5

VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E. in Civil Engineering
Scheme of Teaching and Examinations 2021
Outcome Based Education(OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 - 22)
V SEMESTER
Teaching Hours /Week Examination

Department (TD)

Board (PSB)
and Question
Paper Setting

Self -Study
Practical/
Teaching

Drawing
Tutorial

Total Marks
Lecture

Duration in
Theory

CIE Marks

SEE Marks

Credits
Sl. Course and

hours
Course Title
No Course Code

L T P S
BSC Hydrology and Water Resources TD: Civil Engg
1 3 0 0 03 50 50 100 3
21CV51 Engineering PSB: Civil Engg
IPCC TD: Civil Engg
2 Transportation Engineering 2 2 2 03 50 50 100 4
21CV52 PSB: Civil Engg
PCC TD: Civil Engg
3 Design of RC Structural Elements 2 2 0 03 50 50 100 3
21CV53 PSB: Civil Engg
PCC TD: Civil Engg
4 Geotechnical Engineering 2 2 0 03 50 50 100 3
21CV54 PSB: Civil Engg
PCC TD: Civil Engg
5 Geotechnical Engineering Lab 0 0 2 03 50 50 100 1
21CVL55 PSB: Civil Engg
TD: Any
Department
AEC Research Methodology &
6 PSB: As 1 2 0 02 50 50 100 2
21CV56 Intellectual Property Rights
identified by
University
TD: Civil/
HSMC Environmental
7 21CIV57 Environmental Studies /Chemistry/ 0 2 0 1 50 50 100 1
Biotech.
PSB: Civil Engg
If offered as Theory courses
01
AEC Concerned 0 2 0
8 Ability Enhancement Course-V 50 50 100 1
21CV58X Board If offered as lab. courses
02
0 0 2
Total 400 400 800 18
Ability Enhancement Course - V
21CV581 Data Analysis with Python 21CV584 Quality Control and Quality Assurance
21CV582 Software Applications 21CV585 Offshore Structures
21CV583 Gender Sensitization

Note: BSC: Basic Science Course, PCC: Professional Core Course, IPCC: Integrated Professional Core Course, AEC –Ability Enhancement Course INT –
Internship, HSMC: Humanity and Social Science & Management Courses.
L –Lecture, T – Tutorial, P- Practical/ Drawing, S – Self Study Component, CIE: Continuous Internal Evaluation, SEE: Semester End Examination.
Integrated Professional Core Course (IPCC): refers to Professional Theory Core Course Integrated with Practical of the same course. Credit for IPCC
can be 04 and its Teaching – Learning hours (L : T : P) can be considered as (3 : 0 : 2) or (2 : 2 : 2). The theory part of the IPCC shall be evaluated both
by CIE and SEE. The practical part shall be evaluated by CIE only and there shall be no SEE. For more details, the regulation governing the Degree of
Bachelor of Engineering /Technology (BE/B.Tech.) 2021-22 may be referred.

JBOS28022022/EC09032022/KM27042022
V Semester
Hydrology and Water Resource Engineering
Course Code 21CV51 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3+0+0+0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives: Make the students to learn
1. Concept of hydrology, components of hydrologic cycle, hydrologic processes such as precipitation,
infiltration, evaporation and transpiration.
2. Estimation of runoff and use the concept of unit hydrograph.
3. Systems and methods of irrigation, crop water requirement.
4. Canals, canal alignment, design methods of canals. Computation of reservoir capacity.
5. Concepts of floods and droughts, importance of water conservation and water management.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
1. Power point Presentation
2. Video tube, NPTEL materials
3. Quiz/Assignments/Open book test to develop skills
4. Adopt problem based learning (PBL)to develop analytical and thinking skills
5. Encourage collaborative learning, site visits related to subject and impart practical knowledge
6. Mini projects
Module-1
Hydrology: Introduction, Global distribution of water and Indian water availability. Hydrologic
cycle (Horton’s) qualitative and engineering representation.
Precipitation: Forms and types, measurement of rain fall using Syphon type of rain gauges,
optimum number of rain gauge stations, consistency of rainfall data (double mass curve method),
computation of mean rainfall, estimation of missing data, presentation of precipitation data,
8 hours
moving average curve, mass curve, rainfall hyetographs.
Losses from Precipitation: Evaporation process, factors affecting evaporation, measurement
using IS class-A Pan, reservoir evaporation and control. Factors affecting Evapo-transpiration.
Infiltration, Factors affecting infiltration capacity, measurement by double ring infiltrometer,
Horton’s infiltration equation, infiltration indices.
Teaching-Learning Process Chalk and talk, Power Point Presentation& PBL
Module-2
Runoff: Definition, concept of catchment, factors affecting runoff, rainfall – runoff relationship
using regression analysis. 8 hours
Hydrographs: Definition, components of hydrograph, base flow separation, unit hydrograph,
assumption, application and limitations, derivation from simple storm hydrographs, S curve and
its computations, Conversion of UH of different durations.
Teaching-Learning Process Chalk and talk, Power Point Presentation & PBL
Module-3
Irrigation: System of irrigation: surface and ground water, flow irrigation, lift irrigation. Methods
of irrigation: surface, sprinkler and drip/micro irrigation.
Water Requirements of Crops: Duty, delta and base period, relationship between them, factors 8 hours
affecting duty of water crops and crop seasons in India, irrigation efficiency, frequency of
irrigation.
Teaching-Learning Process Chalk and talk, PowerPoint Presentation and Model preparation

Module-4

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Canals: Types of canals. Alignment of canals. Definition of gross command area, cultural command 8 hours
area, intensity of irrigation, time factor, crop factor. Unlined and lined canals. Standard sections.
Regime channels, Design of canals by Lacey's and Kennedy's method (No numerical examples).
Reservoirs: Definition, investigation for reservoir site, storage zones determination of storage
capacity using mass curves, economical height of dam.
Teaching-Learning Process Chalk and talk, Power Point Presentation and Field visits.
Module-5
Flood Management: Indian rivers and floods, Causes of floods, Alleviation, Levees and floodwalls, 8 hours
Flood ways, Channel improvement, Flood damage analysis.
Drought Management: Definition of drought, Causes of drought, measures for water conservation
and augmentation, drought contingency planning.
Water harvesting: rainwater collection, small dams, runoff enhancement, runoff collection,
Restoration and rejuvenation of water bodies ( ponds and lakes)
Teaching-Learning Process Chalk and talk, Power Point Presentation and Mini-projects
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Provide a background in the theory of hydrological processes and their measurement
2. Estimate runoff and develop unit hydrographs.
3. Find the water requirement and frequency of irrigation for various crops.
4. Find the canal capacity and compute the reservoir capacity.
5. Analyse floods and droughts. Emphasise on the importance of conservation of water and water bodies.

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 V Semester
TRANSPORTATION ENGINEERING
Course Code 21CV52 CIE Marks 50
Teaching Hours/Week (L:T:P: S) (32:02:02:0) SEE Marks 50
Total Hours of Pedagogy Total Marks 100
Credits 04 Exam Hours 03

Course objectives:
 Gain knowledge of different modes of transportation systems, history, development of highways
and the organizations associated with research and development of the same in INDIA.
 Understand Highway planning and development considering the essential criteria’s (engineering and
financial aspects, regulations and policies, socio economic impact).
 Get insight to different aspects of geometric elements and train them to design geometric
elements of a highway network.
 Understand pavement and its components, pavement construction activities and its requirements.
 Gain the skills of evaluating the highway economics by B/C, NPV, IRR methods and alsointroduce
the students to highway financing concepts

Teaching-Learning Process (General Instructions)

1. Blackboard teaching/PowerPoint presentations (if needed)
2. Regular review of students by asking questions based on topics covered in the class.

Module-1
Principles of Transportation Engineering: Importance of transportation, Different modes of
transportation. Characteristics of road transport, Importance of Roads in India, Current Road development
Programmes in India.
Highway Development and Planning: Highway Development in India, Highway Planning, Planning
Surveys and Interpretation, Highway Planning in India.
Highway Alignment and Project preparation: Highway Alignment, Engineering Surveys for Highway
Alignment, Drawings and Reports, Highway Projects, Preparation of Detailed Project Report
Teaching- 1.Blackboard teaching/PowerPoint presentations (if needed)
Learning 2.Regular review of students by asking questions based on topics covered in the class.
Process
Module-2
Highway Geometric Design of horizontal alignment elements: Cross sectional elements, Sight distance,
Design of Horizontal alignment, Design of vertical alignment.
Pavement Design: Pavement types, component parts of flexible and rigid pavements and their functions,
ESWL and its determination (Graphical method only)-Examples.
Teaching- 1.Blackboard teaching/PowerPoint presentations (if needed)
Learning 2.Regular review of students by asking questions based on topics covered in the class.
Process
Module-3
Pavement Materials: Sub grade soilgrade soil -desirable properties-HRB soil classification-
determination of CBR and modulus of sub grade reaction with Problems. Aggregates- Desirable properties.
Bituminous Binders & Mixes- Types, desirable properties. Pavement Quality concrete- Materials,
Requirements.
Pavement Construction: General features, Embankment and Subgrade, Construction of Flexible
pavements, Construction of CC pavements.
Teaching- 1.Blackboard teaching/PowerPoint presentations (if needed)
Learning 2.Regular review of students by asking questions based on topics covered in the class.
Process 3. Compliment the understanding of Pavement materials with Lab demos.
4. Plan for site visits for students, where pavement construction is going on.
Module-4

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 Highway Drainage: Significance and requirements, Surface drainage system and Design-Examples, sub
surface drainage system, design of filter materials, Types of cross drainage structures, their choice and
location.
Highway Economics: Highway user benefits, VOC using charts only-Examples, Economic analysis - annual
Cost method-Benefit Cost Ratio method-NPV-IRR methods- Examples, Highway financing-BOT-BOOT
concepts.
Teaching- 1.Blackboard teaching/PowerPoint presentations (if needed)
Learning 2.Regular review of students by asking questions based on topics covered in the class.
Process
Module-5
Elements of Traffic Engineering – Traffic characteristics, Traffic Engineering Studies and Analysis, Traffic
Regulation and Control.
Elements of Railways and Airport Engineering - Railways: Introduction, classification of routes; railway gauge,
coning of wheels and canting of rails, train resistance and hauling power; track components: rails, sleepers,
fastenings, ballast and formation. Airports: Introduction, Layout of an airport with component parts and functions
of each, Aircraft Characteristics – Airport Classifications, - Site selection- regional Planning. Orientation of runway
by using wind rose diagram with examples
Teaching- 1.Blackboard teaching/PowerPoint presentations (if needed)
Learning 2.Regular review of students by asking questions based on topics covered in the class.
Process 3. Conduction of Basic traffic studies by students in the field.
PRACTICAL COMPONENT OF IPCC
Experiments
1. Tests on Aggregates
a. Aggregate Crushing value
b. Los Angeles abrasion test
c. Aggregate impact test
d. Aggregate shape tests (combined index and angularity number)
2. Tests on Bituminous Materials
a. Penetration test
b. Ductility test
c. Softening point test
d. Specific gravity test
3. Tests on Soil
a. Wet sieve analysis
b. CBR test
4. Tests on Bituminous Mixes
a. Marshall Method (Demo Experiment)

Course outcome (Course Skill Set)

At the end of the course the student will be able to:
1. Acquire the capability of proposing a new alignment or re-alignment of existing roads, conduct
necessaryfield investigation for generation of required data.
2. Evaluate the engineering properties of the materials and suggest the suitability of the same for
pavementconstruction.
3. Design road geometrics, structural components of pavement and drainage.
4. Evaluate the highway economics by few select methods and also will have a basic knowledge of various
highway financing concepts.

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

Two assignments each of 10 Marks

 First assignment at the end of 4th week of the semester
 Second assignment at the end of 9th week of the semester
Scaled-down marks of two tests and two assignments added will be CIE marks for the theory component of IPCC
for 30 marks.

CIE for the practical component of IPCC

 On completion of every experiment/program in the laboratory, the students shall be evaluated and marks
shall be awarded on the same day. The15 marks are for conducting the experiment and preparation of the
laboratory record, the other 05 marks shall be for the test conducted at the end of the semester.
 The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation
of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’
write-ups are added and scaled down to 15 marks.
 The laboratory test (duration 03 hours) at the end of the 15th week of the semester /after completion of
all the experiments (whichever is early) shall be conducted for 50 marks and scaled down to 05 marks.
Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of
IPCC for 20 marks.
.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.

The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a CIE
component only. Questions mentioned in the SEE paper shall include questions from the practical
component).
 The minimum marks to be secured in CIE to appear for SEE shall be the 12 (40% of maximum marks-30) in
the theory component and 08 (40% of maximum marks -20) in the practical component. The laboratory
component of the IPCC shall be for CIE only. However, in SEE, the questions from the laboratory
component shall be included. The maximum of 04/05 questions to be set from the practical component of
IPCC, the total marks of all questions should not be more than the 20 marks.
SEE will be conducted for 100 marks and students shall secure 35% of the maximum marks to qualify in the SEE.
Marks secured will be scaled down to 50.

Suggested Learning Resources:

Text Books
1. S K Khanna and C E G Justo, “Highway Engineering”, Nem Chand Bros, Roorkee.
2. L R Kadiyali, “Highway Engineering”, Khanna Publishers, New Delhi.
3. R Srinivasa Kumar, “Highway Engineering”, University Press.
4. K. Subramaniam, “Transportation Engineering”, SciTech Publications, Chennai.
5. Saxena Subhash C and Satyapal Arora, “A Course in Railway Engineering”, Dhanpat Rai and Sons, Delhi.
6. Chandra S. and Agarwal M.M. “Railway Engineering”, Oxford University Press India.

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7. Khanna S K, Arora M G and Jain S S, “Airport Planning and Design”, Nem Chand and Bros.
8. Khanna S.K. and Justo C.E.G. Highway Material Testing, Nem Chand & Bros

Reference Books:
1. Relevant IRC Codes.
2. Specifications for Roads and Bridges-MoRT&H, IRC, New Delhi.
3. C. Jotin Khisty, B. Kentlal, “Transportation Engineering”, PHI Learning Pvt. Ltd. New Delhi.

Web links and Video Lectures (e-Resources):

https://nptel.ac.in/courses/105101087

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

● Seminars/Quiz (To assist in GATE Preparations)
● Demonstrations in Lab
● Self-Study on simple topics
● Simple problems solving using Excel
● Discussion of case studies
● Virtual Lab experiments

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V Semester
DESIGN OF RC STRUCTURAL ELEMENTS
Course Code 21CV53 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2+2+0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
This course will enable students to
1. Identify, formulate and solve engineering problems of RC elements subjected to different kinds of
loading.
2. Follow a procedural knowledge in designing various structural RC elements.
3. Impart the usage of codes for strength, serviceability and durability.
4. Acquire knowledge in analysis and design of RC elements.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Blackboard teaching
2. Power point Presentation
3. Videos , NPTEL materials
4. Quiz/Assignments/Open book test to develop skills
5. Adopt problem based learning (PBL) to develop analytical and thinking skills
6. Encourage collaborative learning, site visits related to subject and impart practical knowledge.
Module-1
Introduction to working stress and limit State Design: Introduction to working stress method,
Difference between Working stress and Limit State Method of design.

Philosophy and principle of limit state design with assumptions. Partial Safety factors, Characteristic
load and strength. Stress block parameters, concept of balanced section, under reinforced and over
reinforced section.
Limiting deflection, short term deflection, long term deflection, Calculation of deflection of singly
reinforced beam only.
Teaching- Chalk & Talk, PPT presentation, Youtube videos, Nearby construction site visits.
Learning
Process
Module-2
Limit State Analysis of Beams:
Analysis of singly reinforced, doubly reinforced and flanged beams for flexure and shear.
Teaching- Chalk & Talk, PPT presentation, Youtube videos, Nearby construction site visits.
Learning
Process
Module-3
Limit State Design of Beams: Design of singly reinforced beams with check for shear, check for
development length and other checks. Design of doubly reinforced beams and flanged sections
without checks.
Teaching- Chalk & Talk, PPT presentation, Youtube videos, Nearby construction site visits.
Learning
Process
Module-4

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Limit State Design of Slabs and Stairs: Introduction to one way and two way slabs, Design of
cantilever, simply supported and one way continuous slab. Design of two way slabs for different
boundary conditions. Design of dog legged and open well staircases.
Teaching- Chalk & Talk, PPT presentation, Youtube videos, Nearby construction site visits.
Learning
Process
Module-5
Limit State Deign of Columns and Footings: Analysis and design of short axially loaded RC
column. Design of columns with uniaxial and biaxial moments, Design concepts of the footings.
Design of Rectangular and square column footings with axial load.
Teaching- Chalk & Talk, PPT presentation, Youtube videos, Nearby construction site visits.
Learning
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Understand the design philosophy and principles.
2. Solve engineering problems of RC elements subjected to flexure, shear and torsion.
3. Demonstrate the procedural knowledge in designs of RC structural elements such as slabs,
columns and footings.
4. Owns professional and ethical responsibility.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student
secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40
marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and will be
scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the methods of
the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module.

2
1. Unnikrishnan Pillai and Devdas Menon, “ Reinforced Concrete Design” , McGraw Hill, New
Delhi
2. N Subramanian, “ Design of Concrete Structures” , Oxford university Press
3. H J Shah, “Reinforced Concrete Vol. 1 (Elementary Reinforced Concrete)” , Charotar
Publishing House Pvt. Ltd.
Reference Books:
1. P C Varghese, “Limit State design of reinforced concrete”, PHI, New Delhi.
2. W H Mosley, R Husle, J H Bungey, “Reinforced Concrete Design”, MacMillan Education,
Palgrave publishers.
3. Kong and Evans, “Reinforced and Pre-Stressed Concrete”, Springer Publications.
4. A W Beeby and Narayan R S, “Introduction to Design for Civil Engineers”, CRC Press.
5. Robert Park and Thomas Paulay, “Reinforced Concrete Structures”, John Wiley & Sons, Inc.

Web links and Video Lectures (e-Resources):

1. https://nptel.ac.in/courses/105105105

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

 Students are asked to prepare the models showing the reinforcement details in singly reinforced, doubly
reinforced beams, Columns, Staircases and footings.

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V Semester
GEOTECHNICAL ENGINEERING
Course Code 21CV54 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2+2+0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
This course will enable students to
1. Appreciate basic concepts of soil mechanics as an integral part in the knowledge of civil engineering.
2. Comprehend basic engineering and mechanical properties of different types of soil.
3. Become broadly familiar with geotechnical engineering problems such as, flow of water through soil medium and
terminologies associated with geotechnical engineering.
4. Assess the improvement in mechanical behavior by densification of soil deposits using compaction.
5. Model and measure strength-deformation characteristics and bearing capacity of soils

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
1. Video tube, NPTEL materials
2. Quiz/Assignments/Open book test to develop skills
3. Encourage collaborative learning in the class with site visits related to subject and impart practical knowledge

Module-1
Introduction : Phase Diagram, phase relationships, definitions and their inter relationships. Determination ofIndex
properties: Specific gravity, water content, in-situ density, relative density, particle size analysis,
Atterberg’s Limits, consistency indices. Activity of clay, Field identification of soils, Plasticity chart, BIS soil
classification. (08 Hrs)
Teaching- Chalk and talk, PPT presentations, Youtube videos, visit to near by sites
Learning
Process
Module-2
Permeability: Darcy‟s law- assumption, coefficient of permeability and its determination in laboratory, factors affecting
permeability, permeability of stratified soils, Seepage velocity, Superficial velocity and coefficient of percolation
Effective Stress Geostatic stresses, Effective stress concept-total stress, effective stress and Neutral stress and impact of
the effective stress in construction of structures, quick sand phenomena. (08 Hrs)

Teaching- Chalk and talk, PPT presentations, Youtube videos, visit to near by sites
Learning
Process
Module-3
Compaction:Principle of compaction,Standard and Modified proctor’s compaction tests,factors affecting
compaction,effect of compaction on soil properties.
Consolidation: Definition, Mass-spring analogy, Terzaghi’s one dimensional consolidation theory-assumption,
Consolidation characteristics of soil (Cc, av, mv and Cv). Laboratory one dimensional consolidation test, characteristics
of e-log (σ’) curve, Pre-consolidation pressure and its determination by Casagrande’s method.
Over consolidation ratio. (08 Hrs)
Teaching- Chalk and talk, PPT presentations, Youtube videos, visit to near by sites
Learning
Process
Module-4
Shear Strength: Concept of shear strength, Mohr–Coulomb Failure Criterion, Total and effective shear strength
parameters, factors affecting shear strength of soils. Thixotrophy and sensitivity, Measurement of shear strength
parameters - Direct shear test, unconfined compression test, triaxial compression test, Tests under
different drainage conditions. (08 Hrs)
Teaching- Chalk and talk, PPT presentations, Youtube videos, visit to near by sites
Learning
Process
Module-5

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Bearing Capacity of Soil: D e t e r m i n a t i o n of bearing capacity byTerzaghi’s and BIS
method(IS:6403),Modes of shear failure,Factors affecting Bearing capacity of soil.Effects of water table and
eccentricity on bearing capacity of soil.
Foundation Settlement:Types of settlements and importance, Computation of Immediate, consolidation and creep
settlements, permissible, differential and total settlements. (08 Hrs)
Teaching- Chalk and talk, PPT presentations, Youtube videos, visit to near by sites
Learning
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Determine the index properties of soil and hence classify the soil
2. Assess the compaction and consolidation characteristics of soil
3. Determine the permeability of soils and assess the seepage in hydraulic structures
4. Evaluate shear parameters of the soil using shear tests
5. Ability to determine bearing capacity of soil and achieve proficiency in proportioning shallow isolated and
combined footings for uniform bearing pressure

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student
secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40
marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and will be
scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the methods of
the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module.
Suggested Learning Resources:
Text Books
1. PunmiaB.C.,“SoilMechanics and FoundationEngineering,LaxmiPublicationsCo.,India.
2. Braja,M.Das,“Principles of Geotechnical Engineering”,Cengage Learning,India
3. MurthyV.N.S.,“Geotechnical Engineering:Principles and Practices of Soil Mechanics and Foundation
Engineering”,CRCPress, NewYork
ReferenceBooks:
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 1. BowlesJ.E.,“Foundation Analysis and Design”,McGrawHillPub.Co.NewYork.
2. SwamiSaran,“Analysis and Design of Substructures”,Oxford&IBHPub.Co.Pvt.Ltd.,India.
3. R.B.Peck,W.E.Hanson&T.H.Thornburn,“Foundation Engineering”,WileyEastern Ltd.,India.
4. DonaldP.Coduto,“Geotechnical Engineering Principles&Practices”,Prentice-hall of IndiaLtd,India.
5. Bureau of Indian Standards:IS-1904,IS-6403,IS-8009,IS-2950,IS-2911and all other relevant codes.
Web links and Video Lectures (e-Resources):
 Online study material
 NPTEL video lectures
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Demonstration of field equipment’s to learn the onsite field test of soil
 Visit to a site and learn importance of soil investigation

3
 GEOTECHNICAL ENGINEERING LABORATORY
Course Code 21CVL55 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0+0+2 SEE Marks 50
Credits 1 Exam Hours 3
Course objectives:
This course will enable students to
1. To carry out laboratory tests and to identify soil as per IS codal procedures
2. To perform laboratory tests to determine index properties of soil
3. To perform tests to determine shear strength and consolidation characteristics of soils
Sl.NO Experiments
1 Specific gravity test(pycnometer and density bottle method).Water content determination by
oven drying method
2 Grain Size Analysis
Sieve Analysis
3 In-situ density tests
Core-cutter method
Sand replacement method
4 Consistency limits
Liquid limit test (by casagrande's and cone penetration method)
Plastic limit test
5
Standard compaction test(light and heavy compaction)
6 Co-efficient of permeability test
Constant head test
Variable head test
7 Shear strength tests
Unconfined compression test
Direct shear test
Triaxial test (unconsolidated undrained test only)
8 Consolidation test: to determine preconsolidation pressure only(half an hour perloading-
test).
Demonstration Experiments ( For CIE )
9
Field identification of soil
10
Hydrometer analysis,
11
Rapid moisturemeter method.
12
Shrinkage limit test,
13
Swell pressure test,
14
Standard penetration test and boring equipment
15 laboratory vane shear test
 Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
1. Physical and index properties of the soil
2. Classify based on index properties and field identification
3. To determine OMC and MDD, plan and assess field compaction program
4. Shear strength and consolidation parameters to assess strength and deformation characteristics
5. In-situ shear strength characteristics(SPT-Demonstration)
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam
(SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20
marks). A student shall be deemed to have satisfied the academic requirements and earned
the credits allotted to each course. The student has to secure not less than 35% (18 Marks out
of 50) in the semester-end examination(SEE).
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software experiments
designed by the faculty who is handling the laboratory session and is made known to
students at the beginning of the practical session.
 Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
 Total marks scored by the students are scaled downed to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the
8th week of the semester and the second test shall be conducted after the 14th week of the
semester.
 In each test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
 The suitable rubrics can be designed to evaluate each student’s performance and learning
ability. Rubrics suggested in Annexure-II of Regulation book
 The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of two
tests is the total CIE marks scored by the student.

Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the University
 All laboratory experiments are to be included for practical examination.
 (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
 script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.
 Students can pick one question (experiment) from the questions lot prepared by the internal
/external examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly
by examiners.
 General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
 Change of experiment is allowed only once and 15% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours

Rubrics suggested in Annexure-II of Regulation book

Suggested Learning Resources:
ReferenceBooks:
1. PunmiaBC,SoilMechanicsandFoundationEngineering-
(2017),16thEdition,LaxmiPublicationsco.,NewDelhi.
2. LambeT.W.,“SoilTestingforEngineers”,WileyEasternLtd.,NewDelhi.
3. HeadK.H.,“ManualofSoilLaboratoryTesting”Vol.I,II,III,PrincetonPress
4. BowlesJ.E.,“EngineeringPropertiesofSoilandTheirMeasurements”,-
McGrawHillBookCo.NewYork.
5. RelevantBISCodesofPractice:IS-2720series
 V Semester
RESEARCH METHODOLOGY & INTELLECTUAL PROPERTY RIGHTS
Course Code: 21CV56 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1+2+0 SEE Marks 50
Total Hours of Pedagogy 25 Total Marks 100
Credits 02 Exam Hours 02
Course Objectives:
CO1. T o Understand the knowledge on basics of research and its types.
CO2. T o Learn the concept of Literature Review, Technical Reading, Attributions and Citations.
CO3. To learn Ethics in Engineering Research.
CO4. T o Discuss the concepts of Intellectual Property Rights in engineering.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Lecturer methods (L) need not to be only traditional lecture method, but alternative
effectiveteaching methods could be adopted to attain the outcomes.
2. Use of Video to explain various concepts on IPR.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Introduce Topics in manifold representations.
6. Show the different ways to analyze the research problem and encourage the students to come
up withtheir own creative ways to solve them.
7. Discuss how every concept can be applied to the real world - and when that's possible, it helps
Improve the students' understanding.
Module-1
Introduction: Meaning of Research, Objectives of Engineering Research, and Motivation in Engineering
Research, Types of Engineering Research, Finding and Solving a Worthwhile Problem.

Ethics in Engineering Research, Ethics in Engineering Research Practice, Types of Research Misconduct,
Ethical Issues Related to Authorship.

Teaching- Chalk and talk method / PowerPoint Presentation.

LearningProcess

Module-2
Literature Review and Technical Reading, New and Existing Knowledge, Analysis and Synthesis of Prior Art
Bibliographic Databases, Web of Science, Google and Google Scholar, Effective Search: The Way Forward
Introduction to Technical Reading Conceptualizing Research, Critical and Creative Reading, Taking Notes
While Reading, Reading Mathematics and Algorithms, Reading a Datasheet.

Attributions and Citations: Giving Credit Wherever Due, Citations: Functions and Attributes, Impact of Title
and Keywords on Citations, Knowledge Flow through Citation, Citing Datasets, Styles for Citations,
Acknowledgments and Attributions, What Should Be Acknowledged, Acknowledgments in, Books
Dissertations, Dedication or Acknowledgments.
Teaching- Chalk and talk method / PowerPoint Presentation

Learning Process
Module-3
 Building Intellectual Property Rights, Law of Patents, Fundamentals of Patent Law - Evolution of the
patent system, Patentability Requirements; Patentable Subject Matter; Industrial Applicability/Utility;
Novelty; Anticipation by publication; Anticipation by public knowledge and public use; Anticipation by
public display; Anticipation by sale; Inventive Step/Non-Obviousness; Novelty Assessment; Inventive
Step Assessment; Specification, Drafting of A Patent Specification - Introduction Patent Specification;
Provisional Specification Complete Specification, Parts of the complete specification; Patent Procedure
in India - PATENT PROCEDURE; Registration and Renewal fee payment; Patent Infringement -
Infringement of a patent; Literal Infringement; Equivalence Infringement; Indirect Infringement;
Defenses - Experiment - Research or Education - Bolar Exemption- Government use- Patent Exhaustion-
Patent Misuse- Inequitable Conduct - Remedies- Injunction- Account of profits- Costs; International
Patent Regimes - International Instruments; Paris Convention; TRIPS AGREEMENT; PCT; BUDAPEST
TREATY, Patenting Biotechnology Inventions - Unique nature of Biotechnology; Patentability
Requirements and Biotechnology Inventions; Patentable Subject Matter- USA- Europe- India;
Patentability of Software Inventions - Patentability of Software Inventions in USA; Patentability of
software inventions in Europe; Patentability of Software Inventions in India.

Teaching- Learning Chalk and talk method / PowerPoint Presentation.

Process
Module-4
Law of Copyright and Designs, Understanding Copyright Law - Historical Overview – Justification For
Copyright Law - The Natural Law Justification - The Economic Rationale of Copyright Clause, Basic
Concepts Underlying copyright Law - Idea – Expression Dichotomy Originality / Creativity – Fixation
Term of Protection, Subject - Matter of Copyright - Literary Works - Dramatic Works - Musical Work -
Artistic Works - Cinematograph Films and Sound recordings, Acquisition of Copyright in India, Rights
of the Copyright Owner - Economic Rights - Moral Right or Droid Moral Right of Authorship or Paternity
Rights - Rights against Distortion or Mutilation of the Original Works or Integrity Rights - Limitations -
Limitations set under International Regime – Berne Convention - Rome Convention - Trips Agreement -
Three Step Test, Infringement of Copyright -Transfer of copyright - License and Assignment - License
and consent -Duration of a License Form and Content - Disputes in Respect of Licence -Types of Licenses
- Exclusive and Non-Exclusive Licenses.

Basic Principles of Design Rights - Justification for Protecting Designs - Historical Perspective -
Features of Shape, configuration, Pattern or Ornament - or Composition of lines or colour - New or
Original - Applied to an Article, Excluded Subject - Matter - Method or Principle of Construction -
Features Dictated Solely by Function - Mechanical Device - Trademark, or Property Mark, or Artistic
Work - immoral Designs and Designs Contrary to Public order–Rights of the Owner of Designs and
Tests for Infringement. Assignment of Design Rights, Infringement of Designs.

Teaching- Learning Chalk and talk method / PowerPoint Presentation

Process
Course Outcomes (Course Skill Set)
At the end of the course the student will be able to:
CO 1. To know the meaning of engineering research.
CO 2. T o k n o w t h e p r o c e d u r e o f Literature Review and Technical Reading.
CO 3. T o k n o w t h e f u n d a m e n t a l s o f p a t e n t l a w s a n d d r a f t i n g p r o c e d u r e .
CO 4. Understanding the copyright laws and subject matters of copyrights and designs
CO 5. U n d e r s t a n d i n g t h e b a s i c p r i n c i p a l s o f d e s i g n r i g h t s .

Suggested Learning Resources:

Textbook
1. Dipankar Deb • Rajeeb Dey, Valentina E. Balas “Engineering Research Methodology”, ISSN 1868-
4394 ISSN 1868-4408 (electronic), Intelligent Systems Reference Library, ISBN 978-981-13-
2946-3 ISBN 978-981-13-2947-0 (eBook), https://doi.org/10.1007/978-981-13-2947-0
Reference Book:
1. David V. Thiel “Research Methods for Engineers” Cambridge University Press, 978-1-107-03488-
4-

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

 Quizzes
 Assignments
 Seminars
SAMPLE TEMPLATE

V Semester
Environmental Studies
Course Code 21CIV57 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0+2+0+0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 01 Exam Hours 02
Course objectives:
 To create the environmental awareness among the students.
 To gain the knowledge on different types of pollution in the environment.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Apart from conventional lecture methods various types of innovative teaching techniques
through videos, animation films may be adopted so that the delivered lesson can progress the
students in theoretical, applied and practical skills.
2. Environmental awareness programme for the in house campus
3. Encourage collaborative (Group Learning) Learning in the class.
4. Seminars, surprise tests and Quizzes may be arranged for students in respective subjects to
develop skills.
Module-1
Ecosystems (Structure and Function): Forest, Desert, Wetlands, River, Oceanic and Lake.
Biodiversity: Types, Value; Hot-spots; Threats and Conservation of biodiversity, Forest Wealth,
and Deforestation.
Teaching- Chalk and talk, powerpoint presentation and animation tools
Learning
Process
Module-2
Advances in Energy Systems (Merits, Demerits, Global Status and Applications): Hydrogen, Solar,
OTEC, Tidal and Wind.
Natural Resource Management (Concept and case-studies): Disaster Management, Sustainable
Mining, Cloud Seeding, and Carbon Trading.
Teaching- Chalk and talk, powerpoint presentation and animation tools
Learning
Process
Module-3
Environmental Pollution (Sources, Impacts, Corrective and Preventive measures, Relevant
Environmental Acts, Case-studies): Surface and Ground Water Pollution; Noise pollution; Soil
Pollution and Air Pollution.
Waste Management & Public Health Aspects: Bio-medical Wastes; Solid waste; Hazardous
wastes; E-wastes; Industrial and Municipal Sludge.
Teaching- Chalk and talk, powerpoint presentation and animation tools
Learning
Process
Module-4

1
SAMPLE TEMPLATE

Global Environmental Concerns (Concept, policies and case-studies): Ground water

depletion/recharging, Climate Change; Acid Rain; Ozone Depletion; Radon and Fluoride problem in
drinking water; Resettlement and rehabilitation of people, Environmental Toxicology.
Teaching- Chalk and talk, powerpoint presentation and animation tools
Learning
Process
Module-5
Latest Developments in Environmental Pollution Mitigation Tools (Concept and Applications):
G.I.S. & Remote Sensing, Environment Impact Assessment, Environmental Management Systems,
ISO14001; Environmental Stewardship- NGOs. Field work: Visit to an Environmental Engineering
Laboratory or Green Building or Water Treatment Plant or Waste water treatment Plant; ought to be
Followed by understanding of process and its brief documentation.
Teaching- Chalk and talk, powerpoint presentation and animation tools
Learning
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
 CO1: Understand the principles of ecology and environmental issues that apply to air, land, and
water issues on a global scale,
 CO2: Develop critical thinking and/or observation skills, and apply them to the analysis of a
problem or question related to the environment.
 CO3: Demonstrate ecology knowledge of a complex relationship between biotic and a biotic
components.
 CO4: Apply their ecological knowledge to illustrate and graph a problem and describe the realities
that managers face when dealing with complex issues.

2
SAMPLE TEMPLATE

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student
secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40
marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and will be
scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the methods of
the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the
subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3
sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module.

Question paper pattern:

1. The Question paper will have 100 objective questions.

2. Each question will be for 01 marks
3. Student will have to answer all the questions in an OMR Sheet.
4. The Duration of Exam will be 2 hours

Suggested Learning Resources:

Books
1. Environmental studies, Benny Joseph, Tata Mcgraw-Hill 2nd edition 2012
2. Environmental studies, S M Prakash, pristine publishing house, Mangalore 3rd edition-2018

Reference Books:-

1. Benny Joseph, Environmental studies, Tata Mcgraw-Hill 2nd edition 2009

2. M.Ayi Reddy Text book of environmental science and Technology, BS publications 2007

Dr. B.S Chauhan, Enivironmental studies, university of science press 1st edition
Web links and Video Lectures (e-Resources):

3
SAMPLE TEMPLATE

 .

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



4
Semester V
Data Analysis with Python
Course Code 21CV581 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:2:0:0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 01 Exam Hours 1 hr
Course objectives:
 To install Python package and Iris data set
 To understand supervised and unsupervised learning
 To understand regression analysis

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course outcomes.
1. Video tube, NPTEL materials
2. Quiz/Assignments/Open book test to develop skills

Module-1
Introduction to scikit-learn Python package, Iris data set.
Getting and processing data: CSV files, Pandas package, Feature selection, Online data sources.
Teaching- Chalk and talk, PPT, You Tube Video lectures
Learning
Process
Module-2
Data visualization using Matplotlib, Plotly.
Supervised and Unsupervised learning
Teaching- Chalk and talk, PPT, You Tube Video lectures.
Learning
Process
Module-3
Regression: Simple linear regression, Multiple linear regression, Decision tree, Random forests.
Teaching- Chalk and talk, PPT, You Tube Video lectures
Learning
Process
Module-4

Classification: Logistic regression, K-nearest neighbours, Decision tree classification, Random forests
classification.
Clustering: Goals and uses of clustering, K-means clustering, Anomaly detection, Association rule
learning.
Teaching- Chalk and talk, PPT, You Tube Video lectures
Learning
Process
Module-5
Artificial neural networks: Definition, Example, Potential and constraints.
Teaching- Chalk and talk, PPT, You Tube Video lectures
Learning
Process

1
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Use online data sources for solving problems
2. Solve statistical problems and interpretation of results
3. Data visualization and graphical representation for decision making
4. Solve problems using artificial neural networks

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student
secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40
marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
Continuous internal Examination (CIE)
Three Tests (preferably in MCQ pattern with 20 questions) each of 20 Marks (duration 01
hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
1. First assignment at the end of 4th week of the semester
2. Second assignment at the end of 9th week of the semester
Quiz/Group discussion/Seminar, any two of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)

The sum of total marks of three tests, two assignments, and quiz /seminar/ group discussion will be out of 100
marks and shall be scaled down to 50 marks
Semester End Examinations (SEE)
SEE paper shall be set for 50 questions, each of 01 mark. The pattern of the question paper is MCQ (multiple choice
questions). The time allotted for SEE is 01 hour. The student has to secure minimum of 35% of the maximum marks
meant for SEE.

Suggested Learning Resources:

Books

1. Peters Morgan, Data Analysis with Python, AI Sciences, 2016.

2. Wes McKinney, Python for Data Analysis, O’Reilly Media,
Web links and Video Lectures (e-Resources):
 Online study material
 Video lectures.
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Assignment to students to solve a real problem

2
Semester V
Software Applications
Course Code 21CV582 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0::2:0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 01 Exam Hours 1 hr
Course objectives:
 To understand the types of trusses
 Modelling and analysis of trusses adopting codal provisions
 Analysis and design of multi-storied structures

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course outcomes.
1. Video tube, NPTEL materials
2. Quiz/Assignments/Open book test to develop skills

Module-1
Categorization of structures based on number of dimensions, types of member connectivity, type of
elements (1D truss/beam element, 2D plane stress/plane strain, and plate elements, 3D solid
elements), structure degrees of freedom, boundary conditions, stiffness matrix, load vector,
displacements, stiffness equation, degree of freedom numbering for a structure.
Global or structure coordinate system, Local or element coordinate system, element degrees of
freedom, Element forces and Material properties for different types of elements.
Teaching- Chalk and talk, PPT, You Tube video lectures
Learning
Process
Module-2

Modeling 2D and 3D skeletal structures (truss and frame) in software: Node coordinates, member
connectivity, supports. Representing slabs using rigid diaphragms and/or master and slave nodes.
Nodal loads and element loads, Independent load cases, Load combinations, self weight of structural
elements, calculation and verification of gravity loads including self weight
Teaching- Chalk and talk, PPT, You Tube video lectures.
Learning
Process
Module-3
Analysis and interpretation of results by studying support reactions, bending moment and shear force
diagrams of elements.
Identifying critical cross-sections for design of beam and column elements, Grouping of elements
based on structural behaviour and similarity of geometry and member design forces
Teaching- Chalk and talk, PPT, You Tube video lectures
Learning
Process
Module-4

Modelling 2D plane trusses with Indian Standard steel sections, analysis for gravity and wind loads as
per Indian Standard codes, design check for selected cross-section as per IS 800:2007, identifying
failed elements and revising cross-section to make element safe.
Modelling simple 3D frame structures up to 4 storeys with reinforced concrete cross-sections,
analysis for gravity and wind loads as per Indian Standard codes, verification of weight of building by
1
hand calculation with reactions obtained from analysis, load combinations, interpretation of results,
grouping of elements, design of typical elements and foundation as per IS 456:2000.

Teaching- Chalk and talk, PPT, You Tube video lectures

Learning
Process
Module-5
Modelling steel gabled frames for industrial structures with Indian Standard steel sections, analysis
for gravity and wind loads as per Indian Standard codes, design check for selected cross-section as
per IS 800:2007, identifying failed elements and revising cross-section to make element safe.

Teaching- Chalk and talk, PPT, You Tube video lectures

Learning
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Determine the forces in the truss members
2. Analyse and design the truss
3. Analyse and design industrial structures

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student shall be deemed
to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student
secures not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40
marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together
Continuous internal Examination (CIE)
Three Tests (preferably in MCQ pattern with 20 questions) each of 20 Marks (duration 01
hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
1. First assignment at the end of 4th week of the semester
2. Second assignment at the end of 9th week of the semester
Quiz/Group discussion/Seminar, any two of three suitably planned to attain the COs and POs for
20 Marks (duration 01 hours)

The sum of total marks of three tests, two assignments, and quiz /seminar/ group discussion
will be out of 100 marks and shall be scaled down to 50 marks
Semester End Examinations (SEE)

SEE paper shall be set for 50 questions, each of 01 mark. The pattern of the question paper is

2
MCQ (multiple choice questions). The time allotted for SEE is 01 hour. The student has to
secure minimum of 35% of the maximum marks meant for SEE.

Suggested Learning Resources:

Books

1. IS 875 Parts 1, 2 and 3: 1987

2. IS 456:2000
3. IS 800:2007
4. STAAD Pro v8i user manual
5. SAP2000 user manual
Web links and Video Lectures (e-Resources):
 Online study material
 NPTEL video lectures.

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

 Assignment to students to design an industrial roof truss

3
 Gender Sensitisation (AEC)
Course Code 21CV583 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 1 Exam Hours 1
Course objectives: Enable the students to
1. Figure out the current practices of a patriarchal society.
2. Balance the roles and responsibilities of different genders in a civil society.
3. Appreciate the importance of family and the values it stands for.
4. Balance gender issues and emphasise on gender equality at work place and society.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
1. Chalk and talk
2. Power point Presentation, video
Module-1
Understanding Gender and Related Concepts, Gender in Everyday Life, Gender of Work
Teaching-Learning Chalk and talk, PowerPoint Presentation
Process
Module-2
Gender and Sexualities, Masculinities, Family, Love and Power Marriage, Motherhood.
Teaching-Learning Chalk and talk, Practice sessions.
Process
Module-3
Gendering Work, Gender and Employment , Gender Issues in Work and Labour Market, Sexual
Harassment at the Workplace
Teaching-Learning
Chalk and talk, .
Process
Module-4
Health in Social Contexts, Reproductive Health and Rights, Gender and Disability. Gender- Based
Violence
Teaching-Learning
Process
Chalk and talk, Activity
Module-5
Towards Gender Equality.
Teaching-Learning Chalk and talk, PowerPoint Presentation
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Appreciate gender issues prevalent in the society.
2. Value the role of each gender in family, society and state.
3. Analyse the gender sensitivity at work place and evolve proper perception of the other gender.
4. Sensitise oneself towards gender equality.

1
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to have
satisfied the academic requirements and earned the credits allotted to each subject/ course if the student secures
not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and will be
scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the methods of
the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
SEE paper shall be set for 50 questions, each of 01 mark. The pattern of the question paper is MCQ (multiple choice
questions). The time allotted for SEE is 01 hour. The student has to secure minimum of 35% of the maximum
marks meant for SEE.

Suggested Learning Resources:

Books
1. IGNOU : Gender Sensitization: Society, Culture and Change ( 2019) BGSE001, New Delhi.
2. Jane Pilcher and Imelda Whelehan (2005) : Fifty Key Concepts in Gender Studies.

Web links and Video Lectures (e-Resources):

 Online resources

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

 Demonstrations of Videos
 Group Discussion
 Presentation on any social issues

2
V Semester
Quality Control and Quality Assurance
Course Code 21CV584 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:0:0:0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 1 Exam Hours 1
Course objectives: Enable the students to
1. Appreciate the concept of Quality
2. Articulate the Implication of Quality in construction
3. Implement QA & QC Programs
4. Realise the importance of QMS in Civil Engineering.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
1. Chalk and talk
2. Power point Presentation, video
3. Site Visit
4. Industry interaction

Module-1
Overview of Quality: Quality History, Quality Definition, Quality Inspection, Quality Control, Quality
Assurance, Quality Engineering, Quality Management, Quality Gurus: Philip B. Crosby, W. Edwards Deming
etc, PDCA Cycle, Costs associated with Quality, Reasons for Poor Quality
Teaching-Learning Chalk and talk, PowerPoint Presentation
Process
Module-2
Quality Management: Management Practices: TQM, Vision and Quality policy, Quality Function Deployment,
Bench marking and performance evaluation, ISO 9000 Quality Management System, ISO 14000 Environmental
Management System

Teaching-Learning Chalk and talk, PowerPoint Presentation.

Process
Module-3
Statistical Quality Control: Importance of SQC in construction, Statistical parameters: sampling, population
and sampling, measure of variability, measure of central tendency, Recommendations of IS 456:2000 on
sampling, testing and acceptance criteria for concrete.
Teaching-Learning
Chalk and talk, Demonstration.
Process
Module-4
QA and QC in Construction: Errors in concrete construction; Frequency of material testing and reporting of
basic construction materials (cement, sand, coarse aggregate, bricks, steel), Norms for accepting and rejecting
criteria of basic construction materials as per relevant IS codes.

Teaching-Learning
Chalk and talk, Enacting, Site Visit
Process
Module-5
On-Site Quality: Achieving quality at different stages of construction: Conceptual Design, Preliminary Design,
Detailed Design, Construction, Testing, Commissioning, and Handover. Quality assessment of concrete
through NDT: rebound hammer and USPV tests and guidelines for accepting and rejecting.

1
Teaching-Learning Chalk and talk, PowerPoint Presentation, Industry Interaction
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
1. Realize the importance of quality in construction
2. Apply SQC techniques in different aspects of construction
3. Implement QMS programs at different levels of construction

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to have
satisfied the academic requirements and earned the credits allotted to each subject/ course if the student secures
not less than 35% (18 Marks out of 50) in the semester-end examination(SEE), and a minimum of 40% (40 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and will be
scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the methods of
the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
SEE paper shall be set for 50 questions, each of 01 mark. The pattern of the question paper is MCQ (multiple choice
questions). The time allotted for SEE is 01 hour. The student has to secure minimum of 35% of the maximum
marks meant for SEE.

Suggested Learning Resources:

Books
1. Juran J M and Gryna F M, Quality Planning and Analysis
2. Hutchins G, John L Ashford, The Management of Quality in Construction
3. Mohamed A. El-Reedy, “Concrete and Steel Construction, Quality Control and Assurance”, CRC Press, Taylor
and Francis Group
4. Amitava Mitra, Fundamentals of Quality Control and Improvement, WILEY Publications, 4th Edition
5. Abdul Razzak Rumane, Quality Management in Construction Projects, CRC Press, Taylor and Francis Group
6. M. S. Shetty, Concrete Technology, S Chand Publications
7. Relevant IS Codes

2
Web links and Video Lectures (e-Resources):
 Online study material
 You Tube videos
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Demonstrations of Videos
 Industrial visit – preparation of checklists for different activities in construction
 Collection of typical reports on testing of basic construction materials

3
V Semester
Offshore Structures
Course Code 21CV585 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:2:0 SEE Marks 50
Total Hours of Pedagogy 15 Total Marks 100
Credits 1 Exam Hours 1
Course objectives:
 To understand the different types of offshore structure
 To learn the concept of offshore structural design
 To understand various effects on offshore strucutures

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
1. Manuals and code books for offshore structures
2. Power point presentations
3. YouTube videos

Module-1
Types of offshore structures and their conceptual development- Fixed, Compliant, Floating-
Analytical models for offshore structures- Behaviour under static and dynamic loads- Materials and
construction of jacket and gravity platforms- Statutory regulations- Allowable stresses- Design
methods and Code Provisions- Design specification of API, DNV, Lloyd's and other Classification
Societies.
Teaching- Chalk and talk, PowerPoint Presentation, YouTube videos
Learning
Process
Module-2
Environmental loads- Wind, wave, current and ice loads- Calculation based on maximum base
shear and overturning moments- Design wave height and spectral definition- Morison's Equation-
Maximum wave force on offshore structure

Teaching- Chalk and talk, PowerPoint Presentation, YouTube videos

Learning
Process
Module-3
Concept of return waves- Principles of static and dynamic analyses of fixed platforms-Use of
approximate methods- Principles of WSD and LRFD- Allowable stresses and partial safety factors-
Design of structural elements.

Teaching- Chalk and talk, PowerPoint Presentation, YouTube videos

Learning
Process
Module-4
Design against accidental loads- Fire, Blast and Collision- Behaviour of steel at elevated temperature.
Fire rating for Hydrocarbon fire- Design of structures for high temperature- Blast mitigation-Blast
walls- Collision of boats and energy absorption. 8 hours

1
Teaching- Chalk and talk, PowerPoint Presentation, YouTube videos
Learning
Process
Module-5
Corrosion- Corrosion mechanism- Types of corrosion- Offshore structure corrosion zones- Biological
corrosion- Preventive measures of corrosion- Principles of cathode protection systems- Sacrificial
anode method and impressed current method- Online corrosion monitoring- Corrosion fatigue.
Teaching- Chalk and talk, PowerPoint Presentation, YouTube videos
Learning
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Acquire knowledge and skills to carry out basic tasks regarding dimensioning and structural
design of offshore structures.
2. Estimation of maximum forces on an offshore structure due to operational loads and conduct
static and dynamic analyses of fixed platforms.
3. Acquire training in the design of jacket platforms, gravity platforms.
4. Estimate the resistance of platforms against fatigue and accidental loads.
5. Attain knowledge in the physics of corrosion and methods to monitor and prevent corrosion.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to have
satisfied the academic requirements and earned the credits allotted to each subject/ course if the student secures
not less than 35% ( 18 Marks out of 50)in the semester-end examination(SEE), and a minimum of 40% (40 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken
together
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20 Marks
(duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks and will be
scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the methods of
the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.
Semester End Examination:
SEE paper shall be set for 50 questions, each of 01 mark. The pattern of the question paper is MCQ (multiple choice
questions). The time allotted for SEE is 01 hour. The student has to secure minimum of 35% of the maximum
marks meant for SEE.

2
Suggested Learning Resources:
Books
1. Srinivasan Chandrasekaran, Dynamic Analysis and Design of Ocean Structures. Springer,
2015.
2. DNV-RP-C203- fatigue Design of Offshore Steel Structures, 2011.
3. DNV-RP-C204- Design against Accidental Loads, 2010.
4. DNV-RP-B101-Corrosion Protection of Floating Protection and Storage Units, 2007.
5. API RP 2A. Planning, Designing and Constructing Fixed Offshore Platforms, API. 2000.
6. B.C Gerwick, Jr. Construction of Marine and Offshore Structures, CRC Press, Florida, 2000.
7. Clauss, G, Lehmann, E &Ostergaard, C, Offshore Structures, Vol. 1 & 2, Springer-Verlag,
1992.
8. Reddy, D. V and Arockiasamy, M., Offshore Structures Vol.1 & 2, Kreiger Publ. Co.1991.
9. Morgan, N., Marine Technology Reference Book, Butterworths, 1990.
10. McClelland, B and Reifel, M. D., Planning and Design of fixed Offshore Platforms, Van
Nostrand, 1986.
11. Dawson, T. H., Offshore Structural Engineering, Prentice Hall, 1983.
12. Graff, W. J., Introduction to Offshore Structures, Gulf Publ. Co.1981.

Web links and Video Lectures (e-Resources):

 YouTube videos

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

 Experiments to understand fire resistance of materials
 Experiments to understand corrosion resistance of materials
 Modelling of offshore structures to understand various components