IIITB Course Catalog
IIITB Course Catalog
TECHNOLOGY BANGALORE
Course Syllabus
Course Code / Course Name CS 307 Database Systems
Course Instructor Name(s) Prof. Uttam Kumar
Hours Component
3hrs Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:0:1 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes The students taking DBMS course can be
employed to industries focusing on
Direct focus on employability database and software development.
Yes The students develop necessary skills to
work with real time small and large
Focus on skill development databases.
Yes The students can work on real time projects
focusing on development and maintenance
of temporal database and graphical user
interface for small, medium and large
enterprises through entrepreneurship/self-
Focus on entrepreneurship employability and start-ups.
Provides value added / life skills
(language, writing, communication,
etc.)
Ability to deal with data plays a critical role virtually in all disciplines of Information Technology.
The core course titled “Database Systems” is the first level course that builds the foundations
needed for dealing with persistent data. Building upon the foundations laid in the introductory
programming course, this course covers all essential topics in database management in a fast-
track mode. The foundations laid in this course will serve as required pre-requisite to several
elective courses in the areas of Data Science and Software Engineering (e.g., Data Modeling,
GIS, Data Analytics, OOAD, and so on).
● To introduce the fundamental concepts for designing, using and implementing database
systems and database applications.
● To explore the fundamentals of database design.
● To learn database system implementation techniques.
At the end of the course, the students should have knowledge and competencies in the following
areas:
● Understand the principles of conceptual modeling
● Design databases
● Principles of database programming
● Knowledge of DBMS components
● Other data management technologies (e.g., data exchange, in-memory, etc.)
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
Course Content
[Provide list-wise topics]
3. Relational databases: Relational data model, database design concepts, DB design via
OR mapping, relational algebra, SQL tutorial, functional dependencies, overview of normal
forms (till BCNF).
Instruction Schedule
[Provide session-wise schedule]
Session 1 – Introduction to Databases: database and database users, database system concepts
and architectures.
Session 2 – Conceptual Data Modeling and Database Design: data modeling using the entity-
relationship (ER) model.
Session 3 – The Relational Data Model and SQL: the relational data model and relational
database constraints, basic SQL, queries, triggers, views and schema modification.
Session 4 – Database Design Theory and Normalization: Basics of functional dependencies and
normalization for relational databases, relational database design algorithms.
Session 5 – File structures, hashing, indexing, and physical database design: disk storage, basic
file structures, hashing, and modern storage architectures. Indexing structure for files and physical
database design.
Session 6 – Query Processing and Optimization: Strategies for query processing, query
optimization.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Class slides.
2. Fundamentals of Database Systems; R. Elmasri and S. Navathe; Addison-Wesley, 2000.
3. A First Course in Database System, Jeffrey D. Ullman and Jennifer Widom, Pearson
Education.
4. An Introduction to Database Systems; Bipin Desai; Galgotia Publications (West
Publishing), 1991.
5. Modern Database Management (Fourth Edition); F. McFadden, J. Hoffer;
Benjamin/Cummings (Narosa), 1994.
6. An Introduction to Database Systems (Seventh Edition); C. J. Date; Addison-Wesley,
2000.
7. Principles of Database Systems (Second Edition); J.D. Ullman; Galgotia Publishing, 1994.
8. Database Processing: Fundamentals, Design, Implementation (Fifth Edition); D. M.
Kroenke; Prentice-Hall, 1994.
9. Database Systems Concepts, Abraham Silberschatz, Henry F. Korth and S. Sudarshan,
McGrawHill.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
● 15%: Assignment-1
● 35%: Mid-term Exam
● 15%: Assignment-2
● 35%: End-term Exam
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mapp
o. ing
1. To understand the introductory concepts and basic terminologies used in the
database.
2. To understand and have a working knowledge of normalization and various
normal forms with hands-on example.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Late Assignment Submission Policy
State any penalty policy for late submission
All deadlines are due at on the date and time indicated in LMS. The penalties for late submission
are as follows:
Not applicable.
Academic Dishonesty/Plagiarism
As per institute policy.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
NONE
Additional Focus Areas
Select zero or more from the following and write one sentence explaining the how the focus areas covered as part of
the course.[NAAC criteria 1.1.3, 1.3.2].
Yes /
Focus Area Details
No
Yes This course will help the students to
prepare for their future careers as software
Direct focus on employability engineers.
Yes Developing skills on Software Engineering
is very much required for the development
Focus on skill development of any software project.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
TOTAL 45 30
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Instruction Schedule
[Provide session-wise schedule]
Week Topics
1
Introduction to software Engineering
● Introduction to A Typical Software Project
● Program Vs Software Product
● Factors Contributing to Software Crisis
● The rise and fall of Netscape
2
Software Development Life Cycle
● Software Process Models
● Linear Sequential Model
● Linear sequential model
● Prototyping model
● Rapid application development model
● Evolutionary software process models:
● – Incremental model
● – Spiral model
● – Concurrent development model
● Component based development
● Model based development
2
Agile methods for development
● Characteristics of agile processes
● Agile methods: Goals
● Some existing agile methods
● Extreme Programming (XP)
● Scrum
● Crystal methodologies
● Feature driven development
● Rational Unified Process (RUP)
● Adaptive software development
3
Requirements and Requirement Engineering
● Reasons for project failure
● Reasons for project success
● Introduction to requirements
● Defining requirements engineering
● Requirements and quality
● Requirements and lifecycle
● Requirements tracing
● Requirements and modeling
● Requirements and testing
● A GENERIC PROCESS for Requirements Engineering
● Generic process
● Input requirements and derived requirements
● Acceptance criteria and qualification strategy
● Generic process information model
● Information model - using UML
4
Software Requirements: Analysis and Specification
● Functional and Non-Functional Requirements
● Requirements Analysis and Specification
● Requirements Gathering
● Analysis of the Gathered Requirements
● Inconsistent Requirement
● Incomplete Requirement
● Software Requirements Specification
● SRS Document
● Properties of a Good SRS Document
● Non-Functional Requirements
● Organization of the SRS Document
● Examples of Bad SRS Documents
● Representation of complex processing logic
5
Function-Oriented Software Design
● Structured Analysis/Structured Design
● Data Flow Diagrams
● Structured Design
● Basic Building Blocks of Structure Chart
6-7
Understanding Unified Modelling Language
● Roots of UML
● Evolution of UML
● Main UML specification documents
● Structure and Behavior
● Main diagrams
● Use case diagram
● Class diagram
● Sequence diagram
● Activity diagram
8-9
Software Project Management
● Time-scale Charts
● PERT vs. Time-scale chart
● Earned Value Management
● Project Scope and Risk
● Project Approaches to Remember
● Responsibility of project managers
● Organization of SPMP Document
● Estimation
● Project planning
● Software Cost Components
● Software Pricing Factors
● Four Common (subjective) estimation models
● Top-down and bottom-up estimation
● Criteria for a Good Estimation Model
● Software Cost Estimation
● Factors affecting Productivity
● Software Size Metrics
● Function Point Analysis
● Estimation using COCOMO
10
Coding Standards and Documentation
● Important design considerations
● Coding Phase
● Coding Standards
● Code inspection and code walk throughs
● Coding Standards and Guidelines
● Representative Coding Standards
● Software Documentation
● Internal / External Documentation
● Textual Documents
10
User Interface (UI) Design
● The Success of Products
● Characteristics of Good UIs
● Principles of User Interface Design
● Mode-Based versus Modeless Interface
● GUI Vs Text-Based User Interface
● Types of User Interfaces
● Advantages and Disadvantages of User Interface Styles
11
Risk Management
● Reactive vs. Proactive Risk Strategies
● Risk Management Process
● Risk Identification
● Risk Types
● Risk Analysis
● Risk Planning
● Risk Monitoring
● Risk Exposure
12-14
Software Testing
● Verification versus Validation
● Unit testing
● Integration testing
● System Testing
● Big Bang Integration Testing
● Bottom-up Integration Testing
● Top-down Integration Testing
● Mixed Integration Testing
● Phased vs. Incremental Integration Testing
● Alpha Testing
● Beta Testing
● Acceptance Testing
● Overview of Testing Activities
● Test cases and Test suites
● Design of Test Cases
● Black Box Testing Techniques
● Coverage-Based Testing Versus Fault-Based Testing
● White Box Testing Techniques
● Path Coverage based Testing
● Control Flow Graph
● McCabe's Cyclomatic Metric
● Cyclomatic complexity
● Derivation of Test Cases
● Stress Testing
● Volume Testing
● Configuration Testing
● Compatibility Testing
● Recovery Testing
● Maintenance Testing
● Documentation tests
● Usability tests
● Environmental test
● Regression Testing
● Test Summary Report
15
Software Aging
● The Causes of Software Aging
● The Cost of Software Failure
● Reducing the Cost of SW Aging
● Design for Success
● Design for Change
● Keeping Records (Documentation)
● Why is Software Aging Inevitable?
● Software Geriatrics
● Planning Ahead
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
CO
S. No. Focus of Assignment / Project
Mapping
1 CO3 to
Lab Assignments CO8 &
CO12
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
As per institute policy
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
As per institute policy
Course Syllabus
Course Code / Course Name CS 513 Software Systems - Enterprise Software Development
Course Instructor Name(s) Chandrashekar Ramanathan
Hours Component
2 Lecture (1hr = 1 credit)
Credits (L:T:P)
0 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
0 Practical (2hrs = 1 credit)
L:T:P = 2:0:0 Total Credits = 2
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and Communication
X
and Data
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes The course focuses on full-stack
application development. This approach to
software development is followed
extensively by the industry and hence
Direct focus on employability enhances employability.
Yes This course provides skills in Javascript,
SQL, Twitter Bootstrap, jQuery, REST,
Focus on skill development AngularJS
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication,
etc.)
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide topic-wise list]
Topic 1: Fundamentals of Object-oriented Analysis and Design
● Design vs Architecture
● OO concepts
● Unified Modeling Language (UML)
Topic 2: Software Architectures
● Understanding large scale systems – n-Tier architectures.
● Understanding quality attributes of architectures
Topic 3: Database application development
● Database Design through Conceptual Modeling
● Database Implementation through SQL
● Database Programming through Hibernate
Topic 4: Web application development
● MVC for Web - Twitter Bootstrap (rendering view), jQuery, Ajax (from jQuery) and
servlets (controller), REST service, back-end model - MySql, Java programming and
concepts of key value pair (like mongo DB – implemented using MySql)
Topic 5: Mobile application development
● Connectivity, security, online/offline modes, integration of sensors, location services,
responsiveness.
● AngularJS and related frameworks
Instruction Schedule
[Provide session-wise schedule]
S.
No. Date Topic
1 Session 1 Introduction
2 Session 2 Handson - Environment setup
3 Session 3 Enterprise Software Elements
4 Session 4 Database Design
5 Session 5 Handson - Frontend development
6 Session 6 HOLIDAY
7 Session 7 OR Mapping
8 Session 8 Handson - SQL
9 Session 9 N-Tier Architecture
10 Session 10 Handson - OR Mapping with hibernate
11 Session 11 Service Oriented Architecture
12 Session 12 Handson - REST services
13 Session 13 Deployment Architecture
14 Session 14 Software Testing
15 Session 15 Handson - Full-stack Integration
16 Session 16 Handson - Basic Devops
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
1. Software Architecture in Practice by Bass and Clements, Addison Wesley.
2. Ajax - https://www.youtube.com/watch?v=f46WEeM8HTA
3. REST Services - https://www.youtube.com/watch?v=xkKcdK1u95s
4. Jquery Tutorial - https://www.youtube.com/watch?v=8mwKq7_JlS8
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
No Focus of Assignment / Project Mappin
. g
1 Database Design using Conceptual Modeling CO5
2 C04,
C05,
Develop a web application use the principles of full-stack software CO6,
development CO8
3 Write a program to implement CRUD operations using JDBC C05
4 Write a program to implement CRUD operations using Hibernate C05
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations.
Generic evaluation procedures included below. Add additional evaluation procedures / criteria
as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
NONE
Yes /
Focus Area Details
No
Yes Engineers trained on DevOps are sought
for. This course provides a strong
Direct focus on employability foundation for the same.
Yes Developing skills on DevOps methods of
software development is very much
required for the software project
Focus on skill development development.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)
TOTAL 45 0
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Instruction Schedule
[Provide session-wise schedule]
Week Topics
1-3 1. Introduction to Software Production Engineering
✔ Business Agility
✔ Challenges to Achieve Business Agility
✔ Components of Software Delivery
✔ Traditional Vs Agile Vs DevOps
✔ DevOps Basics
✔ DevOps Software Development Model
✔ Components of Software Delivery
✔ Popular Misconceptions about DevOps
✔ DevOps Barriers and Solutions
✔ Various DevOps types
✔ DevOps – Dev’s Perspective
✔ DevOps – Ops’s Perspective
✔ DevOps – Org’s Perspective
✔ DevOps Tools
✔ Future of DevOps
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
20
Mid Term Exam
20
Mini Project
20
End Term Exam
30
Final Project
10
Attendance
100
Total
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
CO
S. No. Focus of Assignment / Project
Mapping
1 Project: Implement DevOps method of Software product development CO2 to
with open source automation tools. CO5
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
As per institute policy
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
As per institute policy
Course Syllabus
Course Code / Course Name CS 201 Discrete Mathematics
Course Instructor Name(s) ASHISH CHOUDHURY
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech X CSE
M.Tech ECE
M.Sc. Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
X CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Yes /
Focus Area Details
No
Yes The course enables the students to abstract
computing problems, solve the problems,
apply formal proof techniques and explain
Direct focus on employability their reasoning clearly.
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
This course is offered every year during the Aug-Nov semester and it serves as a pre-requisite
for the following elective courses:
Cryptographic Engineering
Foundations of Cryptography
Graph Theory
Course Content
Logic: Proposition and Predicate Logic, Introduction to proof techniques
Set theory, relations and functions
Cardinality theory, countable and uncountable sets, Cantor’s diagonalization,
uncomputable functions.
Combinatorics Part I: permutations, combinations, sum rule, product rule, pigeon-hole
principle, Ramsey numbers.
Combinatorics Part II: Combinatorial proofs, Catalan numbers, counting using recursion,
principal of inclusion-exclusion
Graph theory: basic definitions, Euler’s theorem, bipartite graphs and matching, Hall’s
marriage theorem, vertex-connectivity, edge-connectivity, Euler graphs and Hamiltonian
graphs, various characterizations, vertex and edge coloring
Instruction Schedule
IU CO/Competencies
IU1 Translate a given set of statements into predicates and derive valid logical conclusions
IU2 Prove whether a given theorem is correct using proof mechanisms including direct
proofs, indirect proofs and proofs by induction
IU3 Determine whether a given relation is an equivalence relation, partial ordering or
complete ordering
IU4 Calculate the number of injective, surjective and bijective functions
IU9 Calculate the number of ways of solving a given task by formulating a recurrence
equation and deriving its closed-form formula
IU10 Show the equivalence between the number of ways of solving a given task and
Catalan numbers
IU11 Calculate the vertex-connectivity, edge-connectivity, vertex-chromatic and edge-
chromatic number of a given graph
IU12 Determine the degree-sequence of a given graph
Learning Resources
1. Discrete Mathematics and Its Applications, Kenneth Rosen, 7th edition (main textbook)
2. Discrete and Combinatorial Mathematics, Ralph Grimaldi, 5th edition
3. Elements of Discrete Mathematics, C. L. Liu, 4th edition
4. Discrete Mathematics, Norman Biggs, 2nd edition
Assessment Plan
2 Mid-term exams, best of the two considered: 40%
2 End-term exams, best of the two considered: 60%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
CO
S. No. Focus of Assignment / Project/exams
Mapping
CO1 –
1 Mid-term exam 1 CO4
CO5 –
2 Mid-term exam 2: CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name
CS 511 Algorithms
Course Instructor Name(s) Dr. Muralidhara V N
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
X General Elective
Yes /
Focus Area Details
No
Yes Most of the interviews during
placements will have questions on
Direct focus on employability Algorithms.
Focus on skill development Yes Programming
Focus on entrepreneurship
Provides value added / life skills Yes Problem Solving Skills
(language, writing, communication, etc.)
Data Structures and Algorithms are often considered as the foundation of computer
science. With advancements in the computer science field, more and more data is
generated, this course provides basic tools and techniques to design efficient
algorithms to process this data.
This course will covered some of the advanced data structures like Fibonacci Heaps,
Treaps, AVL and red black trees. It covers the algorithms design techniques like
Divide and Conquer, Greedy algorithms and Dynamic Programming. It also covers
Graph algorithms including shortest path problem and Minimum Spanning tree and
Network flows.
The students also learn to use the concepts learnt in the course , to solve computing
problems in any programming language of their choice .
Course Outcomes and Competencies
C,P 2
CO1 Determine the efficiency of algorithms. PO4 Ap 6
PO4 C,P 9 2
CO2 Understand the characteristics of data structures U
including Binomial and Fibonacci Heaps, Balanced
Binary Search trees, Union-Find.
PO4 C,P 9 3
CO3 Choose appropriate Algorithmic design paradigm E
including Divide and conquer, Dynamic
Programming, greedy algorithms.
PO4 C,P 9 2
CO4 Understand the graph traversal algorithms DFS and U
BFS, algorithms for Shortest path problem and
minimum spanning trees and Network Flows.
PO4 C,P 6 3
CO5 Choose appropriate data structures to design efficient E
algorithms to solve computing problems.
PO4 C,P 6 3
CO6 Design and implement efficient algorithms in any C
programming language.
45 15
Total
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Concept Map of the Course (Optional)
Course Content
● Algorithmic analysis : Revive of Asymptotic notations for algorithms, recurrence tree
methods, complexity classes
● Abstract Data Structures: Binomial and Fibonacci Heaps, Balanced Binary Search Trees,
AVL Trees and Red Black Trees and their applications
● Algorithmic paradigms: Divide and conquer, Dynamic Programming, greedy algorithms
including metroid's:
● Graph Algorithms: Graph traversals: DFS and BFS, shortest path problem and the spanning
tree problems. Network Flow and applications.
● Randomized Algorithms: Las Vegas and Monte Carlo paradigms, some example
randomized algorithms.
Instruction Schedule
● Algorithmic analysis : Revive of Asymptotic notations for algorithms, recurrence tree
methods, complexity classes (3 weeks)
● Abstract Data Structures: Binomial and Fibonacci Heaps, Balanced Binary Search Trees,
AVL Trees and Red Black Trees and their applications (3 weeks)
● Algorithmic paradigms: Divide and conquer, Dynamic Programming, greedy algorithms
including metroid's: (4 weeks)
● Graph Algorithms: Graph traversals: DFS and BFS, shortest path problem and the spanning
tree problems. Network Flow and applications. (4 Weeks)
● Randomized Algorithms: Las Vegas and Monte Carlo paradigms, some example
randomized algorithms. (1 week)
Learning Resources
Introduction to Algorithms by Thomas H Cormen, Charles E Leiserson, Ronald L Rivest and
Clifford Stein, MIT Press, 3rd Edition 2009.
Assessment Plan
Theory :
Mid Term - 20%
End Term- 20%
Test 1- 10 %
Test 2 - 10%
MCQ 1- 10 %
MCQ 2- 10 %
Programming Test 1 -10%
Programming Test 2 -10%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
No Focus of Assignment / Project CO Mapping
.
1 Designing Efficient algorithms. CO1,CO5,CO6
2 Applications of Binary Trees, Heaps and BBST CO1,CO2,CO5,CO6
3 Applications Dynamic Programming and Greedy CO1,CO3,CO5,CO6
Algorithms
4 Applications of Graph Algorithms CO1,CO4,CO5,CO6
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic evaluation of programming questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name Interface Design for Diverse Populations
Course Instructor Name(s) Muralidhar Koteshwar
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 1 credit)
L:T:P = 3:0:1 Total Credits =
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
X
VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech CSE
M.Tech ECE
X M.Sc. X Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
X HSS/M
General
Yes /
Focus Area Details
No
This course deals with User Interface design specifically in the context of ICT applications.
ICT applications that are rolled out online have a unique challenge of being accessible to
wide cross sections of the population involving diversity in language, literacy levels,
technology availability and cultural preferences. The course would focus on generic
principles of UI design (learnability, visibility, error prevention, efficiency, and graphic
design), key technologies that are in vogue and policy aspects relating accessibility. All
this will be discussed in relation to the human capabilities (including perception, motor
skills, color vision, attention, and human error) that motivate the need for effective UI
design.
Class Tut
Id Course Outcome PO/ CL KC
(Hrs) (Hrs)
CO1 Understand role of effective UI in the success PO1, Un C 6
of an ICT program PO5
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Introduction to the course
Principles of UX Design
Principles of Usability
Usability Testing
Accessibility Testing
Data collection methods to understand the 'audience' towards a better UI design
Methods to validate the effectiveness of a UI, experiment design, field studies,
metrics to evaluate UI, etc.
Data Visualization
Prototype Building
Instruction Schedule
[Provide session-wise schedule]
Module 1: Introduction, Principles of Design
Week 1: Introduction to the course
Week 1 and Week 2: Principles of UX Design
Week 3: Principles of Usability
Week 9- Week 12: Data collection methods to understand the 'audience' towards a
better UI design and Methods to validate the effectiveness of a UI, etc.
Week 13: Data Visualization
Module 4: Prototyping
Week 14- Week 15: Student Presentations
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
Mullet, Kevin, and Darrell Sano. Designing Visual Interfaces: Communication Oriented
Techniques. Prentice Hall, 1994. ISBN: 9780133033892.
Baecker, Ronald M., Jonathan Grudin, et al. Readings in Human-Computer
Interaction: Toward the Year 2000. 2nd ed. Morgan Kaufmann, 1995. ISBN:
9781558602465. [Preview with Google Books]
Raskin, Jef. The Humane Interface: New Directions for Designing Interactive Systems.
Addison-Wesley Professional, 2000. ISBN: 9780201379372. [Preview with Google
Books]
Jhonson, Jeff. GUI Bloopers: Don'ts and Do's for Software Developers and Web
Designers (Interactive Technologies). Morgan Kaufmann, 2000. ISBN:
9781558605824. [Preview with Google Books]
Card, Stuart K., Thomas P. Moran, and Allen Newell, eds. The Psychology of Human-
Computer Interaction. Lawrence Erlbaum, 1983. ISBN: 9780898592436. [Preview with
Google Books]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Mini-assignments --- 20%
Quizzes – 15%
Case Study – 20%
Project – 45%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
N Focus of Assignment / Project CO Mapping
o.
1 Mini-assignments CO2, 4, 6,
2. Quizzes CO 1,2, 3, 5, 7
3 Case Study CO 4, 5, 6, 7, 8
4 Project CO 2, 4, 5, 6, 7,8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations.
Generic evaluation procedures included below. Add additional evaluation procedures / criteria
as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This course has a zero-tolerance policy towards plagiarism. Every time you plagiarize (even if
you argue that it is merely quoting someone without citing them), and starting from the first such
instance, you will receive a zero for that assignment. Please clear any citation queries you may
have ahead of time.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
All readings and grading comments are made available in a digital format that is accessible for
visually challenged students. Other accommodations will be as per institute policy.
Course Syllabus
Course Code / Course Name DT105 Quantitative Methods
Course Instructor Name(s) Mandar Kulkarni
Hours Component
3 Lecture (1hr = 1 credit)
Credits (LT:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 1 credit)
L:T:P = 3:0:0 Total Credits = 3
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
X
VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech CSE
M.Tech ECE
X M.Sc. X Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
X General
Course Content
1. Introduction: Course overview. Fundamentals of quantitative research methodology.
Introduction to the key issues of research process including the significance of social
research, data collection, processing and analysis, methodology, and the key principles of
scientific investigation.
7. Multivariate Analysis: Simple Linear Regression including regression line, method of least
squares, regression model and diagnostics. Limited Dependent Variable Models — Logit and
Probit models.
Instruction Schedule
Week 1: Introduction
Week 2-3: Probability Theory
Week 4-5: Statistical and Distribution Theory
Week 6-7: Sampling and Sampling Distributions
Week 8-9: Inferential Statistics
Week 10-12: Basic Statistical Analysis
Week 13-14: Multivariate Analysis,
Week 15: Limit Theorems
Learning Resources
• Levin, R. I., and Rubin, D. S. (1995). Statistics for Management, Sixth Edition. New Delhi,
India: Prentice-Hall of India Private Limited. ISBN: 81-203-0893-X.
• Trosset, M. W. (2009). An Introduction to Statistical Inference and Its Application with R.
Chapman and Hall/CRC. ISBN-13: 978-1584889472; ISBN-10: 1584889470.
• Vanderstoep, S. W., and Johnston, D. D. (2009). Research Methods for Everyday Life:
Blending Qualitative and Quantitative Approaches. San Francisco, CA: Jossey-Bass, A Wiley
Imprint. ISBN: 978-0-470-34353-1.
• Gray, P. S., Williamson, J. B., Karp, D. A., and Dalphin, J. R. (2007). The Research
Imagination: An Introduction to Qualitative and Quantitative Methods. Cambridge, UK:
Cambridge University Press. ISBN-13: 978-0-521-70555-4; ISBN-10: 0-521-70555-X.
• Bertsekas, D. P., and Tsitsiklis, J. N. (2002). Introduction to Probability. Massachusetts, USA:
Athena Scientific. ISBN: 1-886529-40-X.
Assessment Plan
The proposed weightage for various components is as follows:
Assignments: 20%
Quizzes: 10%
Project: 30%
Mid-term and End-term exams: 40%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
1 Group Project CO3, CO4, CO5
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
As per Institute policy
Yes /
Focus Area Details
No
Yes Interaction Design is taught in the course
which is commonly desired skills by
Direct focus on employability employers
Yes The course teaches skills of evaluating and
Focus on skill development designing technology
Yes The course teaches how to identify
opportunities for and consequently design
innovative technologies, in a similar way to
Focus on entrepreneurship how start-ups create technology
Provides value added / life skills Yes Presentation skills and communication of
(language, writing, communication, design research
etc.)
Design is central to HCI and accordingly in this course the design process is in focus. It is through
design – methods and approaches to creating new forms of technology – that HCI can transform,
for example, social concerns or personal needs into new technologies and associated practices.
During the course, students will broadly be following the structure of a design project. Throughout
the design project’s different phases, students will engage with a wide variety of theory and
methods of HCI. The focus will lie on screen based interfaces – but students will also consider
other interaction modalities such as wearables or voice based interfaces. The primary design
approach students will take focuses on human centered and participatory approaches. Increasingly,
these approaches have been recognized as crucial for technology interventions to be able to serve
the needs of its users.
This course provides a foundation relevant to any student who will take part in technology design
or implementation. While design is often thought of as part of specialized practice of consultancies
or internal design teams, in this course students will consider how design is part of any project that
involves digital technologies. The methods and approaches taught can be used regardless of
whether as part of a formal design process, or informally used in a technology implementation
project.
Pract
PO/ Class Tut
Id Course Outcome CL KC ical(H
PSO (Hrs) (Hrs)
rs)
CO1 Apply appropriate methods to study a specific PO1 Ap 6 6
user group or usage situation ply
ing
CO2 Formulate and communicate design PO2 Ap 3 1.5 6
opportunities, constraints and requirements ,PO ply
from such a study 3, ing
PO4
CO3 Design and critically evaluate different PO1 Ap 1.5 2 6
solutions to a design problem, drawing on HCI ,PO ply
theory and practice, experience of the problem 3, ing
domain and user studies PO4
CO4 Manifest designs through appropriate use of PO4 Ap 4.5 2 6
low and high-fidelity prototypes ply
ing
CO5 Evaluate prototypes and designs PO3 Ev 3 2 6
,PO alu
4,P ati
O5 ng
CO6 Discuss the theoretical underpinnings of Cr 3
human computer interaction and their eat
relevance to a given design task ing
CO7 Identify broadly applicable design principles to PO3 Ap 4.5
a given design task in relevant domains ,PO ply
4 ing
CO8 Locate design activities in relation to other Un 3
parts of software development and der
implementation practice sta
ndi
ng
CO9 Appreciate how socioeconomic concerns can PO3 Ev 3 1.5
be translated into practice through HCI via ,PO alu
choice of method as well as designs 4,P ati
O5 ng
CO10 Appreciate how HCI and design itself is a PO5 Ev 1.5
political act, and engages with the broader alu
political economy ati
ng
Total 36 9 30
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
1. What is usability, interaction design and user research.
2. User research methods.
3. Analysis and presentation of user research findings.
4. Interaction paradigms, interaction styles, user interface types
5. Prototyping
6. Evaluation of user interfaces and prototypes.
7. Visual design & design toolkits
8. Sociotechnical system design.
9. Accessibility.
10. The organisational context of design.
11. Participatory design.
12. The political role of design.
Instruction Schedule
Learning Resources
The primary textbook for the course will be the Encyclopedia of Human Computer Interaction, freely
available https://www.interaction-design.org/literature/book/the-encyclopedia-of-human-computer-
interaction-2nd-ed.
Other material will be articles for reading before each lecture, academic articles and excerpts from
textbooks. Additionally, videos and other material will be assigned to lectures as required.
Assessment Plan
● 5% - Class attendance
● 15% - Mid-term written paper and presentation 1000 word hand in plus oral presentation on topic
covered in the first half of the course.
● 45% - Group activities and workshops participation in workshops and activities throughout each
stage of the design process.
● 35% - Project, presentation and written hand in final project assignment conducted throughout the
course, completion of evaluated prototype, write-up and presentation of project. Each person
needs to attend at least one of the other group’s presentations.
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Midterm presentation & paper on a theoretical subject CO6
within HCI
2 CO1,CO2,CO3,CO4,CO
HCI project conducted throughout the course 5,CO7
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Students will be provided opportunity to view the evaluations done where possible either in
person or online.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
YES The course teaches students the
importance of scientific research and the
different methodologies that contribute to
the production of research knowledge. It
also teaches them different methods of
Direct focus on employability data collection.
YES Students learn a variety of quantitative
methodologies such as chi square ,
ANOVA statistical tests and formulating
survey studies and qualitative and
ethnographic data collection methods such
Focus on skill development as field observations to interviews
YES The course emphasizes primary
quantitative and qualitative data collection
skills that contribute to various phases of
technology development, evaluation, and
Focus on entrepreneurship design.
YES Students learn to read and evaluate
scientific research arguments. They also
Provides value added / life skills learn to analyze quantitative and qualitative
(language, writing, communication, data and write and publish their own
etc.) research papers.
Total 45 15
Hours
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Module 1: (CO1, CO2, CO3, CO4) Seven lectures and one presentation session
Introduction to research philosophies and methodologies
Formulating research questions
Sampling
Ethics and informed consent
Module 2: (CO5, CO6) Seven lectures and one discussion session
Field observations
Interviews
Online observations and interviewing
Module 4: (CO6, CO7, CO8) Six lectures and three discussion sessions
Chi square and ANOVA
Data analysis
Writing
Publishing
Instruction Schedule
Module 1: Philosophy of science
Module 2: Sampling
• Social statistics
• Survey methods
• Experimental design
• Fieldwork
• Observations
• Interviews
• Content Analysis
• Discourse Analysis
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Readings for the course draw from various papers and books. These resources are made available to the
students through the LMS portal. Some of the suggested readings for the course are mentioned below:
2. Geertz, Clifford (1973). The Interpretation of Cultures. New York: Basic Books Inc.
3. Hine, Christine (2005) Virtual Methods: Issues in Social Science Research on the Internet.
Oxford; New York: Berg.
4. Jones, Steve (1999) Doing Internet Research: Critical Issues and Methods for Examining the
Net. Thousand Oaks, CA: Sage.
5. Markham, Annette and Nancy Baym. (2009) Internet Inquiry: Conversations about Method.
Thousand Oaks, CA: Sage.
7. Wolcott, H. F. (2002). Sneaky kid and its aftermath: Ethics and intimacy in fieldwork.
Walnut Creek, CA: Alta Mira Press.
9. Warren, C.A.B. & Karner, Tracy X. (2005). Discovering qualitative methods: Field research,
interviews, and analysis. CA: Roxbury Publishing Company.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
1. Class participation: 5%
2. Sampling exercise: 10%
3. Research Design: 15%
4. Survey project: 10%
5. Observation and Interview exercises: 15%
6. Project presentations: 15%
7. Final paper: 30%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
CO
S.
Focus of Assignment / Project Mappi
No.
ng
1. Class Participation: Participation in class is determined by engagement with CO 1-
the lectures and readings by asking questions and concerns CO8
2. Sampling exercise: Draw a sampling plan based on the given scenario and CO3
goals
3. CO1,
Research Design: Write a research design for a project that you will work on CO2,
through the semester CO3
4. CO4,
Survey project: Conduct a survey for your research project CO5
5. CO4,
Observation and Interview exercises: Engage in field observation and CO5,
conduct interviews in keeping with the research design CO6,
6. CO7,
Project presentations: Oral presentations to the class on research findings CO8
7. Final paper: Written research paper presenting findings of the research CO7,
project CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Students are required to adhere to deadlines. Extensions are granted for exceptional circumstances when
ever warranted.
Citations will be accepted in any recognized style (APA, MLA, Chicago, ACM etc). The Purdue Writing
Lab is a handy resource to check your citation and reference format.
https://owl.purdue.edu/owl/purdue_owl.html
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Plagiarism is a serious misdemeanor in the research community. The class discusses plagiarism and its
consequences through the course. Attribution of ideas and scholarship is a critical research practice. There
will be zero tolerance for plagiarism and will result in zero grade on the assignment. In addition, regular
IIIT-Bangalore policies on plagiarism will be enforced.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Students requiring special accommodations owing to any special needs will be served to the best of the
instructor’s abilities and in keeping with institute policy. In the past, students with visual challenges have
taken the course and the instructor is familiar with their needs. Students are encouraged to discuss their
specific accessibility challenges with the instructor.
Course Syllabus
Course Code / Course Name DT 113 Qualitative Research Methods
Course Instructor Name(s) Preeti Mudliar
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits =
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
X
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
YES The course teaches students the
importance of scientific research and the
different methodologies that contribute to
the production of research knowledge. It
also teaches them different methods of
Direct focus on employability data collection.
YES Students learn a variety of qualitative and
ethnographic data collection methods
ranging from field observations, interviews,
authoethnography, and digital data
Focus on skill development collection methods
YES The course emphasizes primary qualitative
data collection skills that contribute to
various phases of technology development,
Focus on entrepreneurship evaluation, and design.
YES Students learn to read and evaluate
Provides value added / life skills scientific research arguments. They also
(language, writing, communication, learn to analyze qualitative data and write
etc.) and publish their own research papers.
Total 45 15
Hours
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Module 1: (CO1, CO2, CO3, CO4) Seven lectures and one presentation session
Introduction to research philosophies and methodologies
Formulating research questions
Sampling
Ethics and informed consent
Instruction Schedule
Module I
2. Research philosophies
5. Sampling
6. Sampling exercises
Module II
10. Observations
Module III
16. Subjectivity, Reflexivity, and Representation
18. Autoethnography
Module IV
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Readings for the course draw from various papers and books. These resources are made available to the
students through the LMS portal. Some of the suggested readings for the course are mentioned below:
1. Kuhn, Thomas S. 1962. The Structure of Scientific Revolutions. University of Chicago press.
2. Silverman, David. 2017. Chapter 2. “What you can and can’t do with qualitative research” In Doing
Qualitative Research. 5th Edition. Sage.
3. Agee, Jane. 2009. "Developing qualitative research questions: a reflective process." International
journal of qualitative studies in education 22.4. 431-447
5. Silverman, David. 2013. Chapter 4. Ethical Research. In Doing Qualitative Research. Fourth edition.
Sage Publications.
6. Burrell, Jenna. 2009. The Field Site as a Network: A Strategy for Locating Ethnographic Research.
Field Methods.
7. Clifford, James. 1997. Spatial practices: Fieldwork, Travel, and the Disciplining of Anthropology.
Anthropological locations: Boundaries and grounds of a field science, 185-222. In Gupta, A., &
Ferguson, J. (Eds.) Anthropological locations: Boundaries and grounds of a field science. Univ of
California Press.
8. Lofland, John., Snow, David., Anderson, Leon., Lofland, Lyn. 2006. Chapter 3. Getting In (pp. 33-
53). In Analyzing Social Settings. A Guide to Qualitative Observation and Analysis. Wadsworth,
Cengage Learning.
9. Wolfinger, N. H. 2002. On writing fieldnotes: collection strategies and background expectancies.
Qualitative research, 2(1), 85-93.
10. Becker, H. S. 1958. Problems of inference and proof in participant observation. American sociological
review, 23(6), 652-660.
11. Pink, Sarah. 2013. Introduction, Chapter 1 and Chapter 2. (pp. 1 - 46). In Doing Visual Ethnography.
Sage Publications.
12. Becker, Howard, and Geer, Blanche. 1957. Participant observation and interviewing: A comparison.
Human organization 16, no. 3 (1957): 28-32.
13. Weiss, Robert S.1995. Chapters 3, 4, and 5. Learning From Strangers: The Art and Method of
Qualitative Interview Studies. Simon and Schuster.
14. Kvale, Steinar. 2006. Dominance through Interviews and Dialogues. Qualitative Inquiry 12, no. 3:
480-500.
15. Chen, Julienne, and Pearlyn Neo. "Texting the waters: An assessment of focus groups conducted via
the WhatsApp smartphone messaging application." Methodological Innovations 12, no. 3 (2019):
2059799119884276.
16. Bott, Esther. 2010. Favourites and Others: Reflexivity and the Shaping of Subjectivities and Data in
Qualitative Research. Qualitative Research. 10, no. 2 (2010): 159-173.
17. Erete, Sheena, Aarti Israni, and Tawanna Dillahunt. 2018. An Intersectional Approach to Designing in
the Margins. Interactions 25, no. 3: 66-69.
18. D'Ignazio, Catherine, and Lauren F. Klein. 2020. Chapter 3. On Rational, Scientific, Objective
Viewpoints from Mythical, Imaginary, Impossible Standpoints. Pp. 73-96. Data feminism. MIT Press,
2020.
19. Crawford, Kate., Gray, Mary., & Miltner, Kate. 2014. Critiquing Big Data: Politics, ethics,
epistemology. International Journal of Communication, 8(10).
20. Ellis, Carolyn, Tony E. Adams, and Arthur P. Bochner. 2011. Autoethnography: an overview.
Historical social research/Historische sozialforschung : 273-290.
21. Harper, Douglas. 2002. Talking about pictures: A case for photo elicitation. Visual studies, 17(1),
13-26.
22. Krippendorff, Klaus. 1989. Content analysis. In E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, &
L. Gross (Eds.), International encyclopedia of communication (Vol. 1, pp. 403-407). New York, NY:
Oxford University Press.
23. Whittemore, Robin, Susan K. Chase, and Carol Lynn Mandle. 2001. Validity in Qualitative Research.
Qualitative Health Research. 11, no. 4: 522-537.
24. Miles, Huberman, and Saldana. Chapter 11. Drawing and Verifying Conclusions. Pp. 275 –
322.
25. Charmaz, Kathy. 2014. Chapter 5 and 6. Constructing Grounded Theory: A Practical Guide through
Qualitative Analysis. Sage.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
1. Class participation: 5%
2. Sampling exercise: 10%
3. Research Design: 15%
4. Positionality and reflexivity statement: 10%
5. Observation and Interview exercises: 15%
6. Project presentations: 15%
7. Final paper: 30%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
CO
S.
Focus of Assignment / Project Mappi
No.
ng
1. Class Participation: Participation in class is determined by engagement with CO 1-
the lectures and readings by asking questions and concerns CO8
2. Sampling exercise: Draw a sampling plan based on the given scenario and CO3
goals
3. CO1,
Research Design: Write a research design for a project that you will work on CO2,
through the semester CO3
4. Positionality and reflexivity statement: Reflect on your positionality as a CO4,
researcher and how it affects your data collection process CO5
5. CO4,
Observation and Interview exercises: Engage in field observation and CO5,
conduct interviews in keeping with the research design CO6,
6. CO7,
Project presentations: Oral presentations to the class on research findings CO8
7. Final paper: Written research paper presenting findings of the research CO7,
project CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Citations will be accepted in any recognized style (APA, MLA, Chicago, ACM etc). The Purdue Writing
Lab is a handy resource to check your citation and reference format.
https://owl.purdue.edu/owl/purdue_owl.html
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Plagiarism is a serious misdemeanor in the research community. The class discusses plagiarism and its
consequences through the course. Attribution of ideas and scholarship is a critical research practice. There
will be zero tolerance for plagiarism and will result in zero grade on the assignment. In addition, regular
IIIT-Bangalore policies on plagiarism will be enforced.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Students requiring special accommodations owing to any special needs will be served to the best of the
instructor’s abilities and in keeping with institute policy. In the past, students with visual challenges have
taken the course and the instructor is familiar with their needs. Students are encouraged to discuss their
specific accessibility challenges with the instructor.
Course Syllabus
Course Code / Course Name DT201 Engineering and Management of Large Digital
Systems
Course Instructor Name(s) Amit Prakash
Hours Component
3 Lecture (1hr = 1 credit)
Credits (LT:P) 1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
X
VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech CSE
M.Tech ECE
X M.Sc. X Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
X General
Instruction Schedule
Week 1 & 2
Introduction and Overview of the Course
Bergman, M., King, J. L., & Lyytinen, K. (2002). Large-scale requirements analysis revisited:
the need for understanding the political ecology of requirements engineering. Requirements
Engineering, 7(3), 152-171.
Boehm, B.W. and Ross, R. (1989). Theory-W software project management: principles and
examples. IEEE Transactions on Software Engineering, 15(7), 902-916.
Atkinson, R. (1999). Project management: cost, time and quality, two best guesses and a
phenomenon, it’s time to accept other success criteria. International journal of project
management, 17(6), 337-342.
Week 3 & 4
Koskela, L. J., & Howell, G. (2002). The underlying theory of project management is
obsolete. In Proceedings of the PMI Research Conference (pp. 293-302). PMI.
Boehm, B. (2006, May). A view of 20th and 21st century software engineering. In
Proceedings of the 28th International Conference on Software Engineering (pp. 12-29).
ACM.
Boehm, B. (2006). Some future trends and implications for systems and software
engineering processes. Systems Engineering, 9(1), 1-19.
Week 5
Simon, H. A. (1962). The architecture of complexity, Proceedings of the American
Philosophical Society, Vol. 106, No. 6. (Dec. 12, 1962), pp. 467-482.
Tan, J., Wen, H.J. & Awad, N. (2005). Healthcare and services delivery systems as complex
adaptive systems. Communications of the ACM, Vol. 48 No. 5, pp. 36-44.
Week 6
Dent, E. B. (1999). Complexity science: A worldview shift. Emergence, 1(4), 5-19.
Heylighen, F., Cilliers, P., & Gershenson, C. (2006). Complexity and philosophy. arXiv
preprint cs/0604072.
Vincent, R. (2012). Insights from complexity theory for the evaluation of development action:
Recognizing the two faces of complexity. IKM Working Paper No. 14, IKM Emergent
Research Programme, European Association of Development Research and Training
Institutes (EADI), Germany. www.eadi.org
Week 7 & 8
Rittel, H. & Webber. M.(1984). Planning problems are wicked problems. Developments in
Design Methodology. New York: John Wiley & Sons, 135-144.
Head, B. W. (2008). Wicked problems in public policy. Public Policy, Vol. 3 No. 2, pp. 101-
118
Iivari, J., Hirschheim, R., & Klein, H. K. (1998). A paradigmatic analysis contrasting
information systems development approaches and methodologies. Information Systems
Research, 9(2), 164-193.
Hirschheim, R., & Klein, H. K. (1989). Four paradigms of information systems development.
Communications of the ACM, 32(10), 1199-1216.
Week 9
Mingers, J., & White, L. (2010). A review of the recent contribution of systems thinking to
operational research and management science. European Journal of Operational Research,
207(3), 1147-1161.
Week 10 &11
Reynolds, M (2011). Bells that still can ring: systems thinking in practice. In: Tait, Andrew
and Richardson, Kurt eds. Moving Forward with Complexity: Proceedings of the 1st
International Workshop on Complex Systems Thinking and Real World Applications.
Litchfield Park, AZ: Emergent Publications, 327–349.
Reynolds, M., & Holwell, S. (2010). Introducing systems approaches. In Systems
approaches to managing change: A practical guide (pp. 1-23). Springer London.
Week 12 & 13
Rose, J., & Haynes, M. (1999). A soft systems approach to the evaluation of complex
interventions in the public sector. Journal of Applied Management Studies, 8(2), 1-19.
Week 14 & 15
Learning Resources
Please see the Instruction Schedule section above
Assessment Plan
Students will be assessed based on their participation in class discussions, submission of
written assignments and class presentations and performance in mid-term and end-term
assessments. The proposed weightage for various components is as follows:
Class participation: 10%
Class presentation: 10%
Quizzes: 20%
Group Project (drafting a design specifications/RFP document for a social change using
digital technologies): 35%
End-term exam: 25%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
1 Group Project CO2, CO5, CO6, CO7
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
As per Institute policy
None
Additional Focus Areas
Yes /
Focus Area Details
No
Direct focus on employability
Focus on skill development
Focus on entrepreneurship
Yes Provides students an appreciation of the socio-
technical challenges posed by the behavior of
individuals, firms and governments in the ICT
industry and the associated regulations and
Provides value added / life skills policies to govern them in the positive
(language, writing, communication, etc.) directions.
CO4 Analyze the principles of Over The Top regulation as PO3, U, Ap, E F,C,P 9 3
applicable to digital firms in different countries PO4
CO5 Understand the application of privacy and ethical PO3, U, Ap, E F,C,P 9 3
principles as applicable to digital firms across countries PO4
CO6 Understand the principles of intellectual property rights PO3, U, Ap, E F,C,P 3 1
and the corresponding regulations in different countries PO4
CO7 Understand the properties and functioning of digital PO3, U, Ap, E F,C,P 3 1
currencies and the corresponding regulatory approaches PO4
governing the same
Total 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Telecommunications Regulation
Instruction Schedule
Week Topic
1 Q1) Why regulation is required in the ICT sector? When, how and who will regulate?
Why regulate telecom and ICT markets? What is the need to regulate? – market structure, externalities, rival and
excludability of goods and services; when to regulate? – ex-ante/ ex-poste How to regulate – licensing as a method;
taxonomy of licenses; regulatory processes and institutions.
Readings:
Readings:
Discussion paper:
[1] Arnbak, J. (2000). Regulation for next-generation technologies and markets. Telecommunications Policy,
24(6-7), 477-487.
3 Price Regulation: Price squeeze, predatory pricing, taxonomy of bundling, associated regulatory interventions.
Q3) Why are handsets and apps bundled in some markets? Can the regulation allow bundling?
Readings:
Discussion paper:
[2] Telecom Regulatory Authority of India (TRAI). (2019). Consultation Paper on Tariff Issues of Telecom
Services.
4 Universal Access Regulation: Theories of universal access, universal service obligation fund and associated
policies, method of funding universal access, BharathNet and its implications for rural broadband access, Open
Access regulation and its implications
Readings:
Discussion paper:
[3] Preeti Mudliar. (2020). A Reality Check on India’s Search for Digital Utopia
5 Interconnection Regulation: taxonomy of interconnection charges, mobile termination charges: domestic and
international, associated regulations, international settlement charges, effect of Over The Top (OTT) apps on
termination charges,
Q5) How should International Termination Charges (ITC) be regulated and what are the effects of the same?
Should the Mobile Termination Charges be regulated in view of emerging Internet Telephony type services
being offered?
Readings
Chapter 3 on “Interconnection Regulation” in Sridhar (2019).
Discussion video:
[4] Discussion on recent reduction in Mobile Termination Charges by TRAI: Interview with Former
Chairman of TRAI, Dr. R.S. Sharma, Available at:
https://www.youtube.com/watch?v=AxORXXT8Ct0&t=864s
6-7 Spectrum Regulation: rival/non-rival, excludable/ non-excludable nature of licensed and unlicensed spectrum,
India’s spectrum policies, liberalized and un-liberalized spectrum, property rights management: spectrum trading,
sharing, and leasing
Q6) What should be the policy makers’ approach to scarce resource allocation (such as radio spectrum
assignment for mobile services)?
Readings
Discussion paper:
Q8) Who governs the Internet? Is the new form of multi-stakeholder model of Internet governance encourage
plurality of views or increase administrative and bureaucratic overhead?
Readings:
Sridhar, V. (2019). Chapter 6: Who Governs the Internet. In Emerging ICT Polices and Regulations: Roadmap to
Digital EconomiesDiscussion Paper:
Discussion paper:
10 Net Neutrality Regulation: Taxonomy of Net Neutrality, cases on Net Neutrality, Voice over IP
Q9) What are the nuances of Net Neutrality? What should be the regulatory directives when Net Neutrality
rules are breached?
Readings:
Discussion paper:
[7] Sridhar, V. (February 2019). Net Neutrality: Contradicting postures in the U.S. and India. CUTS
International Washington DC Centre Policy Note #8.
11 Regulation of OTT communication and broadcasting services: Definition and Characteristics of OTT services,
Taxonomy of OTT services, substitutability with TSP and broadcast services, Regulatory issues – emergency
services, Unsolicited Commercial Communication, universal service obligation, mandatory channel provisioning in
broadcasting
Q10) Should OTT services be regulated? Should there be level playing field between telecom operators and
OTT service providers?
Readings:
Sridhar, V. (2019). Chapter 11. Over The Top (OTT) Services – Should they be regulated much like Telecom
Services?
Discussion Papers
12 Regulation of Digital Platforms: Taxonomy of digital platforms, characteristics of two-sided markets, regulatory
issues in digital two-sided platforms, use cases from: transportation, and e-commerce
Readings:
Sridhar, V. Chapter 10. Should digital platforms be regulated? If so, why?
Discussion Papers
[9] How home sharing platforms such as Airbnb are doing self-regulation in Covid times?
13-15 Privacy Laws and Regulations: Taxonomy of privacy, cases of privacy violations, associated laws and regulations,
global data protection acts, General Data Protection Regulation, implications for OTTs, national identities and
associated privacy regulations
Q) What is the trade-off between convenience and privacy? Should regulators intervene or leave it to parties
to decide?
Readings:
Sridhar, V. Chapter 12. What are the privacy issues over data collected by the Internet and telecom firms?
Discussion Papers:
[10] Kalman, L. (2019). New European data privacy and cyber security laws: one year later. Communications
of the ACM, 62(4), 38-38.
13-15 Artificial Intelligence and Machine Language: Impact on public policy:
Q) Should AI/ML based technology services be regulated? What are the trade-offs between innovation and
ethics?
AI for all principles, Challenges in adopting Autonomous systems, Trustworthy AI, Ethical principles for building
AI systems, Standardization efforts, Public policy and regulatory challenges in the context of AI and autonomous
systems
Discussion Paper:
[14] Monroe, D. (2018). AI, explain yourself. Communications of the ACM, 61(11), 11-13.
13-15 IP laws and regulation: patents, copyrights, copylefts, trademarks, trade secrets, patent filing and administration of
patents, patent trolls, litigation, NPEs, patent cross licensing, software patents, Standard Essential Patents and
FRAND, design and utility patents, cases in software patents and arbitrations, Copyrights of APIs
Q) Should the IP Policies encourage patenting? How can market power of patent holder be regulated? Should
software programs to be allowed to be patented? What should be the policies regarding SEPs?
Readings:
Readings:
Discussion Paper:
[11] Samuelson, P. (2019). API copyrights revisited. Communications of the ACM, 62(7), 20-22.
13-15 Digital Finance regulation:
Q) Should digital currencies be regulated? What is the regulatory trade-offs between digital finance and
financial security and liability?
taxonomy of digital finance, monetary policies and digital cash economy, crypto currencies and associated policies,
Bitcoin exchanges
Discussion papers:
[12] Kirkpatrick, K. (2019). Regulating information technology.Communications of the ACM. 62(12). 19-21.
[13] Prayogo, G. (2018). Bitcoin, regulation and the importance of national legal reform. Asian Journal of
Law and Jurisprudence, 1(1), 1-9.
13-15 Cyber Security Regulation:
Q) What are cyber crime? How should laws and regulations be framed to prevent cyber crime and
terrorism?
Taxonomy of cyber crime and cyber terrorism, different clauses of IT Act 2000, International treaties for cyber
terrorism
Learning Resources
Text Book
Sridhar, V. (2019). Emerging ICT Polices and Regulations: Roadmap to Digital Economies. Springer
Nature.
Reference Books
1. [VS] Sridhar, V. (2012). Telecom Revolution in India: Technology, Regulation and Policy. New Delhi,
India: Oxford University Press, ISBN-13: 978-0-19-807553-0; ISBN-10: 0-19-807553-7.
2. [PS] Prasad, R., and Sridhar, V. (2014). The Dynamics of Spectrum Management: Legacy, Technology,
and Economics. Oxford University Press, ISBN-13: 978-0-19-809978-9; ISBN-10: 0-19-809978-9.
3. [NW] Nuechterlein, J., & Weiser, P. (2005). “Digital Crossroads”. Cambridge, MA: MIT Press.
4. [LP] Lehr, W.H., and Pupillo, L.M. (2009). Internet Policy and Economics: Challenges and Perspectives
(Edited), Springer, ISBN: 978-1-4419-0037-1.
5. [LM] Liebowitz, S.J., and Margolis, S.E. (1999). Winners, Losers & Microsoft: Competition and Antitrust
in High Technology, ISBN: 0-945999-80-1.
6. [VHV] Viscusi, W.K., Harrington, J.E., and Vernon, J.M. (2005). Economics of Regulation and Antitrust.
MIT Press. ISBN: 0-262-22075-X.
7. [GP] Guellec, D., and Potterie, B. (2012). The Economics of the European Patent System. Oxford
University Press. ISBN: 978-0-19-929206-6.
8. [Infodev] Telecommunications Regulation Handbook. (Ed.) Colin Blackman and Lara Srivastava.
9. [CDL] Chuen, David Lee. (2015). Handbook of Digital Currency. Academic Press.
10. Selected papers from Communications of the CACM, Review of Network Economics, and
Telecommunications Policy will be given for class discussions.
Assessment Plan
Component Marks
In-class attendance and off-line video viewing 10%
>90%: 10%; 85-90%: 7.5%; 80-85%: 5%; 75-80%-2.5%; <75%: 0%
Discussion Paper Presentation 20% (2×10%)
Quizzes 15% (3 × 5%)
Group Project: Regulatory Impact Assessment 15%
Interim deliverable: 5%
Final deliverable: 10%
Mid Term Exam 20%
End Term Exam 20%
Total 100%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
1 Discussion Papers presented by groups of students to help PO3, PO5
anchor the concepts more firmly, student groups will be
assigned papers of contemporary regulatory issues. Groups
will present a critical review of the issues discussed in the
paper
2 Groups of students work on a regulatory problem and PO3, PO5
propose a Regulatory Impact Assessment.
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
1. Automatic evaluation of MCQ quizzes on Moodle or other online platforms
2. Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in person or
online
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name DT 205 Technology in Development
Course Instructor Name(s) Janaki Srinivasan
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
X
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes Teaches students how social divides shape the
heterogeneous consequences of a technology
initiative, and sensitises them to the importance
of factoring this into the design, deployment and
use of digital technologies for diverse
populations
Direct focus on employability
Yes Teaches critical thinking and analytical skills
Focus on skill development
Yes Highlights cases of development-focussed
entrepreneurial ventures; teaches how to
analyse the challenges and promise of such
Focus on entrepreneurship ventures
Yes Trains students in reading, writing and skills of
Provides value added / life skills constructing an evidence-based argument
(language, writing, communication, etc.) about the working of a technology initiative
‘Development’ has come to stand in for a variety of social, economic and political transformations in the
past century, with its meaning and goals being redefined many times in that period. Our first step in this
course will be to distinguish between the various senses of ‘development’ that prevail. We will trace the
interplay of these different histories and meanings of development to understand why trajectories of social
change have diverged dramatically in different geographies and times. Throughout, our focus will be on the
central role accorded to technology in these theories and processes of social change.Subsequent modules
will focus more narrowly on the contemporary production, deployment and use of novel digital technologies
against the backdrop of this relationship between distinct senses of development. They will draw on
examples of digital technology use in the domains of health, education, agriculture, governance and political
advocacy in parts of Asia, South America and Africa. Our examples help us understand how the many kinds
of development we studied shape digital spaces and, in so doing, open up possibilities for that space to be
leveraged both to reinforce and to challenge existing inequalities and divides in different geographies.
In keeping with the larger goals of the Digital Society and other Masters programmes at IIITB, the lectures
and assignments of the course are structured so as to encourage students to understand the socio-
economic, cultural, and political factors that shape the implications of technology deployment in a
development context and for various marginalised populations. They also encourage students to carry out
independent secondary research of significant depth on a given geography, sector and ICTD initiative.
Throughout, the course provides opportunities to students to apply their understanding of social divides to
the reproduction and contestation of social divides in the design, deployment and use of digital
technologies.
This course will be a foundation for students planning to take courses on e-governance, AI ethics or Social
Media that examine technology use in the context of marginalised communities.
PO CL KC Class Tut
Course Outcome (Hrs) (Hrs)
CO7 Analyze how social divides are reproduced and PO3, Ap, C 2.5 5
contested in the design, deployment, and use of PO4 E
digital technologies
45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Module 1 (towards CO1, CO8): Divides, Digital and Social (4 lectures, 1 essay discussion session)
• Theories of information society and digital divides
• Introduction to studying divides using the example of development theory and practice
Module 2 (towards CO2, CO3, CO7, CO8): Theories and critiques of Development (8 lectures, 1
essay discussion session)
• Overview of the multiple meanings and goals of ‘development’ and how these have been contested by
various actors at different points in history
• Differentiating between ‘little d’ and ‘Big D’ development, and how they shape each other
• Classical theories explaining capitalism (little d development) and the role of technology in each
• Outlining the eras of interventional Development since WWII (Big D development) and the role of
technology in each: Modernization approach, Dependency Theory, Washington Consensus and the Neo-
Liberal Turn, Post-Development Critiques
• Insights from history and a framework to study digital technologies in development:
o identifying role of state vs. market
o understanding efficiency vs. equity implications of various development models and metrics
o learning to see role of structures and agency in how technological initiatives work
Module 3 (towards CO4, CO5, CO6. CO7, CO8): ICT for D (9 lectures, 1 essay discussion session)
• The role of devices, points of access and standards in ICTD interventions
• Cases of ICT deployment in education, finance, health, agriculture
• Analysing what is assumed and obscured, role of state and market, of structure and agency in each
case
Module 4 (towards CO7, CO7, CO8): ICTs in ‘little d’ development (4 lectures, 1 essay discussion
session)
• The commoditization of land, labour and knowledge as part of the capitalist development of ICT
industries
• Dissent in the digital era
Instruction Schedule
[Provide session-wise schedule]
Module 1
Session 1 Introduction to class
Session 2 Is the World Flat in the Age of Information?
Session 3 Living in an Information Society
Session 4 Theories of Digital Divides
Session 5 Discussion of Essay Rationale in class
Module 2
Session 6 The Many Definitions of Development
Session 7 Theories of Capitalist development I
Session 8 Theories of Capitalist development II
Session 9 Modernization and Dependency Schools of Development
Session 10 Challenges to the modernization approach (1970s)
Submission of Essay 1
Session 11Structural Adjustment and the Washington Consensus (1980s)
Session 12 Discussion of Essay 2 plan in class
Session 13 Post Development: Participatory and Sustainable Development?
Session 14 Post Development (contd.): Development through Markets?
Module 3
Session 15 The Vision for ICTD in the 2000s
Session 16 ICT Infrastructures – Devices, Connectivity, Access and Algorithms
Session 17 ICT Policy Environment – Standards, Regulation and Ethics
Session 18 ICTs in Literacy, Education, and Learning
Session 19 ICTs in Finance
Session 20 Discussion of Essay 3 plan in class
Session 21 ICTs in Agriculture
Session 22 ICTs in Health, Nutrition and Disability
Session 23 ICTs in Governance and Social Protection
Session 24 What is Assumed and What is Obscured in ICTD interventions
Module 4
Session 25 Discussing Essay 3 outline
Session 26 Real Estate in a Virtual World?
Session 27 Digital Labour
Session 28 Knowledge in the Age of Information
Session 29 Digital Counter Movements?
Module 5
Session 30 Beyond Empowerment and Instrumental Use?
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
There is no single prescribed textbook for this course. Students will rely on lecture notes and assigned
readings (excerpted from books or articles, a few of which are mentioned below). These will be made
available on the institute LMS.
• Bhatia, A and Bhabha, J. 2017. “India’s Aadhaar scheme and the promise of inclusive social protection.”
Oxford Development Studies Vol. 45 (1), pp. 64-79.
• Bonilla, Yarimar, and Jonathan Rosa. 2015. “# Ferguson: Digital protest, hashtag ethnography, and the
racial politics of social media in the United States.” American Ethnologist 42, no. 1: 4-17.
• Chan, Jenny, Ngai Pun, and Mark Selden. 2013. “The politics of global production: Apple, Foxconn and
China’s new working class.” New Technology, Work and Employment 28, no. 2: 100-115.
• Easterly, William R. 2002. The Elusive Quest for Growth: Economists’ Adventures and Misadventures in
the Tropics. Reprint edition. Cambridge, Mass.: The MIT Press.
• Escobar, Arturo. 1995. “Imagining a Post-Development Era.” In Power of Development edited by J.
Crush. London: Routledge.
• Eubanks, Virginia. 2018. “A Child Abuse Prediction Model Fails Poor Families” WIRED, January 15.
Evans, Peter. 2010. “Is it labor’s turn to globalize? Twenty-first century opportunities and strategic
responses.” Global Labour Journal 1, no. 3.
• Francis, E., Blumenstock, J., & Robinson, J. (2017). “Digital Credit: A Snapshot of the Current
Landscape and Open Research Questions.” Working Paper 516, The Bureau for Research and Economic
Analysis of Development.
• Frank, Andre Gunder. 1966 ‘The Development of Underdevelopment,’ Monthly Review (18): pp. 17-31.
• Gandhi, Rikin; Rajesh Veeraraghavan; Kentaro Toyama, and Vanaja Ramprasad. 2007. “Digital Green:
Participatory video for agricultural extension.” In IEEE Proceedings of Information and Communication
Technologies and Development, 2007: 1-10.
•Jensen, Robert. 2007. “The Digital Provide: Information (Technology), Market Performance, and Welfare
in the South Indian Fisheries Sector.” The Quarterly Journal of Economics 122 (3): 879–924.
• Jessop, Bob. 2007. Knowledge as a fictitious commodity: Insights and limits of a Polanyian perspective.
In Reading Karl Polanyi for the twenty-first century: Market economy as political project. Palgrave,
Basingstoke, pp. 115-134.
• Morawczynski, O. 2009. “Exploring the usage and impact of ‘‘transformational’’ mobile financial services:
the case of M-PESA in Kenya.” Journal of Eastern African Studies 3(3): 509-525
• Upadhya, Carol. 2007. “Employment, Exclusion and ‘Merit’ in the Indian IT Industry.” Economic and
Political Weekly, pp. 1863-1868.
• Vie, Stephanie. 2014. “In defense of “slacktivism”: The Human Rights Campaign Facebook logo as
digital activism.” First Monday 19, no. 4.
• W. W. Rostow, 1960. The Stages of Economic Growth: A Non-Communist Manifesto. Cambridge:
Cambridge University Press.
• Warschauer, Mark and Morgan Ames. 2010. “Can One Laptop Per Child Save the
• Webster, Frank. 2006. Theories of the Information Society. London; New York: Routledge. inclusive
social protection.” Oxford Development Studies Vol. 45 (1), pp. 64-79. World’s Poor?” Journal of
International Affairs 64(1)
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assessment criteria:
1. Class participation - 5%
2. Reading responses – 10%
3. Leading class – 10%
4. Essays (3) – 75%
a. Examining a chosen country’s development models – 15%
b. Examining the development planning and priorities of a specific sector in that country- 25%
c. Examining an ICT initiative targeted at above sector in chosen country – 35%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
No Focus of Assignment / Project CO Mapping
.
Class participation: Throughout the semester, in lecture-based and discussion CO1-CO6
sessions.
Your participation grade will be based on the extent to which you engage with the
material and in our discussions in class - you will find it very hard to do either if you
have not read the material for class.
CO4, CO5,
Leading class: Once or twice in the semester (depending on class size) CO6
You will be required to make a 15-minute presentation to the class at least once in
the semester. Your presentation will be evaluated for its ability to summarize the
main arguments of the readings assigned for that session and to raise questions.
CO3-CO6
Reading responses: 10 reading responses to be submitted through semester
You are required to post your reading responses (150 – 250 words) by midnight the
day prior to the session whose readings you are responding to. Individual responses
will not be graded (but if you don’t submit, that will reflect in your grade). You will be
graded overall for your ability to engage with, connect and challenge the concepts
introduced in your readings.
Module 2: You will respond to the readings assigned for a class session and post
responses for all 8 lecture-based sessions in the module. Module 3 and 4: Reading
responses for these modules will be Module-level i.e., you will be expected to
respond to one question that we pose in each module. You may use readings from
any one class from that module to answer that question.
CO7, CO8
Essays: 3 essays in the semester
You will be required to write a sequence of three essays for this course. The essays
will build on each other, and you will engage with them through the semester. Closer
to the submission date of the essays, there will be an in-class discussion session
where you will be required to discuss your essay plan with your classmates in
groups.
You will pick a country that the World Bank currently lists as low or low-middle
income and that is of interest to you. In your first essay, you will trace the history of
development in that country since the early 20 century, paralleling the theories and
th
histories we will discuss in class. For the second essay, you will pick a domain that
has been the target of Development activity in that country (eg., governance, health,
education) and trace its history, again paralleling class discussions. For your final
essay, you will build on your previous essays and once again leverage discussions
in class to analyse an ICT-based project currently underway in the country and
domain you picked. In each case, you will use your essay to engage with the
arguments of a relevant reading from class.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided an opportunity to view their graded essays over email or in person. They will
also have an opportunity to view other components of their score and enquire about them.
Students may follow any recognized citation standard such as APA, or Chicago, as long as they do so
consistently.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This class has a zero-tolerance policy towards plagiarism. Every time you plagiarize (even if you argue
that it is merely quoting someone without citing them), and starting from the first such instance, you
will receive a zero for that assignment. Please clear any citation queries you may have ahead of time
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
All readings and grading comments are made available in a digital format that is accessible for visually
challenged students. Other accommodations will be as per institute policy.
Course Syllabus
Course Code / Course Name DT 301: Information Management
Course Instructor Name(s) Prof. Uttam Kumar
Hours Component
3hrs Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 4:0:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
None
Additional Focus Areas
Select zero or more from the following and write one sentence explaining the focus areas covered as part of the
course.[NAAC criteria 1.1.3, 1.3.2].
Yes /
Focus Area Details
No
Yes The students taking the Information
Management course can be employed in
Direct focus on employability industries focusing on database and report.
Yes The students develop necessary skills to
work with real time small and large
Focus on skill development databases.
Information Management is an area of study that deals with different aspects dealing with digital
information. The specific topics of relevance to this course are information modeling, information
storage and retrieval. After they complete this course, the students should be able to pursue next
level courses in the areas of software application development, data analysis, information
architecture and so on.
● To introduce the fundamental concepts for designing, using and implementing database
systems and database applications.
● To explore the fundamentals of database design.
● To learn database systems implementation techniques.
At the end of the course, the students should have knowledge and competencies in the following
areas:
● Understand the principles of conceptual modeling.
● Design databases.
● Principles of database programming.
● Knowledge of DBMS components.
● Other data management technologies (e.g., data exchange, in-memory, etc.).
Course Content
[Provide list-wise topics]
Module 1: Introduction to Information Systems (3 hours)
What is an information system
Different types of information systems
Components of an enterprise information system
Elements of deployment architecture
Instruction Schedule
[Provide session-wise schedule]
Date Topic
Session 1 Information Management
Session 4 DB design
Session 5 DB design
Session 6 Exam
Session 7 OR Mapping
Session 8 Introduction to DBMS
Session 9 Introduction to DBMS
Session 10 SQL Hands On
Session 11 Storage technologies and Excel Reporting
Session 12 Use of XML for information management
Session 13 XML Validation
Learning Resources
[Mention textbooks, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mapp
o. ing
1. Design conceptual database schema for a given application. CO3
2. Write SQL queries for fetching data from relational databases CO4
3
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in
person or online
All deadlines are due on the date and time indicated in LMS. The penalties for late submission
are as follows:
Academic Dishonesty/Plagiarism
As per institute policy.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
None
Additional Focus Areas
Yes /
Focus Area Details
No
Direct focus on employability
Yes Provides students expertise in applying data
analysis tools and techniques for prescribing
Focus on skill development public policy solutions.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)
CO2 Understand basics of survey design, inferences and errors in PO2 U C,P 6 2
surveys and survey instruments
CO3 Familiarity with some public survey datasets (NSSO, NFHS) and PO2 U C,P 3 1
their relationship with state policies
CO5 Construct and test hypothesis relevant to public policy questions PO2 An C, P 6 2
using the associated data sets
CO6 Apply appropriate regression methodologies (linear, logistic, PO2 An C, P 15 5
panel, time series), functional transformations (log-log, log-lin,
lin-log) and regression diagnostics to infer correlations between
different variables of interest in the underlying data sets
Total 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
1. Probability and Statistics
2. Sampling and Surveys
3. Introduction to Public Datasets and Policy Dimensions
4. Inferential Statistics, Experimental Design and Measures of Association
5. Data Analysis: Linear Regression
6. Functional Transformation
7. Logistic Binomial Regression
8. Regression diagnostics
9. Time series regression
10. Panel data regression
Instruction Schedule
Week Topics
Descriptive analysis – Units of analysis and variables, Level of measurement, Frequency distribution
and graphical representation, Central tendency, Dispersion, Distributional shape
Distribution theory – Discrete and Continuous random variables, Binomial distribution, Normal
distribution
Inference and Errors in Surveys: Constructs, measurement, response, observational gap, measurement
error, processing error, sampling error etc.
Target Population and Sampling Frames: Coverage properties of sampling frames, common target
populations and their frame issues, coverage error
Sample Design and Sampling Error: Simple random sampling, cluster sampling, stratified sampling
Questions and Answers in Surveys: Cognitive processes in answering questions, problems associated
with encoding, misinterpretation, judgement etc. in answering questions, guidelines for writing good
questions
NSSO, NFHS datasets on employment, household expenditure, healthcare etc. and research reports and
policy briefs based on these datasets
Need for experiment design, comparison of experiments and sampling, taxonomy of Design of
Experiments (DoE), Full and Fractional Factorial Design, Randomized Control Tests (RCTs), Types of
RCT designs., Randomized Block Design. Matched Pair Design
Functional Transformation: Log-Log, Lin-Log and Log-Lin regression models and estimator
interpretations
12 Logistic Binomial Regression: logistic function, relation to classification, odd’s ratio, interpretation of
estimators
13 Regression diagnostics: Multicollinearity: Variance Inflation Factor test, Heteroscedasticity: Breusch
Pagan and White’sTest; tests and corrections for the same;
14 Time series regression: tests for stationarity: Unit Root Test, test for auto and serial correlation:
Durbin Watson test, Auto Regressive Integrated Moving Average (ARIMA) models, estimation of p
and q using Auto Correlation and Partial Auto Correlation Functions
15 Panel data regression: Pooled OLS, Fixed Effect and Random Effect models, test for model fit,
Hausman Test for FEM vs. REM
Learning Resources
1. Amemiya, T. (1994). Introduction to statistics and econometrics. Harvard University
Press.
2. Fung, B. C., Wang, K., Fu, A. W. C., & Philip, S. Y. (2010). Introduction to privacy-
preserving data publishing: Concepts and techniques. Chapman and Hall/CRC.
3. Groves, R. M., Fowler Jr, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., &
Tourangeau, R. (2011). Survey methodology. John Wiley & Sons.
4. Gujarati, D. (2012). Econometrics by example. Macmillan.
5. Hanneman, R. A., Kposowa, A. J., and Riddle, M. D. (2013), Basic statistics for social
research. John Wiley & Sons, San Francisco.
6. James, G., Witten, D., Hastie, T., & Tibshirani, R. (2013). An introduction to statistical
learning (Vol. 112, p. 18). New York: Springer.
7. Levin R., and Rubin, D. (1998). Statistics for management (7 Edition), Pearson.
th
Assessment Plan
Component Marks
Quizzes/ Assignments: 6 @ 10 marks for each 60%
Group Project:
Stage 1 – Data Exploration 10%
Stage 2 – Data analysis 10%
Final Project Report 20%
40%
Project Total
Total 100%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
1 Groups of students work on data set Assignments and PO3, PO5
analyze them using techniques that they have learnt in the
course.
2 Student groups are assigned a semester long project that PO3, PO5
involves collection of data and building statistical models to
analyze the same; test stated hypothesis and prescribe policy
solutions for overcoming any challenges and short comings.
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
1. Automatic evaluation of MCQ quizzes on Moodle or other online platforms
2. Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in person or
online
Academic Dishonesty/Plagiarism
As per institute policy
Yes /
Focus Area Details
No
X Course provides an understanding of the
components and their significance in a
digital web-based application or service.
Students would, for instance, be prepared
for jobs that involve requirements definition
Direct focus on employability or authoring request-for-proposals.
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills X Students write reports and make
(language, writing, communication, presentations as part of their assignments.
etc.)
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Determine the hardware specifications of a PO4 U F, C, 6
computer for a given scenario C&S
CO2 Understand how the performance of computing PO4, U F, C, 8
systems are evolving PO5 PC
CO3 Understand the role of the Operating System in a PO4, U F, C, 16
computing system PO5 C&S
CO4 Understand the basic performance parameters of PO4,, U F, C, 3
present digital communication networks PO5 C&S
CO5 Understand the role of the main protocols of the 4- PO4,, U F, C, 9
layer internet architecture PO5 PC
CO6 Understand how security and privacy PO4,, U F, C 4
requirements of internet communications is taken PO5
care of
CO7 Understand the functionality and performance PO4, U F, C, 8
requirements of the key architectural components, PO5 P,
including web servers, databases, client programs, C&S
of typical internet-based digital platforms and
services
CO8 Determine the performance of a web service for its PO2, Ap F, C, 6
usability and accessibility PO4, C&S
PO5
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Module 1: Computers and computing
● Key enablers of the digital world: Universal digital representation, universal digital
processor, universal digital communication, and universal digital data.
Instruction Schedule
[Provide session-wise schedule]
Week Topics CO
Application Layer
12 TCP/IP C05
End-to-end principle, Flow control, congestion
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Wikipedia pages are in general a good source of overview information, and, in many cases,
provide sufficient detail for purposes of this course!
Papers and other reading material will be added during the course and will be listed in LMS.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
The course includes assignments that are intended to help explore different aspects of the
design and usage of these digital components. Typically, these involve analysing sub-systems
of a larger modern digital application, with a presentation and/or report as the deliverables. In
addition, there will be a number of reading assignments as preparation for discussions in class.
Some assignments are individual activities and others are done in teams. A mid-term and final
exam are part of the assessment.
Regular attendance and participation in class discussions is expected, and will influence the
grades.
Grading: The weightage of the assignments and exams, as a percentage of the final grade are:
Assignments: 3 x 15% each = 45%
Mid-term exam: 25%
Final exam: 25%
Class participation: 5%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Detailing specifications of a desktop/laptop for an C01, C02, C03
identified set of use-cases
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Students learn to develop websites and
web applications as assignments, which
Direct focus on employability are important for industrial opportunities
Yes Students use MySQL and phpMyAdmin
workbenches, XAMPP development tool,
and WordPress CMS tool in assignments,
Focus on skill development which builds skills in using these tools
Focus on entrepreneurship No -
Yes Students conduct research and write
essays on the state-of-the-art in web
applications used for public use; present
the websites and web applications they
Provides value-added / life skills create; publish some of their creations
(language, writing, communication, etc.) online.
This course introduces students to the theory and practice of tools for a connected society. This
entails developing web applications using Javascript, Java, HTML/CSS/PHP. The course guides
students through the design and development of internet-based applications using common
architecture elements and design patterns, and popular open-source frameworks and libraries.
The course also discusses relevant aspects of design thinking and human-computer interaction
(HCI) required for tool development.
The outcome of this course is to extend the knowledge and practice of creating web applications,
and optionally, mobile applications, in students. The course is delivered as per the requirements
of a graduate-level course. Hence, while there are introductory lectures for new topics, the course
is predominantly student-driven to build or improve their experience in creating web applications.
The skills include design, programming, and presentation skills, where the latter includes an oral
presentation, writing, and demonstration by the students. Given the varied background of students
from technology as well as social sciences, this course encourages students to learn to use tools
and/or program based on their programming competency. The goal of this course is to inform the
students to identify and use tools appropriate for specific skill levels and application requirements.
CO1 Design websites for public use with a given set PO1, Ap C, P, 8 0
of specifications using HTML and CSS PO4 C&S,
templates. PC
Total 30 0
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Total 30
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1. Homework-assignment-1: Website development CO1
2. Homework-assignment-2: Critique an existing societal CO2
web application
3. Homework-assignment-3: Data visualization module CO1, CO3
added to Homework-assignment-1
4. Homework-assignment-4: Add HTML forms and CO3
database integration to Homework-assignment-1 or
build a small web application using WordPress
5. An essay or a technical report on the impact and use CO4
cases of existing applications in a specific domain,
including education, healthcare, mobility.
6. An essay or a technical report on the advancement of CO4
technology in web applications
7. Course project on designing, implementing, and CO3
optionally deploying a societal web application
The assignment description with all logistics will be provided to the students on LMS. “Start early
and finish on time” is the guiding principle for all assignments in this course.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This course has zero-tolerance for cheating and plagiarism. Any violation may result in
an F grade and further disciplinary action may be initiated as per the Institute’s policies.
Ignorance of what constitutes cheating and plagiarism is not an excuse! If you have any
doubts, contact your instructor. All material that will be used for the assessment of the
student’s performance shall be original work.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Students will be introduced to different systems thinking methodologies that have been found
useful in resolving various aspects of the aforesaid complexity. This will then be used to provide
insights into a few relevant methodologies considered useful to model and manage such systems.
Conceptual frameworks and practices involved in the engineering and management of IT projects
drawn largely from theoretical positions developed in the discipline of systems engineering,
related largely to requirements specification, system architecture and design processes are also
introduced to students to enable them to work on a high-level design specifications/Request for
Proposal (RFP) document for initiatives that seek to bring a desired set of changes in complex
social situations using digital technologies.
Course Content
I. Background: Revisiting (traditional) software engineering and project management
approaches
II. Complexity, social problems and the nature of inquiry
III. Systems approaches; socio-technical systems
IV. Soft systems methodology
V. Group Project; Drafting of an RFP/high-level design document for a social change process
involving digital technologies
Instruction Schedule
Week 1 & 2
● Introduction and Overview of the Course
● Bergman, M., King, J. L., & Lyytinen, K. (2002). Large-scale requirements analysis revisited:
the need for understanding the political ecology of requirements engineering. Requirements
Engineering, 7(3), 152-171.
● Boehm, B.W. and Ross, R. (1989). Theory-W software project management: principles and
examples. IEEE Transactions on Software Engineering, 15(7), 902-916.
● Atkinson, R. (1999). Project management: cost, time and quality, two best guesses and a
phenomenon, it’s time to accept other success criteria. International journal of project
management, 17(6), 337-342.
Week 3 & 4
● Koskela, L. J., & Howell, G. (2002). The underlying theory of project management is obsolete.
In Proceedings of the PMI Research Conference (pp. 293-302). PMI.
● PMI (2017). Agile Practice Guide. Project Management Institute, Inc. USA.
● Boehm, B. (2006, May). A view of 20th and 21st century software engineering. In Proceedings
of the 28th International Conference on Software Engineering (pp. 12-29). ACM.
● Boehm, B. (2006). Some future trends and implications for systems and software engineering
processes. Systems Engineering, 9(1), 1-19.
Week 5
● Simon, H. A. (1962). The architecture of complexity, Proceedings of the American
Philosophical Society, Vol. 106, No. 6. (Dec. 12, 1962), pp. 467-482.
● Tan, J., Wen, H.J. & Awad, N. (2005). Healthcare and services delivery systems as complex
adaptive systems. Communications of the ACM, Vol. 48 No. 5, pp. 36-44.
Week 6
● Dent, E. B. (1999). Complexity science: A worldview shift. Emergence, 1(4), 5-19.
● Heylighen, F., Cilliers, P., & Gershenson, C. (2006). Complexity and philosophy. arXiv preprint
cs/0604072.
● Vincent, R. (2012). Insights from complexity theory for the evaluation of development action:
Recognizing the two faces of complexity. IKM Working Paper No. 14, IKM Emergent Research
Programme, European Association of Development Research and Training Institutes (EADI),
Germany. www.eadi.org
Week 7 & 8
● Rittel, H. & Webber. M.(1984). Planning problems are wicked problems. Developments in
Design Methodology. New York: John Wiley & Sons, 135-144.
● Head, B. W. (2008). Wicked problems in public policy. Public Policy, Vol. 3 No. 2, pp. 101-118
● Iivari, J., Hirschheim, R., & Klein, H. K. (1998). A paradigmatic analysis contrasting information
systems development approaches and methodologies. Information Systems Research, 9(2),
164-193.
● Hirschheim, R., & Klein, H. K. (1989). Four paradigms of information systems development.
Communications of the ACM, 32(10), 1199-1216.
Week 9
● Mingers, J., & White, L. (2010). A review of the recent contribution of systems thinking to
operational research and management science. European Journal of Operational Research,
207(3), 1147-1161.
● Mumford, E. (2006). The story of socio-technical design: reflections on its successes, failures
and potential. Information Systems Journal, 16: 317-342
Week 10 &11
● Reynolds, M (2011). Bells that still can ring: systems thinking in practice. In: Tait, Andrew and
Richardson, Kurt eds. Moving Forward with Complexity: Proceedings of the 1st International
Workshop on Complex Systems Thinking and Real World Applications. Litchfield Park, AZ:
Emergent Publications, 327–349.
● Reynolds, M., & Holwell, S. (2010). Introducing systems approaches. In Systems approaches
to managing change: A practical guide (pp. 1-23). Springer London.
● Pisano, U. (2012). Resilience and Sustainable Development: Theory of resilience, systems
thinking and adaptive governance. European Sustainable Development Network (ESDN), 26,
50.
Week 12 & 13
● Rose, J., & Haynes, M. (1999). A soft systems approach to the evaluation of complex
interventions in the public sector. Journal of Applied Management Studies, 8(2), 1-19.
Week 14 & 15
Learning Resources
Please see the Instruction Schedule section above
Assessment Plan
Students will be assessed based on their participation in class discussions, submission of written
assignments and class presentations and performance in mid-term and end-term assessments.
The proposed weightage for various components is as follows:
● Class participation: 10%
● Class presentations: 20%
● Assignments (includes mid-term/end-term assessments): 40%
● Group Project (drafting a design specifications/RFP document for a social change using
digital technologies): 30%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
1 Assignment 1 CO1, CO2
2 Assignment 2 (mid-term) CO1, CO2, CO3
3 Assignment 3 (end-term) CO4, CO5
4 Group Project CO2, CO5, CO6, CO7
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in person
or online
Academic Dishonesty/Plagiarism
As per Institute policy
Yes /
Focus Area Details
No
Yes The basic circuit and systems knowledge
Direct focus on employability and interfacing is useful for employability.
Yes The troubleshooting and selection of
components for designing circuits and
Focus on skill development systems is a useful skill development.
No Although no direct focus, the course
empowers students to realize systems for
different applications with limited
Focus on entrepreneurship knowledge.
Yes The project component in the course
Provides value added / life skills allows students to work in team and
(language, writing, communication, etc.) present progress and technical report.
Diode characteristics. Diode circuits: Clipper circuits, rectifiers – half wave, full wave, with
capacitor. Bipolar junction transistors (BJTs): Characteristics, modes of operation, dc analysis of
simple circuits, bias stability. AC analysis of BJT amplifier circuits. BJT amplifier configurations:
common-emitter, common-base, common-collector, other. Design of a high-performance
amplifier. Frequency response of BJT amplifiers. Stability and compensation of amplifiers.
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Topic No. of
hours
Diode physics and characteristics 4
Diode circuits – clipping circuits, rectifiers 4
Bipolar Junction Transistor (BJT) characteristics and modes of operation 5
BJT dc circuit analysis 5
Bias stability 2
BJT small-signal approximation and small-signal circuit analysis 2
BJT amplifier configurations: CE, CB, CC, others 3
BJT amplifier design 3
Frequency response of BJT amplifiers 5
Stability and compensation of BJT amplifiers 2
Design of a small analog system 8
TOTAL hours 42
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. A.S. Sedra and K.C. Smith, Microelectronic Circuits, 7th edition, Oxford, 2017.
2. R.C. Jaeger and T.N. Blalock, Microelectronic Circuit Design, 5th edition, McGraw-Hill,
2015.
3. M.H. Rashid, Microelectronic Circuits: Analysis and Design, 2nd edition, Cengage Learning,
2012.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Midterm exam-30%
Final exam-30%
Assignments and Quizzes-40%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
Focus of Assignment / Project CO Mapping
No.
1 Design of a high performance bipolar transistor amplifier CO4
2 Design of a complete analog system, such as a Buck converter CO7
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of circuit analysis and design problems
Students are provided the opportunity to view the evaluations done either in person or online.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The conceptual understanding of this course
helps the students to get jobs in information
technology and communication system design
Direct focus on employability industry
Yes The course content and assignments develop
the student skills in applications of analog and
Focus on skill development digital communication systems
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
The associated labs are divided into Software based (Matlab) and Hardware based
(Raspberry Pi).
Courses to which this course is prerequisite:
o Digital Communication (EC-306)
o Wireless Communication (NC-827)
Course Competencies:
Understand basic building block of an analog/digital communication system
Conduct analysis of baseband signals in time and frequency domain, and use Matlab for
signal processing
Understand complex-baseband representation of passband signals
Understand the role of modulation index in amplitude demodulation by envelope
detection and compute power efficiency
Determine bandwidth requirements for amplitude modulation methods including DSB-
SC, AM, SSB, VSB from frequency spectra
Understand SSB modulation using the Hilbert transform of the message
Understand phase and frequency modulation principles and their equivalence
Compute maximum frequency deviation and modulation index for angle modulation
Understand limiter-discriminator demodulation operation for FM
Determine frequency spectra for FM signal and compute bandwidth
Understanding the impact of modulation index, SNR on FM transmission using
Raspberry Pi
Implement frequency modulator/demodulator system that resists jamming using
Raspberry Pi
Understand the functionality and applications of PLL and analyze steady state phase error
Demonstrate the role of pulse modulation in ISI avoidance
Understand Gaussian random variables/vectors/random process and its application in
noise modeling
Establish the basic framework for hypothesis testing to be used in demodulation and
symbol detection under AWGN
Derive the ML and MAP decision rules and understand their physical significance
Analyze and compare symbol error probability expressions for binary signaling schemes
Derive union bound of error probability that provide quick insights into power-bandwidth
tradeoffs for M-ary signaling schemes
Show the impact of carrier phase uncertainty in optimal demodulation through Matlab
simulations
Course Content
[Provide list-wise topics]
Section 1: Introduction and background
Basics concepts of probability and random variables: conditional probability, MAP principle,
Baye’s theorem
Gaussian random variables, joint Gaussianity
Random process and Gaussian random process
Noise modeling
Week 2 Review of signal and systems, Fourier Transform and Fourier Series
Week 3 Complex Baseband representation of passband signals Quiz-1
Week 15 Bit error rate analysis, union bound with M-ary schemes End-term
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Text book
Reference Books
Taub and Schilling, “Principles of Communication Systems”, McGrawHill
Simon Haykin, “Communication Systems”, Wiley, 5th Edition
B.P. Lathi and Z. Ding, “Modern Digital and Analog Communication Systems”,
Oxford University Press, 4th Edition
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Course: Quiz (25%), Mid-term (30%), End-term (35%), and Class Participation (10%)
Lab: Weekly assignments: 65%, Project: 30%, Class Participation: 5%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
Focus of Assignment / Project
No. Mapping
1 Introduction to Matlab using basic signal processing operations CO2
2 Design of matched-filter communication receiver using Matlab CO8
3 Demonstrate the impact of carrier phase uncertainty on reconstructed CO9
signal using Matlab
4 Demonstrate amplitude modulation and envelope detection operations CO3
using Matlab
5 Build FM Transmitter using Raspberry Pi hardware CO5
6 Understand the impact of modulation index, SNR on FM transmission using CO5
Raspberry Pi hardware
7 Design an FM modulator/demodulator system that resists jamming using CO5
Raspberry Pi hardware
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Appropriate citation of references as per the standard IEEE format is mandatory in assignments and
course project.
Academic Dishonesty/Plagiarism
[State if any specific policy derived from institute policy is applicable. Otherwise leave it as given]
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The conceptual understanding of this course
helps the students to get jobs in information
technology and communication system design
Direct focus on employability industry
Yes The course content and assignments develop
the student skills in applications of advanced
Focus on skill development digital communication systems
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
The importance of the course to the profession: The field of digital communication has
evolved rapidly in the past few decades, with commercial applications proliferating in
wireline communication networks (e.g., digital subscriber loop, cable, fiber optics),
wireless communication (e.g., cell phones and wireless local area networks), and storage
media (e.g., compact discs, hard drives). After course completion, the students should be
well equipped for research or cutting-edge development in communication systems in
either industry or academia. Specifically,
There are myriads of job opportunities in the manufacturing industry and service
establishments such as broadcasting, data communication, entertainment,
consulting, research and development including system support.
The students might get a chance to work in multimedia service organizations that
are engaged in real-time information transfer via video conferencing/internet
broadcasting.
Scope to work in different sectors such as Defence, DRDO, ISRO, Civil Aviation,
Indian Telephone Industries, Development Centers in various states, NPL, A.I.R,
Post and Telegraph Department, Railways, Software Engineering/IT, Hardware
Manufacturing, VLSI Design, Telecommunication, Power Sector, Television
Industry, Research & Development, and Home Appliances.
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Lab (Hrs): Number of hours of Lab session (where applicable)
Course Competencies:
Understand the detailed signal processing steps for digital data transfer through a channel
Apply PCM principle to evaluate signal-to-quantization noise ratio
Understand lossless data compression algorithms including Huffman coding and Lampel-Ziv
coding and compute source encoding efficiency
Demonstrate lossy source compression schemes for digital audio signal transmission via BSC
through Matlab simulations
Understand channel encoding/decoding schemes including linear block codes, cyclic codes, and
convolutional codes, and demonstrate their impact on output bit error probability through Matlab
simulations
Understand matched-filter/correlator-based receiver employing coherent detection for ASK,
MPSK, MFSK, and MQAM signaling schemes and appreciate the need for carrier and symbol
synchronization
Analyze exact SEP for BFSK, BPSK, QPSK, PAM, and MQAM schemes, and also obtain SEP
union bound for MPSK and MFSK schemes to gain insights into the system performance
Understand power-bandwidth tradeoffs and practical applications for various M-ary signaling
schemes
Understand the role of PN sequence in spectrum spreading including DS-SS and FH-SS principles
Understand anti-jamming property, processing gain, and CDMA application of spread-spectrum
Model wireless fading channel and understand its impact on received signal-to-noise ratio
Compute cell coverage area and outage probability under pathloss and shadowing effect
Calculate coherence time and coherence bandwidth and classify the type of small-scale fading
Perform link budget analysis for wireline and wireless channels with practical examples
Course Content
[Provide list-wise topics]
Pulse-code modulation
Differential pulse-code modulation and delta modulation
Entropy, source coding theorem
Lossless data compression algorithms: Huffman coding, Lampel-Ziv coding
Instruction Schedule
[Provide session-wise schedule]
Week 13 Wireless channel: free-space path loss and simplified path loss models
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Text Books
1. Bernard Sklar and Pabitra Kumar Ray, “Digital Communication”, Pearson Education
2. Simon Haykin, “Digital communication systems”, Wiley Edition
Reference Books
1. John G Proakis and Masoud Salehi, “ Digital Communications”, McGraw Hill
2. Andrea Goldsmith, “Wireless Communication”, Cambridge University Press
3. Upamanyu Madhow, “Fundamentals of Digital Communication”, Cambridge University Press
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Course: Quiz (25%), Mid-term (30%), End-term (35%), and Class Participation (10%)
Lab: Weekly assignments: 65%, Project: 30%, Class Participation: 5%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
Focus of Assignment / Project
No. Mapping
1 Compress audio signal using FFT, DCT, and LPC-based source compression CO3
algorithms through Matlab simulations
2 Apply combined source and channel coding schemes for digital audio CO4
transmission through a BSC channel using Matlab
3 Understand the role of digital modulation techniques including BPSK, BFSK, CO6
MPSK on symbol error probability through simulations using Matlab
4 Demonstrate DS-SS system and find probability of error under the CO7
presence of jamming signal using Matlab
5 Demonstrate FH-SS system with BPSK modulator and show its impact on CO7
jamming resistance using Matlab
6 Demonstrate the combined effect of path loss and shadowing phenomena CO8
on outage probability through Matlab simulations
7 Demonstrate the impact of empirical path loss and 3GPP path loss models CO8
on received signal power through Matlab simulations
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Appropriate citation of references as per the standard IEEE format is mandatory in assignments and
course project.
Academic Dishonesty/Plagiarism
[State if any specific policy derived from institute policy is applicable. Otherwise leave it as given]
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Engineers trained on Linux System
Programming are sought for. This course
Direct focus on employability provides a strong foundation for the same.
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
TOTAL 24 0
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Concept Map of the Course (Optional)
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Week Topics
1 Computer Architecture
a. Basic structure of computer hardware and software
b. Process, Memory and I/O systems: CPU, RAM, Virtual Memory, I/O devices
c. Types of System - Server, Desktop, Embedded and Real Time
d. Operating System Vs Kernel
2 Kernel Architecture
a. Kernel Subsystems (computing resource management)
b. Types of Kernel: Monolithic, Micro and Hybrid Architecture
c. Monolithic - Server and Desktop
d. Microkernel - Embedded and Real Time systems
e. Hybrid - Handle both RT and Non-RT tasks
3-4 System Internals: Implementation of - process, file, memory and signal management
5-7 Inter Process Communication Mechanisms - pipe, FIFO, message Q, shared memory,
semaphore and socket programming
8 Implementation of Soft Real Time Systems - as per POSIX standard
Application Program Vs Kernel Module
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Operating System Concepts by Abraham Silberschatz, Peter Baer Galvin and Greg Gagne, Eighth
edition, John Wiley & Sons. Inc, 2009.
2. Linux System Programming by Robert Love, O'Reilly Media, 2013.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
System Software (2 credit)
Marks (%)
50
Mid Term Exam
20
Lab Exercises
30
Mini Project
100
Total
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
CO
S. No. Focus of Assignment / Project
Mapping
1 CO2,
64 Lab exercises on Linux System Programming CO3,
CO5
2 Project: Design and Development of online ticket booking system. CO2,
Use: only UNIX system calls. CO5
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
As per institute policy
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
As per institute policy
Course Syllabus
Course Code / Course Name EC 201 Basic Electronics
Course Instructor Name(s) Chetan Parikh
Hours Component
2 Lecture (1hr = 1 credit)
Credits (L:T:P) 0 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 0 Practical (2hrs = 1 credit)
L:T:P = 2:0:0 Total Credits = 2
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech CSE
M.Tech ECE
M.Sc. Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
X ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Yes /
Focus Area Details
No
Direct focus on employability No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
Basic circuit elements. Nodal and mesh analysis. Circuit theorems: Superposition, source
transformation, Thevenin, Norton, maximum power transfer. Ideal op-amp circuits: inverting and
non-inverting amplifiers, summing and difference amplifiers, integrators; non-idealities in
opamps. R,L,C transients: first and second order, natural response, forced response with constant
sources. Sinusoidal steady-state analysis. Frequency response and Bode plots. Simple filters, and
RLC resonance.
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. R.C. Dorf and J. Svoboda, Introduction to Electric Circuits, 9th edition, Wiley, 2015.
2. W. Hayt, J. Kemmerly and S. Durbin, Engineering Circuit Analysis, 8th edition, Tata
McGraw-Hill, 2013.
3. Anant Agarwal and Jeffrey Lang, Foundations of Analog and Digital Electronic Circuits,
Elsevier, 2005.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Tests – 45%
Final exam – 30%
Home works and Assignments – 15%
Attendance – 10%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Design of an analog bandpass filter for audio signals CO9
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of circuit analysis and design problems
Students are provided the opportunity to view the evaluations done either in person or online.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Digital Design
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand and test the laboratory PSO1, PO1, U P 8
instruments including Oscilloscope, Function PO12
generators, Power supply, and Multimeter.
CO2 Design RC based first order filter circuits on PSO1, PO2, Ap, C&S, 8
breadboard and determine the frequency PO3, PO5 An PC
response of the same using Multisim tool.
CO3 Verify digital logic gates using IC chips, and PSO1 Ap, P 8
realize the combinational digital circuit for a E
given logical function.
CO4 Realize a state machine for a vending PSO1 Ap C, 10
machine design using flipflops and LEDs. PC,
C&S
CO5 Implement an embedded systems project PSO1, P013, Ap C, F 8
using microcontrollers, sensors, and PO11, PO9,
actuators. PO8, PO7, PO5,
PO3
CO6
CO7
CO8
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
The laboratory content should cover experiments on the following topics:
1. Instruments: digital multimeter, Oscilloscope, Signal generator, Breadboard.
2. I-V characteristics of linear passive components and their combinations, Charging and
discharging of Capacitor circuits.
3. Experiments on filter circuits (Low pass, high pass, bandpass, notch) consisting of
combination of R, L and C circuits.
4. I-V characteristics of Diodes, Rectifier circuits using diodes, clipper and clamper circuits,
LEDs.
5. Operation of DC motors, servo motors, and Opamp based amplifiers.
6. Verify digital logic gates and combinational circuits using IC chips.
7. Develop sequential circuits using digital gates.
8. Finite state machine examples such as vending machine, traffic light controller and realization
of the same using digital logic gates.
9. Introduction of Atmega 16 bit microcontroller and applications of microcontrollers such as
reading temperature sensor, driving LEDs, driving servo and DC motors.
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Student manual for the Art of electronics - Thomas Hayes and Paul Horowitz
2. The art of electronics - Paul Horowitz and Winfield Hill
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Midterm exam-30%
Final exam-30%
Quizzes-10%
Assignments-10%
Project-20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
No Focus of Assignment / Project Mappin
. g
1 Lab report on exploring instruments CO1
2 Lab report on filter circuits experimented in the lab CO2
3 Assignment to design vending machine / washing machine state machines CO4
4 Implement an embedded systems project using microcontrollers, sensors, and CO5
actuators.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
Diode characteristics. Diode circuits: Clipper circuits, rectifiers – half wave, full wave, with
capacitor. Bipolar junction transistors (BJTs): Characteristics, modes of operation, dc analysis of
simple circuits, bias stability. AC analysis of BJT amplifier circuits. BJT amplifier configurations:
common-emitter, common-base, common-collector, other. Design of a high-performance
amplifier. Frequency response of BJT amplifiers. Stability and compensation of amplifiers.
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Topic No. of
hours
Diode physics and characteristics 4
Diode circuits – clipping circuits, rectifiers 4
Bipolar Junction Transistor (BJT) characteristics and modes of operation 5
BJT dc circuit analysis 5
Bias stability 2
BJT small-signal approximation and small-signal circuit analysis 2
BJT amplifier configurations: CE, CB, CC, others 3
BJT amplifier design 3
Frequency response of BJT amplifiers 5
Stability and compensation of BJT amplifiers 2
Design of a small analog system 8
TOTAL hours 42
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. A.S. Sedra and K.C. Smith, Microelectronic Circuits, 7th edition, Oxford, 2017.
2. R.C. Jaeger and T.N. Blalock, Microelectronic Circuit Design, 5th edition, McGraw-Hill,
2015.
3. M.H. Rashid, Microelectronic Circuits: Analysis and Design, 2nd edition, Cengage Learning,
2012.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Midterm exam-30%
Final exam-30%
Assignments and Quizzes-40%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
Focus of Assignment / Project CO Mapping
No.
1 Design of a high performance bipolar transistor amplifier CO4
2 Design of a complete analog system, such as a Buck converter CO7
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of circuit analysis and design problems
Students are provided the opportunity to view the evaluations done either in person or online.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The basic circuit and systems knowledge
Direct focus on employability and interfacing is useful for employability.
Yes The troubleshooting and selection of
components for designing circuits and
Focus on skill development systems is a useful skill development.
No Although no direct focus, the course
empowers students to realize systems for
different applications with limited
Focus on entrepreneurship knowledge.
Yes The project component in the course allows
Provides value added / life skills students to work in team and present
(language, writing, communication, etc.) progress and technical report.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Implement opamp based active filters on PSO1, PO12, U, C, P 6 0
breadboard and verify the same on PO5 C,
Multisim. Ap
CO2 Understand opamp based active rectifier PS01, PO12, U, C, P 4 0
circuits on breadboard and verify the same PO5 Ap,
on Multisim. C
CO7
CO8
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
The course content covers the following topics:
BJT DC characteristics, Various biasing of BJT circuits including emitter-follower circuit,
amplifier circuit, current gain, push-pull configurations, and BJT as a switch.
Opamp based active rectifier, filters, differentiator, integrator, clipper, and clamper circuits.
Timer based mono-stable, and multi-stable-vibrator circuit, and zener diodes based regulator
circuits is also included.
Instruction Schedule
[Provide session-wise schedule]
Lab1: Diodes, Rectifiers, and Zener diodes as regulator.
Lab2: Opamp based differentiator, Integrator Circuits.
Lab3: Opamp based Clamper, Clipper Circuits.
Lab4: BJT DC Characteristics.
Lab5: Designing BJT amplifier circuits
Lab6: Timer 555 chip and generating signals.
Lab7: BJT follower circuits.
Lab8: Project progress discussion.
Lab9: BJT Frequency response.
Lab10: Pushpull configuration circuits.
Lab11: Project demonstration.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Student manual for the Art of electronics - Thomas Hayes and Paul Horowitz
2. The art of electronics - Paul Horowitz and Winfield Hill
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Midterm exam-30%
Final exam-30%
Quizzes-20%
Assignments-10%
Project-10%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mapp
o. ing
1 Lab report on BJT amplifier design. CO3
2 CO2,
Lab report on Opamp based filter and rectifier circuits. CO1
3 Assignment on generating a ramp signal using Timer 555 chip CO4
4 Demonstrate a Timer based project showcasing the ability to autonomously sense CO4
and actuate without using microcontroller.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
In this course, we study all the building blocks that constitute a microcontroller choosing 8051 as
the microcontroller for this study. We also learn how instructions provided to the controller
translate into action. We then look into more recent ATMEGA328p microcontroller which is in the
heart of Arduino boards. The capabilities of this controller are discussed in detail before we
discuss ARM architecture. We confine ourselves for ARM Cortex M3 microprocessor within this
course.
Total Hours 45 30
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
1. Prerequisites
2. 8051 microcontroller (8-bit)
a. Pin description & Architecture
b. Instruction set architecture and Assembly Instructions
c. Ports and Peripherals
i. Serial Communication
ii. Ports, Timers
d. Interrupts
3. ATMEGA328p (8-bit)
a. Pin description & Architecture
b. Registers & Instruction execution
c. Interrupt handling, Memory
d. Ports and Peripherals
4. ARM Cortex M (32-bit)
a. Cortex M architecture
b. Exceptions and Interrupt architecture
c. Input-Output interfacing
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Muhammad Ali Mazidi and Janice Gillispie Mazidi, “The 8051 Microcontroller and Embedded
Systems”.
2. ATMEGA328p datasheet.
3. Muhammad Tahir and Kashif Javed, “ARM Microprocessor Systems: Cortex-M architecture,
Programming, and Interfacing”.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assessment type Percentage distribution
Assignment 1 10
Quiz 1 10
Mid-semester exam 30
Assignment 2 10
End-semester exam 35
Class participation 5
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mapp
o. ing
1 Interface an external peripheral with 8051 microcontroller. Program the CO2,
controller to acquire data and process the same CO4
2 Students learn to employ ATMEGA328p and its internal peripherals for the CO5,
application specified. CO6
3 Student presentation as part of class participation on various building blocks of CO7
ARM microprocessor
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Automatic evaluation of MCQ quizzes on Moodle or other online platforms
Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability Yes Design controllers for autonomous systems
Yes Ability to model system dynamics and
Focus on skill development design controllers from first principles
Yes Ability to choose appropriate firmware
Focus on entrepreneurship when building new systems
Provides value added / life skills Yes Ability to state and prove new concepts
(language, writing, communication, etc.)
Course Content
Topic
1 Open/Closed-loop Systems; Common examples; Transfer function
representations
2 Modeling of common mechanical and electrical systems; Linearisation; Block
diagrams and reduction; Commonly-used inputs; Analysis of first and second-
order systems
3 Steady-state errors; Introduction to PID controllers; Pole-placement; Examples
4 PID controller tuning rules; Design using Root-locus and Bode-plots
5 State-space representations; Properties of Continuous Linear Time-invariant
systems; Examples; Review of specific topics in Linear Algebra
6 Controllability and Observability; Pole-placement design; Observers for state
estimation; (Kalman Filter)
7 Notions of Stability; Equilibria; Lyapunov Analysis
8 Digital control; Sampling; Extension of controller design topics to the discrete
domain
Instruction Schedule
Week Topic
1-2 Introduction; Open/Closed-loop Systems; Common examples; Transfer function
representations
3-4 Modeling of common mechanical and electrical systems; Linearisation; Block
diagrams and reduction; Commonly-used inputs; Analysis of first and second-order
systems
5-6 Steady-state errors; Introduction to PID controllers; Pole-placement; Examples
7-9 PID controller tuning rules; Design using Root-locus and Bode-plots
10-11 State-space representations; Properties of Continuous Linear Time-invariant systems;
Examples; Review of specific topics in Linear Algebra
12 Controllability and Observability; Pole-placement design; Observers for state
estimation; (Kalman Filter)
13 Notions of Stability; Equilibria; Lyapunov Analysis
14-15 Digital control; Sampling; Extension of controller design topics to the discrete
domain
Learning Resources
Katsuhiko Ogata, "Modern Control Engineering (Fifth Edition)", Prentice-Hall
Karl Johan Astrom and Richard M. Murray, "Feedback Systems: An Introduction for
Scientists and Engineers", electronic version accessible from
http://www.cds.caltech.edu/~murray/amwiki
Charles L. Phillips and H Troy Nagle, "Digital Control System Analysis and Design
(Third Edition)", Prentice-Hall
Other curated material which will be shared on LMS
Assessment Plan
4 in-class quizzes (15%), 2 closed-book exams (80%), Involvement in tutorials (5%).
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
Focus of Assignment / Project CO Mapping
No.
1 Block diagram reduction and derivation of closed-loop systems CO3, CO4
2 Design and simulation of PID controllers CO3, CO5
3 Design and simulation of state-feedback controllers and observers CO3, CO4
Evaluation Procedures
Manual evaluation of essay type / descriptive questions
Answer sheets will be shared after evaluation (offline evaluation), and overall score will be
uploaded on LMS and score on sub-rubrics will be shared if students asks for it (online
evaluation).
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name EC503 Digital CMOS VLSI Design
Course Instructor Name(s)
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 1 credit)
L:T:P = 3:0:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
X VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech CSE
X M.Tech X ECE
M.Sc. Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
X ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Yes /
Focus Area Details
No
Yes The basic CMOS transistor working and
design techniques towards improving
performance is highly useful for todays SoC
Direct focus on employability Design employability.
Yes The design techniques, and layout
understanding are the skills developed in
Focus on skill development the course.
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
This is the first graduate level course in VLSI design. This course introduces students to CMOS
circuits, develops first-order current-voltage and capacitance-voltage models for transistors,
transfer characteristics of CMOS inverter, performance estimation for circuits through logical
effort, combinational circuit design, and circuit families.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand NMOS and PMOS current PO3 U F 3
equations and determine the relation with
respect to size of transistors.
CO2 Apply and observe CMOS Inverter transfer PO3, PO1 Ap F,C 4 4
characteristics and Noise margin using
current equations and compare the same
using LTSpice tool.
CO3 Evaluate the propagation delay for a unit PO3, PO2, PO1 E C,P 7 4
inverter and compare the same using
LTSpice tool.
CO4 Understand the Elmore delay model and PO3 U PC, 6
apply the same for higher order NAND and P, F
NOR gates.
CO5 Understand the design methodology for PO3, PO1 U PC, 6
multi stage digital circuits. C&S,
D-I
CO6 Understand different combinatorial logic PO3 U F, C 8
families, and compare them in terms of
logical effort and parasitic delay.
CO7 Apply stick diagram for higher order digital PO3, PO2, PO1 Ap P, 4 4
compound gates and determine the PC
footprint.
CO8
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Course contents includes CMOS logic, pass transistors, Transfer characteristics of Inverter, Noise
Margin, Long channel current model, short channel current model, Design of Inverter, gate
capacitances, parasitic capacitances, C-V characteristics for a MOS transistor, CMOS stick
diagram, and layout, CMOS Delay Estimation, Delay optimization, Elmore delay model, Linear
delay model, logical effort, Design for multi-stage and compound circuits, Decoder gate level
design, Combinational CMOS Logic Styles, Dynamic Combination CMOS Logic styles, Pseud
NMOS, Asymmetric gates, and Domino logic. The course also includes Schematic and layout of
Digital circuits using Electric tool.
Instruction Schedule
[Provide session-wise schedule]
NMOS Transistor 2 hours
MOS Capacitor Model, Short-Channel 3 hours
Short Channel, and DC Characteristics 3 hours
Skewed Inverter, Transistor Dimensions 4 hours
CMOS Buffer, Noise Margin 5 hours
Delay 5 hours
Parasitic delay 2 hours
Logical Effort 3 hours
Electrical effort and branching 3 hours
Decoder design 2 hours
Combinational circuit families 5 hours
Stick Diagram 3 hours
Ratioed circuit 3 hours
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Neil H. E. Weste and David Harris, CMOS VLSI Design: A circuits and systems perspective, 4th
edition, 2011.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Midterm exam-30%
Final exam-30%
Quizzes-20%
Assignments-20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mappi
o. ng
1 I-V and C-V characteristics using Long channel current equations and verify the CO1
same in LTSpice tool.
2 Transfer characteristics of Inverter and Transmission gate and verify the same CO2
in LTSpice.
3 Optimize the performance of a digital circuit by identifying critical paths and CO4,C
determine the gate and transistor size. O5
4 Draw stick diagram and layout in Electric Tool for a compound logic gate. CO7
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Most of the interviews during
Direct focus on employability placements will have questions on DSA.
Focus on skill development Yes Programming
Focus on entrepreneurship
Provides value added / life skills Yes Problem Solving Skills
(language, writing, communication, etc.)
This is a core course to the iM.Tech second semester students. The aim of
the course is to provide students with a grasp of the principles of the many
data structures used in modern software.
The students also learn to use the concepts of DSA in any programming language
of their choice to solve computing problems.
Course Outcomes and Competencies
C,P 3
CO1 Determine the efficiency of algorithms. PO1, Ap 8
PSO4
PO1, C,P 10 3
CO2 Understand the characteristics of data structures PSO4 U
including arrays, linked lists, stacks, queues, trees,
Heaps, Binary Search trees , hashing, graphs .
PO1, C,P 7 3
CO3 Understand algorithms for sorting and searching. PSO4 U
PO1, C,P 10 3
CO4 Understand the graph traversal algorithms DFS and PSO4 U
BFS, algorithms for Shortest path problem and
minimum spanning trees.
PO1, C,P 10 3
CO5 Choose appropriate data structures to design efficient PSO4 E
algorithms to solve computing problems.
PO1, C,P 30
CO6 Design and implement efficient algorithms in any PSO4 C
programming language.
45 15 30
Total
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
1. Introduction to algorithms and complexity.
2. Sorting: Merge, quick, radix, selection, bubble sort, insertion sort and
heap sort.Lower bound for sorting.
3. Randomized Algorithms: Las Vegas and Monte Carlo paradigms, some
example randomized algorithms
4. Arrays, stacks, queues and linked lists .
5. Dictionaries: Skip-lists, hashing, analysis of collision resolution techniques.
6. Binary Trees: Traversals, binary search trees, balanced binary search trees -
AVL and Red Black Trees.
7. Priority queues: binary heaps, binomial heaps and Fibonacci heaps.
8. Graphs:Breadth-_first search and connected components, Depth-_first
search in directed and undirected graphs. Single course shortest path
problem and minimum spanning tree - prim's and kruskal's algorithms.
Instruction Schedule
1. Introduction to algorithms and complexity. (2 weeks)
2. Sorting: Merge, quick, radix, selection, bubble sort, insertion sort and
heap sort.Lower bound for sorting. (2 weeks)
3. Randomized Algorithms: Las Vegas and Monte Carlo paradigms, some
example randomized algorithms (1 Week)
4. Arrays, stacks, queues and linked lists . (1 week)
5. Dictionaries: Skip-lists, hashing, analysis of collision resolution techniques.
(1 week)
6. Binary Trees: Traversals, binary search trees, balanced binary search trees -
AVL and Red Black Trees. (3 weeks)
7. Priority queues: binary heaps, binomial heaps and Fibonacci heaps. (2
weeks)
8. Graphs:Breadth-_first search and connected components, Depth-_first
search in directed and undirected graphs. Single course shortest path
problem and minimum spanning tree - prim's and kruskal's algorithms. (3
week)
Learning Resources
Introduction to Algorithms by Thomas H Cormen, Charles E Leiserson, Ronald L Rivest and
Clifford Stein, MIT Press, 3rd Edition 2009.
Assessment Plan
Theory :
Mid Term - 25%
End Term- 25%
Test 1- 10 %
Test 2 - 10%
MCQ 1- 15 %
MCQ 2- 15 %
Lab
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Applications of Sorting and Searching CO1,CO3,CO6
2 Applications of Stacks, Queues and Heaps CO1,CO2,CO5,CO6
3 Applications of Binary Trees and BBST CO1,CO2,CO5,CO6
4 Applications of Graph Algorithms CO1,CO4,CO5,CO6
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
Automatic evaluation of MCQ quizzes on Moodle or other online platforms
Manual evaluation of essay type / descriptive questions
Automatic evaluation of programming questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name EG 301 / Operating Systems
Course Instructor Name(s) Prof. B. Thangaraju
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
0 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
2 Practical (2hrs = 1 credit)
L:T:P = 3:0:1 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
NONE
Additional Focus Areas
Select zero or more from the following and write one sentence explaining the how the focus areas covered as part of
the course.[NAAC criteria 1.1.3, 1.3.2].
Yes /
Focus Area Details
No
Yes Engineers trained on operating systems
are sought for. This course provides strong
Direct focus on employability foundation for the same.
Yes Developing skills on Linux System
Programming is very much required for the
development of Embedded and Real Time
Focus on skill development Systems.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
Instruction Schedule
[Provide session-wise schedule]
Week Topics
1 1. OS Introduction
a. Features
b. Layered Approach
c. Kernel Functionality
d. Different types of Kernel –Monolithic, Micro and Hybrid
e. Booting Procedure
2 2. File Management
a. File Tree Structure
b. File Types
c. File System
d. Ext4/XFS
e. Device Special Files
f. procfs
g. Buffer Cache
3 3. I/O Handling
a. overview
b. fd table
c. System Calls
d. Opening a file
e. Duplicating a file descriptor
f. Random Access
g. File control
h. Get file status
i. Select system call
4 4. File Locking
a. Types of file locking
b. flock structure
c. Pseudo Code for write lock
5-6 5. Process Management
a. mode and space
b. Context switch
c. Per process objects
d. Execution Context
e. Process structure
f. Process states
g. Process scheduling
h. Process Creation - fork
i. execl family of Library functions
7 6. Daemon Process
a. Characteristics
b. Example Program
8 7. Timers, Resource Limits and Log Messages
a. Time Zone
b. Alarm
c. Interval Timers
d. Set and Get Timers
e. Time Stamp Counter
f. Hard and Soft Resource Limits
g. Set and Get Limits
h. syslog
9 8. POSIX Thread Basics
a. overview
b. User Level Thread
c. Kernel Level Thread
d. Example Program
10 9. Signaling Mechanisms
a. Introduction
b. Signal Vs Interrupt
c. Receiving a signal
d. Handling a signal
e. signal ( ) system call
f. kill ( ) system call
g. sigaction ( ) system call
11 10. Memory Management
a. Virtual memory
b. Paging
c. memory mapping
d. Demand paging
e. mm data structure
12 11. Primitive Inter Process Communications
a. pipe
b. popen, pread, pwrite
c. FIFO
d. Process Tracing
13-14 12. System V IPC
a. Introduction
b. message Queues
c. Shared Memory
d. Semaphore
15 13. Socket Programming
a. Connection Oriented
b. Concurrent and Iterative Server
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Operating System Concepts by Abraham Silberschatz, Peter Baer Galvin and Greg Gagne, Eighth
edition, John Wiley & Sons. Inc, 2009.
2. Linux System Programming by Robert Love, O'Reilly Media, 2013.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
10
Pre Mid Term Exam -Quiz1
30
Mid Term Exam
10
Pre End Term Exam -Quiz2
40
End Term Exam
10
Attendance
100
Total
25
Hands-on List 1
25
Hands-on List 2
40
Mini Project
10
Attendance
100
Total
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
CO
No Focus of Assignment / Project
Mapping
.
1 64 Lab exercises on Linux System Programming CO2 to
CO10
2 Project: Design and Development of online banking management system. CO3,
Use: only system calls, file locking, semaphore, multithreaded and socket CO6,CO9
programming. , CO10
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
As per institute policy
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
As per institute policy
Course Syllabus
Course Code / Course Name EG 101/ Computer Networks
Course Instructor Name(s) Prof. Amrita Mishra
Hours Component
3/week Lecture (1hr = 1 credit)
Credits (L:T:P)
1/week Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
0 Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes The conceptual understanding of this course
helps the students to procure jobs in the
Information Technology industry
Direct focus on employability
Yes The course content and assignments help
develop student’s skills with respect to
Focus on skill development applications of Computer Networks.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)
The main aim of this course is to make the students familiarise and understand how the
heterogenous networks are interconnected in practice and digital information flows from the
source to the destination. Further, this course delves into various protocols involved in successful
transmission of packets from one end of the globe to the other end via the internet. Towards this
end, various network applications and their underlying protocols are discussed. Basics of socket
programming enables students to understand the connection between application layer to transport
layer for reliable delivery of data. State-of-the-art congestion and flow control algorithms for flow
of information over the internet are also taught. Existing routing algorithms concepts for
information flow are covered along with the medium access control protocols. Finally, how
information moves step by step across various layers of the internet protocol stack to reach the
final destination is summarized.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand digital information flow from source to
destination over computer networks PO1/ F,
PSO2 U C 4 1
CO2 Understand the network protocol stacks in Internet
F,
PO1/PSO2 U C 5
1
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Week 1 - Introduction, Motivation of networking and communication in IT applications,
Topologies and need for different topologies, Circuit switching and packet switching
Week 2- Need for Protocols, Networking parlance, TCP/IP Protocol Stack – Basic Overview and
Functionalities -
Week 3 - Application layer protocols: HTTP, FTP, SMTP
Week 4 – Application layer protocols (contd) DNS, Basics of Socket Programming
Week 5 – Transport Layer –Primitives, Multiplexing/Demultiplexing, UDP
Week 6 – Reliable Data Transfer (Selective Repeat, Go-Back-N), TCP – Connection, Segment
Structure
Week 7 – Flow control and congestion control algorithms –
Week 8 – Network layer functionalities, Routing Algorithms – Link State (LS) and Distance-
Vector (DV) Routing Algorithms
Week 9 – IP Addressing: IPV4 and IPV6 packet formats – comparison
Weeks 10 & 11 – Intra-autonomous system routing: RIP, OSPF, Inter-autonomous system routing:
BGP, Mobility at Network Layer
Week 12 – Data Link Layer Functionalities – Forwarding, Flow Control, Error Control, Medium
Access Control (MAC) Protocols: Taxonomy, channel partioning, random access, taking turn
Weeks 13 & 14 - Random Access MAC protocols – Pure ALOHA, Slotted ALOHA, CSMA,
CSMA/CD, CSMA/CA, Address Resolution Protocol (ARP)
Week 15 - With respect to all the concepts in previous classes, this week stitches all the concepts
from application to data link layers to explain -- how digital information packets move from the
source to the destination using internet
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in person
or online
Dates of release and submission of assignments (with a 2-week window gap) announced on the first day of
commencement of lectures. Late submission of assignments shall not be considered for grading except for
cases of personal/health emergencies.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Digital design
Additional Focus Areas
Select zero or more from the following and write one sentence explaining how the focus areas covered
as part of the course.[NAAC criteria 1.1.3, 1.3.2].
Yes /
Focus Area Details
No
Direct focus on employability Yes
Focus on skill development Yes
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
Why is it important?
It is important to understand how a processor works and executes instructions. We start
with basic architectures but move on to modern concepts such as pipelining, hazards
and caches.
Pipelining is one of the concepts used in most modern processors and it is important to
understand the issues associated with pipelining, such as hazards, and discuss ways to
resolve hazards. Caches form a key component of all modern processors and it is
therefore important to understand them in detail.
This course is a pre-requisite to the advanced architecture course called “Processor
Architecture” taught in the 4th year. CSE students can use the knowledge of computer
architecture in programming, compiler design, simulation models, GPU programming
and so on. ECE students can build upon their architecture fundamentals by studying
concepts such as memory design, circuit design, GPU fundamentals and so on.
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by
NAAC and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
CO7 Design a data and control path for a MIPS pipelined PO1 Ap C,P 6 2
architecture with and without hazards PSO1
CO8 Design direct mapped and set/fully associative cache PO1, Ap C, P 6 2
memories and determine their performance PO3,
PSO1
CO9 Understand exceptions and loop PO1, U C, P 3 1
optimizations/unrolling PSO1
Total hours 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Topic 4: MIPS
Topic 5: Memory
2 weeks: Memory: Cache memory, memory hierarchies, performance evaluation
(AMAT), Read/Write stategies
Assignment: Implementation
Wrap-up:
1 week: Case study of a modern day processor architecture (say x86 or ARM)
Overview of advanced computer architecture
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
Computer Organisation and Architecture - by William Stallings
Computer-Organization and Design- MIPS version -5th-Edition Hennessy and Patterson
8085- Ramesh Gaonkar
Tools
GNUSim8085
MARS MIPS Simulator
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Design the IAS computer architecture CO1
2. Design the MIPS non-pipelined data and control path CO5
3. Design a cache memory CO6
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations.
Generic evaluation procedures included below. Add additional evaluation procedures / criteria
as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
● Demo for assignments/projects
Students will be provided opportunity to view the evaluations done either in person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability No
Focus on skill development Yes Students learn design using Verilog HDL
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
The course begins with the introduction of the concept of 3-Y’s (hierarchy, modularity, regularity)
that is required to deal with the enormous complexity of modern digital systems. It then discusses
number representations in computing (binary, octal, BCD, hexadecimal) and the 2’s complement
representation, addition and subtraction. In the second part the course discusses the topic of Noise
Margin of logic gates and the static discipline. It then explains semiconductors, operation of diodes
and MOSFET transistors leading up to the function of the inverter and NAND/NOR gates.
In the third part the course begins with combinational logic circuits and their representations as
truth tables, SOP and POS equation forms. Subsequent topics covered are: Boolean logic axioms
and theorems, simplification of logic expressions, Karnaugh map, glitches, delays in logic gates.
Sequential circuits are discussed next: states, Moore & Mealy machines (FSM), state
representation of FSM, synthesis of FSM, dynamic discipline and static timing in FSM, pipelining
in sequential circuits. Subsequently we cover digital sub-systems: fast adders, multipliers,
multiplexers, decoders, memory sub-systems, programmable logic. About 2 lectures and 2 labs are
conducted in introducing the concept of HDL programming specifically on Verilog. Finally and
optionally, the SAP (Simple-As-Possible) computer is introduced to the students.
Two special approaches make this course a unique offering: (a) the use of a very well-written and
comprehensive text-book (Digital Design & Comp. Architecture by Harris/Harris) and (b) the use
of an online simulation tool CircuitVerse that allows the students to understand digital design at
the logic gate level and helps them to visualize the functioning of complex combinational and
sequential circuits.
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
Tut
PO/ Class
Id Course Outcome
PSO
CL KC
(Hrs)
(Hrs
)
CO1 Understand the concept of 3Y in PO1, U, C, 2 0
Digital Design PSO1 Ap P
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Topic No.
of
hours
Introduction to digital computers and the concept of 3-Y’s 2
Number Systems 4
Logic Gates & Truth Table 1
Noise Margins (Static Discipline) 2
Semiconductor Devices (Diode, MOSFET transistor) 2
CMOS Circuits 2
Power Dissipation in CMOS Circuits 2
Boolean Logic Theorems & application 3
Karnaugh Map simplification of Boolean logic functions 4
Glitches in logic circuits 1
Propagation and contamination delay 1
Sequential Circuits: states, state-transition diagrams, next-state tables 5
Dynamic Discipline (setup/hold time, clock-speed maximization, skews) 2
Pipelining 2
Verilog-HDL 2
Digital sub-systems (Fast adders, multipliers, mux/decoders, ALU, memory) 5
Programmable Logic (FPGA) 1
Simple-As-Possible (SAP) Computer 1
TOTAL hours 42
Learning Resources
1. David M. Harris, Sarah Harris, Digital Design & Computer Architecture, Elsevier, 2017.
2. Morris Mano, Michael D. Ciletti, Digital Design, 5th edition, Pearson, 2013.
Assessment Plan
Midterm exam-20%
Final exam-30%
Assignments and Quizzes-50%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Determine Noise Margin of a TTL-CMOS logic interface CO1, CO4
2 Logic simplification using Boolean Theorems CO6
3 Logic simplification using Karnaugh Maps CO6
4 Maximize the speed of a sequential circuit CO9
5 Design an ice-cream vending machine CO6, CO8,CO9
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of design problems in assignments, quizzes and exams
Manual evaluation of Circuitverse assignments and project.
Students are provided the opportunity to view the evaluations done either in person or online.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Basic concepts on signals and systems
used across domains; solving problems
Direct focus on employability through coding
Yes Building systems to accomplish objectives
Focus on skill development such as signal de-noising, amplification
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
45 14
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Week1 & 2: Understand difference between Data and signal – represent, classify signals
Week5,6,7 : Define output of an LTI system; Compute convolutional Integral and summation -
paper pen and coding exercise
Week8: Compute Fourier series/Transform of a given signal – Paper pen and coding exercise;
Plot Power spectrum
Week10-11: Continue with …Compute Fourier series/Transform of a given signal – Paper pen
and coding exercise; Plot Power spectrum
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
[Before Mid-sem] Assignment1 15%, Quiz1 10%, Mid sem 10%, Assignment 2 (Programming)
10%, Class Participation 5%
[Post Mid-sem] Assignment3 15%, Quiz2 10%, End sem 10%, Assignment 4 (Programming)
10%, Class Participation 5%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S
CO
.
Ma
N Focus of Assignment / Project
ppi
o
ng
.
1 CO
Assignment 1: Paper-pen solving of problems (Before Mid-sem) 2,
System properties, LTI system Output using convolution CO
4
2 Assignment 2: Programming assignment (Before Mid-sem) CO
Plot Discrete signals, Check signal periodicity, Compute Discrete Fourier 1,
Transform and plot power spectrum CO
5
3 Assignment 3: Paper-pen solving of problems (After Mid-sem) Signal CO
sampling using Nyquist criterion, Signal Reconstruction using Interpolation 6,
techniques, Compute Laplace and Z- Transform CO
7
4 CO
6,
Assignment 4: Programming assignment (After Mid-sem) Compare signal CO
reconstruction using sinc and linear reconstruction methods; Compute Z- 7,
Transform for a given signal CO
8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability Yes
Focus on skill development Yes
Focus on entrepreneurship
Yes Special focus is given to equip students
with life- and professional-skills like
Provides value added / life skills communication skills, teamwork, ethical
(language, writing, communication, etc.) conduct, problem solving skills etc.
CO7
CO8
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Introductory concepts -- working environment, comparison with other programming languages
Basic syntax -- expressions, types, statements, variables, etc.
Control constructs - branches and loops
Inbuilt containers - tuples, lists, sets, maps
Functions
Recursion
Exception handling
Introduction to program design
Introduction to functional programming -- lambda expressions, coroutines, decorators, higher
order functions
Introduction to object oriented programming -- Inheritance, polymorphism, duck typing
GUI programming (optional)
Project and summary
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
1. Programming Python, 4th Edition -- Mark Lutz
2. Essential Python Reference, xth Edition -- David M. Beazley
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Students learn programming in Java and
C++, both of which are important for
Direct focus on employability industrial opportunities
Yes Use of Eclipse, VS Code development
Focus on skill development tools
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication,
etc.)
This is a second course on programming that is expected to reinforce the concepts taught
in Programming I and the Data Structures courses. This course introduces students to
the theory and practice of object-oriented programming (OOP) through Java and C++.
Java and C++, along with C and Python, routinely feature in the top 4 programming
languages as per IEEE Spectrum language ranking in terms of the widely used
languages, and in terms of employability.
Course Contents
● Object-oriented design
● Encapsulation and information-hiding
● Separation of behavior and implementation
● Classes and subclasses
● Inheritance
● Static and dynamic binding
● Polymorphism
● Generics and templates
● Containers and Collections
● Event-handling methods
● Exception handling
The outcome of this course is to extend the knowledge and practice of programming
complex problems using OOP. This course builds on the Programming I (ESS111 and
ESS112, previously combined as ESS101) course, where students are introduced to
programming.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand Object-oriented programming (OOP) PO1, U C 9 4
paradigm, objects, and classes in Java and C++ PSO1
Total 45 30
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
S.No. Topic Hours CO
Java Module
Module (Total) 24
C++ Module
2. C++ classes
4. Inheritance 3 CO4
5. Polymorphism 3 CO4
6. Templates
Module (Total) 21
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
● Java
○ Java: How to Program, Paul Deitel and Harvey Deitel
○ Thinking in Java, Bruce Eckel.
○ The Java Tutorials: Oracle Java Documentation
● C++
○ C++ annotations, B Stroustrup: https://www.stroustrup.com/books.html
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Both Java and C++ modules have equal weight across all assessment types given
below:
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
Java Module
1. Programming assignment in C to motivate structures C01
and classes
2. Programming assignment in Java to introduce syntax C01, C02, C03, C06
and classes
3. Programming assignment in Java on base classes and C01, C03, C04
derived classes
4. Programming assignment in Java on using generics and C05
containers
5. Programming assignment in Java on object-oriented C01, C04
event-driven programming
6. Mini-project in Java that requires application of key C03, C04, C05
concepts of the course, and enabling integration across
implementations that share common base classes or
interfaces.
C++ Module
7, Programming assignment in C as a warm-up CO1
8. Programming assignment on introduction to C++ CO2
classes
9. Programming assignment on composition of C++ CO2, CO6
classes, along with use of pointers for memory
management
10. Programming assignment on inheritance in C++, along CO4, CO6
with use of STL
11. Programming assignment on polymorphism in C++, CO4, CO6
along with use of STL
12. A mini-project on a larger problem statement with each CO4, CO5, CO6
student in a 5-member team working on different
features to be implemented in a larger C++ codebase,
along with integration of code as a team.
● The assignment description with all logistics are provided to the students on LMS. “Start
early and finish on time” is the guiding principle for all assignments in this course.
● All programming assignments and tests shall be submitted on LMS and Domjudge.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations.
Generic evaluation procedures included below. Add additional evaluation procedures / criteria
as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic evaluation of programming questions
● Automatic plagiarism check using tools
● Manual evaluation of code design as per rubrics
Students will be provided opportunity to view the evaluations done where possible either in
person or online.
Late Assignment Submission Policy
State any penalty policy for late submission
Late submissions allowed only with instructor’s permission for lapses owing to medical and
personal emergencies.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This course has zero-tolerance for cheating and plagiarism. Any violation may result in
an F grade and further disciplinary action may be initiated as per the Institute’s policies.
Ignorance of what constitutes cheating and plagiarism is not an excuse! If you have any
doubts, contact your instructor. All material that will be used for the assessment of the
student’s performance shall be original work.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
None
Additional Focus Areas
Yes /
Focus Area Details
No
Direct focus on employability
Focus on skill development
Focus on entrepreneurship
Yes Provides students an appreciation of the rational
Provides value added / life skills economic behavior of individuals, firms and
(language, writing, communication, etc.) governments.
CO1 Analyze the functioning of different types of markets including PO6 An C,P 9 3
Monopoly, Monopolistic competition, Oligopoly, and Perfect
Competition and the corresponding equilibrium conditions in each
market.
CO2 Analyze market efficiencies, consumer surplus, producer surplus PO7, An C,P 6 2
and social welfare in economic markets. PO8
CO3 Analyze theory of public and private goods and its implications on PO6 An F, C, P 3 1
pricing of such goods with applications in the ICT industry
CO7 Analyze factors of production including capital, land, labour and PO6 An F, C, P 6 2
technology and their effect on productivity and standard of living
with applications in the ICT industry
Total 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
The first part of the HSS 101: Economics course, will cover Microeconomics in detail during the pre-midterm and
early part of post-midterm session. The course will cover the following topics in depth:
1. How does the market work: supply, demand and equilibrium;
2. Consumer and producer choices: elasticities of supply and demand;
3. Competitive, monopolistic and oligopolistic markets and strategic behavior of firms;
4. Public versus private goods; common resources; externalities
5. Labour markets and wage determination
6. The theory of consumer choice
7. Frontiers in Microeconomics research
The second part of the course, will cover Macroeconomics during part of the post-midterm session. The course
will cover the following topics in depth:
1. Measurement of national economy, GDP calculations;
2. Cost of living comparisons; measurements; price and GDP adjustors;
3. Productivity and growth; productivity models;
4. Money and Inflation
5. Unemployment and its impact on national economy; trade-offs between inflation and unemployment
6. International trade
7. Open economy
Instruction Schedule
Week Topics
Overview of Microeconomics: [ Ch: 1 ]
1
Ten principles of economics; how people make decisions; how firms behave; how the economy as a whole works; economist as a
scientist and as a policy adviser; illustrations through day-to-day examples.
Shifting along the curves and of the curves and their meaning; definition of market equilibrium
Determination of market equilibrium; analyzing changes in equilibrium; shifts in supply/demand curves and the corresponding
effects on equilibrium
2 Elasticity and its applications: [Ch:5]
Price elasticity of demand and its determination; variety of demand curves; total revenue and the price elasticity of demand; other
demand elasticities
Price elasticity of supply and its determination; variety of supply curves; applications of supply, discussion of demand and
elasticities in practice
Calculation of consumer surplus, and producers surplus; effect of price on these surpluses
evaluating market efficiency and reasons for market failures; discussion of cases
3 Firms in competitive markets: [Ch: 14]
marginal cost curve and firm’s supply decisions, measuring profit of competitive firm, firm’s short and long run decisions, shifts in
demand and its impact, examples
Competition with differentiated products, long run equilibrium, monopolistic vs. perfect competition, advertising to differentiate
6-7 Oligopoly: [Ch: 17]
Duopoly and oligopoly markets, measure of market concentration, equilibrium for an oligopoly, prisoner’s dilemma in oligopoly,
cartels and collusion, Nash equilibrium
Public policies towards oligopolies, restraints of trade and antitrust laws, controversies of antitrust policies, discussion with
examples
8-9 Externalities: [Ch: 10]
Externalities and market inefficiency, positive and negative externalities, discussion of examples
Production functions and marginal product of labour, shift of labour demand curve
trade between work and leisure, equilibrium in the labour market, the other factors of production – land and capital
Information asymmetry, Moral hazard and adverse selection problems, network effects
11 National Economy:
National income, expenditure, consumption, investment, GDP calculations, real and nominal GDP
Cost of Living:
Cost of living calculations, Consumer Price Index, price deflators, real and nominal Interest rates
12 Productivity and Growth:
Productivity and growth, factors of production, productivity models, government policies for improving productivity, productivity
across different countries
13 Money Growth and Inflation:
Supply and demand of money, Fisher effect, inflation, central bank policies on supply and demand for money
14 Unemployment:
Relationship between employment and wage, reasons for unemployment, trade-off between inflation and unemployment, minimum
wages, trade unions and bargaining, Philips curve, sticky price and sticky wage models
Make-up Quiz
15 Open Economy:
International trade, relationship between currency values, exchange rates, imports and exports
Learning Resources
1. Mankiw, G. (2012) Principles of Microeconomics (6 Edition). Cengage Learning.
th
Assessment Plan
Component Marks
Microeconomics Quizzes (5 × 5) 25%
Macroeconomics Quizzes (5 × 5) 25%
Mid Term Exam in Microeconomic 25%
End Term Exam in Macroeconomics 25%
Total
100%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
Not Applicable
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
1. Automatic evaluation of MCQ quizzes on Moodle or other online platforms
2. Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in person or
online
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name A History of Ideas
Course Instructor Name(s) Bidisha Chaudhuri
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits =
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against appropriate box)
Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing and Data Networking and
Communication
Artificial Intelligence and Machine Learning Digital Society
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Direct focus on employability
Yes Introduces students to the idea of
technology as part of complex social
Focus on skill development problems
Focus on entrepreneurship
Provides value added / life skills Yes Trains students with critical thinking,
(language, writing, communication, analytical thinking and writing
etc.)
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
● Introduction to the Modernity and Enlightenment
● Introduction to Modern Political Thought
● Introduction to Modern Economic Thought
● Modernity and Culture, Society and Economy
● Introduction to Modern Sociological Thought
● Modernity and Mind
● Knowledge and Modernity
● Critiques of Modernity
● Modernity and Indian Thinkers
● Modernity and Indian Politics
● Modernity and Development in India
● Technology and Indian Modernity
Instruction Schedule
[Provide session-wise schedule]
Week Topics
1, 2 Introduction to the Course and Introduction to the Modernity and Enlightenment
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Bertrand Russell, History of Western Philosophy , George Allen and Unwin Ltd, 1947: 568-579, 642-
665,711-727, 568-579, 642-665,711-727
Adam Smith, “Of the Division of Labour” (Chapter I, Book I) in The Wealth of Nations-1776 edited by
Edwin Cannan, Bantam Books, 2003: 9-21
Karl Marx and Frederick Engels, “The Communist Manifesto-1848” in Marx/Engels Selected Works,
Vol. One, Progress Publishers, 1969: Excerpts
Femia, J. V. (1987). Gramsci's political thought: hegemony, consciousness, and the revolutionary
process.
Polanyi, K. The Great Transformation. New York: Farrar & Rinehart, 1944, selected pages
George Ritzer, Classical Sociological Theory, Second Edition, McGraw-Hill Companies, 1996: 217-
263; 183-216; 362-385
Daniel K. Lapsley and Paul C. Stey, “Id, Ego and Superego” in Encyclopedia of Human Behavior,
Second Edition edited by V.S. Ramachandran, Elsevier, 2011: 1-9
Lewis Coser, Masters of Sociological Thought, Indian Edition, Rawat Publications, 1996: 429-464
Peter Berger and Thomas Luckmann, “The Foundation of Knowledge” in Everyday Life in Social
Construction of Reality: A Treatise in the Sociology of Knowledge, Penguin Books, 1966: 31-62
Michael Foucault, “Introduction” in The Foucault Reader edited by Paul Rabinow, Pantheon Books,
1984: 31-75
Anthony Giddens, Chapter 1 in The Consequences of Modernity, Polity Press, 1990, 1-53
Ramachandra Guha, Makers of Modern India, Penguin Books, 2010: Excerpts
Ahmad, N. (2006). A note on Gandhi, Nation and Modernity. Social Scientist, 50-69
Jodhka, S. S. (2002). Nation and village: Images of rural India in Gandhi, Nehru and Ambedkar.
Economic and Political Weekly, 3343-3353.
Gail Omvedt, “Ambedkarism: The Theory of Dalit Liberation” in Dalits and the Democratic
Revolution: Dr Ambedkar and the Dalit Movement in Colonial India, SAGE Publications, 1994:
Excerpts
Parekh, B. (1991). Nehru and the national philosophy of India. Economic and Political Weekly, 35-48.
Kaviraj, S. (2005). On the enchantment of the state: Indian thought on the role of the state in the
narrative of modernity. European Journal of Sociology/Archives Européennes de Sociologie, 46(2),
263-296.
Jayal, N. G. (1994). The gentle leviathan: Welfare and the Indian state. Social Scientist, 18-26.
Rudolph, L. I. (1965). The modernity of tradition: The democratic incarnation of caste in India.
American Political Science Review, 59(4), 975-989)
Dirks, N. B. (1992). Castes of Mind. Representations, (37), 56-78.
Mitra, S. K. (1991). Desecularising the State: religion and politics in India after independence.
Comparative Studies in Society and History, 33(4), 755-777.
Pantham, T. (1997). Indian secularism and its critics: Some reflections. The Review of Politics, 59(3),
523-540.
Escobar, A. (2011). Development and the Anthropology of Modernity. The postcolonial science and
technology studies reader, 269
Sen, A. (2001). “Introduction” in Development as Freedom. Oxford Paperbacks.
Basole, A. (2005). The Economics of Ahimsa: Gandhi, Kumarappa, and the Non-Modern Challenge to
Economics
Bhaduri, A. (2017). A study in development by dispossession. Cambridge Journal of Economics, 42(1),
19-31.
Ramachandra Guha and Joan Martinez Aller, Varieties of Environmentalism: Essays North and South,
Routledge, 1997: 3-45
Baviskar, A. (1997). Ecology and development in India: A field and its future. Sociological bulletin,
46(2), 193-207.
Gandy, M. (2008). Landscapes of disaster: water, modernity, and urban fragmentation in Mumbai.
Environment and planning A, 40(1), 108-130
and Indian Modernity
Arnold, D. (2013). Everyday Technology: Machines and the Making of India's Modernity. University of
Chicago Press. [Selected Chapters]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
• Classroom Learning: 10%
• Group Activity (4*15= 60%)
• End-Term Examination: 30%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1. Classroom learning will include attendance and students’
engagement in the classroom discussion
2. This will take the form of storyboard-based group assignments.
Groups will be fixed throughout the semester. There will be 2
components for scoring:
Presentation (10): 10 minutes to present for each group.
Student groups will be presented storyboards ahead of time and
asked to present their ideas in class on the designated activity
day. These storyboards may include texts as well as audio
visual materials. All group members will be uniformly marked.
Peer review Score (5): Each member of the group will give a
score to their team members on the basis of their engagement
and contribution to the group activity.
3. End-Term Exam
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The deep understanding of functioning of
network stacks will help the students be
Direct focus on employability eligible for employability in R&D companies.
Yes The course assignments and examinations
help students to approach as well as solve
computer networking problems in logical
Focus on skill development manner.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)
With respect to above, the course first covers, the types of network topologies possible and its properties.
Which topology, one should select with respect to requirements for better performance. Secondly, it
covers the application protocols and why different protocols required for various applications. In third
step it teaches socket programing to make the student understand the connection between application
layer to transport layer for reliable, congestion as well as flow control of information over the Internet. In
fourth step, it covers the routing algorithms concepts for information. In fifth step it covers medium access
control protocols and how an information moves steps by step to reach destination. During the last part
of the course, it covers the channel capacity and physical medium concept for less erroneous transmission
between the nodes.
The above structure of courses and mode of interactive teaching not only clears their concepts but also
logical thinking for research base for the post graduate students. As the course proceeds the students are
given assignments to solve critical thinking problems. Moreover, they are also taught of theoretical model
and simulation of protocols along with systems understanding. These help them develop problem solving
capacity as well as give them ability to recognize unnoticed problems.
The students who have taken this course have joined R&D companies in the areas of networking and
communication as their understanding of the subjects along with research blend of mind. Furthermore,
the students have also pursued higher studies (PhD).
Class
Id Course Outcome PO CL KC
(Hrs)
CO1 Understand the challenges in digital information flow over a PO4
heterogeneous computer network;
U F, C 8
CO2 Analyze the interoperability between the protocols for the F, C,
different layers of network stack PO4 An P 14
CO3 Understand the functioning of web browsing, FTP, e-mail
and real time network applications
PO4 U F, C 6
CO4 Determine the appropriate routing protocols for
efficient routing for given topological conditions and router
abilities F, C,
PO4 Ap P 6
CO5 Understand role of flow control and congestion control
algorithms to avoid congestion over Internet. F, C,
PO4 U P 6
CO6 Understand the evolution of IPv6 from IPV4 for real time
and non-real time communication over Internet. F, P,
PO4 U C 6
CO7 Determine the appropriate medium access control protocol
to avoid collision during transmission of information in the
given medium. F, C,
PO4 Ap P 6
CO8 Understand the functioning of Physical layer and new
advances in technologies used in Physical layer.
PO4 U F, C 8
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised Bloom’s
Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Introduction to Computer Networking and Communication why it is important to study this
with respect to larger picture of digitization?
Types of Network Topology and each topology properties
Application protocols
Socket programing
Transport Layer protocols: Multiplexing and De-multiplexing of information in a node; TCP
protocol: Reliable transmission algorithm, Congestion and flow control algorithms, UDP
protocol,
Network Layer protocols: routing algorithms - link state and distance vector, IP headers, IP
mobility,
Data link layer: concepts of medium access control protocol, error detection and correction,
frame structure,
Physical layer: Theoretical foundations of Digital Communication: Introduction to decision
theory, AWGN channel, Bandlimited channel, colored noise channel, channel capacity for
selected channel.
Instruction Schedule
[Provide session-wise schedule]
Lectures 1-3:
The first lecture is to make the students oriented towards the subjects to be covered in this course and
why? The grading system and the books referred. Logical and physical topologies and why we need so
many topologies?
Lecture 4:
Client, Server, Connection oriented and connectionless services, Layered architecture, Internet protocol
layer, Concepts on – why packet switching will take over circuit switching? leads to understand
importance of Internet.
Lectures 5-8
Need of services by application layer protocols, HTTP, FTP, SMTP, DNS
Lecture 9-10
DNS, Socket concepts for TCP and UDP
Lecture 11
Relationship of transport layer with application and network layer, Multiplexing and De-multiplexing,
UDP
Lecture 12-13
Why Go Back N, Selective Repeat of TCP connection invented? Channel utilization, segment structure,
Lecture 14-15
Reliability in Internet,
Lecture 16-18
Flow control, and Congestion control algorithms
Lecture 19-21
Link-state routing algorithm, Distance-vector routing algorithm, fragmentation
Lecture 22-24
Intra-autonomous system routing: RIP, OSPF, Inter-autonomous system routing: BGP
Lecture 25
IPv4 and IPv6 packet format and basic differences and alignments,
Lecture 26
IP-based Mobility at network layer,
Lecture 27 -29
Error detection and correction techniques; multiple access protocols in LAN: channel portioning, taking
turn
Lecture 30-32
Random Access MAC protocol in distributed system (Wired and Wireless LAN medium access Control
Protocol, concepts on throughput increase and why (Pure/Slotted ALOHA, CSMA, CSMA/CD: Ethernet,)
Lecture 33
Address resolution protocol
Lecture 34
With respect to all the concepts in previous classes, in these two class we stitch all the concepts from
application to data link layers to explain -- how a digital information packets moves from source to
destination in an internet,
Lecture 35
Software Define Network Architecture, Control plane functions, Data plane functions,
Lecture 36-37
Theoretical foundations of Digital Communication: Introduction to decision theory, AWGN channel,
Bandlimited channel, colored noise channel, channel capacity for selected channel.
Lecture 38-39
Error Correcting and Detecting Codes: Block codes, cyclic block codes, convolutional codes
Lecture 40
Orthogonal Frequency Division Multiplexing, MIMO systems. Typical application in 4G and 5G.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Computer Networking: Top Down Approach, by Kurose and Ross
2. Local Area Network, by G. Keiser
3. Performance Analysis of the IEEE 802.11 Distributed Coordination Function, by G. Bianchi, IEEE
Journal of Selected Areas in Communications, Vol. 18, No. 3, March 2000.
4. B. Sklar, “Digital Communications: Fundamentals and applications”, Prentice Hall
5. J. G. Proakis and M. Salehi, “Communication Systems Engineering”, Prentice Hall
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
1. Two Class Tests/Quizzes: 20%
2. Mid Term Exam: 30%
3. Assignments: 10%
4. Project: 10%
5. Final Exam: 30%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Why MIME format important in email protocol? (assignment) CO1, CO2, CO3
2 Design and implementation of socket programing (project) CO3, CO4
3 IPV4 and IPV6 header structures and how an information moves CO6, CO7
from IPV4 network to IPV6 network and vice versa. (Assignment)
4 Why Go-Back-N was invented? How selective repeat works CO5
(Assignment)
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in person or
online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
As per institute policy
Course Syllabus
Course Code / Course Name SM-102, MATH-II
Course Instructor Name(s) Prof. Manisha Kulkarni
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P) 1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 0 Practical (2hrs = 1 credit)
L:T:P = 3 :1 : 0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective NA
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech X CSE
M.Tech X ECE
M.Sc. Digital Society
Course Category Select one from the following:
(Place X appropriately)
X Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Understand Properties of and Operations on PO1 U C, 5 2
Matrices P
CO2 Solve a given system of linear equations AX = B PO1 Ap C, 6 2
by using RREF of Matrices and Gauss-Jordan P
Method
CO3 Compute orthonormal basis of vector spaces PO1 Ap C, 7 3
using Gram-Schmidt Process, and coordinates of P
elements of vector space with respect to a given
basis.
CO4 Determine Matrix Representation of a linear PO1 Ap C, 6 2
transformation P
CO5 Diagonalize a given matrix using eigen value and PO1 Ap C, 6 2
eigen vectors P
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Topic 1. Matrices
Matrix operations,
type of matrices,
Inverse of Matrices,
RREF,
Rank of matrix.
Instruction Schedule
Lecture 1, 2, 3: Matrices, Matrix Operations (Addition, Scalar Multiplication,
Multiplication, Transpose, Adjoint) and their properties; Special
types of matrices (null, Identity, Diagonal, Triangular, Symmetric,
Skew-Symmetric, Hermitian, Skew-Hermitian, Orthogonal, Unitary, Normal),
Solution of the matrix equation Ax=b, Row-reduced Echelon form, Rank of matrix
Lecture 4, 5, 6, 7 Linear system of equations, Structure of the solutions of the matrix equation Ax=b and
AX= 0, Finding solutions using Gauss- Jordan elimination method, relation between rank and
Number of solutions
Lecture 8, 9, 10, 11,12: Vector Spaces, Basis and dimension, Coordinates with respect to a basis, Column
space, Row space, Complementary Subspaces, Standard inner product, Norm, Gram-Schmidt
Orthogonalization.
Lecture 13 14, 15, 16 Linear Transformations, Matrix representation of linear transformations, Rank-
Nullity theorem, range space, null space, relations between two matrix representations of same linear
transformation.
Lecture 17, 18, 19, 20 : Eigenvalues and Eigenvectors of a linear operator, Properties of eigenvalues and
eigenvectors, Characteristic Equation, Similar Matrices, Condition for Diagonalisability of matrix, Schur’s
Lemma, Spectral theorem for Normal operators.
Lecture 21, 22, 23, 24: Introduction and Motivation to Differential Equations, First Order ODE,
Geometrical interpretation of solution, Equations reducible to separable form, Exact Equations, integrating
factor, Linear Equations, Orthogonal trajectories, Picard's Theorem for IVP (without proof) and Picard's
iteration method.
Learning Resources
Linear Algebra by K. Hoffman and R. Kunz, Prentice-Hall, 1971.
Algebra, written by Artin,
Modern Algebra by Herstain
Linear Algebra and its applications by Gilbert Strang, Nelson Engineering, 2007.
Finite Dimensional Vector Spaces by P. R. Halmos, Princeton University Press.
Linear algebra by Helson, Holden-day, 1990.
Lectures on Abstract Algebra, volumes by N. Jacobson, Springer.
Assessment Plan
Final grade will be based on weights given below:
20%: Quizzes
40%: Mid-Term Exam
40%: End-Term Exam
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
Focus of Assignment / Project CO Mapping
No.
1 Quiz- 1 CO1, CO2
2 Mid-Term CO1, CO2,CO3
3 Quiz-2 CO4,
4 Quiz-3 CO5, CO6
5 CO4, CO5, CO6,
End-term CO7, Co8
6 Assignment – 1: Operations on Matrices CO1
7 Assignment – 2: RREF of Matrix and AX=0 CO1, CO2
8 Assignment – 3: System of linear equations CO2
9 Assignment – 4: Solutions of AX=b and AX=0$, Vector Spaces CO2,CO3
10 Assignment – 5: Basis of subspaces, vector spaces CO2, CO3
11 Assignment – 6: Null space, row space, column space CO3
12 Assignment – 7: Linear Transformation, Rank and Nullity CO4
13 Assignment – 8: Orthogonal vectors and Orthogonal complements CO3
14 Assignment – 9: QR- decomposition of Matrix CO3,CO4
15 Assignment – 10: Eigen Values and Eigen vectors CO5, CO6
16 Assignment – 11: Characteristic polynomial and diagonalization CO6
17 Assignment – 12: Ordinary differential equations CO7,CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Students will be provided opportunity to view the evaluations done where possible either
in person or online
Late Assignment Submission Policy
State any penalty policy for late submission
NA
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
SM-103, SM-201
Additional Focus Areas
Select zero or more from the following and write one sentence explaining the how the focus areas covered as part of
the course.[NAAC criteria 1.1.3, 1.3.2].
Yes /
Focus Area Details
No
Direct focus on employability
Focus on skill development yes Develops Analytical thinking
Focus on entrepreneurship
yes Learn to write proofs by using proper
Provides value added / life skills argument, Communicate Mathematical
(language, writing, communication, modelling of physics problems in proper
etc.) language
● What is ODE, what is meaning of a solution, what initial value problems are, and what
constitutes a solution.
● Should able to classify ODEs.
● Should able to say if solutions are linearly dependent or linearly independent.
● Should be able to solve homogeneous and non-homogeneous equations, learn to solve
differential equations by using power series method near ordinary point.
● Learn Frobenius method to solve differential equations near regular singular points.
● Learn trigonometric Fourier series.
● Introduction to Laplace and Fourier transformations.
●
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Understand Picard’s theorem for existence of PO1 Ap C, 6 2
solutions for 2nd order linear differential equations P
CO2 Solve homogeneous and nonhomogeneous PO1 Ap C, 6 2
linear differential equations of second order P
by using method of variation of parameters and
method of undetermined coefficients
CO3 Solve Euler-Cauchy homogeneous and PO1 Ap C, 6 2
nonhomogeneous equations P
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Topic 1. Second Order Linear differential equations, fundamental system of solutions
and general solution of homogeneous equation, use of known solution to find
another, Existence and uniqueness of solution of IVP,
Instruction Schedule
Lecture 1, 2, 3 and 4: Second Order Linear differential equations, fundamental system of solutions
and general solution of homogeneous equation, use of known solution to find
another, Existence and uniqueness of solution of IVP,
Lecture 8, 9 and 10: Method of variation of parameters and method of undetermined coefficients
and examples.
Lecture 11, 12, 13 14 and 15: Power Series Method - application to Legendre Equations, Legendre
Polynomials, Rodrigues Formula, Orthogonality of Legendre’s polynomials.
Lecture 16, 17 and 18: Frobenius Method, Bessel equations, Properties of Bessel
Functions, Relations among Bessel’s functions, Gamma function and it’s properties.
Lecture 19, 20, 21and 22: Sturm comparison Theorem, Sturm Liouvile BVP, Orthogonal functions.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
● Advanced Engineering Mathematics, by Erwin Kreyszig, 8th edition, Wiley,
● . Proper web notes (NPTEL notes are available)
● . Differential Equations with Applications and Historical Notes, by George F. Simmons.
● . Introduction to Ordinary Differential Equations, by Shepley L. Ross, 4th edition, Wiley, 1989.
● . Elements of Partial Differential Equations, by Ian Sneddon.
● . An Elementary Course in Partial Differential Equations, by Amaranath.
● Algebra by Artin
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course
● Manual evaluation of descriptive questions
● Automatic evaluation of MCQ questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Not Applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
No The course helps in developing basic skills
Direct focus on employability for Data Analysis and Machine Learning
Yes The course focuses on foundational
mathematical skill development required
Focus on skill development for other core subjects in CSE and ECE.
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication,
etc.)
The aim of this course is to provide students with the foundations of (1) probabilistic and statistical
analysis and (2) complex analysis used in varied applications in engineering and science. The first
part of this course concentrates on the fundamentals of probability and statistics, event spaces, and
random variables. Density and distribution functions for single and multivariate random variables,
expectation, variance, and covariance, the binomial, uniform, Poisson, exponential, and normal
distributions, gamma beta, limit theorems, sampling distributions, understanding point and interval
estimations of population parameters.
The second part of this course focuses on complex analysis. This part covers complex numbers
and functions, analytic functions, Cauchy-Riemann equations, contour integrals, Cauchy theorem,
Taylor’s and Laurent’s series, singularities, poles and Residue theorem.
Students will be given periodic problem sets which encourage them to think through concepts of
the course.
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Probability and Statistics:
● The Concept of Probability: Random Experiments, Events, Mutually Exclusive Events,
Exhaustive Set of Events, Statistical Regularity, Classical and Frequency Definitions and
Drawbacks.
The Axiomatic Construction: Axiomatic Definition and Deductions, Conditional Probability,
Multiplication Rule, Bayes’ Theorem, Independence of Events, Pairwise and Mutual
Independence.
Compound or Joint Experiment: Independence of Random Experiments, Independent
Trials, Bernoulli Trials, Binomial Law, Multinomial Law, Poisson Trials.
● Random Samples: Populations and samples, statistics; Distribution of the Sample; Sample
Characteristics - Sample Mean, Sample Variance, Moments, Mode, Median, Quartiles,
Coefficient of Skewness, Coefficient of Kurtosis.
Sampling Distributions: Sampling distributions– sample mean, sample variance and other
important statistics.
Complex Analysis:
● Complex Numbers: Complex numbers, properties, Geometrical representation of complex
numbers, powers and roots of complex numbers.
● Complex Functions: Functions of complex variables, Analytic Functions, Cauchy-Riemann
Equations and Problems, Elementary Functions.
● Contour Integration: Contours, Contour Integration, Cauchy theorem, Cauchy Integral
Formula.
● Complex Series: Power Series, Term by term differentiation, Taylor Series, Laurent Series,
Zeros, Singularities, Poles, Essential Singularities, Residue theorem, Evaluation of Integrals.
Instruction Schedule
[Provide session-wise schedule]
Section/Topic Week CO Mapping
The Concept of Probability, The CO1
Axiomatic Construction, Week 1, Week 2
Compound or Joint Experiment
Probability Distributions Week 3, Week 4 CO2
Mathematical Expectation Week 5, Week 6 CO3
Convergence of a Sequence of Random CO4
Variables and Limit Theorems Week 7
Random Samples, Sampling CO4
Distributions Week 7
Estimation of Parameters Week 8 CO5
Complex Numbers Week 9 CO6
Complex Functions Week 10, Week 11 CO7
Contour Integration Week 12, CO8
Complex Series Week 13, Week 14, CO9
Week 15
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Text Books:
1. Introduction to Probability and Statistics for Engineers and Scientists, Sheldon M. Ross,
Fourth Edition.
2. Sheldon Ross, “A first course in Probability", Eighth Edition, Prentice Hall.
3. Complex Analysis with Applications: Richard A. Silverman.
Reference Books:
4. John E. Freund’s Mathematical Statistics with Applications, Eighth Edition, Miller and Miller.
5. Complex Analysis, by Ahlfors, McGraw Hill, 1979.
6. Complex Variables and Applications, by James Brown and Ruel Churchill, McGraw Hill,
2008.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Quiz1-20%, Midterm-25%, Quiz2-20%, Endterm-25%, Class participation-10%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills Yes Problem solving skills, logical reasoning
(language, writing, communication,
etc.)
The concepts of symmetries and associated conserved quantities are introduced. This is followed
by obtaining equations of motion in a rotating frame of reference, and the concepts of pseudo or
fictitious forces are introduced, with special emphasis on centrifugal and Coriolis forces. This has
direct everyday applications since the earth is a rotating frame of reference, with phenomena like
projectile motion, river flow,wind movement, etc., all being affected by various pseudo forces.
Rigid body motion and central force motion are then introduced to the students, and Kepler’s laws
of planetary motion are shown to be a consequence of these principles.
Formulation of a wave equation, description and formulation of simple harmonic motion under
various damping regimes, and treatment of vibrations and waves in material media is taught. How
phenomena like interference and diffraction, which are prevalent in everyday life, come about, is
detailed. The course also touches upon nonlinear and chaotic behaviour, as most realistic
phenomena in nature necessarily involve nonlinear dynamics.
The course next deals with the laws of thermodynamics, Maxwell’s thermodynamic relations, and
the various modes of heat transfer like radiation, convection and conduction. The classical laws of
blackbody radiation are introduced, and their limitations discussed. These are again of practical
use in order to be able to design energy-efficient systems or to reduce over-heating in a room with
electronic equipment.
The last part of the course introduces the special theory of relativity. The problem of how
kinematics and dynamics changes when objects travel at speeds comparative to the speed of light
is discussed and the expressions of Lorentz contraction and time dilation derived.
All of the above content in the course are accompanied with problems that students have to solve.
Class
Id Course Outcome PO CL KC
(Hrs)
CO1 Understand transformation of vectors, differential PO1 U
operators and integral theorems (Gauss’s, Stokes &
F, C, 4
Green’s) in spherical cylindrical and curvilinear co- P
ordinate systems
CO2 Solve eqns of motion obtained from the Lagrangian PO1 Ap F, C, 7
formalism through the principle of least action. P
Course Content
Introduction, revision of integral theorems: Gauss’s divergence theorem, Green’s theorem in
the plane, Stokes’ theorem. Curvilinear coordinates: vectors in curvilinear systems, arc length &
volume element; gradient, divergence & curl in curvilinear coordinates; specific examples of spherical
& cylindrical coordinate systems; transformation between coordinate systems. Jacobian; manipulation
of gradient, divergence, curl, laplacian operators on vectors simlified using tensors & tensorial
notation.
Pseudo-forces, rotating frames of reference. Coriolis & centrifugal forces, effects of Coriolis force.
Foucault’s pendulum, precession. Rigid body motion, moment of inertia tensor, perpendicular & parallel
axes theorem. Euler angles & Euler equations.
Simple harmonic motion: undamped, damped, strongly damped regimes, etc. Wave motion: free
vibrations of a stretched string, phase velocity, group velocity, sound waves, water waves, interference
& diffraction, etc. Nonlinear behaviour, phase space, chaotic behaviour.
Instruction Schedule
Pre Mid sem: CO 1, CO 2, CO 3, CO 4
Post Mid sem: CO 5, CO 6, CO 7
Weekly 2 classes of 1.5 hours each.
Learning Resources
1. D. Kleppner & R. Kolenkow, An introduction to mechanics, Tata McGraw Hill (2007)
2. H. C. Verma, Concepts in Physics, Vols. I & II, Bharati Bhawan (2011).
3. H. Goldstein, Classical Mechanics, 2nd ed., Narosa (1980).
4. N. C. Rana & P. S. Joag, Classical mechanics, Tata McGraw-Hill.
5. L. Landau & E. Lifshitz, Mechanics
6. Zemansky & Dittmann, Thermodynamics
7. The Feynman Lectures in Physics, Narosa (2008).
8. Murray Spiegel, Vector Analysis & an introduction to tensor analysis, Schaum’s outline
series, Tata McGraw-Hill (1973).
9. D. J. Griffiths, An introduction to electrodynamics (introductory chapter for discussion on
gradient, divergence, curl, etc).
10. Various pedagogical papers from, e.g., The American Journal of Physics
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
3 to 4 Assignments: 5% weightage
Pre mid term Quizzes : 2, Post mid-term quizzes: 2
3 best out of 4 quizzes: 15% weightage
Midterm : 30% weightage
End sem : 50% weightage
Grading :
For an A grade, an absolute score of 75%-80% is expected.
Other grades are set relatively based on the highest mark obtained by any student in the class and the
lowest pass mark that instructor decides. In this band of marks, all the grades starting from A to D are
typically spread equidistantly. Students who get lower than the set pass marks are given F grade.
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1. Classical mechanics, Lagrangian formulation CO1, CO2
2. Rotating frames of reference, rigid body & central force CO3, CO4, CO5
motion
3. Thermodynamics CO6
4. Special theory of relativity CO7
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
Automatic & manual evaluation of MCQ in quizzes & exams.
Manual evaluation of problems to be solved based on topics covered in class. Problems
are given both in quizzes & exams.
Manual evaluation of assignments.
Evaluation based on answers to questions after student group presentations of specific
pedagogical papers assigned to them in advance
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Late Assignment Submission Policy
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name Physics 2
Course Instructor Name(s) Shiva Kumar Malapaka & B. A. Ashok
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
(Lecture : Tutorial : Practical) Tutorial (1hr = 1 credit)
Practical (2hrs = 1 credit)
L:T:P = 3:0:0 Total Credits = 3
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against appropriate
box) Satisfactory/Unsatisfactory (S / X)
Area of
Specialization (if
applicable)
(Choose by placing X
in box against not
more than two areas
from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Programme / Course is restricted to the following programmes / branch(es):
Branch (Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
M.Tech
M.Sc.
X CSE
X ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
X Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Course Pre-
Requisites None
Yes /
Focus Area Details
No
Direct focus on employability
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills Yes Problem solving skills, Logical reasoning
(language, writing, communication,
etc.)
CO1 Understand vector calculus and integral theorems (Gauss PO1, U F,C, 2
divergence, Stokes and Green’s) P
CO2 Determine the electric field due to a charge distribution in PO1 Ap F,C, 6
dielectric medium using Coulomb’s law, Gauss Law, P
method of images and multipole expansion.
CO3 Determine the magnetic field in an infinite wire, quadrilateral PO1, Ap F,C, 4
loop and toroids using Biot-Savart’s law and Ampere’s Law. P
CO4 Understand the effect of Magnetisation in materials and its PO1 U F,C. 2
applications. P
CO5 Determine Induced magnetic fields and dynamics between PO1 Ap F,C, 4
currents and fields. P
CO6 Understand electromagnetism interms of Maxwell’s PO1 U F, 2
Equations. C,P
CO7 Understanding the mechanisms behind Photoelectric Effect, PO1 U F,C, 4
Compton’s Effect, Heisenberg’s Uncertainty Principle, P
Wave-Particle Duality and atomic models.
CO8 Understand Schrodinger’s Equations and its application to PO1 U F,C, 6
special cases ( particle in a box, hydrogen atom and simple P
harmonic oscillator).
CO9 Understand the principles of quantum computing PO1 U F, C 3
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised Bloom’s
Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Review : Co-ordinate systems, Vector Calculus, Gauss, Green and Stokes theorems.
Electrostatics: flux of an electric field, Gauss's law, applications, electric
potential energy, the divergence of E, Dirac delta function, conductors, capacitance &
combinations of capacitors, energy density, dielectrics, dipole, dipole moment,
polarization, electric field calculations of various charge configurations, Method of
Images, multipole expansion etc..
Old Quantum Mechanics: Black body Radiation, Need for QM, the photoelectric effect,
wave-particle duality, the Compton effect; de Broglie waves, phase & group velocities;
wave-function & probability; a brief discussion on interference & diffraction,
Heisenberg's uncertainty principle; Thomson & Rutherford's models of the atom; atomic
spectra; Bohr's model of the atom & its explanation of spectral lines; Bohr- Sommerfeld
quantization
Instruction Schedule
Learning Resources
Assessment Plan
Pre mid term Quizzes : 3 - 10 marks each – 30 marks
Midterm : 20 marks
Post mid term Quizzes: 2 - 10 marks each - 20 marks
Marks for attending classes – 10 marks (if this parameter is not mandatory then these marks go into either
one quiz or the End sem)
End sem : 20 marks
Total : 100 marks
Relative Grading :
Relative grades are set based on the highest mark obtained by any student in the class and the lowest pass
mark that instructor decides. In this band of marks, usually all the grades starting from A to D are spread in
equidistant mark bands. Students who get lower than the set pass marks are given F grade.
Assignments / Projects
Not Applicable
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
Evaluation Procedures
The quizzes and mid sem and end sem exams usually comprise of questions ( both MCQs, Descriptive
questions and problems) based on the material discussed in the class. The answer scripts are evaluated
manually even when the exam happens using pen& paper or an exam pad.
The answers to the question papers are usually provided just immediately after the exam is over for
students's reference.
The students get an opportunity to view the evaluations done where possible either in person or online in a
stipulated time period. Once this review process is over, the marks and grades are freezed and are not
changed.
Not applicable
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name SM103/
Mathematics 1
Course Instructor Name(s) Amit Chattopadhyay, Pradeesha Ashok
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme 4-point scale (A,A-,B+,B,B-
(Choose by placing X against X
,C+,C,D,F)
appropriate box)
Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Networking and Communication
Computing and Data
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
ECE
Digital Society
X iMTech
M.Tech
M.Sc.
CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
X Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Yes /
Focus Area Details
No
Yes The course imparts mathematical rigour
and provides a mathematical foundation for
Direct focus on employability core Computer Science subjects.
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
Students learn and apply the concepts of convergence/divergence of sequences and series,
continuity, differentiability and Riemann integrability of real-valued functions of single and multiple
variables, improper integrations, partial derivatives, Jacobian, Taylor’s theorem, minima-maxima
and double and triple integrations.
The concepts covered in this course will further be applied in for future courses in Basic Science,
CSE and ECE like Machine Learning and Optimization.
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Understand the method of formal mathematical PO1 U C 5 2
proofs using logic
CO2 Determine the convergence/divergence of PO1 Ap C, P 6 2
sequences and series using limit theorems.
CO3 Determine the continuity and the differentiability of PO1 Ap C, P 5 2
a given function.
Total Hours 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
● Introduction to Logic: Negation, Disjunction, Conjunction, Implication, Equivalence
Proof Techniques,
Introduction to Set Theory, Real Numbers.
● Sequences and Series: Limits, Limit Theorems, Infinite Series.
● Continuous Functions: Continuous Functions on Intervals, Monotone and Infinite
Functions.
● Differentiation: The Derivative, The Mean Value Theorem, L’Hospital’s Rules, Taylor’s
Theorem, Power Series, Critical points, Convexity.
● The Riemann Integration: Riemann Integration, Riemann Integrable Functions, The
Fundamental Theorem.
● Improper Integration: Integration of Unbounded Functions over Bounded Intervals,
Infinite Range of Integration, Beta and Gamma Functions.
● Calculus of Several Variables: Functions of Several Variables, Limits, Continuity,
Partial Derivatives, Chain Rule, Tangent Planes and Differentials, Taylor’s, Formula for
Two Variables, Extreme Values and Saddle Points.
● Parametric Equations and Polar Coordinates: Space Coordinates, Lines and Planes,
Polar Coordinates, Cylinders, Quadric Surfaces, Volume, Area, Length, Curve Tracing,
Graphs of Polar Equations.
● Multiple Integration: Double, Triple Integrals (over Rectangular and General Regions),
Jacobians, Application in Computing Area and Volume.
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
Mention textbooks, reference books and other learning resources required as part of the course
Text Books:
1. Sets, Functions, and Logic: An Introduction to Abstract Mathematics, by Keith Devlin, Third
Edition (Chapman Hall/CRC Mathematics Series)
2. Introduction to Real Analysis by Robert G Bartle and Donald R Sherbet, Fourth Edition, Wiley
India.
3. Mathematical Analysis by S.C. Malik and S. Arora (Fifth Edition).
Additional References:
4. Thomas Calculus by Maurice D Weir, Joel Hass and Frank R Giordano, Eleventh Edition,
Pearson
5. Principles of Mathematical Analysis by Walter Rudin, Third Edition, McGraw -Hill
International
Editions
6. A Course of Mathematical Analysis by Shanti Narayan.
Assessment Plan
List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)
1. Quiz 1: 20%
2. MidSem Exam: 30%
3. Quiz 2: 20%
4. Final Exam: 30%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability No
Yes The course focuses on foundational
mathematical skill development required
Focus on skill development for other core subjects in CSE and ECE.
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication,
etc.)
The aim of this course is to provide students with the foundations of (1) probabilistic and statistical
analysis and (2) complex analysis used in varied applications in engineering and science. The first
part of this course concentrates on the fundamentals of probability and statistics, event spaces, and
random variables. Density and distribution functions for single and multivariate random variables,
expectation, variance, and covariance, the binomial, uniform, Poisson, exponential, and normal
distributions, gamma beta, limit theorems, sampling distributions, understanding point and interval
estimations of population parameters.
The second part of this course focuses on complex analysis. This part covers complex numbers
and functions, analytic functions, Cauchy-Riemann equations, contour integrals, Cauchy theorem,
Taylor’s and Laurent’s series, singularities, poles and Residue theorem.
Students will be given periodic problem sets which encourage them to think through concepts of
the course.
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Probability and Statistics:
● The Concept of Probability: Random Experiments, Events, Mutually Exclusive Events,
Exhaustive Set of Events, Statistical Regularity, Classical and Frequency Definitions and
Drawbacks.
The Axiomatic Construction: Axiomatic Definition and Deductions, Conditional Probability,
Multiplication Rule, Bayes’ Theorem, Independence of Events, Pairwise and Mutual
Independence.
Compound or Joint Experiment: Independence of Random Experiments, Independent
Trials, Bernoulli Trials, Binomial Law, Multinomial Law, Poisson Trials.
● Random Samples: Populations and samples, statistics; Distribution of the Sample; Sample
Characteristics - Sample Mean, Sample Variance, Moments, Mode, Median, Quartiles,
Coefficient of Skewness, Coefficient of Kurtosis.
Sampling Distributions: Sampling distributions– sample mean, sample variance and other
important statistics.
Complex Analysis:
● Complex Numbers: Complex numbers, properties, Geometrical representation of complex
numbers, powers and roots of complex numbers.
● Complex Functions: Functions of complex variables, Analytic Functions, Cauchy-Riemann
Equations and Problems, Elementary Functions.
● Contour Integration: Contours, Contour Integration, Cauchy theorem, Cauchy Integral
Formula.
● Complex Series: Power Series, Term by term differentiation, Taylor Series, Laurent Series,
Zeros, Singularities, Poles, Essential Singularities, Residue theorem, Evaluation of Integrals.
Instruction Schedule
[Provide session-wise schedule]
Section/Topic Week CO Mapping
The Concept of Probability, The CO1
Axiomatic Construction, Week 1, Week 2
Compound or Joint Experiment
Probability Distributions Week 3, Week 4 CO2
Mathematical Expectation Week 5, Week 6 CO3
Convergence of a Sequence of Random CO4
Variables and Limit Theorems Week 7
Random Samples, Sampling CO4
Distributions Week 7
Estimation of Parameters Week 8 CO5
Complex Numbers Week 9 CO6
Complex Functions Week 10, Week 11 CO7
Contour Integration Week 12, CO8
Complex Series Week 13, Week 14, CO9
Week 15
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Text Books:
1. Introduction to Probability and Statistics for Engineers and Scientists, Sheldon M. Ross,
Fourth Edition.
2. Sheldon Ross, “A first course in Probability", Eighth Edition, Prentice Hall.
3. Complex Analysis with Applications: Richard A. Silverman.
Reference Books:
4. John E. Freund’s Mathematical Statistics with Applications, Eighth Edition, Miller and Miller.
5. Complex Analysis, by Ahlfors, McGraw Hill, 1979.
6. Complex Variables and Applications, by James Brown and Ruel Churchill, McGraw Hill,
2008.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Quiz1-20%, Midterm-25%, Quiz2-20%, Endterm-25%, Class participation-10%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
The course contents will include MOS transistor physics and models, single-stage amplifiers,
differential amplifiers, current mirrors, frequency response of amplifiers, operational amplifiers,
stability and frequency compensation of amplifiers.
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. B. Razavi, Design of Analog CMOS Integrated Circuits, 2nd edition, Tata-McGraw-Hill, 2018.
2. R.J. Baker, H.W. Li and D.E. Boyce, CMOS: Design, Layout and Simulation, 4th edition,
Wiley, 2019.
3. T.C. Carusone, D. Johns and K. Martin, Analog Integrated Circuit Design, 2nd edition, Wiley,
2013.
4. P.E. Allen and D.R. Holberg, CMOS Analog Circuit Design, 2nd edition, Oxford, 2002.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Tests – 55%
Final exam – 20%
Assignments – 25%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Knowing MOSFETs CO5
2 Design of a common-source CMOS amplifier CO7
3 Design of a telescopic cascode differential amplifier CO7, CO8
4 Design of a 2-stage operational amplifier CO9, CO11
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of circuit analysis and design problems
Students are provided the opportunity to view the evaluations done either in person or online.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The students taking the GIS course can be
employed in academics, research
organisations, NGOs, and industries
focusing on research and developmental
projects involving techniques for remote
sensing applications including resource
management, disaster mitigation,
geospatial services, smart city projects,
climate change, spatial database and
Direct focus on employability geospatial software development.
Yes The students develop necessary skills to
understand and analyse real time small to
large geo-spatial databases. They learn
hands-on with GIS software, data types,
data analysis strategies, algorithms and
skills to generate possible results /
scenarios with multi-criteria decision
Focus on skill development support system.
Yes The students can work on real time projects
focusing on development and maintenance
of spatio-temporal database, application
development, designing graphical user
interface in the form of decision support
system for small, medium and large
enterprises through entrepreneurship/self-
Focus on entrepreneurship employability and start-ups.
Provides value added / life skills
(language, writing, communication, etc.)
This course will help students understand how to obtain and analyse geospatial datasets. It
introduces principles, applications, trends and pertinent research issues in GIS, including remote
sensing, cartography, global positioning systems (GPS) and geospatial data analysis. Hands-on
experience in solving problems with spatial analysis are provided using GIS software (specifically
open source tool sets).
● To introduce the fundamental concepts of GIS, remote sensing, spatial data types, data
entry and preparation, data processing systems, determining and mapping positions and
maps.
● To understand the fundamentals of spatial data analysis.
● To learn basics of digital image processing and geospatial data visualisation techniques.
At the end of the course, the students should have knowledge and competencies in the following
areas:
● Understand the principles of GIS.
● Understand remote sensing, sensors and platforms, panchromatic, multispectral and
hyperspectral data.
● Image enhancement, interpretation and visualisation.
● Knowledge of digital image classification.
● Application of machine learning and deep learning in geospatial data analysis.
1. Introduction to GIS: What is GIS? Purpose of GIS, spatial data and geoinformation, spatial
database, spatial data mining, applications of GIS.
2. Geographic Information and Spatial Data Types: Geographic fields and objects,
boundaries, tessellations, raster and vector data, scale, resolution and temporal
dimension.
4. Introduction to Open Source GIS Packages: Demo / hands-on experience of using open
source vector GIS (QGIS) and raster data analysis tools (GRASS GIS).
5. Data Processing Systems and Mapping Positions: Stages of spatial data handling, GIS
and DBMS, data quality, accuracy and precision, latitude and longitude, spatial
referencing, datums, from model to maps, map projections, measures of error, satellite
based positioning - global positioning system (GPS) and differential GPS (DGPS).
Instruction Schedule
[Provide session-wise schedule]
Session 1 – Introduction to GIS: Definition of GIS, spatial data, modelling, maps, spatial
databases.
Session 2 – Geographic Information and Spatial Data Types: Geographic phenomenon, fields,
objects, boundaries, regular and irregular tessellations, vector, topology and spatial relationships,
scale and resolution, temporal dimension.
Session 3 – Data Processing System: Hardware and software trends, stages of spatial data
handling, database management system.
Session 4 – Determining and Mapping Positions: Data quality, spatial referencing, satellite-based
positioning.
Session 5 – Data Entry and Preparation: Spatial data input, data preparation, point data
transformation, advanced operations, applications.
Learning Resources
[Mention textbooks, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mappi
o. ng
1. To understand and have a working knowledge of the concepts, analysis, methods CO6
and applications of GIS and remote sensing data in solving real world problems
with hands-on experience.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in
person or online
All deadlines are due on the date and time indicated in LMS. The penalties for late submission
are as follows:
Not applicable.
Academic Dishonesty/Plagiarism
As per institute policy.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability Yes
Focus on skill development Yes
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Solve linear regression problem using PO4 Ap C,P 8 3
QR-decomposition and back
substitution method on a given dataset
by coding all basic matrix-vector
operations in python.
CO2 Understand eigen decomposition and PO4 U C,P 6 3
singular value decomposition in
applications involving latent concept
discoveries.
CO3 Solve constrained optimization PO4 Ap C,P 8 2
problems using Lagrange multipliers.
Understand Random walk basics on
U
CO4 graphs and properties related to PO4 C 3
stationarity and convergence.
Understand Power-iterations and
CO5 Perron-Frobenius theorem for PO4 U C,P 4 2
stationarity convergence
45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Vector Operations, Linear functions, Regression Models -- Norms, Distances, Clustering -- Linear
Dependence, Basis, Matrix -Vector Product -- Solving Linear Equations, Matrix Inverses - Least
Squares, Data Fitting, Classification-- Eigen Analysis, SVD -- Positive/Negative Definiteness,
Matrix Calculus--Python Exercises
Convex Sets and Convex Functions--Conditions for Optimality, Equivalent Convex Problems --Primal and
Dual Problems, KKT conditions - Linear and Quadratic Programming--Principal Component Analysis,
Sparse PCA--Non-Negative Matrix Factorization, Topic Modeling--Python Exercises
Instruction Schedule
Learning Resources
Module 1 & Module 2:
1. John E Hopcroft and Ravindran Kannan, “Foundations of Data Science”, 2013 © 2011
2.. Kevin Murphy, “Machine Learning A Probabilistic Perspective”, The MIT Press, 2012
3. Jim Lambers, Power Iterations, 2009, Report.
4. Purnamrita Sarkar, Random Walks on Graphs An overview.
5. Robert Collins, Gaussian Mixtures and the EM Algorithm, Robert Collins
6. Jeff Bilmes, A gentle tutorial on EM algorithm and its application to Gaussian mixture
Assessment Plan
Module1 & Module 2:
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
[You can use / modify the sample given below]
As per institute policy
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Practical knowledge in training vision
Direct focus on employability based machine learning models is handled
Yes Focus on pytorch based ML model
Focus on skill development training skills.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Understand Edge detection and basic PO4
U F, C 8 0
image segmentation
CO2 Apply edge detection and basic image PO4
Ap C, P 8 0
segmentation on real problems
CO3 Understand CNN and apply for object PO4
U F, C 8 0
recognition and detection
Apply object recognition and detection
CO4 PO4 Ap C, P 8 0
on real problems
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Module 4 (Segmentation)
Graph Cut Based semi-supervised segmentation - Unsupervised Segmentation (SLIC, Graph method,
Spectral Clustering)- Semantic Segmentation using CNNs- Mask RCNN based Instance Segmentation.
Instruction Schedule
Learning Resources
Assessment Plan
Module1 & Module 2:
Assignment 1 : 10 Marks
Assignment 2 : 10 Marks
Assignment 3 : 10 Marks
Mini Project 1 : 20 Marks
Assignment 4 : 15 Marks
Mini Project 2 : 15 Marks
Assignment 5 : 15 Marks
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Assignment 1 CO1, CO2
2 Assignment 2 CO1, CO2
3 Assignment 3 CO3, CO4
4 Mini project 1 CO3, CO4
5 Assignment 4 CO5
6 Mini Project 2 CO6
7 Assignment 5 CO7, CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability NO
YES Provides skills needed in understanding
regular expression syntax, shell scripting,
lexical analysis, context-free grammars,
computability and undecidability
Focus on skill development
Focus on entrepreneurship NO
Provides value added / life skills NO
(language, writing, communication, etc.)
This course provides an introduction to a core area of theoretical computer science. It is a stream
core for the computer science stream. It teaches students core concepts in theoretical computer
science such as formal languages, recursion, and computability. It enables them to do further work
in higher courses that call for understanding and applying these concepts. It also enables students
to appreciate the formal limits of computing which are technology-independent.
Course Content
[Provide list-wise topics]
1. Finite Automata (FAs) as abstractions of machines that take a small number of inputs. A
simple on-off switch is the simplest example; a vending machine that takes coins is a
slightly more elaborate example.
2. Deterministic Finite Automata: formal n-tuple definition in terms of states, input alphabet,
transition function, start state, accept states. Being able to draw a bubble diagram of a DFA
given its n-tuple description, and vice versa. Finding DFAs that accept specific strings,
and identifying what sets of strings are accepted by a given DFA.
3. There exist non-deterministic finite automata (NFAs). The latter are specialized also for
having ε-transitions. The n-tuple definition of NFA, noting the changed nature of the
transition function for an NFA. How the empty string ε is different from the empty set ∅ .
4. Equivalence of NFAs and DFAs: NFAs are no more expressive than DFAs in terms of
language coverage (every NFA has an equivalent DFA); as every DFA is also trivially an
NFA, they are also no less expressive, hence the two are equivalent.
5. Regular Expressions: are those that can be derived from the basic elements and the
operations union, concatenation, and Kleene-star. The notion of a language as an infinite
set of strings over an alphabet. Regular languages are the languages that can be described
by regular expressions. Kleene’s Theorem shows that the regular languages, DFAs, and
NFAs, are equivalent. It is easy to get an NFA for a given regular language. We can get a
DFA for a given NFA, and a regular expression for a given DFA.
6. Properties of regular languages: these include closure under complementation. How to
give a DFA that accepts the complement language, given a particular DFA/NFA.
7. Not all languages are regular: {0n1n | n ≥ 0}as the classical example of a language that
cannot be accepted by a DFA/NFA. The Pumping Lemma for regular languages and a
sketch of its proof. Proving that {1n | n is prime} is not regular (requires complementarity
and the Pumping Lemma, not easy otherwise).
8. Context Free Languages: Grammars and examples of abstract syntax trees for English.
Meaning of ambiguity. Mention of the Chomsky hierarchy of grammars, from regular to
unrestricted (Types 0 to 3). Grammars for {0n1n | n ≥ 0}and other context-free languages.
9. Pushdown automata (PDAs) for CFLs: basic structure and n-tuple notation. Difference
between stack alphabet and input alphabet. Construction of PDAs for {0n1n | n ≥ 0} and
other CFLs.
10. Seeing why it is not possible to construct a PDA to accept {0n1n2n | n ≥ 0}. The Pumping
Lemma for CFLs. The complement of {0n1n2n | n ≥ 0} can be generated by a CFG and
accepted by a PDA, hence it is seen that the CFLs are not closed under complementation,
unlike the regular languages.
11. Turing Machines: n-tuple definition. A TM can accept {0n1n2n | n ≥ 0} also, hence it is
seen to be strictly more powerful than a PDA. TMs as language acceptors; creating TMs
for other languages.
12. TMs as calculators of functions, starting with simple addition, building up to multiplication
and simple algebraic functions, using unary notation for numbers. Limited subtraction
(bounded difference) in place of classical subtraction. Proving that a function is Turing
computable means constructing a TM to compute that function given suitable inputs on its
tape. The Church-Turing Thesis is that there is no automaton model more powerful than
the TM; any other model of computation can only do what a TM does. Therefore, our
intuitive notion of computability is considered identical to Turing computability.
Part II: Undecidability and Recursion Theory (covered after the midterm, until the final)
1. The set of computable functions is countable (being identical to the set of all possible TM
programs), but the set of all arithmetic functions is uncountable (using a diagonalization
argument), hence there must exist uncomputable functions. “Hello World” is the simplest
possible program output, but a hypothetical “Hello World” tester is impossible in the most
general sense, which indicates an absolute limit to software testing even for such a limited
purpose as proving that an arbitrary program prints “Hello World.”
2. The Halting Problem for Turing Machines: proof by contradiction to show that a halting
tester for arbitrary TMs and inputs cannot exist. The Blank Tape Halting Problem is not
solvable; showing that a blank tape halting tester can be used to generate a halting tester,
therefore itself cannot exist. Generalize to the concept of reduction. The Busy Beaver
machine and function. The Busy Beaver function cannot be bounded by any computable
function (if it could be, then we could solve the Halting Problem), thus it rises faster than
any computable function.
3. Proving that a state entry tester, an Accepts tester, an Accepts Nothing tester, an Accepts
Everything tester, and an Equivalence tester can all be shown to be impossible using
reduction. The concepts of recursively (computably) enumerable and recursive
(computable) languages. Rice’s Theorem: every nontrivial property of a recursively
enumerable language is undecidable. Post’s Correspondence Problem.
4. Basic recursion: formal definition as iterated successor, multiplication as recursive
addition, and exponentiation as recursive multiplication.
5. Primitive recursive functions: defined as the family of functions built up from the zero,
successor, and projection functions, using the operations of composition and primitive
recursion. Proving that addition, multiplication, and exponentiation are primitive
recursive. Proving that signature and zero-test are primitive recursive. Proving that limited
subtraction is primitive recursive.
6. Proving that factorial and predicates such as odd(n), even(n), >(m,n), =(m,n) are primitive
recursive. Introduction to course-of-values recursion by working on the problem of
proving that the Fibonacci function given by fib(n+2) = fib(n+1) + fib(n) is primitive
recursive.
7. A set is primitive recursive if its characteristic function is primitive recursive. Proving that
the union and intersection of primitive recursive sets is also primitive recursive. Likewise,
a predicate obtained by finite conjunction and disjunction of primitive recursive predicates
is also primitive recursive.
8. Bounded operators are primitive recursive. Division in positive integers is given by two
functions quotient and remainder. Proving that these are primitive recursive. Proving that
div, the divisibility predicate, is primitive recursive. Proving that prime, nthPrime are both
primitive recursive.
9. The Ackermann function; calculating the Ackermann function by hand for small values to
get an idea of its growth. Stating without proof that the Ackermann function rises faster
than any primitive recursive function. As the Ackermann function is itself clearly
computable, this shows that there are computable functions that are not primitive recursive.
10. Partial functions: these are the primitive recursive functions with the μ operator, and are
also the same as the Turing computable functions. Numbering the partial functions. By
diagonalization, we prove that it is not possible to identify if an arbitrary partial function
returns a value for an input. The characteristic function of the set of all ordered pairs of
partial functions with their return values on the positive integers is not computable, and is
equivalent to the Halting Problem.
Instruction Schedule
[Provide session-wise schedule]
NB. This assumes that classes are on Tuesdays and Thursdays starting in the first week of August
and ending in late November (as has happened in some years); the plan can be suitably modified
given a different schedule.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Basics, NFAs, DFAs, Kleene’s Theorem CO1, CO2
2 PDAs, pumping lemma, CLFs, CFGs CO3, CO4
3 Turing machines and undecidability CO5, CO6
4 Recursion theory CO7, CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Automatic evaluation of MCQ quizzes on Moodle or other online platforms
Manual evaluation of mathematical questions
Automatic evaluation of programming questions
Automatic plagiarism check using tools
Students are provided opportunity to view the evaluations done where possible either in person or
online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
As per institute policy. Students are not permitted to share/collaborate on results.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
As per institute policy.
Course Syllabus
Course Code / Course Name CS 306 Programming Languages
Course Instructor Name(s) Sujit Kumar Chakrabarti
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P) 0 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 0 Practical (2hrs = 1 credit)
L:T:P = 3 Total Credits =
Grading Scheme 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
X General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech CSE
M.Tech ECE
M.Sc. Digital Society
Yes /
Focus Area Details
No
Direct focus on employability No
Yes Broader and deeper knowledge about
programming languages, their design and
Focus on skill development implementation
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The students taking the DBMS course can
be employed in industries focusing on
Direct focus on employability database and software development.
Yes The students develop necessary skills to
work with real time small and large
Focus on skill development databases.
Yes The students can work on real time projects
focusing on development and maintenance
of temporal database and graphical user
interface for small, medium and large
enterprises through entrepreneurship/self-
Focus on entrepreneurship employability and start-ups.
Provides value added / life skills
(language, writing, communication,
etc.)
Ability to deal with data plays a critical role virtually in all disciplines of Information Technology.
The core course titled “Database Systems” is the first level course that builds the foundations
needed for dealing with persistent data. Building upon the foundations laid in the introductory
programming course, this course covers all essential topics in database management in a fast-
track mode. The foundations laid in this course will serve as a required prerequisite to several
elective courses in the areas of Data Science and Software Engineering (e.g., Data Modeling,
GIS, Data Analytics, OOAD, and so on).
● To introduce the fundamental concepts for designing, using and implementing database
systems and database applications.
● To explore the fundamentals of database design.
● To learn database system implementation techniques.
At the end of the course, the students should have knowledge and competencies in the following
areas:
● Understand the principles of conceptual modeling
● Design databases
● Principles of database programming
● Knowledge of DBMS components
● Other data management technologies (e.g., data exchange, in-memory, etc.)
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
Course Content
[Provide list-wise topics]
3. Relational databases: Relational data model, database design concepts, DB design via
OR mapping, relational algebra, SQL tutorial, functional dependencies, overview of normal
forms (till BCNF).
Instruction Schedule
[Provide session-wise schedule]
Session 1 – Introduction to Databases: Database and database users, database system concepts
and architectures.
Session 2 – Conceptual Data Modeling and Database Design: Data modeling using the entity-
relationship (ER) model.
Session 3 – The Relational Data Model and SQL: The relational data model and relational
database constraints, basic SQL, queries, triggers, views and schema modification.
Session 4 – Database Design Theory and Normalization: Basics of functional dependencies and
normalization for relational databases, relational database design algorithms.
Session 5 – File Structures, Hashing, Indexing, and Physical Database Design: Disk storage,
basic file structures, hashing, and modern storage architectures. Indexing structure for files and
physical database design.
Session 6 – Query Processing and Optimization: Strategies for query processing, query
optimization.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Class slides.
2. Fundamentals of Database Systems; R. Elmasri and S. Navathe; Addison-Wesley, 2000.
3. A First Course in Database System, Jeffrey D. Ullman and Jennifer Widom, Pearson
Education.
4. An Introduction to Database Systems; Bipin Desai; Galgotia Publications (West
Publishing), 1991.
5. Modern Database Management (Fourth Edition); F. McFadden, J. Hoffer;
Benjamin/Cummings (Narosa), 1994.
6. An Introduction to Database Systems (Seventh Edition); C. J. Date; Addison-Wesley,
2000.
7. Principles of Database Systems (Second Edition); J.D. Ullman; Galgotia Publishing, 1994.
8. Database Processing: Fundamentals, Design, Implementation (Fifth Edition); D. M.
Kroenke; Prentice-Hall, 1994.
9. Database Systems Concepts, Abraham Silberschatz, Henry F. Korth and S. Sudarshan,
McGrawHill.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
● 15%: Assignment-1
● 35%: Mid-term Exam
● 15%: Assignment-2
● 35%: End-term Exam
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mapp
o. ing
1. To understand the introductory concepts and basic terminologies used in the CO1
database.
2. To understand and have a working knowledge of normalization and various CO5
normal forms with hands-on example.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Late Assignment Submission Policy
State any penalty policy for late submission
All deadlines are due on the date and time indicated in LMS. The penalties for late submission
are as follows:
Not applicable.
Academic Dishonesty/Plagiarism
As per institute policy.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The course focuses on full-stack
application development. This approach to
software development is followed
extensively by the industry and hence
Direct focus on employability enhances employability.
Yes This course provides skills in Javascript,
SQL, Twitter Bootstrap, jQuery, REST,
Focus on skill development AngularJS
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication,
etc.)
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide topic-wise list]
Topic 1: Fundamentals of Object-oriented Analysis and Design
● Design vs Architecture
● OO concepts
● Unified Modeling Language (UML)
Topic 2: Software Architectures
● Understanding large scale systems – n-Tier architectures.
● Understanding quality attributes of architectures
Topic 3: Database application development
● Database Design through Conceptual Modeling
● Database Implementation through SQL
● Database Programming through Hibernate
Topic 4: Web application development
● MVC for Web - Twitter Bootstrap (rendering view), jQuery, Ajax (from jQuery) and
servlets (controller), REST service, back-end model - MySql, Java programming and
concepts of key value pair (like mongo DB – implemented using MySql)
Topic 5: Mobile application development
● Connectivity, security, online/offline modes, integration of sensors, location services,
responsiveness.
● AngularJS and related frameworks
Instruction Schedule
[Provide session-wise schedule]
S.
No. Date Topic
1 Session 1 Introduction
2 Session 2 Handson - Environment setup
3 Session 3 Enterprise Software Elements
4 Session 4 Database Design
5 Session 5 Handson - Frontend development
6 Session 6 HOLIDAY
7 Session 7 OR Mapping
8 Session 8 Handson - SQL
9 Session 9 N-Tier Architecture
10 Session 10 Handson - OR Mapping with hibernate
11 Session 11 Service Oriented Architecture
12 Session 12 Handson - REST services
13 Session 13 Deployment Architecture
14 Session 14 Software Testing
15 Session 15 Handson - Full-stack Integration
16 Session 16 Handson - Basic Devops
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
1. Software Architecture in Practice by Bass and Clements, Addison Wesley.
2. Ajax - https://www.youtube.com/watch?v=f46WEeM8HTA
3. REST Services - https://www.youtube.com/watch?v=xkKcdK1u95s
4. Jquery Tutorial - https://www.youtube.com/watch?v=8mwKq7_JlS8
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
No Focus of Assignment / Project Mappin
. g
1 Database Design using Conceptual Modeling CO5
2 C04,
C05,
Develop a web application use the principles of full-stack software CO6,
development CO8
3 Write a program to implement CRUD operations using JDBC C05
4 Write a program to implement CRUD operations using Hibernate C05
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations.
Generic evaluation procedures included below. Add additional evaluation procedures / criteria
as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability NO
Focus on skill development NO
Focus on entrepreneurship NO
YES This course teaches students how to do
Provides value added / life skills cutting-edge academic research and gain
(language, writing, communication, etc.) an international-standard research profile.
This course has typically been preferred by students who wish to carry out high-quality
research and get a start on a publication record that puts them on a solid footing for admission
to quality PhD programs and a future research career. Papers written by former students have
been accepted in well-known research conferences and journals.
The following are some of the published papers that arose out of work done in this course:
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of
hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
This is an indicative list of some broad topics that students work on for their research:
Neuromorphic computing
Multi-agent systems and agent-based modeling
Bioinformatics and computational biology
Game theory and mechanism design
Computational psychology
Machine learning and deep learning
Instruction Schedule
[Provide session-wise schedule]
This is somewhat of a “flipped classroom” where the students learn and act outside, and bring
their results to the classroom setting. There is no fixed instruction schedule or teaching, and
the instructor merely acts as a facilitator and mentor for student-led activities of study,
presentation, research, and writing.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Not applicable.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-
term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Goal statement CO1
2 Weekly class presentations CO2
3 Final research paper CO3
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Students are evaluated on the goal statement, class presentations and interactions, and on the
quality of the final research paper that is produced.
Late Assignment Submission Policy
State any penalty policy for late submission
Not applicable.
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Not applicable.
Citation Policy for Papers (if applicable)
[If course includes reading papers and citing them as part of activities, state the citation
policy. Mention “Not applicable” if section is not applicable to the course]
ESS201 Programming II
Mathematics courses
Additional Focus Areas
Select zero or more from the following and write one sentence explaining how the focus areas covered as
part of the course.[NAAC criteria 1.1.3, 1.3.2].
Yes /
Focus Area Details
No
Yes Students learn programming using
graphics library OpenGL, which is
Direct focus on employability important for industrial opportunities
Yes Use of Eclipse, VS Code development
Focus on skill development tools
Focus on entrepreneurship No
Yes Students learn to read a top-tier
Provides value added / life skills conference paper, write a technical report,
(language, writing, communication, etc.) and present the same to the class
This course aims at introducing the theory and practice of computer graphics with an emphasis
on applications programming. The following concepts shall be covered:
The outcome of this course is to bring up the knowledge and practice of graphics in students to
the requirements of a graduate-level course. Hence while the first half of the course can be
broadly seen as an advanced undergraduate level course, the second half of the course ramps
up to the more advanced concepts. The lectures cover the architecture of a graphics pipeline in
a modeling-rendering paradigm. Graphics pipeline embodies the processes involved in converting
primitives to pixels and the algorithms required for the processes to generate photo-realistic
images in real time.
Total 60
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Module 1: Introduction - Module 2: Introduction to OpenGL -
History of computer graphics, applications, OpenGL architecture (fixed functionality and
graphics pipeline, physical and synthetic programmable pipelines), primitives and
images, synthetic camera, modeling, attributes, simple modeling and rendering of
animation, rendering, relation to computer two- and three-dimensional geometric
vision and image processing, review of basic objects, RGB color models,
mathematical objects (points, vectors, matrix frame buffer, double buffering, interaction,
methods). events and callbacks, picking.
Instruction Schedule
[Provide session-wise schedule]
S.No. Topic Hours CO
6 Viewing 4 CO4
(Total) 60
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
● Lecture notes and reading materials provided in class.
● Text Books:
○ Edward Angel and Dave Shreiner, Interactive Computer Graphics. A Top-
Down Approach with Shader-based OpenGL, 6E, Addison Wesley, 2012.
○ Peter Shirley and Steve Marschner, Computer Graphics (first edition), A.
K. Peters, 2010.
● Additional References:
○ Donald Hearn and Pauline Baker, Computer Graphics with OpenGL (third
edition), Prentice Hall, 2003
○ F. S. Hill Jr. and S. M. Kelley, Computer Graphics using OpenGL (third
edition), Prentice Hall, 2006
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1. Programming assignment in 2-dimensional rendering to CO1, CO2
introduce students to OpenGL programming and
widget/windowing system
2. Programming assignment in 3-dimensional rendering to CO1, CO2, CO3
introduce students to mesh rendering, affine
transformations, object-oriented programming for
computer graphics application, basic lighting
3. Programming assignment to include lighting, shading, CO1, CO2, CO4, CO5
texture mapping
4. Programming assignment to include animation and CO1, CO2, CO6
optionally, virtual reality
5. Reading-writing-presenting assignment to introduce CO1, CO7
students to comprehend research in computer graphics,
and develop technical writing and presentation skills
● The assignment description with all logistics are provided to the students on LMS. “Start
early and finish on time” is the guiding principle for all assignments in this course.
● All programming assignments and tests shall be submitted on LMS..
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses the following evaluation procedures as part of the course:
● Manual evaluation of programming assignment code and demonstrations
● Plagiarism check using tools and manual evaluation
Students will be provided opportunity to view the evaluations done where possible either in person
or online.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This course has zero-tolerance for cheating and plagiarism. Any violation may result in an F grade
and further disciplinary action may be initiated as per the Institute’s policies. Ignorance of what
constitutes cheating and plagiarism is not an excuse! If you have any doubts, contact the
instructor. All material that will be used for the assessment of the student’s performance shall be
original work.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
As a society and as a nation we need to deal with the above challenges with a highly skilled
workforce. There has been a 350% increase in open cybersecurity positions from 2013 to 2021,
and that there will be about 3.5 million unfilled cybersecurity positions globally by 2021. Further,
with the advancement of the research frontier of cryptography and cybersecurity in general, these
disciplines are becoming highly specialized. As a nation and eco-system we need a huge number
of highly specialized persons with theoretical and systems level understanding. Because,
advanced cyber physical systems becoming a norm of the future, such as autonomous vehicles,
robots, smart city’s various requirements etc., we can expect much higher proliferation of security
and privacy protocols from tiny IoT devices to powerful cloud servers.
This course provides the basic paradigm and principles of modern cryptography. The focus of this
course will be on definitions and constructions of various cryptographic objects. We will try to
understand what security properties are desirable in such objects, how to formally define these
properties, and how to design objects that satisfy the definitions. The aim is that at the end of this
course, the students are able to understand a significant portion of current cryptography research
papers and standards. The topics covered in the course will be also useful for the students who
are willing to take Network Security course in the future semester, as knowledge of principles of
cryptography is necessary for a better understanding of network security course. In a nutshell,
this course will build the required foundation on top of which various complex and real-world
cryptographic applications are built.
This course is offered every year during the Jan-April semester and it serves as a pre-requisite
for the following elective courses:
Computing on Private Data
Course Content
1. Module 1
I. Introduction and Classical Cryptography
Cryptography and Modern Cryptography
Historical Ciphers and Their Cryptanalysis
The Basic Principles of Modern Cryptography
II. Perfectly-secure Encryption
Definition and properties
The One-Time Pad (Vernam's Cipher)
Limitations of Perfect Secrecy (Shannon’s theorem)
III. Private-key Encryption and Pseudorandomness
A Computational Approach to Cryptography
Defining Computationally-Secure Encryption
Pseudorandomness
Constructing Secure Encryption Schemes
Security Against Chosen-Plaintext Attacks (CPA)
Constructing CPA-Secure Encryption Schemes
Security Against Chosen-Ciphertext Attacks (CCA)
2. Module 2
I. Message Authentication Codes and Collision-Resistant Hash Functions
Secure Communication and Message Integrity
Encryption vs. Message Authentication
Message Authentication Codes - Definitions
Constructing Secure Message Authentication Codes
CBC-MAC
Collision-Resistant Hash Functions
II. Practical Construction of Pseudorandom Permutations (Block Ciphers)
Substitution-Permutation Networks
Feistel Networks
DES: The Data Encryption Standard
AES: The Advanced Encryption Standard
3. Module 3
I. Theoretical Constructions of Pseudorandom Objects
One-way Functions
From One-way Functions to Pseudorandomness
A Hard-Core Predicate for Any One-Way Function
Constructing Pseudorandom Generators
Constructing Pseudorandom Functions
II. Number Theory and Cryptographic Hardness Assumptions
Basic Group Theory
Primes, Factoring, and RSA
Assumptions in Cyclic Groups
Cryptographic Applications of Number-Theoretic Assumptions
III. Private-key Management and Public-key Revolution
Limitations of Private-Key Cryptography
A Partial Solution- Key Distribution Centers
The Public-Key Revolution
Diffie-Hellman Key Exchange
IV. Public-key Encryption
Overview and Definition
RSA Encryption
The El Gamal Encryption Scheme
Additional Public-key Encryption Schemes
4. Module 4
I. Digital Signature Schemes
Definition and Overview
RSA Signatures
The "Hash-and-Sign" Paradigm
Signatures from Collision-Resistant Hashing
The Digital Signature Standard (DSS)
Certificates and Public-Key Infrastructures
II. Public-Key Cryptosystems in the Random Oracle Model
The Random Oracle Methodology
Public-Key Encryption in the Random Oracle Model
Signatures in the Random Oracle Model
Instruction Schedule
Week Lessons/Topics
1 Course Overview, Symmetric-key Encryption, Historical Ciphers, Perfect Security
and Its Limitations
2 Computational Security, Semantic Security and Pseudorandom Generators
(PRGs)
3 Stream Ciphers, Provably-secure Instantiation of PRG, Practical Instantiation of
PRG, CPA-security and Pseudo-random Functions (PRFs)
4 CPA-Secure Ciphers from PRF, Modes of Operations of Block Ciphers,
Theoretical Constructions of Block Ciphers and Practical Constructions of Block
Ciphers
5 DES, AES and Message Authentication Codes (MAC)
6 Information-theoretic Secure MAC, Cryptographic Hash Functions, Ideal-Cipher
Model, Davies-Meyer construction and Merkle-Damgård Paradigm
7 Birthday Attacks on Cryptographic Hash Functions, Applications of Hash
Functions, Random Oracle Model and Authenticated Encryption
8 Generic Constructions of Authenticated Encryption Schemes, Key-exchange
Problem, One-way Trapdoor Functions and Cyclic Groups
9 Discrete-Logarithm Problem, Computational Diffie-Hellman Problem, Decisional
Diffie-Hellman Problem, Elliptic-Curve Based Cryptography and Public-Key
Encryption
10 El Gamal Encryption Scheme, RSA Assumption, RSA Public-key Cryptosystem,
KEM-DEM Paradigm and CCA-security in the Public-key Domain
11 CCA-secure Public-key Hybrid Ciphers Based on Diffie-Hellman Problems and
RSA-assumption, Digital Signatures, RSA Signatures and Schnorr Identification
Scheme
12 Schnorr Signature, Overview of TLS/SSL, Number Theory, Interactive Protocols
and Farewell
Learning Resources
1. Introduction to Modern Cryptography by Jonathan Katz and Yehuda Lindell.
2. Cryptography Theory and Practice by Douglas Stinson
Assessment Plan
Take-home assignments 100%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name CS 716: Computing on Private Data
Course Instructor Name(s) ASHISH CHOUDHURY
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 4:0:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems x Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes This course discusses about how using
various cryptographic primitives, one can
do computation on distributed and sensitive
data, also known as secure multi-party
computation (MPC), which unarguably is
one of the most fundamental problems in
Direct focus on employability distributed computing
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
Secure MPC models the above and several such applications that make simultaneous demands
for the privacy and usability of sensitive data. Other examples include secure e-voting, secure e-
auction, secure signal-processing, secure bioinformatics, secure biometrics, secure machine
learning, secure outsourcing, privacy-preserving data-mining, to name a few. The problem of
secure computation abstracts out the afore-mentioned applications and alike and goes beyond
the capabilities of conventional cryptography to offer the dual demands of privacy and
computation on secret data as required. The problem of secure computation was first formulated
by the Turing award winner Andrew Yao in his seminal work published in Foundations of
Computer Science (FOCS) 1982. The problem is as follows: we have a set of 𝑛 mutually
distrusting parties 𝑃1 , ⋯ , 𝑃𝑛 with private inputs 𝑥1 , ⋯ , 𝑥𝑛 respectively. Together they want to
compute some publicly known function, say 𝑓, on their inputs, by keeping their inputs “as private
as possible”.
Due to its powerful abstraction, secure computation problem is also considered as the “holy-grail”
of cryptography. And this is a highly popular research topic both in the theoretical as well as in
the applied cryptography community. This is one of the first courses of its kind to be offered
in India, covering the formal details of this topic and promises to unfold the evolution of this topic
since 1982 to till date.
Course Content
The following is the tentative list of topics to be covered in this course.
1. Why Secure Computation?: Introduction, Motivation and History.
2. Models for Secure Computation: Honest vs dishonest- majority setting, Semi-
honest vs active(malicious) adversary, Static vs adaptive corruption, Computational
vs information-theoretic security, Synchronous vs asynchronous network
3. Defining Secure Computation: Computational/statistical/perfect
indistinguishability, Real-world/Ideal-world paradigm, Simulation based security
notion.
4. Secure Computation with Semi-honest Security: Secret sharing, BenOr-
Goldwasser-Wigderson (BGW) construction, Optimizations using Beaver's trick
(secure computation in the preprocessing mode and circuit randomization)
5. Dishonest-majority Setting: Impossibility of the information-theoretic secure
computation in the dis-honest majority setting,Oblivious transfer (OT), Two-party
Goldreich-Micali-Wigderson (GMW) construction, Optimizations of GMW
(Random input OT and OT extension), Yao’s 2-party protocol, Optimizations of
Yao’s protocol (free XOR technique, point and permute technique), Beaver-Micali-
Rogaway (BMR) construction and multi-party GMW construction
Instruction Schedule
Learning Resources
This is an advanced level research course where the contents are based on research papers. There is as
such no single textbook which contains all the proposed topics. However, for few of the topics, the following
textbooks can be used for the reference purpose:
1. Efficient Two-party Protocols- Techniques and Constructions; by Carmit Hazay and Yehuda
Lindell. Springer-Verlag, 2010.
2. Engineering Secure Two-party Computation Protocols, by Thomas Schneider. Springer Verlag,
2010.
3. Secure Multiparty Computation and Secret Sharing, by Ronald Cramer, Ivan Damgard and
Jesper Buus Nielsen. Cambridge University Press, 2015.
Assessment Plan
● Take-home assignments 50%
● Research paper presentations 50%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name CS731/Software Testing
Course Instructor Name(s) Meenakshi D’Souza
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
This course will cover the technical aspects of software testing, especially on techniques for test
case design. We will cover techniques for both black-box and white-box testing, covering a broad
range of languages, platforms and applications. The course will also teach novel testing research
techniques that have matured in the past decade.
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
● Introduction, software testing process levels, terminology
● Techniques and algorithms for test case design:
○ Graphs based testing: Structural coverage criteria, data flow coverage criteria,
graph coverage for source code, design elements and specifications
● Logic based testing: Predicates and clauses, coverage criteria based on logic
expressions.
● Symbolic testing, concolic testing.
● Specification-based logic coverage.
● Logic coverage for finite state machines.
● Input space partitioning: Input domain modeling, combination strategies criteria.
● Syntax based testing: Coverage criteria based on syntax, mutation testing
● Test case design (as learnt above) applied to
○ Testing OO-applications.
○ Testing web applications.
○ Testing embedded software.
○ Testing GUI.
Instruction Schedule
Week Lessons/Topics
Week 1 Motivation, testing terminologies, testing based on models and criteria, test automation
(JUnit).
Week 2 Graphs, as used in testing, structural graph coverage criteria, data flow coverage criteria.
Week 3 Graph coverage criteria applied to test source code,, classical source code testing criteria.
Week 4 Software design and integration testing, graph coverage applied to test for design
integration (call graphs), graph coverage applied to test specifications.
Week 5 Basics of logic as needed for testing (propositional and predicate logic, decidability
problems), logic coverage criteria.
Week 6 Logic coverage criteria applied to test code, specifications and finite state machines.
Week 7 Functional testing, input space partitioning and its various types used for black-box
testing.
Week 8 Syntax-based testing, mutation testing, mutation testing for source code.
Week 9 Mutation testing for integration and inputs, comparison of mutation testing with graph
and logic based criteria.
Week 10 Testing of object-oriented applications (OO-call coverage, Yo-Yo graphs for testing of
OO features), testing of web applications.
Learning Resources
● Paul Ammann and Jeff Offutt, Introduction to Software Testing, First South Asian Edition,
Cambridge University Press, 2009.
● Paul C. Jorgensen, Software Testing: A Craftsman’s Approach, Special Indian Edition, CRC Press,
2014.
● Research papers and survey articles on Software Testing, files made available to students.
Assessment Plan
Percentage of
S. No. Focus of Assignment / Project
distribution
1 First quiz 15%
2 Mid-term examination 25%
3 Second quiz 15%
4 Project 20%
5 Final exam 25%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
1 First quiz CO1, CO2.
2 Mid-term examination CO2, CO3, CO5.
3 Second quiz CO4, CO8.
4 Project All the COs.
5 Final exam CO6, CO7, CO9.
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms.
● Manual evaluation of essay type / descriptive questions.
● Automatic plagiarism check using tools.
● Manual code walk through and automatic evaluation through execution of projects.
Students will be provided opportunity to view the evaluations done where possible either in person
or online.
Academic Dishonesty/Plagiarism
As per institute policy.
Accommodation of Divyangs
As per institute policy.
Course Syllabus
Course Code / Course Name CS825/Graph Theory
Course Instructor Name(s) Pradeesha Ashok and Meenakshi D’Souza
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes The course teaches fundamentals of graph
theory. Graphs are widely used in several
areas in Computer Science including
algorithms, computer networks and web
science. A thorough understanding of the
fundamentals in this area will help students
Direct focus on employability with taking up jobs in these areas.
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
Graphs are considered to be one of the most important data structures in Computer Science and
are also used in several adjacent areas including communication networks, Biology, Chemistry
etc. Graphs are extensively used by current day social networks, for study of routes and maps and
in web science. There are several interesting theoretical problems in Graph Theory that are induced
by these applications and also by its use in Mathematics. A thorough study and understanding of
concepts in Graph Theory will pave the way for understanding applications and theoretical
foundations in this area.
Cla
PO/ ss Tut
Id Course Outcome CL KC
PSO (Hr (Hrs)
s)
CO1 Understand all the basic terminologies related to PO4 U C, P 8
graphs, including trees and forests.
CO2 Understand matchings on graphs and special PO4 U, C, P 4
classes of bipartite graphs and the basic results Ap
regarding them.
CO3 Understand the min-max relations between the PO4 U, C, P 6
notions of matching, independent set, vertex covers Ap
and edge covers.
CO4 Understand the notion of vertex and edge PO4 U C, P 6
connectivity, specifically 2- and 3-connectedness in
graphs.
CO5 Understand the notion of graph vertex coloring and PO4 U, C, P 8
chromatic number, bounds of chromatic number Ap
with respect to other graph parameters.
CO6 Understand the notion of graph edge coloring and PO4 U, C, P 3
chromatic index, bounds of chromatic index with Ap
respect to other graph parameters.
CO7 Understand the concept of planar graphs, PO4 U, C, P 7
properties of planar graphs and their connection to Ap
graph coloring and graph minors.
CO8 Understand the basic concepts of Hamiltonian PO4 U C, P 3
graphs and Ramsey theory.
Total hours 45
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
The following topics will be taught in the course. For each of the topics, all the definitions, basic
and landmark results will be covered in the respective areas.
● Basics Graphs, the degree of a vertex, Paths and cycles, Connectivity, Trees
and Forests, Bipartite Graphs, Contraction and minors.
● Matching, Matching in Bipartite graphs- Konig's Theorem, Hall's Theorem, Matching in
General graphs - Tutte's theorem, Path Covers - Gallai Milgram Theorem.
● Connectivity 2-connected and 3-connected graphs, Menger’s Theorem.
Week 1 Motivation, introduction to graphs and all elementary definitions and terms related to
graphs.
Week 2 Paths, cycles, trails, bipartite graphs, Eulerian circuits, vertex degrees and counting,
graphic sequences.
Week 3 Trees, their basic properties, distance in trees and graphs, spanning trees, enumeration of
trees.
Learning Resources
● Douglas B. West, Introduction to Graph Theory, 2nd edition, Pearson, 2018.
● Introduction to Graph Theory by Douglas B. West, Pearson Education, Second Edition, 2001
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Quizzes - 30%
Mid- term exam - 25%
Final exam - 25%
Project - 20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 First quiz CO1, CO2
2 Mid-term examination CO2, CO3, CO4
3 Second quiz CO5, CO6
4 Project (theory project) All the COs.
5 Final exam CO7, CO8
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Students learn programming in
Visualization libraries in Python or graphics
libraries in C++, either of which are
Direct focus on employability important for industrial opportunities
Focus on skill development Yes Use of Eclipse, VS Code development tools
Focus on entrepreneurship No
Yes Students learn to read a top-tier conference
Provides value added / life skills paper, write a technical report, and present
(language, writing, communication, etc.) the same to the class
This course is a graduate-level course for which the goal is “to provide students with
concepts and a firm mathematical foundation, as well as technical aspects of algorithms.
Practical skills in programming visualization algorithms, using commercial visualization
tools, and applying methodologies and techniques to new problems are taught in
accompanying exercises.” – this is as stated in “Curriculum for a Course on Scientific
Visualization,” a peer-reviewed paper by Rotard et. al in Proceedings of
Eurographics/ACM Siggraph Workshop on Computer Graphics Education, in 2004, and
can be extended to information visualization as well.
In short, this course will cover techniques and evaluation of visualizations of scientific and
information data. The outcome of this course is to bring up the knowledge and practice of
visualization in students to requirements of a graduate level course. The lectures cover
the areas of scientific and information visualization.
Class
Id Course Outcome PO/ PSO CL KC
(Hrs)
CO1 Understand the definition of data visualization PO1 U C 4
including its scope and limitations through theory
and classical visualizations
Total hours 60
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
(Total) 60
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
● The assignment description with all logistics are provided to the students on LMS. “Start
early and finish on time” is the guiding principle for all assignments in this course.
● All programming assignments and tests shall be submitted on LMS.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses the following evaluation procedures as part of the course:
● Manual evaluation of programming assignment code and demonstrations
● Plagiarism check using tools and manual evaluation
Students will be provided opportunity to view the evaluations done where possible either in
person or online.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This course has zero-tolerance for cheating and plagiarism. Any violation may result in
an F grade and further disciplinary action may be initiated as per the Institute’s policies.
Ignorance of what constitutes cheating and plagiarism is not an excuse! If you have any
doubts, contact the instructor. All material that will be used for the assessment of the
student’s performance shall be original work.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
No The course helps developing Skills for
Direct focus on employability Data Analysis
Focus on skill development Yes The course helps developing Skills in TDA
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
● Basic Topology: Topological spaces, Invariants, Continuity, Compactness,
Connectedness, Quotient Space, Surfaces, Homeomorphisms, Homotopy, Isotopy.
● Morse Theory: Generic smooth functions, Morse functions, Morse lemma, Gradient
vector field on a manifold, Attaching cells, Transversality, Integral lines, Stable and
unstable manifolds, Morse-Smale functions and complexes, Morse inequalities, Floer
homology, Relation between Morse theory and Homology.
Instruction Schedule
[Provide session-wise schedule]
Section/Topic Week CO Mapping
Basic Topology Week 1-3 CO1, CO2
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Computational Topology: An Introduction, Gunter Rote and Gert Vegter (Springer book
chapter)
2. Computational Topology: An Introduction-Herbert Edelsbrunner, John Harer, American
Mathematical Society, 2010.
3. Topology for Computing-Afra Zomorodian, Cambridge University Press, 2005.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
1. Mid-term: 40%
2. Project: 40%
3. Presentation: 20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
Focus of Assignment / Project CO Mapping
No.
1 Final Project will be implementation of an algorithm on: CO4, CO5, CO6,
Simplicial Homology/Topology of Surfaces/ CO7
Persistence Diagram/ Data-structure to capture Scalar Topology
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Course Pre-Requisites First level course on Probability, Statistics and Linear Algebra
First level course on Discrete Mathematics
Additional Focus Areas
Select zero or more from the following and write one sentence explaining the how the focus areas covered as part of
the course.[NAAC criteria 1.1.3, 1.3.2].
Yes /
Focus Area Details
No
No Topics covered in this course is used in
several application areas including Agent-
based modeling, Autonomous Vehicles,
Strategic Management, Policy Design, etc.
However, the course itself is not modeled
Direct focus on employability for any specific employability requirement.
Yes Develop skills in Agent based modeling
Focus on skill development tools.
No Course focuses on technology and
Focus on entrepreneurship concepts
Provides value added / life skills Yes Mandate system of evaluation requires
(language, writing, communication, students to develop design, synthesis and
etc.) presentation skills.
In this course, we will briefly introduce different models of computational agency, as well as essential
elements of distributed computing, rational choice theory, game theory, extensive game modeling and
reinforcement learning, negotiations, voting and auction theories.
Multi-agent simulations are also increasingly used to understand the implications of policy
interventions in human societies, where autonomous agents represent human individuals or
collectives. Human rationality is known to have important differences from classical rational choice
theory. This course also addresses human rationality and its various traits like bounded rationality,
risk aversion, rational empathy, common rational fallacies, etc.
Course Content
Mandate - 1: Introductory concepts and fundamentals of distributed systems
Introductory concepts:
Instruction Schedule
● Mandate - 1: 3 weeks
● Mandate - 2: 2 weeks
● Mandate - 3: 5 weeks
● Mandate - 4: 3 weeks
● Mandate - 5: 3 weeks
Learning Resources
1. Jose M Vidal. Fundamentals of Multi-agent Systems using NetLogo. Available online.
2. C.H. Papadimitriou. Algorithms, Games, and the Internet. Proc. STOC-2001, ACM Press,
2001. Invited talk write-up.
3. M. Wooldridge and N.R. Jennings. Intelligent Agents: Theory and Practice. Knowledge
Engineering Review, 10(2):115-152, 1995. (URL:
http://www.csc.liv.ac.uk/~mjw/pubs/ker95.pdf)
Topics from Game Theory
1. M.J. Osborne. An Introduction to Game Theory. Oxford University Press, 2004. (Chapters:
1,2,9,13,14)
Negotiations
1. Eithan Ephrati and Jeffrey S. Rosenschein. Multi-Agent Planning as a Dynamic Search for
Social Consensus. The Thirteenth International Joint Conference on Artificial Intelligence,
Chambery, France, August 1993, pages 423-429.
2. Eithan Ephrati and Jeffrey S. Rosenschein. Journal of Artificial Intelligence. Deriving
Consensus in Multi-agent Systems. Volume 87, Numbers 1-2, November 1996, pages 21-74.
Auctions
1. R.P. McAfee and J. McMillan. Auctions and Bidding. Journal of Economic Literature,
25:699-738, 1987.
2. T.W. Sandholm. Distributed Rational Decision Making. In G. Weiss (ed.), Multiagent
Systems, MIT Press, 1999. (URL: http://www.cs.cmu.edu/~sandholm/rational.ps)
3. T.W. Sandholm. Optimal Winner Determination Algorithms. In P. Cramton et al. (ed.),
Combinatorial Auctions, MIT Press, 2006. (URL:
http://www.cs.cmu.edu/~sandholm/windetalgs.pdf)
4. L.M. Asubel and P. Milgrom. The Lovely but Lonely Vickrey Auction. In P. Cramton et al.
(ed.), Combinatorial Auctions, MIT Press, 2006. (URL:
http://www.stanford.edu/~milgrom/publishedarticles/Lovely%20but%20Lonely%20Vickrey
%20Auction-072404a.pdf)
5. H.R. Varian. Economic Mechanism Design for Computerized Agents. Proc. Usenix
Workshop on Electronic Commerce, 1995. (URL:
http://www.sims.berkeley.edu/~hal/Papers/mechanism-design.pdf)
Software Resources
● NetLogo. http://ccl.northwestern.edu/netlogo/
● VisualBots. http://www.visualbots.com/index.htm
● MASON. http://www.cs.gmu.edu/~eclab/projects/mason/
● Repast. http://repast.sourceforge.net/
Other WWW links
Assessment Plan
Mandate system of assessment is used in this course. Each learning mandate requires every student
to make at least one primary (and any number of secondary) mandate contributions, which are
graded directly with the IIITB letter grade. Each mandate also has an end-of-mandate quiz that is
administered as a pass/fail requirement. Overall grade is the average of letter grades obtained over
all mandate contributions.
For large classes (60+ students), the mandate system is modified as follows:
1. Students need to make just one primary mandate contribution relevant to any mandate of
their choice, over the entire course-- and not one contribution per mandate
2. The end-of-mandate quiz will be graded towards the final grade
3. All quizzes and the mandate contributions will have equal weightage. Hence, if the course
has 4 mandates, then each reflection quiz, and the course-wide mandate contribution, will
have a weightage of 1/5 each.
More details about the Mandate-oriented classroom model may be found here:
https://docs.google.com/document/d/1suVvDnzqJkrFv1IywDiEdDaXihngMXh3cAPmoSR0DlE/edit?usp
=sharing
Assignments / Projects
None. Please see details about mandate contributions above.
Evaluation Procedures
Mandate system of assessment is used in this course. Each learning mandate requires every student
to make at least one primary (and any number of secondary) mandate contributions, which are
graded directly with the IIITB letter grade. Each mandate also has an end-of-mandate quiz that is
administered as a pass/fail requirement. Overall grade is the average of letter grades obtained over
all mandate contributions.
For large classes (60+ students), the mandate system is modified as follows:
1. Students need to make just one primary mandate contribution relevant to any mandate of
their choice, over the entire course-- and not one contribution per mandate
2. The end-of-mandate quiz will be graded towards the final grade
3. All quizzes and the mandate contributions will have equal weightage. Hence, if the
course has 4 mandates, then each reflection quiz, and the course-wide mandate
contribution, will have a weightage of 1/5 each.
More details about the Mandate-oriented classroom model may be found here:
https://docs.google.com/document/d/1suVvDnzqJkrFv1IywDiEdDaXihngMXh3cAPmoSR0DlE/edit?usp
=sharing
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name CS715 Computational Geometry
Course Instructor Name(s) Pradeesha Ashok
Hours Component
4 Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 4:0:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
X
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes The course discusses problems and
techniques that can be applied in many real
world scenarios. The ideas and techniques
can be applied in a variety of areas
including robotics, data science, machine
Direct focus on employability learning and visualization.
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
This course covers algorithms and techniques from the field of geometry. The problems are
motivated by applications in areas like computer graphics, geographic information systems
(GIS), robotics etc. The emphasis of the course will be on different classes of geometric
problems and the concepts and techniques needed to solve it. These algorithms can be applied
in a number of areas like data science, visualization and machine learning.
Clas
PO/ Tut
Id Course Outcome CL KC s
PSO (Hrs)
(Hrs)
CO1 Compute the convex hull of a set of points in the PO4 Ap C, P 3
planes using incremental algorithm and Jarvis
March
CO2 Solve the Line Segment intersection problem and PO4 Ap C, P 6
Map overlay problem using suitable data
structures
CO3 Solve the orthogonal range searching problem PO4 Ap C, P 6
using geometric data structures
CO4 Solve the point location problem in the plane using PO4 Ap C, P 6
randomized incremental algorithm and appropriate
data structures
CO5 Compute the voronoi diagram and delaunay PO4 Ap C, P 8
triangulation of a set of points in the plane.
CO6 Solve the Art Gallery problem using the PO4 Ap C, P 8
algorithms for triangulation of a set of points in the
plane
CO7 Compute the VC Dimension of a geometric set PO4 Ap C, P 4
system using basic theorems of Combinatorial
Geometry
CO8 Understand the concept of Epsilon nets and PO4 U C 4
Epsilon Net Theorem.
Total hours 45
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Convex Hulls : Definition and properties of convex hull, Jarvis March Algorithm, Incremental Algorithm
• Line Segment Intersection and Map Overlay problem : Doubly Connected Edge List, The incremental
algorithm,
• Polygon triangulation : Art Gallery problem, Partitioning to monotone pieces, Triangulating a monotone
polygon
• Voronoi Diagrams and Delaunay Triangulation : Properties of Voronoi diagram and Delaunay
triangulation, Fortune’s Algorithm, Randomised algorithm for Delaunay triangulation
Combinatorial Geometry : Basic Theorems - Radon’s lemma, Helly’s theorem, Centerpoint theorem
• Epsilon nets : VC Dimension, definition of epsilon nets, Epsilon net theorem, Epsilon nets for basic
geometric set systems
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Text Book:
Mark de Berg, Otfried Cheong, Marc van Kreveld, and Mark Overmars, Computational
Geometry: Algorithms and Applications, third edition, Springer-Verlag, 2008.
References:
Franco P Preparata and Michael Shamos, Computational Geometry: An Introduction,
Springer-Verlag, 1985.
J. R Sack & J. Urrutia, Handbook of Computational Geometry, Elsevier Science, 2000.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments - 30%
Seminar - 30%
Implementation Project - 30%
Course Participation - 10 %
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Assignment 1 CO1, CO2, CO3
2 Assignment 2 CO4, CO5, CO6
3 Assignment 3 CO7, CO8
4 Project CO1-8
5 Seminar CO1-8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
No Although Network Science is used in
various jobs including strategic
management, marketing, forensics, etc. the
course is not targeted directly at
Direct focus on employability employability in any specific domain.
Yes Develops Network Analytics skills using
Focus on skill development igraph or an equivalent Network library.
No Course focuses on technology and
Focus on entrepreneurship concepts
Provides value added / life skills Yes Mandate system of evaluation requires
(language, writing, communication, students to develop design, synthesis and
etc.) presentation skills.
Networks are everywhere – connecting ‘agents’ of different types by edges representing their
interactions: phone networks connect people through voice, text, or video linkages; electrical networks
capture the connectivity between sources of generation and loads which consume the power that flows
in the network; biological networks are used to model the nature of interaction between agents
representing biological entities such as proteins; social networks model online interactions between
social agents – people; and so on.
Network Science today has rapidly emerged as a vast interdisciplinary field of investigation, with tools
and techniques drawn from many disciplines, ranging from the basic sciences, such as physics and
biology, to the engineering sciences such as electrical engineering, through graph theory and learning
in computer science and mathematics, and the social sciences, drawing in topics from microeconomics
and game theory.
One of the central goals of Network Science is the study of complex phenomena arising from the
interaction of a large number of agents interconnected by a network of linkages. These studies attempt
to model and characterize the behaviour of agents located at the nodes, the impact of network structure
on such behaviour and their characterization, and the dynamics that may result from changes to the
network structure and properties.
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
Course Content
Mandate - 1: Network Science and Analytics Fundamentals
● Introduction to Network Science for the Web
● Models of the Web
● Analytics Fundamentals
○ Confirmatory Analytics
○ Exploratory Analytics
○ Generative Analytics
● Stochastic Processes
Instruction Schedule
1. Mandate 1: 3 weeks (instruction + mandate contributions)
2. Mandate 2: 5 weeks (instruction + mandate contributions)
3. Mandate 3: 4 weeks (instruction + mandate contributions)
4. Mandate 4: 4 weeks (instruction + mandate contributions)
Learning Resources
Some mandate-specific reading materials, that are updated year on year, are made available
through the LMS during the course.
Reference texts:
1. Albert-Laszlo Barabasi. Network Science. http://networksciencebook.com/
2. Filippo Menczer, Santo Fortunato, Clayton Davis. A First Course in Network Science.
Cambridge University Press. Feb 2020.
3. Börner, Katy, Soma Sanyal, and Alessandro Vespignani. "Network science." ARIST 41,
no. 1 (2007): 537-607.
4. Ulrik Brandes and Thomas Erlebach. 2005. Network Analysis: Methodological
Foundations (Lecture Notes in Computer Science). Springer-Verlag New York, Inc.,
Secaucus, NJ, USA.
5. Easley, D. Kleinberg, J. Networks, Crowds, and Markets: Reasoning About a Highly
Connected World. ISBN 9781139490306.
http://books.google.co.in/books?id=atfCl2agdi8C 2010. Cambridge University Press
6. Ben Gal I (2007). "Bayesian Networks" (PDF). In Ruggeri F, Kennett RS, Faltin FW
(eds.). Support-Page. Encyclopedia of Statistics in Quality and Reliability. John Wiley &
Sons. doi:10.1002/9780470061572.eqr089. ISBN 978-0-470-01861-3.
WWW links:
1. Cuttlefish: https://github.com/dev-cuttlefish/cuttlefish
2. Cytoscape: https://cytoscape.org/
3. Gephi: https://gephi.org/
4. igraph: https://igraph.org/
5. NodeXL: https://www.smrfoundation.org/nodexl/
6. Pajek: http://mrvar.fdv.uni-lj.si/pajek/
7. OpenBUGS (Bayesian Inference Using Gibbs Sampling) http://www.openbugs.net/
8. JAGS (Just Another Gibbs Sampler) http://mcmc-jags.sourceforge.net/
9. DAGitty (Draw and analyze causal diagrams) http://dagitty.net/
Network Datasets:
1. Network Science Book Datasets.
http://networksciencebook.com/translations/en/resources/data.html
2. SNAP. Stanford Large Network Dataset Collection. https://snap.stanford.edu/data/
3. Network Repository. http://networkrepository.com/networks.php
Assessment Plan
Mandate system of assessment is used in this course. Each learning mandate requires every student
to make at least one primary (and any number of secondary) mandate contributions, which are
graded directly with the IIITB letter grade. Each mandate also has an end-of-mandate quiz that is
administered as a pass/fail requirement. Overall grade is the average of letter grades obtained over
all mandate contributions.
For large classes (60+ students), the mandate system is modified as follows:
1. Students need to make just one primary mandate contribution relevant to any mandate of
their choice, over the entire course-- and not one contribution per mandate
2. The end-of-mandate quiz will be graded towards the final grade
3. All quizzes and the mandate contributions will have equal weightage. Hence, if the course
has 4 mandates, then each reflection quiz, and the course-wide mandate contribution, will
have a weightage of 1/5 each.
More details about the Mandate-oriented classroom model may be found here:
https://docs.google.com/document/d/1suVvDnzqJkrFv1IywDiEdDaXihngMXh3cAPmoSR0DlE/edit?usp
=sharing
Assignments / Projects
None. Please see details about mandate contributions above.
Evaluation Procedures
Mandate system of assessment is used in this course. Each learning mandate requires every student
to make at least one primary (and any number of secondary) mandate contributions, which are
graded directly with the IIITB letter grade. Each mandate also has an end-of-mandate quiz that is
administered as a pass/fail requirement. Overall grade is the average of letter grades obtained over
all mandate contributions.
For large classes (60+ students), the mandate system is modified as follows:
4. Students need to make just one primary mandate contribution relevant to any mandate of
their choice, over the entire course-- and not one contribution per mandate
5. The end-of-mandate quiz will be graded towards the final grade
6. All quizzes and the mandate contributions will have equal weightage. Hence, if the course
has 4 mandates, then each reflection quiz, and the course-wide mandate contribution, will
have a weightage of 1/5 each.
More details about the Mandate-oriented classroom model may be found here:
https://docs.google.com/document/d/1suVvDnzqJkrFv1IywDiEdDaXihngMXh3cAPmoSR0DlE/edit?usp
=sharing
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name Human Computer Interaction
Course Instructor Name(s) Linus Kendall
Hours Component
36 Lecture (1hr = 1 credit)
Credits (L:T:P)
(Lecture : Tutorial : Practical)
9 Tutorial (1hr = 1 credit)
30 Practical (2hrs = 1 credit)
L:T:P = 2:1:1 Total Credits = 60
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
X
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes Interaction Design is taught in the course
which is commonly desired skills by
Direct focus on employability employers
Yes The course teaches skills of evaluating and
Focus on skill development designing technology
Yes The course teaches how to identify
opportunities for and consequently design
innovative technologies, in a similar way to
Focus on entrepreneurship how start-ups create technology
Provides value added / life skills Yes Presentation skills and communication of
(language, writing, communication, design research
etc.)
Design is central to HCI and accordingly in this course the design process is in focus. It is through
design – methods and approaches to creating new forms of technology – that HCI can transform,
for example, social concerns or personal needs into new technologies and associated practices.
During the course, students will broadly be following the structure of a design project. Throughout
the design project’s different phases, students will engage with a wide variety of theory and
methods of HCI. The focus will lie on screen based interfaces – but students will also consider
other interaction modalities such as wearables or voice based interfaces. The primary design
approach students will take focuses on human centered and participatory approaches. Increasingly,
these approaches have been recognized as crucial for technology interventions to be able to serve
the needs of its users.
This course provides a foundation relevant to any student who will take part in technology design
or implementation. While design is often thought of as part of specialized practice of consultancies
or internal design teams, in this course students will consider how design is part of any project that
involves digital technologies. The methods and approaches taught can be used regardless of
whether as part of a formal design process, or informally used in a technology implementation
project.
Pract
PO/ Class Tut
Id Course Outcome CL KC ical(H
PSO (Hrs) (Hrs)
rs)
CO1 Apply appropriate methods to study a specific PO1 Ap 6 6
user group or usage situation ply
ing
CO2 Formulate and communicate design PO2 Ap 3 1.5 6
opportunities, constraints and requirements ,PO ply
from such a study 3, ing
PO4
CO3 Design and critically evaluate different PO1 Ap 1.5 2 6
solutions to a design problem, drawing on HCI ,PO ply
theory and practice, experience of the problem 3, ing
domain and user studies PO4
CO4 Manifest designs through appropriate use of PO4 Ap 4.5 2 6
low and high-fidelity prototypes ply
ing
CO5 Evaluate prototypes and designs PO3 Ev 3 2 6
,PO alu
4,P ati
O5 ng
CO6 Discuss the theoretical underpinnings of Cr 3
human computer interaction and their eat
relevance to a given design task ing
CO7 Identify broadly applicable design principles to PO3 Ap 4.5
a given design task in relevant domains ,PO ply
4 ing
CO8 Locate design activities in relation to other Un 3
parts of software development and der
implementation practice sta
ndi
ng
CO9 Appreciate how socioeconomic concerns can PO3 Ev 3 1.5
be translated into practice through HCI via ,PO alu
choice of method as well as designs 4,P ati
O5 ng
CO10 Appreciate how HCI and design itself is a PO5 Ev 1.5
political act, and engages with the broader alu
political economy ati
ng
Total 36 9 30
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
1. What is usability, interaction design and user research.
2. User research methods.
3. Analysis and presentation of user research findings.
4. Interaction paradigms, interaction styles, user interface types
5. Prototyping
6. Evaluation of user interfaces and prototypes.
7. Visual design & design toolkits
8. Sociotechnical system design.
9. Accessibility.
10. The organisational context of design.
11. Participatory design.
12. The political role of design.
Instruction Schedule
Learning Resources
The primary textbook for the course will be the Encyclopedia of Human Computer Interaction, freely
available https://www.interaction-design.org/literature/book/the-encyclopedia-of-human-computer-
interaction-2nd-ed.
Other material will be articles for reading before each lecture, academic articles and excerpts from
textbooks. Additionally, videos and other material will be assigned to lectures as required.
Assessment Plan
● 5% - Class attendance
● 15% - Mid-term written paper and presentation 1000 word hand in plus oral presentation on topic
covered in the first half of the course.
● 45% - Group activities and workshops participation in workshops and activities throughout each
stage of the design process.
● 35% - Project, presentation and written hand in final project assignment conducted throughout the
course, completion of evaluated prototype, write-up and presentation of project. Each person
needs to attend at least one of the other group’s presentations.
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Midterm presentation & paper on a theoretical subject CO6
within HCI
2 CO1,CO2,CO3,CO4,CO
HCI project conducted throughout the course 5,CO7
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Students will be provided opportunity to view the evaluations done where possible either in
person or online.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Teaches students how social divides shape the
heterogeneous consequences of a technology
initiative, and sensitises them to the importance
of factoring this into the design, deployment and
use of digital technologies for diverse
populations
Direct focus on employability
Yes Teaches critical thinking and analytical skills
Focus on skill development
Yes Highlights cases of development-focussed
entrepreneurial ventures; teaches how to
analyse the challenges and promise of such
Focus on entrepreneurship ventures
Yes Trains students in reading, writing and skills of
Provides value added / life skills constructing an evidence-based argument
(language, writing, communication, etc.) about the working of a technology initiative
‘Development’ has come to stand in for a variety of social, economic and political transformations in the
past century, with its meaning and goals being redefined many times in that period. Our first step in this
course will be to distinguish between the various senses of ‘development’ that prevail. We will trace the
interplay of these different histories and meanings of development to understand why trajectories of social
change have diverged dramatically in different geographies and times. Throughout, our focus will be on the
central role accorded to technology in these theories and processes of social change.Subsequent modules
will focus more narrowly on the contemporary production, deployment and use of novel digital technologies
against the backdrop of this relationship between distinct senses of development. They will draw on
examples of digital technology use in the domains of health, education, agriculture, governance and political
advocacy in parts of Asia, South America and Africa. Our examples help us understand how the many kinds
of development we studied shape digital spaces and, in so doing, open up possibilities for that space to be
leveraged both to reinforce and to challenge existing inequalities and divides in different geographies.
In keeping with the larger goals of the Digital Society and other Masters programmes at IIITB, the lectures
and assignments of the course are structured so as to encourage students to understand the socio-
economic, cultural, and political factors that shape the implications of technology deployment in a
development context and for various marginalised populations. They also encourage students to carry out
independent secondary research of significant depth on a given geography, sector and ICTD initiative.
Throughout, the course provides opportunities to students to apply their understanding of social divides to
the reproduction and contestation of social divides in the design, deployment and use of digital
technologies.
This course will be a foundation for students planning to take courses on e-governance, AI ethics or Social
Media that examine technology use in the context of marginalised communities.
PO CL KC Class Tut
Course Outcome (Hrs) (Hrs)
CO7 Analyze how social divides are reproduced and PO3, Ap, C 2.5 5
contested in the design, deployment, and use of PO4 E
digital technologies
45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Module 1 (towards CO1, CO8): Divides, Digital and Social (4 lectures, 1 essay discussion session)
• Theories of information society and digital divides
• Introduction to studying divides using the example of development theory and practice
Module 2 (towards CO2, CO3, CO7, CO8): Theories and critiques of Development (8 lectures, 1
essay discussion session)
• Overview of the multiple meanings and goals of ‘development’ and how these have been contested by
various actors at different points in history
• Differentiating between ‘little d’ and ‘Big D’ development, and how they shape each other
• Classical theories explaining capitalism (little d development) and the role of technology in each
• Outlining the eras of interventional Development since WWII (Big D development) and the role of
technology in each: Modernization approach, Dependency Theory, Washington Consensus and the Neo-
Liberal Turn, Post-Development Critiques
• Insights from history and a framework to study digital technologies in development:
o identifying role of state vs. market
o understanding efficiency vs. equity implications of various development models and metrics
o learning to see role of structures and agency in how technological initiatives work
Module 3 (towards CO4, CO5, CO6. CO7, CO8): ICT for D (9 lectures, 1 essay discussion session)
• The role of devices, points of access and standards in ICTD interventions
• Cases of ICT deployment in education, finance, health, agriculture
• Analysing what is assumed and obscured, role of state and market, of structure and agency in each
case
Module 4 (towards CO7, CO7, CO8): ICTs in ‘little d’ development (4 lectures, 1 essay discussion
session)
• The commoditization of land, labour and knowledge as part of the capitalist development of ICT
industries
• Dissent in the digital era
Instruction Schedule
[Provide session-wise schedule]
Module 1
Session 1 Introduction to class
Session 2 Is the World Flat in the Age of Information?
Session 3 Living in an Information Society
Session 4 Theories of Digital Divides
Session 5 Discussion of Essay Rationale in class
Module 2
Session 6 The Many Definitions of Development
Session 7 Theories of Capitalist development I
Session 8 Theories of Capitalist development II
Session 9 Modernization and Dependency Schools of Development
Session 10 Challenges to the modernization approach (1970s)
Submission of Essay 1
Session 11Structural Adjustment and the Washington Consensus (1980s)
Session 12 Discussion of Essay 2 plan in class
Session 13 Post Development: Participatory and Sustainable Development?
Session 14 Post Development (contd.): Development through Markets?
Module 3
Session 15 The Vision for ICTD in the 2000s
Session 16 ICT Infrastructures – Devices, Connectivity, Access and Algorithms
Session 17 ICT Policy Environment – Standards, Regulation and Ethics
Session 18 ICTs in Literacy, Education, and Learning
Session 19 ICTs in Finance
Session 20 Discussion of Essay 3 plan in class
Session 21 ICTs in Agriculture
Session 22 ICTs in Health, Nutrition and Disability
Session 23 ICTs in Governance and Social Protection
Session 24 What is Assumed and What is Obscured in ICTD interventions
Module 4
Session 25 Discussing Essay 3 outline
Session 26 Real Estate in a Virtual World?
Session 27 Digital Labour
Session 28 Knowledge in the Age of Information
Session 29 Digital Counter Movements?
Module 5
Session 30 Beyond Empowerment and Instrumental Use?
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
There is no single prescribed textbook for this course. Students will rely on lecture notes and assigned
readings (excerpted from books or articles, a few of which are mentioned below). These will be made
available on the institute LMS.
• Bhatia, A and Bhabha, J. 2017. “India’s Aadhaar scheme and the promise of inclusive social protection.”
Oxford Development Studies Vol. 45 (1), pp. 64-79.
• Bonilla, Yarimar, and Jonathan Rosa. 2015. “# Ferguson: Digital protest, hashtag ethnography, and the
racial politics of social media in the United States.” American Ethnologist 42, no. 1: 4-17.
• Chan, Jenny, Ngai Pun, and Mark Selden. 2013. “The politics of global production: Apple, Foxconn and
China’s new working class.” New Technology, Work and Employment 28, no. 2: 100-115.
• Easterly, William R. 2002. The Elusive Quest for Growth: Economists’ Adventures and Misadventures in
the Tropics. Reprint edition. Cambridge, Mass.: The MIT Press.
• Escobar, Arturo. 1995. “Imagining a Post-Development Era.” In Power of Development edited by J.
Crush. London: Routledge.
• Eubanks, Virginia. 2018. “A Child Abuse Prediction Model Fails Poor Families” WIRED, January 15.
Evans, Peter. 2010. “Is it labor’s turn to globalize? Twenty-first century opportunities and strategic
responses.” Global Labour Journal 1, no. 3.
• Francis, E., Blumenstock, J., & Robinson, J. (2017). “Digital Credit: A Snapshot of the Current
Landscape and Open Research Questions.” Working Paper 516, The Bureau for Research and Economic
Analysis of Development.
• Frank, Andre Gunder. 1966 ‘The Development of Underdevelopment,’ Monthly Review (18): pp. 17-31.
• Gandhi, Rikin; Rajesh Veeraraghavan; Kentaro Toyama, and Vanaja Ramprasad. 2007. “Digital Green:
Participatory video for agricultural extension.” In IEEE Proceedings of Information and Communication
Technologies and Development, 2007: 1-10.
•Jensen, Robert. 2007. “The Digital Provide: Information (Technology), Market Performance, and Welfare
in the South Indian Fisheries Sector.” The Quarterly Journal of Economics 122 (3): 879–924.
• Jessop, Bob. 2007. Knowledge as a fictitious commodity: Insights and limits of a Polanyian perspective.
In Reading Karl Polanyi for the twenty-first century: Market economy as political project. Palgrave,
Basingstoke, pp. 115-134.
• Morawczynski, O. 2009. “Exploring the usage and impact of ‘‘transformational’’ mobile financial services:
the case of M-PESA in Kenya.” Journal of Eastern African Studies 3(3): 509-525
• Upadhya, Carol. 2007. “Employment, Exclusion and ‘Merit’ in the Indian IT Industry.” Economic and
Political Weekly, pp. 1863-1868.
• Vie, Stephanie. 2014. “In defense of “slacktivism”: The Human Rights Campaign Facebook logo as
digital activism.” First Monday 19, no. 4.
• W. W. Rostow, 1960. The Stages of Economic Growth: A Non-Communist Manifesto. Cambridge:
Cambridge University Press.
• Warschauer, Mark and Morgan Ames. 2010. “Can One Laptop Per Child Save the
• Webster, Frank. 2006. Theories of the Information Society. London; New York: Routledge. inclusive
social protection.” Oxford Development Studies Vol. 45 (1), pp. 64-79. World’s Poor?” Journal of
International Affairs 64(1)
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assessment criteria:
1. Class participation - 5%
2. Reading responses – 10%
3. Leading class – 10%
4. Essays (3) – 75%
a. Examining a chosen country’s development models – 15%
b. Examining the development planning and priorities of a specific sector in that country- 25%
c. Examining an ICT initiative targeted at above sector in chosen country – 35%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
No Focus of Assignment / Project CO Mapping
.
Class participation: Throughout the semester, in lecture-based and discussion CO1-CO6
sessions.
Your participation grade will be based on the extent to which you engage with the
material and in our discussions in class - you will find it very hard to do either if you
have not read the material for class.
CO4, CO5,
Leading class: Once or twice in the semester (depending on class size) CO6
You will be required to make a 15-minute presentation to the class at least once in
the semester. Your presentation will be evaluated for its ability to summarize the
main arguments of the readings assigned for that session and to raise questions.
CO3-CO6
Reading responses: 10 reading responses to be submitted through semester
You are required to post your reading responses (150 – 250 words) by midnight the
day prior to the session whose readings you are responding to. Individual responses
will not be graded (but if you don’t submit, that will reflect in your grade). You will be
graded overall for your ability to engage with, connect and challenge the concepts
introduced in your readings.
Module 2: You will respond to the readings assigned for a class session and post
responses for all 8 lecture-based sessions in the module. Module 3 and 4: Reading
responses for these modules will be Module-level i.e., you will be expected to
respond to one question that we pose in each module. You may use readings from
any one class from that module to answer that question.
CO7, CO8
Essays: 3 essays in the semester
You will be required to write a sequence of three essays for this course. The essays
will build on each other, and you will engage with them through the semester. Closer
to the submission date of the essays, there will be an in-class discussion session
where you will be required to discuss your essay plan with your classmates in
groups.
You will pick a country that the World Bank currently lists as low or low-middle
income and that is of interest to you. In your first essay, you will trace the history of
development in that country since the early 20 century, paralleling the theories and
th
histories we will discuss in class. For the second essay, you will pick a domain that
has been the target of Development activity in that country (eg., governance, health,
education) and trace its history, again paralleling class discussions. For your final
essay, you will build on your previous essays and once again leverage discussions
in class to analyse an ICT-based project currently underway in the country and
domain you picked. In each case, you will use your essay to engage with the
arguments of a relevant reading from class.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided an opportunity to view their graded essays over email or in person. They will
also have an opportunity to view other components of their score and enquire about them.
Students may follow any recognized citation standard such as APA, or Chicago, as long as they do so
consistently.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This class has a zero-tolerance policy towards plagiarism. Every time you plagiarize (even if you argue
that it is merely quoting someone without citing them), and starting from the first such instance, you
will receive a zero for that assignment. Please clear any citation queries you may have ahead of time
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
All readings and grading comments are made available in a digital format that is accessible for visually
challenged students. Other accommodations will be as per institute policy.
Course Syllabus
Course Code / Course Name DT211 Dynamics of the Information Technology Industry
Course Instructor Name(s) Balaji Parthasarathy
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 1 credit)
L:T:P = 3:0:0 Total Credits = 4
Grading Scheme x 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
X
VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
x iMTech x CSE
M.Tech x ECE
x M.Sc. x Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
x HSS/M
General
Yes /
Focus Area Details
No
Direct focus on employability
Focus on skill development
X The course provides analytical insights into
how changes in technology, public policies,
and business strategies have provided an
opportunity for new entrepreneurs in
Focus on entrepreneurship various parts of the world.
x The readings for the class, the discussions
around the readings, and the term papers
force students to articulate their ideas about
how opportunities for entrepreneurship
Provides value added / life skills emerge with the forces that shape new
(language, writing, communication, etc.) technologies.
Overview: This course is designed to analytically comprehend the institutional forces that have
shaped the changes to the technical, social and spatial divisions of labour in the information
technology (IT) industry. Such comprehension will help participants think about how changing
social and economic conditions determine what technologies are developed in the industry and
how they are produced, who produces them and where they are produced.
Format: All participants will be expected to read the assigned material and come prepared to
discuss it in class. Since the course will follow a seminar format, active participation in class
discussion will enhance the value of the class for everyone. One or two participants will be asked
to take charge of the readings in every class and make a twenty-minute presentation. The
presentations are not to be descriptive summaries; instead, they must synthesize the key ideas
and concepts in the readings and raise issues for discussion.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand the historical evolution PO3, Understand, Conceptual 9
of computing (from the mainframe PO5 Analyze
to the PC era), and networking (MSc)
(from local networks to the global PSO3
internet). (iMTech)
CO2 Identify economic characteristics of PO3, Understand Conceptual 3
IT and how they distinguish it from PO5
other industrial sectors. (MSc)
PSO3
(iMTech)
CO3 Understand the organisation of PO3, Understand Conceptual 3
production in the global hardware PO5
industry, especially semiconductor (MSc)
segment in Silcon Valley PSO3
(iMTech)
CO4 Understand the reasons behind PO3, Understand, Conceptual 6
the divergent trajectories of the PO5 Analyze,
Taiwanese and Indian hardware (MSc) Evaluate
industries PSO3
(iMTech)
CO5 Identify the quality/productivity PO3, Understand Conceptual 3
problems and the “software PO5
bottleneck” that have plagued (MSc)
software development. PSO3
(iMTech)
CO6 Understand the organizational PO3, Understand, Conceptual 6
and institutional responses to the PO5 Analyze
bottleneck, in the form of software (MSc)
services, packaged software and PSO3
open source software. (iMTech)
CO7 Understand the forces behind rise PO3, Understand, Conceptual 12
of the IT industry in emerging PO5 Analyze,
markets – Brazil, China, India, (MSc) Evaluate
Ireland, Israel, Russia PSO3
(iMTech)
CO8 Understand the emerging PO3, Understand, Conceptual 3
international division of labour PO5 Analyze,
in the global IT industry (MSc) Evaluate
PSO3
(iMTech)
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
John A.N. Lee. 1996. Those who forget the lessons of history are doomed to repeat it. IEEE
Annals of the History of Computing. 18(2):54-62.
Martin Campbell-Kelly and William Aspray. 2004 (2nd ed.). Computer: A History of the
Information Machine. Westview Press.
Carl Shapiro and Hal Varian. 1999. Information Rules: A Strategic Guide to the Network
Economy. Harvard Business School Press.
Annalee Saxenian. 1994. Regional Advantage: Culture and Competition in Silicon Valley and
Route 128. Harvard University Press.
John Mathews and Dong-Sung Cho. 2000. Tiger Technology: The Creation of a Semiconductor
Industry in East Asia. Cambridge University Press.
Dan Breznitz. 2007. Innovation and the State: Political Choice and Strategies for Growth in
Israel, Taiwan and Ireland. Yale University Press.
Eswaran Sridharan. 1995. The Political Economy of Industrial Promotion: Indian, Brazilian, and
Korean Electronics in Comparative Perspective 1969-1994. Praeger.
Frederick P. Brooks. 1995 (2nd edition). The Mythical Man-Month: Essays on Software
Engineering. Addison Wesley Longman.
Steve McConnell. 1999. After the Gold Rush: Creating a True Profession of Software
Engineering. Microsoft Press. pp.1-97
Michael Cusumano. 1992. Shifting economies: From craft production to flexible systems and
software factories. Research Policy. 21(5):453-480.
Marie Anchordoguy. 2000. Japan’s software industry: A failure of institutions? Research Policy.
29(3):391-408.
Edmund A. Egan. 1997. The Spatial Dynamics of the US Computer Software Industry. Ph.D.
Dissertation. University of California, Berkeley.
Yuko Aoyama and Hiro Izushi. 2003. Hardware gimmick or cultural innovation?
Technological, cultural and social foundations of Japan’s video-game Industry. Research Policy.
32(3):423-444.
Steven Weber. 2004. The Success of Open Source. Harvard University Press.
Josh Lerner and Mark Schankerman. 2010. The Comingled Code: Open Source and Economic
Development. MIT Press.
Balaji Parthasarathy. 2004. India’s Silicon Valley or Silicon Valley’s India? Socially embedding
the computer software industry. International Journal of Urban and Regional Research.
28(3):664-685.
Balaji Parthasarathy. 2010. The computer software industry as a vehicle of late industrialization:
Lessons from the Indian case. Journal of the Asia Pacific Economy. 15(3):247-270.
Melanie Feakins. 2007. Off and out: The spaces of certification - offshore outsourcing in St.
Petersburg, Russia. Environment and Planning A. 39(8):1889-1907.
Sean O’Riain. 2004. The Politics of High-Tech Growth: Developmental Network States in the
Global Economy. Structural Analysis in the Social Sciences 23. Cambridge University Press.
Yuri Takhteyev. 2012. Coding Places: Software Practice in a South American City. MIT Press.
Dan Breznitz and Michal Murphree. 2010. Run of the Red Queen: Government, Innovation,
Globalization and Economic Development in China. Yale University Press.
Balaji Parthasarathy and Bharath M Palavalli. 2011. The role of standards in technology-driven
commodity chains: The information and communication technology services industry in Dalian,
China, and Bangalore, India. In Morki Ohara, Manimegalai Vijayabaskar and Hong Lin (eds.).
Industrial Dynamics in India and China: Firms, Clusters and Different Growth Paths. Palgrave
Macmillan. pp.237-257
Annalee Saxenian. 2006. The New Argonauts: Regional Development in a Global Economy.
Harvard University Press.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
Focus of Assignment / Project
No. Mapping
1. Active participation in class discussions All COs
2. Potentially
In-class presentation of reading material (a few times a semester) any CO
3 An essay (limit 2000 words) on the importance of standards in the CO2
information economy.
4 An essay (limit 2000 words) comparing the evolutionary trajectories CO3
of the Indian and the Taiwanese hardware industries. CO4
5
CO5,
An essay (limit 5000 words) on the software bottleneck and its
transformation across the world. C CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essays (for assignments listed above)
Students will be provided opportunity to view the evaluations done where possible either in person
or onlin
Late Assignment Submission Policy
State any penalty policy for late submission
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Teaches students how social divides shape the
heterogeneous consequences of a technology
initiative, and sensitises them to the importance
of factoring this into the design, deployment and
use of digital technologies for diverse
populations
Direct focus on employability
Yes Teaches critical thinking and analytical skills
Focus on skill development
Yes Highlights cases of development-focussed
entrepreneurial ventures; teaches how to
analyse the challenges and promise of such
Focus on entrepreneurship ventures
Yes Trains students in reading, writing and skills of
Provides value added / life skills constructing an evidence-based argument
(language, writing, communication, etc.) about the working of a technology initiative
We will have a few reading exercises and presentations on digital product development and processes.
However, the primary focus would be the actual exercises.
PO CL KC Class Tut
Course Outcome (Hrs) (Hrs)
CO1 PO3 R, U C 4
Understand the basic elements of digital
product management
CO2 PO4, R, U C 4 4
Define and fine-tune framework to evaluate PO5
digital products
CO7 PO3, U, F, 6 2
Conceptualize and develop a metric to measure PO4 Ap C,
the effectiveness of a working system P
45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
1. Analysis of web based solutions used by people who don’t understand the underlying
technology, such as a) The railways reservation site b) Passport application and processing
c) Income tax d) Flipkart e) GOI sites f) PF g) e-learning sites
2. Analysis of a social media based solution to serve a public cause like a) Driving discipline
b) Better Queuing etiquette c) Public participation in road management.
3. Analysis and use of a method to gather and analyze data on the effectiveness of Ayurveda
or Yoga, such that it can compare with the drug approval process followed by big pharma.
4. Examining a solution which includes a hardware component to help increase literacy.
For exercises similar to #2, #3 and #4, the students will have to go through the whole development
life cycle. Implementation will have very minimal (or none) importance and thus the engineering
knowledge expected is minimal. If teams can be formed with sufficient engineering strength, then
one or more exercises (like say #2) will be implemented.
Instruction Schedule
[Provide session-wise schedule]
Week 1:
Introduction
Week 2:
Define an evaluation framework. Fine tune the evaluation framework each week.
Week 3:
Analyze IRCTC and IIIT Website
Week 4:
Analyze and compare Amazon and Flipkart.
Week 5:
Analyze IPTO and the PSK service.
Week 6 to 9:
Conceptualize and build a social network based solution for a social cause.
Week 10:
Student seminars on SDLC, HDLC, Design for Six Sigma and Agile processes
Week 11:
Discuss how the Month 2 exercise could have been done better. Analyze an Indian e-learning
site.
Week 12, 13:
Conceptualize and develop (building a working prototype is not mandatory) a solution to
measure the effectiveness of Yoga or Ayurveda. The aim is to make the measure comparable
to the drug approval process followed by big pharma.
Week 14, 15:
Conceptualize and develop a solution using digital technologies to eliminate illiteracy in a
geography.
Week 16:
Recap
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assessment criteria:
Presentation: 15%
Discussions and ideas: 15%
Workshops on analysis and evaluation: 20%
Workshops on conceptualization and product building: 50%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
No Focus of Assignment / Project CO Mapping
.
Presentation: CO1-CO6
Discussions and ideas: CO4, CO5,
CO6
Workshops on analysis and evaluation: CO3-CO6
Workshops on conceptualization and product building: CO7, CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided an opportunity to view their graded essays over email or in person. They will
also have an opportunity to view other components of their score and enquire about them.
Late Assignment Submission Policy
State any penalty policy for late submission
Students will not be allowed to submit their essays or other assignments later than the deadline other
than for valid medical reasons.
Students may follow any recognized citation standard such as APA, or Chicago, as long as they do so
consistently.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability
x Engages students to critically think about
how/why social and political factors
continue to influence the location of
economic activity despite certain activities
taking place in the “cloud” or in
Focus on skill development cyberspace.
Focus on entrepreneurship
x The readings for the class, the discussions
around the readings, and the term paper
force students to articulate their ideas
Provides value added / life skills about the relationship between technology,
(language, writing, communication, etc.) globalization and location,
Yet, locational determinants keep changing. As technological change makes possible the
production of new goods and services, it opens up new “windows of locational opportunity”. Where
those goods can be produced - either because of the cost and availability of inputs like specific
skills, or because of politically negotiated policies governing intellectual property rights, or access
to venture capital – opens up new locational possibilities which, in turn, is accompanied by shifts
in the direction and volume of global flows.
The course will draw on theoretical frameworks from economic geography and development
geography to unravel the complexity of locational decisions with examples. The course will begin
with static theories of comparative advantage that explain how individual firms in specific sectors
chose optimal locations based on access to raw materials and final markets. It will then move to
explain how firm location is also determined by proximity to other firms, many of whom may be
competitors. This is because of access to shared institutions, such as universities supplying
skilled labor, or inputs such as new ideas, which are intangible. The short term costs of locating
in such agglomerations are outweighed by the long term benefits of being in a place where, as
the British economist Alfred Marshall, pointed out, “the secrets of the trade are in the air”.
The course will also examine how globalization opens up opportunities beyond national
boundaries as firms and their activities are spread across the world. Countries and regions that
have the infrastructure, the technology and the skills are in the best position to benefit. However,
when such conditions are not met, development geography describes and explains the cases of
countries like Korea or Taiwan, where political consensus to achieve economic goals has made
it possible to “catch-up” with industrialized countries. Even in countries like India, where
consensus and catch-up are less evident, improvement in economic prospects requires greater
connections with the global economy. Such connections are being made easier by technological
improvements, especially in IT. A happy outcome, at least for India, is the rise of Bangalore as a
prominent agglomeration of the global software industry.
Format: All participants will be expected to read the assigned material and come prepared to
discuss it in class. Since the course will follow a seminar format, active participation in class
discussion will enhance the value of the class for everyone. One or two participants will be asked
to take charge of the readings in every class and make a twenty-minute presentation. The
presentations are not to be descriptive summaries; instead, they must synthesize the key ideas
and concepts in the readings and raise issues for discussion.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand classical location PO2, Understand Conceptual 6
theory PO5
(M.Sc.)
PSO3
(iMTech)
CO2 Understand (inter)national PO2, Understand, Conceptual 6
development theories PO5, Analyze
(M,Sc.)
PSO3
(iMTech)
CO3 Understand developmental PO2, Understand, Conceptual 6
impacts/outcomes of regional PO5 Analyze
policies (M.Sc.)
PSO3
(iMTech)
CO4 Conceptualize globalization PO2, Understand, Conceptual 4
PO5 Analyze
(M.Sc.)
PSO3
(iMTech)
CO5 Understand new institutional PO2, Understand Conceptual 12
approaches to socio-spatial PO5
relationships (M.Sc.)
PSO3
(iMTech)
CO6 Understand critiques of PO2, Understand, Conceptual 8
development theories and the PO3 Analyze
possibility of late industrialization (M.Sc.)
PSO3
(iMTech)
CO7 Understand technology-enabled PO2, Understand Conceptual 6
globalization, global commodity PO5
and production chains (M.Sc.)
PSO3
(iMTech)
CO8 Understand the transformation PO2, Understand, Conceptual 6
brought about by IT to the PO5 Analyze
relationship between space and (M.Sc.)
location PSO3
(iMTech)
CO9 Understand the promises and PO2, Understand, Conceptual 4
perils of globalization PO5 Analyze
(M.Sc.)
PSO3
(iMTech)
Total 58
number
of
hours
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Concept Map of the Course (Optional)
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
1: Introduction
2: The Germanic Origins of Location Theory
3. From Location to Agglomeration
4: Thinking about International Development
5: Import-Substitution-led Industrialization and Dependency in Latin America
6: Import-Substitution led Industrialization in India
7. The Role of Cities in Development
8. Urban and Regional Policies
9. Urban Bias
10: Conceptualizing Globalization with the Product Cycle Hypothesis
11: The New International Division of Labor
12: The Critical turn in Geography - I
13: The Critical turn in Geography - II
14: Transactions Costs Analysis and the Black Box of the Firm
15: Trusted Transactions, Flexible Organization and the Industrial District
16: Tacit Knowledge and Regional Advantage in Silicon Valley
17: From Post-Fordism to Post-industrial Manufacturing
18: The Washington Consensus and Development
19: Late Industrialization
20. The Developmental State
21. Late-late Industrialization in China and India
22. Global Commodity Chains and Global Value Chains
23. Fixing Global Commodity Chains I: World Cities and Global Cities
24. Fixing Global Commodity Chains: The Internationalization of Industrial Districts
25. The Spatial Logic of New Network Technologies
26. New and Old Networks for e-Commerce and m-Commerce I
27. New and Old Networks for e-Commerce and m-Commerce II
28. The Black Holes of Information Capitalism
29. The Promise and the Perils of Globalization
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Richard Peet. 1970. Von Thünen theory and the dynamics of agricultural expansion.
Explorations in Economic History. 8(2):181-201.
C J Friedrich (ed.) 1929. Alfred Weber’s Theory of Location of Industries. University of Chicago
Press. Pp.1-34.
August Lösch. 1938. The nature of economic regions. Southern Economic Journal. 5(1):71-78.
Walt Whitman Rostow. 1991 [1960] 3rd ed. The Stages of Economic Growth: A Non-Communist
Manifesto. Cambridge University Press. Pp.1-16.
P N Rosenstein-Rodan. 1957. Notes on the theory of the “Big Push”. Typescript. Center for
International Studies, Massachusetts Institute of Technology.
Haripriya Rangan. 2008. “Development” in question. Pp.563-578 in Kevin R Cox, Murray Low,
and Jennifer Robinson. The SAGE Handbook of Political Geography. SAGE Publications.
Bert F Hoselitz.1953. The role of cities in the economic growth of underdeveloped countries.
Journal of Political Economy. 61(3):195-208.
John Friedmann. 1969. The role of cities in national development. American Behavioral
Scientist. 12(5):13-21.
Harry W Richardson. 1972. Optimality in city size, systems of cities and urban policy: A sceptic’s
view. Urban Studies. 9(1):29-48.
D.F. Darwent. 1969. Growth poles and growth centers in regional planning – A Review.
Environment and Planning. 1:5-32.
Albert O Hirschman. 1968. The political economy of import substituting industrialization in Latin
America. The Quarterly Journal of Economics. 82(1):1-32.
Andre Gunder Frank. 1976. The development of underdevelopment. Monthly Review. 18(4):17-
31.
Fernando Henrique Cardoso. 1972. Dependency and development in Latin America. New Left
Review. 74:83-95.
Isher Judge Ahluwalia. 1991. Productivity and Growth in Indian Manufacturing. Oxford
University Press. Pp.1-31.
Pranab Bardhan. 1984. The Political Economy of Development in India. Oxford University
Press.
Michael Lipton. 1975. Urban bias and food policy in developing countries. Food Policy. 1(1):41-
52.
Robert H Bates. 1993. ‘Urban Bias’: A Fresh Look. Journal of Development Studies. 29(4):219-
228.
Ashutosh Varshney. 1993. Urban Bias in Perspective. Journal of Development Studies. 29(4):3-
22.
Raymond Vernon. 1966. International Investment and International Trade in the Product Cycle.
Quarterly Journal of Economics. 80(2):190-207.
Raymond Vernon. 1979. The Product Cycle Hypothesis in a New International Environment.
Oxford Bulletin of Economics and Statistics. 41(4):255-267.
Michael Storper. 1985. Oligopoly and the Product Cycle: Essentialism in Economic Geography.
Economic Geography. 61(3):260-282.
Folker Fröbel, Jürgen Heinrichs and Otto Kreye. 1978. The World Market for Labour and the
World Market for Industrial Sites. Journal of Economic Issues. 12(4):843-858.
Alain Lipietz. 1982. Towards Global Fordism? New Left Review. 132:33-47.
Rhys Jenkins. 1984. Divisions Over the International Division of Labour. Capital and Class.
22:28-57.
Erica Schoenberger. 1988. Multinational Corporations and the New International Division of
Labor: A Critical Appraisal. International Regional Science Review. 11(2): 105-119.
Richard A Walker. 1981. Industrial Location Policy: False Premises, Wrong Conclusions. Built
Environment. 6(2):105-113.
Ricard A Walker and Michael Storper. 1981. Capital and Industrial Location. Progress in Human
Geography. 5(4):473-509.
Doreen B Massey. 1973. Towards a Critique of Industrial Location Theory. Antipode. 5(3):33-39.
Michael Storper and Richard A Walker. 1983. The Theory of Labour and Theory of Location.
International Journal of Urban and Regional Research. 7(1):1-44.
Allen J Scott. 1983. Industrial Organization and the Logic of Intra-Metropolitan Location I:
Theoretical Considerations. Economic Geography. 59:233-250.
Allen J Scott. 1983. Industrial Organization and the Logic of Intra-Metropolitan Location II: A
Case Study of the Printed Circuits Industry in the Greater Los Angeles Region. Economic
Geography. 59:343-367.
Allen J Scott. 1984. Industrial Organization and the Logic of Intra-Metropolitan Location III: A
Case Study of the Women's Dress Industry in the Greater Los Angeles Region. Economic
Geography. 60:2-37.
Charles F Sabel and Jonathan Zeitlin. 1985. Historical Alternatives to Mass Production: Politics,
Markets and Technology in Nineteenth Century Industrialization. Past and Present. 108:133-
176.
Sebastiano Brusco. The Emilian model: Productive decentralisation and social integration.
Cambridge Journal of Economics. 6:167-184.
Annalee Saxenian. 1991. The Origins and Dynamics of Production Networks in Silicon Valley.
Research Policy. 20:423-437.
Annalee Saxenian. 1996. Inside-Out: Regional Networks and Industrial Adaptation in Silicon
Valley and Route 128. Cityscape. 2(2):41-60.
Matthew A Zook. 2004. The Knowledge Brokers: Venture Capitalists, Tacit Knowledge and
Regional Development. International Journal of Urban and Regional Research. 28(3):621-641.
Andrew Sayer. 1986. New developments in manufacturing: The just-in-time system. Capital &
Class. 10(3):43-72.
Andrew Sayer. 1989. Post-fordism in question. International Journal of Urban and Regional
Research. 13(4):666-695.
Deepak Lal. 2002 (3rd ed.). The Poverty of ‘Development Economics’. Institute of Economic
Affairs. pp.35-97, 125-149 (Introduction, Chapters 1, 2 and 4)
Michael Porter. 1990. The Competitive Advantage of Nations. Harvard Business Review.
90(2):73-91.
Alice H Amsden. 1987. The Paradigm of Late Industrialization. Political Economy: Studies in the
Surplus Approach.3(2):133-159.
Manuel Castells. 1992. Four Asian Tigers with a Dragon Head: A Comparative Analysis of the
State, Economy and Society in the Asian Pacific Rim. Pp. 33-70 (Chapter 2) in Richard P
Applebaum and Jeffrey Henderson (eds.). States and Development in the Asian Pacific Rim.
Sage.
Gary Gereffi. 1996. Global Commodity Chains: New Forms of Coordination and Control among
Nations and Firms in International Industries. Competition & Change 1(4):427-439.
Gary Gereffi, John Humphrey, Timothy J Sturgeon. 2005. The Governance of Global Value
Chains. Review of International Political Economy. 12(1):78-104.
John Friedmann. 1986. The World City Hypothesis. Development and Change. 17:69-83.
Saskia Sassen. 2005. The Global City: Introducing a Concept. Brown Journal of World Affairs.
11(2):27-43.
Ed Brown et al. 2010. World City Networks and Global Commodity Chains: towards a world-
systems integration. Global Networks. 10(1):12-34.
Marco Bellandi and Lisa De Propris. 2015. The Generation of Industrial districts. Journal of
Regional Research. 32:75-87.
Dan Breznitz and Michael Murphree. 2011. Shenzehn and the Pearl River Delta. Chapter 5
(pp.160-194) in Run of the Red Queen: Government, Innovation, Globalization and Economic
Growth in China. Yale University Press.
Annalee Saxenian and Jinn-Yuh Hsu. 2001. The Silicon Valley-Hsinchu Connection: Technical
Communities and Industrial Upgrading. Industrial and Corporate Change.10(4):893-920.
Anthony M Townsend. 2001. The Internet and the rise of new network cities 1969-1999.
Environment and Planning B: Planning and Design. 28:39-58.
Anthony M Townsend. 2007. Seoul: birth of a broadband metropolis. Environment and Planning
B: Planning and Design. 34:396-413.
Mathew A Zook and Stanley A Brunn. 2006. From Podes to Antipodes: Positionality and Global
Airline Geographies. Annals of the Association of American Geographers. 96(3):471-490.
Yuko Aoyama. 2003. Sociospatial dimensions of technology adoption: recent M-commerce and
E-commerce developments. Environment and Planning A. 35:1201-1221.
Janaki Srinivasan and Jenna Burrell. 2015. On the Importance of Price Information to Fishers
and to Economists: Revisiting Mobile Use Among Fishers in Kerala. Information Technologies
and International Development. 11(1):57-70.
Matthew A Zook. 2003. Underground globalization: mapping the space of flows of the Internet
adult industry. Environment and Planning A. 35:1261-1286.
Gary Fields. 2003. Communications, innovation and territory: The production network of Swift
Meat Packing and the creation of a national US market. Journal of Historical Geography.
29(3):599-617.
Gary Fields. 2006. Innovation, time, and territory: Space and the business organization of Dell
Computer. Economic Geography. 82(2):119-146.
Alan Blinder. 2006. Offshoring: The next industrial revolution? Foreign Affairs. 85(2):113-128.
Manuel Castells. 2010 (2nd edition). The rise of the Fourth World: Informational capitalism,
poverty, and social exclusion. Chapter 2 (pp.69-170) in Volume III: The End of Millennium. The
Information Age: Economy, Society, and Culture. Blackwell.
Manuel Castells. 2010 (2nd edition). The perverse connection: The global criminal economy.
Chapter 3 (pp.171-214) in Volume III: The End of Millennium. The Information Age: Economy,
Society, and Culture. Blackwell.
Balaji Parthasarathy and Yuko Aoyama. 2016. Beyond ICTs and developmental domains: The
historical specificity of ICTD. Proceedings of the 8th IEEE Information and Communications
Technologies and Development Conference, Ann Arbor, USA, 3-6 June.
Dani Rodrik. 2012. Globalization dilemmas & the way out. Indian Journal of Industrial Relations.
47(3):393-404.
Amartya Sen. 2002. Globalization, Inequality and Global Protest. Development. 45(2):11-16.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
Focus of Assignment / Project
No. Mapping
1. Active participation in class discussions based on assigned readings All COs
2. Potentially
In-class presentation of reading material (a few times a semester) any CO
3. For the term paper, a student is expected to write an essay (6000-8000 Potentially
words) that draws on the theoretical frameworks in the course to any CO
explain why an industry or economic sector has come to play a dominant
role in a region. The choice of region, industry/sector is left to the student.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Please refer https://owl.purdue.edu/owl/purdue_owl.html and follow any of the formats (eg. APA,
MLA) described there.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
No The course addresses a number of issues
of web use that are of interest to employers
like advertisers, strategic management,
etc. But the course is not designed for any
Direct focus on employability specific employability criteria.
Focus on skill development No Mostly conceptual
Focus on entrepreneurship No Mostly conceptual
Yes In addition to mandate contributions that
require students to write and present, this
Provides value added / life skills course addresses cognition and challenges
(language, writing, communication, to mental wellbeing as a consequence of
etc.) Internet and web usage.
Course Content
Mandate - 1: Models of the web
Instruction Schedule
● Mandate - 1: 3 weeks
● Mandate - 2: 4 weeks
● Mandate - 3: 5 weeks
● Mandate - 4: 2 weeks
● Mandate - 5: 2 weeks
Learning Resources
Suggested Reading:
Berners-Lee, Tim, Mark Fischetti, and Michael L. Dertouzos. Weaving the Web: The original
design and ultimate destiny of the World Wide Web by its inventor. Harper Information, 2000.
Meira, Silvio RL, Vanilson AA Buregio, Leandro M. Nascimento, Elaine Figueiredo, Misael
Neto, Bruno Encarnacao, and Vinicius Cardoso Garcia. "The emerging web of social machines."
In Computer Software and Applications Conference (COMPSAC), 2011 IEEE 35th Annual, pp.
26-27. IEEE, 2011.
Fogg, Brian J. "Persuasive technology: using computers to change what we think and do."
Ubiquity 2002, no. December (2002): 5.
Suler, John. "The online disinhibition effect." Cyberpsychology & behavior 7, no. 3 (2004):
321-326.
Kahneman, Daniel, and Amos Tversky. "Prospect theory: An analysis of decision under risk." In
Handbook of the fundamentals of financial decision making: Part I, pp. 99-127. 2013.
Sheehan, Kim Bartel. "Toward a typology of Internet users and online privacy concerns." The
Information Society 18, no. 1 (2002): 21-32.
Yee, Nick, and Jeremy Bailenson. "The Proteus effect: The effect of transformed self-
representation on behavior." Human communication research 33, no. 3 (2007): 271-290.
Kramer, Adam DI, Jamie E. Guillory, and Jeffrey T. Hancock. "Experimental evidence of
massive-scale emotional contagion through social networks." Proceedings of the National
Academy of Sciences 111, no. 24 (2014): 8788-8790.
Ribbink, Dina, Allard CR Van Riel, Veronica Liljander, and Sandra Streukens. "Comfort your
online customer: quality, trust and loyalty on the internet." Managing Service Quality: An
International Journal 14, no. 6 (2004): 446-456.
Gedi, Noa, and Yigal Elam. "Collective Memory—what is it?." History and memory 8, no. 1
(1996): 30-50.
Assessment Plan
Mandate system of assessment is used in this course. Each learning mandate requires every student
to make at least one primary (and any number of secondary) mandate contributions, which are
graded directly with the IIITB letter grade. Each mandate also has an end-of-mandate quiz that is
administered as a pass/fail requirement. Overall grade is the average of letter grades obtained over
all mandate contributions.
For large classes (60+ students), the mandate system is modified as follows:
1. Students need to make just one primary mandate contribution relevant to any mandate of
their choice, over the entire course-- and not one contribution per mandate
2. The end-of-mandate quiz will be graded towards the final grade
3. All quizzes and the mandate contributions will have equal weightage. Hence, if the course
has 4 mandates, then each reflection quiz, and the course-wide mandate contribution, will
have a weightage of 1/5 each.
More details about the Mandate-oriented classroom model may be found here:
https://docs.google.com/document/d/1suVvDnzqJkrFv1IywDiEdDaXihngMXh3cAPmoSR0DlE/edit?usp
=sharing
Assignments / Projects
None. Please see details about the mandate contributions model above.
Evaluation Procedures
Mandate system of assessment is used in this course. Each learning mandate requires every student
to make at least one primary (and any number of secondary) mandate contributions, which are
graded directly with the IIITB letter grade. Each mandate also has an end-of-mandate quiz that is
administered as a pass/fail requirement. Overall grade is the average of letter grades obtained over
all mandate contributions.
For large classes (60+ students), the mandate system is modified as follows:
1. Students need to make just one primary mandate contribution relevant to any mandate of
their choice, over the entire course-- and not one contribution per mandate
2. The end-of-mandate quiz will be graded towards the final grade
3. All quizzes and the mandate contributions will have equal weightage. Hence, if the course
has 4 mandates, then each reflection quiz, and the course-wide mandate contribution, will
have a weightage of 1/5 each.
More details about the Mandate-oriented classroom model may be found here:
https://docs.google.com/document/d/1suVvDnzqJkrFv1IywDiEdDaXihngMXh3cAPmoSR0DlE/edit?usp
=sharing
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name Digital Platforms: Technology & Business Components
Course Instructor Name(s) Ramesh Sundararaman & V Sridhar
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
0 Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
X
Learning
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Yes Given that many of the recruitment
organizations (commercial & social
organizations) visiting campus are
engaged in Platform business models,
students could leverage their learning from
this course for securing jobs during the
interview and subsequently while working
Direct focus on employability as part of those firms
No However, students can understand the role
& impact of platform technologies &
business model on enterprises & social
Focus on skill development organizations
Yes Students are encouraged to do market
research, understand societal opportunities
& challenges, competitive landscape,
teardown potential role-models and launch
Focus on entrepreneurship prototypes
In this course, you will learn about the fundamentals of digital platforms, understand why
platforms are superior to products and how you can create your impact / business as a platform.
The course is open to students & researchers who want to learn the latest about platforms; gain an
opportunity to build platforms and think of strategies to achieve the requisite social / business
impact.
This course provides an opportunity to work on real-life platform-related business ideas and case
studies.
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
MTech
(CSE)
PO1
MSc
(DS)
PO1
CO2 IMTech Ap F, 15
● Design & Develop Interaction-First Platforms (CSE) ,C C,
PO6, P,
PO13 M
MTech
(CSE)
PO1
MSc
(DS)
PO1
CO3 IMTech Ap C 6 3
● Create Virality / Network Effects (CSE) ,C
PO6,
PO13
MTech
(CSE)
PO1
MSc
(DS)
PO1
CO4 IMTech U C 3 3
● Monetization approaches (CSE)
PO6,
PO13
MTech
(CSE)
PO1
MSc
(DS)
PO1
CO5 IMTech U, C 3 9
● Launch & Scale Platforms (CSE) Ap
PO6,
PO13
MTech
(CSE)
PO1
MSc
(DS)
PO1
CO6 IMTech U F 3
● Governance & Regulatory challenges & compliance (CSE)
PO6,
PO13
MTech
(CSE)
PO1
MSc
(DS)
PO1
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
1. Digital Platforms
2. Platform Business Model
3. Design & Development of Platforms
4. Platform Ventures
Instruction Schedule
[Provide session-wise schedule]
Wk 1 (Jan 01-03): Digital Platforms - Course Overview
Readings: None
Primary Readings:
Optional Readings:
Activities:
Primary Readings:
● Platform Stack
● Platforms vs. Pipes
Optional Readings:
● India Stack
● Pipes, Platforms and the New Rules of Strategy
● Alibaba: Crocodile in the Yangtze
● Google is Defragging Android
● HBS on Platforms-Crowds
● Visa Acquires Plaid
Activities:
Primary Readings:
● Platform Canvas
Optional Readings:
Activities:
● Before 23rd Jan, 8:00am: Submit through email, the name of the Platform (startup
/ app). You could choose any Platform Startup / app of your choice. Kindly note this
is an individual activity. You need to conduct an analysis / teardown of the platform
- using the relevant business & technology concepts that we learnt during this
course
● On the 23rd: Introduce your team and each member's focus first. Then as a team,
present an elevator pitch of the commercial / social challenge that you would want
to address using a platform
Wk5 (Jan 27-31): Platform Business Model - Virality & Network Effects
Primary Readings:
Optional Readings:
Activities:
Readings:
Activities:
● 11th Feb class will be taken by Prof. Sridhar - In this class, the students will be
presenting their thoughts on Monetization, as detailed out by Prof. Sridhar
● External Talk by Mr. Salil, founder of QueryHome | AnswerCart on 13th Feb - Here
is an opportunity for you to understand directly from the founder of a platform -
their thoughts, strategies - and relate to the concepts learnt in class
Optional Readings:
Reference Websites:
Activities:
● Quiz 1 will be held on Feb 18. This would revolve around all topics discussed in
class during the past weeks. The duration of the quiz would be 60 minutes
Primary Readings:
Optional Readings:
Activities:
● On 5th March, 2:00 - 5:00pm - Each of the 10 teams will present in detail (10 min
+ 5 min feedback) the progress made over the past 1 month on the project. The other
teams will provide feedback to the presenting team. Please load all your
presentation in advance on the classroom laptop
Primary Readings:
Optional Readings:
Readings:
Activities:
● This Week's Classes will be taken by Prof. Sridhar
Readings:
Activities:
Primary Readings:
● Ethical Platforms
● Platform Cooperativism
Optional Readings:
Optional Readings:
Primary Reading:
Optional Readings:
Activities:
● On 30th April, we will a talk by Mr. Varad Krishnan, Co-Founder 100 Open
Startups - Here is an opportunity for you to understand his thoughts, strategies -
and relate to the concepts learnt in class
Activities:
● This week, each of the 10 teams will make their 2nd interim presentation (10 min +
5min feedback) detailing the progress made over the past 2 months on the project.
The other teams will provide feedback to the presenting team
● Kindly prepare a slide deck listing all the frameworks / concepts that you have learnt
relating to platforms - which you are currently using to perform the teardown
analysis as part of your individual paper submission
● Please submit this slide deck via email - by 6th May
● Quiz 2 will be held on May 7th. This would revolve around all topics discussed in
class during the past weeks (beginning Feb 24th till May 1st)
Activities:
Activities:
● This week, each of the 10 teams will present in detail (10 min + 5min feedback) the
progress made over the past 1 month on the project. The teams could ideally show
their platform's website / mobile app (or) presentation deck. The other teams will
evaluate and score each of the presenting teams. This is the final presentation for
the team project.
● This week, we will also have the final examination for this course
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Platform Revolution
2. Modern Monopolies
3. Platform Scale
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Class Participation: 20%
Quiz: 20%
Case Study / Platform Teardown: 20%
End Exam: 20%
Group Project: 20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
N Focus of Assignment / Project CO Mapping
o.
1
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Students will be provided opportunity to view the evaluations done where possible either
in person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability
X Engages students to critically think about
how/why social and political factors
continue to influence the location of
economic activity despite certain activities
Focus on skill development taking place in the “cloud” or in cyberspace.
Focus on entrepreneurship
x The readings for the class, the discussions
around the readings, and the term paper
force students to articulate their ideas about
Provides value added / life skills the relationship between technology,
(language, writing, communication, etc.) globalization and location,
Overview: Economic globalization in recent decades, and advances in IT, has greatly increased
international flows of ideas, capital, goods, and, to a lesser extent, people. Certain activities, such
as retailing, can indeed be carried out effectively online. However, flows from one location to
another, i.e., the spatial separation of, say, production from consumption, does not reduce the
significance of the locations themselves. Further, a considerable proportion of socio-economic
activity is not so footloose as to be able to flow across the globe. For instance, government
activities, or the provision of services such as education or healthcare, are primarily local, as their
social characteristics, and the regulatory demands they are subject to, vary across political
jurisdictions. Similarly, visiting a tourist site, or going on pilgrimage, is experiential and not merely
transactional. As a result, many activities demand physical proximity, the need for which cannot
be wished away by technology.
Yet, locational determinants keep changing. As technological change makes possible the
production of new goods and services, it opens up new “windows of locational opportunity”. Where
those goods can be produced - either because of the cost and availability of inputs like specific
skills, or because of politically negotiated policies governing intellectual property rights, or access
to venture capital – opens up new locational possibilities which, in turn, is accompanied by shifts
in the direction and volume of global flows.
The course will draw on theoretical frameworks from economic geography and development
geography to unravel the complexity of locational decisions with examples. The course will begin
with static theories of comparative advantage that explain how individual firms in specific sectors
chose optimal locations based on access to raw materials and final markets. It will then move to
explain how firm location is also determined by proximity to other firms, many of whom may be
competitors. This is because of access to shared institutions, such as universities supplying
skilled labor, or inputs such as new ideas, which are intangible. The short term costs of locating
in such agglomerations are outweighed by the long term benefits of being in a place where, as
the British economist Alfred Marshall, pointed out, “the secrets of the trade are in the air”.
The course will also examine how globalization opens up opportunities beyond national
boundaries as firms and their activities are spread across the world. Countries and regions that
have the infrastructure, the technology and the skills are in the best position to benefit. However,
when such conditions are not met, development geography describes and explains the cases of
countries like Korea or Taiwan, where political consensus to achieve economic goals has made
it possible to “catch-up” with industrialized countries. Even in countries like India, where
consensus and catch-up are less evident, improvement in economic prospects requires greater
connections with the global economy. Such connections are being made easier by technological
improvements, especially in IT. A happy outcome, at least for India, is the rise of Bangalore as a
prominent agglomeration of the global software industry.
Format: All participants will be expected to read the assigned material and come prepared to
discuss it in class. Since the course will follow a seminar format, active participation in class
discussion will enhance the value of the class for everyone. One or two participants will be asked
to take charge of the readings in every class and make a twenty-minute presentation. The
presentations are not to be descriptive summaries; instead, they must synthesize the key ideas
and concepts in the readings and raise issues for discussion.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand classical location PO2, Understand Conceptual 6
theory PO5
(M.Sc.)
PSO3
(iMTech)
CO2 Understand (inter)national PO2, Understand, Conceptual 8
development theories PO5, Analyze
(M,Sc.)
PSO3
(iMTech)
CO3 Conceptualize globabalization PO2, Understand, Conceptual 4
PO5 Analyze
(M.Sc.)
PSO3
(iMTech)
CO4 Understand new institutional PO2, Understand Conceptual 10
approaches to socio-spatial PO5
relationships (M.Sc.)
PSO3
(iMTech)
CO5 Understand critiques of PO2, Understand, Conceptual 8
development theories and the PO3 Analyze
possibility of late industrialization (M.Sc.)
PSO3
(iMTech)
CO6 Understand technology-enabled PO2, Understand Conceptual 4
globalization, global commodity PO5
and production chains (M.Sc.)
PSO3
(iMTech)
CO7 Understand the transformation PO2, Understand, Conceptual 8
brought about by IT to the PO5 Analyze
relationship between space and (M.Sc.)
location PSO3
(iMTech)
CO8 Understand the promises and PO2, Understand, Conceptual 6
perils of globalization PO5 Analyze
(M.Sc.)
PSO3
(iMTech)
Total number of hours 54
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
1: Introduction
2: The Germanic Origins of Location Theory
3. From Location to Agglomeration
4: Thinking about International Development - I
5.Thinking about International Development – II
6: Import-Substitution-led Industrialization and Dependency in Latin America
7: Import-Substitution led Industrialization in India
8: Conceptualizing Globalization with the Product Cycle Hypothesis
9: The New International Division of Labor
10: The Critical turn in Geography
11: Transactions Costs Analysis and the Black Box of the Firm
12: Trusted Transaction Networks and Economic Organization
13: Increasing Returns to Scale, Tacit Knowledge and Industrial Districts
14: Tacit Knowledge and Regional Advantage in Silicon Valley
15: The Washington Consensus and Development
16: Late Industrialization and the Developmental State
17. Late-late Industrialization in India
18. Late-late Industrialization in China
19. Global Commodity Chains and Global Cities
20. Anchoring Global Commodity Chains: The Internationalization of Industrial Districts
21. The Offshoring “Revolution” and the Informational Economy
23. The Newest International Division of Labour?: The Rise of the Platform Economy
24. The Platform Economy and “Gig” Work in India
25. The Global Criminal Economy in the Information Age
26. Globalization and Environmental Consequences
27. The Promise and the Perils of Globalization
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Richard Peet. 1970. Von Thünen theory and the dynamics of agricultural expansion.
Explorations in Economic History. 8(2):181-201.
C J Friedrich (ed.) 1929. Alfred Weber’s Theory of Location of Industries. University of Chicago
Press. pp.1-34.
August Lösch. 1938. The nature of economic regions. Southern Economic Journal. 5(1):71-78.
D F Darwent. 1969. Growth poles and growth centers in regional planning: A review. Environment
and Planning B. 1:5-32.
Walt Whitman Rostow. 1991 [1960] 3rd ed. The Stages of Economic Growth: A Non-Communist
Manifesto. Cambridge University Press. Pp.1-16.
Haripriya Rangan. 2008. “Development” in question. Pp.563-578 in Kevin R Cox, Murray Low,
and Jennifer Robinson. The SAGE Handbook of Political Geography. SAGE Publications.
Albert O Hirschman. 1968. The political economy of import substituting industrialization in Latin
America. The Quarterly Journal of Economics. 82(1):1-32.
Andre Gunder Frank. 1976. The development of underdevelopment. Monthly Review. 18(4):17-
31.
Fernando Henrique Cardoso. 1972. Dependency and development in Latin America. New Left
Review. 74:83-95.
Rakesh Mohan and Vandana Aggarwal. 1990. Commands and controls: Planning for Indian
industrial development, 1951-1990. Journal of Comparative Economics. 14:681-712.
Ashutosh Varshney. 1990. Ideas, interest and institutions in policy change: Transformation of
India’s agricultural strategy in the mid-1960s. Policy Sciences. 22:289-323.
Keshabananda Das. 1997. Politics of Industrial Location: Indian Federalism and Development
Decisions. Economic and Political Weekly. 32(51):3268-3274.
Raymond Vernon. 1966. International investment and international trade in the product cycle.
Quarterly Journal of Economics. 80(2):190-207.
Raymond Vernon. 1979. The product cycle hypothesis in a new international environment. Oxford
Bulletin of Economics and Statistics. 41(4):255-267.
Michael Storper. 1985. Oligopoly and the product cycle: Essentialism in economic geography.
Economic Geography. 61(3):260-282.
Folker Fröbel, Jürgen Heinrichs and Otto Kreye. 1978. The world market for labour and the world
market for industrial sites. Journal of Economic Issues. 12(4):843-858.
Alain Lipietz. 1982. Towards global fordism? New Left Review. 132:33-47.
Rhys Jenkins. 1984. Divisions over the international division of labour. Capital and Class. 22:28-
57.
Erica Schoenberger. 1988. Multinational corporations and the new international division of labor:
A critical appraisal. International Regional Science Review. 11(2):105-119.
Richard A Walker. 1981. Industrial location policy: False premises, wrong conclusions. Built
Environment. 6(2):105-113.
Ricard A Walker and Michael Storper. 1981. Capital and industrial location. Progress in Human
Geography. 5(4):473-510.
Oliver E Williamson. 1981. The economics of organization: The transaction cost approach.
American Journal of Sociology. 87(3):548-577.
Allen J Scott. 1983. Industrial organization and the logic of intra-metropolitan location I:
Theoretical considerations. Economic Geography. 59:233-250.
Mark Granovetter. 1985. Economic action and social structure: The problem of embeddedness.
American Journal of Sociology. 91(3):481-510.
Andrew Sayer. 1989. Post-fordism in question. International Journal of Urban and Regional
Research. 13(4):666-695.
W Brian Arthur. 1990. Positive Feedbacks in the Economy. Scientific American. 262(2):92-99.
Meric S Gertler. 2003. Tacit knowledge and the economic geography of context, or The
undeniable tacitness of being (there). Journal of Economic Geography. 3:75-99.
Sebastiano Brusco. The Emilian model: Productive decentralisation and social integration.
Cambridge Journal of Economics. 6:167-184.
Annalee Saxenian. 1991. The Origins and Dynamics of Production Networks in Silicon Valley.
Research Policy. 20:423-437.
Annalee Saxenian. 1996. Inside-Out: Regional Networks and Industrial Adaptation in Silicon
Valley and Route 128. Cityscape. 2(2):41-60.
Matthew A Zook. 2004. The knowledge brokers: Venture capitalists, tacit knowledge and regional
development. International Journal of Urban and Regional Research. 28(3):621-641.
Deepak Lal. 2002 (3rd ed.). The Poverty of ‘Development Economics’. Institute of Economic
Affairs. pp.35-97, 125-149 (Introduction, Chapters 1, 2 and 4)
Michael Porter. 1990. The Competitive Advantage of Nations. Harvard Business Review.
90(2):73-91.
Alice H Amsden. 1987. The paradigm of late industrialization. Political Economy: Studies in the
Surplus Approach. 3(2):133-159.
Chalmers A Johnson. 1999. The developmental state: Odyssey of a concept. Pp.32-60 (Chapter
2) in Meredith Woo-Cummings (ed.). The Developmental State. Cornell University Press.
Peter B Evans. 1989. Predatory, developmental and other apparatuses: A comparative political
economy perspective on the Third World state. Sociological Forum. 4(4):561-587.
Sabyasachi Kar and Kunal Sen. 2016. The Political Economy of India’s Growth Episodes. Cham,
CH: Palgrave Macmillan.
Dic Lo and Mei Wu. 2014. The state and industrial policy in Chinese economic development.
Pp.307-326 (Chapter 11) in José M. Salazar-Xirinachs, Irmgard Nübler, and Richard Kozul-Wright
(eds.). Transforming Economies: Making Industrial Policy Work for Growth, Jobs and
Development. Geneva, CH: International Labour Organization.
Yasheng Huang. 2012. How did China take off? Journal of Economic Perspectives. 26(4):147-
170.
Nirmal Kumar Chandra. 2009. China and India: Convergence in economic growth and social
tensions? Economic and Political Weekly. 44(4):41-53.
Gary Gereffi. 1996. Global commodity chains: New forms of coordination and control among
nations and firms in international industries. Competition and Change. 4:427-439.
Gary Gereffi. 2013. Global value chains in a post-Washington consensus world. Review of
International Political Economy. 21(1):9-37.
Marco Bellandi and Lisa De Propris. 2015. Three generations of industrial districts. Journal of
Regional Research. 32:75-87.
Annalee Saxenian and Charles Sabel. 2008. Venture capital in the “periphery”: The new
argonauts, global search and local institution building. (The Roepke Lectures in Economic
Geography) Economic Geography. 84(4):379-394.
Alan Blinder. 2006. Offshoring: The next industrial revolution? Foreign Affairs. 85(2):113-128.
Balaji Parthasarathy. 2010. The computer software industry as a vehicle of late industrialization:
Lessons from the Indian case. Journal of the Asia Pacific Economy. 15(3):247-270.
Balaji Parthasarathy and Yuko Aoyama. 2016. Deploying ICTs for development: An evolutionary
perspective. Information Technologies and International Development. 13:157-170.
Gary Fields. 2003. Communications, innovation and territory: the production network of Swift Meat
Packing and the creation of a national US market. Journal of Historical Geography. 29(3):599-
617.
Janaki Srinivasan and Jenna Burrell. 2015. On the importance of price information to fishers and
to economists: Revisiting mobile use among fishers in Kerala. Information Technologies and
International Development. 11(1):57-70.
Jamie Woodcock and Mark Graham. 2020. The Gig Economy: A Critical Introduction. Polity
Press.
Balaji Parthasarathy and Oindrila Matilal. 2019. The Platform Economy and Digital Work: A
Developmental State Perspective. Developmental Impacts of Digital Economies Working Paper
no. 9, Centre for Development Informatics, Global Development Institute, University of
Manchester.
Pradyumna Taduri. 2019. Delivering Consent: Work Games in On-Demand Food Delivery
Platforms. Unpublished MSc. (Digital Society) thesis, International Institute of Information
Technology Bangalore.
Matthew A. Zook. 2007. Your urgent assistance is requested: The intersection of 419 spam and
new networks of imagination. Ethics, Place & Environment: A Journal of Philosophy & Geography.
10(1):65-88.
Manuel Castells. 2010 (2nd edition). The perverse connection: The global criminal economy.
Chapter 3 (pp.171-214) in Volume III: The End of Millennium. The Information Age: Economy,
Society, and Culture. Blackwell.
Adil Najam, David Runnalls and Mark Halle. 2007. Environment and Globalization: Five
Propositions. International Institute for Sustainable Development.
Ana Beatriz Hernandez and Gerard Ryan. 2011. Coping with climate change in the tourism
industry: A review and agenda for future research. Tourism and Hospitality Management.
17(1):79-90.
Manuel Castells. 2010 (2nd edition). The Rise of the Fourth World: Informational Capitalism,
Poverty, and Social Exclusion. Chapter 2 (pp.69-170) in Volume III: The End of Millennium. The
Information Age: Economy, Society, and Culture. Blackwell.
Amartya Sen. 2002. Globalization, Inequality and Global Protest. Development. 45(2):11-16.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
Focus of Assignment / Project
No. Mapping
1. Active participation in class discussions based on assigned readings All COs
2. Potentially
In-class presentation of reading material (a few times a semester) any CO
3. For the term paper, a student is expected to write an essay (6000-8000 Potentially
words) that draws on the theoretical frameworks in the course to any CO
explain why an industry or economic sector has come to play a dominant
role in a region. The choice of region, industry/sector is left to the student.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in person
or online
Please refer https://owl.purdue.edu/owl/purdue_owl.html and follow any of the formats (eg. APA,
MLA) described there.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Students will be introduced to different systems thinking methodologies that have been found
useful in resolving various aspects of the aforesaid complexity. This will then be used to provide
insights into a few relevant methodologies considered useful to model and manage such systems.
Conceptual frameworks and practices involved in the engineering and management of IT projects
drawn largely from theoretical positions developed in the discipline of systems engineering,
related largely to requirements specification, system architecture and design processes are also
introduced to students to enable them to work on a high-level design specifications/Request for
Proposal (RFP) document for initiatives that seek to bring a desired set of changes in complex
social situations using digital technologies.
Course Content
I. Background: Revisiting (traditional) software engineering and project management
approaches
II. Complexity, social problems and the nature of inquiry
III. Systems approaches; socio-technical systems
IV. Soft systems methodology
V. Group Project; Drafting of an RFP/high-level design document for a social change process
involving digital technologies
Instruction Schedule
Week 1 & 2
● Introduction and Overview of the Course
● Bergman, M., King, J. L., & Lyytinen, K. (2002). Large-scale requirements analysis revisited:
the need for understanding the political ecology of requirements engineering. Requirements
Engineering, 7(3), 152-171.
● Boehm, B.W. and Ross, R. (1989). Theory-W software project management: principles and
examples. IEEE Transactions on Software Engineering, 15(7), 902-916.
● Atkinson, R. (1999). Project management: cost, time and quality, two best guesses and a
phenomenon, it’s time to accept other success criteria. International journal of project
management, 17(6), 337-342.
Week 3 & 4
● Koskela, L. J., & Howell, G. (2002). The underlying theory of project management is obsolete.
In Proceedings of the PMI Research Conference (pp. 293-302). PMI.
● PMI (2017). Agile Practice Guide. Project Management Institute, Inc. USA.
● Boehm, B. (2006, May). A view of 20th and 21st century software engineering. In Proceedings
of the 28th International Conference on Software Engineering (pp. 12-29). ACM.
● Boehm, B. (2006). Some future trends and implications for systems and software engineering
processes. Systems Engineering, 9(1), 1-19.
Week 5
● Simon, H. A. (1962). The architecture of complexity, Proceedings of the American
Philosophical Society, Vol. 106, No. 6. (Dec. 12, 1962), pp. 467-482.
● Tan, J., Wen, H.J. & Awad, N. (2005). Healthcare and services delivery systems as complex
adaptive systems. Communications of the ACM, Vol. 48 No. 5, pp. 36-44.
Week 6
● Dent, E. B. (1999). Complexity science: A worldview shift. Emergence, 1(4), 5-19.
● Heylighen, F., Cilliers, P., & Gershenson, C. (2006). Complexity and philosophy. arXiv preprint
cs/0604072.
● Vincent, R. (2012). Insights from complexity theory for the evaluation of development action:
Recognizing the two faces of complexity. IKM Working Paper No. 14, IKM Emergent Research
Programme, European Association of Development Research and Training Institutes (EADI),
Germany. www.eadi.org
Week 7 & 8
● Rittel, H. & Webber. M.(1984). Planning problems are wicked problems. Developments in
Design Methodology. New York: John Wiley & Sons, 135-144.
● Head, B. W. (2008). Wicked problems in public policy. Public Policy, Vol. 3 No. 2, pp. 101-118
● Iivari, J., Hirschheim, R., & Klein, H. K. (1998). A paradigmatic analysis contrasting information
systems development approaches and methodologies. Information Systems Research, 9(2),
164-193.
● Hirschheim, R., & Klein, H. K. (1989). Four paradigms of information systems development.
Communications of the ACM, 32(10), 1199-1216.
Week 9
● Mingers, J., & White, L. (2010). A review of the recent contribution of systems thinking to
operational research and management science. European Journal of Operational Research,
207(3), 1147-1161.
● Mumford, E. (2006). The story of socio-technical design: reflections on its successes, failures
and potential. Information Systems Journal, 16: 317-342
Week 10 &11
● Reynolds, M (2011). Bells that still can ring: systems thinking in practice. In: Tait, Andrew and
Richardson, Kurt eds. Moving Forward with Complexity: Proceedings of the 1st International
Workshop on Complex Systems Thinking and Real World Applications. Litchfield Park, AZ:
Emergent Publications, 327–349.
● Reynolds, M., & Holwell, S. (2010). Introducing systems approaches. In Systems approaches
to managing change: A practical guide (pp. 1-23). Springer London.
Week 12 & 13
● Checkland, P. (1985). Achieving'desirable and feasible'change: an application of soft systems
methodology. Journal of the Operational Research Society, 821-831.
● Checkland, P., & Poulter, J. (2010). Soft systems methodology. In Systems approaches to
managing change: A practical guide (pp. 191-242). Springer London.
● Checkland, P. (2000). Soft systems methodology: a thirty year retrospective. Systems
Research and Behavioral Science, 17, S11-S58.
● Rose, J., & Haynes, M. (1999). A soft systems approach to the evaluation of complex
interventions in the public sector. Journal of Applied Management Studies, 8(2), 1-19.
Week 14 & 15
Learning Resources
Please see the Instruction Schedule section above
Assessment Plan
Students will be assessed based on their participation in class discussions, submission of written
assignments and class presentations and performance in mid-term and end-term assessments.
The proposed weightage for various components is as follows:
● Class participation: 10%
● Class presentations: 20%
● Assignments (includes mid-term/end-term assessments): 40%
● Group Project (drafting a design specifications/RFP document for a social change using
digital technologies): 30%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
1 Assignment 1 CO1, CO2
2 Assignment 2 (mid-term) CO1, CO2, CO3
3 Assignment 3 (end-term) CO4, CO5
4 Group Project CO2, CO5, CO6, CO7
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in person
or online
Late Assignment Submission Policy
Late submission will generally not be entertained unless with prior approval of the Course
Instructor.
Academic Dishonesty/Plagiarism
As per Institute policy
Yes /
Focus Area Details
No
Direct focus on employability
Yes Students can assess the impact of digital
technologies on social institutions and
Focus on skill development diverse groups
Yes Train students to explore social impact of
technologies and help them understand
key areas where technology innovation is
Focus on entrepreneurship required
Provides value added / life skills Yes This course focuses on multiple writing
(language, writing, communication, etc.) assignments
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand Sociological Approach to Formulate PO6 Un C 3 1
Social Problem (iMTech)
PO 2, 5
(MSc)
CO2 Understand the significance of sociological PO6 Un C 3 2
analysis of technology impact (iMTech)
PO 2, 5
(MSc)
CO3 Analyse the impact of digital technologies on PO6,7, An F, 12 4
social institutions 10 C
(iMTech)
PO 2,3,
5 (MSc)
CO4 Analyse the impact of digital technologies on PO 6, 7, An F, 15 4
diverse social group, specifically the marginalised 8, 10 C
(iMTech)
PO 2,3,
4, 5
(MSc)
CO5 Analyse the emergence and workings of new PO 6,7, An F, 12 4
social spaces due to digital technologies 10 C
(iMTech)
PO 2,3,
5
CO6
CO7
CO8
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Instruction Schedule
[Provide session-wise schedule]
Week Topic
1 Introduction to the course
Sociological Imagination & Sociological Consciousness
2 Critical Digital Sociology
3 Diverse Technology, Diverse Use
4 Digital Culture
5 Sharing Economy
6 E-health
7 Digital Politics
8 Self and the Intimate and the Digital
9 Digital Race
10 Digital Caste
11 Gender and the Digital
12 Digital Labour
13, 14, 15 Digital Spaces: Moving beyond the Private and Public
Social Media
Smart Cities
Apps and Platforms
Bodies as Digital Spaces: Of Surveillance and Identities
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Mills, C.W (1959). “The Promise” in Sociological Imagination. Oxford University Press
Berger, P.L. (1963). “Sociology as a Form of Consciousness” in Invitation to Sociology,
Anchor B
2. Lupton. D. (2015). Digital Sociology. Routledge (Selected Chapters)
3. Castells, M. (1996).The Rise of the Network Society. The Information Age: Economy,
Society, and Culture Volume I (Information Age Series). London: Blackwell. (Selected
Chapters)
4. Kate Orton-Johnson and Nick Prior (ed.) (2013). Digital Sociology: Critical Perspectives.
Palgrave Macmillan, London. (Selected Chapters)
5. Deuze, M. (2006). Participation, remediation, bricolage: Considering principal components
of a digital culture. The information society, 22(2), 63-75.
6. Sassen, S. (2016). “Digital Cultures of Use and their Infrastructures” (Chapter 5) in The
Sociology of Speed: Digital, Organizational, and Social Temporalitinv es, 72
7. Hardey, M. (2001). 'E-health': the internet and the transformation of patients into
consumers and producers of health knowledge. Information, Communication & Society,
4(3), 388-405.
8. Lupton, D. (2014). Apps as artefacts: Towards a critical perspective on mobile health and
medical apps. Societies, 4(4), 606-622.
9. Couldry, N. (2015). The myth of ‘us’: digital networks, political change and the production
of collectivity. Information, Communication & Society, 18(6), 608-626.
10. Milan, S.(2015).When algorithms shape collective action: Social media and the dynamics
of cloud protesting.Social Media+Society,1(2)
11. Morozov, Evgeny. "The Internet, Politics and the Politics of Internet Debate." In Ch@nge:
19 Key Essays on How the Internet Is Changing Our Lives. Madrid: BBVA, 2013.
12. Pal, J., & Gonawela, A. (2016, September). Political social media in the global South. In
Conference on e-Business, e-Services and e-Society (pp. 587-593). Springer, Cham.
13. “Serial Selfies” (Chapter 3) in Rettberg, J. W. (2014). Seeing ourselves through
technology: How we use selfies, blogs and wearable devices to see and shape ourselves.
Springer.
14. Lupton, D. (2016). The diverse domains of quantified selves: self-tracking modes and
dataveillance. Economy and Society, 45(1), 101-122.
15. Nouwens, M., Griggio, C. F., & Mackay, W. E. (2017, May). WhatsApp is for family;
Messenger is for friends: Communication Places in App Ecosystems. In Proceedings of the
2017 CHI Conference on Human Factors in Computing Systems (pp. 727-735). ACM.
16. McKay, D. (2010). On the face of Facebook: historical images and personhood in Filipino
social networking. History and Anthropology, 21(4), 479-498
17. Boyd, D. (2013). White flight in networked publics. How race and class shaped American
teen engagement with MySpace and Facebook. In L. Nakamura & PA Chow-White (Eds.),
Race after the Internet, 203-222.
18. Gandy, O. H. (2013). “Matrix multiplication and the digital divide” (Chapter 6) in Race
after the Internet (pp. 134-151). Routledge.
19. Wilson, E. J., & Costanza-Chock, S. (2011). New voices on the net? The digital journalism
divide and the costs of network exclusion. Race after the internet.
20. Pramod K. Nayyar (2011) The Digital Dalit: Subalternity and Cyberspace, The Sri Lanka
Journal of Humanities XXXVII (1&2)
21. Thirumal, P and Gary Michael Tartakov (2011) “India's Dalits Search for a Democratic
Opening in the Digital Divide” (Chapter 2) in International Exploration of Technology
Equity and the Digital Divide: Critical. Historical and Social Perspectives. Ed. Patricia
Randolph Leigh. Hershey, New York: Information Science Reference, 2011. (20-39)
22. Chopra, Rohit. 'Global Primordialities’: Virtual Identity Politics in Online Hindutva and
Online Dalit Discourse', New Media and Society 8.2 (2006):187-206.
23. Kamath, A. (2018). “Untouchable” cellphones? Old caste exclusions and new digital
divides in peri-urban Bangalore. Critical Asian Studies, 1-20.
24. Duffy, B. E., & Pruchniewska, U. (2017). Gender and self-enterprise in the social media
age: A digital double bind. Information, Communication & Society, 20(6), 843–859
25. Tacchi, J., Kitner, K., & Crawford, K. (2012). Meaningful mobility: Gender, development
and mobile phones. Feminist Media Studies, 12(4), 528–537
26. Schoemaker, E. (2015). “Digital purdah”: How gender segregation persists over social
media. Dawn. Retrieved from https://www.dawn.com/news/1197345
27. The Silicon Valley of Dreams and Nightmares of Exploitation:The Google Labour
Aristocracy and Its Context (Chapter 9) in Fuchs, C. (2014). Digital Labour and Karl
Marx. Routledge. pp. 213-232
28. Zuboff, S. (1985). Automate/informate: The two faces of intelligent technology.
Organizational dynamics, 14(2), 5-18.
29. Fuchs, C., & Sevignani, S. (2013). What is Digital Labour? What is Digital Work? What's
their Difference? And why do these Questions Matter for Understanding Social Media?.
TripleC (Cognition, Communication, Co-Operation): Open Access Journal for a Global
Sustainable Information Society, 11(2). Graham, M., Hjorth, I., & Lehdonvirta, V. (2017).
Digital labour and development: impacts of global digital labour platforms and the gig
economy on worker livelihoods. Transfer: European Review of Labour and Research,
23(2), 135-162.
30. Arcy, J. (2016). Emotion work: considering gender in digital labor. Feminist Media
Studies, 16(2), 365-368.
31. Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and
scholarship. Journal of computer‐mediated Communication, 13(1), 210-230
32. Juris, J. S. (2012). Reflections on# Occupy Everywhere: Social media, public space, and
emerging logics of aggregation. American Ethnologist, 39(2), 259-279.
33. Boyd, D. (2008). Facebook's privacy trainwreck: Exposure, invasion, and social
convergence. Convergence, 14(1), 13-20.
34. Lange, P. G. (2007). Publicly private and privately public: Social networking on YouTube.
Journal of computer-mediated communication, 13(1), 361-380.
35. Gerlitz, C., & Helmond, A. (2013). The like economy: social buttons and the data-
intensive web. New Media & Society, 15.
36. Townsend, Anthony M. Chapter 10, Smart Cities: Big Data, Civic Hackers, and the Quest
for a New Utopia. W.W. Norton & Company, 2014.
37. Cardullo, Paolo, and Rob Kitchin. 2018. “Smart Urbanism and Smart Citizenship: The
Neoliberal Logic of ‘citizen-focused’ Smart Cities in Europe.” SocArXiv. March 9
38. Datta, A. (2015). New urban utopias of postcolonial India: ‘Entrepreneurial urbanization’
in Dholera smart city, Gujarat. Dialogues in Human Geography, 5(1), 3-22.
39. Kitchin, R. (2014). The real-time city? Big data and smart urbanism. GeoJournal, 79(1), 1-
14.
40. Vanolo, A. (2014). Smartmentality: The smart city as disciplinary strategy. Urban Studies,
51(5), 883-898. Bennett, C., Raab, C., & Regan, P. (2005). “People and place: Patterns of
individual identification within intelligent transportation systems” (Chapter 8) in
Surveillance as Social Sorting, Routledge
41. Gillespie, T. (2010). The politics of ‘platforms’. New media & society, 12(3), 347-364.
42. Helmond, A. (2015). The platformization of the web: Making web data platform ready.
Social Media+ Society, 1(2),
43. Nieborg, D. B. (2015). Crushing candy: The free-to-play game in its connective
commodity form. Social Media+ Society, 1(2)
44. Singh, R. (2019). Give Me a Database and I Will Raise the Nation-State. South Asia:
Journal of South Asian Studies, 1-18.
45. Weltevrede, E., Helmond, A., & Gerlitz, C. (2014). The politics of real-time: A device
perspective on social media platforms and search engines. Theory, Culture & Society,
31(6), 125-150.
46. Hayles, N. K. (1999). Toward embodied virtuality (Chapter 1). How we became
posthuman: virtual bodies in cybernetics, literature, and informatics, University of Chicago
Press
47. Dubbeld, L. (2003). Observing bodies. Camera surveillance and the significance of the
body. Ethics and Information Technology, 5(3), 151-162.
48. Van der Ploeg, I. (2012). The body as data in the age of information. Ball, K., Haggerty,
KD, and Lyon, D.: Routledge Handbook of Surveillance Studies, London/New York:
Routledge, 176-184.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Class attendance: 5%
Individual Reading Response: 20%
Group activities: 30%
Writing Assignments: (45%):
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
N Focus of Assignment / Project CO Mapping
o.
1 CO 1-5
Classroom learning will include attendance and
students’ engagement in the classroom discussion
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
Diode characteristics. Diode circuits: Clipper circuits, rectifiers – half wave, full wave, with
capacitor. Bipolar junction transistors (BJTs): Characteristics, modes of operation, dc analysis of
simple circuits, bias stability. AC analysis of BJT amplifier circuits. BJT amplifier configurations:
common-emitter, common-base, common-collector, other. Design of a high-performance
amplifier. Frequency response of BJT amplifiers. Stability and compensation of amplifiers.
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Topic No. of
hours
Diode physics and characteristics 4
Diode circuits – clipping circuits, rectifiers 4
Bipolar Junction Transistor (BJT) characteristics and modes of operation 5
BJT dc circuit analysis 5
Bias stability 2
BJT small-signal approximation and small-signal circuit analysis 2
BJT amplifier configurations: CE, CB, CC, others 3
BJT amplifier design 3
Frequency response of BJT amplifiers 5
Stability and compensation of BJT amplifiers 2
Design of a small analog system 8
TOTAL hours 42
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. A.S. Sedra and K.C. Smith, Microelectronic Circuits, 7th edition, Oxford, 2017.
2. R.C. Jaeger and T.N. Blalock, Microelectronic Circuit Design, 5th edition, McGraw-Hill,
2015.
3. M.H. Rashid, Microelectronic Circuits: Analysis and Design, 2nd edition, Cengage Learning,
2012.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Midterm exam-30%
Final exam-30%
Assignments and Quizzes-40%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
Focus of Assignment / Project CO Mapping
No.
1 Design of a high performance bipolar transistor amplifier CO4
2 Design of a complete analog system, such as a Buck converter CO7
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of circuit analysis and design problems
Students are provided the opportunity to view the evaluations done either in person or online.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Direct focus on employability No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
The course contents will include MOS transistor physics and models, single-stage amplifiers,
differential amplifiers, current mirrors, frequency response of amplifiers, operational amplifiers,
stability and frequency compensation of amplifiers.
Course Content
[Provide list-wise topics]
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. B. Razavi, Design of Analog CMOS Integrated Circuits, 2nd edition, Tata-McGraw-Hill, 2018.
2. R.J. Baker, H.W. Li and D.E. Boyce, CMOS: Design, Layout and Simulation, 4th edition,
Wiley, 2019.
3. T.C. Carusone, D. Johns and K. Martin, Analog Integrated Circuit Design, 2nd edition, Wiley,
2013.
4. P.E. Allen and D.R. Holberg, CMOS Analog Circuit Design, 2nd edition, Oxford, 2002.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Tests – 55%
Final exam – 20%
Assignments – 25%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Knowing MOSFETs CO5
2 Design of a common-source CMOS amplifier CO7
3 Design of a telescopic cascode differential amplifier CO7, CO8
4 Design of a 2-stage operational amplifier CO9, CO11
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of circuit analysis and design problems
Students are provided the opportunity to view the evaluations done either in person or online.
Not applicable
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The basic CMOS transistor working and
design techniques towards improving
performance is highly useful for todays SoC
Direct focus on employability Design employability.
Yes The design techniques, and layout
understanding are the skills developed in
Focus on skill development the course.
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
This is the first graduate level course in VLSI design. This course introduces students to CMOS
circuits, develops first-order current-voltage and capacitance-voltage models for transistors,
transfer characteristics of CMOS inverter, performance estimation for circuits through logical
effort, combinational circuit design, and circuit families.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand NMOS and PMOS current PO3 U F 3
equations and determine the relation with
respect to size of transistors.
CO2 Apply and observe CMOS Inverter transfer PO3, PO1 Ap F,C 4 4
characteristics and Noise margin using
current equations and compare the same
using LTSpice tool.
CO3 Evaluate the propagation delay for a unit PO3, PO2, PO1 E C,P 7 4
inverter and compare the same using
LTSpice tool.
CO4 Understand the Elmore delay model and PO3 U PC, 6
apply the same for higher order NAND and P, F
NOR gates.
CO5 Understand the design methodology for PO3, PO1 U PC, 6
multi stage digital circuits. C&S,
D-I
CO6 Understand different combinatorial logic PO3 U F, C 8
families, and compare them in terms of
logical effort and parasitic delay.
CO7 Apply stick diagram for higher order digital PO3, PO2, PO1 Ap P, 4 4
compound gates and determine the PC
footprint.
CO8
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Course contents includes CMOS logic, pass transistors, Transfer characteristics of Inverter, Noise
Margin, Long channel current model, short channel current model, Design of Inverter, gate
capacitances, parasitic capacitances, C-V characteristics for a MOS transistor, CMOS stick
diagram, and layout, CMOS Delay Estimation, Delay optimization, Elmore delay model, Linear
delay model, logical effort, Design for multi-stage and compound circuits, Decoder gate level
design, Combinational CMOS Logic Styles, Dynamic Combination CMOS Logic styles, Pseud
NMOS, Asymmetric gates, and Domino logic. The course also includes Schematic and layout of
Digital circuits using Electric tool.
Instruction Schedule
[Provide session-wise schedule]
NMOS Transistor 2 hours
MOS Capacitor Model, Short-Channel 3 hours
Short Channel, and DC Characteristics 3 hours
Skewed Inverter, Transistor Dimensions 4 hours
CMOS Buffer, Noise Margin 5 hours
Delay 5 hours
Parasitic delay 2 hours
Logical Effort 3 hours
Electrical effort and branching 3 hours
Decoder design 2 hours
Combinational circuit families 5 hours
Stick Diagram 3 hours
Ratioed circuit 3 hours
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Neil H. E. Weste and David Harris, CMOS VLSI Design: A circuits and systems perspective, 4th
edition, 2011.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Midterm exam-30%
Final exam-30%
Quizzes-20%
Assignments-20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
N Focus of Assignment / Project Mappi
o. ng
1 I-V and C-V characteristics using Long channel current equations and verify the CO1
same in LTSpice tool.
2 Transfer characteristics of Inverter and Transmission gate and verify the same CO2
in LTSpice.
3 Optimize the performance of a digital circuit by identifying critical paths and CO4,C
determine the gate and transistor size. O5
4 Draw stick diagram and layout in Electric Tool for a compound logic gate. CO7
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Most of the interviews during
Direct focus on employability placements will have questions on DSA.
Focus on skill development Yes Programming
Focus on entrepreneurship
Provides value added / life skills Yes Problem Solving Skills
(language, writing, communication, etc.)
This is a core course to the iM.Tech second semester students. The aim of
the course is to provide students with a grasp of the principles of the many
data structures used in modern software.
The students also learn to use the concepts of DSA in any programming language
of their choice to solve computing problems.
C,P 3
CO1 Determine the efficiency of algorithms. PO1, Ap 8
PSO4
PO1, C,P 10 3
CO2 Understand the characteristics of data structures PSO4 U
including arrays, linked lists, stacks, queues, trees,
Heaps, Binary Search trees , hashing, graphs .
PO1, C,P 7 3
CO3 Understand algorithms for sorting and searching. PSO4 U
PO1, C,P 10 3
CO4 Understand the graph traversal algorithms DFS and PSO4 U
BFS, algorithms for Shortest path problem and
minimum spanning trees.
PO1, C,P 10 3
CO5 Choose appropriate data structures to design efficient PSO4 E
algorithms to solve computing problems.
PO1, C,P 30
CO6 Design and implement efficient algorithms in any PSO4 C
programming language.
45 15 30
Total
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
1. Introduction to algorithms and complexity.
2. Sorting: Merge, quick, radix, selection, bubble sort, insertion sort and
heap sort.Lower bound for sorting.
3. Randomized Algorithms: Las Vegas and Monte Carlo paradigms, some
example randomized algorithms
4. Arrays, stacks, queues and linked lists .
5. Dictionaries: Skip-lists, hashing, analysis of collision resolution techniques.
6. Binary Trees: Traversals, binary search trees, balanced binary search trees -
AVL and Red Black Trees.
7. Priority queues: binary heaps, binomial heaps and Fibonacci heaps.
8. Graphs:Breadth-_first search and connected components, Depth-_first
search in directed and undirected graphs. Single course shortest path
problem and minimum spanning tree - prim's and kruskal's algorithms.
Instruction Schedule
1. Introduction to algorithms and complexity. (2 weeks)
2. Sorting: Merge, quick, radix, selection, bubble sort, insertion sort and
heap sort.Lower bound for sorting. (2 weeks)
3. Randomized Algorithms: Las Vegas and Monte Carlo paradigms, some
example randomized algorithms (1 Week)
4. Arrays, stacks, queues and linked lists . (1 week)
5. Dictionaries: Skip-lists, hashing, analysis of collision resolution techniques.
(1 week)
6. Binary Trees: Traversals, binary search trees, balanced binary search trees -
AVL and Red Black Trees. (3 weeks)
7. Priority queues: binary heaps, binomial heaps and Fibonacci heaps. (2
weeks)
8. Graphs:Breadth-_first search and connected components, Depth-_first
search in directed and undirected graphs. Single course shortest path
problem and minimum spanning tree - prim's and kruskal's algorithms. (3
week)
Learning Resources
Introduction to Algorithms by Thomas H Cormen, Charles E Leiserson, Ronald L Rivest and
Clifford Stein, MIT Press, 3rd Edition 2009.
Assessment Plan
Theory :
Mid Term - 25%
End Term- 25%
Test 1- 10 %
Test 2 - 10%
MCQ 1- 15 %
MCQ 2- 15 %
Lab
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Applications of Sorting and Searching CO1,CO3,CO6
2 Applications of Stacks, Queues and Heaps CO1,CO2,CO5,CO6
3 Applications of Binary Trees and BBST CO1,CO2,CO5,CO6
4 Applications of Graph Algorithms CO1,CO4,CO5,CO6
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
Automatic evaluation of MCQ quizzes on Moodle or other online platforms
Manual evaluation of essay type / descriptive questions
Automatic evaluation of programming questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name HSS 101: Economics
Course Instructor Name(s) V Sridhar
Hours Component
45 Lecture (1hr = 1 credit)
Credits (L:T:P)
15 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 45:15:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and Communication
and Data
Artificial Intelligence and Machine Digital Society
X
Learning
VLSI Systems Cyber Security
General Elective
None
Additional Focus Areas
Yes /
Focus Area Details
No
Direct focus on employability
Focus on skill development
Focus on entrepreneurship
Yes Provides students an appreciation of the rational
Provides value added / life skills economic behavior of individuals, firms and
(language, writing, communication, etc.) governments.
CO1 Analyze the functioning of different types of markets including PO6 An C,P 9 3
Monopoly, Monopolistic competition, Oligopoly, and Perfect
Competition and the corresponding equilibrium conditions in each
market.
CO2 Analyze market efficiencies, consumer surplus, producer surplus PO7, An C,P 6 2
and social welfare in economic markets. PO8
CO3 Analyze theory of public and private goods and its implications on PO6 An F, C, P 3 1
pricing of such goods with applications in the ICT industry
CO7 Analyze factors of production including capital, land, labour and PO6 An F, C, P 6 2
technology and their effect on productivity and standard of living
with applications in the ICT industry
Total 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
The first part of the HSS 101: Economics course, will cover Microeconomics in detail during the pre-midterm and
early part of post-midterm session. The course will cover the following topics in depth:
1. How does the market work: supply, demand and equilibrium;
2. Consumer and producer choices: elasticities of supply and demand;
3. Competitive, monopolistic and oligopolistic markets and strategic behavior of firms;
4. Public versus private goods; common resources; externalities
5. Labour markets and wage determination
6. The theory of consumer choice
7. Frontiers in Microeconomics research
The second part of the course, will cover Macroeconomics during part of the post-midterm session. The course
will cover the following topics in depth:
1. Measurement of national economy, GDP calculations;
2. Cost of living comparisons; measurements; price and GDP adjustors;
3. Productivity and growth; productivity models;
4. Money and Inflation
5. Unemployment and its impact on national economy; trade-offs between inflation and unemployment
6. International trade
7. Open economy
Instruction Schedule
Week Topics
Overview of Microeconomics: [ Ch: 1 ]
1
Ten principles of economics; how people make decisions; how firms behave; how the economy as a whole works; economist as a
scientist and as a policy adviser; illustrations through day-to-day examples.
Shifting along the curves and of the curves and their meaning; definition of market equilibrium
Determination of market equilibrium; analyzing changes in equilibrium; shifts in supply/demand curves and the corresponding
effects on equilibrium
2 Elasticity and its applications: [Ch:5]
Price elasticity of demand and its determination; variety of demand curves; total revenue and the price elasticity of demand; other
demand elasticities
Price elasticity of supply and its determination; variety of supply curves; applications of supply, discussion of demand and
elasticities in practice
Calculation of consumer surplus, and producers surplus; effect of price on these surpluses
evaluating market efficiency and reasons for market failures; discussion of cases
3 Firms in competitive markets: [Ch: 14]
marginal cost curve and firm’s supply decisions, measuring profit of competitive firm, firm’s short and long run decisions, shifts in
demand and its impact, examples
Competition with differentiated products, long run equilibrium, monopolistic vs. perfect competition, advertising to differentiate
6-7 Oligopoly: [Ch: 17]
Duopoly and oligopoly markets, measure of market concentration, equilibrium for an oligopoly, prisoner’s dilemma in oligopoly,
cartels and collusion, Nash equilibrium
Public policies towards oligopolies, restraints of trade and antitrust laws, controversies of antitrust policies, discussion with
examples
8-9 Externalities: [Ch: 10]
Externalities and market inefficiency, positive and negative externalities, discussion of examples
Production functions and marginal product of labour, shift of labour demand curve
trade between work and leisure, equilibrium in the labour market, the other factors of production – land and capital
Information asymmetry, Moral hazard and adverse selection problems, network effects
11 National Economy:
National income, expenditure, consumption, investment, GDP calculations, real and nominal GDP
Cost of Living:
Cost of living calculations, Consumer Price Index, price deflators, real and nominal Interest rates
12 Productivity and Growth:
Productivity and growth, factors of production, productivity models, government policies for improving productivity, productivity
across different countries
13 Money Growth and Inflation:
Supply and demand of money, Fisher effect, inflation, central bank policies on supply and demand for money
14 Unemployment:
Relationship between employment and wage, reasons for unemployment, trade-off between inflation and unemployment, minimum
wages, trade unions and bargaining, Philips curve, sticky price and sticky wage models
Make-up Quiz
15 Open Economy:
International trade, relationship between currency values, exchange rates, imports and exports
Learning Resources
1. Mankiw, G. (2012) Principles of Microeconomics (6 Edition). Cengage Learning.
th
Assessment Plan
Component Marks
Microeconomics Quizzes (5 × 5) 25%
Macroeconomics Quizzes (5 × 5) 25%
Mid Term Exam in Microeconomic 25%
End Term Exam in Macroeconomics 25%
Total
100%
Assignments / Projects
S. No. Focus of Assignment / Project CO Mapping
Not Applicable
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
1. Automatic evaluation of MCQ quizzes on Moodle or other online platforms
2. Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in person or
online
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name HSS 102: A History of Ideas
Course Instructor Name(s) Bidisha Chaudhuri
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against appropriate box)
Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing and Data Networking and
Communication
Artificial Intelligence and Machine Learning Digital Society
VLSI Systems Cyber Security
General Elective
Yes /
Focus Area Details
No
Direct focus on employability
Yes Introduces students to the idea of
technology as part of complex social
Focus on skill development problems
Focus on entrepreneurship
Provides value added / life skills Yes Trains students with critical thinking,
(language, writing, communication, analytical thinking and writing
etc.)
Then we move on to focusing on the relationship between individual, society and system of
knowledge. We explore social psychological ideas by Sigmund Freud and G.H. Mead through
their works on the relationship between individual and society. These ideas lead to the
relationship between society and knowledge through the works of Karl Mannheim (Sociology
of Knowledge), Berger and Luckmann (Social Construction of Reality).
The following section presents a critical understanding of modernity and modern thought
through the works of Michel Foucault and Anthony Giddens.
The course also touches upon modern Indian social and political thought through the writings
of Indian thinkers such as Gandhi, Tagore, Ambedkar, Nehru and their ideas of nation,
community, state, democracy and development. In each module, we will touch upon
contemporary issues facing India and the relevance of modern social thought in assessing these
issues.
The objective of the course is to provide students with a cursory yet critical understanding of
some of the major philosophical traditions of 19th and 20th century and the contexts in which
they originated and evolved. This basic understanding will help them firstly to comprehend
how social sciences perceive and analyze the world around us and secondly how such analytical
lenses influence and inform our understanding of the contemporary society in general.
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Concept Map of the Course (Optional)
Course Content
[Provide list-wise topics]
● Introduction to the Modernity and Enlightenment
● Introduction to Modern Political Thought
● Introduction to Modern Economic Thought
● Modernity and Culture, Society and Economy
● Introduction to Modern Sociological Thought
● Modernity and Mind
● Knowledge and Modernity
● Critiques of Modernity
● Modernity and Indian Thinkers
● Modernity and Indian Politics
● Modernity and Development in India
● Technology and Indian Modernity
Instruction Schedule
[Provide session-wise schedule]
Week Topics
1, 2 Introduction to the Course and Introduction to the Modernity and Enlightenment
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Bertrand Russell, History of Western Philosophy , George Allen and Unwin Ltd, 1947: 568-579, 642-
665,711-727, 568-579, 642-665,711-727
Adam Smith, “Of the Division of Labour” (Chapter I, Book I) in The Wealth of Nations-1776 edited by
Edwin Cannan, Bantam Books, 2003: 9-21
Karl Marx and Frederick Engels, “The Communist Manifesto-1848” in Marx/Engels Selected Works,
Vol. One, Progress Publishers, 1969: Excerpts
Femia, J. V. (1987). Gramsci's political thought: hegemony, consciousness, and the revolutionary
process.
Polanyi, K. The Great Transformation. New York: Farrar & Rinehart, 1944, selected pages
George Ritzer, Classical Sociological Theory, Second Edition, McGraw-Hill Companies, 1996: 217-
263; 183-216; 362-385
Daniel K. Lapsley and Paul C. Stey, “Id, Ego and Superego” in Encyclopedia of Human Behavior,
Second Edition edited by V.S. Ramachandran, Elsevier, 2011: 1-9
Lewis Coser, Masters of Sociological Thought, Indian Edition, Rawat Publications, 1996: 429-464
Peter Berger and Thomas Luckmann, “The Foundation of Knowledge” in Everyday Life in Social
Construction of Reality: A Treatise in the Sociology of Knowledge, Penguin Books, 1966: 31-62
Michael Foucault, “Introduction” in The Foucault Reader edited by Paul Rabinow, Pantheon Books,
1984: 31-75
Anthony Giddens, Chapter 1 in The Consequences of Modernity, Polity Press, 1990, 1-53
Ramachandra Guha, Makers of Modern India, Penguin Books, 2010: Excerpts
Ahmad, N. (2006). A note on Gandhi, Nation and Modernity. Social Scientist, 50-69
Jodhka, S. S. (2002). Nation and village: Images of rural India in Gandhi, Nehru and Ambedkar.
Economic and Political Weekly, 3343-3353.
Gail Omvedt, “Ambedkarism: The Theory of Dalit Liberation” in Dalits and the Democratic
Revolution: Dr Ambedkar and the Dalit Movement in Colonial India, SAGE Publications, 1994:
Excerpts
Parekh, B. (1991). Nehru and the national philosophy of India. Economic and Political Weekly, 35-48.
Kaviraj, S. (2005). On the enchantment of the state: Indian thought on the role of the state in the
narrative of modernity. European Journal of Sociology/Archives Européennes de Sociologie, 46(2),
263-296.
Jayal, N. G. (1994). The gentle leviathan: Welfare and the Indian state. Social Scientist, 18-26.
Rudolph, L. I. (1965). The modernity of tradition: The democratic incarnation of caste in India.
American Political Science Review, 59(4), 975-989)
Dirks, N. B. (1992). Castes of Mind. Representations, (37), 56-78.
Mitra, S. K. (1991). Desecularising the State: religion and politics in India after independence.
Comparative Studies in Society and History, 33(4), 755-777.
Pantham, T. (1997). Indian secularism and its critics: Some reflections. The Review of Politics, 59(3),
523-540.
Escobar, A. (2011). Development and the Anthropology of Modernity. The postcolonial science and
technology studies reader, 269
Sen, A. (2001). “Introduction” in Development as Freedom. Oxford Paperbacks.
Basole, A. (2005). The Economics of Ahimsa: Gandhi, Kumarappa, and the Non-Modern Challenge to
Economics
Bhaduri, A. (2017). A study in development by dispossession. Cambridge Journal of Economics, 42(1),
19-31.
Ramachandra Guha and Joan Martinez Aller, Varieties of Environmentalism: Essays North and South,
Routledge, 1997: 3-45
Baviskar, A. (1997). Ecology and development in India: A field and its future. Sociological bulletin,
46(2), 193-207.
Gandy, M. (2008). Landscapes of disaster: water, modernity, and urban fragmentation in Mumbai.
Environment and planning A, 40(1), 108-130
and Indian Modernity
Arnold, D. (2013). Everyday Technology: Machines and the Making of India's Modernity. University of
Chicago Press. [Selected Chapters]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
• Classroom Learning: 10%
• Group Activity (4*15= 60%)
• End-Term Examination: 30%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1. Classroom learning will include attendance and students’ CO1-6
engagement in the classroom discussion
2. This will take the form of storyboard-based group assignments. CO-3, 5, 6
Groups will be fixed throughout the semester. There will be 2
components for scoring:
Presentation (10): 10 minutes to present for each group. Student
groups will be presented storyboards ahead of time and asked to
present their ideas in class on the designated activity day. These
storyboards may include texts as well as audio visual materials.
All group members will be uniformly marked.
Peer review Score (5): Each member of the group will give a
score to their team members on the basis of their engagement
and contribution to the group activity.
3. End-Term Exam CO 3, 5, 6
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes
Equips students with technology
assessment frameworks to better design
and implement solutions
Direct focus on employability
Yes Teaches students to map user needs and
social and political context to technological
Focus on skill development properties
Yes Expose students to ideas that highlight the
potential and impact of digital technologies,
particularly for the underserved
Focus on entrepreneurship communities
Provides value added / life skills Yes Teaches critical thinking and analytical
(language, writing, communication, writing
etc.)
Class Tut
Id Course Outcome PO/ CL KC
(Hrs) (Hrs)
CO1 Understand how science and technology are PO3, U C 4.5 1
organized as social activities PO2
CO2 Problematise technology determinism PO3, An, F,C 3 1
5 Ap
CO3 Analyse how social, cultural and political factors PO3, An F,C 9 3
shape technology design 5
CO4 Analyse how specific technological properties are PO3, An F, 6 2
enacted differently in use contexts 5 C
CO5 Analyse processes of technology transfer PO3, An F, 1.5 1
5 C
CO6 Analyse how technologies can reproduce existing PO3, An F,C 6 2
power relations in society 5
CO7 Evaluate impact of design and implementation of PO3, Ev F,C 6 2
technology on public services, governance and 5
social development
CO8 Assess potential of contemporary digital PO3, Ev F,C 6 2
technologies in a given social context 5
CO9 Understand how technology and society mutually PO 2 Ap F,C 3 1
shape each other
Total 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
● Introduction to the course
● History of Technology
● Overview of Science and Technology Studies
● The Myth of Technology Determinism
● Social Construction of Technology
● Idea of Materiality: Actor-Network Theory
● Idea of Materiality: Sociomateriality
● Politics of Technology
● Data, Privacy and Surveillance
● Digital Labour
● Postcolonial Computing
● Repair and Non-Use of Technology
● Technology and Ethics
Instruction Schedule
[Provide session-wise schedule]
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Module 1: Introduction
Week 1- Week 2
Introduction to the concept of technology, History of Technology and Overview to the field of
Science and Technology Studies:
Li-Hua, R. (2012). “Definitions of technology” in Olsen, J. K. B., Pedersen, S. A., & Hendricks, V. F.
A Companion to the Philosophy of Technology. John Wiley & Sons. (pp. 18-22).
“Can we define ‘Technology’?” in Nye, D. E. (2007). Technology matters: Questions to live with.
MIT Press. (pp. 1-16)
Week 2
Feenberg, A. (2010). Ten paradoxes of technology. Techné: Research in Philosophy and Technology,
14(1), 3-15.
Marx, L. (1997). "Technology": The Emergence of a Hazardous Concept. Social Research, (pp. 965-
988)
Kuhn, T. S. (1962). The Structure of Scientific Revolutions. Chicago (University of Chicago Press)
1962. Chapters 2 and 4 (pp. 10-22 and 35-42)
Merton, R.K. (1942). Sociology of Science: Theoretical and Empirical Investigations. University of
Chicago press. Chapter 13: Normative Structure of Science, pp. 267-27
Sismondo, S. (2008). Science and Technology Studies and an Engaged Programme in Hackett, E.J. et
al. (ed.) (2008) The Handbook of Science and Technology Studies, Third Edition. MIT Press (pp.13-
32)
Roosth S. & Silbey S. (2009). “Science and technology studies: From controversies to posthumanist
social theory” in Turner, B. S. (Ed.) The new Blackwell companion to social theory. John Wiley &
Sons. (pp. 451- 474)
Week 4-Week 6
Social Construction of Technology
Bijker, W.E. (2001) “Social Construction of Technology” in Smesler, N. J., & Baltes, P.
B.(Ed.) International encyclopedia of social and behavioural sciences. Elsevier Science. (pp 15522-
15527)
MacKenzie D. & Wacjman J. (2011). “Introductory essay: The Social Shaping of technology” in The
Social Shaping of Technology (2nd edition). Open University Press, (pp. 3-27)
MacKenzie, D. A. (1998). “Introduction” and “Social and Economic Explanations of Technological
Change” Knowing machines: Essays on technical change. MIT Press. (pp. 1-22, and 49-66)
Noble, D. (2011). “Social choice in machine design: The case of automatically controlled machine
tools” in MacKenzie D. & Wacjman J. (Eds.) The Social Shaping of Technology (2nd edition). Open
University Press, (pp 161- 176)
David, P. A. (1985). Clio and the Economics of QWERTY. The American economic review, (pp. 332-
337)
Dyer. R. (2011). “Making ‘white’ people white” in MacKenzie D. & Wacjman J. (Eds.) The Social
Shaping of Technology (2nd edition). Open University Press, (134-137)
Abbate, J. (2011). “Cold war and white heat: The origins and meanings of packet switching” in
MacKenzie D. & Wacjman J. (Eds.) The Social Shaping of Technology (2nd edition). Open University
Press (pp.351-371) Headrick, D. R. (1990). “Imperialism, Technology and Tropical Economies” and
The Railways of India” in The tentacles of progress: technology transfer in the age of imperialism,
1850-1940. OUP Catalogue. (pp 3- 13; 49-81)
Sivamalai, L. (2013, June). Using the Lens of “Social Construction of Technology” to Understand the
Design and Implementation of Aadhaar (UID) Project. In International Working Conference on
Transfer and Diffusion of IT (pp. 633-638). Springer, Berlin, Heidelberg.
Ames, M. G. (2014). “Translating Magic: The Charisma of One Laptop per Child’s XO Laptop in
Paraguay” in Medina, E., da Costa Marques, I., Holmes, C., & Cueto, M. (Eds.). Beyond Imported
Magic: Essays on Science, Technology, and Society in Latin America. MIT Press (pp. 369-407)
Oreglia, E. (2014). ICT and (Personal) Development in Rural China. Information Technologies &
International Development, 10(3), (pp. 19- 30)
“Introduction” in Gitelman, L. (2013). Raw data is an oxymoron. MIT Press. (pp. 1-14)
Crawford K (2013) The hidden biases in Big Data. Harvard Business Review. 1 April. Available at:
https://hbr.org/ 2013/04/the-hidden-biases-in-big-data
Bowker, G., & Star, S. L. (1999). “The ICD as Information Structure” Sorting things out. Classification
and its consequences. MIT Press (pp. 107- 134)
Week 7
Idea of Materiality: Actor-Network Theory
Johnson, J. (1988). Mixing humans and nonhumans together: The sociology of a door-closer. Social
problems, 35(3), (pp.298-310)
Akrich, M, (1992). The de-scription of technical objects in Shaping technology / building society:
studies in sociotechnical change. Bijker. W.J.and J.Law (ed.), MIT press, Cambridge, MA (pp. 205-
224)
Walsham, G., & Sahay, S. (1999). GIS for district-level administration in India: problems and
opportunities. MIS quarterly, (pp.39-65)
Chaudhuri, B., Dasgupta, P., Hoysala, O., Kendall, L., & Srinivasan, J. (2017, May). Actor-networks
and “practices” of development: impact of a weather information system in West Bengal.
In International Conference on Social Implications of Computers in Developing Countries (pp. 809-
815). Springer, Cham.
Week 8
Idea of Materiality: Sociomateriality
Blanchette, J. F. (2011). A material history of bits. Journal of the American Society for Information
Science and Technology, 62(6), 1042-1057.
Orlikowski, W. J. (2007). Sociomaterial practices: Exploring technology at work. Organization studies,
28(9), (pp.1435-1448)
Leonardi, P. M. (2011). When flexible routines meet flexible technologies: Affordance, constraint, and
the imbrication of human and material agencies. MIS quarterly, 35(1), 147-167.
Scott, S. V., & Orlikowski, W. J. (2014). Entanglements in Practice. MIS Quarterly, 38(3), 873-894.
Willson, M. (2017). Algorithms (and the) everyday. Information, Communication & Society, 20(1),
137-150.
Dourish, P. (2016). Algorithms and their others: Algorithmic culture in context. Big Data &
Society, 3(2), 2053951716665128.
Week 9-10
Politics of Technology
Winner, L. (1980). Do artifacts have politics? Daedalus, (pp.121-136)
Berg, A. & M.Lie (1995). Feminism and Constructivism: Do Artifacts Have Gender? In
Science, Technology, & Human Values, Vol. 20, No. 3, Special Issue: Feminist and Constructivist
Perspectives on New Technology (Summer, 1995), pp. 332-351
Standage, T. (2014). “The Rise of Mass Media: The Centralization Begins” Bloomsbury Publishing
USA. pp. 170 -188;
Trouiller, P., Torreele, E., Olliaro, P., White, N., Foster, S., Wirth, D., & Pécoul, B. (2001). Drugs for
neglected diseases: a failure of the market and a public health failure?. Tropical Medicine &
International Health, 6(11), 945-951.
Sadowski, J., & Bendor, R. (2019). Selling smartness: Corporate narratives and the smart city as a
sociotechnical imaginary. Science, Technology, & Human Values, 44(3), 540-563.
De Filippi, P., & Loveluck, B. (2016). The invisible politics of bitcoin: governance crisis of a
decentralized infrastructure
Ruppert, E., Isin, E. and Bigo, D. (2017). Data Politics. Big Data and Society. July–December 2017: 1–
7
Burrell, J. (2016). How the machine ‘thinks’: Understanding opacity in machine learning algorithms.
Big Data & Society, 3(1), 2053951715622512.
Rosenblat, A., & Stark, L. (2016). Algorithmic labor and information asymmetries: A case study of
Uber’s drivers. International Journal of Communication, 10, 27.
Week 13
Postcolonial Computing
Philip, K., Irani, L., & Dourish, P. (2012). Postcolonial computing: A tactical survey. Science,
Technology, & Human Values, 37(1), 3-29.
Sultana, S., & Ahmed, S. I. (2019, May). Witchcraft and HCI: Morality, modernity, and postcolonial
computing in rural bangladesh. In Proceedings of the 2019 CHI Conference on Human Factors in
Computing Systems (pp. 1-15).
Mainsah, H., & Morrison, A. (2014, October). Participatory design through a cultural lens: insights
from postcolonial theory. In Proceedings of the 13th Participatory Design Conference: Short Papers,
Industry Cases, Workshop Descriptions, Doctoral Consortium papers, and Keynote abstracts-Volume
2 (pp. 83-86).
Wyche, S., Dillahunt, T. R., Simiyu, N., & Alaka, S. (2015, September). "If god gives me the chance i
will design my own phone" exploring mobile phone repair and postcolonial approaches to design in
rural Kenya. In Proceedings of the 2015 ACM International Joint Conference on Pervasive and
Ubiquitous Computing (pp. 463-473).
Week 14
Repair and Non-Use of Technology
Jackson, S. J. (2014). Rethinking repair. Media technologies: Essays on communication, materiality,
and society. (pp. 221- 240)
Jackson, S. J., Ahmed, S. I., & Rifat, M. R. (2014, June). Learning, innovation, and sustainability
among mobile phone repairers in Dhaka, Bangladesh. In Proceedings of the 2014 conference on
Designing interactive systems (pp. 905-914).
Satchell, C., & Dourish, P. (2009, November). Beyond the user: use and non-use in HCI.
In Proceedings of the 21st Annual Conference of the Australian Computer-Human Interaction Special
Interest Group: Design: Open 24/7 (pp. 9-16).
Baumer, E. P., Burrell, J., Ames, M. G., Brubaker, J. R., & Dourish, P. (2015). On the importance and
implications of studying technology non-use. interactions, 22(2), (pp.52-56)
Week 15
Technology and Ethics
Mitcham, C. & Waelbers, K. (2012), “Technology and Ethics: Overview” in Olsen, J. K. B., Pedersen,
S. A., & Hendricks, V. F. (Eds). A Companion to the Philosophy of Technology. John Wiley & Sons.
(pp. 367 – 383)
Ananny, M. (2016). Toward an ethics of algorithms: Convening, observation, probability, and
timeliness. Science, Technology, & Human Values, 41(1), 93-117.
Taylor, L. (2017). What is data justice? The case for connecting digital rights and freedoms
globally. Big Data & Society, 4(2), 2053951717736335.
Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., ... & Schafer, B. (2018).
AI4People—An ethical framework for a good AI society: opportunities, risks, principles, and
recommendations. Minds and Machines, 28(4), 689-707.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
1. Class Participation: 10%
2. Individual Reading Presentation: 10%
3. Group Activities: 30%
4. Writing:50%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
N Focus of Assignment / Project CO Mapping
o.
1 Class participation: students to have read assigned reading CO 1-9
material and come to class prepared to discuss this material.
3 Participation in two group activities (2x15%): This will take CO1,2, 3, 7,9
the form of storyboard-based group assignments conducted at
the end of each of the three modules of instruction. Student
groups will be presented storyboards ahead of time and asked
to present their ideas in class on the designated activity day.
These storyboards may include texts as well as audio visual
mediums.
4 Writing (50%): Two Term Papers - one 750 words paper CO 3-8
(20%) before mid-term break and one 3000 words paper
(30%) before end-term break will have to be submitted.
Topics for these papers will be discussed in the class well in
advance.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
This course has a zero-tolerance policy towards plagiarism. Every time you plagiarize (even if
you argue that it is merely quoting someone without citing them), and starting from the first such
instance, you will receive a zero for that assignment. Please clear any citation queries you may
have ahead of time.
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
All readings and grading comments are made available in a digital format that is accessible for visually
challenged students. Other accommodations will be as per institute policy.
Course Syllabus
Course Code / Course Name Digital Sociology
Course Instructor Name(s) Bidisha Chaudhuri
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 1 credit)
L:T:P = 3:1:0 Total Credits = 4
Grading Scheme X 4-point scale (A,A-,B+,B,B-,C+,C,D,F)
(Choose by placing X against
appropriate box) Satisfactory/Unsatisfactory (S / X)
Area of Specialization (if applicable)
(Choose by placing X in box against not more than two areas from the list)
Theory and Systems for Computing Networking and
and Data Communication
Artificial Intelligence and Machine Digital Society
Learning
X
VLSI Systems Cyber Security
General Elective
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech X CSE
M.Tech X ECE
X M.Sc. X Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
X HSS/M
General
Yes /
Focus Area Details
No
Direct focus on employability
Yes Students can assess the impact of digital
technologies on social institutions and
Focus on skill development diverse groups
Yes Train students to explore social impact of
technologies and help them understand key
areas where technology innovation is
Focus on entrepreneurship required
Provides value added / life skills Yes This course focuses on multiple writing
(language, writing, communication, etc.) assignments
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand Sociological Approach to Formulate PO6 Un C 3 1
Social Problem (iMTech)
PO 2, 5
(MSc)
CO2 Understand the significance of sociological PO6 Un C 3 2
analysis of technology impact (iMTech)
PO 2, 5
(MSc)
CO3 Analyse the impact of digital technologies on PO6,7, An F, 12 4
social institutions 10 C
(iMTech)
PO 2,3,
5 (MSc)
CO4 Analyse the impact of digital technologies on PO 6, 7, An F, 15 4
diverse social group, specifically the marginalised 8, 10 C
(iMTech)
PO 2,3,
4, 5
(MSc)
CO5 Analyse the emergence and workings of new PO 6,7, An F, 12 4
social spaces due to digital technologies 10 C
(iMTech)
PO 2,3,
5
CO6
CO7
CO8
CO9
CO10
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Instruction Schedule
[Provide session-wise schedule]
Week Topic
1 Introduction to the course
Sociological Imagination & Sociological Consciousness
2 Critical Digital Sociology
3 Diverse Technology, Diverse Use
4 Digital Culture
5 Sharing Economy
6 E-health
7 Digital Politics
8 Self and the Intimate and the Digital
9 Digital Race
10 Digital Caste
11 Gender and the Digital
12 Digital Labour
13, 14, 15 Digital Spaces: Moving beyond the Private and Public
Social Media
Smart Cities
Apps and Platforms
Bodies as Digital Spaces: Of Surveillance and Identities
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
1. Mills, C.W (1959). “The Promise” in Sociological Imagination. Oxford University Press
Berger, P.L. (1963). “Sociology as a Form of Consciousness” in Invitation to Sociology,
Anchor B
2. Lupton. D. (2015). Digital Sociology. Routledge (Selected Chapters)
3. Castells, M. (1996).The Rise of the Network Society. The Information Age: Economy,
Society, and Culture Volume I (Information Age Series). London: Blackwell. (Selected
Chapters)
4. Kate Orton-Johnson and Nick Prior (ed.) (2013). Digital Sociology: Critical Perspectives.
Palgrave Macmillan, London. (Selected Chapters)
5. Deuze, M. (2006). Participation, remediation, bricolage: Considering principal components
of a digital culture. The information society, 22(2), 63-75.
6. Sassen, S. (2016). “Digital Cultures of Use and their Infrastructures” (Chapter 5) in The
Sociology of Speed: Digital, Organizational, and Social Temporalitinv es, 72
7. Hardey, M. (2001). 'E-health': the internet and the transformation of patients into
consumers and producers of health knowledge. Information, Communication & Society,
4(3), 388-405.
8. Lupton, D. (2014). Apps as artefacts: Towards a critical perspective on mobile health and
medical apps. Societies, 4(4), 606-622.
9. Couldry, N. (2015). The myth of ‘us’: digital networks, political change and the production
of collectivity. Information, Communication & Society, 18(6), 608-626.
10. Milan, S.(2015).When algorithms shape collective action: Social media and the dynamics
of cloud protesting.Social Media+Society,1(2)
11. Morozov, Evgeny. "The Internet, Politics and the Politics of Internet Debate." In Ch@nge:
19 Key Essays on How the Internet Is Changing Our Lives. Madrid: BBVA, 2013.
12. Pal, J., & Gonawela, A. (2016, September). Political social media in the global South. In
Conference on e-Business, e-Services and e-Society (pp. 587-593). Springer, Cham.
13. “Serial Selfies” (Chapter 3) in Rettberg, J. W. (2014). Seeing ourselves through
technology: How we use selfies, blogs and wearable devices to see and shape ourselves.
Springer.
14. Lupton, D. (2016). The diverse domains of quantified selves: self-tracking modes and
dataveillance. Economy and Society, 45(1), 101-122.
15. Nouwens, M., Griggio, C. F., & Mackay, W. E. (2017, May). WhatsApp is for family;
Messenger is for friends: Communication Places in App Ecosystems. In Proceedings of the
2017 CHI Conference on Human Factors in Computing Systems (pp. 727-735). ACM.
16. McKay, D. (2010). On the face of Facebook: historical images and personhood in Filipino
social networking. History and Anthropology, 21(4), 479-498
17. Boyd, D. (2013). White flight in networked publics. How race and class shaped American
teen engagement with MySpace and Facebook. In L. Nakamura & PA Chow-White (Eds.),
Race after the Internet, 203-222.
18. Gandy, O. H. (2013). “Matrix multiplication and the digital divide” (Chapter 6) in Race
after the Internet (pp. 134-151). Routledge.
19. Wilson, E. J., & Costanza-Chock, S. (2011). New voices on the net? The digital journalism
divide and the costs of network exclusion. Race after the internet.
20. Pramod K. Nayyar (2011) The Digital Dalit: Subalternity and Cyberspace, The Sri Lanka
Journal of Humanities XXXVII (1&2)
21. Thirumal, P and Gary Michael Tartakov (2011) “India's Dalits Search for a Democratic
Opening in the Digital Divide” (Chapter 2) in International Exploration of Technology
Equity and the Digital Divide: Critical. Historical and Social Perspectives. Ed. Patricia
Randolph Leigh. Hershey, New York: Information Science Reference, 2011. (20-39)
22. Chopra, Rohit. 'Global Primordialities’: Virtual Identity Politics in Online Hindutva and
Online Dalit Discourse', New Media and Society 8.2 (2006):187-206.
23. Kamath, A. (2018). “Untouchable” cellphones? Old caste exclusions and new digital
divides in peri-urban Bangalore. Critical Asian Studies, 1-20.
24. Duffy, B. E., & Pruchniewska, U. (2017). Gender and self-enterprise in the social media
age: A digital double bind. Information, Communication & Society, 20(6), 843–859
25. Tacchi, J., Kitner, K., & Crawford, K. (2012). Meaningful mobility: Gender, development
and mobile phones. Feminist Media Studies, 12(4), 528–537
26. Schoemaker, E. (2015). “Digital purdah”: How gender segregation persists over social
media. Dawn. Retrieved from https://www.dawn.com/news/1197345
27. The Silicon Valley of Dreams and Nightmares of Exploitation:The Google Labour
Aristocracy and Its Context (Chapter 9) in Fuchs, C. (2014). Digital Labour and Karl
Marx. Routledge. pp. 213-232
28. Zuboff, S. (1985). Automate/informate: The two faces of intelligent technology.
Organizational dynamics, 14(2), 5-18.
29. Fuchs, C., & Sevignani, S. (2013). What is Digital Labour? What is Digital Work? What's
their Difference? And why do these Questions Matter for Understanding Social Media?.
TripleC (Cognition, Communication, Co-Operation): Open Access Journal for a Global
Sustainable Information Society, 11(2). Graham, M., Hjorth, I., & Lehdonvirta, V. (2017).
Digital labour and development: impacts of global digital labour platforms and the gig
economy on worker livelihoods. Transfer: European Review of Labour and Research,
23(2), 135-162.
30. Arcy, J. (2016). Emotion work: considering gender in digital labor. Feminist Media
Studies, 16(2), 365-368.
31. Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and
scholarship. Journal of computer‐mediated Communication, 13(1), 210-230
32. Juris, J. S. (2012). Reflections on# Occupy Everywhere: Social media, public space, and
emerging logics of aggregation. American Ethnologist, 39(2), 259-279.
33. Boyd, D. (2008). Facebook's privacy trainwreck: Exposure, invasion, and social
convergence. Convergence, 14(1), 13-20.
34. Lange, P. G. (2007). Publicly private and privately public: Social networking on YouTube.
Journal of computer-mediated communication, 13(1), 361-380.
35. Gerlitz, C., & Helmond, A. (2013). The like economy: social buttons and the data-
intensive web. New Media & Society, 15.
36. Townsend, Anthony M. Chapter 10, Smart Cities: Big Data, Civic Hackers, and the Quest
for a New Utopia. W.W. Norton & Company, 2014.
37. Cardullo, Paolo, and Rob Kitchin. 2018. “Smart Urbanism and Smart Citizenship: The
Neoliberal Logic of ‘citizen-focused’ Smart Cities in Europe.” SocArXiv. March 9
38. Datta, A. (2015). New urban utopias of postcolonial India: ‘Entrepreneurial urbanization’
in Dholera smart city, Gujarat. Dialogues in Human Geography, 5(1), 3-22.
39. Kitchin, R. (2014). The real-time city? Big data and smart urbanism. GeoJournal, 79(1), 1-
14.
40. Vanolo, A. (2014). Smartmentality: The smart city as disciplinary strategy. Urban Studies,
51(5), 883-898. Bennett, C., Raab, C., & Regan, P. (2005). “People and place: Patterns of
individual identification within intelligent transportation systems” (Chapter 8) in
Surveillance as Social Sorting, Routledge
41. Gillespie, T. (2010). The politics of ‘platforms’. New media & society, 12(3), 347-364.
42. Helmond, A. (2015). The platformization of the web: Making web data platform ready.
Social Media+ Society, 1(2),
43. Nieborg, D. B. (2015). Crushing candy: The free-to-play game in its connective
commodity form. Social Media+ Society, 1(2)
44. Singh, R. (2019). Give Me a Database and I Will Raise the Nation-State. South Asia:
Journal of South Asian Studies, 1-18.
45. Weltevrede, E., Helmond, A., & Gerlitz, C. (2014). The politics of real-time: A device
perspective on social media platforms and search engines. Theory, Culture & Society,
31(6), 125-150.
46. Hayles, N. K. (1999). Toward embodied virtuality (Chapter 1). How we became
posthuman: virtual bodies in cybernetics, literature, and informatics, University of Chicago
Press
47. Dubbeld, L. (2003). Observing bodies. Camera surveillance and the significance of the
body. Ethics and Information Technology, 5(3), 151-162.
48. Van der Ploeg, I. (2012). The body as data in the age of information. Ball, K., Haggerty,
KD, and Lyon, D.: Routledge Handbook of Surveillance Studies, London/New York:
Routledge, 176-184.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Class attendance: 5%
Individual Reading Response: 20%
Group activities: 30%
Writing Assignments: (45%):
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
N Focus of Assignment / Project CO Mapping
o.
1 CO 1-5
Classroom learning will include attendance and
students’ engagement in the classroom discussion
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes This course teaches student how
to propose innovative ideas in technology
with use-cases of Wireless Access Network
protocols. This being a niche area, many
students have gotten job due to background
Direct focus on employability from this course.
Yes Course assignments require the students to
simulate Wireless Access Networks using
simulation tools such as, NS2,
Focus on skill development NS3, Matlab and NetSim.
Yes Innovation is the first step towards
developing new products and/or services
Focus on entrepreneurship in R&D.
Provides value added / life skills
(language, writing, communication,
etc.)
This course mainly teaches, to understand the medium access control (MAC) protocols of
broadband wireless network. In addition to above, it also teaches, as how to be an innovator or
tune your brain to be an innovator in your technical area of interest. It will mainly cover the
broadband wireless access networks protocols. In particular evolution of innovation in medium
access control protocol in broadband access network why to understand the concepts and
why-not to think a new idea in this process of innovative idea evolution. It emphasizes on
Random Access Medium Access Control Protocols and make the student feel, why one after
the other innovation happened with respect to the open research challenges and requirement in
the space of wireless access network. The use case used is WiFi. Another major aim of this
course to make the student think logically for innovation and the use case used to teach this
course is broad areas of WAN MAC. It is a highly interactive course in class. During the course,
students allowed to select a technical area of their interest, read research papers in that area,
and present to all in class at least one open research problem and a new idea to solve it.
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by
NAAC and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
PO/ Class
Id Course Outcome
PSO
CL KC
(Hrs)
CO1 Create a solution to an existing wireless networking PO4 Ev, C FDP, 20
problem PC
CO2 Understand the concepts of MAC protocols PO4 U F, C 10
CO3 Analyze the existing MAC protocols and select one PO4 An, F, C, 10
for given requirements P
CO4 Understand CSMA/CA protocol as applied PO4 U F, C 5
to WiFi networks
CO5 Apply the QoS concepts for MAC in WiFi PO4 Ap F, C, 5
P
CO6 Analyze existing wireless networking problems from PO4 Ap FDP, 10
literature survey PC
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of
hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Introduction to broadband wireless access network (WAN)
Taxonomy of Medium Access Control (MAC) Protocol
Centrally controlled MAC
Distributed MAC
Concept of Pure Aloha and Slotted Aloha
Why CSMA was invented and technical concepts
Why CSMA/CD was invented and technical concepts
Why Wireless access network MAC is different from wired MAC?
Concepts of CSMA/CA
Why Virtual Sensing MAC was invented and its concepts
PCF MAC
Why CSMA/CA, Virtual Sensing cannot support QoS?
EDCA, HCCA MAC
Modifications in EDCA to improve QoS
Literature survey for research problem identification and new idea.
Instruction Schedule
[Provide session-wise schedule]
Lecture 1: Introduction to wireless access network and its importance;
Lecture 2: what is the role of medium access control (MAC) protocol;
Lecture 3: Impact of MAC in network performance and why it is important from performance
point of view.
Lecture 4: Taxonomy of MAC evolution
Lecture 5: Understand TDMA/FDMA and advantages and disadvantages
Lecture 6: Polling and Token based MAC protocols
Lecture 7: Why Distributed MAC was innovated from centrally controlled MAC.
Lecture 8: Understand the Pure-Aloha to Slotted-Aloha, what concept of MAC helped for the
improvement of performance from Pure to Slotted?
Lecture 9: Understand the drawback of Pure and Slotted Aloha;
Lecture 10: Why Carrier Sensing and Multiple Access Concept (CSMA) was invented?
Lectures 11-13: How CSMA concept helped to improve the performance of Slotted Aloha? 1-
persistant, p-persistent and non-persistent CSMA.
Lecture 14: Analysis of CSMA and apply for design of new MAC;
Lecture 15: What is the major limitation of CSMA
Lecture 16: What new innovations we need to come out of CSMA drawbacks?
Lecture 17-19: Carrier Sensing Multiple Access and Collision Detection (CSMA/CD);
Lecture 20: CSMA/CD MAC frame structure;
Lecture 21: Analysis of CSMA/CD
Lecture 22-25: What are the challenges one faces in Wireless LAN (WLAN): what is hidden
terminal, why collision detection is not possible in WLAN; Types of MAC proposed in IEEE
802.11 ( brief introduction to DCF); Frame structure of 802.11;
Lecture 26-29: Distributed coordination Function (DCF) MAC for wireless concepts of
CSMA/CA
Lecture 30-31: Request of send/Clear to send (RTS/CTS) MAC; Point coordination function
(PCF)
Lecture 32: Analysis of CSMA/CA
Lecture 33-34: Simulation of distributed MAC
Lecture 35-37: Limitations of DCF, RTS/CTS and PCF to support quality of service (QoS)
Lecture 37-39: QoS in WLAN 802.11e/n (EDCF)
Lecture 40: HCCF MAC protocol for QoS
Lecture 41-42: DLP, Block Acknowledgement to support better QoS
Lecture 43: AEDCF
Lecture 43-60: Research papers study, discussion, define of open problem, and innovative
idea presentation;
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-
term, end-term, project, etc.)]
Class Tests – 10%
Midterm Exams – 25%
Final exams – 30%
Innovative Idea Presentation and report submission – 25%
Assignments – 10%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
Focus of Assignment / Project
No. Mapping
1 Simulation of MAC protocols CO2, CO3
2 Analysis of exponential distribution for Internet packet arrivals CO5
3 CSMA/CA MAC limitations and QoS MAC EDCA CO4
4 Literature survey and New research problems and a novel idea CO1, CO6
presentation
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Automatic evaluation of MCQ quizzes on Moodle or other online platforms
Manual evaluation of essay type / descriptive questions: The class test, midterm
and final exams will be a written test. All the answer scripts examined and shown to the
students. The research problem identification and novel idea to solve it is presented by
student presented in front of all the students in class and faculty.
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Yes /
Focus Area Details
No
Yes The course prepares students in three ways,
broad background in IoT, Hands on project
using hardware/software, deep knowledge in
Direct focus on employability specific areas such as security, privacy
Yes The course assignments focus on utilization of
IoT systems as well as analyzing big data using
Focus on skill development Python, Matlab and ML libraries
Yes Several projects from the course have won
awards in hackathons and patents have been
Focus on entrepreneurship applied.
Provides value added / life skills Yes Course involves writing project report, paper
(language, writing, communication, etc.) review as well as presentation by the students.
The presence of the devices everywhere means, there are several different aspects that must be
studied to understand IoT. The topics include, environmental sensing, short and long range
communication specifically designed for Machine to Machine (M2M) communication, Big data
analytics, Machine Learning, Decision Engine, Privacy and security of the data collected as well
as IoT platforms. The range of topics covered in the course can be seen in the picture below.
While IoT is a multidisciplinary topic, a course is a linear entity. The course will cover range of
topics; some in more detail than others. The course project and paper review will allow you
investigate the areas that are of most interest to you.
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
Class
Id Course Outcome PO CL KC
(Hrs)
CO1 Understand different aspects of IoT and the applications PO4
U F, C 4
CO2 Analyze the sensory requirements of a smart environment F, C,
with help of a case study PO4 An P 5
CO3 Analyze the reliability issues associated with the sensors F, C,
PO4 An P 8
CO4 Determine the sensor fusion technique that will give
optimum results for given conditions F, C,
PO4 Ap P 6
CO5 Understand role of machine learning and big data in IoT. F, C,
PO4 U P 4
CO6 Understand the communication requirements for IoT
systems and existing solutions.
PO4 U F, P 10
CO7 Analyze the security and privacy issues associated with IoT
systems and the possible solutions F, C,
PO4 Ap P 8
CO8 Design and implement an IoT system using hardware (or C&S,
software) to solve a selected problem Ev,DP,
PO4 C PC 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised Bloom’s
Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Instruction Schedule
[Provide session-wise schedule]
Lectures 1-4:
What is Internet of Things (IoT) and why IoT is needed? Role of IoT in the smart
environment. Case Study 1 & 2.
Lecture 5-9:
Sensors: For a smart environment, we must determine the parameters to be sensed. In addition,
placement of sensors, frequency of sensing play an important role. Questions what to sense, how
to sense it, where to sense and when to sense will be looked into.
Lectures 10-17
Deriving information from the sensor data: Noise filtering, Signal level/Feature
level/Decision level data fusion of the sensor data
Lecture 18-23
Probabilistic sensor data fusion. Bayesian filtering, Kalman Filter
Lecture 24-27
Decision making and Rule Engine. Machine learning in IoT
Lecture 28-37
Communication and Networking: Local communication channel requirements and options
available. Role of MAC layer in making IoT a reality.
5G and IoT: Classification of IoT traffic based on QoS requirements and current advances for
supporting IoT traffic.
Lecture 38-45
Privacy and security in IoT systems
Lecture 45-60
Paper reviews and Project discussions, demonstration.
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
[1] The Internet of Things (The MIT Press Essential Knowledge series), by Samuel Greengard.
[2] Various research papers in the area
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
1. Mid Term Exam: 20%
2. Assignments: 15%
3. Project: 30%
4. Paper Review: 15%
5. Final Exam: 20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Human Activity Detection using Accelerometer and CO1, CO2, CO3, CO4
Gyroscope Data (assignment)
2 Occupancy Prediction in an Indoor Space (assignment) CO3, CO4, CO7
3 Outdoor Air Quality Monitoring for Smart City (assignment) CO4, CO5, CO6, CO7
4 Design and implement a complete IoT system (Project) CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Students will be provided opportunity to view the evaluations done where possible either in person or
online
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes The conceptual understanding of this course
helps the students to get jobs in information
technology and communication system design
Direct focus on employability industry
Yes The course content, assignments, and project
develop the student skills in applications of
Focus on skill development advanced wireless communication systems
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)
Aim of the course: The primary goal of this advanced research course is to introduce students
to the underlying theory, design techniques, and analytical tools for understanding and improving
the performance of modern wireless communication systems. This course intends to cover the
fundamentals of wireless channel models, impact of fading, various channel coding schemes for
error control, multi-carrier modulation techniques, and the multiple-input multiple-output
(MIMO) systems, which are several key 4G/5G wireless technologies. It also includes Matlab
coding assignments and a mini project.
The course is designed to help students get an in-depth grasp of the fundamentals of wireless
technologies, and gain a better understanding of modern 5G wireless communication systems
from physical layer perspective, and its extension towards 6G. While the potential benefits of such
technologies are promising, there are numerous challenges in the design and implementation of
such wireless systems. The course will address the following topics: wireless channel modeling,
fading and its countermeasures, diversity techniques, channel coding schemes, orthogonal
frequency division multiplexing (OFDM), space-time coding, and MIMO systems. This will also lay
the foundation for advanced wireless communication techniques such as Cooperative
Communication, Massive MIMO, and Millimeter Wave Communication. Finally, students are
expected to prepare a mini project that will focus on an in-depth study and analysis of any cutting-
edge wireless technology of their choice.
The importance of the course to the profession: The field of digital communication has
evolved rapidly in the past few decades, with commercial applications proliferating in wireline
communication networks (e.g., digital subscriber loop, cable, fiber optics), wireless
communication (e.g., cell phones and wireless local area networks), and storage media (e.g.,
compact discs, hard drives). After course completion, the students should be well equipped for
research or cutting-edge development in communication systems in either industry or academia.
Specifically,
There are myriads of job opportunities in the manufacturing industry and service
establishments such as broadcasting, data communication, entertainment, consulting,
research and development including system support.
The students might get a chance to work in multimedia service organizations that are
engaged in real-time information transfer via video conferencing/internet broadcasting.
Scope to work in different sectors such as Defence, DRDO, ISRO, Civil Aviation, Indian
Telephone Industries, Development Centers in various states, NPL, A.I.R, Post and
Telegraph Department, Railways, Software Engineering/IT, Hardware Manufacturing,
VLSI Design, Telecommunication, Power Sector, Television Industry, Research &
Development, and Home Appliances.
Related Courses
o Next Generation Wireless Systems: Design and Performance Analysis
o Recent advances in 5G and Beyond
Upon the successful completion of the course, students will be able to:
Course Outcome PO CL KC Class
(Hrs)
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Lab (Hrs): Number of hours of Lab session (where applicable)
Course Competencies:
Understand the challenges in wireless communication system design.
Model wireless fading channel and understand its impact on received signal-to-noise ratio.
Compute cell coverage area and outage probability under combined pathloss and shadowing.
Calculate coherence time and coherence bandwidth and classify the type of small-scale fading for
given system parameters.
Analyze BER performance under Rayleigh fading with coherent and non-coherent detection.
Analyze BER vs SNR for repetition coding with L time-diversity branches.
Understand the effect of various multi-antenna schemes including MRC and MRT on improving
error performance and the requirement for receiver and transmitter-side channel state information.
Determine the criteria for designing good space-time codes of MIMO transmissions.
Compare the diversity order, coding gain, and data rate for Alamouti, Repetition coding, and V-
BLAST space-time coding schemes.
Determine capacity-optimal power allocation policy for MIMO channel through its singular value
decomposition.
Understand channel encoding/decoding schemes including linear block codes, cyclic codes, and
convolutional codes, and demonstrate their impact on system performance.
Study the Orthogonal Frequency Modulation techniques and their advantages/disadvantages.
Understand key technologies used in 2G-5G wireless standards and the roadmap towards 6G.
Conduct a mini project which can be a literature survey, in-depth study and analysis, simulations,
or experiment from the cutting-edge wireless research topics as discussed in Module-6 of Course
Content.
Module 3 – MIMO
Narrowband MIMO system model
MIMO receivers
Parallel decomposition of MIMO model
Diversity gain, spatial multiplexing of MIMO
Rank and determinant criteria
MIMO channel capacity
Alamouti code and its BER performance
Nonlinear MIMO receiver: V-BLAST
MIMO beamforming
Week 2 Wireless channel models, Ray tracing, Delay and Doppler spread,
Coherence time and bandwidth, Jakes Model
Week 4 BER performance for AWGN and Rayleigh fading wireless channels, Quiz-1
Deep Fade Phenomenon
Week 5 Principle of Diversity: Time and Antenna diversity, MRC technique
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Text Books
Reference Books
1. Theodore Rappaport, “Wireless Communications: Principles and Practice”, Prentice Hall
2. Other research papers for state-of-the-art wireless technologies for 5G and beyond
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Two Quizzes (15%), Mid-term (25%), End-term (25%), Matlab Programming Assignments (10%),
Mini Project (20%), and Class Activity (5%)
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. CO
Focus of Assignment / Project
No. Mapping
1 Simulate a wireless channel considering simplified path loss and log-normal CO1
shadowing model and find the outage probability using Matlab.
2 Plot BER vs SNR for (i) AWGN channel without fading and (ii) Rayleigh fading CO2
under coherent detection through simulations using Matlab.
3 Plot BER vs SNR for (i) Repetition Coding with L-diversity branches and (ii) CO3
SIMO system with N receive antennas under Rayleigh fading, and obtain
diversity order in each case through simulations using Matlab.
4 Understand the impact of channel coding on system performance, CO5
specifically BER using simulations.
5 Understand the principle of multicarrier modulation using simulation. CO6
6 Conduct a mini project which can be a literature survey, in-depth study and CO7
analysis, simulations, or experiment from the cutting-edge wireless
research areas focusing on the depth and clarity in your description with a
system model and performance analysis.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Automatic evaluation of MCQ quizzes on Moodle or other online platforms
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Appropriate citation of references as per the standard IEEE format is mandatory in assignments and
course project.
Academic Dishonesty/Plagiarism
[State if any specific policy derived from institute policy is applicable. Otherwise leave it as given]
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
x iMTech
x iM.Tech
M.Sc.
Course Category Select one from the following:
(Place X appropriately)
X Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Yes /
Focus Area Details
No
Direct focus on employability
Enables application of analytical tools to
practical engineering as well as scientific
Focus on skill development Yes problems
Focus on entrepreneurship
Provides value added / life skills Yes Problem solving skills, logical reasoning
(language, writing, communication,
etc.)
The subject has applications over diverse fields, ranging from the behaviour of various physical,
mechanical and biological systems, chemical reactions and fluid systems to climate systems,
ecological systems & economics, etc.
The course begins with a discussion of nonlinear ordinary differential equations (flows) and their
structure. The concept of linear stability analysis is then introduced, starting with a stability matrix
and the Jacobian, finding eigenvalues and eigenvectors for one, two or more dimensions, and the
direction of flow of the dynamical system. Geometrical concepts of fixed points, sources & sinks,
saddle, etc. explained. Classification of fixed points is learnt.
This is followed by explanation and analysis of limit cycles, when these can exist and the
conditions required to be satisfied for these. The Poincare-Bendixson theorem is introduced,
showing how a trajectory must approach a closed orbit if confined to a closed, bounded region in
a two-dimensional phase-space, in the absence of fixed points. The concept of nullclines are
introduced and used in analysis of limit cycles. Lienard systems and Lienard’s equation for the
the existence of stable limit cycles are introduced.
Potential functions, Lyapunov functions and Dulac’s criterion are introduced as tools for
investigating stability and absence of closed orbits.
Relaxation oscillations are then discussed with examples, and analysis of relaxation oscillators is
done. Physical examples of relaxation oscillations and multiple time-scales are also introduced to
enhance comprehension. The van der Pol oscillator is discussed in detail, and slow and fast
manifolds discussed.
Bifurcations are then introduced, explaining the concept of local and global bifurcations.
Various local bifurcations, in particular: saddle-node, transcritical, pitchfork and Andronov-Hopf
bifurcations are discussed and analyzed and their normal-form equations understood. Plotting of
and understanding bifurcation diagrams is done concurrently.
Integrable and Hamiltonian systems are discussed and the equations defining such systems are
introduced. Gradient systems are investigated.
KAM theorem is introduced. Concepts of Poincare section are explained. Liouville’s theorem and
implications are discussed.
Dissipative systems are then introduced. The Lorenz equations are discussed in detail, along with
the Lorenz attractor. Volume contraction of the phase space, related bifurcations and stable and
unstable manifolds are discussed in detail.
The concept of chaos is introduced and means of detecting it explained. Lyapunov exponents are
defined and studied. Strange attractors are discussed.
Discrete nonlinear dynamical systems are then introduced, starting with simple maps. The logistic
map is discussed in detail, as an example of a unimodal map. Cycles are discussed. Cobweb
diagrams are introduced as a graphical method for investigating stability of fixed points, and used
for various examples of maps.
Period-doubling is introduced, and investigated in simple maps like the logistic and sine maps.
Calculation of Feigenbaum constants is done and the concepts of qualitative and quantitative
universality are discussed.
Lastly, fractals are introduced with examples of simple fractals and the measures of fractal
dimension discussed. Self-similar fractals are discussed. Box, similarity, pointwise, correlation
dimensions are studied.
All of the above content in the course are accompanied with assignment problems that students
have to solve.
An end-term project is assigned individually that is aimed to allow each student to apply what they
have learnt to a particular problem. Students are encouraged to show originality in working on
their project problem, in extending it and using concepts learnt in class.
The aim of the course is to give the fundamental background necessary for students to apply the
methods of dynamical systems to areas of their interest in future, and is open to all students
(iMTech / MTech / MS / PhD).
Course Outcomes and Competencies
[Course Outcomes are to be stated using appropriate terminology and taxonomy as required by NAAC
and/or NBA. For every course credit, about 2-3 outcomes are recommended.]
Class
Id Course Outcome PO CL KC
(Hrs)
CO1 Apply linear stability analysis & geometrical concepts to to PO1 Ap F, C, 5
nonlinear differential equations to classify fixed points into P
spirals, centers, nodes, stars & saddle points based on
eigenvalues & eigenvectors.
CO2 Construct and use potential functions, Lyapunov functions, PO1 Ap F, C, 3
Dulac’s criterion to show the absence of closed orbits for a P
system
CO3 Apply Poincare-Bendixson theorem & Lienard’s equation to PO1 Ap F,C,P 3
determine existence of limit cycles
CO4 Understand the concept of relaxation oscillations, multiple time- PO1 U F,C,P 5
scales and slow and fast manifolds, using the van der Pol
oscillator as an example
CO5 Use normal form-equations to classify local bifurcations as PO2 Ap F,C,P 5
saddle-node, transcritical, pitchfork and Adronov-Hopf and plot
bifurcation diagrams of such systems.
CO6 Understand the concepts of integrable and Hamiltonian PO1 U F,C,P 2
systems, and their conservation of phase space volume as
formulated through Liouville’s theorem
CO7 Analyze the Lorenz equations and its bifurcations and stable PO1 U F,C,P 5
and unstable manifolds in detail, as an example of a dissipative
system.
CO8 Understand the concept of chaos and how it is detected and PO1 U F,C, P 4
quantified by means of Lyapunov exponents
CO9 Perform stability analysis and plot bifurcation diagrams for PO1 Ap F,C,P 6
discrete dynamical systems showing existence of cycles and
period-doubling.
CO10 Understand concepts of qualitative and quantitative universality PO1 U F,C,P 2
and obtaining Feigenbaum constants
CO11 Understand the concepts of self-similarity, fractals and PO1 U F,C,P 2
measures of fractal-dimensions
Total
hours: 42
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Structure of nonlinear ODEs, linear stability analysis.
Zero & one dimensional attractors- limit cycles, higher dimensional attractors, Poincare-Bendixson
theorem.
Null-cline method for the analysis of limit cycles, relaxation oscillations, slow and fast manifolds,
introduction to local bifurcations: saddle-node, transcritical, pitchfork, Andronov-Hopf; bifurcation
diagrams.
Integrable systems: KAM theorem, Poincare surface of section, Hamiltonian systems, Lyapunov functions
& direct method for stability.
Discrete dynamical systems: simple maps, cycles, cobweb diagrams, logistic map, period doubling,
Feigenbaum constants, universality.
Instruction Schedule
Pre Mid sem: CO1 to CO6
Post Mid sem: CO7 to CO12
Weekly 2 classes of 1.5 hours each.
Learning Resources
1. Steven Strogatz, “Nonlinear Dynamics & Chaos”, Westview Press / Levant Books (2007).
2. Robert Hilborn, “Chaos & nonlinear dynamics: an introduction for scientists & engineers”,
Oxford University Press (2001).
Assessment Plan
3 to 4 Assignments: 30% weightage
Mid term Assessment : 30%,
End-term project Assessment: 40%
Grading :
For an A grade, an absolute score of 75%-80% is expected.
Other grades are set relatively based on the highest mark obtained by any student in the class and the
lowest pass mark that instructor decides. In this band of marks, all the grades starting from A to D are
typically spread equidistantly. Students who get lower than the set pass marks are given F grade.
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1. Stability analysis, fixed point classification, closed orbits CO1, CO2, CO3
2. Relaxation oscillations, Limit cycles, Bifurcation CO3, CO4, CO5
diagrams: generation and analysis
3. Hamiltonian and dissipative systems CO6,CO7
4. Chaos, discrete dynamical systems (maps) CO8, CO9, CO10, CO11
5. Project covering use of concepts taught throughout the CO1-CO10
semester
Evaluation Procedures
The course uses one or more of the following evaluation procedures as part of the course:
Students will be provided opportunity to view the evaluations done where possible either in
person or online
Academic Dishonesty/Plagiarism
As per institute policy
Accommodation of Divyangs
As per institute policy
Course Syllabus
Course Code / Course Name AI 825 / Visual Recognition
Course Instructor Name(s) Prof. Dinesh Jayagopi, Prof. G. Viswanath
Hours Component
3 Lecture (3hr = 3 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Yes /
Focus Area Details
No
Yes Practical knowledge in training vision
Direct focus on employability based machine learning models is handled
Yes Focus on pytorch based ML model training
Focus on skill development skills.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Understand Edge detection and basic PO4
U F, C 8 0
image segmentation
CO2 Apply edge detection and basic image PO4
Ap C, P 8 0
segmentation on real problems
CO3 Understand CNN and apply for object PO4
U F, C 8 0
recognition and detection
Apply object recognition and detection
CO4 PO4 Ap C, P 8 0
on real problems
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Module 4 (Segmentation)
Graph Cut Based semi-supervised segmentation - Unsupervised Segmentation (SLIC, Graph method,
Spectral Clustering)- Semantic Segmentation using CNNs- Mask RCNN based Instance Segmentation.
Instruction Schedule
Learning Resources
Assessment Plan
Module1 & Module 2:
Assignment 1 : 10 Marks
Assignment 2 : 10 Marks
Assignment 3 : 10 Marks
Mini Project 1 : 20 Marks
Assignment 4 : 15 Marks
Mini Project 2 : 15 Marks
Assignment 5 : 15 Marks
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Assignment 1 CO1, CO2
2 Assignment 2 CO1, CO2
3 Assignment 3 CO3, CO4
4 Mini project 1 CO3, CO4
5 Assignment 4 CO5
6 Mini Project 2 CO6
7 Assignment 5 CO7, CO8
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes Paper presentations help in progressing for
Direct focus on employability a research career in industry or academia
Yes Reading research papers in depth and
being able to present the main ideas, helps
Focus on skill development in innovating in the future
Focus on entrepreneurship
Provides value added / life skills Yes Paper presentations helps improve
(language, writing, communication, communication skills
etc.)
Class Tut
Id Course Outcome PO CL KC
(Hrs) (Hrs)
CO1 Understand the theory of Generative 0
PO4 U F, C 6
Adversarial Networks
CO2 Understand visual recognition for 0
PO4 U F, C 8
human centered problems
CO3 Understand visual recognition for 0
PO4 U F, C 8
sequence modeling problems
Present research papers in human 0
CO4 centered and sequence modeling PO4 Ap F, C 8
domains
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours
of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
Part-1
Generative Adversarial Networks, Human centered visual recognition (Face, Body and Hand modeling),
Sequence Modeling (Object tracking in video and Scene Text recognition)
Part-2
Transformers- Language Modeling – Scene Graph Prediction – Visual Grounding- Visual Question
Answering – Techniques for Image Language Fusion
Instruction Schedule
Learning Resources
Assessment Plan
Part 1:
Assignment 1: 10 marks
Paper presentation 1: 20 marks
Paper presentation 2: 20 marks
Part 2:
Assignment 2 : 10 Marks
Assignment 3 : 15 Marks
Assignment 4 : 10 Marks
Assignment 5 : 15 Marks
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 CO1
Part 1: Assignment 1
2 Part 1: Paper presentation 1 CO2, CO4
3 Part 1: Paper presentation 2 CO3, CO4
4 Part2 : Assignment 2 CO5
5 Part2 : Assignment 3 CO6
6 Part2 : Assignment 4 CO7, CO8
7 Part2 : Assignment 5 CO5, CO6
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
[REMOVE THIS LINE: You can use / modify the sample given below]
As per institute policy
Citation Policy for Papers (if applicable)
[If course includes reading papers and citing them as part of activities, state the citation policy. Mention
“Not applicable” if section is not applicable to the course]
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes In the area of Si chip fabrication to enhance
yield and reliability where a complex digital
system design is realized physically on a
Direct focus on employability Silicon IC chip.
Yes The course has very high focus on using
test automation tools from leading EDA
vendors properly to result in high yielding
Focus on skill development fabricated Silicon chips.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
Why is it important?
VLSI integrated circuits have revolutionized the industrial world. They are ubiquitous and
are being deployed in every conceivable engineering systems – from the simplest to the
most complex. It is imperative to have the right skill sets amongst our graduating students
to render these extremely complex chips efficiently and with minimum number of re-spins
as the Silicon processing steps to realize them have very high cost.
Total hours 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Topic 1 VLSI Testing Process and Automated Test Equipment, Test Economics and Silicon chip
quality.
Topic 2 - Silicon fabrication related fault models.
Topic 3 - Logic simulation and Fault simulation..
Topic 4 - Testability measures
Topic 5 - Combinational circuit automated test pattern generation (ATPG) algorithms
Topic 6 - Memory Testing
Topic 7 - Built In Self -Test and Design For Testability
Instruction Schedule
[Provide session-wise schedule]
Topic 1 (3 hours) - VLSI Testing Process and Automated Test Equipment, Test Economics and
Silicon chip quality.
Testing Philosophy / Role Of Testing / VLSI technology trends & their effects on testing
/ Types of Testing
ATE – LTX Fusion / Advantest T6682 ATE / Multisite Testing
Defining costs / Production / Benefit-Cost Analysis / Economics of Testable Design /
Yield / Defect Level as a Quality Measure – Test data analysis & defect level estimation
Topic 2 (6 hours) - Silicon fabrication related fault models.
Defects / Faults / Error
Functional versus Structural Testing
Levels of Fault Models & their glossary
Single Stuck-at Fault (SSAF) – Fault Equivalence for SSAF / Fault Collapsing / Fault
Dominance / Checkpoint Theorem
Topic 3 (6 hours) - Logic simulation and Fault simulation
Difference between Simulation for Design Verification and Simulation for Test
Evaluation
Modeling circuits for simulation
True Value Event Driven Simulation
Algorithms for Fault Simulation – Serial / Parallel / Deductive / Concurrent
Statistical methods for fault simulation – fault sampling
Topic 4 (6 hours) - Testability Measures
SCOAP controllability and observability – Combinational SCOAP measures / Sequential
SCOAP measures / High Level Testability Measures
Topic 5 (8 hours) - Combinational circuit automated test pattern generation (ATPG) algorithms
ATPG algebras
Testing as a global problem
Different Test Generation Approaches – Random / Deterministic / Algebraic / Fault
oriented / Fault Independent / Single Path / Multiple Path
D-Calculus and D-Algorithm
9-Valued Algorithm
Path Oriented Decision Making (PODEM) Algorithm
Fanout Oriented (FAN) Test Generation algorithm
Topic 6 (8 hours) - Memory Testing
Memory Faults and failure mechanisms
Memory Test Levels
March Test Notations
Functional RAM testing with March Tests
Testing for Neighbourhood Pattern Sensitive Faults
RAM Layout related faults – Inductive Fault Testing
RAM Fault Hierarchy
Cache RAM Testing
Functional ROM Testing
Electrical Parametric Testing
Topic 7 (8 hours) - Built In Self -Test and Design For Testability
Digital DFT and Scan Design
Random Logic BIST
Theory and Operation of Linear Feedback Shift Registers using Galois Fields – LFSRs as
Random Test Pattern Generators / LFSRs as Signature Analyzers / Multiple Input
Signature Registers
Memory BIST
Design For Testability Sub-Systems – Hierarchy in System On Chips
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
1. M. Abramovici, M. Breuer and A. Friedman, “Digital Systems Testing and Testable Designs”,
Jaico Publishing House, 2013.
2. V. D. Agrawal and M. Bushnell, “Essentials of Electronic Testing For Digital, Memory and
Mixed Signal VLSI Circuits”, Springer, 2000.
3. H. Fujiwara, “Logic Testing and Design For Testability”, Computer Systems Series, The MIT
Press, 1990.
Assessment Plan
% of Total Grade
Mid Term 25%
Assignments 20%
Presentations 20%
End Term 35%
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Take home theory assignments (Two) to solve testability CO2, CO3, CO4, CO5,
related problems for different categories of digital CO6 and CO7
circuits.
2.
3.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
● Demo for assignments/projects
Students will be provided opportunity to view the evaluations done either in person or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Yes In the area of Functional Verification and
Validation of complex VLSI systems and
System on Chips to enable Si chip
fabrication to enhance yield and reliability
when they are realized physically on
Direct focus on employability Silicon.
Yes The course has very high focus on using
System Level Verification automation tools
from leading EDA vendors properly to
result in high yielding fabricated Silicon
Focus on skill development chips.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)
System on Chip (SoC) designs inherit all the well known verification and validation
difficulties associated with complex ASIC designs, besides adding their own set of
newer problems. These arise because SoCs are primarily implemented by re-using
Intellectual Property (IP) cores. It is well known that verification today constitutes about
70% to 80% of the total design effort, thereby, making it the most expensive component
in terms of cost and time, in the entire design flow. It is expected to get even worse for
SoC designs. In a complex SoC design flow functional verification is very important; any
behavioral or functional bug escaping this phase will not be detected in the subsequent
implementation phases and will surface only after the first silicon is integrated into the
target system, resulting in costly design and silicon iterations. Many of the issues relate
to intrinsic limitations of some of the verification approaches taken; while others have to
do with the quality of the design information, by way of, design descriptions, design
documentations and design specifications, from which the overall verification objectives
are derived. SoCs have brought to focus the need to carry out design and verification
concurrently. For the design and verification task to proceed concurrently there is a
need to capture formally, design information and implementation details at various
levels of abstraction. Another reason for the need to formalize is that, as designs
become more complex, functional verification will have to be carried out using the divide
and conquer approach. For these approaches to succeed, specifications of either, the
individual modules, or individual IPs, if any are used, have to be stated formally. The
proposed course will address the state of the art in the area of functional verification. It
will focus on existing methodologies, tools, and practical approaches based on universal
simulation, emulation, formal verification, and semi-formal verification that can be
employed to overcome the SoC verification problem. A number of case studies based
on real life verification projects will be presented describing the various techniques used
and the effectiveness of these techniques.
Why is it important?
System on Chip and VLSI integrated circuits have revolutionized the industrial world.
They are ubiquitous and are being deployed in every conceivable engineering systems
– from the simplest to the most complex. It is imperative to have the right skill sets
amongst our graduating students to render these extremely complex chips efficiently
with quick turnaround times and with minimum number of re-spins as the Silicon
processing steps to realize them have an extremely high cost.
Total hours 45 15
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Topic 1 – Introduction to High Level Verification
Topic 2 – High Level Design Flow and Verification Issues
Topic 3 – Simulation Based Verification
Topic 4 – Formal Verification Techniques based on Symbolic Model Checking
Topic 5 – Semi-Formal Verification Techniques
Topic 6 – Emulation based validation approaches
Instruction Schedule
[Provide session-wise schedule]
Topic 1 (2 hours) – Introduction to High Level Verification
Need for high level verification.
Simulation/Emulation,
Formal/Semi-formal,
Design Representation.
Topic 2 (2 hours) - High Level Design Flow and Verification Issues
System Design - Requirements, Specifications
Functional Descriptions, Implementation
Verification Problems
Verification Techniques
Topic 3 (16 hours) - Simulation Based Verification
Introduction,
Types of Simulation – Event Driven Simulation, Cycle Accurate Simulation, Compiled Code
Simulation
Quality of Verification and Coverage Analysis, Test Bench Automation
Coverage and Constraint Driven Verification
System Verilog as a HDVL for Coverage and Constraint Driven Verification
System Verilog language details for creation of test bench automation through layered test
bench approaches – OVM and UVM
Dynamic Assertion Based Verification
Topic 4 (17 hours) - Formal Verification Techniques based on Symbolic Model Checking
Formal Verification Techniques for FSM Models :
Computation Tree, Temporal Logic operators and their semantics, Linear temporal logic
(LTL), Computation Tree Logic (CTL), Formal properties, assertions, assumptions, covers.
Model Checking and Formal Engines,
SAT Solvers,
BDDs,
Symbolic Model Checking with BDDs,
Model Checking using SAT,
Model Checking in Practice,
Academic and Industrial Model Checker,
Equivalence Checking.
Case studies in the application of FV in real life designs
Topic 5 (6 hours) – Semi-Formal Verification Techniques
Symbolic Simulation
Symbolic Trajectory Evaluation
Generalized Symbolic Trajectory Evaluation
Bounded Model Checking
Guided Search
Smart Simulation.
Topic 6 (2 hours) – Emulation based validation approaches
Emulation : Systems, Flows
FPGAs as Logic Emulators,
Drawbacks of Emulation
Commercial Emulators
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
1. Michael Huth & Mark Ryan, Logic in Computer Science : Modeling and Reasoning about
Systems (Cambridge University Press), 2004
2. Kenneth L. McMillan, Symbolic Model Checking ( Kluwer Academic Publishers)
3. Thomas Kropf, Introduction to Formal Hardware Verification (Springer-Verlag).
Assessment Plan
% of Total Grade
Assignments 20%
Presentations 20%
Course Project 40%
End Term 20%
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Take home theory assignments (Two) to solve high level CO3, CO4
synthesis and logic optimization problems
2. Course Project involves a verification project carried out CO3, CO4 and CO6
on a complex digital system design using EDA vendor
and Academic tools. On completing the project students
will make a presentation describing their verification
approach and the results at the end of the semester.
3.
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations.
Generic evaluation procedures included below. Add additional evaluation procedures / criteria
as needed
The course uses one or more of the following evaluation procedures as part of the course:
● Automatic evaluation of MCQ quizzes on Moodle or other online platforms
● Manual evaluation of essay type / descriptive questions
● Automatic plagiarism check using tools
● Demo for assignments/projects
Students will be provided opportunity to view the evaluations done either in person or online
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
This is the second graduate level course in VLSI design. The course introduces students to
subsystem level design techniques and estimate power, performance and area of the circuit in
detail. Timing parameters for designing sequential circuit designs followed by different adder
architecture will also be explained. Interconnect analysis is also included in this course.
Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 Understand the most evolved and robust PO2, PO3 U, C, P 4 5
Latch and flipflop designs in VLSI and Ap
demonstrate the understanding to the
Instructor.
CO2 Apply the static timing constraints to design PO2, PO3 Ap F,C, P 6 6
sequential datapath without any timing
violations for higher order adder circuit in a
sequential flow using CADENCE tool.
CO3 Evaluate the dynamic and static power for PO2 E, C,P 6 6
higher order and multistage designed circuit Ap
using CADENCE tool.
CO4 Design approximate computing / flip flop/ PO1, PO2, PO3 Ap C&Sp, 6 6
SRAM for higher order bits using state of art P
literature design.
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from Revised
Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs): Number of hours of
instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Course Content
[Provide list-wise topics]
Course contents includes interconnect engineering, static timing analysis, sequential circuit
design, circuit design using latches and flipflops, datapath subsystems includes adders, and
multiplier designs, power estimation including static and dynamic power estimations. The course
also requires students to design circuits and layout in Cadence software.
Instruction Schedule
[Provide session-wise schedule]
Design of Latches and Flipflops 4 hours
Control signals for latch and flipflop designs 2 hours
Static timing analysis for latches, pulsed latches and flipflops 6 hours
Introduction Power estimation 2 hours
Switching Probability 2 hours
Driving factor to estimate power 2 hours
Level converters 2 hours
DVFS technique 3 hours
Leakage currents 5 hours
Adder design 3 hours
Carry Ripple, Carry Skip, Carry Look ahead adders 6 hours
Interconnects 3 hours
Repeaters 5 hours
Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
Neil H. E. Weste and David Harris, CMOS VLSI Design: A circuits and systems perspective, 4th
edition, 2011.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]
Exam#1-20%
Exam#2-20%
Project-35%
Assignments-25%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S
. CO
N Focus of Assignment / Project Mappi
o ng
.
1 Draw the layout of Klass Semidynamic flipflop in Cadence and determine the CO1
setup and hold time for the flipflop. Use 45 nm technology node.
2 Demonstrate Power and Energy of parasitic load capacitance and Vdd power CO3
supply connected to unit inverter with respect to time domain for three different
ramp input (3 different slope) in Cadence. Use 45 nm technology node.
Verify the delay of both level converter circuits in Cadence tool. Use 45 nm
technology node
3 Design the layout of a sequential circuits involving flipflops with a computation for C02
8 bit adder circuit. Make sure that the adder circuit is designed in a view that
maximum and minimum delay constraints are satisfied for the flipflops designed.
Use 45 nm technology node.
4 Project on Approximate Computing/ Memory design / Flipflop design CO4
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
Yes /
Focus Area Details
No
Equips students to design and develop
digital technologies within the frame of
urban governance
Direct focus on employability
Allows students to grasp sectoral,
institutional and digital dimensions of
what constitutes smart cities and train
students to assess the impact of digital
technologies on diverse urban population
Focus on skill development
Focus on entrepreneurship NA
Provides value added / life skills Teaches critical thinking and analytical
(language, writing, communication, etc.) writing
Critiques on the other hand, believe that the smart city is nothing but a phase in the ‘urban
labelling’ phenomenon, (much like the livable city, techno-city, sustainable city, ubiquitous
city or the intelligent city) and, is largely about rendering hitherto unconcerned
stakeholders and technologies key to the development and implementation of specific
forms of urban management solutions. This labelling, while acknowledged (albeit often
with skepticism) a part of the ‘contemporary language games’ around urban
management, however makes a difference in the manner in which cities and related
urbanization policies are understood,framed, conceptualized and planned. Yet,
semantics of a smart city are not clear. Rather, definitional impreciseness has led to
numerous assumptions of what constitutes a smart city or what makes a city smart.
Furthermore, while debates around the smart cities idea are fast evolving, these emerge
as fragmented and call for further exploration. This elective aims to unpack the smart
cities discourse to understand the ‘smart’ in context of the ‘city’. It doing so, the course
covers definitional components, critical insights, and sectoral, institutional and digital
dimensions of what constitutes smart cities.
The elective is divided into four broad sections. Section I (classes 2-7) starts with the
ideation of the city to then understand how cities are imagined/ viewed in the 21st century.
In particular, this section focuses on the impact of globalization on the urban. Section II
(classes 8-18) focuses on the origins of the smart city conceptualization and the debates
around the semantics of smart city. In particular, this section the emergence of the smart
cities discourse as a case of “corporate story telling”. Section III (Classes 19-22) provides
an overview of the smart cities debate in India with a focus on definitions, features,
strategy, challenges, financing and implementation mechanisms. In particular, this
section aims to provide an understanding of the Smart City as a political construct in India.
The concluding section (classes 23-30) focuses on various elements of the smart city
debate: e-governance; mobility and intelligent transport systems; big data; participatory
planning; smart communities; control and surveillance.
Class Tut
Id Course Outcome PO/ CL KC
(Hrs) (Hrs)
CO1 Understand theories of urbanization and PO1, Un C,F 9
discourses on cities PO4
CO2 Understand role of technology in urban PO1, Un C 6 2
planning and infrastructure PO5
Legend: PO/PSO: Programme Outcomes / Programme Specific Outcomes; CL: Cognitive Level (from
Revised Bloom’s Taxonomy); KC: Knowledge Category (from Revised Bloom’s Taxonomy); Class (Hrs):
Number of hours of instruction; Tut (Hrs): Number of hours of tutorial session (where applicable)
Concept Map of the Course (Optional)
Course Content
[Provide list-wise topics]
Introduction and discussion on the course outline and anticipated outcomes
Popular imaginations of the city: An exercise in interpretation of ideation of a city
Urbanization, Urban Theory and Cities
Cities in the Global South: Past imaginations of the Future
Globalization and cities: Emerging Perspectives
Globalization and speculative urbanization
The emergence of the Smart City Discourse
Cities: Efficiency Versus Sufficiency
Semantics of a Smart City
Critical Perspectives on Smart Cities
Intelligent cities and smart cities
Planning for (Smart) Cities
Smart to Smarter Cities – A case of Corporate Story telling
Smart Cities: Case Studies
From Global to National: The Urban in India
Smart Cities in India: From Corporate storytelling to political narratives
Smart Cities in India: Debating Centralization and Decentralization
India’s experiments with Smart Cities: Critical Insights
Smart Cities and Provincial Visions in India
From Policy to Action: Democratisation and/or Corporatisation
Smart Cities and e-Governance
Smart Cities: Planning for Intelligent Transport Systems
Smart Cities: Importance of Big Data
Smart Cities: Participatory Planning
Smart Cities: Smart Citizens and communities
Smart Cities: Urban Control and surveillance
Instruction Schedule
[Provide session-wise schedule]
Class1: Introduction and discussion on the course outline and anticipated outcomes
What is a city?
Class 2: Popular imaginations of the city: An exercise in interpretation of ideation of a city.
Class 3: Urbanization, Urban Theory and Cities
Class 4: Urbanization, Urban Theory and Cities
Class 5: Cities in the Global South: Past imaginations of the Future
Class 6: Globalization and cities: Emerging Perspectives.
Class 7: Globalization and speculative urbanization
Class 8: The emergence of the Smart City Discourse
Class 9: Cities: Efficiency Versus Sufficiency
Class 10: Semantics of a Smart City
Class 11: Semantics of a Smart City
Class 12: Critical Perspectives on Smart Cities
Class 13: Intelligent cities and smart cities
Class 14: Planning for (Smart) Cities
Class 15: Smart to Smarter Cities – A case of Corporate Story telling
Class 16: Smart to Smarter Cities – A case of Corporate Story telling
(Contd).
Class 17 : Smart Cities: Case Studies
Class 18: From Global to National: The Urban in India
Class 19: Smart Cities in India: From Corporate storytelling to political narratives
Class 20: Smart Cities in India: Debating Centralization and Decentralization
Class 21: Smart Cities in India: Debating Centralization and Decentralization
Class 22: India’s experiments with Smart Cities: Critical Insights
Class 23: Smart Cities and Provincial Visions in India
Class 24: From Policy to Action: Democratisation and/or Corporatisation
Class 25: Smart Cities and e-Governance
Class 26: Smart Cities: Planning for Intelligent Transport Systems
Class 27: Smart Cities: Importance of Big Data
Class 28: Smart Cities: Participatory Planning
Class 29: Smart Cities: Smart Citizens and communities
Class 30: Smart Cities: Urban Control and surveillance
Learning Resources
[Mention text books, reference books and other learning resources required as part of the
course]
Film: http://www.theatlantic.com/video/index/380650/what-isa-city/
Hollis, L. (2013). Cities are Good for You: The Genius of the Metropolis. A&C Black.
(8-30)
Cities and Urbanism. Heroic Urbanism: 13 Ultra-Cool Comic
Book Cities: http://weburbanist.com/2010/09/20/heroic-urbanism-13-coolcomic-
book-cities/
The Story Behind DC Comics’ Famous Gotham City Map:
http://www.eliotrbrown.com/wp/gotham-city-map.html
The Cartographer Who Mapped Out Gotham City:
http://www.smithsonianmag.com/arts-culture/cartographergotham-city-
180951594/?no-ist
The Architecture of Superman: A Brief History of The Daily Planet:
http://www.smithsonianmag.com/arts-culture/the-architectureof-superman-a-brief-
history-of-the-daily-planet-22037/?no-ist
City Lab: World’s Largest Urban Simulator Spans 26 Square Miles:
http://weburbanist.com/2015/08/27/city-lab-worlds-largesturban-simulator-spans-26-
square-miles/
The Capital: Egypt Plans Largest From-Scratch City in History:
http://weburbanist.com/2015/03/19/the-capital-egypt-planslargest-from-scratch-city-in-
history/
Dubai to Build New 50 Million Sq Ft Climate-Controlled City:
http://weburbanist.com/2014/07/12/dubai-to-build-new-50-million-sq-ft-climate-
controlled-city/
Film: Metropolis by Fitz Lang
Parker, S. (2015). Urban theory and the urban experience: Encountering the city.
Routledge.
Soja, E. W. Putting Cities First: Remapping the Origins of Urbanism. A Companion to
the City, 26-34.
Peattie, L. (1990). Planning: Rethinking Ciudad Guayana. In Planning: rethinking
Ciudad Guayana. Ann Arbor (selected pages)
Scott, J. C. (1998). Seeing like a state: How certain schemes to improve the human
condition have failed. Yale University Press. Pp. 103-146
Bharne, V. (2012). Anointed Cities. The Emerging Asian City: Concomitant Urbanities
& Urbanisms, 17-26
The Emerging Asian City: An Interview with Vinayak Bharne | Planetizen: The Urban
Planning, Design, and Development Network.
Harvey, D. (1989). The urban experience (p. 312). Baltimore: Johns Hopkins
University Press. Pp. 165-199
Amin, A. (2000). The economic base of contemporary cities. A Companion to the City,
115-129.
Goldman, M (2011), “Speculative urbanism and the making of the next world city”,
International Journal of Urban and Regional Research, Vol 35(3), 555−581.
Lees, L., & Demeritt, D. (1998). Envisioning the Livable City: The Interplay of “Sin City”
and “Sim City” in Vancouver's Planning Discourse. Urban Geography, 19(4), 332-359.
Lambertz, K.A. There's A Lesson in Spain's Surreal, Unfinished Cities.:
http://www.huffingtonpost.com/entry/spain-
emptycities_us_56ba6221e4b0b40245c47dff?section=india
Townsend, A. M. (2013). Smart cities: Big data, civic hackers, and the quest for a new
utopia. WW Norton & Company (1-18)
Greenfield, A. (2006). No Boundaries: The challenge of ubiquitous design. Adobe
Design Center, 1-5: http://uwforum.org/upload/board/No_Boundaries.pdf
Vezzoli, C. A., & Manzini, E. (2008). Design for environmental sustainability. Springer
Science & Business Media. (Chapters 1&2)
Lein, J. K. (2008). Integrated Environmental Planning: A Landscape Synthesis. John
Wiley & Sons (Chapter 4)
'A monster crawls into the city' – an urban fairytale by Saskia
Sassen: http://www.theguardian.com/cities/2015/dec/23/monster-cityurban-
fairytale-saskia-sassen
Cstep (2015): Reconceptualising Smart Cities: A Reference Framework for India.
Compendium of Resources. (1-39)
Vanolo, A. 2014. Smartmentality: The smart city as disciplinary strategy. Urban
Studies 51, no 5: 883-898
Hollands, R. G. (2008). Will the real smart city please stand up? Intelligent,
progressive or entrepreneurial?. City, 12(3), 303-320
Wolfram, M. (2012). Deconstructing smart cities: an intertextual reading of concepts
and practices for integrated urban and ICT development. na.
Kukka, H., Ylipulli, J., Luusua, A., & Dey, A. K. (2014,October). Urban computing in
theory and practice: towards a transdisciplinary approach. In Proceedings of the 8th
Nordic Conference on Human-Computer Interaction: Fun, Fast, Foundational (pp.
658-667). ACM.
The stupefying smart city. Richard Sennett LSE Cities, LondonSchool of Economics,
Eds.: Burdett Ricky, Rode Philipp. London, 16-17, 2012.
https://lsecities.net/media/objects/articles/the-stupefying-smartcity/en-gb/
Nissenbaum, H. F., & Varnelis, K. (2012).Modulated cities: Networked spaces,
reconstituted subjects. Architectural League of New York.
Komninos, N. (2009). Intelligent cities: towards interactive and global innovation
environments. International Journal of Innovation and Regional Development, 1(4),
337-355.
Kirkland, A. (2015). The Terrifying "Smart" City of the Future
http://www.alternet.org/civil-liberties/terrifying-smart-cityfuture
Throgmorton, J.A. 2003. Planning as persuasive storytelling in a global-scale web of
relationships. Planning Theory 2, no 2: 125-51
Van Hulst, M. 2012. Storytelling, a model of and a model for planning. Planning
Theory 11, no 3: 299-318
Healey, P. (2000). Planning in relational space and time: responding to new urban
realities. A Companion to the City, 517-530.
Söderström, O., Paasche, T., & Klauser, F. (2014). Smart cities as corporate
storytelling. City, 18(3), 307-320.
Townsend, A., & Norton, W. W. (2013). Smart cities. Places Journal
https://placesjournal.org/article/smart-cities/
Robinson Rick (2015). From Concrete to Telepathy: Building Cities as if People
Mattered. TEDxBrum https://www.youtube.com/watch?v=o_yRJOg8yY8
Halpern, O., LeCavalier, J., Calvillo, N., & Pietsch, W. (2013). Test-bed urbanism.
Public Culture, 25(2 70), 272-306.
Falconer, G. & Mitchell, S. (2012). Smart City Framework: A Systematic Process for
Enabling Smart+Connected Communities:
(http://www.cisco.com/c/dam/en_us/about/ac79/docs/ps/motm/Smart-City-
Framework.pdf)
Shwayri, S. T. (2013). A model Korean ubiquitous eco-city? The politics of making
Songdo. Journal of Urban Technology, 20(1), 39-55.
Cugurullo, F. (2013). How to build a sandcastle: An analysis of the genesis and
development of Masdar City. Journal of Urban Technology, 20(1), 23-37
Sennett, R. (2012). No one likes a city that's too smart. The guardian
http://www.theguardian.com/commentisfree/2012/dec/04/smart-city-rio-songdo-
masdar
Parker, P. (1998). The Multi-Function Polis 1987-97: An International Failure or
Innovative Local Project?. Australia-Japan Research Centre, Crawford School of
Public Policy, The Australian National University.
Mohan, A.K (2014). From Hierarchy to Heterarchy in the Information Age: The State
and the Municipal Reforms Programme in Karnataka, India. Unpublished Dissertation,
International Institute of Information Technology, Bangalore (65-73, 78-95)
Mahadevia, D. (2011). Branded and renewed? Policies, politics and processes of
urban development in the reform era. Economic and Political Weekly, 46(31), 56-64.
Government of India (2014): Sivaramakrishna Committee Report on Study of
Alternatives for the New Capital of Andhra Pradesh
http://www.cprindia.org/sites/default/files/policybriefs/
ExpertCommittee_CapitalAP_Final.pdf: Chattaraj, S. (2015). Are 100 New Smart
Cities Smart Policy?http://www.outlookindia.com/website/story/are-100-newsmart-
cities-smart-policy/293100
Smart Cities: Mission Statement and Guidelines. 2015. Ministry of Urban
Development, Government of India.
Cstep (2015). Reconceptualizing Smart Cities: A Reference Framework for India.
Dutta, A. (2016): Will India’s experiment with smart cities tackle poverty – or make it
worse?: https://theconversation.com/will-indias-experiment-withsmart-cities-tackle-
poverty-or-make-it-worse-53678
Sinha, D. (2015) Is Amravati really a 'capital' choice? In India Together
http://indiatogether.org/articles/amravati-as-thecapital-of-andhra-states
Amravati: Proposed Smart Capital for Andhra Pradesh
https://www.youtube.com/watch?v=-RahriAP3vg
Datta, A. (2012). India's ecocity? Environment, urbanisation, and mobility in the
making of Lavasa. Environment and Planning C: Government and Policy, 30(6), 982-
996
Datta, A. (2015). New urban utopias of postcolonial India ‘Entrepreneurial
urbanization’in Dholera smart city, Gujarat. Dialogues in Human Geography, 5(1), 3-
22
Studying the selected 20 Smart City Proposals in India:
https://secure.mygov.in/home/35421/discuss/
Ministry of Urban Development, Government of India. http://smartcities.gov.in
(strategy; selection process; implementation and monitoring and financing modalities)
Odendaal, N. (2003). Information and communication technology and local
governance: understanding the difference between cities in developed and emerging
economies. Computers, Environment and Urban Systems, 27(6), 585-607.
Mohan, A. K., Cutrell, E., & Parthasarathy, B. (2013,December). Instituting credibility,
accountability and transparency in local service delivery?: helpline and Aasthi in
Karnataka, India. In Proceedings of the Sixth International Conference on Information
and Communication Technologies and Development: Full Papers-Volume 1 (pp. 238-
247). ACM
Government of India (2006). National urban transport policy 2006:
http://www.indiaenvironmentportal.org.in/files/TransportPolicy.pdf
Suzuki, H., Dastur, A., Moffat, S., Yabuki, N., & Maruyama,H. (2010). Ecological Cities
as Economic Cities. Eco2 Cities: Ecological Cities as Economic Cities, 13-28 (169-
182)
Vinay Venkatraman (2014). Mobility beyond transport in smart cities. TEDx
CopenhagenSalon https://www.youtube.com/watch?v=z5O4Yl6ZB4k
Kitchin, R. (2014). The real-time city? Big data and smart urbanism. GeoJournal,
79(1), 1-14.
Mischa Dohler (2013). Smart Cities – The Untold Story: TEDx London City 2.0
https://www.youtube.com/watch?v=xUFUp-ylfC4
Choi, J. H. J., & Greenfield, A. (2009). To connect and flow in Seoul: Ubiquitous
technologies, urban infrastructure and everyday life in the contemporary Korean city.
Handbook of research on urban informatics: The practice and promise of the real-time
city, 21-36.
Bunnell, T. (2003). Malaysia’s high-tech cities and the construction of intelligent
citizenship. Theorizing the southeast Asian city as text, 109-133.
Saunders, T., & Baeck, P. (2015). Rethinking Smart Cities from the Ground Up.
London: Nesta. (selected pages)
Crang, M., & Graham, S. (2007). Sentient cities ambient intelligence and the politics of
urban space. Information, Communication & Society, 10(6), 789-817.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]
Class Participation--- 20%
Group Activities and Presentations – 40%
Writing Assignments (Mid-term and End-term) – 20%
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S.
N Focus of Assignment / Project CO Mapping
o.
1 Class Participation CO 1-6
2. Group Activities and Presentations CO 1-6
3 Writing Assignments CO 1-6
Evaluation Procedures
Provide details of how evaluations will be done, how students can look at the evaluations. Generic
evaluation procedures included below. Add additional evaluation procedures / criteria as needed
The course uses one or more of the following evaluation procedures as part of the course:
Manual evaluation of essay type / descriptive questions
Automatic plagiarism check using tools
Students will be provided opportunity to view the evaluations done where possible either in person
or online
Academic Dishonesty/Plagiarism
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]
All readings and grading comments are made available in a digital format that is accessible for
visually challenged students. Other accommodations will be as per institute policy.