VII Semester

BIG DATA ANALYTICS

Course Code 21CS71 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 03
Course Learning Objectives:
CLO 1. Understand fundamentals and applications of Big Data analytics
CLO 2. Explore the Hadoop framework and Hadoop Distributed File system and essential Hadoop
Tools
CLO 3. Illustrate the concepts of NoSQL using MongoDB and Cassandra for Big Data
CLO 4. Employ MapReduce programming model to process the big data
CLO 5. Understand various machine learning algorithms for Big Data Analytics, Web Mining and
Social Network Analysis.
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction to Big Data Analytics: Big Data, Scalability and Parallel Processing, Designing Data
Architecture, Data Sources, Quality, Pre-Processing and Storing, Data Storage and Analysis, Big Data
Analytics Applications and Case Studies.

Textbook 1: Chapter 1: 1.2 -1.7

Teaching-Learning Process Chalk and board

https://www.youtube.com/watch?v=n_Krer6YWY4

https://onlinecourses.nptel.ac.in/noc20_cs92/preview
Module-2
Introduction to Hadoop (T1): Introduction, Hadoop and its Ecosystem, Hadoop Distributed File
System, MapReduce Framework and Programming Model, Hadoop Yarn, Hadoop Ecosystem Tools.

Hadoop Distributed File System Basics (T2): HDFS Design Features, Components, HDFS User
Commands.

Essential Hadoop Tools (T2): Using Apache Pig, Hive, Sqoop, Flume, Oozie, HBase.

Textbook 1: Chapter 2 :2.1-2.6

Textbook 2: Chapter 3
Textbook 2: Chapter 7 (except walk throughs)

Teaching-Learning Process 1.Chalk and Board

2.Laboratory Demonstration
Module-3
NoSQL Big Data Management, MongoDB and Cassandra: Introduction, NoSQL Data Store, NoSQL Data
Architecture Patterns, NoSQL to Manage Big Data, Shared-Nothing Architecture for Big Data Tasks,
MongoDB, Databases, Cassandra Databases.

Textbook 1: Chapter 3: 3.1-3.7

Teaching-Learning Process 1. Chalk and Board

2. Laboratory Demonstration
https://www.youtube.com/watch?v=pWbMrx5rVBE
Module-4
Introduction, MapReduce Map Tasks, Reduce Tasks and MapReduce Execution, Composing MapReduce
for Calculations and Algorithms, Hive, HiveQL, Pig.

Textbook 1: Chapter 4: 4.1-4.6

Teaching-Learning Process 1. Chalk and Board
2. Laboratory Demonstration
Module-5
Machine Learning Algorithms for Big Data Analytics: Introduction, Estimating the relationships,
Outliers, Variances, Probability Distributions, and Correlations, Regression analysis, Finding Similar
Items, Similarity of Sets and Collaborative Filtering, Frequent Itemsets and Association Rule Mining.

Text, Web Content, Link, and Social Network Analytics: Introduction, Text mining, Web Mining, Web
Content and Web Usage Analytics, Page Rank, Structure of Web and analyzing a Web Graph, Social
Network as Graphs and Social Network Analytics:

Textbook 1: Chapter 6: 6.1 to 6.5

Textbook 1: Chapter 9: 9.1 to 9.5
Teaching-Learning Process 1. Chalk and Board
2. Laboratory Demonstration
Course outcome (Course Skill Set)
At the end of the course the student will be able to:
CO 1. Understand fundamentals and applications of Big Data analytics.
CO 2. Investigate Hadoop framework, Hadoop Distributed File system and essential Hadoop tools.
CO 3. Illustrate the concepts of NoSQL using MongoDB and Cassandra for Big Data.
CO 4. Demonstrate the MapReduce programming model to process the big data along with Hadoop
tools.
CO 5. Apply Machine Learning algorithms for real world big data, web contents and Social Networks
to provide analytics with relevant visualization tools.
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). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and 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
VII Semester

CLOUD COMPUTING
Course Code 21CS72 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2:0:0:0 SEE Marks 50
Total Hours of Pedagogy 24 Total Marks 100
Credits 02 Exam Hours 03
Course Learning Objectives:

CLO 1. Introduce the rationale behind the cloud computing revolution and the business drivers
CLO 2. Introduce various models of cloud computing
CLO 3. Introduction on how to design cloud native applications, the necessary tools and the design
tradeoffs.
CLO 4. Realize the importance of Cloud Virtualization, Abstraction`s and Enabling Technologies and
cloud security
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) does not mean only traditional lecture method, but different type of
teaching methods may be adopted to develop the outcomes.
2. Show Video/animation films to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
6. Topics will be introduced in a multiple representation.
7. Show the different ways to solve the same problem and encourage the students to come up
with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction:
Introduction ,Cloud Computing at a Glance, Historical Developments, Building Cloud Computing
Environments, Amazon Web Services (AWS), Google AppEngine, Microsoft Azure, Hadoop, Force.com
and Salesforce.com, Manjrasoft Aneka

Textbook 1: Chapter 1: 1.1,1.2 and 1.3

Teaching-Learning Process Chalk and board, Active Learning

Module-2
Virtualization: Introduction, Characteristics of Virtualized, Environments Taxonomy of
Virtualization Techniques, Execution Virtualization, Other Types of Virtualization,
Virtualization and Cloud Computing, Pros and Cons of Virtualization, Technology Examples

Textbook 1 : Chapter 3: 3.1 to 3.6

Teaching-Learning Process Chalk and board, Active Learning
Module-3
Cloud Computing Architecture: Introduction, Cloud Reference Model, Types of Clouds, Economics of
the Cloud, Open Challenges

Textbook 1: Chapter 4: 4.1 to 4.5

Teaching-Learning Process Chalk and board, Demonstration

Module-4
Cloud Security: Risks, Top concern for cloud users, privacy impact assessment, trust, OS security, VM
Security, Security Risks posed by shared images and management OS.

Textbook 2: Chapter 9: 9.1 to 9.6, 9.8, 9.9

Teaching-Learning Process Chalk and board

Module-5
Cloud Platforms in Industry
Amazon web services: - Compute services, Storage services, Communication services, Additional
services. Google AppEngine: - Architecture and core concepts, Application life cycle, Cost model,
Observations.

Textbook 1: Chapter 9: 9.1 to 9.2

Cloud Applications:
Scientific applications: - HealthCare: ECG analysis in the cloud, Biology: gene expression data analysis
for cancer diagnosis, Geoscience: satellite image processing. Business and consumer applications: CRM
and ERP, Social networking, media applications.

Textbook 1: Chapter 10: 10.1 to 10.2

Teaching-Learning Process Chalk and board

Course outcome (Course Skill Set)

At the end of the course the student will be able to:
CO 1. Understand and analyze various cloud computing platforms and service provider.
CO 2. Illustrate various virtualization concepts.
CO 3. Identify the architecture, infrastructure and delivery models of cloud computing.
CO 4. Understand the Security aspects of CLOUD.
CO 5. Define platforms for development of cloud applications
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). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and 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:

Three Unit Tests each of 20 Marks (duration 01 hour)

1. First test at the end of 5th week of the semester

2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks

4. First assignment at the end of 4th week of the semester

5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
VII Semester

OBJECT ORIENTED MODELING AND DESIGN

Course Code 21CS731 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 03
Course Learning Objectives

CLO 1. Describe the concepts involved in Object-Oriented modelling and their benefits.
CLO 2. Demonstrate concept of use-case model, sequence model and state chart model for a given
problem.
CLO 3. Explain the facets of the unified process approach to design and build a Software system.
CLO 4. Translate the requirements into implementation for Object Oriented design.
CLO 5. Choose an appropriate design pattern to facilitate development procedure.

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a 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. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. 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.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Advanced object and class concepts; Association ends; N-ary associations; Aggregation; Abstract classes;
Multiple inheritance; Metadata; Reification; Constraints; Derived Data; Packages. State Modeling:
Events, States, Transistions and Conditions, State Diagrams, State diagram behaviour.

Textbook-1: 4, 5

Teaching-Learning Process Chalk and board, Demonstration

Module-2
UseCase Modelling and Detailed Requirements: Overview; Detailed object-oriented Requirements
definitions; System Processes-A use case/Scenario view; Identifying Input and outputs-The System
sequence diagram; Identifying Object Behaviour-The state chart Diagram; Integrated Object-oriented
Models.

Textbook-2:Chapter- 6:Page 210 to 250

Teaching-Learning Process Chalk and board, Demonstration

Module-3
Process Overview, System Conception and Domain Analysis: Process Overview: Development stages;
Development life Cycle; System Conception: Devising a system concept; elaborating a concept; preparing
a problem statement. Domain Analysis: Overview of analysis; Domain Class model: Domain state model;
Domain interaction model; Iterating the analysis.
Textbook-1:Chapter- 10,11,and 12
Teaching-Learning Process Chalk and board, Demonstration

Module-4
Use case Realization :The Design Discipline within up iterations: Object Oriented Design-The Bridge
between Requirements and Implementation; Design Classes and Design within Class Diagrams;
Interaction Diagrams-Realizing Use Case and defining methods; Designing with Communication
Diagrams; Updating the Design Class Diagram; Package Diagrams-Structuring the Major Components;
Implementation Issues for Three-Layer Design.
Textbook-2: Chapter 8: page 292 to 346

Teaching-Learning Process Chalk and board, Demonstration

Module-5
Design Patterns: Introduction; what is a design pattern?, Describing design patterns, the catalogue of
design patterns, Organizing the catalogue, How design patterns solve design problems, how to select a
design patterns, how to use a design pattern; Creational patterns: prototype and singleton (only);
structural patterns adaptor and proxy (only).
Textbook-3: Ch-1: 1.1, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8,Ch-3,Ch-4.

Teaching-Learning Process Chalk and board, Demonstration

Course Outcomes
At the end of the course the student will be able to:
CO 1. Describe the concepts of object-oriented and basic class modelling.
CO 2. Draw class diagrams, sequence diagrams and interaction diagrams to solve problems.
CO 3. Choose and apply a befitting design pattern for the given problem.
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). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and 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:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
Semester End Examination:
VII Semester

SOFTWARE ARCHITECTURE AND DESIGN PATTERNS

Course Code 21CS741 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 03
Course Learning Objectives

CLO 1. Learn How to add functionality to designs while minimizing complexity.

CLO 2. What code qualities are required to maintain to keep code flexible?
CLO 3. To Understand the common design patterns.
CLO 4. To explore the appropriate patterns for design problems
Teaching-Learning Process (General Instructions)

These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) need not to be only a 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. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes
critical thinking.
5. 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.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and
encourage the students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it
helps improve the students' understanding.
Module-1
Introduction: what is a design pattern? describing design patterns, the catalog of design pattern,
organizing the catalog, how design patterns solve design problems, how to select a design pattern,
how to use a design pattern. A Notation for Describing Object-Oriented Systems

Textbook 1: Chapter 1 and 2.7

Analysis a System: overview of the analysis phase, stage 1: gathering the requirements functional
requirements specification, defining conceptual classes and relationships, using the
knowledge of the domain. Design and Implementation, discussions and further reading.

Textbook 1: Chapter 6

Teaching-Learning Process Chalk and board, Active Learning, Problem based learning
Module-2
Design Pattern Catalog: Structural patterns, Adapter, bridge, composite, decorator, facade,
flyweight, proxy.

Textbook 2: chapter 4

Teaching-Learning Process Chalk and board, Active Learning, Demonstration

Module-3
BehavioralPatterns: Chain of Responsibility, Command, Interpreter, Iterator, Mediator, Memento,
Observer, State, Template Method
 Textbook 2: chapter 5

Teaching-Learning Process Chalk and board, Problem based learning, Demonstration

Module-4
Interactive systems and the MVC architecture: Introduction, The MVC architectural pattern,
analyzing a simple drawing program, designing the system, designing of the subsystems, getting into
implementation, implementing undo operation, drawing incompleteitems, adding a new feature,
pattern-based solutions.

Textbook 1: Chapter 11

Teaching-Learning Process Chalk & board, Problem based learning

Module-5
Designing with Distributed Objects: Client server system, java remote method invocation,
implementing an object-oriented system on the web (discussions and further reading) a note
on input and output, selection statements, loops arrays.

Textbook 1: Chapter 12

Teaching-Learning Process Chalk and board

Course Outcomes
At the end of the course the student will be able to:
CO 1. Design and implement codes with higher performance and lower complexity
CO 2. Be aware of code qualities needed to keep code flexible
CO 3. Experience core design principles and be able to assess the quality of a design with
respect to these principles.
CO 4. Capable of applying these principles in the design of object oriented systems.
CO 5. Demonstrate an understanding of a range of design patterns. Be capable of
comprehending a design presented using this vocabulary.
CO 6. Be able to select and apply suitable patterns in specific contexts
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). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/
course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination
(SEE), and 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:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
6. At the end of the 13th week of the semester- Group discussion/Seminar/quiz any one of three
suitably planned to attain the COs and POs for 20 Marks (duration 01 hours)
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper has to be designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.
VII Semester
Environmental Protection and Management
Course Code 21CV753 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 2+2+0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 This course will enable students to gain knowledge in Environmental protection and
Management systems

Teaching-Learning Process (General Instructions)

These are sample Strategies, which teacher can use to accelerate the attainment of the various course outcomes.
1. Apart from conventional lecture methods various types of innovative teaching techniques
through videos, animation films may be adopted so that the delivered lesson can progress the
students in theoretical, applied and practical skills .
2. Encourage collaborative (Group Learning) Learning in the class.
3. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes
critical thinking.
4. Seminars and Quizzes may be arranged for students in respective subjects to develop skills.

Module-1
Environmental Management Standards: Unique Characteristics of Environmental Problems -
Systems approach to Corporate environmental management - Classification of Environmental
Impact Reduction Efforts -Business Charter for Sustainable Production and Consumption – Tools,
Business strategy drivers and Barriers - Evolution of Environmental Stewardship. Environmental
Management Principles - National policies on environment, abatement of pollution and conservation
of resources - Charter on Corporate responsibility for Environmental protection.
8 hours
Teaching- Chalk and talk, powerpoint presentation
Learning
Process
Module-2
Environmental Management Objectives: Environmental quality objectives – Rationale of
Environmental standards: Concentration and Mass standards, Effluent and stream standards,
Emission and ambient standards, Minimum national standards, environmental performance
evaluation: Indicators, benchmarking. Pollution control Vs Pollution Prevention - Opportunities and
Barriers – Cleaner production and Clean technology, closing the loops, zero discharge technologies
8 hours
Teaching- .
Learning Chalk and talk, powerpoint presentation
Process
Module-3
Environmental Management SystemEMAS: ISO 14000 - EMS as per ISO 14001– benefits and
barriers of EMS – Concept of continual improvement and pollution prevention - environmental
policy – initial environmental review – environmental aspect and impact analysis – legal and other
requirements- objectives and targets – environmental management programs – structure and
responsibility – training awareness and competence- communication – documentation and
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 document control – operational control – monitoring and measurement – management review.
8 hours
Teaching- Chalk and talk, powerpoint presentation
Learning
Process
Module-4
Environmental Audit: Environmental management system audits as per ISO 19011- – Roles and
qualifications of auditors - Environmental performance indicators and their evaluation – Non
conformance – Corrective and preventive actions -compliance audits – waste audits and waste
minimization planning – Environmental statement (form V) - Due diligence audit
8 hours
Teaching- Chalk and talk, powerpoint presentation
Learning
Process
Module-5
Applications of EMS : Waste Audits and Pollution Prevention opportunities in Textile , Sugar, Pulp
& Paper, Electroplating, , Tanning industry, Dairy, Cement, Chemical industries, etc. Trans boundary
movement, disposal, procedures, of hazardous wastes.
8 hours
Teaching- Chalk and talk, powerpoint presentation
Learning
Process
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
1. Appreciate the elements of Corporate Environmental Management systems complying to
international environmental management system standards
2. Lead pollution prevention assessment team and implement waste minimization options
3. Develop, Implement, maintain and Audit Environmental Management systems for Organisations

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