Semester- III

Cloud Computing
Course Code 22SCS31 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:2 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03

Course Learning objectives:

 Discuss the concepts, characteristics, delivery models and benefits of cloud computing.
 Explore the key technical, organisational and compliance challenges of cloud computing.
 Grasp the concepts of virtualization efficiently.
 Explore the security issues that arise from cloud computing architectures intended for delivering Cloud
based enterprise IT services.
Module-1
Introduction, Cloud Infrastructure: Cloud computing, Cloud computing delivery models and services, Ethical issues,
Cloud vulnerabilities, Cloud computing at Amazon, Cloud computing the Google perspective, Microsoft Windows
Azure and online services, Open-source software platforms for private clouds, Cloud storage diversity and vendor lock-
in, Energy use and ecological impact, Service level agreements, User experience and software licensing. Exercises and
problems.
Teaching- Teaching-Learning Process
Learning
Process
Module-2
Cloud Computing: Application Paradigms.: Challenges of cloud computing, Architectural styles of cloud computing,
Workflows: Coordination of multiple activities, Coordination based on a state machine model: The Zookeeper, The
Map Reduce programming model, A case study: The Gre The Web application, Cloud for science and engineering,
High-performance computing on a cloud, Cloud computing for Biology research, Social computing, digital content and
Teaching- Teaching-Learning Process
Learning
Process
Module-3
Cloud Resource Virtualization: Virtualization, Layering and virtualization, Virtual machine monitors, Virtual
Machines, Performance and Security Isolation, Full virtualization and paravirtualization, Hardware support for
virtualization, Case Study: Xen a VMM based paravirtualization, Optimization of network virtualization, vBlades,
Performance comparison of virtual machines, The dark side of virtualization, Exercises and problems
Teaching- Teaching-Learning Process
Learning
Process
Module-4
Cloud Resource Management and Scheduling: Policies and mechanisms for resource management, Application of control
theory to task scheduling on a cloud, Stability of a two-level resource allocation architecture, Feedback control based on
dynamic thresholds, Coordination of specialized autonomic performance managers, A utility-based model for cloud-based
Web services, Resourcing bundling: Combinatorial auctions for cloud resources, Scheduling algorithms for computing
clouds, Fair queuing, Start-time fair queuing, Borrowed virtual time, Cloud scheduling subject to deadlines, Scheduling
MapReduce applications subject to deadlines, Resource management and dynamic scaling, Exercises and problems
Teaching- Teaching-Learning Process
Learning
Process
Module-5
Cloud Security, Cloud Application Development: Cloud security risks, Security: The top concern for cloud users, Privacy
and privacy impact assessment, Trust, Operating system security, Virtual machine Security, Security of virtualization,
Security risks posed by shared images, Security risks posed by a management OS, A trusted virtual machine monitor,
Amazon web services: EC2 instances, Connecting clients to cloud instances through firewalls, Security rules for
application and transport layer protocols in EC2, How to launch an EC2 Linux instance and connect to it, How to use S3

final09122023 1
in java, Cloud-based simulation of a distributed trust algorithm, A trust management service, A cloud service for adaptive
data streaming, Cloud based optimal FPGA synthesis .Exercises and problems.

Teaching- Teaching-Learning Process

Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 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
 Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. Cloud Computing:Theory and Practice, Dan C Marinescu Elsevier (MK), 2013.

2. Computing Principles and Paradigms, RajkumarBuyya , James Broberg, Andrzej Goscinsk,i

Willey, 2014.

3. Cloud Computing Implementation, Management and Security John W Rittinghouse, James F

Ransome, CRC Press, 2013.

Web links and Video Lectures (e-Resources):

 https://www.javatpoint.com/cloud-computing-tutorial
 https://www.tutorialspoint.com/cloud_computing/index.htm
● https://www.digimat.in/nptel/courses/video/106105167/L01.html (Video Lectures)
Skill Development Activities Suggested
● The students with the help of the course teacher can take up relevant technical –activities
which will enhance their skill.

final09122023 2
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Compare the strengths and limitations of cloud computing L2
CO2 Identify the architecture, infrastructure and delivery models of cloud computing L2
CO3 Demonstrate the working of VM and VMM on any cloud platforms(public/private), and L3
run a software service on that.
CO4 Identify the known threats, risks, vulnerabilities and privacy issues associated with Cloud L2
based IT services.

Program Outcome of this course

Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex 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.
11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x

final09122023 3
Semester- III
Cloud Security
Course Code 22SCS321 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Define core cloud computing concepts and fundamental principles, the Impact of Cloud Computing on Users
 Explore Infrastructure Security and Application-Level Data Security
 Explain Identity and Access management.
 Explore Security Management in the Cloud
 Illustrate Security Management in the Cloud

Module-1
WHAT IS CLOUD COMPUTING? Cloud Computing Defined, The SPI Framework for Cloud Computing, The
Traditional Software Model, The Cloud Services Delivery Model, Cloud Deployment Models, Key Drivers to Adopting
the Cloud, The Impact of Cloud Computing on Users, Governance in the Cloud, Barriers to Cloud Computing Adoption in
the Enterprise.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Infrastructure Security: Infrastructure Security: The Network Level, Infrastructure Security: The Host
Level, Infrastructure Security: The Application Level Data Security and Storage: Aspects of Data
Security, Data Security Mitigation, Provider Data and Its Security

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Identity and Access Management: Trust Boundaries and IAM, Why IAM?, IAM Challenges, IAM Definitions, IAM
Architecture and Practice, Getting Ready for the Cloud, Relevant IAM Standards and Protocols for Cloud Services, IAM
Standards, Protocols, and Specifications for Consumers, Comparison of Enterprise and Consumer Authentication Standards
and Protocols, IAM Practices in the Cloud, Cloud Authorization Management, Cloud Service Provider IAM Practice
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Security Management in the Cloud: Security Management Standards, Security Management in the Cloud, Availability
Management, SaaS Availability Management, PaaS Availability Management, IaaS Availability Management, Access
Control
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5

final09122023 4
Audit and Compliance: Internal Policy Compliance, Governance, Risk, and Compliance (GRC) , Illustrative Control
Objectives for Cloud Computing, Incremental CSP-Specific Control Objectives, Additional Key Management Control
Objectives, Control Considerations for CSP Users, Regulatory/External Compliance, Other Requirements, Cloud Security
Alliance, Auditing the Cloud for Compliance
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the maximum marks
of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions) from
each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Text Books:
1. Tim Mather, SubraKumaraswamy , ShahedLatif , Cloud Security and Privacy, An Enterprise Perspective on
Risks and Compliance, Oreilly Media, 2009
Reference Books:
1. Vic (J.R.) Winkler, Securing the Cloud, Cloud Computer Security Techniques and Tactics, Syngress, 2011
Web links and Video Lectures (e-Resources):
●

Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –activities which will enhance
their skill.

final09122023 5
Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 L2
Explore the impact of Cloud Computing on Users

CO2 Explain the Infrastructure Security and Application Level Data Security L2
CO3 Define Identity Management L2

CO4 Explore the Security Management in the cloud L2

CO5 Illustrate Security Management in the Cloud L3

Program Outcome of this course

Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1
fundamentals, and computer science and business systems to the solution of complex engineering
and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and design PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering solutions PO7
in business societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms PO8
of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the engineering PO10
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.
11 Project management and finance: Demonstrate knowledge and understanding of the engineering, PO11
business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

final09122023 6
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x
CO5 x x

Semester- III
final09122023 7
 Cyber Forensics
Course Code 22SCS322 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Define computer forensics and computer investigation
 Illustrate the Data Acquisition
 Explain how Live Acquisition, Email Investigation is carried out.
 Explore Footprinting and Social Engineering
Module-1
Computer Forensics and Investigation as a Profession, Understanding Computer Investigation.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Data Acquisition , Processing Crime and incident Scenes

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Virtual machines, Network Forensics and Live Acquisition, Email Investigation.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Introduction to Ethical Hacking - Footprinting and Social Engineering- Scanning and Enumeration-

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
System Hacking- Sniffers ,Denial of Service - Session Hijacking.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

final09122023 8
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the maximum marks
of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions) from
each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books:
1. Bill Nelson, Amelia Phillips, Frank Enfinger, Christopher Steuart, ―Computer Forensics and Investigations‖,
Cengage Learning, India Edition, 2016.
2. CEH official Certfied Ethical Hacking Review Guide, Wiley India Edition, 2015.
Reference Books:
1. John R.Vacca, ―Computer Forensics‖, Cengage Learning, 2005
2. MarjieT.Britz, ―Computer Forensics and Cyber Crime‖: An Introduction‖, 3rd Edition, Prentice Hall, 2013.

Web links and Video Lectures (e-Resources):

● https://www.mygreatlearning.com/academy/learn-for-free/courses/cyber-forensics
● https://www.geeksforgeeks.org/cyber-forensics/
Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –activities which will enhance
their skill.
At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Explain the basics of computer forensics L2
CO2 Demonstrate the data Acquisition L3
CO3 Explore the Email investigation L2
CO4 Identify the vulnerabilities in a given network infrastructure L2
CO5 Implement real-world hacking techniques to test system security L3

final09122023 9
Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1
fundamentals, and computer science and business systems to the solution of complex engineering
and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and design PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering solutions PO7
in business societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms PO8
of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the engineering PO10
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.
11 Project management and finance: Demonstrate knowledge and understanding of the engineering, PO11
business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x
CO5 x x

final09122023 10
Semester- III
Soft and Evolutionary Computing
Course Code 22SCS323 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:

 To Understand soft computing techniques

 Able to apply the learned techniques to solve realistic problems
 Able to Differentiate soft computing with hard computing techniques

Module-1
Introduction to soft computing: ANN, FS,GA, SI, ES, Comparing among intelligent systems

ANN: introduction, biological inspiration, BNN&ANN, classification, first Generation NN, perceptron, illustrative
problems
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Adaline, Medaline, ANN: (2nd generation), introduction, BPN, KNN,HNN, BAM, RBF,SVM and illustrative problems

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Fuzzy logic: introduction, human learning ability, undecidability, probability theory, classical set and fuzzy set, fuzzy set
operations, fuzzy relations, fuzzy compositions, natural language and fuzzy interpretations, structure of fuzzy inference
system, illustrative problems

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Introduction to GA, GA, procedures, working of GA, GA applications, applicability, evolutionary programming, working
of EP, GA based Machine learning classifier system, illustrative problems

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Swarm Intelligent system: Introduction, Background of SI, Ant colony system Working of ACO, Particle swarm
Intelligence (PSO).

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

final09122023 11
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the maximum marks
of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions) from
each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books:
1. Soft computing : N. P Padhy and S P Simon , Oxford University Press 2015
Reference Books:
1. Principles of Soft Computing, Shivanandam, Deepa S. N Wiley India, 2011.

Web links and Video Lectures (e-Resources):

● https://onlinecourses.nptel.ac.in/noc20_cs17/preview

Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –activities which will enhance
their skill.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Demonstrate the working of soft computing techniques L2
CO2 Apply the learned techniques to solve realistic problems L3
CO3 Differentiate soft computing with hard computing techniques L2

final09122023 12
Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1
fundamentals, and computer science and business systems to the solution of complex engineering
and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and design PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering solutions PO7
in business societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms PO8
of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the engineering PO10
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.
11 Project management and finance: Demonstrate knowledge and understanding of the engineering, PO11
business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x

final09122023 13
Semester- III
Advances in Storage Area Network
Course Code 22SCS324 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Explore contrast storage centric and server centric systems.
 Define metrics used for Designing storage area networks.
 Discuss the data centers for maintaining the data with the concepts of backup mainly remote mirroring concepts.
Module-1
Introduction: Server Centric IT Architecture and its Limitations; Storage – Centric IT Architecture and its advantages.
Case study: Replacing a server with Storage Networks The Data Storage and Data Access problem; The Battle for size
and access. Intelligent Disk Subsystems: Architecture of Intelligent Disk Subsystems; Hard disks and Internal I/O
Channels; JBOD, Storage virtualization using RAID and different RAID levels; Caching: Acceleration of Hard Disk
Access; Intelligent disk subsystems, Availability of disk subsystems.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
I/O Techniques: The Physical I/O path from the CPU to the Storage System; SCSI; Fibre Channel Protocol Stack; Fibre
Channel SAN; IP Storage. Network Attached Storage: The NAS Architecture, The NAS hardware Architecture, The
NAS Software Architecture, Network connectivity, NAS as a storage system. File System and NAS: Local File
Systems; Network file Systems and file servers; Shared Disk file systems; Comparison of fibre Channel and NAS.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Storage Virtualization: Definition of Storage virtualization; Implementation Considerations; Storage virtualization on
Block or file level; Storage virtualization on various levels of the storage Network; Symmetric and Asymmetric storage
virtualization in the Network.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
SAN Architecture and Hardware devices: Overview, Creating a Network for storage; SAN Hardware devices; The fibre
channel switch; Host Bus Adaptors; Putting the storage in SAN; Fabric operation from a Hardware perspective. Software
Components of SAN: The switch’s Operating system; Device Drivers; Supporting the switch’s components;
Configuration options for SANs.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Management of Storage Network: System Management, Requirement of management System, Support by Management
System, Management Interface, Standardized Mechanisms, Property Mechanisms, Inband Management, Use of SNMP,
CIM and WBEM, Storage Management Initiative Specification (SMIS), CMIP and DMI, Optional Aspects of the
Management of Storage Networks, Summary
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

final09122023 14
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Books:
1. Storage Networks Explained, Ulf Troppens, Rainer Erkens and Wolfgang Muller, Wiley India, 2013.
2. Storage Networks The Complete Reference, Robert Spalding, Tata McGrawHill, 2011.

Storage Networking Fundamentals:An Introduction to Storage Devices Subsystems, Applications, Management,

and File Systems, Marc Farley, Cisco Press, 2005.
Web links and Video Lectures (e-Resources):
● https://www.youtube.com/watch?v=akEr8cUAd5g
● https://www.udemy.com/topic/storage-area-network/

Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –activities
which will enhance their skill.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Identify the need for performance evaluation and the metrics used for it L2
CO2 Apply the techniques used for data maintenance. L2
CO3 Realize strong virtualization concepts L2
CO4 Illustrate RAID concepts, policies for LUN masking, file systems L3

final09122023 15
Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1
fundamentals, and computer science and business systems to the solution of complex engineering
and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and design PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering solutions PO7
in business societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms PO8
of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the engineering PO10
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.
11 Project management and finance: Demonstrate knowledge and understanding of the engineering, PO11
business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x

final09122023 16
Semester- III
Business Intelligence and its Applications
Course Code 22SCS325 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Define the fundamental concepts of Business Intelligence and its implementation.
 Appreciate the importance of Business reporting and performance measurement.
 Gain the knowledge and skills for using data warehouses and data mining techniques for business intelligence
purposes.

Module-1

Development Steps, BI Definitions, BI Decision Support Initiatives, Development Approaches, Parallel Development
Tracks, BI Project Team Structure, Business Justification, Business Divers, Business Analysis Issues, Cost – Benefit
Analysis, Risk Assessment, Business Case Assessment Activities, Roles Involved In These Activities, Risks Of Not
Performing Step, Hardware, Middleware, DBMS Platform, Non Technical Infrastructure Evaluation

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Managing The BI Project, Defining And Planning The BI Project, Project Planning Activities, Roles And Risks Involved
In These Activities, General Business Requirement, Project Specific Requirements, Interviewing Process

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Differences in Database Design Philosophies, Logical Database Design, Physical Database Design, Activities, Roles And
Risks Involved In These Activities, Incremental Rollout, Security Management, Database Backup And Recovery

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Growth Management, Application Release Concept, Post Implementation Reviews, Release Evaluation Activities, The
Information Asset and Data Valuation, Actionable Knowledge – ROI, BI Applications, The Intelligence Dashboard

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5
Business View of Information technology Applications: Business Enterprise excellence, Key purpose of using IT, Type
of digital data, basics f enterprise reporting, BI road ahead.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

final09122023 17
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the maximum marks
of SEE. 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 50% (50 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions) from
each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books:
1. Larissa T Moss and ShakuAtre, Business Intelligence Roadmap: The Complete Project Lifecycle for Decision
Support Applications, Addison Wesley Information Technology Series, 2003.
2. R N Prasad, SeemaAcharya, Fundamentals of Business Analytics, Wiley India, 2011

Reference Books:
1. David Loshin, Business Intelligence: The Savvy Manager's Guide, Morgan Kaufmann
2. Brian Larson, Delivering Business Intelligence with Microsoft SQL Server 2005, McGraw Hill, 2006.
3. Lynn Langit, Foundations of SQL Server 2008 Business Intelligence, Apress, 2011

Web links and Video Lectures (e-Resources):

● https://www.geeksforgeeks.org/what-is-business-intelligence/
● https://www.udemy.com/topic/business-intelligence/
Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –activities which will enhance
their skill.

Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Explain the complete life cycle of BI/Analytical development L2
CO2 Illustrate technology and processes associated with Business Intelligence framework L3
CO3 Demonstrate a business scenario, identify the metrics, indicators and make L2
recommendations to achieve the business goal.

final09122023 18
Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1
fundamentals, and computer science and business systems to the solution of complex engineering
and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and design PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering solutions PO7
in business societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms PO8
of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the engineering PO10
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.
11 Project management and finance: Demonstrate knowledge and understanding of the engineering, PO11
business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x

final09122023 19
Semester- III
Managing Big Data
Course Code 22SCS331 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course objectives:

 Explore and apply the Big Data analytic techniques for business applications.
 Discuss the overview of Apache Hadoop
 Able to implement basic technologies that forms the foundations of Big Data
Module-1
Meet Hadoop: Data!, Data Storage and Analysis, Querying All Your Data, Beyond Batch, Comparison with
Other Systems: Relational Database Management Systems, Grid Computing, Volunteer Computing Hadoop
Fundamentals MapReduce A Weather Dataset: Data Format, Analyzing the Data with Unix Tools, Analyzing
the Data with Hadoop: Map and Reduce, Java MapReduce, Scaling Out: Data Flow, Combiner Functions,
Running a Distributed MapReduce Job, Hadoop Streaming The Hadoop Distributed Filesystem The Design of
HDFS, HDFS Concepts: Blocks, Namenodes and Datanodes, HDFS Federation, HDFS High-Availability, The
Command-Line Interface, Basic Filesystem Operations, HadoopFilesystems Interfaces, The Java Interface,
Reading Data from a Hadoop URL, Reading Data Using the FileSystem API, Writing Data, Directories,
Querying the Filesystem, Deleting Data, Data Flow: Anatomy of a File Read, Anatomy of a File Write.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
YARN Anatomy of a YARN Application Run: Resource Requests, Application Lifespan, Building YARN
Applications, YARN Compared to MapReduce, Scheduling in YARN: The FIFO Scheduler, The Capacity
Scheduler, The Fair Scheduler, Delay Scheduling, Dominant Resource Fairness Hadoop I/O Data Integrity,
Data Integrity in HDFS, LocalFileSystem, ChecksumFileSystem, Compression, Codecs, Compression and
Input Splits, Using Compression in MapReduce, Serialization, The Writable Interface, Writable Classes,
Implementing a Custom Writable, Serialization Frameworks, File-Based Data Structures: SequenceFile
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Developing a MapReduce Application The Configuration API, Combining Resources, Variable Expansion,
Setting Up the Development Environment, Managing Configuration, GenericOptionsParser, Tool, and
ToolRunner, Writing a Unit Test with MRUnit: Mapper, Reducer, Running Locally on Test Data, Running a
Job in a Local Job Runner, Testing the Driver, Running on a Cluster, Packaging a Job, Launching a Job, The
MapReduce Web UI, Retrieving the Results, Debugging a Job, Hadoop Logs, Tuning a Job, Profiling Tasks,
MapReduce Workflows: Decomposing a Problem into MapReduce Jobs, JobControl, Apache Oozie How
MapReduce Works Anatomy of a MapReduce Job Run, Job Submission, Job Initialization, Task Assignment,
Task Execution, Progress and Status Updates, Job Completion, Failures: Task Failure, Application Master
Failure, Node Manager Failure, Resource Manager Failure, Shuffle and Sort: The Map Side The Reduce Side,
Configuration Tuning, Task Execution: The Task Execution Environment, Speculative Execution, Output
Committers
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4

final09122023 20
MapReduce Types and Formats:MapReduce Types, Input Formats: Input Splits and Record,s Text Input,
Binary Input, Multiple Inputs, Database Input (and Output) Output Formats: Text Output, Binary Output,
Multiple Outputs, Lazy Output, Database Output, Flume Installing Flume, An Example,Transactions and
Reliability, Batching, The HDFS Sink, Partitioning and Interceptors, File Formats, Fan Out, Delivery
Guarantees, Replicating and Multiplexing Selectors, Distribution: Agent Tiers, Delivery Guarantees, Sink
Groups, Integrating Flume with Applications, Component Catalog
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Pig Installing and Running Pig, Execution Types, Running Pig Programs, Grunt, Pig Latin Editors, An Example:
Generating Examples, Comparison with Databases, Pig Latin: Structure, Statements, Expressions, Types,
Schemas, Functions, Data Processing Operators: Loading and Storing Data, Filtering Data, Grouping and Joining
Data, Sorting Data, Combining and Splitting Data. Spark An Example: Spark Applications, Jobs, Stages and
Tasks, A Java Example, A Python Example, Resilient Distributed Datasets: Creation, Transformations and
Actions, Persistence, Serialization, Shared Variables, Broadcast Variables, Accumulators, Anatomy of a Spark
Job Run, Job Submission, DAG Construction, Task Scheduling, Task Execution, Executors and Cluster
Managers: Spark on YARN
Teaching- Chalk and talk/PPT/case study/web content
Learning

final09122023 21
 Process

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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks o attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:


The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Books
1. Hadoop: The Definitive Guide, Tom White, O'Reilley, Third Edition, 2012
2. SPARK: The Definitive Guide, MateiZaharia and Bill Chambers, Oreilly, 2018
3. Apache Flume: Distributed Log Collection for Hadoop, D'Souza and Steve Hoffman Oreilly, 2014

Web links and Video Lectures (e-Resources):

https://www.tutorialspoint.com/big_data_tutorials.htm
https://www.digimat.in/nptel/courses/video/106104189/L01.html

Skill Development Activities Suggested

 The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill. The prepared report shall be evaluated for CIE marks.

Sl. No. Description Blooms Level

CO1 Managing big data using Hadoop and SPARK technologies L2
CO2 Explain HDFS and MapReduce concepts L2
CO3 Install, configure, and run Hadoop and HDFS L3
CO4 Apply Big Data Solutions using Hadoop Eco System L3
final09122023 22
Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex engineering
and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and design PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering solutions PO7
in business societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms PO8
of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the engineering PO10
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.
11 Project management and finance: Demonstrate knowledge and understanding of the engineering, PO11
business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x x
CO2 x x
CO3 x x
CO4 x x

final09122023 23
 Semester- III
Pattern Recognition
Course Code 22SCS332 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:
 Explain pattern recognition principals
 Able to implement algorithms for Pattern Recognition.
 Ability to analyse decision tress.

Module-1
Introduction: Definition of PR, Applications, Datasets for PR, Different paradigms for PR, Introduction to
probability, events, random variables, Joint distributions and densities, moments. Estimation minimum risk
estimators, problems
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Representation: Data structures for PR, Representation of clusters, proximity measures, size of patterns, Abstraction of
Data set, Feature extraction, Feature selection, Evaluation
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Nearest Neighbour based classifiers & Bayes classifier: Nearest neighbour algorithm, variants of NN algorithms, use
of NN for transaction databases, efficient algorithms, Data reduction, prototype selection, Bayes theorem, minimum
error rate classifier, estimation of probabilities, estimation of probabilities, comparison with NNC, Naive Bayes
classifier, Bayesian belief network
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-4
Naive Bayes classifier, Bayesian belief network, Decision Trees: Introduction, DT for PR, Construction of DT, splitting
at the nodes, Over fitting & Pruning, Examples , Hidden Markov models: Markov models for classification, Hidden
Markov models and classification using HMM
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Clustering: Hierarchical (Agglomerative, single/complete/average linkage, wards, Partitional (Forgy’s, kmeans,
Isodata), clustering large data sets, examples, An application: Handwritten Digit recognition
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process

final09122023 24
 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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
Suggested Learning Resources:
Books
1. Pattern Recognition (An Introduction), V Susheela Devi, M Narsimha Murthy. Universities press, 2011.

2. Pattern Recognition & Image Analysis, Earl Gose, Richard Johnsonbaugh, Steve Jost . PH, 1996.

3. Pattern Classification, Duda R. O., P.E. Hart, D.G. Stork. John Wiley and sons, 2000.

Web links and Video Lectures (e-Resources):

https://nptel.ac.in/courses/117105101

Skill Development Activities Suggested

● Practice the Concept of Efficiency While Creating Patterns
● Patterns In Math
● Look for Patterns in Nature.

final09122023 25
Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level

CO1 Choose appropriate algorithms for Pattern Recognition. L2
CO2 Apply nearest neighbour classifier. L3
CO3 Apply Decision tree and clustering techniques to various applications L2
CO4 Get acquainted with recent developments in pattern recognition and its applications. L1

Program Outcome of this course

Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering PO1
fundamentals, and computer science and business systems to the solution of complex engineering
and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and 25odelli complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and design PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and 25odelling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering solutions PO7
in business societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms PO8
of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the engineering PO10
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.
11 Project management and finance: Demonstrate knowledge and understanding of the engineering, PO11
business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

final09122023 26
Mapping of COS and Pos
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x

final09122023 27
Semester- III
Computer Vision
Course Code 22SCS333 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:

 Explore the fundamentals of image formation.

 Discuss the major ideas, methods, and techniques of computer vision and pattern recognition.
 Able to implement algorithms and techniques to analyze and interpret the visible world around
us.
Module-1
CAMERAS: Pinhole Cameras, Radiometry – Measuring Light: Light in Space, Light Surfaces, Important
Special Cases, Sources, Shadows, And Shading: Qualitative Radiometry, Sources and Their Effects, Local
Shading Models, Application: Photometric Stereo, Interreflections: Global Shading Models, Color: The
Physics of Color, Human Color Perception, Representing Color, A Model for Image Color, Surface Color from
Image Color.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Linear Filters: Linear Filters and Convolution, Shift Invariant Linear Systems, Spatial Frequency and Fourier
Transforms, Sampling and Aliasing, Filters as Templates, Edge Detection: Noise, Estimating Derivatives,
Detecting Edges, Texture: Representing Texture, Analysis (and Synthesis) Using Oriented Pyramids,
Application: Synthesis by Sampling Local Models, Shape from Texture.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
The Geometry of Multiple Views: Two Views, Stereopsis: Reconstruction, Human Stereposis, Binocular
Fusion, Using More Cameras, Segmentation by Clustering: What Is Segmentation?, Human Vision: Grouping
and Getstalt, Applications: Shot Boundary Detection and Background Subtraction, Image Segmentation by
Clustering Pixels, Segmentation by Graph-Theoretic Clustering,

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4

final09122023 28
Segmentation by Fitting a Model: The Hough Transform, Fitting Lines, Fitting Curves, Fitting as a Probabilistic
Inference Problem, Robustness, Segmentation and Fitting Using Probabilistic Methods: Missing Data Problems,
Fitting, and Segmentation, The EM Algorithm in Practice, Tracking With Linear Dynamic Models: Tracking as
an Abstract Inference Problem, Linear Dynamic Models, Kalman Filtering, Data Association, Applications and
Examples.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Geometric Camera Models: Elements of Analytical Euclidean Geometry, Camera Parameters and the Perspective
Projection, Affine Cameras and Affine Projection Equations, Geometric Camera Calibration: Least-Squares
Parameter Estimation, A Linear Approach to Camera Calibration, Taking Radial Distortion into Account,
Analytical Photogrammetry, An Application: Mobile Robot Localization, Model- Based Vision: Initial
Assumptions, Obtaining Hypotheses by Pose Consistency, Obtaining Hypotheses by pose Clustering, Obtaining
Hypotheses Using Invariants, Verification, Application: Registration In Medical Imaging Systems, Curved
Surfaces and Alignment.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs
andPOs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. Computer Vision – A Modern Approach, David A. Forsyth and Jean Ponce, PHI Learning, 2009.

2. Computer and Machine Vision – Theory, Algorithms and Practicalities, E. R. Davies, Elsevier 4th
Edition, 2013.

final09122023 29
 Web links and Video Lectures (e-Resources):

https://www.digimat.in/nptel/courses/video/108103174/L19.html

Skill Development Activities Suggested

 The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill.
Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level
CO1 Implement fundamental image processing techniques required for computer vision. L3
CO2 Perform shape analysis L2
CO3 Implement boundary tracking techniques L3
CO4 Apply chain codes and other region descriptors L3

final09122023 30
Program Outcome of this course
Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex 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.
11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x x
CO2 x
CO3 x x x x
CO4 x x
CO5 x x

final09122023 31
Semester- III
Deep Learning
Course Code 22SCS334 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03
Course Learning objectives:

● Discuss the context of neural networks and deep learning

● Have a working knowledge of neural networks and deep learning
● Explore the parameters for neural networks

Module-1
Machine Learning Basics: Learning Algorithms, Capacity, Overfitting and Underfitting, Hyperparameters and
Validation Sets, Estimator, Bias and Variance, Maximum Likelihood Estimation, Bayesian Statistics, Supervised
Learning Algorithms, Unsupervised Learning Algorithms, Stochastic Gradient Descent, building a Machine Learning
Algorithm, Challenges Motivating Deep Learning.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Deep Feedforward Networks: Gradient-Based Learning, Hidden Units, Architecture Design, BackPropagation.
Regularization: Parameter Norm Penalties, Norm Penalties as Constrained Optimization, Regularization and Under-
Constrained Problems, Dataset Augmentation, Noise Robustness, SemiSupervised Learning, Multi-Task Learning,
Early Stopping, Parameter Tying and Parameter Sharing, Sparse Representations, Bagging, Dropout.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-3
Optimization for Training Deep Models: How Learning Differs from Pure Optimization, Challenges in Neural
Network Optimization, Basic Algorithms. Parameter Initialization Strategies, Algorithms with Adaptive Learning
Rates. Convolutional Networks: The Convolution Operation, Motivation, Pooling, Convolution and Pooling as an
Infinitely Strong Prior, Variants of the Basic Convolution Function, Structured Outputs, Data Types, Efficient
Convolution Algorithms, Random or Unsupervised Features.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Sequence Modelling: Recurrent and Recursive Nets: Unfolding Computational Graphs, Recurrent Neural Networks,
Bidirectional RNNs, Encoder-Decoder Sequence-to-Sequence Architectures, Deep Recurrent Networks, Recursive
Neural Networks. Long short-term memory

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-5

final09122023 32
Practical Methodology: Performance Metrics, Default Baseline Models, Determining Whether to Gather More Data,
Selecting Hyperparameters, Debugging Strategies, Example: Multi-Digit Number Recognition. Applications: Vision,
NLP, Speech.

final09122023 33
 Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

 The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
 The question paper will have ten full questions carrying equal marks.
 Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
 Each full question will have a sub-question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Books
1. Deep Learning, Lan Good fellow and YoshuaBengio, MIT Press https://www.deeplearn ingbook.org/
2016.
2. Neural Networks:Asystematic Introduction, Raúl Rojas, 1996.
3. Pattern Recognition and machine Learning, Chirstopher Bishop, 2007.
Web links and Video Lectures (e-Resources):
● https://www.simplilearn.com/tutorials/deep-learning-tutorial
● https://www.kaggle.com/learn/intro-to-deep-learning
 https://www.javatpoint.com/deep-learning
Skill Development Activities Suggested
 The students with the help of the course teacher can take up relevant technical –activities which will
enhance their skill. The prepared report shall be evaluated for CIE marks.

final09122023 34
 Course outcome (Course Skill Set)

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

Sl. No. Description Blooms Level
CO1 Identify the deep learning algorithms which are more appropriate for various types of L2
learning tasks in various domains.
CO2 Implement deep learning algorithms and solve real-world problems. L3
CO3 Execute performance metrics of Deep Learning Techniques. L3

CO4 Compare modeling aspects of various neural network architectures. L2

Program Outcome of this course

Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex 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.
11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

final09122023 35
Mapping of COS and POs
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x
CO2 x x
CO3 x x
CO4 x x

final09122023 36
 Semester- III
Blockchain Technology
Course Code 22SCS335 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 03

Course Learning objectives:

 Explain the strong technical knowledge of Blockchain technologies.

 Analyzing the blockchain decentralization and cryptography concepts.
 Explore the driving force behind the cryptocurrency Bitcoin, along with the Decentralization.

Module-1
Blockchain 101: Distributed systems, History of blockchain, Introduction to blockchain, Types of blockchain, CAP
theorem and blockchain, Benefits and limitations of blockchain.

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-2
Decentralization and Cryptography: Decentralization using blockchain, Methods of decentralization, Routes to
decentralization, Decentralized organizations. Cryptography and Technical Foundations: Cryptographic primitives,
Asymmetric cryptography, Public and private keys

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-3
Bitcoin and Alternative Coins A: Bitcoin, Transactions, Blockchain, Bitcoin payments B: Alternative Coins, Theoretical
foundations, Bitcoin limitations, Namecoin, Litecoin, Primecoin, Zcash

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process
Module-4
Smart Contracts and Ethereum 101: Smart Contracts: Definition, Ricardian contracts. Ethereum 101:Introduction,
Ethereum blockchain, Elements of the Ethereum blockchain, Precompiled contracts
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-5
Alternative Blockchains: Blockchains Blockchain-Outside of Currencies: Internet of Things, Government, Health, Finance,
Media

Teaching- Chalk and talk/PPT/case study/web content

Learning
Process

final09122023 37
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. 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 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs
andPOs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
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:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module

Suggested Learning Resources:

Text Books:
1. Bitcoin and Cryptocurrency Technologies, Arvind Narayanan, Joseph Bonneau, Edward Felten, Andrew Miller,
Steven Goldfeder, Princeton University, 2016

Reference Books:
1. Blockchain Basics: A Non-Technical Introduction in 25 Steps, Daniel Drescher, Apress, First Edition, 2017
2. Mastering Bitcoin: Unlocking Digital Cryptocurrencies, Andreas M. Antonopoulos, O'Reilly Media, First
Edition, 2014
Web links and Video Lectures (e-Resources):
 https://nptel.ac.in/courses/106105184
 https://ocw.mit.edu/courses/15-s12-blockchain-and-money-fall-2018/video_galleries/video-lectures/

Skill Development Activities Suggested

 The students with the help of the course teacher can take up relevant technical –activities which
willenhance their skill. The prepared report shall be evaluated for CIE marks.

final09122023 38
Sl. No. Description Blooms Level

CO1 Explore the emerging abstract models for Blockchain Technology and to familiarise L1
with the functional/operational concepts.
CO2 Analyze the various consensus mechanisms, applications, research challenges and L3
future directions.
CO3 Practical implementation of Blockchain operations and solutions using Ethereum L3

Sl. No. Description POs

1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and PO3
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.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern PO5
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to assess PO6
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or leader in PO9
diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex 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.
11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and 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.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in PO12
independent and life-long learning in the broadest context of technological change.

Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 x x x
CO2 x x
CO3 x x

final09122023 39
 PROJECT WORK
PHASE – 1
Course Code 22SCS34 CIE Marks 100
Number of contact Hours/Week 6 SEE Marks --
Credits 03 Exam Hours --
Course objectives:
 Support independent learning.
 Guide to select and utilize adequate information from varied resources
maintaining ethics.
 Guide to organize the work in the appropriate manner and present
information (acknowledging the sources) clearly.
 Develop interactive, communication, organisation, time management, and
presentation skills.
 Impart flexibility and adaptability.
 Inspire independent and team working.
 Expand intellectual capacity, credibility, judgement, intuition.
 Adhere to punctuality, setting and meeting deadlines.
 Instil responsibilities to oneself and others.
 Train students to present the topic of project work in a seminar without any
fear, face audience confidently, enhance communication skill, involve in group
discussion to present and exchange ideas.
Project Phase-1 Students in consultation with the guide/s shall carry out literature
survey/ visit industries to finalize the topic of the Project. Subsequently, the students
shall collect the material required for the selected project, prepare synopsis and
narrate the methodology to carry out the project work.
Seminar: Each student, under the guidance of a Faculty, is required to
 Present the seminar on the selected project orally and/or through power point
slides.
 Answer the queries and involve in debate/discussion.
 Submit two copies of the typed report with a list of references.
The participants shall take part in discussion to foster friendly and stimulating
environment in which the students are motivated to reach high standards and become
self-confident.
Course outcomes:
At the end of the course the student will be able to:
 Demonstrate a sound technical knowledge of their selected project topic.
 Undertake problem identification, formulation, and solution.
 Design engineering solutions to complex problems utilising a systems approach.
 Communicate with engineers and the community at large in written an oral
forms.
 Demonstrate the knowledge, skills and attitudes of a professional engineer.
Continuous Internal Evaluation
CIE marks for the project report (50 marks), seminar (30 marks) and question and
answer (20 marks) shall be awarded (based on the quality of report and presentation
skill, participation in the question and answer session by the student) by the
committee constituted for the purpose by the Head of the Department. The committee
shall consist of three faculty from the department with the senior most acting as the
Chairperson.

final09122023 40
 Societal Project
Course Code 22SCS35 CIE Marks 100
Number of contact Hours/Week 6 SEE Marks
Credits 3 Exam Hours 03
Course objectives:
 Build creative solutions for development problems of current scenario in the
Society.
 Utilize the skills developed in the curriculum to solve real life problems.
 Improve understanding and develop methodology for solving complex issues.
Some of the domains to choose for societal projects:
 Infrastructure
 Health Care
 Social security
 Security for women
 Transportation
 Business Continuity
 Remote working and Education
 Digital Finance
 Food Security
 Rural employment
 Water and land management
 Pollution
 Financial Independence
 Agricultural Finance
 Primary Health care
 Nutrition
 Child Care
 E-learning
 Distance parenting
 Mentorship Etc

Course outcomes:
At the end of the course the student will be able to:
 Building solution for real life societal problems.
 Improvement of their technical/curriculum skills

Continuous Internal Evaluation:

Identifying the real life problems and producing literature report : 20 marks
Data sampling and Cleaning :10 Marks
Establishing the right Objective: 10 Marks
Developing the solution : 20 Marks
Propagating the solution to the stake holders 1)Lectures 2)Social Meetings 3)Social
media 4)Street plays 5)Advertisement Either of the 3(evidence of the work through
geo tag photo) Certified by stake holders and authorized by concerned government
authorities
Project Report: 20 marks. The basis for awarding the marks shall be the involvement
of the student in the project and in the preparation of project report. To be awarded by
the internal guide in consultation with external guide if any.
Project Presentation: 10 marks.
The Project Presentation marks of the Project Work Phase -II shall be awarded by the
committee constituted for the purpose by the Head of the Department. The committee
shall consist of three faculty from the department with the senior most acting as the
Chairperson.
Evalution: 10 marks.
The student shall be evaluated based on the ability in the Question and Answer session
for 10 marks.

final09122023 41
 INTERNSHIP / PROFESSIONAL
PRACTICE
Course Code 22SCSI36 CIE Marks 50
Number of contact Hours/Week 3 SEE Marks 50
Credits 06 Exam Hours 03
Course objectives:
Internship/Professional practice provide students the opportunity of hands-on
experience that include personal training, time and stress management, interactive
skills, presentations, budgeting, marketing, liability and risk management, paperwork,
equipment ordering, maintenance, responding to emergencies etc. The objective are
further,
To put theory into practice.
To expand thinking and broaden the knowledge and skills acquired through
course work in the field. To relate to, interact with, and learn from current
professionals in the field.
To gain a greater understanding of the duties and responsibilities
of a professional. To understand and adhere to professional
standards in the field.
To gain insight to professional communication including meetings, memos, reading,
writing, public speaking, research, client interaction, input of ideas, and
confidentiality.
To identify personal strengths and weaknesses.
To develop the initiative and motivation to be a self-starter and work independently.
Internship/Professional practice: Students under the guidance of internal guide/s
and external guide shall take part in all the activities regularly to acquire as much
knowledge as possible without causing any inconvenience at the place of internship.
Seminar: Each student, is required to
 Present the seminar on the internship orally and/or through power point slides.
 Answer the queries and involve in debate/discussion.
 Submit the report duly certified by the external guide.
 The participants shall take part in discussion to foster friendly and stimulating
environment in which the students are motivated to reach high standards and
become self-confident.
Course outcomes:
At the end of the course the student will be able to:
 Gain practical experience within industry in which the internship is done.
 Acquire knowledge of the industry in which the internship is done.
 Apply knowledge and skills learned to classroom work.
 Develop a greater understanding about career options while more clearly defining
personal career goals.
 Experience the activities and functions of professionals.
 Develop and refine oral and written communication skills.
 Identify areas for future knowledge and skill development.
 Expand intellectual capacity, credibility, judgment, intuition.
 Acquire the knowledge of administration, marketing, finance and economics.
Continuous Internal Evaluation
CIE marks for the Internship/Professional practice report (30 marks), seminar (10
marks) and question and answer session (10 marks) shall be awarded (based on the
quality of report and presentation skill, participation in the question and answer
session by the student) by the committee constituted for the purpose by the Head of
the Department. The committee shall consist of three faculty from the department
with the senior most acting as the Chairperson.

final09122023 42
Semester End Examination
SEE marks for the internship report (20 marks), seminar (20 marks) and question and
answer session (10 marks) shall be awarded (based on the quality of report and
presentation skill, participation in the question and answer session) by the examiners
appointed by the University.

final09122023 43
 PROJECT WORK
PHASE -2
Course Code 22SCS41 CIE Marks 100
Practical /Field work/Week 8 SEE Marks 100
Credits 18 Exam Hours 03
Course objectives:
 To support independent learning.
 To guide to select and utilize adequate information from varied resources
maintaining ethics.
 To guide to organize the work in the appropriate manner and present
information (acknowledging the sources) clearly.
 To develop interactive, communication, organization, time management, and
presentation skills.
 To impart flexibility and adaptability.
 To inspire independent and team working.
 To expand intellectual capacity, credibility, judgement, intuition.
 To adhere to punctuality, setting and meeting deadlines.
 To instill responsibilities to oneself and others.
 To train students to present the topic of project work in a seminar without
any fear, face audience confidently, enhance communication skill, involve in
group discussion to present and exchange ideas.
Project Work Phase - II: Each student of the project batch shall involve in carrying
out the project work jointly in constant consultation with internal guide, co-guide, and
external guide and prepare the project report as per the norms avoiding plagiarism.
 Follow the Software Development life cycle
 Data Collection ,Planning
 Design the Test cases
 Validation and verification of attained results
 Significance of parameters w.r.t scientific quantified data.
 Publish the project work in reputed Journal.
Course outcomes:
At the end of the course the student will be able to:
 Present the project and be able to defend it.
 Make links across different areas of knowledge and to generate, develop
and evaluate ideas andinformation so as to apply these skills to the project
task.
 Habituated to critical thinking and use problem solving skills
 Communicate effectively and to present ideas clearly and coherently in both
the written and oral forms.
 Work in a team to achieve common goal.
 Learn on their own, reflect on their learning and take appropriate actions to
improve it.
Continuous Internal Evaluation:
Project Report: 20 marks. The basis for awarding the marks shall be the involvement
of the student in the project and in the preparation of project report. To be awarded by
the internal guide in consultation with external guide if any.
Project Presentation: 20 marks.
The Project Presentation marks of the Project Work Phase -II shall be awarded by the
committee constituted for the purpose by the Head of the Department. The committee
shall consist of three faculty from the department with the senior most acting as the
Chairperson.
Project Execution: 50 Marks
The Project Execution marks of the Project Work Phase -II shall be awarded by the
committee constituted for the purpose by the Head of the Department. The committee
shall consist of three faculty from the department with the senior most acting as the
Chairperson.
Question and Answer: 10 marks.
The student shall be evaluated based on the ability in the Question and Answer session

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for 10 marks.
Semester End Examination
SEE marks for the project report (60 marks), seminar (30 marks) and question and
answer session (10 marks) shall be awarded (based on the quality of report and
presentation skill, participation in the question and answer session) by the examiners
appointed by the University.

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