COURSE CATALOG

INTERNATIONAL INSTITUTE OF INFORMATION

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
M.Tech
M.Sc.
X CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

[Provide introduction to the course]

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).

Goal of the course:

● 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.]

PO/ Class Lab

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the introductory concepts of database PO1, U F, 5 0
models, systems, architectures, terminology and PSO2 C
languages.
CO2 Understand the entity–relationship modelling and PO1, U F, 3 0
database design. PSO2 C,
P
CO3 Draw/prepare/create UML diagrams as per the PO1, Ap C, 3 2
principles of conceptual DB design. PSO2 P
CO4 Perform data definition and data manipulation PO1, Ap C, 5 6
operations using SQL. PSO2 P
CO5 Understand normalisation, relational design theory, PO1, U C, 7 0
functional dependencies, and normal forms. PSO2 P
CO6 Implement data file organisation on disk using the PO1, Ap C, 10 12
concepts of file structure, indexing of database and PSO2 P
physical database design.
CO7 Understand the strategies for query processing and PO1, U C 5 0
query optimization. PSO4
CO8 Understand transaction processing concepts, PO1, U C 5 0
concurrency control, and database recovery from PSO2
failures.
CO9 Implement DB applications using JDBC PO1, Ap P 0 6
programming. PSO2
CO10 Implement DB application using Hibernate PO1, Ap P 0 4
framework. PSO2
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]

1. Information systems: Basic concepts (models, schema, data, information, knowledge),

elements of information systems, overview of database systems.
 2. Conceptual modeling: Introduction to conceptual modeling, entity relationship models,
UML class diagrams.

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).

4. DBMS: Components of a DBMS, storage structures – primary, clustering, secondary,

multi-level, query processing – overview, query transformation, query evaluation,
transaction processing – overview, ACID properties, concurrency control – schedules,
serializability, deadlocks.

5. Other topics (4 hours): Data warehouse and analytics.

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.

Session 7 – Transaction Processing, Concurrency Control, and Recovery: introduction to

transaction processing, concurrency control techniques, database recovery techniques.

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:

● > 4 and < 24 hours late submission: 25% penalty

● > 24 and < 48 hours late submissions: 50% penalty
● > 48 hours late submissions: 75% penalty

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable.

Academic Dishonesty/Plagiarism
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 303 / Software Engineering
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
M.Tech
M.Sc.
X CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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.)

Course Context and Overview

Software engineering is an engineered discipline focused on production of software products,
delivered on time and within a set budget as per client requirements. This course is intended to
provide foundational knowledge in the area of Software Engineering and help them to
understand critical concepts encountered while dealing with complex software projects. The
course will cover both process and technical aspects of software engineering and will form the
basis for further specialized courses (ex: Software Production Engineering) in this area. This
course will help the students can prepare for their future careers as software engineers. Lab
sessions ensure that students will get hands-on experiences on the entire software development
life cycle and workflow of the software process.

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 Lab
Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand software engineering principle and PO1, U F, 4 0
existing software process models. PSO1 C
CO2 Implement Agile methods of software PO1, Ap P 4 4
development with Scrum framework. PO3
PSO1
CO3 Develop software requirement specification (SRS) PO1, Ap P 4 4
documents for a given project using software PS01
requirement engineering principles.
CO4 Implement function oriented software design and PO1, Ap P 3 2
data flow diagrams for a given specification. PO3,
PSO1
CO5 Design UML diagrams including use case, class, PO1, Ap P 6 6
sequence and activity diagrams. PO3,
PSO1
CO6 Implement software project management including PO1, Ap P 7 6
project scheduling, software size metrics and cost PO11,
estimation methods. PSO1
CO7 Prepare software documentation following coding PO1, Ap P 2 2
standards. PSO1
CO8 Understand user Interface design and software PO1, U F, 2 0
aging. PSO1 C
CO9 Understand software risk management including PO1, U F, 4 0
types of risk, risk analysis, risk monitoring and risk PSO1 C
exposure.
CO10 Perform software testing including types of testing, PO1, Ap C,P 9 6
cyclomatic complexity, creation of test cases and PO3,
test suites. PSO1,
PSO3

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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

1. This course will cover the following topics:

2. Introduction to software Engineering

3. Software Development Life Cycle

4. Agile methods for development

5. Requirements and Requirement Engineering

6. Software Requirements: Analysis and Specification

7. Function-Oriented Software Design

8. Understanding Unified Modelling Language

9. Software Project Management

10. Coding Standards and Documentation

11. User Interface (UI) Design

12. Risk Management

13. Software Testing

14. Software Aging

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]

1. Software Engineering - A Practitioner's Approach by Roger S. Pressman and Bruce R. Maxim,

Eighth edition, McGraw-Hill Education, 2015.

2. Schaum's Outlines, Problems of Software Engineering by David Gustafson, McGRAW-HILL, 2002.

Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]

Software Engineering Exam (3 credit)

Marks (%)
10
Pre Mid Term Exam -Quiz1
30
Mid Term Exam
10
Pre End Term Exam -Quiz2
40
End Term Exam
10
Attendance
100
Total

Software Engineering Lab Evaluation (1 credit)

Marks (%)
Lab Assignments Submission
100

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

[You can use / modify the sample given below]

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
● Manual evaluation of Lab Assignments
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
A penalty of 10% of the Lab assignment will be paid for late submission.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
X M.Tech
X M.Sc.
X CSE
X ECE
X Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

[Provide introduction to the course]
Two major components of CS513 Software Systems are a) System Software and b) Enterprise
Software Development. The “System Software” module covers the rudiments of Operating
Systems. This module is on Enterprise Software Development. As part of this module, students
will get to understand what Enterprise Software is and how it is different from other software. The
course will give exposure to the students to different architectural considerations for addressing
the complexities associated with Enterprise Software. The course provides an in-depth insight
into three-tier architecture and the software programming elements of developing software
applications using three-tier architecture. At the end of this course, students are expected to have
sufficient proficiency and skills in implementing the front-end, middleware and backend
components of enterprise software.

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 Tut

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Differentiate between design and architecture P03 U C 3

CO2 Explain the different options for implementing services PO3 U C 3

in service-oriented-architecture
CO3 Define all the terms in the terminology associated with P03 R F 2
object-oriented programming
CO4 Design components of n-tier architecture for a given P03 Ap P 2
application requirements
 CO5 Design and implement relational database schema using P03 Ap P 5
conceptual modeling
CO6 Design web application for a given n-tier architecture PO1, Ap P 5
P03
CO7 Explain different components of mobile application P03 U C 2
development
CO8 Develop specific web application front end using PO1, Ap P 4
Javascript, Twitter Bootstrap, jQuery, REST, P03
AngularJS for solving specific problems.
CO9 Develop web application backed using REST services PO1, Ap P 4
and SQL PO3
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)

Concept Map of the Course (Optional)

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.)]

25%: Tests / assignments

40%: Project
35%: End-Term Exam

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

Late Assignment Submission Policy

State any penalty policy for late submission
Late submission will be handled as noted in the respective assignment problem statements.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 816 Software Production Engineering
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)
0 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 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:
X iMTech
X M.Tech
X M.Sc.
X CSE
X ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
X ECE Branch Elective
X Engineering Science and Skills
HSS/M
General
Course Pre-Requisites (Where applicable, state exact course code/name)

NONE

Software Engineering and Linux System Program knowledge would be

preferable.
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 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.)

Course Context and Overview

The traditional Software Development Life Cycle (SDLC) has various barriers between business,
developers, testing, quality assurance team and Operation teams, which causes lot of delay in
delivering software to the end user. The implementation of agile methodologies has removed
barriers between different teams in development and target to achieve continuous delivery and
limited to only with development team. To remove the barrier between Dev and Ops and
integration between all the stages with automation and achieve Continuous deployment -DevOps
process is the only solution. The Software Production Engineering course teaches you DevOps
based Software Development Method from ground zero. You will get familiar with the choices of
DevOps process types, concepts of Continuous Integration, Configuration Management,
Continuous Deployment and Continuous Monitoring.

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 Lab

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand DevOps method of software PO1, U F,C 5 0
development including DevOps barriers, types of PSO1
DevOps models and automation tools.
CO2 Implement continuous integration of software PO1, Ap P 10 0
development life cycle (CI/CD pipeline) including PO5,
git repository, build and test stages with Jenkins PSO1
tool.
 CO3 Perform configuration management to configure PO1, Ap P 12 0
the deployment servers with Ansible tool. PO5
PSO1
CO4 Implement continuous deployment of incremental PO1, Ap P 9 0
changes of software products to the end user with PO5,
Rundeck tool. PSO1
CO5 Perform Continuous monitoring of the deployment PO1, Ap P 9 0
servers with ELK stack, generate status reports PO5,
and send notification to the concerned person if it PSO1
encounters any issue.

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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

This course will cover the following topics:

1. Introduction to Software Production Engineering
2. Continuous Integration
3. Configuration Management
4. Continuous Deployment
5. Continuous Monitoring

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

4-6 2. Continuous Integration

✔ Introduction on Continuous Integration
✔ Continuous Integration Principles
✔ Continuous Integration Components
✔ Source Control Management -GIT
✔ Build Automation
✔ Types of Testing
✔ Test Automation
✔ Artifact Repository
✔ Benefits of Continuous Integration
✔ Continuous Delivery
✔ Continuous Delivery Vs Continuous Deployment
✔ Introducing Jenkins
✔ Jenkins Server Various Configuration Options
✔ Build your code
✔ Automate Artifcatory Deployment
✔ Implement Continuous Delivery
 ✔ Notifications
7-10 3. Configuration Management
✔ Importance of Configuration Management
✔ Infrastructure as a Code (IaC)
✔ Types of Approaches to IaC – Functional and Procedural
✔ Methods of IaC – Push and Pull
✔ IaC – Automation
✔ Configuration Management Tools Vs Platform
✔ The Evolution of Chef
✔ Chef Architecture
11-12 4. Continuous Deployment
✔ Importance of Continuous Deployment
✔ Who Needs Continuous Deployment
✔ Who doesn’t Need Continuous Deployment
✔ Continuous Delivery Vs Continuous Deployment
✔ Myths on Continuous Deployment
✔ Traditional Deployment Automation Tools
✔ Key Functions of Deployment Automation Tools
✔ Continuous Deployment Enablers
✔ Evolution of Infra Path
✔ Infra -on premises or Cloud
✔ Infra – Physical Server/VM/Container
✔ Blue-Green Deployment Method -Reduce Downtime and Increase High Availability
✔ Rundeck Automation Tools
13-15 5. Continuous Monitoring
✔ Importance of Continuous Monitoring
✔ Monitoring Computing Resources
✔ Balancing System Load
✔ Various Sources of log Messages
✔ Platform for log Messages Handling
✔ Data Science Methodology
✔ Analysis of Log Messages
✔ Choices of Tools to Monitor
✔ Enable Continuous Monitoring
✔ Notifications

Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]

1. The DevOps Handbook by Gene Kim et al., IT Revolution Press, 2016

2. Site Reliability Engineering by Betsy Beyer et al., O'Reilly Publisher, 2016
3. DevOps - A Software Architect’s Perspective by Len Bass, Ingo Weber and Liming Zhu, Addison-
Wesley, 2015.
Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]

Software Production Engineering

Marks (%)

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

[You can use / modify the sample given below]

The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Manual evaluation of projects
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
A penalty of 10% of the Lab assignment/ project marks will be paid for late submission.
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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

Course Pre-Requisites Not applicable

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 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.)

Course Context and Overview

Discrete Mathematics is one of the fundamental subjects in computer science and it constitutes
a core course for any undergraduate and postgraduate degree program in the computer science.
Discrete mathematics is the study of mathematical structures that are discrete in the sense that
they assume only distinct, separate values, rather than in a range of values. It deals with the
mathematical objects that are widely used in all the fields of computer science, including but not
limited to programming languages, data structures and algorithms, cryptography, operating
systems, compilers, computer networks, artificial intelligence, image processing, computer vision,
natural language processing and machine learning. The subject enables the students to formulate
problems precisely, solve the problems, apply formal proof techniques and explain their reasoning
clearly.

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 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 Outcome PO/ CL KC Class Tut
PSO (Hrs) (Hrs)
CO1 Understand propositional and predicate logic, PO1, U C 3 2
rules of inferences, logical identities, PSO1,
satisfiability/unsatisfiability and tautology PSO4
CO2 Understand proof mechanisms including direct PO1, U C, P 6 2
methods, indirect methods, resolution-refutation PSO1,
and induction PSO4
CO3 Compute the number of relations (reflexive, PO1, Ap C, P 9 5
symmetric, asymmetric, antisymmetric, partial PSO2,
orderings) and functions (injective, surjective, PSO4
bijective)
CO4 Determine whether a given infinite set is PO1, Ap C, P 6 3
countable or uncountable using Cantor’s PSO2,
diagonalization technique PSO4
CO5 Understand elementary counting techniques PO1, U C 3 2
including sum-rule, product-rule, permutations, PSO2,
combinations and pigeon-hole principle PSO4
CO6 Solve the recurrence relations for advanced PO1, Ap C, P 6 4
counting problems including Catalan numbers PSO2,
and Stirling numbers PSO4
CO7 Understand the basic properties of graphs PO1, U C 3 2
including degree-sequence, vertex-connectivity, PSO2,
edge-connectivity, vertex-chromatic and edge- PSO4
chromatic number
CO8 Determine whether a given graph is PO1, Ap C, P 3 1
Eulerian/Hamiltonian PSO4
Total 39 21

Concept Map of the Course (Optional)

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

IU5 Differentiate between a countable and uncountable set

IU6 Apply Cantor’s diagonalization argument on a given set to check if it is countable or

uncountable
IU7 Calculate the number of ways of solving a given task using product rule, sum rule, and
pigeon-hole principle
IU8 Prove combinatorial identities using combinatorial proof methods

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

IU stands for instruction unit

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

Late Assignment Submission Policy

Not applicable

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

As per institute policy

Citation Policy for Papers (if applicable)

Not applicable

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
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
X M.Tech
M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

Programming in C/C++, Java and Python.
Basic Data Structures like Arrays, stacks, queues, linked lists,
trees, binary trees and travels methods, binary heaps, hashing
and graph representation.
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 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.)

Course Context and Overview

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

Course Outcome PO/ CL KC Class Tut

PSO (Hrs) (Hrs)

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

Late Assignment Submission Policy

No Penalty for one week late, 100% penalty after that.

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

Not applicable

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

Course Pre-Requisites (Where applicable, state exact course code/name)

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

Equips students to design technology

interfaces for diverse set of users
Direct focus on employability
Focus on skill development Teaches students to map user needs
Expose students to design principles and
thinking needed to covert ideas into
Focus on entrepreneurship inclusive technologies
Provides value added / life skills
(language, writing, communication, etc.)

Course Context and Overview

[Provide introduction to the course]

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.

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 role of effective UI in the success PO1, Un C 6
of an ICT program PO5

CO2 Understand tradeoffs in UI design – heavy vs PO4, Un F,C 9 2

thin UI, functional vs aesthetic, design PO5
thinking vs ease of implementation,
accessibility vs comprehensiveness, text
based vs text free, etc.
 CO3 Understand what constitutes good UI design PO3, Un F,C 9 2
– color schemes, choice of appropriate PO5
themes, visual branding, principles of
navigation, etc.
CO4 Apply methods to validate the effectiveness of PO1, Ap F, 6 2
a UI, experiment design, field studies, metrics PO3, C
to evaluate UI, etc PO5
CO5 Evaluate different technology options available to PO1,PO4 An F, 3
a UI designer and supporting tools C
CO6 Adopt and integrate tool kits for implementations PO4, An F,C 6 2
across multiple interface options PO5
CO7 Analyse policy issues relating to accessibility PO3, An F,C 4
and possible technology solutions PO5
CO8 Create low-fidelity prototypes that can be PO4 Ap 2 7
demonstrated quickly
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)

Concept Map of the Course (Optional)

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

Module 2: Usability and Accessibility Testing

Week 5- Week 6: Usability Testing

Week 7-Week 8: Accessibility Testing

Module 3: Experiment design, field studies, metrics to evaluate UI

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

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 or other emergencies.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
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 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 Pre-Requisites (Where applicable, state exact course code/name)

Additional Focus Areas
Yes /
Focus Area Details
No
Direct focus on employability
Yes Familiarity with sampling methods and
statistical techniques useful in
quantitatively analyzing data and drawing
Focus on skill development inferences.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)

Course Context and Overview

The course will provide students an overview of their statistical foundations. It will equip students
with methods pertaining to collecting and describing quantitative data including sampling methods
and measures of location (central tendency), dispersion and distribution. The course will also train
students in using appropriate analytical methods including linear regression models and
inferential procedures as part of analyzing quantitative data. In addition to learning about these
descriptive and inferential statistical methods and models of quantitative research conceptually,
the students will be given computer-based exercises to perform quantitative analysis.

Course Outcomes and Competencies

 Course Outcome PO/ CL KC Class
PSO (Hrs)
CO1 Understand methods of quantitative research and PO1 U C 9
processes pertaining to data analysis to be able to
conduct research in an organized manner.
CO2 Understand quantitative techniques and the theories PO1 U C 9
underpinning them to be able to perform data
collection, description, analysis and interpretation.

CO3 Understand basic and intermediate level statistical PO1 U C 9

methods and their application.
CO4 Apply various quantitative methods using MS-Excel PO1 Ap P 9
and other computer-based statistical software.
CO5 Design and execute research projects involving data PO1, C P,M 9
collection (either primary and/or secondary) and PO2
analysis using appropriate quantitative techniques

Total Number of Hours 45

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.

2. Probability Theory: Introduction to Sample Space and Events. Probability Law —

Interpretation of probability, Axioms of probability, Conditional probability, Random variables,
Prior/Posterior probability.

3. Statistical and Distribution Theory: Discrete random variables —Basic concepts,

Probability Mass Functions. Continuous random variables — Basic concepts, Probability
Density Functions. Introduction to Cumulative Distribution Functions. The Binomial
distribution, the Poisson distribution, Conditional distributions, the Normal distribution and
related distributions.

4. Sampling and Sampling Distributions: Introduction to Sampling and Sampling

distributions, Basic Experimental designs including experimental validity and types of
variables, Sample size and Standard error.

5. Inferential Statistics: Understanding statistical significance. Key types of statistical

inference — Point estimation, Hypothesis testing, and Set estimation. Discussion of
Known/Unknown variances. One-sample/two-sample tests — t-Tests, Analysis of variance
and covariance.
6. Basic Statistical Analysis: Quantification of population attributes including descriptive
statistics and Graphical representation. Univariate Analysis — Marginals, Measures of
central tendency and variability, and Grouping and recoding data. Bivariate Analysis —
Cross-Tabulation and Chi-square, Measures of Association (Correlation). The Plug-in
estimates.

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.

8. Limit Theorems: Introduction to the Weak Law of Large Numbers, Convergence in

Probability, The Central Limit Theorem, The Strong Law of Large Numbers.

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

Late Assignment Submission Policy

Late submission will generally not be entertained unless with prior approval of the Course
Instructor.

Make-up Exam/Submission Policy

As per Institute policy

Citation Policy for Papers (if applicable)

As per APA Citation Format (see
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/ref
erence_list_electronic_sources.html for more details)

Academic Dishonesty/Plagiarism
As per Institute policy

Accommodation of Persons with Disabilities

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

The course is intended as a basic introduction to human computer interaction (HCI) for students
with interdisciplinary backgrounds. It teaches the basic concerns, practices and methods of HCI,
placing them in relation to other parts of their curriculum. It should provide students with
understanding of a variety of methods, practices and principles in HCI. It should equip them to
participate or even run a design project. The intended learning outcomes are:

Human Computer Interaction (HCI) is a wide-ranging, interdisciplinary field drawing on a wide

variety of other fields such as computer science, design, media studies, cognitive science,
sociology and psychology. Having initially been concerned with how computing systems could be
designed to be efficient and easy to use, the field now engages with a wide range of issues. These
include, for example, ways in which interactive systems and their design can create enjoyment and
pleasure or be part of social and political change. As computing has become ubiquitous, so has
HCI and its practices. Therefore, HCI practitioners increasingly find themselves at the forefront of
studying broader concerns about interactions between humans and technology, then applying these
understandings by translating them into design.

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.

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.]

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)

Concept Map of the Course (Optional)

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

1. Introduction to the course, welcome

2. Structure of the course + Intro to Evaluation
3. Introduction to human centered design, user studies and user research methods. Difference
between design research and design practice. Introduction to the project, forming project groups.
4. Methods for studying users and their context
5. Contextual Inquiry
6. Methods III
7. Analysing HCI data – Coding, Themes, Affinity diagramming
8. Analysing HCI data – Scenarios, personas, storyboards
9. Affinity diagramming workshop
10. From user research to design concepts, workshops and ideation
11. Inspirations Cards workshop
12. Theories of HCI – Cognitive & Psychological aspects, Behavioural & Social aspects
13. Interface types and interaction paradigms, what kind of interfaces are we designing, modalities,
affordances
 14. Modalities 1: Desktop software, interaction styles
15. Modalities 2: Websites, information architecture, card sort
16. Modalities 3: Smartphone apps, touch screen interfaces, wire frames
17. What’s prototyping? What’s evaluation? Why do we prototype?
18. Prototyping – Types of prototypes, high and low fidelity prototypes.
19. Design principles and heuristics, what is “good” design?
20. Evaluation methods – Think aloud, cognitive walk-throughs
21. Evaluation methods – Heuristic evaluation, Experimental evaluation, A+B testing
22. Visual Design & Design toolkits, Design software. Information Design
23. Accessibility
24. Social context of design – theories of social systems, activity design
25. Design, designers and designing in an organisational context
26. Advanced approaches to design – Participatory, Critical Design, Living Labs
27. Design as Inclusion / Exclusion / Design as as politics

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:

● Automatic evaluation of MCQ quizzes on Moodle or other online platforms

● Manual evaluation of essay type / descriptive questions
● Manual evaluation of written design materials
● Manual evaluation of presentations by students

Students will be provided opportunity to view the evaluations done where possible either in
person or online.

Late Assignment Submission Policy

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

As per institute policy

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 DT 109 Research Methods
Course Instructor Name(s) Preeti Mudliar and Balaji Parthasarathy
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.

Course Context and Overview

This course will provide an overview of the philosophical foundations of social science research
methods. It will serve as a holistic introduction to modes of explanation and traditions of social
inquiry that contribute to conceptual and methodological building blocks in the conduct of
research. It will offer students a preliminary footing to appreciate the quantitative and qualitative
traditions of research methods by assessing the strengths and limitations of each of the methods,
the conditions under which each of the methods is used, the generalizability and purpose of each
of the methods, as well as the ethical implications of doing research.

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 Tut
Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the different philosophies and traditions of PO1, U C 3 1
research methodologies PO2

CO2 Learn about the nature and application of qualitative PO1, U, C 1 1

research methods to research PO2 App
CO3 Learn to conceptualize and formulate research design, PO1, App, C 3 1
sampling, and research questions PO2 An,
Ev,
Cr
CO4 Learn and apply ethical principles of conducting PO1, U, C,P 3 1
research including informed consent and ethical data PO2, App
collection practices PO3
CO5 Learn about qualitative data collection procedures such PO1, U, C, 13 4
as field observations,formulating interview questions PO2 App P
and conducting in-depth interviews, content analysis,
discourse analysis. Learn about quantitative
procedures such as sampling methods, confidence
interval in statistics, survey methods, experimental
design, ANOVA tests
CO6 Apply research design and data collection skills by PO1, App, P, 13 4
undertaking a research study PO2 An, M

CO7 Learn to analyse quantitative and qualitative data and PO1, U, C, 6 2

write a mini research paper PO2 App, P
An,
Ev,
C
CO8 Understand the publication process in academic PO1, U C 3 1
research PO2

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)

Concept Map of the Course (Optional)

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 3: (CO4, CO5, CO6) Five lectures

Survey methods
Experimental design
Content Analysis and Discourse Analysis

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

• Knowledge and Explanations

• Causality and Inferences

Module 2: Sampling

Module 3: Quantitative traditions

• Social statistics
• Survey methods
• Experimental design

Module 4: Qualitative traditions

• Fieldwork
• Observations
• Interviews

Module 5: Research Design

Module 6: Research Ethics

Module 7: Other Contexts

• Content Analysis
• Discourse Analysis

Module 8: Transcribing and analysing Data

Writing and presenting research
 1.

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. The following is a list of required references:

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.

6. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded

sourcebook. 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.

8. Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and

interpretation. Thousand Oaks, CA: Sage.

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

● 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

State any penalty policy for late submission

Students are required to adhere to deadlines. Extensions are granted for exceptional circumstances when
ever warranted.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.

Course Context and Overview

This course will introduce the students to the major forms of qualitative research methods. The course will
train students to analyze the ethical implications, the strengths and limitations of each of the methods, the
conditions under which each of the methods is used, as well as the generalizability and purpose of each
of the methods. In addition to learning about specific methods such as observations and interview
techniques the students will be trained in analyzing and presenting the different forms of data collected
through these methods.

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 Tut

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the different philosophies and traditions of PO1, U C 3 1
research methodologies PO2

CO2 Learn about the nature and application of qualitative PO1, U, C 1 1

research methods to research PO2 App
 CO3 Learn to conceptualize and formulate research design, PO1, App, C 3 1
sampling, and research questions PO2 An,
Ev,
Cr
CO4 Learn and apply ethical principles of conducting PO1, U, C,P 3 1
research including informed consent and ethical data PO2, App
collection practices PO3
CO5 Learn about qualitative data collection procedures such PO1, U, C, 13 4
as field observations, photographing the field, PO2 App P
formulating interview questions and conducting in-
depth interviews, autoethnography, photo elicitation,
diary studies, cultural probes, mapping and sketching
CO6 Apply research design and data collection skills by PO1, App, P, 13 4
undertaking a research study PO2 An, M

CO7 Learn to analyse qualitative data and write a qualitative PO1, U, C, 6 2

research paper PO2 App, P
An,
Ev,
C
CO8 Understand the publication process in academic PO1, U C 3 1
research PO2

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)

Concept Map of the Course (Optional)

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 3: (CO4, CO5, CO6) Five lectures

Additional qualitative data collection methods
Researcher positionality and reflexivity
Module 4: (CO6, CO7, CO8) Six lectures and three discussion sessions
Data analysis
Writing
Publishing

Instruction Schedule
Module I

1. Introduction - Why methods matter

2. Research philosophies

3. On the Continuum of Qualitative-Quantitative-Mixed Methods Research

4. Asking Research Questions

5. Sampling

6. Sampling exercises

7. Ethics and Informed Consent

Module II

8. Getting to the Field

9. Field Entree and Staying There

10. Observations

11. Photographing the field

12. Qualitative Interviews - Formulating Questions

13. Conducting Interviews

14. Online Interviewing

15. Mid-semester discussion and review

Module III
16. Subjectivity, Reflexivity, and Representation

17. Qualitative readings of Quantitative Data

18. Autoethnography

19. Getting creative: Activities and participant self-expression-based methods

 20. Content Analysis

Module IV

21. Assessing validity and reliability

22. Data Analysis – Transcription and constant comparative analysis

23. Data Analysis – Formulating axes and categories

24. Data Analysis Exercises

25. Writing research papers

26. Research publishing

27. Presentations and discussions

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

4. Corbin, J. and Strauss, A. 2008. Chapter 7. “Theoretical Sampling”. In Basics of Qualitative

Research. pp. 143-148. Sage Publications.

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

● 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

State any penalty policy for late submission
Students are required to adhere to deadlines. Extensions are granted for exceptional circumstances when
ever warranted.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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

Course Pre-Requisites (Where applicable, state exact course code/name)

Additional Focus Areas
Yes /
Focus Area Details
No
Yes Trains students to model complex social
contexts; useful in drafting RFPs and high-
Direct focus on employability level design documents
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)

Course Context and Overview

A recent research study by University of Oxford and McKinsey & Company reveals that 71% of
large IT projects face cost overruns and 33% are more than 50% over budget; they are also found
to deliver 56% less value than predicted. This is often a result of inconsistencies in managing the
design and deployment processes in these projects and it is this that the proposed course will be
concerned with. Projects that deploy digital technologies for addressing the needs of large and
diverse population groups are often found to exhibit properties of complex systems and this
course will introduce the students to different elements of complexity inherent in such systems. It
also intends to use 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. Students will also be introduced to different systems thinking methodologies that have
been found useful in resolving various aspects of the aforesaid complexity.

Course Outcomes and Competencies

Course Content
I. Background: Revisiting (traditional) software engineering and project management

Course Outcome PO/ CL KC Class Tut

PSO (Hrs) (Hrs)
CO1 Understand constituents of complexity in social and PO3 U C 6 2
socio-technical contexts, including heterogeneity,
hierarchy, near-decomposability, redundancy, self-
adaptation and emergence.
CO2 Understand the nature of complex social problems, PO3 U C 6 2
especially wicked problems and messy situations as
opposed to tame and benign problems.
CO3 Understand the significance of diverse perspectives PO3 U C 6 2
while framing engineering and management
challenges and approaches, particularly those related
to requirements engineering and project management
in large/complex IT projects.
CO4 Understand fundamentals of systems thinking PO3 U C 6 2
approaches and their applications.

CO5 Identify different components of a social/ socio- PO3 Ap P 6 2

technical system and their inter-relationships.
CO6 Apply systems thinking concepts, in general, and soft PO4 Ap P 6 2
systems methodology, in particular, to model
social/socio-technical complexity.

CO7 Draft requirement specifications and high-level system PO1, C P,M 9 3

design documents that can lead into RFPs in case of PO2,
external procurement. PO4

Total Number of Hours 45 15

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.
 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. (2000). A socio-technical approach to systems design. Requirements

Engineering, 5: 125-133
 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

 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

Project activities; fieldwork; review; drafting of a RFP/high-level design document

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

Late Assignment Submission Policy

Late submission will generally not be entertained unless with prior approval of the Course
Instructor.

Make-up Exam/Submission Policy

As per Institute policy

Citation Policy for Papers (if applicable)

As per APA Citation Format (see
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/ref
erence_list_electronic_sources.html for more details)

Academic Dishonesty/Plagiarism
As per Institute policy

Accommodation of Persons with Disabilities

As per Institute policy
 Course Syllabus
Course Code / Course Name DT 203: Information and Communication Technology Policy
and Regulation
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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
Course Pre-Requisites (Where applicable, state exact course code/name)

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.

Course Context and Overview

There is a paradigm shift in the ICT industry today due to convergence in various technologies
and services, the ubiquity of the Internet, the emergence of app economy, the pervasiveness of
social media and peer-to-peer networking, the intelligence of terminal devices and applications,
and the voluminous data that is being collected by networks and networking firms. These pose
challenges in the areas of privacy, security, market power, pricing, interconnection, radio spectrum
management, industry structure and Intellectual Property Rights. This course provides the
theoretical and policy base for analyzing these issues. It is the objective of the course to expose
students of technology to various socio-economic challenges such as mentioned above in te ICT
sector and corresponding policy and regulatory guidelines for encouraging positive effects of
innovation at the same time mitigating the negative effects, if any.

Course Outcomes and Competencies

Course Outcome PO/ CL KC Class Tut

PSO (Hrs) (Hrs)

CO1 Understand theories of economic regulation and PO3, U, Ap, An F, C, P 9 3

principles of price, competition, interconnection, universal PO4
access and net neutrality regulation as applicable to the
Information and Communication Technologies (ICT)
sector
CO2 Analyze the radio spectrum regulation for mobile services PO3, U, Ap, E F,C,P 9 3
industry across countries PO4
 CO3 Understand the administrative functioning and PO3, U F,C,P 3 1
governance of the Internet PO4

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)

Concept Map of the Course (Optional)

Course Content
Telecommunications Regulation

1. Theory and principles of regulation

2. Regulatory institutions and processes
3. Competition regulation: monopoly and oligopoly structures, market dominance, antitrust
4. Price regulation: ex-ante and ex-poste, tariff regulation: ceiling and floor; predatory pricing, tying
5. Interconnection regulation: mobile termination, international settlements
 6. Universal service regulation: definition of universal service, universal service levies, funding options, types
of schemes
7. Scarce resource regulation: spectrum allocation and assignment, pricing and methodology of assignment.
Optimal use and flexible use of radio spectrum, spectrum fragmentation vs. consolidation
8. Open access regulation
Internet Policy and Regulation
1. Infrastructure Commons and Economics
2. Internet governance: multi-stake holder community model
3. Regulation and governance of Domain Name Systems
4. Quality of Service/ Experience regulation of data services
5. Net Neutrality Regulation
6. Cyber and Information security policies
7. Content regulation: Digital TV, Internet
Regulation of the App Economy

1. Over-The-Top services and the associated “light touch” regulation

2. E-Commerce taxonomy: Associated regulations
3. Sharing and Peer-to-Peer economy and associated regulations
4. Regulatory arbitrage versus social benefits
5. Implications for tax, investment, privacy, and labour policies
6. Policies on start-ups across countries and best practices
7. Privacy and data protection principles and associated regulation
8. General Data Protection Regulation of the European Union, Indian Personal Data Protection Bill and their
impacts
9. Artificial Intelligence and Machine Language: Ethics and Standards
Intellectual Property Laws and Regulation
1. Intellectual Property Rights: patents, copyright, trademark. Trade secret, domain names
2. Cross licensing, pooling, trolls
3. Standard Essential Patents and FRAND conditions
4. Patent Law: cross country comparison
5. Open source versus proprietary software
Digital Finance Regulation
1. Taxonomy of digital finance: Digital currency, wallets, Fintech, payment gateways, crypto currencies
2. Properties and functions of money: comparison of crypto currency and Gold against money
3. Regulatory issues in Crypto currencies

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:

Chapter -1: Why regulate the ICT sector? In Sridhar (2019).

2 Q2) Why was that landline considered as a “natural monopoly”? How should natural monopolies be
regulated?
 Competition Regulation: taxonomy of markets, monopoly: super normal profits, landline as a natural monopoly,
regulation of monopolies and oligopolies, cartelization and collusion, Network effects and associated market power,
market power assessment, anti-trust regulation

Readings:

Section 1.2.7 “Competition Regulation” in Sridhar (2019).

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:

Section 1.2.8 “Price Regulation” in Sridhar (2019).

Chapter 2. “What is the effect of bundling in Telecom”. In Sridhar (2019)

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

Q4) What are the methods to provide universal service?

Readings:

Section 1.2.9 “Universal Service Regulation” in Sridhar (2019).

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

Chapter 4 on “Spectrum Regulation” in Sridhar (2019).

Discussion paper:

[3] Discussion on 5G spectrum allocation in India & Indonesia

8 Regulatory Impact Assessment: The framework for RIA; example cases
9 Internet policy and regulation: infrastructure commons and public good nature of Internet, domain name and IP
system governance and regulation, Internet governance: from US to global stakeholder community, Internationalized
Domain Names (IDNs)

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:

[6] Internationalized Domain Names. Chapter 6.6 of Sridhar (2019).

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:

Sridhar, V. (2019). Chapter 7: What are the nuances of Net Neutrality?

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

[8] Australia New Media Act: https://www.cnbc.com/2021/02/25/australia-passes-its-news-media-bargaining-

code.html

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:

Daniel J. Solove, A Taxonomy of Privacy, 154 U. Pa. L. Rev. 477 (2006).

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:

Sridhar (2019). Chapter 5: Intellectual Property or Creative Commons?

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

Late Assignment Submission Policy

Not Applicable

Make-up Exam/Submission Policy

One make-up quiz is given to accommodate anyone who missed one of the quizzes due to unavoidable
circumstances. There are no make-ups for mid or end term exams.

Citation Policy for Papers (if applicable)

Not Applicable

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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

Course Context and Overview

This course explores how the digital space shapes a multiplicity of social, economic, political and cultural
inequalities in contemporary society. It will focus on two dimensions of such divides in the digital era: first,
how classical inequalities and debates about them are reproduced in the digital space and, second, how
the digital space might open up opportunities to challenge these divides. We will use the example of
development theory and practice to introduce students to such divides and to understand how they have
been conceptualized and addressed over time in the context of ‘developing’ countries. An important goal
of the course will be to offer students the opportunity to think more critically about the possibilities and limits
of ICT for Development (ICTD) projects.

‘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.

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 CL KC Class Tut
Course Outcome (Hrs) (Hrs)

CO1 PO3 R, U C 7.5

Understand the types of social and digital
divides and their roots in gender, class, caste,
race, and region.

CO2 Understand the evolution of development theories PO3, R, U, F, 9 3

and their critiques, including contemporary debates PO5 An C
on development metrics and goals,

CO3 Understand the role of technology in achieving PO3, R, U, F, 3

developmental goals PO5 An C

CO4 PO3 U, F, 4.5 2

Understand the vision, ICT infrastructure and ICT Ap, C
policy environment that were developed and An,
deployed in different parts of the globe since the E
2000s

CO5 PO3 U, F, 7.5 2

Understand the innovations in ICT that were Ap, C
developed and deployed in different parts of the An,
E
globe since 2000 in education, healthcare,
agriculture, finance, and governance,
 CO6 PO3 U, F, 8.5 2
Understand the innovations in ICT that were Ap, C
developed and deployed in different parts of the An,
E
globe since 2000 in livelihood-related activities,

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

CO8 PO1, Ap, C, 2.5 5

Conduct secondary research of significant depth on PO2 An, MC
the development trajectory of a given low-income C
geography, a sector (such as education, agriculture,
finance, governance) in that region and an ICTD
initiative in that sector and geography

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)

Concept Map of the Course (Optional)

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

Module 5 (towards CO1): Wrap-up (1 lecture)

• Bring together threads from earlier modules to discuss alternative ways of thinking about the use of ICTs
in the current conjecture of d/Development

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?

MID-TERM: Submission of Essay 2

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?

END TERM: Submission of Essay 3

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%

The evaluation criteria for each essay will be based on:

● Depth of country research

● Argument and linking to readings/concepts from class
● Clarity and structure in your writing

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.

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.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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.

Provides value added / life skills

(language, writing, communication,
etc.)

Course Context and Overview

[Provide introduction to the course]

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.

Goal of the course:

● 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 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 Lab
Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the introductory concepts of database PO1, U F, 5 0
models, systems, architectures, terminology and PSO2 C
languages.
CO2 Understand the entity–relationship modelling and PO1, U F, 3 0
database design. PSO2 C,
P
CO3 Draw/prepare/create UML diagrams as per the PO1, Ap C, 3 2
principles of conceptual DB design. PSO2 P
CO4 Perform data definition and data manipulation PO1, Ap C, 5 6
operations using SQL. PSO2 P
CO5 Implement information management use cases in PO1, Ap P 0 6
spreadsheet software PSO2
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]
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

Module 2: Data models (3 hours)

 Introduction database systems
 Types of data
 Role of data models in organizing and managing data
 Conceptual modeling using ER and UML

Module 3: Relational database design and implementation (9 hours)

 Relational data model
 Relational database design
 Data processing with SQL
 Case study of relational database design

Module 3: Database Management Systems (3 hours)

 Introduction to computer storage architectures
 Components of a DBMS
Module 5: Information Reporting (3 hours)
 Types of reports
 Report generation using reporting tools
 Data visualization

Module 6: Overview of other information models (3 hours)

 Introduction to XML
 Organizing information in spreadsheets
 Introduction to Big Data

Instruction Schedule
[Provide session-wise schedule]

Date Topic
Session 1 Information Management

Session 2 Information Life Cycle

Session 3 Intro to database 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]

 Fundamentals of Database Systems, R. Elmasri, and S. Navathe, Benjamin Cummings.

 Other white papers and reading material to be given as needed

Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]

Final grade will be based on weights given below:

Assignment --- 20%
Mid-Term exam --- 40%
End-sem exam --- 40%

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

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:

● > 4 and < 24 hours late submission: 25% penalty

● > 24 and < 48 hours late submissions: 50% penalty
● > 48 hours late submissions: 75% penalty

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

As per institute policy.

Citation Policy for Papers (if applicable)

[If the 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]
Not applicable.

Academic Dishonesty/Plagiarism
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 DT 308: Quantitative Data Analysis for Public Policy (QDAPP)
Course Instructor Name(s) Amit Prakash & V Sridhar
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 Communication
and Data
Artificial Intelligence and Machine Digital Society
X
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:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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
Course Pre-Requisites (Where applicable, state exact course code/name)

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.)

Course Context and Overview

As data from various facets of life ranging from individuals, communities, societies, industry and
government become ubiquitous and available, careful analysis of such data Is becoming relevant.
At the same time, regulators and policy makers are also using data from various sources to make
informed decisions on important regulatory and policy issues. It is in this context that this course
lays the foundation of data analysis for public policy. The course covers various techniques and
methodologies in data life cycle including capturing and collecting data, transforming data for
public consumption, and analyzing data. Further the course will also involve tools and
methodologies on using data for public policy decisions in the area of Information and
Communication Technologies.

Course Outcomes and Competencies

Course Outcome PO/ CL KC Class Tut

PSO (Hrs) (Hrs)

CO1 Understand basics of probability theory, descriptive analysis and PO2 U C, P 9 3

distribution theory

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

CO4 Understand different statistical measures to infer patterns in PO2 An C, P 6 2

underlying data

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)

Concept Map of the Course

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

1,2,3 Probability and Statistics [AP]

Probability theory overview - Probability law— Interpretation of probability, Axioms of probability,

Conditional probability, Prior/Posterior probability

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

4,5 Sampling and Surveys [AP]

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

6 Introduction to Public Data Sets and Policy Dimensions [AP]

NSSO, NFHS datasets on employment, household expenditure, healthcare etc. and research reports and
policy briefs based on these datasets

7-9 Inferential Statistics, Experimental Design and Measures of Association [VS]

Point estimation, Sampling versus population, Confidence intervals/levels,

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

Hypothesis testing, One-sample/Two-sample tests: z-test, Student’s T-test, comparison of means of

control and treatment groups, within group and across group means, testing for means, one and two-
way ANOVA tests, taxonomy of ANOVAs: ANCOVA, MANOVA, MANCOVA, Omnibus and post-
hoc tests, Bonferroni adjustments in post-hoc tests

10-11 Data Analysis: Linear Regression [VS]

 Simple linear regression using OLS, parameter estimation, parameter confidence intervals and
hypothesis testing, test for model fit, dummy variable regression for categorical variables, Type I and
Type II errors and implications

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

8. R-Tutorial on Elementary Statistics. Available at: http://www.r-tutor.com/elementary-

statistics

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

Late Assignment Submission Policy

Not Applicable

Make-up Exam/Submission Policy

One make-up quiz is given to accommodate anyone who missed one of the quizzes due to unavoidable
circumstances. There are no make-ups for mid or end term exams.

Citation Policy for Papers (if applicable)

Not Applicable

Academic Dishonesty/Plagiarism
As per institute policy

Accommodation of Divyangs/Persons with Disabilities (PwDs)

As per institute policy
 Course Syllabus
Course Code / Course Name DT 102/ Digital Components of a Connected Society
Course Instructor Name(s) T K Srikanth
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
and Data Communication
Artificial Intelligence and Machine Digital Society
X
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:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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.)

Course Context and Overview

[Provide introduction to the course]
This course is intended to provide students with an understanding of the fundamentals of digital
technologies and the key building blocks of digital solutions. The course will discuss how
computers work, basics of data representation, structure and working of large communication
networks, the internet, cloud, and web applications, and examples of how these combine and
scale to enable complex digital solutions and services. We will also discuss the evolution and
impact of selected technologies, as well as issues such as privacy and security related to these
solutions.

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 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)

Concept Map of the Course (Optional)

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.

● Computing machines and Computer Architecture: The von Neumann architecture.

Evolution of processors and Moore’s Law. Hardware abstractions. Memory hierarchy,
cache, and operations. Performance improvements through parallelism, levels of
parallelism.

Module 2: Operating Systems, Virtualization and Languages

● Abstractions provided by the OS. Virtualization of CPU’s and other resources. Processes
and virtual processors. Concurrency, synchronization and semaphores. Scheduling
schemes, fairness and mutual exclusion with performance. Virtual memory. Reliable
storage. Overview of programming languages and programming paradigms.

Module 3: Communication - The Internet

● Performance characteristics of networks - bandwidth, latency, jitter, quality. Typical
bandwidth and latency for a range of technologies. Types and scale of networks.
● Top-down view of the internet. Principle of layering and the 4-layer internet architecture.
The end-to-end principle and building up reliability in end-to-end communication.
Network delays, flow control and congestion control.
● Application layer protocols. Stateless protocols and client-server architecture over TCP.

Module 4: Internet and Security

● Evolution of security in the internet from a “group of mutually trusting users”. Types of
attacks.
● Requirements of secure communication. Message integrity and endpoint authentication.
 ● Cryptography. Common encryption mechanisms, symmetric keys, public key
cryptography, hash functions. Message Authentication codes and digital signatures. SSL
and HTTPS.
● Tracking on the internet, privacy and protection of information.

Module 5: Internet-based Applications and Services

● Cloud and “X-as-a-service”.
● Architecture of internet-based digital platforms and services.
● Scale, security and performance.
● Usability and Accessibility of applications and services

Instruction Schedule
[Provide session-wise schedule]

Week Topics CO

1 Intro: Universal digital representation, universal digital C01

processor, universal digital communication, and universal
digital data

Number representation: evolution of number systems

across civilizations. Decimal and binary systems

Computing: Turing Test and Church hypothesis

2 Computing machines and Computer Architecture: The C02

von Neumann architecture. Evolution of processors and
Moore’s Law.

Memory - role and hierarchy and operations

3 Parallelism as a means of speed up C02

Pipelining and other hardware techniques

4 OS overview. Abstractions, virtualization. C03

5 CPU Scheduling C03

6 Concurrency and shared resources C03

7 Languages and compilers C03

10 Networks - general characteristics C04, C05

Internet - 4 layer architecture

 11 Internet Protocols - general principles C05

Application Layer

12 TCP/IP C05
End-to-end principle, Flow control, congestion

Packets and packet switching, IP layer, Little’s law

13 Security, Cryptography- usage in the internet C06

Privacy issues - data and internet
Personal Identifiable Information, locational privacy

14 Usability, Accessibility C08

15 Architecture and components of large internet-based C07

systems

Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]

Books and online resources:

1. Kernighan, Brian, D is for Digital. Kindle edition
2. John L. Hennessy, David A. Patterson, Computer Architecture - A Quantitative
Approach. (Selected sections and Appendices A to K)
3. Operating Systems: Three Easy Pieces, Remzi H. Arpaci-Dusseau and Andrea C.
Arpaci-Dusseau. www.ostep.org
4. James F. Kurose, Keith W. Ross, Computer Networking: A Top-Down Approach
(selected sections)

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

2 Studying aspects of performance, security and privacy, CO5, CO6, CO8

or usability and accessibility of a web application

3 High-level logical design of an internet-based CO4, CO7

application

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
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]
Not applicable

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 DT 107/ Application Development for a Connected
Society
Course Instructor Name(s) Jaya Sreevalsan Nair ([email protected])
Hours Component
2 Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture: Tutorial: Practical)
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
X
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:
iMTech
M.Tech
M.Sc.
CSE
ECE
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
X Engineering Science and Skills
HSS/M
General
Course Prerequisites (Where applicable, state exact course code/name)
None
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 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.

Course Context and Overview

[Provide an introduction to the course]

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.

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 Tut
Id Course Outcome CL KC
PSO (Hrs) (Hrs)

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

CO2 Analyze existing web applications for public use PO1, Ap C, P, 8 0

in terms of usability and identify good features PO3, C&S,
and pitfalls, which are to be incorporated when PO5 PC
developing one’s own applications

CO3 Design web applications for public use with a PO1, C C, P, 12 0

given set of specifications by integrating PO2, C&S,
tools/frameworks (MySQL and phpMyAdmin PO3, PC
workbenches), content management system PO4
(WordPress), and HTML forms.

CO4 Understand the role and impact of web PO2, U C, 2 0

applications in society in specific domains PO3 C&S,
including healthcare, education, mobility. 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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

Module 1: Introduction - Module 2: Web Engineering -

Web application architecture and design, the Levels of web engineering and skills, server-
internals of a complex web application, client architecture
societal applications

Module 3: User Study - Module 4: Application Design -

Web application architecture and design, the Requirement engineering, planning, tool
internals of a complex web application, integration, demonstration, presentation,
societal applications evaluation

Module 5: Programming - Module 6: Practical Knowledge -

 HTML, CSS, PHP, MySQL, introduction to Website design, website deployment, content
frontend and backend development, data management systems
visualization using Javascript/Python,
multimedia embeddings

Instruction Schedule
[Provide session-wise schedule]

S. No. Topic Hours CO

1. Introduction - web application architecture design 3 CO1

2. Web Engineering 3 CO1

3. User Study - user requirements, function and form, a critique of 8 CO2,

existing applications for the public use, usability CO4

4. Application design - requirement engineering, planning, tool 6 CO2,

integration, demonstration, presentation, evaluation CO3

5. Programming - Introduction to frontend and backend development, 7 CO1,

HTML, CSS, PHP, MySQL, data visualization using Javascript and CO3
Python, multimedia embeddings, website design

6. Content management system 2 CO3

7. Website deployment 1 CO3

Total 30

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.

Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]

For each module:

● Mid-tem exam as design document for course project -- 10%

● Class presentations (2 for assignments, 2 for course project) -- 20%
● Technical reports (2 essays) -- 20%
● Homework assignments (4 assignments) -- 20%
 ● Course project -- 30%

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.

All assignments and the course project 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

● Homework-assignment-1, 3, and 4 are graded based on a working implementation of a

website or web application. Bonus points are awarded for integrating tools or learning new
programming constructs.
● Homework-assignment-2 is graded based on the choice of an existing societal web
application and different criteria used for critiquing the same.
● Essays are graded based on the research conducted for their content, content itself, style
of technical writing including in-place citations and bibliography, use of images, and
grammar.
● Mid-term assessment is for the course project design document which contains problem
statement, solution design, initial research on tools used for integration, usability design,
Gantt chart for implementation in the second half of the semester.
● Course project assessment involves working implementation, tools evaluation, usability
testing, and grading of written documents, namely software documentation, and user
manual. Deployment gets bonus points.
● Class presentations are graded based on the quality of presentation and demonstration
of websites and web applications by walking through all features, design choices, and
usability.
Late Assignment Submission Policy
State any penalty policy for late submission
Late submissions allowed only with the instructor’s permission for lapses owing to medical and
personal emergencies.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

As per institute policy

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]

As per institute policy

 Course Syllabus
Course Code / Course Name DT204 Social Complexity and Systems Thinking
Course Instructor Name(s) Amit Prakash
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

Additional Focus Areas
Yes /
Focus Area Details
No
Yes Trains students to model complex social
contexts; useful in drafting RFPs and high-
Direct focus on employability level design documents
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)

Course Context and Overview

Inconsistencies in managing the design and deployment processes in many social projects,
especially those that seek to leverage the potential of digital technologies, lead to various issues
not only with respect to time and cost overruns but also in terms of their missing critical
considerations and viewpoints while setting desired objectives. Projects that deploy digital
technologies for addressing the needs of large and diverse population groups are often found to
exhibit properties of complex systems and, using their examples, this course introduces the
students to different elements of complexity inherent in social and socio-technical systems.

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 Outcomes and Competencies

Course Outcome PO CL KC Class Tut

(Hrs) (Hrs)
CO1 Understand constituents of complexity in social and PO3 U C 6 2
socio-technical contexts, including heterogeneity,
hierarchy, near-decomposability, redundancy, self-
adaptation and emergence.
CO2 Understand the nature of complex social problems, PO3 U C 6 2
especially wicked problems and messy situations as
opposed to tame and benign problems.
CO3 Understand the significance of diverse perspectives PO3 U C 6 2
while framing engineering and management challenges
and approaches, particularly those related to
requirements engineering and project management in
large/complex IT projects.
CO4 Understand fundamentals of systems thinking PO3 U C 6 2
approaches and their applications.
CO5 Identify different components of a social/ socio- PO3 Ap P 6 2
technical system and their inter-relationships.
CO6 Apply systems thinking concepts, in general, and soft PO4 Ap P 6 2
systems methodology, in particular, to model
social/socio-technical complexity.

CO7 Draft requirement specifications and high-level system PO1, C P,M 9 3

design documents that can lead into RFPs in case of PO2,
external procurement. PO4
Total Number of Hours 45 15

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. (2000). A socio-technical approach to systems design. Requirements

Engineering, 5: 125-133

● 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

● 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

Project activities; fieldwork; review; drafting of a RFP/high-level design document

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.

Make-up Exam/Submission Policy

As per Institute policy

Citation Policy for Papers (if applicable)

As per APA Citation Format (see
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/ref
erence_list_electronic_sources.html for more details)

Academic Dishonesty/Plagiarism
As per Institute policy

Accommodation of Persons with Disabilities

As per Institute policy
 EC 202 Electronic Devices and Circuits
Course Code / Course Name EC 202 Electronic devices and circuits - Theory
Course Instructor Name(s) Madhav Rao, Chetan Parikh
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 = 3:0:0 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 / 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

Course Pre-Requisites None

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 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.

Course Context and Overview

The goal of this course is to learn to analyze and design analog circuits with diodes and transistors,
and design a small analog system, such as a Buck Converter, a low-dropout regulator, analog filter,
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 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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Analyse simple diode circuits, including clipping PSO1, U, C, P, 8 0
circuits and various types of rectifiers. PO3 Ap, PC
An
CO2 Analyse simple bipolar junction transistor (BJT) PSO1, U, C, P, 10 0
circuits under dc and small-signal ac conditions. PO3 Ap, PC
An
CO3 Identify and analyse basic BJT amplifier PSO1, U, C, P, 7 0
configurations: common-emitter, common-base, PO3 Ap, PC
and common-collector. An
 CO4 Design BJT amplifiers to meet a given set of PSO1, U, C, P, 3 0
specifications. PO3 Ap, FDP,
An, PC,
C D
CO5 Perform low-frequency and high-frequency PSO1, U, C, P, 5 0
analyses of BJT amplifiers, and draw their Bode PO5, Ap, PC
plots An
CO6 Analyse the frequency stability of amplifier PSO1, U, C, P, 2 0
circuits, and do simple frequency compensation PO5 Ap, PC
An
CO7 Design a simple analog system, such as a Buck PSO1, U, C, P, 8 0
Converter, or an analog filter, etc. PO5, Ap, M,
PO3 An FDP,
PC,
D
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]

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Late submissions are not accepted

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
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]

Not applicable

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 Principles of Communication Systems- Course and Lab
(EC-303 and EC-303P)
Course Instructor Name(s) Prof. Priyanka Das and Prof. Jyotsna Bapat
Hours Component
45+30 = 75 Lecture (3hrs = 3 credit)
Credits (L:T:P) Tutorial (0hr = 0 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
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 X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

Signals and Systems (ESS 103)
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 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.)

Course Context and Overview

[Provide introduction to the course]
 Course category: Engineering Science
 Offered in Fall semester
 Aim of the course: Communication systems are basic workhorses behind the information
age. This course aims to introduce the underlying principles behind the design and analysis
of communication systems. The labs will be conducted using Matlab and FM radio
experiments will be conducted using Raspberry Pi.
 Course Overview: Digital communication is the inevitable design choice in modern
systems. Design examples will be taken from the most prevalent communication systems
today: cell phones, Wi-Fi, radio and TV broadcasting, satellites, and computer networks.
Key components of the communication system designer’s toolbox are mathematical
modeling and signal processing. Beginning with various basic tools such as Fourier
Series/Transform and complex baseband representations of passband signals, the course
will cover several important analog communication techniques for Amplitude Modulation,
Frequency Modulation, and Phase Modulation. It will also cover superhet receiver and the
core concept of phase-locked loop (PLL) and its applications in system design.
The later part of the course is focused on digital modulation techniques such as ASK,
QAM, PSK, and orthogonal modulation. Nyquist criterion for avoiding intersymbol
interference will also be dealt with in the course. Thereafter, the course will cover review
of probability, random variables, and random processes with the application in noise
modelling. These techniques will then be used in analyzing digital communication
performance metric such as bit error probability.

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)

 The importance of the course to the profession: Progress in telecommunications over

the past two decades has been nothing short of revolutionary, with communications taken
for granted in modern society. There is therefore a persistent need for engineers who are
well-versed in the principles of communication systems. These principles apply to
communication between points in space, as well as communication between points in time
(i.e, storage). Digital systems are fast replacing analog systems in both domains. The course
also provides a review or introduction to communication systems for practitioners, easing
the path to pursue research in modern wireless communication in either industry or
academia.

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.]
Id Course Outcome PO/ PSO CL KC Class Lab
(Hrs) (Hrs)

CO1 Understand high-level description of analog and PO1/PSO2 C, F 3 0

digital communication systems U

CO2 Understand the characteristics of baseband and PO1/PSO2 C, F 6 4

passband signals, and the systems that shape U
them through simulations using Matlab
CO3 Understand amplitude modulation methods PO1/PSO2 U C, F 6 6
including DSB-SC, AM, SSB, VSB, and
demodulation methods including coherent
demodulation and envelope detection through
simulations using Matlab
CO4 Understand angle modulation and demodulation PO1/PSO2 U C, F 9 0
principles, the functionality of superhet receiver,
and phase-locked loop
C05 Design frequency modulator/demodulator system PO1/PSO2 Ap C, P 0 8
that resists jamming using Raspberry Pi hardware

CO6 Determine the bandwidth requirements for PO1/PSO2 Ap C 6 0

transmissions through band-limited channels using
Nyquist criterion for ISI avoidance
CO7 Model noise in a communication channel as a PO1/PSO2 U C, F 6 0
Gaussian random process

CO8 Design optimal detector/matched-filter at PO1/PSO2 Ap C, P 3 6

communication receiver for minimizing symbol
error probability through simulations using Matlab
C09 Compute bit error rate for binary signalling PO1/PSO2 Ap C, P 6 6
schemes under AWGN with and without carrier
phase uncertainty through simulations using Matlab
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 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

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]
Section 1: Introduction and background

 High-level description of analog and digital communication systems

 Review of signals and systems, Fourier Series/Transform, Properties, Autocorrelation, Energy
Spectral Density, Parseval’s Theorem
 Complex baseband representation of passband signals

Section 2: Analog communcation techniques

 Amplitude modulation/demodulation schemes, including DSB-SC, AM, SSB, VSB

 Angle modulation/demodulation schemes, such as commercial FM, as well as PM
 Superheterodyne receiver working principle and image frequency calculation
 Phase-Locked Loop (PLL)-mathematical model, analysis, and applications

Section 3: Digital modulation

 Power spectral density of a linearly modulated signal

 Nyquist sampling theorem and sinc pulse
 Nyquist criterion for ISI avoidance
 Bandwidth efficiency computation

Section 4: Probability and random process

 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

Section 5: Optimal demodulation

 Hypothesis testing, ML and MAP decision rules

 Signal-space concepts and its application in hypothesis testing
 Geometry of ML decision rule, decision regions
 Correlator/matched filter-based optimal receiver design
 Bit error rate analysis for ML decision rule with binary signaling
 Union bound of error probability for M-ary signaling
Instruction Schedule
[Provide session-wise schedule]

Schedule Course (EC-303) Topic Exam

Week 1 Introduction to communication systems

Week 2 Review of signal and systems, Fourier Transform and Fourier Series
Week 3 Complex Baseband representation of passband signals Quiz-1

Week 4 Amplitude modulation/demodulation schemes: DSB-SC, conventional AM

Week 5 Single-sideband modulation and vestigial-sideband modulation, and

demodulations
Week 6 Frequency and phase modulation/demodulation, Frequency spectra Quiz-2
for narrow-band and wide-band FM
Week 7 Bandwidth requirements for angle modulated signals, Carson’s
formula, superhet receiver working principle
Week 8 Phase-Locked Loop (PLL)-mathematical model, analysis, and Mid-term
applications
Week 9 Digital modulation techniques: ASK, PSK, FSK, pulse modulation

Week 10 Nyquist criterion for ISI avoidance, bandwidth efficiency

Week 11 Review of probability and random variables

Week 12 Gaussian random process, noise modeling Quiz-3

Week 13 Hypothesis testing problem, ML, and MAP decision rules

Week 14 Optimum demodulation under AWGN, signal-space concept

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

 Upamanyu Madhow, “Introduction to Communication Systems”, Cambridge

University Press

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

 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
Late Assignment Submission Policy
Student is allowed to submit within 1 day after deadline. Exceptions are made if prior permission is
taken.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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]

As per institute policy

Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]

As per institute policy

Focus Area Yes/ Details
No
Direct focus on employability Yes Apply signal processing to real-world problems
Focus on skill development Yes Ability to analyse signals and model real world
problems
Focus on entrepreneurship No
Provides value added / life skills Yes Students write project reports and also work in
(language, writing, communication, groups
etc.)
 Course Syllabus
Course Code / Course Name Digital Communication Course and Lab
(EC-306 and EC-306P)
Course Instructor Name(s) Prof. Priyanka Das and Prof. Arti Yardi
Hours Component
45+30 = 75 Lecture (3hrs = 3 credit)
Credits (L:T:P) Tutorial (0hr = 0 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
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 X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

Principles of communication systems (EC-303)

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 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.)

Course Context and Overview

[Provide introduction to the course]
 Course category: Engineering Science
 Offered in Spring semester
 Aim of the course: The primary goal of the course is to provide the student an in-depth
understanding of the principles, techniques, trade-offs, and fundamental limits in modern
digital communication systems. This course introduces the fundamentals of digital
signaling, information theory and coding, digital transmission and reception, and the
spread-spectrum modulation. The lab assignments should be conducted in Matlab.

 Course Overview: This course is a sequel to Principles of Communication Systems (EC-

303) course and covers fundamental concepts of modern digital communication systems.
The mathematical background necessary to understand communication theory often
intimidates the undergraduate students. The purpose of this course is to provide such a
lecture style exposition to provide an accessible, yet rigorous, introduction to the subject
of digital communication with its practical applications. Beginning with Nyquist sampling
theorem, pulse code modulation, and delta modulation, the course will introduce the
foundation of information theory, source coding, and source compression algorithms. It
will cover several channel coding schemes such as linear block codes, cyclic codes, and
convolution code in detail. The later part of the course is focused on optimal receiver design
for additive white Gaussian noise (AWGN) channels and their error rate performance
considering digital modulation techniques such as Binary Phase Shift Keying (BPSK),
Frequency Shift Keying (FSK), Quadrature Amplitude Modulation (QAM), M-ary Phase
Shift Keying (MPSK). Spread-spectrum techniques will be dealt with in the course with
focus on its anti-jamming property. Finally, the course will treat communication through
fading channels, including the characterization of fading channels and the key important
parameters: path loss, shadowing, multipath effect, coherence time, coherence bandwidth,
 and Doppler spread. Link budget analyses for wireline and radio communication systems
will also be treated.

 Courses to which this course is prerequisite:

o Wireless Communication (NC-827)

 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.

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 Outcome PO/ PSO CL KC Class Lab
(Hrs) (Hrs)

CO1 Understand signal processing steps to PO1/PSO2 C, F 2 0

transfer digital data from a source to its U
destination through a communication channel
CO2 Understand PCM, DPCM, and DM principles PO1/PSO2 U C, F 3 0
for analog to digital data conversion

CO3 Apply source encoding/decoding algorithms PO1/PSO2 Ap C, F, P 4 6

for digital data transfer through simulations
using Matlab
CO4 Understand the impact of channel PO1/PSO2 U C, F, P 12 6
encoding/decoding schemes including linear
block codes, cyclic, and convolutional codes
on output bit error probability through
simulations using Matlab
CO5 Design optimal receiver structure using PO1/PSO2 Ap C, F 3 0
coherent detection for AWGN channel by
employing signal-space concept
 CO6 Understand the role of digital modulation PO1 /PSO2 U C, F 6 4
techniques including ASK, PSK, FSK, MQAM
on symbol error probability through
simulations using Matlab
CO7 Understand spread spectrum modulation PO1/PSO2 Ap C, F 6 6
principles including DS-SS and FH-SS and its
impact on channel jamming through
simulations using Matlab
CO8 Model wireless time-varying channel and its PO1/PSO2 C, F 9 8
impact on received signal quality through Ap
simulations using Matlab

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

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

Section 1: Introduction and background

  High-level description of digital communication systems
 Digital versus analog performance criteria
 Review of white Gaussian noise
 Power spectral density and bandwidth computation

Section 2: Source coding

 Pulse-code modulation
 Differential pulse-code modulation and delta modulation
 Entropy, source coding theorem
 Lossless data compression algorithms: Huffman coding, Lampel-Ziv coding

Section 3: Channel coding

 Discrete memoryless channel

 Channel capacity
 Channel coding theorem
 Linear block codes
 Cyclic codes
 Convolutional codes and Viterbi decoding algorithm

Section 4: Bandpass modulation and demodulation

 Geometric representation of signals using signal-space concept

 Optimal receivers using coherent detection
 Digital bandpass modulation techniques: ASK, PSK, FSK, QAM
 Symbol and bit error probability analysis
 Bandwidth efficiency

Section 5: Spread-spectrum techniques

 Benefits of spread-spectrum systems

 Direct-sequence spread-spectrum
 Frequency hopping spread-spectrum
 Anti-jamming characteristics of spread-spectrum and CDMA

Section 6: Wireless channel model

 Path loss and lognormal shadowing effect

 Transmit and receive signal models employing ray tracing
 Outage probability and cell coverage area calculation
  Small scale fading, multipath effect, channel coherence bandwidth
 Time varying channel, Doppler effect, channel coherence time
 Link budget analysis

Instruction Schedule
[Provide session-wise schedule]

Schedule Topic Exam

Week 1 Introduction to digital communication systems

Week 2 PCM, DPCM, and DM

Week 3 Source coding theorem, Lossless data compression algorithms: Quiz-1
Huffman coding, Lampel-Ziv coding
Week 4 Channel capacity and channel coding theorem
Week 5 Linear block codes
Week 6 Cyclic codes Quiz-2

Week 7 Convolution codes and Viterbi Algorithm

Week 8 Geometric representation of signals in signal-space, Optimal Mid-term
receivers using coherent detection
Week 9 Digital modulation techniques: ASK, PSK, FSK, QAM
Week 10 Error probability analysis, bandwidth efficiency
Week 11 Spread-spectrum techniques, Direct-sequence spread-spectrum Quiz-3

Week 12 Frequency hopping spread-spectrum, anti-jamming

Week 13 Wireless channel: free-space path loss and simplified path loss models

Week 14 Lognormal shadowing, outage probability, cell coverage area

Week 15 Small-scale fading, Doppler effect, link budget analysis End-term

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

 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
Late Assignment Submission Policy
Student is allowed to submit within 1 day after deadline. Exceptions are made if prior permission is
taken.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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]

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 VL 506 / System Software
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)
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
X
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:
iMTech
X M.Tech
M.Sc.
X CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

Linux Basics, Shell Scripting and basic knowledge of operating systems.

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 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.)

Course Context and Overview

System Software course covers all the fundamentals of Operating Systems including Linux Kernel
subsystems and Inter Process Communication Mechanisms. Lab session focused on Linux System
Programming.

Course Outcomes and Competencies

PO/ Class Lab
Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the importance of operating systems, PO1, R F,C 1 0
kernel subsystems, types of kernel used for PSO1
GPOS, embedded and real time systems.
CO2 Managing files and file locking synchronization PO1, Ap P 5 0
mechanisms using file related system calls. PSO1
CO3 Implement process scheduling policy and PO1, Ap C,P 5 0
signaling mechanisms for real time and non-real PSO1
time processes.
CO4 Understand soft real time features as per POSIX PO1, U F,C 1 0
standards. PSO1
CO5 Perform Linux Inter Process communication PO1, Ap P 12 0
mechanisms including pipe, FIFO, message PSO1
queues, shared memory and socket programming.

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]

This course will cover the following topics:

1. Computer Architecture
2. Kernel Architecture
3. System Internals
4. Inter Process Communication Mechanisms
4. Implementation of Soft Real Time Systems

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

[You can use / modify the sample given below]

The course uses one or more of the following evaluation procedures as part of the course:
● Manual evaluation of essay type / descriptive questions
● Manual evaluation of programming 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
A penalty of 10% of the Lab assignment/ project marks will be paid for late submission.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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

Course Pre-Requisites None.

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 No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)

Course Context and Overview

The course will teach the basic principles of analysing and designing electric and basic electronic
circuits.

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 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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Write nodal and mesh equations for a given circuit PSO1, U, C, 6 0
and solve the equations to find currents, voltages PO1 An P,
and power consumption by each element. PC
CO2 Apply superposition, source transformation, PSO1, U, C, 3 0
Thevenin and Norton’s theorems to solve circuits. P01 Ap, P,
An PC
CO3 Analyze simple opamp circuits (inverting, non- PSO1 U, C, 2 0
inverting, summing and difference amplifiers, and Ap, P,
other circuits with only resistances). An PC
CO4 Calculate the effect of opamp non-idealities (offset PSO1 U, C, 1 0
voltage, input bias current, finite voltage gain, Ap, P,
finite output current) on the behaviour of simple An PC
circuits.
 CO5 Determine the transient response of first-order and PSO1, U, C, 7 0
second-order RLC networks for step inputs. PO1 Ap, P,
An PC
CO6 Solve circuits under sinusoidal steady-state in the PSO1 U, C, 4 0
frequency domain, and determine currents and Ap, P,
voltages in the circuit in frequency and time An PC
domains.
CO7 Compute the power consumed by circuits in PSO1, U, C, 1 0
sinusoidal steady-state. PO5 Ap, P,
An PC
CO8 Determine the frequency response of circuits and PSO1, U, C, 2 0
draw Bode plots. Ap, P,
An PC
CO9 Analyse and design simple analog filter circuits. PSO1, U, C, 2 0
PO1, Ap, P,
An, PC,
C D
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]

Topic Name No. of

hours
Introduction. Power and Energy in circuits. 1
Circuit elements (R,L,C, sources; linear and 2
non-linear; active and passive)
Nodal and mesh analyses 3
Circuit theorems 3
Op-amp circuits 3
Capacitors and Inductors 2
First order transient circuits 3
Second order transient circuits 4
Sinusoidal steady-state analysis 4
Power in AC circuits 1.5
Frequency response and Bode plots 1.5
 Filters 2
TOTAL 30

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Late submissions are not accepted

Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 EC201P Basic Electronics Laboratory
Course Instructor Name(s)
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 4 Practical (2hrs = 1 credit)
L:T:P = 0:0:4 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 X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

Digital Design

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 The basic embedded systems and
Direct focus on employability interfacing is useful for employability.
Yes The troubleshooting and selection of
components for designing circuits and
Focus on skill development system 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.

Course Context and Overview

[Provide introduction to the course]
The objective of this course is to introduce electronics laboratory skills to the students.

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/ 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)

Concept Map of the Course (Optional)

NA

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]

Lab1 - Breadboard, Arduino Programming, & Basic Resistor-LED circuit

Lab2 - NAND, NOR Logic gates with LEDs and Arduino
Lab3 - Combinational Logic gates, and 3:8 decoder, using Arduino
Lab4 - Seven-segment-display using Arduino
Lab5 - Flipflops (D, JK) and clock gating using Arduino
Lab6 - Counter with Arduino
Lab7 - Transient Analysis, Voltage-divider circuits, Capacitor Charging and discharging circuits, RC
Integrator and Differentiator circuits. Usage of Multisim for verifying the experimental results on
Simulation tool.
Lab8 - RC circuit as filters: Low Pass and High Pass filters
Lab9 - Shift register with Arduino
Lab10 - State machines with Arduino
Lab11 - Analog components such as sensors, servo motors, DC motor with transistor and Arduino.
Lab12 - Opamp based inverting and non-inverting amplifier circuits
Lab13A: Project Progress Discussion
Lab13B: 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-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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission
Unless medically approved excuse, all late submissions are not considered for grading.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name EC 202 Electronic devices and circuits - Theory
Course Instructor Name(s) Madhav Rao, Chetan Parikh
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 = 3:0:0 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 / 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

Course Pre-Requisites None

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 No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)

Course Context and Overview

The goal of this course is to learn to analyze and design analog circuits with diodes and
transistors, and design a small analog system, such as a Buck Converter, a low-dropout regulator,
analog filter, 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 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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Analyse simple diode circuits, including clipping PSO1, U, C, P, 8 0
circuits and various types of rectifiers. PO3 Ap, PC
An
CO2 Analyse simple bipolar junction transistor (BJT) PSO1, U, C, P, 10 0
circuits under dc and small-signal ac conditions. PO3 Ap, PC
An
CO3 Identify and analyse basic BJT amplifier PSO1, U, C, P, 7 0
configurations: common-emitter, common-base, PO3 Ap, PC
and common-collector. An
CO4 Design BJT amplifiers to meet a given set of PSO1, U, C, P, 3 0
specifications. PO3 Ap, FDP,
An, PC,
C D
 CO5 Perform low-frequency and high-frequency PSO1, U, C, P, 5 0
analyses of BJT amplifiers, and draw their Bode PO5, Ap, PC
plots An
CO6 Analyse the frequency stability of amplifier PSO1, U, C, P, 2 0
circuits, and do simple frequency compensation PO5 Ap, PC
An
CO7 Design a simple analog system, such as a Buck PSO1, U, C, P, 8 0
Converter, or an analog filter, etc. PO5, Ap, M,
PO3 An FDP,
PC,
D
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]

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Late submissions are not accepted

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
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]

Not applicable

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 EC202P Electronics devices and circuit laboratory
Course Instructor Name(s)
Hours Component
Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 2 Practical (2hrs = 1 credit)
L:T:P = 0:0:2 Total Credits = 1
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 X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

EC201 and EC201P Basic Electronics Theory and Laboratory

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 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.

Course Context and Overview

[Provide introduction to the course]
The objective of the course is to provide students an understanding of circuits consisting of
various discrete devices including diodes, zener, opamps and BJT transistors.

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/ 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

CO3 Understand three stage BJT amplifier circuit PS01, PO5 U, C, P, 6 0

for a specified gain, input, output Ap, PS,
impedance, and frequency response on C, C&S
Breadboard and Multisim. E
CO4 Demonstrate a Timer based project PSO1, PO13, U, C&S, 5 0
showcasing the ability to autonomously PO11, PO9, Ap, PC
sense and actuate without using PO8, PO7, PO2, E,
microcontroller. PO3 C
CO5
 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)

Concept Map of the Course (Optional)

NA

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission
Unless medically approved excuse, all late submissions are not considered for grading.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name EC302 Microprocessors and Microcontrollers
Course Instructor Name(s) Vinod Veera Reddy
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 2 Practical (2hrs = 1 credit)
L:T:P = 3:0:1 Total Credits = 4
Grading Scheme 4 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 CSE
M.Tech X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

Digital Logic basics, programming basics

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 Embedded systems
are sought for. This course provides strong
Direct focus on employability foundation for the same.
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)

Course Context and Overview

Microcontrollers and microprocessors are at the heart of all embedded systems that enable
building all electronic devices. This course enables the students to familiarize themselves with
the functioning of microprocessors and microcontrollers within an embedded system.

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.

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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Understand the architecture and functioning of Intel PO1, U C, 10
8051 microcontroller PSO1 P
CO1-C1: Understand the core, interrupt handing and PO1, U C, P 5
instruction set architecture of Intel 8051 microcontroller PSO1

CO1-C2: Understand the ports and peripherals of 8051 PO1, U C, P 5

microcontroller PSO1

CO2 Write assembly language programs to solve simple PO1, Ap F, C 5 25

problems with Intel 8051 microcontroller PSO1
CO3 Understand the architecture and functioning of PO1, U F, C 15
ATMEGA328p microcontroller PSO1
CO3-C1: Understanding the core, interrupt handling and PO1, U F, C 8
memory of the AMTEGA328p microcontroller PSO1

CO3-C2: Understanding the ports and peripherals of the PO1, U F, C 7

AMTEGA328p microcontroller PSO1
 CO4 Design embedded system to address real-life problems PO1, Ap C, 5 5
using Intel 8051 or ATMEGA328p PSO1 P
CO5 Understand the architecture and functioning of ARM PO1, U F, 10
Cortex M microprocessor PSO1 C
CO5-C1: Understanding the architecture, interrupt and PO1, U F, C 8
exception handling of ARM Cortex M microprocessor PSO1

CO5-C2: Understanding the input-output interfacing with PO1, U F, C 2

external peripherals PSO1

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)

Concept Map of the Course (Optional)

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

Late Assignment Submission Policy

A penalty of 10% of the assignment marks will be paid for late submission.
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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 305 Control Systems
Course Instructor Name(s) Sachit Rao
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 = 3:0:0 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 / 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 X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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 Context and Overview

This course introduces the basics of feedback control systems and theory-a topic which finds
application in several disciplines of engineering and other sciences. As this is an introductory
course, the focus will only be on the class of linear time-invariant systems. Starting with the
traditional polynomial based approaches for controller design and analysis for typical engineering
systems, the course will move to modern-day techniques such as continuous time and discrete
state-space methods.

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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Identify what parameter is to be controlled in a PO1, U F,C 3
dynamic system and the resources available to do PSO3
so.
CO2 Derive a mathematical model of a dynamic system PO1, Ap C,P 6
based on first principles between the output PSO3
variable and the control variable.
CO3 Identify the open-loop stability properties, desired PO1, U F,C 12
transient and steady-state closed-loop PSO3
specifications to select an appropriate control
algorithm.
CO4 Implement and test the selected algorithm and fine- PO1, Ap C,P 12
tune its parameters based on the desired PSO3
specifications.
CO5 Learn how to use simulation tools and numerical PO1, Ap C,P 12 9
techniques to simulate closed-loop behavior. PSO3
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
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).

Late Assignment Submission Policy

Delays acceptable with permission and valid reasons. Delayed submission without permission
will incur 50% reduction in marks.

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

If simulation programs are available online, they should be cited and appropriately commented to exhibit
understanding of the program.
Academic Dishonesty/Plagiarism
As per institute policy

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

Course Pre-Requisites (Where applicable, state exact course code/name)

Digital Design, Basic Electronics Theory and Lab, Electronic devices

and Circuit lab
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 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.)

Course Context and Overview

[Provide introduction to the course]

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.

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/ 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)

Concept Map of the Course (Optional)

NA

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission
Unless medically approved excuse, all late submissions are not considered for grading.
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name EG 102/Data Structures and 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) 2 Practical (2hrs = 1 credit)
L:T:P = 3:1:2 Total Credits = 5
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 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
ECE Branch Elective
X Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

Programming in C and Python.
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 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.)

Course Context and Overview

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 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

Course Outcome PO/ CL KC Class Tut Lab

PSO (Hrs) (Hrs) (Hrs)

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)

Concept Map of the Course (Optional)

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

Mid Term - 25%

End Term- 25%
Test 1- 10 %
Test 2 - 10%
Assignments - 30 %

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

Late Assignment Submission Policy

No Penalty for one week late, 100% penalty after that.

Make-up Exam/Submission Policy

As per institute policy
Citation Policy for Papers (if applicable)
Not applicable

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(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)
Basic Sciences
x CSE Core
x ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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.)

Course Context and Overview

An operating system defines an abstraction of hardware and manages computing resource sharing
among the computer’s users. This course covers developing key approaches to operating system
design and implementation. From basic structure to synchronization, overview of monolithic,
micro and hybrid kernel types, implementation of file, processes, memory organization and
Network management kernel subsystems will be discussed in detail.

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 Lab

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the importance of operating systems, PO1, U F,C 3 0
kernel subsystems, types of kernel used for PSO1
GPOS, embedded and real time systems.
CO2 Use the existing file types including regular, PO1, Ap F,C 4 2
directory, link, device and socket, and file systems PSO1 ,P
including ext4 and XFS. .
CO3 Perform I/O management with file related system PO1, Ap C, 6 2
calls and file locking synchronization mechanism. PSO1 P
CO4 Implement the process management including PO1, Ap C, 6 4
mode, space, process states, scheduling policy for PSO1 P
real time and non real time processes.
CO5 Implement timers, manipulation of system PO1, Ap F, 5 4
resources limits and implementation of Signaling PSO1 C,
mechanisms with standard and real time signals. P
 CO6 Develop multithreaded programs by using POSIX PO3, Ap C, 3 2
threads. PSO1 P
CO7 Understand how the OS manages the physical PO1, U F, 3 0
memory. PSO1 C,
P
CO8 Implement the inter process communication PO1, Ap F, 6 4
mechanisms including the unnamed pipe and PO3, C,
named pipe (FIFO). PSO1 P
CO9 Perform System V IPC mechanisms including PO3, Ap C, 6 8
Message Queue, Shared Memory and PSO1 P
Semaphore.
CO10 Implement socket programming to communicate PO3, Ap C, 3 4
between two different systems through a PSO1 P
concurrent server.
30
TOTAL 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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

This course will cover the following topics:

1. OS Introduction
2. File Management
3. I/O Handling
4. File Locking
5. Process Management
6. Daemon Process
7. Timers, Resource Limits and Log Messages
8. POSIX Thread Basics
9. Signaling Mechanisms
10. Memory Management
11. Primitive Inter Process Communications
12. System V IPC
13. Socket Programming

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.)]

OS Theory Exam (3 credit)

Marks (%)

10
Pre Mid Term Exam -Quiz1
 30
Mid Term Exam

10
Pre End Term Exam -Quiz2

40
End Term Exam

10
Attendance

100
Total

OS Lab Evaluation (1 credit)

Marks (%)

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

[You can use / modify the sample given below]

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
● Manual evaluation of programming 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
A penalty of 10% of the Lab assignment/ project marks will be paid for late submission.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(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)
Basic Sciences
CSE Core
X ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

[Provide introduction to the course]

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.

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/ 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

CO3 Understand the functioning of web browsing, FTP, e-

mail and real-time network applications F,
PO1/PSO2 U C 8 2
CO4 Determine the appropriate routing protocols for efficient
routing for given topological conditions and router F,C
abilities PO1/PSO2 Ap ,P 8 2
CO5 F,
Understand role of flow control and congestion C,
control algorithms to avoid congestion over the Internet. PO1/PSO2 U P 8 2
CO6 F,
Understand IPV4 and IPV6 packet formats and their C,
the differences. PO1/PSO2 U P 4 1
CO7 Determine the appropriate medium access control
protocol to avoid collision of packets during F,C
transmission in a given medium. PO1/PSO2 Ap ,P 8 2
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]

● Motivation of networking and communication in IT applications, Topologies and need for

different topologies, Circuit switching and packet switching
● Need for Protocols, Networking parlance, Protocol Stack – Basic Overview and
Functionalities
● Application layer protocols
● Socket Programming
● 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
Addressing, IP mobility,
● Data link layer: Concepts of medium access control protocol, error detection and
correction, frame structure

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]

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.

Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]

● Mid-Term (#1): 30 points

● End-Term (#1): 30 points
● Assignments (#2): 10 points
● Quizzes (#2): 10 points
● Course Project –Research Oriented (#1): 10 points
● Attendance and Classroom participation: 10 points
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S
. CO
N Focus of Assignment / Project Mappin
o g
.
1 CO1,C
Questions related to delay calculation in practical networks; http 2.0, https, QUIC O2,CO
protocols; MIME format for emails; Socket Programming 3
2 CO4,
CO5,C
Questions related to IPV4 and IPV6 interoperability; reliable data transfer, flow O6,CO
and congestion control in TCP protocol 7
3 Course Project: Research project to perform literature survey of up to two journal CO1-
papers in related and upcoming areas of computer networking 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:
● 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

Late Assignment Submission Policy

State any penalty policy for late submission

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.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Appropriate citation of references (text and figures) as per the standard IEEE format is mandatory
in assignments and course projects. Plagiarism of any form is highly discouraged and will incur
strong penalties.

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 211/ Computer architecture
Course Instructor Name(s) Nanditha Rao
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
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:CS and ECE
X iMTech
M.Tech
M.Sc.
X CSE
X ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
X CSE Core
X ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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.)

Course Context and Overview

[Provide introduction to the course]
Course overview:
The course gives a basic overview of the architecture of a processor, its interfaces, and
how programs are executed on a processor. We explain three different architectures in
this course. We start with a simple 21-instruction processor called the Princeton/ IAS
architecture and describe its functioning. We then move on to the basic architecture of
the 8085 processor and its interfacing, briefly. The third and major component of the
course is the MIPS processor design. We explain the instruction set architecture and
design the data and control path design for MIPS non-pipelined and pipelined
architectures. We discuss pipeline hazards and discuss ways to resolve hazards such
as forwarding. We discuss cache memories and how to evaluate performance of
caches.

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.]

PO/ Class Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Understand the architecture of Princeton/IAS PO1, U C 6 2
computer architecture and its functioning through PSO1
assembly language programming.
CO2 Design the Princeton/IAS processor using PO3, Ap C, P 2
C/python. PSO1
CO3 Understand an Instruction cycle, I/O PO1, U C 6 2
fundamentals (PCI) and interrupts PSO1
CO4 Understand 8085 architecture, interfacing PO1, U C,F 6 1
PSO1
CO5 Write assembly programs in 8085 and write PO1, Ap P 3 1
simple programs for 8085-interfacing PSO1
CO6 Design a data and control path for the MIPS PO1 Ap C, P 6 2
instruction set architecture (non-pipelined design) PSO1

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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]
Topic 1: Fundamentals of assembly language, IAS instruction set architecture
Topic 2: Computer function and interconnection
Topic 3: 8085 and interfacing
Topic 4: MIPS
Topic 5: Cache memory
Instruction Schedule
[Provide session-wise schedule]
2 weeks: Topic 1: Fundamentals of assembly language
Chapter-1,2 William Stallings
 Stored program concept, RISC vs CISC
 Harvard vs Von Neumann architecture
 RISC computer: Princeton/IAS computer, instruction set, programming,
Instruction encoding
 Stack
Assignment: Implementation

2 weeks: Topic 2: Computer function and interconnection,

I/O, interrupts
Chapter-3 William Stallings
 Instruction cycle, IO fundamentals: handshaking, programmed IO, interrupt
driven IO; Interrupt handling mechanism, Buses: protocols, arbitration, direct
memory access (DMA), PCI timing

2-3 weeks: Topic 3: 8085 and interfacing

 Example study: 8085 architecture, timing

 8085 instruction set
 Addressing modes, Basics of assembly level programming
 Interfacing: Programming counters, delays, interrupt controller, memory
interfacing

Topic 4: MIPS

 2 weeks: MIPS instruction set, MIPS assembly programming, Procedure and

stacks
 1 week: data and control path design, ALU design
 3 weeks: Pipelining, data and control path design, hazards: data, control,
structural hazard, Performance evaluation
 Assignment: Implementation
 1-2 weeks: Exceptions, forwarding,Loop optimisation/unrolling

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

Edx: Computation Structures -2

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

Late Assignment Submission Policy

State any penalty policy for late submission:
10% penalty for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

 All assignments/codes/reports will be run through a plagiarism check tool

 Cheating – 0 marks for the assignments
 Repeat offense/Cheating in exam – Zero marks + Grade penalty

Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]

As per institute policy

 Course Syllabus
Course Code / Course Name ESS 102 Digital Design
Course Instructor Name(s) Subhajit Sen
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 = 3:0:0 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 / 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)
Basic Sciences
X CSE Core
X ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites None

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 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.)

Course Context and Overview

The goal of the course is three-fold: (1) to understand how numbers are represented in digital
computing systems, (2) to understand the fundamentals digital hardware as implemented using
CMOS VLSI technology and (3) how to apply the above in the design of combinational and
sequential circuits required for computing systems. This course is a foundational course in for
almost all subjects related to Computer Science and Engineering and Electronics Engineering.

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

CO2 Add/subtract binary numbers using PO1, U, C,P 5 1

the 2’s complement representation PSO1 Ap
of binary numbers
CO3 Determine the representation of a PO1, Ap C, 5 2
decimal number in binary number PSO1 P
system and vice-versa
CO4 Understand the concept of noise PO1, U, C, 2 0
margin in logic gate interfaces PSO1 Ap P
CO5 Draw the CMOS circuit for a given PO1, Ap C, 5 1
Boolean logic function PSO1
CO6 Draw the Karnaugh map for a 4- PO1, R, U , C, 7 2
variable Boolean logic function and PSO1 Ap, P
determine a possible minimal logic Ev
function in POS(SOP) form
CO7 Determine the static & dynamic PO1, U, C, 2 1
power of a CMOS logic circuit PSO1 Ap P
CO8 Understand the concepts of Moore PO1 U C,P 2 1
and Mealy Finite State Machines
CO9 Draw the state transition diagram PO1 U, C,P 8 3
from a description of FSM and use Ap,
it to design the FSM sequential An,
circuit Ev, C
CO10 Understand constructs of Verilog PO1 U,Ap C,P 4 2
HDL and apply that to the
description of logic circuits
 Total 42 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)

Concept Map of the Course (Optional)

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.

3. Albert Malvino, Jerald Brown, Digital Computer Electronics, 3rd Edition.

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Late submissions are accepted with a penalty.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 Signals and systems (ESS 103)
Course Instructor Name(s) Neelam Sinha / Vinod reddy
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 = 4 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
X 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 X ECE
M.Sc. Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
X CSE Core
X ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

[Provide introduction to the course]

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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Understand characteristics of signals (Differences PO1, U C 6 2
between continuous-time and discrete complex PSO3
exponentials)
CO2 Understand characteristics of continuous-time and PO1, U C 3 1
discrete systems PSO3

CO3 Transform signals through folding, reversing, PO1, Ap C 3 1

shifting and scaling PSO3
CO4 Determine the output of an LTI system using PO1, Ap P 9 3
convolutional integral, summation, and paper-pen - PSO3,
coding PO5
CO5 Compute Fourier series/Transform (CTFS, CTFT, PO1, Ap C, 9 3
DTFS, DTFT, DFT) of a given signal through PSO3, P
Paper-pen-coding and plotting Power spectrum PO5
CO6 Compute sampling period as required by Nyquist PO1, Ap C, 3 1
criterion and reconstruct signals by sinc PSO3 P
interpolation and linear interpolation technique
 CO7 Determine Laplace transform of a given PO1, Ap C, 5 1.5
differential equation and impulse response PSO3 P
CO8 Determine Z-Transform: Paper pen and coding PO1, Ap C, 5 1.5
exercise PSO3, P

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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

Dynamic representation of systems, systems

attributes, causality, linearity, stability, time-
invariance; special signals, complex exponentials,
singularity functions (impulse and step functions);
Linear Time-Invariant Systems, differential equation
representation, convolution integral; discrete form of
special functions; discrete convolution and its
properties; realization of LTI systems (differential
and difference equations). • Fourier analysis of
continuous time signals and systems, Fourier series,
Fourier Transform and properties, Parsevals theorem,
frequency response of LTI systems; sampling
theorem. • Fourier analysis of discrete time signals &
systems, Discrete-time Fourier series, Discrete-time
Fourier Transform (including DFT) and properties;
frequency response of discrete time LTI systems. •
Laplace Transform and its inverse, definitions,
existence conditions, region of convergence and
properties, applications of Laplace Transform for the
analysis of continuous time LTI system (stability
etc.), significance of poles and zeros. • Z-Transform
and its inverse, definitions, existence, region of
convergence and properties, applications of Z-
Transform for the analysis of discrete time LTI
systems, significance of poles and zeros.

Instruction Schedule
[Provide session-wise schedule]

Week1 & 2: Understand difference between Data and signal – represent, classify signals

Week3 : Define a system – Properties, Identify Properties of a given system

Week4 : Transformations of Signals – Folding, Reversing, shifting

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

Week9: Mid Sem Exam

Week10-11: Continue with …Compute Fourier series/Transform of a given signal – Paper pen
and coding exercise; Plot Power spectrum

Week12: Compute Sampling criterion and compare different Reconstruction Techniques

Week13,14 : Compute Laplace -Transform: Paper pen

Week14,15 : Compute Z-Transform: Paper pen and coding exercise

Week16 : Buffer Time

Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]

Signals and Systems by Oppenheim and Wilsky

Problems on Signals and Systems – Schaum series

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

Late Assignment submissions are NOT considered

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name ESS 112/ Programming in Python
Course Instructor Name(s) Sujit Kumar Chakrabarti
Hours Component
X Lecture (1hr = 1 credit)
Credits (L:T:P) Tutorial (1hr = 1 credit)
(Lecture:Tutorial:Practical) X Practical (2hrs = 1 credit)
L:T:P = 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:
iMTech X CSE
M.Tech X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.

Course Context and Overview

This course will introduce Python as a high level programming language useful in solving
computing problems.
The Python part of the Programming I lab course will aim to get the students to get off the block
as quickly as possible and start building programs for reasonably complex problems using the rich
collection of constructs and built-in and other readily available libraries in Python. The focus will
be on problem solving using Python as a tool. So the course is structured around a set of problems
that are designed to introduce the students to language features in chunks till they are equipped to
build a fairly non-trivial piece of code themselves.
The Python programming lab is intended to complement the C programming lab in several ways,
e.g. in terms of richness of the programming constructs, use of a feature-rich IDE, and introduction
to GUI programming. The idea is to give the students an opportunity to get hands-on experience
with building projects that will make learning programming a fun-filled exercise.

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 Practical

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Use basic constructs to A F, C, P 4 4
implement simple programs

CO2 Design and implement A F, C, P 2 2

programs with
procedures/functions

CO3 Design and implement A F, C, P, FDP, CS, PC, DI 3 3

Python programs using
 functional programming
principles

CO4 Design and implement A F, C, P, FDP, CS, PC, DI 3 3

Python programs using
object oriented programming
principles

CO5 Explain basic features of U F, C 1 0

programming languages and
their implementation in
Python

CO6 Participate in/contribute to C F, C, P, FDP, CS, PC, DI 1 5

group programming projects
in Python

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)

Concept Map of the Course (Optional)

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name ESS 201/ Programming II
Course Instructor Name(s) T. K. Srikanth ([email protected])
Jaya Sreevalsan Nair ([email protected])
Hours Component
3 Lecture (1hr = 1 credit)
Credits (L:T:P)
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(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)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
X Engineering Science and Skills
HSS/M
General

Course Prerequisites (Where applicable, state exact course code/name)

ESS111 (C) and ESS112 (Python) [Previously both courses

were combined as ESS101]
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 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.)

Course Context and Overview

[Provide introduction to the course]

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

This course includes programming laboratory sessions.

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.

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/ 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

CO2 Write simple programs in C++ and Java PO1, Ap F, 5 4

PSO1 C, P

CO3 Write programs employing concepts of Abstraction, PO1, Ap F, 7 4

modularity, access control in Java and C++ PO3, C, P
PSO1

CO4 Write programs employing concepts of inheritance PO1, Ap F, 15 8

and polymorphism in Java and C++ PO3, C, P
PSO1

CO5 Write programs using Generics in Java and PO1, Ap F, 6 6

templates in C++ PO3, C, P
PSO1

CO6 Write programs in Java and C++ with a focus on PO1, Ap F, 3 4

memory management PO3, C,
PSO1, P,
PSO4 PC

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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

Module 1: Java - Module 2: C++ -

Intro to OOP - Introduction to C++ classes
 - Encapsulation, modularity - OOP features
Objects in Java - SOLID principles
- reference to objects - Constructors, Destructors,
Copy constructors,
Java Operators, Primitives, Strings,
Manipulators, Accessors
Arrays - C++ classes
Classes in Java - Friends
- data members and methods - Access control
- Constructors and Initialization - Memory management
Garbage collection - References and this-pointer
Encapsulation - Operator overloading
- Composition
- Package and Access specifiers
- Type-casting
Abstraction - Inheritance
- Association, composition, - Polymorphism
aggregation - Templates
Inheritance - Abstract containers
- Overriding - STL
- Overloading - Function objects
- Late binding - Generic algorithms
- Class and function
Polymorphism
templates
- upcasting and downcasting - Exception handling
- Inheritance vs Composition
Abstract classes
Interfaces
Generics
Collections
- Iterators
- Algorithms
Error handling and exceptions

Instruction Schedule
[Provide session-wise schedule]
S.No. Topic Hours CO
 Java Module

1 Introduction to Java and OOP 2 CO1

2 Syntax, Primitives and Operators 2 CO2

3 Classes, Memory Management 3 CO1,

CO6

4 Encapsulation and Abstraction 3 CO3

5 Inheritance, Polymorphism, 6 CO4

6 Abstract Classes, Interfaces 3 CO4

7 Generics, Containers, Collections 3 CO5

8 Exception Handling 2 CO1

Module (Total) 24

C++ Module

1. Introduction to C++ classes

a. OOP features, SOLID principles 2 CO1

b. Constructors, Destructors, Copy constructors, 2 CO2

Manipulators, Accessors

2. C++ classes

a. Friends, access control 2 CO3

b. Memory management, references, this-pointer 2 CO6

c. Operator overloading 1 CO2

d. Composition, type-casting 2 CO3

4. Inheritance 3 CO4

5. Polymorphism 3 CO4

6. Templates

a. Abstract containers, STL 1 CO5

 b. Function objects, generic algorithms 1 CO5

c. Class and function templates 1 CO5

7. Exception handling 1 CO1

Module (Total) 21

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.

● 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:

● Weekly programming assignments (best 4 out of 5 in each part of the course) --

20%
● Programming tests (better of 2 in each part of the course) -- 20%
● Final (team) assignment/mini-project -- 10%
● Written examination with theory and programming components (mid-term, end-
term) -- 50%

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.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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]

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
M.Tech
M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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.

Course Context and Overview

This course provides an introduction to economics – both micro and macro- to engineering and
computer science students. The objective of the course is to enable the students to appreciate and
understand the concepts of Economics and how they are related to our daily lives. Using a calculus
and graphical approach, the course explains the theoretical principles of economics so that the
students are able to understand the working of individuals, firms and government in our society.
After taking the course, the students will be able to apply the principles learnt in the course to the
working of the Information and Communications Technology (ICT) industry.

Course Outcomes and Competencies

Course Outcome PO/ CL KC Class Tut

PSO (Hrs) (Hrs)

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

CO4 Understand theory of labour markets and associated equilibrium PO6 Ap F, C, P 9 3

wages, employment and unemployment rates with applications in
the ICT industry
CO5 Apply macroeconomics principles to estimate the welfare of PO6 An C, P 6 2
countries including the determination of GDP, standard of living
and unemployment rates.
CO6 Understand theories of money including digital currencies and the PO6 An F, C, P 6 2
associated monetary policies on the economies of countries.

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)

Concept Map of the Course (Optional)

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.

Supply, Demand and Equilibrium: [Ch: 4]

What is a market? What is competition; Demand curve - relationship between price and quantity demanded; Supply curve -
relationship between price and quantity supplied

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

Consumers, producers and efficiency of markets: [Ch: 7]

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]

What is a competitive market, profit maximization principles of firms

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

4-5 Monopoly: [Ch: 15]

Why monopolies arise, monopoly vs. competition, monopoly’s profit maximization decisions, deadweight loss, social costs of
monopoly, x-inefficiency
Price discrimination in monopoly markets, public policy towards monopolies, examples

Monopolistic Competition: [Ch: 16]

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

Public goods and common resources:

Public policies towards externalities, private solutions to externalities

 Private versus public goods, free rider problem, tragedy of the commons, positive and negative externalities, internalizing
externalities, Pigovian taxes and subsidies

9-10 Factors of production: [Ch: 18]

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

Theory of consumer choice: [Ch: 21]

Consumer preferences, indifferent curve analysis, utility theory, examples

Frontiers in Microeconomics Research [Ch: 22]

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

2. Mankiw, G. (2012) Principles of Macroeconomics (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

Late Assignment Submission Policy

Not Applicable

Make-up Exam/Submission Policy

One make-up quiz is given to accommodate anyone who missed one of the quizzes due to unavoidable
circumstances. There are no make-ups for mid or end term exams.

Citation Policy for Papers (if applicable)

Not Applicable

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(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)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
X HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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.)

Course Context and Overview

[Provide introduction to the course]

History of Ideas or Intellectual History is an interdisciplinary field of studies traversing the

disciplinary boundaries of philosophy, history, natural science, art and literature, political and
social thought and so on. As a field it focuses on how ideas about the world, either natural or
social, have originated, evolved and transformed over time. The motive for studying such a
wide field is to understand how knowledge is produced and disseminated and how
epistemological lenses shape the way we perceive and conceptualize the world around us. There
is no single way of talking about the history of ideas. Rather, there are many ways in which this
field can be approached depending on the area of focus, historical time frame, and spatial
dimensions and so on.

This course is in no way an exhaustive account of history of ideas. Rather, it is a selection of

intellectual trajectories and their proponents on the basis of the relevance and impact of their
ideas across time and space, and their ability to permeate disciplinary boundaries and influence
the overall pursuit of knowledge in the social sciences. Thus, the focus of the course remains
on the economic, political and social ideas growing out of different temporal and intellectual
contexts that represent different organizing principles of state and society.
The course starts with a focus on modern political, economic and sociological thought. It starts
with a brief introduction to early liberal political philosophy on the nature of the modern state,
society and sovereignty through the works of Hobbes, Locke and Rousseau. It also examines
the ideas of Adam Smith and Karl Marx and Karl Polanyi to trace the emergence of modern
economic thought. It then proceeds to major epistemological traditions in classical sociological
thought developed by Weber, Durkheim and Gramsci while exploring a range of

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 Tut
Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the contemporary political, economic PSO6 U F, C 15 1
and social systems through the historical lens of
modernity
CO2 Understand the role of science and technology in PSO6 U F,C
modern societies
CO3 Critically evaluate modern institutions on PSO R,U, F,
individual freedom, relations of power and social 7, 8 Ap C,MC
structures
CO4 Understand the influence of modernity on Indian PSO6 U F,C
state and society
CO5 Analyse the impact of modern economy and PSO6, U,An F, C,
polity on challenges of development and 7, 8 MC
environment
CO6 Examine the relationship between modernity, PSO6, U, C,
technology and social issues in contemporary 7,8 An MC
India
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
[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

3 Introduction to Modern Political Thought: Hobbes, Locke, Montesquieu, Rousseau

4 Introduction to Modern Economic Thought: Smith and Marx
5 Culture, Society and Economy: Gramsci and Polanyi
7 Introduction to Modern Sociological Thought: Durkheim and Weber
8 Modernity and Mind: Freud and Mead
9 Knowledge and Modernity: Sociology of Knowledge: Mannheim, Social Construction of
Reality: Burger and Luckman
10 Critique of Modernity: Power/Knowledge: Foucault and Reflexive Modernity: Giddens
11,12 Modernity and Indian Thinkers: Gandhi, Tagore, Ambedkar, Nehru
13 Modernity in India Politics: State, Caste and Religion
14 Modernity and Development in India: Urbanization, Employment, Environmental
Challenges
15 Technology and Indian Modernity

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name NC-501 / Networking and Communication
Course Instructor Name(s) Prof. Debabrata Das and Prof. Jyotsna Bapat
Hours Component
4 Lecture (3 hr = 3 credit)
Credits (L:T:P) 0 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 0 Practical (0 hrs = 0credit)
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 Communication
and Data
X
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:
iMTech X CSE
X M.Tech X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

[Provide introduction to the course]
World is moving towards more digitization. The success of digitization depends mainly on communication
of digital information between human and devices, efficient storage of it and computation. With respect
to above communication of digital information is one of the major requirements for dissemination of
required information. However, as we know the user equipments (like, Personal computers, mobile,
laptops, servers etc.), routers/switches, and medium (optical, wireless etc.) are not uniform between two
users or devices. Hence, the above digital information communication has to pass through heterogeneous
systems/medium making it an extremely complex system with respect to fast as well as successful
transmission. With respect to above, this course reveals the complexity to the students and its solution
for fast as well as reliable communication over heterogeneous network architecture, referred as Internet.

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).

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 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)

Concept Map of the Course (Optional)

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

Late Assignment Submission Policy

Student is allowed to submit within 1 day after deadline. Exceptions are made if prior permission is
taken.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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 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

Course Pre-Requisites (Where applicable, state exact course code/name)

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
argument, Communicate Mathematical
Provides value added / life skills interpretation in proper language.
(language, writing, communication, etc.)

Course Context and Overview

This is a first course in linear algebra. The course will cover basic concepts and techniques of
linear algebra, will develop theoretical results. Proofs and consequences of results will require the
use of mathematical rigor and also geometry. The course will provide insight into how linear
algebra theorems and results are used in everyday life.
At the end of the course I expect students to know the following:
 Solve systems of linear equations and understand of the nature of the solutions.
 Demonstrate matrix representation of linear operator and understand that one can get all
information about linear operator through study of matrices.
 Perform calculations with vectors, eigenvalues and eigenvectors in “n” dimensions.
 demonstrate an understanding of orthogonality and projection in arbitrary dimensions.
 Familiarity with ordinary differential equations which is necessary for Physics course.

Perform calculations involving Finite fields and use them

comfortably in other courses.
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 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

CO6 Determine the diagonalisability of a given linear PO1 Ap C, 7 2

operator using the spectral theorem P
CO7 Solve linear ordinary 1st order Differential PO1 Ap C, 4 1
equations P
CO8 Determine Orthogonal trajectories and PO1 Ap C, 4 1
approximate solutions using Picard's Theorem for P
IVP.
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)

Concept Map of the Course (Optional)

Course Content
Topic 1. Matrices
 Matrix operations,
 type of matrices,
 Inverse of Matrices,
 RREF,
 Rank of matrix.

Topic 2. System of Linear equations

 Solutions of the system AX=B
 Existence of solutions of the system
 Relation between rank and solutions of AX=0

Topic 3. Vector Spaces

 Basis and dimension,
 Coordinates with respect to a basis,
 Column space, Row space
 Complementary Subspaces,
 Standard inner product, Norm,
 Gram-Schmidt Orthogonalization

Topic 4. Linear Transformations

 Image of a basis identifies the linear transformation,
 Range Space and Rank, Null Space and Nullity,
 Matrix Representation of a linear transformation.
Topic 5. Eigen Values and Eigen Vectors
 Eigenvalues and eigenvectors of a linear operator,
 Properties of eigenvalues and eigenvectors,
 Characteristic Equation,
 Diagonalisability of a linear operator,
 Spectral theorem for Normal operators

Topic 6. Ordinary Differential Equations

 Introduction and Motivation to Differential Equations
 Geometrical interpretation of solution,
 Orthogonal trajectories,
 Picard's Theorem for IVP
 Euler's Method, Improved Euler's Method.

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

 Manual evaluation of 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
NA

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 SM-201 MATH-III
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(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 (Where applicable, state exact course code/name)

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

Course Context and Overview

In day to day life, physical, biological, or economic systems are described by means of differential
equations. Our ability to predict the way in which these systems evolve or behave is determined
by our ability to model these systems and find solutions of the equations explicitly or
approximately. This course is a basic course which gives introduction to differential equations and
topics includes mainly a variety of second order differential equations and how to find their
solutions, power series solutions, Laplace transforms, Fourier series and integrals.

At the end of the course I expect students to know the following:

● 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.
●

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 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

CO4 Solve 2nd order linear differential equation using PO1 Ap C, 5 2

Power series method P
CO5 Solve Legendre’s equations PO1 Ap C, 5 2
P
CO6 Solve Bessel’s equations by using Frobenius PO1 Ap C, 5 2
method P
CO7 Understand Fourier trigonometric series, Fourier PO1 U C, 6 2
transform and Laplace Transform P
CO8 Understand the concept of Groups, Rings, Fields PO1 U C, 6 1
mainly Finite Fields. P
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)

Concept Map of the Course (Optional)

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,

Topic 2: Wronskian, general solution of nonhomogeneous equations,

Euler-Cauchy Equation, extensions of the results to higher order linear equations.

Topic 3: Method of variation of parameters and method of undetermined coefficients.

Topic 4. Power Series Method - application to Legendre Equations, Legendre Polynomials.

Topic 5: Frobenius Method, Bessel equations, Properties of Bessel functions.

Topic 6: Sturm comparison Theorem, Sturm Liouvile BVP, Orthogonal functions.

Topic 7: Fourier Series and Integrals.

Topic 8. Basic Introduction to Laplace and Fourier Transforms

(with less stress on theoretical aspects)
Topic-9: Introduction to Groups, Rings, Fields mainly Finite Fields

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 5, 6 and 7: Wronskian, general solution of nonhomogeneous equations,

Euler-Cauchy Equation, extensions of the results to higher order linear equations.

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.

Lecture 23, 24: Fourier Series and Integrals.

Lectures 25 and 26: Laplace and Fourier Transforms and examples.

Lecture 27 and 28 Group, ring and Fields mainly Finite Fields

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.)]

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. No. Focus of Assignment / Project CO Mapping
1 Quiz-1 CO1,CO2
2 Mid-term-Exam CO1,CO2, CO3, CO4
3 Quiz-2 CO7, CO8
4 Quiz-3 CO6, CO7
5 End-term Exam CO5, 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
● 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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
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]

Not Applicable

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 SM202/Maths 4
Course Instructor Name(s) Dr. Amit Chattopadhyay
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 Communication
and Data
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
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 (Where applicable, state exact course code/name)

Maths 1, Maths 2 and Maths 3 (understanding of Calculus and

Linear Algebra)
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 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.)

Course Context and Overview

[Provide introduction to the course]

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.

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 Tut

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Compute probabilities of events using the basic PO1 Ap C, 6 2
principles of probability theory. P
 CO2 Compute properties of discrete and continuous PO1 Ap C, 6 2
(single and multi-dimensional) random variables for P
well-known distributions, including Binomial,
Poisson, Uniform, Normal, Beta1, Beta2, Gamma
and Cauchy, and for transformations.

CO3 Compute expectations for single and multi- PO1 Ap C, 6 2

dimensional distributions, mean, variance, P
moments, covariance, correlation coefficients,
moment generating functions, characteristic
functions, regression curves, and reproductive
properties of Binomial, Poisson, Normal and
Gamma distributions.

CO4 Understand limit theorems for a sequence of PO1 U C, 3 1

random variables, including central limit theorem, P
limit theorem of characteristic functions and
DeMoivre-Laplace limit theorem.

CO5 Compute the point and interval estimation of PO1 Ap C, 3 1

population parameters using sample data. P
CO6 Understand the properties and geometrical PO1 U C, 3 1
interpretation of complex numbers. P

CO7 Determine analytic functions using Cauchy- PO1 Ap C, 6 2

Riemann Equations. P

CO8 Compute contour integral using Cauchy integral PO1 Ap C, 3 1

formula. P
CO9 Compute real and improper integrals using PO1 Ap C, 9 3
Residue theorem. P
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)

Concept Map of the Course (Optional)

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.

● Probability Distributions: Single and two-dimensional and Random Variables, Discrete

Distribution-p.m.f., Binomial, Poisson, Geometric Distributions; Continuous Distribution-
p.d.f., uniform, normal, Cauchy, Gamma, Beta1, Beta2 distributions; Conditional
Distributions, Transformation of continuous random variables in two dimensions.

● Mathematical Expectation: Expectation of a Continuous Function of a Single and Two-

dimensional Random Variable. Properties: Mean, Variance, SD, Moments, Skewness, &
Kurtosis of a Distribution; Moment Generating Function, Characteristic Function; Median,
Quartiles and Mode. Covariance and Correlation Coefficients, Conditional Expectations-
Regression Curves, Principle of Least Squares-Regression Lines, Reproductive Property.

● Convergence of a Sequence of Random Variables and Limit Theorems: Convergence in

Probability and Convergence in Distribution, Tchebycheff’s Inequality and Theorem,
Bernoulli’s Theorem, Law of Large Numbers. Asymptotically Normal Distribution, Limit
Theorem for Characteristic Functions, Central Limit Theorem, DeMoivre Laplace Limit
Theorem. Some Important Continuous Distributions: Chi-square, t- and F-Distributions.

● 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.

● Estimation of Parameters: Point Estimation – Consistency, Unbiasedness, Minimum

Variance; MLE; Interval Estimates, Approximate Confidence Interval for the Mean of a
Bernoulli Random Variable.

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

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 SM 203 / PHYSICS 1
Course Instructor Name(s) B. Ashok, S. K. Malapaka
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 = 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 / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech X CSE
iM.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

Course Pre-Requisites (Where applicable, state exact course code/name)

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
Focus on entrepreneurship
Provides value added / life skills Yes Problem solving skills, logical reasoning
(language, writing, communication,
etc.)

Course Context and Overview

[Provide introduction to the course]
The Physics-1 theory course is intended to give students of the iMTech programme a basic and
sound foundation in concepts of physics, predominantly covering topics in classical physics. The
course is taught in their 3rd semester, and introduces topics beyond the simple Newtonian approach
they are familiar with in high school. Since a knowledge of physics is useful across disciplines,
this course aims to give a core competency in the very basics, so that the student can
apply what he learns in other areas like robotics or any other area requiring description of a
system’s dynamics or thermodynamics.
The course starts with an introduction to integral theorems and vector and operator transformations
between various curvilinear coordinate systems, and an introduction to tensors and tensorial
notation.
The Lagrangian formalism of classical mechanics is then introduced, starting with the principle of
least action. This allows for the natural derivation of the Euler-Lagrange equations of motion.

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.

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 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

CO3 Solve problems of rigid body dynamics in rotating and PO1 Ap F, C,

non-rotating frames of reference making use of Moment P 6
of Inertia tensor, Euler equations and Euler angles.
CO4 Understand motion in a central force potential & the PO1 F,C,P
associated conserved quantities U 5
CO5 Formulate wave motion in solids, liquids and gases PO1 U F,C,P
under strong, moderate, light & critical damping
regimes. 8
CO6 Understand laws of thermodynamics and the processes PO1 U
of heat transfer including conduction, convection & F,C,P 7
radiation.
CO7 Understand the Special theory of Relativity, Lorentz’s PO1 U
transformations and Relativistic Dynamics F,C,P 8
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)

Concept Map of the Course (Optional)

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.

Principle of least action, Euler-Lagrange equations, generalized coordinates, generalized

momenta. Lagrangian formalism. Equations of motion for a system,cyclic/ ignorable coordinates &
constants of motion, Jacobi integral, symmetries & Noether’s theorem. Energy & momentum
conservation as consequences of homogeneity of time & space respectively; angular velocity, angular
momentum conservation & isotropy of space,

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.

Central force motion, Kepler’s laws.

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.

Thermodynamics: Maxwell’s relations and applications. Clausius theorem. Laws of

thermodynamics. Clausius-Clapeyron equation. Conduction, convection and radiation. Blackbody
radiation, Wien’s law, Stefan Boltzmann law. The problem with a classical approach to blackbody
radiation. Rayleigh-Jeans law, ultraviolet catastrophe.

Special theory of Relativity: inertial frames of reference, Galilean transformations, Lorentz

transformations; relativistic kinematics: Lorentz-Fitzgerald contraction, time dilation, velocity
transformation; Doppler effect –non-relativistic and relativistic.
Relativistic dynamics: effect on momentum and mass measurements.

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

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

If a paper is allotted for presentation, students are expected to cite that and other supporting papers they
may refer to. Citation format expected is: Author names, Title of paper, Journal name, Journal Volume,
pages (Year of publication).

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

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
Focus on entrepreneurship
Provides value added / life skills Yes Problem solving skills, Logical reasoning
(language, writing, communication,
etc.)

Course Context and Overview

Physics 2 is a core course studied by iMTech students of ECE and CSE batches in their 4 th
Semester.
This course contains mainly three topics (i) Electromagnetics (ii) Quantum Mechanics and (iii)
Statistical Mechanics. In this half the sememster is dedicated to Electromagnetics and rest of the
semster for the other two topics.
The main purpose of this course is to introduce the students to advanced topics in Physics after their
initiation to high level physics through Physics -1 in the 3rd Semester.
The topics taught in Electromagnetism use the concepts of Vector calculus that the students would
have already learned earlier. The emphasis is on taking the student from their known knowledge of
Electricity and Magnetism; that they would have studied in 12th class; to a higher plane where they
realize that these aspects infact are two sides of the same coin. Maxwell's equations which not only
bridge the two phenomenon but also bring in the aspects of Radiation are taught and the idea of
Electromagnetic waves is introduced towards the end of this part of the course.
With these basics in Electromagetism, students (specially from ECE stream) can appreciate topics
taught in subjects like Communications, Antennas and Radar theory.
The Quantum Mechanics part of the course is designed to first set the context for the need for such
a subject using the ideas in Black body radiation, then go through the various branches that
developed simultaneously in this subject namely photo electric effect and compton effect,
Heisenberg's uncertainty principle, wave particle duality and atomic models. These topics form
what we classify in this course as Old Quantum Mechanics.
New Quantum Mechanics starts with Schrodinger's Wave equation and then various solutions to the
same are introduced including that of Hydrogen atom and quantum numbers and their significance
discussed. Then we move to introduce postulates of Quantum mechanics, Operators, Dirac notaion,
Operator algebra and end this part of the course with a basic introduction to Quantum Computing
(that include superposition principle, quantum entanglement and cursory introduction to quantum
gates and logic, quantum teleporting, quantum communcations and quantum cryptography) .
The aim of these topics is to enthuse students to take up a quantum computing courses or
motivate them to pursue research in this emerging area.
Classical statistical mechanics starts with ideas from themodynamics like entropy and move
towards defining various types of ensembles and their properties. Then we derive the Maxwell-
Boltzmann distribution funciton from first principles and also explain its practical application in the
context of understanding properties of ideal gas and lasers.
Quantum statistical mechanics mainly deals with use of quantisation ideas in statistical mechanics.
Here we first introduce the idea of distinguishability and then derive from first principles Bose-
Einstein and Fermi Dirac distributions. Their applications to various fields of Physics e.g. specific
heat of solids, lasers and Free electron theory and semi conductor phyiscs are discussed at the end
of this unit.
One cannot imagine today's life without electronic devices and these devices have their origins in
the Free electron model and the semi conductor physics that developed based on the same. The
statistical mechanics (both classical as well as quantum) are mainly aimed and introducing the
students to how seemingly complex theories (or derivations) in Physics have complete day to day
applications.

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.]

Id Course Outcome PO CL KC Class (Hrs)

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

CO10 Understand the concepts of Phase space, ensembles, PO1 U F,C, 6

distinguishability, classical distributions and their P
applications
CO11 Understand Quantum Statistical Mechanics, distributions and PO1 U F,C, 6
Applications P
Total Number of 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)

Concept Map of the Course (Optional)

Course Content

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..

Magnetostatics : Lorentz force, cyclotron frequency, magnetic force & current-carrying

wires, continuity equation, Biot-Savart law & applications, Ampere's law, magnetic
dipole moment, magnetic materials, diamagnets, paramagnets & ferromagnets,
magnetization & magnetic susceptibility, hysteresis etc..

Electrodynamics : Faraday's law of electromagnetic induction, Lenz's law, Maxwell's

equations, boundary conditions, electromagnetic waves, wave equation, energy density,
potential formulation of electrodynamics -- gauge transformations, , polarization.

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

New Quantum Mechanics : Schroedinger's equation (steady-state & time-dependent)

solution for simple problems: particle in a box, tunneling through a potential barrier,
simple harmonic oscillator, hydrogen atom, Quantum numbers and their interpretations,
fundamental postulates of Quantum mechanics, expectation values, operators, commutator
relations, Dirac Notation, Superposition principle, Entanglement, Introduction to
Quantum Computing

Classical Statistical mechanics: Phase space, macrostates & microstates, entropy;

distinguishable & indistinguishable particles; the most probable distribution; Maxwell-
Boltzmann distribution. Application of Maxwell-Boltzmann distribution: properties of
ideal gas, lasers.

Quantum Statistical mechanics: Fermi-Dirac & Bose-Einstein distributions

Applications of Quantum Statistical Distributions: Specific heat of solids,
Dulong-Petit law, Einstein model; lasers (comes in Unit 6 too), free electron
theories, metals; solids & crystals; origin of band structure, electrical &
thermal properties of solids; semiconductors.

Instruction Schedule

Pre Mid sem: CO1 to CO6

Post Mid sem: CO7 to CO11
Weekly 2 classes of 1.5 hours each.

Learning Resources

Text books : 1) Classical Electrodynamics , J. D. Jackson 2) Introduction to

Electrodynamics David J Griffiths 3) Arthur Beiser, Concepts of Modern Physics, Tata
McGraw Hill. 4) Mathews & Venkatesan, A textbook of quantum mechanics 5) F. Reif,
Statistical Physics (Berkeley physics course vol.5), McGraw Hill (1967) 6) C. Kittel,
Solid State Physics (any of the several editions). 7) Mani & Mehta, Introduction to
modern physics, Affiliated East-West Press. 8) The Feynman Lectures in Physics, Narosa
(2008)
Online Resources: 1) https://arxiv.org/pdf/quant-ph/9809016.pdf ( some part of this
resrouce) 2) https://www.damtp.cam.ac.uk/user/tong/statphys/sp.pdf

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X CSE

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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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

Course Context and Overview

The objective of this course is to provide the students foundational skills of real analysis and
calculus. Students will also learn to express mathematical statements using propositional logic,
and write formal mathematical proofs. This course is a balance between writing mathematical
proofs of theorems and applying theorems for solving problems.

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.

CO4 Find the derivative of a given function if it is PO1 Ap C, P 6 2

differentiable.

CO5 Determine the Riemann integrability of a given PO1 Ap C, P 3 1

class of functions.

CO6 Compute the integral of a given function using the PO1 Ap C, P 4 1

fundamental theorem of integral calculus.

CO7 Compute improper integrations using Beta and PO1 Ap C, P 4 1

Gamma functions
CO8 Compute partial derivatives, Jacobian, Taylor’s PO1 Ap C, P 6 2
series, and minima-maxima-saddles of functions of
several variables.

CO9 Compute double and triple integrals using Fubini’s PO1 Ap C, P 6 2

rule and transformation of variables.

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)

Concept Map of the Course (Optional)

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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 SM202/Maths 4
Course Instructor Name(s) Dr. Amit Chattopadhyay
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 Communication
and Data
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
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 (Where applicable, state exact course code/name)

Maths 1, Maths 2 and Maths 3 (understanding of Calculus and

Linear Algebra)
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 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.)

Course Context and Overview

[Provide introduction to the course]

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.

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 Tut

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Compute probabilities of events using the basic PO1 Ap C, 6 2
principles of probability theory. P
 CO2 Compute properties of discrete and continuous PO1 Ap C, 6 2
(single and multi-dimensional) random variables for P
well-known distributions, including Binomial,
Poisson, Uniform, Normal, Beta1, Beta2, Gamma
and Cauchy, and for transformations.

CO3 Compute expectations for single and multi- PO1 Ap C, 6 2

dimensional distributions, mean, variance, P
moments, covariance, correlation coefficients,
moment generating functions, characteristic
functions, regression curves, and reproductive
properties of Binomial, Poisson, Normal and
Gamma distributions.

CO4 Understand limit theorems for a sequence of PO1 U C, 3 1

random variables, including central limit theorem, P
limit theorem of characteristic functions and
DeMoivre-Laplace limit theorem.

CO5 Compute the point and interval estimation of PO1 Ap C, 3 1

population parameters using sample data. P
CO6 Understand the properties and geometrical PO1 U C, 3 1
interpretation of complex numbers. P

CO7 Determine analytic functions using Cauchy- PO1 Ap C, 6 2

Riemann Equations. P

CO8 Compute contour integral using Cauchy integral PO1 Ap C, 3 1

formula. P
CO9 Compute real and improper integrals using PO1 Ap C, 9 3
Residue theorem. P
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)

Concept Map of the Course (Optional)

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.

● Probability Distributions: Single and two-dimensional and Random Variables, Discrete

Distribution-p.m.f., Binomial, Poisson, Geometric Distributions; Continuous Distribution-
p.d.f., uniform, normal, Cauchy, Gamma, Beta1, Beta2 distributions; Conditional
Distributions, Transformation of continuous random variables in two dimensions.

● Mathematical Expectation: Expectation of a Continuous Function of a Single and Two-

dimensional Random Variable. Properties: Mean, Variance, SD, Moments, Skewness, &
Kurtosis of a Distribution; Moment Generating Function, Characteristic Function; Median,
Quartiles and Mode. Covariance and Correlation Coefficients, Conditional Expectations-
Regression Curves, Principle of Least Squares-Regression Lines, Reproductive Property.

● Convergence of a Sequence of Random Variables and Limit Theorems: Convergence in

Probability and Convergence in Distribution, Tchebycheff’s Inequality and Theorem,
Bernoulli’s Theorem, Law of Large Numbers. Asymptotically Normal Distribution, Limit
Theorem for Characteristic Functions, Central Limit Theorem, DeMoivre Laplace Limit
Theorem. Some Important Continuous Distributions: Chi-square, t- and F-Distributions.

● 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.

● Estimation of Parameters: Point Estimation – Consistency, Unbiasedness, Minimum

Variance; MLE; Interval Estimates, Approximate Confidence Interval for the Mean of a
Bernoulli Random Variable.

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

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 VL 502 Analog CMOS VLSI Design
Course Instructor Name(s) Chetan Parikh, Subhajit Sen
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 = 3:0:0 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 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

Course Pre-Requisites None

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 No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)

Course Context and Overview

In this course students will learn to analyze and design CMOS amplifiers, which are building
blocks of a vast number of analog and mixed-signal VLSI systems. At every stage of the course
the students will design, on paper as well as in simulation, the circuits they analyze.

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 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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Explain the basic physics of operation of a PSO1, U C 2 0
MOSFET, including the concepts of off and PO1
inversion modes, triode and saturation regions of
current flow, and threshold voltage.
CO2 Describe the square-law I-V model of MOSFETs PSO1, U F, C 2 0
PO1
CO3 Explain the body effect, velocity saturation and PSO1, U, F, C, 1 0
vertical field-dependence of mobility. PO1 An M
CO4 Use Spice to simulate and design MOSFET PSO1, R, F, C 1 0
circuits. PO5 U
CO5 Extract basic MOSFET Spice parameters given PSO1, U, C, P 1 0
the parameter set for an advanced model such as PO5 Ap,
BSIM3. An
CO6 Analyse a variety of simple MOSFET circuits at PSO1, U, C, P, 3 0
dc and for small-signals. PO3 Ap, M
An
 CO7 Analyse and design MOSFET amplifier PSO1, U, C, P, 14 0
configurations – common-source, common-gate, PO3 Ap, M,
common-drain, telescopic and folded cascodes, An, FDP,
differential amplifiers, two-stage amplifiers. E, C&S,
C PC,
D
CO8 Analyse and design MOSFET amplifiers at high PSO1, U, C, P, 4
frequencies. PO3 Ap, M,
An, FDP,
E, C&S,
C PC,
D
CO9 Analyse and design various CMOS operational PSO1, U, C, P, 11
amplifier configurations: Single-stage cascodes, PO3 Ap, M,
two-stage amplifiers, gain-boosted amplifiers. An, FDP,
E, C&S,
C PC,
D
CO10 Calculate the slew rate of amplifier circuits. PSO1, U, C, P, 1
PO3 Ap, M
An
CO11 Determine the frequency stability of high-gain PSO1, U, C, P, 4
amplifiers, and devise appropriate frequency PO3 Ap, M,
compensation networks. An, FDP,
E, C&S,
C PC,
D
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]

Topic Name No. of

hours
MOSFET physics 2
MOSFET I-V models and characteristics 2
Some second order effects in MOSFETs 1
Spice & parameter extraction 1
 MOSFET circuits at dc 3
Small-signal approximation 1
AC analysis of MOSFET amplifiers: CS, CG, 7
CD, cascode, etc.
Current mirrors 2
Differential amplifiers 5
Frequency response 4
CMOS operational amplifiers 12
Stability and compensation 4
TOTAL 44

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Late submissions are not accepted

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 AI 703: Geographic Information Systems (GIS)
Course Instructor Name(s) Prof. Uttam Kumar
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
X M.Sc.
X CSE
X ECE
X Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Course Pre-Requisites (Where applicable, state exact course code/name)
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 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.)

Course Context and Overview

[Provide introduction to the course]

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).

Goal of the course:

● 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.

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 Lab

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the introductory concepts of GIS, PO1, U F, 9 0
purpose of GIS, spatial data and geoinformation, PSO2, C
spatial database, spatial data mining, applications PSO3
of GIS and GIS project ideas.
CO2 Understand the geographic information and spatial PO1, U F, 6 0
data types – geographic fields and objects, PSO2 C
boundaries, tessellations, raster and vector data,
scale, resolution and temporal dimension.
CO3 Understand remote sensing, frequencies, PO1, U F, 6 0
wavelength, spectral bands and their features, PSO2 C
remote sensing satellites and their characteristics.
CO4 Understand geometric correction aspects, image PO1, U F, 6 0
enhancement and visualisation, image PSO2 C,
interpretation and image classification. P
CO5 Understand data processing systems and mapping PO1, U F, 6 0
positions – stages of spatial data handling, GIS and PSO2 C,
DBMS, data quality, accuracy and precision, P
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).
CO6 Understand spatial data analysis - data acquisition PO1, U F, 5 0
and preparation, advanced operations on PSO2, C,
continuous raster fields, classification and PSO3 P
clustering of spatial data, automatic extraction of
features, pattern analysis, data visualization, recent
advances in GIS analytics and case studies.
CO7 Implement spatial database creation, data PO1, Ap, C, 0 4
preparation, data analysis and results visualisation PO7, An P
in GRASS GIS. PSO2,
 PSO4

CO8 Implement spatial data preparation, data analysis, PO1, Ap, C, 0 3

and GIS application using QGIS. PO7, An P
PSO2,
PSO4
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]

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.

3. Introduction to Remote Sensing: Remote sensing, frequencies, wavelength, spectral

bands and their features, remote sensing satellites and their characteristics.

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).

6. Spatial Data Analysis: Data acquisition and preparation, advanced operations on

continuous raster fields, classification and clustering of spatial data, automatic extraction
of features, pattern analysis, data visualization, recent advances in GIS analytics and case
studies.

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.

Session 6 – Introduction to Remote Sensing: Electromagnetic energy, sensors and platforms,

active and passive sensors, spectral reflectance curve, geometric correction, image
enhancement, interpretation and visualisation, image classification.

Learning Resources
[Mention textbooks, reference books and other learning resources required as part of the course]

1. Class slides and current Literatures.

2. Encyclopedia of GIS, Shashi Shekhar, Hui Xiong, Xun Zhou, Springer International
Publishing, 2nd Edition, 2017, ISBN 978-3 319-17884-8
3. Lillesand, T.M., and Kiefer, R.W., Remote Sensing and Image Interpretation, John Wiley
& Sons, Inc., New York, 2000.
4. Richards, J. A., and Jia, X., Remote Sensing Digital Image Analysis, Springer-Verlag:
Berlin, 2006.
5. Schowengerdt, R. A., Remote Sensing: Models and Methods for Image Processing (2nd
Ed), Academic Press, San Diego, CA, USA, 1997.
6. Jensen, J. R., Digital change detection. Introductory digital image processing: A remote
sensing perspective, Prentice-Hall: New Jersey, 2004.
7. Russ, J. C., The image processing handbook, Second Edition, London, CRC Press, 1995.

Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]

● 30%: Mid-term Exam

● 30%: End-term Exam
● 40%: Course Project

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

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:

● > 4 and < 24 hours late submission: 25% penalty

● > 24 and < 48 hours late submissions: 50% penalty
● > 48 hours late submissions: 75% penalty

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

As per institute policy.

Citation Policy for Papers (if applicable)

[If the 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]

Not applicable.

Academic Dishonesty/Plagiarism
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 AI 512 / Maths for Machine Learning
Course Instructor Name(s) Prof. G. Viswanath, Prof. V. Ramasubramanian
Hours Component
3 Lecture (3hr = 3 credit)
Credits (L:T:P)
1 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
X ECE
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

Course Pre-Requisites Basic mathematics and basic probability theory in

undergraduate program (for MTech students) and earlier
semesters (for iMTech students).
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 Yes
Focus on skill development Yes
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)

Course Context and Overview

This course intends to provide the advanced mathematics background essential for Machine Learning
and other advanced courses, and can be viewed as a combination of three main topics: Advanced
Linear Algebra, Convex optimization, and Advanced Probability. This course is an essential
prerequisite to advanced Machine Learning theory and practice, including domain specific areas such
as visual-recognition, automatic speech recognition and natural language processing in subsequent
semesters.

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 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

Solve Page-rank and MCMC sampling

CO6 PO4 Ap C, P 6 2
problems using random walk theory

Understand latent-variable methods

CO7 PO4 U C,P 4 1
and EM framework
Solve unsupervised clustering and
CO8 GMM parameter estimation using EM PO4 Ap C, P 6 2
algorithm

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)

Concept Map of the Course (Optional)

Course Content

Module 1 (Linear Algebra for ML)

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

Module 2 (Convex Optimization)

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

Module 3 (Random Walks and Markov Chains)

Random Walks, Markov Chains – properties, stationarity, convergence. Applications – Page Ranking,
MCMC Sampling
Module 4 (Latent Variable Models )
Expectation Maximization - Unsupervised clustering (K-means algorithm)- Gaussian Mixture Models
(GMM)

Instruction Schedule

Learning Resources
Module 1 & Module 2:

1. Introduction to Applied Linear Algebra, Lieven Vandenberghe, Stephen Boyd\

2. Optimization Models, Giuseppe C. Calafiore, Laurent El Ghaoui

3. Boyd, Stephen, and Lieven Vandenberghe. Convex optimization. Cambridge university press,
2004.
Module 3 & Module 4:

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:

Continuous Assessment 1 : 10 Marks

Continuous Assessment 2 : 10 Marks
Continuous Assessment 3 : 10 Marks

Assignment -1: 10 Marks

Assignment -2: 10 Marks

Module3 & Module 4:

Continuous Assessment 5 : 25 Marks

Continuous Assessment 6 : 25 Marks
Assignments / Projects
[List exact number of assignments or projects included (provide generic description)]
S. No. Focus of Assignment / Project CO Mapping
1 Continuous Assessment 1 CO1
2 Continuous Assessment 2 CO2
3 Continuous Assessment 3 CO3
4 Assignment -1 CO1
5 Assignment -2 CO3
6 Continuous Assessment 5 CO4, CO5, CO6
7 Continuous Assessment 6 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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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
[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]

[You can use / modify the sample given below]

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)

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
X ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites Mathematics for Machine Learning, Machine Learning

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 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.)

Course Context and Overview

This course involves methods to automate human visual recognition capabilities using computational
techniques. The course focuses on design of systems performing fundamental visual recognition tasks
like Image Classification, Object Recognition, Image captioning and Image Segmentation, primarily using
deep-learning methods. The course will introduce both theory and practice of various visual recognition
techniques covering both the mathematical foundations as well as various practice level considerations.

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 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

Understand theory of Recurrent

CO5 PO4 U F, C 4 2
Neural Networks and LSTMs
 Solve sequence modeling problems
CO6 PO4 Ap C, P 6 2
using RNNs and LSTMs
Understand un-supervised, semi-
CO7 supervised and supervised PO4 U F, C 4 2
segmentation techniques
Solve image segmentation problem
using combination of un-supervised,
CO8 PO4 Ap C, P 6 2
semi-supervised and supervised
methods

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

Module 1 (Traditional Visual Recognition)

Edges, Segmentation, Interest points, Bag-of-visual words, VLAD

Module 2 (Convolutional Neural Networks)

CNN as a special case of NN, Object recognition using several CNN architectures, Object detection using
CNN

Module 3 (Sequence Modeling)

Recurrent Neural Networks and Applications, LSTMs & GRUs, Word Embeddings, Image Captioning
Using LSTMs

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

Module3 & Module 4:

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name CS 302: Introduction to Automata Theory and
Computability
Course Instructor Name(s) Shrisha Rao
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 X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

CS 201: 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
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.)

Course Context and Overview

[Provide introduction to the course]

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 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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Understand deterministic and non-deterministic PO1 U C 6 2
finite automata.
CO2 Work with regular expressions and languages, be PO1 Ap C 6 2
able to map between NFA-DFA-RE as per Kleene’s
theorem.
CO3 Understand properties of regular and context-free PO1 U C 3 1
languages (CFLs) and the pumping lemma for
regular languages.
CO4 Construct pushdown automata (PDAs) for context- PO1 Ap C,P 6 2
free languages, work with context-free grammars
(CFGs).
CO5 Turing machines as language acceptors and PO1 U C 6 2
recognizers; Turing machines as calculators of
 simple arithmetic functions using unary notation;
Church-Turing thesis
CO6 Halting problem for Turing machines; showing PO1 Ap C,P 6 2
blank-tape halting problem, acceptance problem,
etc., to also be undecidable using reducibility;
Post’s Correspondence Problem
CO7 Basics of recursion; recursive definition of addition, PO1 U C 9 3
multiplication, exponentiation; primitive recursion
CO8 Ackermann’s function shows that not every PO1 U C 3 1
computable function is primitive recursive; partial
recursive functions; equivalence between partial
recursive functions and Turing computability
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 course is divided into two main parts.

Part I: Automata Theory (covered before the midterm)

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.

August, 1st Tuesday: Part I, #1, #2 started

August, 1st Thursday: Part I, #2 completed
August, 2nd Tuesday: Part I, #3
August, 2nd Thursday: Part I, #4
August, 3rd Tuesday: Part I, #5 started
August, 3rd Thursday: Part I, #5 completed
August, 4th Tuesday: Part I, #6
August, 4th Thursday: Part I, #7

September, 1st Tuesday: Part I, #8

September, 1st Thursday: Part I, #9 started
September, 2nd Tuesday: Part I, #9 completed, #10
September, 2nd Thursday: Part I, #10 completed
September, 3rd Tuesday: Part I, #10 started
September, 3rd Thursday: Part I, #11
September, 4th Tuesday: Part I, #12

October, 1st Tuesday: Part II, #1

October, 1st Thursday: Part II, #2 started
October, 2nd Tuesday: Part II, #2 completed
October, 3rd Tuesday: Part II, #3 started
October, 3rd Thursday: Part II, #3 completed
October, 4th Tuesday: Part II, #4

November, 1st Tuesday: Part II, #5 started

November, 1st Thursday: Part II, #5 completed
November, 2nd Tuesday: Part II, #6
November, 2nd Thursday: Part II, #7
November, 3rd Tuesday: Part II, #8
November, 3rd Thursday: Part II, #9
November: 4th Tuesday: Part II, #10

Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]

1. Computability: Computable Functions, Logic, and the Foundations of Mathematics, 2nd

ed., by R.L. Epstein and W.A. Carnielli. Wadsworth/Thomson Learning, ISBN 0-534-
54644-7, 2000.
2. Introduction to Automata Theory, Languages, and Computation, 2nd ed., by J. Hopcroft,
R. Motwani, and J. Ullman. Addison-Wesley, ISBN 0-201-44124-1,
3. Introduction to the Theory of Computation, by M. Sipser. Thomson Learning, ISBN 981-
240-226-8.
4. Languages and Machines, 2nd ed., by T. Sudkamp. Addison-Wesley, ISBN 0-201-82136-
2.

Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes, mid-term,
end-term, project, etc.)]

Homework Assignments and Quizzes: 40%

Midterm Examination: 30%
Final Examination: 30%

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

Late Assignment Submission Policy

Students are not permitted to submit late, except when granted leave as per the student leave policy
of the Institute. The instructor reserves the right to effect a small penalty (typically 10% of the
score) for unjustified late submissions.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

As per institute policy.

Citation Policy for Papers (if applicable)

Not applicable.

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

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

Course Pre-Requisites Programming in Python, Programming in C, Programming II, Data

Structures and Algorithms
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 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.)

Course Context and Overview

This course aims to teach the following three main things:
1. Survey of programming paradigms. This section gives a broad overview of the PL landscape
and develops the vocabulary to do critical comparison between programming languages based on
the ’fundamental’ features. We spend some time on reviewing ideas in imperative, object-oriented
and logic programming.
2. Declarative programming. We learn two declarative programming paradigms: functional
programming using OCaml and logic programming using Prolog.
3. Design and implementation of programming languages. We introduce concepts useful for the
specification, design and implementation of programming languages. We discuss syntax and
semantics. We will implement language processors (interpreters and type checkers) of several
programming languages starting with very basic features (e.g. expressions) and approaching fairly
sophisticated ones (e.g. higher order functions, type inferencing 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.]

PO/ Class Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Critically analyse programming languages in terms An F 5
of programming paradigm and typing
CO2 Write multi-module (medium to large sizedprograms Ap P 10
in OCaml using functional programming paradigm
CO3 Write moderate sized programs in Prolog using logic Ap P 5
programming paradigm and explain their working in
technical terms
CO4 Explain each stage in the language Un C 1
processing/compiling pipeline in detail with
examples.
 CO5 Specify, design and implement lexical analysers Cr C 4
using regular expressions and finite state automata
and Lex family of tools
CO6 Specify, design and implement syntax analysers Cr C 10
using context free grammars and Yacc family of
tools.
CO7 Present formal operational semantics of An C 5
programming languages using rules of inference and
interpreters
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)

Concept Map of the Course (Optional)

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
M.Tech
M.Sc.
X CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

[Provide introduction to the course]

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).

Goal of the course:

● 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.]

PO/ Class Lab

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the introductory concepts of database PO1, U F, 5 0
models, systems, architectures, terminology and PSO2 C
languages.
CO2 Understand the entity–relationship modelling and PO1, U F, 3 0
database design. PSO2 C,
P
CO3 Draw/prepare/create UML diagrams as per the PO1, Ap C, 3 2
principles of conceptual DB design. PSO2 P
CO4 Perform data definition and data manipulation PO1, Ap C, 5 6
operations using SQL. PSO2 P
CO5 Understand normalisation, relational design theory, PO1, U C, 7 0
functional dependencies, and normal forms. PSO2 P
CO6 Implement data file organisation on disk using the PO1, Ap C, 10 12
concepts of file structure, indexing of database and PSO2 P
physical database design.
CO7 Understand the strategies for query processing and PO1, U C 5 0
query optimization. PSO4
CO8 Understand transaction processing concepts, PO1, U C 5 0
concurrency control, and database recovery from PSO2
failures.
CO9 Implement DB applications using JDBC PO1, Ap P 0 6
programming. PSO2
CO10 Implement DB application using Hibernate PO1, Ap P 0 4
framework. PSO2
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]

1. Information systems: Basic concepts (models, schema, data, information, knowledge),

elements of information systems, overview of database systems.
 2. Conceptual modeling: Introduction to conceptual modeling, entity relationship models,
UML class diagrams.

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).

4. DBMS: Components of a DBMS, storage structures – primary, clustering, secondary,

multi-level, query processing – overview, query transformation, query evaluation,
transaction processing – overview, ACID properties, concurrency control – schedules,
serializability, deadlocks.

5. Other topics (4 hours): Data warehouse and analytics.

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.

Session 7 – Transaction Processing, Concurrency Control, and Recovery: Introduction to

transaction processing, concurrency control techniques, database recovery techniques.

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:

● > 4 and < 24 hours late submission: 25% penalty

● > 24 and < 48 hours late submissions: 50% penalty
● > 48 hours late submissions: 75% penalty

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

As per institute policy.

Citation Policy for Papers (if applicable)

[If the 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]

Not applicable.

Academic Dishonesty/Plagiarism
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
X M.Tech
X M.Sc.
X CSE
X ECE
X Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

[Provide introduction to the course]
Two major components of CS513 Software Systems are a) System Software and b) Enterprise
Software Development. The “System Software” module covers the rudiments of Operating
Systems. This module is on Enterprise Software Development. As part of this module, students
will get to understand what Enterprise Software is and how it is different from other software. The
course will give exposure to the students to different architectural considerations for addressing
the complexities associated with Enterprise Software. The course provides an in-depth insight
into three-tier architecture and the software programming elements of developing software
applications using three-tier architecture. At the end of this course, students are expected to have
sufficient proficiency and skills in implementing the front-end, middleware and backend
components of enterprise software.

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 Tut

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Differentiate between design and architecture P03 U C 3

CO2 Explain the different options for implementing services PO3 U C 3

in service-oriented-architecture
CO3 Define all the terms in the terminology associated with P03 R F 2
object-oriented programming
CO4 Design components of n-tier architecture for a given P03 Ap P 2
application requirements
 CO5 Design and implement relational database schema using P03 Ap P 5
conceptual modeling
CO6 Design web application for a given n-tier architecture PO1, Ap P 5
P03
CO7 Explain different components of mobile application P03 U C 2
development
CO8 Develop specific web application front end using PO1, Ap P 4
Javascript, Twitter Bootstrap, jQuery, REST, P03
AngularJS for solving specific problems.
CO9 Develop web application backed using REST services PO1, Ap P 4
and SQL PO3
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)

Concept Map of the Course (Optional)

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.)]

25%: Tests / assignments

40%: Project
35%: End-Term Exam

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

Late Assignment Submission Policy

State any penalty policy for late submission
Late submission will be handled as noted in the respective assignment problem statements.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 604: Artificial Intelligence
Course Instructor Name(s) Shrisha Rao
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
Programme / Branch Course is restricted to the following programmes / branch(es):
(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
ECE
Digital Society

Course Category Select one from the following:

(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

CS 302: Introduction to Automata Theory and Computability

and other CS core courses, with a grade of B or better.
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 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.

Course Context and Overview

[Provide introduction to the course]

This is a seminar course in artificial intelligence, with students expected to do a lot of

independent reading and presentations in class. There are no conventional lectures,
assignments, or examinations, but a student is required to complete a research project and to
write a paper on a chosen topic. There is no specific textbook.

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:

 Sheril Lawrence, Aishwarya Yandapalli, Shrisha Rao. Matrix Multiplication by

Neuromorphic Computing. Neurocomputing, vol. 431, March 2021, pp. 179–
187. doi:10.1016/j.neucom.2020.10.064.
 Aditya Hegde, Vibhav Agarwal, Shrisha Rao. Ethics, Prosperity, and Society: Moral
Evaluation Using Virtue Ethics and Utilitarianism. 29th International Joint
Conference on Artificial Intelligence, and the 17th Pacific Rim International
Conference on Artificial Intelligence (IJCAI-PRICAI
2020). doi:10.24963/ijcai.2020/24.
 Gopalakrishnan Venkatesh, Aayush Grover, G. Srinivasaraghavan, Shrisha
Rao. MHCAttnNet: predicting MHC-peptide bindings for MHC alleles classes I & II
using an attention-based deep neural model. 28th Conference on Intelligent Systems
for Molecular Biology (ISMB 2020). Bioinformatics (Oxford University Press), vol.
36 (Supplement 1), July 2020, pp. i399–i406. doi:10.1093/bioinformatics/btaa479.
 Ananth Shreekumar, Biswesh Mohapatra, Shrisha Rao Incorporating Autonomous
Bargaining Capabilities into E-Commerce Systems. 20th ACM International
Conference on Intelligent Virtual Agents (IVA 2020), October
2020. doi:10.1145/3383652.3423865.
 Ashutosh Trivedi, Shrisha Rao. Agent-Based Modeling of Emergency Evacuations
Considering Human Panic Behavior. IEEE Transactions on Computational Social
Systems, vol. 5 (1), March 2018, pp. 277–288. doi:10.1109/TCSS.2017.2783332.
 Akshay Jindal, Shrisha Rao. Agent-Based Modeling and Simulation of Mosquito-
Borne Disease Transmission. Sixteenth International Conference on Autonomous
 Agents and Multiagent Systems (AAMAS 2017), pp. 426–435, São Paulo, Brazil, May
2017.
 Sneha Singhania, Nigel Fernandez, Shrisha Rao. 3HAN: A Deep Neural Network for
Fake News Detection. 24th International Conference on Neural Information
Processing (ICONIP 2017), Guangzhou, China, November 2017, pp. 572–
581. doi:10.1007/978-3-319-70096-0_59.
 Abhinandan S. Prasad, Shrisha Rao. A Mechanism Design Approach to Resource
Procurement in Cloud Computing. IEEE Transactions on Computers, vol. 63 (1),
January 2014, pp. 17–30. doi:10.1109/TC.2013.106.

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 Tut

 Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Understand and appreciate the theory and PO4 U C,P 10 5
applications of artificial intelligence (broadly
construed).
CO2 Mature professionally by interacting as PO9 Ap C,P 10 5
independent, peer learners with good
communications skills.
CO3 Gain hands-on experience with cutting-edge PO13 Ap C,P 10 5
academic research on par with international
standards, and have an opportunity to add to
their research profiles.

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]

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.)]

Goal Statement: 10%

Class Presentations and Interactions: 30%
Final Paper: 60%

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]

In line with common academic standards in place worldwide.

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 606/ Computer Graphics
Course Instructor Name(s) T. K. Srikanth ([email protected])
Jaya Sreevalsan Nair ([email protected])
Hours Component
4 Lecture (1hr = 1 credit)
Credits (L:T:P)
Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
0 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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
X M.Tech
M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Course Prerequisites (Where applicable, state exact course code/name)

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

Course Context and Overview

[Provide introduction to the course]

This course aims at introducing the theory and practice of computer graphics with an emphasis
on applications programming. The following concepts shall be covered:

● Theory and practice of computer graphics

● Graphics programming using OpenGL API (v3.0)
● Introduction to shader programming
● Introduction to state-of-the-art applications, e.g. Virtual Reality, game engines, etc.

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.

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/ PSO CL KC
(Hrs)
CO1 Understand the graphics processing pipeline (fixed PO1 U C 10
functionality and programmable) and its
implementation using OpenGL

CO2 Write graphics programs in C++ for 2- and 3- PO1 Ap F, 10

dimensional objects and OpenGL using MVC C,
architecture P,
PC

CO3 Apply concepts of geometric transformations and PO1, Ap F, 8

mesh models in graphics programs PO4 C,
P,
PC

CO4 Apply concepts of lighting and shading in graphics PO1, Ap F, 11

programs PO4 C,
P,
PC

CO5 Apply concepts of textures and parametric mapping PO1, Ap F, 5

in graphics programs PO4 C,
P,
PC

CO6 Apply concepts of animation of rigid bodies and PO1, Ap F, 12

hierarchical models in graphics programs PO4 C,
P,
PC

CO7 Explain state-of-the-art methods from research PO2 U F, 4

papers in computer graphics with technical reports C, P
and in-class discussions

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)

Concept Map of the Course (Optional)

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.

Module 3: Geometric transformations - Module 4: Viewing -

Homogeneous coordinates, affine Classical three dimensional viewing,
transformations (translation, rotation, scaling, computer viewing, specifying views, parallel
shear), concatenation, matrix stacks and use and perspective projective transformations;
of modelview matrix in OpenGL for these Visibility- z-Buffer, BSP trees, Open-GL
operations. culling, hidden-surface algorithms.

Module 5: Lighting & Shading - Module 6: Discrete Techniques -

Light sources, illumination model, Gouraud Parametric mapping, texture mapping,
and Phong shading for polygons. compositing, textures in OpenGL, Ray
Rasterization - line segment and polygon Tracing- Recursive ray tracer, ray-sphere
clipping, 3D clipping, scan conversion, intersection.
polygonal fill, Bresenham’s algorithm, Vertex
and fragment shaders.

Module 7: Animation & Kinematics - Module 8:

Hierarchical models (scene graph, hierarchy Shader Programming and Introduction to
of transforms, rendering/integration with Virtual Reality Applications.
OpenGL), keyframe animation, forward
kinematics, collision detection.

Instruction Schedule
[Provide session-wise schedule]
S.No. Topic Hours CO

1 Introduction to Computer Graphics and Graphics Systems 1 CO1

2 Graphics Processing Pipeline: Introduction and Overview 4 CO1

3 Introduction to Graphics Programming 5 CO2

4 Coordinate Systems 2 CO3

 5 Affine Transformations of Vertices 6 CO3

6 Viewing 4 CO4

7 Lighting Models 5 CO4

8 Shading Models 3 CO4, CO5

9. Textures and parametric mapping 4 CO5

10. Vertex and Fragment Shaders 2 CO1, CO2

11. Animation and Kinematics 4 CO6

12. Hierarchical Models and Scene Graphs 4 CO6

13. Data Structures for 3D models - Collision Detection 4 CO6

14. Rasterization Algorithms 4 CO1, CO2

15. Advanced graphics applications and Introduction to AR/VR 8 CO1, CO2,

CO7

(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.)]

● 4 programming assignment - 60%

● Reading-writing-presenting assignment - 10%
● Midterm - 15%
 ● End Term - 15%

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.

Late Assignment Submission Policy

State any penalty policy for late submission
To incentivize early submissions and discourage late submissions the following bonus scheme
will be used on the total for final grade:
● +1 for submission before the designated Sunday, −0.5 for submission on the subsequent
Monday or Tuesday, −1 for submission before the next Sunday, −3 any later. +1 is
applicable only if the early submission is the final submission for the assignment.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
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]

As per Institute policy

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 per Institute policy

 Course Syllabus
Course Code / Course Name CS 616 Foundations of Cryptography
Course Instructor Name(s) ASHISH CHOUDHURY and SRINIVAS VIVEK
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
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
X M.Tech ECE
M.Sc. Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites CS201 : Discrete Mathematics

CS202 : Design and Analysis of Algorithms

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 The focus of this course is on definitions
and constructions of various cryptographic
objects, what security properties are
desirable in such objects, how to formally
define these properties, and how to design
Direct focus on employability objects that satisfy the definitions.
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)

Course Context and Overview

As the digitization of our lives continue with a rapid pace, so is the acute need for information
security. We constantly hear about misuse of personal data for anti-social activities or commercial
gains, purported state-sponsored hackers targeting vital infrastructure, etc. The number of such
incidents reported has been increasing alarmingly. Also, in a software product development life
cycle, the security measures are no longer considered as an afterthought. Instead, such
measures need to be incorporated in the design phase itself. The above are still open challenges
for researchers and system developers.

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 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 Outcome PO/ CL KC Class

PSO (Hrs)
CO1 Understand the limitations of perfect-security PO1, U C 5
PSO1,
PSO4
CO2 Construct stream ciphers based on pseudo- PO1, U C, P 8
random number generators PSO1,
PSO4
CO3 Determine whether a given mode of encryption PO1, Ap C, P 14
is chosen-plaintext-attack (CPA)-secure or not PSO2,
PSO4
CO4 Determine whether a given message- PO1, Ap C, P 9
authentication code (MAC) is secure or not PSO2,
PSO4
CO5 Construct secure authenticated encryption PO1, U C 5
schemes by generically combining secure MAC PSO2,
and CPA-secure encryptions PSO4
CO6 Determine whether a given hash function is PO1, Ap C, P 6
secure or not PSO2,
PSO4
CO7 Understand the basic concepts from number PO1, U C 9
theory and abstract algebra PSO2,
PSO4
CO8 Construct public-key cryptosystems and digital PO1, Ap C, P 6
signature schemes PSO4
Total 62

Concept Map of the Course (Optional)

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

Late Assignment Submission Policy

Not applicable

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

As per institute policy

Citation Policy for Papers (if applicable)

Not applicable
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
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites CS616 : Foundations of Cryptography

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 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.)

Course Context and Overview

The need for distributed computation on private data arises in several real-world applications that
require computations involving sensitive data from two or more mutually distrusting entities.
Consider the following example, which is one of the latest applications of secure computation
investigated by DARPA: The Earth is orbited by thousands of man-made satellites and several
thousands of orbital debris. The growing number of satellites and space debris orbiting the planet
increases the danger of collisions. And this is not a hypothetical scenario, as several such “high
profile” collisions have been reported in the recent past. Given the expensive cost of satellites,
the host countries would like to avoid collision. A collision can only be predicted if the detailed
orbit information of the individual satellites is known. However, such information can be highly
sensitive and in fact, it can even be a national secret. So what is needed here is a way to
determine whether two satellites are about to clash with each other based on the detailed
locations of the satellites, but without the need of disclosing the locations of the satellites to other
host countries.

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 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 Outcome PO/ CL KC Class

PSO (Hrs)
CO1 Understand the various dimensions to study the PO1, U C 3
secure MPC problem PSO1,
PSO4
CO2 Understand secret-sharing protocols PO1, U C, P 8
PSO1,
PSO4
CO3 Compare perfectly secure MPC protocols PO1, U C, P 14
PSO2,
PSO4
CO4 Design protocols for oblivious transfer PO1, C C, P 9
PSO2,
PSO4
CO5 Understand Yao’s secure 2-party protocol PO1, U C 5
PSO2,
PSO4
CO6 Compare MPC protocols for small number of PO1, AU C, P 6
parties PSO2,
PSO4
Total 45

Concept Map of the Course (Optional)

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

Weeks Topics Covered

Secure Computation: motivation and real-world examples, various
Week 1 : dimensions, recalling relevant topics from abstract algebra (groups,
rings, fields) and cryptography
Secret sharing (motivation, definition and applications), Shamir
Week 2 :
secret-sharing, additive secret-sharing, replicated secret-sharing
Linear secret-sharing, monotone span programs (MSP), secure
Week 3 : message transmission (SMT)

BenOr-Goldwasser-Wigderson (BGW) protocol: security proof and

Week 4 :
detailed analysis
Degree-Reduction problem and various solutions, efficient
Week 5 :
protocols for evaluating multiplication gates
Week 6 : Oblivious transfer (OT), OT protocols, OT extension
Goldreich-Micali-Wigderson (GMW) protocol: security proof and
Week 7 :
detailed analysis
Yao’s protocol for secure 2-party computation, various
Week 8 :
optimizations of Yao’s protocol
Week 9 : MPC for small number of parties, various optimizations

Week 10 : Mixed world MPC protocols

Week 11 : MPC protocols against general adversaries

Fail-stop corruptions: MPC and consensus protocols, asynchronous
Week 12 :
protocols

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

Late Assignment Submission Policy

Not applicable

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

As per institute policy

Citation Policy for Papers (if applicable)

Not applicable

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
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Course Pre-Requisites (Where applicable, state exact course code/name)
CS 511/CS202: Algorithms/Design and Analysis of Algorithms
Additional Focus Areas
Yes /
Focus Area Details
No
Yes The course teaches all the algorithmic
aspects of Software Testing, including test
case design techniques, testing at different
phases/levels of software development and
Direct focus on employability testing of different applications.
Yes This course will directly help the students to
learn Software Testing and take up jobs as
Focus on skill development a test engineer in a IT or product firm.
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication, etc.)

Course Context and Overview

It is well known that software testing is the most time consuming phase of development. The
importance of software testing is increasing steadily with emphasis on software being ubiquitous
and controlling several safety critical systems. In addition, agile development methodologies focus
on developers unit testing their code themselves, without help from a testing team. All of these
make testing a very important activity in software development.

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.

Course Outcomes and Competencies

PO/ Class Tut
Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand all the basic definitions and terms PO4 U F, 3
used in Software Testing. C
CO2 Understand graphs based criteria for testing, both PO4 U F, 4 1
control flow and data flow based techniques. P
CO3 Understand logic based criteria for testing. PO4 U F, 4 1
P
CO4 Understand syntax-based testing along with the PO4 U F, 4 1
criteria. P
CO5 Apply graphs-based, logic-based and syntax- PO3 U, C, 6 2
based testing techniques to test source code, Ap P
design elements and specifications.
 CO6 Understand symbolic execution and its use in PO4 U F, 2 1
concolic testing. P
CO7 Understand testing techniques specific to object- PO4 U F, 4 1
oriented applications and web applications. P
CO8 Understand black-box testing technique of input PO4 U F, 2 1
space partitioning. P
CO9 Understand an overview of regression testing, PO4 U C 2 0
non-functional testing and mobile applications
testing.
CO10 Create a combination of testing techniques to PO3 Ap C, 1 4
apply for the project whose code is to be tested. 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)

Concept Map of the Course (Optional)

Not 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.

Week 11 Symbolic testing, concolic testing, DART algorithm.

Week 12 Overview of regression testing, non-functional testing techniques, testing of mobile

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.

Late Assignment Submission Policy

Not applicable.

Make-up Exam/Submission Policy

As per institute policy.

Citation Policy for Papers (if applicable)

Not applicable.

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

CS 512: Discrete Mathematics and Computability (For M. Tech./M. S. (By
Research and Ph. D. students)
CS 511/CS202: Algorithms/Design and Analysis of Algorithms
CS201: Discrete Mathematics (For iM. Tech. students)
Additional Focus Areas
Select zero or more from the following and write one sentence explaining how the focus areas are covered as part of
the course. [NAAC criteria 1.1.3, 1.3.2].

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.)

Course Context and Overview

This course is a beginner course on Graph Theory with focus on understanding the structure of
graphs and techniques used in solving problems involving graphs. Specifically, this is a theoretical
study of graphs that covers many combinatorial results and classical theorems in graph theory.

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.

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.]

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)

Concept Map of the Course (Optional)

Not 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.

● Graph Colouring - Chromatic number, Brooks

Theorem, Color-critical graphs, Hadwiger’s conjecture, Perfect graphs.
Edge Coloring -Chromatic index, Line graphs, Vizing’s Theorem.
● Planar Graphs - Euler’s formula, Outerplanar graphs, Kuratowski’s Theorem, Four
colour theorem
● Advanced Topics: Hamiltonian Paths, Ramsey theory.
Instruction Schedule
Week Lessons/Topics

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.

Week 4 Matchings, maximum and perfect matchines.

Week 5 Hall’s matching condition.

Week 6 Independent sets, vertex and edge covers, min-max theorems.

Week 7 Cuts and connectivity (vertex and edge), 2-connected graphs

Week 8 3-connected graphs, Menger’s theorem.

Week 9 Graph Colouring - Chromatic number, Brooks Theorem

Week 10 Color-critical graphs, Hadwiger’s conjecture

Week 11 Perfect graphs

Week 12 Edge Coloring -Chromatic index, Line graphs, Vizing’s Theorem.

Week 13 Planar Graphs - Euler’s formula, Outerplanar graphs

Week 14 Kuratowski’s Theorem, Four colour theorem

Week 15 Hamiltonian Paths, Ramsey theory

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

Late Assignment Submission Policy

Not applicable.

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

Not applicable.

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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name CS732/DS732 / Data Visualization
Course Instructor Name(s) Jaya Sreevalsan Nair ([email protected])
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General
Course Prerequisites (Where applicable, state exact course code/name)

ESS201, Mathematics courses, Data structures and algorithms

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 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

Course Context and Overview

[Provide introduction to the course]

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.

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/ 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

CO2 Understand the basic building blocks of visualization PO1 U C 10

-- data types, marks and channels, color theory
CO3 Write programs in C/C++ with OpenGL or Python PO1 Ap F, 12
using visualization libraries to implement C,
visualization for given datasets P,
PC

CO4 Apply scientific visualization algorithms for gridded PO1, Ap F, 14

data of scalar and vector fields in executable PO4 C,
programs P,
PC

CO5 Apply information visualization algorithms for PO1, Ap F, 5

networks, trees, and multivariate datasets in PO4 C,
executable programs P,
PC

CO6 Apply visual analytics workflow for publicly available PO1, Ap F, 9

complex datasets and specific analytic tasks in PO4 C,
executable programs P,
PC

CO7 Explain state-of-the-art methods from research PO2 U F, 6

papers in information visualization with technical C, P
reports and in-class discussions

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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

Module 1: Theory of Visualization Module 2: Scientific Visualization

1. Introduction to color theory, 1. Data representation - grids,
visualization design, perception. dimensionality.
2. Visual channels and encoding. 2. Scalar, vector, second-order tensor
3. Dimensionality reduction. field visualization techniques.
4. Best practices in visualization. 3. Interpolation and data handling.

Module 3: Information Visualization Module 4: Visual Analytics

1. Visualization techniques for 1. Introduction.
hierarchical data, network data, 2. Case studies.
multivariate data.
2. Data transformations.
Instruction Schedule
[Provide session-wise schedule]

S.No. Topic Hours CO

1 Introduction to Visualization -- Definition, Classical Examples 4 CO1

2 Building blocks of visualization -- Marks and channels, Data types, 10 CO2

Color theory, User interactions

3 Scalar field visualization for 2- and 3-dimensional grids 11 CO3, CO4

4 Vector field visualization for 2-dimensional grids 8 CO3, CO4

5 Information visualization 8 CO5, CO7

6 Network and tree visualization methods 4 CO3, CO5

7 Multivariate data visualization methods 3 CO3, CO6

8 Visualization models - focus+context 2 CO4, CO5

9. Visual analytics 8 CO3, CO6

10. Geospatial visualizations 2 CO6

(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

● There is no single textbook for this course. The following are representative, but
not exhaustive, reference textbooks:
○ Alexandru C. Telea, “Data Visualization: Principles and Practice,” A. K.
Peters Ltd, 2008.
○ Tamara Munzner, “Visualization Analysis and Design,” CRC Press,
December 2014.

Assessment Plan
[List grade distribution in terms of % across multiple assessment types (assignments, quizzes,
mid-term, end-term, project, etc.)]

● 4 programming assignments -- 70%

 ● Reading-writing-presenting assignment -- 10%
● Midterm -- 10%
● End-term -- 10%

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 visualization of 2- CO1, CO2, CO3, CO4
dimensional scalar and vector datasets, given the
datasets
2. Programming assignment in visualization of 3- CO1, CO2, CO3, CO4
dimensional scalar and vector datasets, given the
datasets
3. Programming assignment in visualization of hierarchical, CO1, CO2, CO3, CO5
network, and multivariate datasets, given the datasets
4. Programming assignment to implement visual analytics CO1, CO2, CO3, CO6
workflow for chosen dataset and visualization tasks
5. Reading-writing-presenting assignment to introduce CO1, CO2, CO7
students to comprehend research in information
visualization, 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.

Late Assignment Submission Policy

State any penalty policy for late submission
To incentivize early submissions and discourage late submissions the following bonus scheme
will be used on the total for final grade:
● +1 for submission before the designated Sunday, −0.5 for submission on the subsequent
Monday or Tuesday, −1 for submission before the next Sunday, −3 any later. +1 is
applicable only if the early submission is the final submission for the assignment.
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

As per Institute policy

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 per Institute policy

 Course Syllabus
Course Code / Course Name Topological Data Analysis (TDA)
Course Instructor Name(s) Dr. Amit Chattopadhyay
Hours Component
4 Lecture (1hr = 1 credit)
Credits (L:T:P) 0 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 0 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 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
X M.Tech ECE
M.Sc. Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
X ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

Mathematics I, II, III, IV

Algorithms and Data-Structure
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 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.)

Course Context and Overview

[Provide introduction to the course]
Topological Data Analysis (TDA) is an emerging area of data science where the goal is to
understand the data by computing different topological features. The aim of the current course is
to understand the techniques from computational algebraic topology for developing tools in TDA.
In particular, at the end of this course one will expertise in computing Betting numbers, persistent
homology, bottleneck distance, cohomology, Morse theory and important data-structures
necessary for TDA.

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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Understand the axioms and properties, e.g., PO1 U C, 8
continuity, compactness, connectedness of a P
topological space.
CO2 Decide whether two topological spaces are PO1 U, C, 4
equivalent or not by homeomorphism, homotopy, Ap P
isotopy or topological invariants.
CO3 Compute a topologically equivalent simplicial PO1, Ap C, 4
complex corresponding to a known surface. PSO4 P
CO4 Compute homology groups and Betti numbers of a PO1, Ap C, 12
given simplicial complex. PSO4 P
CO5 Compute topology of a surface using Morse theory PO1, Ap C, 12
PSO4 P
CO6 Compute persistence diagram by considering a PO1, Ap C, 8
filtration in a simplicial complex PSO4 P
 CO7 Compute Bottleneck distance between two PO1, Ap C, 8
persistence diagrams PSO4 P
CO8 Understand how TDA improves ML algorithms PO1, U C, 4
PSO4 P
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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]
● Basic Topology: Topological spaces, Invariants, Continuity, Compactness,
Connectedness, Quotient Space, Surfaces, Homeomorphisms, Homotopy, Isotopy.

● Simplicial Complex: Simplices, Simplicial Complex, Euler characteristics, Simplicial

Maps.

● Simplicial Homology: Chain complexes, Cycles and boundaries, Homology groups

and Betti numbers, Reduced homology, Induced maps, Matrix reduction: Euler-
Poincaré formula, Boundary matrices, Smith normal forms, Reduction algorithm;
Relative homology groups; Excision, Maps between vector spaces, Exact sequences:
Chain complexes and chain maps, Connecting homomorphism, Mayer-Vietoris
sequence, Duality, Cohomology.

● 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.

● Persistent Homology: The elder rule, Filtrations, Persistence diagrams, Matrix

reduction, Pairing lemma, Sparse matrix representation, Extended persistence,
Spectral sequence, Stability, Bottleneck distance, Tame functions, Wasserstein
distance, Length and total curvature of a curve using stability, Bipartite graph matching
for computing bottleneck distance.
● TDA for Machine Learning: Gaps in Machine Learning Algorithms, How TDA
improves the ML algorithms, TDA approaches to Deep Learning: Utility of TDA to all
parts of Deep Learning pipelines.

Instruction Schedule
[Provide session-wise schedule]
Section/Topic Week CO Mapping
Basic Topology Week 1-3 CO1, CO2

Simplicial Complex Week 4 CO3

Simplicial Homology Week 5-7 CO4
Morse Theory Week 8-10 CO5
Persistent Homology Week 11-14 CO6, CO7
TDA for Machine Learning Week-15 CO8

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

Late Assignment Submission Policy

State any penalty policy for late submission

As per institute policy

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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/DS 704 / Multi-Agent Systems
Course Instructor Name(s) Srinath Srinivasa
Hours Component
40 Lecture (1hr = 1 credit)
Credits (L:T:P)
8 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 40:8:0 Total Credits = 4
Grading Scheme X IIITB 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
X
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 M.Tech
M.Sc.
CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

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.

Course Context and Overview

Thinking about systems in terms of autonomous agents and their interactions, has elicited a number
of advancements in AI and even insights into possible Artificial General Intelligence (AGI). At the
core of this pursuit, is the question of autonomy and agency that individual agents are endowed with.
The idea of agency itself has been proposed using different paradigms. Currently, models from rational
choice theory, behavioural economics, and game theory are seen as most promising underpinnings for
modeling multi-agent systems.

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 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 Tut
Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand concepts of autonomy and agency, PSO3, U, F, C 10 0
and model systems in terms of populations of PO4 An
agents
CO2 Model situations as rational games and solve them PO3, U, C, 6 2
according to multiple solution concepts PO4 Ap, FDP
An
CO3 Understand different models of rationality and PO3, U, C, 12 2
different implications of using any of these models PO4 An FDP
CO4 Understand extensive games and reinforcement PO3, U, C, 8 2
based adaptive behaviour PO4 Ap, FDP
An
CO5 Understand negotiation theory, auction theory, PO3, U, C, 4 2
voting theory, and mechanism design PO4 Ap, FDP
An
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
Mandate - 1: Introductory concepts and fundamentals of distributed systems
Introductory concepts:

● Machines versus Societies

● Characteristics of multi-agent systems
● Definitions of autonomous behaviour
● Paradigms of Computational Autonomy
Essentials of distributed computing:

● Time, events and ordering in distributed systems

● Logical clocks, vector clocks, matrix clocks
● The consensus problem
● The many faces of consensus in distributed systems
● Global snapshot computation

Mandate - 2: Rational choice and Simultaneous games

Rational choice theory

● Classical model of rational choice (von Neumann and Morgenstern)

● Rational Empathy and welfare theory (Amartya Sen)
● Bounded rationality (Herbert Simon)
 ● Prospect theory (Kahnemann and Tversky)
Simultaneous games

● Definition of a game, types of games

● Beliefs, Strategies and Payoffs
● Analysis of simultaneous games
○ Pure and mixed strategies
○ Dominant strategies
○ Game resilience to beliefs
○ Nash equilibrium
○ Pareto optimality
○ Minmax and iterated dominance
○ Collusion and subgames

Mandate - 3: Iterated and Evolutionary Games, Extensive Games and Reinforcement

Learning
● Iterated simultaneous games
○ Incorporating memory into games
○ Stable strategies
○ Evolutionary games
○ Modeling evolution and demographics
○ Evolutionary stability and the evolution of cooperation
○ Robustness of ESS
● Extensive Games
○ Robotic sensing and planning
○ Markov Decision Process and Q learning
○ Other models of Reinforcement Learning
○ Multi-armed Bandit problem

Mandate - 4: Collective Choice, Negotiation, Auction and Voting Theory

● Definitions of social consensus
● Negotiation elements: equilibrium
● consistency, validation, fairness, increased utility
● Monotonic concession protocol;
● Zeuthen strategy;
● Multi-lateral negotiations
● Basic Auctions: English auction, Dutch auction, First-price sealed-bid, Vickrey auction, All-
pay auction;
● Reverse auctions;
● Expected payoff;
● Collusions;
● Combinatorial auctions and the winner determination problem.

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

● Multi-Agent Systems and Agent Based Modeling. http://multiagent.com/

 ● Course on Multi-agent Systems at the University of Amsterdam:
http://staff.science.uva.nl/~ulle/teaching/mas/
● Multi-Agents Lab at UMASS. http://dis.cs.umass.edu/
● SwarmWiki. A Wiki for Agent and Swarm Computing.
http://www.swarm.org/wiki/Main_Page
● MIT OCW course on Topics in Game Theory. http://ocw.mit.edu/OcwWeb/Economics/14-
147Spring-2005/CourseHome/index.htm
● Agentlink: European Network for Agent-based Computing. http://www.agentlink.org/
● MIT Center for Collective Intelligence. http://cci.mit.edu/index.html

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

Late Assignment Submission Policy

A mandate is closed only after every student contributes to the mandate. The entire course remains
incomplete for all students, until all students have contributed. Late submissions will result in entire class
lagging behind, which the students will be made to understand and appreciate at the outset.

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

Referenced literature have to be cited in mandate contributions.

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
X M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

CS511 or an equivalent course

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 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.)

Course Context and Overview

[Provide introduction to the course]

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.

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.]

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)

Concept Map of the Course (Optional)

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

• Range Searching : Kd- Trees, Range trees

• Point Location : Kirkpatrick’s decomposition, Trapezoidal Maps

• 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

● Manual evaluation of essay type / descriptive questions

● Manual evaluation of oral presentations
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

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name DS / AI 608: Network Science for the Web
Course Instructor Name(s) Srinath Srinivasa, Sridhar Mandyam
Hours Component
40 Lecture (1hr = 1 credit)
Credits (L:T:P)
8 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 40:8 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
X
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 M.Tech
M.Sc.
X CSE
ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

First level courses on Probability & Statistics, Discrete

Mathematics and Graph Theory.
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 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.

Course Context and Overview

Network Science deals with models, methods, tools, and mathematical techniques to study and analyze
the behaviour of networks. Networks comprise entities represented as nodes (also referred to as
vertices), and the relationships among the nodes are denoted by edges (also referred to links).

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.]

PO/ C Class Tut

Id Course Outcome KC
PSO L (Hrs) (Hrs)
CO1 Understand history of the web and 5 different PO2, R, F, C 7 2
models of the WWW PSO3 U
CO2 Analyse network structures based on structural PO2, U, C, 11 4
characteristics PO4, A FDP
PSO4 p,
A
n
CO3 Build and simulate generative models for network PO2, U, C, 10 2
related problems PO4, A FDP
PSO4 p,
A
n
CO4 Build and simulate probabilistic reasoning models PO2, U, FDP, 10 2
for network related problems PO4, A C
PSO4 p,
A
n
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
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

Mandate - 2: Structural Analytics of Networks

● Measures of Network Centrality
○ Facility location based centralities
○ Stress centralities
○ Vitality measures
 ○ Web centralities
○ Estimating centrality measures for very large graphs
● Groups and Densities
○ Cliques, Plexes, Cores
○ Community detection models

Mandate - 3: Reasoning on Network Structures

● Causal Networks and Bayesian Reasoning
● Markov Random Fields
● Network Learning and Graph Neural Networks
● Intervention and Counterfactual Analysis

Mandate - 4: Social Network Generative Models

● Erdos-Renyi model
● Watts-Strogatz model
● Barabasi-Albert model
● Kleinberg model
● Information diffusion models

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

Late Assignment Submission Policy

A mandate is closed only after every student contributes to the mandate. The entire course remains
incomplete for all students, until all students have contributed. Late submissions will result in the entire
class lagging behind, which the students will be made to understand and appreciate at the outset.

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

Referenced literature needs to be cited in mandate contributions.

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.)

Course Context and Overview

The course is intended as a basic introduction to human computer interaction (HCI) for students
with interdisciplinary backgrounds. It teaches the basic concerns, practices and methods of HCI,
placing them in relation to other parts of their curriculum. It should provide students with
understanding of a variety of methods, practices and principles in HCI. It should equip them to
participate or even run a design project. The intended learning outcomes are:

Human Computer Interaction (HCI) is a wide-ranging, interdisciplinary field drawing on a wide

variety of other fields such as computer science, design, media studies, cognitive science,
sociology and psychology. Having initially been concerned with how computing systems could be
designed to be efficient and easy to use, the field now engages with a wide range of issues. These
include, for example, ways in which interactive systems and their design can create enjoyment and
pleasure or be part of social and political change. As computing has become ubiquitous, so has
HCI and its practices. Therefore, HCI practitioners increasingly find themselves at the forefront of
studying broader concerns about interactions between humans and technology, then applying these
understandings by translating them into design.

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.

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.]

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)

Concept Map of the Course (Optional)

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

1. Introduction to the course, welcome

2. Structure of the course + Intro to Evaluation
3. Introduction to human centered design, user studies and user research methods. Difference
between design research and design practice. Introduction to the project, forming project groups.
4. Methods for studying users and their context
5. Contextual Inquiry
6. Methods III
7. Analysing HCI data – Coding, Themes, Affinity diagramming
8. Analysing HCI data – Scenarios, personas, storyboards
9. Affinity diagramming workshop
10. From user research to design concepts, workshops and ideation
11. Inspirations Cards workshop
12. Theories of HCI – Cognitive & Psychological aspects, Behavioural & Social aspects
13. Interface types and interaction paradigms, what kind of interfaces are we designing, modalities,
affordances
 14. Modalities 1: Desktop software, interaction styles
15. Modalities 2: Websites, information architecture, card sort
16. Modalities 3: Smartphone apps, touch screen interfaces, wire frames
17. What’s prototyping? What’s evaluation? Why do we prototype?
18. Prototyping – Types of prototypes, high and low fidelity prototypes.
19. Design principles and heuristics, what is “good” design?
20. Evaluation methods – Think aloud, cognitive walk-throughs
21. Evaluation methods – Heuristic evaluation, Experimental evaluation, A+B testing
22. Visual Design & Design toolkits, Design software. Information Design
23. Accessibility
24. Social context of design – theories of social systems, activity design
25. Design, designers and designing in an organisational context
26. Advanced approaches to design – Participatory, Critical Design, Living Labs
27. Design as Inclusion / Exclusion / Design as as politics

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:

● Automatic evaluation of MCQ quizzes on Moodle or other online platforms

● Manual evaluation of essay type / descriptive questions
● Manual evaluation of written design materials
● Manual evaluation of presentations by students

Students will be provided opportunity to view the evaluations done where possible either in
person or online.

Late Assignment Submission Policy

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

As per institute policy

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 DT 202 The Digital and its Discontents/ ITS 602
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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

Course Context and Overview

This course explores how the digital space shapes a multiplicity of social, economic, political and cultural
inequalities in contemporary society. It will focus on two dimensions of such divides in the digital era: first,
how classical inequalities and debates about them are reproduced in the digital space and, second, how
the digital space might open up opportunities to challenge these divides. We will use the example of
development theory and practice to introduce students to such divides and to understand how they have
been conceptualized and addressed over time in the context of ‘developing’ countries. An important goal
of the course will be to offer students the opportunity to think more critically about the possibilities and limits
of ICT for Development (ICTD) projects.

‘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.

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 CL KC Class Tut
Course Outcome (Hrs) (Hrs)

CO1 PO3 R, U C 7.5

Understand the types of social and digital
divides and their roots in gender, class, caste,
race, and region.

CO2 Understand the evolution of development theories PO3, R, U, F, 9 3

and their critiques, including contemporary debates PO5 An C
on development metrics and goals,

CO3 Understand the role of technology in achieving PO3, R, U, F, 3

developmental goals PO5 An C

CO4 PO3 U, F, 4.5 2

Understand the vision, ICT infrastructure and ICT Ap, C
policy environment that were developed and An,
deployed in different parts of the globe since the E
2000s

CO5 PO3 U, F, 7.5 2

Understand the innovations in ICT that were Ap, C
developed and deployed in different parts of the An,
E
globe since 2000 in education, healthcare,
agriculture, finance, and governance,
 CO6 PO3 U, F, 8.5 2
Understand the innovations in ICT that were Ap, C
developed and deployed in different parts of the An,
E
globe since 2000 in livelihood-related activities,

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

CO8 PO1, Ap, C, 2.5 5

Conduct secondary research of significant depth on PO2 An, MC
the development trajectory of a given low-income C
geography, a sector (such as education, agriculture,
finance, governance) in that region and an ICTD
initiative in that sector and geography

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)

Concept Map of the Course (Optional)

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

Module 5 (towards CO1): Wrap-up (1 lecture)

• Bring together threads from earlier modules to discuss alternative ways of thinking about the use of ICTs
in the current conjecture of d/Development

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?

MID-TERM: Submission of Essay 2

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?

END TERM: Submission of Essay 3

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%

The evaluation criteria for each essay will be based on:

● Depth of country research

● Argument and linking to readings/concepts from class
● Clarity and structure in your writing

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.

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.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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

Course Pre-Requisites (Where applicable, state exact course code/name)

NONE (although exposure to DT385 will be useful)

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
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.

Course Context and Overview

[Provide introduction to the course]

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.

Duration: 3 hours, once a week, 15 weeks

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/ 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)

Total number of 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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

See below in Instruction Schedule

Instruction Schedule
[Provide session-wise schedule]

Week 1: Introduction and Course Survey

Week 2: An Overview of the Computing Industry
Week 3: Laying the Foundations for a Networked World
Week 4: The Road to Convergence: The Digitization of Communications
Week 5: The Network Economy: Old or New?
Week 6: The Geography of the Computer/Semiconductor Industry in the US
Week 7: The Global Hardware Industry I: The Taiwanese Success Story
Week 8: The Global Hardware Industry II: India’s Insignificance
Week 9: The Software Bottleneck and its Resolution I: Software Engineering
Week 10: The Limits to Software Engineering: Japan in the PC era
Week 11: The Software Bottleneck and its Resolution II: Software Products
Week 12: The Software Bottleneck and its Resolution III: Open Source Software
Week 13: The Globalization of the Software Industry I: Software Services in India and Russia
Week 14: Globalization of the Software Industry II: From Services to Products in Ireland and
Israel
Week 15: Towards a Global Division of Labour in the ICT Industry; Wrapping up

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.

Janet Abate. 1999. Inventing the Internet. MIT 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.)]

Class Participation: 25%

Class Presentation: 15%
Essay 1: 15%
Essay 2: 20%
Essay 3: 25%

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

No late submission of essays without prior instructor permission.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
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

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 DT 304 Digital Product Development
Course Instructor Name(s) Janaki Srinivasan
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 = 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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
X M.Sc.
CSE
ECE
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 Pre-Requisites (Where applicable, state exact course code/name)

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 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

Course Context and Overview

The objective of this course is to give the students a hands-on experience of various aspects of digital
product development. The course will be conducted as a series of exercises and projects. In keeping with
the larger goals of the Digital Society and other Masters programmes at IIITB, the readings and exercises
would be designed to make the participants aware of the challenges involved and also help them
experience what often goes wrong.

We will have a few reading exercises and presentations on digital product development and processes.
However, the primary focus would be the actual exercises.

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 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

CO3 Evaluate the working of public-facing websites in PO3, Ap, F, 7 5

real time PO4 E C

CO4 Conceptualize digital solutions for a social PO3, U, F, 10 2

cause. PO4 An C

CO5 Build digital solutions for a social cause. PO3, U, F, 10 2

PO4 Ap, C,
P

CO6 Understand SDLC, HDLC, Design for Six PO3 R, U F, 4

Sigma and Agile processeses C

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)

Concept Map of the Course (Optional)

Course Content
The course will be conducted as a series of exercises and projects. The exercises would be designed
to make the participants aware of the challenges involved and also help them experience what
often goes wrong. We will have a few reading exercises and presentations on digital product
development and processes. However, the primary focus would be the actual exercises, which
could include:

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.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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]

Accommodations will be as per institute policy.

 Course Syllabus
Course Code / Course Name DT 305 From Territorial Place to Cyberspace: The
Political Economy of Location
Course Instructor Name(s) Balaji Parthasarathy
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
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

Course Pre-Requisites (Where applicable, state exact course code/name)

NONE (but exposure to HSS102 is encouraged)

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
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,

Course Context and Overview

[Provide introduction to the course]
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.

But contemporary globalization can be a double-edged sword especially since IT is a basket of

general purpose technologies which transform all domains of socio-economic activity. The new
combination of inputs required for the incorporation of IT to improve the reliability and efficiency
of products and services in long-standing sectors might mean more opportunity in a place like
Bangalore. On the other hand, when locations do not have the institutions to meet the demand
for new inputs, their economic base can be devastated and turn into what sociologist Manuel
Castells terms the “black holes of information capitalism”. The economic decline and social
devastation in a city like Detroit, with the changes to the technologies underlying manufacturing
and the globalization of manufacturing, is a poignant reminder. Similarly, there is enough evidence
showing how globalization and IT can also lead to global networks of criminality and socially
unwelcome behavior. Thus, this course will bring together the tensions between the local and
global, and the role of cyberspace and territorial place in our lives.

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.

Duration: Two hours, twice a week,14 weeks

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/ 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]

See Instruction Schedule below

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.

Harold Hotelling. 1929. Stability in competition. The Economic Journal. 39(153):41-57.

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.

N.V.Sovani. 1962. The analysis of “over-urbanization”. Economic Development and Cultural

Change. 12(2):113-122.

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.

David Harvey. 1975. The Geography of Capitalist Accumulation: A Reconstruction of the

Marxian Theory. Antipode. 7(2):9-21.

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.

Jaikumar Ramachandran. 1986. Post-industrial manufacturing. Harvard Business Review.

November-December: 69-76.

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.

Alexander Gerschenkron. 1962. Economic Backwardness in Historical Perspective. Pp.5-30

(Chapter 1) in Economic Backwardness in Historical Perspective: A Book of Essays. Praeger.

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.

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.

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.
Pranab Bardhan. 2010. Awakening Giants, Feet of Clay: Assessing the Economic Rise of China
and India. Princeton University Press.

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.

Jagdish Bhagwati. 2004. Anti-globalization: Why? Journal of Policy Modeling. 26:439-463.

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.)]

Class participation 15%

Class presentation 10%
Mid-term examination 20%
Final examination 20%
Final essay 35%

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

No late submission of essays without prior instructor permission.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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

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 DT 307 / The Web and the Mind
Course Instructor Name(s) Srinath Srinivasa
Hours Component
40 Lecture (1hr = 1 credit)
Credits (L:T:P)
8 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical)
Practical (2hrs = 1 credit)
L:T:P = 40:8 Total Credits = 4
Grading Scheme X IIITB 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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
M.Sc.
CSE
ECE
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

Course Pre-Requisites 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
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 Context and Overview

This course is an introduction to the cognitive and psychological dimension of human participation
in the World Wide Web. The web is a global, participatory social space where human cognition is
continuously moulded. This course provides the student a brief introduction to essential elements
of cognitive science, and looks at how the web affects our cognition.

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 Tut

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the history of the web and the way it PSO R, F, 6 30
has impacted several aspects of human society 3, U C
PO3
CO2 Understand building blocks of human cognition, its PSO U C 10 0
memory processes, attention, cognitive heuristics, 3,
emotion, and models of sense of self. PO3
CO3 Understand models of social cognition: territoriality PSO U C 10 0
and herding, transaction theory, acquaintance, 3,
trust, novelty, persuasion, conformity, affinity, and PO3
social identity
CO4 Understand how algorithms that power content on PSO U C 10 0
the web is based on and affects individual and 3,
social cognition PO3
 CO5 Apply models of cognitive and social psychology PSO An, C, 2 4
to elements of web usage 3, Ap MC
PO3
CO6 Apply models of cognitive and social psychology PSO An, C, 2 4
to explain social media dynamics and its impact on 3, Ap MC
business, governance, and personal well-being PO3
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
Mandate - 1: Models of the web

● History of the web

● Models of the web
○ Web as a database
○ Web as a digital library
○ Web as a cognitive extension of ourselves
○ Web as a socio-cognitive space rather than as a tool
● Introduction to social machines
● Introduction to Persuasive Computing

Mandate - 2: Essential Cognitive Science

● Organization of long-term memory and working memory

● Procedural and Declarative memory
● Semantic and Episodic memory
● Attention and its characteristics
● Priming, Anchoring and the Availability heuristic
● Modeling Emotions: Arity and Intensity
● Self, Persona and Identity
● Prospect theory and the handling of risk

Mandate - 3: Essential Social Psychology

● Acquaintance, FOAF and Triadic closure

● Entrenchment, Trust and Novelty
● Entrenchment and the Bystander Effect
● The strength of weak ties
● Affinty, Disaffinity and Network stability
● Social conformity
● Emotional contagion
 ● Social identity and branding

Mandate - 4: Attention, Engagement and Persuasion on the web

● PageRank and the dynamics of online attention flow

● Personalization and Attention traps
● Sustained versus cursory online attention
● Measuring Online Engagement
● Persuasive computing

Mandate - 5: Privacy and online identity

● The triad of social data utility

● Evolution of privacy concerns on the web
● Online disinhibition effect
● Informed consent models for the web
● Self, identity and online projection of identity
● Online avatars and the Proteus Effect
● Jung's collective subconscious and 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.

M. Granovetter. The strength of weak ties. American Journal of Sociology, 78(6):1360-1380,

1973.
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

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.

Relevant WWW links

The Center for Humane Technologies

Future of Humanity Institute

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

Late Assignment Submission Policy

A mandate is closed only after every student contributes to the mandate. The entire course remains
incomplete for all students, until all students have contributed. Late submissions will result in the entire
class lagging behind, which the students will be made to understand and appreciate at the outset.

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

Referenced literature needs to be cited in mandate contributions.

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
X M.Sc.
X CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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

Yes This course focuses on multiple writing

Provides value added / life skills assignments including teardown and pitch
(language, writing, communication, etc.) deck

Course Context and Overview

[Provide introduction to the course]
This 4 credit course is being offered as one of the electives for MTech, IMTech, MSc (DS) and
MS students.

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.]

At the end of this course, participants will learn to:

Class Tut
Id Course Outcome PO/ PSO CL KC
(Hrs) (Hrs)
CO1 IMTech U, F, 15
● Define & Recognize platform businesses (CSE) An C
PO6, ,E
PO13

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)

Concept Map of the Course (Optional)

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

Wk 2 (Jan 06-10): Platform Business Model - Motivation

Primary Readings:

● Nokia, Our Platform is Burning

Optional Readings:

● RIM: Research, No Motion

● Interbrand Best Global Brands 2019
● Why Software is Eating the World

Activities:

● A few students to present (5 minutes) on their favourite platforms on 9th Jan -

Upgrad, Aadhar, Wikipedia, HackerEarth, Github, Twitter, Instagram, Vimeo,
LinkedIn, Airbnb, Gojek, ...
● Form Groups of 2 members (one with Customer / Revenue focus, another with
Product / Design focus) and be ready with your team details - Submit the team
details by 14th Jan
● Choose a platform startup / app of your choice and submit the name of the startup
/ app by 21st Jan - you need to conduct an analysis / teardown of the platform -
using relevant business & technology frameworks
● As a team, start working towards identifying a commercial / social challenge that
you would want to address using a platform. Submit details of your challenge by
23rd Jan

Wk3 (Jan 13-17): Platform Business Model - Pipes vs Platforms

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:

● Submit your 2 member team details by 14th Jan

Wk4 (Jan 20-24): Platform Business Model - Strategy

Primary Readings:

● Platform Canvas

Optional Readings:

● The Five Competitive Forces that Shape Strategy"

● The Art of Standards War
● Business Model Canvas
● Platform Business Canvas
● Platform Innovation Toolkit
● Platform Thinking Labs

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:

● What are Network Effects?

● Network Effects Manual?

Optional Readings:

● Demystifying Network Effects

● Virality vs Network Effects
● What are Network Effects?
● Big Tech & Network Effects

Wk6 (Feb 3-7): Platform Business Model - Monetization

Activities:

● This Week's Classes will be taken by Prof. Sridhar

Wk7 (Feb 10-14): Platform Business Model - Monetization

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

Wk8 (Feb 17-21): Design & Develop Interaction-First Platforms

Optional Readings:

● The Stadium as a Platform

Reference Websites:

● Tech Stacks of Global Platform Players

● Popular Tech Stacks
● Free Marketplace Software - MarketPlace Kit and Open Cart

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

Wk9 (Feb 24-28): Design & Develop Interaction-First Platforms

Primary Readings:

● The Strategic Value of APIs

● Corporate Alliances Matter Less Thanks to APIs

Optional Readings:

● The Secret to Amazon's Success

● Decoding the API Economy
 ● External Talk by Mr. Saurabh Saha, founder of TalentPegs and GaliJobs on 25th
Feb - Here is an opportunity for you to understand directly from the founder of a
platform - his thoughts, strategies - and relate to the concepts learnt in class

Wk10 (Mar 2-7): Mid-Term Project Presentation Week

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

Wk11 (Mar 9-13): Design & Develop Interaction-First Platforms

Primary Readings:

● When AI is the Product

● What if There is no Middleman

Optional Readings:

● The Future of Platforms

● Countries & Platforms
● Blockchain and Decentralization
● A Platform Strategy won't work Unless you are good at Machine Learning
● What Blockchain means for the Sharing Economy
● The TikTok Strategy

Wk12 (Mar 30-Apr 3): Platform Ventures - Launch Planning

Readings:

● Regulatory Awareness and Adherence

Activities:
 ● This Week's Classes will be taken by Prof. Sridhar

Wk13 (Apr 6-Apr 10): Platform Ventures - Launch Planning

Readings:

● Regulatory Awareness and Adherence

Activities:

● This Week's Classes will be taken by Prof. Sridhar

Wk14 (Apr 13-17): Platform Ventures - Governance

Primary Readings:

● Ethical Platforms
● Platform Cooperativism

Optional Readings:

● The Five Pillars of Fairwork

● Platforms post COVID
● Societal Platforms

Reference Websites: Platforms & Pandemics

● Johns Hopkins University

● US Digital Response
● Arogya Setu Mobile App
● SORMAS
● Kaggle COVID Challenge
● COVID19 India
● COVID19 GoK
Activities:

Wk15 (Apr 20-24): Plaform Ventures - Metrics

Readings: Primary Reading:

● Metrics that Matter - Network Effects

Optional Readings:

● The Key Marketplace Metrics

● Platform Metrics
● Metrics for Platform Products

Wk16 (Apr 27-May 1): Platform Ventures - Summing Up

Primary Reading:

● Evolving your offering into a platform

Optional Readings:

● For Marketplace Entrepreneurs

● Accenture on Platform Product Management
● Open Innovation

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

Wk17 (May 4-8): 2nd Interim Project Presentation Week

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)

Wk18 (May 11-15): External Talk Week

Activities:

● External Talks by leaders of Sonata - Here is an opportunity for you to understand

directly - their thoughts, strategies - and relate to the concepts learnt in class
● All individual paper submissions are due before 18th May 8:00am
● All team project submissions (slide deck and audio presentation) are due before
22nd May 8:00am

Wk19 (mid-July): Exam Week

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]

The following are the reference books:

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

● Choose a platform startup / app of your CO1-6

choice and submit the name of the startup /
app by 21st Jan - you need to conduct an
analysis / teardown of the platform - using
relevant business & technology frameworks

● As a team, start working towards identifying CO1-3

a commercial / social challenge that you
would want to address using a platform.
Submit details of your challenge by 23rd Jan
● On Jan 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
● 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
● At the end of the course, 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.

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

The participants of this course will be evaluated as per the following:

● Class Participation (Discussion on Pre-readings, 2 Member Team assessment,

Jan-Apr): 5% each month, totaling 20% - Students to come prepared to the class
(read through the pre-readings for each class)
● Best 2 of 3 Quizzes (Individual assessment, Conducted after every 6 weeks -
Wk7, Wk13 and Wk19): 20%
● End Exam (Individual assessment): 20%
● Case Analysis / Platform Teardown (Critical review of a Platform - using relevant
business and technology frameworks, Individual assessment, Midterm - Mar end):
20%
● Group Project - Platform Business (2 Member Team - Midterm & End term
Presentations): 20%

Late Assignment Submission Policy

State any penalty policy for late submission
As per institute policy

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable

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 DT385 Cyberspace, Globalization and Location
Course Instructor Name(s) Balaji Parthasarathy
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
and Data Communication
Artificial Intelligence and Machine X 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

Course Pre-Requisites (Where applicable, state exact course code/name)

NONE (but exposure to HSS102 is encouraged)

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
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,

Course Context and Overview

[Provide introduction to the course]

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.

But contemporary globalization can be a double-edged sword especially since IT is a basket of

general purpose technologies which transform all domains of socio-economic activity. The new
combination of inputs required for the incorporation of IT to improve the reliability and efficiency
of products and services in long-standing sectors might mean more opportunity in a place like
Bangalore. On the other hand, when locations do not have the institutions to meet the demand
for new inputs, their economic base can be devastated and turn into what sociologist Manuel
Castells terms the “black holes of information capitalism”. The economic decline and social
devastation in a city like Detroit, with the changes to the technologies underlying manufacturing
and the globalization of manufacturing, is a poignant reminder. Similarly, there is enough evidence
showing how globalization and IT can also lead to global networks of criminality and socially
unwelcome behavior. Thus, this course will bring together the tensions between the local and
global, and the role of cyberspace and territorial place in our lives.

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.

Duration: Two hours, twice a week,14 weeks

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/ 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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

See below in Instruction Schedule

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 - 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.

Harold Hotelling. 1929. Stability in competition. The Economic Journal. 39(153):41-57.

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.

Marx’s theory of History. https://www.youtube.com/watch?v=mmeUYLntZx4

Karl Marx and Friedrich Engels. 1848. The Communist Manifesto.

https://www.marxists.org/archive/marx/works/download/pdf/Manifesto.pdf pp.14-21.

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-
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to economists: Revisiting mobile use among fishers in Kerala. Information Technologies and
International Development. 11(1):57-70.
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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.

Jagdish Bhagwati. 2004. Anti-globalization: Why? Journal of Policy Modeling. 26:439-463.

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.)]

Class participation 15%

Class presentation 10%
Mid-semester examination: 20%
Final examination: 20%
Term paper: 35%

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

Late Assignment Submission Policy

State any penalty policy for late submission

No late submission of essays without prior instructor permission.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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

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 DT204 Social Complexity and Systems Thinking
Course Instructor Name(s) Amit Prakash
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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
X M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

Additional Focus Areas
Yes /
Focus Area Details
No
Yes Trains students to model complex social
contexts; useful in drafting RFPs and high-
Direct focus on employability level design documents
Focus on skill development
Focus on entrepreneurship
Provides value added / life skills
(language, writing, communication,
etc.)

Course Context and Overview

Inconsistencies in managing the design and deployment processes in many social projects,
especially those that seek to leverage the potential of digital technologies, lead to various issues
not only with respect to time and cost overruns but also in terms of their missing critical
considerations and viewpoints while setting desired objectives. Projects that deploy digital
technologies for addressing the needs of large and diverse population groups are often found to
exhibit properties of complex systems and, using their examples, this course introduces the
students to different elements of complexity inherent in social and socio-technical systems.

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 Outcomes and Competencies

Course Outcome PO CL KC Class Tut

(Hrs) (Hrs)

CO1 Understand constituents of complexity in social and PO3 U C 6 2

socio-technical contexts, including heterogeneity,
hierarchy, near-decomposability, redundancy, self-
adaptation and emergence.
CO2 Understand the nature of complex social problems, PO3 U C 6 2
especially wicked problems and messy situations as
opposed to tame and benign problems.
CO3 Understand the significance of diverse perspectives PO3 U C 6 2
while framing engineering and management
 challenges and approaches, particularly those related
to requirements engineering and project management
in large/complex IT projects.
CO4 Understand fundamentals of systems thinking PO3 U C 6 2
approaches and their applications.
CO5 Identify different components of a social/ socio- PO3 Ap P 6 2
technical system and their inter-relationships.
CO6 Apply systems thinking concepts, in general, and soft PO4 Ap P 6 2
systems methodology, in particular, to model
social/socio-technical complexity.
CO7 Draft requirement specifications and high-level system PO1, C P,M 9 3
design documents that can lead into RFPs in case of PO2,
external procurement. PO4
Total Number of Hours 45 15

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. (2000). A socio-technical approach to systems design. Requirements

Engineering, 5: 125-133

● 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
● 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

Project activities; fieldwork; review; drafting of a RFP/high-level design document

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.

Make-up Exam/Submission Policy

As per Institute policy

Citation Policy for Papers (if applicable)

As per APA Citation Format (see
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/ref
erence_list_electronic_sources.html for more details)

Academic Dishonesty/Plagiarism
As per Institute policy

Accommodation of Persons with Disabilities

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

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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

Course Context and Overview

[Provide introduction to the course]
Sociology as a discipline concerns itself with the intricate and infinite ways in which the
relationships between individual and society unfold. Thus, there is hardly any sphere of our
existence that sociologists are not interested in, starting from intimate personal relationships to
large scale circulation of ideas, institutions, practices, goods and people (Warwick, Department of
Sociology, n.d.). While the scope of the discipline is limitless, its uniqueness in dealing with this
wide variety of subjects lies in what C.W. Mills called the “sociological imagination” (1959), the
ability to connect all social events and human actions to specific historical and social contexts.
Being fundamental pillar of the discipline, changing historical and social context considerably
shape the scope of Sociology.
In this course, we will focus on the historical and social context of digital society – an increasingly
digitized world that permeates everyday existence of our lives, from self to interpersonal
relationships, from institutions to practices, from knowledge to ways of knowing. The term digital
Sociology is meant to capture human relationships and events in connection to the larger context
of digital society.
The work of digital sociologists is broadly categorised into four categories (Lupton 2015): a)
Professional digital practice - using digital media tools for professional purposes of Sociological
work; b) Digital data analysis -using digital data for social research; c) Sociological analyses of
digital use - researching the ways in which people’s use of digital media configures their sense of
selves, their embodiment and their social relations; d) Critical digital sociology : undertaking
reflexive and critical analysis of digital media informed by social and cultural theory. In this course
we will take on a combination of the last two categories. In doing so, we will draw on research in
Internet studies, information and communication studies, media and cultural studies, the sociology
of science and technology, surveillance studies, and computer science to cultivate a “sociological
imagination” that connects us to the contemporary digital society.
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/ 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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]
1. Introduction – What is to be a Sociologist in a Digital Society?
Sociological Imagination
Sociological Consciousness
Critical Digital Sociology
2. Social Institutions in a Digital Society
Diverse Technology, Diverse Use
Digital Culture
Sharing Economy
E-health
Digital Politics
3. Social Relationships in a Digital Society
Self and the Intimate
Caste
Gender
Race
Labour
4. Digital Spaces
Moving beyond the Private and Public
Social Media
Smart Cities
Apps and Platforms
Bodies as Digital Spaces: Of Surveillance and Identities

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

2 Two Individual Reading Response to asses students’ CO1 -5

understanding of the text and its connection to
classroom discussion
3. This will take the form of storyboard-based group CO 3, 4, 5
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 Assignments: This will include 4 write ups, one CO 3, 4, 5
after each module. The last one will be considered as
an end term essay will be graded with higher value.

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name EC 202 Electronic devices and circuits - Theory
Course Instructor Name(s) Madhav Rao, Chetan Parikh
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 = 3:0:0 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 / 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

Course Pre-Requisites None

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 No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)

Course Context and Overview

The goal of this course is to learn to analyze and design analog circuits with diodes and transistors,
and design a small analog system, such as a Buck Converter, a low-dropout regulator, analog filter,
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 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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Analyse simple diode circuits, including clipping PSO1, U, C, P, 8 0
circuits and various types of rectifiers. PO3 Ap, PC
An
CO2 Analyse simple bipolar junction transistor (BJT) PSO1, U, C, P, 10 0
circuits under dc and small-signal ac conditions. PO3 Ap, PC
An
CO3 Identify and analyse basic BJT amplifier PSO1, U, C, P, 7 0
configurations: common-emitter, common-base, PO3 Ap, PC
and common-collector. An
CO4 Design BJT amplifiers to meet a given set of PSO1, U, C, P, 3 0
specifications. PO3 Ap, FDP,
An, PC,
C D
 CO5 Perform low-frequency and high-frequency PSO1, U, C, P, 5 0
analyses of BJT amplifiers, and draw their Bode PO5, Ap, PC
plots An
CO6 Analyse the frequency stability of amplifier PSO1, U, C, P, 2 0
circuits, and do simple frequency compensation PO5 Ap, PC
An
CO7 Design a simple analog system, such as a Buck PSO1, U, C, P, 8 0
Converter, or an analog filter, etc. PO5, Ap, M,
PO3 An FDP,
PC,
D
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]

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Late submissions are not accepted

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 VL 502 Analog CMOS VLSI Design
Course Instructor Name(s) Chetan Parikh, Subhajit Sen
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 = 3:0:0 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 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

Course Pre-Requisites None

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 No
Focus on skill development No
Focus on entrepreneurship No
Provides value added / life skills No
(language, writing, communication, etc.)

Course Context and Overview

In this course students will learn to analyze and design CMOS amplifiers, which are building
blocks of a vast number of analog and mixed-signal VLSI systems. At every stage of the course
the students will design, on paper as well as in simulation, the circuits they analyze.

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 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 Tut

Id Course Outcome
PSO
CL KC
(Hrs) (Hrs)
CO1 Explain the basic physics of operation of a PSO1, U C 2 0
MOSFET, including the concepts of off and PO1
inversion modes, triode and saturation regions of
current flow, and threshold voltage.
CO2 Describe the square-law I-V model of MOSFETs PSO1, U F, C 2 0
PO1
CO3 Explain the body effect, velocity saturation and PSO1, U, F, C, 1 0
vertical field-dependence of mobility. PO1 An M
CO4 Use Spice to simulate and design MOSFET PSO1, R, F, C 1 0
circuits. PO5 U
CO5 Extract basic MOSFET Spice parameters given PSO1, U, C, P 1 0
the parameter set for an advanced model such as PO5 Ap,
BSIM3. An
CO6 Analyse a variety of simple MOSFET circuits at PSO1, U, C, P, 3 0
dc and for small-signals. PO3 Ap, M
An
 CO7 Analyse and design MOSFET amplifier PSO1, U, C, P, 14 0
configurations – common-source, common-gate, PO3 Ap, M,
common-drain, telescopic and folded cascodes, An, FDP,
differential amplifiers, two-stage amplifiers. E, C&S,
C PC,
D
CO8 Analyse and design MOSFET amplifiers at high PSO1, U, C, P, 4
frequencies. PO3 Ap, M,
An, FDP,
E, C&S,
C PC,
D
CO9 Analyse and design various CMOS operational PSO1, U, C, P, 11
amplifier configurations: Single-stage cascodes, PO3 Ap, M,
two-stage amplifiers, gain-boosted amplifiers. An, FDP,
E, C&S,
C PC,
D
CO10 Calculate the slew rate of amplifier circuits. PSO1, U, C, P, 1
PO3 Ap, M
An
CO11 Determine the frequency stability of high-gain PSO1, U, C, P, 4
amplifiers, and devise appropriate frequency PO3 Ap, M,
compensation networks. An, FDP,
E, C&S,
C PC,
D
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]

Topic Name No. of

hours
MOSFET physics 2
MOSFET I-V models and characteristics 2
Some second order effects in MOSFETs 1
Spice & parameter extraction 1
 MOSFET circuits at dc 3
Small-signal approximation 1
AC analysis of MOSFET amplifiers: CS, CG, 7
CD, cascode, etc.
Current mirrors 2
Differential amplifiers 5
Frequency response 4
CMOS operational amplifiers 12
Stability and compensation 4
TOTAL 44

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.

Late Assignment Submission Policy

State any penalty policy for late submission

Late submissions are not accepted

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

Not applicable

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 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

Course Pre-Requisites (Where applicable, state exact course code/name)

Digital Design, Basic Electronics Theory and Lab, Electronic devices

and Circuit lab
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 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.)

Course Context and Overview

[Provide introduction to the course]

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.

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/ 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)

Concept Map of the Course (Optional)

NA

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission
Unless medically approved excuse, all late submissions are not considered for grading.
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name EG 102/Data Structures and 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) 2 Practical (2hrs = 1 credit)
L:T:P = 3:1:2 Total Credits = 5
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 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
ECE Branch Elective
X Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

Programming in C and Python.
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 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.)

Course Context and Overview

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 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

Course Outcome PO/ CL KC Class Tut Lab

PSO (Hrs) (Hrs) (Hrs)

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)

Concept Map of the Course (Optional)

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

Mid Term - 25%

End Term- 25%
Test 1- 10 %
Test 2 - 10%
Assignments - 30 %

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

Late Assignment Submission Policy

No Penalty for one week late, 100% penalty after that.

Make-up Exam/Submission Policy

As per institute policy

Citation Policy for Papers (if applicable)

Not applicable

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
M.Tech
M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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.

Course Context and Overview

This course provides an introduction to economics – both micro and macro- to engineering and
computer science students. The objective of the course is to enable the students to appreciate and
understand the concepts of Economics and how they are related to our daily lives. Using a calculus
and graphical approach, the course explains the theoretical principles of economics so that the
students are able to understand the working of individuals, firms and government in our society.
After taking the course, the students will be able to apply the principles learnt in the course to the
working of the Information and Communications Technology (ICT) industry.

Course Outcomes and Competencies

Course Outcome PO/ CL KC Class Tut

PSO (Hrs) (Hrs)

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

CO4 Understand theory of labour markets and associated equilibrium PO6 Ap F, C, P 9 3

wages, employment and unemployment rates with applications in
the ICT industry
CO5 Apply macroeconomics principles to estimate the welfare of PO6 An C, P 6 2
countries including the determination of GDP, standard of living
and unemployment rates.
CO6 Understand theories of money including digital currencies and the PO6 An F, C, P 6 2
associated monetary policies on the economies of countries.

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)

Concept Map of the Course (Optional)

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.

Supply, Demand and Equilibrium: [Ch: 4]

What is a market? What is competition; Demand curve - relationship between price and quantity demanded; Supply curve -
relationship between price and quantity supplied

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

Consumers, producers and efficiency of markets: [Ch: 7]

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]

What is a competitive market, profit maximization principles of firms

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

4-5 Monopoly: [Ch: 15]

Why monopolies arise, monopoly vs. competition, monopoly’s profit maximization decisions, deadweight loss, social costs of
monopoly, x-inefficiency
Price discrimination in monopoly markets, public policy towards monopolies, examples

Monopolistic Competition: [Ch: 16]

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

Public goods and common resources:

Public policies towards externalities, private solutions to externalities

 Private versus public goods, free rider problem, tragedy of the commons, positive and negative externalities, internalizing
externalities, Pigovian taxes and subsidies

9-10 Factors of production: [Ch: 18]

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

Theory of consumer choice: [Ch: 21]

Consumer preferences, indifferent curve analysis, utility theory, examples

Frontiers in Microeconomics Research [Ch: 22]

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

2. Mankiw, G. (2012) Principles of Macroeconomics (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

Late Assignment Submission Policy

Not Applicable

Make-up Exam/Submission Policy

One make-up quiz is given to accommodate anyone who missed one of the quizzes due to unavoidable
circumstances. There are no make-ups for mid or end term exams.

Citation Policy for Papers (if applicable)

Not Applicable

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(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)
Basic Sciences
CSE Core
ECE Core
CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
X HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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.)

Course Context and Overview

[Provide introduction to the course]

History of Ideas or Intellectual History is an interdisciplinary field of studies traversing the

disciplinary boundaries of philosophy, history, natural science, art and literature, political and
social thought and so on. As a field it focuses on how ideas about the world, either natural or
social, have originated, evolved and transformed over time. The motive for studying such a
wide field is to understand how knowledge is produced and disseminated and how
epistemological lenses shape the way we perceive and conceptualize the world around us. There
is no single way of talking about the history of ideas. Rather, there are many ways in which this
field can be approached depending on the area of focus, historical time frame, and spatial
dimensions and so on.

This course is in no way an exhaustive account of history of ideas. Rather, it is a selection of

intellectual trajectories and their proponents on the basis of the relevance and impact of their
ideas across time and space, and their ability to permeate disciplinary boundaries and influence
the overall pursuit of knowledge in the social sciences. Thus, the focus of the course remains
on the economic, political and social ideas growing out of different temporal and intellectual
contexts that represent different organizing principles of state and society.
The course starts with a focus on modern political, economic and sociological thought. It starts
with a brief introduction to early liberal political philosophy on the nature of the modern state,
society and sovereignty through the works of Hobbes, Locke and Rousseau. It also examines
the ideas of Adam Smith and Karl Marx and Karl Polanyi to trace the emergence of modern
economic thought. It then proceeds to major epistemological traditions in classical sociological
thought developed by Weber, Durkheim and Gramsci while exploring a range of ideas on the
state and economy, power and domination, the division of labour and social control, religion
and society.

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.

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 Tut

Id Course Outcome CL KC
PSO (Hrs) (Hrs)
CO1 Understand the contemporary political, economic PSO6 U F, C 12 4
and social systems through the historical lens of
modernity
CO2 Understand the role of science and technology in PSO6 U F,C 6 1
modern societies
CO3 Critically evaluate modern institutions on PSO R,U, F, 6 2
individual freedom, relations of power and social 7, 8 Ap C,MC
structures
CO4 Understand the influence of modernity on Indian PSO6 U F,C 9 3
state and society
CO5 Analyse the impact of modern economy and PSO6, U,An F, C, 6 2
polity on challenges of development and 7, 8 MC
environment
CO6 Examine the relationship between modernity, PSO6, U, C, 6 3
technology and social issues in contemporary 7,8 An MC
India
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)
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

3 Introduction to Modern Political Thought: Hobbes, Locke, Montesquieu, Rousseau

4 Introduction to Modern Economic Thought: Smith and Marx
5 Culture, Society and Economy: Gramsci and Polanyi
7 Introduction to Modern Sociological Thought: Durkheim and Weber
8 Modernity and Mind: Freud and Mead
9 Knowledge and Modernity: Sociology of Knowledge: Mannheim, Social Construction of
Reality: Berger and Luckman
10 Critique of Modernity: Power/Knowledge: Foucault and Reflexive Modernity: Giddens
11,12 Modernity and Indian Thinkers: Gandhi, Tagore, Ambedkar, Nehru
13 Modernity in India Politics: State, Caste and Religion
14 Modernity and Development in India: Urbanization, Employment, Environmental
Challenges
15 Technology and Indian Modernity

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given
[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name Technology and Society
Course Instructor Name(s) Bidisha Chaudhuri
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 = 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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
iMTech
M.Tech
M.Sc.
CSE
ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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.)

Course Context and Overview

[Provide introduction to the course]
The objective of this course is to understand the complex and multi-dimensional nature of the
technology-society relationship. Using a variety of examples and analyses, this course shows how
technology and society co-constitute each other in a historically contingent manner.

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 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)

Concept Map of the Course (Optional)

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]

Introduction to the course and

Week 1 History of Technology

Week 2 Science and Technology Studies: Overview

Week 3 The Myth of Technology Determinism

Week 4, 5 Social Construction of Technology

 Week 6 Social shaping of Technology Transfer

Week 7 Idea of Materiality: Actor-Network

Week 8 Idea of Materiality: Sociomateriality

Week 9, 10 Politics of Technology

Week 11 Data, Privacy and Surveillance

Week 12 Digital Labour and Work

Week 13 Postcolonial Computing

Week 14 Repair and Non-Use of Technology

Week 15 Technology and Ethics

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)

Module 2: Approaches to study the relationship between technology and society

Week 3
The Myth of Technology Determinism
“Does Technology Control us” and “Is Technology Predictable?” in Nye, D. E. (2007).
Technology matters: Questions to live with. MIT Press. (pp. 17-32)
Heilbroner, R. L. (1967). Do machines make history? Technology and culture, (pp.335-345)
Bimber, B. 1990. Karl Marx and Three Faces of Technological Determinism in Social Studies of
Science, Vol. 20, No. 2 (May, 1990), pp. 333-351
Williams, R. (2003). The technology and the society. Television: Critical concepts and cultural studies,
2, (pp.42-57)
Adas, M. (1990). Machines as the measure of men: Science, technology, and ideologies of Western
dominance. Cornell University Press
Ceruzzi, P. E. (2005). Moore's law and technological determinism: Reflections on the history of
technology. Technology and Culture, 46(3), (pp.584-593)
Harvey, D. (2003). The fetish of technology: Causes and consequences. Macalester
International, 13(1), 7.

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.

Module 3: Contemporary Issues within Science and Technology Studies

Week 11

Data, Privacy and Surveillance

Iliadis, A., & Russo, F. (2016). Critical data studies: An introduction. Big Data & Society, 3(2),
2053951716674238.
Van Dijck, J. (2014). Datafication, dataism and dataveillance: Big Data between scientific paradigm
and ideology. Surveillance & Society, 12(2), 197-208.
David, L. (2003). Surveillance as social sorting: Computer codes and mobile bodies. Surveillance as
social sorting: Privacy, risk, and digital discrimination, Londres, Routledge, (pp.13-30)
Esposito, E. (2017). Algorithmic memory and the right to be forgotten on the web. Big Data and
Society. January–June 2017: 1–11

Week 12: Digital Labour and Work

Zia, Sarah (2019). Not knowing as pedagogy: Ride-hailing drivers in Delhi
http://blog.castac.org/2019/07/not-knowing-as-pedagogy-ride-hailing-drivers-in-delhi/
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.
Irani, L. (2015). Difference and dependence among digital workers: The case of Amazon Mechanical
Turk. South Atlantic Quarterly, 114(1), 225-234.
Drahokoupil, J., & Fabo, B. (2016). The platform economy and the disruption of the employment
relationship. ETUI Research Paper-Policy Brief, 5.

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.

2. Individual Reading Response: Students will be required to CO 9

present at 1 sessions of reading responses (out of 5 pre-
designated sessions). These will be short responses to
questions that test whether students have read assigned
material and made an effort to engage with it in preparing for
class.

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

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 or other emergencies.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
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 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

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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

Course Context and Overview

[Provide introduction to the course]
Sociology as a discipline concerns itself with the intricate and infinite ways in which the
relationships between individual and society unfold. Thus, there is hardly any sphere of our
existence that sociologists are not interested in, starting from intimate personal relationships to
large scale circulation of ideas, institutions, practices, goods and people (Warwick, Department of
Sociology, n.d.). While the scope of the discipline is limitless, its uniqueness in dealing with this
wide variety of subjects lies in what C.W. Mills called the “sociological imagination” (1959), the
ability to connect all social events and human actions to specific historical and social contexts.
Being fundamental pillar of the discipline, changing historical and social context considerably
shape the scope of Sociology.
In this course, we will focus on the historical and social context of digital society – an increasingly
digitized world that permeates everyday existence of our lives, from self to interpersonal
relationships, from institutions to practices, from knowledge to ways of knowing. The term digital
Sociology is meant to capture human relationships and events in connection to the larger context
of digital society.
The work of digital sociologists is broadly categorised into four categories (Lupton 2015): a)
Professional digital practice - using digital media tools for professional purposes of Sociological
work; b) Digital data analysis -using digital data for social research; c) Sociological analyses of
digital use - researching the ways in which people’s use of digital media configures their sense of
selves, their embodiment and their social relations; d) Critical digital sociology : undertaking
reflexive and critical analysis of digital media informed by social and cultural theory. In this course
we will take on a combination of the last two categories. In doing so, we will draw on research in
Internet studies, information and communication studies, media and cultural studies, the sociology
of science and technology, surveillance studies, and computer science to cultivate a “sociological
imagination” that connects us to the contemporary digital society.
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/ 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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]
1. Introduction – What is to be a Sociologist in a Digital Society?
Sociological Imagination
Sociological Consciousness
Critical Digital Sociology
2. Social Institutions in a Digital Society
Diverse Technology, Diverse Use
Digital Culture
Sharing Economy
E-health
Digital Politics
3. Social Relationships in a Digital Society
Self and the Intimate
Caste
Gender
Race
Labour
4. Digital Spaces
Moving beyond the Private and Public
Social Media
Smart Cities
Apps and Platforms
Bodies as Digital Spaces: Of Surveillance and Identities

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,
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Studies, 16(2), 365-368.
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scholarship. Journal of computer‐mediated Communication, 13(1), 210-230
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emerging logics of aggregation. American Ethnologist, 39(2), 259-279.
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convergence. Convergence, 14(1), 13-20.
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for a New Utopia. W.W. Norton & Company, 2014.
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Neoliberal Logic of ‘citizen-focused’ Smart Cities in Europe.” SocArXiv. March 9
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in Dholera smart city, Gujarat. Dialogues in Human Geography, 5(1), 3-22.
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 40. Vanolo, A. (2014). Smartmentality: The smart city as disciplinary strategy. Urban Studies,
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42. Helmond, A. (2015). The platformization of the web: Making web data platform ready.
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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

2 Two Individual Reading Response to asses students’ CO1 -5

understanding of the text and its connection to
classroom discussion
3. This will take the form of storyboard-based group CO 3, 4, 5
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 Assignments: This will include 4 write ups, one CO 3, 4, 5
after each module. The last one will be considered as
an end term essay will be graded with higher value.

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy

 Course Syllabus
Course Code / Course Name Wireless Access Network / NC 601
Course Instructor Name(s) Prof. Debabrata Das
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 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
X 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 M.Tech
M.Sc.
X CSE
X ECE
Digital Society

Course Category Select one from the following:

(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
X ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

Computer Network and Communication (NC-501)

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 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.)

Course Context and Overview

[Provide introduction to the course]

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)

Concept Map of the Course (Optional)

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]

- Local Area Network, by G. Keiser

- High Speed Wireless ATM and LAN, by Benny Bing
- G. Bianchi, “Performance Analysis of the IEEE 802.11DistributedCoordination
Function”, IEEE JSAC, V.18, No. 3, March,2000
- Qiang Ni. "Performance Analysis and Enhancements for IEEE 802.11e Wireless
Networks", IEEE Network, Vol. 19, No. 4, July/August 2005.
 Multiple peer reviewed very good IEEE/ACM/Elsevier Journals and international
conferences papers read by students for their course and innovative idea presentation;

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.

 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
Late Assignment Submission Policy
State any penalty policy for late submission
A per institute policy.
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

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 NC-812 / Internet of Things
Course Instructor Name(s) Prof. Jyotsna Bapat and Prof. Debabrata Das
Hours Component
4 Lecture (3 hr = 3 credit)
Credits (L:T:P) 0 Tutorial (1hr = 1 credit)
(Lecture : Tutorial : Practical) 0 Practical (0 hrs = 0credit)
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 Communication
and Data
X
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:
iMTech X 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
x CSE Branch Elective
x ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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 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.

Course Context and Overview

[Provide introduction to the course]
Internet of Things has been of great interest to research community since last 25 years.
Connecting various “things” over internet would change the way we expect our world to function.
After few hiccups, the IoT paradigm has caught interest of the industry as well and there are
several industrial players working on different aspect of IoT. At a consumer level, IoT devices
have been omnipresent, from our cars, phones, appliances, medical equipment, wristbands,
livestock and more. At an industrial level, these devices can be in machinery, shipping equipment,
vehicles, robots, warehouses and more.

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)

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]
 Introduction IoT Systems and the building blocks.
 Sensory requirements of a smart environment.
 Processing the sensor data to improve reliability
 Decision making and Rule Engine
 Communication and Networking for IoT
 Privacy and Security in Smart IoT based systems.

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

Late Assignment Submission Policy

Student is allowed to submit within 1 day after deadline. Exceptions are made if prior permission is
taken.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
Not Applicable
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 Wireless Communication (NC-827)
Course Instructor Name(s) Prof. Priyanka Das and Prof. Jyotsna Bapat
Hours Component
45 Lecture (3hrs = 3 credit)
Credits (L:T:P) Tutorial (0hr = 0 credit)
(Lecture : Tutorial : Practical) Practical (2hrs = 0 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
X
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
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
X CSE Branch Elective
X ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

 Digital Communication (EC-306)

 Probability, Random Variables, and Random Processes
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 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.)

Course Context and Overview

[Provide introduction to the course]
 Course category: Engineering Science

 Offered in: Fall semester

 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.

 Course Overview: Wireless communication has witnessed revolutionary developments in the

last decade. These advances have led to implementation of 3G, 4G, and 5G wireless technologies,
which can support data rate in excess of 100 Gbps. Most of the future data-intensive applications
handling a massive number of connected devices will demand high data rates with low latency.
To deliver these demands and customer expectations, current 5G technologies must be further
developed in line with the 6G concepts. The 6G system will increase the performance and
maximize the user quality of service (QoS) several folds more than 5G along with some additional
benefits. Major 6G use cases include enhanced mobile broadband (eMBB), ultra-reliable low
latency communication (URLLC), and massive machine type communications (MMTC).

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

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.]

Upon the successful completion of the course, students will be able to:
Course Outcome PO CL KC Class
(Hrs)

CO1 Model wireless time-varying channel and its impact PO1 Ap C, F, P 9

on received signal quality through simulations using
Matlab
CO2 Analyze the BER performance under frequency-flat PO1 Ap C, F, P 3
Rayleigh fading channel with verification using Matlab

CO3 Understand the principles of diversity techniques PO1 U C, F, P 3

including time, frequency, and antenna diversity
through simulations using Matlab
CO4 Determine the appropriate transceiver design of PO1 Ap C, F, P 9
multi-antenna systems and evaluate the data rate,
diversity order, and coding gain performance metrics
 CO5 Understand the impact of channel encoding/decoding PO1 U C, F, P 9
schemes including linear block codes, cyclic, and
convolutional codes on output bit error probability
through simulations using Matlab
CO6 Design wireless communication system with key 4G PO1 Ap C, F, P 9
(OFDM) technology through simulations using Matlab

CO7 Describe and differentiate four generations PO1 C, F, P 3

(2G/3G/4G/5G) of wireless standards for cellular Ap
network with more emphasis on 5G through a Mini
Project implementation

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.

Concept Map of the Course (Optional)

Course Content
[Provide list-wise topics]

Module 1 – Physical modeling of wireless channels and challenges

 Transmit and receive signal models
 Free-space and simplified path loss models
 Shadowing effect
  Small scale fading
 Coherence time vs coherence bandwidth
 Statistical multipath channel modeling
 Rayleigh, Rician, and Nakagami-m fading models
 Higher frequency channel modeling (> 60 GHz)

Module 2 – Point-to-point communication: detection, diversity and channel uncertainty

 Bit error rate performance for Rayleigh fading channel
 Realization of independent fading paths- Diversity techniques
 Time diversity
 Antenna diversity
 Frequency diversity
 Channel estimation

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

Module 4 – Coding for wireless channel

 Linear block codes, Generator matrix
 Parity check matrix and syndrome testing
 Convolutional code
 The Viterbi algorithm

Module 5 – Multicarrier modulation

 Data transmission using multiple carriers
 Mitigation of subcarrier fading
 OFDM, its FFT/IFFT implementation, cyclic prefix
 Challenges in OFDM: PAPR
 OFDMA

Module 6 – Recent trends in wireless communications (Project Topic Discussion)

 Millimeter wave wireless communication
 Massive MIMO
 Non-orthogonal multiple access (NOMA)
 Full-duplex wireless technology
 Cooperative communication
 Cognitive radio systems
 Intelligent Reflecting Surface (IRS)
Instruction Schedule
[Provide session-wise schedule]

Schedule Topic Exam

Week 1 Introduction to the course: Evolution of wireless communication

technology

Week 2 Wireless channel models, Ray tracing, Delay and Doppler spread,
Coherence time and bandwidth, Jakes Model

Week 3 Linear time-varying wireless channel, Fading channel distribution

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

Week 6 Introduction to MIMO, System Model

Week 7 MIMO Receivers, Introduction to Singular Value
Decomposition (SVD) and MIMO Channel Capacity
Week 8 MIMO Diversity-Alamouti, Orthogonal Space-Time Block Mid-term
Codes (OSTBC), MIMO Beamforming-Maximal Ratio
Transmission (MRT) technique
Week 9 Channel Codes: Linear block codes
Week 10 Cyclic codes
Week 11 Convolution codes and Viterbi Algorithm Quiz-2
Week 12 Introduction to Multicarrier Modulation (MCM) and OFDM

Week 13 OFDM System Model, IFFT/ FFT Transceiver Model

Week 14 OFDM PAPR, Multi user OFDM

Week 15 Introduction to 5G Wireless Technologies – Massive MIMO, End-term,

mmWave, NOMA, Full Duplex technology, Cooperative Mini Project
Communication, Cognitive radio, IRS

Learning Resources
[Mention text books, reference books and other learning resources required as part of the course]
  Text Books

1. David Tse and P. Viswanath, “Fundamentals of Wireless Communication”, Cambridge

University Press
2. Andrea Goldsmith, “Wireless Communication”, Cambridge University Press
3. Aditya K. Jagannatham, “Principles of Modern Wireless Communications Systems:
Theory and Practice”, Mc Graw Hill Education

 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

Late Assignment Submission Policy

Student is allowed to submit within 1 day after deadline. Exceptions are made if prior permission is
taken.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]

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]

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 SM 602 / Introduction to nonlinear dynamical systems
Course Instructor Name(s) B. 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
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:
X CSE
X ECE
Digital Society

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

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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.)

Course Context and Overview

Dynamical systems theory seeks to explain the behaviour of systems evolving in time. Though
deterministic in nature, classical systems can often show behaviour that can be very unpredictable
or chaotic.
The course introduces the language and basic tools of nonlinear dynamics through a mixture of
lectures, computer-lab work, assignments, self-reading and project-work. Everyday examples and
applications showing nonlinear behaviour are discussed, and analysis of the same is undertaken.

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.

Dissipative systems: Lorenz equations, chaos, Lyapunov exponents, strange attractors.

Fractals & their dimensions.

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).

3. K. Alligood, T. Sauer & James A. Yorke, "Chaos: an introduction to dynamical systems",

Springer-Verlag (1996).

4. Various pedagogical papers from, e.g., The American Journal of Physics.

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:

 Manual evaluation of numerical & analytical problems in assignments to be solved based

on topics covered in class.
 Evaluation through midterm-assessment based on an exam or progress in project.
 Evaluation based on end-semester evaluation based on a written exam or project
assigned individually to students.

Students will be provided opportunity to view the evaluations done where possible either in
person or online

Late Assignment Submission Policy

Make-up Exam/Submission Policy

As per institute policy
Citation Policy for Papers (if applicable)
For papers allotted for presentation or project-work, students are expected to cite that and other
supporting papers they may refer to. Citation format expected is: Author names, Title of paper, Journal
name, Journal Volume, pages (Year of publication).

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)

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
X ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites Mathematics for Machine Learning, Machine Learning

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 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.)

Course Context and Overview

This course involves methods to automate human visual recognition capabilities using computational
techniques. The course focuses on design of systems performing fundamental visual recognition tasks
like Image Classification, Object Recognition, Image captioning and Image Segmentation, primarily using
deep-learning methods. The course will introduce both theory and practice of various visual recognition
techniques covering both the mathematical foundations as well as various practice level considerations.

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 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

Understand theory of Recurrent

CO5 PO4 U F, C 4 2
Neural Networks and LSTMs
 Solve sequence modeling problems
CO6 PO4 Ap C, P 6 2
using RNNs and LSTMs
Understand un-supervised, semi-
CO7 supervised and supervised PO4 U F, C 4 2
segmentation techniques
Solve image segmentation problem
using combination of un-supervised,
CO8 PO4 Ap C, P 6 2
semi-supervised and supervised
methods

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

Module 1 (Traditional Visual Recognition)

Edges, Segmentation, Interest points, Bag-of-visual words, VLAD

Module 2 (Convolutional Neural Networks)

CNN as a special case of NN, Object recognition using several CNN architectures, Object detection using
CNN

Module 3 (Sequence Modeling)

Recurrent Neural Networks and Applications, LSTMs & GRUs, Word Embeddings, Image Captioning
Using LSTMs

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

Module3 & Module 4:

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission
Make-up Exam/Submission Policy
State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name AI 836 / Advanced 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)

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

Programme / Branch Course is restricted to the following programmes / branch(es):

(Place X appropriately. More than one is okay)
Programme: Branch:
X iMTech
X M.Tech
M.Sc.
X CSE
X ECE
Digital Society
Course Category Select one from the following:
(Place X appropriately)
Basic Sciences
CSE Core
ECE Core
X CSE Branch Elective
ECE Branch Elective
Engineering Science and Skills
HSS/M
General

Course Pre-Requisites Visual Recognition

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 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.)

Course Context and Overview

This course is an advanced version of the visual recognition course (AI 825). In this course,
students are expected to learn advanced topics – Generative Adversarial Networks (which can help
generate images), specialize recognition to human centered problems – Face, Body and Hand
analysis, sequence modeling problems – Object tracking and scene text recognition, transformer
models for language and vision, deeper visual understanding beyond object detection - Scene
graph modeling and visual question answering.

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 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

Understand theory of Transformers

CO5 PO4 U F, C 6 2
and Language Modeling
 Understand Scene Graph Modeling and
CO6 PO4 U F, C 6 2
Visual Grounding
Apply Transformers and Language
CO7 Modeling techniques to Visual Question PO4 Ap C,P 5 1
Answering
Analyze the Image-Language modality
CO8 PO4 Ap C, P 6 2
fusion techniques

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

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

[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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name VL 601: Testing and Design For Testability
Course Instructor Name(s) Subir Kumar Roy
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
Learning
VLSI Systems X 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:CS and ECE
X iMTech
X M.Tech
M.Sc.
CSE
X ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

None – only basic knowledge of digital design assumed

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 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.)

Course Context and Overview

[Provide introduction to the course]
Course overview:
Fabrication of Silicon chips with current generation sub-nanometer technologies is an extremely
complex and expensive process. Even though a design to be implemented on Silicon is fully
verified the manufacturing process introduces it own set of errors during the fabrication of the
chip. To be able to improve yield of Silicon chips it is necessary to understand the manufacturing
related defects introduced in a chip and identify them post fabrication to not only sort out the good
chips from the bad chips but also to reduce the number of bad chips by improving the design.
This is made possible by defining abstract electrical and logical fault models and detecting them
in fabricated chips.
This course aims to provide an understanding of such fault models and design of algorithms to
detect them through specially designed test vectors applied to the input output pins of chips
through specialized Automated Test Equipments (ATE) to distinguish bad chips from good chips
and also to improve yield.

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.

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 Tut
Id Course Outcome CL KC
(Hrs) (Hrs)
PSO
CO1 Understand VLSI Testing Process and Automated PO1, U F 3 1
Test Equipment, Test Economics and Silicon chip PSO1
quality.
CO2 Understand different Silicon fabrication related PO1, U F, C 6 2
fault models. PSO1
CO3 Understand different approaches to testing PO1, U C, 6 2
methods based on logic and fault simulation. PSO1 P
CO4 Understand testability measures to metric the PO1, U, C, 6 1
effectiveness of designed test vectors PSO1 An P
CO5 Understand and use different combinational circuit PO1, U, C, P 8 3
automated test pattern generation algorithms and PO5, Ap
tools implementing them in different digital circuit PSO1
designs for test vector generation

CO6 Understand and use different memory system PO1, U, C, P 8 3

automated test pattern generation algorithms and PO5, Ap
tools implementing them in different digital PSO1
memory circuit designs for memory test vector
generation

CO7 Understand and use different built in self test PO1, U, C, P 8 3

(BIST) structures for integration with implemented PO5, Ap
digital circuit design so that testing can be done in- PSO1
situ in Silicon using automated tools for creating
and integrating BIST structures in different digital
circuit designs

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)

Concept Map of the Course (Optional)

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

Late Assignment Submission Policy

State any penalty policy for late submission:
10% penalty for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

 All assignments/codes/reports will be run through a plagiarism check tool

 Cheating – 0 marks for the assignments
 Repeat offense/Cheating in exam – Zero marks + Grade penalty

Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]

As per institute policy

 Course Syllabus
Course Code / Course Name VL701/ Functional Verification of SOCs
Course Instructor Name(s) Subir Kumar Roy
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
Learning
VLSI Systems X 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:CS and ECE
X iMTech
X M.Tech
M.Sc.
CSE
X ECE
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

Course Pre-Requisites (Where applicable, state exact course code/name)

None – only basic knowledge of digital design assumed

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 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.)

Course Context and Overview

[Provide introduction to the course]
Course overview:

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.

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 Tut

Id Course Outcome CL KC
(Hrs) (Hrs)
PSO
CO1 Understand the need for high level verification. PO1, U F,C 2 1
Simulation/Emulation, Formal/Semi-formal, PSO1
Design Representation.

CO2 Understand the issues that arises in verification PO1, U F, C 2 1

from the perspective of high level design flows PSO1
employed in the design of complex digital
systems, such as a SOC.
CO3 Understand the different methodologies and PO1, U, C, 16 5
algorithms employed in Simulation based PO5, An, P
verification approaches and apply them in the PSO1 Ap
verification of digital systems

CO4 Understand the different methodologies and PO1, U, F 17 5

algorithms employed in Formal verification PO5 An,
approaches and apply them in the verification of PSO1 Ap
digital systems

CO5 Understand the different methodologies and PO1, U, C, P 6 2

algorithms employed in Semi-Formal verification PO5, Ap
approaches which combines both simulation and PSO1
static formal verification and apply them in the
verification of digital systems
CO6 Understand the different methodologies and PO1, U, C, P 2 1
algorithms employed in Emulation based PO5, Ap
validation approaches and apply them in the PSO1
verification and validation of digital systems

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)

Concept Map of the Course (Optional)

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

Late Assignment Submission Policy

State any penalty policy for late submission:
10% penalty for late submission

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

 All assignments/codes/reports will be run through a plagiarism check tool

 Cheating – 0 marks for the assignments
 Repeat offense/Cheating in exam – Zero marks + Grade penalty

Accommodation of Divyangs
[State any enabling mechanisms for accommodating learners with special needs]

As per institute policy

 Course Syllabus
Course Code / Course Name VL801 Analysis and design of VLSI subsystem
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

Course Pre-Requisites (Where applicable, state exact course code/name)

VL503 / EC503 Digital CMOS VLSI Design

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 The design techniques of VLSI system in
terms of Power, performance improvement,
and timing analysis is highly useful for
today’s SoC Design and a direct focus on
Direct focus on employability today’s VLSI employability.
Yes The design implementation and
understanding of VLSI subsystem in
Cadence software is an important tool skill
Focus on skill development developed in the course.
No Mostly the students taking this course are
interested in getting recruitment in
multinational VLSI companies such as
Focus on entrepreneurship INTEL, Qualcomm, Samsung.
No The group project presentation ensures
that student develops the necessary
Provides value added / life skills communication skills and value added team
(language, writing, communication, etc.) working skills.

Course Context and Overview

[Provide introduction to the course]

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.

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/ 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)

Concept Map of the Course (Optional)

NA

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

[You can use / modify the sample given below]

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

Late Assignment Submission Policy

State any penalty policy for late submission
Unless medically approved excuse, all late submissions are not considered for grading.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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

[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]

[You can use / modify the sample given below]

As per institute policy
 Course Syllabus
Course Code / Course Name Smart Cities: Urban Labelling and Beyond
Course Instructor Name(s) Anjali Karol Mohan
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 = 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
X HSS/M
General

Course Pre-Requisites (Where applicable, state exact course code/name)

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
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

Course Context and Overview

[Provide introduction to the course]
Globally, urbanization, urban development and management debates are increasingly
influenced by the “smart city” idea – an idea that has emerged fashionable both in policy
and practice. Its main focus appears to be on the role of Information and communication
technology (ICT) infrastructure, although related socio-economic as well as political
factors have also been discussed. In November, 2011, the trademark ‘smarter cities’ was
officially registered as belonging to IBM. This constitutes an important milestone not just
for IT companies attempting to gain visibility and legitimacy in the smart city market, but
also for the ‘other’ stakeholders that have historically been a part of the debates on cities,
namely planners, architects, policy makers, governments, politicians and citizens.
Proponents of the smart city idea are of the view that smart cities are a way forward in
making cities truly the ‘engines of national growth’. ICT driven reforms, projects and
programmes envisaged as part of the smart cities idea are envisaged as effective tools
to steer and manage the ongoing urban development and management processes.

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.

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 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

CO3 Understand the semantics of smart cities PO5 Un F,C 6 2

CO4 Understand what constitutes smart cities PO4, Un F,C 9 4

PO5
CO5 Apply concepts of Smart Cities in the Indian PO1, Ap F, 9 4
contexts PO3, C
PO5
CO6 Assess the impact of Smart Cities on urban PO1,PO5 An F, 6 3
communities and institutions C
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)
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

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 or other emergencies.

Make-up Exam/Submission Policy

State if any specific policy derived from institute policy is applicable. Otherwise leave it as given

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]
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

As per institute policy

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.