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Annexure-II 1

Mathematics for Computer Science Semester 3

Course Code BCS301 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:2:0:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 20 Hours Tutorial Total Marks 100
Credits 04 Exam Hours 3
Examination type (SEE) Theory
Course objectives: This course will enable the students to:
1. To introduce the concept of random variables, probability distributions, specific discrete
and continuous distributions with practical application in Computer Science Engineering
and social life situations.
2. To Provide the principles of statistical inferences and the basics of hypothesis testing with
emphasis on some commonly encountered hypotheses.
3. To Determine whether an input has a statistically significant effect on the system's
response through ANOVA testing.

Teaching-Learning Process
Pedagogy (General Instructions):
Teachers can use the following strategies to accelerate the attainment of the various course
outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods
may be adopted so that the delivered lessons shall develop students’ theoretical and applied
Mathematical skills.
2. State the need for Mathematics with Engineering Studies and Provide real-life examples.
3. Support and guide the students for self–study.
4. You will assign homework, grading assignments and quizzes, and documenting students'
progress.
5. Encourage the students to group learning to improve their creative and analytical skills.
6. Show short related video lectures in the following ways:
• As an introduction to new topics (pre-lecture activity).
• As a revision of topics (post-lecture activity).
• As additional examples (post-lecture activity).
• As an additional material of challenging topics (pre-and post-lecture activity).
• As a model solution of some exercises (post-lecture activity).

Module-1: Probability Distributions

Probability Distributions: Review of basic probability theory. Random variables (discrete
and continuous), probability mass and density functions. Mathematical expectation, mean and
variance. Binomial, Poisson and normal distributions- problems (derivations for mean and
standard deviation for Binomial and Poisson distributions only)-Illustrative examples.
Exponential distribution. (12
Hours)
(RBT Levels: L1, L2 and L3)
Pedagogy Chalk and Board, Problem-based learning
Module-2: Joint probability distribution & Markov Chain

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Joint probability distribution: Joint Probability distribution for two discrete random
variables, expectation, covariance and correlation.
Markov Chain: Introduction to Stochastic Process, Probability Vectors, Stochastic matrices,
Regular stochastic matrices, Markov chains, Higher transition probabilities, Stationary
distribution of Regular Markov chains and absorbing states. (12
Hours)
(RBT Levels: L1, L2 and L3)
Pedagogy Chalk and Board, Problem-based learning
Module-3: Statistical Inference 1
Introduction, sampling distribution, standard error, testing of hypothesis, levels of significance,
test of significances, confidence limits, simple sampling of attributes, test of significance for
large samples, comparison of large samples. (12
Hours)
(RBT Levels: L1, L2 and L3)
Pedagogy Chalk and Board, Problem-based learning
Module-4: Statistical Inference 2
Sampling variables, central limit theorem and confidences limit for unknown mean. Test of
Significance for means of two small samples, students ‘t’ distribution, Chi-square distribution
as a test of goodness of fit. F-Distribution. (12
Hours)
(RBT Levels: L1, L2 and L3)
Pedagogy Chalk and Board, Problem-based learning
Module-5: Design of Experiments & ANOVA
Principles of experimentation in design, Analysis of completely randomized design,
randomized block design. The ANOVA Technique, Basic Principle of ANOVA, One-way
ANOVA, Two-way ANOVA, Latin-square Design, and Analysis of Co-Variance.
(12 Hours)
(RBT Levels: L1, L2 and L3)
Pedagogy Chalk and Board, Problem-based learning
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Explain the basic concepts of probability, random variables, probability distribution
2. Apply suitable probability distribution models for the given scenario.
3. Apply the notion of a discrete-time Markov chain and n-step transition probabilities to
solve the given problem
4. Use statistical methodology and tools in the engineering problem-solving process.
5. Compute the confidence intervals for the mean of the population.
6. Apply the ANOVA test related to engineering problems.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE)
is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of
50) and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks).
A student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together.
Continuous Internal Evaluation:
● For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
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Annexure-II 3

Test component, there are 25 marks.

● The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based
then only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
● For the course, CIE marks will be based on a scaled-down sum of two tests and other methods
of assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester-End Examination:
Theory SEE will be conducted by the University as per the scheduled timetable, with common
question papers for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with
a maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Textbooks:
1. Ronald E. Walpole, Raymond H Myers, Sharon L Myers & Keying Ye “Probability &
Statistics for Engineers & Scientists”, Pearson Education, 9th edition, 2017.
2. Peter Bruce, Andrew Bruce & Peter Gedeck “Practical Statistics for Data
Scientists” O’Reilly Media, Inc., 2nd edition 2020.
Reference Books: (Name of the author/Title of the Book/ Name of the publisher/Edition and
Year)
1. Erwin Kreyszig, “Advanced Engineering Mathematics”, John Wiley & Sons,
9th Edition, 2006.
2. B. S. Grewal “Higher Engineering Mathematics”, Khanna publishers, 44th Ed., 2021.
3. G Haribaskaran “Probability, Queuing Theory & Reliability Engineering”, Laxmi
Publication, Latest Edition, 2006
4. Irwin Miller & Marylees Miller, John E. Freund’s “Mathematical Statistics with
Applications” Pearson. Dorling Kindersley Pvt. Ltd. India, 8th edition, 2014.
5. S C Gupta and V K Kapoor, “Fundamentals of Mathematical Statistics”, S Chand and
Company, Latest edition.
6. Robert V. Hogg, Joseph W. McKean & Allen T. Craig. “Introduction to
Mathematical Statistics”, Pearson Education 7th edition, 2013.
7. Jim Pitman. Probability, Springer-Verlag, 1993.
8. Sheldon M. Ross, “Introduction to Probability Models” 11th edition. Elsevier, 2014.
9. A. M. Yaglom and I. M. Yaglom, “Probability and Information”. D. Reidel Publishing
Company. Distributed by Hindustan Publishing Corporation (India) Delhi, 1983.
10. P. G. Hoel, S. C. Port and C. J. Stone, “Introduction to Probability Theory”, Universal
Book Stall, (Reprint), 2003.
11. S. Ross, “A First Course in Probability”, Pearson Education India, 6th Ed., 2002.
12. W. Feller, “An Introduction to Probability Theory and its Applications”, Vol. 1, Wiley, 3rd

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Annexure-II 4

Ed., 1968.
13. N.P. Bali and Manish Goyal, A Textbook of Engineering Mathematics, Laxmi
Publications, Reprint, 2010.
14. Veerarajan T, Engineering Mathematics (for semester III), Tata McGraw-Hill, New
Delhi, 2010

Web links and Video Lectures (e-Resources):

http://nptel.ac.in/courses.php?disciplineID=111
http://www.class-central.com/subject/math(MOOCs)
http://academicearth.org/
http://www.bookstreet.in.
VTU EDUSAT PROGRAMME – 20
VTU e-Shikshana Program

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

● Programming Assignment
● Seminars

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Digital Design and Computer Organization Semester 3

Course Code BCS302 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 20 Hours of Practicals Total Marks 100
Credits 04 Exam Hours 3
Examination nature (SEE) Theory
Course objectives:
● To demonstrate the functionalities of binary logic system
● To explain the working of combinational and sequential logic system
● To realize the basic structure of computer system
● To illustrate the working of I/O operations and processing unit

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Chalk and Talk
2. Live Demo with experiments
3. Power point presentation

MODULE-1 8 Hr
Introduction to Digital Design: Binary Logic, Basic Theorems And Properties Of Boolean Algebra,
Boolean Functions, Digital Logic Gates, Introduction, The Map Method, Four-Variable Map, Don’t-Care
Conditions, NAND and NOR Implementation, Other Hardware Description Language – Verilog Model of a
simple circuit.

Text book 1: 1.9, 2.4, 2.5, 2.8, 3.1, 3.2, 3.3, 3.5, 3.6, 3.9
MODULE-2 8 Hr
Combinational Logic: Introduction, Combinational Circuits, Design Procedure, Binary Adder- Subtractor,
Decoders, Encoders, Multiplexers. HDL Models of Combinational Circuits – Adder, Multiplexer, Encoder.
Sequential Logic: Introduction, Sequential Circuits, Storage Elements: Latches, Flip-Flops.

Text book 1: 4.1, 4.2, 4.4, 4.5, 4.9, 4.10, 4.11, 4.12, 5.1, 5.2, 5.3, 5.4.

MODULE-3 8 Hr
Basic Structure of Computers: Functional Units, Basic Operational Concepts, Bus structure, Performance –
Processor Clock, Basic Performance Equation, Clock Rate, Performance Measurement.Machine
Instructions and Programs: Memory Location and Addresses, Memory Operations, Instruction and
Instruction sequencing, Addressing Modes.

Text book 2: 1.2, 1.3, 1.4, 1.6, 2.2, 2.3, 2.4, 2.5
MODULE-4 8 Hr
Input/output Organization: Accessing I/O Devices, Interrupts – Interrupt Hardware, Enabling and Disabling
Interrupts, Handling Multiple Devices, Direct Memory Access: Bus Arbitration, Speed, size and Cost of
memory systems. Cache Memories – Mapping Functions.

Text book 2: 4.1, 4.2.1, 4.2.2, 4.2.3, 4.4, 5.4, 5.5.1

MODULE-5 8 Hr

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Basic Processing Unit: Some Fundamental Concepts: Register Transfers, Performing ALU operations,
fetching a word from Memory, Storing a word in memory. Execution of a Complete Instruction. Pipelining:
Basic concepts, Role of Cache memory, Pipeline Performance.

Text book 2: 7.1, 7.2, 8.1

PRACTICAL COMPONENT OF IPCC

Sl.N Experiments
O Simulation packages preferred: Multisim, Modelsim, PSpice or any other relevant
1 Given a 4-variable logic expression, simplify it using appropriate technique and simulate the same
using basic gates.

2 Design a 4 bit full adder and subtractor and simulate the same using basic gates.

3 Design Verilog HDL to implement simple circuits using structural, Data flow and Behavioural model.

4 Design Verilog HDL to implement Binary Adder-Subtractor – Half and Full Adder, Half and Full
Subtractor.

5 Design Verilog HDL to implement Decimal adder.

6 Design Verilog program to implement Different types of multiplexer like 2:1, 4:1 and 8:1.

7 Design Verilog program to implement types of De-Multiplexer.

8 Design Verilog program for implementing various types of Flip-Flops such as SR, JK and D.

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
CO1: Apply the K–Map techniques to simplify various Boolean expressions.
CO2: Design different types of combinational and sequential circuits along with Verilog programs.
CO3: Describe the fundamentals of machine instructions, addressing modes and Processor performance.
CO4: Explain the approaches involved in achieving communication between processor and I/O devices.
CO5:Analyze internal Organization of Memory and Impact of cache/Pipelining on Processor Performance.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25
marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two
Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other

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assessment methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the
syllabus and the second test after covering 85-90% of the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks
for the test to be conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated
including viva-voce and marks shall be awarded on the same day.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of
all experiments’ write-ups are added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be
conducted for 50 marks and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the
IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will
have a CIE component only. Questions mentioned in the SEE paper may include questions from
the practical component.
Suggested Learning Resources:
Books
1. M. Morris Mano & Michael D. Ciletti, Digital Design With an Introduction to Verilog Design, 5e,
Pearson Education.

2. Carl Hamacher, ZvonkoVranesic, SafwatZaky, Computer Organization, 5th Edition, Tata McGraw
Hill.

Web links and Video Lectures (e-Resources):

https://cse11-iiith.vlabs.ac.in/

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

Assign the group task to Design the various types of counters and display the output accordingly

Assessment Methods
● Lab Assessment (25 Marks)
● GATE Based Aptitude Test

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OPERATING SYSTEMS Semester 3

Course Code BCS303 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 20 hours practicals Total Marks 100
Credits 04 Exam Hours 3
Examination nature (SEE) Theory

Course objectives:
● To Demonstrate the need for OS and different types of OS
● To discuss suitable techniques for management of different resources
● To demonstrate different APIs/Commands related to processor,
memory, storage and file system management.

Teaching-Learning Process (General Instructions)

Teachers can use the following strategies to accelerate the attainment of the various course outcomes.
1. Lecturer methods (L) need not to be only traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather
than simply recall it.
5. Role play for process scheduling.
6. Demonstrate the installation of any one Linux OS on VMware/Virtual Box

MODULE-1 8 Hours
Introduction to operating systems, System structures: What operating systems do; Computer System
organization; Computer System architecture; Operating System structure; Operating System operations;
Process management; Memory management; Storage management; Protection and Security; Distributed
system; Special-purpose systems; Computing environments.

Operating System Services: User - Operating System interface; System calls; Types of system calls;
System programs; Operating system design and implementation; Operating System structure; Virtual
machines; Operating System debugging, Operating System generation; System boot.

Textbook 1: Chapter – 1 (1.1-1.12), 2 (2.2-2.11)

MODULE-2 8 Hours
Process Management: Process concept; Process scheduling; Operations on processes; Inter process
communication

Multi-threaded Programming: Overview; Multithreading models; Thread Libraries; Threading issues.

Process Scheduling: Basic concepts; Scheduling Criteria; Scheduling Algorithms; Thread scheduling;
Multiple-processor scheduling,

Textbook 1: Chapter – 3 (3.1-3.4), 4 (4.1-4.4), 5 (5.1 -5.5)

MODULE-3 8 Hours

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Process Synchronization: Synchronization: The critical section problem; Peterson’s solution;

Synchronization hardware; Semaphores; Classical problems of synchronization;

Deadlocks: System model; Deadlock characterization; Methods for handling deadlocks; Deadlock
prevention; Deadlock avoidance; Deadlock detection and recovery from deadlock.

Textbook 1: Chapter – 6 (6.1-6.6), 7 (7.1 -7.7)

MODULE-4 8 Hours

Memory Management: Memory management strategies: Background; Swapping; Contiguous memory

allocation; Paging; Structure of page table; Segmentation.

Virtual Memory Management: Background; Demand paging; Copy-on-write; Page replacement;

Allocation of frames; Thrashing.

Textbook 1: Chapter -8 (8.1-8.6), 9 (9.1-9.6)

MODULE-5 8 Hours
File System, Implementation of File System: File system: File concept; Access methods; Directory and
Disk structure; File system mounting; File sharing; Implementing File system: File system structure; File
system implementation; Directory implementation; Allocation methods; Free space management.

Secondary Storage Structure, Protection: Mass storage structures; Disk structure; Disk attachment; Disk
scheduling; Disk management; Protection: Goals of protection, Principles of protection, Domain of
protection, Access matrix.

Textbook 1: Chapter – 10 (10.1-10.5) ,11 (11.1-11.5),12 (12.1-12.5), 14 (14.1-14.4)

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PRACTICAL COMPONENT OF IPCC(May cover all / major modules)

Sl.N Experiments
O
1 Develop a c program to implement the Process system calls (fork (), exec(), wait(), create process,
terminate process)

2 Simulate the following CPU scheduling algorithms to find turnaround time and waiting time a) FCFS
b) SJF c) Round Robin d) Priority.

3 Develop a C program to simulate producer-consumer problem using semaphores.

4 Develop a C program which demonstrates interprocess communication between a reader

process and a writer process. Use mkfifo, open, read, write and close APIs in your program.
5
Develop a C program to simulate Bankers Algorithm for DeadLock Avoidance.
6 Develop a C program to simulate the following contiguous memory allocation Techniques:
a) Worst fit b) Best fit c) First fit.
7 Develop a C program to simulate page replacement algorithms:
a) FIFO b) LRU

8 Simulate following File Organization Techniques

a) Single level directory b) Two level directory
9 Develop a C program to simulate the Linked file allocation strategies.

10 Develop a C program to simulate SCAN disk scheduling algorithm.

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
CO 1. Explain the structure and functionality of operating system
CO 2. Apply appropriate CPU scheduling algorithms for the given problem.
CO 3. Analyse the various techniques for process synchronization and deadlock handling.
CO 4. Apply the various techniques for memory management
CO 5. Explain file and secondary storage management strategies.
CO 6. Describe the need for information protection mechanisms

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE
minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student
secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation)
and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two Tests,
each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment methods
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mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the second test
after covering 85-90% of the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the theory
component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for the
test to be conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated including
viva-voce and marks shall be awarded on the same day.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation
of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’
write-ups are added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted for
50 marks and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.

● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the course (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a maximum
of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scoredby the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a
CIE component only. Questions mentioned in the SEE paper may include questions from the practical
component.
Suggested Learning Resources:
Textbooks
1. Abraham Silberschatz, Peter Baer Galvin, Greg Gagne, Operating System Principles 8th edition,
Wiley-India, 2015
Reference Books
1. Ann McHoes Ida M Fylnn, Understanding Operating System, Cengage Learning, 6th Edition
2. D.M Dhamdhere, Operating Systems: A Concept Based Approach 3rd Ed, McGraw- Hill, 2013.
3. P.C.P. Bhatt, An Introduction to Operating Systems: Concepts and Practice 4th Edition, PHI(EEE),
2014.
4. William Stallings Operating Systems: Internals and Design Principles, 6th Edition, Pearson.

Web links and Video Lectures (e-Resources):

1. https://youtu.be/mXw9ruZaxzQ

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2. https://youtu.be/vBURTt97EkA
3. https://www.youtube.com/watch?v=783KAB-
tuE4&list=PLIemF3uozcAKTgsCIj82voMK3TMR0YE_f
4. https://www.youtube.com/watch?v=3-
ITLMMeeXY&list=PL3pGy4HtqwD0n7bQfHjPnsWzkeRn6mkO

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

● Assessment Methods
o Case Study on Unix Based Systems (10 Marks)
o Lab Assessment (25 Marks)

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DATA STRUCTURES AND APPLICATIONS Semester 3

Course Code BCS304 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
CLO 1. To explain fundamentals of data structures and their applications.
CLO 2. To illustrate representation of Different data structures such as Stack, Queues, Linked
Lists, Trees and Graphs.
CLO 3. To Design and Develop Solutions to problems using Linear Data Structures
CLO 4. To discuss applications of Nonlinear Data Structures in problem solving.
CLO 5. To introduce advanced Data structure concepts such as Hashing and Optimal Binary
Search Trees

Teaching-Learning Process (General Instructions)

Teachers can use following strategies to accelerate the attainment of the various course outcomes.
1. Chalk and Talk with Black Board
2. ICT based Teaching
3. Demonstration based Teaching

Module-1 8Hours
INTRODUCTION TO DATA STRUCTURES: Data Structures, Classifications (Primitive
& Non-Primitive), Data structure Operations
Review of pointers and dynamic Memory Allocation,
ARRAYS and STRUCTURES: Arrays, Dynamic Allocated Arrays, Structures and Unions,
Polynomials, Sparse Matrices, representation of Multidimensional Arrays, Strings
STACKS: Stacks, Stacks Using Dynamic Arrays, Evaluation and conversion of Expressions
Text Book: Chapter-1:1.2 Chapter-2: 2.1 to 2.7 Chapter-3: 3.1,3.2,3.6
Reference Book 1: 1.1 to 1.4
Module-2 8Hours
QUEUES: Queues, Circular Queues, Using Dynamic Arrays, Multiple Stacks and queues.
LINKED LISTS : Singly Linked, Lists and Chains, Representing Chains in C, Linked
Stacks and Queues, Polynomials
Text Book: Chapter-3: 3.3, 3.4, 3.7 Chapter-4: 4.1 to 4.4
Module-3 8Hours
LINKED LISTS : Additional List Operations, Sparse Matrices, Doubly Linked List.
TREES: Introduction, Binary Trees, Binary Tree Traversals, Threaded Binary Trees.
Text Book: Chapter-4: 4.5,4.7,4.8 Chapter-5: 5.1 to 5.3, 5.5
Module-4 8Hours
TREES(Cont..): Binary Search trees, Selection Trees, Forests, Representation of Disjoint
sets, Counting Binary Trees,
GRAPHS: The Graph Abstract Data Types, Elementary Graph Operations
Text Book: Chapter-5: 5.7 to 5.11 Chapter-6: 6.1, 6.2
Module-5 8Hours

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HASHING: Introduction, Static Hashing, Dynamic Hashing

PRIORITY QUEUES: Single and double ended Priority Queues, Leftist Trees
INTRODUCTION TO EFFICIENT BINARY SEARCH TREES: Optimal Binary Search
Trees
Text Book: Chapter 8: 8.1 to 8.3 Chapter 9: 9.1, 9.2 Chapter 10: 10.1
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
CO 1. Explain different data structures and their applications.
CO 2. Apply Arrays, Stacks and Queue data structures to solve the given problems.
CO 3. Use the concept of linked list in problem solving.
CO 4. Develop solutions using trees and graphs to model the real-world problem.
CO 5. Explain the advanced Data Structures concepts such as Hashing Techniques and Optimal
Binary Search Trees.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is
50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50)
and for the SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each subject/ course if the student secures a minimum of 40% (40 marks out of 100) in
the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination)
taken together.

Continuous Internal Evaluation:

● For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment
Test component, there are 25 marks.
● The first test will be administered after 40-50% of the syllabus has been covered, and the
second test will be administered after 85-90% of the syllabus has been covered
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then
only one assignment for the course shall be planned. The teacher should not conduct two
assignments at the end of the semester if two assignments are planned.
● For the course, CIE marks will be based on a scaled-down sum of two tests and other methods
of assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored shall be proportionally reduced to 50 marks.
Suggested Learning Resources:
Textbook:
1. Ellis Horowitz, Sartaj Sahni and Susan Anderson-Freed, Fundamentals of Data Structures
in C, 2nd Ed, Universities Press, 2014

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Reference Books:

1. Seymour Lipschutz, Data Structures Schaum's Outlines, Revised 1st Ed, McGraw Hill,
2014.
2. Gilberg & Forouzan, Data Structures: A Pseudo-code approach with C, 2nd Ed, Cengage
Learning,2014.
3. Reema Thareja, Data Structures using C, 3rd Ed, Oxford press, 2012.
4. Jean-Paul Tremblay & Paul G. Sorenson, An Introduction to Data Structures with
Applications, 2nd Ed, McGraw Hill, 2013
5. A M Tenenbaum, Data Structures using C, PHI, 1989
6. Robert Kruse, Data Structures and Program Design in C, 2nd Ed, PHI, 1996.

Web links and Video Lectures (e-Resources):

● http://elearning.vtu.ac.in/econtent/courses/video/CSE/06CS35.html
● https://nptel.ac.in/courses/106/105/106105171/
● http://www.nptelvideos.in/2012/11/data-structures-and-algorithms.html
● https://www.youtube.com/watch?v=3Xo6P_V-qns&t=201s
● https://ds2-iiith.vlabs.ac.in/exp/selection-sort/index.html
● https://nptel.ac.in/courses/106/102/106102064/
● https://ds1-iiith.vlabs.ac.in/exp/stacks-queues/index.html
● https://ds1-iiith.vlabs.ac.in/exp/linked-list/basics/overview.html
● https://ds1-iiith.vlabs.ac.in/List%20of%20experiments.html
● https://ds1-iiith.vlabs.ac.in/exp/tree-traversal/index.html
● https://ds1-iiith.vlabs.ac.in/exp/tree-traversal/depth-first-traversal/dft-practice.html
● https://infyspringboard.onwingspan.com/web/en/app/toc/lex_auth_013501595428077568125
59/overview
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
● Role Play
● Flipped classroom
● Assessment Methods for 25 Marks (opt two Learning Activities)
o Case Study
o Programming Assignment
o Gate Based Aptitude Test
o MOOC Assignment for selected Module

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DATA STRUCTURES LABORATORY

SEMESTER – III

Course Code BCSL305 CIE Marks 50

Number of Contact Hours/Week 0:0:2 SEE Marks 50
Total Number of Lab Contact Hours 28 Exam Hours 03
Credits – 1
Course Learning Objectives:
This laboratory course enables students to get practical experience in design, develop, implement, analyze
and evaluation/testing of
● Dynamic memory management
● Linear data structures and their applications such as stacks, queues and lists
● Non-Linear data structures and their applications such as trees and graphs

Descriptions (if any):

● Implement all the programs in “C ” Programming Language and Linux OS.
Programs List:
1. Develop a Program in C for the following:
a) Declare a calendar as an array of 7 elements (A dynamically Created array) to represent
7 days of a week. Each Element of the array is a structure having three fields. The first
field is the name of the Day (A dynamically allocated String), The second field is the
date of the Day (A integer), the third field is the description of the activity for a
particular day (A dynamically allocated String).
b) Write functions create(), read() and display(); to create the calendar, to read the data
from the keyboard and to print weeks activity details report on screen.

2. Develop a Program in C for the following operations on Strings.

a. Read a main String (STR), a Pattern String (PAT) and a Replace String (REP)
b. Perform Pattern Matching Operation: Find and Replace all occurrences of PAT in
STR with REP if PAT exists in STR. Report suitable messages in case PAT does not
exist in STR
Support the program with functions for each of the above operations. Don't use Built-in
functions.
3. Develop a menu driven Program in C for the following operations on STACK of Integers
(Array Implementation of Stack with maximum size MAX)
a. Push an Element on to Stack
b. Pop an Element from Stack
c. Demonstrate how Stack can be used to check Palindrome
d. Demonstrate Overflow and Underflow situations on Stack
e. Display the status of Stack
f. Exit
Support the program with appropriate functions for each of the above operations
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4. Develop a Program in C for converting an Infix Expression to Postfix Expression. Program

should support for both parenthesized and free parenthesized
expressions with the operators: +, -, *, /, % (Remainder), ^ (Power) and alphanumeric
operands.
5. Develop a Program in C for the following Stack Applications
a. Evaluation of Suffix expression with single digit operands and operators: +, -, *, /, %,
^
b. Solving Tower of Hanoi problem with n disks

6. Develop a menu driven Program in C for the following operations on Circular QUEUE of
Characters (Array Implementation of Queue with maximum size MAX)
a. Insert an Element on to Circular QUEUE
b. Delete an Element from Circular QUEUE
c. Demonstrate Overflow and Underflow situations on Circular QUEUE
d. Display the status of Circular QUEUE
e. Exit
Support the program with appropriate functions for each of the above operations
7. Develop a menu driven Program in C for the following operations on Singly Linked List
(SLL) of Student Data with the fields: USN, Name, Programme, Sem,
PhNo
a. Create a SLL of N Students Data by using front insertion.
b. Display the status of SLL and count the number of nodes in it
c. Perform Insertion / Deletion at End of SLL
d. Perform Insertion / Deletion at Front of SLL(Demonstration of stack)
e. Exit
8. Develop a menu driven Program in C for the following operations on Doubly Linked List
(DLL) of Employee Data with the fields: SSN, Name, Dept, Designation,
Sal, PhNo
a. Create a DLL of N Employees Data by using end insertion.
b. Display the status of DLL and count the number of nodes in it
c. Perform Insertion and Deletion at End of DLL
d. Perform Insertion and Deletion at Front of DLL
e. Demonstrate how this DLL can be used as Double Ended Queue.
f. Exit
9. Develop a Program in C for the following operationson Singly Circular Linked List (SCLL)
with header nodes
a. Represent and Evaluate a Polynomial P(x,y,z) = 6x2y2z-4yz5+3x3yz+2xy5z-2xyz3
b. Find the sum of two polynomials POLY1(x,y,z) and POLY2(x,y,z) and store the
result in POLYSUM(x,y,z)
Support the program with appropriate functions for each of the above operations
10. Develop a menu driven Program in C for the following operations on Binary Search Tree
(BST) of Integers .
a. Create a BST of N Integers: 6, 9, 5, 2, 8, 15, 24, 14, 7, 8, 5, 2
b. Traverse the BST in Inorder, Preorder and Post Order
c. Search the BST for a given element (KEY) and report the appropriate message
d. Exit
11. Develop a Program in C for the following operations on Graph(G) of Cities
a. Create a Graph of N cities using Adjacency Matrix.
b. Print all the nodes reachable from a given starting node in a digraph using DFS/BFS
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12. Given a File of N employee records with a set K of Keys (4-digit) which uniquely determine
the records in file F. Assume that file F is maintained in memory by a Hash Table (HT) of m
memory locations with L as the set of memory addresses (2-digit) of locations in HT. Let the
keys in K and addresses in L are Integers. Develop a Program in C that uses Hash function H:
K →L as H(K)=K mod m (remainder method), and implement hashing
technique to map a given key K to the address space L. Resolve the collision (if any) using
linear probing.
Laboratory Outcomes: The student should be able to:

● Analyze various linear and non-linear data structures

● Demonstrate the working nature of different types of data structures and their applications
● Use appropriate searching and sorting algorithms for the give scenario.
● Apply the appropriate data structure for solving real world problems
Conduct of Practical Examination:
● Experiment distribution
o For laboratories having only one part: Students are allowed to pick one experiment from
the lot with equal opportunity.
o For laboratories having PART A and PART B: Students are allowed to pick one
experiment from PART A and one experiment from PART B, with equal opportunity.
● Change of experiment is allowed only once and marks allotted for procedure to be made zero of
the changed part only.
● Marks Distribution (Need to change in accordance with university regulations)
c) For laboratories having only one part – Procedure + Execution + Viva-Voce: 15+70+15 =
100 Marks
d) For laboratories having PART A and PART B
i. Part A – Procedure + Execution + Viva = 6 + 28 + 6 = 40 Marks
ii. Part B – Procedure + Execution + Viva = 9 + 42 + 9 = 60 Marks
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Annexure-II 1

Object Oriented Programming with JAVA Semester 3

Course Code BCS306A CIE Marks 50
Teaching Hours/Week (L: T:P: S) 2:0:2 SEE Marks 50
Total Hours of Pedagogy 28 Hours of Theory + 20 Hours of Practical 10
Total Marks
0
Credits 03 Exam Hours 03
Examination type (SEE) Theory
Note - Students who have undergone “ Basics of Java Programming-
BPLCK105C/205C” in first year are not eligible to opt this course

Course objectives:
● To learn primitive constructs JAVA programming language.
● To understand Object Oriented Programming Features of JAVA.

● To gain knowledge on: packages, multithreaded programing and exceptions.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes and make Teaching –Learning more effective
1. Use Online Java Compiler IDE: https://www.jdoodle.com/online-java-compiler/ or any other.
2. Demonstration of programing examples.
3. Chalk and board, power point presentations
4. Online material (Tutorials) and video lectures.

Module-1
An Overview of Java: Object-Oriented Programming (Two Paradigms, Abstraction, The Three OOP
Principles), Using Blocks of Code, Lexical Issues (Whitespace, Identifiers, Literals, Comments,
Separators, The Java Keywords).
Data Types, Variables, and Arrays: The Primitive Types (Integers, Floating-Point Types, Characters,
Booleans), Variables, Type Conversion and Casting, Automatic Type Promotion in Expressions, Arrays,
Introducing Type Inference with Local Variables.
Operators: Arithmetic Operators, Relational Operators, Boolean Logical Operators, The Assignment
Operator, The ? Operator, Operator Precedence, Using Parentheses.
Control Statements: Java’s Selection Statements (if, The Traditional switch), Iteration Statements
(while, do-while, for, The For-Each Version of the for Loop, Local Variable Type Inference in a for Loop,
Nested Loops), Jump Statements (Using break, Using continue, return).
Chapter 2, 3, 4, 5
Module-2
Introducing Classes: Class Fundamentals, Declaring Objects, Assigning Object Reference Variables,
Introducing Methods, Constructors, The this Keyword, Garbage Collection.
Methods and Classes: Overloading Methods, Objects as Parameters, Argument Passing, Returning
Objects, Recursion, Access Control, Understanding static, Introducing final, Introducing Nested and
Inner Classes.
Chapter 6, 7
Module-3
Inheritance: Inheritance Basics, Using super, Creating a Multilevel Hierarchy, When Constructors Are
Executed, Method Overriding, Dynamic Method Dispatch, Using Abstract Classes, Using final with
Inheritance, Local Variable Type Inference and Inheritance, The Object Class.
Interfaces: Interfaces, Default Interface Methods, Use static Methods in an Interface, Private Interface
Methods.
Chapter 8, 9

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Annexure-II 2

Module-4
Packages: Packages, Packages and Member Access, Importing Packages.
Exceptions: Exception-Handling Fundamentals, Exception Types, Uncaught Exceptions, Using try and
catch, Multiple catch Clauses, Nested try Statements, throw, throws, finally, Java’s Built-in Exceptions,
Creating Your Own Exception Subclasses, Chained Exceptions .
Chapter 9, 10
Module-5
Multithreaded Programming: The Java Thread Model, The Main Thread, Creating a Thread, Creating
Multiple Threads, Using isAlive() and join(), Thread Priorities, Synchronization, Interthread
Communication, Suspending, Resuming, and Stopping Threads, Obtaining a Thread’s State.
Enumerations, Type Wrappers and Autoboxing: Enumerations (Enumeration Fundamentals, The
values() and valueOf() Methods), Type Wrappers (Character, Boolean, The Numeric Type Wrappers),
Autoboxing (Autoboxing and Methods, Autoboxing/Unboxing Occurs in Expressions,
Autoboxing/Unboxing Boolean and Character Values).
Chapter 11, 12
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Demonstrate proficiency in writing simple programs involving branching and looping structures.
2. Design a class involving data members and methods for the given scenario.
3. Apply the concepts of inheritance and interfaces in solving real world problems.
4. Use the concept of packages and exception handling in solving complex problem
5. Apply concepts of multithreading, autoboxing and enumerations in program development

Programming Experiments (Suggested and are not limited to)

1. Develop a JAVA program to add TWO matrices of suitable order N (The value of N should be read from
command line arguments).
2. Develop a stack class to hold a maximum of 10 integers with suitable methods. Develop a JAVA main
method to illustrate Stack operations.
3. A class called Employee, which models an employee with an ID, name and salary, is designed as shown in
the following class diagram. The method raiseSalary (percent) increases the salary by the given
percentage. Develop the Employee class and suitable main method for demonstration.
4. A class called MyPoint, which models a 2D point with x and y coordinates, is designed as follows:
● Two instance variables x (int) and y (int).
● A default (or "no-arg") constructor that construct a point at the default location of (0, 0).
● A overloaded constructor that constructs a point with the given x and y coordinates.
● A method setXY() to set both x and y.
● A method getXY() which returns the x and y in a 2-element int array.
● A toString() method that returns a string description of the instance in the format "(x, y)".
● A method called distance(int x, int y) that returns the distance from this point to another point at the
given (x, y) coordinates
● An overloaded distance(MyPoint another) that returns the distance from this point to the given
MyPoint instance (called another)
● Another overloaded distance() method that returns the distance from this point to the origin (0,0)
Develop the code for the class MyPoint. Also develop a JAVA program (called TestMyPoint) to test all the
methods defined in the class.
5. Develop a JAVA program to create a class named shape. Create three sub classes namely: circle, triangle
and square, each class has two member functions named draw () and erase (). Demonstrate

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Annexure-II 3

polymorphism concepts by developing suitable methods, defining member data and main program.
6. Develop a JAVA program to create an abstract class Shape with abstract methods calculateArea() and
calculatePerimeter(). Create subclasses Circle and Triangle that extend the Shape class and implement
the respective methods to calculate the area and perimeter of each shape.
7. Develop a JAVA program to create an interface Resizable with methods resizeWidth(int width) and
resizeHeight(int height) that allow an object to be resized. Create a class Rectangle that implements the
Resizable interface and implements the resize methods
8. Develop a JAVA program to create an outer class with a function display. Create another class inside the
outer class named inner with a function called display and call the two functions in the main class.
9. Develop a JAVA program to raise a custom exception (user defined exception) for DivisionByZero using
try, catch, throw and finally.
10. Develop a JAVA program to create a package named mypack and import & implement it in a suitable
class.
11. Write a program to illustrate creation of threads using runnable class. (start method start each of the
newly created thread. Inside the run method there is sleep() for suspend the thread for 500
milliseconds).
12. Develop a program to create a class MyThread in this class a constructor, call the base class constructor,
using super and start the thread. The run method of the class starts after this. It can be observed that
both main thread and created child thread are executed concurrently.
Deve

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Annexure-II 4

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the SEE
minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be deemed to
have satisfied the academic requirements and earned the credits allotted to each subject/ course if the
student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal
Evaluation) and SEE (Semester End Examination) taken together.

CIE for the theory component of the IPCC (maximum marks 50)
● IPCC means practical portion integrated with the theory of the course.
● CIE marks for the theory component are 25 marks and that for the practical component is 25 marks.
● 25 marks for the theory component are split into 15 marks for two Internal Assessment Tests (Two
Tests, each of 15 Marks with 01-hour duration, are to be conducted) and 10 marks for other assessment
methods mentioned in 22OB4.2. The first test at the end of 40-50% coverage of the syllabus and the
second test after covering 85-90% of the syllabus.
● Scaled-down marks of the sum of two tests and other assessment methods will be CIE marks for the
theory component of IPCC (that is for 25 marks).
● The student has to secure 40% of 25 marks to qualify in the CIE of the theory component of IPCC.
CIE for the practical component of the IPCC

● 15 marks for the conduction of the experiment and preparation of laboratory record, and 10 marks for
the test to be conducted after the completion of all the laboratory sessions.
● On completion of every experiment/program in the laboratory, the students shall be evaluated including
viva-voce and marks shall be awarded on the same day.
● The CIE marks awarded in the case of the Practical component shall be based on the continuous
evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all
experiments’ write-ups are added and scaled down to 15 marks.
● The laboratory test (duration 02/03 hours) after completion of all the experiments shall be conducted
for 50 marks and scaled down to 10 marks.
● Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 25 marks.
● The student has to secure 40% of 25 marks to qualify in the CIE of the practical component of the IPCC.
SEE for IPCC
Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours)

1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
4. Marks scored by the student shall be proportionally scaled down to 50 Marks
The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a
CIE component only. Questions mentioned in the SEE paper may include questions from the practical
component.
Suggested Learning Resources:

Textbook

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Annexure-II 5

1. Java: The Complete Reference, Twelfth Edition, by Herbert Schildt, November 2021, McGraw-Hill, ISBN:
9781260463422

Reference Books

1. Programming with Java, 6th Edition, by E Balagurusamy, Mar-2019, McGraw Hill Education, ISBN:
9789353162337.
2. Thinking in Java, Fourth Edition, by Bruce Eckel, Prentice Hall, 2006
(https://sd.blackball.lv/library/thinking_in_java_4th_edition.pdf)

Web links and Video Lectures (e-Resources):

● Java Tutorial: https://www.geeksforgeeks.org/java/

● Introduction To Programming In Java (by Evan Jones, Adam Marcus and Eugene Wu):
https://ocw.mit.edu/courses/6-092-introduction-to-programming-in-java-january-iap-2010/
● Java Tutorial: https://www.w3schools.com/java/
● Java Tutorial: https://www.javatpoint.com/java-tutorial
Activity Based Learning (Suggested Activities)/ Practical Based learning
1. Installation of Java (Refer: https://www.java.com/en/download/help/index_installing.html)
2. Demonstration of online IDEs like geeksforgeeks, jdoodle or any other Tools
3. Demonstration of class diagrams for the class abstraction, type visibility, composition and
inheritance

Assessment Method
● Programming Assignment / Course Project

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BSCK307 – Social Connect & Responsibility 2022 Scheme & syllabus 3rd sem

BSCK307 – Social Connect & Responsibility Semester 3rd

2022 Scheme & syllabus for 3rd sem
Course Code BSCK307 CIE Marks 100
Teaching Hours/Week (L:T:P: S) 0:0:3:1 SEE Marks ------
Total Hours of Pedagogy 40 hour Practical Session +15 hour Planning Total Marks 100
Examination nature For CIE Assessment - Activities Report Evaluation by College NSS
(No SEE – Only CIE) Officer / HOD / Sports Dept / Any Dept.
Credits 01 - Credit
Course objectives: The course will enable the students to:
1. Provide a formal platform for students to communicate and connect to the surrounding.
2. create a responsible connection with the society.
3. Understand the community in general in which they work.
4. Identify the needs and problems of the community and involve them in problem –solving.
5. Develop among themselves a sense of social & civic responsibility & utilize their knowledge
in finding practical solutions to individual and community problems.
6. Develop competence required for group-living and sharing of responsibilities & gain skills
in mobilizing community participation to acquire leadership qualities and democratic attitudes.
General Instructions - Pedagogy :
These are sample Strategies, which teachers can use to accelerate the attainment of the various course outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods may be adopted so
that the activities will develop students’ theoretical and applied social and cultural skills.
2. State the need for activities and its present relevance in the society and Provide real-life examples.
3. Support and guide the students for self-planned activities.
4. You will also be responsible for assigning homework, grading assignments and quizzes, and documenting
students’ progress in real activities in the field.
5. Encourage the students for group work to improve their creative and analytical skills.
Contents :
The course is mainly activity-based that will offer a set of activities for the student that enables them to connect with fellow
human beings, nature, society, and the world at large.
The course will engage students for interactive sessions, open mic, reading group, storytelling sessions, and semester-long
activities conducted by faculty mentors.
In the following a set of activities planned for the course have been listed:
Social Connect & Responsibility - Contents
Part I:
Plantation and adoption of a tree:
Plantation of a tree that will be adopted for four years by a group of BE / B.Tech students. (ONE STUDENT ONE TREE)
They will also make an excerpt either as a documentary or a photo blog describing the plant’s origin, its usage in daily life,
its appearance in folklore and literature - – Objectives, Visit, case study, report, outcomes.

Part II :
Heritage walk and crafts corner:
Heritage tour, knowing the history and culture of the city, connecting to people around through their history, knowing the
city and its craftsman, photo blog and documentary on evolution and practice of various craft forms - – Objectives,Visit,
case study, report, outcomes.

Part III :
Organic farming and waste management:
Usefulness of organic farming, wet waste management in neighboring villages, and implementation in the campus –

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BSCK307 – Social Connect & Responsibility 2022 Scheme & syllabus 3rd sem

Objectives,Visit, case study, report, outcomes.

Part IV:
Water conservation:
Knowing the present practices in the surrounding villages and implementation in the campus, documentary or photoblog
presenting the current practices – Objectives, Visit, case study, report, outcomes.

Part V :
Food walk:
City’s culinary practices, food lore, and indigenous materials of the region used in cooking – Objectives, Visit, case study,
report, outcomes.

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
CO1: Communicate and connect to the surrounding.
CO2: Create a responsible connection with the society.
CO3: Involve in the community in general in which they work.
CO4: Notice the needs and problems of the community and involve them in problem –solving.
CO5: Develop among themselves a sense of social & civic responsibility & utilize their knowledge
in finding practical solutions to individual and community problems.
CO6: Develop competence required for group-living and sharing of responsibilities & gain skills
in mobilizing community participation to acquire leadership qualities and democratic attitudes.
Activities:
Jamming session, open mic, and poetry: Platform to connect to others. Share the stories with
others. Share the experience of Social Connect. Exhibit the talent like playing instruments,
singing, one-act play, art-painting, and fine art.
PEDAGOGY:
The pedagogy will include interactive lectures, inspiring guest talks, field visits, social
immersion, and a course project. Applying and synthesizing information from these sources to
define the social problem to address and take up the solution as the course project, with your
group. Social immersionwith NGOs/social sections will be a key part of the course. Will all lead
to the course project that will address the needs of the social sector?
COURSE TOPICS:
The course will introduce social context and various players in the social space, and present
approaches to discovering and understanding social needs. Social immersion and inspiring
conversional will culminate in developing an actual, idea for problem-based intervention, based
on an in-depth understanding of a key social problem.

Duration :
A total of 40 - 50 hrs engagement per semester is required for the 3rd semester of the B.E.
/B.Tech. program. The students will be divided into groups. Each group will be handled by
faculty mentor. Faculty mentor will design the activities (particularly Jamming sessions open
mic ,and poetry) Faculty mentors has to design the evaluation system as per VTU guidelines of
scheme & syllabus.

Guideline for Assessment Process:

Continuous Internal Evaluation (CIE):
After completion of the course, the student shall prepare, with daily diary as reference, a
comprehensive report in consultation with the mentor/s to indicate what he has observed and
learned in the social connect period. The report should be signed by the mentor. The report shall

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BSCK307 – Social Connect & Responsibility 2022 Scheme & syllabus 3rd sem

be evaluated on the basis of the following criteria and/or other relevant criteria pertaining to the
activity completed. Marks allotted for the diary are out of 50. Planning and scheduling the social
connect Information/Data collected during the social connect Analysis of the information/data
and report writing Considering all above points allotting the marks as mentioned below
Excellent : 80 to 100
Good : 60 to 79
Satisfactory : 40 to 59
Unsatisfactory and fail : <39
Special Note :
NO SEE – Semester End Exam – Completely Practical and activities based evaluation

Pedagogy – Guidelines :
It may differ depending on local resources available for the study as well as environment and
climatic differences, location and time of execution.

Sl Topic Group Location Activity Reporting Evaluation

No size execution Of the Topic

1. Plantation and May be Farmers land/ parks / Site selection Report should Evaluation as
adoption of a individual Villages / roadside/ /proper be submitted by per the rubrics
or team community area / consultation/Contin individual to the Of scheme and
tree: College campus etc….. uous monitoring/ concerned evaluation syllabus by
Information board authority Faculty

2. Heritage walk May be Temples / monumental Site selection Report should Evaluation as
and crafts individual places / Villages/ City /proper be submitted by per the rubrics
or team Areas / Grama consultation/Contin individual to the Of scheme and
corner:
panchayat/ public uous monitoring/ concerned syllabus by
associations/Governme Information board evaluation authority Faculty
nt Schemes officers/
campus etc…..

3. Organic farming May be Farmers land / parks / Group selection / Report should Evaluation as
and waste individual Villages visits proper consultation be submitted by per the rubrics
or team / roadside/ community / Continuous individual to the Of scheme and
management:
area / College campus monitoring / concerned syllabus by
etc….. Information board evaluation authority Faculty

4. Water May be Villages/ City Areas / site selection / Report should Evaluation as
conservation: individual Grama proper be submitted by per the rubrics
or team panchayat/ public consultation/Contin individual to the Of scheme and
& conservation
associations/Governme uous monitoring/ concerned syllabus by
techniques
nt Schemes officers / Information board evaluation authority Faculty
campus etc…..

5. Food walk: May be Villages/ City Areas / Group selection / Report should Evaluation as
Practices in individual Grama proper consultation be submitted by per the rubrics
or team panchayat/ public / Continuous individual to the Of scheme and
society associations/Governme monitoring / concerned syllabus by
nt Schemes officers/ Information board evaluation authority Faculty
campus etc…..

3
 15.09.2023
BSCK307 – Social Connect & Responsibility 2022 Scheme & syllabus 3rd sem

Plan of Action (Execution of Activities )

Sl.NO Practice Session Description
1 Lecture session in field to start activities
2 Students Presentation on Ideas
3 Commencement of activity and its progress
4 Execution of Activity
5 Execution of Activity
6 Execution of Activity
7 Execution of Activity
8 Case study based Assessment, Individual performance
9 Sector/ Team wise study and its consolidation
10 Video based seminar for 10 minutes by each student At the end of semester with Report.
 Each student should do activities according to the scheme and syllabus.
 At the end of semester student performance has to be evaluated by the faculty for the assigned
activity progress and its completion.
 At last consolidated report of all activities from 1st to 5th, compiled report should be submitted as
per the instructions and scheme.
---------------------------------------------------------------------------------------------------------------------

Assessment Details for CIE (both CIE and SEE)

Weightage CIE – 100%  Implementation strategies of the project (
NSS work).
Field Visit, Plan, Discussion 10 Marks
 The last report should be signed by
Commencement of activities and its progress 20 Marks
Case study based Assessment 20 Marks NSS Officer, the HOD and principal.
Individual performance with report  At last report should be evaluated by the NSS
Sector wise study & its consolidation 5*5 = 25 25 Marks officer of the institute.
Video based seminar for 10 minutes by each 25 Marks  Finally the consolidated marks sheet should
student At the end of semester with Report. be sent to the university and also to be made
Activities 1 to 5, 5*5 = 25 available at LIC visit.
Total marks for the course in each 100 Marks
semester
For each activity, 20 marks CIE will be evaluated for IA marks at the end of semester, Report and
assessment copy should be made available in the department.
Students should present the progress of the activities as per the schedule in the prescribed practical session in the field.
There should be positive progress in the vertical order for the benefit of society in general through activities.

4
 15.09.2023
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Template for Practical Course and if AEC is a practical Course Annexure-V

Data Analytics with Excel Semester 3

Course Code BCS358A CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:2:0 SEE Marks 50
Credits 01 Exam Hours 100
Examination type (SEE) Practical
Course objectives:
● To Apply analysis techniques to datasets in Excel
● Learn how to use Pivot Tables and Pivot Charts to streamline your workflow in Excel
● Understand and Identify the principles of data analysis
● Become adept at using Excel functions and techniques for analysis
● Build presentation ready dashboards in Excel

Sl.NO Experiments
1 Getting Started with Excel: Creation of spread sheets, Insertion of rows and columns, Drag
& Fill, use of Aggregate functions.

2
Working with Data : Importing data, Data Entry & Manipulation, Sorting & Filtering.
3
Working with Data: Data Validation, Pivot Tables & Pivot Charts.
4 Data Analysis Process: Conditional Formatting, What-If Analysis, Data Tables, Charts &
Graphs.
5
Cleaning Data with Text Functions: use of UPPER and LOWER, TRIM function, Concatenate.
6 Cleaning Data Containing Date and Time Values: use of DATEVALUE function, DATEADD and
DATEDIF, TIMEVALUE functions.

7 Conditional Formatting: formatting, parsing, and highlighting data in spreadsheets during

data analysis.

8 Working with Multiple Sheets: work with multiple sheets within a workbook is crucial for
organizing and managing data, perform complex calculations and create comprehensive
reports.
9 Create worksheet with following fields: Empno, Ename, Basic Pay(BP), Travelling
Allowance(TA), Dearness Allowance(DA), House Rent Allowance(HRA), Income Tax(IT),
Provident Fund(PF), Net Pay(NP). Use appropriate formulas to calculate the above scenario.
Analyse the data using appropriate chart and report the data.
10 Create worksheet on Inventory Management: Sheet should contain Product code, Product
name, Product type, MRP, Cost after % of discount, Date of purchase. Use appropriate
formulas to calculate the above scenario. Analyse the data using appropriate chart and report
the data.
 15.09.2023
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Template for Practical Course and if AEC is a practical Course Annexure-V

11 Create worksheet on Sales analysis of Merchandise Store: data consisting of Order ID,
Customer ID, Gender, age, date of order, month, online platform, Category of product, size,
quantity, amount, shipping city and other details. Use of formula to segregate different
categories and perform a comparative study using pivot tables and different sort of charts.
12 Generation of report & presentation using Autofilter &macro.

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
● Use advanced functions and productivity tools to assist in developing worksheets.
● Manipulate data lists using Outline and PivotTables.
● Use Consolidation to summarise and report results from multiple worksheets.
● Apply Macros and Autofilter to solve the given real world scenario.
 15.09.2023
14.09.2023
Template for Practical Course and if AEC is a practical Course Annexure-V

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE
(Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

Continuous Internal Evaluation (CIE):

CIE marks for the practical course are 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
● Each experiment is to be evaluated for conduction with an observation sheet and record
write-up. Rubrics for the evaluation of the journal/write-up for hardware/software
experiments are designed by the faculty who is handling the laboratory session and are
made known to students at the beginning of the practical session.
● Record should contain all the specified experiments in the syllabus and each experiment
write-up will be evaluated for 10 marks.
● Total marks scored by the students are scaled down to 30 marks (60% of maximum
marks).
● Weightage to be given for neatness and submission of record/write-up on time.
● Department shall conduct a test of 100 marks after the completion of all the experiments
listed in the syllabus.
● In a test, test write-up, conduction of experiment, acceptable result, and procedural
knowledge will carry a weightage of 60% and the rest 40% for viva-voce.
● The suitable rubrics can be designed to evaluate each student’s performance and learning
ability.
● The marks scored shall be scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and marks of a test is the
total CIE marks scored by the student.
Semester End Evaluation (SEE):
● SEE marks for the practical course are 50 Marks.
● SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by the Head of the Institute.
● The examination schedule and names of examiners are informed to the university before
the conduction of the examination. These practical examinations are to be conducted
between the schedule mentioned in the academic calendar of the University.
 15.09.2023
14.09.2023
Template for Practical Course and if AEC is a practical Course Annexure-V

● All laboratory experiments are to be included for practical examination.

● (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer
script to be strictly adhered to by the examiners. OR based on the course requirement
evaluation rubrics shall be decided jointly by examiners.
● Students can pick one question (experiment) from the questions lot prepared by the
examiners jointly.
● Evaluation of test write-up/ conduction procedure and result/viva will be conducted
jointly by examiners.
● General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure
and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated
for 100 marks and scored marks shall be scaled down to 50 marks (however, based on
course type, rubrics shall be decided by the examiners)
● Change of experiment is allowed only once and 15% of Marks allotted to the procedure part
are to be made zero.
The minimum duration of SEE is 02 hours
Suggested Learning Resources:

● Berk & Carey - Data Analysis with Microsoft® Excel: Updated for Offi ce 2007®, Third
Edition, © 2010 Brooks/Cole, Cengage Learning, ISBN-13: 978-0-495-39178-4
● Wayne L. Winston - Microsoft Excel 2019: Data Analysis And Business Modeling, PHI,
ISBN: 9789389347180
● Aryan Gupta - Data Analysis in Excel: The Best Guide.
(https://www.simplilearn.com/tutorials/excel-tutorial/data-analysis-excel)
NSS scheme & syllabus for 2022 scheme from 3rd sem to 6th sem

National Service Scheme (NSS) Semester 3rd to 6th

Course Code BNSK459 CIE Marks 25*4 = 100

Teaching Hours/Week (L:T:P: S) 0:0:3:1 SEE Marks ------
Total Hours of Pedagogy 40 hour Practical Session +15 hour Planning Total Marks 25*4 = 100
Examination nature (SEE) Activities Report Evaluation by College NSS Officer at the end of every
semester (3rd to 6th semester)
Credits NCMC – Non Credit Mandatory Course
(Completion of the course shall be mandatory for the award of degree)

Course objectives: National Service Scheme (NSS) will enable the students to:
1. Understand the community in general in which they work.
2. Identify the needs and problems of the community and involve them in problem –solving.
3. Develop among themselves a sense of social & civic responsibility & utilize their knowledge
in finding practical solutions to individual and community problems.
4. Develop competence required for group-living and sharing of responsibilities & gain skills
in mobilizing community participation to acquire leadership qualities and democratic attitudes.
5. Develop capacity to meet emergencies and natural disasters & practice national integration
and social harmony in general.

General Instructions - Pedagogy :

These are sample Strategies, which teachers can use to accelerate the attainment of the various course outcomes.
1. In addition to the traditional lecture method, different types of innovative teaching methods may be adopted so that
the activities will develop students’ theoretical and applied social and cultural skills.
2. State the need for NSS activities and its present relevance in the society and Provide real-life examples.
3. Support and guide the students for self-planned activities.
4. You will also be responsible for assigning homework, grading assignments and quizzes, and documenting
students’ progress in real activities in the field.
5. Encourage the students for group work to improve their creative and analytical skills.

National Service Scheme (NSS) – Contents

===================================================
1. Organic farming, Indian Agriculture (Past, Present and Future) Connectivity for marketing.
2. Waste management– Public, Private and Govt organization, 5 R’s.
3. Setting of the information imparting club for women leading to contribution in social and
economic issues.
4. Water conservation techniques – Role of different stakeholders– Implementation.
5. Preparing an actionable business proposal for enhancing the village income and approach for
implementation.
6. Helping local schools to achieve good results and enhance their enrolment in Higher/

1
NSS scheme & syllabus for 2022 scheme from 3rd sem to 6th sem

technical/ vocational education.

7. Developing Sustainable Water management system for rural areas and implementation approaches.
8. Contribution to any national level initiative of Government of India. For eg. Digital India, Skill India, Swatch Bharat,
Atmanirbhar Bharath, Make in India, Mudra scheme, Skill development programs etc.
9. Spreading public awareness under rural outreach programs.(minimum5 programs).
10. Social connect and responsibilities.
11. Plantation and adoption of plants. Know your plants.
12. Organize National integration and social harmony events /workshops /seminars. (Minimum 02 programs).
13. Govt. school Rejuvenation and helping them to achieve good infrastructure.

NOTE:
 Student/s in individual or in a group Should select any one activity in the beginning of each semester till end of that
respective semester for successful completion as per the instructions of NSS officer with the consent of HOD of the
department.
 At the end of every semester, activity report should be submitted for evaluation.

Distribution of Activities - Semester wise from 3rd to 6th semester

Sem Topics / Activities to be Covered
1. Organic farming, Indian Agriculture (Past, Present and Future) Connectivity for
3rd Sem for marketing.
2. Waste management– Public, Private and Govt organization, 5 R’s.
25 Marks 3. Setting of the information imparting club for women leading to contribution in social and
economic issues.
4. Water conservation techniques – Role of different stakeholders– Implementation.
th
4 Sem for 5. Preparing an actionable business proposal for enhancing the village income and approach for
implementation.
25 Marks 6. Helping local schools to achieve good results and enhance their enrolment in Higher/
technical/ vocational education.
7. Developing Sustainable Water management system for rural areas and implementation
approaches.
th
5 Sem for 8. Contribution to any national level initiative of Government of India. Foreg. Digital India, Skill
India, Swachh Bharat, Atmanirbhar Bharath, Make in India, Mudra scheme, Skill development
25 Marks programs etc.
9. Spreading public awareness under rural outreach programs.(minimum5 programs).
10. Social connect and responsibilities.
11. Plantation and adoption of plants. Know your plants.
6th Sem for
12. Organize National integration and social harmony events /workshops /seminars. (Minimum 02
programs).
25 Marks
13. Govt. school Rejuvenation and helping them to achieve good infrastructure.

2
 NSS scheme & syllabus for 2022 scheme from 3rd sem to 6th sem

Pedagogy – Guidelines, it may differ depending on local resources available for the study
as well as environment and climatic differences, location and time of execution.

Sl Topic Group Location Activity Reporting Evaluation

No size execution Of the Topic

1. Organic farming, Indian May be Farmers Site selection /proper Report should Evaluation as
Agriculture (Past, individu land/Villages/ roadside consultation/Continu be submitted by per the rubrics
Present and Future) al or / community area/ ous monitoring/ individual to the Of scheme and
Connectivity for team College campus etc….. Information board concerned syllabus by NSS
marketing. evaluation officer
authority

2. Waste management– May be Villages/ City Areas / Site selection /proper Report should Evaluation as
Public, Private and Govt individu Grama consultation/Continu be submitted by per the rubrics
organization, 5 R’s. al or panchayat/ public ous monitoring/ individual to the Of scheme and
team associations/Governme Information board concerned syllabus by NSS
nt Schemes officers/ evaluation officer
campus etc….. authority

3. Setting of the May be Women empowerment Group selection/pro Report should Evaluation as
information imparting individu groups/ Consulting per be submitted by per the rubrics
club for women al or NGOs & Govt Teams / consultation/Continu individual to the Of scheme and
leading to contribution team College campus etc….. ous monitoring/ concerned syllabus by NSS
in social Information board evaluation officer
and economic issues. authority

4. Water conservation May be Villages/ City Areas / site selection / Report should Evaluation as
techniques – Role of individu Grama proper be submitted by per the rubrics
different stakeholders– al or panchayat/ public consultation/Continu individual to the Of scheme and
Implementation. team associations/Governme ous monitoring/ concerned syllabus by NSS
nt Schemes officers/ Information board evaluation officer
campus etc….. authority

5. Preparing an actionable May be Villages/ City Areas / Group selection/pro Report should Evaluation as
business proposal for individu Grama per be submitted by per the rubrics
enhancing the village al or panchayat/ public consultation/Continu individual to the Of scheme and
income and approach team associations/Governme ous monitoring/ concerned syllabus by NSS
for implementation. nt Schemes officers/ Information board evaluation officer
campus etc….. authority

3
 NSS scheme & syllabus for 2022 scheme from 3rd sem to 6th sem

6. Helping local schools to May be Local government / School Report should Evaluation as
achieve good results individu private/ aided selection/proper be submitted by per the rubrics
and enhance their al or schools/Government consultation/Continu individual to the Of scheme and
enrolment in team Schemes officers/ ous monitoring/ concerned syllabus by NSS
Higher/ technical/ etc….. Information board evaluation officer
vocational education. authority

7. Developing Sustainable May be Villages/ City Areas / site selection/proper Report should Evaluation as
Water management individu Grama consultation/Continu be submitted by per the rubrics
system for rural areas al or panchayat/ public ous monitoring/ individual to the Of scheme and
and implementation team associations/Governme Information board concerned syllabus by NSS
approaches. nt Schemes officers/ evaluation officer
campus etc….. authority

8. Contribution to any May be Villages/ City Areas / Group selection/pro Report should Evaluation as
national level initiative individu Grama per be submitted by per the rubrics
of Government of India. al or panchayat/ public consultation/Continu individual to the Of scheme and
For eg. Digital India, team associations/Governme ous monitoring / concerned syllabus by NSS
Skill India, Swachh nt Schemes officers/ Information board evaluation officer
Bharat, campus etc….. authority
Atmanirbhar
Bharath, Make in
India, Mudra scheme,
Skill development
programs etc.

9. Spreading public May be Villages/ City Areas / Group selection/pro Report should Evaluation as
awareness under rural individu Grama per be submitted by per the rubrics
outreach al or panchayat/ public consultation/Continu individual to the Of scheme and
programs.(minimum5 team associations/Governme ous monitoring / concerned syllabus by NSS
programs). ///// Social nt Schemes officers/ Information board evaluation officer
connect and campus etc….. authority
responsibilities.

10. Plantation and adoption May be Villages/ City Areas / Place Report should Evaluation as
of plants. Know your individu Grama selection/proper be submitted by per the rubrics
plants. al or panchayat/ public consultation/Continu individual to the Of scheme and
team associations/Governme ous monitoring / concerned syllabus by NSS
nt Schemes officers/ Information board evaluation officer
campus etc….. authority

4
 NSS scheme & syllabus for 2022 scheme from 3rd sem to 6th sem

11. Organize National May be Villages/ City Areas / Place Report should Evaluation as
integration and social individu Grama selection/proper be submitted by per the rubrics
harmony events al or panchayat/ public consultation/Continu individual to the Of scheme and
/workshops team associations/Governme ous monitoring / concerned syllabus by NSS
/seminars. (Minimum nt Schemes officers/ Information board evaluation officer
02 programs). campus etc….. authority

12. Govt. school May be Villages/ City Areas / Place Report should Evaluation as
Rejuvenation and individu Grama selection/proper be submitted by per the rubrics
helping them to al or panchayat/ public consultation/Continu individual to the Of scheme and
achieve good team associations/Governme ous monitoring / concerned syllabus by NSS
infrastructure. nt Schemes officers/ Information board evaluation officer
campus etc….. authority

Plan of Action (Execution of Activities For Each Semester)

Sl.NO Practice Session Description

1 Lecture session by NSS Officer
2 Students Presentation on Topics
3 Presentation - 1 , Selection of topic, PHASE - 1
4 Commencement of activity and its progress - PHASE - 2
5 Execution of Activity
6 Execution of Activity
7 Execution of Activity
8 Execution of Activity
9 Execution of Activity
10 Case study based Assessment, Individual performance
11 Sector wise study and its consolidation
12 Video based seminar for 10 minutes by each student At the end of semester with Report.

 In every semester from 3rd semester to 6th semester, Each student should do activities according
to the scheme and syllabus.
 At the end of every semester student performance has to be evaluated by the NSS officer for the
assigned activity progress and its completion.
 At last in 6th semester consolidated report of all activities from 3rd to 6th semester, compiled
report should be submitted as per the instructions.
---------------------------------------------------------------------------------------------------------------------

5
NSS scheme & syllabus for 2022 scheme from 3rd sem to 6th sem

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
CO1: Understand the importance of his / her responsibilities towards society.
CO2: Analyse the environmental and societal problems/issues and will be able to design solutions for the same.
CO3: Evaluate the existing system and to propose practical solutions for the same for sustainable development.
CO4: Implement government or self-driven projects effectively in the field.
CO5: Develop capacity to meet emergencies and natural disasters & practice national integration and social harmony in
general.

Assessment Details for CIE (both CIE and SEE)

Weightage CIE – 100%  Implementation strategies of the project ( NSS
Presentation - 1 10 Marks work).

Selection of topic, PHASE - 1  The last report should be signed by

Commencement of activity and its progress - 10 Marks NSS Officer, the HOD and principal.

PHASE - 2  At last report should be evaluated by the NSS

Case study based Assessment 10 Marks officer of the institute.

Individual performance  Finally the consolidated marks sheet should be

Sector wise study and its consolidation 10 Marks sent to the university and also to be made

Video based seminar for 10 minutes by each 10 Marks available at LIC visit.

student At the end of semester with Report.

Total marks for the course in each 50 Marks

semester
Marks scored for 50 by the students should be Scale down to 25 marks In each semester
for CIE entry in the VTU portal.
rd th
25 marks CIE entry will be entered in University IA marks portal at the end of each semester 3 to 6
sem, Report and assessment copy should be made available in the department semester wise.
Students should present the progress of the activities as per the schedule in the prescribed practical session in the field.
There should be positive progress in the vertical order for the benefit of society in general.

Suggested Learning Resources:

Books :
1. NSS Course Manual, Published by NSS Cell, VTU Belagavi.
2. Government of Karnataka, NSS cell, activities reports and its manual.
3. Government of India, nss cell, Activities reports and its manual.

6
 Proceeding of the Syllabus Committee meetings of physical
education and Sports held on 8th August, 2023 at RV College
of Engineering, Bangalore

Preamble: The development of body, mind and a soul are the essence of human
development. But, it is observed that it is not happening in equal proportion among Gen
– Z students, who are involved more on use of modern electronic gadgets rather than
focussing on physical exercise. This is leading early health issues among the youth.
Considering this, NEP -2020 is advocating the development of better youth with holistic
education leading to better living and contributing to the Nation. Any youth is an asset
to the Nation. While focusing on technical courses by students, some time to be spent of
physical growth and mental stability of students.

Keeping this in mind, Honourable Vice Chancellor and Registrar have formed syllabus
formulation committee under the chairmanship of Director of Physical Education, VTU
to propose scheme of syllabus for implementing in third and fourth semester BE
programs in affiliated / constituent colleges under the ambit of VTU, Belagavi.

Regarding the same, a meeting was organised at RV College of Engineering on 8th

August, 2023 and the following members attended the meeting to discuss the scheme of
Auditing course on Physical Education (Sports and Athletics)

1. Dr. P Puttaswamy Gowda, DPE, VTU, Belagavi

2. Dr. M Shivarama Reddy, Former PED, BMSCE, Bengaluru

3. Dr. Vishwanatha C N, DPE, RVCE, Bengaluru

4. Mr. Ranganath G H, PED, SJBIT, Bengaluru

5. Mr. Somashekar D L, PED, MCE, Hassan

The meeting started with welcoming the chairman and members of Syllabus
preparation committee by Prof. K N Subramanya, Principal, RV College of Engineering
and he highlighted the importance of sports and athletics and requested Chairman,
Syllabus preparation committee and members of the committee to discuss the topics
required and come out with a scheme in detail and consider stringent evaluation and
assessment system.

After one day discussion, the committee proposed the following scheme for III and IV
semester BE programmes for Physical Education (Sports and Athletics) – I and II
 Semester: III
PHYSICAL EDUCATION (SPORTS & ATHLETICS) – I
Course Code : BPEK359 CIE : 100 Marks
Credits: L:T:P : 0:0:1
Total Hours : 30 P

Course Outcomes: At the end of the course, the student will be able to

1. Understand the fundamental concepts and skills of Physical Education, Health,

Nutrition and Fitness
2. Familiarization of health-related Exercises, Sports for overall growth and
development
3. Create a foundation for the professionals in Physical Education and Sports
4. Participate in the competition at regional/state / national / international
levels.
5. Create consciousness among the students on Health, Fitness and Wellness in
developing and maintaining a healthy lifestyle.
Module I : Orientation 5 Hours
A. Lifestyle
B. Fitness
C. Food & Nutrition
D. Health & Wellness
E. Pre-Fitness test.
Module II : General Fitness & Components of Fitness 15 Hours
A. Warming up (Free Hand exercises)
B. Strength – Push-up / Pull-ups
C. Speed – 30 Mtr Dash
D. Agility – Shuttle Run
E. Flexibility – Sit and Reach
F. Cardiovascular Endurance – Harvard step Test
Module III : Recreational Activities 10 Hours
A. Postural deformities.
B. Stress management.
C. Aerobics.
D. Traditional Games.

Scheme and Assessment for auditing the course and Grades:

Sl. No. Activity Marks
1. Participation of student in all the modules 20
2. Quizzes – 2, each of 15 marks 30
Final presentation / exhibition / Participation
3. in competitions/ practical on specific tasks 50
assigned to the students
Total 100
 Semester: IV
PHYSICAL EDUCATION (SPORTS & ATHLETICS) – II
Course Code : BPEK459 CIE : 100 Marks
Credits: L:T:P : 0:0:1
Total Hours : 30 P

Course Outcomes: At the end of the course, the student will be able to

1. Understand the ethics and moral values in sports and athletics

2. Perform in the selected sports or athletics of student’s choice.
3. Understand the roles and responsibilities of organisation and administration
of sports and games.
Module IV : Ethics and Moral Values 5
Hours
A. Ethics in Sports
B. Moral Values in Sports and Games
Module V : Specific Games ( Any one to be selected by the student)
20 Hours
A. Volleyball – Attack, Block, Service, Upper Hand Pass and Lower hand Pass.
B. Throwball – Service, Receive, Spin attack, Net Drop & Jump throw.
C. Kabaddi – Hand touch, Toe Touch, Thigh Hold, Ankle hold and Bonus.
D. Kho-Kho – Giving Kho, Single Chain, Pole dive, Pole turning, 3-6 Up.
E. Table Tennis – Service (Fore Hand & Back Hand), Receive (Fore Hand & Back
Hand), Smash.
F. Athletics (Track / Field Events) – Any event as per availability of Ground.

Module VI : Role of Organisation and administration 5 Hours

Scheme and Assessment for auditing the course and Grades:

Sl. No. Activity Marks
1. Participation of student in all the modules 20
2. Quizzes – 2, each of 15 marks 30
3. Final presentation / exhibition / Participation
in competitions/ practical on specific tasks 50
assigned to the students
Total 100
 15.08.2023
TEMPLATE for Yoga

Yoga for a Better Life Semester III – VI sem

Course Code BYOK459 CIE Marks 100/sem
Teaching Hours/Week 3:0:2:0
SEE Marks 000
(L:T:P: S)
Total Hours of Pedagogy 24 - 28 hours (Theory + practical)
Total Marks 100/sem
per semester
Examination nature (SEE) Objective type Theory / Practical / Viva-Voce
Course objectives:
1) To enable the student to have good health.
2) To practice mental hygiene.
3) To possess emotional stability.
4) To integrate moral values.
5) To attain higher level of consciousness.

The Health Benefits of Yoga

The benefits of various yoga techniques have been supposed to improve
 body flexibility,
 performance,
 stress reduction,
 attainment of inner peace, and
 self-realization.
The system has been advocated as a complementary treatment to aid the healing of several
ailments such as
 coronary heart disease,
 depression,
 anxiety disorders,
 asthma, and
 extensive rehabilitation for disorders including musculoskeletal problems and
traumatic brain injury.
The system has also been suggested as behavioral therapy for smoking cessation and substance
abuse (including alcohol abuse).
If you practice yoga, you may receive these physical, mental, and spiritual benefits:
 Physical
1. Improved body flexibility and balance
2. Improved cardiovascular endurance (stronger heart)
3. Improved digestion
4. Improved abdominal strength
5. Enhanced overall muscular strength
6. Relaxation of muscular strains
7. Weight control
8. Increased energy levels
9. Enhanced immune system
 Mental
1. Relief of stress resulting from the control of emotions
2. Prevention and relief from stress-related disorders
3. Intellectual enhancement, leading to improved decision-making skills
 Spiritual
1. Life with meaning, purpose, and direction
2. Inner peace and tranquility
3. Contentment
Yoga Syllabus
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Semester III
Yoga, its origin, history and development. Yoga, its meaning, definitions.
Different schools of yoga, Aim and Objectives of yoga, importance of prayer
Yogic practices for common man to promote positive health
Rules to be followed during yogic practices by practitioner
Yoga its misconceptions,
Difference between yogic and non yogic practices
Suryanamaskar prayer and its meaning, Need, importance and benefits of Suryanamaskar12
count, 2 rounds

Asana, Need, importance of Asana. Different types of asana. Asana its meaning by name,
technique, precautionary measures and benefits of each asana
Different types of Asanas
a. Sitting 1. Padmasana
2. Vajrasana
b. Standing 1. Vrikshana
2. Trikonasana
c. Prone line 1. Bhujangasana
2. Shalabhasana
d. Supine line 1. Utthitadvipadasana
2. Ardhahalasana

Semester IV
Patanjali’s Ashtanga Yoga, its need and importance.
Yama :Ahimsa, satya, asteya, brahmacarya, aparigraha
Niyama :shoucha, santosh, tapa, svaadhyaya, Eshvarapranidhan

Suryanamaskar12 count- 4 rounds of practice

Asana, Need, importance of Asana. Different types of asana. Asana its meaning by name,
technique, precautionary measures and benefits of each asana
Different types of Asanas
a. Sitting 1. Sukhasana
2. Paschimottanasana
b. Standing 1. Ardhakati Chakrasana
2. Parshva Chakrasana
c. Prone line 1. Dhanurasana
d. Supine line 1. Halasana
2. Karna Peedasana
Meaning, importance and benefits of Kapalabhati.
40 strokes/min 3 rounds
Meaning, Need, importance of Pranayama. Different types. Meaning by name, technique,
precautionary measures and benefits of each Pranayama
Pranayama – 1. Suryanuloma –Viloma 2. Chandranuloma-Viloma 3. Suryabhedana
4. Chandra Bhedana 5. Nadishodhana

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Semester V
Patanjali’sAshtanga Yoga its need and importance.
Ashtanga Yoga
1. Asana
2. Pranayama
3. Pratyahara
Asana its meaning by name, technique, precautionary measures and benefits of each asana
Different types of Asanas
a. Sitting 1. Ardha Ushtrasana
2. Vakrasana
3. Yogamudra in Padmasana
b. Standing 1. UrdhvaHastothanasana
2. Hastapadasana
3. ParivrittaTrikonasana
4. Utkatasana
c. Prone line 1. Padangushtha Dhanurasana
2. Poorna Bhujangasana /
Rajakapotasana
d. Supine line 1. Sarvangasana
2. Chakraasana
3. Navasana/Noukasana
4. Pavanamuktasana
Revision of practice 60 strokes/min 3 rounds
Meaning by name, technique, precautionary measures and benefits of each Pranayama
1. Ujjayi 2. Sheetali 3. Sheektari

Semester VI
Ashtanga Yoga 1. Dharana 2. Dhyana (Meditation) 3. Samadhi
Asana by name, technique, precautionary measures and benefits of each asana
Different types of Asanas
a. Sitting 1. Bakasana
2. Hanumanasana
3. Ekapada Rajakapotasana
4. Yogamudra in Vajrasana
b. Standing 1. Vatayanasana
2. Garudasana
c. Balancing 1. Veerabhadrasana
2. Sheershasana
d. Supine line 1. Sarvangasana
2. Setubandha Sarvangasana
3. Shavasanaa
(Relaxation poisture).
Revision of Kapalabhati practice 80 strokes/min - 3 rounds
Different types. Meaning by name, technique, precautionary measures and benefits of each
Pranayama 1. Bhastrika 2. Bhramari
Meaning, Need, importance of Shatkriya. Different types. Meaning by name, technique,
precautionary measures and benefits of each Kriya 1. Jalaneti & sutraneti 2. Nouli (only for
men) 3. Sheetkarma Kapalabhati

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Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
 Understand the meaning, aim and objectives of Yoga.
 Perform Suryanamaskar and able to Teach its benefits.
 Understand and teach different Asanas by name, its importance, methods and benefits.
 Instruct Kapalabhati and its need and importance.
 Teach different types of Pranayama by its name, precautions, procedure and uses
 Coach different types of Kriyas , method to follow and usefulness.

Assessment Details (both CIE and SEE)
 Students will be assessed with internal test by a. Multiple choice questions b. Descriptive
type questions ( Two internal assessment tests with 25 marks/test)
 Final test shall be conducted for whole syllabus for 50 marks.
 Continuous Internal Evaluation shall be for 100 marks (including IA test)
Suggested Learning Resources:
Books:
1. Yogapravesha in Kannada by Ajitkumar
2. Light on Yoga by BKS Iyengar
3. Teaching Methods for Yogic practices by Dr. M L Gharote & Dr. S K Ganguly
4. Yoga Instructor Course hand book published by SVYASA University, Bengaluru
5. Yoga for Children –step by step – by Yamini Muthanna

Web links and Video Lectures (e-Resources): Refer links

6. https://youtu.be/KB-TYlgd1wE
7. https://youtu.be/aa-TG0Wg1Ls

Dr. P V Kadagadakai
Yoga Teacher