COURSEPACK

SCHEME
The scheme is an overview of work-integrated learning opportunities and gets students
out into the real world. This will give what a course entails.

Course Title Discrete Mathematics Course Type Theory

Course Code C1UC224T Class
Activity Credits Credit Hours Total Number of Assessment in
3 3 Classes per Semester Weightage
Lecture
Instruction Tutorial 0 0

Practical
Tutorial
Theory
delivery

study
Self-

SEE
Practical 0 0

CIE
Self-study 0 0

Total 3 3
45 0 0 0 50% 50%
Course Lead Course Dr. Ananya Manas
Coordinator Ms. Neelam Kumari
Names Theory Practical
Course
Instructors

COURSE OVERVIEW
The students who are successful in discrete mathematics will be able to generalize from a single
instance of a problem to an entire class of problems. As it covers probabilities, trees, graphs, logic,
mathematical thinking, and much more. This course is important in the sciences, for example
understanding of DNA sequences in molecular biology, and useful in studying and describing
objects and problems in all branches of computer science, such as computer algorithms,
programming languages, cryptography (using in Data Security Council of India and IBM Security
Guardium), and software development.

PREREQUISITE COURSE
PREREQUISITE COURSE NO
REQUIRED
If, yes please fill in the Details Prerequisite Prerequisite course name
course code
NIL NIL

COURSEPACK | FORMAT
 COURSE OBJECTIVE
The objective of this course is to familiarize the prospective computer scientists with the techniques of
mathematical reasoning, logical thinking, abstract mathematical discrete structures so that they may
apply
a particular set of mathematical facts in relevant situations.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO No. Course Outcomes

CO1 Remember the concepts of sets, relations, functions, algebraic structures, the rule of
inference for connecting and validating logical statements and basics concepts of graph
theory.
CO2 Explain the counting techniques and to solve various counting problems, concept of
Posets and Lattices.
CO3 Apply counting principles to determine probabilities and apply basic graph theory,
minimal weighted spanning tree algorithms, graph coloring algorithms.
CO4 Demonstrate and use the concept of graphs, trees, and related discrete mathematics,
apply the methods from these subjects in problem solving.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom's taxonomy is a set of hierarchical models used for the classification of educational learning
objectives into levels of complexity and specificity. The learning domains are cognitive, affective,
and psychomotor.

THEORY

Remember Understand Apply Analyse Evaluate Create

CO No.
BTL1 BTL2 BTL3 BTL4 BTL2 BTL6
1 🗸
2 🗸
3 🗸
4 🗸

COURSEPACK | FORMAT
 PROGRAM OUTCOMES (POs): AS DEFINED BY CONCERNED THE APEX BODIES

PO1 Engineering knowledge: Apply the knowledge of mathematics, science,

engineering fundamentals, and an engineering specialization to the solution of
complex engineering problems.
PO2 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
PO3 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specified
needs with appropriate consideration for the public health and safety, and the
cultural, societal, and environmental considerations.
PO4 Conduct investigations of complex problems: Use research-based knowledge
and research methods including design of experiments, analysis and interpretation
of data, and synthesis of the information to provide valid conclusions.
PO5 Modern tool usage: Create, select, and apply appropriate techniques, resources,
and modern engineering and IT tools including prediction and modeling to
complex engineering activities with an understanding of the limitations.
PO6 The engineer and society: Apply reasoning informed by the contextual
knowledge to assess societal, health, safety, legal and cultural issues, and the
consequent responsibilities relevant to the professional engineering practice.
PO7 Environment and sustainability: Understand the impact of the professional
engineering solutions in societal and environmental contexts, demonstrate the
knowledge of, and need for sustainable development.
PO8 Ethics: Apply ethical principles and commit to professional ethics,
responsibilities, and norms of the engineering practice.
PO9 Individual and Teamwork: Function effectively as an individual, and as a
member or leader in diverse teams, and in multidisciplinary settings.
PO10 Communication: Communicate effectively on complex engineering activities
with the engineering community and with society, such as, being able to
comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
PO11 Project management and finance: Demonstrate knowledge and understanding
of the engineering 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.
PO12 Life-long learning: Recognize the need for, and have the preparation and ability
to engage in independent and life-long learning in the broadest context of
technological change.

PSO1: Ability to work with emerging technologies in computing requisite to Industry 4.0
PSO2: Demonstrate Engineering Practice learned through industry internship to solve live
problems in various domains.
COURSEPACK | FORMAT
COURSE ARTICULATION MATRIX
The Course articulation matrix indicates the correlation between Course Outcomes and
Program Outcomes and their expected strength of mapping in three levels (low,
medium, and high).

PO10

PO11

PO12

PSO1

PSO2
COs#/
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
POs

CO1 3 3 1 1 2 2
CO2 3 3 1 1 2 1
CO3 3 2 1 1 1 1
CO4 3 2 1 1 2 2
Note: 1-Low, 2-Medium, 3-High

COURSE ASSESSMENT
The course assessment patterns are the assessment tools used both in formative and summative
examinations.

CIE Weightage End Term

Type of Course IA-2 Exam (ETE)
IA-1 Mid Term Weightage
Exam
Integrated (B) 25 25 50 100
Final 25 25 50
Weightage
Total 100

* Assignment, Quiz, Class test, SWAYAM/NPTEL/MOOCs and etc.

COURSEPACK | FORMAT
COURSE CONTENT

Content
Syntax, Semantics, Validity and Satisfiability, Basic connectives and Truth Tables, Logical
Equivalence, the laws of logic, Logical implication, Rules of inference, Normal form
(CNF, DNF), Predicate logic, Universal and Existential quantifiers.
Proof Techniques: Some terminologies, Proof methods and strategies, Forward proof,
Proof by contradiction, Proof by contraposition, Proof of necessity and sufficiency.

Counting Techniques: Basic counting techniques, inclusion, and exclusion, pigeon-hole

principle, permutation, and combination

Operations and laws of sets, Cartesian product, binary relation, partial order relation,
Equivalence relation, Functions, Bijective function, inverse and composition of function,
size of a set, countable and uncountable set, Cantor’s diagonal argument and the power
set theorem, Schroeder-Bernstein theorem.
Principles of Mathematical Induction: The well -Ordering principle, Recursive definition,
prime numbers, greatest common divisor, Euclidean algorithm, the fundamental theorem
of arithmetic.

Algebraic structures with one binary operation: Semi Group, Monoid, Groups, Subgroups,
Congruence relation and quotient structures, Free and Cyclic Monoid and Groups, Cosets,
Lagrange's theorem, Normal Subgroups, Permutation and Symmetric groups, Group
Homomorphism, Algebraic structures with two binary operations: Ring, Integral domain,
and Field.

Graphs and their properties, degree, connectivity, path cycle, sub graphs, isomorphism,
Eulerian and Hamiltonian walks, Graph coloring, and planer graphs, Trees: Definitions,
properties, and examples.

Partial order sets, Hasse diagram, Lattices, and its properties of lattices

COURSEPACK | FORMAT
LESSON PLAN FOR THEORY COURSES (15 weeks * 3 Hours = 45 Classes)
Lec. Topic L/T/P Skills Competency
1. Propositions, logical operators, Truthtables (TT) L
1

Conditional statements, converse, contrapositive,

2. inverse, biconditionals L
2
TT of compound propositions, precedence of logical
L
operators 1.To frame the Logical thinking
3.
logical
3 statements
Tautology, contradiction, logical equivalence, laws, 2. To frame the
L
4. Satisfiability arguments with
4 the help of
mathematical
5. Predicates, quantifiers and logical
L expressions.
5 3. To check the
validity of
6. Rules of Inference
L arguments
6 4. Determine the
logical
7. Normal form- CNF, DNF L equivalency of
7 the compound
statements.
Proof Techniques: Some terminologies, Forward
L
8. proof, Proof by contradiction, Proof by
8 contraposition, Proof of necessity and sufficiency.

9. Basic counting techniques, Inclusion and exclusion L

9 rule

10. Pigeon-hole principle, Generalized pigeon-hole L

10 principle

11. Permutation L
11

12. Combination L
12

13. Set, Venn diagram, Subsets, size of the set, power L

1.To understand
Demonstrate the
13 set, Cartesian Product sets and perform
understanding of
operations and
sets, relations
14. Set operations, set identities, Generalized Unions and L algebra on sets
and functions
determine the
14 Intersections, Computer Representation of Sets properties of
and use them for

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15. Relations, properties of relations, Combining L
relation and
counting
15 Relations functions,
techniques
identify
16. Equivalence Relation and Classes, partition equivalence and
L partial ordered
18 relation.
Determining the
17. Functions, one-one, onto, bijection L domain and
19 range

18. Inverse and composition functions, floor & ceiling L

20 function

Cardinality of the Set, Countable and Uncountable

19. set, Cantor’s diagonal theorem the power set L
21 theorem, Schroeder-Bernstein theorem

20. Mathematical Induction, Strong induction, the well L

22 ordering Principle

21. Recursive Relation L

23

22. Prime Number and Greatest common divisor of two L

24 numbers

23. Euclidean algorithm L

25

24. The fundamental theorem of arithmetic L

26

25. Introduction of Algebraic Structures: Monoids and L

27 semigroups. Analyze the Study of
basic structures symmetry
26. Introduction of Algebraic Structures: Groups of algebraic
L structures
28

Groups, Subgroups,
27. L
29
Congruence relation
28. L
30
Coset, Lagrange's theorem.
29. L
31
30. Coset, Lagrange's theorem. L
32
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 Normal Subgroups, Permutation & Symmetric
31. groups, Group Homomorphism L
33

Normal Subgroups, Permutation & Symmetric

L
32. groups, Group Homomorphism
34
Algebraic structures with two binary operations:
L
Ring, Integral domain, Field.

33.
35
Algebraic structures with two binary operations:
34. Integral domain, Field. L
36
Graph & graph models
35. L
37
Graph Terminology and Special Types of Graphs
36. L
38
Representing Graphs and Graph Isomorphism
37. L
39
38. Connectivity, Euler and Hamilton Paths L
40
1.Basic
39. Planar Graphs, Graph Coloring L terminology of
Able to explain
41 graph, tree, and
basic
path
terminology of a
40. Introduction to Trees& applications L
2.Analyze the
graph Identify
42 relationships
Euler and
between
Hamiltonian
41. Tree Traversal, Spanning Trees, Minimum Spanning different objects
L cycle Represent
or entities
43 Trees 3.To represent
graphs using
adjacency
the interactions
42. Partial ordered set matrices
L between
44 different objects

43. Combination of partial order sets, Hasse diagram L

45

44. Lattices: Definition, Properties of lattices – L

46 Bounded, Complemented

45. Modular and Complete lattice L

COURSEPACK | FORMAT
 7

BIBLIOGRAPHY

 Text Book
T1: Kenneth H. Rosen, Discrete Mathematics and Its Applications, 8th Edition,
McGraw Hill Education, 2021.
 Reference Books
R1: J P Trembley, R Manohar, Discrete Mathematical Structures with Applications to
Computer Science, 1st Edition, McGraw-Hill Education, 2017.
R2: Semyour Lipschutz, Marc Lipson, Varsha H. Patil, Discrete Mathematics (Schaum's
Outlines, 3rd Edition, McGraw Hill Education, 2017.

Journals/Magazines/Govt. Reports/Gazatte/Industry Trends

i. https://www.sciencedirect.com/journal/discrete-mathematics
ii. https://www.degruyter.com/journal/key/dma/html?lang=en

Webliography : www.mhhe.com/rosen
https://nptel.ac.in/courses/106106183
 SWAYAM/NPTEL/MOOCs Certification:
https://nptel.ac.in/courses/106106183

PROBLEM-BASED LEARNING
Exercises in Problem-based Learning (Assignments)
S.No Questions Blooo’s
level
K1
1. W Which of these sentences are propositions? What are the truth values of those that are
propositions? a) 2 + 3 = 5. b ) Answer this question.

2.
Check whether these statements are wff or not:(a) (p˅q) ∧∼r (b) p˅q∧r K2

Determine whether these biconditionals are true or false. K2

3. a) 2 + 2 = 4 if and only if 1 + 1 = 2. b) 1 + 1 = 2 if and only if 2 + 3 = 4.

Let P(x) be the statement “x = x2.” If the domain consists of the integers, what are these K2
4. truth values?
a) P(1) b) ∃xP(x) (11/53/KR)

Determine the truth value of each of these statements if the domain consists of all K2
5. integers.
a) ∀n(n + 1 > n) b) ∃n(2n = 3n)
COURSEPACK | FORMAT
 Use De Morgan’s laws to find the negation of each of the following K2
6.
statements. a) Jasbir is rich and happy b) Rain will bicycle or run
tomorrow.
7.
Show that (p → q) ∧ (q → r) → (p → r) is a tautology K2

K2
8. Give a direct proof of the theorem “If n is an odd integer, then n2 is odd.”

K2
9. Give a proof by contradiction of the theorem “If 3n+2 is odd, then n is
odd”.

For each of these relations on the set {1,2,3,4}, decide whether it is reflexive, K2
10.
whether it is symmetric, whether it is anti-symmetric, and whether it is transitive.

(a) {(2,2), (2,3), (2,4),(3,2), (3,3), (3,4)}

(b) {(1,1),(1,2),(2,1),(2,2),(3,3),(4,4)}

(c) {(2,4),(4,2)}

(d) {(1,2),(2,3),(3,4)}

{(1,1),(2,2),(3,3),(4,4)}
Let R={(1,2),(1,3),(2,3),(2,4),(3,1)} and S ={(2,1),(3,1),(3,2),( 4,2)} be relations K2
11.
defined on{1,2,3,4}. Find SoR and RoS.

Define Sub-Group of a Group. K1

12.
Define order of Group and Order of an element of Group. K2
13.
Define i) a permutation, ii) a symmetric group. K2
14.
Give an example of a semi-group which is not a group. K2
15.
16. Let α =( 1 3 25 )( 1 4 3 )( 2 5 ) ϵ S 5 ,Find α −1 and express it as a product of disjoint K2
cycles. State whether α −1 ∈ S 5 .

Show that every subgroup of an Abelian/Cyclic group is Normal. K2

17.
Consider the ring Z10={0 , 1 ,2 , ... , 9 } of integers modulo 10. K3
18.
(a) Find the units of Z10 .
(b) Find −3, −8, and 3−1 .
Prove that F ={ a + b √ 22 | a, b integers} is an integral domain but not a field. K3
19.
Show that R={0 , 2 , 4 , 6 , 8 } is an integral Domain under addition and K3
20.
multiplication modulo 10.
K1
21. How many vertices and how many edges do graphs have?
K2
22. How many sub graphs with at least one vertex does have?

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 K1
23. For which values of and is is regular?
Is every zero-one square matrix that is symmetric and has zeros on the diagonal the K1
24. adjacency matrix of a simple graph?
What is the sum of the entries in a column of the adjacency matrix for an undirected K2
25. graph? For a directed graph?
Show that a connected multigraph with at least two vertices has an Euler circuit iff each K3
26. of its vertices has an even degree.
K3
27. Show that has a Hamilton circuit whenever
K2
28. What is the chromatic number of ?
Prove that the number of vertices in a full binary tree is always odd. K1
29.
Suppose that a connected planar simple graph has 20 vertices, each of degree 3. In to K3
30. how many regions does a representation of this planar graph split the plane?
State and prove Euler’s formula. K3
31.
Show that the “greater than or equal” relation (≥) is a partial ordering on the set K1
32.
of integers.
K1
33. In the poset , are the integers 3 and 9 comparable? Are 5 and 7
comparable?
Determine whether the relations represented by these zero-one matrices are K1
34.
partial orders.

a) b)

Find the dual of Poset( Z , ≥ ) . K1

35.
Draw the Hasse diagram representing the partial ordering {(a , b)∨a∣b } on K3
36.
{1 , 2 ,3 , 4 , 6 , 8 ,12 }.
Let S= {1, 2, 3, 4}. With respect to the lexicographic order based on the usual K2
37.
“less than” relation, find all pairs in S × S less than (2 , 3).
Draw the Hasse diagram for divisibility on the set{3 , 5 , 7 , 11,13 , 16 , 17 }. K3
38.
Define Lattice. K1
39.
Which elements of the poset ¿ are maximal, and which are minimal? K2
40.
Let S be a set. Determine whether there is a greatest element and a least element K2
41.
in the poset (P(S),).
Find the greatest lower bound and the least upper bound of the set {3 , 9 , 12 } and K2
42.
{1 , 2 , 4 , 5 , 10} , if they exist, in the poset¿.
Is the poset ¿ a lattice? K2
43.
K2
44. Determine whether (P(S), ) is a lattice where S is a set.
Show that every totally ordered set is a lattice. K3
45.

STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-LONG-LEARNING)

COURSEPACK | FORMAT
Self-Learning (it’s a typical course-based project to be carried out by a whole class in groups of
four students each; they should exhibit higher level BTLs)

The students, in a group, are expected to conceive an idea based on the content
(objectives/outcomes) and apply the suitable knowledge to demonstrate their learning.
A list of 30-40 project statements can be offered to the students to choose or students can conceive
their own ideas (teamwork), design and develop the product/process/service and implement
the same.

A) COURSE-BASED PROJECT (Psychomotor skills)

To enhance their skill set in the integrated course, the students are advised to execute course-
based
design projects. Some sample projects are given below:

S. No. Suggested Projects BTL

1 Game Theory: Designing interesting games and/or finding winning L6
strategies for known games. Describe the game in terms of graphs, what are
you trying to achieve or avoid?
i. What games that you know can be studied in terms of graphs? Is
Tic-Tac-Toe an example of this? What is the graph? What are
you trying to avoid? You can also study Tic-Tac-Toe
generalizations.
ii. Find out how the Game of Dim is played and study it from the
graph theory point of view.
2 Number Theory: Understand divisibility criteria. Develop divisibility L5
criteria for "nontraditional" primes, like 7 or 13. Can you explain why these
are not usually mentioned in the regular literature?
3 Scheduling Problems: When organizing a conference or event, how do L6
you schedule the talks according to participant and room restrictions? How
are final exams, spelling bee competitions, sports competitions scheduled at
your school? How do you make sure that all or must participants will be
able to attend their events or exams?
4 Power in games: Are there student elections at your school? Do you vote L6
on certain school decisions? How much power do you have in an election
where each department has one vote but some departments are larger than
others? What kind of majority is needed?
5 Matchings, SDRs, and Stable Marriage Problems: How to form teams in L6
your class according to classmates’ preferences (lists of preferences are
provided by each student)? Look for other variations on this situation.
6 Algebraic representations of graphs: Study the adjacency matrix of a L5
graph. How can you find the number of edges, the degrees, the number of
triangles, etc., without drawing the graph. Just by using the entries of the
matrix.
7 Latin squares: Study Latin squares and their relationship to Sudoku. How L6
COURSEPACK | FORMAT
 many Latin squares are there of a fixed size under certain given
restrictions? Come up with easier but still interesting Sudoku variations.

B) SELF-LEARNING THROUGH MOOCs (Cognitive Skills): Certification

https://www.coursera.org/learn/discrete-mathematics

COURSEPACK | FORMAT