Cesyll

20.06.
2023
CLOUD COMPUTING
Course Code 22SCE13 CIE Marks 50
Teaching Hours/Week (L:P:SDA) 3:0:2 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 4 Exam Hours 03
Course Learning objectives:
 Discuss the concepts, characteristics, delivery models and benefits of cloud computing.
 Explore the key technical, organisational and compliance challenges of cloud computing.
 Grasp the concepts of virtualization efficiently.
 Explore the security issues that arise from cloud computing architectures intended for
delivering Cloud based enterprise IT services.
Module-1
Introduction, Cloud Infrastructure: Cloud computing, Cloud computing delivery models
and services, Ethical issues, Cloud vulnerabilities, Cloud computing at Amazon, Cloud
computing the Google perspective, Microsoft Windows Azure and online services, Open-
source software platforms for private clouds, Cloud storage diversity and vendor lock-in,
Energy use and ecological impact, Service level agreements, User experience and software
licensing. Exercises and problems.
Teaching- Chalk and talk/PPT/case study/web content
Learning
Process
Module-2
Cloud Computing: Application Paradigms.: Challenges of cloud computing, Architectural
styles of cloud computing, Workflows: Coordination of multiple activities, Coordination
based on a state machine model: The Zookeeper, The Map Reduce programming model, A
case study: The Gre The Web application, Cloud for science and engineering, High-
performance computing on a cloud, Cloud computing for Biology research, Social
computing, digital content and cloud computing.
Learning
Process
Module-3
Cloud Resource Virtualization: Virtualization, Layering and virtualization, Virtual machine
monitors, Virtual Machines, Performance and Security Isolation, Full virtualization and
paravirtualization, Hardware support for virtualization, Case Study: Xen a VMM based
paravirtualization, Optimization of network virtualization, vBlades, Performance
comparison of virtual machines, The dark side of virtualization, Exercises and problems
Learning
Process
Module-4
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Cloud Resource Management and Scheduling: Policies and mechanisms for resource
management, Application of control theory to task scheduling on a cloud, Stability of a two-
level resource allocation architecture, Feedback control based on dynamic thresholds,
Coordination of specialized autonomic performance managers, A utility-based model for
cloud-based Web services, Resourcing bundling: Combinatorial auctions for cloud resources,
Scheduling algorithms for computing clouds, Fair queuing, Start-time fair queuing, Borrowed
virtual time, Cloud scheduling subject to deadlines, Scheduling MapReduce applications
subject to deadlines, Resource management and dynamic scaling, Exercises and problems
Learning
Process
Module-5
Cloud Security, Cloud Application Development: Cloud security risks, Security: The top
concern for cloud users, Privacy and privacy impact assessment, Trust, Operating system
security, Virtual machine Security, Security of virtualization, Security risks posed by shared
images, Security risks posed by a management OS, A trusted virtual machine monitor, Amazon
web services: EC2 instances, Connecting clients to cloud instances through firewalls, Security
rules for application and transport layer protocols in EC2, How to launch an EC2 Linux
instance and connect to it, How to use S3 in java, Cloud-based simulation of a distributed trust
algorithm, A trust management service, A cloud service for adaptive data streaming, Cloud
based optimal FPGA synthesis .Exercises and problems.
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is
40% of the maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements
and earned the credits allotted to each subject/ course if the student secures not less than 50% (50 marks
out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.
Continuous Internal Evaluation:
1.
Three Unit Tests each of 20 Marks
2.
Two assignments each of 20 Marks or one Skill Development Activity of 40 marks
to attain the COs and POs
The sum of three tests, two assignments/skill Development Activities, will be scaled down to 50 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per
the outcome defined for the course.
Semester End Examination:

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately
reduced to 50.
2. The question paper will have ten full questions carrying equal marks.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-
questions) from each module.
4. Each full question will have a sub-question covering all the topics under a module.
5. The students will have to answer five full questions, selecting one full question from each module
.
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Suggested Learning Resources:

Text Books
1. Cloud Computing:Theory and Practice, Dan C Marinescu Elsevier (MK), 2013.
2. Computing Principles and Paradigms, RajkumarBuyya , James Broberg, Andrzej

Goscinsk,i Willey, 2014.
3. Cloud Computing Implementation, Management and Security John W Rittinghouse, James

F Ransome, CRC Press, 2013.
Web links and Video Lectures (e-Resources):
 https://www.javatpoint.com/cloud-computing-tutorial
 https://www.tutorialspoint.com/cloud_computing/index.htm
● https://www.digimat.in/nptel/courses/video/106105167/L01.html (Video Lectures)
Skill Development Activities Suggested

● The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill.
Course outcome (Course Skill Set)
At the end of the course the student will be able to :
Sl. No. Description Blooms Level
CO1 Compare the strengths and limitations of cloud computing L2
CO2 Identify the architecture, infrastructure and delivery models of cloud L2
computing
CO3 Demonstrate the working of VM and VMM on any cloud L3
platforms(public/private), and run a software service on that.
CO4 Identify the known threats, risks, vulnerabilities and privacy issues L2
associated with Cloud based IT services.
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Program Outcome of this course

Sl. No. Description POs
1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering Po1
fundamentals, and computer science and business systems to the solution of complex
engineering and societal problems.
2 Problem analysis: Identify, formulate, review research literature, and analyze complex PO2
engineering and business problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
3 Design/development of solutions: Design solutions for complex engineering problems and PO3
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and
environmental considerations.
4 Conduct investigations of complex problems: Use research-based knowledge and research PO4
methods including design of experiments, analysis and interpretation of data, and
synthesis of the information to provide valid conclusions.
5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and PO5
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations
6 The engineer and society: Apply reasoning informed by the contextual knowledge to PO6
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering and business practices.
7 Environment and sustainability: Understand the impact of the professional engineering PO7
solutions in business societal and environmental contexts, and demonstrate the knowledge
of, and need for sustainable development.
8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and PO8
norms of the engineering and business practices.
9 Individual and team work: Function effectively as an individual, and as a member or PO9
leader in diverse teams, and in multidisciplinary settings.
10 Communication: Communicate effectively on complex engineering activities with the PO10

engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.
11 Project management and finance: Demonstrate knowledge and understanding of the PO11
engineering, business and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.
12 Life-long learning: Recognize the need for, and have the preparation and ability to engage PO12
in independent and life-long learning in the broadest context of technological change.
Mapping of COS and POs

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO1 PO1 PO1
0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x
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Internet of Things and Applications

 Gain knowledge on combination of functionalities and services of networking

 Able to explain the definition and significance of the Internet of Things.
 Discuss the architecture, operation and business benefits of an IoT solution.
Module-1
What is The Internet of Things? Overview and Motivations, Examples of Applications,
IPV6 Role, Areas of Development and Standardization, Scope of the Present Investigation.
Internet of Things Definitions and frameworks-IoT Definitions, IoT Frameworks, Basic
Nodal Capabilities. Internet of Things Application Examples-Overview, Smart
Metering/Advanced Metering Infrastructure-Health/Body Area Networks, City
Automation, Automotive Applications, Home Automation, Smart Cards, Tracking,
OverThe-Air-Passive Surveillance/Ring of Steel, Control Application Examples, Myriad
Other Applications.
Learning
Process
Module-2
Fundamental IoT Mechanism and Key Technologies-Identification of IoT Object and
Services, Structural Aspects of the IoT, Key IoT Technologies. Evolving IoT Standards-
Overview and Approaches, IETF IPV6 Routing Protocol for RPL Roll, Constrained
Application Protocol, Representational State Transfer, ETSI M2M, Third Generation
Partnership Project Service Requirements for Machine-Type Communications, CENELEC,
IETF IPv6 Over Low power WPAN, Zigbee IP(ZIP),IPSO
Learning
Process
Module-3
Layer ½ Connectivity: Wireless Technologies for the IoT-WPAN Technologies for
IoT/M2M, Cellular and Mobile Network Technologies for IoT/M2M, Layer 3 Connectivity
:IPv6 Technologies for the IoT: Overview and Motivations. Address Capabilities, IPv6
Protocol Overview, IPv6 Tunneling, IPsec in IPv6,Header Compression Schemes, Quality
of Service in IPv6, Migration Strategies to IPv6
Learning
Process
Module-4
Case Studies illustrating IoT Design-Introduction, Home Automation, Cities, Environment,
Agriculture, Productivity Applications.
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Learning
Process
Module-5
Data Analytics for IoT – Introduction, Apache Hadoop, Using HadoopMapReduce for Batch
Data Analysis, Apache Oozie, Apache Spark, Apache Storm, Using Apache Storm for Real-
time Data Analysis, Structural Health Monitoring Case Study.
Learning
Process
1.
2.

reduced to 50.
.

Text Books
1. Building the Internet of Things with IPv6 and MIPv6: The Evolving World of M2M
Communications, Daniel Minoli, Wiley, 2013.
2. Internet of Things: A Hands-on Approach, ArshdeepBahga, Vijay Madisetti Universities

Press, 2015.
3. The Internet of Things, Michael Miller, Pearson, First Edition, 2015
4. Designing Connected Products, Claire Rowland,Elizabeth Goodman et.al O’Reilly First

Edition, 2015.
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 https://www.tutorialspoint.com/internet_of_things/index.htm#:~:text=IoT%20(Internet%20of%2
0Things)%20is,to%20any%20industry%20or%20system.
 https://www.javatpoint.com/iot-internet-of-things
● https://www.digimat.in/nptel/courses/video/106105166/L01.html (Video Lectures)

The students with the help of the course teacher can take up relevant technical –
activities which will enhance their skill
CO1 Choose appropriate schemes for the applications of IOT in real time L2
scenarios
CO2 Manage the Internet resources through different protocols used in each L1
layer
CO3 Compare various protocols and algorithms in different layers that facilitate L3
effective communication mechanisms
CO4 Identify how IoT differs from traditional data collection systems L2

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x

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Multimedia Communications
 Discuss the multimedia communications systems, application and basic principles.

 Able to analyze the multimedia streaming.
 Performing and establishing multimedia communication terminals.
Module-1
Introduction, multimedia information representation, multimedia networks, multimedia
applications, Application and networking terminology, network QoS and application QoS,
Digitization principles,.Text, images, audio and video.
Learning
Process
Module-2
Text and image compression, compression principles, text compression- Runlength,
Huffman, LZW, Document Image compression using T2 and T3 coding, image
compression- GIF, TIFF and JPEG
Learning
Process
Module-3
Audio and video compression, audio compression – principles, DPCM, ADPCM, Adaptive
and Linear predictive coding, Code-Excited LPC, Perceptual coding, MPEG and Dolby
coders video compression, video compression principles.
Learning
Process
Module-4
Video compression standards: H.261, H.263, MPEG, MPEG 1, MPEG 2, MPEG-4 and
Reversible VLCs, Standards for multimedia communications: Reference models, standards
relating to interpersonal communications.
Learning
Process
Module-5
Notion of synchronization, presentation requirements, reference model for synchronization,
Introduction to SMIL, Multimedia operating systems, Resource management, process
management techniques.
Learning
Process
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1.
2.
reduced to 50.
.

Books
1. Multimedia Communications, Fred Halsall, Pearson education, 2001.
2. Multimedia: Computing, Communications and Applications, Raif Steinmetz,

KlaraNahrstedt, Pearson education, 2002.
3. Multimedia Communication Systems, K. R. Rao, Zoran S. Bojkovic, Dragorad A.

Milovanovic, Pearson education, 2004.
 https://www.tutorialspoint.com/multimedia/index.htm
● https://www.youtube.com/watch?v=NPQW-
UwR6vQ&list=PL6wr_B29b3UR5weQ80W8aYMkxEAz92IIC (Video Lectures)

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CO1 Deploy the right multimedia communication models. L3
CO2 Apply QoS to multimedia network applications with efficient routing L3
techniques.
CO3 Communicate clearly and concisely, visually, verbally and in writing, L2
using techniques appropriate for the intended audience.
CO4 Identify the basic components of a multimedia project. L2

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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Common to all M tech programs in CSE board

Research Methodology and IPR
Course Code 22RMI16 CIE Marks 50
 To introduce various technologies of conducting research.
 To choose an approptiate rsearch design for the choosen problem.
 Choose appropriate tool for the conduction of research.
 To explain the art of interpretation and the art of writing research reports.
 To explain various forms of the intellectual property, its relevance and business impact in the changing global
business environment
 To discuss leading International Instruments concerning Intellectual Property Rights.
Module-1
Research Methodology: Introduction, Meaning of Research, Objectives of Research, Motivation in Research,
Types of Research, Research Approaches, Significance of Research, Research Methods versus Methodology,
Research and Scientific Method, Importance of Knowing How Research is Done, Research Process, Criteria of
Good Research, and Problems Encountered by Researchers in India. Defining the Research Problem: Research
Problem, Selecting the Problem, Necessity of Defining the Problem, Technique Involved in Defining a Problem,
An Illustration
Teaching- Chalk and talk/PPT/case study
Learning
Process
Module-2
Reviewing the literature: Place of the literature review in research, Bringing clarity and focus to your research
problem, Improving research methodology, Broadening knowledge base in research area, Enabling contextual findings,
How to review the literature, searching the existing literature, reviewing the selected literature, Developing a theoretical
framework, Developing a conceptual framework, Writing about the literature reviewed.
Research Design: Meaning of Research Design, Need for Research Design, Features of a Good Design, Important
Concepts Relating to Research Design, Different Research Designs, Basic Principles of Experimental Designs,
Important Experimental Designs.

Learning
Process
Module-3
Design of Sampling: Introduction, Sample Design, Sampling and Non-sampling Errors, Sample Survey
versus Census Survey, Types of Sampling Designs. Measurement and Scaling: Qualitative and
Quantitative Data, Classifications of Measurement Scales, Goodness of Measurement Scales, Sources of
Error in Measurement Tools, Scaling, Scale Classification Bases, Scaling Technics, Multidimensional
Scaling, Deciding the Scale. Data Collection: Experimental and Surveys, Collection of Primary Data,
Collection of Secondary Data, Selection of Appropriate Method for Data Collection, Case Study Method.

Learning
Process
Module-4
Testing of Hypotheses: Hypothesis, Basic Concepts Concerning Testing of Hypotheses, Testing of Hypothesis, Test
Statistics and Critical Region, Critical Value and Decision Rule, Procedure for Hypothesis Testing, Hypothesis
Testing for Mean, Proportion, Variance, for Difference of Two Mean, for Difference of Two Proportions, for
Difference of Two Variances, P-Value approach, Power of Test, Limitations of the Tests of Hypothesis. Chi-square
Test: Test of Difference of more than Two Proportions, Test of Independence of Attributes, Test of Goodness of Fit,
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Cautions in Using Chi Square Tests

Learning
Process
Module-5
Interpretation and Report Writing: Meaning of Interpretation, Technique of Interpretation, Precaution in
Interpretation, Significance of Report Writing, Different Steps in Writing Report, Layout of the Research Report,
Types of Reports, Oral Presentation, Mechanics of Writing a Research Report, Precautions for Writing Research
Reports. Intellectual Property: The Concept, Intellectual Property System in India, Development of TRIPS
Complied Regime in India, Patents Act, 1970, Trade Mark Act, 1999,The Designs Act, 2000, The Geographical
Indications of Goods (Registration and Protection) Act1999, Copyright Act,1957,The Protection of Plant Varieties
and Farmers’ Rights Act, 2001,The Semi-Conductor Integrated Circuits Layout Design Act, 2000, Trade Secrets,
Utility Models, IPR and Biodiversity, The Convention on Biological Diversity (CBD) 1992, Competing Rationales for
Protection of IPRs, Leading International Instruments Concerning IPR, World Intellectual Property Organisation
(WIPO),WIPO and WTO, Paris Convention for the Protection of Industrial Property, National Treatment, Right of
Priority, Common Rules, Patents, Marks, Industrial Designs, Trade Names, Indications of Source, Unfair
Competition, Patent Cooperation Treaty (PCT), Advantages of PCT Filing, Berne Convention for the Protection of
Literary and Artistic Works, Basic Principles, Duration of Protection, Trade Related Aspects of Intellectual
Property Rights(TRIPS) Agreement, Covered under TRIPS Agreement, Features of the Agreement, Protection of
Intellectual Property under TRIPS, Copyright and Related Rights, Trademarks, Geographical indications, Industrial
Designs, Patents, Patentable Subject Matter, Rights Conferred, Exceptions, Term of protection, Conditions on
Patent Applicants, Process Patents, Other Use without Authorization of the Right Holder, Layout-Designs of
Integrated Circuits, Protection of Undisclosed Information, Enforcement of Intellectual Property Rights, UNSECO.
Teaching- Chalk and talk/PPT
Learning
Process
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 50% of the maximum marks. Minimum passing marks in SEE is 40% of the
maximum marks of SEE. A student shall be deemed to have satisfied the academic requirements and earned the
credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum
total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
1.
2.
Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
3. Each full question is for 20 marks. There will be two full questions (with a maximum of four sub-questions)
from each module.
.
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Text Books:
1. Research Methodology: Methods and Techniques, C.R. Kothari, Gaurav Garg,New Age International,4th Edition,
2018.. Douglas E Comer, “Internetworking with TCP/IP, Principles, Protocols and Architecture,” PHI, 6th
Edition
2. Research Methodology a step-by-step guide for beginners. (For the topic Reviewing the literature under module
2), RanjitKumar,SAGE Publications,3rd Edition, 2011.
Reference Books:
1. Research Methods: the concise knowledge base, Trochim, Atomic Dog Publishing, 2005.
2. Conducting Research Literature Reviews: From the Internet to Paper, Fink A, Sage Publications, 2009.

 https://www.youtube.com/watch?v=A7oioOJ4g0Y&list=PLVf5enqoJ-yVQ2RXUl6mCfLPf3J_JUfoc


CO1 Conduct research independently L2
CO2 Choose research designs, sampling designs, measurement and scaling techniques L2
and also different methods of data collections.
CO3 Statistically interpret the data and draw inferences L2

CO1 x x x
CO2 x x x
CO3 x x x

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Internet of Things Laboratory

Course Code 22SCEL17 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:2:0 SEE Marks 50
Course objectives:
 Describe what IoT is and how it works today

 Design and program IoT devices
 Use real IoT protocols for communication
Sl.NO Experiments
1 Transmit a string using UART
2
Point-to-Point communication of two Motes over the radio frequency
3 Multi-point to single point communication of Motes over the radio frequency. AN
(Subnetting).
4
I2C protocol study
5
Reading Temperature and Relative Humidity value from the sensor
6 Study of Connectivity and Configuration of Raspberry-Pi/ Beagle Board circuit with
basic peripherals, LEDs, Understanding GPIO and its use in program.
7 Study of different operating systems for Raspberry Pi / Beagle board. Understanding the
process of Os installation on Raspberry – Pi/ Beagle board.
8 Familiarization with the concept of IOT, Arduino / Raspberry Pi and perform necessary
software installation.
Course outcomes (Course Skill Set):
At the end of the course the student will be able to:
 Apply key Internet applications and their protocols, and ability to develop their own
applications (e.g. Client Server applications, Web Services) using the sockets API.
 Design and evaluate application layer protocol
 Analyze the vulnerabilities in any computing system and hence be able to design a security
solution.
 Identify the security issues in the network and resolve it.
 Evaluate security mechanisms using rigorous approaches, including theoretical.
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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 50% of the maximum marks. A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each course. The student has to secure not less than 40%of maximum marks in the
semester-end examination(SEE). In total of CIE and SEE student has to secure 50% maximum
marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software experiments
designed by the faculty who is handling the laboratory session and is 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 downed to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the
8th week of the semester and the second test shall be conducted after the 14th week of the
semester.
 In each 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 average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of
two tests is the total CIE marks scored by the student.
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by 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 internal
/external examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly
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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 10% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours
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ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

 Explain machine learning algorithms necessary for Artificial Intelligence
 Ability to build and assess data-based models.
 Explore advanced problem solving paradigms and knowledge representation
Module-1
Introduction, problem Solving: state space search and control strategies

Learning
Process
Module-2
Problem reduction and Game playing, Logic concepts and logic programming

Learning
Process
Module-3
Advanced problem-solving paradigm: planning Knowledge representation

Learning
Process
Module-4
Uncertainty Measure: Probability Theory, Bayesian Belief Networks, Machine Learning
Paradigms: Machine learning system, supervised and unsupervised learnings, Inductive,
deductive learning, Clustering
Learning
Process
Module-5
Support vector Machine, case-based reasoning and learning. ANN: Single Layer, Multilayer.
RBF, Design issues in ANN, Recurrent Network
Learning
Process
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1.
2.

reduced to 50.
.

Text Books
1. Artificial Intelligence: Saroj Kaushik, Cengage Learning, 2014 Edition.
2. Artificial Intelligence: Structures and Strategies for Complex Problem Solving, George F
Luger, Pearson Addison Wesley, 6th Edition, 2008.
3. Artificial Intelligence, E Rich, K Knight, and S B Nair, Tata Mc-Graw Hill, 3rd Edition,
2009.
4. Artificial Intelligence: A Modern Approach, Stuart Russell and Peter Norvig, Prentice Hall
3rd Edition, 2009.
Web links and Video Lectures (e-Resources): https://nptel.ac.in/courses/106102220
 The students with the help of the course teacher can take up relevant technical –
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CO1 Define Artificial intelligence and identify
problems for AI. Characterize L1
the search techniques to solve problems and recognize the scope of
classical search techniques
CO2 Define knowledge and its role in AI. Demonstrate the use of Logic in L3
solving AI problems
CO3 Demonstrate handling of uncertain knowledge and reasoning in probability L3
theory.
CO4 Apply Learning methods to real world problems L3

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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MANAGING BIG DATA

Total Hours of Pedagogy 40 hours Theory + 10 HOURS Lab Total Marks 100
Course objectives:
 Explore and apply the Big Data analytic techniques for business applications.
 Discuss the overview of Apache Hadoop
 Able to implement basic technologies that forms the foundations of Big Data
MODULE-1
Meet Hadoop: Data!, Data Storage and Analysis, Querying All Your Data, Beyond Batch,
Comparison with Other Systems: Relational Database Management Systems, Grid Computing,
Volunteer Computing Hadoop Fundamentals MapReduce A Weather Dataset: Data Format,
Analyzing the Data with Unix Tools, Analyzing the Data with Hadoop: Map and Reduce, Java
MapReduce, Scaling Out: Data Flow, Combiner Functions, Running a Distributed MapReduce Job,
Hadoop Streaming The Hadoop Distributed Filesystem The Design of HDFS, HDFS Concepts:
Blocks, Namenodes and Datanodes, HDFS Federation, HDFS High-Availability, The Command-
Line Interface, Basic Filesystem Operations, HadoopFilesystems Interfaces, The Java Interface,
Reading Data from a Hadoop URL, Reading Data Using the FileSystem API, Writing Data,
Directories, Querying the Filesystem, Deleting Data, Data Flow: Anatomy of a File Read, Anatomy
of a File Write.
Learning
Process
MODULE-2
YARN Anatomy of a YARN Application Run: Resource Requests, Application Lifespan, Building
YARN Applications, YARN Compared to MapReduce, Scheduling in YARN: The FIFO Scheduler,
The Capacity Scheduler, The Fair Scheduler, Delay Scheduling, Dominant Resource Fairness
Hadoop I/O Data Integrity, Data Integrity in HDFS, LocalFileSystem, ChecksumFileSystem,
Compression, Codecs, Compression and Input Splits, Using Compression in MapReduce,
Serialization, The Writable Interface, Writable Classes, Implementing a Custom Writable,
Serialization Frameworks, File-Based Data Structures: SequenceFile
Learning
Process
MODULE-3
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Developing a MapReduce Application The Configuration API, Combining Resources, Variable

Expansion, Setting Up the Development Environment, Managing Configuration,
GenericOptionsParser, Tool, and ToolRunner, Writing a Unit Test with MRUnit: Mapper, Reducer,
Running Locally on Test Data, Running a Job in a Local Job Runner, Testing the Driver, Running
on a Cluster, Packaging a Job, Launching a Job, The MapReduce Web UI, Retrieving the Results,
Debugging a Job, Hadoop Logs, Tuning a Job, Profiling Tasks, MapReduce Workflows:
Decomposing a Problem into MapReduce Jobs, JobControl, Apache Oozie How MapReduce Works
Anatomy of a MapReduce Job Run, Job Submission, Job Initialization, Task Assignment, Task
Execution, Progress and Status Updates, Job Completion, Failures: Task Failure, Application
Master Failure, Node Manager Failure, Resource Manager Failure, Shuffle and Sort: The Map Side
The Reduce Side, Configuration Tuning, Task Execution: The Task Execution Environment,
Speculative Execution, Output Committers
Learning
Process
MODULE-4
MapReduce Types and Formats:MapReduce Types, Input Formats: Input Splits and Record,s Text
Input, Binary Input, Multiple Inputs, Database Input (and Output) Output Formats: Text Output,
Binary Output, Multiple Outputs, Lazy Output, Database Output, Flume Installing Flume, An
Example,Transactions and Reliability, Batching, The HDFS Sink, Partitioning and Interceptors, File
Formats, Fan Out, Delivery Guarantees, Replicating and Multiplexing Selectors, Distribution:
Agent Tiers, Delivery Guarantees, Sink Groups, Integrating Flume with Applications, Component
Catalog
Learning
Process
MODULE 5
Pig Installing and Running Pig, Execution Types, Running Pig Programs, Grunt, Pig Latin Editors,
An Example: Generating Examples, Comparison with Databases, Pig Latin: Structure, Statements,
Expressions, Types, Schemas, Functions, Data Processing Operators: Loading and Storing Data,
Filtering Data, Grouping and Joining Data, Sorting Data, Combining and Splitting Data. Spark An
Example: Spark Applications, Jobs, Stages and Tasks, A Java Example, A Python Example, Resilient
Distributed Datasets: Creation, Transformations and Actions, Persistence, Serialization, Shared
Variables, Broadcast Variables, Accumulators, Anatomy of a Spark Job Run, Job Submission, DAG
Construction, Task Scheduling, Task Execution, Executors and Cluster Managers: Spark on YARN
Learning
Process
2
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PRACTICAL COMPONENT OF IPCC (May cover all / major modules)

Sl. Experiments
NO
1 Installation of VMWare to setup the Hadoop environment and its ecosystems.
2 a. Perform setting up and Installing Hadoop in its three operating modes.

i. Standalone. ii. Pseudo distributed. iii. Fully distributed.
b. Use web based tools to monitor your Hadoop setup.
3 Implement the following file management tasks in Hadoop: i. Adding files and directories ii.
Retrieving files iii. Deleting files
Hint: A typical Hadoop workflow creates data files (such as log files) elsewhere and copies
them into HDFS using one of the above command line utilities.
4
Run a basic word count Map Reduce program to understand Map Reduce Paradigm.
5 Write a Map Reduce program that mines weather data. Hint: Weather sensors collecting data
every hour at many locations across the globe gather a large volume of log data, which is a
good candidate for analysis with Map Reduce, since it is semi structured and record-oriented
6
Implement matrix multiplication with Hadoop Map Reduce.
7
Installation of PIG.
8
Write Pig Latin scripts sort, group, join, project, and filter your data
9 Run the Pig Latin Scripts to find a max temp for each and every year.
3
20.06.2023

total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together
CIE for the theory component of IPCC

1. Two Tests each of 20 Marks
2. Two assignments each of 10 Marks/One Skill Development Activity of 20 marks
3. Total Marks of two tests and two assignments/one Skill Development Activity added will be CIE for
60 marks, marks scored will be proportionally scaled down to 30 marks.
CIE for the practical component of IPCC

● On completion of every experiment/program in the laboratory, the students shall be evaluated
and marks shall be awarded on the same day. The15 marks are for conducting the experiment
and preparation of the laboratory record, the other 05 marks shall be for the test conducted at
the end of the semester.
● 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 at the end /after completion of all the experiments shall be conducted for 50
marks and scaled down to 05 marks.
Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory
component of IPCC for 20 marks.
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 be set for 100 marks and marks scored will be scaled down
proportionately to 50 marks.
2. The question paper will have ten questions. Each question is set for 20 marks.
3. 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.
4. The students have to answer 5 full questions, selecting one full question from each module.
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 shall include questions from
the practical component).
● The minimum marks to be secured in CIE to appear for SEE shall be the 15 (50% of maximum
marks-30) in the theory component and 10 (50% of maximum marks -20) in the practical
component. The laboratory component of the IPCC shall be for CIE only. However, in SEE, the
questions from the laboratory component shall be included. The maximum of 04/05 questions to
be set from the practical component of IPCC, the total marks of all questions should not be more
than the 20 marks. 4
● SEE will be conducted for 100 marks and students shall secure 40% of the maximum marks to
20.06.2023

Books
1. Hadoop: The Definitive Guide, Tom White, O'Reilley, Third Edition, 2012
2. SPARK: The Definitive Guide, MateiZaharia and Bill Chambers, Oreilly, 2018
3. Apache Flume: Distributed Log Collection for Hadoop, D'Souza and Steve Hoffman Oreilly,
2014
https://www.tutorialspoint.com/big_data_tutorials.htm
https://www.digimat.in/nptel/courses/video/106104189/L01.html

CO1 Managing big data using Hadoop and SPARK technologies L2
CO2 Explain HDFS and MapReduce concepts L2
CO3 Install, configure, and run Hadoop and HDFS L3
CO4 Apply Big Data Solutions using Hadoop Eco System L3
CO1 x x x
CO2 x x
CO3 x x
CO4 x x

5
20.06.2023

6
20.06.2023
DATA SCIENCE
 Explain machine learning algorithms necessary for data sciences

 Ability to build and assess data-based models.
 Ability to execute statistical analyses with professional statistical software.
Module-1
Introduction: What is Data Science? Big Data and Data Science hype – and getting past the
hype, Why now? – Datafication, Current landscape of perspectives, Skill sets. Needed
Statistical Inference: Populations and samples, Statistical modelling, probability
distributions, fitting a model, - Introduction to R.

Learning
Process
Module-2
Exploratory Data Analysis and the Data Science Process: Basic tools (plots, graphs and
summary statistics) of EDA, Philosophy of EDA, The Data Science Process, Case Study:
Real Direct (online realestate firm). Three Basic Machine Learning Algorithms: Linear
Regression, k-Nearest Neighbours(k- NN), k-means.

Learning
Process
Module-3
One More Machine Learning Algorithm and Usage in Applications: Motivating
application: Filtering Spam, Why Linear Regression and k-NN are poor choices for
Filtering Spam, Naive Bayes and why it works for Filtering Spam, Data Wrangling: APIs
and other tools for scrapping the Web.

Learning
Process
Module-4
Feature Generation and Feature Selection (Extracting Meaning from Data): Motivating
application: user (customer) retention. Feature Generation (brainstorming, role of domain
expertise, and place for imagination), Feature Selection algorithms. Filters; Wrappers;
Decision Trees; Random Forests. Recommendation Systems: Building a User-Facing Data
Product, Algorithmic ingredients of a Recommendation Engine, Dimensionality Reduction,
Singular Value Decomposition, Principal Component Analysis, Exercise: build your own
recommendation system.

Learning
Process
1
20.06.2023
Module-5
Mining Social-Network Graphs: Social networks as graphs, Clustering of graphs, Direct
discovery of
communities in graphs, Partitioning of graphs, Neighbourhood properties in graphs, Data
Visualization:Basic principles, ideas and tools for data visualization. Data Science and
Ethical Issues, Discussions on privacy, security, ethics, Next-generation data scientists.

Learning
Process
1. Three Unit Tests each of 20 Marks
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks to attain the
COs and POs

reduced to 50.
.

Books
1. Linear Algebra and its Applications, David C. Lay, Steven R. Lay and J. J. McDonald
Pearson Education Ltd, 5th Edition 2015.
2. Numerical methods for Scientific and Engineering Computation M K Jain, S.R.K
Iyengar, R K. Jain, New Age International, 6th Edition, 2014.
3. Probability: Statistics and Random Process, T. Veerarajan, Tata Mc-Graw Hill Co, 3rd
Edition, 2016.
https://www.w3schools.com/datascience/
https://data-flair.training/blogs/data-science-tutorials-home/
https://nptel.ac.in/courses/106106179
2
20.06.2023
 The students with the help of the course teacher can take up relevant technical –

CO1 Define data science and its fundamentals L1
CO2 Demonstrate the processing data science L3
CO3 Must be proficient with statistical analysis of data. L2
CO4 Demonstrate skill in data management. L3

0 1 2
CO1 x x x x
CO2 x
CO3 x x
CO4 x x

3
20.06.2023

4
20.06.2023
PATTERN RECOGNITION
 Explain pattern recognition principals
 Able to implement algorithms for Pattern Recognition.
 Ability to analyse decision tress.
Module-1
Introduction: Definition of PR, Applications, Datasets for PR, Different paradigms for PR, Introduction
to probability, events, random variables, Joint distributions and densities, moments. Estimation
minimum risk estimators, problems
Learning
Process
Module-2
Representation: Data structures for PR, Representation of clusters, proximity measures, size of patterns,
Abstraction of Data set, Feature extraction, Feature selection, Evaluation
Teaching-
Learning Chalk and talk/PPT/case study/web content
Process
Module-3
Nearest Neighbour based classifiers & Bayes classifier: Nearest neighbour algorithm, variants of NN
algorithms, use of NN for transaction databases, efficient algorithms, Data reduction, prototype
selection, Bayes theorem, minimum error rate classifier, estimation of probabilities, estimation of
probabilities, comparison with NNC, Naive Bayes classifier, Bayesian belief network

Learning
Process
Module-4
Naive Bayes classifier, Bayesian belief network, Decision Trees: Introduction, DT for PR, Construction of
DT, splitting at the nodes, Over fitting & Pruning, Examples , Hidden Markov models: Markov models for
classification, Hidden Markov models and classification using HMM

Learning
Process
Module-5
Clustering: Hierarchical (Agglomerative, single/complete/average linkage, wards, Partitional (Forgy’s,
kmeans, Isodata), clustering large data sets, examples, An application: Handwritten Digit recognition

Learning
Process
1
20.06.2023

1.
2.

reduced to 50.
.

Books
1. Pattern Recognition (An Introduction), V Susheela Devi, M Narsimha Murthy. Universities press, 2011.
2. Pattern Recognition & Image Analysis, Earl Gose, Richard Johnsonbaugh, Steve Jost . PH, 1996.
3. Pattern Classification, Duda R. O., P.E. Hart, D.G. Stork. John Wiley and sons, 2000.
https://nptel.ac.in/courses/117105101

● Practice the Concept of Efficiency While Creating Patterns
● Patterns In Math
● Look for Patterns in Nature.

CO1 Choose appropriate algorithms for Pattern Recognition. L2
CO2 Apply nearest neighbour classifier. L3
CO3 Apply Decision tree and clustering techniques to various applications L2
CO4 Get acquainted with recent developments in pattern recognition and its applications. L1
2
20.06.2023


3
20.06.2023

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x
4
20.06.2023
Natural Language Processing

 Explain the fundamental concepts and techniques of natural language
processing (NLP).
 Explore the computational properties of natural languages
 Discuss the commonly used algorithms for processing linguistic information.
Module-1
OVERVIEW AND LANGUAGE MODELING: Overview: Origins and challenges of
NLP-Language and Grammar-Processing Indian Languages- NLP Applications-
Information Retrieval. Language Modeling: Various Grammar- based Language Models-
Statistical Language Model.
Learning
Process
Module-2
WORD LEVEL AND SYNTACTIC ANALYSIS: Word Level Analysis: Regular
Expressions-FiniteState Automata-Morphological Parsing-Spelling Error Detection and
correction-Words and Word classesPart-of Speech Tagging. Syntactic Analysis: Context-
free Grammar-Constituency- Parsing-Probabilistic Parsing.
Learning
Process
Module-3
Extracting Relations from Text: From Word Sequences to Dependency Paths: Introduction,
Subsequence Kernels for Relation Extraction, A Dependency-Path Kernel for Relation
Extraction and Experimental Evaluation. Mining Diagnostic Text Reports by Learning to
Annotate Knowledge Roles: Introduction, Domain Knowledge and Knowledge Roles,
Frame Semantics and Semantic Role Labelling, Learning to Annotate Cases with
Knowledge Roles and Evaluations. A Case Study in Natural Language Based Web Search:
InFact System Overview, The GlobalSecurity.org Experience.
Learning
Process
Module-4
1
20.06.2023
Evaluating Self-Explanations in iSTART: Word Matching, Latent Semantic Analysis, and

Topic Models: Introduction, iSTART: Feedback Systems, iSTART: Evaluation of Feedback
Systems, Textual Signatures: Identifying Text-Types Using Latent Semantic Analysis to
Measure the Cohesion of Text Structures: Introduction, Cohesion, Coh-Metrix, Approaches
to Analysing Texts, Latent Semantic Analysis, Predictions, Results of Experiments.
Automatic Document Separation: A Combination of Probabilistic Classification and Finite-
State Sequence Modelling: Introduction, Related Work, Data Preparation, Document
Separation as a Sequence Mapping Problem, Results. Evolving Explanatory Novel Patterns
for Semantically based Text Mining: Related Work, A Semantically Guided Model for
Effective Text mining.
Learning
Process
Module-5
INFORMATION RETRIEVAL AND LEXICAL RESOURCES: Information Retrieval:
Design features of Information Retrieval Systems-Classical, Non classical, Alternative
Models of Information Retrieval – valuation Lexical Resources: World Net-Frame Net-
Stemmers-POS Tagger- Research Corpora.
Learning
Process
1.
2.

reduced to 50.
.
2
20.06.2023

Books
1. Natural Language Processing and Information Retrieval, TanveerSiddiqui, U.S.
Tiwary, Oxford University Press, 2008.
2. Natural LanguageProcessing andText Mining Anne Kao and Stephen R. Potee
Springer-Verlag London Limited 2007
3. Speech and Language Processing: An introduction to Natural Language
Processing, Computational Linguistics and SpeechRecognition, Daniel Jurafsky
and James H Martin, Prentice Hall 2008, 2nd Edition
4. Natural Language Understanding, James Allen Benjamin/Cummings, publishing
company 2nd Edition, 1995.
● https://www.tutorialspoint.com/natural_language_processing/index.htm
● https://www.javatpoint.com/nlp
● https://nptel.ac.in/courses/106105158

CO1 Analyse the natural language text. L2
CO2 Generate the natural language L2
CO3 Demonstrate Text mining. L3
CO4 Apply information retrieval techniques L3

0 1 2
CO1 x x x
CO2 x x
CO3 x x
CO4 x x

3
20.06.2023

4
20.06.2023
CYBER SECURITY AND CYBER LAW

 Define cyber security, cyber law and their roles
 Explore tools and methods used in cybercrime and security.
● Illustrate evidence collection and legal challenges
Module-1
Introduction to Cybercrime: Cybercrime: Definition and Origins of the Word, Cybercrime and Information
Security, Who are Cybercriminals?, Classifications of Cybercrimes, Cybercrime: The Legal Perspectives,
Cybercrimes: An Indian Perspective, Cybercrime and the Indian ITA 2000, A Global Perspective on
Cybercrimes, Cybercrime Era: Survival Mantra for the Netizens. Cyberoffenses: How Criminals Plan Them:
How Criminals Plan the Attacks, Social Engineering, Cyberstalking, Cybercafe and Cybercrimes, Botnets:
The Fuel for Cybercrime, Attack Vector, Cloud Computing.
Learning
Process
Module-2
Cybercrime: Mobile and Wireless Devices: Introduction, Proliferation of Mobile and Wireless Devices,
Trends in Mobility, Credit Card Frauds in Mobile and Wireless Computing Era, Security Challenges Posed
by Mobile Devices, Registry Settings for Mobile Devices, Authentication Service Security, Attacks on
Mobile/Cell Phones, Mobile Devices: Security Implications for organizations, Organizational Measures for
Handling Mobile, Organizational Security Policies and Measures in Mobile Computing Era, Laptops
Learning
Process
Module-3
Tools and Methods Used in Cybercrime: Introduction, Proxy Servers and Anonymizers, Phishing, Password
Cracking, Keyloggers and Spywares, Virus and Worms, Trojan Horses and Backdoors, Steganography, DoS
and DDoS Attacks, SQL Injection, Buffer Overflow, Attacks on Wireless Networks. Phishing and Identity
Theft: Introduction, Phishing, Identity Theft (ID Theft).

Learning
Process
Module-4
Understanding Computer Forensics: Introduction, Historical Background of Cyberforensics, Digital Forensics
Science, The Need for Computer Forensics, Cyberforensics and Digital Evidence, Forensics Analysis of E-Mail,
Digital Forensics Life Cycle, Chain of Custody Concept, Network Forensics, Approaching a Computer
Forensics Investigation, Setting up a Computer Forensics Laboratory: Understanding the Requirements,
Computer Forensics and Steganography, Relevance of the OSI 7 Layer Model to Computer Forensics, Forensics
and Social Networking Sites: The Security/Privacy Threats, Computer Forensics from Compliance Perspective,
Challenges in Computer Forensics, Special Tools and Techniques, Forensics Auditing, Antiforensics.
Learning
Process
Module-5
1
20.06.2023
Introduction to Security Policies and Cyber Laws: Need for An Information Security Policy, Information
Security Standards – Iso, Introducing Various Security Policies and Their Review Process, Introduction to
Indian Cyber Law, Objective and Scope of the it Act, 2000, Intellectual Property Issues, Overview of
Intellectual - Property - Related Legislation in India, Patent, Copyright, Law Related to Semiconductor Layout
and Design, Software License.
Learning
Process
1.
2.

reduced to 50.
.

Books
1. Cyber Security: Understanding Cyber Crimes, Computer Forensics And Legal Perspectives, SunitBelapure
and Nina Godbole. Wiley India Pvt Ltd, 2013.
2. Introduction to information security and cyber laws, Surya PrakashTripathi, RitendraGoyal, Praveen Kumar
Shukla. Dreamtech Press, 2015.
3. Cybersecurity: Managing Systems, Conducting Testing, and Investigating Intrusions, Thomas J. Mowbray,
John Wiley & Sons, 2008
● https://www.udemy.com/course/cybersecurity-law-policy/

2
20.06.2023

CO1 Demonstrate cyber security cybercrime and forensics. L3
CO2 Demonstrate tools and methods used in cybercrime and security. L3
CO3 Illustrate evidence collection and legal challenges L2
CO4 Compare Relationship Between Commerce And Cyberspace L2

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

3
20.06.2023

4
20.06.2023
DECISION SUPPORT SYSTEM

 Recognize the relationship between business information needs and decision making
 Select appropriate modeling techniques
● Able to Analyze, design and implement a DSS
Module-1
Introduction to decision support systems: DSS Defined, History of decision support systems, Ingredients of a
DSS, Data and model management, DSS Knowledge base, User interfaces, User interfaces, The DSS user,
Categories and classes of DSSs, Chapter Summary. Decisions and decision makers Decision makers: who are
they, Decision styles, Decision effectiveness, How can a DSS help?, A Typology of decisions, Decision
theory and simon’s model of problem solving, Bounded decision making, The process of choice,
Cognitive processes, Biases and heuristics in decision making,
Learning
Process
Module-2
Decisions in the organization: Understanding the organization, Organizational culture. Modelling decision
processes: Defining the problem and its structures, Decision models, Types of probability, Techniques for
forecasting probabilities, Calibration and sensitivity

Learning
Process
Module-3
Group decision support and groupware technologies: Group Decision making, the problem with groups,
MDM support technologies, Managing MDM activities, the virtual workspace, chapter summary. Executive
information systems: What exactly is an EIS, Some EIS history, Why area top executives so different?, EIS
components, Making the EIS work, The future of executive decision making and the EIS.

Learning
Process
Module-4
Designing and building decision support systems: Strategies for DSS analysis and design, The DSS developer,
DSS user interface issues, chapter summary. Implementing and integrating decision support systems: DSS
implementation, System evaluation, The importance of integration, chapter summary.

Learning
Process
Module-5
Creative decision making and problem solving What is creativity?, Creativity defined, The occurrence of
creativity, Creative problem solving techniques, Creativity and the role of technology, chapter summary.

Learning
Process
1
20.06.2023

1.
2.

reduced to 50.
.

Books
1. Decision support system, George M.Marakas, PHI, 2011.
2. Decision Support Systems, Marakas, 2nd Edition, Pearson India, 2015.

https://www.coursera.org/lecture/business-intelligence-tools/decision-support-systems-video-
lecture-E8P9x

CO1 Appraise issues related to the development of DSS L1
CO2 Select appropriate modeling techniques L2
CO3 Analyze and implement a DSS L3
CO4 Demonstrate qualitative and quantitative skills and critical thinking to L3
proficiencies in the application of theory surrounding the DSS.
2
20.06.2023

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x x


3
20.06.2023
COMPUTER VISION
 Explore the fundamentals of image formation.

 Discuss the major ideas, methods, and techniques of computer vision and pattern
recognition.
 Able to implement algorithms and techniques to analyze and interpret the visible world
around us.
Module-1
CAMERAS: Pinhole Cameras, Radiometry – Measuring Light: Light in Space, Light Surfaces,
Important Special Cases, Sources, Shadows, And Shading: Qualitative Radiometry, Sources and Their
Effects, Local Shading Models, Application: Photometric Stereo, Interreflections: Global Shading
Models, Color: The Physics of Color, Human Color Perception, Representing Color, A Model for
Image Color, Surface Color from Image Color.
Learning
Process
Module-2
Linear Filters: Linear Filters and Convolution, Shift Invariant Linear Systems, Spatial Frequency and
Fourier Transforms, Sampling and Aliasing, Filters as Templates, Edge Detection: Noise, Estimating
Derivatives, Detecting Edges, Texture: Representing Texture, Analysis (and Synthesis) Using
Oriented Pyramids, Application: Synthesis by Sampling Local Models, Shape from Texture.

Learning
Process
Module-3
The Geometry of Multiple Views: Two Views, Stereopsis: Reconstruction, Human Stereposis,
Binocular Fusion, Using More Cameras, Segmentation by Clustering: What Is Segmentation?, Human
Vision: Grouping and Getstalt, Applications: Shot Boundary Detection and Background Subtraction,
Image Segmentation by Clustering Pixels, Segmentation by Graph-Theoretic Clustering,

Learning
Process
Module-4
4
20.06.2023
Segmentation by Fitting a Model: The Hough Transform, Fitting Lines, Fitting Curves, Fitting as a
Probabilistic Inference Problem, Robustness, Segmentation and Fitting Using Probabilistic Methods:
Missing Data Problems, Fitting, and Segmentation, The EM Algorithm in Practice, Tracking With
Linear Dynamic Models: Tracking as an Abstract Inference Problem, Linear Dynamic Models, Kalman
Filtering, Data Association, Applications and Examples.

Learning
Process
Module-5
Geometric Camera Models: Elements of Analytical Euclidean Geometry, Camera Parameters and the
Perspective Projection, Affine Cameras and Affine Projection Equations, Geometric Camera
Calibration: Least-Squares Parameter Estimation, A Linear Approach to Camera Calibration, Taking
Radial Distortion into Account, Analytical Photogrammetry, An Application: Mobile Robot
Localization, Model- Based Vision: Initial Assumptions, Obtaining Hypotheses by Pose Consistency,
Obtaining Hypotheses by pose Clustering, Obtaining Hypotheses Using Invariants, Verification,
Application: Registration In Medical Imaging Systems, Curved Surfaces and Alignment.
Learning
Process

credits allotted to each subject/ course if the student secures not less than 50% (50 marks out of 100) in the sum total
of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks to attain the COs and
POs
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the outcome
defined for the course.

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to 50.
from each module.

Books
1. Computer Vision – A Modern Approach, David A. Forsyth and Jean Ponce, PHI Learning, 2009.
2. Computer and Machine Vision – Theory, Algorithms and Practicalities, E. R. Davies, Elsevier 4th
5
20.06.2023
Edition, 2013.

https://www.digimat.in/nptel/courses/video/108103174/L19.html
 The students with the help of the course teacher can take up relevant technical –activities which
will enhance their skill.

CO1 Implement fundamental image processing techniques required for computer L3
vision.
CO2 Perform shape analysis L2
CO3 Implement boundary tracking techniques L3
CO4 Apply chain codes and other region descriptors L3
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 x x x
CO2 x
CO3 x x x x
CO4 x x

6
20.06.2023

7
20.06.2023
DEEP LEARNING
● Discuss the context of neural networks and deep learning

● Have a working knowledge of neural networks and deep learning
● Explore the parameters for neural networks
Module-1
Machine Learning Basics: Learning Algorithms, Capacity, Overfitting and Underfitting,
Hyperparameters and Validation Sets, Estimator, Bias and Variance, Maximum Likelihood Estimation,
Bayesian Statistics, Supervised Learning Algorithms, Unsupervised Learning Algorithms, Stochastic
Gradient Descent, building a Machine Learning Algorithm, Challenges Motivating Deep Learning.
Learning
Process
Module-2
Deep Feedforward Networks: Gradient-Based Learning, Hidden Units, Architecture Design,
BackPropagation. Regularization: Parameter Norm Penalties, Norm Penalties as Constrained
Optimization, Regularization and Under-Constrained Problems, Dataset Augmentation, Noise
Robustness, SemiSupervised Learning, Multi-Task Learning, Early Stopping, Parameter Tying and
Parameter Sharing, Sparse Representations, Bagging, Dropout.
Learning
Process
Module-3
Optimization for Training Deep Models: How Learning Differs from Pure Optimization, Challenges in
Neural Network Optimization, Basic Algorithms. Parameter Initialization Strategies, Algorithms with
Adaptive Learning Rates. Convolutional Networks: The Convolution Operation, Motivation, Pooling,
Convolution and Pooling as an Infinitely Strong Prior, Variants of the Basic Convolution Function,
Structured Outputs, Data Types, Efficient Convolution Algorithms, Random or Unsupervised Features.
Learning
Process
Module-4
Sequence Modelling: Recurrent and Recursive Nets: Unfolding Computational Graphs, Recurrent Neural
Networks, Bidirectional RNNs, Encoder-Decoder Sequence-to-Sequence Architectures, Deep Recurrent
Networks, Recursive Neural Networks. Long short-term memory

Learning
Process
Module-5
Practical Methodology: Performance Metrics, Default Baseline Models, Determining Whether to Gather
More Data, Selecting Hyperparameters, Debugging Strategies, Example: Multi-Digit Number Recognition.
Applications: Vision, NLP, Speech.

Learning
Process
1
20.06.2023

1.
2.

reduced to 50.
.

Books
1. Deep Learning, Lan Good fellow and YoshuaBengio, MIT Press https://www.deeplearn
ingbook.org/ 2016.
2. Neural Networks:Asystematic Introduction, Raúl Rojas, 1996.
3. Pattern Recognition and machine Learning, Chirstopher Bishop, 2007.
● https://www.simplilearn.com/tutorials/deep-learning-tutorial
● https://www.kaggle.com/learn/intro-to-deep-learning
https://www.javatpoint.com/deep-learning
2
20.06.2023

CO1 Identify the deep learning algorithms which are more appropriate for various types L2
of learning tasks in various domains.
CO2 Implement deep learning algorithms and solve real-world problems. L3
CO3 Execute performance metrics of Deep Learning Techniques. L3
CO4 Compare modeling aspects of various neural network architectures. L2

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

3
20.06.2023

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ADVANCES IN SOFTWARE TESTING

 Have an ability to apply software testing knowledge and engineering methods.
 Finding defects which may get created by the programmer while developing the software.
 Gaining confidence in and providing information about the level of quality.
Module-1
Basics of Software Testing and Examples: Basic definitions, Test cases, Insights from a Venn diagram,
Identifying test cases, Error and fault taxonomies, Levels of testing. Examples: Generalized pseudocode,
The triangle problem, The NextDate function, The commission problem, The SATM (Simple Automatic
Teller Machine) problem.
Learning
Process
Module-2
Decision Table-Based Testing: Decision tables, Test cases for the triangle problem, Test cases for the
NextDate function, Test cases for the commission problem, Guidelines and observations. Data Flow
Testing: Definition-Use testing, Slice-based testing, Guidelines and observations. Levels of Testing:
Traditional view of testing levels, Alternative life-cycle models, The SATM system, Separating
integration and system testing. Integration Testing: A closer look at the SATM system, Decomposition-
based, call graph-based, Path-based integrations, Case study.
Learning
Process
Module-3
System Testing: Threads, Basic concepts for requirements specification, Finding threads, Structural
strategies and functional strategies for thread testing, SATM test threads, System testing guidelines,
ASF (Atomic System Functions) testing example. Interaction Testing: Context of interaction, A
taxonomy of interactions, Interaction, composition, and determinism, Client/Server Testing,.Issues in
Object-Oriented Testing: Units for object-oriented testing, Implications of composition and
encapsulation, inheritance, and polymorphism, Levels of objectoriented testing, GUI testing, Dataflow
testing for object-oriented software, Examples. Class Testing: Methods as units, Classes as units.
Learning
Process
Module-4
Object-Oriented Integration Testing: UML support for integration testing, MM-paths for object-oriented
software, A framework for object-oriented dataflow integration testing.GUI Testing: The currency
conversion program, Unit testing, Integration Testing and System testing for the currency conversion
program. Object-Oriented System Testing: Currency converter UML description, UML-based system
testing, Statechart-based system testing.
Learning
Process
Module-5
Exploratory Testing: The context-driven school, Exploring exploratory testing, Exploring a familiar
example, Exploratory and context-driven testing observations. Model-Based Testing: Testing based on
models, Appropriate models, Use case-based testing, Commercial tool support for model-based testing.
Test-Driven Development: Test-then-code cycles, Automated test execution, Java and JUnit example,
Remaining questions, Pros, cons, and open questions of TDD, Retrospective on MDD versus TDD.
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Learning
Process
2. Two assignments each of 20 Marks or one Skill Development Activity of 40 marks to attain the
COs and POs

reduced to 50.
.

Books
1. Software Testing:A Craftsman’s Approach, Paul C. Jorgensen, Auerbach Publications, 3rd Edition,
2013.
2. Foundations of Software Testing, Aditya P Mathur, Pearson 2008.
3. Software Testing and Analysis: Process Principles and Techniques, Mauro Pezze, Michal Young, John
Wiley & Sons, 2008.
 https://www.testingxperts.com/knowledge-center/latest-trends/
 http://venkatramakrishnan.com/software-testing/
 https://www.softwaretestinghelp.com/software-testing-trends/

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CO1 Compare and pick out the right type of software testing process for any given real L2
world problem
CO2 Automate the testing process by using several testing tools L3
CO3 Improve the quality procedures based on the past experience L3
CO4 Identify various software testing problems, and solve these problems by designing L2
and selecting software.

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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AGILE TECHNOLOGIES
 Discuss the fundamental principles and practices associated with each of the agile
development methods.
 To apply Rapid Application Development method on a project of interest.
 To speed up the process through proper tools and techniques for managing projects.
Module-1
Why Agile?: Understanding Success, Beyond Deadlines, The Importance of Organizational
Success, Enter Agility, How to Be Agile?: Agile Methods, Don’t Make Your Own Method,
The Road to Mastery, Find a Mentor
Learning
Process
Module-2
Understanding XP: The XP Lifecycle, The XP Team, XP Concepts, Adopting XP: Is XP
Right for Us?, Go!, Assess Your Agility

Learning
Process
Module-3
Practicing XP: Thinking: Pair Programming, Energized Work, Informative Workspace,
Root-Cause Analysis, Retrospectives, Collaborating: Trust, Sit Together, Real Customer
Involvement, Ubiquitous Language, Stand-Up Meetings, Coding Standards, Iteration
Demo, Reporting,Releasing:“Done Done”, No Bugs, Version Control, Ten-Minute Build,
Continuous Integration, Collective Code Ownership, Documentation. Planning: Vision,
Release Planning, The Planning Game, Risk Management, Iteration Planning, Slack,
Stories, Estimating. Developing: Incremental requirements, Customer Tests, TestDriven
Development, Refactoring, Simple Design ,Incremental Design and Architecture, Spike
Solutions, Performance Optimization, Exploratory Testing
Learning
Process
Module-4
Mastering Agility: Values and Principles: Commonalities, About Values, Principles, and
Practices, Further Reading, Improve the Process: Understand Your Project, Tune and Adapt,
Break the Rules, Rely on People :Build Effective Relationships, Let the Right People Do the
Right Things, Build the Process for the People, Eliminate Waste :Work in Small, Reversible
Steps, Fail Fast, Maximize Work Not Done, Pursue Throughput
Learning
Process
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Module-5
Deliver Value: Exploit Your Agility, Only Releasable Code Has Value, Deliver Business
Results, Deliver Frequently, Seek Technical Excellence :Software Doesn’t Exist, Design Is
for Understanding, Design Trade-offs, Quality with a Name, Great Design, Universal Design
Principles, Principles in Practice, Pursue Mastery
Learning
Process
1.
2.

reduced to 50.
.

Books
1. The Art of Agile Development, James shore, Chromatic, O'Reilly, 2007.
2. Agile Software Development: Principles Patterns and Practices, Robert C. Martin, Prentice
Hall, 1st edition, 2002.
3. Agile and Iterative Development: A Manger’s Guide, Craig Larman, Pearson Education,
First Edition, India, 2004.
 https://www.tutorialspoint.com/agile/index.htm
 https://www.javatpoint.com/agile
 https://www.udemy.com/topic/agile/free/
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 The students with the help of the course teacher can take up relevant technical –activities
which will enhance their skill.
CO1 Define XP Lifecycle, XP Concepts, Adopting XP L1
CO2 Explain project planning activities that accurately forecast project costs, L1
timelines, and quality
CO3 Demonstrate Agile concepts to Eliminate Waste L3
CO4 Illustrate project management practices to meet the needs of Domain L3
specific stakeholders.

0 1 2
CO1 x x
CO2 x x
CO3 x x
CO4 x x

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SOFTWARE DEFINED NETWORKS

 Explore the History and evolution of SDN, OF Switch, Control and Data Plane Separation
 Gain the knowledge of Routing Control Platform and 4D Controllers (Open Daylight Controller (ODL), Open
Network Operating System (ONOS)
 Able to Verify and perform Troubleshooting
Module-1
Introduction, Centralized and Distributed Control and Data Planes, OpenFlow

Learning
Process
Module-2
SDN Controllers, Network Programmability
Teaching- .
Learning Chalk and talk/PPT/case study/web content
Process
Module-3
Data Center Concepts and Constructs, Network Function Virtualization

Learning
Process
Module-4
Network Topology and Topological Information Abstraction, Building an SDN Framework

Learning
Process
Module-5
Use Cases for Bandwidth Scheduling, Manipulation, and Calendaring, Use Cases for Input Traffic
Monitoring, Classification, and Triggered Actions
Learning
Process
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total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.
2. Two assignments each of 20 MarksoroneSkill Development Activity of 40 marks to attain the COs and
POs
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as per the
outcome defined for the course.

1. The SEE question paper will be set for 100 marks and the marks scored will be proportionately reduced to
50.
from each module.
.Suggested Learning Resources:
Books:
1. SDN: Software Defined Networks, Ken Gray, Thomas D. Nadeau., O’Reilly. 2013.
2. Software Defined Networks, Paul Goransson, Chuck Black Timothy Culver, Elsevier 2 nd Edition, 2016.

 https://www.coursera.org/learn/sdn
 https://www.udemy.com/course/sdn-made-simple/
This Course starts from basics & takes you to advance levels of Software Defined Networking. Everything has been
explained by giving examples. Proper lab setup along with diagrams has been given so that you can constructs the labs
yourself & do the practice. This work covers topics such as SDN lab setup, basics of SDN, Mininet Emulator, Mininet
Topologies, POX SDN Controller, ovs-ofctl etc.
The students with the help of the course teacher can take up relevant technical –activities which will enhance their
skill. The prepared report shall be evaluated for CIE marks.


CO1 Illustrate the concepts of controllers and network programmability L2
CO2 Explain data center and NFV L1
CO3 Report use case L2
CO4 Build an SDN framework L3
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CO1 x x
CO2 x x
CO3 x x
CO4 x x


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ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING LABORATORY

Course Code 22SCEL26 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 1:2:0 SEE Marks 50
Course objective:
 Implement and evaluate AI and ML algorithms in and Python programming language.
Sl.NO Experiments
1 Solve the Tic-Tac-Toe Problem using different techniques. Show the improvements obtained from one
over the other using better knowledge representation.
2
Write python program to solve 8-Puzzle Problem using suitable algorithm.
3
Build a simple chatbot using appropriate algorithms.
4
Build a machine learning model to solve real world prediction problems using appropriate algorithm.
5
Build a machine learning model to solve real world classification problems using appropriate algorithm.
Course outcomes (Course Skill Set):

At the end of the course the student will be able to:
 Implement and demonstrate AI and ML algorithms.
 Evaluate different algorithms.
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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 50% of the maximum marks. A
student shall be deemed to have satisfied the academic requirements and earned the credits
allotted to each course. The student has to secure not less than 40%of maximum marks in the
semester-end examination(SEE). In total of CIE and SEE student has to secure 50% maximum
marks of the course.
Continuous Internal Evaluation (CIE):
CIE marks for the practical course is 50 Marks.
The split-up of CIE marks for record/ journal and test are in the ratio 60:40.
 Each experiment to be evaluated for conduction with observation sheet and record write-
up. Rubrics for the evaluation of the journal/write-up for hardware/software experiments
designed by the faculty who is handling the laboratory session and is 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 downed to 30 marks (60% of maximum
marks).
 Weightage to be given for neatness and submission of record/write-up on time.
 Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the
8th week of the semester and the second test shall be conducted after the 14th week of the
semester.
 In each 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 average of 02 tests is scaled down to 20 marks (40% of the maximum marks).
The Sum of scaled-down marks scored in the report write-up/journal and average marks of
two tests is the total CIE marks scored by the student.
Semester End Evaluation (SEE):
SEE marks for the practical course is 50 Marks.
SEE shall be conducted jointly by the two examiners of the same institute, examiners are
appointed by 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 internal
/external examiners jointly.
 Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly
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20.06.2023
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 10% Marks allotted to the procedure part to
be made zero.
The duration of SEE is 03 hours
10

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Semester End Examination:

Suggested Learning Resources:

2. Computing Principles and Paradigms, RajkumarBuyya , James Broberg, Andrzej

3. Cloud Computing Implementation, Management and Security John W Rittinghouse, James

Web links and Video Lectures (e-Resources):

Skill Development Activities Suggested

Program Outcome of this course

10 Communication: Communicate effectively on complex engineering activities with the PO10

Mapping of COS and POs

Internet of Things and Applications

 Gain knowledge on combination of functionalities and services of networking

Teaching- Chalk and talk/PPT/case study/web content

Semester End Examination:

Suggested Learning Resources:

2. Internet of Things: A Hands-on Approach, ArshdeepBahga, Vijay Madisetti Universities

3. The Internet of Things, Michael Miller, Pearson, First Edition, 2015

4. Designing Connected Products, Claire Rowland,Elizabeth Goodman et.al O’Reilly First

Web links and Video Lectures (e-Resources):

Skill Development Activities Suggested

Mapping of COS and POs

Program Outcome of this course

10 Communication: Communicate effectively on complex engineering activities with the PO10

 Discuss the multimedia communications systems, application and basic principles.

Assessment Details (both CIE and SEE)

Suggested Learning Resources:

2. Multimedia: Computing, Communications and Applications, Raif Steinmetz,

3. Multimedia Communication Systems, K. R. Rao, Zoran S. Bojkovic, Dragorad A.

Web links and Video Lectures (e-Resources):

Skill Development Activities Suggested

Course outcome (Course Skill Set)

Mapping of COS and POs

Program Outcome of this course

10 Communication: Communicate effectively on complex engineering activities with the PO10

Common to all M tech programs in CSE board

Teaching- Chalk and talk/PPT/case study/web content

Teaching- Chalk and talk/PPT/case study/web content

Cautions in Using Chi Square Tests

Teaching- Chalk and talk/PPT/case study/web content

Semester End Examination:

Suggested Learning Resources:

Web links and Video Lectures (e-Resources):

Course outcome (Course Skill Set)

Sl. No. Description Blooms Level

Mapping of COS and POs

Program Outcome of this course

10 Communication: Communicate effectively on complex engineering activities with the PO10

Internet of Things Laboratory

 Describe what IoT is and how it works today

Assessment Details (both CIE and SEE)

ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Teaching- Chalk and talk/PPT/case study/web content

Teaching- Chalk and talk/PPT/case study/web content

Teaching- Chalk and talk/PPT/case study/web content

Assessment Details (both CIE and SEE)

Semester End Examination:

Suggested Learning Resources:

Web links and Video Lectures (e-Resources): https://nptel.ac.in/courses/106102220

Skill Development Activities Suggested