CS UG Syllabus 2021 (13 03) Onwards

GOVERNMENT ARTS COLLEGE (AUTONOMOUS)
COIMBATORE - 641 018
Learning Outcome-based Curriculum Framework (LOCF)

for
B.Sc. COMPUTER SCIENCE

(Effective from the Academic year 2021-2022)
POSTGRADUATE AND RESEARCH DEPARTMENT OF

COMPUTER SCIENCE
MAY-2021
PAGE
CONTENTS
CHAPTER NUMBER
Preamble 3
1. Introduction 6
2. Learning Outcome – based Approach to Curriculum Planning and 9

Development (LOACP)
3. Graduate Attributes 14
4. Qualification Descriptors 18
5. Programme Learning Outcome in course 19
6. Structure of B.Sc. course objectives, Learning Outcomes, Contents, 22

Pedagogy Strategies and Reference
7. Teaching Learning Methodologies 101
8. Assessment Methods 103
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Preamble
Education is the key to the development of any society. Higher education is crucial for securing
the right kind of employment and pursuing further studies in best available world-class institutes within
and outside India. Quality education in general and higher education, in particular, deserves high
priority to enable the young and future generation of students to acquire skill, training, and knowledge
to enhance their thinking, creativity, comprehension, and application abilities and prepare them to
compete successfully, and excel globally. Sustained initiatives are required to reform the present higher
education system to improve and upgrade the academic resources and learning environments by raising
the quality of teaching and standards of achievement in learning outcomes across all undergraduate
programs in science, humanities, commerce, and professional streams of higher education including
computer science.
Over the past decades, the higher education system of our country has undergone substantial
structural and functional changes resulting in both quantitative and qualitative development of the
beneficiaries. Such changes have gained momentum with the introduction of the Choice Based Credit
System (CBCS), which further expects learning outcome-based curriculum to maximize the benefits of
the newly designed curriculum. The learning outcome-based curriculum will help the teachers of the
discipline to visualize the curriculum more specifically in terms of the learning outcomes expected
from the students at the end of the instructional process. It is pertinent to mention here that the purpose
of education is to develop an integrated personality of the individual. The educational system provides
all knowledge and skills to the learner for this.
Tamil Nadu State Council for Higher Education (TANSCHE) has formed the State Integrated
Boards of Studies, which, with great diligence and expertise, has devised the mandatory areas that have
to be covered for three-year undergraduation and two-year postgraduation courses to realize the
facilitation of the mobility of faculty and students from one university to another and to efficiently
solve the problem of equivalence among courses. Great care has been taken to take 75% of the course
content, and the individual institutions can decide the remaining 25%. The areas that must be covered
by the student that are mandatory for earning the degree to have expected value have been worked out
to gain enough knowledge in the subject concerned. The institutions should design 25% percent of the
syllabus, and the areas covered under this also must have a weightage of 25%. Hence, it gives the
autonomous institution seamless liberty on every Board of Studies (BOS) to innovate and experiment.
More importantly, the institution devises appropriate strategies as mentioned below.
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(i) To make creative and critical applications of what has been learned in the mandatory
components.
(ii) To meaningfully connect the learners to the career demands and expectations. The
theoretical subject knowledge of the students must be translated into practical hands-on
experience.
One of the significant reforms in undergraduate education is introducing the Learning

Outcomes-based Curriculum Framework (LOCF), making it student-centric, interactive, and outcome-
oriented with well-defined aims, objectives, and goals to achieve. LOCF also aims to ensure uniform
education standard and content delivery across the country, which will help the students ensure a
similar quality of education irrespective of the institute and location. With University Grants
Commission (UGC) initiatives for nation-wide adoption and implementation of the LOCF for
bachelor’s programmes in colleges, universities, and HEIs in general. A Core Expert Committee (CEC)
was constituted to formulate the modalities for developing the LOCF in various subjects taught in
undergraduate sciences, humanities, commerce, and professional courses. The CEC also constituted the
Subject Expert Committees (SEC) to prepare detailed guidelines for the LOCF in subjects concerned.
The critical components of the planning and development of LOCF are given in terms of clear
and unambiguous description of the Graduate Attributes (GA), Qualification Descriptors (QD),
Program Learning Outcomes (PLO), and Course Learning Outcomes (CLO) to be achieved at the end
of the successful completion of each undergraduate program to be offered by HEIs. In undergraduate
education in Information Technology, the program of study leading to B.Sc. in Information
Technology is discussed herewith.
The Qualification Descriptors (QD), Program Learning Outcomes (PLO), and the Course
Learning Outcomes (CLO) were also finalized, keeping the general requirement of the program in
view. The LOCF also gives general guidelines for the Teaching-Learning Process (TLP) corresponding
to each component of the theory, experiment, tutorials, projects, and industrial / field visits to be
followed to achieve the stated outcomes for each component. Finally, some suggestions for using
various methods in the assessment and evaluation of learning levels of students are also made. It is a
student-centric framework where they are expected to learn fundamentals of Information Technology
along with the latest trends and techniques like Artificial Intelligence, Internet of Things, Machine
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Intelligence, and advanced skillsets that include Mobile Application Development, Object Oriented
Programming, and many other courses.
The Learning Outcomes (LO) specified by the CEC are the guidelines to determine the
structure of the undergraduate programs offered by the Higher Educational Institutions (HEI) of our
country. The critical components of the planning and development of LOCF are given in terms of clear
and unambiguous description of the Graduate Attributes (GA), Qualification Descriptors (QD),
Program Learning Outcomes (PLO), and Course Learning Outcomes (CLO) to be achieved at the end
of the successful completion of each undergraduate program to be offered by HEIs.
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1. Introduction
Computer Science (CS) has been evolving as an essential branch of science and engineering
throughout the world in the last couple of decades. It has carved out a space for itself like any other
basic science and engineering discipline. Computer science is a discipline that spans theory and
practice, and it requires thinking both in abstract terms and in concrete terms. Nowadays, practically
everyone is a computer user, and many people are even computer programmers. Computer Science can
be seen on a higher level, as a science of problem-solving and problem solving requires precision,
creativity, and careful reasoning. The ever-evolving discipline of computer science also has strong
connections to other disciplines. Many problems in science, engineering, health care, business, and
other areas can be solved effectively through computers. However, finding a solution requires expertise
in Computer Science and knowledge in the particular application domain.
Computer science has a wide range of specialties viz., Computer Architecture, Software
Systems, Graphics, Artificial Intelligence, Computational Science, and Software Engineering.
Mathematics is the origin of Computer Science, which provides the logical reasoning, scientists and
engineers practice computer Science. Science provides the methodology for learning and refinement.
Engineering provides the techniques for building hardware and software.
Universities and other HEIs introduced programs of studies in computer science as this
discipline evolved itself into a multidisciplinary discipline. Information Technology is proliferating.
Increasing applications of computers in almost all areas of human endeavor has led to vibrant industries
with a rapid concurrent change in technology. Unlike other basic disciplines, developing a core
competency in this discipline that can be reasonably stable becomes a challenge. Initially, it was
introduced at the Master's (postgraduate) level as MCA and M.Tech in India. Later on, engineering
programmes such as B.Tech. and B.E. in Computer Science & Engineering and Information
Technology were introduced in various engineering Colleges/Institutions to cater to the growing
demand for trained engineering human resources in IT industries. Parallelly, BSc and MSc programmes
specializing in Computer Science were introduced to train human resources in this highly demanding
area. B.Sc. in Computer Science is being planned and introduced in different colleges and institutions.
Computer Science education at the undergraduate level (+3) will result in earning a Bachelor of
Arts (BA) or Bachelor of Science (BS) degree in CS. The coursework required to earn a BSc is equally
weighted in mathematics and science. B.Sc. in CS is aimed at undergraduate level training facilitating
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multiple career paths. Graduated students can take up postgraduate programmes in CS leading to
research & development, be employable at IT industries, or pursue a teachers’ training programme
such as B.Ed. in Computer Education, or can adopt a business management career. BSc with CS aims
at laying a solid foundation of CS at an early stage of the career along with two other subjects such as
Physics, Maths, Electronics, Statistics. There are several employment opportunities; after completing
an undergraduate in CS, graduating students can fetch employment directly in companies as Web
Developer, Software Engineer, Network Administrator, Data Scientist, or AI/ML personnel.
The Learning Outcome-based Curriculum Framework in Computer Science aims to allow

flexibility and innovation in design and development of course content, method of imparting training,
teaching learning process, and assessment procedures of the learning outcomes. It helps students learn
to solve problems, accomplish IT tasks, and express creativity, both individually and collaboratively.
The proposed framework would help students learn programming skills and the syntax of one or more
programming languages.
Many of the learning outcomes of Computer Science can be achieved only by programming a
computer for several different meaningful purposes. Therefore, all students must have access to a
computer with a modern programming language installed. The computer science framework does not
prescribe a specific language. The teacher and students will decide which modern programming
languages students will learn. More importantly, students learn to adapt to changes in programming
languages and learn new languages as they are developed.
The present Learning Outcome-based Curriculum Framework for bachelor’s degrees in CS is

intended to facilitate the students to achieve the following.
 To develop an understanding and knowledge of the basic theory of Computer Science

and Information Technology with a good foundation on theory, systems, and
applications such as algorithms, data structures, data handling, data communication, and
computation.
 To develop the ability to use this knowledge to analyze new situations
 To acquire necessary and state-of-the-art skills to take up industry challenges. The
objectives and outcomes are carefully designed to suit the purpose mentioned above.
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 The ability to synthesize the acquired knowledge, understanding, and experience for a
better and improved comprehension of the real-life problems
 To learn skills and tools like mathematics, statistics, physics, and electronics to find the
solution, interpret the results, and make predictions for future developments.
1.1 Course Structure – Types of Courses.

The following types of courses are offered under CBCS-LOCF:
a) Core Courses (CC). A core course is a compulsory discipline-specific course. A student of

Computer Science needs to take 25 courses, including 15 theory and 10 practical, over six
semesters.
b) Elective Courses (EC). An elective course is a course that is to be chosen from a specified set
of courses. These courses are of two types. Which may be very specific or specialized or
advanced or supportive to the discipline/subject of study or which provides an extended scope
or which enables an exposure to some other discipline/subject/domain or nurtures the
candidate’s proficiency/skill is called an Elective Course.
i. Discipline-Specific Electives (DSE). These are elective courses that provide advanced
undergraduate training in specialized areas of Computer Science. A set of six semester-
specific courses of this kind are offered in the first through the fourth semester of the
Computer Science Undergraduate programme.
ii. Project. An elective course designed to acquire special/advanced knowledge, such as

supplement study/support study for project work. A candidate studies such a course
independently with advisory support by a teacher/faculty member is called
dissertation/project. Such a course is compulsory in the sixth semester.
iii. Generic Electives (GE). These courses, in disciplines other than Computer Science, are
intended to broaden the training of a student in the Computer Science Undergraduate
programme. A student of Computer Science will take one such course, offered by
another department, in each of Semester V and VI.
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2. Curriculum Planning- Learning Outcomes-based Approach
2.1 Nature and Extent of the B.Sc. (CS) Programme
The undergraduate programs in Computer Science build on science-based education at the +2
level. The +2 senior secondary school education aims and achieves a sound grounding in understanding
the basic scientific temper with an introduction to the computation process by introducing some
programming languages. This prepares a young mind to launch a rigorous investigation of the exciting
world of computer science.
Framing and implementation of curricula and syllabi is envisaged to provide an understanding

of the basic connection between theory and experiment and its importance in understanding the
foundation of computing. This is very critical in developing scientific temperament and venture a
career with a broad spectrum of applications and theoretical investigations. The undergraduate
curriculum provides students with theoretical foundations and practical experience in computers
hardware and software aspects. The curriculum in computer science is integrated with courses in the
sciences and the humanities to offer a broad education yet of enough depth and relevance to enhance
student employment opportunities upon graduation. As a Bachelor’s degree program, the curriculum is
based on the criterion that graduates are expected to function successfully in a professional
employment environment immediately upon graduation.
The undergraduate program in Computer Science is presently being offered through the courses
designed for granting the following degrees by various colleges and universities in India. All the
courses are of 3-year duration spread over six semesters. B.Sc. with Computer Science or Bachelor of
Science with Computer Science is a general multidiscipline bachelor programme. The programme has
a balanced emphasis on three science subjects, one of which is computer science. A student studying
B.Sc. with Computer Science is required to choose two other subjects from a pool of subjects: Physics,
Mathematics, Statistics, Electronics, and Chemistry. Different institutions offer a different choices of
combinations of subjects. The most popular combinations are Physics and Mathematics, Physics and
Electronics, Mathematics and Electronics. However, there are also combinations like Statistics and
Economics or Commerce and Economics.
B.Sc. in Computer Science

B.Sc. (CS) in India is generally a three-year degree program that develops advanced theoretical
and research skills in a subject in which Honours is opted. It is a specialized programme specializing in
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one science subject and another auxiliary science subject. This programme helps in building an
advanced professional or academic career. It is an appropriate course for students who wish to pursue a
Master of Science (M.Sc.) or Doctor of Philosophy (Ph. D.) and research or academic career. This
program facilitates students who wish to pursue an independent research project in an area of interest
under the supervision of an academic. B.Sc. (CS) differs from BSc in the number of courses in the
subject in which Honours is opted. Thus B.Sc. (CS) has more CS courses than that of BSc programme.
B.Sc. in CS follows CBCS structure as mandated by UGC. In accordance with CBCS

guidelines, the courses are categorized into compulsory courses, elective courses, ability enhancement
courses. These categories of courses are discussed below, keeping the present context of undergraduate
education in CS in mind.
2.2 Types of Courses

2.2.1 Core Course (CC)
A core course is a mandatory course required for the degree. A core course of the study refers to
a series or selection of courses that all students must complete before they can move on to the next
level in their education or earn a diploma. The general educational purpose of a core course of study is
to ensure that all students take and complete academically and culturally essential courses. These
courses teach students the foundational knowledge and skills to secure a specific degree or diploma.
The core courses are designed with an aim to cover the basics that is expected of a student to imbibe in
that particular discipline. Thus, a course that a candidate should compulsorily study as a core
requirement is termed as a Core course. The present document specifies the core courses for B.Sc. The
courses (as referred popularly) under this category will be taught uniformly across all universities with
30% deviation proposed in the draft. The purpose of fixing core papers is to ensure that all the
institutions follow a minimum common curriculum so that each institution/ university adheres to the
common minimum standard.
2.2.2 Electives
Generally, a course which can be chosen from a pool of courses and which may be very specific
or specialized or advanced or supportive to the discipline/ subject of study or which provides an
extended scope or which enables an exposure to some other discipline/subject/domain or nurtures the
candidate’s proficiency/skill is called an Elective Course. Different types of elective courses mandated
in the present framework are the following.
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 Domain Specific Elective (DSE)
 Generic Elective (GE)
 Ability Enhancement Elective (AEEC)
2.2.3 Discipline Specific Elective (DSE)

Elective courses offered under the main discipline/subject of study is referred to as Discipline
Specific Elective. The list provided under this category are suggestive in nature and HEI has freedom
to suggest its own papers under this category based on their expertise, specialization, requirements,
scope and need. The University/Institute may also offer discipline-related elective courses of
interdisciplinary nature (to be offered by the main discipline/subject of study).
2.2.4 Generic Elective (GE)

An elective course chosen from another discipline/subject with an intention to seek exposure
beyond the discipline/s of choice is called a Generic Elective. The purpose of this category of papers is
to offer the students the option to explore disciplines of interest beyond the choices they make in Core
and Discipline Specific Elective papers. The list provided under this category are suggestive in nature
and HEI can design its own papers under this category based on available expertise, specialization, and
contextual requirements, scope and need.
2.2.5 Dissertation/Project
An elective course designed to acquire special/advanced knowledge, such as supplement
study/support study to a project work, and a candidate studies such a course on his/her own with an
advisory support by a teacher/faculty member is called dissertation/project .
2.2.6 Ability Enhancement Courses (AEC)

The Ability Enhancement Courses may be of two kinds:
A. Ability Enhancement Compulsory Courses (AECC): AECC are based on the content that leads to
knowledge enhancement. These are mandatory for all disciplines. Ability Enhancement Compulsory
Courses (AECC) are the following.
 AECC-I English
 AECC-II English/Hindi/ MIL Communications
 AECC-III Environment Science
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B. Skill Enhancement Courses (SEC): SEC courses are value-based and/or skill-based and are aimed
at providing hands-on-training, competencies, skills, etc. SEC are at least 2 courses for Honours
courses and 4 courses for General bachelor programmes. These courses may be chosen from a pool of
courses designed to provide value-based and/or skill-based knowledge and should contain both theory
and lab/hands-on/training/field work. The main purpose of these courses is to provide students life-
skills in hands-on mode to increase their employability. The list provided under this category are
suggestive in nature and each university has freedom to suggest their own papers under this category
based on their expertise, specialization, requirements, scope and need.
2.2.7 Practical/Tutorial
For each core course and DSE course there will be one practical. The list of practical’s provided
is suggestive in nature and each university has the freedom to add/subtract/edit practical from the list
depending on their faculty and infrastructure available. Addition will however be of similar nature.
2.3 Aims of Bachelor of Science Programmes in Computer Science

The Bachelor of Science degree in Computer Science emphasizes problem solving in the
context of algorithm development and software implementation and prepares students for effectively
using modern computer systems in various applications. The curriculum provides required computer
science courses such as programming languages, data structures, computer architecture and
organization, algorithms, database systems, operating systems, and software engineering; as well as
elective courses in artificial intelligence, computer-based communication networks, distributed
computing, information security, graphics, human-computer interaction, multimedia, scientific
computing, web technology, and other current topics in computer science. The main aim of this
Bachelor’s degree is to deliver a modern curriculum that will equip graduates with strong theoretical
and practical backgrounds to enable them to excel in the workplace and to be lifelong learners. The
purpose of the BS programs in computer science are twofold: (1) to prepare the student for a position
involving the design, development and implementation of computer software/hardware, and (2) to
prepare the student for entry into a program of postgraduate study in computer science/engineering and
related fields.
The Bachelor of Science program with Computer Science as one subject (BSc with CS) and the
Bachelor of Science Honours programme in Computer Science (BSc (CS)) focus on the concepts and
techniques used in the design and development of software systems. Students in this program explore
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the conceptual underpinnings of Computer Science -- its fundamental algorithms, programming
languages, operating systems, and software engineering techniques. In addition, students choose from a
rich set of electives that includes data science, computer graphics, artificial intelligence, database
systems, computer architecture, and computer networks, among other topics. A generous allotment of
free electives allows students to combine study in computer science with study in auxiliary fields to
formulate a program that combines experiences across disciplines.
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3. Graduate Attributes
Graduate Attributes (GA) are the qualities, skills, and understandings students should develop
during their time with the HEI. These are qualities that also prepare graduates as agents of social good
in the future. Graduate Attributes can be viewed as qualities in the following subcategories.
 Knowledge of the discipline
 Creativity
 Intellectual Rigour
 Problem Solving and Design
 Ethical Practices
 Lifelong Learning
 Communication and Social Skills
Among these attributes, categories attributes under Knowledge of the Discipline are specific to a
programme of study.
3.1.a. Knowledge of Discipline of CS

Knowledge of a discipline is defined as "command of a discipline to enable a smooth transition
and contribution to professional and community settings. This Graduate Attribute describes the
capability of demonstrating comprehensive and considered knowledge of a discipline. It enables
students to evaluate and utilize information and apply their disciplinary knowledge and professional
skills in the workplace.
3.1.b. Creativity
Creativity is a skill that underpins most activities, although this may be less obvious in some
disciplines. Students are required to apply imaginative and reflective thinking to their studies. Students
are encouraged to look at the design or issue through differing and novel perspectives. Creativity
allows the possibility of a powerful shift in outlook and enables students to be open to thinking about
different concepts and ideas.
3.1.c. Intellectual Rigour

Intellectual Rigour is the commitment to excellence in all scholarly and intellectual activities,
including critical judgment. The students are expected to have clarity in thinking. This capability
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involves engaging constructively and methodically when exploring ideas, theories and philosophies. It
also relates to the ability to analyse and construct knowledge with depth, insight and intellectual
maturity.
3.1.d. Problem Solving and Design

Problem-solving skills empower students not only within the context of their programmes, but
also in their personal and professional lives. Many employers cite good problem-solving skills as a
desired attribute that they would like graduates to bring to the workplace. With an ability to seek out
and identify problems, effective problem solvers are able to actively engage with a situation, think
creatively, to consider different perspectives to address identified challenge, to try out possible
solutions and subsequently evaluate results as a way to make decisions. Through this process they can
consolidate new and emergent knowledge and develop a deeper understanding of their subject
discipline.
3.1.e. Ethical Practices

Ethical practice is a key component of professionalism and needs to be instilled in curricula
across courses. When operating ethically, graduates are aware that we live in a diverse society with
many competing points of view. Ethical behaviour involves tolerance and responsibility. It includes
being open-minded about cultural diversity, linguistic difference, and the complex nature of our world.
It also means behaving appropriately towards colleagues and the community and being sensitive to
local and global social justice issues.
3.1.f. Life-Long Learning

The skill of being a lifelong learner means a graduate is open, curious, willing to investigate
and consider new knowledge and ways of thinking. This flexibility of mind means they are always
amenable to new ideas and actively seek new ways of learning or understanding the world.
3.1.g. Communication and Social Skills

The ability to communicate clearly and work well in a team setting is critical to sustained and
successful employment. Good communication and social skills involve the ability to listen to and
clearly express information back to others in a variety of ways - oral, written, and visual - using a range
of technologies.
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3.1.h. Self-Management
Graduates must-have capabilities for self-organization, self-review, personal development, and
life-long learning.
3.2 LIST OF GRADUATE ATTRIBUTES for B.Sc. (CS)

Afore-mentioned GAs can be summarized in the following manner.
GA 1. A commitment to excellence in all scholarly and intellectual activities, including critical
judgement
GA 2. Ability to think carefully, deeply and with rigour when faced with new knowledge and
arguments.
GA 3. Ability to engage constructively and methodically when exploring ideas, theories and
philosophies.
GA 4. Ability to consider other points of view and make a thoughtful argument.
GA 5. Ability to develop creative and effective responses to intellectual, professional and social
challenges.
GA 6. Ability to apply imaginative and reflective thinking to their studies.
GA 7. Commitment to sustainability and high ethical standards in social and professional

practices.
GA 8. To be open-minded about cultural diversity, linguistic difference, and the complex nature of
our world.
GA 9. Ability to be responsive to change, to be inquiring and reflective in practice, through

information literacy and autonomous, self-managed learning.
GA 10. Ability to communicate and collaborate with individuals, and within teams, in professional
and community settings.
GA 11. Ability to communicates effectively, comprehending and writing effective reports and
design documentation, summarizing information, making effective oral presentations and
giving and receiving clear oral instructions.
GA 12. Ability to demonstrates competence in the practical art of computing in by showing in

design an understanding of the practical methods, and using modern design tools
competently for complex real-life IT problems.
GA 13. Ability to use a range of programming languages and tools to develop computer programs
and systems that are effective solutions to problems.
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GA 14. Ability to understand, design, and analyse precise specifications of algorithms, procedures,
and interaction behaviour.
GA 15. Ability to apply mathematics, logic, and statistics to the design, development, and analysis
of software systems.
GA 16. Ability to be equipped with a range of fundamental principles of Computer Science that will
provide the basis for future learning and enable them to adapt to the constant rapid
development of the field.
GA 17. Ability of working in teams to build software systems.
GA 18. Ability to identify and to apply relevant problem-solving methodologies.
GA 19. Ability to design components, systems and/or processes to meet required specifications.
GA 20. Ability to synthesise alternative/innovative solutions, concepts and procedures.
GA 21. Ability to apply decision making methodologies to evaluate solutions for efficiency,
effectiveness and sustainability.
GA 22. A capacity for self-reflection and a willingness to engage in self-appraisal.
GA 23. Open to objective and constructive feedback from supervisors and peers.
GA 24. Able to negotiate difficult social situations, defuse conflict and engage positively in
purposeful debate.
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4. Qualification Descriptors
Qualification descriptors are generic statements of the outcomes of study. Qualification
descriptors are in two parts. The first part is a statement of outcomes, achievement of which a student
should be able to demonstrate for the award of the qualification. This part will be of interest to those
designing, approving and reviewing academic programmes. They will need to be satisfied that, for any
programme, the curriculum and assessments provide all students with the opportunity to achieve, and
to demonstrate achievement of, the outcomes. The second part is a statement of the wider abilities that
the typical student could be expected to have developed. It will be of assistance to employers and
others with an interest in the general capabilities of holders of the qualification. The framework has the
flexibility to accommodate diversity and innovation, and to accommodate new qualifications as the
need for them arises. It should be regarded as a framework, not as a straitjacket.
4.1. Qualification Descriptor for B.Sc. with CS

On completion of B.Sc. with Computer Science, the expected learning outcomes that a student
should be able to demonstrate are the following.
QD 1. Fundamental understanding of the principles of Computer Science and its connections with
other disciplines.
QD 2. Procedural knowledge that creates different types of professionals related to Computer

Science, including research and development, teaching and industry, government and public
service.
QD 3. Skills and tools in areas related to computer science and current developments in the academic
field of study.
QD 4. Use knowledge, understanding and skills required for identifying problems and issues,
collection of relevant quantitative and/or qualitative data drawing on a wide range of sources,
and their application, analysis and evaluation using methodologies as appropriate to Computer
Science for formulating solutions
QD 5. Communicate the results of studies undertaken in Computer Science accurately in a range of

different contexts using the main concepts, constructs and techniques
QD 6. Meet one’s own learning needs, drawing on a range of current research and development work
and professional materials.
QD 7. Apply Computer Science knowledge and transferable skills to new/unfamiliar contexts.
QD 8. Demonstrate subject-related and transferable skills that are relevant to industry and
employment opportunities.
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5. Programme Learning Outcomes
These outcomes describe what students are expected to know and be able to do by the time of
graduation. They relate to the skills, knowledge, and behaviours that students acquire in their
graduation through the program
5.1. Programme Learning Outcomes for BSc with CS

The Bachelor of Science with Computer Science (BSc with CS) program enables students to
attain, by the time of graduation:
PLO-A. Demonstrate the aptitude of Computer Programming and Computer based problem solving
skills.
PLO-B. Display the knowledge of appropriate theory, practices and tools for the specification,
design, implementation.
PLO-C. Ability to learn and acquire knowledge through online courses available at different MOOC
Providers.
PLO-D. Ability to link knowledge of Computer Science with other two chosen auxiliary disciplines
of study.
PLO-E. Display ethical code of conduct in usage of Internet and Cyber systems.
PLO-F. Ability to pursue higher studies of specialization and to take up technical employment.
PLO-G. Ability to formulate, to model, to design solutions, procedure and to use software tools to
solve real world problems and evaluate.
PLO-H. Ability to operate, manage, deploy, configure computer network, hardware, software
operation of an organization.
PLO-I. Ability to present result using different presentation tools.
PLO-J. Ability to appreciate emerging technologies and tools.
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Programme Learning Outcomes of B. Sc. Computer Science
These outcomes describe what students are expected to know and be able to do by the time of
graduation. They relate to the skills, knowledge, and behaviors that students acquire in their
graduation through the program.
Programme Learning Outcomes for B.Sc. Computer Science

The Bachelor of Science with Computer Science (B.Sc. with CS) program enables
students to attain, by the time of graduation:
PLO-1. Demonstrate the aptitude of Computer Programming and Computer based problem
solving skills. (Disciplinary Knowledge)
PLO-2. Display the knowledge of appropriate theory, practices and tools for the specification,
design, and implementation. (Communication Skills)
PLO-3. Ability to link knowledge of Computer Science with other two chosen auxiliary
disciplines of study. (Critical Thinking)
PLO-4. Display ethical code of conduct in usage of Internet and Cyber systems. (Moral and
Ethical Reasoning)
PLO-5. Ability to pursue higher studies of specialization and to take up technical employment.
(Reflective Thinking)
PLO-6. Ability to formulate, to model, to design solutions, procedure and to use software tools
to solve real world problems and evaluate. (Problem Solving)
PLO-7. Ability to operate, manage, deploy, configure computer network, hardware, software
operation of an organization. (Scientific Reasoning)
PLO-8. Ability to present result using different presentation tools. (Information Literacy)
PLO-9. Ability to appreciate emerging technologies and tools. (Analytical Reasoning)
PLO-10. Ability to work independently, identify appropriate resources required for a project and
manage a project through to completion. (Self-Directed Learning)
PLO-11. Ability to work effectively and respectfully with diverse teams; facilitate cooperative
or coordinate effort on the part of a group, and act together as a group and work
efficiently as a member of a team. (Team Work)
20 | P a g e
PLO-12. Meet one’s own learning needs, drawing on a range of current research and development
work and professional materials. (Research Related Skills )
PLO-13. Ability to acquire knowledge and skills, including “learning how to learn”, that are
necessary for participating in learning activities throughout life. (Life Long
learning)
21 | P a g e
6. Course Structure of B.Sc. Computer Science
UG - SCHEME OF EXAMINATIONS: CBCS PATTERN
(For the students admitted during the academic year 2021-2022 and onwards)
Internal (CA)
Total Pass
Ext– Min.
Sub Code
External
Credits
Marks
Marks
Marks
Mark
Total
(wk)
Part
Hrs.
Title of the Paper
Semester – 1
I 21TAM11L Part–I: Language: Tamil I 6 50 50 100 20 40 3
II 21ENG12L Part–II: English I 6 50 50 100 20 40 3
III 21BCS13C Core 1 : Programming 4 50 50 100 20 40 2

Methodology
III 21BCS14C Core 2 : Digital Computer 3 50 50 100 20 40 3
Fundamentals
III 21BCS15P Core Practical 1 : 3 50 50 100 20 40 2
Programming Methodology
Lab
III 21BCS16A Allied – 1: Statistics and 6 50 50 100 20 40 3
Numerical Methods
IV 21ENV1GE Environmental Studies 2 50 50 100 20 40 2
30 700 18
Semester – II
I 21TAM21L Part–I: Tamil II 6 50 50 100 20 40 3
II 21ENG22L Part–II: English II 6 50 50 100 20 40 3
III 21BCS23C Core 3: C++ Programming 4 50 50 100 20 40 2
III 21BCS24C Core 4: Computer System 4 50 50 100 20 40 3

Architecture
III 21BCS25P Core Practical 2: C++ 2 50 50 100 20 40 2
Programming Lab
III 21BCS26A Allied – 2: Discrete Mathematics 6 50 50 100 20 40 3
for Computer Science
IV 21VAL2GE Value Education– Gandhian 2 50 50 100 20 40 2
Thoughts
30 700 18
22 | P a g e
Internal (CA)
Total Pass
Ext– Min.
Sub Code
External
Credits
Marks
Marks
Mark
Total
(wk)
Part
Hrs
Title of the Paper
Marks
Semester – III
III 21BCS31C Core 5 : Software Engineering 5 50 50 100 20 40 3
III 21BCS32C Core 6 : Data Structures 5 50 50 100 20 40 3
III 21BCS33C Core 7 : Programming in JAVA 5 50 50 100 20 40 3
III 21BCS34P Core Practical 3:JAVA Programming 3 50 50 100 20 40 2

Lab
III 21BCS35P Core Practical 4 : Assembly Language 2 50 50 100 20 40 2
Programming Lab
III 21BCS36A Allied – 3 : Operations Research for 6 50 50 100 20 40 3
Computer Science
IV 21BCS37S Skill Based Subject – I: 4 50 50 100 20 40 3
Micro Processor & Assembly
Language Programming
30 700 19
Semester – IV
III 21BCS41C Core 8 : Algorithms 5 50 50 100 20 40 4
III 21BCS42C Core 9 : Database Management 5 50 50 100 20 40 4

System
III 21BCS43C Core 10 : Python Programming 5 50 50 100 20 40 4
III 21BCS44P Core Practical 5 : Python 3 50 50 100 20 40 3

Programming Lab
III 21BCS45P Core Practical 6 : DBMS Lab 2 50 50 100 20 40 2
(SQL)
III 21BCS46A Allied – 4 : Business Accounting 6 50 50 100 20 40 5
IV 21BCS47SSkill Based Subject – II: Data 4 50 50 100 20 40 3

Analytics with R
V 21EXA4GE @Extension Activities: - - - - - - 1
NCC/NSS/SPORTS//YRC
30 700 26
23 | P a g e
Internal (CA)
Total Pass
Ext– Min.
Sub Code
External
Credits
Marks
Marks
Marks
Mark
Total
(wk)
Part
Hrs
Title of the Paper
Semester – V
III 21BCS51C Core 11: Operating System 6 50 50 100 20 40 5
III 21BCS52C Core 12 : Computer Networks 6 50 50 100 20 40 5
III 21BCS53C Core 13: Internet Technologies 6 50 50 100 20 40 5
III 21BCS54P Core Practical 7 : Internet 50 50 100 20 40

3 2
Technologies Lab
III 21BCS55P Core Practical 8 : Linux Shell 50 50 100 20 40
2 2
Programming Lab
IV 21BCS56S Skill Based Subject – III: 4
50 50 100 20 40
3
Computer Graphics
IV 21BCS5EL Non-Major Elective Paper – I: 3
50 50
100
20
40 2
Office Automation Tools
V 21INV5IV @ Industrial Visit**** 1
30 700 25
Semester – VI
III 21BCS61C Core 14 : C # Programming 50 50 100 20 40 6
6
III 21BCS62C Core 15 : Artificial Intelligence and 50 50 100 20 40 6
6
Machine Learning
III 21BCS63P Core Practical 9 : C# Programming 50 50 100 20 40 3
3
Lab
III 21BCS64P Core Practical 10 : Open Source 50 50 100 20 40 2
2
Computing Lab
III 21BCS65V Project & Viva – Voce 5 50 50 100 20 40 10
IV 21BCS66S Skill Based Subject – IV: 5

50 50 100 20 40 5
Open Source Computing
IV 21BCS6EL Non-Major Elective Paper – II: 50 50 100 20 40
Introduction to Web Design 3 2
30 700 34
Total/Credits 4200 140
24 | P a g e
YEAR SUBJECT TITLE SEM. SUBJECT CODE
2021-2022 PROGRAMMING METHODOLOGY I 21BCS13C

onwards
Course Level Outcomes
On successful completion of this course, the students will be able to:
1. Develop simple algorithms and flow charts to solve a problem.

2. Develop problem solving skills coupled with top down design principles.
3. Write efficient and well-structured computer algorithms/programs.
4. Formulate iterative solutions to a problem.
5. Process algorithms coupled with iterative methods.
6. Write text and string of processing efficient algorithms.
7. Interpret searching techniques and use of pointers.
8. Perform recursive techniques in programming.
UNIT I
Introduction to Programming, Program Concept, Characteristics of Programming, Stages in
Program Development, Algorithms, Notations, Design, Flowcharts, Types of Programming
Methodologies, Introduction to C Programming - Basic Program Structure In C, Variables and
Assignments, Input and Output, Selection and Repetition Statements.
UNIT II
Top-Down Design, Predefined Functions, Programmer -defined Function, Local Variable,
Functions with Default Arguments, Call-By-Value and Call-By-Reference Parameters,
Recursion.
UNIT III
Introduction to Arrays, Declaration and Referring Arrays, Arrays in Memory, Initializing
Arrays. Arrays in Functions, Multi-Dimensional Arrays.
Structures - Member Accessing, Pointers to Structures, Structures and Functions, Arrays of
Structures, Unions.
UNIT IV
Declaration and Initialization-Reading and Writing Strings, Arrays of Strings, String and
Function, Strings and Structure, Standard String Library Functions.
UNIT V
Searching Algorithms - Linear Search, Binary Search. Use of files for data input and output.
Merging and copying files.
TEXT BOOKS
1. J. R. Hanly and E. B. Koffman ,”Problem Solving and Program Design in C”, Pearson, 2015.
25 | P a g e
REFERENCES
1. PradipDey, ManasGhosh, “Programming in C”, Second Edition, Oxford Higher Education, 2011.
FURTHER READING
1. https://nptel.ac.in/courses/106105171
Title of the Paper

Semester Course Code PROGRAMMING Hours Credits
I 21BCS13C 4 2
METHODOLOGY
Course Level Outcome (CLO) CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 CLO7 CLO8
Disciplinary
       
Knowledge
Communication
     
Skills  
Critical
   
Programme Thinking    
Learning
Reflective
Outcome       
Thinking 
(PLO)
Problem
    
Solving   
Scientific
 
Reasoning      
Team Work          
  
26 | P a g e
2021-2022 DIGITAL COMPUTER FUNDAMENTALS I 21BCS14C

onwards
1. Outline basics of Number system and Codes.

2. Discuss concepts of Logic Gates and Boolean Algebra
3. Interpret number of Gates using Karnaugh map Minimization
4. Design Combinational Circuits
5. Design procedures for Sequential Circuits
UNIT I
DIGITAL SYSTEMS AND BINARY NUMBERS: Digital Systems - Binary Numbers-
Number‐ Base Conversions - Octal and Hexadecimal Numbers - Complements of Numbers - Signed
Binary Numbers - Binary Codes - Binary Storage and Registers.
UNIT II
BOOLEAN ALGEBRA AND LOGIC GATES - Introduction - Basic Definitions - Axiomatic
Definition of Boolean Algebra - Basic Theorems and Properties of Boolean Algebra - Boolean
Functions - Canonical and Standard Forms - Other Logic Operations.
UNIT III
GATE-LEVEL MINIMIZATION - Introduction - The Map Method - Four‐ Variable K-Map -
Product‐ of‐ Sums Simplification – Don’t‐ Care Conditions.
UNIT IV
COMBINATIONAL LOGIC - Introduction - Combinational Circuits - Analysis Procedure -
Design Procedure - Binary Adder/Subtractor - Decimal Adder - Decoders - Encoders - Multiplexers -
Demultiplexers.
UNIT V
SYNCHRONOUS SEQUENTIAL LOGIC - Introduction - Sequential Circuits - Storage
Elements: Latches - Storage Elements: Flip‐ Flops – RS, JK, T, D Flip-flops
REGISTERS AND COUNTERS - Registers - Shift Registers - Ripple Counters - Synchronous
Counters - Ring Counters – Johnson Counters.
TEXT BOOKS
1. Morris Mano M, Michael DCiletti “Digital Design”, Sixth Edition, Pearson, 2018.
27 | P a g e
REFERENCES
1. Donald P Leech, Albert Paul Malvino and GoutamSaha, “Digital Principles and Applications”, Tata
McGraw Hill,2007.
2. Salivahanan S., Suresh Kumar N, Vallavaraj A., “Electronic Devices and Circuits”, Tata McGraw
Hill Co. Ltd.,2008.
3. Mehta V. K., “Principles of Electronics”, S Chand and Company Ltd.,2001.
FURTHER READING
1. Bartee, “Digital Computer Fundamentals”, 6th Edition, Publisher Tata McGraw-Hill Education,
1985.
Title of the Paper

Semester Course Code Hours Credits
DIGITAL COMPUTER
I 21BCS14C 3 3
FUNDAMENTALS
Course Level Outcome (CLO) CLO1 CLO2 CLO3 CLO4 CLO5
Disciplinary
    
Knowledge
Communication
  
Skills  
Critical Thinking 
Programme    
Learning Reflective
 
Outcome (PLO) Thinking   
Problem Solving  
  
Analytical
Reasoning      
 
Team Work      
 
28 | P a g e
2021-2022 PROGRAMMING METHODOLOGY LAB I 21BCS15P

onwards
1. Develop problem solving skills coupled with top down design principles.
2. Design the strategies of writing efficient and well-structured computer algorithms/programs.
3. Develop and experiment the skills for formulating iterative solutions to a problem.
4. Experiment array processing algorithms coupled with iterative methods.
5. Experiment text and string processing efficient algorithms.
LIST OF PROGRAMS :
1. Write a program to find the sum, average, standard deviation for a given set of numbers.
2. Write a program for the following String operations without using built-in functions
i. String Copy
ii. String Compare
iii. String Length
iv. String reverse
v. String Concatenate
vi. Palindrome Checking
3. Write a program to generate ‘n’ prime numbers.
4. Write a program for Matrix addition, Subtraction and Multiplication.
5. Write a program to read a positive integer and reverse it.
6. Write a program to check whether the given number is an Armstrong number or not.
7. Write a program to print the student’s Mark sheet assuming Regno, Name, and Marks in five
subjects in a structure. Create an array of structures and print the mark sheet in the university
pattern.
8. Write a program that take a paragraph and a number (n) as input and word wraps the text to n
characters for each line. Your program must ensure that break the word in half. If the word does
not fit within the same line, the word should go to the next line.
9. Write a program to perform all manipulations like insertion, deletion and modification in files.
10. Write a program which takes a file as command line argument and copy it into another file. At
the end of the second file write i)Number of Characters ii) Number of Words and iii) Number of
Lines.
11. Write a program that will print all the reverse the words of a given sentence in-place. For
example, if the following is the input “This is a line of text” the output will be “sihT si a enil fo
txet.
12. A factorion is a natural number that equals the sum of the factorials of its decimal digits. For
example, 145 is a factorion because 1! + 4! + 5! = 1 + 24 + 120 = 145. Write a program that will
print all the factorions below 1000000.
13. Write a program that encrypts a given string using mirror characters in the alphabet that is a↔z,
29 | P a g e
b↔y, c↔x and so on.
14. Write a program that will print all the palindrome words in a given sentence.
15. Abundant Numbers - A number n is said to be an abundant number if the sum of its proper
divisors is greater than the number n. For example, 12 is an abundant number.
1+2+3+4+6 =16. Write a program that will print all the abundant numbers below1,000,000.
Title of the Paper

Semester Course Code PROGRAMMING Hours Credits
I 21BCS15P METHODOLOGY LAB 3 2
Disciplinary
    
Knowledge
Communication
   
Skills 
Critical Thinking   
Programme  
Learning Reflective
  
Outcome (PLO) Thinking  
Problem Solving   
 
Analytical
Reasoning    
  
Team Work  
 
 
30 | P a g e
AECC-1 @ SEMESTER I
YEAR SEM. SUBJECT TITLE OF THE PAPER HOURS/
CODE WEEK
2021 -2022 I 21ENV1GE ENVIRONMENTAL STUDIES 2
onwards (For all UG courses)
COURSE LEARNING OUTCOMES:
On the successful completion of the course, students will be able to:
1. Recognize the role of the environment and the need to conserve it for sustaining life.
2. Enumerate the natural resources
3. Explores the adverse effects of deforestation and over exploitation of natural resources
4. Associate the components of the ecosystem and need for biodiversity conservation.
5. Evaluate the environmental pollution hazards and their effects on the living system.
6. Interpret the different disaster management procedures.
7. Analyse the climatic change and global effects
8. Infer the need for environmental laws in the constitution of India.
9. Relate the growth of the human population and its impact on the environment.
UNIT I
Environment – Introduction – Nature - Scope – Content – Need for study. Natural
resources- Forest and energy resources- Use and overexploitation - deforestation. Energy
resources- renewable and non-renewable energy resources.
UNIT II
Ecosystem – concept – types- Forest, Grassland, Desert and Aquatic (Pond)- Structure and
function of an ecosystem – Producers- consumers and decomposers – Food chain – food web-
ecological pyramids- energy flow. Biodiversity and its conservation- in situ and ex situ
conservation- Mega biodiversity centres and hotspots.
UNIT III
Environmental pollution- definition- causes-effects and control measures of air, water, soil,
thermal and nuclear pollution. Waste management- Industrial and solid waste. Disaster
management – earthquake, cyclone, flood and landslides.
UNIT IV
Social Issues and the environment-Urbanization-Urban problems related to energy and
watershed management. Environmental Ethics- Issues and possible solutions- Wasteland
reclamation- Climate change - causes and effects. Global warming- Acid rain- Ozone layer
depletion- Public awareness. Environmental laws- Environment Protection Act, Wildlife
Protection Act, Forest Conservation Act.
UNIT V
Human population and its impact on environment- Population growth- Resettlement and
Rehabilitation of project affected persons- Case studies – Sardar Sarovar Project, Maharashtra
and Bandipur National Park- Project Tiger, Karnataka, NTPC, India. Role of Indian and Global
religions and Cultures in environmental conservation- Case study: sacred groves in Western
Ghats (kavu) & Chinese culture. Human and Wildlife Conflict.
31 | P a g e
PEDAGOGY STRATEGIES
 Board and Chalk lectures
 PowerPoint slide presentations
 Assignments
TEXTBOOKS
1. Sharma, P. D. 2000. Ecology & Environment. Rastogi Publications, Meerut, India.
2. Bharucha, E. 2003. Text book of Environmental Studies. UGC, New Delhi &BharatiVidyapeeth
Institute of Environmental Education and Research, Pune.
3. Arumugam, M. and Kumaresan, V. 2016. Environmental Studies (Tamil version). Saras
Publications, Nagercoil.
Online/E-Resources:
1. https://www.edx.org/course/subject/environmental-
studieshttps://www.coursera.org/courses?_facet_changed_=true&domains=life-
sciences%2Cphysical-science-and-engineering%2Csocial-
sciences&query=environmental%20science%20and%20sustainability&userQuery=environ
mental%20science%20and%20sustainability
https://www.open.edu/openlearn/nature-environment/free-courses
COURSE LEVEL MAPPING OF PROGRAMME LEVEL OUTCOME:

Program Level Outcomes Course Level Outcome (CLO)
(PLO)
1 2 3 4 5 6 7 8 9
Disciplinary Knowledge √ √ √ √
Communication Skills √ √ √ √
Critical Thinking √ √ √ √
Research related skills √ √ √ √
Analytical reasoning √ √ √ √
Problem Solving √ √ √ √
Team Work √ √ √ √
Moral and ethical awareness √ √ √ √ √
32 | P a g e
2021-2022 C++ PROGRAMMING II 21BCS23C

onwards
1. Develop the concepts of data, abstraction and encapsulation.

2. Write programs using classes and objects.
3. Recall the principles of Inheritance and Polymorphism and their use and program level implementation.
4. Perform exception and basic exception handling mechanisms in a program
5. Write typical object-oriented constructs of specific object-oriented programming language.
UNIT I
Basics-Introduction to Object Oriented Programming and its Basic Features, Basic Components
of C++, Characteristics of Object-Oriented Language, Structure of a C++ Program, Differences Between
Object Oriented and Procedure Oriented Programming. Flow Control Statements in C++, Functions -
Scope of Variables, Inline Functions, Recursive Functions, Arrays.
UNIT II
C++ pointers, Pointers to functions, Dynamic memory allocation and Deallocation, Overview of
Object-Oriented programming Principles: Encapsulation, Data abstraction, C++ Classes, Objects, User
defined Types, Constructors and Destructors, ‘this' pointer, Friend functions, Overloading, Type
Conversion.
UNIT III
Class Inheritance, Base and Derived Classes, Virtual Base Class, Virtual Functions,
Polymorphism, Static and Dynamic Bindings, Base and Derived Class Virtual Functions, Dynamic
Binding through Virtual Functions, Pure Virtual Functions, Abstract Classes, Virtual Destructors.
UNIT IV
Exception Handling- Benefits of Exception Handling, Throwing an Exception, the Try Block,
Catching an Exception, Exception Objects, Exception Specifications, Rethrowing an Exception,
Uncaught Exceptions.
UNIT V
Stream Classes Hierarchy, Stream I/O, File Streams, Overloading the Extraction and Insertion
Operators, Error Handling during File Operations, Formatted I/O.
TEXT BOOKS
1. Robert Lafore,” Object Oriented Programming in C++”, 4th Edition, Pearsons Publishes, 2011.
2. Walter Savitch,”Problem solving with C++: The Object of Programming”, 4th Edition, Pearson
Education.
3. Herbert Schildt,” C++: The Complete Reference”, 4thEdition.
33 | P a g e
REFERENCES
1. Sourav Sahay,” Object Oriented Programming with C++”, 2nd Edition, Oxford University Press.
2. B. Stroutstrup,” The C++ Programming Language”, 3rd Edition, Pearson Education.
3. Ashok N Kamthane,” Programming in C++”, Pearson 2ndEdition.
FURTHER READING
Title of the Paper

II 21BCS23C C++ PROGRAMMING 4 2
Disciplinary
    
Knowledge
Communication
   
Skills 
Critical Thinking   
Programme  
Learning Reflective
   
Outcome (PLO) Thinking 
 
Analytical
Reasoning  
   
Team Work 
 
  
34 | P a g e
2021-2022 COMPUTER SYSTEM ARCHITECTURE II 21BCS24C

onwards
1. Discuss the basic structure, operation and characteristics of digital Computer

2. Explain arithmetic and logic unit as well as the concept of the concept of pipelining.
3. Interpret hierarchical memory system including cache memories and virtual memory.
4. Demonstrate different ways of communicating with I/O devices and Standard I/O
interfaces.
5. Discuss the Parallelism and its Architecture.
UNIT I
Fundamentals of Digital Electronics: Data Types, Complements, Fixed-Point Representation,
Floating-Point Representation, Other Binary Codes, Error Detection Codes.
Register Transfer and Micro operations: Register Transfer Language, Register Transfer, Bus
& Memory Transfer, Arithmetic Microoperations, Logic Microoperations, and Shift Microoperation.
UNIT II
Basic Computer Organization: Instruction codes, Computer Registers, Computer Instructions,
Timing & Control, Instruction Cycles, Memory Reference Instruction, Input - Output & Interrupts.
UNIT III
Processor and Control Unit: Hardwired vs. Micro programmed Control Unit, General Register
Organization, Stack Organization, Instruction Format, Data Transfer & Manipulation.
UNIT IV
Memory and I/O Systems: Peripheral Devices, I/O Interface, Data Transfer Schemes, Program
Control, Interrupt, DMA Transfer, I/O Processor. Memory Hierarchy, Processor vs. Memory Speed,
High-Speed Memories, Cache Memory, Associative Memory, Virtual Memory.
UNIT V
Parallelism: Instruction-level-parallelism – Parallel processing challenges– Flynn’s classification.
35 | P a g e
TEXT BOOKS
1. M. Morris Mano, “Computer System Architecture”, 3rd Edition, Prentice Hall.

2. David A. Patterson and John L.Hennessey,” Computer Organization and Design”, Fifth
edition, Morgan Kauffman/Elsevier, 2014.
REFERENCES
1. John L. Hennessy, David A. Patterson, “Computer Architecture: A Quantitative
Approach”, 4thEdition.
2. William Stallings, “Computer Organization and Architecture”, Prentice Hall.
FURTHER READING
Title of the Paper

Semester Course Code COMPUTER SYSTEM Hours Credits
II 21BCS24C ARCHITECTURE 4 3
Disciplinary
    
Knowledge
Communication
  
Skills  
   
Reflective
Programme   
Thinking  
Learning
Outcome (PLO) 
Problem Solving
   
Scientific
 
Reasoning   
Analytical
Reasoning  
   
Team Work 
 
  
36 | P a g e
2021-2022 C++ PROGRAMMING LAB II 21BCS25P

onwards
1. Experiment the concepts of data, abstraction and encapsulation.

2. Write programs using classes and objects.
3. Experiment the principles of Inheritance and Polymorphism and their use and
4. Program level implementation.
5. Perform exception and basic event handling mechanisms in a program.
6. Device object-oriented constructs of C++ object-oriented programming language.
Students are required to understand the object-oriented concepts using C++. They are required to
practice the concepts learnt in the theory. Some of the programs to be implemented are listed as follows:
Part A
1. Number of vowels and number of characters in a string.

2. Write a function using call by reference and access the function in main program.
3. Demonstration of array of object.
4. Using this pointer to return a value (return by reference).
5. Demonstration of virtual function.
6. Demonstration of static function.
7. Accessing a particular record in a student's file.
8. Demonstration of operator overloading.
Part B
9. Write a program to create a database for students that contains Name, Enrolment no,
Department, Programme using Constructors, destructors, input and output functions; input and
output for 10 people using different methods.
10. Create a class holding information of the salaries of all the family members (husband, wife, son,
and daughter). Using friend functions give the total salary of the family.
37 | P a g e
Title of the Paper
C++ Programming
II 21BCS25P LAB 2 2
Disciplinary
    
Knowledge
Communication
   
Skills 
Reflective
   
Programme Thinking 
Learning
Outcome (PLO)  
Scientific

Reasoning    
Analytical
Reasoning      
 
Team Work
   
  
38 | P a g e
AECC-2 @ SEMESTER II
YEAR SUBJECT TITLE SEM. SUB CODE
2021 -22 VALUE EDUCATION – GANDHIAN

II 21VAL2GE
THOUGHTS
Onwards
(For all UG courses)
COURSE LEVEL OUTCOMES:
On successful completion of the course, the student will be able to:
1. Interpret Gandhiji’s experiments to his spiritual pursuits and search for purity, political activities
through fasting protests, and even his role as an educator using diet and meals as teaching exercises.
2. Lead a life marked with humility and truthfulness and subsequent realization of the Truth as the
purpose of human life.
3. Infer lessons that are fundamental to living in harmony and social progress such as respect, empathy,
equality, solidarity and critical thinking.
4. Promote tolerance and understanding above and beyond our political, cultural and religious
differences.
5. Create special emphasis on the defense of human rights, the protection of ethnic minorities
6. Emerge as responsible citizens with clear conviction to practice values and ethics in life.
7. Transform themselves to become good leaders.
8. Realize their role and contribution to the nation building.
UNIT I
Birth and Parentage - Childhood - At the High school - Stealing and Atonement - Glimpses of
Religion - Gandhi's choice - Experiments in Dietetics - Acquaintance with Religions - The Great
Exhibition.
UNIT II
The first case - Preparing for South Africa - same experiences - on the way to Pretoria – Coolie -
Natal Indian Congress - Education of Children - Brahmacharya.
UNIT III
Simple life - The Boer war - Sanitary Reform and Famine Relief - Lord Curzon's Darbar - A
month with Gokhale - Experiments in Earth and water treatment - Indian opinion - Coolie Locations or
Ghettoes - The Black plague.
UNIT IV
The Magic spell of a Book - The Zulu Rebellion - The Birth of Satyagraha - More experiments
in Dietetics - Kasturbai's Courage - Domestic Satyagraha- Fasting - Shanti Niketan - Woes of Third-
Class passengers.
UNIT V
Kumbhamela - LakshmanJhula - Founding of the Ashram - Abolition of Indentured Emigration -
The Kheda Satyagraha - The Rowlatt Bills - Navajivan and young India - Congress Initiation - The
Birth of Khadi.
39 | P a g e
TEXT BOOKS
1. M.K. GANDHI, “The Story of My Experiments with Truth”, An Autobiography
Apple publishing International(P) Ltd, Chennai.
2.
PEDAGOGY STRATEGIES
 Board and Chalk lecture
 Powerpoint slide presentations
 Seminar
 Assignments
 Quizes
 Group discussion
COURSE LEVEL MAPPING OF PROGRAM LEVEL OUTCOMES.
CourseLevel Outcomes (CLO)
1 2 3 4 5 6 7 8
1 Reflective thinking ✓ ✓ ✓ ✓ ✓
2 Communication ✓ ✓ ✓ ✓ ✓ ✓
skills
3 Critical thinking ✓ ✓ ✓ ✓ ✓
ProgramLevel Outcomes (PLO)
4 Multi-cultural ✓ ✓ ✓ ✓ ✓
Competence
5 Analytical ✓ ✓ ✓ ✓
reasoning
6 Problem solving ✓ ✓ ✓ ✓ ✓ ✓
7 Team work ✓ ✓ ✓ ✓ ✓
8 Leadership ✓ ✓ ✓ ✓
readiness/qualities
9 Moral and ethical ✓ ✓ ✓ ✓ ✓
awareness
40 | P a g e
2021-2022 III 21BCS31C

onwards SOFTWARE ENGINEERING
1. Explain the design of complex systems.

2. Apply software engineering principles and techniques.
3. Create efficient, reliable, robust and cost-effective software solutions.
4. Work as an effective member or leader of software engineering teams.
5. Manage time, processes and resources effectively by prioritizing competing demands to achieve
personal and team goals, Identify and analyze the common threats in each domain.
UNIT I
Software Development Approaches : Introduction; Evolving Role of Software; Software
Characteristics; Software Applications. Software Design Processes: Introduction; What is Meant
by Software Engineering? Definitions of Software Engineering; The Serial or Linear Sequential
Development Model; Iterative Development Model; The incremental Development Model
UNIT II
Software Design Principles: Introduction, System Models: Data-flow Models, Semantic
Data Models, Object Models, Inheritance Models, Object Aggregation, Service Usage Models,
Data Dictionaries; Software Design: The Design Process, Design Methods, Design description,
Design Strategies, Design Quality; Architectural Design: System Structuring, The Repository
Model, The Client–Server Model, The Abstract Machine Model, Control Models, Modular
Decomposition, Domain-Specific Architectures.
UNIT III
Object Oriented Design: Introduction; Object Oriented Design: Objects, Object Classes &
Inheritance, Object Identification, An Object -Oriented Design Example, Object Aggregation;
Service Usage; Object Interface Design: Design Evolution, Function Oriented Design, Data–
Flow Design; Structural Decomposition: Detailed Design.
UNIT IV
Software Reliability: Introduction; Software Reliability Metrics; Programming for
Reliability: Fault Avoidance, Fault Tolerance, and Software Reuse.
UNIT V
Software Testing Techniques : Introduction; Software Testing Fundamental; Testing
Principles; White Box Testing; Control Structure Testing; Black Box Testing; Boundary Value
Analysis; Testing GUIs; Testing Documentation and Help Facilities; Software Testing Strategies:
Introduction; Organizing for Software Testing; Software Testing Strategy, Unit Testing: Unit
Test Considerations, Top-Down Integration, Bottom-Up Integration.
41 | P a g e
TEXT BOOKS
1. R. S. Pressman, “Software Engineering”, 8th edition, Tata McGraw-Hill.
REFERENCES
1. Sommerville, Ian,” Software Engineering”, Pearson Education.
2. PankajJalote,”An Integrated Approach to Software Engineering”, Narosa Publications.
3. Pfleeger, Shari Lawrence, “Software Engineering Theory and Practice”, Second Edition,
Prentice- Hall, 2001.
4. “Object Oriented & Classical Software Engineering”, Fifth Edition, SCHACH, Tata McGraw-
Hill.
FURTHER READING
Title of the Paper

Course
Semester Hours Credits
Code SOFTWARE
III 5 3
21BCS31C ENGINEERING
Disciplinary
    
Knowledge
Communication
  
Skills  
Critical

Thinking    
Programme
Learning Reflective
   
Problem
  
Solving  
Analytical
  
Team Work 
 
  
42 | P a g e
2021-2022 III 21BCS32C

onwards DATA STRUCTURES

1. Recall the fundamental data structures and with the manner in which these data
structures can best be implemented; become accustomed to the description of
algorithms in both functional and procedural styles.
2. Infer complexity of basic operations like insert, delete, search on these data
structures.
3. Choose a data structure to suitably model any data used in computer applications.
4. Design programs using various data structures including hash tables, Binary and
general search trees, heaps, graphs etc.
5. Implement and know the applications of algorithms for sorting, pattern matching.
UNIT I
Basic concepts - Algorithm Specification-Introduction, Recursive algorithms, Data
Abstraction Performance analysis, Linear and Non-Linear data structures, Singly Linked Lists-
Operations, Concatenating, circularly linked lists-Operations for Circularly linked lists, Doubly
Linked Lists- Operations. Representation of single, two-dimensional arrays, sparse matrices-
array and linked representations.
UNIT II
Stack- Operations, Array and Linked Implementations, Applications- Infix to Postfix
Conversion, Postfix Expression Evaluation, Recursion Implementation, Queue- Definition
and Operations, Array and Linked Implementations, Circular Queues - Insertion and Deletion
Operations, Dequeue (Double Ended Queue).
UNIT III
Trees, Representation of Trees, Binary tree, Properties of Binary Trees, Binary Tree
Representations- Array and Linked Representations, Binary Tree Traversals, Threaded
Binary Trees, Priority Queue – Introduction to Heap.
UNIT IV
Graphs, Graph ADT, Graph Representations, Graph Traversals, Searching, Static Hashing-
Introduction, Hash tables, Hash functions, Overflow Handling.
UNIT V
Red-Black and Splay Trees, Comparison of Search Trees, Pattern Matching Algorithm-
TheKnuth-Morris-Pratt Algorithm, Tries (examples).
43 | P a g e
TEXT BOOKS
1. E. Horowitz, S. Sahni and Susan Anderson-Freed, “Fundamentals of Data structures in C”,
2nd Edition, Universities Press.
2. Lipschutz,” Schaum’s outline series Data structures”, Tata McGraw-Hill.
REFERENCES
1. M. A. Weiss, “Data structures and Algorithm Analysis in C”, 2nd edition, Pearson.
2. Sedgewick and Wayne, “Algorithms”, 4th Edition, Addison Wesley, 2011.
FURTHER READING
Title of the Paper

III 21BCS32C DATA STRUCTURES 5 3
Disciplinary
    
Knowledge
Communication
    
Skills
Programme    
Learning Reflective
   
Problem Solving    

Analytical
  
Team Work 
   
 
44 | P a g e
2021-2022 III 21BCS33C

onwards PROGRAMMING IN JAVA
1. Design the structure and model of the Java programming language.

2. Use the Java programming language for various programming technologies.
3. Develop software in the Java programming language.
4. Evaluate user requirements for software functionality required to decide whether
the Java programming language can meet user requirements.
5. Perform file handling techniques in Java.
UNIT I
Introduction: Benefits of OOPS- Java History-Java Features- Java Virtual Machine - Java
Environment- Java Tokens- Constants- Variables- Data Types – Operators and Expressions-Decision
Making and Branching- Decision Making and Looping.
UNIT II
Classes, Objects and Methods : Classes and Objects - Constructors- Method Overloading-
Static Members-Inheritance- Overriding Methods- Final Variables, Final Methods and Final Classes -
Finalize Method- Abstract Methods and Abstract Classes –Visibility Control - Arrays - Strings.
UNIT III
Interfaces, Packages and Thread: Defining Interface- Extending Interfaces Implementing
Interfaces – Packages.
Multithreaded Programming: Thread Life Cycle - Thread Exceptions – Thread Priority -
Synchronization.
UNIT IV
Exception Handling: Types of Errors – Exceptions- Syntax of Exception Handling Code-
Multiple Catch Statements- Using Finally Statements.
Applets: Life cycle of an Applet-Development and Execution of a Simple Applet.
Graphics: Introduction
UNIT V
File Handling: Managing Input / Output Files in Java: Concept of Streams -Stream Classes-
Character Stream - Classes-Reading / Writing Characters- Reading / Writing Bytes-Handling
Primitive Data Types- Random Access files.
TEXT BOOKS
1. E.Balagurusamy, “Programming with JAVA”, 4th edition., Tata McGraw Hill, New Delhi. Units I,
II, III and IV.
2. C.Muthu, “Programming with JAVA”, Second Edition, Vijay Nicole Imprints Private Limited,
Chennai, 2011. - Unit-V.
45 | P a g e
REFERENCES
1. PatricNaughton, and Herbert Schildt, “Java - The Complete Reference”, Tata McGraw Hill
Publishers, 2011.
FURTHER READING
Title of the Paper

PROGRAMMING IN
III 21BCS33C 5 3
JAVA
Disciplinary
    
Knowledge
Communication
    
Skills
Moral and Ethical


Programme Reasoning    
Learning
Reflective
Outcome (PLO)    
Thinking 

Analytical
  
 
 
46 | P a g e
2021-2022 JAVA PROGRAMMING LAB III 21BCS34P

onwards
 Explain the basics of JAVA programs and its execution.

 Interpret concepts like packages and interfaces.
 Infer life cycle of the applets and its functionality.
 Demonstrate the usage of util package.
 Develop java programs using interfaces.
1. Program on strings: Check the equality of two strings, Reverse a string.

2. Program using loops: to find the sum of digits of a given number
3. Program to display a multiplication table.
4. Program to display all prime numbers between 1 to n.
5. Program to demonstrate all math class functions.
6. Program on files to copy a file to another file using Java to package classes.
7. Program to demonstrate method over-riding.
8. Program to implement method overloading.
9. Programs to implement single inheritance.
10. Program to display employee pay slip using inheritance concepts.
11. Program to implement interface concept.
12. Program to implement Multi-threaded programming.
47 | P a g e
Title of the Paper Hours Credits
Semester Course Code 3 2
JAVA PROGRAMMING
III 21BCS34P
LAB
Disciplinary
    
Knowledge
Communication
    
Skills
Moral and Ethical


Learning
Reflective
Outcome (PLO)    
Thinking 

Analytical
Reasoning        
Team Work      
 
48 | P a g e
2021-2022 ASSEMBLY LANGUAGE III 21BCS35P

onwards PROGRAMMING LAB
1. Discuss Assembly Language

2. Describe general structure of an assembly language program
3. Infer Data representation in assembly.
4. Explain the instructions of an assembly language program.
5. Interpret the usage of DOS interrupt signals.
List of Experiments:
1. Data transfer instructions like:

i. Byte and word data transfer in different addressing modes
ii. Block move (with and without overlap)
iii. Block interchange
2. Arithmetic & logical operations like:
i. Addition and Subtraction of multi precision nos.
ii. Multiplication and Division of signed and unsigned Hexadecimal nos.
iii. ASCII adjustment instructions
iv. Code conversions
v. Arithmetic programs to find square cube, LCM, GCD, factorial
3. Bit manipulation instructions like checking:
i. Whether given data is positive or negative
ii. Whether given data is odd or even
iii. Logical 1 and 0
iv. Bitwise and nibble wise palindrome
4. Branch/Loop instructions like:
i. Arrays: addition/subtraction of nos.
ii. Finding largest and smallest nos.
iii. Ascending and descending order
iv. Near and Far Conditional and Unconditional jumps, Calls and Returns
5. Programs on String manipulation like string transfer, string reversing, searching for a
string, etc.
6. Programs involving Software interrupts
7. Programs to use DOS interrupt INT 21h Function calls for Reading a Character from
keyboard, Buffered Keyboard input, Display of String on console.
49 | P a g e
Course Title of the Paper
Semester Hours Credits
Code ASSEMBLY LANGUAGE
III 2 2
21BCS35P PROGRAMMING LAB
Disciplinary
    
Knowledge
Communication
  
Skills  
Programme
Learning Reflective
   
Scientific
 
Team Work      
 
50 | P a g e
2021-2022 MICROPROCESSOR & ASSEMBLY III 21BCS37S

onwards LANGUAGE PROGRAMMING
1. Discuss Intel 8085 architecture and its addressing modes.

2. Explain the concepts of 8-bit processors.
3. Demonstrate Assembly language programming concepts.
4. Examine interfaces and interrupts of Intel 8085.
5. Interpret the architecture and functionalities of 8086.
UNIT I
Introduction to Microprocessors – Evolution of Microprocessors- Buses -Microprocessor
Architecture: Intel 8085 – ALU - Timing and control unit – Registers - Pin configuration - Instruction
cycle: Fetch and Execute operation - Machine cycle and state.
UNIT II
Instruction set of INTEL 8085: Introduction – Instruction and Data formats - Addressing
Modes - Status Flags - Intel 8085 Instructions: Data transfer group – Arithmetic group- Logical group
- Branch group - Stack, I/O machine control group - Assembly language: stacks – subroutines –
MACRO.
UNIT III
Assembly language programming - Addition of two 8-bit numbers - 8-bit subtraction -Decimal
addition of two 8-bit numbers - Addition of two 16-bit numbers - 8-bit decimal subtraction - Finding
Square from look-up table - Finding largest number in a data array - Arrange a data array in ascending
and descending order - Sum of series of 8-bit numbers.
UNIT IV
Peripheral devices and their interfacing: Address space partitioning - Memory and I/O
interfacing - Interrupts of Intel 8085 - I/O ports: Programmable Peripheral interface - Programmable
DMA controller.
UNIT V
8086 Architecture and assembly language Programming: Basic - 8086Configuration -
minimum mode and maximum mode - CPU Architecture - Internal Operation – Machine language
Instructions –instruction Execution timing – Assembler instruction format.
51 | P a g e
TEXT BOOKS
1. B.Ram,“Fundamentals of Microprocessors and Microcomputers”, DhanpatRai Publications
Pvt.Ltd., 1998.
2. Y.C.Liu and G.A.Gibson, “Microcomputer Systems: The 8086/8088 family Architecture,
programming and Design”, Prentice Hall of India, New Delhi, 1986.
REFERENCES
1. Ramesh Gaonkar, “Microprocessor Architecture, Programming & application with 8085”, Fifth
Edition, Penram Publications.
2. Brey, B.B, “The INTEL Microprocessors”, Prentice Hall of India Private Limited, 2002.
FURTHER READING
Title of the Paper

MICROPROCESSOR
Course &ASSEMBLY
Semester
Code
Hours Credits
III LANGUAGE 4 3
21BCS37S
PROGRAMMING
Disciplinary
    
Knowledge
Problem Solving 
   
Scientific
 
Programme Reasoning   
Learning
Outcome (PLO) Self-directed

Learning        
Team Work  
   
Research Related
skills    
  
52 | P a g e
2021-2022 IV 21BCS41C
onwards ALGORITHMS
1. Recall the principles of algorithm design.

2. Analyses algorithms and estimate their worst -case and average- case behavior (in easy cases).
3. To become familiar with fundamental data structures and with the manner in which these Data
structures can best be implemented; become accustomed to the description of Algorithms in
both functional and procedural styles.
4. Apply their theoretical knowledge in practice.
5. Provide knowledge on advanced Algorithm Analysis Technique.
UNIT I
Introduction: Basic Design and Analysis Techniques of Algorithms, Correctness of
Algorithm. Algorithm Design Techniques: Iterative Techniques, Divide and Conquer, Dynamic
Programming, Greedy Algorithms.
UNIT II
Sorting and Searching Techniques: Elementary Sorting techniques– Bubble Sort, Insertion
Sort, Merge Sort, Advanced Sorting techniques- Heap Sort, Quick Sort, Sorting in Linear Time -
Bucket Sort, Radix Sort and Count Sort, Searching Techniques- Medians & Order Statistics,
complexity analysis
UNIT III
Graphs Algorithms: Graph Algorithms– Breadth First Search, Depth First Search and its
Applications, Minimum Spanning Trees. String Processing.
UNIT IV
Lower Bounding Techniques: Decision Trees, Balanced Trees, and Red-Black Trees.
UNIT V
Advanced Analysis Technique: Randomized Algorithm, Distributed Algorithm, Heuristics.
TEXT BOOKS
1. T.H. Cormen, Charles E. Leiserson, Ronald L. Rivest, Clifford Stein,” Introduction to Algorithms”,
3rd Edition, PHI, 2009.
2. Sara basse& A.V. Gelder,” Computer Algorithm – Introduction to Design and Analysis”, 3rd
Edition, Pearson, 1999.
53 | P a g e
REFERENCES
1. J. Kleinberg and E. Tardos. “Algorithm Design”, Pearson, 2006.

2. Alfred V. Aho, John E. Hopcroft, Jeffrey D.Ullman. “The Design and Analysis of Computer
Algorithms”, Pearson Education (Singapore), 2006.
FURTHER READING
Semester Course Code Title of the Paper Hours Credits

IV 21BCS41C ALGORITHMS 5 4
Disciplinary
 
Knowledge   
Communication
   
Skills 
   
Moral and Ethical
 
Learning
Reflective Thinking   
Outcome (PLO)  
 
Scientific

Analytical
 
Team Work 
       
54 | P a g e
2021-2022
DATABASE MANAGEMENT SYSTEMS
onwards IV 21BCS42C
1. Discuss database systems and database management systems software.

2. Model data in applications using conceptual modelling tools such as ER Diagrams and design
data base schemas based on the model.
3. Formulate, using SQL, solutions to a broad range of query and data update problems.
4. Demonstrate an understanding of normalization theory and apply such knowledge to the
normalization of a database.
5. Infer the basics of transaction processing and concurrency control.
6. Explain database storage structures and access techniques.
UNIT I
Basic Database Concepts, Terminology, and Architecture; Types of Database Management
Systems. Differences between Relational and other Database Models. Data Modeling: Relations,
Schemas, Constraints, Queries, and Updates; Conceptual vs. Physical Modeling; Entity Types,
attributes, ER Diagrams.
UNIT II
SQL Data Definition: Specifying Tables, Data Types, Constraints; Simple SELECT, INSERT,
UPDATE, DELETE Statements; Complex SELECT Queries, including Joins and Nested Queries;
Actions and Triggers; Views; Altering Schemas.
UNIT III
Relational Algebra: Definition of Algebra; Relations as Sets; Operations: SELECT PROJECT,
JOIN, etc. Normalization Theory and Functional Dependencies, 2NF, 3NF, BCNF, 4NF, 5NF;
UNIT IV
Indexing: Files, Blocks, and Records, Hashing; RAID; Replication; Single-Level and Multi-
Level Indexes; B-Trees and B+-Trees. Query Processing Translation of SQL into Query Plans;
Basics of Transactions, Concurrency and Recovery.
UNIT V
DATABASE PROGRAMMING Introduction: Embedded SQL; Dynamic SQL, JDBC; PHP and
MySQL, Object Relational Modeling: Hibernate, Active Record in Rails (ruby on Rails) - BIG DATA
Introduction; OLAP vs. OLTP; Map Reduce and Hadoop; Spark; Other Systems: HBase.
TEXT BOOKS
1. Elmasri and Navathe,” Fundamentals of Database Systems”. 7th Edition, Addison-Wesley,
1992.
55 | P a g e
REFERENCES
1. Raghu Ramakrishnan, Johannes Gehrke,” Database Management Systems”,McGraw Hill
Education.
2. A. Silberschatz, Henry. F. Korth, S. Sudarshan,” Data base System Concepts”, McGraw Hill
Education.
FURTHER READING
Title of the Paper Hours Credits

Course 5 4
Semester
Code DATABASE MANAGEMENT
IV
21BCS42C SYSTEMS
Course Level Outcome (CLO) CLO1 CLO2 CLO3 CLO4 CLO5 CLO6
Disciplinary
     
Knowledge
Communication
    
Skills 
Moral and Ethical

Reasoning     
Programme
Reflective
Learning     
Outcome Thinking 
(PLO) Problem Solving     

Scientific
 
Analytical
  
Team Work 
       

56 | P a g e
2021-2022 PYTHON PROGRAMMING IV 21BCS43C

onwards
1. Develop and Execute Simple Python programs.

2. Structure a Python program into functions.
3. Use Python lists, tuples to represent compound data
4. Develop Python Programs for file processing
5. Provide Knowledge on File Processing and Exceptions
UNIT I
Introduction to Python, Python, Features of Python, Execution of a Python Program,
Writing Our First Python Program, Data types in Python, Python Interpreter and Interactive
Mode; Values and Types: int, float, Boolean, string, and list; Variables, Expressions,
Statements, Tuple Assignment, Precedence of Operators, Comments; Modules and Functions,
Function Definition and use, Flow of Execution, Parameters and Arguments.
UNIT II
Operators in Python, Input and Output, Control Statements. Boolean Values and
operators, Conditional (if), Alternative (if-else), Chained Conditional (if-elif-else); Iteration:
state, while, for, break, continue, pass. Functions: Introduction- Built-in function -Function
Composition- User-defined functions- Parameters – function calls- Return Values- Local and
Global Scope-Recursion-anonymous function. Illustrative Programs: Square Root, gcd,
Exponentiation and factorial of a given no n.
UNIT III
Arrays in Python, Strings and Characters. Strings: String Slices, Immutability, String
Functions and Methods, String Module; Lists as Arrays. Illustrative Programs: Sum an Array of
Numbers, Linear Search, Binary Search.
UNIT IV
Lists: List Operations, List Slices, List Methods, List Loop, Mutability, Aliasing,
Cloning Lists, List Parameters, Advanced List Processing - List Comprehension. Tuples:
Creating tuples-accessing values in tuples-tuples are mutable-Tuple Assignment, Tuple as
Return Value-Tuple Operations-Built-in tuple function. Dictionaries: Operations and Methods,
Illustrative Programs: Bubble Sort.
UNIT V
Files and Exception: Text Files, Reading and Writing Files, Exceptions: Introduction-
exception with arguments-User-Defined Exceptions. Illustrative Programs: Word Count, Copy
File.
57 | P a g e
TEXT BOOKS
1. E. Balagurusamy,” Introduction to computing and problem solving using python”, McGraw
Hill India, 2016.
REFERENCES
1. Mark Lutz,” Learning Python”.
2. Tony Gaddis, “Starting Out With Python”.
3. Kenneth A. Lambert, “Fundamentals of Python”.
4. James Payne, “Beginning Python using Python 2.6 and Python 3”.
FURTHER READING
Course Title of the Paper Hours Credits

Semester Code 5 4
21BCS43C
PYTHON
IV PROGRAMMING
Disciplinary
    
Knowledge
Communication
   
Skills 
   
Moral and Ethical
Programme 
Learning
Outcome (PLO) Reflective Thinking    

 
Scientific Reasoning 
   
Analytical
Reasoning  
   
Team Work 
     

58 | P a g e
YEAR SUBJECT TITLE SEM SUBJECT CODE
2021-2022 PYTHON PROGRAMMING LAB IV 21BCS44P

onwards
1. Develop and Execute Simple Python programs.

2. Differentiate types of operations in Python.
3. Use Python lists, tuples to represent compound data
4. Demonstrate working with dictionaries in python
5. Develop Python Programs for file processing
1. Write a program to demonstrate different number data types in Python.
2. Write a program to perform different Arithmetic Operations on numbers in Python.
3. Write a program to create, concatenate and print a string and accessing substring
from a given string.
4. Write a program to check given string is palindrome or not.
5. Write a program to create, append, and remove lists in python.
6. Write a program to arrange a numbers in ascending order.
7. Find Mean, Median, Mode of a list of numbers.
8. Write a program to demonstrate working with tuples in python.
9. Write a program to demonstrate working with dictionaries in python.
10. Write a python program to find largest of three numbers.
11. Write a Python program to construct the following pattern, using a nested for loop
*
**
***
****
*****
****
***
**
*
12. Write a Python script that prints n prime numbers.
59 | P a g e
13. Write a python program to define a module to find Fibonacci Numbers and
import the Module to another program.
14. Write a program to demonstrate working with text file in python.

IV 21BCS44P 3 3
PYTHON
PROGRAMMING LAB
Disciplinary
    
Knowledge
Communication Skills     
Critical Thinking  
Programme   
Learning Reflective Thinking    
Outcome 
(PLO) Problem Solving    

Scientific Reasoning 
   
Analytical Reasoning  
   
Team Work
     
 
60 | P a g e
2021-2022 DBMS LAB (SQL) IV 21BCS45P

onwards
1. Explain basic database concepts, applications, data models, schemas and

instances.
2. Demonstrate the use of constraints and relational algebra operations.
3. Describe the basics of SQL and construct queries using SQL.
4. Examine the importance of normalization in databases.
5. Design a commercial relational database system (MyAccess/MySQL) by
writing SQL using the system.
Students are required to practice the concepts learnt in the theory by designing and querying
a database for a chosen organization (Like Library, Transport etc). The teacher may devise
appropriate weekly lab assignments to help students practice the designing, querying a
database in the context of example database. Some indicative list of experiments is given
below.
Experiment 1: E-R Model
Analyze the organization and identify the entities, attributes and relationships in it. Identify
the primary keys for all the entities. Identify the other keys like candidate keys, partial keys,
if any.
Experiment 2: Concept design with E-R Model
Relate the entities appropriately. Apply cardinalities for each relationship. Identify strong
entities and weak entities (if any).
Experiment 3: Relational Model
Represent all the entities (Strong, Weak) in tabular fashion. Represent relationships in a
tabular fashion.
Experiment 4: Normalization
Apply the First, Second and Third Normalization levels on the database designed for the
Organization
Experiment 5: Installation of MySQL and practicing DDL commands
61 | P a g e
Installation of MySql. Creating databases, how to create tables, altering the database,
dropping tables and databases if not required. Try truncate, rename commands etc.
Experiment 6: Practicing DML commands on the Database created for the

example Organization
DML commands are used to for managing data within schema objects. Some examples:
● SELECT - retrieve data from the a database

● INSERT - insert data into a table
● UPDATE - updates existing data within a table
● DELETE - deletes all records from a table, the space for the records
remain
Experiment 7: Querying
Practice queries (along with sub queries) involving ANY, ALL, IN, Exists, NOT
EXISTS, UNION, INTERSECT, Constraints etc.
Experiment 8 and Experiment 9: Querying (continued…)
Practice queries using Aggregate functions (COUNT, SUM, AVG, and MAX
and MIN), GROUP BY, HAVING and Creation and dropping of Views.
Experiment 10: Triggers
Work on Triggers. Creation of, insert trigger, delete trigger, update trigger. Practice
triggers using the above database.
Note: MyAccess/MySQL may be used.
The following concepts must be introduced to the students:
DDL Commands
 Create table, alter table, drop table
DML Commands
 Select , update, delete, insert statements
 Condition specification using Boolean and comparison operators (and, or,
not,=,<>,>,<,>=,<=)
 Arithmetic operators and aggregate functions(Count, sum, avg, Min, Max)
 Multiple table queries (join on different and same tables)
 Nested select statements
 Set manipulation using (any, in, contains, all, not in, not contains, exists, not
exists, union, intersect, minus, etc.)
 Categorization using group by having
 Arranging using order by
62 | P a g e
Relational Database Schema - COMPANY
Questions to be performed on above schema
1. Create tables with relevant foreign key constraints.

2. Populate the tables with data.
3. Perform the following queries on the database:

a. Display all the details of all employees working in the company.
b. Display ssn, lname, fname, address of employees who work in department no7.
c. Retrieve the birth date and address of the employee whose name is
'Franklin T. Wong'
d. Retrieve the name and salary of every employee.
e. Retrieve all distinct salary values.
f. Retrieve all employee names whose address is in‘Bellaire’.

g. Retrieve all employees who were born during the1950s.
63 | P a g e
h. Retrieve all employees in department 5 whose salary is between
50,000and 60,000(inclusive)
i. Retrieve the names of all employees who do not have supervisors.
j. Retrieve SSN and department name for all employees.

IV 21BCS45P DBMS LAB (SQL) 2 2
Disciplinary
    
Knowledge
Communication
    
Skills
  
Reflective
Programme    
Learning Thinking 
Outcome (PLO) Problem Solving    

Scientific
  
Reasoning  
Analytical

Reasoning  
  
   

64 | P a g e
2021-2022 DATA ANALYTICS WITH R IV 21BCS47S

ONWARDS
1. Discuss the data analytics, Statistical model for data analytics.

2. Explain basics of R Programming language.
3. Demonstrate Data visualization using R.
4. Apply statistical techniques using R Programming for data analytics and decision
making.
5. Interpret Reinforcement.
UNIT I
Introduction to Data Analysis: Overview of Data Analytics, Need of Data
Analytics, Nature of Data-Classification of Data: Structured, Semi-Structured, Unstructured-
Characteristics of Data-Applications of Data Analytics.
UNIT II
R Programming Basics: Overview of R programming, Environment setup with R
Studio-R Commands- Variables and Data Types, Control Structures-Array, Matrix, Vectors,
Factors, Functions- R packages.
UNIT III
Data Visualization using R: Reading and getting data into R (External Data):Using
CSV files, XML files, Web Data, JSON files, Databases, Excel files.
Working with R Charts and Graphs: Histograms, Box plots, Bar Charts, Line Graphs,
Scatter plots, Pie Charts.
UNIT IV
Statistics with R: Random Forest, Decision Tree, Normal and Binomial distributions,
Time Series Analysis, Linear and Multiple Regression, Logistic Regression, Survival
Analysis.
UNIT V
Prescriptive Analytics: Creating data for analytics through designed experiments,
creating data for analytics through active learning, Creating data for analytics through
reinforcement learning.
65 | P a g e
TEXT BOOK
1. W. N. Venables, D.M. Smith and the R Development Core Team ,”An Introduction to R,
Notes on R: A Programming Environment for Data Analysis and Graphics”, Version
3.0.1(2013-05-16). URL: https://cran.r-project.org/doc/manuals/r-release/R-intro.pdf
REFERENCES
1. Jared P Lander, R for everyone, “Advanced analytics and graphics”, Pearson Education,
2013.
2. Dunlop, Dorothy D., and Ajit C. Tamhane,” Statistics and data analysis: from elementary
to intermediate”, Prentice Hall, 2000.
3. G Casella and R.L. Berger, “Statistical Inference”, Thomson Learning, 2002.
FURTHER READING
2. Anthony Fischetti, “Data Analysis with R: Load, wrangle, and analyze your data using
the world's most powerful statistical programming language”, PACKT Publishing, 1
January, 2015.

IV 21BCS47S Data Analytics with R 4 3
Disciplinary
    
Knowledge
Problem Solving  
  
Scientific
  
Information
Programme  
Literacy      
Learning
Outcome Analytical
(PLO)   
Self-directed

Learning      

Team Work      
 
Research Related
skills         
66 | P a g e
2021-2022 OPERATING SYSTEMS V 21BCS51C

onwards
1. Outline operating system, Process concepts and Deadlock concepts.

2. Discuss Real Storage Management.
3. Explain the concepts of Virtual Storage Management and Job and processor
scheduling
4. Demonstrate Distributed Computing and disk performance optimization.
5. Infer File and Database systems.
UNIT I
INTRODUCTION AND PROCESS CONCEPTS: what is an Operating System?
Definition of process – process states – process state transition – interrupt processing –
mutual exclusion – semaphores – deadlock and indefinite postponement.
UNIT II
STORAGE MANAGEMENT: REAL STORAGE – storage organization,
management and hierarchy - storage management strategies – contiguous Vs non-contiguous
storage allocation – single user contiguous storage allocation – fixed partition
multiprogramming – variable partition multiprogramming – multiprogramming with storages
wrapping.
UNIT III
VIRTUAL STORAGE MANAGEMENT: Introduction - Virtual storage
management strategies – page replacement strategies –working sets – demand paging – page
size. PROCESSOR MANAGEMENT: JOB AND PROCESSOR SCHEDULING:
Scheduling Objectives-Preemptive non-preemptive scheduling – priorities – deadline
scheduling – FIFO – RR – SJF – SRT – HRN.
UNIT IV
DISTRIBUTED COMPUTING: Classification of sequential and parallel processing
- pipelining –vector processing - array processors – dataflow computers – multiprocessors –
fault tolerance. AUXILIARY STORAGE MANAGEMENT: DISK PERFORMANCE
OPTIMIZATION: Operation of moving head disk storage – need for disk scheduling – seek
optimization – FCFS – SSTF – SCAN – RAM disks – optical disks.
UNIT V
FILE AND DATABASE SYSTEMS: File system – functions – organization –
allocating and freeing space – file descriptor – access control matrix – backup and recovery –
file servers – distributed file system.
TEXT BOOK
1. H.M.Deitel., “Operating Systems”, 2nd Edition, Pearson Education Publ., 2004.
67 | P a g e
REFERENCES
1. Achyut S Godbole, “Operating Systems”, TMH Publ., 2002.
2. Andrew S. Tanenbaum, “Modern Operating Systems”,4th Edition, Pearson Prentice Hall
of India, 2014.
3. Abraham Silberschatz, Peter B. Galvin and Greg Gagne, “Operating System Concepts”,
Ninth Edition, John Wiley and Sons Inc, 2012.
FURTHER READING

V 21BCS51C OPERATING 6 5
SYSTEMS
Disciplinary
    
Knowledge
Communication
    
Skills
Moral and Ethical

  
Reasoning  
Programme
Reflective
Learning     
Thinking
Outcome
(PLO) Problem Solving    

Scientific
   
Reasoning 
Analytical
Reasoning  
   
Team Work 
 
68 | P a g e
2021-2022
COMPUTER NETWORKS
onwards V 21BCS52C
1. Distinguish the structure of Data Communications System and its

components and different network terminologies.
2. Demonstrate contemporary issues in network technologies.
3. Discuss the layered model approach explained in OSI and TCP/IP network
models
4. Identify different types of network devices and their functions within a
network.
5. Explain routing mechanisms, IP addressing scheme and internetworking
concepts.
6. Analyze IP and TCP Internet protocols.
7. Outline major concepts involved in design of WAN, LAN and wireless
networks.
8. Infer network configuration and maintenance.
9. Examine the fundamentals of network security issues.
UNIT I
Introduction to Computer Networks and Networking Elements: Network
Definition, Network Topologies, Network Classifications, Network Protocol, Layered
Network Architecture, Overview of OSI Reference Model, Overview of TCP/IP
Protocol Suite, Hub, Switch (Managed and Unmanaged), Routers
UNIT II
Data Communication Fundamentals and Techniques : Analog and Digital Signal,
Data-Rate Limits, Digital to Digital Line Encoding Schemes, Pulse Code Modulation,
Parallel and Serial Transmission, Digital to Analog Modulation - Multiplexing
Techniques- FDM, TDM, Transmission Media.
UNIT III
Networks Switching Techniques and Access Mechanisms : Circuit Switching,
Packet Switching- Connectionless Datagram Switching, Connection- Oriented Virtual
Circuit Switching; Dial-Up Modems, Digital Subscriber Line, Cable TV for Data
Transfer.
UNIT IV
Data Link Layer Functions and Protocol: Error Detection and Error Correction
Techniques, Data-Link Control- Framing and Flow Control, Error Recovery Protocols-
Stop, Go-Back-N, Point to Point Protocol on Internet.
69 | P a g e
UNIT V
Multiple Access Protocol and Network Layer: Repeaters, Hubs, Switches,
Bridges, Router and Gateways, Networks Layer Functions and Protocols. Routing,
Routing Algorithms, Network Layer Protocol of Internet - IP Protocol, Internet Control
Protocols. Transport Layer and Application Layer Functions and Protocols-Transport
Services- Error and Flow Control, Connection Establishment and Release- Three Way
Handshake, Overview of Application Layer Protocol, Overview of WWW &HTTP
Protocol.
TEXT BOOKS
1. W. Stallings, “Data and Computer Communications”, 7th Edition, Prentice Hall,
2004.
2. W. Richard Stevens, “TCP/IP Illustrated”, Volume 1, Addison-Wesley.
REFERENCES
1. A. Forouzan, “Data Communications and Networking”, Fourth edition, THM
Publishing Company Ltd., 2007.
2. A.S. Tanenbaum, “Computer Networks”, Fourth edition, PHI Pvt. Ltd., 2002.
FURTHER READING
70 | P a g e
Semester Course Title of the Paper Hours Credits
V Code 6 5
21BCS52C COMPUTER NETWORKS
CL
Course Level Outcome (CLO) CLO2 CLO3 CLO4 CLO5 CLO6 CLO7 CLO8 CLO9
O1
Disciplinary
        
Knowledge
Communication
        
Skills
Critical Thinking
        
Moral and Ethical
     
Learning
Reflective
Outcome         
Thinking
(PLO)
Problem Solving        

Scientific
    
Analytical
  
Reasoning      
Team Work    
         
71 | P a g e
2021-2022 INTERNET TECHNOLOGIES V 21BCS53C

onwards
1. Create a basic website using HTML and Cascading Style Sheets.

2. Design and implement dynamic web page with validation using JavaScript objects
and by applying different event handling mechanisms.
3. Create rich client presentation using AJAX.
4. Design and implement simple web page in PHP, and to present data in XML format.
5. Develop front end web page and connect to the back end databases
UNIT I
Markup Language (HTML5): Basics of Html -Syntax and tags of HTML-
Introduction to HTML5 - Semantic/Structural Elements -HTML5 style Guide and Coding
Convention– HTML SVG and Canvas – HTML API‟ s - Audio & Video - Drag/Drop -
Local Storage - Web socket API– Debugging and validating HTML.
UNIT II
Cascading Style Sheet (CSS3): The need for CSS – Basic syntax and structure
Inline Styles Embedding Style Sheets - Linking External Style Sheets - Introduction to
CSS3 – Backgrounds - Manipulating text - Margins and Padding - Positioning using CSS
-Responsive Web Design.
UNIT III
Introduction to JavaScript: Core JavaScript - Client-Side JavaScript - Lexical
Structure: Character Set - Comments - Literals Identifiers and Reserved Words Optional
Semicolons types, values, and variables - Expressions and Operators.
Statements: Expression Statements - Compound and Empty Statements - Declaration
Statements Conditionals - Loops - Jumps -Objects - Creating Objects - Querying and
Setting Properties -Deleting Properties -Testing Properties - Enumerating Properties -
Object Attributes - Object Methods Arrays: Creating Arrays - Reading and Writing Array
Elements - Adding and Deleting Array Elements - Iterating Arrays
UNIT IV
Functions: Defining Functions -Invoking Functions - Function Arguments and
Parameters-Functions As Values - Functions As Namespaces - Closures - Function
Properties, Methods, and Constructor - Functional Programming - Classes and
Prototypes : Classes and Constructors - Java-Style Classes in JavaScript - Augmenting
Classes - Classes and Types - Object-Oriented Techniques in JavaScript - Subclasses –
Modules- JavaScript in Web Browsers: Client-Side JavaScript - Embedding JavaScript
in HTML.
72 | P a g e
UNIT V
Window Object: Timers - Browser Location and Navigation – Browsing History -

Browser and Screen Information – Dialog Boxes.
Scripting Documents: Overview of the DOM - Selecting Document Elements -
Document Structure and Traversal - Attributes - Element Content - Creating, Inserting, and
Deleting Nodes- Generating a Table of Contents.
Scripting CSS: Overview of CSS - Important CSS Properties - Scripting Inline
Styles - Querying Computed Styles - Scripting CSS Classes - Scripting Style sheets
TEXT BOOKS
1. Thomas A. Powell, “HTML & CSS: The Complete Reference”, Fifth Edition, 2010
2. David Flanagan, “JavaScript: The Definitive Guide”, Sixth Edition, O'Reilly Media,
2011.
REFERENCES
1. Harvey & Paul Deitel & Associates, Harvey Deitel and Abbey Deitel, “Internet and
World Wide Web - How to Program”, Fifth Edition, Pearson Education, 2011.
2. James Lee, Brent Ware, “Open Source Development with LAMP: Using Linux,
Apache, MySQL, Perl, and PHP”, Addison Wesley, Pearson, 2009.
3. Thomas A Powell, Fritz Schneider, “JavaScript: The Complete Reference”, Third
Edition, Tata McGraw Hill, 2013.
4. Thomas A Powell, “Ajax: The Complete Reference”, McGraw Hill, 2008.
FURTHER READING
73 | P a g e
V 21BCS53C INTERNET 6 5
TECHNOLOGIES
Disciplinary
    
Knowledge
Communication
    
Skills
   
Moral and Ethical
   
Programme Reasoning 
Learning
Reflective
Outcome     
Thinking
(PLO)

Scientific
  
Reasoning  
Analytical
  
Reasoning  
Team Work
         
74 | P a g e
YEAR SUBJECT TITLE SEM SUBJECT CODE
2021-2022 INTERNET TECHNOLOGIES V 21BCS54P

LAB
onwards
1. Demonstrate Internet technology with web development using tools like HTML,
CSS and JavaScript.
2. Create a web page which includes form design and frame.
3. Display the content in Table.
4. Create a Basic CSS file to style a HTML Document.
5. Develop different types of CSS Files to Design a HTML Document.
6. Discuss the Script Language to develop a webpage.
HTML
1. Write a HTML program for creation of web site with forms, frames, links etc.
2. Design a web site using HTML and DHTML. Use basic text formatting and image tags
3. Create a personal website using HTML and DHTML
4. Write a HTML program to display a traditional newspaper with the use of table tags
CSS 3.0
1. Implement a CSS programs describing layers, inline, internal and external style sheets
2. Develop a webpage using CSS to set the background color, font, and paragraph
3. Develop a webpage using external CSS to import classes for various HTML tags (Use
link and import)
4. Develop a webpage in various styles using CSS
Java Script
1. Develop a web page to validate the registration, user login, user profile and payment by
credit card pages using JavaScript by importing a .js file
2. Develop a web page to count the number of words and number of vowels in a passage
3. Develop a web page to display a digital clock at the status bar using JavaScript
4. Develop a tool tip text (for form validation) for a webpage
75 | P a g e
V 21BCS54P INTERNET 3 2
TECHNOLOGIES LAB
Disciplinary
     
Knowledge
Communication
     
Skills
    
Moral and Ethical
   
Programme Reasoning  
Learning
Reflective
Outcome      
Thinking
(PLO)
Problem Solving     

Scientific

Analytical
  
Team Work  
       
76 | P a g e
2021-2022 LINUX SHELL V 21BCS55P

PROGRAMMING LAB
ONWARDS
Describe the basics of Linux Operating System
1. Create programs in the Linux environment using Linux utilities and commands.
2. Demonstrate Linux shell commands to write own shell scripts.
3. Develop applications using shell programming.
4. Develop Linux utilities to perform File processing, Directory handling and User
Management
5. Develop shell scripts using pipes, redirection, filters, Pipes and display system
configuration
6. Develop simple shell scripts applicable to file access permission network administration
7. Apply and change the ownership and file permissions using advance Unix commands.
8. Create shell scripts for real time applications.
List of Programs
1. Write a shell script to stimulate the file commands: rm, cp, cat, mv, cmp, wc, split, diff.
2. Write a shell script to generate factorial of n numbers.
3. Write a Shell Script to implement the following: pipes, Redirection and tee commands.
4. Write a shell script for displaying current date, user name, file listing and directories by
getting user choice.
5. Write a shell script to implement the filter commands.
6. Write a shell script to remove the files which has file size as zero bytes.
7. Write a shell script to find the sum of the individual digits of a given number.
8. Write a shell script to find the greatest among the given set of numbers using command
line arguments.
9. Write a shell script for palindrome checking.
10. Write a shell script to print the multiplication table of the given argument using for loop
11. Write a shell script for Sorting numbers/Names
12. Write a Shell script to find out whether the given number is odd or even.
77 | P a g e
V 21BCS55P LINUX SHELL PROGRAMMING 2 2
LAB
CLO CLO CLO

1 2 3
Disciplinary
        
Knowledge
Communication
       
Skills 
Moral and
Ethical      
Programme
Learning Reflective
      
Outcome Thinking  
(PLO)
Problem Solving        

Scientific
     
Analytical
 
Reasoning       
Team Work   
           
78 | P a g e
2021-2022 COMPUTER GRAPHICS V 21BCS56S
onwards
1. Recall the concepts and relevant mathematics of computer graphics.

2. Use various algorithms to scan, convert the basic geometrical Primitives,
transformations, area filling, clipping.
3. Describe the importance of viewing and projections.
4. Design basic graphics application programs.
5. Demonstrate fundamentals of animation and Virtual reality technologies
6. Design applications that display graphic images to given specifications.
7. Create a typical graphics pipeline.
UNIT I
Introduction to computer graphics: Brief Survey of Computer Graphics – Graphics
Systems: Video Display Devices – Types –Raster-Scan Systems and Random-Scan Systems
– Input Devices –Hard-Copy Devices – Graphics Software.
UNIT II
Output primitives and their attributes Line-Drawing (DDA and Bresenham’s)
Algorithms – Circle-Generating (Midpoint) Algorithm –Area-Filling (Boundary-Fill and
Flood-Fill) Algorithms - Line Attributes - Color and Grey scale Levels – Character
Attributes.
UNIT III
Two-dimensional transformations and viewing: Basic Transformations - Matrix
Representations and Homogeneous Coordinates – Composite Transformations - Other
Transformations –Window-to- Viewport Coordinate Transformation.
UNIT IV
Three-Dimensional Transformations: Translation- Rotation- Scaling - Other
Transformations. Three-dimensional viewing: Viewing Pipeline and Coordinates -
Transformation from World to Viewing Coordinates – Projections – Parallel Projection-
Perspective Projection.
UNIT V
Visible Surface Detection Methods: Back-Face Detection, Depth Buffer, Scan line,
BSP-Tree Method. Computer Animation: Design of Animation sequence, General Computer
Animation Functions key Frame Animation, Animation Sequence, Motion Control methods,
Morphing, Warping (only Mesh Warping).
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TEXT BOOK
1. D. Hearn and M.P. Baker, “Computer Graphics”, 2nd Edition, Pearson Education, Prentice
Hall, 2005.
REFERENCES
1. S. Harrington, “Computer Graphics”, 2nd Edition, Tata McGraw-Hill Book Co., 1987
2. Foley, Van Dam, Feiner and Hughes, “Computer Graphics Principles & practice”, Pearson
Education.
FURTHER READING

V 21BCS56S COMPUTER 4 3
GRAPHICS
Course Level Outcome (CLO) CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 CLO7
Disciplinary
      
Knowledge
Moral and
Ethical       
Reasoning
Problem
     
Solving 
Programme
Information
Learning      
Outcome Literacy 
(PLO) Analytical
      
Reasoning
Self-directed
     
Learning 
       
Research
  
Related skills      

80 | P a g e
2021-2022 Non-Major Elective - Paper-I
V 21BCS5EL
Onwards OFFICE AUTOMATION TOOLS

1. Save Manpower: Automation aims at saving manpower. It eases the process of work
and thereby reduces work load of employees.
2. Save Time: Office automation enables promptness. The work that would take hours
can be done in no time with the aid of machines.
3. Maintain Accuracy: As the task to be performed is planned well ahead in advance in

the form of programmed schedules, automation enables completion of work with
accuracy.
4. Eliminate Monotony: In case of routine or repetitive job the data which is already
feed in the system can be retrieved instead of typing again and again. Repetitive
processes may sometimes lead to monotony and office machines eliminate the
monotony of these repetitive processes.
5. Add security: Automation also minimizes the chances of fraud in office work.
6. Storage of Facts and Data: Once the data entered in the computers, can be stored
forever. At a time it can store large volume of facts and data for future reference.
7. Enhance the productivity through Automation.
8. Automation eliminates heavy physical labour. The employees have to work less which
in turn increases their job satisfaction.
9. Improves the quality of decision making in business through Automation. Computers

have become indispensable in certain industries like defense, airlines, insurance, etc.
Introduction to open office/MS office/Libre office
Word Processing: Formatting Text, Pages, Lists, Tables
Spreadsheets: Worksheets, formatting data, creating charts and graphs, using formulas and
functions, macros, Pivot Table (6L)
Presentation Tools: Adding and formatting text, pictures, graphic objects, including charts,
objects, formatting slides, notes, hand-outs, slide shows, using transitions, animations (4L)
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TEXT BOOKS
1. Sushila Madan, Introduction to Essential tools, JBA,2009.
2. Anita Goel, Computer Fundamentals, Pearson, 2012
Practical List for WORD:
1. Create a telephone directory.
 The heading should be 16-point Arial Font in bold
 The rest of the document should use 10-point font size
 Other headings should use 10-point Courier New Font.
 The footer should show the page number as well as the date last updated.
2. Design a time-table form for your college.
 The first line should mention the name of the college in 16-point Arial Font and
should be bold.
 The second line should give the course name/teacher’s name and the department
in 14-point Arial.
 Leave a gap of 12-points.
 The rest of the document should use 10-point Times New Roman font.
 The footer should contain your specifications as the designer and date of creation.
3. Create the following one-page document.
a. Compose a note inviting friends to a get-together at your house, including a list of

things to bring with them.
b. Design a certificate in landscape orientation with a border around the document.
4. Create the following document: A newsletter with a headline and 2 columns in portrait
orientation, including at least one image surrounded by text.
5. Convert following text to a table, using comma as delimiter
82 | P a g e
Type the following as shown (do not bold).
Color, Style, Item
Blue, A980, Van
Red, X023, Car
Green, YL724, Truck
Name, Age, Sex
Bob, 23, M
Linda, 46, F
Tom, 29, M
6. Prepare a grocery list having four columns (Serial number, the name of the product,
quantity and price) for the month of April, 06.
 Font specifications for Title (Grocery List): 14-point Arial font in bold and italics.
 The headings of the columns should be in 12-point and bold.
 The rest of the document should be in 10-point Times New Roman.
 Leave a gap of 12-points after the title.
7. XYZ Publications plans to release a new book designed as per your syllabus. Design the
first page of the book as per the given specifications.
a. The title of the book should appear in bold using 20-point Arial font.
b. The name of the author and his qualifications should be in the center of the page
in 16-point Arial font.
c. At the bottom of the document should be the name of the publisher and address in
16-point Times New Roman.
d. The details of the offices of the publisher (only location) should appear in the
footer.
8. Create the following one-page document.
a. Design a Garage Sale sign.
b. Make a sign outlining your rules for your bedroom at home, using a numbered list.
9. Enter the following data into a table given on the next page.
83 | P a g e
Salesperson Dolls Trucks Puzzles
Amit 1327 1423 1193
Shivi 1421 3863 2934
Om 5214 3247 5467
Ananya 2190 1278 1928
Anupama 1201 2528 1203
Maharshi 4098 3079 2067
Add a column Region (values: S, N, N, S, S, S) between the Salesperson and Dolls columns
to the given table Sort your table data by Region and within Region by Salesperson in
ascending order:
Q1. Create a student worksheet containing roll numbers, names and total marks. Open a
document in Word and insert the excel worksheet using: -
i) Copy/Paste
ii) Embedding
iii) Linking
Q2. The term wise marks for APS class of 20 students are stored in 3 separate sheets named
term1, term2 and term3. Create 4th worksheet that contains student names and their total and
average marks for the entire year. Give proper headings using headers. Make the column
headings bold and italic. The 4th worksheet should contain college name as the first line.
Make it bold, italic and center it.
Q3. Using a simple pendulum, plot 1-T and 1-T2 graph.
I t1 t2 t3 Mean(t) T=t/20 T2
70
80
90
Q4. Consider the following employee worksheet
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Full Name Grade Basic HRA PF Gross Net (VA)
(First Last) 1/2/3 Salary Vehicle
Allowance
HRA is calculated as follows:

Grade HRA % (of Basic)
1 40%
2 35%
3 30%
Gross = Basic + HRA + VA
Net = Gross –PF
PF is 8% for all Grades
VA is 15000, 10000 and 7000 for Grades 1, 2 and 3.
i.
Find max, min and average salary of employees in respective Grade
ii.
Count no. of people where VA > HRA
iii.
Find out most frequently occurring grade.
iv.Extract records where employee name starts with “A” has HRA > 10000
v.Print Grade wise report of all employees with subtotals of net salary and also grand
totals. Use subtotal command.
vi. Extract records where Grade is 1 or 2 and salary is between 10000 and 20000 both
inclusive.
Q5. In a meeting of a marketing department of an organization it has been decided that
price of selling an item is fixed at Rs. 40. It was resolved to increases the sell of more of
more items and getting the profit of Rs40,000/. Use Goal Seek of find out how many items
you will have to sell to meet your profit figure.
Q6. To study the variation in volume with pressure for a sample of an air at constant
temperature by plotting a graph for P – V and P-I/V. Sample observations are:-
Pressure(P) Volume(V) I/V PV P/V
75 20
78.9 19
83.3 18
88.2 17
85 | P a g e
Q7. Plot the chart for marks obtained by the students (out of 5) vs. frequency (total number
of students in class is 50).
Q8. Create the following worksheet(s) containing a year wise sale figure of five salesmen
in
Salesman 2002 2003 2004 2005
MOHAN 10000 12000 20000 50000
MITRA 15000 18000 50000 60000
SHIKHA 20000 22000 70000 70000
ROHIT 30000 30000 100000 80000
MANGLA 40000 45000 125000 90000
Apply the following Mathematical & Statistical functions:
I. Calculate the commission for each salesman under the condition:

a. If total sales are greater than Rs. 3, 00,000/-, then commission is 10% of total
sale made by the salesman.
b. Otherwise, 4% of total sale.
II. Calculate the maximum sale made by each salesman.
III. Calculate the maximum sale made in each year.
IV. Calculate the minimum sale made by each salesman.
V. Calculate the minimum sale made in each year.
VI. Count the no. of sales persons.
VII. Calculate the cube of sales made by Mohan in the year 2002.
VIII. Find the difference in sales by salesman Mitra between the year 2002 and 2003. Find
the absolute value of difference.
IX. Also calculate the Mode, Stddev, Variance, Median for the sale made by each
salesman.
X. Calculate the year wise Correlation coefficient between the sales man Mohan and
Mitra year wise
Q9. The following table gives a year wise sale figure of five salesmen in Rs.
Salesman 2000 2001 2002 2003
S1 10000 12000 20000 50000

S2 15000 18000 50000 60000
S3 20000 22000 70000 70000
S4 30000 30000 100000 80000
S5 40000 45000 125000 90000
86 | P a g e
I. Calculatetotal sale year wise.
II. Calculatethe net sales made by each salesman
III. Calculatethe commission for each salesman under the condition:
a. If total sale is greater than Rs. 4, 00,000/-, then commission is 5% of total sale
made by the salesman.
IV. Otherwise, 2% of total sale.
V. Calculate the maximum sale made by each salesman.
VI. Calculate the maximum sale made in each year.
VII. Draw a bar graph representing the sale made by each salesman.
VIII. Draw a pie graph representing the sale made by salesmen in year 2001.
Q10. Consider the following worksheet for APS 1st year students: -
S.No. Name PH CH BY MT CS Total % Grade

Marks
1
Grade is calculated as follows: -
If % >=90 Grade A
If % >=80 &<90 Grade B
If % >=70 &<80 Grade C

If % >=60 &<70 Grade D
Otherwise, students will be declared fail.

i. Calculate Grade using if function
ii. Sort the data according to total marks

iii. Apply filter to display the marks of the students having more than 65% marks.
iv. Draw a pie chart showing % marks scored in each subject by the topper of the class.
v. Draw the doughnut chart of the data as in (iv)
vi. Enter the S.No. of a student and find out the Grade of the student using VLOOKUP.
vii. Extract all records where name

a. Begins with “A”
b. Contains “A”
c. Ends with “A”
87 | P a g e
Practical List for Power Point:
1. Create five Power point slides. Each slide should support different format. In these
slides explain areas of applications of IT. Make slide transition time as 10 seconds.
2. Create five Power Point slides to give advantages/disadvantages of computer,
application of computers and logical structure of computer.
3. Create five Power Point slides detailing the process of internal assessment. It should
be a self-running demo.

V 21BCS5EL OFFICE 3 2
AUTOMATION
TOOLS
CLO CLO CLO CLO CLO CLO CLO CLO CLO
Course Level Outcome (CLO)
1 2 3 4 5 6 7 8 9
Disciplinary
        
Knowledge
Reflective Thinking       
 
Problem Solving       
 
Programme Information literacy         
Learning
Outcome Analytical
        
(PLO) Reasoning
Self-directed
        
learning
Team work         
Lifelong learning         
88 | P a g e
2021-2022 C# PROGRAMMING
VI 21BCS61C
Onwards
1. Explain the structure and model of the programming language C # (note).

2. Use the programming language C # for various programming technologies
(understanding).
3. Develop software in C # (application) .
4. Evaluate user requirements for software functionality required to decide whether the
programming language C # can meet user requirements (analysis).
5. Propose the use of certain technologies by implementing them in the C # programming
language to solve the given problem (synthesis).
6. Choose an engineering approach to solving problems, starting from the acquired
knowledge of programming and knowledge of operating systems. (Evaluation).
UNIT I
Introduction to C# - What is C# - Characteristics of C# - Applications of C# -
Differs C# and C++ - Differs C# and java.
Introduction to .net Framework – The .net Strategy – What is .net Framework – What
is CLR – Benefits of .net approach.
UNIT II
Overview of C# - Simple C# program - C# Program Structure – C# tokens –
Keywords – Identifiers – Literals – Variables – Data Types – Value Types – Punctuators –
Boxing and Un boxing.
Operators and Expressions in C# - Type Conversions – Operator Precedence and
Associativity - Math Functions in C#.
UNIT III
Branching and Looping – if statement – if-else-statement – Nesting If-else – Else if
Ladder – Switch statement - While statement – Do-while statement - for statement – for each
Statement.
Methods in C# - Declaring Methods – invoking Methods – nesting of methods – Pass
by value – Pass by reference – Methods Overloading.
UNIT IV
Handling Array – Array List – String – String Methods – Inserting String methods-
Substring Methods – Regular Expressions.
Class-object-inheritance – polymorphism – Abstract class –Abstract methods.
UNIT V
Creating Console applications – creating windows applications – Form Designing –
GUI components.
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TEXT BOOKS
1. E. Balagurusamy, “Programming in C# a primer”, 3rd Edition, Tata McGraw-Hill, 2010.
REFERENCES
1. R B Witaker,”C# player’s guide”.
2. Joel Murach, Anne Boehm, “Murach’s C#”, 2012.
FURTHER READING
1. Jon Skeet, “C# in Depth”, 4th Edition, 2019

VI 21BCS61C C# PROGRAMMING 6 6
Disciplinary
     
Knowledge
Communication
     
Skills
   
Moral and Ethical
 
Learning
Reflective
Outcome     
Thinking 
(PLO)
  
Scientific
  
Analytical

Team Work
    
90 | P a g e
2021-2022 ARTIFICIAL INTELLIGENCE AND
VI 21BCS62C
Onwards MACHINE LEARNING
1. Discuss the role of basic knowledge representation in AI.

2. Describe the modern view of AI as the study of agents that receive percepts from the
Environment and perform actions.
3. Demonstrate awareness of informed search and exploration methods.
4. Deduce the use of NLP applications.
5. Interpret the concept of machine learning and its types.
UNIT I
Hours Fundamentals of Artificial intelligence and Intelligent Agent What is AI? Acting
humanly: The Turing Test approach- Thinking humanly: The cognitive modeling approach-
Thinking rationally: The “laws of thought” approach-Acting rationally: The rational agent
approach- State of Art (Applications of AI) Agents and Environments the Concept of
Rationality the Nature of Environment the Structure of Agents. Case Study: Create a new
health care market with AI.
UNIT II
Problem Solving by searching Problem-Solving Agents Well defined problem and
solutions- Formulating problems- Example Problems Toy Problems-Searching for Solution
Uninformed Search Strategies Concept of BFS Concept of DFS- Depth-limited search-
Iterative deepening DFS- Bidirectional search- Informed (Heuristic) Search Strategies
Concept of Greedy BFS- A* search: Minimizing the total estimated solution cost- Case
Study: Applications of AI in transportation.
UNIT III
Natural language processing Language Models N-gram character models- N-gram word
models- Text classification by data compression- Information retrieval the page rank
algorithm- The HITS algorithm- Information extraction Finite state automata for information
extraction- Probabilistic model for information extraction- Examples: Applications of Natural
Language Processing. Case Study: Automated Voice Assistants, Chat bots.
UNIT IV
Machine Learning Machine Learning in the bigger picture Areas of machine learning
and grades for supervision Supervised Learning strategies - regression versus classification
Unsupervised problem solving-clustering.
UNIT V
Types of Machine Learning: Supervised, Unsupervised- Semi-Supervised Learning-
Reinforcement Learning- How Supervised Learning works. Why the model works on new
data. Case Study: Recommendation Based Systems, At Microsoft, AI is a Big, Big Deal.
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TEXT BOOKS
1. Stuart Russel, Peter Norvig,” Artificial Intelligence: A Modern Approach”, Third Edition,
Prentice Hall, 2010.
2. Claudio Delrieux, “Machine Learning for Developers”.
3. Andriy Burkov,” The Hundred-Page Machine Learning”.
REFERENCES
1. Rich and Knight,” Artificial Intelligence”, 2nd Edition.
2. Tom M Mitchell, “Machine Learning”.
3. Nils J. Nilsson,” Artificial Intelligence: A New Synthesis”.
4. Artificial Intelligence in the real world, The Economist Intelligence Briefing Paper, Wipro
[Case Study]
5. Getting Smarter by the day: How AI is elevating the performance of global companies.
[Case Study]
FURTHER READING

VI 21BCS62C ARTIFICIAL 6 6
INTELLIGENCE AND
MACHINE LEARNING
Disciplinary
    
Knowledge
Communication
    
Skills
  
Moral and Ethical
 
Learning
Reflective
Outcome    
Thinking 
(PLO)
 
Scientific
 
Analytical
  
Reasoning  
   
92 | P a g e
2021-2022 C# PROGRAMMING LAB
VI 21BCS63P
Onwards
1. Read, write, execute, and debug C# applications

2. Create variables and user defined data types
3. Infer the uses of different decision and control structures.
4. Create user-defined methods
5. Construct and manipulating arrays
6. Apply object-oriented programming techniques.
7. Infer the programming concept/logic using C#
8. Demonstrate the working of numerical concepts in C#.
9. Develop simple application in C#.
C# PROGRAMMING LAB
LIST OF PRACTICALS
1. Write a C# program to check given number is palindrome or not.
2. Write a C# program to check given number is prime or not.
3. Write a C# program to check given number is Armstrong or not.
4. Write a C# console application program to calculate the sum of digits in a given
number.
5. Write a C# console application program to print reverse a number.
6. Write a C# console application program to swap of TWO numbers without third
variable.
7. Write a C# console application program convert a decimal number to binary number.
8. Write a C# program to convert a decimal number to characters. (Ex. 1 converts to
ONE).
9. Write a C# program to print Floyd’s triangle using numbers.
1
111
11111
111111
1111111
10. Write a C# program to print Pascal triangle.
A
ABA
ABCBA
ABCDCBA
ABCDEDCBA
93 | P a g e
VI 21BCS63P C# PROGRAMMING LAB 3 3
Course Level Outcome (CLO) CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 CLO7 CLO8 CLO9
Disciplinary
        
Knowledge
Communication
        
Skills
Moral and
Programme
Ethical   
Learning      
Reasoning
Outcome
(PLO) Reflective
     
Thinking   
Problem
     
Solving   
   
    
94 | P a g e
2021-2022 OPEN SOURCE COMPUTING LAB
VI 21BCS64P
Onwards
1. Use open source tools like PHP and MySQL.

2. Create basic programs using PHP Concepts.
3. Apply In-built and create user defined function in PHP programming.
4. Design and develop a web site using form controls for presenting web based content.
5. Use cookies to store and receive data.
6. Create Session Variable and handle session.
List of Experiments:
1. Write a PHP program to validate the Textbox

2. Write a PHP program to draw different shapes
3. Write a PHP program to perform the string manipulation
4. Write a PHP program using MySQL table
5. Write a PHP program to perform user registration form using HTML tags
6. Write a PHP program to display date and time
7. Write a PHP program to check user login
8. Write a PHP program to create a college website
9. Write a PHP program for cookies and session scripts
10. Write a PHP program to perform file read, write, open and append operation.
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VI 21BCS64P OPEN SOURCE 2 2
COMPUTI NG LAB
Disciplinary
     
Knowledge
Communication
     
Skills
   
Moral and Ethical
  
Learning
Reflective
Outcome      
Thinking
(PLO)
 
Scientific
   
Reasoning  
Analytical
  
Team Work     
 
96 | P a g e
2021-2022 VI 21BCS66S
Onwards OPEN SOURCE COMPUTING
1. Create small programs using basic PHP concepts.

2. Apply In-Built and Create User defined functions in PHP programming.
3. Design and develop a Web site using form controls for presenting web based content.
4. Debug the Programs by applying concepts and error handling techniques of PHP.
5. Create dynamic Website/ Web based Applications, using PHP, MySQL database .
6. Demonstrate File and Database systems.
UNIT I
Introduction to PHP
Configuration of PHP, Apache Web Server, MySQL and Open Source -Relationship
between Apache, MySQL and PHP (AMP Module)-Installing PHP for (Windows, Wamp
server , XAMP server)--PHP Structure and Syntax -Creating PHP pages-Rules of PHP syntax
-Integrating HTML with PHP -Constants , Variables: Static and Global Variable -Conditional
Structure and Looping, PHP operators -Arrays, constructs -User Defined function, argument
function, variable function, Return function, default argument, variable length argument .
UNIT II
Working with In Built Functions
Variable Function: (gettype, settype, isset, strval, floatval, intval,print_r) -string
function: (Chr, ord, strtolower, strtoupeer, strlen, ltrim, rtrim, trim, substr, strcmp,
strcasecmp, ctrops, strops, stristr, str_replace, strrev, echo, print) - MATH functions: (Abs,
ceil, floor, round, fmod, min, max, pow, sqrt, rand) - Date function: (Date, getdate, setdate,
checkdate, time, mktime) - Array Function: (Count, list, in_array, current, next, previous,
end, each, sort, array_merge, array_reverse) - File function: (Fopen, fread, fwrite, fclose).
UNIT III
Working with data and forms
Reading data using Form Controls (Text Fields, Text Areas, Check Boxes, Radio
Buttons, List Boxes, Password Controls, Hidden Controls, Image Maps, File Uploads,
Buttons) -Submitting form values, using $_Get and $_Post Methods, $_REQUEST -
Accessing form inputs with Get/Post functions -Combining HTML and PHP codes together
on single page, Redirecting the user.
UNIT IV
Session, Cookies and Error Handling
Setting a cookie with PHP, deleting a cookie - Creating session cookie - Working
with the query string Creating query string - Session - Starting and Destroying session -
Working with session variables, Passing session IDs -Error Types in PHP -Exception
Handling in PHP.
UNIT V
Database Connectivity using MYSQL
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Concepts and Installation of MySQL-MySQL structure and syntax -Types of MySQL
tables and Storage engines - MySQL commands - Integration of PHP with MySQL -
Connection to the MySQL Database - Creating and Deleting MySQL database using PHP -
Updating, Inserting, deleting records in the MySQL database - Hosting Website (Using ‘C’
panel, Using FileZilla Software).
TEXT BOOK
1. VikramVaswani, “PHP: A Beginners guide”, Tata McGraw Hill, First edition, 2010.
REFERENCES
1. Matt Doyle, “Beginning PHP 5.3”, Wiley India pvt. Ltd, First edition, 2010.
2. Steve Suehring, Tim Converse, Joyce Park, “PHP 6 and MySQL 5”, Wiley India pvt.
Ltd., First edition, 2010. Anx. UCS (3 B.Sc. Computer Science) 2013Onwards.
FURTHER READING
1. Robin Nixon, “Learning PHP, MySQL, JavaScript, CSS & HTML5: A Step-by-Step
Guide to Creating Dynamic Websites”, 3 July, 2009.
2. Rasmus Lerdorf, “Programming PHP”, 2002.

VI Code OPEN SOURCE 5 5
21BCS66S COMPUTI NG
Disciplinary
     
Knowledge
Moral and
Ethical      
Reasoning
Problem Solving     

Scientific
     
Programme Reasoning
Learning
Information
Outcome   
Literacy      
(PLO)
Analytical
     
Reasoning
Self-directed
   
Learning   
Team Work 
     
 
Research
   
Related skills    
98 | P a g e
2021-2022 Non-Major Elective - Paper-II
VI 21BCS6EL
Onwards
INTRODUCTION TO WEB DESIGN
1. Infer basics of Web.

2. Demonstrate HTML Structure-tables-frames.
3. Interpret WWW Architecture and protocols.
4. Apply CSS rules to elements on the page (text, images, and hyperlinks) to change their
properties such as colour, font type, font size or border colour for example.
5. Discuss PHP Basic syntax for variable types and calculations.
UNIT I
INTRODUCTION: Basics of web- web page – web site – Internet Vs WWW-

Domain Names - Do’s and Don’ts of creating a web site - Choosing a web host and getting
your own website
UNIT II
HTML: Structure of HTML Program – Core Elements – Links and Addressing –
Images –Layout Design – Tables – Frames – Form
UNIT III
Internet Standards – Introduction to WWW – WWW Architecture – SMTP –
POP3 – File Transfer Protocol - Overview of HTTP, HTTP request – response ––
Generation of dynamic webpages.
UNIT IV:
CSS: Style sheet Basics – Adding Style to a Document – Creating Style Rules –
Fonts – Text Formatting – Padding, Margins & Borders – Colors and Backgrounds –
Tables – Element Positioning.
UNIT V:
Introduction of PHP: What is PHP? Advantages of PHP – An overview of PHP –
PHP Language structure: the building blocks of PHP –variables-Data types –typecasting –
operator and Expressions –Constants.
TEXT BOOKS
1. Bryan Pfaffenberger, Steven M Schafer, Chuck White and Bill Karow, “HTML,
XHTML, & CSS Bible”, Wiley Dream tech, New York, 2004.
2. Thomas A Powell, “HTML –The Complete Reference”, Tata McGraw Hill, New Delhi,
2006.
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REFERENCES
1. Eric A Meyer, “Cascading Style Sheets: The Definitive Guide”, O’Reilly Publications,
UK, 2000
2. Dick Oliver, Michael Morrison, “HTML and CSS”, Pearson Education,2006
3. Julie C. Meloni, “PHP, MYSQL and Apache”, Dorling Kindersley (India) Pvt Ltd,2005.
FURTHER READING
2. C. Xavier,” Web Technology and Design”, First edition, NEW AGE, 1 August, 2018.

VI Code NME: 3 2
21BCS6EL INTRODUCTION TO
WEB DESIGN
Disciplinary
    
Knowledge
Moral and Ethical

    
Reasoning
Reflective
    
Thinking
Problem Solving     
Programme
Learning
Information
Outcome     
literacy
(PLO)
Analytical
    
Reasoning
Self-directed
   
learning 
Team work   
 
Lifelong learning     
100 | P a g e
7. Teaching-Learning Methodologies
The teaching-learning process should be in-line with the course objective and
outcomes. Teaching has to ensure that the suggested outcomes are ensured for each course
and overall programme. Teaching-aids should be used wherever required to facilitate proper
and impactful learning. Blended learning is recommended with the use of MOOC platforms
and classroom teaching.
To meet the set objectives of the course and enable students achieve the expected
outcomes of the course the teaching-learning process should be appropriately chosen. Though
the teachers are best positioned to create innovative models suitable for teaching the course,
certain well accepted and widely tested processes are suggested to achieve the desired
outcomes
CLASSROOM TEACHING - Regular classroom and face to face teaching and tutorial scan
be primarily used for imparting theoretical foundations of Computer Science. Applications of
the same may be explained from time to time so that the student can appreciate the theory.
LABORATORY - Lab exercises in programming and usage of package / software tools

should be made mandatory and integral part. Opensource software/Packages should be
preferred over proprietary tools wherever available.
SEMINARS - Guest lectures and seminars involving industry experts and eminent teachers
should be arranged to help the students understand the practices in the industry and
developments in the field.
MOOCS - Teacher should choose appropriate lecture materials and videos on similar courses
available online through Massive Open Courses Online in the world wide web (such as
NPTEL) to provide good perspective of the course and use cases and promote blended
learning.
PROJECT - Wherever possible the laboratory assignments can be designed in the form of
a mini project. For example, the database course lab assignments can be designed to build a
complete system for library management. Similarly, summer/ Semester breaks can be
utilized for guiding students to develop live projects with industry orientation/ industry
problem. Teamwork work
101 | P a g e
1. ASSIGNMENTS - Home assignments should be designed to make student collect
information from various sources and solve unfamiliar problems and make
comparisons of solutions.
2. MAJOR PROJECT - The major project should be defined based on the student
proposals keeping in mind that opportunity to demonstrate the knowledge and skills
gained during the course. One-One mentoring support should be provided.
3. Simulation - Packages to provide simulated environments to teach various

components of networking and hardware working should be used wherever feasible.
102 | P a g e
8. Assessment Methods
The committee recommends that assessment should be viewed not only merely as a
testing by the institution to evaluate the students' progress, but also as a valuable tool for a
student to learn what is expected of him/her, where their level of knowledge and skill is
lacking, and perhaps most importantly, what he/she could do to improve these levels with the
valuable inputs of the lecturers. Assessment methods are the strategies, techniques, tools and
instruments for collecting information to determine the extent to which students demonstrate
desired learning outcomes. In the Bachelor’s programmes leading to degrees such as BSc
with Computer Science and BSc in Computer Science, the assessment and evaluation
methods focus on testing the conceptual understanding of the basic ideas of computer
hardware and software, development of programming skills and experimental techniques,
retention and ability to apply the knowledge acquired to real -life applications, and to solve
new problems and communicate the results and findings effectively. Based on the Learning
Objectives defined for each course as proposed in detail, assessment methods can be designed
to monitor the progress in achieving the Learning Objectives during the course and test the
level of achievement at the end of the course. Several methods can be used to assess student
learning outcomes. Relying on only one method to provide information about the program
will only reflect a part of students’ achievement.
Modular Assessment
As the courses are broken up into a smaller more cohesive learning outcomes a
module will consist of a number of these smaller, finer grained assessments of which the
majority can be considered to be formative assessments that aid the learning process rather
than assessments aimed at solely being used to evaluate the student.
Continuous Assessment
The continuous assessment occurs on a regular and continuous basis. It is an ongoing

formative and summative process, involves monitoring students, is integrated with teaching,
involves a systematic collection of marks or grades into a final score, and may be used to
determine the students’ final grades.
Direct assessment methods ask students to demonstrate their learning, while indirect
methods ask students to reflect on their learning. Tests, essays, presentations, etc. are
103 | P a g e
generally direct methods of assessment, and indirect methods include surveys and interviews.
For each Learning Objective, a combination of direct and indirect assessment methods should
be used.
Formative Assessment
While formative assessment is to gather feedback from formal or informal processes

that can be used by the instructor and the students to gather evidence for the purpose of
improving learning, summative assessment measures the level of success or proficiency that
has been obtained at the end of an instructional unit, by comparing it against some standard
or benchmark. Nevertheless, the outcome of a summative assessment can be used formatively
when students or faculty use the results to guide their efforts and activities in subsequent
courses. Daily programming assignments or home-assignments is a good way of
implementing formative assessment and gives an idea of how well the students understood
and could apply each programming concept. Another way of formative assessment can be
that at the end of each class period, a student response system can be used to ask students one
or more questions about the topic taught on that day. Regular tutorial Assignment, Term -
paper, Seminar Presentation, Surprise Quizzes, Open-book Quizzes should be adopted for
formative assessments. It is suggested that 25-30% weightage be given Formative
Assessments in case of theory components while 30-40% weightage be given to the
Programming/Laboratory/Projects/Dissertation components of the various courses.
During the semester, at least three smaller formative assessments shall be given for
each course. To pass a course a student had to achieve marks between 70% in two of the
assessment opportunities. The philosophy is that the student could fail one opportunity and
take the experience gained from that opportunity to pass subsequent assessments.
Summative Assessment
For the traditional summative assessment, it is the semester tests based. The students
need to attend two semester tests which consist of half of the content they learned for each
test. Students are admitted to an examination for individual courses if they attain the
minimum semester mark of 40%. Summative Assessment for the theory papers, can be a
combination of Mid -Semester Test, Individual /Team Project report, Oral Presentations of
Seminar/Projects, Viva -Voce Examination for dissertation and End Semester closed book
104 | P a g e
examination. Summative Assessment methods shall be different for theory courses and
Practical Courses.
It is suggested that the examination questions should be asked keeping the learning
outcomes in mind and also covering all the Units. Term papers, problem solving assignments,
Lab, projects, Internship experience, group projects are recommended for achieving the
expected outcomes. Wherever possible, students need to do minor projects in practical classes
to learn the technology and also to apply the technology for problem solving. As this is a
technology-oriented programme and new technologies are introduced quite often, care should
be taken to familiarize the students with the recent advances through seminars or term papers
and case studies. This should be given due weightage during continuous evaluation process.
To achieve this objective, the following are suggested
i. The end examination papers should be covering all units of the syllabus. Questions
should be balanced and evaluate the comprehension, analytical and problem -solving
skills.
ii. The students should be evaluated on teamwork in addition to the technical skills
through projects.
iii. Ability to self-learning and solving new problems should be assessed through
assignments, Seminars and project work.
iv. It is recommended that 25-30% weightage of marks shall be devoted for formative
assessment.
v. It is recommended that 40% weightage be given for practical and laboratory work.
vi. Peer evaluation component is recommended for project evaluation and seminar.
vii. Online course certification should be encouraged and equivalent grade for the same
need to be worked to achieve the outcome of self-learning.
105 | P a g e
Government Arts College (Autonomous), Coimbatore -641 018.
B.Sc. Degree examination, Nov/Dec -2021
Computer Science - Semester - I
Programming Methodology (21BCS13C)
Time: 2 Hrs Max. Marks: 50
PART - A
I. Choose the best answer (5 * 1 = 5 Marks)
1. Find out the correct order

a) char<int<double
b) int>char>float
c) char>int>float
d) double>char>int
2. Which of the following is not a data type

a) float
b) int
c) real
d) imaginery
3. Can we pass a variable argument list to a function at run-time?

a) True
b) False
4. Predict the output,

#include <stdio.h>
int main()
{ int i;
i = 1, 2, 3;
printf("i = %d\n", i);
getchar();
return 0;
}
a) i=1
b) i=2
b) i=3
d) i=123
5. #include int main() { display(); return 0; } void display() {

printf("IndiaBIX.com"); }
a) display() is called before it is defined
b) display() doesn’t get invoked
c) none of these
d) no errors
106 | P a g e
II. Answer any three questions (3 * 2 = 6 Marks)
6. Define an array.
7. What is function?
8. List any eight Library functions.
9. What is the use of return statement
10. Write a C program to covert centigrade to Fahrenheit.
PART – B (5 * 3 = 15 Marks)
III. Answer ALL questions – (Short Answers not exceeding 100 words)
11. A) Write short notes on actual and formal parameters (OR)

B) Write a C program to find out the maximum of N different numbers.
12. A) Write short notes on function with no arguments and no return data (OR)
B) Write a C program to add two matrices.
13. A)Write short notes on one dimensional array. (OR)

B) Write a C program to arrange the numbers in the arranging order.
14. A) What is string? Briefly write about strings. (OR)

B) What is recursion? Describe with a suitable example.
15. A) Write a C program to convert centigrade to Fahrenheit (OR)

B) List any five library string functions. Explain each with suitable example.
PART - C (3 * 8 = 24 Marks)
IV. Answer any THREE questions
16. Write a C program to find out whether the string the given string is a palindrome
or not.
17. Explain in detail about functions with argument and with return statement.
18. Describe in detail with two dimensional arrays with example.
19. Describe how to pass array arguments.
20. Write a C program to generate n numbers of prime numbers.
*** ALL THE BEST ***
107 | P a g e

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GOVERNMENT ARTS COLLEGE (AUTONOMOUS)

COIMBATORE - 641 018

Learning Outcome-based Curriculum Framework (LOCF)

B.Sc. COMPUTER SCIENCE

POSTGRADUATE AND RESEARCH DEPARTMENT OF

2. Learning Outcome – based Approach to Curriculum Planning and 9

5. Programme Learning Outcome in course 19

6. Structure of B.Sc. course objectives, Learning Outcomes, Contents, 22

7. Teaching Learning Methodologies 101

8. Assessment Methods 103

One of the significant reforms in undergraduate education is introducing the Learning

The Learning Outcome-based Curriculum Framework in Computer Science aims to allow

The present Learning Outcome-based Curriculum Framework for bachelor’s degrees in CS is

 To develop an understanding and knowledge of the basic theory of Computer Science

1.1 Course Structure – Types of Courses.

a) Core Courses (CC). A core course is a compulsory discipline-specific course. A student of

ii. Project. An elective course designed to acquire special/advanced knowledge, such as

Framing and implementation of curricula and syllabi is envisaged to provide an understanding

B.Sc. in Computer Science

B.Sc. in CS follows CBCS structure as mandated by UGC. In accordance with CBCS

2.2 Types of Courses

2.2.3 Discipline Specific Elective (DSE)

2.2.4 Generic Elective (GE)

2.2.6 Ability Enhancement Courses (AEC)

2.3 Aims of Bachelor of Science Programmes in Computer Science

3.1.a. Knowledge of Discipline of CS

3.1.c. Intellectual Rigour

3.1.d. Problem Solving and Design

3.1.e. Ethical Practices

3.1.f. Life-Long Learning

3.1.g. Communication and Social Skills

3.2 LIST OF GRADUATE ATTRIBUTES for B.Sc. (CS)

GA 4. Ability to consider other points of view and make a thoughtful argument.

GA 6. Ability to apply imaginative and reflective thinking to their studies.

GA 7. Commitment to sustainability and high ethical standards in social and professional

GA 9. Ability to be responsive to change, to be inquiring and reflective in practice, through

GA 12. Ability to demonstrates competence in the practical art of computing in by showing in

GA 17. Ability of working in teams to build software systems.

GA 18. Ability to identify and to apply relevant problem-solving methodologies.

GA 20. Ability to synthesise alternative/innovative solutions, concepts and procedures.

GA 22. A capacity for self-reflection and a willingness to engage in self-appraisal.

4.1. Qualification Descriptor for B.Sc. with CS

QD 2. Procedural knowledge that creates different types of professionals related to Computer

QD 5. Communicate the results of studies undertaken in Computer Science accurately in a range of

QD 7. Apply Computer Science knowledge and transferable skills to new/unfamiliar contexts.

5.1. Programme Learning Outcomes for BSc with CS

PLO-I. Ability to present result using different presentation tools.

PLO-J. Ability to appreciate emerging technologies and tools.

Programme Learning Outcomes for B.Sc. Computer Science

PLO-9. Ability to appreciate emerging technologies and tools. (Analytical Reasoning)

II 21ENG12L Part–II: English I 6 50 50 100 20 40 3

III 21BCS13C Core 1 : Programming 4 50 50 100 20 40 2

II 21ENG22L Part–II: English II 6 50 50 100 20 40 3

III 21BCS23C Core 3: C++ Programming 4 50 50 100 20 40 2

III 21BCS24C Core 4: Computer System 4 50 50 100 20 40 3

III 21BCS32C Core 6 : Data Structures 5 50 50 100 20 40 3

III 21BCS33C Core 7 : Programming in JAVA 5 50 50 100 20 40 3

III 21BCS34P Core Practical 3:JAVA Programming 3 50 50 100 20 40 2

III 21BCS42C Core 9 : Database Management 5 50 50 100 20 40 4