SQL, Additional features of SQL
Textbook 1: Ch 14.1 to 14.7, Ch 6.1 to 6.5
RBT: L1, L2, L3

MODULE-4 No. of Hours:8

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

Transaction Processing: Introduction to Transaction Processing, Transaction and System concepts, Desirable
properties of Transactions, Characterizing schedules based on recoverability, Characterizing schedules based
on Serializability, Transaction support in SQL.

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

RBT: L1, L2, L3

MODULE-5 No. of Hours:08

Concurrency Control in Databases: Two-phase locking techniques for Concurrency control, Concurrency
control based on Timestamp ordering, Multiversion Concurrency control techniques, Validation Concurrency
control techniques, Granularity of Data items and Multiple Granularity Locking.
NOSQL Databases and Big Data Storage Systems: Introduction to NOSQL Systems, The CAP Theorem,
Document-Based NOSQL Systems and MongoDB, NOSQL Key-Value Stores, Column-Based or Wide
Column NOSQL Systems, NOSQL Graph Databases and Neo4j

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

RBT: L1, L2, L3

@#16032024 2
 IPCC (26.04.2022)

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

Sl.NO Experiments
1 Create a table called Employee & execute the following.
Employee(EMPNO,ENAME,JOB, MANAGER_NO, SAL, COMMISSION)
1. Create a user and grant all permissions to theuser.
2. Insert the any three records in the employee table contains attributes
EMPNO,ENAME JOB, MANAGER_NO, SAL, COMMISSION and use rollback.
Check the result.
3. Add primary key constraint and not null constraint to the employee table.
4. Insert null values to the employee table and verify the result.
2 Create a table called Employee that contain attributes EMPNO,ENAME,JOB, MGR,SAL &
execute the following.
1. Add a column commission with domain to the Employeetable.
2. Insert any five records into the table.
3. Update the column details of job
4. Rename the column of Employ table using alter command.
5. Delete the employee whose Empno is 105.
3 Queries using aggregate functions(COUNT,AVG,MIN,MAX,SUM),Group by,Orderby.
Employee(E_id, E_name, Age, Salary)
1. Create Employee table containing all Records E_id, E_name, Age, Salary.
2. Count number of employee names from employeetable
3. Find the Maximum age from employee table.
4. Find the Minimum age from employeetable.
5. Find salaries of employee in Ascending Order.
6. Find grouped salaries of employees.
4 Create a row level trigger for the customers table that would fire for INSERT or UPDATE or
DELETE operations performed on the CUSTOMERS table. This trigger will display the
salary difference between the old & new Salary.
CUSTOMERS(ID,NAME,AGE,ADDRESS,SALARY)
5 Create cursor for Employee table & extract the values from the table. Declare the variables
,Open the cursor & extrct the values from the cursor. Close the cursor.
Employee(E_id, E_name, Age, Salary)
6 Write a PL/SQL block of code using parameterized Cursor, that will merge the data available
in the newly created table N_RollCall with the data available in the table O_RollCall. If the
data in the first table already exist in the second table then that data should be skipped.
7 Install an Open Source NoSQL Data base MangoDB & perform basic CRUD(Create, Read,
Update & Delete) operations. Execute MangoDB basic Queries using CRUD operations.
Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
● Describe the basic elements of a relational database management system
● Design entity relationship for the given scenario.
● Apply various Structured Query Language (SQL) statements for database manipulation.
● Analyse various normalization forms for the given application.
● Develop database applications for the given real world problem.
● Understand the concepts related to NoSQL databases.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The

@#16032024 3
 IPCC (26.04.2022)

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

CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests,
each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods
mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test
after covering 85-90% of the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC
● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the
test to be conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated including
viva-voce and marks shall be awarded on the same day.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation
of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’
write-ups are added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for
50 marks and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scoredby the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a
CIE component only. Questions mentioned in the SEE paper may include questions from the practical
component.
Suggested Learning Resources:
Text Books:
1. Fundamentals of Database Systems, Ramez Elmasri and Shamkant B. Navathe, 7th Edition, 2017, Pearson.

2. Database management systems, Ramakrishnan, and Gehrke, 3rd Edition, 2014, McGraw Hill

@#16032024 4
 IPCC (26.04.2022)

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

Mini Project:
• Project Based Learning

@#16032024 5
 Template for Practical Course and if AEC is a practical Course Annexure-V

Analysis & Design of Algorithms Lab Semester 4

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

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

Course outcomes (Course Skill Set):

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

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is to be evaluated for conduction with an observation sheet and record write-up.
Rubrics for the evaluation of the journal/write-up for hardware/software experiments are
designed by the faculty who is handling the laboratory session and are made known to students at
the beginning of the practical session.
● Record should contain all the specified experiments in the syllabus and each experiment write-up
will be evaluated for 10 marks.
● Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments listed in
the syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural knowledge will
carry a weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the total CIE
marks scored by the student.

Semester End Evaluation (SEE):

● SEE marks for the practical course are 50 Marks.

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

● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before the
conduction of the examination. These practical examinations are to be conducted between the
schedule mentioned in the academic calendar of the University.
● All laboratory experiments are to be included for practical examination.
● (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer script
to be strictly adhered to by the examiners. OR based on the course requirement evaluation
rubrics shall be decided jointly by examiners.
● Students can pick one question (experiment) from the questions lot prepared by the examiners
jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.
● General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure and
result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for 100 marks
and scored marks shall be scaled down to 50 marks (however, based on course type, rubrics shall be
decided by the examiners)
● Change of experiment is allowed only once and 15% of Marks allotted to the procedure part are to be
made zero.
The minimum duration of SEE is 02 hours

Suggested Learning Resources:

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

@#16032024
 DISCRETE MATHEMATICAL STRUCTURES Semester IV
Course Code BCS405A CIE Marks 50
Teaching Hours/Week (L:T:P:S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
1. To help students to understand discrete and continuous mathematical structures.
2. To impart basics of relations and functions.
3. To facilitate students in applying principles of Recurrence Relations to find the generating
functions and solve the Recurrence relations.
4. To have the knowledge of groups and their properties to understand the importance of
algebraic properties relative to various number systems.

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

Module-1: Fundamentals of Logic

Basic Connectives and Truth Tables, Logic Equivalence – The Laws of Logic, Logical
Implication – Rules of Inference. The Use of Quantifiers, Quantifiers, Definitions and the Proofs
of Theorems.
(8 hours)
(RBT Levels: L1, L2 and L3)
Module-2: Properties of the Integers
Mathematical Induction, The Well Ordering Principle – Mathematical Induction, Recursive
Definitions.
Fundamental Principles of Counting: The Rules of Sum and Product, Permutations, Combinations –
The Binomial Theorem, Combinations with Repetition. (8 Hours)
(RBT Levels: L1, L2 and L3)
Module-3: Relations and Functions

@#16032024 1
 Cartesian Products and Relations, Functions – Plain and One-to-One, Onto Functions. The
Pigeon-hole Principle, Function Composition and Inverse Functions.
Properties of Relations, Computer Recognition – Zero-One Matrices and Directed Graphs, Partial
Orders – Hasse Diagrams, Equivalence Relations and Partitions. (8 hours)
(RBT Levels: L1, L2 and L3)
Module-4: The Principle of Inclusion and Exclusion
The Principle of Inclusion and Exclusion, Generalizations of the Principle, Derangements –
Nothing is in its Right Place, Rook Polynomials.
Recurrence Relations: First Order Linear Recurrence Relation, The Second Order Linear
Homogeneous Recurrence Relation with Constant Coefficients. (8 Hours)
(RBT Levels: L1, L2 and L3)
Module-5: Introduction to Groups Theory
Definitions and Examples of Particular Groups Klein 4-group, Additive group of Integers modulo
n, Multiplicative group of Integers modulo-p and permutation groups, Properties of groups,
Subgroups, cyclic groups, Cosets, Lagrange’s Theorem. (8
Hours)
(RBT Levels: L1, L2 and L3)
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Apply concepts of logical reasoning and mathematical proof techniques in proving
theorems and statements.
2. Demonstrate the application of discrete structures in different fields of computer science.
3. Apply the basic concepts of relations, functions and partially ordered sets for computer
representations.
4. Solve problems involving recurrence relations and generating functions.
5. Illustrate the fundamental principles of Algebraic structures with the problems related to
computer science & engineering.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE, the minimum passing mark is 35% of the maximum marks (18 out of 50 marks).
The student is declared as a pass in the course if he/she secures a minimum of 40% (40 marks out of
100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

@#16032024 2
 Continuous Internal Evaluation:
● There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment Test
component.
● Each test shall be conducted for 25 marks. The first test will be administered after 40-50% of the
coverage of the syllabus, and the second test will be administered after 85-90% of the coverage
of the syllabus. The average of the two tests shall be scaled down to 25 marks
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The schedule for assignments shall be
planned properly by the course teacher. The teacher should not conduct two assignments at the
end of the semester if two assignments are planned. Each assignment shall be conducted for 25
marks. (If two assignments are conducted then the sum of the two assignments shall be scaled
down to 25 marks)
The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
The Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books:
1. Ralph P. Grimaldi, B V Ramana: “Discrete Mathematical Structures an Applied
Introduction”, 5th Edition, Pearson Education, 2004.
2. Ralph P. Grimaldi: “Discrete and Combinatorial Mathematics”, 5th Edition, Pearson
Education. 2004.
Reference Books:
1. Basavaraj S Anami and Venakanna S Madalli: “Discrete Mathematics – A Concept-
based approach”, Universities Press, 2016
2. Kenneth H. Rosen: “Discrete Mathematics and its Applications”, 6th Edition, McGraw
Hill, 2007.
3. Jayant Ganguly: “A Treatise on Discrete Mathematical Structures”, Sanguine-
Pearson, 2010.
4. D.S. Malik and M.K. Sen: “Discrete Mathematical Structures Theory and
Applications, Latest Edition, Thomson, 2004.
5. Thomas Koshy: “Discrete Mathematics with Applications”, Elsevier, 2005, Reprint
2008.
Web links and Video Lectures (e-Resources):

@#16032024 3
 • http://nptel.ac.in/courses.php?disciplineID=111
• http://www.class-central.com/subject/math(MOOCs)
• http://academicearth.org/
• VTU e-Shikshana Program
• VTU EDUSAT Program.
• http://www.themathpage.com/
• http://www.abstractmath.org/
• http://www.ocw.mit.edu/courses/mathematics/
Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
• Quizzes
• Assignments
• Seminar

@#16032024 4
 GRAPH THEORY Semester IV
Course Code BCS405B CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
● Understand the basic concepts of graphs and their properties, and operations of graphs.
● Hamiltonian and Euler graphs, trees and matrix representation of the graph.
● Apply the concepts of a planar graph, matching and colouring in computer science
engineering.

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

Module-1
Introduction to Graphs: Introduction- Basic definition – Application of graphs – finite, infinite
and bipartite graphs – Incidence and Degree – Isolated vertex, pendant vertex and Null graph.
Paths and circuits – Isomorphism, sub-graphs, walks, paths and circuits, connected graphs,
disconnected graphs and components. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Chalk and talk method / PowerPoint Presentation
Process
Module-2
Eulerian and Hamiltonian graphs: Euler graphs, Operations on graphs, Hamiltonian paths and
circuits, Travelling salesman problem. Directed graphs – types of digraphs, Digraphs and binary
relation. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-3

@#16032024 1
 Trees – properties, pendant vertex, Distance and centres in a tree - Rooted and binary trees,
counting trees, spanning trees.
Connectivity Graphs: Vertex Connectivity, Edge Connectivity, Cut set and Cut Vertices,
Fundamental circuits. (8
hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Chalk and talk method / PowerPoint Presentation
Process
Module-4
Planar Graphs: Planar graphs, Kuratowski’s theorem (proof not required), Different
representations of planar graphs, Euler's theorem, Geometric dual.
Graph Representations: Matrix representation of graphs-Adjacency matrix, Incidence Matrix,
Circuit Matrix, Path Matrix. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Chalk and talk method / PowerPoint Presentation
Process
Module-5:
Graph Colouring: Colouring- Chromatic number, Chromatic polynomial, Matchings,
Coverings, Four colour problem and Five colour problem. Greedy colouring algorithm.
(8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Explain the fundamental concepts of properties and representation of graphs.
2. Solve the problems involving characterization and operations on graphs.
3. Apply concepts of trees and graph connectivity to solve real world problems.
4. Apply the concepts of planar graph and graph representations to solve the given problem.
5. Use the concepts of matching and coloring of graphs to solve the real world problems.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks
out of 50) and for the SEE, the minimum passing mark is 35% of the maximum marks (18 out of
50 marks). The student is declared as a pass in the course if he/she secures a minimum of 40%
(40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE
(Semester End Examination) taken together.

@#16032024 2
 Continuous Internal Evaluation:
● There are 25 marks for the CIE's Assignment component and 25 for the Internal
Assessment Test component.
● Each test shall be conducted for 25 marks. The first test will be administered after 40-
50% of the coverage of the syllabus, and the second test will be administered after 85-
90% of the coverage of the syllabus. The average of the two tests shall be scaled down to
25 marks
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-
based then only one assignment for the course shall be planned. The schedule for
assignments shall be planned properly by the course teacher. The teacher should not
conduct two assignments at the end of the semester if two assignments are planned. Each
assignment shall be conducted for 25 marks. (If two assignments are conducted then the
sum of the two assignments shall be scaled down to 25 marks)
The final CIE marks of the course out of 50 will be the sum of the scale-down marks of tests and
assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books:
1. Narsingh Deo, Graph theory with the applications to engineering & Computer Science,
Dovers Publications, 2016
2. J.A. Bondy and U.S.R. Murty. Graph theory with Applications, Springer, 1st edition,
2008.
Reference Books:
1. Garry Chartand and Ping Zhang, Introduction to Graph Theory, Tata McGraw-Hill, 2006.
2. Frank Harary, Graph Theory, Narosa Publishing House, Latest edition.
3. R. Diestel, Graph Theory, free online edition, 2016: diestel-graph-theory.com/basic.html.
4. Douglas B. West, Introduction to Graph Theory, Prentice Hall India Ltd.,2001
5. Robin J. Wilson, Introduction to Graph Theory, Longman Group Ltd.,2010
Web links and Video Lectures (e-Resources):
• http://nptel.ac.in/courses.php?disciplineID=111
• http://www.class-central.com/subject/math(MOOCs)
• http://academicearth.org/
• VTU e-Shikshana Program
• VTU EDUSAT Program.

@#16032024 3
 Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
• Quizzes
• Assignments
• Seminar

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

@#16032024 1
 Unconstrained optimization -Method of steepest ascent/descent, NR method, Gradient descent,
Mini batch gradient descent, Stochastic gradient descent. (8 hours)
(RBT Levels: L1, L2 and L3)
Module-5: Advanced Optimization
Momentum-based gradient descent methods: Adagrad, RMSprop and Adam.
Non-Convex Optimization: Convergence to Critical Points, Saddle-Point methods.
(8 hours)
(RBT Levels: L1, L2 and L3)

Course outcome (Course Skill Set)

At the end of the course, the student will be able to:
1. Apply the concepts of vector calculus to solve the given problem.
2. Apply the concepts of partial differentiation in machine learning and deep neural
networks.
3. Analyze the convex optimization algorithms and their importance in computer science
& engineering.
4. Apply the optimization algorithms to solve the problem.
5. Analyze the advanced optimization algorithms for machine learning .
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks out of 50) and for the SEE, the minimum passing mark is 35% of the maximum marks
(18 out of 50 marks). The student is declared as a pass in the course if he/she secures a
minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
• There are 25 marks for the CIE's Assignment component and 25 for the Internal Assessment
Test component.
• Each test shall be conducted for 25 marks. The first test will be administered after 40-50%
of the coverage of the syllabus, and the second test will be administered after 85-90% of the
coverage of the syllabus. The average of the two tests shall be scaled down to 25 marks
• Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The schedule for assignments
shall be planned properly by the course teacher. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned. Each assignment
shall be conducted for 25 marks. (If two assignments are conducted then the sum of the two
assignments shall be scaled down to 25 marks)
• The final CIE marks of the course out of 50 will be the sum of the scale-down marks of
tests and assignment/s marks.

@#16032024 2
 Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks..
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books:
1. Mathematics for Machine learning, Marc Peter Deisennroth, A. Aldo Faisal, Cheng
Soon Ong, 2020, Cambridge University Press.
2. S. Bubeck, Convex Optimization: Algorithms and Complexity, Foundations and Trends
in Optimization, 2015.
3. S. Boyd, N. Parikh, and E. Chu,“ Distributed optimization and statistical learning via the
alternating direction method of multipliers”, Foundations and Trends in Machine
Learning, Now Publishers Inc.
Reference Books:
1. Linear Algebra and Optimization for Machine Learning, Charu C. Aggarwal, Springer,
2020.
2. A. Beck, First-Order Methods in Optimization, MOS-SIAM Series on Optimization,
2017.
3. F. Bach, “Learning with Submodular Functions: A Convex Optimization Perspective”,
Foundations and Trends in Machine Learning, Now Publishers Inc.
Web links and Video Lectures (e-Resources):
• https://ocw.mit.edu/courses/mathematics/18-06sc-linear-algebra-fall-2011/index.htm
• https://www.math.ucdavis.edu/~linear/linear.pdf
• https://www.coursera.org/learn/linear-algebra-machine-learning
• https://nptel.ac.in/syllabus/111106051/
• https://github.com/epfml/OptML_course
• https://www.youtube.com/playlist?list=PL4O4bXkI-fAeYrsBqTUYn2xMjJAqlFQzX
Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
• Quizzes
• Assignments
• Seminar

@#16032024 3
 LINEAR ALGEBRA Semester IV
Course Code BCS405D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
● To equip the students with standard concepts and tools in Linear algebra which will
find them useful in their disciplines.
● Gain the knowledge of linear algebra tools and concepts to implement them in their
core domain.
● Improve their mathematical thinking and acquire skills required for sustained lifelong
learning.
Teaching-Learning Process
Pedagogy (General Instructions):
These are sample Strategies, teachers can use to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods
may be adopted so that the delivered lessons shall develop students’ theoretical and applied
Mathematical skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples.
3. Support and guide the students for self–study.
4. You will assign homework, grading assignments and quizzes, and documenting students'
progress.
5. Encourage the students to group learning to improve their creative and analytical skills.
6. Show short related video lectures in the following ways:
● As an introduction to new topics (pre-lecture activity).
● As a revision of topics (post-lecture activity).
● As additional examples (post-lecture activity).
● As an additional material of challenging topics (pre-and post-lecture activity).
● As a model solution of some exercises (post-lecture activity).

Module-1: VECTOR SPACES

Introduction, Vector spaces, Subspaces, Linear Combinations, Linear Spans, row space and
column space of a Matrix, Linear Dependence and Independence, Basis and Dimension,
Coordinates. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Chalk and talk method / PowerPoint Presentation
Process
Module-2: LINEAR TRANSFORMATIONS
Introduction, Linear Mappings, Geometric linear transformation of i2, Kernel and Image of a
linear transformations, Rank-Nullity Theorem (No proof), Matrix representation of linear
transformations, Singular and Non-singular linear transformations, Invertible linear
transformations (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Chalk and talk method / PowerPoint Presentation
Process
Module-3: EIGENVALUES AND EIGENVECTORS

@#16032024 1
 Introduction, Polynomials of Matrices, Applications of Cayley-Hamilton Theorem, Eigen
spaces of a linear transformation, Characteristic and Minimal Polynomials of Block Matrices,
Jordan Canonical form. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Chalk and talk method / PowerPoint Presentation
Process
Module-4: INNER PRODUCT SPACES
Inner products, inner product spaces, length and orthogonality, orthogonal sets and Bases,
projections, Gram-Schmidt process, QR-factorization, least squares problem and least square
error. (8 hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Module-5: OPTIMIZATION TECHNIQUES IN LINEAR ALGEBRA
Diagonalization and Orthogonal diagonalization of real symmetric matrices, quadratic forms
and its classifications, Hessian Matrix, Method of steepest descent, Singular value
decomposition. Dimensionality reduction – Principal component analysis. (8
hours)
(RBT Levels: L1, L2 and L3)
Teaching-Learning Process Chalk and talk method / PowerPoint Presentation
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Explain the concepts of vector spaces, subspaces, bases, dimension and their properties.
2. Use matrices and linear transformations to solve the given problem.
3. Compute Eigenvalues and Eigenvectors for the linear transformations
4. Determine orthogonality of inner product spaces.
5. Apply the optimization techniques to solve the problems.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks out of 50) and for the SEE, the minimum passing mark is 35% of the maximum marks
(18 out of 50 marks). The student is declared as a pass in the course if he/she secures a
minimum of 40% (40 marks out of 100) in the 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

@#16032024 2
 ● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The schedule for assignments
shall be planned properly by the course teacher. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned. Each assignment
shall be conducted for 25 marks. (If two assignments are conducted then the sum of the two
assignments shall be scaled down to 25 marks)
● The final CIE marks of the course out of 50 will be the sum of the scale-down marks of
tests and assignment/s marks.
Internal Assessment Test question paper is designed to attain the different levels of
Bloom’s taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module
(with a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each
module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Books (Name of the author/Title of the Book/Name of the publisher/Edition and Year)
Text Books:
1. David C. Lay, Steven R. Lay, Judi J Mc. Donald: “Linear Algebra and its
applications”, Pearson Education, 6th Edition, 2021.
2. Gilbert Strang: “Linear Algebra and its applications”, Brooks Cole, 4th edition, 2005.

Reference Books:
1. Richard Bronson & Gabriel B. Costa: “Linear Algebra: An Introduction”, 2nd
edition. Academic Press, 2014.
2. Seymour Lipschutz, Marc Lipso: “Theory and problems of linear algebra”,
Schaum’s outline series - 6th edition, 2017, McGraw-Hill Education.
3. Marc Peter Deisennroth, A. Aldo Faisal, Cheng Soon Ong: “Mathematics for
Machine learning”, Cambridge University Press, 2020.
Web links and Video Lectures (e-Resources):
• https://ocw.mit.edu/courses/mathematics/18-06sc-linear-algebra-fall-2011/index.htm
• https://www.math.ucdavis.edu/~linear/linear.pdf
• https://www.coursera.org/learn/linear-algebra-machine-learning
• https://nptel.ac.in/syllabus/111106051/
• http://nptel.ac.in/courses.php?disciplineID=111
• http://www.class-central.com/subject/math(MOOCs)
• http://academicearth.org/
• VTU e-Shikshana Program
• VTU EDUSAT Program.
Activity-Based Learning (Suggested Activities in Class)/Practical-Based Learning
• Quizzes
• Assignments
• Seminar

@#16032024 3
 Green IT and Sustainability Semester 4
Course Code BCS456A CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 14 Total Marks 100
Credits 01 Exam Hours 01
Examination type (SEE) Theory (MCQ)
Course objectives:
 Understand challenges for Green ICT and the environmental impact.
 Learn different aspects of ICT metrics and Sustainable Cloud Computing.
 Explore effects of software design on the sustainability.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes Critical thinking.
5. Adopt Case study Based Learning (CBL), which fosters students’ analytical skills, develop thinking skills
such as the ability to evaluate, generalize, and analyse 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
Green ICT -History, Agenda, and Challenges Ahead: Introduction, Industrial Revolution, The Emergence
of Information and Communication Technologies, The Agenda and Challenges Ahead.
Module-2
Emerging Technologies and Their Environmental Impact: Introduction, Number of Connected Devices ,
Increased , Functionality, Increased Number of Separate Functions , Increased Demand for Speed and
Reliability , Obsolescence—The Problem of Backward Compatibility, The Other Side of the Balance Sheet,
Videoconference as an Alternative to Business Travel, Dematerialization of Product Chain, Travel
Advice/Road Traffic Control, Intelligent Energy Metering , Building Management Systems, Saving IT
Resources. Module-3
Measurements and Sustainability: Introduction, ICT Technical Measures, Ecological Measures and Ethical
Consideration, Systems Engineering for Designing Sustainable ICT-Based Architectures.
Module-4
Sustainable Cloud Computing: Introduction, Challenges in the Use of Cloud Computing As Green Technology,
Cloud Computing and Sustainability, Sustainable Applications of Cloud Computing, Technologies Associated
With Sustainable Cloud Computing, Future Prospects of Sustainable Cloud Computing, Reflections on
Sustainable Cloud Computing Applications.
Module-5
Sustainable Software Design: Overview and Scope, Evaluating Sustainability Effects , Sustainability and the
Product Life Cycle , Direct Effects: Sustainability During Use, Runtime Energy Consumption Basics , Analyzing
the Energy Consumption of an Application , Energy Consumption Reduction Using Physical Properties of
Semiconductors, Optimizing the Energy Consumption of an Application: Compiler Techniques, Optimizing the
Energy Consumption of an Application: Runtime Approaches.
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Classify the challenges for Green ICT
2. Relate the environmental impact due to emerging technologies.
3. Demonstrate different aspects of ICT metrics.
4. Compare the various parameters related to Sustainable Cloud Computing.

@#16032024 1
 5. Interpret the effects of software design on the sustainability.

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 Examination (CIE)

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

Semester End Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is MCQ
(multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a minimum of
35% of the maximum marks meant for SEE.
Suggested Learning Resources:
Books
1. Green Information Technology – A Sustainable Approach, Mohammad Dastbaz Colin Pattinson, Babak
Akhgar, Elsevier, 2015 Inc.
2. San Murugesan; G. R. Gangadharan, Harnessing Green IT: Principles and
Practices, Wiley-IEEE Press
Web links and Video Lectures (e-Resources):
 https://www.youtube.com/watch?v=kvn_-mJ2tSo
 https://www.youtube.com/watch?v=kxngsYn5N3Y
 https://www.youtube.com/watch?v=EgdFi3sCgzU
 https://www.brightest.io/sustainability-measurement
 https://www.youtube.com/watch?v=S2m49Op25Zw
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Literature survey/review

@#16032024 2
 Capacity Planning for IT Semester 4
Course Code BCS456B CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 14 Total Marks 100
Credits 01 Exam Hours 01
Examination type (SEE) Theory (MCQ)
Course objectives:
 Understand requirement and measurements for capacity planning, measurement and
monitoring.
 Measurement of data for prediction towards planning process.
 Understand concepts related to deployment, installation, configuration, and management.
 Role of virtualization and cloud services in capacity planning.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes Critical thinking.
5. Adopt Case study Based Learning (CBL), which fosters students’ analytical skills, develop thinking skills
such as the ability to evaluate, generalize, and analyse 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
Goals, Issues, and Processes: capacity planning, Quick and Dirty Math, Predicting When Your Systems Will
Fail, Make Your System Stats Tell Stories, Buying Stuff: Procurement Is a Process, Performance and Capacity:
Two Different Animals, The Effects of Social Websites and Open APIs.
Setting Goals for Capacity: Different Kinds of Requirements and Measurements, Architecture Decisions.
Module-2
Measurement: Units of Capacity: Aspects of Capacity Tracking Tools, Applications of Monitoring.

Module-3
Measurement: API Usage and Its Effect on Capacity, Examples and Reality.
Predicting Trends: Riding Your Waves.
Module-4
Predicting Trends: Procurement, The Effects of Increasing Capacity, Long-Term Trends, Iteration and
Calibration.
Deployment: Automated Deployment Philosophies, Automated Installation Tools, Automated Configuration.
Module-5
Virtualization and Cloud Computing: Virtualization, Cloud Computing, Computing Resource Evolutions,
Mixed Definitions, Cloud Capacity, Use it or lose it (your wallet),Measuring the clouds, Cloud Case Studies,
Cloud Use Case: Anonymous Desktop Software Company.
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Identify the requirement and measurements for capacity planning by considering the goal, issues, and
processes.
2. Explain capacity measurement and monitoring.
3. Make use of measurement data for prediction towards overall planning process.
4. Explain the concepts related to deployment, installation, configuration, and management.
5. Demonstrate how the virtualization and cloud services fit into a capacity plan.

@#16032024 1
 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 Examination (CIE)

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

Semester End Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is MCQ
(multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a minimum of
35% of the Learning
Suggested maximumResources:
marks meant for SEE.
Books
1. John Allspaw, The Art of Capacity Planning, 2008, O'Reilly
Web links and Video Lectures (e-Resources):
 https://www.youtube.com/watch?v=w0cD26CLBA0
 https://www.youtube.com/watch?v=5-hhfBXykec
 https://www.youtube.com/watch?v=9e4IohiFmZ8&t=63s
 https://www.youtube.com/watch?v=qj4ziswxupE
 https://www.youtube.com/watch?v=jTW79ofC6Go
 https://www.youtube.com/watch?v=_pPlanX5wQY
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Tool demonstration

@#16032024 2
 UI/UX Semester 4
Course Code BCS456C CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 14 Total Marks 100
Credits 01 Exam Hours 01
Examination type (SEE) Theory (MCQ)
Course objectives:
● Understand user experience design requirements, with design goals, metrics and
targets.
● Explore different prototyping methods, UX design principles with case examples.
● Understand the role of design thinking concepts and mental models in UX design.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
Critical thinking.
5. Adopt Case study Based Learning (CBL), which fosters students’ analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyse 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
Introduction: Usability to user experience, Emotional impact as part of user experience, User
experience needs a business case.
Extracting Interaction Design Requirements: Needs & Requirements, Formal requirement
extraction, Methods for requirement extraction.
Module-2
Design Thinking, Ideation, and Sketching: Design Thinking, Design Perspectives, User Personas,
Ideation, Sketching.
Mental Models and Conceptual Design: Storyboards, Design influencing user behaviour.
Module-3
Design Production: Detailed Design, Wireframes.
UX Goals, Metrics and Targets: UX Goals, UX Measures, Measurement instruments, UX Metrics.
Module-4
Prototyping: Depth & breadth of a prototype, Fidelity of prototypes, Paper prototypes.
Connections with Software Engineering: Foundations for success in SE-UX development, The
challenge of connecting SE and UX.
Module-5
UX Design Guidelines: Using and interpreting design guidelines, Human memory limitations, UX
design guidelines & examples, Planning, Translation, Physical action, Outcomes, Assessment,
Overall.

@#16032024 1
 Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Explain the user experience design requirements.
2. Relate design thinking concepts and mental models to UX design.
3. Illustrate UX design in line with design goals, metrics and targets.
4. Demonstrate different prototyping in relation with software engineering.
5. Explain UX design principles with case examples.
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 Examination (CIE)

● For the Assignment component (CCE) 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 assessment methods mentioned in the 22OB2.4, if an assessment is project-
based then only one assessment 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 Examinations (SEE)

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

Suggested Learning Resources:

Books
1. REX HARTSON and PARDHA S. PYLA, The UX Book-Process and Guidelines for Ensuring a Quality
User Experience, Morgan Kaufmann, Elsevier, 2012.

Web links and Video Lectures (e-Resources):

● https://www.freecodecamp.org/news/ui-ux-design-tutorial-from-zero-to-hero-with-
wireframe-prototype-figma/
● https://www.edureka.co/blog/ui-ux-design-tutorial/
● https://www.udemy.com/course/introtoux/
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
● UI design demonstrations covering different UX design principles/concepts (specified in the
syllabus) using UI/UX tools like Lunacy, framer, penpot, visily etc.

@#16032024 2
 TEMPLATE for AEC (if the course is a theory) Annexure-IV

BUSINESS COMMUNICATION Semester 4

Course Code BCB456D CIE Marks 50
Teaching Hours/Week (L: T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 14 Total Marks 100
Credits 01 Exam Hours 01
Examination type (SEE) Theory
Course objectives:
 Understand basic principles of communication.
 Explore different ways of oral and written communication.
 To gain awareness on best practices of report writing and presentation.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only traditional lecture method, but alternative effective teaching
methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes Critical thinking.
5. Adopt Case study Based Learning (CBL), which fosters students’ analytical skills, develop thinking skills
such as the ability to evaluate, generalize, and analyse 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
Business communication: an introduction, Communication and organization structure.
Module-2
Employment communication, Oral communication.

Module-3
Written communication, Business letters and Report writing.
Module-4
Applying the case study method, Presentation skill.
Module-5
Group communication, Appendix I (the case study method – case studies are excluded), Appendix II (Business
Etiquette), Appendix III (Do’s and Don’ts for Job Interviews).
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Explain basic principles and modes of effective communication.
2. Apply the best practices of oral and employment communication in different types of communication.
3. Organize various business letters and reports for effective communication/documentation.
4. Demonstrate the best practices of presentation in group communication.

@#16032024 1
 TEMPLATE for AEC (if the course is a theory) Annexure-IV

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 Examination (CIE)

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

Semester End Examinations (SEE)

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

Suggested Learning Resources:

Books
1. Vikram Bisen and Priya, Business Communication, NEW AGE INTERNATIONAL (P) LIMITED, ISBN: 978-
81-224-2878-0, 2009.
2. Mary Ellen Guffey and Dana Loewy, Essentials of Business Communication (11 E), Cengage, ISBN: 978-1-
337-38649-4, 2019.
3. Courtland L. Bovée and John V. Thill, Business Communication Today (14th Global Edition), Pearson
Education, ISBN: 978-1-292-21534-1, 2018.

Web links and Video Lectures (e-Resources):

 https://www.coursera.org/specializations/effective-business-communication
 https://freelance-writing.lovetoknow.com/kinds-technical-writing
 https://clickhelp.com/clickhelp-technical-writing-blog/11-skills-of-a-good-technical-writer/

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

 Discussions/Report on the case studies of Book 1 (Appendix-I: CASE STUDY-1 to Case study-17).

@#16032024 2