INTRODUCTION TO ARTIFICIAL INTELLIGENCE Semester 6

Course Code BAI654D 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
Examination type (SEE) Theory
Course objectives:
● To understand the primitives of AI
● To familiarize Knowledge Representation Issues
● To understand fundamentals of Statistical Reasoning, Natural Language Processing.
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 the traditional lecture method, but different
types of teaching methods may be adopted to achieve the outcomes.
2. Utilize video/animation films to illustrate the functioning of various concepts.
3. Promote collaborative learning (Group Learning) in the class.
4. Pose at least three HOT (Higher Order Thinking) questions in the class to stimulate
critical thinking.
5. Incorporate Problem-Based Learning (PBL) to foster students' analytical skills and
develop their ability to evaluate, generalize, and analyze information rather than
merely recalling it.
6. Introduce topics through multiple representations.
7. Demonstrate various ways to solve the same problem and encourage students to devise
their own creative solutions.
8. Discuss the real-world applications of every concept to enhance students'
comprehension.
9. Use any of these methods: Chalk and board, Active Learning, Case Studies
Module-1
What is artificial intelligence? Problems, Problem Spaces, and search
Text Book 1: Ch 1, 2
Module-2
Knowledge Representation Issues, Using Predicate Logic, representing knowledge using
Rules.
Text Book 1: Ch 4, 5 and 6.
Module-3
Symbolic Reasoning under Uncertainty, Statistical reasoning
Text Book 1: Ch 7, 8
Module-4
Game Playing, Natural Language Processing
Text Book 1: Ch 12 and 15
Module-5
Learning, Expert Systems.
Text Book 1: Ch 17 and 20

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Course outcomes (Course Skill Set)
At the end of the course, the student will be able to:
1. Identify the problems where the adaptation of AI has significant impact.
2. Analyse the different approaches of Knowledge Representation.
3. Explain Symbolic Reasoning under Uncertainty and Statistical reasoning.
4. Derive the importance of different types of Learning Techniques.
5. Explain Natural Language Processing and Expert System.
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:
Text Books:
1. E. Rich, K. Knight & S. B. Nair, Artificial Intelligence, 3rd Edition, McGraw
Hill.,2009

Reference Books
2. Stuart Rusell, Peter Norving, Artificial Intelligence: A Modern Approach, 2nd Edition,
Pearson Education

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 3. Dan W. Patterson, Introduction to Artificial Intelligence and Expert Systems, 1st
Edition,Prentice Hal of India, 2015
4. G. Luger, Artificial Intelligence: Structures and Strategies for complex problem
Solving, 4th Edition, Pearson Education, 2002.
5. N.P. Padhy “Artificial Intelligence and Intelligent Systems”, Oxford University Press,
2015
Web links and Video Lectures (e-Resources):
1. https://nptel.ac.in/courses/106102220
2. https://nptel.ac.in/courses/106105077
3. https://archive.nptel.ac.in/courses/106/105/106105158/
4. https://archive.nptel.ac.in/courses/106/106/106106140/

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

● Apply NLP steps for any given real time scenario. Students are expected to document
different NLP steps and their output for the given scenario. Students can use python
or any programming language of their choice. (10 Marks)
● Students are expected to identify different case studies/scenarios where expert systems
can be adopted. Students need to prepare a report on any one case study. (15 marks)

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

Generative AI Semester 6
Course Code BAIL657C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 0:0:1:0 SEE Marks 50
Credits 01 Exam Hours 100
Examination type (SEE) Practical
Course objectives:
● Understand the principles and concepts behind generative AI models
● Explain the knowledge gained to implement generative models using Prompt design frameworks.
● Apply various Generative AI applications for increasing productivity.
● Develop Large Language Model-based Apps.

Sl.NO Experiments
1. Explore pre-trained word vectors. Explore word relationships using vector arithmetic. Perform arithmetic
operations and analyze results.

2. Use dimensionality reduction (e.g., PCA or t-SNE) to visualize word embeddings for Q 1. Select 10 words from a
specific domain (e.g., sports, technology) and visualize their embeddings. Analyze clusters and relationships.
Generate contextually rich outputs using embeddings. Write a program to generate 5 semantically similar words
for a given input.

3. Train a custom Word2Vec model on a small dataset. Train embeddings on a domain-specific corpus (e.g., legal,
medical) and analyze how embeddings capture domain-specific semantics.

4. Use word embeddings to improve prompts for Generative AI model. Retrieve similar words using word
embeddings. Use the similar words to enrich a GenAI prompt. Use the AI model to generate responses for the
original and enriched prompts. Compare the outputs in terms of detail and relevance.

5. Use word embeddings to create meaningful sentences for creative tasks. Retrieve similar words for a seed word.
Create a sentence or story using these words as a starting point. Write a program that: Takes a seed word. Generates
similar words. Constructs a short paragraph using these words.

6. Use a pre-trained Hugging Face model to analyze sentiment in text. Assume a real-world application, Load the
sentiment analysis pipeline. Analyze the sentiment by giving sentences to input.

7. Summarize long texts using a pre-trained summarization model using Hugging face model. Load the
summarization pipeline. Take a passage as input and obtain the summarized text.

8. Install langchain, cohere (for key), langchain-community. Get the api key( By logging into Cohere and obtaining
the cohere key). Load a text document from your google drive . Create a prompt template to display the output in
a particular manner.

9. Take the Institution name as input. Use Pydantic to define the schema for the desired output and create a custom
output parser. Invoke the Chain and Fetch Results. Extract the below Institution related details from Wikipedia:
The founder of the Institution. When it was founded. The current branches in the institution . How many
employees are working in it. A brief 4-line summary of the institution.

10 Build a chatbot for the Indian Penal Code. We'll start by downloading the official Indian Penal Code document,
and then we'll create a chatbot that can interact with it. Users will be able to ask questions about the Indian Penal
Code and have a conversation with it.

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

Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
● Develop the ability to explore and analyze word embeddings, perform vector arithmetic to investigate word
relationships, visualize embeddings using dimensionality reduction techniques
● Apply prompt engineering skills to real-world scenarios, such as information retrieval, text generation.
● Utilize pre-trained Hugging Face models for real-world applications, including sentiment analysis and text
summarization.
● Apply different architectures used in large language models, such as transformers, and understand their
advantages and limitations.
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.

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

● 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.
● 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:
Books:

1. Modern Generative AI with ChatGPT and OpenAI Models: Leverage the Capabilities of OpenAI's LLM for
Productivity and Innovation with GPT3 and GPT4, by Valentina Alto, Packt Publishing Ltd, 2023.
2. Generative AI for Cloud Solutions: Architect modern AI LLMs in secure, scalable, and ethical cloud
environments, by Paul Singh, Anurag Karuparti ,Packt Publishing Ltd, 2024.

Web links and Video Lectures (e-Resources):

● https://www.w3schools.com/gen_ai/index.php
● https://youtu.be/eTPiL3DF27U
● https://youtu.be/je6AlVeGOV0
● https://youtu.be/RLVqsA8ns6k
● https://youtu.be/0SAKM7wiC-A
● https://youtu.be/28_9xMyrdjg
● https://youtu.be/8iuiz-c-EBw
● https://youtu.be/7oQ8VtEKcgE
● https://youtu.be/seXp0VWWZV0

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 FILE STRUCTURES Semester VI
Course Code BCR601 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:2:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Theory + 8-10 Lab slots Total Marks 100
Credits 04 Exam Hours 03
Examination nature (SEE) Theory
Course objectives:
This course will enable students to,
• Understand the fundamental file operations and storage systems.
• Study the fundamental concepts of file structure and management files of records.
• Introduce the high-level file structures concepts which include indexing, cosequential processing, B
trees and hashing.
• Apply the techniques in the design of C++ programs for solving various file management problems.
Teaching-Learning Process (General Instructions)
These are sample Strategies that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) need not to be only traditional lecture methods, 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 student’s Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
MODULE-1
Fundamental File Processing Operations: Physical Files and Logical Files, Opening Files, Closing
Files, Reading and Writing, Seeking, Special Characters in Files, The Unix Directory Structure,
Physical devices and Logical Files, File-related Header Files, UNIX file System Commands.
Secondary Storage and System Software: Disks, Magnetic Tape, Disk versus Tape, Introduction
to CD-ROM, Physical Organization of CD-ROM, CD-ROM Strengths and Weaknesses, Storage as
a Hierarchy, A Journey of a Byte.
Textbook: Chapter 2: 2.1-2.10, Chapter 3: 3.1-3.8.
MODULE-2
Fundamental File Structure Concepts: Field and Record Organization, Using Classes to
Manipulate Buffers, Using Inheritance for Record Buffer Classes, Managing Fixed Length & Fixed
Field Buffers, An Object-Oriented Class for Record Files.
Managing Files of Records: Record Access, More about Record Structures, Encapsulating Record
I/O Operations in a Single Class, File Access and File Organization.
Textbook: Chapter 4: 4.1-4.5, Chapter 5: 5.1-5.4.
MODULE-3
Organization of Files for Performance: Data Compression, Reclaiming Space in Files, Internal
Sorting and Binary Searching, Key sorting.
Indexing: What is an Index? A Simple Index for Entry-Sequenced Files, Using Template Classes in
C++ for Object I/O, Object-Oriented support for Indexed & Entry-Sequenced Files of Data Objects,

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 Indexes that are too Large to Hold in Memory, Indexing to Provide Access by Multiple Keys,
Retrieval Using Combinations of Secondary Keys, Improving the Secondary Index structure: Inverted
Lists, Selective Indexes, Binding.
Textbook: Chapter 6: 6.1-6.4, Chapter 7: 7.1-7.10.
MODULE-4
Cosequential Processing and the Sorting of Large Files: A Object-Oriented Model for
Implementing Co-Sequential Processes, Application of the Model to a General Ledger Program,
Extension of the Model to include Multiway Merging, A Second Look at Sorting in Memory, Merging
as a Way of Sorting Large Files on Disk, Sorting Files on Tape, Sort-Merge Packages, Sorting and
Cosequential Processing in Unix.
Textbook: Chapter 8: 8.1-8.8.
MODULE-5
Multilevel Indexing and B-Trees: The Invention of B-Tree, Statement of the Problem, Indexing
with Binary Search Trees, Multilevel Indexing, B-Trees: Working Up from the Bottom, Example of
Creating a B-Tree, An Object-Oriented Representation of B-Trees, B-Tree Methods: Search, Insert
& Others, B-Tree Nomenclature, Formal Definition of B-Tree Properties, Worst-case Search Depth,
Deletion, Merging and Redistribution, Redistribution during Insertion, B* Trees.
Hashing: Introduction, A Simple Hashing Algorithm, Hashing Functions and Record Distributions,
How much Extra Memory should be Used? Collision Resolution by Progressive Overflow, Other
Collision Resolution Techniques.
Textbook: Chapter 9: 9.1-9.14, Chapter 11: 11.1-11.5, 11.8.

PRACTICAL COMPONENT OF IPCC: Develop programs using C++ or any other suitable language.
Sl.NO Experiments
1 Devleop a program to read series of names, one per line, from standard input and write these
names spelled in reverse order to the standard output using I/O redirection and pipes. Repeat
the exercise using an input file specified by the user instead of the standard input and using an
output file specified by the user instead of the standard output.
2 Devleop a program to read and write student objects with fixed-length records and the fields
delimited by “|”. Implement pack ( ), unpack ( ), modify ( ) and search ( ) methods.
3 Devleop a program to write student objects with variable-length records using any suitable
record structure and to read from this file a student record using RRN.
4 Devleop a program to implement simple index on primary key for a file of student objects.
Implement add ( ), search ( ) and delete ( ) using the index.
5 Devleop a program to read two lists of names and then match the names in the two lists using
consequential match based on a single loop. Output the names common to both the lists.
6 Devleop a program to read k lists of names and merge them using k-way merge algorithm with
k = 8.
7 Devleop a program to implement B-Tree for a given set of integers or alphabets and its
operations insert ( ) and search ( ). Also, display the tree suitably.
8 Devleop a program to store and retrieve student data from a file using hashing. Use any suitable
collision resolution technique.

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Course outcomes (Course Skill Set):
At the end of the course, the student will be able to:
● Explain the fundamental concepts of file processing operations and storage structures.
● Apply object-oriented concepts to manage and manipulate files of records.
● Illustrate the concept of indexing in files with appropriate data structures.
● Demonstrate the cosequential processing along with the methods of sorting large files.
● Explain multilevel indexing and the usage of hashing techniques to organize files.
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.

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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:
1. Michael J. Folk, Bill Zoellick, Greg Riccardi: File Structures - An Object-Oriented Approach
with C++, 3rd Edition, Pearson Education.

Reference Books:
1. K.R. Venugopal, K.G. Srinivas, P.M. Krishnaraj: File Structures Using C++, Tata McGraw-
Hill, 2008.
2. Scot Robert Ladd: C++ Components and Algorithms, BPB Publications, 1993.
3. Raghu Ramakrishan and Johannes Gehrke: Database Management Systems, 3rd Edition,
McGraw Hill, 2003.
Web links and Video Lectures (e-Resources):
1. https://www.slideshare.net/shyamujaco/file-structures
2. https://www.vtuplanet.com/m/browse.php?type=papers&dir=B.E+%28Engineering%29%2FInfo
rmation+Science+%28ISE%29%2FSem+6%2FFile+structures
3. http://www.engppt.com/2010/01/file-structures-pdf.html
4. https://archive.nptel.ac.in/content/storage2/courses/106108101/pdf/PPTs/Mod_2.pdf
5. https://www.youtube.com/watch?v=QX2AfS5TDB4

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

Course project on ANY ONE of the topics mentioned below or similar applications (10 Marks)
● Document Processing
● Transaction Management
● File Compression and Decompression
● Indexing
● Hashing
● Buffer Management etc.

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 Annexure-II 1

MACHINE LEARNING Semester 6

Course Code BCS602 CIE Marks 50
Teaching Hours/Week (L: T:P: S) 4:0:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03
Examination type (SEE) Theory
Course objectives:
● To introduce the fundamental concepts and techniques of machine learning.
● To understanding of various types of machine learning and the challenges faced in real-
world applications.
● To familiarize the machine learning algorithms such as regression, decision trees,
Bayesian models, clustering, and neural networks.
● To explore advanced concept like reinforcement learning and provide practical insight
into its applications.
● To enable students to model and evaluate machine learning solutions for different types
of 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) needs 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/Demonstration 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/Practical Based Learning (PBL), which fosters students’ Analytical skills, develop
design thinking skills, and practical skill such as the ability to design, evaluate, generalize, and
analyze information rather than simply recall it.
6. Use animations/videos to help the students to understand the concepts.
7. Demonstrate the concepts using PYTHON and its libraries wherever possible

Module-1
Introduction: Need for Machine Learning, Machine Learning Explained, Machine Learning in Relation
to other Fields, Types of Machine Learning, Challenges of Machine Learning, Machine Learning Process,
Machine Learning Applications.

Understanding Data – 1: Introduction, Big Data Analysis Framework, Descriptive Statistics, Univariate
Data Analysis and Visualization.

Chapter-1, 2 (2.1-2.5)
Module-2
Understanding Data – 2: Bivariate Data and Multivariate Data, Multivariate Statistics, Essential
Mathematics for Multivariate Data, Feature Engineering and Dimensionality Reduction Techniques.

Basic Learning Theory: Design of Learning System, Introduction to Concept of Learning, Modelling in
Machine Learning.

Chapter-2 (2.6-2.8, 2.10), Chapter-3 (3.3, 3.4, 3.6)

Module-3

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 Annexure-II 2

Similarity-based Learning: Nearest-Neighbor Learning, Weighted K-Nearest-Neighbor Algorithm,

Nearest Centroid Classifier, Locally Weighted Regression (LWR).

Regression Analysis: Introduction to Regression, Introduction to Linear Regression, Multiple Linear

Regression, Polynomial Regression, Logistic Regression.

Decision Tree Learning: Introduction to Decision Tree Learning Model, Decision Tree Induction
Algorithms.

Chapter-4 (4.2-4.5), Chapter-5 (5.1-5.3, 5.5-5.7), Chapter-6 (6.1, 6.2)

Module-4
Bayesian Learning: Introduction to Probability-based Learning, Fundamentals of Bayes Theorem,
Classification Using Bayes Model, Naïve Bayes Algorithm for Continuous Attributes.

Artificial Neural Networks: Introduction, Biological Neurons, Artificial Neurons, Perceptron and Learning
Theory, Types of Artificial Neural Networks, Popular Applications of Artificial Neural Networks,
Advantages and Disadvantages of ANN, Challenges of ANN.

Chapter-8 (8.1-8.4), Chapter-10 (10.1-10.5, 10.9-10.11)

Module-5
Clustering Algorithms: Introduction to Clustering Approaches, Proximity Measures, Hierarchical
Clustering Algorithms, Partitional Clustering Algorithm, Density-based Methods, Grid-based Approach.

Reinforcement Learning: Overview of Reinforcement Learning, Scope of Reinforcement Learning,

Reinforcement Learning as Machine Learning, Components of Reinforcement Learning, Markov Decision
Process, Multi-Arm Bandit Problem and Reinforcement Problem Types, Model-based Learning, Model Free
Methods, Q-Learning, SARSA Learning.

Chapter -13 (13.1-13.6), Chapter-14 (14-1-14.10)

Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Describe the machine learning techniques, their types and data analysis framework.
2. Apply mathematical concepts for feature engineering and perform dimensionality reduction to enhance
model performance.
3. Develop similarity-based learning models and regression models for solving classification and
prediction tasks.
4. Build probabilistic learning models and design neural network models using perceptrons and multilayer
architectures
5. Utilize clustering algorithms to identify patterns in data and implement reinforcement learning
techniques

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 Annexure-II 3

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:

Books
1. S Sridhar, M Vijayalakshmi, “Machine Learning”, OXFORD University Press 2021, First Edition.

Reference Books

1. Murty, M. N., and V. S. Ananthanarayana. Machine Learning: Theory and Practice, Universities Press,
2024.
2. T. M. Mitchell, “Machine Learning”, McGraw Hill, 1997.
3. Burkov, Andriy. The hundred-page machine learning book. Vol. 1. Quebec City, QC, Canada: Andriy
Burkov, 2019.

Web links and Video Lectures (e-Resources):

● https://www.universitiespress.com/resources?id=9789393330697
● https://www.drssridhar.com/?page_id=1053
● Machine Learning Tutorials: https://www.geeksforgeeks.org/machine-learning/
● Machine Learning Tutorials: https://www.tutorialspoint.com/machine_learning/index.htm
● Python for Machine Learning: https://www.w3schools.com/python/python_ml_getting_started.asp
● Introduction to Machine Learning: https://onlinecourses.nptel.ac.in/noc22_cs29/preview

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 Annexure-II 4

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

● Practical Assignment: Implementation of Practical Exercises Chapter 2: Q1-Q4, Chapter 3: Q1,

Chapter-4: Q1, Chapter-7: Q1, Chapter-8: Q1 - 10 Marks.
(Note: Refer to Reference book 1 for programming assignments
https://www.universitiespress.com/resources?id=9789393330697)
● Course project: By considering suitable machine learning-based real-world application problem [15
Marks]

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 Annexure-II 1

Blockchain Technology Semester 6

Course Code BCS613A 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
Examination type (SEE) Theory
Course objectives:
● To Understand Blockchain terminologies with its applications. design
● To learn working principles of Blockchain and methodologies used in Bitcoin
● To gain knowledge on Ethereum Network, Wallets, Nodes, Smart contract & DApps
● To learn blockchain Based Application Architecture using Hyperledger and the Smart
Contract Lifecycle

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) needs 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/Demonstration 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. Use animations/videos to help the students to understand the concepts.

Module-1
Distributed systems, CAP theorem, Byzantine Generals problem, Consensus. The history of blockchain,
Introduction to blockchain, Various technical definitions of blockchains, Generic elements of a
blockchain, Features of a blockchain, Applications of blockchain technology, Tiers of blockchain
technology, Consensus in blockchain, CAP theorem and blockchain, Benefits and limitations of
blockchain.

Chapter 1
Module-2
Decentralization using blockchain, Methods of decentralization, Blockchain and full ecosystem
decentralization, Smart contract, Decentralized organizations, Decentralized autonomous
organizations, Decentralized autonomous corporations, Decentralized autonomous societies
Decentralized applications, Platforms for decentralization.
Cryptographic primitives: Symmetric cryptography, Asymmetric cryptography, Public and private keys,
Hash functions: Compression of arbitrary messages into fixed length digest, Easy to compute, Pre-image
resistance, Second pre-image resistance, Collision resistance, Message Digest (MD),Secure Hash
Algorithms (SHAs), Merkle trees, Patricia trees, Distributed hash tables (DHTs), Digital signatures,
Elliptic Curve Digital signature algorithm (ECDSA).

Chapter 2, Chapter 3: pg:56-105

Module-3

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 Annexure-II 2

Bitcoin, Bitcoin definition, Transactions, The transaction life cycle, The transaction structure,
Types of transaction, The structure of a block , The structure of a block header, The genesis
block, The bitcoin network, Wallets, Smart Contracts-History, Definition, Ricardian contracts,
Smart contract templates, Oracles, Smart Oracles, Deploying smart contracts on a blockchain,
The DAO.

Chapter 4:pg:111-148, Chapter 6

Module-4
Ethereum 101, Introduction, Ethereum clients and releases, The Ethereum stack, Ethereum blockchain,
Currency (ETH and ETC), Forks, Gas, The consensus mechanism, The world state, Transactions, Contract
creation transaction, Message call transaction, Elements of the Ethereum blockchain , Ethereum virtual
machine (EVM), Accounts, Block, Ether, Messages, Mining, The Ethereum network.
Hands-on: Clients and wallets –Geth.

Chapter 7: pg: 210-227, 235-269

Module-5
Hyperledger, Hyperledger as a protocol, Fabric, Hyperledger Fabric, Sawtooth lake, Corda.

Chapter 9
Course outcomes (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the Blockchain terminologies with its applications. design
2. Illustrate the working principles of Blockchain and the Smart Contract Lifecycle
3. Demonstrate the principles and methodologies used in Bitcoin
4. Develop Ethereum Network, Wallets, Nodes, Smart contract and DApps.
5. Make use of Hyperledger in Blockchain Based Application Architecture.

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 Annexure-II 3

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:

Books
1. Imran Bashir. “Mastring BlockChain”, Third Edition, Packt – 2020.

Reference Book

1. Andreas M. , Mastering Bitcoin: Programming the Open Blockchain – O’rielly – 2017.

Web links and Video Lectures (e-Resources):

● https://nptel.ac.in/courses/106104220
● https://www.geeksforgeeks.org/blockchain/
● https://www.tutorialspoint.com/blockchain/index.htm

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

● Course Project: Covers the implementation of the major concepts outlined in the syllabus– 25
Marks

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 Annexure-II 1

COMPUTER VISION Semester 6

Course Code BCS613B 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:
CLO1: To understand the fundamentals of computer vision and digital image processing
CLO2: To introduce the processes involved image enhancement and restoration.
CLO3: To facilitate the students to gain understanding color image processing and morphology.
CLO5: To impart the knowledge of image segmentation and object recognition techniques.

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) needs 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. Use animations/videos to help the students to understand the concepts.
7. Demonstrate the concepts using a suitable programming language.
Module-1
Introduction: What is computer vision? A brief history. Image Formation: Photometric image
formation, The digital camera. Image processing: Point operators, Linear filtering.

Textbook-1: Chap-1 (1.1, 1.2), Chap-2 (2.2, 2.3), Chap-3 (3.1, 3.2)
Module-2
Image processing: More neighborhood operators, Fourier transforms, Pyramids and wavelets, and
Geometric transformations.

Textbook-1: Chap- 3 (3.3 - 3.6)

Module-3
Image Restoration and Reconstruction: A model of Image degradation/restoration process,
restoration in the presence of noise only, periodic noise reduction by frequency domain filtering.

Image Segmentation: Fundamentals, Point, Line and edge detection, thresholding (Foundation & Basic
global thresholding only), Segmentation by region growing & region splitting & merging.

Textbook-2: Chap-5 (5.1 to 5.4), Chap-10 (10.1 to 10.3.2, 10.4)

Module-4
Color Image Processing: Color fundamentals, color models, Pseudocolor image processing, full color
image processing, color transformations, color image smoothing and sharpening, Using color in image
segmentation, Noise in color images.

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 Annexure-II 2

Textbook-2: Chap-6 (6.1-6.8)

Module-5
Morphological Image Processing: Preliminaries, Erosion and Dilation, opening and closing, Hit-or-miss
transform, some basic morphological algorithms.

Feature Extraction: Background, Boundary preprocessing (Boundary following & Chain codes only).

Image pattern Classification: Background, Patterns and classes, Pattern classification by prototype
matching (Minimum distance classifier only).

Textbook-2: Chap -9 (9.1-9.5), Chap-11(11.1-11.2.2), Chap-12 (12.1-12.3.1)

Course outcome (Course Skill Set)
At the end of the course, the student will be able to :
1. Explain the fundamentals of computer vision and its applications.
2. Apply the image enhancement techniques for smoothing and sharpening of images.
3. Compare the different image restoration and segmentation techniques.
4. Demonstrate the smoothing and sharpening techniques for color images.
5. Explain morphological, feature extraction, and pattern classification techniques for object recognition.

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 assessment 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. Implementation
of Image processing and video processing techniques in Java/Python/Matlab is
recommended.
● 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.

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 Annexure-II 3

4. Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Textbooks
1. Richard Szeliski, Computer Vision: Algorithms and Applications (Texts in Computer Science) , 2nd
Edition, 2022, Springer.
2. Rafael C G., Woods R E. and Eddins S L, Digital Image Processing, Pearson, 4th edition, 2019.

Reference books
1. David Forsyth and Jean Ponce, Computer Vision: A Modern Approach, 2nd Edition, Pearson, 2015.

2. Reinhard Klette, Concise Computer Vision - An Introduction into Theory and Algorithms, Springer,
2014.

Web links and Video Lectures (e-Resources):

● Virtual Labs: https://cse19-iiith.vlabs.ac.in/
● https://onlinecourses.nptel.ac.in/noc21_ee78/preview
● Introduction to Machine Vision: https://www.youtube.com/watch?v=tY2gczObpfU
● https://coral.ise.lehigh.edu/optml/files/2019/10/OptML_CV_tutorial_1_compressed.pdf
Activity Based Learning (Suggested Activities in Class)/ Practical Based Learning
● Programming Assignment-1: Implementation of important concepts of Image enhancement (point
& filters) and restoration techniques with C++/Java/Python - 10 Marks
● Programming Assignment-2: Implementation of segmentation, Morphological and color image
processing techniques with C++/Java/Python - 15 Marks

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 COMPILER DESIGN Semester 6
Course Code BCS613C 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:
● Understand the working of language processors
● Apply different phases of designing a compiler
● Illustrate lexical analysis
● Explain the need of real time operating system for embedded system
applications.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various
course outcomes.
1. Lecturer methods(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. Demonstration of sample code using Keil software.
5. Show the different ways to solve the same problem with different approaches and
encourage the students to come up with their own creative ways to solve them.

Module-1
Introduction: Language Processors, The structure of Compiler, The evolution of
Programming Languages, The science of Building a Compiler, Applications of
Compiler Technology, Programming Language Basics

A Simple Syntax Directed Translator: Introduction, Syntax Definition, Syntax Directed

Translation, Parsing
Chapter 1: 1.1,1.2,1.3,1.4,1.5,1.6,1.7
Chapter 2: 2.1,2.2,2.3,2.4
Module-2
Lexical Analysis: The Role of Lexical Analyzer, Input buffering, Specification of
Tokens, Recognition of Tokens, The lexical Analyzer Generator Lex

Syntax Analysis: Introduction, Context Free Grammars, Writing a Grammar

Chapter 3: 3.1,3.2,3.3,3.4,3.5
Chapter 4: 4.1 4.2 4.3

Module-3

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 Top-Down Parsing: Recursive Descent Parsing, First and Follow, LL(1) Grammars

Bottom Up Parsing: Reductions, Handle Pruning, Shift Reduce Parsing

Chapter 4: 4.4, 4.5

Module-4
Introduction to LR Parsing: Simple LR, LR Parsing Algorithm, Construction of SLR
parsing Tables, Viable Prefixes

Syntax Directed Definitions, Evaluation Orders for SDD

Chapter 5: 5.1,5.2

Module-5
Variants of Syntax Trees, Three Address Code, Types and Declarations. Control Flow
Code generation: Issues in the Design of a Code Generator, The target language
Chapter 6: 6.1,6.2,6.3,6.6
Chapter 8:8.1,8.2

Course outcome (Course Skill Set)

At the end of the course the student will be able to:
1. Understand the different phases of compiler design techniques
2. Analyse the working of lexical analyser in design of compilers
3. Design syntax analyser using top down and bottom up approaches
4. Illustrate syntax-directed translation for a given grammar.
5. Explain intermediate code representation and code generation of compilers

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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 Examination (CIE)

● 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 Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is MCQ
(multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a minimum
of 35% of the maximum marks meant for SEE.
OR
MCQ (Multiple Choice Questions) are preferred for 01 credit courses, however, if course content
demands the general question paper pattern that followed for 03 credit course, then
1. The question paper will have ten questions. Each question is set for 10 marks.
2. There will be 2 questions from each module. Each of the two questions under a module may or may
not have the sub-questions (with maximum sub-questions of 02, with marks distributions 5+5,
4+6, 3+7).
3. The students have to answer 5 full questions, selecting one full question from each module.

Suggested Learning Resources:

Books
1. Compilers: Principles, Techniques, and Tools, A. Aho, M. Lam, R. Sethi, and J.
Ullman.,2nd Edition, Pearson.
Web links and Video Lectures (e-Resources):

● http://www.digimat.in/nptel/courses/video/106104123/L01.html

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Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
● Students are expected (in group of 2) to develop scanner and parser for simple programming
syntax (C/Java) - 25 Marks

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 ADVANCED JAVA Semester 6
Course Code BCS613D CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0:0 SEE Marks 50
Total Hours of Pedagogy 40 hours Total Marks 100
Credits 03 Exam Hours 03
Examination nature (SEE) Theory
Note- Students who have not opted for Java course in earlier semester, student has to undergo a bridge
course on basics of java before the commencement of 6th SEM.

Course objectives:
CLO 1. Understanding the fundamentals of collection framework
CLO 2. Demonstrate the fundamental concepts of String operations and Swing applications
CLO 3. Design and develop web applications using Java servlets and JSP
CLO 4. Apply database interaction through Java database Connectivity

Teaching-Learning Process (General Instructions)

These are sample Strategies; that teachers can use to accelerate the attainment of the various course outcomes.
1. Lecturer method (L) does not mean only the traditional lecture method, but different types of
teaching methods may be adopted to achieve the outcomes.
2. Promote collaborative learning (Group Learning) in the class.
3. Pose at least three HOT (Higher Order Thinking) questions in the class to stimulate critical
thinking.
4. Incorporate Problem-Based Learning (PBL) to foster students' analytical skills and develop their
ability to evaluate, generalize, and analyse information rather than merely recalling it.
5. Introduce Topics in manifold representations.
6. Demonstrate ways to solve the same problem and encourage the students to come up with their
own creative solutions.
7. Discuss application of every concept to solve the real world problems.
MODULE-1
The collections and Framework: Collections Overview, The Collection Interfaces, The Collection Classes,
accessing a collection Via an Iterator, Storing User Defined Classes in Collections, The Random Access
Interface, Working with Maps, Comparators, The Collection Algorithms, Arrays, The legacy Classes and
Interfaces, Parting Thoughts on Collections.

Text Book 1: Ch. 20

MODULE-2
String Handling: The String Constructors, String Length, Special String Operations, Character Extraction,
String Comparison, Searching Strings, Modifying a String, Data Conversion Using valueOf( ), Changing the
Case of Characters Within a String, joining strings, Additional String Methods, StringBuffer , StringBuilder

Text Book 1: Ch 18

MODULE-3
Introducing Swing: The Origin of Swing, Swing Is Built on AWT, Two Key
Swing Features, The MVC Connection, Components and Containers, The Swing Packages, A Simple Swing
Application, Event Handling, Painting in Swing.

Exploring Swing : JLabel and ImageIcon,JTextField,The Swing Buttons-JButton, JToggleButton, Check

Boxes, Radio Buttons

Text Book 1: Ch 32 and Ch. 33

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 MODULE-4
Introducing servlets: Background; The Life Cycle of a Servlet; Using Tomcat for Servlet Development; A
simple Servlet; The Servlet API; The Jakarta. Servlet Package; Reading Servlet Parameter; The
Jakarta.servlet.http package; Handling HTTP Requests and Responses; Using Cookies; Session Tracking.
Java Server Pages (JSP); JSP tags, Variables and Objects, Methods, Control statements, Loops, Request
String, Parsing other information, User sessions, Cookies, Session Objects.

Text Book 1: Ch 36
Text Book 2: Ch 11
MODULE-5
JDBC Objects: The Concept of JDBC; JDBC Driver Types; JDBC Packages; A Brief Overview of the JDBC
process; Database Connection; Associating the JDBC/ODBC Bridge with the Database; Statement Objects;
ResultSet; Transaction Processing; Metadata, Data types; Exceptions.

Text Book 2: Ch 06

Course outcomes (Course Skill Set):

At the end of the course, the student will be able to:
CO 1. Apply appropriate collection class/interface to solve the given problem
CO 2. Demonstrate the concepts of String operations in Java
CO 3. Apply the concepts of Swings to build Java applications
CO 4. Develop web based applications using Java servlets and JSP
CO 5. Use JDBC to build database 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 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.

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Marks scored shall be proportionally reduced to 50 marks.

Suggested Learning Resources:

Textbooks

1. Herbert Schildt: JAVA the Complete Reference. Twelfth Edition, Tata McGraw-Hill.

2. Jim Keogh, The Complete Reference J2EE, Tata McGraw-Hill 2007

Reference Books
1. Y. Daniel Liang: Introduction to JAVA Programming, 7th Edition, Pearson Education, 2007.
2. Stephanie Bodoff et al: The J2EE Tutorial, 2nd Edition, Pearson Education,2004.
3. Uttam K Roy, Advanced JAVA programming, Oxford University press, 2015.
Web links and Video Lectures (e-Resources):
1. https://nptel.ac.in/courses/106/105/106105191/
2. https://nptel.ac.in/courses/106/105/106105225/
3. https://youtu.be/qGMxs-PbFPk

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

Programming assignments on Strings, Collections and Swings (15 marks)

Programming assignments on Serverts and JDBC (10 marks)

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 INTRODUCTION TO DATA STRUCTURES Semester 6
Course Code BCS654A 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
Examination type (SEE) Theory

Course Objectives:
● Introduce primitive and non-primitive data structures
● Understand the various types of data structure along their operations
● Study various searching and sorting algorithms
● Assess appropriate data structures during program development / problem
solving
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 the traditional lecture method, but different
types of teaching methods may be adopted to achieve the outcomes.
2. Utilize video/animation films to illustrate the functioning of various concepts.
3. Promote collaborative learning (Group Learning) in the class.
4. Pose at least three HOT (Higher Order Thinking) questions in the class to stimulate
critical thinking.
5. Incorporate Problem-Based Learning (PBL) to foster students' analytical skills and
develop their ability to evaluate, generalize, and analyze information rather than
merely recalling it.
6. Introduce topics through multiple representations.
7. Demonstrate various ways to solve the same problem and encourage students to
devise their own creative solutions.
8. Discuss the real-world applications of every concept to enhance students'
comprehension.
9. Use any of these methods: Chalk and board, Active Learning, Case Studies.

Module-1
Arrays: Introduction, One-Dimensional Arrays, Two-Dimensional Arrays, Initializing Two-
Dimensional Arrays, Multidimensional arrays.
Pointers: Introduction, Pointer Concepts, Accessing Variables through Pointers, Pointer
Applications, Dynamic Memory Allocation Functions.
Structures and Unions: Introduction, Declaring Structures, Giving Values to Members,
Structure Initialization, Comparison of Structure Variables, Arrays of Structures, Arrays
within Structures, Nested Structures, Unions, Size of Structures.
Textbook 1: Ch. 8.1 to 8.5, Ch. 12.1 to 12.8, 12.10, 12.11.
Textbook 2: Ch. 2.1 to 2.3, 2.5, 2.9.

Module-2

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 Stacks: Introduction, Stack Operations, Stack Implementation using Arrays, Applications of
Stacks.
Queues: Introduction, Queue Operations, Queue Implementation using Arrays, Different
Types of Queues: Circular Queues, Double-Ended Queues, Priority Queues, Applications of
Queues.
Textbook 2: Ch. 6.1 to 6.3, Ch. 8.1 to 8.2.
Module-3
Linked Lists: Introduction, Singly Linked List, Self-Referential Structures, Operations on
Singly Linked Lists: Insert-Delete-Display, Implementation of Stacks and Queues using
Linked List, Concatenate two Lists, Reverse a List without Creating a New Node, Static
Allocation Vs Linked Allocation.
Circular Singly Linked List: Introduction, Operations: Insert-Delete-Display.
Textbook 2: Ch. 9.1 to 9.2, 9.3 (Only 9.3.1 to 9.3.5, 9.3.11 to 9.3.12), 9.4 to 9.5.
Module-4
Trees: Introduction, Basic Concepts, Representation of Binary Trees, Operations on Binary
Trees: Insertion-Traversals-Searching-Copying a Tree, Binary Search Trees, Operations on
Binary Search Trees: Insertion-Searching-Find Maximum and Minimum Value-Count
Nodes, Expression Trees.
Textbook 2: Ch. 10.1 to 10.4, 10.5 (Only 10.5.1, 10.5.2, 10.5.3.1, 10.5.3.2, 10.5.3.4), 10.6.3.
Module-5
Sorting: Introduction, Bubble Sort, Selection Sort, Insertion Sort.
Searching: Introduction, Linear Search, Binary Search.
Textbook 1: Ch. 17.1, 17.2.6, 17.3.2.
Textbook 2: Ch. 11.1 to 11.3, 11.10.1.

Course outcome (Course Skill Set)

At the end of the course, the student will be able to:
1. Develop C programs utilizing fundamental concepts such as arrays, pointers and
structures.
2. Apply data structures like stacks and queues to solve problems.
3. Develop C programs using linked lists and their various types.
4. Explain the fundamental concepts of trees and their practical applications.
5. Demonstrate different sorting and searching algorithms and determine their
algorithmic complexities.

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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:

Text Books:
1. E Balagurusamy, “C Programming and Data Structures”, 4th Edition, McGraw-Hill,
2007.
2. A M Padma Reddy, “Systematic Approach to Data Structures using C”, 9th Revised
Edition, Sri Nandi Publications, 2009.

Reference Books:
1. Ellis Horowitz and Sartaj Sahni, “Fundamentals of Data Structures in C”, 2nd Edition,
Universities Press, 2014.
2. Seymour Lipschutz, “Data Structures Schaum’s Outlines”, Revised 1st Edition,
McGraw-Hill, 2014.
Web links and Video Lectures (e-Resources):
● https://www.youtube.com/watch?v=DFpWCl_49i0
● https://www.youtube.com/watch?v=x7t_-ULoAZM
● https://www.youtube.com/watch?v=I37kGX-nZEI
● https://www.youtube.com/watch?v=XuCbpw6Bj1U
● https://www.youtube.com/watch?v=R9PTBwOzceo

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 ● https://www.youtube.com/watch?v=qH6yxkw0u78
● https://archive.nptel.ac.in/courses/106/105/106105085/
● https://onlinecourses.swayam2.ac.in/cec19_cs04/preview

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

Develop C programs that focus on Data Structure concepts such as arrays, pointers,
structures, stacks, queues, linked lists, trees as well as, sorting and searching algorithms
(25 Marks).

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 FUNDAMENTALS OF OPERATING SYSTEMS Semester 6
Course Code BCS654B 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
Examination type (SEE) Theory

Course objectives:
● To demonstrate the need and different types of OS
● To discuss suitable techniques for management of different resources
● To analyse different memory, storage, and file system management strategies.

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 the traditional lecture method, but different
types of teaching methods may be adopted to achieve the outcomes.
2. Utilize video/animation films to illustrate the functioning of various concepts.
3. Promote collaborative learning (Group Learning) in the class.
4. Pose at least three HOT (Higher Order Thinking) questions in the class to stimulate
critical thinking.
5. Incorporate Problem-Based Learning (PBL) to foster students' analytical skills and
develop their ability to evaluate, generalize, and analyze information rather than
merely recalling it.
6. Introduce topics through multiple representations.
7. Demonstrate various ways to solve the same problem and encourage students to
devise their own creative solutions.
8. Discuss the real-world applications of every concept to enhance students'
comprehension.
9. Use any of these methods: Chalk and board, Active Learning, Case Studies.

Module-1
Introduction: What operating systems do; Computer System organization; Computer
System Organization, Computer System architecture; Operating System operations; Resource
Management
Operating System Structures: Operating System Servies, User and Operating System
interface; System calls, Application Program Interface, Types of system calls;
Textbook 1: Chapter 1: 1.1, 1.2, 1.3,1.4, 1.5 Chapter 2: 2.1, 2.2 (2.2.1, 2.2.2), 2.3 (2.3.2,
2.3.3)

Module-2
Process Management: Process concept; Process scheduling; Operations on processes;
Interprocess Communication
Multi-threaded Programming: Overview; Multithreading models, Thread Libraries
Textbook 1: Chapter 3: 3.1-3.4, Chapter 4: 4.1, 4.3 5, 4.4
Module-3

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 CPU Scheduling: Basic Concepts, Scheduling criteria, Scheduling algorithms, Thread
Scheduling,
Process Synchronization: Synchronization: The critical section problem; Peterson’s
solution; Semaphores; Classical problems of synchronization;
Textbook 1: Chapter 5: 5.1, 5.2,5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.4 Chapter 6: 6.1, 6.2.,6.3, 6.6
Module-4
Deadlocks: System model; Deadlock characterization; Methods for handling deadlocks;
Deadlock prevention; Deadlock avoidance; Deadlock detection and recovery from deadlock.
Memory Management: Background; Contiguous memory allocation; Paging; Structure of
page table
Textbook 1: Chapter 8: 8.1-8.8 Textbook 1: Chapter 9: 9.1-9.4 (9.4.1, 9.4.2)
Module-5
Virtual Memory Management: Background; Demand paging; Copy-on-write; Page
replacement;
File System Interface: File concept; Access methods; Directory Structure, Protection, File
System Implementation: File System Structure, File System Operations,
File System Internals: File Systems, File System Mounting; Partition and Mounting, File
sharing;
Textbook 1: Chapter 10: 10.1-10.3, 10.4 (10.4.1, 10.4.2, 10.4.4.) Chapter 13: 13.1, 13.2,
13.3 (13.3.1, 13.3.2, 13.3.3), 13.4 (13.4.1, 13.4.2) Chapter 15: 15.1-15.4
Course outcomes (Course Skill Set)
At the end of the course, the student will be able to:
1. Explain the fundamentals of operating systems.
2. Apply appropriate CPU scheduling algorithm for the given scenarios.
3. Analyse the various techniques for process synchronization and deadlock handling.
4. Apply the various techniques for memory management
5. Analyse the importance of File System Mounting and File Sharing

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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:

Text Books:
1. Abraham Silberschatz, Peter Baer Galvin, Greg Gagne, Operating System Principles
10th edition, Wiley-India, 2015
Reference Books
2. Ann McHoes Ida M Fylnn, Understanding Operating System, Cengage Learning, 6th
Edition, 2010
3. D.M Dhamdhere, Operating Systems: A Concept Based Approach 3rd Ed, McGraw-
Hill, 2013, 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, 2008
Reference Books:
1. Akshay Kulkarni, Adarsha Shivananda, “Natural Language Processing Recipes -
Unlocking Text Data with Machine Learning and Deep Learning using Python”, Apress,
2019.
2. T V Geetha, “Understanding Natural Language Processing – Machine Learning and
Deep Learning Perspectives”, Pearson, 2024.

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 3. Gerald J. Kowalski and Mark.T. Maybury, “Information Storage and Retrieval systems”,
Kluwer Academic Publishers.

Web links and Video Lectures (e-Resources):

1.https://archive.nptel.ac.in/courses/106/105/106105214/
2.https://archive.nptel.ac.in/courses/106/102/106102132/

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

● Students are expected to prepare animated PPT to illustrate the different types of Process
Scheduling and Paging. (10 Marks)
● Students are required to prepare detailed case study report on Deadlocks OR Students
can illustrate deadlock using any programming language (15 Marks)

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

Machine Learning lab Semester 6

Course Code BCSL606 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:
1. To become familiar with data and visualize univariate, bivariate, and multivariate data using statistical
techniques and dimensionality reduction.
2. To understand various machine learning algorithms such as similarity-based learning, regression, decision
trees, and clustering.
3. To familiarize with learning theories, probability-based models and developing the skills required for
decision-making in dynamic environments.

Sl.NO Experiments
1 Develop a program to create histograms for all numerical features and analyze the distribution of each feature.
Generate box plots for all numerical features and identify any outliers. Use California Housing dataset.

Book 1: Chapter 2
2 Develop a program to Compute the correlation matrix to understand the relationships between pairs of
features. Visualize the correlation matrix using a heatmap to know which variables have strong
positive/negative correlations. Create a pair plot to visualize pairwise relationships between features. Use
California Housing dataset.

Book 1: Chapter 2
3 Develop a program to implement Principal Component Analysis (PCA) for reducing the dimensionality of the
Iris dataset from 4 features to 2.

Book 1: Chapter 2
4 For a given set of training data examples stored in a .CSV file, implement and demonstrate the Find-S
algorithm to output a description of the set of all hypotheses consistent with the training examples.

Book 1: Chapter 3
5 Develop a program to implement k-Nearest Neighbour algorithm to classify the randomly generated 100 values
of x in the range of [0,1]. Perform the following based on dataset generated.

1. Label the first 50 points {x1,……,x50} as follows: if (xi ≤ 0.5), then xi ∊ Class1, else xi ∊ Class1
2. Classify the remaining points, x51,……,x100 using KNN. Perform this for k=1,2,3,4,5,20,30

Book 2: Chapter – 2
6 Implement the non-parametric Locally Weighted Regression algorithm in order to fit data points. Select
appropriate data set for your experiment and draw graphs

Book 1: Chapter – 4
7 Develop a program to demonstrate the working of Linear Regression and Polynomial Regression. Use Boston
Housing Dataset for Linear Regression and Auto MPG Dataset (for vehicle fuel efficiency prediction) for
Polynomial Regression.

Book 1: Chapter – 5
8 Develop a program to demonstrate the working of the decision tree algorithm. Use Breast Cancer Data set for
building the decision tree and apply this knowledge to classify a new sample.

Book 2: Chapter – 3

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

9 Develop a program to implement the Naive Bayesian classifier considering Olivetti Face Data set for training.
Compute the accuracy of the classifier, considering a few test data sets.

Book 2: Chapter – 4
10 Develop a program to implement k-means clustering using Wisconsin Breast Cancer data set and visualize the
clustering result.

Book 2: Chapter – 4
Course outcomes (Course Skill Set):

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

1. Illustrate the principles of multivariate data and apply dimensionality reduction techniques.
2. Demonstrate similarity-based learning methods and perform regression analysis.
3. Develop decision trees for classification and regression problems, and Bayesian models for probabilistic
learning.
1. Implement the clustering algorithms to share computing resources.

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 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.
1. 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.

2. Record should contain all the specified experiments in the syllabus and each experiment write-up will
be evaluated for 10 marks.

3. Total marks scored by the students are scaled down to 30 marks (60% of maximum marks).

4. Weightage to be given for neatness and submission of record/write-up on time.

5. Department shall conduct a test of 100 marks after the completion of all the experiments listed in the
syllabus.

6. 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.

7. The suitable rubrics can be designed to evaluate each student’s performance and learning ability.

8. 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):
1. SEE marks for the practical course are 50 Marks.

2. SEE shall be conducted jointly by the two examiners of the same institute, examiners are appointed
by the Head of the Institute.

3. 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.

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

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

5. (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.

6. Students can pick one question (experiment) from the questions lot prepared by the examiners
jointly.

7. Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly by
examiners.

1. 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:

Books:

1. S Sridhar and M Vijayalakshmi, “Machine Learning”, Oxford University Press, 2021.

2. M N Murty and Ananthanarayana V S, “Machine Learning: Theory and Practice”, Universities Press (India) Pvt.
Limited, 2024.

Web links and Video Lectures (e-Resources):

1. https://www.drssridhar.com/?page_id=1053
2. https://www.universitiespress.com/resources?id=9789393330697
3. https://onlinecourses.nptel.ac.in/noc23_cs18/preview

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

DEVOPS Semester 6
Course Code BCSL657D 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 introduce DevOps terminology, definition & concepts
● To understand the different Version control tools like Git, Mercurial
● To understand the concepts of Continuous Integration/ Continuous Testing/ Continuous Deployment)
● To understand Configuration management using Ansible
● Illustrate the benefits and drive the adoption of cloud-based Devops tools to solve real world problems
Sl.NO Experiments
1 Introduction to Maven and Gradle: Overview of Build Automation Tools, Key
Differences Between Maven and Gradle, Installation and Setup
2 Working with Maven: Creating a Maven Project, Understanding the POM File,
Dependency Management and Plugins
3 Working with Gradle: Setting Up a Gradle Project, Understanding Build Scripts
(Groovy and Kotlin DSL), Dependency Management and Task Automation
4 Practical Exercise: Build and Run a Java Application with Maven, Migrate the
Same Application to Gradle
5 Introduction to Jenkins: What is Jenkins?, Installing Jenkins on Local or Cloud
Environment, Configuring Jenkins for First Use
6 Continuous Integration with Jenkins: Setting Up a CI Pipeline, Integrating
Jenkins with Maven/Gradle, Running Automated Builds and Tests
7 Configuration Management with Ansible: Basics of Ansible: Inventory,
Playbooks, and Modules, Automating Server Configurations with Playbooks, Hands-On: Writing
and Running a Basic Playbook
8 Practical Exercise: Set Up a Jenkins CI Pipeline for a Maven Project,
Use Ansible to Deploy Artifacts Generated by Jenkins
9 Introduction to Azure DevOps: Overview of Azure DevOps Services, Setting Up an Azure
DevOps Account and Project
10 Creating Build Pipelines: Building a Maven/Gradle Project with Azure Pipelines,
Integrating Code Repositories (e.g., GitHub, Azure Repos), Running Unit Tests and Generating
Reports
11 Creating Release Pipelines: Deploying Applications to Azure App Services, Managing Secrets
and Configuration with Azure Key Vault, Hands-On:
Continuous Deployment with Azure Pipelines
12 Practical Exercise and Wrap-Up: Build and Deploy a Complete DevOps
Pipeline, Discussion on Best Practices and Q&A
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
● Demonstrate different actions performed through Version control tools like Git.
● Perform Continuous Integration and Continuous Testing and Continuous Deployment using Jenkins by
building and automating test cases using Maven & Gradle.
● Experiment with configuration management using Ansible.
● Demonstrate Cloud-based DevOps tools using Azure DevOps.

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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.
● 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.

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

● 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:
● https://www.geeksforgeeks.org/devops-tutorial/
● https://www.javatpoint.com/devops
● https://www.youtube.com/watch?v=2N-59wUIPVI
● https://www.youtube.com/watch?v=87ZqwoFeO88

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

MOBILE APPLICATION DEVELOPMENT Semester 6

Course Code BIS654C CIE Marks 50
Teaching Hours/Week (L:T:P: S) 3:0:0 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 03 Exam Hours 3
Examination type (SEE) Theory
Course objectives:
Create, test and debug Android application by setting up Android development
environment.
Implement adaptive, responsive user interfaces that work across a wide range of
devices.
Infer long running tasks and background work in Android applications
Demonstrate methods in storing, sharing and retrieving data in Android
applications
Analyze performance of android applications
Describe the steps involved in publishing Android application to share with the
world.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Chalk and board, power point presentations
2. Online material (Tutorials) and video lectures.
3. Demonstration of setup Android application development environment &
programing examples.
4. Illustrate user interfaces for interacting with apps and triggering actions
Module-1
Introduction to Android OS: Android Description – Open Handset Alliance – Android.
Ecosystem – Android versions – Android Activity – Features of Android – Android
Architecture Stack Linux Kernel. Configuration of Android Environment: Operating
System – Java JDK Android SDK – Android Development Tools (ADT) – Android Virtual
Devices (AVDs) – Emulators Dalvik Virtual Machine – Differences between JVM and
DVM – Steps to Install and Configure Eclipse and SDK.

(Chapters 1 & 2)
Module-2
Create the first android application: Directory Structure. Android User Interface:
Understanding the Components of a screen– Linear Layout – Absolute Layout – Frame.
Layout Relative Layout – Table Layout.

(Chapters 3 & 4)
Module-3

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

Designing User Interface with View – Text View – Button – Image Button – Edit Text
Check Box – Toggle Button – Radio Button and Radio Group – Progress Bar – Auto
complete Text View – Spinner – List View – Grid View – Image View - Scroll View –
Custom Toast – Alert – Time and Date Picker.

(Chapter 5)
Module-4
Activity: Introduction – Intent – Intent filter – Activity life cycle – Broadcast life cycle
Service. Multimedia: Android System Architecture – Play Audio and Video – Text to
Speech.

(Chapters 6 & 7)
Module-5
SQLite Database in Android: SQLite Database – Creation and Connection of the database –
Transactions. Case Study: SMS Telephony and Location Based Services.

(Chapters 8, 9, & 10)

Course outcome (Course Skill Set)
At the end of the course the student will be able to:

1. Explain Mobile Application Ecosystem like concepts, architecture, and lifecycle of

mobile applications on Android
2. Identify the key components of mobile application frameworks and development
tools.
3. Apply design principles to create intuitive and responsive user interfaces using
appropriate UI/UX tools.
4. Develop Functional Mobile Applications -Integrate core functionalities such as
layouts, event handling, navigation, and multimedia support into applications.
5. Implement local data storage mechanisms (SQLite, Shared Preferences) and external
databases (Firebase, APIs) for mobile applications.

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

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 Examination (CIE)

● 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 Examinations (SEE)

SEE paper shall be set for 50 questions, each of the 01 marks. The pattern of the question paper is
MCQ (multiple choice questions). The time allotted for SEE is 01 hour. The student has to secure a
minimum of 35% of the maximum marks meant for SEE.
OR
MCQ (Multiple Choice Questions) are preferred for 01 credit courses, however, if course content
demands the general question paper pattern that followed for 03 credit course, then
1. The question paper will have ten questions. Each question is set for 10 marks.
2. There will be 2 questions from each module. Each of the two questions under a module may or
may not have the sub-questions (with maximum sub-questions of 02, with marks distributions
5+5, 4+6, 3+7).
3. The students have to answer 5 full questions, selecting one full question from each module.
Suggested Learning Resources:
Books
1. TEXT BOOK 1. Prasanna Kumar Dixit, "Android", Vikas Publishing House Private Ltd.,
Noida, 2014.
2. REFERENCE BOOKS
1. Reto Meier and Wrox Wiley, “Professional Android 4 Application Development”, 2012.
2. ZiguradMednieks, LaridDornin, G.BlakeMeike, Masumi Nakamura, “Programming
Andriod”, O’Reilly,2013.
3. Robert Green, Mario Zechner, “Beginning Android 4 Games Development”, Apress Media
LLC, New York, 2011

Web links and Video Lectures (e-Resources):

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TEMPLATE for AEC (if the course is a theory) Annexure-IV

● .https://www.geeksforgeeks.org/android-tutorial/
● https://developer.android.com/
● https://www.tutorialspoint.com/android
● https://www.w3schools.blog/android-tutorial

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

Learning:
1. Programming exercises, fostering the practical application of theoretical
concepts. [ 25 marks]

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 TOSCA – Automated Software testing Semester VI
Subject Code BIS657A 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 introduce the features, components, and benefits of the Tosca platform
• To understand the Test case design, Test execution and Test data management
• To learn the concepts of Test automation
• To understand the Test scenario development

Sl. No. Experiments

1 Installation of Tosca: Installation and Setup, Tosca Commander, Tosca Executor,
Tosca XScan (Tosca Wizard) and Test Repository
2 Functional acceptance testing: Tosca to perform functional acceptance tests for
web applications (Hint: Web Application of your choice)
3 Scanning and creating a module: Create a basic test case and Object
Identification methods – By properties, By Anchor, By image, By Index
4 Buffer Operations: Setting buffer, Deleting buffer, Partial buffer, Expression
evaluator and Process Operations.
5 Window Operations: Send Keys, Window Operations using MATH operation to
perform calculations, such as finding the minimum or rounding a value.
6 Record and Playback: Enable recording in the Execution Recorder settings,
record your interactions with the application, Edit the recorded steps and Play
back the recording.
7 Designing Testcases: Data creation in Test Case design and Conversion of
Mapping and Templates.

8 Dynamic objects: (a) Creates dynamic lists when Module Attributes are added for
the first time.
(b) To convert a static list into a dynamic list, delete all static Module Attributes
9 Synchronization: Wait On, Default Settings, Static Wait, Timeout, TBox Wait
and SfWaitForBusyIndicator
10 Reusable Test Step block: Create a Reusable TestStepBlock and Creating and
Using Libraries.
11 Conditional statements: create conditional statements in Tosca to run test steps

12 Practical Exercise and Wrap-Up: Build Test suit with suitable application
and complete end to end automation process, Discussion on Best Practices and
Q&A
Course outcomes (Course Skill Set):
On completion of the course students will be able to:
1) Explain of Tosca's architecture, key features and fundamentals of the Tosca
automation tool.
2) Develop test scenarios that can be run automatically.
3) Construct test cases and modules in the Tosca automation tool.
4) Design Test Suits and run tests in different browsers.

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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.
• 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

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 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

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