COURSEPACK (Fall 2024-25)

1. THE SCHEME
Course Title Research Methodology and IPR Course Type Theory
B-Tech Core and All
Course Code R1UC701T Class
specialization (IV-YR)
Activity Credits Credit Hours
Total Number of Classes Assessment in
Lecture 3 3 per Semester Weightage

Tutorial 0 0

Self-study
Practical
Tutorial
Theory
Practical 0 0
Instruction

SEE
CIE
delivery Self-study 0 0

Total 3 3 40 0 0 0 50% 50%

Course
Course Lead Dr. Prashant Dixit Coordinator Mr. Sachin Jain
Theory Practical
1. Abdul Aleem
2. Amit Kumar
3. Arvind Dagur
4. Manish Verma
5. Mukesh Kumar
6. Murari Krishna Saha
7. Nripendra Dwivedi
8. P Sudhakar
Names 9. Pragya
Course 10. Prashant Dixit
Instructors 11. Ruby Dahiya
12. S. Srinivasan
13. Sachin Jain
14. Santosh Kumar
15. Sonia Kukreja
16. Suman Mann
17. Suveg Moudgil
18. Swati Sharma
19. Vimal Singh

2. COURSE OVERVIEW
This course deals with the research methods and Intellectual property rights (IPR) that refer to the legal rights given to the
inventor or creator to protect his invention or creation for a certain period of time. These legal rights confer and exclusive right
to the inventor/creator or his assignee to fully utilize his invention/creation for a given period of time. In this course, the
students will be able to learn to write research paper following all the ethics, to do research using different methods. Upon
completion of this course, the students will be able to write the research paper using proper format and students will contribute
their knowledge in the field of research to serve the society with innovative and creative ideas.

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3. COURSE OBJECTIVES
 Identify and formulate research problem in their interesting domain.
 To explain the functions of the literature review in research and research ethics.
 To demonstrate carrying out a literature search, its review, developing theoretical and
conceptual frameworks and writing a review.
 To explain how IPR would take such important place in growth of individuals & nation, to
summaries the need of information about Intellectual Property Right to be promoted among
student community in general & engineering in particular.
 To Relate that IPR protection provides an incentive to inventors for further research work and
investment in R & D, which leads to creation of new and better products, and in turn brings about
economic growth and social benefits
 To apply the basic concept of deep learning in their implementation over various datasets.
 To implement various automatic model of Deep Learning neural networks and evaluate their
performance.

4. PREREQUISITE COURSE

PREREQUISITE COURSE REQUIRED No

Course code Course Title

If, yes please fill in the Details

5. PROGRAM OUTCOMES (POs):

PO No. Description of the Program Outcome

PO1 Engineering Knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex Computer Science and engineering problems.
PO2 Problem Analysis: Identify, formulate, review research literature, and analyze complex Computer Science and
engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences,
and engineering sciences.
PO3 Design/Development of Solutions: Design solutions for complex Computer Science and engineering problems
and design system components or processes that meet the specified needs with appropriate consideration for
the public health and safety, and the cultural, societal, and environmental considerations.
PO4 Conduct Investigations of Complex Problems: Use research-based knowledge and research methods including
design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.
PO5 Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern engineering and
IT tools including prediction and modelling to complex computer science and engineering activities with an
understanding of the limitations.
The Engineer and Society: Apply reasoning informed by the contextual knowledge to assess societal, health,
PO6
safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering
practice.
Environment and Sustainability: Understand the impact of the professional engineering solutions in societal
PO7
and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.

2
 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
PO8
engineering practice.
Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams,
PO9
and in multidisciplinary settings.
Communication: Communicate effectively on complex Computer Science and engineering activities with the
PO10
engineering community and with society at large, such as, being able to comprehend and write effective
reports and design documentation, make effective presentations, and give and receive clear instructions.
Project Management and Finance: Demonstrate knowledge and understanding of the engineering and
PO11
management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
Life-Long Learning: Recognize the need for, and have the preparation and ability to engage in independent
PO12
and life-long learning in the broadest context of technological changes in the field of Computer Science.

6. PROGRAM SPECIFIC OUTCOMES (PSOs):

Program Specific Outcomes (PSO) are statements that describe what the graduates of a discipline-specific program should be
able to do. Two to Three PSOs per program should be designed.
PO No. Description of the Program-Specific Outcome

Have the ability to work with emerging technologies in computing requisite to

PSO1
Industry 4.0.
Demonstrate Engineering Practice learned through industry internship and research project to solve live
PSO2
problems in various domains.

7. COURSE CONTENT (THEORY)

CONTENT (Syllabus)

THEORY:
MEANING OF RESEARCH PROBLEM: Meaning of research problem, Sources of research problem, Criteria
Characteristics of a good research problem, Errors in selecting a research problem, Scope and objectives
of research problem. Approaches of investigation of solutions for research problem, data collection,
analysis, interpretation, Necessary instrumentations.
LITERATURE STUDIES: Effective literature studies approach, analysis Plagiarism, and Research ethics.
TECHNICAL WRITING: Effective technical writing, how to write report, Paper Developing a Research
Proposal. Format of research proposal, a presentation and assessment by a review committee.
PATENT PROPOSAL: Nature of Intellectual Property: Patents, Designs, Trade and Copyright. Process of
Patenting and Development: technological research, innovation, patenting, development. International
Scenario: International cooperation on Intellectual Property. Procedure for grants of patents, Patenting
under PCT.
PATENT RIGHTS AND NEW DEVELOPMENTS IN IPR: Patent Rights: Scope of Patent Rights. Licensing and
transfer of technology. Patent information and databases. Geographical Indications. New developments
in IPR: Administration of Patent System. New developments in IPR; IPR of Biological Systems, Computer
Software etc. Traditional knowledge Case Studies, IPR and IITs.

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8. COURSE OUTCOMES (COs)
After the completion of the course, the student will be able to:
CO No. Description of the Course Outcome

R1UC701T.1 Define the scope and objectives of a research problem and list out criteria and characteristics of
a good research problem
R1UC701T.2 Apply the literature study approaches and adapt research ethics in professional life.

R1UC701T.3 Prepare a well-structured research paper and scientific presentations

R1UC701T.4 Illustrate various IPR components and process of filing.

Summaries the present-day scenario controlled and monitored by Computer and Information
R1UC701T.5 Technology, where the future world will be ruled by dynamic ideas, concept, creativity and
innovation.

9. TAXONOMY LEVEL OF THE COURSE OUTCOMES

Mapping of COs with Bloom’s Level
Remember Understand Apply Analyse sYNTHESIZE Evalte
CO No. KL1 KL 2 KL 3 KL 4 KL 2 KL 6

R1UC701T.1 √ √

R1UC701T.2 √
R1UC701T.3 √ √
R1UC701T.4 √ √
R1UC701T.5 √ √ √

10. COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

COs#/ POs

R1UC701T.1 - 2 - - - - - - - - - - - -

R1UC701T.2 1 3 1 - - - - 3 - - - - 2 2

R1UC701T.3 2 - - - 3 1 - - 2 1 - 1 2 2

R1UC701T.4 - 2 2 - 1 - - - 1 1 2 - 1 -

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 R1UC701T.5 - - - - - 3 3 - 3 - - 1 1 1

Note: 1-Low, 2-Medium, 3-High \ *first semester first course and first Course Outcome

11. TYPICAL EXAMPLE OF COURSES, CREDIT HOURS AND TEACHING HOURS

Credits Hours Hours of engagement/ Week 12 weeks/
semester

Type of Course Remarks

Total no. of
classes

Theory Course 3 0 0 0 3 3 0 0 0 3 40 40 classes for theory

*1 credit = 3 self-learning hours (Not to mention in the lesson plan)

Tutorial / Competency
L-No Topic for Delivery Skill
Practical Plan
Meaning of research problem Theory CO1
1 Understand the
basic concept of
2 Sources of research problem Theory
research
3 Criteria Characteristics of a good research problem Theory problem and
4 Errors in selecting a research problem Theory research
Scope and objectives of research problem Theory process.
5

Approaches of investigation
6 Theory
of solutions for research problem
Data analysis, interpretation, Necessary
7 Theory
instrumentations
8 Effective literature studies approaches Theory CO2
Effective literature studies approaches Theory
9

10 Effective literature studies approaches Theory Understand

research ethics
11 Analysis Plagiarism Theory
and how to write
12 Research ethics Theory a literature review
Effective technical writing Theory
13

14 Effective technical writing Theory

15 How to write report Theory CO3
Understand and
16 Paper Developing a Research Proposal Theory
prepare a well
Format of research proposal Theory
17 structured
research paper
a presentation and assessment by a review and scientific
18 Theory
committee
presentations
19 Nature of Intellectual Theory

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 20 Property Theory
21 Patents, Designs Theory
22 Trade and Copyright Theory CO4
23 Process of Patenting and Development Theory Understand the
24 technological research, innovation, patenting Theory adequate
knowledge on
International Scenario:
25 Theory patent and rights
International cooperation on Intellectual Property
26 Procedure for grants of patents Theory
27 Patenting under PCT Theory
28 Patent Rights: Scope of Patent Rights Theory
29 Licensing and transfer of technology Theory
30 Licensing and transfer of technology Theory CO5
31 Patent information and databases Theory
32 Geographical Indications Theory
Analysis and
33 New Developments in IPR Theory
explore on
34 Administration of Patent System Theory various IPR
35 New developments in IPR; IPR of Biological Systems Theory components
36 IPR of Biological Systems, Computer Software etc Theory and process of
Traditional knowledge Case Studies, IPR and IITs filing.
37 Theory
38 Traditional knowledge Case Studies, IPR and IITs Theory
39 Traditional knowledge Case Studies, IPR and IITs Theory
40 Traditional knowledge Case Studies, IPR and IITs Theory

12. BIBLIOGRAPHY
 Text Book:
1. Research Methodology. Methods & Technique: Kothari. C.R.
2. Stuart Melville and Wayne Goddard, “Research methodology: an introduction for science & engineering
students”
3. Ranjit Kumar, 2nd Edition, “Research Methodology: A Step-by-Step Guide for beginners
 Reference Books:
1. Cooper Donald R, Schindler Pamela S and Sharma JK, “Business Research Methods”, Tata McGraw Hill
Education, 11e (2012).
2. Catherine J. Holland, “Intellectual property: Patents, Trademarks, Copyrights, Trade Secrets”, Entrepreneur
Press, 2007.
3. David Hunt, Long Nguyen, Matthew Rodgers, “Patent searching: tools & techniques”, Wiley, 2007.
4. The Institute of Company Secretaries of India, Statutory body under an Act of parliament, “Professional
Programme Intellectual Property Rights, Law and practice”, September 2013
 Webliography:
1. https://www.tutorialspoint.com/fundamentals-of-research-methodology/index.asp
2. https://www.slideshare.net/DrKapilGupta2/research-methodology-ipri
3. https://www.geeksforgeeks.org/intellectual-property-rights/
4. https://www.youtube.com/watch?v=6FPkTnMTZpc
5. https://www.youtube.com/watch?v=GSeeyJVD0JU
6. https://www.youtube.com/watch?v=ZLjmuKwUfWk
 SWAYAM/NPTEL/MOOCs Certification:
1. Course Name: Research Methodology, By Prof. Soumitro Banerjee, IISER,Kolkata.
https://onlinecourses.nptel.ac.in/noc22_ge08/preview

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 2. Course Name: Introduction To Research, By Prof.Prathap Haridoss, IIT MADRAS.
https://archive.nptel.ac.in/courses/121/106/121106007/
3. Course Name: Research Methodology, By Prof. G. S. Bajpai, NLU, Delhi.
https://onlinecourses.swayam2.ac.in/cec20_hs17/preview

13. COURSE ASSESSMENT

Assessment forms an integral part of curriculum design. A learning-teaching system can only be effective if the student’s
learning is measured at various stages which means while the student processes learning (Assessment for Learning) a given
content and after completely learning a defined content (Assessment of Learning). Assessment for learning is referred to as
formative assessment, that is, an assessment designed to inform instruction.
The ability to use and apply the knowledge in different ways may not be the focus of the assessment. With regard to designing
assessments, the faculty members must be willing to put in the time required to create a valid, reliable assessment, that ideally
would allow students to demonstrate their understanding of the information while remaining. The following are the five main
areas that assessment reporting should cover.
1. Learning Outcomes: At the completion of a program, students are expected to know their knowledge, skills, and attitude.
Depending on whether it is a UG or PG program, the level of sophistication may be different. There should be no strict rule
on the number of outcomes to be achieved, but the list should be reasonable, and well-organized.
2. Assessable Outcomes: After a given learning activity, the statements should specify what students can do to demonstrate.
Criteria for demonstration are usually addressed in rubrics and there should be specific examples of work that doesn’t
meet expectations, meets expectations, and exceeds expectations. One of the main challenges is faculty communication
whether all faculty agreed on explicit criteria for assessing each outcome. This can be a difficult accomplishment when
multiple sections of a course are taught or different faculty members. Hence there is a need for common understanding
among the faculty on what is assessed and how it is assessed.
3. Assessment Alignment: This design of an assessment is sometimes in the form of a curriculum map, which can be created
in something as easy as an Excel spreadsheet. Courses should be examined to see which program outcomes they support,
and if the outcome is assessed within the course. After completion, program outcomes should be mapped to multiple
courses within the program.
4. Assessment Planning: Faculty members need to have a specific plan in place for assessing each outcome. Outcomes don’t
need to be assessed every year, but faculty should plan to review the assessment data over a reasonable period of time
and develop a course of action if the outcome is not being met.
5. Student Experience: Students in a program should be fully aware of the expectations of the program. The program
outcomes are aligned on the syllabus so that students are aware of what course outcomes they are required to meet, and
how the program outcomes are supported. Assessment documents should clearly communicate what is being done with
the data results and how it is contributing to the improvement of the program and curriculum.
Designing quality assessment tools or tasks involves multiple considerations if it is to be fit for purpose. The set of assessments
in a course should be planned to provide students with the opportunity to learn as they engage with formative tasks as
well as the opportunity to demonstrate their learning through summative tasks. Encouraging the student through the use
of realistic, authentic experiences is an exciting challenge for the course faculty team, who are responsible for the review
and quality enhancements to assessment practices.

14. FORMATIVE AND SUMMATIVE ASSESSMENT

Assessment Pattern for Theory Course:
CIE Total Marks

Type of Course (T) Final Marks CIE*0.5+SEE*0.5

IA1# MTE IA2# CIE SEE

THEORY 25 50 25 100 100 100

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 # Typical Rubric for the Internal Assessments
Type of Assessment Tools QUIZ AAT$/MOOC Certifications

Internal Assessments 10 15

$ AAT is Literature survey, Seminar, Assignment, Term Paper, Slip Test (or) MOOC Certificate relevant to the course

15. PASSING STANDARDS

Passing Criteria for Different Course Types Effective from AY 2022-23 Onwards
S.No. Course Type Passing Criterion

1. Theory Course (T) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE) and 40% of aggregate marks in the
course including Continuous internal examination (CIE) and SEE/ETE marks.
i.e., the minimum Passing Grade is “P”.
Note: Students unable to meet the overall passing criteria as mentioned shall be eligible for the
following options to clear the course:
Appear in the Back Paper Examinations and have to meet the criteria to score 40% in marks overall
Appear in summer examinations (Internal +External) to meet the criteria as mentioned.

16. PROBLEM-BASED LEARNING/CASE STUDIES/CLINICS

Exercises in Problem-based Learning (Assignments) (Min 54 Problems)

S.No. Problem KL

Define the term” Research” and also explains the difference between Methos and Methodology
1 K1
in research.
2 Explain the different steps involved in process of Research with its neat and clean diagram. K2

3 List the number of stages in the research process. K1

4 List any five techniques used in sample design. K1

5 List the difference between Deliberate sampling and Simple random sampling. K1

Explain the types of research problems. Also explain the two main steps involved in
6 K2
formulation of research problem.
7 Explain the Meaning of Research design with its different components. K2

8 Explain the characteristics necessary for good research. K2

Consider the following method used to teach the mathematics:
“Students will get example of angles, after that they will learn the definition and find the
9 K3
examples of angles. “Identify the type of logical reasoning should be used by the above
method.
Consider the following Method used by the Teacher to teach mathematics to students:
“The Teacher introduced the theory and explains the rules of the theory and the formula, and
10 K3
the students are asked to solve the problems using the given formula.” Identify the type of
logical reasoning should be used by the above method.

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 .11 List the different sources of the research problem. K1

12 Define the Research Problem with its component. K1

13 Explain different types of data in brief. K2

14 Explain the different data collection strategies. K2

15 Explain the role of literature review in formulation of research problem. K2

16 Discuss the consequences selecting vague research problem. K2

17 Identify and explain the approaches of investigation of solution of the research problem. K3

18 Write the significance of research problem in research process. K3

19 Write and explain the possible problems encountered by the researcher in India. K3

20 Discuss the different steps involved in report writing. K3

21 Discuss the type of research briefly. K3

22 Determine the steps necessary to write a good report. K3

23 Explain the types of Patents. K3

24 Explain the motivation for research. K3

25 Examine the steps a researcher should use to prevent the abduction of his research work. K4

26 Explain the meaning of Intellectual Property rights K3

27 Evaluate the different criteria for a Patent grant. K5

28 Propose the different steps a researcher should take while selecting a research problem K6

29 Describe the secondary data collection strategy. K6

30 Argue the necessity of formulation of hypothesis in research. K6

17. STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-LONG

LEARNING)
S.No. Typical Project/Problem KL

1 Students will review the Research Papers and will write a Survey Paper for IAs. KL6