COURSEPACK (Fall 2024-25)

1. THE SCHEME
Course Title Theory of Computation Course Type Theory

Course Code R1UC501T Class B.Tech CSE and

specializations V Sem
Activity Credits Credit Hours Total Number of Classes Assessment in
3 3 per Semester Weightage
Lecture

Tutorial 0 0

Self-study
Instruction

Practical
Tutorial
Practical 0 0

Theory
delivery

SEE
CIE
Self-study 0 6

Total 3 3 45 0 0 6 50% 50%

Course
Course Lead Munish Khanna Avaneesh Kumar Yadav
Coordinator
Theory
Names 1. Munish Khanna
Course 2. Avaneesh Kumar Yadav
Instructors 3. Sanjeev Kumar Punia
4. Arvind Dagur
5. Arun Kumar Rai
6. Nand Kumar Jyotish
7. Pradeep Bedi
8. Sunil Kumar(33043)
9. P Sudhakar
10. Rishav Raj
11. Braj Mohan Singh
12. Sheo Kumar
13. V. Gokul Rajan
14. Aanjey Mani Tripathi
15. Arunendra Mani Tripathi
16. Tarun Kumar
17. Akhilesh Kumar Singh (32563)
18. Amit Yadav
19. Namrata Kumari
20. Prashant Dixit
21. Greeshma G.S.
22. Sunder R
23. Manmohan Singh
24. Gaurav Vinchurkar
25. Sivakumar Madeshwaran

2. COURSE OVERVIEW
This course on the Theory of Automata and Formal Languages introduces students to the foundational concepts and
techniques used to model and analyze computational systems. Students will explore different types of formal

1
languages and automata, including finite automata, pushdown automata, and Turing machines, as well as the
grammars that generate these languages. Key topics include the classification of languages into regular, context-
free, and recursively enumerable categories, the theory of computation, and the limits of what can be computed.
Through this subject, students will develop a deeper understanding of how formal languages are used to describe
and manipulate computational processes, which is essential for fields such as compiler construction, software
development, and algorithm design.

3. COURSE OBJECTIVES
The objective of this course is to provide students with a comprehensive understanding of the theory of automata and
formal languages. Students will learn to analyze and design various computational models, such as finite automata,
regular expressions, context-free grammars, and Turing machines. The course will cover key concepts including
regular languages, context-free languages, decidability, and advanced topics. By the end of the course, students will
be equipped to apply these theoretical foundations to solve problems in computer science and to classify machines
by their power to recognize languages and comprehend the hierarchy of problems.

4. PREREQUISITE COURSE

PREREQUISITE COURSE REQUIRED YES

Course code Course Title

If, yes please fill in the Details
C1UC224T Discrete Mathematics

5. PROGRAM OUTCOMES (POs):

PO No. Description of the Program Outcome

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

2
 Environment and Sustainability: Understand the impact of the professional engineering solutions in societal
PO7
and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.
Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
PO8
engineering practice.
Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams,
PO9
and in multidisciplinary settings.
Communication: Communicate effectively on complex Computer Science and engineering activities with the
PO10
engineering community and with society at large, such as, being able to comprehend and write effective
reports and design documentation, make effective presentations, and give and receive clear instructions.
Project Management and Finance: Demonstrate knowledge and understanding of the engineering and
PO11
management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
Life-Long Learning: Recognize the need for, and have the preparation and ability to engage in independent
PO12
and life-long learning in the broadest context of technological changes in the field of Computer Science.

6. PROGRAM SPECIFIC OUTCOMES (PSOs):

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

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

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

7. COURSE CONTENT (THEORY + PRACTICAL)

CONTENT (Syllabus)

THEORY:
FINITE AUTOMATA (FA): Introduction, Proof Techniques, Deterministic Finite Automata (DFA) -
Formal definition, simpler notations (state transition diagram, transition table), language of a DFA.
Nondeterministic Finite Automata (NFA)- Definition of NFA, language of an NFA, Equivalence of
Deterministic and Nondeterministic Finite Automata, Applications of Finite Automata, Finite Automata with
Epsilon Transitions, Eliminating Epsilon transitions, Minimization of Deterministic Finite Automata, Finite
automata with output (Moore and Mealy machines)

REGULAR EXPRESSIONS (RE): Introduction, Identities of Regular Expressions, Finite Automata and
Regular Expressions- Converting from DFA’s to Regular Expressions, Converting Regular Expressions to
Automata, applications of Regular Expressions.
REGULAR GRAMMARS: Definition, regular grammars and FA, FA for regular grammar, Regular grammar
for FA. Proving languages to be non-regular -Pumping lemma, applications, and Closure properties of regular
languages.

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 CONTEXT FREE GRAMMER (CFG): Derivation Trees, Sentential Forms, Rightmost and Leftmost
derivations of Strings. Ambiguity in CFG’s, Minimization of CFG’s, CNF, GNF, Pumping Lemma for CFL’s,
Enumeration of Properties of CFL ( Proof’s omitted ).

PUSHDOWN AUTOMATA: Definition, Model, Acceptance of CFL, Acceptance by Final State and
Acceptance by Empty stack and its Equivalence, Equivalence of CFG and PDA.
TURING MACHINES (TM): Formal definition and behaviour, Languages of a TM, TM as accepters, and
TM as a computer of integer functions, Types of TMs.

RECURSIVE(RE) AND RECURSIVELY ENUMERABLE LANGUAGES (REL): Properties of

recursive and recursively enumerable languages, Universal Turing machine, The Halting problem,
Undecidable problems about TMs. Context sensitive language and linear bounded automata (LBA), Chomsky
hierarchy, Decidability, Post's correspondence problem (PCP), un-decidability of PCP.

8. COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:
CO No. Description of the Course Outcome

R1UC501T.1 Mathematical background required to understand the subject.

R1UC501T.2 Construct regular expressions for different languages and create Deterministic Finite Automata (DFA) and
Non-Deterministic Finite Automata Machine (NFA).

R1UC501T.3 Model Push Down Automata (PDA) for Context Free Languages (CFLs).

R1UC501T.4 Design Turing Machine for various recursive enumerable languages. Understanding the basics of
Undecidability and Halting problem.

9. TAXONOMY LEVEL OF THE COURSE OUTCOMES

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

R1UC501C.1 √

R1UC501C.2 √ √
R1UC501C.3 √ √
R1UC501C.4 √ √

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10. COURSE ARTICULATION MATRIX

PO10

PO11

PO12

PSO1

PSO2
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
COs#/ POs

R1UC501C.1 2 1 1

R1UC501C.2 2 2 1

R1UC501C.3 2 2 2

R1UC501C.4 2 2 2 1 1

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

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

Type of Course CIE Total Marks Final Marks

(T) CIE*0.5+SEE*0.5
IA1# MT IA2# CIE SEE
E
THEORY 25 50 25 100 100 100

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

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

Credits Hours Hours of engagement/ 12 weeks/
Week semester

Type of Course Remarks

Total no. of
classes

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

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

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LESSON PLAN FOR THEORY COURSES (THEORY AND TUTORIAL CLASSES) FOR THEORY
15 weeks * 3 Hours = 45 Classes (1credit = 1 Lecture Hour)

L. Topic for Delivery Tutorial/Practical Skill Competency

No. Plan
1. Introduction, Background on Sets, Relations
and Graphs Write and understand
2. Background on different types of Theory mathematical
mathematical proofs: Deductive, background CO1
Contradiction, Induction, and Contra
positive.

3. Formal Definition of Deterministic Finite

Automata (DFA)
4. State transition diagram,Examples of Formal definition
languages accepted by DFA of DFA
5. Problem solving on DFA
6. Problem solving on DFA Theory
7. NFA: Formal definition Construction of state
8. Examples of languages accepted by NFA transition diagram;
9. Problem solving on NFA Formal definition
of NFA
10. Minimization of DFA and Myhill Nerode Construct equivalent
theorem automata with
Theory possibly fewer states
11. Problem solving on Minimization of DFA
12. Empty moves, conversion of NFA with empty
moves into NFA without empty moves Inter conversion
13. Conversion of NFA without empty moves into Theory between finite
DFA automata
14. Finite Automata with outputs (Mealy machine
and Moore Machine) CO2
15. Problem solving on Mealy machine and Moore
Machine Theory Constructing
16. Inter conversion between Mealy machine and automata with output
Moore machine
17. Introduction to Regular Expressions (RE), Conversion from
Properties of RE regular expression to
18. Problem solving on RE Theory DFA
19. DFA to RE and RE to DFA
20. Closure Properties of Regular Languages (RL) Theory Analyze properties of
21. Pumping lemma for RL regular languages
22. Problem solving on pumping lemma for RL
23. Introduction to Grammar and its four tuples
24. Introduction to Context Free Grammar (CFG)
and Problem solving on generating language
from given grammar.
25. Numerical on creation of grammar for the given Derivations, Parse
language trees, and
26. Derivation and Derivation Tree applications for CFG
27. Left most derivation and Right Most Derivation Theory
28. Discussion on Ambiguity and removal of
ambiguity

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 29. Elimination of epsilon moves, Removal of
useless production, removal of unit production
and removal of left recursion from grammar
30. Numerical on Elimination of epsilon moves,
Removal of useless production and removal of
unit production
31. Conversion of the grammar into Chomsky Theory CO3
Normal Form (CNF) Conversion to normal
32. Conversion of the grammar into Greibach form
Normal Form (GNF)
33. Introduction to Pushdown automata (PDA) and
its type (Deterministic PDA (DPDA) and Non-
deterministic PDA(NPDA))
34. Numerical on NPDA and DPDA
35. Numerical on NPDA and DPDA and Theory
introduction to 2-PDA Definition and
36. PDA to CFG designing PDA
37. CFG to PDA
38. Properties of Context Free Languages (CFL)
39. Pumping lemma for CFL Theory Deciding which
languages are CFL or
not
40. Chomsky hierarchy of languages (Focusing on Discussion on
Regular Languages, Context Sensitive Theory different classes of
Languages) languages
41. Turing Machine and its variants (Like Linear
Bounded Automata and Universal Turing To formally describe
Machine) computation by a
42. Numerical on Turing Machine Turing Machine;
43. Halting problem and introduction to Theory To recognize
Undecidability undecidable CO4
44. Recursive (REC) Languagesand Recursive languages;
Enumerable (RE) Languages Analysis of
45. Post Correspondence Problem (PCP) complexity of
languages

12. BIBLIOGRAPHY
Text Book
Introduction to Automata Theory, Languages and Computation 3rd Edition by John E Hopcroft, Rajeev Motwani
and Jeffrey D. Ullman [Availaible Online]
Reference Books
Introduction to the Theory of Computation Second Edition by Michael Sipser [Availaible Online]
Introduction to Formal Languages, Automata Theory and Computation by Kamala Krithivasan and Rama R

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

https://theory.report
https://thmatters.wordpress.com/tcs-blogs/
ALGORITHMICA, Springer Publications [Journal]
THEORY OF COMPUTATION, Elsevier [Journal]

Webliography (Two electronic documents or websites that relate to the Course)

https://math.mit.edu/~sipser/18404/

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 https://www.math.ias.edu/avi/book
https://cs-people.bu.edu/mbun/courses/332_F21/

SWAYAM/NPTEL/MOOCs Certification
(One from Each Platform, Max 3 Platforms) https://onlinecourses.nptel.ac.in/noc21_cs83/preview

13. COURSE ASSESSMENT

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

15. PASSING STANDARDS

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

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

16. PROBLEM-BASED LEARNING/CASE STUDIES/CLINICS

Exercises in Problem-based Learning (Assignments)

S.No. Problem
Prove that the sum of first n natural numbers is equal to n*(n+1)/2
1
L1={aa, ab, aab, aba} L2={bb, aa, ba, ab, bab} find L1 - L2, L2 – L1.
2

Find SUFIX and PREFIX of the string “GALGOTIASUNIVERSITY”.

3
Explain proof by construction, proof by contradiction and proof by induction through
4
examples.
Design DFA for the following language over input alphabet (a,b):L = String doesn’t
5
start with aab.
Design DFA for the following language over input alphabet (a,b):
6
L = Starting with a and end with b.
Design DFA for the following Language over input alphabet(0,1):
7
L = Even no. of 0’s or Even no. of 1’s.
Design Mealy Machine to convert 2’s Complement of the binary input.
8
How do you remove epsilon transitions from an NFA?
9
Prove that regular languages are closed under union and intersection.
10
Design DFA for the following Language over input alphabet (0,1):L = Starting with 01
.11 and end with 10.
Design DFA where string does not end with 001.
12
Give formal description of Pumping Lemma for Regular Languages.
13
Define – Moore machine. Design the mealy and moore machine to count the number of
14 substring”ab”. Design the mealy and moore machine to print ‘A’,’B’,’C’, depends upon
the inputs that end with ‘10’, ‘01’ or other,
Given a CFL. How would you construct a PDA for it?
15
Explain derivation of a CFL sentence from a CFG through example.
16
What are Type 0, Type 1 and Type 2 languages?
17

9
 S –> aSS / aSaS/ aSab | b find left factoring for the given grammar.
18
Apply Pumping Lemma for CFL to show a certain language is not CFL
19
What is ambiguous grammar? Explain through examples
20
Check whether string W є L(G) or not using membership algorithm.
W = baab
21 S –> AB
A –> BB | a
B –> AB | b
Convert Context Free Grammar to GNF (Greibach normal form) .
S –> CB / AB
22 A –> a / AA
B –> b
C –> d
Write Context Free Grammar for the following languages :
23 L={anbn | n>=1} and L={ambn | m=2n, n>=0}
What are recursive enumerable and recursive language?
24
Prove equivalence between PDA with two stacks and TMs
25
Explain Church Turing Thesis.
26
What are decidable and undecidable languages? Give Examples
27
Design a PDA, a to accept L = { a2nbn | n ≥ 1 }
28
Write Context Free Grammar for the language L={ambn | m=2n, n>=0}.
29
Construct the DPDA Machine for language L={ambncm | m, n>=0}.
30
Prove that the following language is ambiguous and convert into
31
unambiguous S → S + S | S * S | a | b Where W = a + a * b.
32
Design a Turing Machine to convert the Binary value to 2’s Complement.
33
Recursive Enumerable Languages are Decidable in case of Emptiness, Finiteness and
34
Equivalence. TRUE / FALSE. Justify your answer.
35
Construct the Turing Machine to implement adder for unary value.
36
What is PCP problem? Is it decidable or undecidable?
37
Prove that PCP is undecidable?
38
Differentiate between Decidable and Undecidable problem.
39

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 Identify the language L= {ax : where x is a prime number}.
40
Design the Turing machine for Addition, proper subtraction and multiplication of two
41 numbers
42 Design the NPDA and DPDA for L={anbn|n>0}

43 Justify why NPDAs are more powerful than DPDA

44 Design the 2-PDA for L={anbncn|n>0}

Discuss universal Turing machine, Linear bounded automata, and instantaneous
45 description of TM and PDA
46 Design the PDA for L={a3bncn|n>0}
Write the regular expression for the language starting with a but not having consecutive
47 b's.
Write the regular expression for the language having a string which should have atleast
48 one 0 and alteast one 1.
Write the regular expression for the language L over ∑ = {0, 1} such that all the string
49 do not contain the substring 01.
Write the regular expression for the language containing the string in which every 0 is
50 immediately followed by 11.

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