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Assesment Pattern | |
Assessment is based on the performance of the student throughout the semester.
Assessment of each paper Continuous Internal Assessment (CIA) for Theory papers: 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks | |
Examination And Assesments | |
Assessment is based on the performance of the student throughout the semester.
Assessment of each paper Continuous Internal Assessment (CIA) for Theory papers: 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) | |
Department Overview: | |
Department of Electrical & Electronics Engineering established in the year 2009 and presently it offers four year B. Tech degree course in Electrical & Electronics Engineering, two year M. Tech degree course in Power Systems and PhD in Electrical Engineering domain. | |
Mission Statement: | |
Department Vision: Facilitating the development of competent professionals in Electrical and Electronics Engineering capable of keeping pace with changing technologies and provide service to the society Department Mission: 1. Imparting strong fundamental and applied knowledge in Electrical and Electronics Engineering. 2. Developing professionalism through innovative practices and industry engagement. 3. Enhancing entrepreneurship skills in emerging technologies of energy sector in-line with national requirements. 4. Providing sustainable solutions to the challenges faced by rural society. | |
Introduction to Program: | |
The goal of the department is to create engineers of high technical skills in the Electrical and Electronics Engineering field suitable for employment in reputed firms and for higher studies. The department caters to the ever increasing needs of technical brilliance in all areas of Electrical and Electronics Engineering such as integrated Electronics and Circuits, Telecommunications, Control & Automation, Power Systems & Power Electronics. | |
Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problemsPO2: Problem analysis: Identify, formulate, review research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences PO3: Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations PO4: Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions. PO5: Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations. PO6: The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice. PO7: Environment and sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development. PO8: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice. PO9: Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. PO10: Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. PO11: Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one?s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. PO12: Lifelong learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. Programme Specific Outcome: PSO1,PSO2: PSO1: Design and development of sub-systems for E-Mobility. PSO2:Integration of algorithms and sustainable technologies for Smart Grid.Programme Educational Objective: PEO1,PEO2,: PEO1:Graduates will achieve an in-depth knowledge which enable them to become leading professionals in the field of electrical engineering. PEO2:Graduates will acquire skills to develop innovative product and services. PEO3:Graduates will integrate sustainable technologies to address societal needs through the holistic academic environment. PEO4:Graduates will acquire communication and managerial skills to adapt to diverse working environments. | |
BS351 - ENGINEERING BIOLOGY LABORATORY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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Learning Outcome |
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CO1: Examine the various applications of bioengineering and using common tool boxes for analysing medical information. |
Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Unit-1 |
Teaching Hours:30 |
List of expriments
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Text Books And Reference Books: Nil | |
Essential Reading / Recommended Reading Nil | |
Evaluation Pattern Observation - 10 marks Record - 10 marks Conduction - 30 marks | |
CE351 - SUSTAINABLE GREEN TECHNOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course comprehensively deals with interdisciplinary engineering and design processes to achieve sustainability in the area of renewable energy, resources and waste management through experiential learning |
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Learning Outcome |
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CO1: Demonstrate a clear understanding and application of sustainability principles to develop and implement green technologies.
CO2: Develop sustainable solutions to solve pressing issues in the area of Energy, Waste and Resource management. |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Unit-1 |
Teaching Hours:30 |
Real time projects
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Project based on solar energy ●Analysis and Design of a Solar PV Plant for Hostel/Village at University X/Location
Projects based on water and other resources ●Conjunctive user planning of water resource(integrated surface and ground water management) for village
●Mapping of resources using Geospatial techniques
Projects based on waste management ●Anaerobic codigestion of organic solid waste for volume reduction, phase conversion and concurrent energy production in an village.
●Upcycling of commingled plastic waste generated in village , thereby creating entrepreneurship opportunities.
●Evaluation of calorific value thereby valorisation of agro based waste in rural area for entrepreneurship opportunities. | |
Text Books And Reference Books: 1.Rogers, Peter P., Kazi F. Jalal, and John A. Boyd. "An introduction to sustainable development." (2012). 2.Kerr, Julie. Introduction to energy and climate: Developing a sustainable environment. CRC Press, 2017. | |
Essential Reading / Recommended Reading Based on alloted projects students need to refer respective journal publications reference materials. | |
Evaluation Pattern Students would be assessed both continously and stage wise Students would be assessed after every engagement for submissions and progress achived with respect to project- 50 marks Students projects at the end of semester would be assessed for 50 marks by panel constituted by the department- 50 marks | |
CY321 - CYBER SECURITY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:0 |
Credits:0 |
Course Objectives/Course Description |
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This mandatory course is aimed at providing a comprehensive overview of the different facets of Cyber Security. In addition, the course will detail into specifics of Cyber Security with Cyber Laws both in Global and Indian Legal environments |
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Learning Outcome |
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CO1: Describe the basic security fundamentals and cyber laws and legalities CO2: Describe various cyber security vulnerabilities and threats such as virus, worms, online attacks, Dos and others. CO3: Explain the regulations and acts to prevent cyber-attacks such as Risk assessment and security policy management. CO4: Explain various vulnerability assessment and penetration testing tools. CO5: Explain various protection methods to safeguard from cyber-attacks using technologies like cryptography and Intrusion prevention systems. |
Unit-1 |
Teaching Hours:6 |
UNIT 1
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Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
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Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
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Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-1 |
Teaching Hours:6 |
UNIT 1
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Security Fundamentals-4 As Architecture Authentication Authorization Accountability, Social Media, Social Networking and Cyber Security.Cyber Laws, IT Act 2000-IT Act 2008-Laws for Cyber-Security, Comprehensive National Cyber-Security Initiative CNCI – Legalities | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
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Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
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Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
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Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-2 |
Teaching Hours:6 |
UNIT 2
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Cyber Attack and Cyber Services Computer Virus – Computer Worms – Trojan horse.Vulnerabilities - Phishing - Online Attacks – Pharming - Phoarging – Cyber Attacks - Cyber Threats - Zombie- stuxnet - Denial of Service Vulnerabilities - Server Hardening-TCP/IP attack-SYN Flood | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
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Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
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Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
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Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-3 |
Teaching Hours:6 |
UNIT 3
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Cyber Security Management Risk Management and Assessment - Risk Management Process - Threat Determination Process -Risk Assessment - Risk Management Lifecycle.Security Policy Management - Security Policies - Coverage Matrix Business Continuity Planning - DisasterTypes - Disaster Recovery Plan - Business Continuity Planning Process | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
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Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
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Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
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Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-4 |
Teaching Hours:6 |
UNIT 4
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Vulnerability - Assessment and Tools: Vulnerability Testing - Penetration Testing Black box- white box.Architectural Integration: Security Zones - Devicesviz Routers, Firewalls, DMZ. Configuration Management - Certification and Accreditation for Cyber-Security. | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
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Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
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Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
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Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Unit-5 |
Teaching Hours:6 |
UNIT 5
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Authentication and Cryptography: Authentication - Cryptosystems - Certificate Services, Securing Communications: Securing Services - Transport – Wireless - Steganography and NTFS Data Streams. Intrusion Detection and Prevention Systems: Intrusion - Defense in Depth - IDS/IPS -IDS/IPS Weakness and Forensic AnalysisCyber Evolution: Cyber Organization – Cyber Future | |
Text Books And Reference Books: R1. Matt Bishop, “Introduction to Computer Security”, Pearson, 6th impression, ISBN: 978-81-7758-425-7. R2. Thomas R, Justin Peltier, John, “Information Security Fundamentals”, Auerbach Publications. R3. AtulKahate, “Cryptography and Network Security”, 2nd Edition, Tata McGrawHill.2003 R4. Nina Godbole, SunitBelapure, “Cyber Security”, Wiley India 1st Edition 2011 R5. Jennifer L. Bayuk and Jason Healey and Paul Rohmeyer and Marcus Sachs, “Cyber Security Policy Guidebook”, Wiley; 1 edition , 2012 R6. Dan Shoemaker and Wm. Arthur Conklin, “Cyber security: The Essential Body Of Knowledge”, Delmar Cengage Learning; 1 edition, 2011 R7. Stallings, “Cryptography & Network Security - Principles & Practice”, Prentice Hall, 6th Edition 2014 | |
Essential Reading / Recommended Reading NIL | |
Evaluation Pattern Only CIA will be conducted as per the University norms. No ESE Maximum Marks : 50 | |
EE332P - ELECTRICAL MACHINES (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course in Electrical machines is designed to provide students with a comprehensive understanding of various electrical machines used in electrical applications.It covers the principle, construction,working and applications of DC machines, transformers, induction motors , synchronous generators,synchronous motors and single phase induction motors. |
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Learning Outcome |
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CO1: Analyze the performance parameters and characteristics of DC generators and DC motors CO2: Analyze the performance parameters and characteristics of transformers on no load and on load. CO3: Analyze the performance parameters and characteristics of three phase induction motors. CO4: Analyze the performance parameters and characteristics of synchronous generators. CO5: Analyze the performance parameters and characteristics of synchronous motors and single phase induction motors. CO6: Perform standard tests on DC machines, induction motors, synchronous generators and synchronous motors to study their performance and applications. |
Unit-1 |
Teaching Hours:9 |
DC Machines
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Construction and working principle of DC machines: DC Generators and DC Motors, EMF equation, Types of DC Generators, Characteristics and Performance analysis, Types of DC motors,starting methods, speed control techniques, applications and practical aspects of DC machines, predictive maintanance of DC motors using Machine Learning | |
Unit-2 |
Teaching Hours:9 |
Transformers
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Principle of Electromagnetic Induction, construction, working and types of transformers, transformer EMF equation,losses, efficiency and regulation, transformer testing and practical applications, predicting transformer efficiency and performance from the data set | |
Unit-3 |
Teaching Hours:9 |
Three Phase Induction Motor
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Introduction to three phase systems, construction, working principle and types of three phase induction motors,performance characteristics, torque-speed characteristics, starting and speed control methods, practical applications | |
Unit-4 |
Teaching Hours:9 |
Synchronous Generators
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Principle of operation of Synchronous Generators, Construction, types and charactersitics of synchronous generators, synchronous generator performance and regulation, parallel operation of synchronous generators, applications | |
Unit-5 |
Teaching Hours:9 |
Synchronous Motor and Single Phase Induction Motor
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Working principle, construction and charactersitics of synchronous motors, starting methods, power factor improvement and applications, Single phase induction motor: construction, working principle, types, characteristics, starting methods, applications, performance analysis of motors using data analysis | |
Text Books And Reference Books: T1. D.P. Kothari and I.J. Nagrath, ‘Electric Machines’, Tata McGraw Hill Publishing Company Ltd, 2002. T2. P.S. Bimbhra, ‘Electrical Machinery’, Khanna Publishers, 2003 T3. B.L. Theraja, A.K. Theraja, 'Electrical Technology', Vol. II , S Chand Publishers, 2009 Edition | |
Essential Reading / Recommended Reading R1. A.E. Fitzgerald, Charles Kingsley, Stephen. D. Umans, ‘Electric Machinery’, Tata McGraw Hill publishing Company Ltd, 2003. R2. S. J. Chapman, Electric Machinery Fundamentals, 3rd ed., McGraw-Hill, 1999. | |
Evaluation Pattern Total marks : 100 Internal Assessment - 70 marks
End Semester Assessment - 30 marks
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EE333P - DIGITAL LOGIC DESIGN (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course covers several digital logic design circuits, including various combinational and sequential logic circuits. Topics include number systems, Boolean algebra, logic families, integrated circuits, memory and programmable logic devices, and various other digital logic topics that enable students to construct, analyze, verify, and troubleshoot various digital circuit designs using appropriate techniques and test equipment. Course Objectives: By the end of the course, the student should be able to: l Understand and apply the principles of number systems and boolean algebra for digital logic designs in various digital systems. l Utilize various applications of logic gate minimization techniques in designing various digital logic circuits. l Analyze and design various combinational and sequential logic circuits. l Design and implement memory and programmable logic devices. l Apply register transfer level design and HDL for digital systems design. l Experimentally verify the performance of various digital logic design circuits. |
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Learning Outcome |
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CO1: Understand and apply the principles of number systems and boolean algebra for digital logic designs in various digital systems. CO2: Utilize various applications of logic gate minimization techniques in designing various digital logic circuits. CO3: Analyze and design various combinational and sequential logic circuits. CO4: Design and implement memory and programmable logic devices. CO5: Apply register transfer level design and HDL for digital systems design. CO6: Experimentally verify the performance of various digital logic design circuits. |
Unit-1 |
Teaching Hours:9 |
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Unit 1: Foundations of Digital Systems
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1.1 Digital Systems and Binary Numbers: Introduction to digital systems, understanding binary numbers, number-base conversions, octal and hexadecimal numbers, complements, signed binary numbers, binary codes, binary storage and registers, binary logic.
1.2 Boolean Algebra and Logic Gates: Basic definitions, axioms of Boolean algebra, theorems, properties, Boolean functions, canonical and standard forms, digital logic gates, integrated circuits.
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Unit-2 |
Teaching Hours:9 |
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Unit 2: Minimization and Combinational Logic
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2.1 Gate-Level Minimization: The map method, K-Maps for up to four variables, product-of-sums simplification, don't-care conditions, implementations using NAND and NOR, exclusive-OR functions, introduction to HDLs.
2.2 Combinational Logic: Analysis and design procedures for combinational circuits, binary adder-subtractor, decimal adder, binary multiplier, magnitude comparator, decoders, encoders, multiplexers, HDL models.
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Unit-3 |
Teaching Hours:9 |
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Unit 3: Synchronous Sequential Logic
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3.1 Sequential Circuits: Basics, storage elements (latches and flip-flops), clocked sequential circuit analysis, state reduction and assignment, design procedures, synthesizable HDL models of sequential circuits. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Unit 4: Registers, Counters, Memory, and Programmable Logic
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4.1 Registers and Counters: Registers, shift registers, ripple counters, synchronous counters, other counters, HDL models.
4.2 Memory and Programmable Logic: RAM, memory decoding, error detection and correction, ROM, PLA, PAL, sequential programmable devices.
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Unit-5 |
Teaching Hours:9 |
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Unit 5: Advanced Design Techniques
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5.1 Design at the Register Transfer Level (RTL): RTL notation, RTL descriptions, ASMs, design examples with ASMD chart, HDL descriptions, sequential binary multiplier, control logic, design with multiplexers, race-free and latch-free design principles. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:30 |
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List of Experiments:
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1. Introduction to Experiments
2. Experiment 1: Binary and Decimal Numbers
3. Experiment 2: Digital Logic Gates
4. Experiment 3: Simplification of Boolean Functions
5. Experiment 4: Combinational Circuits
6. Experiment 5: Code Converters
7. Experiment 6: Design with Multiplexers
8. Experiment 7: Adders and Subtractors
9. Experiment 8: Flip-Flops
10. Experiment 9: Sequential Circuits
11. Experiment 10: Counters
12. Experiment 11: Shift Registers
13. Experiment 12: Serial Addition
14. Experiment 13: Memory Unit
15. Experiment 14: Lamp Handball
16. Experiment 15: Clock-Pulse Generator
17. Experiment 16: Parallel Adder and Accumulator
18. Experiment 17: Binary Multiplier
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Text Books And Reference Books: 1. "Digital Design" by M. Morris Mano & Michael D. Ciletti. 2. "Logic and Computer Design Fundamentals" by M. Morris Mano & Charles R. Kime. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. "Microelectronic Circuits" by Adel S. Sedra and Kenneth C. Smith. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
Evaluation will be based on the following criteria:
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EE334 - ELECTRICAL CIRCUIT ANALYSIS (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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The course on Electrical Circuit Analysis is designed to introduce fundamental concepts of electrical circuits, analysis techniques, and their applications in electrical engineering. The course aims to develop an understanding of circuit analysis methodologies, network theorems, and their practical implications in engineering designs. |
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Learning Outcome |
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CO1: Analyze and solve basic electrical circuits using various techniques and laws. CO2: Apply network theorems to simplify and solve complex circuits. CO3: Design and analyze circuits using different methodologies and tools. CO4: Apply circuit analysis principles to real-world engineering problems. CO5: Demonstrate proficiency in solving circuit problems involving resistive, capacitive, and inductive elements.
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Unit-1 |
Teaching Hours:9 |
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Electrostatics and Magnetostatics
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Electric Field Intensity – Principle of Superposition – Electric Field – Electric Scalar Potential – Electric Flux Density – Gauss Law
Biot-Savart Law – Magnetic Field intensity -Ampere’s circuital law - Magnetic flux density – Magnetic moment – Magnetic Vector Potential. | |||||||||||||
Unit-2 |
Teaching Hours:9 |
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Electric and Magnetic Fields in Materials
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Poisson’s and Laplace’s equations Electric Polarization - Capacitance –Inductance – mutual inductance - Energy density in magnetic fields – magnetization and permeability | |||||||||||||
Unit-3 |
Teaching Hours:9 |
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Electromagnetic Wave Propagation
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Maxwell’s Equations in integral form and point form. Electromagnetic waves and its properties – Reflection and Refraction – propagation of EM waves – wave equations – Skin effect. | |||||||||||||
Unit-4 |
Teaching Hours:9 |
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Transmission Line
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Waves in transmission line - line parameters, transmission line equation & solutions - propagation constants - characteristic impedance - wavelength - velocity of propagation - Standing Wave Ratio (SWR) - impedance matching - Electromagnetic interference. | |||||||||||||
Unit-5 |
Teaching Hours:9 |
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Electromagnetic Radiation and Antenna
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Ground waves – Sky wave propagation – Space waves – Tropospheric scatter propagation. Electromagnetic radiation – The elementary doublet – wire radiators in space – current and voltage distributions – resonant antenna - non-resonant antennas (Directional antennas) – radiation pattern – antenna gain – effective radiated power – field intensity – antenna resistance – bandwidth – beamwidth and polarization – types of antennas. | |||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern II. ASSESSMENT - ONLY FOR THEORY COURSE (without practical component) Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II: Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |||||||||||||
EEHO331VT - VEHICULAR DYNAMICS AND CONTROL (2023 Batch) | |||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Objectives understand vehicle propulsion fundamentals understand degrees of freedom and modeling of vehicles 3. understand mechanical and electronic subsystem overview in a vehicle 4. study DC and AC drives used in vehicle propulsion 5. study EV and HEV power trains |
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Learning Outcome |
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CO1: Understand the principles of traction
CO2: Identify the Degrees of Freedom and its effect on vehicle stability
CO3: Understand the role of Electronic Control Units to regulate Vehicle subsystems
CO4: Understand the DC & AC traction drives used in vehicles CO5: Understand energy conservation principles in hybrid vehicles
CO6: Demostrate Battery protection and control using Battery Mangement Systems |
Unit-1 |
Teaching Hours:12 |
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UNIT I Vehicle Propulsion Fundamentals
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Vehicle tractive & resistive forces – Power train characteristics- transmission characteristics – Dynamic modelling- Vehicle Kinetics - Fuel Economy- Brake Performance – Emission Regulations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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UNIT II Vehicle Dynamics
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Degrees of Freedom – 8 DoF, 14 DoF –Track model- sprung mass-un-sprung mass- Yaw angle- Pitch angle – Roll angle – Tyre modelling – camber- caster. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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UNIT III Vehicular Mechanical & Electronic Subsystems
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Chassis –Frames-Members- Steering – Steering Geometry- Manual Steering – Power Steering- Rack & Pinion steering – Recirculating ball steering - Suspension – Brakes- Disc Brake- Drum Brake. Electronic Engine Control – ECU- Engine mapping- Effect of Air/Fuel ratio, spark timing and EGR on performance- Control Strategy- Electronic Fuel control system- Airflow rate sensor, Strain Gauge MAP sensor, Engine Crankshaft Angular Position Sensor, Magnetic Reluctance Position Sensor, Hall effect Position Sensor, Shielded Field Sensor, Optical Crankshaft Position Sensor, Throttle Angle Sensor (TAS) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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UNIT IV DC and AC drives
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Chopper controlled DC drives. Analysis of single quadrant chopper drives. Regenerative braking control. Two quadrant chopper drives. Four quadrant chopper drives. Three phase induction motor speed control. Using semiconductor devices. Stator voltage control – stator frequency control - Stator voltage and frequency control (v/f). Rotor chopper speed control - slip power recovery control schemes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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UNIT V EV/HEV Powertrain
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Inverter fed induction motor drives- Cycloconverters for drive applications- Induction motor Vector control- Direct -Indirect.
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Text Books And Reference Books: 1. Vehicle dynamics and control, Rajesh Rajamani, Springer US, 2011 2. Vehicle Dynamics: Theory and Application, Reza N. Jazar, Springer, 2017 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Motor vehicle dynamics, Giancarlo Genta, World Scientific, 1997 2. The Automotive Chassis: Volume 2: System Design, Giancarlo Genta, L. Morello, Springer Science & Business Media, 2008
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Evaluation Pattern
Minimum marks required to pass in practical component is 40%. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
MA333 - MATHEMATICS -III (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course, Mathematics III (MA333) is offered for three credits in the third semester for the branch of Electrical and Electronics Engineering. It provides basic pre-requisite to learn the advanced techniques for the core branch. The course has Fourier series, Fourier transform and Z-transform, various coordinate systems like cylindrical, spherical systems and transformation between them, formation and solution of partial differential equation. Course Objective: To enable the students to transform the coordinate system, standard functions to Fourier series and Fourier transforms using integral operator, solve higher order partial differential equations and solve difference equations using Z – transform |
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Learning Outcome |
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CO1: Apply vector operators to transform the cartesian coordinate system into spherical and cylindrical forms {L3} {PO1, PO2, PO3} CO2: Predict the nature of partial differential equation, and solve it by the method of variable separable {L3} {PO1, PO2, PO3, PO4} CO3: Deduce the periodic functions as Fourier series expansion. {L4} {PO1, PO2, PO3} CO4: Evaluate non periodic functions by using the Fourier transformation. {L4} {PO1, PO2, PO3} CO5: Solve difference equations using Z transform {L3} {PO1, PO2, PO3} |
Unit-1 |
Teaching Hours:9 |
COORDINATE SYSTEMS
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Curvilinear Coordinate System, Gradient, divergent, curl and Laplacian in cylindrical and Spherical Coordinate system, Cylindrical Coordinates, Spherical Coordinates, Transformation between systems. | |
Unit-2 |
Teaching Hours:9 |
PARTIAL DIFFERENTIAL EQUATIONS
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Formation of partial differential equations by elimination of arbitrary constants and arbitrary functions – Solution of standard types of first order partial differential equations – Lagrange’s linear equation – Linear partial differential equations of second and higher order with constant coefficients. | |
Unit-3 |
Teaching Hours:9 |
FOURIER SERIES
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Fourier series – Odd and even functions – Half range Fourier sine and cosine series – Complex form of Fourier series – Harmonic Analysis. | |
Unit-4 |
Teaching Hours:9 |
FOURIER TRANSFORM
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Complex Fourier transform – Sine and Cosine transforms – Properties – Transforms of simple functions – Convolution theorem – Parseval’s identity. Solution of equations using Fourier transform. | |
Unit-5 |
Teaching Hours:9 |
Z - TRANSFORM AND DIFFERENCE EQUATIONS
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Z-transform - Elementary properties – Inverse Z – transform – Convolution theorem -Formation of difference equations – Solution of difference equations using Z - transform. | |
Text Books And Reference Books: T1. Dr. B. Grewal, “Higher Engineering Mathematics”, 43rd Edition, Khanna Publishers, July 2014. T2. H. K. Das & Rajnish Verma, “Higher Engineering Mathematics”, 20th Edition, S. Chand & Company Ltd., 2014. T3. Kandasamy, P., Thilagavathy, K., and Gunavathy, K., “Engineering Mathematics Volume III”, S. Chand & Company ltd., New Delhi, 2003. | |
Essential Reading / Recommended Reading R1. B.V. Ramana, 6th Reprint, “Higher Engineering Mathematics”, Tata-Macgraw Hill, 2008 R2. Churchill, R.V. and Brown, J.W., “Fourier Series and Boundary Value Problems”, Fourth Edition, McGraw-Hill Book Co., Singapore, 1987. R3. T. Veera Rajan, “Engineering Mathematics [For Semester III]. Third Edition. Tata McGraw-Hill Publishing Company. New Delhi, 2007. R4. S. L. Loney, “Plane Trigonometry”, Cambridge: University Press. | |
Evaluation Pattern Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) End Semester Examination(ESE): 50% (50 marks out of 100 marks)
Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications: 10 marks Attendance : 05 marks Total : 50 marks
Mid Semester Examination (MSE) : The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern: The question paper consists of two parts - Section A contains 4 compulsory questions and Section B contains 2 questions with either or choice. Each question carries 10 marks
End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows: Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |
OEC371 - NCC3 (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This course is designed to provide a holistic development program combining personality enhancement, physical training, leadership skills, and technical expertise. Students will engage in physical training, learn fundamental drill techniques, and gain hands-on experience in aviation, including airmanship, aircraft forces, and specific technical details of the ZENAIR CH 701. The course also includes practical exercises such as obstacle courses and social service activities to foster leadership and community involvement. Through a blend of theoretical knowledge and practical skills, students will be well-prepared for roles requiring both personal development and technical proficiency. Develop self-awareness, confidence, and leadership qualities through structured personality development and leadership training. Understand the principles of airmanship and the forces acting on aircraft to enhance operational knowledge in aviation. Engage in social service activities to build leadership skills and contribute positively to the community. |
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Learning Outcome |
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CO1: Develop and apply self-awareness, effective communication, and time management skills to enhance personal confidence and leadership capabilities. CO2: Apply principles of airmanship and technical knowledge to ensure safe and effective flight operations, including understanding aerodynamic forces and performing maintenance on the ZENAIR CH 701 aircraft. CO3: Demonstrate effective application of leadership and teamwork skills through the successful planning and execution of community engagement activities |
Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-1 |
Teaching Hours:5 |
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Personality Development and leadership
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-2 |
Teaching Hours:5 |
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Aviation Knowledge and Technical Skills
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Unit-3 |
Teaching Hours:5 |
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Practical Application and Community Engagement
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Text Books And Reference Books: 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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OEC372 - ABILITY ENHANCEMENT COURSE III (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course Description: This course covers technical reading and writing practices, professional communication for employment and at the workplace, and foundational mathematical concepts. It includes technical writing, report and proposal writing, listening and reading skills, job application preparation, group discussions, and presentation skills. It also addresses key mathematical topics such as number systems, percentages, data interpretation, ratios, speed, time, distance, and work-related problems. The course concludes with comprehensive training in C programming, covering data types, control flow, arrays, functions, structures, pointers, and file management. Course Objective: 1. Develop Technical Reading Skills: Equip students with effective reading strategies for comprehending complex technical documents. 2. Enhance Technical Writing Abilities: Teach the processes involved in writing clear and concise technical reports and proposals. 3. Improve Grammar and Editing Skills: Strengthen students' understanding of grammar, voice, speech, and common errors in technical writing. 4. Professional Communication Mastery: Foster skills in professional communication, including job application processes, resume writing, and email etiquette. 5. Group and Interpersonal Communication: Cultivate effective group discussion, interview techniques, and interpersonal communication skills for professional settings. |
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Learning Outcome |
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CO1: Proficient Technical Readers and Writers: Students will be able to effectively read and write technical documents, including reports and proposals. CO2: Grammar and Error Detection: Students will demonstrate improved grammar usage and the ability to identify and correct errors in technical writing. CO3: Professional Job Application Skills: Students will be capable of creating professional job application documents, such as resumes and cover letters. CO4: Enhanced Listening and Presentation Skills: Students will show improved listening comprehension and presentation abilities, crucial for professional environments CO5: Effective Group and Interpersonal Communicators: Students will be skilled in group discussions, job interviews, and interpersonal communication, enhancing their employability and workplace interactions. |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
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Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
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|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-2 |
Teaching Hours:6 |
Professional Communication for Employment
|
|
Professional Communication for Employment : 1. The Listening Comprehension, Importance of Listening Comprehension, Types of Listening, Understanding and Interpreting, Listening Barriers, Improving Listening Skills. Attributes of a good and poor listener. 2. Reading Skills and Reading Comprehension, Active and Passive Reading, Tips for effective reading. 3. Preparing for Job Application, Components of a Formal Letter, Formats and Types of official, employment, Business Letters, Resume vs Bio Data, Profile, CV and others, Types of resume, Writing effective resume for employment, Model Letter of Application (Cover Letter) with Resume, Emails, Blog Writing, Memos (Types of Memos) and other recent communication types.
Professional Communication at Workplace : 1. Group Discussions – Importance, Characteristics, Strategies of a Group Discussions. Group Discussions is a Tool for Selection. Employment/ Job Interviews - Importance, Characteristics, Strategies of a Employment/ Job Interviews. Intra and Interpersonal Communication Skills - Importance, Characteristics, Strategies of a Intra and Interpersonal Communication Skills. NonVerbal Communication Skills (Body Language) and its importance in GD and PI/JI/EI. 2. Presentation skills and Formal Presentations by Students - Importance, Characteristics, Strategies of Presentation Skills. Dialogues in Various Situations (Activity based Practical Sessions in class by Students)." | |
Unit-3 |
Teaching Hours:8 |
Number System
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· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
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· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-3 |
Teaching Hours:8 |
Number System
|
|
· Divisibility & Remainder · Multiples & Factors · Integers · LCM & HCF. · Complete a number Series · Find the Missing Term and Wrong Term Simplification · BODMAS Rule · Approximation · Decimals · Fractions · Surds & Indices
Percentage Calculation-oriented basic percentage, Profit and Loss, Successive Selling type, Discount & MP, Dishonest Dealings, Partnerships Interest : Simple Interest, Compound Interest, Mixed Interest, Installments.
Data Interpretation: Approach to interpretation - simple arithmetic, rules for comparing fractions, Calculating (approximation) fractions, short cut ways to find the percentages, Classification of data– Tables, Bar graph, line graph, Cumulative bar graph, Pie graph, Combination of graphs. Combination of table and graphs | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-4 |
Teaching Hours:8 |
Ratio and Proportion
|
|
· Simple Ratios · Compound Ratios · Comprehend and Dividend · Direct & Indirect Proportions · Problems on ages · Mixtures & Allegation Speed, Time and Distance · Relative Speed · Average Speed · Problems on Train · Boat & Stream. Time and Work · Work Efficiency · Work & Wages Pipes & Cisterns | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Unit-5 |
Teaching Hours:14 |
C Programming
|
|
Data Types, Operators and Expressions Input and output Operations Control Flow – Branching, Control Flow – Looping · Statements and Blocks · If..Else, Switch, Nesting of If..Else · GOTO statement · The while statement · The For statement · The Do statement · Jumps in loops
Arrays, Strings · One-dimensional arrays · Initialization of one-dimensional arrays · Two-dimensional Arrays · Initializing Two-dimensional arrays · Multi-dimensional arrays · Dynamic arrays · Declaring and Initializing string variables · Reading Strings from Terminal · Writing Strings to screen · String handling functions · Operations on strings
User-defined Functions, Structures · Basics of Functions · Functions Returning Non-integers · External Variables, Scope Rules · Header Files, Static Variables, Register Variables · Block Structure, Initialization, Recursion · Category of functions, Functions that return multiple values · Nesting functions, Multi-file programs · Structures and Functions, Arrays of Structures · Pointers to Structures, Self-referential structures
Unions, Pointers · Difference between Structures and Unions · Accessing the address of a variable · Declaring and Initializing pointer variables · Accessing a variable through its pointers · Chain of pointers · Pointer Expressions · Pointer Increments and Scale Factors · Pointers and character strings · Array of pointers · Pointers as function arguments · Functions returning pointers · Pointers to functions, Drawback of Pointers
File Management in C, The Preprocessor Defining and Opening a File, Closing a File, Input / Output Operations on Files, Random Access to Files, Command Line Arguments. Macro Substitution, File Inclusion, Compiler Control Directives, ANSI Additions. | |
Text Books And Reference Books: 1.Title: The ACE of Soft Skills: Attitude, Communication and Etiquette for Success Author: Gopalaswamy Ramesh and Mahadevan Ramesh Publisher: Pearson Education India Edition: 1st Edition (2010).ISBN: 9788131732857. 2.Title: The ACE of Soft Skills: Attitude, Communication and Etiquette for Success
Author: Gopalaswamy Ramesh and Mahadevan Ramesh
Publisher: Pearson Education India
Edition: 1st Edition (2010) ISBN: 9788131732857
| |
Essential Reading / Recommended Reading 1. Title: Quantitative Aptitude for Competitive Examinations Author: R.S. Aggarwal Publisher: S. Chand Publishing Edition: 2021 ISBN: 9789352836509
2. Title: How to Prepare for Quantitative Aptitude for the CAT Author: Arun Sharma Publisher: McGraw Hill Education Edition: 10th Edition (2022) ISBN: 9789354720196 . Title: Quantitative Aptitude for Competitive Examinations Author: R.S. Aggarwal Publisher: S. Chand Publishing Edition: 2021 ISBN: 9789352836509
3. Title: How to Prepare for Quantitative Aptitude for the CAT Author: Arun Sharma Publisher: McGraw Hill Education Edition: 10th Edition (2022) ISBN: 9789354720196. Title: Let Us C Author: YashavantKanetkar Publisher: BPB Publications Edition: 17th Edition (2020) ISBN: 9789388511393
4. Title: Let Us C Solutions Author: YashavantKanetkar Publisher: BPB Publications Edition: 13th Edition (2021) ISBN: 9789387284588
5. Title: The C Programming Language Author: Brian W. Kernighan and Dennis M. Ritchie Publisher: Prentice Hall Edition: 2nd Edition (1988) ISBN: 9780131103627 | |
Evaluation Pattern Total Credit=1 Overall CIA=50. | |
CSE451 - EXTENDED REALITIES (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: The course covers contents from basics of XR(AR-VR-MR), Unity Basic concepts, Introductory concepts of C# programming, functions of Augmented Reality.
Course objectives: Students should be able to: ● Understand the core concepts and applications of Extended Reality (XR). ● Navigate and utilize the Unity platform proficiently for XR development. ● Develop XR experiences using C# scripting for interactive elements. ● Create Augmented Reality (AR) applications and Virtual/Mixed Reality (VR/MR) environments. ● Design and implement immersive user interfaces tailored for XR applications. |
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Learning Outcome |
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CO1: Explain core concepts and applications of Extended Reality (XR) through analysis and evaluation across various domains. CO2: Develop using Unity platform proficiently for XR development, demonstrating synthesis and creation of immersive environments CO3: Develop XR experiences using C# scripting, integrating critical thinking and problem-solving skills. CO4: Build Augmented Reality (AR) applications and Virtual/Mixed Reality (VR/MR) environments, applying creative thinking and knowledge synthesis. CO5: Develop immersive user interfaces tailored for XR applications, ensuring optimal user experience and engagement. |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
|
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-1 |
Teaching Hours:6 |
XR(AR,VR,MR) Essentials
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Introduction to immersive technologies and environments, XR hardwares, XR softwares, Design principles ,Computer graphics, UI and UX, Applications and benefits of immersive tech. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-2 |
Teaching Hours:14 |
Unity Basics
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Unity ID creation and login, Unity interface basics: Creating a scene in unity, importing 3d models: Lighting. 3D Animations in unity , Basic mechanisms(physics and non physics) , Audio and effects , User interface, Buttons. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
|
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-3 |
Teaching Hours:14 |
Scripting introduction using C#
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Data types, variables and operators.Control structures: If statements and loops. Classes, objects and methods, Using functions to add properties to objects in the scene,changing colors via scripts and UI,switching between scenes. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
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Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
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Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
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Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
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Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
|
Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Unit-5 |
Teaching Hours:12 |
Development for Virtual Reality and Mixed Reality
|
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Setup for VR/MR in unity. Creating and configuring scenes, Using “Building Blocks” from meta for setting up interaction. UI/UX in VR:MR. Using depth sensors and modal features for mixed reality. Assignment : Create a Virtual reality experience for Quest 2/3 using at least one of the features from Meta Building blocks (XR interaction, scene API, depth API, pass through API, Spatial anchors) | |
Text Books And Reference Books: Steven M Lavelle: Virtual reality, Cambridge University Press, 2023 | |
Essential Reading / Recommended Reading R1. https://learn.unity.com/pathway/unity-essentials | |
Evaluation Pattern CIA: 50 marks ESE: 50 marks (Scale down to 50 marks - Department level) | |
EE431P - POWER ELECTRONICS (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:6 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description and Course Objectives: o To compare characteristics of switching devices. o To evaluate the performance of phase controlled converters for different types of loads. o To design DC-DC converters with given characteristics. o To analyze and evaluate the operation of inverters. o To identify different power quality issues due power electronic devices in the circuit and study of compensating devices to mitigate that. o To experimentally verify the performance of various switching devices and circuits like rectifiers, voltage controller, choppers and inverters. |
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Learning Outcome |
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CO1: To explain the construction, design and characteristics of semiconductor devices. CO2: To analyse the working of phase controlled rectifiers. CO3: To analyse the operation of chopper circuits CO4: To analyse the operation of inverter circuits CO5: To demonstrate the applications of power electronic converters in power system |
Unit-1 |
Teaching Hours:11 |
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POWER SEMI-CONDUCTOR DEVICES, FIRING, COMMUTATION AND PROTECTION CIRCUITS
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Structure, operation and characteristics of SCR, power transistor, MOSFET and IGBT. Two transistor analogy of SCR, Merits, Demerits and application of SCR ,Turn on and turn off methods of SCR, Turn on and turn off dynamic characteristics of SCR, Thyristor gate characteristics, Thyristor ratings, SCR firing circuits, UJT firing circuit, di/dt and dv/dt protection, snubber circuit and its numerical problems. Switching losses. | |||||||
Unit-2 |
Teaching Hours:11 |
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PHASE-CONTROLLED CONVERTERS
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2-pulse, 3-pulse and 6-pulse converters – Their operation with R, RL and RLE and the effect of freewheeling diode, derivation of average and rms load voltage and its numerical problems - Effect of source inductance - Distortion and displacement factor – Ripple factor - Single phase AC voltage controllers ON-OFF control and phase control. Lab componenets: Characteristics of SCR Characteristics of TRIAC Characteristics of MOSFET and IGBT
Transient characteristics of SCR and MOSFET
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Unit-3 |
Teaching Hours:11 |
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DC TO DC CONVERTERS
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AC to DC fully controlled converter AC to DC half-controlled converter
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Unit-4 |
Teaching Hours:11 |
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INVERTERS
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Single phase and three phase (both 1200mode and 1800mode) inverters - PWM techniques: Sinusoidal PWM modified sinusoidal PWM and multiple PWM - Voltage and harmonic control - Series resonant inverter - Current source inverters. Lab Componenets:
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Unit-5 |
Teaching Hours:11 |
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APPLICATIONS
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IGBT based single-phase PWM inverter IGBT based three-phase PWM inverter
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 A :Class Test. Test will be conducted for 20 marks and will be scaled down to 10 marks. Evaluation will be as per the rubrics given below. CIA 1 B: Assignment. Assignment will be for 20 marks and will be scaled down to 10 marks. Evaluation will be as per the rubrics given below. CIA 2 will be mid sem examination which will be conducted for 50 marks. CIA 3 A : Presentation Presentation will be for 20 marks and will be scaled down to 10 marks. Evaluation will be as per the rubrics given below. CIA 3 B: Component – Class Test Test will be conducted for 20 marks and will be scaled down to 10 marks. | |||||||
EE432P - CONTROL SYSTEMS (2023 Batch) | |||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:6 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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The Control Systems course aims to provide students with a comprehensive understanding of control theory, principles, analysis, and design methodologies applicable in various engineering domains. It covers essential topics ranging from classical to modern control systems. |
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Learning Outcome |
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CO1: Understand the basic concepts and principles of control systems CO2: Analyze the time and frequency domain characteristics of control systems. CO3: Design controllers using classical and modern control techniques. CO4: Apply control systems theory to engineering problems. CO5: Evaluate and interpret the stability and performance of control systems. |
Unit-1 |
Teaching Hours:9 |
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Introduction to Control Systems
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Overview of control systems: types, characteristics, and applications. Mathematical modeling of dynamic systems: differential equations, transfer functions. Time response analysis: transient and steady-state response, performance indices. List of Experiments: Determination of transfer function parameters of a DC servo motor. Determination of transfer function parameters of AC servo motor. Study of synchros. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Time Domain Analysis
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Stability analysis: Routh-Hurwitz criterion, root locus technique. Frequency domain analysis: Bode plots, Nyquist criterion, and stability margins. Design of compensators: lead, lag, and PID controllers. Experiments to be performed: Design and implementation of compensators. Design of P, PI and PID controllers.
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Unit-3 |
Teaching Hours:9 |
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State-Space Analysis
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State-space representation of dynamic systems: state equations, state variables. State-space analysis: controllability, observability, and stability. State feedback and state estimator design. Experiments to be performed: Stability analysis of linear systems. State space modeling of electronic circuit and comparison of stability analysis of state space modeling and transfer function modeling. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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State-Space Analysis
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State-space representation of dynamic systems: state equations, state variables. State-space analysis: controllability, observability, and stability. State feedback and state estimator design. Experiment to be performed: Stability analysis of linear systems. State space modeling of electronic circuit and comparison of stability analysis of state space modeling and transfer function modeling. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Control System Design
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Classical control system design using root locus and frequency response techniques. Design of digital control systems and discrete-time controllers. Robust control techniques: H-infinity control, loop shaping, and controller tuning.
Experiments to be performed: Analysis and Design of Aircraft Pitch Controller Analysis of Vehicle Suspension Syste | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Applications and Advanced Topics
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Control system applications in engineering: aerospace, automotive, robotics. Introduction to optimal control: LQR, LQG, and adaptive control techniques. Emerging trends: fuzzy logic control, neural network-based control. Case studies and project work related to control system applications.
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Text Books And Reference Books: 1. "Power Electronics: Converters, Applications, and Design" by Ned Mohan, Tore M. Undeland, and William P. Robbins. 2. "Power Electronics" by P.S. Bimbhra. 3. "Fundamentals of Power Electronics" by Robert W. Erickson and Dragan Maksimovic. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading "Power Electronics Handbook" by Muhammad H. Rashid. 2. "Modern Power Electronics and AC Drives" by Bimal K. Bose. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
Mapping the Learning Outcomes of the assignment with components of the evaluation rubrics:
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EE433 - SIGNALS AND SYSTEMS (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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· To understand the properties and representation of continuous and discrete time signals. · To understand the sampling process and analysis of discrete systems using z-transforms.
· To understand the analysis and synthesis of discrete time systems. |
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Learning Outcome |
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CO1: Discuss classification of signals into Continuous and discrete signals based on various criteria. CO2: Analyse of LTI systems based on Convolution Integral operation CO3: Discuss about frequency response of LTI systems and analysis using Fourier and Laplace transformations. CO4: Discuss Sampling theorem and processing of samples to reconstruct the signals from samples. CO5: Analyse of LTI systems based on Convolution Sum operation. |
Unit-1 |
Teaching Hours:12 |
REPRESENTATION OF SIGNALS AND SYSTEMS
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Continuous and discrete time signals: Classification of Signals – Periodic & Aperiodic, Even& Odd, and Energy& Power signals, Deterministic & Random signals, Transformation in independent variable of signals: time scaling, time shifting, time reversal. Complex exponential and Sinusoidal signals, Periodicity of continuous and discrete signals, Basic/Elementary functions: unit impulse, unit step functions, Basic system properties. | |
Unit-2 |
Teaching Hours:12 |
LINEAR TIME-INVARIANT CONTINUOUS TIME SYSTEMS
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Introduction, Convolution Integral, Properties of Linear Time Invariant Systems. Differential Equations representation of Systems, Solving Differential Equations, Natural and Forced Response of the system, Block Diagram Representation. | |
Unit-3 |
Teaching Hours:12 |
FOURIER ANALYSIS OF CONTINUOUS AND DISCRETE TIME SIGNALS AND SYSTEMS
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Introduction, Frequency response of LTI systems, Fourier representation of Four Classes of signals, Fourier series, Fourier Transform, Discrete Time Fourier Series, Discrete Time Fourier Transform, Properties of Fourier Representations, Continuous time Fourier Transform and Laplace Transform analysis with examples, convolution in time and frequency domains. | |
Unit-4 |
Teaching Hours:12 |
SAMPLING THEOREM AND z-TRANSFORMS
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Representation of continuous time signals by its sample - Sampling theorem – Reconstruction of a Signal from its samples, aliasing – discrete time processing of continuous time signals, sampling of band pass signals. Basic principles of z-transform - z-transform definition – region of convergence – properties of ROC – Properties of z-transform – Poles and Zeros – inverse z-transform | |
Unit-5 |
Teaching Hours:12 |
LINEAR TIME-INVARIANT DISCRETE TIME SYSTEMS
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Introduction, Convolution sum, Properties of Linear Time Invariant Systems. Difference Equations representation of Systems, Solving Difference Equations, Natural and Forced Response of the system, Block Diagram Representation. | |
Text Books And Reference Books: 1. Alan V.Oppenheim, Alan S.Willsky with S.Hamid Nawab, Signals & Systems, 2nd edn., Pearson Education, 1997. | |
Essential Reading / Recommended Reading 1. Simon Haykin and Barry Van Veen, Signals and Systems, John Wiley, 1999 2. John G.Proakis and Dimitris G.Manolakis, Digital Signal Processing, Principles, Algorithms and Applications, 3rd edn., PHI, 2000. 3. M.J.Roberts, Signals and Systems Analysis using Transform method and MATLAB, TMH 2003. 4. K.Lindner, “Signals and Systems”, McGraw Hill International, 1999
5. Moman .H. Hays,” Digital Signal Processing “, Schaum’s outlines, Tata McGraw-Hill Co Ltd., 2004. | |
Evaluation Pattern · Continuous Internal Assessment (CIA) for Theory papers: 50% (50 marks out of 100 marks) · End Semester Examination(ESE) : 50% (50 marks out of 100 marks)
Components of the CIA CIA I : Assignments : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIA III : Quizzes/Seminar/Case Studies/Project Work : 10 marks Attendance : 05 marks
Total : 50 marks | |
EE434 - POWER SYSTEM (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The Power Systems course aims to introduce students to the fundamentals of electrical power generation, transmission, distribution, and protection systems. It covers essential aspects of power generation, transmission line parameters, system modeling, and analysis. |
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Learning Outcome |
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CO1: Understand the basics of electrical power generation, transmission, and distribution. CO2: Analyze electrical power system components and their characteristics. CO3: Perform system modeling, analysis, and load flow studies CO4: Identify and analyze faults, protection schemes, and reliability aspects. CO5: Apply knowledge to solve practical power system problems |
Unit-1 |
Teaching Hours:9 |
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Introduction to Power Systems
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Overview of electrical power generation, transmission, and distribution. Power system components: generators, transformers, transmission lines, and loads. Types of power plants: thermal, hydroelectric, nuclear, and renewable energy sources. | |||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Transmission Line Parameters and Modeling
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Transmission line parameters: resistance, inductance, capacitance, and conductance. Modeling of transmission lines: short, medium, and long transmission lines. Representation of transmission lines in per-unit system | |||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Power Flow Analysis
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Introduction to power flow analysis and its significance. Bus classification, network modeling, and formulation of power flow equations. Solution techniques for power flow analysis: Gauss-Seidel, Newton-Raphson methods. | |||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Fault Analysis and Protection
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Types of power system faults: symmetrical and unsymmetrical faults. Fault analysis using sequence networks: positive, negative, and zero sequence components. Protection schemes: overcurrent protection, distance protection, and relay coordination. | |||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Stability and Reliability
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Power system stability: transient, steady-state, and dynamic stability. Voltage stability analysis and control. Reliability aspects in power systems: reliability indices and improvement techniques. 1. Power Plant Mix Optimization 2. Transmission Line Parameter Analysis 3. Power Flow Analysis Tool Development 4. Fault Analysis Simulation | |||||||||||||||||
Text Books And Reference Books: 1. "Electric Power Systems" by B.M. Weedy, B.J. Cory, N. Jenkins, and J. Ekanayake. 2. "Power System Analysis" by Hadi Saadat. 3. "Electric Power Transmission System Engineering" by Turan Gönen. | |||||||||||||||||
Essential Reading / Recommended Reading 1. "Modern Power System Analysis" by D.P. Kothari and I.J. Nagrath. 2. "Power System Protection and Switchgear" by Badri Ram and D.N. Vishwakarma. | |||||||||||||||||
Evaluation Pattern
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EE435 - ELECTRICAL VEHICLE TECHNOLOGY (2023 Batch) | |||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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The Electric Vehicle Technology course aims to familiarize students with the principles, components, and technologies involved in electric vehicles (EVs). It covers the fundamental aspects of EV design, powertrain, energy storage, charging infrastructure, and emerging trends in the EV industry. |
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Learning Outcome |
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CO1: Understand the working principles and components of electric vehicles. CO2: Analyze different types of EV powertrains and their characteristics. CO3: Evaluate energy storage systems and their suitability for EVs. CO4: Assess EV charging infrastructure and grid integration. CO5: Discuss the environmental and societal impact of electric vehicles |
Unit-1 |
Teaching Hours:9 |
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Introduction to Electric Vehicles
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Overview of electric vehicles: history, types, and classification. Comparison of EVs with internal combustion engine vehicles. Environmental benefits, challenges, and future prospects of EVs. | |||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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EV Powertrain and Components
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EV powertrain architecture: electric motor, power electronics, and transmission. Battery technologies for EVs: lithium-ion, solid-state batteries, and their characteristics. EV charging systems: AC and DC charging, fast charging, wireless charging. | |||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Energy Management and Conversion
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Energy management strategies in electric vehicles: regenerative braking, energy recuperation. Power electronics and control systems in EVs: motor control, inverters, and converters. Thermal management systems for batteries and electric drivetrains. | |||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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EV Infrastructure and Grid Integration
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Charging infrastructure for EVs: public charging stations, home charging units. Grid integration challenges and solutions: smart charging, vehicle-to-grid (V2G) technology. Standards and protocols in EV charging and communication. | |||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Emerging Trends and Future of EVs
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Advanced technologies in electric vehicles: autonomous EVs, connected EVs. Market trends and consumer behavior in the EV industry. Environmental and societal impact of electric vehicles. | |||||||||||||||||
Text Books And Reference Books: 1. "Electric Vehicle Technology Explained" by James Larminie and John Lowry. 2. "Electric and Hybrid Vehicles: Design Fundamentals" by Iqbal Husain. 3. "Electric Vehicle Integration into Modern Power Networks" by M. S. A. Masoum et al. | |||||||||||||||||
Essential Reading / Recommended Reading 1. "Electric Vehicle Technology, Policy, and Business" by David A. Hensley. 2. "The Business of Electric Vehicles" by Frank Jamerson and Veronica Cacdac Warnock. | |||||||||||||||||
Evaluation Pattern
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EEHO431VT - VEHICULAR COMMUNICATIONS (2023 Batch) | |||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Objectives 1. To distinguish various sensors using in vehicular communication 2. To understand inter and intra vehicular communications 3. To understand signal processing in vehicular communications 4. To study various vehicular electronic subsystems 5. To study automotive networks |
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Learning Outcome |
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CO1: Iidentify the sensors used in Internal Combustion Engines
CO2: Understand the sensor operations performed in Inter and Intra vehicle communications CO3: Understand the signal processing performed in communication modules CO4: Understand the Vehicular Electronics & its operations CO5: Understand the Automotive communication protocols used inside the vehicle.
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Unit-1 |
Teaching Hours:9 |
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Sensors
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Electronic Fuel control system- Airflow rate sensor, Strain Gauge MAP sensor, Engine Crankshaft Angular Position Sensor, Magnetic Reluctance Position Sensor, Hall effect Position Sensor, Shielded Field Sensor, Optical Crankshaft Position Sensor, Throttle Angle Sensor (TAS), Engine Coolant Temperature (ECT) Sensor, Exhaust Gas Oxygen (O2/EGO) Lambda Sensors, Piezoelectric Knock Sensor.. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Inter and intra vehicular sensor communications
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Inter and intravehicular sensor communications for various functions such as collision control, vehicle localization etc.Sensors deployed for inter and intra vehicular communications- Ultra Wide Band sensors, GPS sensors. Various algorithms developed for collisions | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Signal processing in vehicular communication
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Vehicular radar signal processing, multi-frequency and multi target vehicular radar signal processing. Speech processing for vehicular control. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Vehicular Electronic Subsystems
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Collision Avoidance Radar warning Systems- Low tire pressure warning system- Heads Up display- Speech Synthesis- Navigation – Navigation Sensors - Radio Navigation- Signpost navigation- dead reckoning navigation- Voice Recognition Cell Phone dialing- Advanced Cruise Control- Stability Augmentation- Automatic driving Control | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Automotive Network
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Bus Systems–Classification, Applications in the vehicle- Coupling of networks- Networked vehicles -Buses - CAN Bus- LIN Bus- MOST Bus- Bluetooth- FlexRay- Diagnostic Interfaces. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:30 |
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List of Experiments
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Experiments on Sensors using MATLAB Testing of sensors Sensor data acquisition and control Sensor fusion Testing of vehicular electronic systems Experiments on vehicular communication Vehicle networks | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Vehicular Communications and Networks: Architectures, Protocols, Operation and Deployment, Wai Chen, Elsevier, - Technology & Engineering, 2015 2. Intelligent Transportation Systems: Dependable Vehicular Communications for Improved Road Safety, Muhammad Alam, Joaquim Ferreira, José Fonseca, springer , 2016 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. VANET: Vehicular Applications and Inter-Networking Technologies, Hannes Hartenstein, Kenneth Laberteaux, John Wiley & Sons, 2009 2. Intelligent Vehicular Networks and Communications: Fundamentals, Architectures and Solutions, Anand Paul, Naveen Chilamkurti, Seungmin Rho, Alfred Daniel, Elsevier, 2016 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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EVS421 - ENVIRONMENTAL SCIENCE (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:0 |
Credits:0 |
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Course Objectives/Course Description |
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To understand the scope and importance of environmental science towards developing a conscious community for environmental issues, both at global and local scale. |
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Learning Outcome |
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CO1: Explain the components and concept of various ecosystems in the environment CO2: Explain the necessity of natural resources management
CO3: Relate the causes and impacts of environmental pollution
CO4: Relate climate change/global atmospheric changes and adaptation
CO5: Appraise the role of technology and institutional mechanisms for environmental protection |
Unit-1 |
Teaching Hours:6 |
Introduction
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Environment and Eco systems – Definition, Scope and importance. Components of environment. Concept and Structure of eco systems. Material Cycles – Nitrogen, Carbon, Sulphur, Phosphorous, Oxygen. Energy Flow and classification of Eco systems. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
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Environment and Eco systems – Definition, Scope and importance. Components of environment. Concept and Structure of eco systems. Material Cycles – Nitrogen, Carbon, Sulphur, Phosphorous, Oxygen. Energy Flow and classification of Eco systems. | |
Unit-2 |
Teaching Hours:6 |
Natural Resources
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Classification and importance- Forest, Water, Mineral, Food, Energy. Management of natural resources – challenges and methods. Sustainable development – Goals, Agriculture, Industries | |
Unit-2 |
Teaching Hours:6 |
Natural Resources
|
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Classification and importance- Forest, Water, Mineral, Food, Energy. Management of natural resources – challenges and methods. Sustainable development – Goals, Agriculture, Industries | |
Unit-3 |
Teaching Hours:6 |
Environmental Pollution
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Causes and Impacts – Air pollution, Water pollution, Soil Pollution, Noise Pollution, Marine Pollution, Municipal Solid Wastes, Bio Medical and E-Waste. Solid Waste Management | |
Unit-3 |
Teaching Hours:6 |
Environmental Pollution
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Causes and Impacts – Air pollution, Water pollution, Soil Pollution, Noise Pollution, Marine Pollution, Municipal Solid Wastes, Bio Medical and E-Waste. Solid Waste Management | |
Unit-4 |
Teaching Hours:6 |
Climate change/Global Atmospheric Change
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Global Temperature, Greenhouse effect, global energy balance, Global warming potential, International Panel for Climate Change (IPCC) Emission scenarios, Oceans and climate change. Adaptation methods. Green Climate fund. Climate change related planning- small islands and coastal region. Impact on women, children, youths and marginalized communities | |
Unit-4 |
Teaching Hours:6 |
Climate change/Global Atmospheric Change
|
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Global Temperature, Greenhouse effect, global energy balance, Global warming potential, International Panel for Climate Change (IPCC) Emission scenarios, Oceans and climate change. Adaptation methods. Green Climate fund. Climate change related planning- small islands and coastal region. Impact on women, children, youths and marginalized communities | |
Unit-5 |
Teaching Hours:6 |
Environmental Protection
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Technology, Modern Tools – GIS and Remote Sensing,. Institutional Mechanisms - Environmental Acts and Regulations, Role of government, Legal aspects. Role of Nongovernmental Organizations (NGOs) , Environmental Education and Entrepreneurship | |
Unit-5 |
Teaching Hours:6 |
Environmental Protection
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Technology, Modern Tools – GIS and Remote Sensing,. Institutional Mechanisms - Environmental Acts and Regulations, Role of government, Legal aspects. Role of Nongovernmental Organizations (NGOs) , Environmental Education and Entrepreneurship | |
Text Books And Reference Books: T1Kaushik A and Kaushik. C. P, “Perspectives in Environmental Studies”New Age International Publishers, New Delhi, 2018 [Unit: I, II, III and IV] T2Asthana and Asthana, “A text Book of Environmental Studies”, S. Chand, New Delhi, Revised Edition, 2010 [Unit: I, II, III and V] T3Nandini. N, Sunitha. N and Tandon. S, “environmental Studies” , Sapana, Bangalore, June 2019 [Unit: I, II, III and IV] T4R Rajagopalan, “Environmental Studies – From Crisis to Cure”, Oxford, Seventh University Press, 2017, [Unit: I, II, III and IV]
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Essential Reading / Recommended Reading R1.Miller. G. T and Spoolman. S. E, “Environmental Science”, CENAGE Learning, New Delhi, 2015 R2.Masters, G andEla, W.P (2015), Introduction to environmental Engineering and Science, 3rd Edition. Pearson., New Delhi, 2013. R3.Raman Sivakumar, “Principals of Environmental Science and Engineering”, Second Edition, Cengage learning Singapore, 2005. R4.P. Meenakshi, “Elements of Environmental Science and Engineering”, Prentice Hall of India Private Limited, New Delhi, 2006. R5.S.M. Prakash, “Environmental Studies”, Elite Publishers Mangalore, 2007 R6.ErachBharucha, “Textbook of Environmental Studies”, for UGC, University press, 2005. R7. Dr. Pratiba Sing, Dr. AnoopSingh and Dr. PiyushMalaviya, “Textbook of Environmental and Ecology”, Acme Learning Pvt. Ltd. New Delhi. | |
Evaluation Pattern No Evaluation | |
HS424 - PROFESSIONAL ETHICS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Understand the importance of Values and Ethics in their personal lives and professional careers |
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Learning Outcome |
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CO1: Understand the importance of Values and Ethics in their personal lives and professional careers CO2: Learn the rights and responsibilities as an employee, team member and a global citizen CO3: Estimate the impact of self and organization's actions on the stakeholders and society CO4: Develop an ethical behaviour under all situations CO5: Appreciate the significance of Intellectual Property as a very important driver of growth and development in today's world and be able to statutorily acquire and use different types of intellectual property in their professional life |
Unit-1 |
Teaching Hours:6 |
Introduction to Ethics
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Introduction to Professional Ethics : Definition, Nature, Scope- Moral Dilemmas- moral Autonomy-Kohlberg’s theory- Gilligan’s theory, Profession Persuasive, Definitions, Multiple motives, Models of professional goals. Moral Reasoning and Ethical theories – Professional Ideals and Virtues- Theories of Right Action, Self- interest, Customs and Regions- Use of ethical Theories | |
Unit-2 |
Teaching Hours:6 |
Engineering as Social Experimentation and Responsibility
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Engineering as Social Experimentation and Responsibility For Safety Engineering as experimentation- Engineers as responsible experimenters, the challenger case, Codes of Ethics, A balanced outlook on law. Concept of safety and risk, assessment of safety and risk- risk benefit analysis and reducing the risk- three- mile island, Chernobyl and safe exists. | |
Unit-3 |
Teaching Hours:6 |
Global Issues and Introduction To Intellectual Property
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Global Issues and Introduction To Intellectual Property - Multinational corporations- Environmental ethics- Computer ethics and Weapons developments. Meaning and Types of Intellectual Property, Intellectual Property. Law Basics, Agencies responsible for intellectual property registration, International Organizations, Agencies and Treaties, Importance of Intellectual Property Rights. | |
Unit-4 |
Teaching Hours:6 |
Foundations of Trademarks
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Foundations of Trademarks - Meaning of Trademarks, Purpose and Functions of Trademarks, types of Marks, Acquisition of Trademark rights, Common Law rights, Categories of Marks, Trade names and Business Name, Protectable Matter, Exclusions from Trademark Protection. | |
Unit-5 |
Teaching Hours:6 |
Foundations of Copyrights Law
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Foundations of Copyrights Law - Meaning of Copyrights, Common Law rights and Rights under the 1976 copyright Act, Recent developments of the Copyright Act, The United States Copyright Office | |
Text Books And Reference Books: T1. Mike Martin and Roland Schinzinger, “Ethics in Engineering”, McGraw-Hill, New York 1996. T2. Govindarajan M, Natarajan S, Senthil Kumar V. S, “Engineering Ethics”, Prentice Hall of India, New Delhi, 2004.
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Essential Reading / Recommended Reading R1. Jayashree Suresh &B.S.Raghavan “Human values and Professional Ethics”, S. Chand, 2009.
R2. Govindarajan, Natarajan and Senthilkumar “Engineering Ethics”, PHI:009.
R3. Nagarajan “A Text Book on Professional ethics and Human values”, New Age International, 2009.
R4. Charles &Fleddermann “Engineering Ethics”, Pearson, 2009.
R5. Rachana Singh Puri and Arvind Viswanathan, I.K.”Practical Approach to Intellectual Property rights”, International Publishing House, New Delhi. 2010.
R6. A.B.Rao “Business Ethics and Professional Values”, Excel, 2009 | |
Evaluation Pattern CIA I -Evaluated out of (20) --> CIA I cnverted to (10) CIA II - Evaluated out of (50) ---> CIA II cnverted to ( 25) CIA III - Evaluated out of (20) ----> CIA III cnverted to (10) Total CIA is scaled down to 20 Att. Marks5 ESE Evaluated out of (50) ---> ESE converted to (25) Total marks - 50 | |
MICSAI432 - DATA STRUCTURES AND ALGORITHMS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course provides knowledge on Stacks, Queues, Linked Lists, Trees and Heap. The knowledge of C language and data structures will be reinforced by practical exercises during the course of study. The course will help students to develop the capability to select and design data structures for algorithms that are appropriate for problems that they might encounter. Course Objective: To understand the basic concept of data structures for storage and retrieval of ordered or unordered data. Data structures include: arrays, linked lists, binary trees, heaps, and hash tables.
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Learning Outcome |
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CO1: Explain the basic concepts of data structures and solve the time complexity of the algorithm CO2: Experiment with various operations on Linear Data structures CO3: Examine the Structures and Operations of Trees and Heaps Data Structures CO4: Compare various given sorting techniques with respect to time complexity CO5: Choose various shortest path algorithms to determine the minimum spanning path for the given graphs |
Unit-1 |
Teaching Hours:11 |
Introduction
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Definition- Classification of data structures: primitive and non-primitive- Operations on data structures- Algorithm Analysis Practical Experiments / Experiential Learning: Ex 1: Implement the applications Stack ADT Ex 2: Implement the applications for Queue ADT | |
Unit-1 |
Teaching Hours:11 |
Introduction
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Definition- Classification of data structures: primitive and non-primitive- Operations on data structures- Algorithm Analysis Practical Experiments / Experiential Learning: Ex 1: Implement the applications Stack ADT Ex 2: Implement the applications for Queue ADT | |
Unit-1 |
Teaching Hours:11 |
Introduction
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Definition- Classification of data structures: primitive and non-primitive- Operations on data structures- Algorithm Analysis Practical Experiments / Experiential Learning: Ex 1: Implement the applications Stack ADT Ex 2: Implement the applications for Queue ADT | |
Unit-1 |
Teaching Hours:11 |
Introduction
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Definition- Classification of data structures: primitive and non-primitive- Operations on data structures- Algorithm Analysis Practical Experiments / Experiential Learning: Ex 1: Implement the applications Stack ADT Ex 2: Implement the applications for Queue ADT | |
Unit-1 |
Teaching Hours:11 |
Introduction
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Definition- Classification of data structures: primitive and non-primitive- Operations on data structures- Algorithm Analysis Practical Experiments / Experiential Learning: Ex 1: Implement the applications Stack ADT Ex 2: Implement the applications for Queue ADT | |
Unit-2 |
Teaching Hours:14 |
Lists, Stacks and Queues
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Abstract Data Type (ADT) – The List ADT – The Stack ADT: Definition, Array representation of stack, Operations on stack: Infix, prefix and postfix notations Conversion of an arithmetic Expression from Infix to postfix. Applications of stacks. The Queue ADT: Definition, Array representation of queue, Types of queue: Simple queue, circular queue, double ended queue (de-queue) priority queue, operations on all types of Queues Practical Experiments / Experiential Learning: Ex 1: Operations on stack[e.g.: infix to postfix, evaluation of postfix] Ex 2: Search Tree ADT - Binary Search Tree | |
Unit-2 |
Teaching Hours:14 |
Lists, Stacks and Queues
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Abstract Data Type (ADT) – The List ADT – The Stack ADT: Definition, Array representation of stack, Operations on stack: Infix, prefix and postfix notations Conversion of an arithmetic Expression from Infix to postfix. Applications of stacks. The Queue ADT: Definition, Array representation of queue, Types of queue: Simple queue, circular queue, double ended queue (de-queue) priority queue, operations on all types of Queues Practical Experiments / Experiential Learning: Ex 1: Operations on stack[e.g.: infix to postfix, evaluation of postfix] Ex 2: Search Tree ADT - Binary Search Tree | |
Unit-2 |
Teaching Hours:14 |
Lists, Stacks and Queues
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Abstract Data Type (ADT) – The List ADT – The Stack ADT: Definition, Array representation of stack, Operations on stack: Infix, prefix and postfix notations Conversion of an arithmetic Expression from Infix to postfix. Applications of stacks. The Queue ADT: Definition, Array representation of queue, Types of queue: Simple queue, circular queue, double ended queue (de-queue) priority queue, operations on all types of Queues Practical Experiments / Experiential Learning: Ex 1: Operations on stack[e.g.: infix to postfix, evaluation of postfix] Ex 2: Search Tree ADT - Binary Search Tree | |
Unit-2 |
Teaching Hours:14 |
Lists, Stacks and Queues
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Abstract Data Type (ADT) – The List ADT – The Stack ADT: Definition, Array representation of stack, Operations on stack: Infix, prefix and postfix notations Conversion of an arithmetic Expression from Infix to postfix. Applications of stacks. The Queue ADT: Definition, Array representation of queue, Types of queue: Simple queue, circular queue, double ended queue (de-queue) priority queue, operations on all types of Queues Practical Experiments / Experiential Learning: Ex 1: Operations on stack[e.g.: infix to postfix, evaluation of postfix] Ex 2: Search Tree ADT - Binary Search Tree | |
Unit-2 |
Teaching Hours:14 |
Lists, Stacks and Queues
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Abstract Data Type (ADT) – The List ADT – The Stack ADT: Definition, Array representation of stack, Operations on stack: Infix, prefix and postfix notations Conversion of an arithmetic Expression from Infix to postfix. Applications of stacks. The Queue ADT: Definition, Array representation of queue, Types of queue: Simple queue, circular queue, double ended queue (de-queue) priority queue, operations on all types of Queues Practical Experiments / Experiential Learning: Ex 1: Operations on stack[e.g.: infix to postfix, evaluation of postfix] Ex 2: Search Tree ADT - Binary Search Tree | |
Unit-3 |
Teaching Hours:13 |
Trees
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Preliminaries – Binary Trees – The Search Tree ADT – Binary Search Trees – AVL Trees – Tree Traversals – Hashing – General Idea – Hash Function – Separate Chaining – Open Addressing –Linear Probing – Priority Queues (Heaps) – Model – Simple implementations – Binary Heap Practical Experiments / Experiential Learning: Ex 1: Heap Sort Ex 2: Quick Sort | |
Unit-3 |
Teaching Hours:13 |
Trees
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Preliminaries – Binary Trees – The Search Tree ADT – Binary Search Trees – AVL Trees – Tree Traversals – Hashing – General Idea – Hash Function – Separate Chaining – Open Addressing –Linear Probing – Priority Queues (Heaps) – Model – Simple implementations – Binary Heap Practical Experiments / Experiential Learning: Ex 1: Heap Sort Ex 2: Quick Sort | |
Unit-3 |
Teaching Hours:13 |
Trees
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Preliminaries – Binary Trees – The Search Tree ADT – Binary Search Trees – AVL Trees – Tree Traversals – Hashing – General Idea – Hash Function – Separate Chaining – Open Addressing –Linear Probing – Priority Queues (Heaps) – Model – Simple implementations – Binary Heap Practical Experiments / Experiential Learning: Ex 1: Heap Sort Ex 2: Quick Sort | |
Unit-3 |
Teaching Hours:13 |
Trees
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Preliminaries – Binary Trees – The Search Tree ADT – Binary Search Trees – AVL Trees – Tree Traversals – Hashing – General Idea – Hash Function – Separate Chaining – Open Addressing –Linear Probing – Priority Queues (Heaps) – Model – Simple implementations – Binary Heap Practical Experiments / Experiential Learning: Ex 1: Heap Sort Ex 2: Quick Sort | |
Unit-3 |
Teaching Hours:13 |
Trees
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Preliminaries – Binary Trees – The Search Tree ADT – Binary Search Trees – AVL Trees – Tree Traversals – Hashing – General Idea – Hash Function – Separate Chaining – Open Addressing –Linear Probing – Priority Queues (Heaps) – Model – Simple implementations – Binary Heap Practical Experiments / Experiential Learning: Ex 1: Heap Sort Ex 2: Quick Sort | |
Unit-4 |
Teaching Hours:11 |
Sorting
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Preliminaries – Insertion Sort – Shell sort – Heap sort – Merge sort – Quicksort – External Sorting Practical Experiments / Experiential Learning: Ex 1: Applications of Probability and Queuing Theory Problems to be implemented using data structures Ex 2: To determine the time complexity of a given logic. | |
Unit-4 |
Teaching Hours:11 |
Sorting
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Preliminaries – Insertion Sort – Shell sort – Heap sort – Merge sort – Quicksort – External Sorting Practical Experiments / Experiential Learning: Ex 1: Applications of Probability and Queuing Theory Problems to be implemented using data structures Ex 2: To determine the time complexity of a given logic. | |
Unit-4 |
Teaching Hours:11 |
Sorting
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Preliminaries – Insertion Sort – Shell sort – Heap sort – Merge sort – Quicksort – External Sorting Practical Experiments / Experiential Learning: Ex 1: Applications of Probability and Queuing Theory Problems to be implemented using data structures Ex 2: To determine the time complexity of a given logic. | |
Unit-4 |
Teaching Hours:11 |
Sorting
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Preliminaries – Insertion Sort – Shell sort – Heap sort – Merge sort – Quicksort – External Sorting Practical Experiments / Experiential Learning: Ex 1: Applications of Probability and Queuing Theory Problems to be implemented using data structures Ex 2: To determine the time complexity of a given logic. | |
Unit-4 |
Teaching Hours:11 |
Sorting
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Preliminaries – Insertion Sort – Shell sort – Heap sort – Merge sort – Quicksort – External Sorting Practical Experiments / Experiential Learning: Ex 1: Applications of Probability and Queuing Theory Problems to be implemented using data structures Ex 2: To determine the time complexity of a given logic. | |
Unit-5 |
Teaching Hours:11 |
Graphs
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Definitions – Topological Sort – Shortest-Path Algorithms – Unweighted Shortest Paths – Dijkstra’s Algorithm – Minimum Spanning Tree – Prim’s Algorithm – Applications of Depth- First Search – Undirected Graphs – Bi-connectivity – Introduction to NP-Completeness-case study Practical Experiments / Experiential Learning: Ex 1: Implementing a Hash function/Hashing Mechanism. Ex 2: Implementing any of the shortest path algorithms | |
Unit-5 |
Teaching Hours:11 |
Graphs
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Definitions – Topological Sort – Shortest-Path Algorithms – Unweighted Shortest Paths – Dijkstra’s Algorithm – Minimum Spanning Tree – Prim’s Algorithm – Applications of Depth- First Search – Undirected Graphs – Bi-connectivity – Introduction to NP-Completeness-case study Practical Experiments / Experiential Learning: Ex 1: Implementing a Hash function/Hashing Mechanism. Ex 2: Implementing any of the shortest path algorithms | |
Unit-5 |
Teaching Hours:11 |
Graphs
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Definitions – Topological Sort – Shortest-Path Algorithms – Unweighted Shortest Paths – Dijkstra’s Algorithm – Minimum Spanning Tree – Prim’s Algorithm – Applications of Depth- First Search – Undirected Graphs – Bi-connectivity – Introduction to NP-Completeness-case study Practical Experiments / Experiential Learning: Ex 1: Implementing a Hash function/Hashing Mechanism. Ex 2: Implementing any of the shortest path algorithms | |
Unit-5 |
Teaching Hours:11 |
Graphs
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Definitions – Topological Sort – Shortest-Path Algorithms – Unweighted Shortest Paths – Dijkstra’s Algorithm – Minimum Spanning Tree – Prim’s Algorithm – Applications of Depth- First Search – Undirected Graphs – Bi-connectivity – Introduction to NP-Completeness-case study Practical Experiments / Experiential Learning: Ex 1: Implementing a Hash function/Hashing Mechanism. Ex 2: Implementing any of the shortest path algorithms | |
Unit-5 |
Teaching Hours:11 |
Graphs
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Definitions – Topological Sort – Shortest-Path Algorithms – Unweighted Shortest Paths – Dijkstra’s Algorithm – Minimum Spanning Tree – Prim’s Algorithm – Applications of Depth- First Search – Undirected Graphs – Bi-connectivity – Introduction to NP-Completeness-case study Practical Experiments / Experiential Learning: Ex 1: Implementing a Hash function/Hashing Mechanism. Ex 2: Implementing any of the shortest path algorithms | |
Text Books And Reference Books: Text Book: T1. Mark Allen Weiss, “Data Structures and Algorithm Analysis in Java”, 3rd Edition, Pearson Education 2013. | |
Essential Reading / Recommended Reading References (Text / Online Ref): R1. Fundamentals of data structure in C by Ellis Horowitz, Sarataj Shani 3rd edition, Galgotia book source PVT,2010. R2.Classic Data Structures , Debasis Samanta ,2nd Edition, PHI Learning PVT,2011 | |
Evaluation Pattern CIA 1 : 20 Marks CIA 2 : 50 Marks CIA 3 : 20 Marks ESE : 100 Marks CIA scaled down to 70 marks and ESE to 30 marks | |
OEC471 - NCC4 (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This course offers an integrated approach to disaster management, physical training, and aviation operations, designed to prepare students for effective response and leadership in emergency situations. It includes comprehensive training in physical fitness, fundamental drill techniques, aviation medicine, and standard operating procedures for ground handling. Students will also engage in practical exercises such as obstacle courses and social service activities to develop their skills in operational readiness, safety checks, and community engagement. This course equips students with the necessary skills to manage disasters effectively, maintain high safety standards, and contribute positively to their communities. Master standard ground handling procedures and conduct thorough internal and external safety checks to ensure operational readiness and safety in aviation environments. Apply principles of disaster management to effectively plan for and respond to emergency situations, ensuring efficient and coordinated disaster response. Integrate theoretical knowledge with practical skills to address various challenges in disaster management and aviation safety, ensuring a comprehensive approach to both personal and professional development. |
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Learning Outcome |
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CO1: Demonstrate improved physical fitness, including cardiovascular endurance, strength, and flexibility, while mastering fundamental foot and rifle drills. CO2: Exhibit leadership skills and effectively apply disaster management principles in practical scenarios CO3: Demonstrate comprehensive knowledge and application of aviation safety protocols, including health and safety in aviation, medical emergencies and first aid, standard ground handling procedures |
Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Physical Fitness and Drill Techniques
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-1 |
Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-2 |
Teaching Hours:5 |
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Leadership and Disaster Management
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Unit-3 |
Teaching Hours:5 |
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Aviation Safety and Operational Procedures
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Text Books And Reference Books: 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1.Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. 2. Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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OEC472 - ABILITY ENHANCEMENT COURSE - IV (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:42 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course Description: This course enhances essential skills across five units: presentation and writing skills, assertiveness and teamwork, interview techniques, quantitative aptitude, and C++ programming. It covers planning and delivering presentations, advanced writing practices, assertive communication, effective teamwork, and mastering job interviews. The course also includes mathematical concepts like averages, data sufficiency, permutations, combinations, and probability. Additionally, it provides comprehensive training in C++ programming, focusing on object-oriented principles, dynamic memory management, and advanced features. Course Objective: 1. Develop effective presentation skills, including planning, structuring, and engaging the audience. 2. Enhance writing proficiency with a focus on paragraph organization, proper punctuation, and error correction. 3. Cultivate assertive communication and teamwork strategies for collaborative success. 4. Master interview techniques, including preparation, execution, and follow-up. 5. Understand and apply mathematical concepts in averages, mixtures, data sufficiency, permutations, combinations, and probability. |
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Learning Outcome |
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CO1: Deliver structured and visually supported presentations with confidence. CO2: Write coherent, concise, and error-free documents. CO3: Communicate assertively and work effectively within teams. CO4: Successfully navigate various types of interviews and handle challenging questions. CO5: Solve complex mathematical problems involving averages, mixtures, permutations, combinations, and probability. |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
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Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
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Unit-1 |
Teaching Hours:6 |
Presentation Skills
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Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
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Unit-1 |
Teaching Hours:6 |
Presentation Skills
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Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
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Unit-1 |
Teaching Hours:6 |
Presentation Skills
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Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Text Books And Reference Books: 1.Title: The Elements of Style
Author: William Strunk Jr. and E.B. White
Publisher: Pearson
Edition: 4th Edition ISBN: 9780205309023. 2.Title: Cracking the Coding Interview
Author: Gayle Laakmann McDowell
Publisher: CareerCup
Edition: 6th Edition ISBN: 9780984782857
| |
Essential Reading / Recommended Reading 1.Title: The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and in Relationships Author: Randy J. Paterson Publisher: New Harbinger Publications Edition: 1st Edition ISBN: 9781572242098. 2.Title: Quantitative Aptitude for Competitive Examinations Author: R.S. Aggarwal Publisher: S. Chand Publishing Edition: 2021 ISBN: 9789352836509
3. Title: How to Prepare for Quantitative Aptitude for the CAT Author: Arun Sharma Publisher: McGraw Hill Education
Edition: 10th Edition (2022). 4.Title: Let Us C++
Author: YashavantKanetkar
Publisher: BPB Publications
Edition: 2nd Edition
ISBN: 9789387284904
Solutions Book:
4. Title: Let Us C++ Solutions
Author: YashavantKanetkar
Publisher: BPB Publications
Edition: 1st Edition ISBN: 9789387284911
| |
Evaluation Pattern Total Credits=1 Overall CIA=50 Marks. | |
CSOE561E01 - WEB PROGRAMMING CONCEPTS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
In this syllabus gets you the simple and practical Web Development for beginners covering basics of web programming, HTML5, CSS3, JavaScript and jQuery. The programs and examples trained in each chapter will help you learn all the principles and concepts very quickly and easily. It also provides elementary insights and an overview of the subject that is necessary to understand the world of web technologies. |
|
Learning Outcome |
|
CO1: Demonstrate the understanding of the basics of web programming concepts CO2: Develop a web applications using HTML5 tags. CO3: Construct a JavaScript Scripts for building interactive web applications.
CO4: Apply and Experiment with CSS3 to describe look and formatting for webpages CO5: Analyze lightweight jquery scripts to simplify common web scripting task |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Text Books And Reference Books: T1. Training Guide Programming in HTML5 with JavaScript and CSS3 (MCSD) (Microsoft Press Training Guide), 2013 T2. Deitel and Deitel, "Internet & World Wide Web How to Program", 5th edition,Pearson Publishers,2020 T3. York, Richard,Web development with jQuery,Wiley India Pvt Ltd., 2nd edition,2015. | |
Essential Reading / Recommended Reading R1. Matt West, “HTML5 Foundations”, Wiley Publishers: 2013. R2. Bruce Lawson, Remy Sharp, “Introducing HTML 5”, Pearson 2011 R3. Ian Lunn, “CSS3 Foundations”,Wiley Publishers, 2012 R4.Jon Duckett, “JavaScript and JQuery: Interactive Front-End Web Development”, Wiley Publishers: 2014. | |
Evaluation Pattern
(Scaled: CIA – 50 Marks & ESE – 50 Marks) | |
CSOE561E04 - PYTHON FOR ENGINEERS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: Python is an advanced, interpreted programming language known for its readability and simplicity. It supports various programming paradigms, such as procedural, object-oriented, and functional. Python's wide range of applications, from web development and app creation to data analytics and artificial intelligence, underscore its usefulness. Its robust assortment of libraries and frameworks contributes to its popularity among novices and professionals.
Course Objective: • Develop a working knowledge for how computers operate & how computer programs are executed. • Evolve critical thinking and problem-solving skills using an algorithmic approach. • Learn about the programmer’s role in the software development process. • Translate real-world issues into computer-solvable problems. |
|
Learning Outcome |
|
CO1: Demonstrate the basic methods of formatting, outputting data, kinds
of data, operators and variables.(L2) CO2: Interpret with the concepts of Boolean values, utilization of loops and
operators. (L2) CO3: Experiment with functions, passing arguments and data processing.(L3) CO4: Illustrate the concept of modules, exceptions, strings and lists. (L2) CO5: Apply the concepts of python to explore domain based applications.(L3) |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PYTHON
|
|
Programming – absolute basics, Python –Literal constants, Operators and Expressions, Variables, Identifiers, Data types, Input operation, Type conversion, Reserved words, Indentation, Comments, Testing and debugging a python code. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PYTHON
|
|
Programming – absolute basics, Python –Literal constants, Operators and Expressions, Variables, Identifiers, Data types, Input operation, Type conversion, Reserved words, Indentation, Comments, Testing and debugging a python code. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PYTHON
|
|
Programming – absolute basics, Python –Literal constants, Operators and Expressions, Variables, Identifiers, Data types, Input operation, Type conversion, Reserved words, Indentation, Comments, Testing and debugging a python code. | |
Unit-2 |
Teaching Hours:9 |
CONDITIONAL STATEMENTS LOOPING AND ARRAY
|
|
Making decisions in Python, Python's loops, Lists – collections of data, Sorting simple lists, Nested Lists, Cloning Lists, Using Lists as stacks and queues, List comprehensions, Functional programming using Lists, Advanced applications | |
Unit-2 |
Teaching Hours:9 |
CONDITIONAL STATEMENTS LOOPING AND ARRAY
|
|
Making decisions in Python, Python's loops, Lists – collections of data, Sorting simple lists, Nested Lists, Cloning Lists, Using Lists as stacks and queues, List comprehensions, Functional programming using Lists, Advanced applications | |
Unit-2 |
Teaching Hours:9 |
CONDITIONAL STATEMENTS LOOPING AND ARRAY
|
|
Making decisions in Python, Python's loops, Lists – collections of data, Sorting simple lists, Nested Lists, Cloning Lists, Using Lists as stacks and queues, List comprehensions, Functional programming using Lists, Advanced applications | |
Unit-3 |
Teaching Hours:9 |
FUNCTIONS
|
|
Writing functions, How functions communicate with environment, Variable scope and their lifetime, Keyword arguments, Default arguments, Variable length arguments, Lambda functions, Recursive functions, Tuples & dictionaries. | |
Unit-3 |
Teaching Hours:9 |
FUNCTIONS
|
|
Writing functions, How functions communicate with environment, Variable scope and their lifetime, Keyword arguments, Default arguments, Variable length arguments, Lambda functions, Recursive functions, Tuples & dictionaries. | |
Unit-3 |
Teaching Hours:9 |
FUNCTIONS
|
|
Writing functions, How functions communicate with environment, Variable scope and their lifetime, Keyword arguments, Default arguments, Variable length arguments, Lambda functions, Recursive functions, Tuples & dictionaries. | |
Unit-4 |
Teaching Hours:9 |
ERRORS & EXCEPTIONS
|
|
Handling exceptions, Raising exceptions, Built-in and User-defined exceptions, The finally block, Assertions in python, Characters and strings, String methods, Basic concepts of object oriented programming, Generators and closures | |
Unit-4 |
Teaching Hours:9 |
ERRORS & EXCEPTIONS
|
|
Handling exceptions, Raising exceptions, Built-in and User-defined exceptions, The finally block, Assertions in python, Characters and strings, String methods, Basic concepts of object oriented programming, Generators and closures | |
Unit-4 |
Teaching Hours:9 |
ERRORS & EXCEPTIONS
|
|
Handling exceptions, Raising exceptions, Built-in and User-defined exceptions, The finally block, Assertions in python, Characters and strings, String methods, Basic concepts of object oriented programming, Generators and closures | |
Unit-5 |
Teaching Hours:9 |
DOMAIN BASED APPLICATIONS
|
|
Scientific & Numerical applications, Network programming, Embedded applications, Audio & Video applications, Computer aided designing applications, Writing automated tests ,System administration, Games & Graphics | |
Unit-5 |
Teaching Hours:9 |
DOMAIN BASED APPLICATIONS
|
|
Scientific & Numerical applications, Network programming, Embedded applications, Audio & Video applications, Computer aided designing applications, Writing automated tests ,System administration, Games & Graphics | |
Unit-5 |
Teaching Hours:9 |
DOMAIN BASED APPLICATIONS
|
|
Scientific & Numerical applications, Network programming, Embedded applications, Audio & Video applications, Computer aided designing applications, Writing automated tests ,System administration, Games & Graphics | |
Text Books And Reference Books: TEXT BOOKS T1. Eric Matthes, “Python Crash Course”, 2nd Edition: A Hands-On, Project-Based Introduction to Programming, No Starch Press, Inc, 2016. T2. Paul Barry, “Head first Python”, 2nd Edition, O’Reilly, 2017.
| |
Essential Reading / Recommended Reading REFERENCE BOOKS R1. John Zelle, “Python Programming”, 3rd Edition, Franklin - Beedle Pub, 2017. R2. Martin C. Brown, “Python:The Complete Reference”,McGraw Hill Education;Fourth edition,2018. R3. Allen Downey, “Learning with Python: How to Think Like a Computer Scientist”, 3rd Edition, Green Tea Press, 2019. | |
Evaluation Pattern CIA 1 – 20 Marks CIA 2 – 50 Marks CIA 3 – 20 Marks End Semester Examination – 100 Marks Attendance – 5 Marks (Scaled: CIA – 50 Marks & ESE – 50 Marks) | |
ECOE561E01 - EMBEDDED BOARDS FOR IOT APPLICATIONS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The aim of this course is to introduce the architecture, programming and interfacing of peripheral devices with embedded boards for IOT applications and design IOT based smart applications |
|
Learning Outcome |
|
CO1: Understand the architecture, programming and interfacing principles of ATMEGA32 AVR microcontroller and Rasberry Pi CO2: Understand the applications of ATMEGA32 AVR microcontroller, Microprocessor and Rasberry Pi in IoT CO3: Analyze the design scheme for IoT using Microcontrollers |
Unit-1 |
Teaching Hours:9 |
NETWORKING SENSORS
|
|
Network Architecture - Sensor Network Scenarios- Optimization Goals and Figures of Merit- Physical Layer and Transceiver Design Considerations-MAC Protocols for Wireless Sensor Networks- Introduction of sensors and transducers | |
Unit-1 |
Teaching Hours:9 |
NETWORKING SENSORS
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|
Network Architecture - Sensor Network Scenarios- Optimization Goals and Figures of Merit- Physical Layer and Transceiver Design Considerations-MAC Protocols for Wireless Sensor Networks- Introduction of sensors and transducers | |
Unit-1 |
Teaching Hours:9 |
NETWORKING SENSORS
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|
Network Architecture - Sensor Network Scenarios- Optimization Goals and Figures of Merit- Physical Layer and Transceiver Design Considerations-MAC Protocols for Wireless Sensor Networks- Introduction of sensors and transducers | |
Unit-2 |
Teaching Hours:9 |
ARDUINO BOARD AND its? INTERFACING
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|
ATMEGA328 microcontroller - Architecture- memory organisation – Operating modes – On chip peripherals- Embedded communication interfaces- Example programs using Arduino IDE- Integration of peripherals (Buttons & switches, digital inputs, Matrix keypad, Basic RGB color-mixing, electromechanical devices- Displays- sensors(Temperature, Pressure, Humidity, Water level etc.), camera, real time clock, relays, actuators, Bluetooth, Wi-fi) | |
Unit-2 |
Teaching Hours:9 |
ARDUINO BOARD AND its? INTERFACING
|
|
ATMEGA328 microcontroller - Architecture- memory organisation – Operating modes – On chip peripherals- Embedded communication interfaces- Example programs using Arduino IDE- Integration of peripherals (Buttons & switches, digital inputs, Matrix keypad, Basic RGB color-mixing, electromechanical devices- Displays- sensors(Temperature, Pressure, Humidity, Water level etc.), camera, real time clock, relays, actuators, Bluetooth, Wi-fi) | |
Unit-2 |
Teaching Hours:9 |
ARDUINO BOARD AND its? INTERFACING
|
|
ATMEGA328 microcontroller - Architecture- memory organisation – Operating modes – On chip peripherals- Embedded communication interfaces- Example programs using Arduino IDE- Integration of peripherals (Buttons & switches, digital inputs, Matrix keypad, Basic RGB color-mixing, electromechanical devices- Displays- sensors(Temperature, Pressure, Humidity, Water level etc.), camera, real time clock, relays, actuators, Bluetooth, Wi-fi) | |
Unit-3 |
Teaching Hours:9 |
IoT BASED SYSTEM DESIGN
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|
Definition of IoT- Applications and Verticals- System Architecture-Typical Process Flows-Technological Enablers- Open Standard Reference Model- Design Constraints and Considerations- IoT Security- Experiments using Arduino Platform | |
Unit-3 |
Teaching Hours:9 |
IoT BASED SYSTEM DESIGN
|
|
Definition of IoT- Applications and Verticals- System Architecture-Typical Process Flows-Technological Enablers- Open Standard Reference Model- Design Constraints and Considerations- IoT Security- Experiments using Arduino Platform | |
Unit-3 |
Teaching Hours:9 |
IoT BASED SYSTEM DESIGN
|
|
Definition of IoT- Applications and Verticals- System Architecture-Typical Process Flows-Technological Enablers- Open Standard Reference Model- Design Constraints and Considerations- IoT Security- Experiments using Arduino Platform | |
Unit-4 |
Teaching Hours:9 |
RASBERRY-PI
|
|
Introduction to Raspberry pi – configuration of Raspberry pi – programming raspberry pi - Implementation of IOT with Rasberry pi | |
Unit-4 |
Teaching Hours:9 |
RASBERRY-PI
|
|
Introduction to Raspberry pi – configuration of Raspberry pi – programming raspberry pi - Implementation of IOT with Rasberry pi | |
Unit-4 |
Teaching Hours:9 |
RASBERRY-PI
|
|
Introduction to Raspberry pi – configuration of Raspberry pi – programming raspberry pi - Implementation of IOT with Rasberry pi | |
Unit-5 |
Teaching Hours:9 |
IMPLEMENTATION
|
|
This unit is entirely practical based} Implementation of a IOT based real time system. The concept of the specific embedded design has to be discussed. Eg: Smart Irrigation using IOT/IoT Based Biometrics Implementation on Raspberry Pi/ Automation etc. Note: Unit – V will be based on a group project. Each group comprising of maximum 3 members. Any microcontroller can be used in Unit-V | |
Unit-5 |
Teaching Hours:9 |
IMPLEMENTATION
|
|
This unit is entirely practical based} Implementation of a IOT based real time system. The concept of the specific embedded design has to be discussed. Eg: Smart Irrigation using IOT/IoT Based Biometrics Implementation on Raspberry Pi/ Automation etc. Note: Unit – V will be based on a group project. Each group comprising of maximum 3 members. Any microcontroller can be used in Unit-V | |
Unit-5 |
Teaching Hours:9 |
IMPLEMENTATION
|
|
This unit is entirely practical based} Implementation of a IOT based real time system. The concept of the specific embedded design has to be discussed. Eg: Smart Irrigation using IOT/IoT Based Biometrics Implementation on Raspberry Pi/ Automation etc. Note: Unit – V will be based on a group project. Each group comprising of maximum 3 members. Any microcontroller can be used in Unit-V | |
Text Books And Reference Books: T1.Slama, Dirak “Enterprise IOT : Strategies and Best Practices for Connected Products and services”, Shroff Publisher, 1st edition,2015 T2. Ali Mazidi, Sarmad Naimi, Sepehr Naimi “AVR Microcontroller and Embedded Systems: Using Assembly and C”, Pearson 2013 T3. Wentk, “Richard Raspberry Pi”, John Wiley & Sons, 2014 | |
Essential Reading / Recommended Reading R1. .K. Ray & K.M.Bhurchandi, “Advanced Microprocessors and peripherals- Architectures, Programming and Interfacing”, Tata McGraw Hill, 2002 reprint R2. Gibson, “Microprocessor and Interfacing” Tata McGraw Hill,II edition, 2009 R3. Muhammad Ali Mazidi, Rolin D. Mckinlay, Danny Causey “8051 Microcontroller and Embedded Systems using Assembly and C” Prentice Hall of India,2008 | |
Evaluation Pattern As per university norms Category-Open Elective CIA-50 CIA-20 ( WITH 2 COMPONENTS SCALED TO 10) CIA2-Mid semester Examination 50 (scaled down to 25) CIA 3-20 ( WITH 2 COMPONENTS SCALED TO 10) ATTENDANCE 5
ESE-100
| |
ECOE561E02 - OBSERVING EARTH FROM SPACE (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The aim of this introductory course is to understand the basics and applications of Satellite Remote Sensing, become familiar with the usage of active and Passive remote Sensing from space and explore the applications of Satellite Remote Sensing from Ecology to National Security. The course will include some simple python based Jupyter Notebooks and open-source Remote Sensing resources. The course will introduce students to a career in Satellite remote sensing with reference to UN SDGs.
|
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Learning Outcome |
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CO1: Explain the principles of Satellite systems and the general understanding of their applicability in intelligent systems CO2: Explain satellite based passive sensors and their principles CO3: Explain satellite based active sensors and their principles. CO4: Explain GIS and its platforms CO5: Apply the understanding of working with satellite data and with the general understanding of their applicability in intelligent systems to find solutions to societal challenges. |
Unit-1 |
Teaching Hours:9 |
BASICS Of SATELLITES AND SATELLITE IMAGERY
|
|
History of Satellites, Types and Classification of Satellites, Launching of Satellites, orbits, attitude and orbit control, Satellite imagery and basics of Satellite datasets, Satellite Imagery for UN SDG, Satellite data analysis | |
Unit-1 |
Teaching Hours:9 |
BASICS Of SATELLITES AND SATELLITE IMAGERY
|
|
History of Satellites, Types and Classification of Satellites, Launching of Satellites, orbits, attitude and orbit control, Satellite imagery and basics of Satellite datasets, Satellite Imagery for UN SDG, Satellite data analysis | |
Unit-1 |
Teaching Hours:9 |
BASICS Of SATELLITES AND SATELLITE IMAGERY
|
|
History of Satellites, Types and Classification of Satellites, Launching of Satellites, orbits, attitude and orbit control, Satellite imagery and basics of Satellite datasets, Satellite Imagery for UN SDG, Satellite data analysis | |
Unit-1 |
Teaching Hours:9 |
BASICS Of SATELLITES AND SATELLITE IMAGERY
|
|
History of Satellites, Types and Classification of Satellites, Launching of Satellites, orbits, attitude and orbit control, Satellite imagery and basics of Satellite datasets, Satellite Imagery for UN SDG, Satellite data analysis | |
Unit-1 |
Teaching Hours:9 |
BASICS Of SATELLITES AND SATELLITE IMAGERY
|
|
History of Satellites, Types and Classification of Satellites, Launching of Satellites, orbits, attitude and orbit control, Satellite imagery and basics of Satellite datasets, Satellite Imagery for UN SDG, Satellite data analysis | |
Unit-1 |
Teaching Hours:9 |
BASICS Of SATELLITES AND SATELLITE IMAGERY
|
|
History of Satellites, Types and Classification of Satellites, Launching of Satellites, orbits, attitude and orbit control, Satellite imagery and basics of Satellite datasets, Satellite Imagery for UN SDG, Satellite data analysis | |
Unit-2 |
Teaching Hours:9 |
INTRODUCTION TO PASSIVE SATELLITE IMAGERY
|
|
Concept of Imaging Spectroscopy, Difference between multispectral and hyperspectral, Spectral features, Types of Spectrometer Sensors and missions,resolution,AI and ML in satellite image analysis, Introduction to python and Jupyter notebooks for satellite image analysis | |
Unit-2 |
Teaching Hours:9 |
INTRODUCTION TO PASSIVE SATELLITE IMAGERY
|
|
Concept of Imaging Spectroscopy, Difference between multispectral and hyperspectral, Spectral features, Types of Spectrometer Sensors and missions,resolution,AI and ML in satellite image analysis, Introduction to python and Jupyter notebooks for satellite image analysis | |
Unit-2 |
Teaching Hours:9 |
INTRODUCTION TO PASSIVE SATELLITE IMAGERY
|
|
Concept of Imaging Spectroscopy, Difference between multispectral and hyperspectral, Spectral features, Types of Spectrometer Sensors and missions,resolution,AI and ML in satellite image analysis, Introduction to python and Jupyter notebooks for satellite image analysis | |
Unit-2 |
Teaching Hours:9 |
INTRODUCTION TO PASSIVE SATELLITE IMAGERY
|
|
Concept of Imaging Spectroscopy, Difference between multispectral and hyperspectral, Spectral features, Types of Spectrometer Sensors and missions,resolution,AI and ML in satellite image analysis, Introduction to python and Jupyter notebooks for satellite image analysis | |
Unit-2 |
Teaching Hours:9 |
INTRODUCTION TO PASSIVE SATELLITE IMAGERY
|
|
Concept of Imaging Spectroscopy, Difference between multispectral and hyperspectral, Spectral features, Types of Spectrometer Sensors and missions,resolution,AI and ML in satellite image analysis, Introduction to python and Jupyter notebooks for satellite image analysis | |
Unit-2 |
Teaching Hours:9 |
INTRODUCTION TO PASSIVE SATELLITE IMAGERY
|
|
Concept of Imaging Spectroscopy, Difference between multispectral and hyperspectral, Spectral features, Types of Spectrometer Sensors and missions,resolution,AI and ML in satellite image analysis, Introduction to python and Jupyter notebooks for satellite image analysis | |
Unit-3 |
Teaching Hours:9 |
INTRODUCTION TO ACTIVE SATELLITE IMAGERY
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|
Active imaging technology, radar range equation and its Implications, using amplitude phase and polarity of returned signals to measure target parameters,scattering matrix and its decomposition, NISAR Mission | |
Unit-3 |
Teaching Hours:9 |
INTRODUCTION TO ACTIVE SATELLITE IMAGERY
|
|
Active imaging technology, radar range equation and its Implications, using amplitude phase and polarity of returned signals to measure target parameters,scattering matrix and its decomposition, NISAR Mission | |
Unit-3 |
Teaching Hours:9 |
INTRODUCTION TO ACTIVE SATELLITE IMAGERY
|
|
Active imaging technology, radar range equation and its Implications, using amplitude phase and polarity of returned signals to measure target parameters,scattering matrix and its decomposition, NISAR Mission | |
Unit-3 |
Teaching Hours:9 |
INTRODUCTION TO ACTIVE SATELLITE IMAGERY
|
|
Active imaging technology, radar range equation and its Implications, using amplitude phase and polarity of returned signals to measure target parameters,scattering matrix and its decomposition, NISAR Mission | |
Unit-3 |
Teaching Hours:9 |
INTRODUCTION TO ACTIVE SATELLITE IMAGERY
|
|
Active imaging technology, radar range equation and its Implications, using amplitude phase and polarity of returned signals to measure target parameters,scattering matrix and its decomposition, NISAR Mission | |
Unit-3 |
Teaching Hours:9 |
INTRODUCTION TO ACTIVE SATELLITE IMAGERY
|
|
Active imaging technology, radar range equation and its Implications, using amplitude phase and polarity of returned signals to measure target parameters,scattering matrix and its decomposition, NISAR Mission | |
Unit-4 |
Teaching Hours:9 |
INTRODUCTION TO GIS & SPATIAL DATA ANALYTICS
|
|
Difference between Raster and Vector Data, QGIS, QField, ArcGIS, Google Earth Engine, Geopandas, GPS and use of mobile to capture data to integrate with satellite data | |
Unit-4 |
Teaching Hours:9 |
INTRODUCTION TO GIS & SPATIAL DATA ANALYTICS
|
|
Difference between Raster and Vector Data, QGIS, QField, ArcGIS, Google Earth Engine, Geopandas, GPS and use of mobile to capture data to integrate with satellite data | |
Unit-4 |
Teaching Hours:9 |
INTRODUCTION TO GIS & SPATIAL DATA ANALYTICS
|
|
Difference between Raster and Vector Data, QGIS, QField, ArcGIS, Google Earth Engine, Geopandas, GPS and use of mobile to capture data to integrate with satellite data | |
Unit-4 |
Teaching Hours:9 |
INTRODUCTION TO GIS & SPATIAL DATA ANALYTICS
|
|
Difference between Raster and Vector Data, QGIS, QField, ArcGIS, Google Earth Engine, Geopandas, GPS and use of mobile to capture data to integrate with satellite data | |
Unit-4 |
Teaching Hours:9 |
INTRODUCTION TO GIS & SPATIAL DATA ANALYTICS
|
|
Difference between Raster and Vector Data, QGIS, QField, ArcGIS, Google Earth Engine, Geopandas, GPS and use of mobile to capture data to integrate with satellite data | |
Unit-4 |
Teaching Hours:9 |
INTRODUCTION TO GIS & SPATIAL DATA ANALYTICS
|
|
Difference between Raster and Vector Data, QGIS, QField, ArcGIS, Google Earth Engine, Geopandas, GPS and use of mobile to capture data to integrate with satellite data | |
Unit-5 |
Teaching Hours:9 |
LAND APPLICATIONS
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|
Use of Satellite Remote Sensing in Agriculture, Forest Biomass Measurement, Security and Geodesy .Hazards and Disaster Management as per UN SDG, Use of Satellite Remote Sensing in predicting/monitoring floods, Earthquakes, volcanoes and Fires. | |
Unit-5 |
Teaching Hours:9 |
LAND APPLICATIONS
|
|
Use of Satellite Remote Sensing in Agriculture, Forest Biomass Measurement, Security and Geodesy .Hazards and Disaster Management as per UN SDG, Use of Satellite Remote Sensing in predicting/monitoring floods, Earthquakes, volcanoes and Fires. | |
Unit-5 |
Teaching Hours:9 |
LAND APPLICATIONS
|
|
Use of Satellite Remote Sensing in Agriculture, Forest Biomass Measurement, Security and Geodesy .Hazards and Disaster Management as per UN SDG, Use of Satellite Remote Sensing in predicting/monitoring floods, Earthquakes, volcanoes and Fires. | |
Unit-5 |
Teaching Hours:9 |
LAND APPLICATIONS
|
|
Use of Satellite Remote Sensing in Agriculture, Forest Biomass Measurement, Security and Geodesy .Hazards and Disaster Management as per UN SDG, Use of Satellite Remote Sensing in predicting/monitoring floods, Earthquakes, volcanoes and Fires. | |
Unit-5 |
Teaching Hours:9 |
LAND APPLICATIONS
|
|
Use of Satellite Remote Sensing in Agriculture, Forest Biomass Measurement, Security and Geodesy .Hazards and Disaster Management as per UN SDG, Use of Satellite Remote Sensing in predicting/monitoring floods, Earthquakes, volcanoes and Fires. | |
Unit-5 |
Teaching Hours:9 |
LAND APPLICATIONS
|
|
Use of Satellite Remote Sensing in Agriculture, Forest Biomass Measurement, Security and Geodesy .Hazards and Disaster Management as per UN SDG, Use of Satellite Remote Sensing in predicting/monitoring floods, Earthquakes, volcanoes and Fires. | |
Text Books And Reference Books: T1. Rebekah B. Ismaili, “Earth Observation Using Python”, Wiley, 2021, Satellite Communication Anil Mainy Wiley 2010 T2. Ruiliang Pu, Hyperspectral Remote Sensing Fundamentals and Practice ,CRC Press 2017 T3. The SAR Handbook. NASA & Servir Global T4. Christopher D.Lloyd, “Spatial Data Analysis : An Introduction for GIS Users”, Oxford University Press, 2010. T5. Liguo Wong,Chunhui Zhao,Hyperspectral Image Processing,Springer 2015 T6. Matteo Pastorino and Andrea Randazzo, “ Microwave Imaging Methods and Applications”, Artech House, 2018 | |
Essential Reading / Recommended Reading R1. Dimitri G. Manolakis Hyperspectral Imaging Remote Sensing Physics, Sensors, and Algorithms,Cambridge University Press,2016 R2. Smith, B., Carpentier, M.H, “ The Microwave Engineering Handbook-Microwave systems and applications”, Springer | |
Evaluation Pattern As per university norms [ Scaled: CIA-50 Marks ESE-50 Marks] Maximum Marks -100 CIA I-10 ( COMPONENT 1-10 MARKS , COMPONENT 2-10 MARKS- TOTAL -20 ) CIA 2- MSE - 25 (50 MARKS SCALED DOWN TO 25) CIA 3-10 ( COMPONENT 1-10 MARKS , COMPONENT 2-10 MARKS- TOTAL -20 ) ATTENDANCE-05 End Semester Examination-100 Marks
| |
ECOE561E03 - E-WASTE MANAGEMENT AND RADIATION EFFECT (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The primary objective of this course on E-waste and Mobile Radiation is to provide students with a comprehensive understanding of the environmental, health, and societal implications associated with the proliferation of electronic devices and mobile technology. Through a multidisciplinary approach, the course aims to achieve provide an understanding on the concept of e-waste, including its sources, composition, and global impact on the environment and human health. It would examine the life cycle of electronic devices, from production to disposal, and identify environmental and health risks associated with each stage. The students would evaluate current regulations and policies governing E-waste management and mobile radiation safety at local, national, and international levels and analyze the socio-economic factors contributing to the generation of E-waste and mobile radiation exposure disparities, with a focus on environmental justice and public health equity. They would develop practical skills for responsible E-waste management, including recycling, refurbishment, and proper disposal methods and implement strategies to reduce personal exposure to mobile radiation through informed device usage and radiation protection measures. |
|
Learning Outcome |
|
CO1: Understand the different types of waste generated in the society, particularly e-waste and be able to comprehend the life cycle of an electronic equipment, the composition and harmful effects of e-waste. CO2: Understand the phases, components and benefits of e-waste risk assessment and audit and report preparation CO3: Understand the impact of Recycling E-Waste, waste trading and the recovery of metals from e-waste CO4: Understand the overview of e-waste management policies in the U.S, India and globally CO5: Understand the effect of electromagnetic waves and radiations on human health. |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WASTE MANAGEMENT
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|
Waste – Definition, Different types of Waste – Biodegerable, non – biodegradable, plastic waste, biomedical waste, E- waste, Construction and demolition waste and Industrial waste, LCA of electronics, Composition of e-waste, Possible hazardous substances present in e-waste, Environmental and Health implications | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WASTE MANAGEMENT
|
|
Waste – Definition, Different types of Waste – Biodegerable, non – biodegradable, plastic waste, biomedical waste, E- waste, Construction and demolition waste and Industrial waste, LCA of electronics, Composition of e-waste, Possible hazardous substances present in e-waste, Environmental and Health implications | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WASTE MANAGEMENT
|
|
Waste – Definition, Different types of Waste – Biodegerable, non – biodegradable, plastic waste, biomedical waste, E- waste, Construction and demolition waste and Industrial waste, LCA of electronics, Composition of e-waste, Possible hazardous substances present in e-waste, Environmental and Health implications | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WASTE MANAGEMENT
|
|
Waste – Definition, Different types of Waste – Biodegerable, non – biodegradable, plastic waste, biomedical waste, E- waste, Construction and demolition waste and Industrial waste, LCA of electronics, Composition of e-waste, Possible hazardous substances present in e-waste, Environmental and Health implications | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WASTE MANAGEMENT
|
|
Waste – Definition, Different types of Waste – Biodegerable, non – biodegradable, plastic waste, biomedical waste, E- waste, Construction and demolition waste and Industrial waste, LCA of electronics, Composition of e-waste, Possible hazardous substances present in e-waste, Environmental and Health implications | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WASTE MANAGEMENT
|
|
Waste – Definition, Different types of Waste – Biodegerable, non – biodegradable, plastic waste, biomedical waste, E- waste, Construction and demolition waste and Industrial waste, LCA of electronics, Composition of e-waste, Possible hazardous substances present in e-waste, Environmental and Health implications | |
Unit-2 |
Teaching Hours:9 |
AUDIT PROCEDURE AND PREPARATION
|
|
Scope of waste management audits, significance, benefits, phases and components of conducting waste management audits, e-waste risk assessment, Essentials for E-Waste Disposal audit, composition and impact of e-waste on Health and environment, Role of education institution in e-waste generation, carbon emission due to e–waste, Report preparation | |
Unit-2 |
Teaching Hours:9 |
AUDIT PROCEDURE AND PREPARATION
|
|
Scope of waste management audits, significance, benefits, phases and components of conducting waste management audits, e-waste risk assessment, Essentials for E-Waste Disposal audit, composition and impact of e-waste on Health and environment, Role of education institution in e-waste generation, carbon emission due to e–waste, Report preparation | |
Unit-2 |
Teaching Hours:9 |
AUDIT PROCEDURE AND PREPARATION
|
|
Scope of waste management audits, significance, benefits, phases and components of conducting waste management audits, e-waste risk assessment, Essentials for E-Waste Disposal audit, composition and impact of e-waste on Health and environment, Role of education institution in e-waste generation, carbon emission due to e–waste, Report preparation | |
Unit-2 |
Teaching Hours:9 |
AUDIT PROCEDURE AND PREPARATION
|
|
Scope of waste management audits, significance, benefits, phases and components of conducting waste management audits, e-waste risk assessment, Essentials for E-Waste Disposal audit, composition and impact of e-waste on Health and environment, Role of education institution in e-waste generation, carbon emission due to e–waste, Report preparation | |
Unit-2 |
Teaching Hours:9 |
AUDIT PROCEDURE AND PREPARATION
|
|
Scope of waste management audits, significance, benefits, phases and components of conducting waste management audits, e-waste risk assessment, Essentials for E-Waste Disposal audit, composition and impact of e-waste on Health and environment, Role of education institution in e-waste generation, carbon emission due to e–waste, Report preparation | |
Unit-2 |
Teaching Hours:9 |
AUDIT PROCEDURE AND PREPARATION
|
|
Scope of waste management audits, significance, benefits, phases and components of conducting waste management audits, e-waste risk assessment, Essentials for E-Waste Disposal audit, composition and impact of e-waste on Health and environment, Role of education institution in e-waste generation, carbon emission due to e–waste, Report preparation | |
Unit-3 |
Teaching Hours:9 |
DISPOSAL TECHNIQUES AND ITS IMPACT
|
|
Impact of Recycling E-Waste, Availability of more resources in recycling, Essential disposal steps for these e-waste items, Steps for Mobile Device Disposal, recovery of metals from e-waste, Essential factors in global waste trade economy, Waste trading, Free trade agreements as a means of waste trading, Personalized Recommendations for E-Waste Disposal, Action Plan and Suggestions for Waste Reduction in the Organization, field visit | |
Unit-3 |
Teaching Hours:9 |
DISPOSAL TECHNIQUES AND ITS IMPACT
|
|
Impact of Recycling E-Waste, Availability of more resources in recycling, Essential disposal steps for these e-waste items, Steps for Mobile Device Disposal, recovery of metals from e-waste, Essential factors in global waste trade economy, Waste trading, Free trade agreements as a means of waste trading, Personalized Recommendations for E-Waste Disposal, Action Plan and Suggestions for Waste Reduction in the Organization, field visit | |
Unit-3 |
Teaching Hours:9 |
DISPOSAL TECHNIQUES AND ITS IMPACT
|
|
Impact of Recycling E-Waste, Availability of more resources in recycling, Essential disposal steps for these e-waste items, Steps for Mobile Device Disposal, recovery of metals from e-waste, Essential factors in global waste trade economy, Waste trading, Free trade agreements as a means of waste trading, Personalized Recommendations for E-Waste Disposal, Action Plan and Suggestions for Waste Reduction in the Organization, field visit | |
Unit-3 |
Teaching Hours:9 |
DISPOSAL TECHNIQUES AND ITS IMPACT
|
|
Impact of Recycling E-Waste, Availability of more resources in recycling, Essential disposal steps for these e-waste items, Steps for Mobile Device Disposal, recovery of metals from e-waste, Essential factors in global waste trade economy, Waste trading, Free trade agreements as a means of waste trading, Personalized Recommendations for E-Waste Disposal, Action Plan and Suggestions for Waste Reduction in the Organization, field visit | |
Unit-3 |
Teaching Hours:9 |
DISPOSAL TECHNIQUES AND ITS IMPACT
|
|
Impact of Recycling E-Waste, Availability of more resources in recycling, Essential disposal steps for these e-waste items, Steps for Mobile Device Disposal, recovery of metals from e-waste, Essential factors in global waste trade economy, Waste trading, Free trade agreements as a means of waste trading, Personalized Recommendations for E-Waste Disposal, Action Plan and Suggestions for Waste Reduction in the Organization, field visit | |
Unit-3 |
Teaching Hours:9 |
DISPOSAL TECHNIQUES AND ITS IMPACT
|
|
Impact of Recycling E-Waste, Availability of more resources in recycling, Essential disposal steps for these e-waste items, Steps for Mobile Device Disposal, recovery of metals from e-waste, Essential factors in global waste trade economy, Waste trading, Free trade agreements as a means of waste trading, Personalized Recommendations for E-Waste Disposal, Action Plan and Suggestions for Waste Reduction in the Organization, field visit | |
Unit-4 |
Teaching Hours:9 |
LAWS AND LEGISLATION
|
|
Board overview of e-waste management policies in the U.S, e-waste management rules in India, UNEP, GeSI – Global e-sustainability initiative, The hazardous waste(Management and Handling) rules 2003, Ewaste management rules 2015, Regulatory compliance including roles and responsibility of different stakeholders – producer, manufacturer, consumer etc., Proposed reduction in the use of hazardous substances(RoHS), Extended producer responsibility (EPR). The Basel Convention; The Bamako Convention. The Rotterdam Convention. Waste Electrical and Electronic Equipment (WEEE) Directive in the European Union, | |
Unit-4 |
Teaching Hours:9 |
LAWS AND LEGISLATION
|
|
Board overview of e-waste management policies in the U.S, e-waste management rules in India, UNEP, GeSI – Global e-sustainability initiative, The hazardous waste(Management and Handling) rules 2003, Ewaste management rules 2015, Regulatory compliance including roles and responsibility of different stakeholders – producer, manufacturer, consumer etc., Proposed reduction in the use of hazardous substances(RoHS), Extended producer responsibility (EPR). The Basel Convention; The Bamako Convention. The Rotterdam Convention. Waste Electrical and Electronic Equipment (WEEE) Directive in the European Union, | |
Unit-4 |
Teaching Hours:9 |
LAWS AND LEGISLATION
|
|
Board overview of e-waste management policies in the U.S, e-waste management rules in India, UNEP, GeSI – Global e-sustainability initiative, The hazardous waste(Management and Handling) rules 2003, Ewaste management rules 2015, Regulatory compliance including roles and responsibility of different stakeholders – producer, manufacturer, consumer etc., Proposed reduction in the use of hazardous substances(RoHS), Extended producer responsibility (EPR). The Basel Convention; The Bamako Convention. The Rotterdam Convention. Waste Electrical and Electronic Equipment (WEEE) Directive in the European Union, | |
Unit-4 |
Teaching Hours:9 |
LAWS AND LEGISLATION
|
|
Board overview of e-waste management policies in the U.S, e-waste management rules in India, UNEP, GeSI – Global e-sustainability initiative, The hazardous waste(Management and Handling) rules 2003, Ewaste management rules 2015, Regulatory compliance including roles and responsibility of different stakeholders – producer, manufacturer, consumer etc., Proposed reduction in the use of hazardous substances(RoHS), Extended producer responsibility (EPR). The Basel Convention; The Bamako Convention. The Rotterdam Convention. Waste Electrical and Electronic Equipment (WEEE) Directive in the European Union, | |
Unit-4 |
Teaching Hours:9 |
LAWS AND LEGISLATION
|
|
Board overview of e-waste management policies in the U.S, e-waste management rules in India, UNEP, GeSI – Global e-sustainability initiative, The hazardous waste(Management and Handling) rules 2003, Ewaste management rules 2015, Regulatory compliance including roles and responsibility of different stakeholders – producer, manufacturer, consumer etc., Proposed reduction in the use of hazardous substances(RoHS), Extended producer responsibility (EPR). The Basel Convention; The Bamako Convention. The Rotterdam Convention. Waste Electrical and Electronic Equipment (WEEE) Directive in the European Union, | |
Unit-4 |
Teaching Hours:9 |
LAWS AND LEGISLATION
|
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Board overview of e-waste management policies in the U.S, e-waste management rules in India, UNEP, GeSI – Global e-sustainability initiative, The hazardous waste(Management and Handling) rules 2003, Ewaste management rules 2015, Regulatory compliance including roles and responsibility of different stakeholders – producer, manufacturer, consumer etc., Proposed reduction in the use of hazardous substances(RoHS), Extended producer responsibility (EPR). The Basel Convention; The Bamako Convention. The Rotterdam Convention. Waste Electrical and Electronic Equipment (WEEE) Directive in the European Union, | |
Unit-5 |
Teaching Hours:9 |
MOBILE RADIATION
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Effect of electromagnetic waves on human health, Advantages and disadvantages of using smartphones and HHDs, Cellular Tower Radiation effects, Solutions to mitigate impact of cell phones and mobile devices on human health and life. Harmful Effects of Radiation, Doses and risks associated with diagnostic radiology, interventional radiology/cardiology, and nuclear medicine, cellular response to radiation, risk associated with diagnostic radiology, radiation sickness, radiation therapy | |
Unit-5 |
Teaching Hours:9 |
MOBILE RADIATION
|
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Effect of electromagnetic waves on human health, Advantages and disadvantages of using smartphones and HHDs, Cellular Tower Radiation effects, Solutions to mitigate impact of cell phones and mobile devices on human health and life. Harmful Effects of Radiation, Doses and risks associated with diagnostic radiology, interventional radiology/cardiology, and nuclear medicine, cellular response to radiation, risk associated with diagnostic radiology, radiation sickness, radiation therapy | |
Unit-5 |
Teaching Hours:9 |
MOBILE RADIATION
|
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Effect of electromagnetic waves on human health, Advantages and disadvantages of using smartphones and HHDs, Cellular Tower Radiation effects, Solutions to mitigate impact of cell phones and mobile devices on human health and life. Harmful Effects of Radiation, Doses and risks associated with diagnostic radiology, interventional radiology/cardiology, and nuclear medicine, cellular response to radiation, risk associated with diagnostic radiology, radiation sickness, radiation therapy | |
Unit-5 |
Teaching Hours:9 |
MOBILE RADIATION
|
|
Effect of electromagnetic waves on human health, Advantages and disadvantages of using smartphones and HHDs, Cellular Tower Radiation effects, Solutions to mitigate impact of cell phones and mobile devices on human health and life. Harmful Effects of Radiation, Doses and risks associated with diagnostic radiology, interventional radiology/cardiology, and nuclear medicine, cellular response to radiation, risk associated with diagnostic radiology, radiation sickness, radiation therapy | |
Unit-5 |
Teaching Hours:9 |
MOBILE RADIATION
|
|
Effect of electromagnetic waves on human health, Advantages and disadvantages of using smartphones and HHDs, Cellular Tower Radiation effects, Solutions to mitigate impact of cell phones and mobile devices on human health and life. Harmful Effects of Radiation, Doses and risks associated with diagnostic radiology, interventional radiology/cardiology, and nuclear medicine, cellular response to radiation, risk associated with diagnostic radiology, radiation sickness, radiation therapy | |
Unit-5 |
Teaching Hours:9 |
MOBILE RADIATION
|
|
Effect of electromagnetic waves on human health, Advantages and disadvantages of using smartphones and HHDs, Cellular Tower Radiation effects, Solutions to mitigate impact of cell phones and mobile devices on human health and life. Harmful Effects of Radiation, Doses and risks associated with diagnostic radiology, interventional radiology/cardiology, and nuclear medicine, cellular response to radiation, risk associated with diagnostic radiology, radiation sickness, radiation therapy | |
Text Books And Reference Books: T1. Johri R., “E-waste: implications, regulations, and management in India and current global best practices”, TERI Press, New Delhi. T2. Hester R.E., and Harrison R.M, Electronic Waste Management. Science, 2009 | |
Essential Reading / Recommended Reading R1. Fowler B, Electronic Waste – 1st Edition (Toxicology and Public Health Issues), 2017Elsevier R2. Daniel Grosch., “Biological Effects of Radiations’’, 2nd Edition Academic Press | |
Evaluation Pattern As per University Norms Category- Open Elective CIA I -20 MARKS CIA II-50 MARKS CIA 3-20 MARKS END SEMESTER EXAMINATION - 100 MARKS ATTENDANCE-05 MARKS SCALED -[CIA -50 MARKS & ESE- 50 MARKS] Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks | |
EE531P - POWER ELECTRONICS (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:6 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description and Course Objectives: o To compare characteristics of switching devices. o To evaluate the performance of phase controlled converters for different types of loads. o To design DC-DC converters with given characteristics. o To analyze and evaluate the operation of inverters. o To identify different power quality issues due power electronic devices in the circuit and study of compensating devices to mitigate that. o To experimentally verify the performance of various switching devices and circuits like rectifiers, voltage controller, choppers and inverters. |
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Learning Outcome |
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CO1: To explain the construction, design and characteristics of semiconductor devices. CO2: To analyse the working of phase controlled rectifiers. CO3: To analyse the operation of chopper circuits CO4: To analyse the operation of inverter circuits CO5: To demonstrate the applications of power electronic converters in power system CO6: To experimentally verify the performance of various switching devices and circuits like rectifiers, voltage controller, choppers and inverters. |
Unit-1 |
Teaching Hours:11 |
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POWER SEMI-CONDUCTOR DEVICES, FIRING, COMMUTATION AND PROTECTION CIRCUITS
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Structure, operation and characteristics of SCR, power transistor, MOSFET and IGBT. Two transistor analogy of SCR, Merits, Demerits and application of SCR ,Turn on and turn off methods of SCR, Turn on and turn off dynamic characteristics of SCR, Thyristor gate characteristics, Thyristor ratings, SCR firing circuits, UJT firing circuit, di/dt and dv/dt protection, snubber circuit and its numerical problems. Switching losses. | |||||||
Unit-2 |
Teaching Hours:11 |
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PHASE-CONTROLLED CONVERTERS
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2-pulse, 3-pulse and 6-pulse converters – Their operation with R, RL and RLE and the effect of freewheeling diode, derivation of average and rms load voltage and its numerical problems - Effect of source inductance - Distortion and displacement factor – Ripple factor - Single phase AC voltage controllers ON-OFF control and phase control. Lab componenets: Characteristics of SCR Characteristics of TRIAC Characteristics of MOSFET and IGBT
Transient characteristics of SCR and MOSFET
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Unit-3 |
Teaching Hours:11 |
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DC TO DC CONVERTERS
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AC to DC fully controlled converter AC to DC half-controlled converter
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Unit-4 |
Teaching Hours:11 |
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INVERTERS
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Single phase and three phase (both 1200mode and 1800mode) inverters - PWM techniques: Sinusoidal PWM modified sinusoidal PWM and multiple PWM - Voltage and harmonic control - Series resonant inverter - Current source inverters. Lab Componenets:
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Unit-5 |
Teaching Hours:11 |
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APPLICATIONS
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IGBT based single-phase PWM inverter IGBT based three-phase PWM inverter
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 A :Class Test. Test will be conducted for 20 marks and will be scaled down to 10 marks. Evaluation will be as per the rubrics given below. CIA 1 B: Assignment. Assignment will be for 20 marks and will be scaled down to 10 marks. Evaluation will be as per the rubrics given below. CIA 2 will be mid sem examination which will be conducted for 50 marks. CIA 3 A : Presentation Presentation will be for 20 marks and will be scaled down to 10 marks. Evaluation will be as per the rubrics given below. CIA 3 B: Component – Class Test Test will be conducted for 20 marks and will be scaled down to 10 marks. | |||||||
EE532P - EMBEDDED AND REAL TIME MICROCONTROLLERS (2022 Batch) | |||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:6 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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· To introduce the architecture and assembly/c programming of ARM Processor and Microcontroller. · To introduce the interfacing of peripheral devices. · To apply the learning in the implementation of real-time application. · To design the interfacing between input/output devices with ARM processors and microcontrollers. |
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Learning Outcome |
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CO1: To compare different microprocessors in terms of their architecture and operation CO2: To programme using ARM assembly level programming CO3: To programme using ARM C programming CO4: To explain embedded and real time operating systems CO5: To demonstrate interfacing various devices to a microcontrollers CO6: To experimentally verify the performance of various switching devices and circuits like rectifiers, voltage controller, choppers and inverters. |
Unit-1 |
Teaching Hours:12 |
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ARM Processor Fundamentals
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Microcomputer System –Harward and Von Neumann architecture - Evolution of microprocessor and microcontrollers–Features of microprocessor 8085 and 8086 - Features of microprocessor 8051 and 8052- Philosophy of RISC and CISC design– RISCadvantages and drawbacks – Introduction to ARM - ARM Architecture - Operation and control – ARM Processor and Microcontroller Families - List and comparison of ARM cores and ARM cortex – Embedded system hardware and software. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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ARM Assembly Level Programming
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Programming model - Memory organization - Addressing modes – ARM Instruction set – Thumb instruction set - Exception and interrupt handling | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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ARM C Programming
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Embedded C - ARM cross-development toolkit – Data types – Statements - Functions and procedures – Pointers – Register allocation - Address space model | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Embedded and Real Time Operating Systems
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Operating system support -Embedded system - Real-timeoperating system - Abstraction in hardware design - Firmware and bootloader –Simple little operating system - Memory hierarchy and cache memory – Virtual memory– I/O peripherals - System Control Coprocessor - Mobile device operating systems - Desktop/server operating systems– Coprocessor– Power consumption | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Interfacing and System Design
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Interfacing LED Display - Interfacing LCD Display – Keypad Interfacing - Generation of Gate signals for converters and Inverters - Motor Control – Controlling AC appliances - Programmable Peripheral Interface - Interfacing of memory chips | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:30 |
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LIST OF EXPERIMENTS
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ASSEMBLY PROGRAMMING 1. Assembly Level Programs to copy data from one memory location to other memory location. 2. Assembly Level Programs to find sum of n numbers in external/internal memory. 3. Assembly Level Programs to find number of even and odd numbers in a given array. 4. Assembly Level Programs to implement simple calculator to perform basic arithmetic operations.
C PROGRAMMING 5. C Programs for finding largest and smallest in an array. 6. C Programs for Sorting and Searching.
EXTERNAL INTERFACING 7. Counters: Up/down counters in decimal/hexadecimal. 8. LCD interfacing: Digital clock 9. LED interfacing: Blinking and scrolling words 10. Speed control of DC/Stepper motor. 11. Generation Signals
COURSE PROJECT 12. ADC/DAC Interfacing: Temperature Sensor 13. Serial communication: Transmission from Kit and reception from PC using Serial Port. 14. Implementation of calculator using key board and LCD display. 15. Touch Panel Control 16. Ethernet Communication 17. Demonstration of RTOS 18. Real-time data acquisition 19. GLCD interfacing 20. Data acquisition and control using MyDAQ | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. ARM Architecture Reference Manual, Second Edition, Published 2001, edited by David Seal. Addison-Wesley. The definitive reference for the ARM architecturedefinition. 2. ARM System-on-Chip Architecture, Second Edition, Published 2000, by Steve Furber. Addison-Wesley. Covers the hardware aspects of ARM processors and SOCdesign.
3. Real-Time Operating Systems for ARM Cortex-M Microcontrollers, Jonathan W. Valvano, third edition, 2012. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. ARM Assembly Language, Fundamentals and Techniques, William Hohl, CRC Press. 2. Real-Time Interfacing to ARM Cortex-M Microcontrollers, Jonathan W. Valvano, third edition, 2011. 3. ARM system developer's guide : Designing and optimizing software, Sloss, Andrew N; Symes, Dominic. 4. Modern Operating Systems, 2nd edition (2001) by Andrew Tanenbaum. Prentice-Hall. 5. Computer Architecture: A Quantitative Approach, by John L. Hennessy et al. MorganKaufmann. 2nd edition (1996). 6. The Definitive Guide to ARM Cortex-M3 and Cortex-M4 Processors, Joseph Yiu, Newnes, 2013. 7. Computer Organization and Design: The Hardware/Software Interface, by David A. Pattersonet al. 1997. Morgan Kaufmann 8. Muhammad Ali Mazidi, Rolin D. Mckinlay, Danny Causey ‘8051 Microcontroller and Embedded Systems using Assembly and C Programming’. 9. Hall D. V., “Microprocessor and Interfacing-Programming and Hardware”, 3rdedition., Tata McGraw-Hill Publishing Company Limited, 2008.
10. Ramesh S. Gaonkar, “Microprocessor - Architecture, Programming and Applications with the 8085”, Penram International publishing private limited, fifth edition. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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EE533 - POWER SYSTEMS - I (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course covers substation types and components, distinguishes between DC and AC distribution systems, explores electric heating, welding, and illumination techniques, solves static load flow equations, and applies symmetrical components to analyze power system faults. |
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Learning Outcome |
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CO1: To outline different types of substations and their components. CO2: To demonstrate DC and AC distribution systems and their components. CO3: To explain electric heating, welding, and illumination techniques in the utilization of electrical energy for various applications. CO4: To solve static load flow equations of power system using different load flow techniques. CO5: To solve balanced and unbalanced faults in power system using symmetrical components. |
Unit-1 |
Teaching Hours:9 |
SUBSTATIONS
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Air insulated substations (AIS) - Indoor & Outdoor substations: Substations layout showing the location of all the substation equipment. Bus bar arrangements in the Sub-Stations: Simple arrangements like single bus bar, sectionalized single bus bar, main and transfer bus bar system with relevant diagrams. Gas insulated substations (GIS) – Advantages of Gas insulated substations, different types of gas insulated substations, single line diagram of gas insulated substations, bus bar, construction aspects of GIS, Installation and maintenance of GIS, Comparison of Air insulated substations and Gas insulated substations. - Mobile Substations. | |
Unit-2 |
Teaching Hours:9 |
DC AND AC DISTRIBUTION SYSTEM
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Classification of Distribution Systems - Comparison of DC vs AC and Under-Ground vs Over- Head Distribution Systems- Requirements and Design features of Distribution Systems- Voltage Drop Calculations (Numerical Problems) in D.C Distributors for the following cases: Radial D.C Distributor fed one end and at the both the ends (equal/unequal Voltages) and Ring Main Distributor. Voltage Drop Calculations (Numerical Problems) in A.C. Distributors for the following cases: Power Factors referred to receiving end voltage and with respect to respective load voltages; Problems on IEEE Distribution System (4 and 5-bus only). | |
Unit-3 |
Teaching Hours:9 |
UTILIZATION OF ELECTRICAL ENERGY
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Advantages and methods of electric heating, resistance heating induction heating and dielectric heating; Electric welding: resistance and arc welding, electric welding equipment, comparison between A.C. and D.C. Welding; Illumination - terms used in illumination, laws of illumination, polar curves, photometry, integrating sphere, sources of light. Types and design of lighting and flood lighting | |
Unit-4 |
Teaching Hours:9 |
LOAD FLOW STUDIES
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Introduction - Single line diagram of Power System, Per Unit System. Introduction - Bus Classification - Bus admittance matrix – without and with tap-changing transformer, Solution of static load flow equations - Gauss Seidal method – Newon Raphson method - Fast decoupled method - Flow charts and comparison of the three methods. – DC load flow study – numerical problems limited to maximum of 4 bus test system. | |
Unit-5 |
Teaching Hours:9 |
FAULT STUDIES
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Introduction – Balanced three phase fault – short circuit capacity – systematic fault analysis using bus impedance matrix – algorithm for formation of the bus impedance matrix. Introduction – Fundamentals of symmetrical components – sequence impedances – sequence networks – single line to ground fault – line fault - Double line to ground fault – Unbalanced fault analysis using bus impedance matrix. | |
Text Books And Reference Books: V.K Mehta and Rohit Mehta, "Principles Of Power System", S. Chand Publications, 2005. D. P. Kothari and I. J. Nagrath, “Modern Power System Analysis”, McGraw Hill Education, 2003.
NPTEL: Electrical Engineering - NOC:Power System Engineering
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Essential Reading / Recommended Reading O. I. Elgerd, “Electric Energy Systems Theory”, McGraw Hill Education, 1995. A. R. Bergen and V. Vittal, “Power System Analysis”, Pearson Education Inc., 1999 J. Grainger and W. D. Stevenson, “Power System Analysis”, McGraw Hill Education, 1994. | |
Evaluation Pattern Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II: Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |
EE534P - PYTHON PROGRAMMING (2022 Batch) | |
Total Teaching Hours for Semester:90 |
No of Lecture Hours/Week:6 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course provides the opportunity to the student to extend their programming skill to the industrial and product oriented level. The course presents the advanced concepts in the computer engineering using python programming. The course also demonstrates the integration of allied tools and technologies with python to understand end-to-end scenario. The course will follow practical approach in every concept through programming. |
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Learning Outcome |
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CO1: Implement basic building blocks using python programming CO2: Extend and demonstrate utilization of advanced library in python CO3: Operate data and exhibit user interfaces for electrical application CO4: Demonstrate web and mobile applications for electrical domain
Demonstrate web and mobile applications for electrical domain CO5: Execute the consumption of cloud services from python program CO6: Demonstrate a milestone project using information and communication technologies |
Unit-1 |
Teaching Hours:12 |
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Python Programming
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Data types, Statements, Functions, File handling, Classes and Objects | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Python Libraries and packages
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Numpy, Scikit-Learn, Pandas, Matplotlib, Scipy, PyTorch, Tensorflow | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Data access and Graphical User Interface
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SQL and NonSQL databases, MySQL, MangoDB, Postgresql, Tkinter, wxPython | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Web and Mobile programming
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REST Webservices, Djongo, Flask, Javascript, NodeJS, Cordova, Kivy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Cloud computing
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Cloud services, Automation using IoT, Raspberry Pi programming, Case studies | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:30 |
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LIST OF EXPERIMENTS
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A.1. Python program to solve electrical equations using classes and objects. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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EE545E01 - VEHICULAR DYNAMICS AND CONTROL (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Objectives 1. To understand vehicle propulsion fundamentals 2. To understand degrees of freedom and modeling of vehicles 3. To understand mechanical and electronic subsystem overview in a vehicle 4. To study DC and AC drives used in vehicle propulsion 5. To study EV and HEV power trains |
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Learning Outcome |
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CO1: To analyze the vehicle performance characteristics CO2: To analyze vehicle dynamics using models CO3: To identify subsystems of vehicles and their performance CO4: To analyze the performance of AC and DC drives CO5: To analyze the performance of motor drives |
Unit-1 |
Teaching Hours:12 |
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UNIT I Vehicle Propulsion Fundamentals
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Vehicle tractive & resistive forces – Power train characteristics- transmission characteristics – Dynamic modelling- Vehicle Kinetics - Fuel Economy- Brake Performance – Emission Regulations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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UNIT II Vehicle Dynamics
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Degrees of Freedom – 8 DoF, 14 DoF –Track model- sprung mass-un-sprung mass- Yaw angle- Pitch angle – Roll angle – Tyre modelling – camber- caster. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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UNIT III Vehicular Mechanical & Electronic Subsystems
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Chassis –Frames-Members- Steering – Steering Geometry- Manual Steering – Power Steering- Rack & Pinion steering – Recirculating ball steering - Suspension – Brakes- Disc Brake- Drum Brake. Electronic Engine Control – ECU- Engine mapping- Effect of Air/Fuel ratio, spark timing and EGR on performance- Control Strategy- Electronic Fuel control system- Airflow rate sensor, Strain Gauge MAP sensor, Engine Crankshaft Angular Position Sensor, Magnetic Reluctance Position Sensor, Hall effect Position Sensor, Shielded Field Sensor, Optical Crankshaft Position Sensor, Throttle Angle Sensor (TAS) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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UNIT IV DC and AC drives
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Chopper controlled DC drives. Analysis of single quadrant chopper drives. Regenerative braking control. Two quadrant chopper drives. Four quadrant chopper drives. Three phase induction motor speed control. Using semiconductor devices. Stator voltage control – stator frequency control - Stator voltage and frequency control (v/f). Rotor chopper speed control - slip power recovery control schemes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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UNIT V EV/HEV Powertrain
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Inverter fed induction motor drives- Cycloconverters for drive applications- Induction motor Vector control- Direct -Indirect.
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Text Books And Reference Books: 1. Vehicle dynamics and control, Rajesh Rajamani, Springer US, 2011 2. Vehicle Dynamics: Theory and Application, Reza N. Jazar, Springer, 2017 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Motor vehicle dynamics, Giancarlo Genta, World Scientific, 1997 2. The Automotive Chassis: Volume 2: System Design, Giancarlo Genta, L. Morello, Springer Science & Business Media, 2008
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Evaluation Pattern
Minimum marks required to pass in practical component is 40%. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
IC521 - CONSTITUTION OF INDIA (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:0 |
Credits:0 |
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Course Objectives/Course Description |
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It create awareness on the rights and responsibilities as a citizen of India and to understand the administrative structure, legal system in Inida. |
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Learning Outcome |
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CO1: To understand constitutional provisions and responsibilities CO2: To understand the administrative powers and legal provisions |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
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Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
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Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Text Books And Reference Books: B R Ambedkar, ‘The Constitution of India’. Government of India | |
Essential Reading / Recommended Reading Durga Das Basu, Introduction to the Constitution of India, LexisNexis, 24th edition | |
Evaluation Pattern Only class evaluations and discussions | |
MICSAI533 - FUNDAMENTALS OF ARTIFICIAL INTELLIGENCE (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course provides a strong foundation of fundamental concepts in Artificial Intelligence. To provide a basic exposition to the goals and methods and to enable the student to apply these techniques in applications which involve perception, reasoning and learning. |
|
Learning Outcome |
|
CO1: Study the basic concepts of Artificial Intelligence and Production Systems CO2: Learn about knowledge representation and inferencing for various logic
CO3: Know about Game Playing concepts for toy problems CO4: Introduce the concepts of Learning. |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
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|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Text Books And Reference Books: 1. Stuart Russell and Peter Norvig, “Artificial Intelligence – A Modern Approach”, 4th Edition, Pearson Education, 2020. 2. Elaine Rich; Kevin Knight; Shivashankar B Nair, “Artificial Intelligence”, 3rd Edition, Tata McGraw- Hill, 2019. | |
Essential Reading / Recommended Reading 1. Nils J. Nilsson, “Artificial Intelligence: A New Synthesis”, 1st Edition, Harcourt Asia Pvt. Ltd., 2012. 2. George F. Luger, “Artificial Intelligence-Structures and Strategies for Complex Problem Solving”, 6th Edition, Pearson Education / PHI, 2009. 3. M. Tim Jones, ―Artificial Intelligence: A Systems Approach (Computer Science), Jones and Bartlett Publishers, Inc.; First Edition, 2008 4. Gerhard Weiss, ―Multi Agent Systems‖, Second Edition, MIT Press, 2013. 5. David L. Poole and Alan K. Mackworth, ―Artificial Intelligence: Foundations of Computational Agents‖, Cambridge University Press, 2010. | |
Evaluation Pattern CIA 1 -20 CIA 2 - 50 CIA3 -20 | |
BTGE631 - CORPORATE SOCIAL RESPONSIBILITY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description:
This course will familiarize the students with the concept of corporate social responsibility. The evolution of CSR has far reaching consequences on the development sector in India. The collaboration of companies and NGOs with the community has initiated a new paradigm of change in the country. The students will have an overview of the theories and the frameworks developed in the area of CSR. The paper will discuss a few prominent case studies of CSR. Course Objectives
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Learning Outcome |
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CO1: The students will be able to demonstrate their understanding in general on CSR. CO2: To exhibit their skill in executing the responsibilities and implementing different approaches in CSR. CO3: The students will be able to critically evaluate the CSR programs of a corporate |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
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Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-1 |
Teaching Hours:10 |
Corporate social responsibility
|
|
Concept, definition and objectives of CSR, Scope of CSR, Need and Significance of CSR, History and Evolution of CSR in the Indian and international context, Principles of CSR. Arguments for and against CSR, Globalization and CSR. Section 135 of the Companies Act, National Guidelines on Responsible Business Conduct, Formulation of CSR policy. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
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A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
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A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
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A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-2 |
Teaching Hours:10 |
Theories of CSR
|
|
A.B Carroll, Wood, and stake holders Theories. The triple bottom line approach. Social Accounting, Social Auditing, International Standards: ISO 14000, ISO 26000, SA 8000, AA1000. Partnerships in CSR, Benefits of CSR to Business. | |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
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Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
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Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
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|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
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Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
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Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Unit-3 |
Teaching Hours:10 |
Emerging trends in CSR
|
|
Social Entrepreneurship, Product Stewardship, Water Stewardship, E- wastes, Climate change and CSR. Essential skills for CSR Professionals.
| |
Text Books And Reference Books: T1. Agarwal, S. (2008). Corporate social responsibility in India. Los Angeles: Response. T2. Visser, W. (2007). The A to Z of corporate social responsibility a complete reference guide to concepts, codes and organizations. Chichester, England: John Wiley & Sons. T3. Werther, W., & Chandler, D. (2006). Strategic corporate social responsibility: Stakeholders in a global environment. Thousand Oaks: SAGE Publications. | |
Essential Reading / Recommended Reading R1. Crane, A. (2008). Corporate social responsibility: Readings and cases in a global context. London: Routledge. R2. Baxi, C. (2005). Corporate social responsibility: Concepts and cases: The Indian experience. New Delhi, India: Excel Books. Online Resources: M1. https://www.coursera.org/learn/global-sustainability-be-sustainable M2. https://www.coursera.org/learn/business-for-good-fundamentals-of-corporate-responsibility | |
Evaluation Pattern
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BTGE632 - DIGITAL MEDIA (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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This course provides students the insight on search engine optimization, social media and digital marketing techniques that helps them understand how each of the social media platforms works and how to strategize for any type of objectives from clients. Students will discover the potential of digital media space and will have hands on experience with different digital platforms. |
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Learning Outcome |
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CO1: Understand search engine optimization (SEO) techniques and principles. CO2: Gain expertise in managing and marketing on various social media platforms. CO3: Apply digital marketing techniques to achieve specific business objectives.
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Unit-1 |
Teaching Hours:10 |
Concepts
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Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
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Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
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Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
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|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
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Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
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|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
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|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-1 |
Teaching Hours:10 |
Concepts
|
|
Website Hosting/Design/Development/Content, Fundamentals of SEO, Voice Search Optimization, Local SEO, Advanced/Technical SEO, SEO Audit, Competition Analysis, Concepts of Digital Marketing | |
Unit-2 |
Teaching Hours:10 |
Marketing
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Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
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Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
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Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-2 |
Teaching Hours:10 |
Marketing
|
|
Marketing on platforms – Facebook/Twitter/LinkedIn/Instagram/YouTube, Quora, Basics of Video Editing, Inbound Marketing, Email Marketing, Digital Marketing Planning and Strategy, Marketing Automations and Tools | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
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Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Unit-3 |
Teaching Hours:10 |
Growth Hacking
|
|
Ethical vs. Unethical, Funnels, KPI’s, Viral Coefficient, Cohorts, Segments, Multivariate Testing, Lifetime Value of a Customer, Customer Acquisition Cost, Analytics Types, Tools, Project | |
Text Books And Reference Books: Phillip J. Windley, "Digital Identity" O'Reilly Media, 2005 | |
Essential Reading / Recommended Reading Dan Rayburn, Michael Hoch, "The Business of Streaming and Digital Media", Focal Press, 2005 | |
Evaluation Pattern
| |
BTGE633 - ESSENTIAL SOFT SKILLS FOR PROFESSIONAL SUCCESS (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course description: Essential Soft Skills for Professional Success consists of five units covering; Effective Communication for Personality, Critical Thinking for Problem Solving, Adaptability and Team Work, Time Management and Leadership skills, Empathy, Resilience and Stress Management. They will be explained followed by tasks/activities/case studies to strengthen the soft skills of the learners to develop their personality suitable for professional contexts. Course objectives: Course is designed to equip the learners with essential soft skills to ensure the necessary enrichment in the personality that contributes for professional and personal success. |
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Learning Outcome |
|
CO1: Identify the difference between communication and effective communication and communicate effectively, efficiently and professionally. CO2: Use their critical thinking skills to solve complex problems in the professional and personal contexts. CO3: Adapt to new challenges, situations, tools, projects, be active in teams and collaborate with intra and inter disciplinary experts for professional success. CO4: Effectively manage time, guide, inspire and lead the members of the teams productively and successfully. CO5: Be empathetic towards colleagues, clients; resilient to the professional challenges and manage stress in the professional and personal contexts. |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-1 |
Teaching Hours:6 |
Effective Communication Skills for Personality
|
|
- Role of Effective communication skills for personality
| |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-2 |
Teaching Hours:6 |
Critical Thinking for Problem Solving
|
|
- Critically evaluate information | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-3 |
Teaching Hours:6 |
Adaptability and Team Work
|
|
- Adapt to new tools, methodologies | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-4 |
Teaching Hours:6 |
Time Management and Leadership skills
|
|
- The ability to prioritize tasks, | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Unit-5 |
Teaching Hours:6 |
Empathy, Resilience and Stress Management
|
|
- Understanding the needs and perspectives of users, colleagues, and clients | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern
| |
BTGE634 - GERMAN LANGUAGE (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description This beginner German course introduces pronunciation, grammar basics, and present tense sentence formation. Students build vocabulary for daily interactions and explore German culture and other German-speaking countries. Course Objectives: 1.To make the students to learn the basics of German Language 2.Enable them with basic reading and writing skills. 3. To make simple conversations in German Language |
|
Learning Outcome |
|
CO1: To make the students to learn the basics of German Language CO2: Enable them with basic reading and writing skills CO3: To make simple conversations in German Language |
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-1 |
Teaching Hours:6 |
|
Alphabets
|
||
Alphabets and Phonetics,Numbers,Making Present tense sentences | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-2 |
Teaching Hours:6 |
|
Making W questions and yes or no questions
|
||
Making W questions and yes or no questions | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-3 |
Teaching Hours:6 |
|
Vocabulary
|
||
Vocabulary ,About Germany and their culture ,About other German speaking countries ,Basic Grammar | ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Prepositions,Making simple conversations
|
||
| ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Unit-5 |
Teaching Hours:6 |
|
Writing a small paragraph
|
||
Writing a small paragraph
Learning how to tell time | ||
Text Books And Reference Books: Netzwerk A1 Kursbuch | ||
Essential Reading / Recommended Reading Netzwerk A1 Arbeitsbuch | ||
Evaluation Pattern CIA-2 (out of 25) CIA-3 (out of 10) Attendance 5 Marks ESE (out of 50) | ||
BTGE635 - INTELLECTUAL PROPERTY RIGHTS (2022 Batch) | ||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|
Max Marks:100 |
Credits:2 |
|
Course Objectives/Course Description |
||
Innovation is crucial to us and plays significant role in the growth of economy. Government policies and legal framework offer protection to new inventions and creative works. This course intends to equip students to understand the policies and procedures they may have to rely on for the purposed of protecting their inventions or creative works during the course of their study or employment. The course consists of five units. Theories behind the protection of intellectual property and its role in promoting innovations for the progress of the society are the focus of first unit. Second unit deals with protection of inventions through patent regime in India touching upon the process of obtaining international patents. The central feature of getting patent is to establish new invention through evidence. This is done through maintaining experimental/lab records and other necessary documents. The process of creating and maintain documentary evidence is dealt in Unit 3. Computers have become an integral part of human life. Till 1980, computer related inventions were not given much importance and lying low but today they have assumed huge significance in our economy. Computer related inventions and their protection which requires special treatment under legal regimes are discussed in Unit 4. The last module deals with innovations in e- commerce environment.
|
||
Learning Outcome |
||
CO1: Understand the meaning and importance of
intellectual property rights as well as different
categories of intellectual property. CO2: Understand the meaning of patentable invention,
the procedure for filing patent applications, rights of
the patentee and the different rights of patentee. CO3: Maintain research records in the patent process, the
process of patent document searching and how to
interact with patent agent or attorney. CO4: Understand the issues related to patenting of
software, digital rights management and database
management system. CO5: Understand the intellectual property issues in e-
commerce, evidentiary value of electronic signature
certificates, protection of websites and the protection
of semiconductor integrated circuits. |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Detailed Syllabus: Philosophy of intellectual property - Intellectual Property & Intellectual Assists – Significance of IP for Engineers and Scientists – Types of IP – Legal framework for Protection of IP – Strategies for IP protection and role of Engineers and Scientists. | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-2 |
Teaching Hours:6 |
Patenting Inventions
|
|
Meaning of Invention – Product and Process Patents – True inventor – Applications for Patent – Procedures for obtaining Patent – Award of Patent – rights of patentee – grounds for invalidation – Legal remedies – International patents | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-3 |
Teaching Hours:6 |
Inventive Activities
|
|
Research Records in the patent process – Inventorship - Internet patent document searching and interactions with an information specialist - Interactions with a patent agent or attorney - Ancillary patent activities - Technology transfer, patent licensing and related strategies. | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-4 |
Teaching Hours:6 |
Computer Implemented Inventions
|
|
Patents and software – Business Method Patents – Data protection – Administrative methods – Digital Rights Management (DRM) – Database and Database Management systems - Billing and payment – Graphical User Interface (GUI) – Simulations – E-learning – Medical informatics – Mathematical models | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Unit-5 |
Teaching Hours:6 |
Innovations in E-Commerce
|
|
IP issues in e-commerce - Protection of websites – website hosting agreements – Copyright issues – Patentability of online business models – Jurisdiction – Digital signatures – Evidentiary value of Electronic signature certificates – Role of Certifying Authorities – Protection of Semiconductor ICs | |
Text Books And Reference Books: 1. V.J. Taraporevala’s, Law of Intellectual Property, Third Edition, 2019 2. Elizabeth Verkey, Intellectual Property, Eastern Book Company, 2015 | |
Essential Reading / Recommended Reading 1. Martin Adelman, Cases and Materials on Patent Law, 2015 2. Avery N. Goldstein, Patent Law for Scientists and Engineers, Taylor & Francis (2005) | |
Evaluation Pattern CIA 1 Assignment description: Class test to identify the different aspects of IP.
Assignment details: MCQs
CIA II (MSE) Assessment Description: Closed book exam Assignment Details: Mid semester examination five questions need to be answered.
CIA III Assessment Description: Students would be assessed on the understanding of the different forms of IP, relevant theoretical justifications of intellectual property protection and the relevant IP statute from practitioner’s approach taught in the class and their ability to apply it correctly to the given problem and proposing solutions.
Assignment details: Students will be given a hypothetical legal problem in IP and will be required to write short essay, containing maximum 500 words. In the short essay, they have to answer the following questions 1. Identify the appropriate form of intellectual property. 2. Describe whether a pertinent theoretical justification meets or does not meet the respective form of IP. 3. Apply the correct principle of IP protection to the given case. 4. Evaluate the lacunae in the existing IP mechanism in comparison to international framework. 5. Devise a correct way of handling the lacunas. ESE DETAILS - Assessment Description : Closed book exam Assignment Details: Five problem based questions need to be answered out of seven questions. | |
BTGE637 - PROFESSIONAL PSYCHOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course will enable the students to understand various developmental changes that takes place in human life and how people's thoughts, feelings, and behaviors are influenced by the social context consisting of the actual, imagined, or implied presence of others. The course introduces students to the existing theory and research in the past and contemporary social settings comprising viz, the intra-individual, inter-individual, and social factors that influence individual and group behavior. Course Objectives:
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|
Learning Outcome |
|
CO1: Understand the frameworks for the psychology of human development. CO2: Show greater awareness of their thinking styles, relational styles, and behavioural styles of functioning. CO3: Develop interpersonal awareness and skills, especially in the context of diversity and difference. CO4: Develop preparatory skills toward effective work-life balance. CO5: Develop an overall understanding of the psychosocial skills required in the professional world. |
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||
Introduction to Psychological Theories
|
|||||||||||||
Psychosocial development (Erickson)- Development of Cognition (Piaget) - Moral Development (Kohlberg)- Faith Development (Fowler) | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||
Self-Awareness and Analysis
|
|||||||||||||
Thinking Styles (Cognitive distortions), Interpersonal relationship styles (adult attachment theories), Personality styles (Jung type indicator or Myers Briggs Type Indicator), Coping styles (Emotion-focused and Problem-focused); Analysis: Self-Analysis – Analysing others; Body language –Facial expressions | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
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Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||
Social Influences
|
|||||||||||||
Conformity: Asch’s Research on Conformity-Factors Affecting Conformity; Compliance -The Underlying Principles - Ingratiation;Obedience to Authority-Destructive Obedience | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||
Approaches to work motivation and job design
|
|||||||||||||
Overview of motivation - Need theories - Expectancy theory – Justice and citizenship theories - Goal-setting theory - Goals and self -regulation - Self-concept and individual differences in motivation - Pay and motivation - Motivation through job redesign | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||
Professional development and Diversity
|
|||||||||||||
Coaching skills, Mentoring skills, Effective feedback, Developing a competency framework, Self Determination Theory (Ryan and Deci), Burke –Litwin change model. Diversity and challenge Cross-cultural communication, respecting diversity, Intercultural awareness, Multicultural awareness. | |||||||||||||
Text Books And Reference Books: Essential Readings: Baron, R. A., & Branscombe, N. R. (2006). Social psychology. Pearson Education India. Nelson Goud and Abe Arkoff. (2005), Psychology and Personal Growth, Edition, Allyn and Bacon Nelson Jones. (2006), Human Relationship Skills: Coaching and self-coaching, 4th edition, Routledge,
| |||||||||||||
Essential Reading / Recommended Reading Recommended Reading: Baron, R. A., (2012), Psychology, 5th edition. Pearson Education India. | |||||||||||||
Evaluation Pattern
CIA 1: Individual Assignment CIA 2: Mid-Semester Examinations (Written Examination) Pattern: Section A 5x02=10 marks Section B 4x05 = 20 marks Section C 2x10 =20 marks CIA 3: Group Assignment End Semester Examination (Written Examination) Pattern: Section A 5x02 =10 marks Section B 4x05 = 20 marks Section C 2x10 =20 marks | |||||||||||||
BTGE651 - DATA ANALYTICS THROUGH SPSS (2022 Batch) | |||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||
Max Marks:100 |
Credits:2 |
||||||||||||
Course Objectives/Course Description |
|||||||||||||
Course Description Course objectives After the completion of the course, you should be able to:
|
|||||||||||||
Learning Outcome |
|||||||||||||
CO1: Students will understand the concepts involved for analyzing Business data CO2: Students will be able to understand how to use software like SPSS to analyse data CO3: Students will be able to appreciate the use of Data Analytics for business decision making |
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-1 |
Teaching Hours:2 |
||||||
Introduction to data Analysis
|
|||||||
Introduction to Statistics and SPSS package viz.,, Types of data, data editing, coding, cleaning, outliers, missing data, import, export, data labeling, transforming data. | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-2 |
Teaching Hours:2 |
||||||
Data Visualization
|
|||||||
Graphs, scatter plot, charts, frequency tables, histogram, Boxplot, pie chart, etc | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-3 |
Teaching Hours:4 |
||||||
Descriptive Statistics and Hypothesis testing
|
|||||||
Basic statistics like mean, median, mode, SD, Examine relationship between variables example correlation, regression, etc., Compare groups to determine if there are significant differences between these groups example T-test, ANOVA etc., and to measure the association/independence using Chi-square., etc. | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-4 |
Teaching Hours:4 |
||||||
Logistic Regression
|
|||||||
Application of logistic regression in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-5 |
Teaching Hours:4 |
||||||
Factor analysis
|
|||||||
Application of factor analysis in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Unit-6 |
Teaching Hours:14 |
||||||
Cluster Analysis and Discriminant analysis
|
|||||||
Application of Cluster analysis and Discriminant in SPSS using case study | |||||||
Text Books And Reference Books:
1. Andy field, “Discovering Statistics Using SPSS”, SAGE Publications, Second Edition, 2006.
| |||||||
Essential Reading / Recommended Reading
1. Darren George|Paul Mallery, “SPSS for Windows Step by Step”, Pearson, Tenth Edition, 2012.
| |||||||
Evaluation Pattern
| |||||||
BTGE652 - DIGITAL MARKETING (2022 Batch) | |||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||
Max Marks:100 |
Credits:2 |
||||||
Course Objectives/Course Description |
|||||||
Course Description:
Developing a successful digital marketing strategy and implementation is both an art and science. It involves in-depth knowledge of dynamics of new media (Social Media, Mobile) and utilizing the right resources and marketing skills to design and launch successful customer engagement campaigns. Digital Marketing course has been designed to help students to understand both functional and management roles required to plan and execute effective Digital Marketing campaigns. The course also helps students gain an insight how to plan and implement Digital Marketing initiatives
Course Objectives:
· To apply the basics of digital marketing in the contemporary business scenario
· To utilize google ads for promotional activities
· To contrast various social media marketing platforms and activities
· To analyse the search engine optimization and search engine marketing strategies To explain analytics pertaining to digital marketing initiatives
|
|||||||
Learning Outcome |
|||||||
CO1: Plan a digital marketing campaign as per client requirements CO2: Apply google ads in digital campaigns CO3: Analyse the appropriateness of social media marketing strategies with respect to campaign objectives CO4: Examine the search engine optimization efforts CO5: Appraise the digital marketing analytics related to the project |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Digital Marketing
|
|
Digital Marketing: Origin of digital marketing; Traditional Vs Digital Marketing; Internet Users in India; Grehan’s 4Ps of digital marketing; The consumer decision journey; The P-O-E-M Framework; The digital landscape; Digital Marketing Plan. Ethical Challenges: Frauds on the Web, Data and Identity Theft, Issue of Privacy. Information Technology Act, 2000. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-2 |
Teaching Hours:6 |
Search Engine Marketing
|
|
Why pay for Search Advertising? Understanding Ad Placement; Understanding Ad ranks; Creating the first Ad campaign; Enhancing the Ad campaigns; Performance reports. Google Adsense. Concept of Display Advertising; Types of display Ads; Buying Models; Display Plan; Targeting – Contextual targeting- Placement Targeting-Remarketing- Interest categories- Geographic Language Tagging; What makes a good Ad? Programmatic digital advertising; Analytics tools – viewability, on target reach, Ad fraud, Brand Health. | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-3 |
Teaching Hours:9 |
Social Media Marketing
|
|
How to build a successful social media strategy? Facebook Marketing- Facebook for Business-Anatomy of an Ad campaign – Adverts - Facebook Insights
Linkedin Marketing – Linkedin Strategy- Sales lead generation – Content Strategy – Linkedin Analytics – Targeting – Ad Campaign
Twitter Marketing – Getting started with Twitter – Building a content strategy – Twitter Ads – Twitter Analytics Instagram Marketing – Objectives – Content Strategy – Style guidelines – Hashtags – Videos- Sponsored Ads – Apps – Generate leads | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-4 |
Teaching Hours:6 |
e-mail Marketing and Search Engine Optimisation
|
|
e-mail Marketing – Building a List- Content Strategies – e-mail newsletter – Automating e-mail marketing- Analytics. Search Engine Optimisation – How search engine works? SEO Phases; On page Optimisation; Off-page Optimisation; Social Media Reach; Maintenance | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Unit-5 |
Teaching Hours:4 |
Mobile Marketing and Web Analytics
|
|
Mobile Advertising – Mobile Marketing toolkit – Mobile Marketing Features – Mobile Analytics Web Analytics – Key Metrics – Making web analytics actionable – Types of tracking codes | |
Text Books And Reference Books: 1. Seema Gupta. (2020). Digital Marketing (2nd Ed). Tata Mc Graw Hill | |
Essential Reading / Recommended Reading
1. Kerpen, D., Berk, R., Greenbaum, M. (2019). Likeable social media, Third Edition: How To Delight Your Customers, Create an Irresistible Brand, & Be Generally Amazing On All Social Networks That Matter. United Kingdom: McGraw-Hill Education.
4. Marshall, P., Rhodes, M., Todd, B. (2020). Ultimate Guide to Google Ads. United States: Entrepreneur Press.
| |
Evaluation Pattern
CIA 1 – Digital Marketing Plan – 20 Marks
CIA 2 – Google Ads – 10 Marks
CIA 3 – Social Media Marketing – 25 Marks
CIA 4 – Web Analysis (SEO) – 20 Marks
CIA 5 – Analytics – 20 Marks
Attendance – 5 Marks
CIA – Total Marks – 100 Converted to 50
ETE
Viva Voce – 50 Marks
Report – 50 Marks
ETE – 100 Marks – Converted to 50 Overall Marks – CIA + ESE = 100
| |
BTGE653 - DIGITAL WRITING (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
The course will develop the knowledge and skills required to write content for digital media. Students will learn how to craft writing for different areas of the media by focusing on genres such as profiles, informative pieces, articles and content pieces. Students will work on pitching and marketing ideas, discuss topics such as timelines, word counts and deadlines. The course will also examine the principles of reporting and the legal and ethical issues associated with content writing
The course intends to provide students with an in-depth understanding of the nature of digital content. The course will acquaint students with the techniques of writing simple but polished digital content. The subject will develop creativity in writing and imaginative approaches to digital content writing. The paper will help students understand the mechanics of content writing |
|
Learning Outcome |
|
CO1: Students will learn how to write digital content for websites, blogs, and general social networking sites CO2: Students will learn the importance of using hyperlinks to information sources when writing an article CO3: Students will be able to differentiate between original and plagiarized content and develop mechanisms to avoid plagiarism |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-1 |
Teaching Hours:6 |
Introduction to Digital Writing
|
|
What is online writing, Narrative structure for online and digital stories, writing for university publications, Copyright, Ownership, and authorship, Approach to digital storytelling, Interactive narratives, sourcing information, exploring transmedia stories, data visualization, online identities and the self, alternate realities | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-2 |
Teaching Hours:6 |
Writing Techniques
|
|
Online news writing, headlines, sentences, links, tables and infographics, meaningful linking, effective illustrations, content strategy, message, media, style and tone, purposes, personas and scenarios | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-3 |
Teaching Hours:6 |
Writing for Newspapers
|
|
Journalistic writing-nature, process and styles, Concept of news-definitions, news values, nose for news, News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H, News writing structures- pyramid, inverted pyramid, hourglass, chronological, Newspaper design, Anatomy of a newspaper, Typography-font type, anatomy of type, type families, Readability & aesthetic principles, Page layout & design | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-4 |
Teaching Hours:6 |
Writing a Book Proposal
|
|
Process of book publishing, understanding book proposal, the importance of book proposal, book proposal structure, steps for writing a book proposal, some common mistakes made when writing a book proposal. | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Unit-5 |
Teaching Hours:6 |
Writing Resume and Cover
|
|
Introduction to resume, the 3Fs of resume writing, parts of a resume, difference between CV and resume, characteristics of a good resume, anatomy of a resume, common mistakes made while writing a resume, introduction to cover letter, writing a cover letter for a job application, writing a cover letter for a book proposal, common mistakes made while writing a cover letter | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Introduction - 10 Content - 10 Structure - 10 Clarity- 10 Conclusion -10 | |
BTGE654 - PHOTOGRAPHY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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1. To provide proficiency in handling tools related to the photographic Images 2. To explore the role of the photographer in the architectural community. 3. To provide skills and knowledge in the application of various types of lights on the photography.
4. To develop solutions for visual art related problems and to understand the concept of visual-based communication. |
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Learning Outcome |
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CO1: Ability to develop photography skill to express the art of communication CO2: Improvising professional skills in the realm of documentation and photography art direction |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
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Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-1 |
Teaching Hours:10 |
Introduction of Photography
|
|
Exposure to a variety of Analog and digital photographic techniques. Basics of shots, sizes, and angles. Technical aspects such as exposure triangle, composition, framing, and introduction to lighting.
Printing The enlarger, set up, timer use, enlarging lenses, the test strip, developing procedures, contrast control with variable contrast filters, spotting and matting, archival processing. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
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Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
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Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
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Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
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Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
|
|
Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-2 |
Teaching Hours:8 |
Photographic Design
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Introduction to contemporary and historic photographers and their works.
Understanding and applying visual design elements and principles in photography. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
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Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
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Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
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Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
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Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
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Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
|
Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-3 |
Teaching Hours:8 |
Appreciation of photography
|
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Multiple photographic practices such as documentary photography, fine art photography and fashion photography, product photography and architecture photography. Moral and theoretical issues attached to the medium, such as photography’s relationships between truth, beauty, and fact, as well as the ethics of war photography.
Edward Weston and Ansel Adams in the 1930’s. | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
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Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
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Introduction to Print medium.
Portfolios (Digital Format) | |
Text Books And Reference Books: 1. Schaeffer J. P. (1998) The Ansel Adams guide: Basic techniques of photography, Boston: Little Brown and Company. 2. Horenstein, H. (1977) Beyond Basic Photography: A Technical Manual, Boston: Little Brown and Company.
3. Craven, G. M.(1990) Object and Image: An Introduction to Photography, New Jersey: Prentice-Hall, Englewood Cliffs. | |
Essential Reading / Recommended Reading 1. Peterson, B. (2016) Understanding Exposure, Fourth Edition, Random House USA Inc. 2. DK (2015) Digital Photography Complete Course, DK; Reissue edition. 3. Northrup T. & Northrup C. (2012) Tony Northrup's DSLR Book: How to Create Stunning Digital Photography, (2nd edition) Mason Press. 4. Hunter, F., Biver S. & Fuqua P. (2015) Light Science & Magic: An Introduction to Photographic Lighting, Routledge, ISBN-10: 0415719402. Peterson B. (2017) Understanding Colour in Photography: Using Colour, Composition, and Exposure to Create Vivid Photos, Random House US, ISBN-10 : 9780770433116 | |
Evaluation Pattern The assessment pattern comprises of two components; the Continuous Internal Assessment (CIA) and the End Semester Examination (ESE). The weightage of marks for subjects having both CIA marks, as well as ESE marks, have a ratio of 50:50. CONTINUOUS INTERNAL ASSESSMENT (CIA): 50% Continuous Internal Assessment for this course shall be conducted by the respective faculty in the form of different types of assignments. Students need to complete the assignments within the stipulated time for the award of marks. END SEMESTER EXAMINATION (ESE): 50% Eligibility to appear for ESE is a score of a minimum of 50% in the CIA. PASS CRITERIA A student shall pass the course only on a minimum aggregate score (CIA+ESE) of 45% and a minimum CIA Score of 50% and an ESE score of 40% | |
BTGE655 - ACTING COURSE (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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In this course the students are introduced different aspects of acting such as creating a character, analyzing a script, working on voice and developing body language. At the end of the course the learners will perform a monologue. The course aims at the study and practice of Classical Acting. The development of individual imagination, insight, skills and disciplines in the presentation of drama to audience. |
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Learning Outcome |
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CO1: To understand different aspects of acting and to perform a monologue |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
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Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
| |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Inner characterization: History of acting, First performance,Art representation vs art of experiencing, Characterization and actor’s notebook, Stanislavski’s system, Objective and super-objective, Working with a script
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-2 |
Teaching Hours:10 |
Unit 2
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Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
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Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
|
Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
|
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Performing a Monologue: Theatrical etude, Working with props, sets, light and costume, Creating atmosphere, Run-through, | |
Text Books And Reference Books: Stanislavsky, Constantine. “An Actor prepares.” | |
Essential Reading / Recommended Reading Stanislavsky, Constantine. “An Actor prepares.” | |
Evaluation Pattern The assessment of the students is happening throughout the course and will be completed with the final monologue performance.
The assignments need to be submitted via Google Classroom by the given deadlines. Actor’s notebooks need to follow the given requirements. Monologues will be performed live.
Completing all the given assignments throughout the course –20 marks Submission of actor’s notebook – 20 marks Final monologue performance – 60 marks | |
BTGE656 - CREATIVITY AND INNOVATION (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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To equip students with skill and aptitude for creativity and innovation through
To stimulate curiosity in students to identify the areas of gaps and opportunities and solutions that can be provided
To stimulate creativity in students to come up with ideas for the areas of gaps and opportunities
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Learning Outcome |
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CO-1: Develop an aptitude for creative thinking and problem solving in the areas that drive their interest. CO-2: Understand the benefits of team work and collaborative thinking CO-3: Understand the three keys aspects of the creative process viz. ACES CO-4: Develop projects to understand the various principles and elements of creativity and innovation CO-5: Apply the concepts of IPR to verify the projects which may be patentable, design and copyright protected |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
Creativity & Innovation, A journey through major breakthrough innovations around the world., Collaborative Creativity | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
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|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-2 |
Teaching Hours:6 |
The Creative Process Part I (Analyzing Problems)
|
|
Analyzing Problems (Smart Storming), Theory and practice, Rethinking Thinking Imagination Observing, Abstracting, Recognizing Patterns, Forming Patterns | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-3 |
Teaching Hours:6 |
The Creative Process Part II (Creating Ideas)
|
|
Creative Thinking Techniques and Methods, Body Thinking, Empathizing (Design Thinking),
Dimensional Thinking Evolution and Evaluation of Ideas through design Thinking | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
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Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
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Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
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Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-4 |
Teaching Hours:6 |
The Creative Process Part III (Engineering Solutions)
|
|
Proof of Concept, Minimum Viable Proposition, Rapid Iteration Process | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Unit-5 |
Teaching Hours:6 |
Innovation and IPR
|
|
Patents, Designs, Copyrights, Geographical Indications, Trademarks, Trade Secret | |
Text Books And Reference Books: Activity Based Teaching. No text books and reference books | |
Essential Reading / Recommended Reading Activity Based Teaching. No text books and reference books | |
Evaluation Pattern This course consists of Overall Cia for 100 marks. No End Semester Examination for this course. | |
BTGE657 - PAINTING AND SKETCHING (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
The course will develop the skills required to represent elements of nature and surrounding objects. Students will learn how to use the appropriate medium for representing their thought process. The course will examine the representation skills through exercises on sketching and rendering. |
|
Learning Outcome |
|
CO3: Students will learn how to represent their ideas and thought processes diagrammatically through sketching and rendering. |
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-1 |
Teaching Hours:10 |
|
Representation through Sketching
|
||
This unit will look at sketching as a medium to represent ideas and thought processes. Freehand Drawing Techniques, Landscape drawing . | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-2 |
Teaching Hours:10 |
|
Introduction to Watercolour Painting Techniques
|
||
Execute simple exercises in Collages to understand Flat Wash, Graded Wash, Wet on Dry, Wet on Wet. Techniques of Blooming, Splattering, Sponging will be used as a medium of representation. Study of brush strokes as a finish.How | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Unit-3 |
Teaching Hours:10 |
|
Introduction to Soft Pastel Techniques
|
||
To create simple elements in nature Plants, Different types of Trees,water bodies in architecture. etc. | ||
Text Books And Reference Books: Drawing : (Ching, Francis D K)
| ||
Essential Reading / Recommended Reading milind mulick watercolor sketchbook by milind mulick
| ||
Evaluation Pattern The following courses do not | ||
BTGE659 - FOUNDATIONS OF AVIATION (2022 Batch) | ||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|
Max Marks:100 |
Credits:2 |
|
Course Objectives/Course Description |
||
A student successfully completing this course will be able to: Explain basic terms and concepts in air transportation, including commercial, military, and general aviation; air traffic control. Identify on the parts of an aircraft, classify the aircraft types and Construct models of an Aircraft. Understand the types of Aero engines and analyse the impact of meteorology in Aviation. |
||
Learning Outcome |
||
CO1: Interpret the fundamental principles of flight based on theorems and parts of the Aircraft CO2: Summarize the types of aircrafts and illustrate modelling of an Aircraft CO3: Identify the types of Aero engines and Make use of Meteorology |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
|
Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
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Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
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Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
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Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
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Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
|
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Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-1 |
Teaching Hours:10 |
Introduction to Principles of Flight
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Development of Aviation- Introduction- Laws of Motion -Bernoulli’s Theorem and Venturi Effect – Aero foil- Forces on an Aircraft- Flaps and Slats- Stalling- Thrust, Basic Flight Instruments- Introduction of Radar- Requirement of Navigation | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
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Airfield Layout- Rules of the Air- Circuit Procedure ATC / RT Procedure Aircraft Controls- Fuselage – Main Tail Plane Ailerons- Elevators- Rudder –Landing Gear. Fighters- Transports- Helicopters- Foreign Aircraft History of Aero modelling- Materials used in Aero modelling - Types of Aero models | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Unit-3 |
Teaching Hours:10 |
Aero Engines and Meteorology
|
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Introduction of Aero engines - Types of Engines-Piston Engines -Jet Engines – Turboprop Engines, Importance of Meteorology in Aviation- Atmosphere - Clouds and Precipitation - Visibility – Humidity and Condensation | |
Text Books And Reference Books: Text Books: • Airwing Cadet Handbook, Specialized Subject SD/SW, Maxwell Press, 2016. • Introduction to Aerospace Engineering: Basic Principles of Flight, Ethirajan Rathakrishnan, Wiley Press, 2021.
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Essential Reading / Recommended Reading . | |
Evaluation Pattern This Course do not have CIA 1/2/3. It has Overall CIA(out of 100 and will be Converted to 50) and ESE ( out of 100 and will be converted to 50). Total Marks=100. | |
EE631P - HIGH VOLTAGE ENGINEERING AND PROTECTION (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course provides the opportunity to the student to understand the various types of over voltages in power system and protection methods, generation and measurement of over voltages in laboratories. The course presents the advanced concepts in testing various power apparatus as per IEEE/IEC standards & method of circuit breaking various arc theories arcing phenomena. The course will follow practical approach in every concept through programming |
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Learning Outcome |
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CO1: To understand the various types of over voltages in power system and protection methods, generation and measurement of over voltages in laboratories. CO2: To learn the nature of Breakdown mechanism in solid, liquid and gaseous dielectrics discussion on commercial insulators CO3: To test various power apparatus as per IEEE/IEC standards CO4: To explain the method of circuit breaking various arc theories arcing phenomena. CO5: To understand the various types of over voltages in power system and protection methods, generation and measurement of over voltages in laboratories. |
Unit-1 |
Teaching Hours:9 |
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OVER VOLTAGES IN ELECTRICAL POWER SYSTEMS
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Causes of over voltages and its effect on power system – Lightning and its classification switching surges and temporary over voltages - protection against over voltages. breakdown mechanisms in solid, liquid, gas and composite dielectrics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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GENERATION & MEASUREMENT OF HIGH VOLTAGES AND HIGH CURRENTS
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Generation of HVDC, HVAC, impulse voltages and currents. Tripping and control of impulse generators. Measurement of High voltages and High currents – digital techniques in high voltage measurement | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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HIGH VOLTAGE TESTING OF ELECTRICAL APPARATUS & APPLICATIONS
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High voltage testing of electrical power apparatus – power frequency, impulse voltage and DC testing – International and Indian standards – Insulation Coordination. -Biomedical Applications, High voltage traction, Electrostatic spinning, pumping, propulsion - Hazards of Electrostatic electricity in industry Processing of juices, milk, egg, meat and fish products | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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PROTECTION
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Principles and need for protective schemes – Nature and causes of faults – Types of faults – Fault current calculation using symmetrical components – Power system Earthing - Zones of protection and essential qualities of protection – Protection scheme. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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RELAYS & CIRCUIT BREAKERS
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Introduction to fault detection and isolation. Operating principles of relays, Electromagnetic & Digital relays, Overcurrent, Directional, Distance, Differential, Negative sequence and under frequency relays. Circuit breakers – air, oil and vacuum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:30 |
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Lab experiments
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Text Books And Reference Books: M.S. Naidu and V. Kamaraju, ‘High Voltage Engineering’, Tata McGraw Hill, 5th Edition, 2012. Dieter Kind and Kurt Feser “High Voltage Testing Techniques” Technology Engineering Edition 2004 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Y.G. Paithankar and S.R. Bhide, ‘Fundamentals of Power System Protection’, Prentice Hall of India Pvt. Ltd., New Delhi – 110001, 2010 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
ASSESSMENT PATTERN - BTECH COURSE
Following are the details of the modifications proposed for assessment pattern – B. Tech course AY 2017-18
Minimum marks required to pass in practical component is 40%. Pass in practical component is eligibility criteria to attend Theory End semester examination for the same course. A minimum of 40 % required to pass in ESE -Theory component of a course. Overall 40 % aggregate marks in Theory & practical component, is required to pass a course. There is no minimum pass marks for the Theory - CIA component. Less than 40% in practical component is refereed as FAIL. Less than 40% in Theory ESE is declared as fail in the theory component. Students who failed in theory ESE have to attend only theory ESE to pass in the course
II. ASSESSMENT - ONLY FOR THEORY COURSE (without practical component) Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions
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EE632P - POWER SYSTEMS - II (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This course deals with modelling of power system components, frequency and voltage control, system stability studies, economic operations and restructured power system concepts |
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Learning Outcome |
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CO1: To model power system components from fundamentals CO2: To analyze steady state and dynamic response of a power system CO3: To analyze stability of a power system using swing equation CO4: To calculate optimum generation allocations CO5: To explain economic management of power systems |
Unit-1 |
Teaching Hours:9 |
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MODELING OF POWER SYSTEM COMPONENTS
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Modeling of Generator: Description of Simplified Network Model of a Synchronous Machine (Classical Model) Modeling of Governor: Mathematical Modeling of Speed Governing System Modeling of Turbine: First order Turbine model, Block Diagram representation of Steam Turbines and Approximate Linear Models. Modeling of Excitation System: Fundamental Characteristics of an Excitation system, Transfer function, Block Diagram Representation of IEEE Type-1 Model, Modeling of Loads: Frequency dependent and non-dependent. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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FREQUENCY AND VOLTAGE CONTROL
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Definitions of Control area – Single area control – Block diagram representation of an isolated power system – Steady state analysis – Dynamic response – Uncontrolled case. Load frequency control of 2-area system – uncontrolled case and controlled case. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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POWER SYSTEM STABILITY
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Elementary concepts of Steady State, Dynamic and Transient Stabilities-Description of: Steady State Stability Power Limit, Transfer Reactance, Synchronizing Power Coefficient, Power Angle Curve and Determination of Steady State Stability and Methods to improve steady state stability. Derivation of Swing Equation-Determination of Transient Stability by Equal Area Criterion, Application of Equal Area Criterion, Critical Clearing Angle Calculation. Methods to improve Stability. Effect of Excitation system on stability. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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ECONOMIC OPERATION OF POWER SYSTEM
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Optimal operation of Generators in Thermal Power Stations - Heat rate Curve – Cost Curve – Incremental fuel and Production costs, input-output characteristics, Optimum generation allocation with line losses neglected. Optimum generation allocation including the effect of transmission line losses – Loss Coefficients, General transmission line loss formula | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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POWER SYSTEM ECONOMIC MANAGEMENT
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Restructured power system, types of electricity markets, types of ISO and their responsibilities – economic generation schedule in market environment – change of economics with system operational constraints; Overview of Indian Power Sector – Energy scheduling in National Power Exchange Limited (NPXL), India; Demand Side Management (DSM) and Demand Response approaches. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:30 |
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List of Experiments
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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EE633 - DIGITAL SIGNAL PROCESSING (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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o To understand the concept of DFT and its computation o To understand design techniques for digital filters o To analyze finite word length effects in signal processing o To apply non-parametric methods of power spectrum estimations o To understand the fundamentals of digital signal processors.
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Learning Outcome |
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CO1: Represent signals mathematically in continuous and discrete-time, and in the frequency domain. CO2: Analyse signals using Fourier-transform CO3: Design digital filters for various applications. CO4: Design IIR for various applications CO5: Apply digital signal processing for the analysis of real-life signals |
Unit-1 |
Teaching Hours:9 |
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SIGNALS AND SYSTEMS
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Classification of signals- Continuous time and discrete time signals, Signal Energy and Power, Periodic signals, Even and Odd signals, Classification of systems-Continuous time and Discrete time systems, Basic system properties, Linear time invariant systems, Convolution Sum, Properties of LTI systems. | |||||||
Unit-2 |
Teaching Hours:9 |
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FOURIER SERIES AND FOURIER TRANSFORM
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Fourier series representation of periodic signals, properties, Discrete Time Fourier Transform and its properties, DFT – Efficient computation of DFT, Properties of DFT – FFT algorithms – Radix-2 FFT algorithms – Decimation in Time – Decimation in Frequency algorithms, Inverse DFT. | |||||||
Unit-3 |
Teaching Hours:9 |
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FIR FILTER DESIGN
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Amplitude and phase responses of FIR filters – Linear phase filters – Windowing techniques for design of Linear phase FIR filters – Rectangular, Hamming, Hanning, Kaiser windows – frequency sampling techniques – Structure for FIR filters. | |||||||
Unit-4 |
Teaching Hours:9 |
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IIR FILTER DESIGN
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IIR Filters –Magnitude response, Phase response, Analog filter design-Butterworth and Chebyshev approximations, Digital design using Bilinear and impulse invariant transformation, Warping, Prewarping, Frequency transformation, Structure for IIR filters. | |||||||
Unit-5 |
Teaching Hours:9 |
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FINITE WORD LENGTH EFFECTS
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FINITE WORD LENGTH EFFECTS: Quantization noise –quantization noise power – Fixed point and binary floating point number representation – comparison – over flow error – truncation error – co-efficient quantization error - limit cycle. DIGITAL SIGNAL PROCESSORS Introduction to DSP architecture – Harvard architecture - Dedicated MAC unit - Multiple ALUs, Advanced addressing modes, Pipelining. | |||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern ASSESSMENT - ONLY FOR THEORY COURSE (without practical component) Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |||||||
EE645E05 - AUTONOMOUS VEHICLES (2022 Batch) | |||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course provides a comprehensive overview of connected and autonomous vehicles. Students will explore connected vehicle protocols, artificial neural networks, and connected vehicle technology. They will also learn about autonomous vehicle protocols, sensors such as radar, lidar, and cameras, and the integration of on-board networks. Additionally, the course introduces neural networks for autonomous vehicles, including reinforcement learning and deep Q-learning. By the end of the course, students will have a solid understanding of these topics, equipping them with the knowledge needed to navigate the complex world of connected and autonomous vehicles. |
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Learning Outcome |
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CO1: Understand and apply connected vehicle protocols, including global standards, IEEE 802.11p, and neural networks for vehicle communication. CO2: Grasp connected vehicle technology concepts, focusing on control systems, imitation learning, and visual abstractions. CO3: Analyze autonomous vehicle protocols, covering vehicle dynamics, adaptive cruise control, SLAM, and localization techniques. CO4: Explore autonomous sensors, including radar, sonar, lidar, and sensor data fusion, for driverless vehicle technology. CO5: Implement neural network techniques like reinforcement learning, Q-learning, and deep Q-learning for autonomous vehicles. |
Unit-1 |
Teaching Hours:9 |
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Connected Vehicle Protocols
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World-Wide Standards - Cellular and IEEE – DSRC- VANET- IEEE 802.11p - NHTSA – USDOT- Basic Networking Concepts - Wireless Networking Fundamentals - IEEE802.11- 802.15- 802.16- Cellular - Protocols and IP Addressing- Connection of On-Board Networks to Off Board Networks- CAN Protocol- Open CAN.
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Unit-2 |
Teaching Hours:9 |
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Connected Vehicle Technology
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Connectivity Fundamentals - Navigation and Other Applications - Vehicle-to-Vehicle (V2V) - Vehicle-to-Roadside (V2R) - Vehicle-to-Infrastructure (V2I) - Wireless Security Issue- Platooning- DSRC Requirement- DSRC Security. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Autonomous Vehicle Protocols
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Basic Control System Theory - Overview of ECU operation - Concept of Cyber-Physical Control Systems - Remote Sensing Technology - Wireless Networks and Autonomy- ADAS- Basic System Operation Applications – Integration into Vehicle Electronics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Autonomous Sensors
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Radar- Sonar - Lidar – Multiple Beam - Cameras & Night Vision - Model Creation & Sensor Data Fusion- Driverless Vehicle Technology - Artificial Intelligence - Deep Learning- Implementation Issues. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Neural Networks for Autonomous Vehicles
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Reinforcement Learning- Markov decision Process- Bellman Optimality – Q-Learning- Deep Q Learning.
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Text Books And Reference Books: Autonomous Vehicles Technologies, Regulations, and Societal Impacts,George Dimitrakopoulos, Aggelos Tsakanikas and Elias Panagiotopoulosn, Elsevier, -2021 2. Autonomous Vehicles and Future Mobility,Pierluigi Coppola and Domokos Esztergár-Kiss, Elsevier, -2019 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. The End of Driving Transportation Systems and Public Policy Planning for Autonomous Vehicles,Bern Grush and John Niles, Elsevier, -2018 VANET: Vehicular Applications and Inter-Networking Technologies, Hannes Hartenstein, Kenneth Laberteaux, John Wiley & Sons, 2009 2. Intelligent Vehicular Networks and Communications: Fundamentals, Architectures and Solutions, Anand Paul, Naveen Chilamkurti, Seungmin Rho, Alfred Daniel, Elsevier, 2016 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
Minimum marks required to pass in practical component is 40%. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
EE681 - SERVICE LEARNING (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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To integrate meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities To apply learning in day to day life and practical situation. To produce the student with enriched learning with personal, social and career development |
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Learning Outcome |
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CO1: Demonstrate the ability to integrate community service with academic instruction by engaging in projects that address real-world problems CO2: Apply academic and technical skills to enhance everyday problem-solving. CO3: Understand community needs and provide technical solutions while growing personally, socially, and professionally. |
Unit-1 |
Teaching Hours:30 |
Details
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Survey in the community Identification of the problem Formulate the solution Implementation Evaluation Report | |
Text Books And Reference Books: Domain specific | |
Essential Reading / Recommended Reading Domain specific | |
Evaluation Pattern Internal evaluation based on identification of the community, problem, solution, development of solution, implementation and evaluation of the implemented project | |
HS634 - PROJECT MANAGEMENT AND FINANCE (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course develops the competencies and skills for planning and controlling projects and understanding interpersonal issues that drive successful project outcomes. Focusing on the introduction of new products and processes, it examines the project management life cycle, defining project parameters, matrix management challenges, effective project management tools and techniques, and the role of a Project Manager. This course guides students through the fundamental project management tools and behavioral skills necessary to successfully launch, lead, and realize benefits from projects in profit and nonprofit organizations. |
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Learning Outcome |
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CO1: Apply the Principles of Management and its functions in Project Management
CO2: Understand the basics of Planning the project and its finances
CO3: Analyze the fundamentals of project and network diagram in engineering and management domain through PDM techniques.
CO4: Application of various tools used in Monitoring and Controlling the project and its finances.
CO5: Understand the steps involved in wrapping up a Project |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PROJECT MANAGEMENT
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Introduction to Organisations, Principles of Management - its functions, Skills, Organisation Structure, Financial Feasibility. Introduction to Project, Concept, Project Management, Project Life Cycle, Role of Project Manager - Functional Areas, Qualities and Responsibilities, Impact of Delays in Project Completions. | |
Unit-2 |
Teaching Hours:9 |
Project Plan
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Project management functions - Controlling, directing, project authority, responsibility, accountability, Scope of Planning, Market Analysis, Demand Forecasting, Product line analysis, Product Mix Analysis, New Product development, Plant location, plant capacity, Capital Budgeting, Time Value of Money, Cash flow importance, decision tree analysis | |
Unit-3 |
Teaching Hours:9 |
Project Scheduling
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Introduction, Estimation of Time, Project Network Analysis - CPM and PERT model, Gantt Chart, Resource Loading, Resource Leveling, Resource Allocation. Estimating activity time and total program time, total PERT/CPM planning crash times, software‘s used in project management. | |
Unit-4 |
Teaching Hours:9 |
Project Monitoring and Controlling
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Introduction, Purpose, Types of control, Designing and Monitoring Systems, reporting and types. Financial Control, Quality Control, Human Resource Control, Management Control System, Project Quality Management, Managing Risks. | |
Unit-5 |
Teaching Hours:9 |
Project Evaluation and Auditing
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Types of Project Closures, Wrap-Up closure activities, Purpose of Project Evaluation - Advantages, factors considered for termination of project, Project Termination process, Project Final report. Budgeting, Cost estimation, cost escalation, life cycle cost. Project finance in the roads sector, Project finance (Build Own Operate (BOO) / Build Own Operate Transfer (BOOT) Projects / Build Operate and Transfer (BOT) | |
Text Books And Reference Books: T1. “Effective Project Management”, Robert K. Wysocki, Robert Beck. Jr., and David B. Crane; - John Wiley & Sons 2003. T2. . Richard A.Brealey, Stewart C.Myers, and Mohanthy, Principles of Corporate Finance, Tata McGraw Hill, 11th Edition, 2014. | |
Essential Reading / Recommended Reading R1. “Project Planning and Control with CPM and PERT” Dr. B.C. Punmia & K.K.Khandelwal; - Laxmi Publications, New Delhi 2011. R2. I.M.Pandey, Financial Management, Vikas Publishing House Pvt., Ltd., 11th Edition, 2008.m | |
Evaluation Pattern ASSESSMENT - ONLY FOR THEORY COURSE (without practical component) Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |
MICSAI634 - INTRODUCTION TO MACHINE LEARNING (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course is designed to provide a comprehensive understanding of machine learning concepts, algorithms, and applications. The course emphasizes hands-on experience through practical implementation using python. Course objectives: 1. To identify the scope and necessity of Data Mining & Warehousing for the society. 2. To understand students to the basic concepts and techniques of Machine Learning. 3. To learn and understand the concept of neural networks. 4. To understand classification and clustering techniques. 5. To understand evolutionary models. |
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Learning Outcome |
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1: Understand Data Mining & Warehousing concepts 2: Understand and Distinguish between types of learning 3: Build neural networks using algorithms 4: Make use of applications with clustering and classification techniques 5: Understand evolutionary models |
Unit-1 |
Teaching Hours:12 |
DATA MINING AND DATA WAREHOUSING
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Introduction - Steps in KDD - System Architecture - Types of data - Data mining functionalities - Classification of data mining systems - Integration of a data mining system with a data warehouse - Issues - Data Preprocessing - Data Mining Application - Data warehousing components - Building a data warehouse - Multidimensional Data Model - OLAP Vs OLTP.
Experiment 1: Implementation of Arrays using Numpy. Experiment 2: Data Pre-processing like missing values, scaling etc. | |
Unit-1 |
Teaching Hours:12 |
DATA MINING AND DATA WAREHOUSING
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Introduction - Steps in KDD - System Architecture - Types of data - Data mining functionalities - Classification of data mining systems - Integration of a data mining system with a data warehouse - Issues - Data Preprocessing - Data Mining Application - Data warehousing components - Building a data warehouse - Multidimensional Data Model - OLAP Vs OLTP.
Experiment 1: Implementation of Arrays using Numpy. Experiment 2: Data Pre-processing like missing values, scaling etc. | |
Unit-1 |
Teaching Hours:12 |
DATA MINING AND DATA WAREHOUSING
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Introduction - Steps in KDD - System Architecture - Types of data - Data mining functionalities - Classification of data mining systems - Integration of a data mining system with a data warehouse - Issues - Data Preprocessing - Data Mining Application - Data warehousing components - Building a data warehouse - Multidimensional Data Model - OLAP Vs OLTP.
Experiment 1: Implementation of Arrays using Numpy. Experiment 2: Data Pre-processing like missing values, scaling etc. | |
Unit-1 |
Teaching Hours:12 |
DATA MINING AND DATA WAREHOUSING
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Introduction - Steps in KDD - System Architecture - Types of data - Data mining functionalities - Classification of data mining systems - Integration of a data mining system with a data warehouse - Issues - Data Preprocessing - Data Mining Application - Data warehousing components - Building a data warehouse - Multidimensional Data Model - OLAP Vs OLTP.
Experiment 1: Implementation of Arrays using Numpy. Experiment 2: Data Pre-processing like missing values, scaling etc. | |
Unit-1 |
Teaching Hours:12 |
DATA MINING AND DATA WAREHOUSING
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Introduction - Steps in KDD - System Architecture - Types of data - Data mining functionalities - Classification of data mining systems - Integration of a data mining system with a data warehouse - Issues - Data Preprocessing - Data Mining Application - Data warehousing components - Building a data warehouse - Multidimensional Data Model - OLAP Vs OLTP.
Experiment 1: Implementation of Arrays using Numpy. Experiment 2: Data Pre-processing like missing values, scaling etc. | |
Unit-2 |
Teaching Hours:12 |
INTRODUCTION TO MACHINE LEARNING
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Learning - Types of Machine Learning - Supervised Learning - The Brain and the Neuron - Design a Learning System - Perspectives and Issues in Machine Learning - Concept Learning Task - Concept Learning as Search - Finding a Maximally Specific Hypothesis - Version Spaces and the Candidate Elimination Algorithm - Linear Discriminants - Perceptron - Linear Separability - Linear Regression. Experiment 3: Implementation of Data visualization using Matplotlib Experiment 4: Implementation of Data visualization using SKlearn | |
Unit-2 |
Teaching Hours:12 |
INTRODUCTION TO MACHINE LEARNING
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Learning - Types of Machine Learning - Supervised Learning - The Brain and the Neuron - Design a Learning System - Perspectives and Issues in Machine Learning - Concept Learning Task - Concept Learning as Search - Finding a Maximally Specific Hypothesis - Version Spaces and the Candidate Elimination Algorithm - Linear Discriminants - Perceptron - Linear Separability - Linear Regression. Experiment 3: Implementation of Data visualization using Matplotlib Experiment 4: Implementation of Data visualization using SKlearn | |
Unit-2 |
Teaching Hours:12 |
INTRODUCTION TO MACHINE LEARNING
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Learning - Types of Machine Learning - Supervised Learning - The Brain and the Neuron - Design a Learning System - Perspectives and Issues in Machine Learning - Concept Learning Task - Concept Learning as Search - Finding a Maximally Specific Hypothesis - Version Spaces and the Candidate Elimination Algorithm - Linear Discriminants - Perceptron - Linear Separability - Linear Regression. Experiment 3: Implementation of Data visualization using Matplotlib Experiment 4: Implementation of Data visualization using SKlearn | |
Unit-2 |
Teaching Hours:12 |
INTRODUCTION TO MACHINE LEARNING
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Learning - Types of Machine Learning - Supervised Learning - The Brain and the Neuron - Design a Learning System - Perspectives and Issues in Machine Learning - Concept Learning Task - Concept Learning as Search - Finding a Maximally Specific Hypothesis - Version Spaces and the Candidate Elimination Algorithm - Linear Discriminants - Perceptron - Linear Separability - Linear Regression. Experiment 3: Implementation of Data visualization using Matplotlib Experiment 4: Implementation of Data visualization using SKlearn | |
Unit-2 |
Teaching Hours:12 |
INTRODUCTION TO MACHINE LEARNING
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Learning - Types of Machine Learning - Supervised Learning - The Brain and the Neuron - Design a Learning System - Perspectives and Issues in Machine Learning - Concept Learning Task - Concept Learning as Search - Finding a Maximally Specific Hypothesis - Version Spaces and the Candidate Elimination Algorithm - Linear Discriminants - Perceptron - Linear Separability - Linear Regression. Experiment 3: Implementation of Data visualization using Matplotlib Experiment 4: Implementation of Data visualization using SKlearn | |
Unit-3 |
Teaching Hours:12 |
Neural Networks
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Neural Networks - threshold logic units - linear machines - networks of threshold learning units - Training of feed forward networks by back propagations - neural networks vs. knowledge - based systems.
Experiment 5: Implementation of Data Analysis using Python Experiment 6: Implementation of Arrays using Pandas | |
Unit-3 |
Teaching Hours:12 |
Neural Networks
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Neural Networks - threshold logic units - linear machines - networks of threshold learning units - Training of feed forward networks by back propagations - neural networks vs. knowledge - based systems.
Experiment 5: Implementation of Data Analysis using Python Experiment 6: Implementation of Arrays using Pandas | |
Unit-3 |
Teaching Hours:12 |
Neural Networks
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Neural Networks - threshold logic units - linear machines - networks of threshold learning units - Training of feed forward networks by back propagations - neural networks vs. knowledge - based systems.
Experiment 5: Implementation of Data Analysis using Python Experiment 6: Implementation of Arrays using Pandas | |
Unit-3 |
Teaching Hours:12 |
Neural Networks
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Neural Networks - threshold logic units - linear machines - networks of threshold learning units - Training of feed forward networks by back propagations - neural networks vs. knowledge - based systems.
Experiment 5: Implementation of Data Analysis using Python Experiment 6: Implementation of Arrays using Pandas | |
Unit-3 |
Teaching Hours:12 |
Neural Networks
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Neural Networks - threshold logic units - linear machines - networks of threshold learning units - Training of feed forward networks by back propagations - neural networks vs. knowledge - based systems.
Experiment 5: Implementation of Data Analysis using Python Experiment 6: Implementation of Arrays using Pandas | |
Unit-4 |
Teaching Hours:12 |
Classification and Clustering Techniques
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Support vector Machine - Decision Tree - Naïve Bayes - Random Forest – Density - Based Clustering Methods Hierarchical Based clustering methods - Partitioning methods - Grid based methods - K means clustering - pattern based with deep learning.
Experiment 7: Implementation of K-Means Algorithm. Experiment 8: Implementation of Naïve Bayes Algorithm. | |
Unit-4 |
Teaching Hours:12 |
Classification and Clustering Techniques
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Support vector Machine - Decision Tree - Naïve Bayes - Random Forest – Density - Based Clustering Methods Hierarchical Based clustering methods - Partitioning methods - Grid based methods - K means clustering - pattern based with deep learning.
Experiment 7: Implementation of K-Means Algorithm. Experiment 8: Implementation of Naïve Bayes Algorithm. | |
Unit-4 |
Teaching Hours:12 |
Classification and Clustering Techniques
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Support vector Machine - Decision Tree - Naïve Bayes - Random Forest – Density - Based Clustering Methods Hierarchical Based clustering methods - Partitioning methods - Grid based methods - K means clustering - pattern based with deep learning.
Experiment 7: Implementation of K-Means Algorithm. Experiment 8: Implementation of Naïve Bayes Algorithm. | |
Unit-4 |
Teaching Hours:12 |
Classification and Clustering Techniques
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Support vector Machine - Decision Tree - Naïve Bayes - Random Forest – Density - Based Clustering Methods Hierarchical Based clustering methods - Partitioning methods - Grid based methods - K means clustering - pattern based with deep learning.
Experiment 7: Implementation of K-Means Algorithm. Experiment 8: Implementation of Naïve Bayes Algorithm. | |
Unit-4 |
Teaching Hours:12 |
Classification and Clustering Techniques
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Support vector Machine - Decision Tree - Naïve Bayes - Random Forest – Density - Based Clustering Methods Hierarchical Based clustering methods - Partitioning methods - Grid based methods - K means clustering - pattern based with deep learning.
Experiment 7: Implementation of K-Means Algorithm. Experiment 8: Implementation of Naïve Bayes Algorithm. | |
Unit-5 |
Teaching Hours:12 |
Evolutionary Models
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Evolutionary Learning - Genetic algorithms - Genetic Offspring: - Genetic Operators - Using Genetic Algorithms - Reinforcement Learning - Overview -Getting Lost Example - Markov Decision Process
Experiment 9: Implementation of Population Initialization, selection, and Fitness Evaluation in Genetic Algorithm Experiment 10: Implementation of Cross-over and Mutation in Genetic Algorithm | |
Unit-5 |
Teaching Hours:12 |
Evolutionary Models
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Evolutionary Learning - Genetic algorithms - Genetic Offspring: - Genetic Operators - Using Genetic Algorithms - Reinforcement Learning - Overview -Getting Lost Example - Markov Decision Process
Experiment 9: Implementation of Population Initialization, selection, and Fitness Evaluation in Genetic Algorithm Experiment 10: Implementation of Cross-over and Mutation in Genetic Algorithm | |
Unit-5 |
Teaching Hours:12 |
Evolutionary Models
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Evolutionary Learning - Genetic algorithms - Genetic Offspring: - Genetic Operators - Using Genetic Algorithms - Reinforcement Learning - Overview -Getting Lost Example - Markov Decision Process
Experiment 9: Implementation of Population Initialization, selection, and Fitness Evaluation in Genetic Algorithm Experiment 10: Implementation of Cross-over and Mutation in Genetic Algorithm | |
Unit-5 |
Teaching Hours:12 |
Evolutionary Models
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Evolutionary Learning - Genetic algorithms - Genetic Offspring: - Genetic Operators - Using Genetic Algorithms - Reinforcement Learning - Overview -Getting Lost Example - Markov Decision Process
Experiment 9: Implementation of Population Initialization, selection, and Fitness Evaluation in Genetic Algorithm Experiment 10: Implementation of Cross-over and Mutation in Genetic Algorithm | |
Unit-5 |
Teaching Hours:12 |
Evolutionary Models
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Evolutionary Learning - Genetic algorithms - Genetic Offspring: - Genetic Operators - Using Genetic Algorithms - Reinforcement Learning - Overview -Getting Lost Example - Markov Decision Process
Experiment 9: Implementation of Population Initialization, selection, and Fitness Evaluation in Genetic Algorithm Experiment 10: Implementation of Cross-over and Mutation in Genetic Algorithm | |
Text Books And Reference Books: R1: Ethem Alpaydin, “Introduction to Machine Learning”, MIT Press, 3rd Edition, 2014. R2: Y. S. Abu-Mostafa, M. Magdon-Ismail, and H.-T. Lin, “Learning from Data”, AML Book Publishers, 2012. R3: Andreas, C. Muller & Sarah Guido, “Introduction to Machine Learning with Python A guide for data scientists”. R4: Peter Flach, “Machine Learning: The Art and Science of Algorithms that Make Sense of Data‖”, 1st Edition, Cambridge University Press, 2012. R5: Tom M Mitchell, “Machine Learning”, 1st Edition, McGraw Hill Education, 2013. | |
Essential Reading / Recommended Reading W1: Machine Learning with Python: https://www.coursera.org/learn/machine-learning-with- python W2: Name of the Course: Machine Learning A-Z: AI, Python & R + ChatGPT Prize [2024] https://www.udemy.com/share/101Wci/ W3: Udemy Course Python Programming: A Practical Approach by Dr. Xavier Chelladurai.: https://www.udemy.com/course/python-programming-2021-full-coverage-a-practical- approach/?couponCode=1BF4620C490F86413A5E W4: Name of the Course: Python Programming Full Coverage: A Practical Approach Python Programming: A Practical Approach | Udemy | |
Evaluation Pattern CIA 1- 20 Maks CIA-2 - 50 Marks CIA-3 - 20 Marks End Sem Exam: 100 Marks Scaled: CIA-70 Marks+ ESE 30 Marks
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EE741E02 - ELECTRIC AND HYBRID VEHICLES (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The course provides an opportunity to the students to be introduced to concepts of Hybrid electric vehicle technology. The course presents the concepts on vehicle dynamics and traction regulation in hybrid systems. The course also demonstrates the integration of the subsystems with smart controllers for real time regulation. The course introduces practical learning to support the theoretical concepts. |
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Learning Outcome |
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CO1: Understand the concepts of hybrid and electric drive configuration. CO2: Analyze the operation of Series, Parallel and Series-Parallel Drivetrain configurations.
CO3: Inspect the operation of Electrical Drives used in Automotive applications.
CO4: Identfiy the Electric & Hybrid Electric Vehicle subsystems and its integration.
CO5: Model Energy Management strategies used in Hybrid, Electric and Conventional Vehicles. |
Unit-1 |
Teaching Hours:9 |
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VEHICLE DYNAMICS
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History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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HYBRID TRACTION
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Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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TRACTION DRIVES
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Regulation and control of BLDC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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INTEGRATION OF SUBSYSTEMS
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Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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ENERGY MANAGEMENT STRATEGIES
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HEV Energy Management- Energy management strategies-comparison of different energy management strategies- drive train regulation- blended braking technology.
Case study on PHEV operation using IPG CarMaker. Evaluation on Degrees of Freedom of a PHEV using IPG CarMaker. BLDC Motor regulation using Matlab. Case study on the HEV packaging using ADVISOR software. Break Blending using IPG CarMaker.
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Text Books And Reference Books: Iqbal Hussain, “Electric and Hybrid Vehicles: Design Fundamentals, Second Edition”, CRC press, 2010. Mehrdad Ehsaani,Yimin Gao and Alim Emadi, “Modern Electric, Hybrid Electric, and Fuel Cell Vehicles: Fundamentals, Theory, and Design, Second Edition (Power Electronics and Applications Series)” CRC press, 2009. Chris Mi and Abul Masrur, “Hybrid Electric Vehicles: Principles and Applications with Practical Perspectives, 2nd Edition”, Wiley,2017.
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Essential Reading / Recommended Reading Canbing Li, Yijia Cao, Yonghong Kaung and Bin Zhou, “ Influences of Electric Vehicles on Power System and Key Technologies of Vehicle-to-Grid”, Springer, 2016 | |||||||||||||||||||||||||||||||||||
Evaluation Pattern
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EE742E05 - AUTOMOTIVE SENSOR AND ACTUATOR TECHNOLOGY (2021 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course provides comprehensive coverage of sensor and actuator technologies used in the automotive industry, focusing on applications within electric vehicles. It includes the principles, operation, and application of various sensors and actuators, as well as their role in enhancing the performance, safety, and efficiency of EVs. Students will gain hands-on experience through laboratory sessions, enabling them to integrate and implement sensor and actuator technologies in automotive systems |
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Learning Outcome |
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CO1: Identify and classify various sensors and actuators used in electric vehicles. CO2: Understand the principles of operation and the functionalities of automotive sensors and actuators. CO3: Design and integrate sensor and actuator systems for specific applications in electric vehicles CO4: Evaluate the performance of sensor and actuator systems in automotive applications. CO5: Apply knowledge of automotive sensors and actuators to enhance vehicle safety, efficiency, and performance. |
Unit-1 |
Teaching Hours:9 |
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INTRODUCTION TO AUTOMOTIVE SENSORS AND ACTUATORS
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Overview of sensors and actuators in automotive systems, Role and importance in electric vehicles (EVs), Types of sensors: Position, velocity, acceleration, temperature, pressure, Types of actuators: Electric motors, solenoids, relays | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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SENSORS IN ELECTRIC VEHICLES
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Battery management sensors: Temperature, voltage, current, State of Charge (SoC), State of Health (SoH), Motor and drivetrain sensors: Speed sensors, position sensors, torque sensors, Environmental sensors: Temperature, humidity, air quality, Safety sensors: Proximity, LiDAR, radar, cameras | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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ACTUATORS IN ELECTRIC VEHICLES
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Motor controllers for electric drives, Actuators for braking systems: Electric brake actuators, regenerative braking systems, Thermal management actuators for battery systems, Actuators for vehicle dynamics control: Suspension, steering systems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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IN VEHICLE COMMUNICATION
|
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Basics of Controller Area Network (CAN)- CAN Protocol Stack- Message Transmission- ECU-to-ECU Communication- CAN Bus Topology and Network Management- Diagnostics and Error Handling | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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EMERGING TECHNOLOGIES AND FUTURE TRENDS
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Advanced sensor technologies: MEMS, optical sensors, flexible sensors, Smart actuators and advanced control systems, Wireless sensor networks and IoT in automotive applications, Challenges and future directions in automotive sensor and actuator technology. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: "Automotive Sensors" by John Turner "Sensors and Actuators in Mechatronics: Design and Applications" by Andrzej M. Pawlak. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading "Electric Vehicle Technology Explained" by James Larminie and John Lowry "Automotive Handbook" by Robert Bosch GmbH | |||||||||||||||||||||||||||||||||||
Evaluation Pattern
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EE743E05 - EV CHARGING SYSTEMS (2021 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course provides an in-depth understanding of electric vehicle (EV) charging systems, covering the spectrum from basic principles to advanced technologies and integration with smart grids and renewable energy. Students will explore various types of charging infrastructure, standards, protocols, and the role of software in managing charging operations. The course also addresses the challenges and solutions related to the large-scale deployment of EV charging stations, including grid integration, demand response, and sustainability aspects.
Course Objectives:
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Learning Outcome |
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CO1: Describe the architecture and components of EV charging systems. CO2: Understand different types of EV charging methods and their applications. CO3: Design and evaluate EV charging stations, including considerations for power electronics, grid connection, and safety standards. CO4: Analyze the impact of EV charging on the power grid and explore solutions for grid integration and demand management. CO5: Assess the role of renewable energy sources in powering EV charging stations and the implications for sustainable transportation. |
Unit-1 |
Teaching Hours:9 |
Unit 1: INTRODUCTION TO EV CHARGING SYSTEMS
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Overview of electric vehicle (EV) technology and the need for EV charging, Types of EVs and their charging requirements, Components of an EV charging system: Connectors, converters, controllers, Overview of EV charging levels: Level 1, Level 2, DC fast charging | |
Unit-2 |
Teaching Hours:9 |
Unit 2: CHARGING TECHNOLOGIES AND INFRASTRUCTURE
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Detailed study of AC and DC charging systems, Wireless charging technologies: Principles, efficiency, and applications, Design considerations for EV charging stations: Site selection, layout, power supply, Safety standards and regulations for EV charging infrastructure | |
Unit-3 |
Teaching Hours:9 |
Unit 3: CHARGING STANDARDS AND COMMUNICATION PROTOCOLS
|
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EV charging standards: IEC, SAE, CHAdeMO, CCS, Communication protocols for EV charging: OCPP, PLC, CAN, Interoperability and compatibility issues in EV charging, User interface and experience in EV charging systems. | |
Unit-4 |
Teaching Hours:9 |
UNIT 4: SMART CHARGING AND GRID INTEGRATION
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Principles of smart charging and demand response, V2G (Vehicle-to-Grid) and V2H (Vehicle-to-Home) technologies, Integration of EV charging stations with the smart grid, Impact of EV charging on grid stability and strategies to mitigate challenges. | |
Unit-5 |
Teaching Hours:9 |
Unit 5: RENEWABLE ENERGY AND EV CHARGING
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Solar-powered and wind-powered charging stations, Storage solutions for renewable energy in EV charging systems, Economics of renewable-powered EV charging stations, Case studies on successful integration of renewable energy with EV charging. | |
Text Books And Reference Books: 1. "Electric Vehicle Charging Infrastructure" by Rajeev Kumar Chauhan and Kalpana Chauhan. 2. "Electric Vehicle Integration into Modern Power Networks" by Rodrigo Garcia-Valle and João A. Peças Lopes. | |
Essential Reading / Recommended Reading 1. "The Electric Car: Development and Future of Battery, Hybrid and Fuel-Cell Cars" by Michael H. Westbrook. 2. "Smart Grid: Fundamentals of Design and Analysis" by James Momoh. | |
Evaluation Pattern
Evaluation will be based on the following criteria: Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments /Offline Tests/ Online Tests : 10 marks CIA II: Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks
Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern: Five out of Six questions have to be answered. Each question carries 10 marks
End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution.
Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub-divisions in a question. The emphasis of the questions is to test the objectiveness, analytical skill and application skill of the concept from a question bank that is reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions
| |
EE781 - PROJECT WORK STAGE I (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Apply technical knowledge to complete a project with some technical implementaion as a prototype |
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Learning Outcome |
|
CO1: Design engineering solutions to complex real world problems using research literature for societal applications through independent study. [L6]
CO2: Use appropriate hardware and software depending on the nature of the project with an understanding of their limitations. [L3] CO3: Demonstrate teamwork and leadership skills with professional ethics and prepare a project report in the prescribed format. [L3] CO4: Understand the impact of the developed projects on environmental factors [L2] CO5: Demonstrate project management skills including handling the finances in doing projects for given real world societal problems [L3] |
Unit-1 |
Teaching Hours:120 |
Project
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Can be an individual or group project, regular presenations to assess the progress | |
Text Books And Reference Books: IEEE journals and relevant research papers | |
Essential Reading / Recommended Reading Books, Journals, online resources | |
Evaluation Pattern Regular department presenations as per schedule. Internal marks: 100
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EE782 - INTERNSHIP (2021 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Internships are short-term work experiences that will allow a student to observe and participate in professional work environments and explore how his interests relate to possible careers. They are important learning opportunities through industry exposure and practices. More specifically, doing internships is beneficial because they provide the opportunity to:
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Learning Outcome |
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CO1: Develop and perform the responsibilities of an intern in a reputed industry/organisation CO2: Build additional skills to perform the tasks CO3: Demonstrate the work in the form of reports and presenations |
Unit-1 |
Teaching Hours:180 |
Internship
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During these internships, students work closely with professionals, gaining practical insights and enhancing their technical skills. They also have the opportunity to collaborate on projects, solve industry-specific challenges, and develop a deeper understanding of their chosen field. | |
Text Books And Reference Books: Industry manuals | |
Essential Reading / Recommended Reading Course plan for evaluation details | |
Evaluation Pattern Based on the evaluation of reports and presentations | |
EE783 - SERVICE LEARNING (2021 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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To integrate meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities To apply learning in day to day life and practical situation. To produce the student with enriched learning with personal, social and career development |
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Learning Outcome |
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CO1: Demonstrate the ability to integrate community service with academic instruction by engaging in projects that address real-world problems CO2: Apply academic and technical skills to enhance everyday problem-solving. CO3: Understand community needs and provide technical solutions while growing personally, socially, and professionally. |
Unit-1 |
Teaching Hours:30 |
Details
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Survey in the community Identification of the problem Formulate the solution Implementation Evaluation Report | |
Text Books And Reference Books: Domain specific | |
Essential Reading / Recommended Reading Domain specific | |
Evaluation Pattern Internal evaluation based on identification of the community, problem, solution, development of solution, implementation and evaluation of the implemented project | |
MAOE761E01 - NUMERICAL METHODS OF DIFFERENTIAL EQUATIONS (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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To enable the students to solve algebraic and transcendental equations, linear and nonlinear systems of equations, interpolate and extrapolate the given data, differentiate and integrate, solve ordinary differential equations and the boundary value problems numerically. |
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Learning Outcome |
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CO1: Solve algebraic and transcendental equations using numerical techniques. CO2: Estimate results by forward and backward interpolation. CO3: Solve integration using numerical techniques. CO4: Apply finite difference method to solve boundary value problems of hyperbolic and elliptic differential equations. CO5: Evaluate differential equations with boundary conditions using advanced computational techniques. |
Unit-1 |
Teaching Hours:9 |
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Solution of Equations and Eigenvalue Problems
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
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Solution of Equations and Eigenvalue Problems
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
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Solution of Equations and Eigenvalue Problems
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
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Solution of Equations and Eigenvalue Problems
|
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
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Solution of Equations and Eigenvalue Problems
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
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Solution of Equations and Eigenvalue Problems
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
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Solution of Equations and Eigenvalue Problems
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Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-2 |
Teaching Hours:9 |
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Interpolation and Approximation
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
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Interpolation and Approximation
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
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Interpolation and Approximation
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
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Interpolation and Approximation
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
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Interpolation and Approximation
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
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Interpolation and Approximation
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
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Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
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Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
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Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
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Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
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Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
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Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Text Books And Reference Books: M.K. Jain, “Numerical Solution of Differential Equations”, Wiley Eastern, 1984. | |||||||
Essential Reading / Recommended Reading R1. G.D. Smith, “Numerical Solution of Partial Differential Equations”, Oxford Univ. Press, 2004. R2. M. K. Jain, S.R.K. Iyengar and R.K. Jain, “Computational Methods for Partial Differential Equations”, Wiley Eastern, 2005. R3.. S. S. Sastry, “Numerical Analysis for Engineers”, Tata Mcgraw Hill Edition. R4. C. Chapra and Raymond P. Canale, Solution of simultaneous non-linear algebraic systems, 7th edition, McGraw-Hill, 2014. | |||||||
Evaluation Pattern Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks)
| |||||||
MEOE761E03 - BASIC AUTOMOBILE ENGINEERING (2021 Batch) | |||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||
Max Marks:100 |
Credits:3 |
||||||
Course Objectives/Course Description |
|||||||
The objective of this course is to impart knowledge to students in various systems of Automobile Engineering and to learn the fundamental principles, construction and auxiliary systems of automotive engines. |
|||||||
Learning Outcome |
|||||||
CO-1: Describe the chassis, body and engine components of an automobile [L2] CO-2: Understand knowledge of transmission, cooling and lubrication systems [L2] CO-3: Understand the working of engine injection and ignition systems. [L2] CO-4: Understand the working of steering, brakes and suspension systems. [L3] CO-5: Apply the knowledge in curbing the emissions from vehicles and methods for control. [L3] |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Text Books And Reference Books:
T1- Heywood, John B, “Internal Combustion Engine Fundamentals”, McGraw-Hill, 2007. T2- V Ganesan, “Internal Combustion Engines”, 4th edition, Tata McGraw-Hill publishing company Limited, 2012. T3- Mathur & Sharma, “A Course in International Combustion Engines”, 8th edition, Dhanpat Rai & Sons., 1996. T4- Colin R. Ferguson, Allen T Kirkpatrick, “Internal Combustion Engines”, 3rd edition, John Wiley & sons, 2016. T5- Kripal Singh, “Automobile Engineering”, Vol.-1 & 2, Standard publisher distributors 2015. T6- Joseph Heitner, “Automotive Mechanics”, East-West student edition 2014. | |||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1- Edward. F. Obert, “I.C. Engines”, Harper International edition, 1973. R2- V M Domkundwar, “Internal Combustion Engines”, 4th edition, Danpat Rai & Co, 2014. R3- Willard W. Pulkrabek, “Engineering Fundamentals of the I.C. Engine”, 2nd edition, 2013. R4- Lichty, “Combustion Engine Process”, 6th edition, Judge, 2000. R5- Crouse. W.H. and Angling, D.L “Automobile Mechanics”2009. R6- Judge, A W “Automobile Electrical System” R7- K K Ramalingam, “Automobile engineering”, Scitech publications 2001. | |||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||
MEOE761E04 - SMART MATERIALS AND APPLICATIONS (2021 Batch) | |||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||
This interdisciplinary course not only gives an overview of the smart materials and its applications, but also gives an in-depth understanding of the issues involved. It begins by answering the important question: why miniaturize? This is followed by a quick summary of a variety of sensors, actuators, and systems. It then presents a comprehensive description of micro fabrication. This is followed by a detailed discussion of mechanics of solids as it pertains to micro and smart systems. While this part may be viewed as strength of materials and design, an effort is made to relate this to micro devices and discuss such topics as residual stress and stress gradients, lumped modelling using energy methods, anticlastic curvature, etc. |
|||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||
CO-1: Explain the overview of Smart materials. (L2) CO-2: Explaining the principles of sensing and actuation systems. (L2) CO-3: Evaluating techniques on control design and optics systems using smart materials (L2) CO-4: Compute response of an electro-mechanical smart system using finite element method. (L2) CO-5: Incorporate basic knowledge of micro systems and its applications. (L2) |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. G. K. Anantha Suresh, “Micro and Smart Systems”, Wiley India Pvt. Ltd., 2010. T2. Banks HT, RC Smith, Y Wang, Massow S A, ‘Smart Materials and Structures’, Paris 1996 | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. G. K. Anantha Suresh, “Micro and Smart Systems”, Wiley India Pvt. Ltd., 2010. R2. G. K. Anantha Suresh, K. J. Vinoy, S. Gopalakrishnan, K. N. Bhat, V. Kasudev Aatre, “Micro and Smart Systems: Technology and Modeling”, John Wiley & Sons, 2012. R3. Tai-Ran Hsu, “MEMS and Microsystems: Design and Manufacture”, Tata McGraw Hill Education Private Limited, 2002. R4. ‘M V Gandhi and B S Thompson Chapmen & Hall , ‘Smart Materials and Structures’, London, 1992 (ISBN : 0412370107).
| |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||
MEOE761E05 - BASIC AEROSPACE ENGINEERING (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
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|
|||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||
CO1: Recall & Articulate the history, evolution and significance of aircraft and helicopters as well as evolution of space travel and classify flying machines resulting from human endeavor in teams, determination, acumen and application knowledge. CO2: Effectively use International Standard Atmosphere and aerodynamic principles to calculate aerodynamic forces - lift/drag of simple aero foil configurations. To apply principles of mechanics and equations of motion to determine aircraft performance in steady gliding, horizontal and climbing flight. CO3: To describe important physical features and structural construction of aircraft logically based on loads encountered. CO4: To Describe and differentiate the aerospace materials of construction and aircraft systems for safe operation and flight of an aircraft to meet the intended roles efficiently CO5: To distinguish and illustrate different types of aircraft and rocket propulsion arrangements for space exploration and evaluate various operating environmental and safety issues |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Anderson.J.D., Introduction to Flight, McGraw Hill,2010 T 2. Kermode AC, Mechanics of Flight, Pearson,2004 3. Titterton Aircraft Materials and Processes, 5th Edition , Pitman Publishers, In India Sterling Book House, Mumbai 4. CG Krishnadas Nair, Handbook of Aircraft Materials, Interline Publishing, Bangalore, Copy right ©1993 Aeronautical Society of India | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Shevell,R.S., Fundamentals of flights, Pearson education 2004 | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||
NCCOE02 - NCC2 (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||
This Course is offered for cadets of NCC who have successfully completed their 'B' or 'C'- Certificate in NCC. This Course is offered in Lieu of the Open Elective course offered by the department during the 7th Semester. · On Successful Completion of the 'B' or 'C'- Certificate course that is conducted by the NCC Directorate Centrally. Marks will be awarded for 100 marks. |
|||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate Foot drill, Rifle Drill and ceremonial Drill(L3) CO2: Illustrate the importance and need for National integration(L2) CO3: Make use of Leadership traits to organize critical decisions (L3) CO4: Relate to Social Issues and contribute to the Environmental sustainability (L2) CO5: Utilize Community Development skills for social wellbeing(L3) |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
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Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Text Books And Reference Books: Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | |
Essential Reading / Recommended Reading Textbook of Environmental Studies for Undergraduate Courses, Erach Barucha, Orient Black swan Pvt Ltd, 2nd edition, march 2021 | |
Evaluation Pattern The assessment will be carried out as overall internal assessment at the end of the semester for 100 marks based on the following. · Each cadet will appear for 'B' or 'C'- Certificate exam which is centrally conducted by the Ministry of Defense, NCC directorate. The Total marks will be for 350. · Each cadets score will be normalized to a maximum of 100 marks based on the overall marks Secured by each cadet.
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PHOE761E01 - NANO MATERIALS AND NANOTECHNOLOGY (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: To distinguish between the concept of bulk and nanomaterials, understand the science of different synthesis methods and characterization of nano materials; analyze physical and chemical properties of different types of nanomaterials and to understand various types of application of nanotechnology in engineering and sciences. Course Objective: · To distinguish between the concept of bulk and nanomaterials. · To understand the science of different synthesis methods and characterization of nanomaterials. · To analyze physical and chemical properties of different types of nanomaterials. · To understand various types of application of nanotechnology in engineering and sciences. |
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Learning Outcome |
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CO1: Students will be able to explain the basics of Nanomaterials {L2} {PO1, PO2} CO2: Students will be able to outline the science of different synthesis methods and characterization of nanomaterials. {L2} { PO1, PO2} CO3: Students will be able to analyze physical and chemical properties of different types of nanomaterials {L4} { PO1, PO2, PO3} CO4: Students will be able to explain the basic concepts of Carbon nano tubes{L2} {PO1, PO2} CO5: Students will be able to illustrate the applications of nanotechnology in engineering and sciences. {L3} { PO1, PO2, PO3, PO4}
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Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
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Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
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X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
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Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
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Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Text Books And Reference Books: 1. Processing & properties of structural naonmaterials ‐Leon L. Shaw, Nano chemistry: A Chemical Approach to Nanomaterials, Royal Society of Chemistry, Cambridge UK 2005. 2. Nanoparticles: From theory to applications – G. Schmidt, Wiley Weinheim 2004. 3. Advances in Nanotechnology and the Environment, Juyoung Kim, CRC Press, Taylor and Francis Group. 4. W. Gaddand, D.Brenner, S.Lysherski and G.J.Infrate (Eds), Handbook of nanoscience, Engg. and Technology, CRC Press,2002. 5. G. Cao, Naostructures and Nanomaterials: Synthesis, properties and applications, Imperical College Press, 2004. 6. Ghuzang G.Cao, Naostructures and Nanomaterials: Synthesis, properties and applications, Imperical College Press, 2004 | |
Essential Reading / Recommended Reading 1. Chemistry of nano materials: Synthesis, properties and applications by C. N. R. Rao et. al. 2. Environmental Chemistry for a Sustainable World, Volume 1: Nanotechnology and Health RiskEditors: Lichtfouse, Schwarzbauer, Robert. 3. C.N.R. Rao, A. Muller, A.K.Cheetham (Eds), The chemistry of nanomaterials: Synthesis, properties and applications, Wiley VCH Verlag Gmbh&Co, Weinheim, 2004. | |
Evaluation Pattern CIA I - 20 Marks - 2 components
CIA II - Mid Sem Exam - 50 marks
CIA III - 20 Marks - Mooc Course/Project/Test
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EE841E04 - SMART GRID INTERFACE OF ELECTRIC VEHICLES (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Learning Outcome |
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CO1: Understand the basic concepts of smart grids and electric vehicles. CO2: Analyze the impact of electric vehicles on the grid and explore load management strategies. CO3: Comprehend the communication and control mechanisms in smart grids. CO4: Evaluate the future trends and policy implications of smart grid and electric vehicle integration. CO5: Apply the knowledge of smart grid and electric vehicle integration through case studies and real-world examples. |
Unit-1 |
Teaching Hours:9 |
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Introduction to Smart Grids and Electric Vehicles
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Smart Grid Fundamentals:
Electric Vehicles (EVs):
Integration of EVs with Smart Grids:
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Unit-2 |
Teaching Hours:9 |
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EV Charging Technologies and Infrastructure
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Charging Technologies:
Charging Infrastructure:
Standards and Protocols:
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Unit-3 |
Teaching Hours:9 |
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Impact of EVs on the Grid
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Load Management:
Grid Stability and Reliability:
Renewable Energy Integration:
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Unit-4 |
Teaching Hours:9 |
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Smart Grid Communication and Control
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Communication Technologies:
Control Strategies:
Cybersecurity in Smart Grids:
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Unit-5 |
Teaching Hours:9 |
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Future Trends and Case Studies
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Emerging Technologies:
Policy and Regulation:
Case Studies and Real-world Applications:
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Text Books And Reference Books:
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Essential Reading / Recommended Reading "Smart Grids: Fundamentals of Design and Analysis" by James Momoh "Electric Vehicles: Prospects and Challenges" edited by Tariq Muneer and Irene Illescas García | |||||||||||||||||
Evaluation Pattern
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EE842E05 - CONVERTER DESIGN FOR ELECTRIC VEHICLES (2021 Batch) | |||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Objectives- At the end of this course, students will be able to 1. Understand research problem formulation. 2. Analyze research related information 3. Follow research ethics 4. Understand that today’s world is controlled by Computer, Information Technology, but tomorrow world will be ruled by ideas, concept, and creativity. 5. Understanding that when IPR would take such important place in growth of individuals & nation, it is needless to emphasis the need of information about Intellectual Property Right to be promoted among students in general & engineering in particular. Understand that IPR protection provides an incentive to inventors for further research work and investment in R & D, which leads to creation of new and better products, and in turn brings about, economic growth and social benefits |
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Learning Outcome |
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CO1: Understand Research Principles and Methods CO2: Develop and Present Research Proposals CO3: Comprehend and Apply Intellectual Property Rights |
Unit-1 |
Teaching Hours:6 |
Identifying a Research Problem
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Meaning of research problem, Sources of research problem, Criteria Characteristics of a good research problem, Errors in selecting a research problem, Scope and objectives of research problem. Approaches of investigation of solutions for research problem, data collection, analysis, interpretation, Necessary instrumentations. | |
Unit-2 |
Teaching Hours:6 |
Literature Survey and Research Ethics
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Effective literature studies approaches, analysis Plagiarism, Research ethics | |
Unit-3 |
Teaching Hours:6 |
Research Proposal and Report Writing
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Effective technical writing, how to write report, Paper Developing a Research Proposal, Format of research proposal, a presentation and assessment by a review committee. | |
Unit-4 |
Teaching Hours:6 |
Intellectual Property Rights
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Nature of Intellectual Property: Patents, Designs, Trade and Copyright. Process of Patenting and Development: technological research, innovation, patenting, development. International Scenario: International cooperation on Intellectual Property. Procedure for grants of patents, Patenting under PCT. Patent Rights: Scope of Patent Rights. Licensing and transfer of technology. Patent information and databases. Geographical Indications. | |
Unit-5 |
Teaching Hours:6 |
New Developments In IPR
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New Developments in IPR: Administration of Patent System. New developments in IPR; IPR of Biological Systems, Computer Software etc. Traditional knowledge Case Studies, IPR and IITs. | |
Text Books And Reference Books: 1. Stuart Melville and Wayne Goddard, “Research methodology: an introduction for science & engineering students’” 2. Wayne Goddard and Stuart Melville, “Research Methodology: An Introduction” 3. Ranjit Kumar, 2nd Edition , “Research Methodology: A Step by Step Guide for beginners” 4. Halbert, “Resisting Intellectual Property”, Taylor & Francis Ltd ,2007. 5. Mayall , “Industrial Design”, McGraw Hill, 1992. | |
Essential Reading / Recommended Reading 1. Niebel , “Product Design”, McGraw Hill, 1974. 2. Asimov , “Introduction to Design”, Prentice Hall, 1962. 3. Robert P. Merges, Peter S. Menell, Mark A. Lemley, “ Intellectual Property in New Technological Age”, 2016. T. Ramappa, “Intellectual Property Rights Under WTO”, S. Chand, 2008 | |
Evaluation Pattern Evaluation based on internal assessment | |
EE881 - PROJECT WORK STAGE II (2021 Batch) | |
Total Teaching Hours for Semester:120 |
No of Lecture Hours/Week:20 |
Max Marks:200 |
Credits:10 |
Course Objectives/Course Description |
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Apply technical knowledge to complete a project with some technical implementaion as a prototype |
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Learning Outcome |
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CO1: Design engineering solutions to complex real world problems using research literature for societal applications through independent study. [L6] [PO1, PO2, PO3, PO4, PO6, PO12]
CO2: Use appropriate hardware and software depending on the nature of the project with an understanding of their limitations. [L3] [PO5] CO3: Demonstrate teamwork and leadership skills with professional ethics and prepare a project report in the prescribed format. [L3] [P08, P09, PO10] CO4: Understand the impact of the developed projects on environmental factors [L2] [PO6, PO7] CO5: Demonstrate project management skills including handling the finances in doing projects for given real world societal problems [L3] [PO6, PO11] |
Unit-1 |
Teaching Hours:120 |
Project
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Can be an individual or group project, regular presenations to assess the progress | |
Text Books And Reference Books: IEEE journals and relevant research papers | |
Essential Reading / Recommended Reading Books, Journals, online resources | |
Evaluation Pattern Regular department presenations as per schedule. Internal marks: 100 End semester external assessment: 100 |