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Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
( Details of ASSESSMENTFollowing are the details of the modifications proposed for assessment pattern - BTech Programme
· 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.
IV. ASSESSMENT OF COMPREHENSION, INTERNSHIP and SERVICE LEARNING Comprehension Passing marks 40% min Do not have ESE and completely evaluated through continuous assessment only, The evaluation (minimum 2 presentations) shall be based on the · Topic / report :40% · Presentation: 40% · Response to the questions asked during the presentation :20%. Service Learning Passing marks 40% min Do not have ESE and completely evaluated through a continuous assessment only, Comprising
Internship Passing marks 40% min Do not have ESE and completely evaluated through a continuous assessment only Continuous Internal Assessment is based upon
ASSESSMENT OF PROJECT WORK
Project work may be assigned to a single student (with due approval from the department) or to a group of students not exceeding 4 per group. Maximum Marks = 200
ESE 100 MARKS IS EVALUATED AS
VI. ASSESSMENT OF ENGINEERING GRAPHICS AND COMPUTER AIDED MACHINE DRAWING · Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) · End Semester Examination (E2SE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Assignments : 10 marks CIA II : Mid Semester Examination : 25 marks CIA III: Assignments : 10 marks Attendance : 05 marks Total : 50 marks End Semester Examination 3 hrs duration for 100 marks
1. ENGINEERING GRAPHICS
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Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
DETAILS OF ASSESSMENT Following are the details of the modifications proposed for assessment pattern - BTech Programme
· 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.
IV. ASSESSMENT OF COMPREHENSION, INTERNSHIP and SERVICE LEARNING Comprehension Passing marks 40% min Do not have ESE and completely evaluated through continuous assessment only, The evaluation (minimum 2 presentations) shall be based on the · Topic / report :40% · Presentation: 40% · Response to the questions asked during the presentation :20%. Service Learning Passing marks 40% min Do not have ESE and completely evaluated through a continuous assessment only, Comprising
Internship Passing marks 40% min Do not have ESE and completely evaluated through a continuous assessment only Continuous Internal Assessment is based upon
ASSESSMENT OF PROJECT WORK
Project work may be assigned to a single student (with due approval from the department) or to a group of students not exceeding 4 per group. Maximum Marks = 200
ESE 100 MARKS IS EVALUATED AS
VI. ASSESSMENT OF ENGINEERING GRAPHICS AND COMPUTER AIDED MACHINE DRAWING · Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) · End Semester Examination (E2SE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Assignments : 10 marks CIA II : Mid Semester Examination : 25 marks CIA III : Assignments : 10 marks Attendance : 05 marks Total : 50 marks End Semester Examination 3 hrs duration for 100 marks ENGINEERING GRAPHICS
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Department Overview: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Civil engineering courses are designed to meet the needs of modern Civil Engineering fields like Construction Technology, Geo-Technical Engineering, Irrigation Engineering, Transportation Engineering, Structural Engineering, Environmental Engineering, etc. By the time students complete this course, they will be fully trained to analyze and design the complicatedstructures. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Mission Statement: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
DEPARTMENT VISION Serve and excel in the constantly changing societal needs with ethics and integrity. DEPARTMENT MISSION To create awareness of societal needs and ethics in the dynamic environment. To impart contemporary knowledge to achieve excellence in academics and profession through the experience of lifelong learning. To carry out research in collaboration with research organizations and industry to add value to the profession and society at large. Instil leadership qualities, communication skills and team spirit to meet challenges in the global environment | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
During the Programme, students will learn to balance the development of understanding and mastering of solution techniques with the emphasis being on the development of the student?s ability to use Science and Mathematics with understanding to solve Engineering problems by retaining the philosophy of learning by doing. After the completion of this programme prospective engineers will be able to apply the concepts of Science, Mathematics and basic Engineering in their professional courses and will be able to demonstrate the effective problem-solving methodology. The upcoming engineers will become familiar with ways to think scientifically, mathematically and technically, recognize the need for applying science and mathematics methods to engineering problems and get a firm grasp for the interrelation between theory, computing and experiment. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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: Analyze and Design structural systems: Analyze, design, construct and manage sustainable structural systems.PSO2: Investigate civil engineering materials: Investigate properties of civil engineering materials. PSO3: Modern Surveying: Plan for buildings, maps, and alignments for canals and roads using modern surveying instruments Programme Educational Objective: PEO1: 1. Fundamental Knowledge: A competent professional being aware of societal needs, demonstrates by applying fundamental knowledge and technical skills to analyze and support the activities in the field.POE2: 2. Lifelong Learning: Facilitate programmes of lifelong learning, through skill-based courses and interaction with industry-leading to professional expertise POE3: 3. Research and Consultancy: Engage in research and consultancy projects of the department. POE4: 4. Leadership Qualities: Develop sense of social responsibility, leadership qualities, communication skills and team spirit. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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 |
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Unit-1 |
Teaching Hours:30 |
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Unit-1 |
Teaching Hours:30 |
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List of expriments
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Unit-1 |
Teaching Hours:30 |
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List of expriments
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Unit-1 |
Teaching Hours:30 |
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List of expriments
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Unit-1 |
Teaching Hours:30 |
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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 | ||
CE331P - INTRODUCTION TO SOLID MECHANICS (2023 Batch) | ||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Learning Outcome |
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CO1: Compute stresses and strain in axial members (L3) (PO1) (PO2) CO2: Compute bending moment and shear force in beams (L3) (PO1, PO2) CO3: Compute stresses in beams under symmetrical loading (L3) (PO1, PO2) CO4: Compute deflection in beams under symmetrical loading (L3) (PO1, PO2) CO5: Analyze torsion in hollow and solid circular shafts. (L3) (PO1) |
Unit-1 |
Teaching Hours:9 |
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Construction materials
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Stones, bricks, aggregates, brick masonry, stone masonry, tiles, timber, glass, ceramic materials, bitumen, asphalt, cement, composites | ||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Construction process
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Types of structure-load bearing, frame, foundations, structural components (beam, slab, column, staircase), truss, arches, ventilators-Openings (window, door) specification, flooring, plastering, painting | ||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Cement and concrete
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Cement - manufacturing process (Industry process),types of cement, properties of cement, Concrete- properties of concrete, fresh properties of concrete –IS code 1199-1959, hardened properties of concrete –IS 516(1959),IS 5816(1999) factors affecting strength, workability, durability | ||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Concrete mix design
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Basic principles of concrete mix design, methods of mix design, ACI and IS method of concrete mix design | ||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Special concrete
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Ready mix concrete, Self-compacting concrete, High strength, high performance concrete, Light weight concrete, heavy weight concrete, mass concrete, Fiber-reinforced concrete, self-curing concrete, geo-polymer concrete and other special concretes | ||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Alternate building materials
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Energy in building materials, Environmental issues concerned to building materials, Characteristics of building blocks for walls, Environmental friendly and cost effective building technologies,. Stabilized blocks: mud blocks, steam cured blocks | ||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. S.K.Duggal , “Building Materials” Fifth Edition, New Age International (P) Limited, Publishers 2 Medan Mehta, Walter Scarborough, Diane Armpriest“Building Construction : Principles, Materials and Systems” , Pearson 3. Shetty. M. S, “Concrete Technology – Theory and Practice”, S. Chand, New Delhi, 2012. 4.Neville. A. M and Brooks. J. J, “Concrete Technology”, Pearson, New Delhi, 2012. 5.Gambir. M. L, “Concrete Technology – Theory and Practice”, Tata McGraw Hill, New Delhi, 2010. 6. Gupta. B. L and Gupta. A, “Concrete Technology”, Standard Publishers Distributors, New Delhi, Fourth Edition, 2010 | ||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1.Chudley, R., Greeno, "Building Construction Handbook", 6th ed., Butterworth-Heinemann, 2006 2. PC verghese Building construction PHI 3.“ACI: Code for Mix Design” 4.“IS: 10262-2019” 5.Neville. A. M, “Properties of Concrete”, Pearson New Delhi, 5th Edition, 2018 6.Santhakumar. A. R, “Concrete Technology”, Oxford University Press, New Delhi, 2017. 7.Metha. P. K and Monteiro P. J. M, “Concrete – Microstructure, Properties and Materials”, Tata McGraw Hill, New Delhi, 2015. 8.Dhir. R. K and Newlands. M.D, “New Developments in Concrete Construction”, | ||||||||||||||||||||||||||||||
Evaluation Pattern
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CE333 - INTRODUCTION TO FLUID MECHANICS (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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1. COURSE DESCRIPTIONS The subject is a core course for 3rd semester B.Tech. students. The syllabus covers Hydrostatics, Kinematics and Dynamics of fluid flow and, its measurements. COURSE OBJECTIVES To understand the importance of fluid mechanics in civil Engineering by knowing the properties of fluids and their engineering behaviour in terms of Fluid Statics, Kinematics and Dynamics. |
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Learning Outcome |
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CO-1: Classify the types of fluids based on Newton's law of viscosity. CO-2: Apply the Pascal's law and hydrostatic law to determine the pressure in a fluid flow. CO-3: Analyse types of fluid flow. CO-4: Apply Continuity equation, Euler's Equation and Bernoulli's Equation to analyse pipe flow for various losses. CO-5: Establish relationship between model and prototype using the concepts of dimensional analysis and model laws in fluid flow. |
Unit-1 |
Teaching Hours:8 |
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Introduction to fluid mechanics and basic properties of fluids
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The distinction between a fluid and a solid; Density, Specific weight, Specific gravity, Kinematic and dynamic viscosity; variation of viscosity with temperature, Newton law of viscosity; vapour pressure, boiling point, cavitation; surface tension, capillarity, Bulk modulus of elasticity, compressibility. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Hydrostatics
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Fluid Pressure: The pressure at a point, Pascal's law, pressure variation with temperature, density and altitude. Piezometer, U-Tube Manometer, Single Column Manometer, U-Tube Differential Manometer, Micromanometers. pressure gauges, Hydrostatic pressure and force: horizontal, vertical and inclined surfaces. Buoyancy and stability of floating bodies. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Fluid Kinematics
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Classification of fluid flow: steady and unsteady flow; uniform and non-uniform flow; laminar and turbulent flow; rotational and irrotational flow; compressible and incompressible flow; ideal and real fluid flow; one, two and three dimensional flows; Stream line, path line, streak line and stream tube; stream function, velocity potential function. One-, two- and three -dimensional continuity equations in Cartesian coordinates. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Fluid Dynamics
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Surface and body forces; Equations of motion - Euler’s equation; Bernoulli’s equation – derivation; Energy Principle; Practical applications of Bernoulli’s equation: venturimeter, orifice meter and pitot tube; Momentum principle; Forces exerted by fluid flow on pipe bend; Vortex Flow – Free and Forced. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:13 |
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Dimensional Analysis and Dynamic Similitude
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Definitions of Reynolds Number, Froude Number, Mach Number, Weber Number and Euler Number; Buckingham’s π-Theorem. Model Analysis | |||||||||||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
Online Resources: W1. https://onlinecourses.nptel.ac.in/noc17_me04/preview | |||||||||||||||||||||||||||||||
Evaluation Pattern
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CE334P - SURVEYING AND GEOMATICS (2023 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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In this course, the students will be taught to use the various conventional and modern survey instruments and analyze the data collected from survey equipment. They will also be introduced to advanced surveying and mapping techniques like Photogrammetry, Remote Sensing, GIS, and GPS. |
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Learning Outcome |
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CO1: Understand the concepts of conventional survey methods and principles. { L3}{PO1, PO5, PO9, PO10}{PSO3} CO2: Classify the modern survey instruments and operate Total Station for surveying and levelling { L5}{ PO1, PO5, PO9, PO10}{PSO3} CO3: Analyze the stereoscopic images using photogrammetric concepts {L5}{ PO1, PO5, PO9, PO10}{PSO3} CO4: Analyze the passive remote sensing images visually and digitally {L5}{ PO1, PO5, PO9, PO10}{PSO3} CO5: Perform overlay analysis using GIS concepts to prepare thematic maps {L5, L5}{ PO1, PO5, PO9, PO10}{PSO3} |
Unit-1 |
Teaching Hours:9 |
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Introduction to Surveying
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Basics of Surveying: Basics of Surveying: Introduction to Surveying, importance of surveying in civil engineering, Objective of Surveying, Principles of surveying, Classification of surveying, Introduction to Chain, Compass, Plane Table, Theodolite surveying , Levelling: Trigonometric and Spirit Levelling, Principles of levelling-profile levelling, contouring: Characteristics, methods, uses; Areas and volumes, | |||||||||
Unit-2 |
Teaching Hours:9 |
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Modern methods of field measurements
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Unit-3 |
Teaching Hours:9 |
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Unit-3 Photogrammetry
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Elementary Photogrammetry: Photogrammetry Surveying : Introduction, Types of Photogrammetry, Basic concepts, perspective geometry of aerial photograph, relief and tilt displacements, flight planning; Stereoscopy: Determination of ground coordinates with parallax measurements. Digital Photogrammetry: Aero Triangulation, Bundle block adjustment, Ortho Mosaic generation, Drone Based Surveying for large scale stereoscopic Mapping, processing of Drone based data in open ware software’s. | |||||||||
Unit-4 |
Teaching Hours:9 |
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Remote Sensing
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Basics of Remote Sensing: Introduction–Electromagnetic Spectrum, interaction of electromagnetic radiation with the atmosphere (types of scattering and its effect on remote sensing images) and earth surface features, Typical reflectance curves of Water, Soil and Vegetation, remote sensing data acquisition: platforms and sensors; IRS satellite Constellation, Processing of Satellite Images: visual image interpretation keys, digital image: pre- and post-processing, classification techniques (Supervised, unsupervised and hybrid techniques), accuracy assessment of classified data | |||||||||
Unit-5 |
Teaching Hours:9 |
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Geographic Information Systems (GIS)
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Fundamentals of GIS:Definitions: components of a GIS The four M’s concept – Domain expertise for GIS, GIS objectives –– Topology – Data structures –Database management –Errors in GIS Vector and Raster Data Analysis Techniques: Vector data models, Raster Data Models, GIS modelling, Spatial data analysis techniques, Integration of GPS, Drone and Remote Sensing Data in GIS environment, Introduction to GIS software packages and thematic Map generation.
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Text Books And Reference Books: Textbooks: T1 B.C. Punmia., Surveying, Vol-1& II, 16th edition, New Delhi,Laxmi Publications, 2018. (UNIT 1) T2 M. A. Reddy, Text Book of Remote Sensing and Geographical Information Systems, 4thEdition, Hyderabad, BS Publications, 2013. (UNIT 4 and UNIT 5) T3 B.C. Punmia, “Advanced Surveying”, Laxmi Publications, New Delhi, 2018 (UNIT 2, 3, 4) T4 Remote Sensing and Image Interpretation – Lillesand , John Wiley and Sons, 2014 (UNIT 4) T5 Reddy. M. A, “Text Book of Remote Sensing and Geographical Information Systems”, BS Publications, Hyderabad, Fourth Edition, 2013. (UNIT 4 and UNIT 5) P.R Wolf & B.A. Dewitt Elementary Photogrammetry, 4th edition, TMH publishing, 2014 (UNIT 3) | |||||||||
Essential Reading / Recommended Reading
W1. http://www.gisresources.com/ W2. https://onlinecourses.nptel.ac.in/noc17_ce09 W3. https://nptel.ac.in/courses/105107122/1 | |||||||||
Evaluation Pattern
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CE351 - SUSTAINABLE GREEN TECHNOLOGY (2023 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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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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 | |
CEHO331CP - FORMWORK ENGINEERING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course will present the basics of formwork, selection criteria of formwork, its techniques, the industry requirements for design, decision making and the applications of formwork for RCC structures |
|
Learning Outcome |
|
CO-1: Understand the basic concepts and types of formworks [L2] CO-2: Design formworks for slab [L6] CO-3: Appraise formwork BOQ for a given project [L4] CO-4: Understand the importance of Modular formwork [L2] CO-5: Understand the formwork assembly various structures [L2] |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Introduction to Formwork, why form work is an Engineer's Job? Importance and examples of Formwork Classification, Objectives & Benefits Selection Criteria Working mechanism, Material Selection, Timber, shuttering plywood, steel, aluminum, plastic in formwork with examples, Accessories and its Applications, Formwork and its types, Formwork for foundation, wall, column, slab & beam, Conventional and System formwork. Vertical Applications of Conventional Foundation Formwork, Formwork Foundation System, Wall/Column formwork– Conventional-Components, Assembly & Deshuttering, Introduction to Modular Formwork, System Formwork, Flex System- Components, Assembly, Deshuttering & Drawings, Heavy Duty Tower System- Components, Assembly, Deshuttering, Formwork for Stairs, Load Bearing Towers | |
Unit-2 |
Teaching Hours:12 |
Formwork Planning and Design
|
|
Formwork Planning and Monitoring, Configuration, Scope, Strategy & Costing of Formwork, Logistics of Formwork, Strategy & Productivity and improvement measures Basics of Formwork Design, Design Loads and Design Methods, Pressures on Concrete, Basic Assumptions in design, Formwork Design concepts, Basics of Slab Design Basic Design concept of Vertical formwork and methods in design of wall formwork Checks for Before and after concreting. | |
Unit-3 |
Teaching Hours:15 |
Formwork Scheduling and Costing
|
|
Importance of Formwork Drawings, Basic requirements of formwork, detailing, Preparation of Effective Drawings, General Layout and Detailed Drawings BOQ Calculation using Scheme Drawings Checklist of Drawings Preparation BIM 3D Graphical Views of Formwork, Creating the schedule of formwork, Mobilization distribution and Requirement plan BOQ calculation for formwork and calculation sample exercise Formwork Cost: Material, Labour, Plant & Machinery, Overhead and Profit cost Formwork, costing Calculation exercise Cost optimization in formwork operations | |
Unit-4 |
Teaching Hours:11 |
Introduction to Modular Formwork
|
|
Introduction to Modular Formwork, Advantages, Limitations & Applications Vertical & Horizontal Application methodology Aluminum formwork: Basic principles, selection criteria, Drawings & Components Special formwork, Tunnel Formwork: Types of methods, Equipments & 3D design details High rise construction & formwork Climbing systems Table Lifting system & Applications Bridge construction systems and project applications Solutions for special projects | |
Unit-5 |
Teaching Hours:10 |
Formwork Assembly
|
|
Formwork Assembly for Wall & Column Panels, Stop end & Box outs- Equipment and Layout, Formwork Erection and Safety, Inspections and Corrections, Requirement of Plant and Machinery, Codal & Contractual requirements, Formwork failure-Causes, Forces acting on formwork, Design deficiency & prevention strategies. Introduction to Scaffolding and History Modular scaffold Installation sequence, good practices and material specification, Scaffold loading, Classification. Types of system scaffold application, Components of LTMS & its application, Innovation and Global practices. | |
Text Books And Reference Books: T1Formwork for Concrete Structures, Kumar Neeraj Jha, Tata McGraw Hill Education, 2012. T2Formwork for Concrete Structures, Peurify, Mc Graw Hill India, 2015. Sussman, J. M., “Perspective on ITS”, Artech House Publishers, 2005.
| |
Essential Reading / Recommended Reading R1.IS 14687: 1999, False work for Concrete Structures - Guidelines, BIS. | |
Evaluation Pattern OVERALL CIA - 100 MARKS | |
EVS321 - ENVIRONMENTAL SCIENCE (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:0 |
Credits:0 |
Course Objectives/Course Description |
|
To understand the scope and importance of environmental science towards developing a conscious community for environmental issues, both at global and local scale. |
|
Learning Outcome |
|
CO1: Explain the components and concept of various ecosystems in the environment (L2, PO7) CO2: Explain the necessity of natural resources management (L2, PO1, PO2 and PO7) CO3: Relate the causes and impacts of environmental pollution (L4, PO1, PO2, and PO3, PO4) CO4: Relate climate change/global atmospheric changes and adaptation (L4,PO7) CO5: Appraise the role of technology and institutional mechanisms for environmental protection (L5, PO8) |
Unit-1 |
Teaching Hours:6 |
Introduction
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 | |
MA331 - MATHEMATICS - III (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description : This course, Mathematics III (MA331) is offered for three credits in the third semester for the branch of Mechanical, Automobile and Civil engineering. The concepts of Fourier series and Calculus of Variations, analytical methods of solving Partial Differential equations and Series solution of Ordinary Differential Equations along with Numerical methods to solve Algebraic as well Differential equations, various interpolation techniques are discussed in this course. Course Objectives : To enable the students to find the Fourier series and harmonic analysis of a periodic function, Form and solve the partial differential equations, Solving the Linear Equations by Numerical Methods. Solve ordinary differential equations by series solution method and describe functionals and solve variational problems.
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Learning Outcome |
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CO-1: Develop the trigonometric series as Fourier expansion. {L4 }{PO1, PO2, PO3, PO4} CO-2: Classify the nature of partial differential equations and hence solve it by different methods. {L3} {PO1, PO2, PO3} CO-3: Solving the Linear Equations by Numerical Methods {L3} {PO1, PO2, PO3} CO-4: Solve ordinary differential equation using series solution method {L3} {PO1, PO2, PO3} CO-5: Apply Euler's equation to solve the optimal values of the functional. {L3} {PO1, PO2, PO3} |
Unit-1 |
Teaching Hours:8 |
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FOURIER SERIES
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Periodic functions, Dirichlet’s conditions, General Fourier series, Odd and even functions, Half range sine and cosine series, Harmonic Analysis. | |||||||||||
Unit-1 |
Teaching Hours:8 |
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FOURIER SERIES
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Periodic functions, Dirichlet’s conditions, General Fourier series, Odd and even functions, Half range sine and cosine series, Harmonic Analysis. | |||||||||||
Unit-1 |
Teaching Hours:8 |
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FOURIER SERIES
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Periodic functions, Dirichlet’s conditions, General Fourier series, Odd and even functions, Half range sine and cosine series, Harmonic Analysis. | |||||||||||
Unit-2 |
Teaching Hours:10 |
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PARTIAL DIFFERENTIAL EQUATIONS
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Formation of PDE, Solution of homogeneous PDE involving derivative with respect to one independent variable only (Both types with given set of conditions), solution of non- homogeneous PDE by direct integration, Solution of Lagrange’s linear PDE of the type P p +Q q= R
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Unit-2 |
Teaching Hours:10 |
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PARTIAL DIFFERENTIAL EQUATIONS
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Formation of PDE, Solution of homogeneous PDE involving derivative with respect to one independent variable only (Both types with given set of conditions), solution of non- homogeneous PDE by direct integration, Solution of Lagrange’s linear PDE of the type P p +Q q= R
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Unit-2 |
Teaching Hours:10 |
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PARTIAL DIFFERENTIAL EQUATIONS
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Formation of PDE, Solution of homogeneous PDE involving derivative with respect to one independent variable only (Both types with given set of conditions), solution of non- homogeneous PDE by direct integration, Solution of Lagrange’s linear PDE of the type P p +Q q= R
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Unit-3 |
Teaching Hours:9 |
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NUMERICAL METHODS
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Numerical solution of simultaneous linear equations by Gauss elimination and Gauss-Jordan method. Newton’s forward and backward interpolation, Newton’s divided difference method, Lagrange’s interpolation and inverse interpolation. | |||||||||||
Unit-3 |
Teaching Hours:9 |
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NUMERICAL METHODS
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Numerical solution of simultaneous linear equations by Gauss elimination and Gauss-Jordan method. Newton’s forward and backward interpolation, Newton’s divided difference method, Lagrange’s interpolation and inverse interpolation. | |||||||||||
Unit-3 |
Teaching Hours:9 |
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NUMERICAL METHODS
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Numerical solution of simultaneous linear equations by Gauss elimination and Gauss-Jordan method. Newton’s forward and backward interpolation, Newton’s divided difference method, Lagrange’s interpolation and inverse interpolation. | |||||||||||
Unit-4 |
Teaching Hours:8 |
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SERIES SOLUTION OF ORDINARY DIFFERENTIAL EQUATIONS
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Power Series solutions of differential equations, ordinary point, singular point, Frobenius method | |||||||||||
Unit-4 |
Teaching Hours:8 |
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SERIES SOLUTION OF ORDINARY DIFFERENTIAL EQUATIONS
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Power Series solutions of differential equations, ordinary point, singular point, Frobenius method | |||||||||||
Unit-4 |
Teaching Hours:8 |
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SERIES SOLUTION OF ORDINARY DIFFERENTIAL EQUATIONS
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Power Series solutions of differential equations, ordinary point, singular point, Frobenius method | |||||||||||
Unit-5 |
Teaching Hours:10 |
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CALCULUS OF VARIATIONS
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Variation of a function, Variational problems, Euler’s equation and its solution, Standard variation problems including geodesics, minimal surface of revolution, hanging chain and Brachistochrone problems. Functional; functionals involving higher order derivatives. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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CALCULUS OF VARIATIONS
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Variation of a function, Variational problems, Euler’s equation and its solution, Standard variation problems including geodesics, minimal surface of revolution, hanging chain and Brachistochrone problems. Functional; functionals involving higher order derivatives. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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CALCULUS OF VARIATIONS
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Variation of a function, Variational problems, Euler’s equation and its solution, Standard variation problems including geodesics, minimal surface of revolution, hanging chain and Brachistochrone problems. Functional; functionals involving higher order derivatives. | |||||||||||
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., 2012 | |||||||||||
Essential Reading / Recommended Reading R1. Erwin Kreyszig, “Advanced Engineering Mathematics”, 10th Edition, John Wiley & Sons,Inc. 2011. R2. B.V. Ramana, 6th Reprint, “Higher Engineering Mathematics”, Tata-Macgraw Hill, 2008 R3. George F. Simmons and Steven G. Krantz, “Differential Equation, Theory, Technique and Practice”, Tata McGraw – Hill, 2006. R4. M. D. Raisinghania, “Ordinary and Partial Differential Equation”, Chand (S.) & Co. Ltd., India, March 17, 2005 | |||||||||||
Evaluation Pattern
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OEC371 - NCC3 (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:50 |
Credits:1 |
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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
|
|
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-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-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-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
|
|
· 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-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. | |
CE431 - ANALYSIS OF STRUCTURES - I (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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Course objectives: This course provides students with the necessary background on classification of structural systems, methods of analysing structures for various determinate and indeterminate structural elements such as Fixed beam, propped cantilever beam and continuous beams. |
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Learning Outcome |
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CO1: Identify the various structural systems and classify determinate and indeterminate structures. CO 2: Determine the deflection in beams. CO3: Analyse structural elements using energy methods CO4: Analyse indeterminate beams by consistent deformation method and Clapeyron's theorem of three moments. CO5: Analyze beams with moving loads by concept of influence lines |
Unit-1 |
Teaching Hours:9 |
Introduction to Structural Systems
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Definition of structure, requirements of structural analysis, steps involved in structural analysis, classification of structural systems, various forms of structures. Degrees of freedom, determinate and indeterminate structures. | |
Unit-2 |
Teaching Hours:9 |
Deflection of beams
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Deflection of determinate beams by conjugate beam method and moment area method. | |
Unit-3 |
Teaching Hours:9 |
Energy Methods
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Strain energy and complementary strain energy. Strain energy due to axial load, bending, shear and torsion. Principles of minimum potential energy, the law of conservation of energy, the principle of virtual work. The first and second theorem of Castigliano. Numerical problems on beams and frames. Betti’s law, Clarke - Maxwell’s theorem of reciprocal deflection. Deflection of beams using strain energy and unit load methods. | |
Unit-4 |
Teaching Hours:9 |
Analysis of Beams
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Consistent Deformation Method – Propped cantilever beams and fixed beams. Clapeyron’s theorem of three moments. Analysis of continuous beams and fixed beams. | |
Unit-5 |
Teaching Hours:9 |
Rolling loads and nfluenece Lines
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Rolling load analysis for simply supported beams for several point loads and UDL. Influence line diagram for reactions, shear forces and bending moment at a given section for the cases mentioned. | |
Text Books And Reference Books: T1 S. S.Bhavikatti, Structural Analysis Vol. I and II,Fourth Edition,New Delhi, Vikas Publishing House Pvt., 2011. T2 G. S.Pandit., S.P.Gupta and R.Gupta, Theory of Structures, Vol. – I,Sixth Reprint, New Delhi, Tata McGraw Hill, 2011. T3 B.C.Punmia,A. K. Jain and A. K. Jain Theory of Structures, Twelfth Edition, New Delhi,Laxmi Publication, 2010. T4 C. S.Reddy,Basic Structural Analysis,Third Edition,New Delhi,Tata McGraw Hill, 2012. | |
Essential Reading / Recommended Reading T1 S. S.Bhavikatti, Structural Analysis Vol. I and II,Fourth Edition,New Delhi, Vikas Publishing House Pvt., 2011. T2 G. S.Pandit., S.P.Gupta and R.Gupta, Theory of Structures, Vol. – I,Sixth Reprint, New Delhi, Tata McGraw Hill, 2011. T3 B.C.Punmia,A. K. Jain and A. K. Jain Theory of Structures, Twelfth Edition, New Delhi,Laxmi Publication, 2010. T4 C. S.Reddy,Basic Structural Analysis,Third Edition,New Delhi,Tata McGraw Hill, 2012. | |
Evaluation Pattern R1. S.Kinney, Indeterminate Structural Analysis, New Delhi,Oxford Publishing House, 1957. R2. C. K.Wang, Indeterminate Structural Analysis, New Delhi,Tata McGraw Hill, 2010. R3. A.Ghali, A. M.Nevilleand T. G.Brown, Structural Analysis A Unified Classical And Matrix Approach, Sixth Edition, London, Spon Text, 2013. R4. R. C. Hibbeler, Structural Analysis, Sixth Edition, New Delhi, Pearson, 2011. R5. D. L.Schodek and M.Bechthold, Structures, Seventh Edition, New Delhi,PHI Learning, 2014. R6. K. M.Leetand C. M.Uang, Fundamentals of Structural Analysis, New Delhi, Tata McGraw Hill, 2003. R7. D.Menon, Structural Analysis, New Delhi, Narosa Publishing House, 2010. | |
CE432P - HYDRAULIC ENGINEERING (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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To introduce the students to various hydraulic engineering problems like open channel flows and hydraulic machines. At the completion of the course, the student should be able to relate the theory and practice of problems in hydraulic engineering |
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Learning Outcome |
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CO-1: Understand the concept of boundary layer theory (L2, L3) (PO1, PO2), (PSO3) CO-2: Determine the most economical channel section and calibrate flow measuring devices (L3, L4) (PO1, PO2), (PSO3) CO-3: Analyse the force exerted by jets on Stationary and Moving Plates (L4) (PO1, PO2),(PSO3) CO-4: Analyse Characteristics of hydraulic machines for efficiency (L4) (PO1, PO2),(PSO3) CO-5: Explain the importance of computational fluid dynamics in the modelling of water resources. (L2) (PO1, PO2), (PSO3) |
Unit-1 |
Teaching Hours:6 |
Boundary Layer Theory
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|
Boundary Layer Analysis-Assumption and concept of boundary layer theory. Boundary-layer thickness, displacement, momentum and energy thickness, laminar and Turbulent boundary layers on a flat plate; Laminar sub-layer, smooth and rough boundaries. Local and average friction coefficients. Separation and Control. | |
Unit-2 |
Teaching Hours:10 |
Open Channel Flow
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|
Introduction - Comparison between open channel flow and pipe flow, geometrical parameters of a channel, classification of open channels, classification of open channel flow, Velocity Distribution of channel section. Uniform Flow - Continuity Equation, Energy Equation and Momentum Equation, Characteristics of uniform flow, Chezy’s formula, and Manning’s formula. Factors affecting Manning’s Roughness Coefficient, Most economical section of channel, Computation of Uniform flow, and Normal depth. Computation of economical section and bed roughness analytically as well as by using software Non-Uniform Flow - Specific energy, Specific energy curve, critical flow, discharge curve, Specific force Specific depth, and Critical depth. Channel Transitions. . Hydraulic Jump- Theory of hydraulic jump, Elements and characteristics of hydraulic jump in a rectangular Channel, length and height of jump, location of jump, Types, applications and location of hydraulic jump. Measurement of Discharge and Velocity - Venturi Flume, Standing Wave Flume, Parshall Flume, Broad Crested Weir. Gradually Varied Flow-Dynamic Equation of Gradually Varied Flow, Classification of channel bottom slopes, Classification of surface profile, Characteristics of surface profile. Computation of water surface profile. | |
Unit-3 |
Teaching Hours:9 |
Impact of Jets
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The force exerted by the jet on Stationary and Moving Plates and Vanes: Flat, Inclined and Curved. Force exerted on a series of radial vanes – Flat and Curved | |
Unit-4 |
Teaching Hours:12 |
Hydraulic Machines
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|
Hydraulic Machines: Introduction to hydraulic machines, Classification of turbines, impulse and reaction turbines. Design features, the efficiency of turbines, operating and main characteristic curves Hydraulic Pumps: Introduction, Classification of pumps: centrifugal and reciprocating pumps, pumps in series and parallel, efficiency of the pumps, characteristic curves | |
Unit-5 |
Teaching Hours:8 |
Computational Fluid Dynamics
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|
Basic Equations of fluid dynamics, Grid generation, Introduction to in viscid incompressible flow, Boundary layer flow as applicable to C.F.D. Hydro informatics: Concept of hydro informatics –scope of internet and web-based modelling in water resources engineering. | |
Text Books And Reference Books: T1 R. K. Bansal, Fluid Mechanics and Hydraulic Machines, New Delhi, Lakshmi Publications Revised Ninth Edition, 2018. T2 A.K. Jain, Fluid Mechanics, New Delhi, Khanna Publishers. 2016 edition. T3 P.N. Modi and S.M. Seth, Fluid Mechanics and Hydraulics, New Delhi, Standard Book House.21st edition, 2017. T4 K. Subramanya, “Theory and Applications of Fluid Mechanics”, 2014, Tata McGraw Hill. | |
Essential Reading / Recommended Reading R1 Ven Te Chow, “Open Channel Hydraulics”, Tata McGraw Hill. R2 Burnside, C.D., “Electromagnetic Distance Measurement,” Beekman Publishers, 1971. R3 SS Rattan, “Fluid Mechanics & Hydraulic Machines”, 2014, Khanna Publishing House R4 CSP Ojha, R Berndtsson & P.N. Chandramouli, “Fluid Mechanics and Machinery,” 2016, Oxford Universiy R5 Sadhu Singh, “Fluid Machinery”, 2006, Khanna Publishing House, Delhi R6 Raghunath. H.M., “Fluid Mechanics & Machinery”, 2014, CBS Publishers R7 Arora.K.R., “Hydraulics & Fluid Mechanics”, 2000, Standard Book house, NewDelhi R8 Gupta. S.C., “Fluid Mechanics and Hydraulic Machines”, 2016, Pearson Education, India R9 Jain, A.K., “Fluid Mechanics”, 2012, Khanna Publishers, New Delhi. R10 James. F. Cruise, Vijay P. Singh, Mohsan M. Sherif, “Elementary Hydraulics”, (1st Edition, 2008) Thomson Learning. R11 John F. Douglas et al., “Fluid Mechanics”,3rd edition, 2008, Pearson Education, India. R12 Rao. B. C. S, “Fluid Mechanics and Machinery”, 2010, Tata McGraw-Hill Education Pvt. Ltd. R13 Som S.K., “Introduction to Fluid Mechanics and Fluid Machines”, 2014, Tata McGraw-Hill Education Pvt. Ltd R14 Subramanya K., “1000 Solved Problems in Fluid Mechanics: Includes Hydraulic Machines”, 2014, Tata Mc Graw-Hill Education Pvt. Ltd R15 Subramanya K., “Flow in Open Channels”, 2016, Tata McGraw-Hill Education Pvt. Ltd. Online Resources: https://nptel.ac.in/courses/105103096/ https://nptel.ac.in/courses/105/106/105106114/ https://nptel.ac.in/courses/105103021/ | |
Evaluation Pattern CIA = 70 Marks ESE = 30 Marks Total = 100 Marks | |
CE433P - GEOTECHNICAL ENGINEERING I (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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The objective of this subject is to study and understand the basic concepts of Soil mechanics and Properties, behavior of soil and their significance under Compaction, Consolidation and Shear strength. |
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Learning Outcome |
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CO1: Understand the different types of soil based on their formation mechanism, various phase diagrams and behavior of soils based on their moisture contents. Investing the index properties practically.(L2 CO2: Determine the permeability of soils through various laboratory and field tests and Plot various stress distribution diagrams along the depth of the soil mass (L3) CO3: Determine the compactive effort required to obtain necessary degree of compaction in-situ and evaluate ground settlements against time with consolidation. (L3) CO4: Evaluate the stiffness of soil using shear strength parameters in various conditions and investigate practically. (L5) CO5: Evaluate factor of safety of infinite slopes based on different ground conditions and specify a strategy for site investigation to identify the soil deposits and determine the depth and spatial extent within the ground. (L5) |
Unit-1 |
Teaching Hours:10 |
Introduction
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Types of soils, their formation and deposition, Definitions: soil mechanics, soil engineering, rock mechanics, geotechnical engineering. Scope of soil engineering. Comparison and difference between soil and rock. Basic Definitions and Relationships-Soil as three-phase system in terms of weight, volume, voids ratio, and porosity. Definitions: moisture content, unit weights, degree of saturation, voids ratio, porosity, specific gravity, mass specific gravity, etc. Relationship between volume weight, voids ratio- moisture content, unit weight- percent air voids, saturation- moisture content, moisture content- specific gravity etc | |
Unit-1 |
Teaching Hours:10 |
Plasticity Characteristics of Soil
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Introduction to definitions of: plasticity of soil, consistency limits-liquid limit, plastic limit, shrinkage limit, plasticity, liquidity and consistency indices, flow and toughness indices, definitions of activity and sensitivity. Determination of: liquid limit, plastic limit and shrinkage limit. Use of consistency limits. Classification of Soils Introduction of soil classification: particle size classification, textural classification, unified soil classification system, Indian standard soil classification system. Classification of soils using commercially available softwares. | |
Unit-2 |
Teaching Hours:8 |
Permeability of Soil
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Darcy’s law, validity of Darcy’s law. Determination of coefficient of permeability: Laboratory method: constant-head method, falling-head method. Field method: pumping- in test, pumping- out test. Permeability aspects: permeability of stratified soils, factors affecting permeability of soil. Seepage Analysis- Introduction, stream and potential functions, characteristics of flow nets, graphical method to plot flow nets. | |
Unit-2 |
Teaching Hours:8 |
Effective Stress Principle
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Introduction, effective stress principle, nature of effective stress, effect of water table. Fluctuations of effective stress, effective stress in soils saturated by capillary action, seepage pressure, quick sand condition. Solving permeability problems analytically and using commercially available softwares. | |
Unit-3 |
Teaching Hours:8 |
Compaction of Soil
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Introduction, theory of compaction, laboratory determination of optimum moisture content and maximum dry density. Compaction in field, compaction specifications and field control. | |
Unit-3 |
Teaching Hours:8 |
Consolidation of Soil
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|
Introduction, comparison between compaction and consolidation, initial, primary and secondary consolidation, spring analogy for primary consolidation, interpretation of consolidation test results, Terzaghi’s theory of consolidation, final settlement of soil deposits, computation of consolidation settlement and secondary consolidation. Calculation of Compaction and Consolidation characteristics analytically and using softwares | |
Unit-4 |
Teaching Hours:10 |
Types of shear tests
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Direct shear test, merits of direct shear test, triaxial compression tests, test behaviour of UU, CU and CD tests, pore-pressure measurement, computation of effective shear strength parameters. unconfined compression test, vane shear test. Solving problems on shear strength using commercially available software. | |
Unit-4 |
Teaching Hours:10 |
Shear Strength
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Mohr circle and its characteristics, principal planes, relation between major and minor principal stresses, Mohr-Coulomb theory. | |
Unit-5 |
Teaching Hours:9 |
Stability of Slopes
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Introduction, types of slopes and their failure mechanisms, factor of safety, analysis of finite and infinite slopes, wedge failure Swedish circle method, friction circle method, stability numbers and charts. | |
Unit-5 |
Teaching Hours:9 |
Soil Exploration
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Introduction, methods of site exploration and soil investigation, methods of boring, soil samplers, sampling procedures, trail pits, borings, penetrometer tests, analysis of borehole logs, geophysical and advance soil exploration methods. Solving problems on stability of slopes and preparing borelogs using software. | |
Text Books And Reference Books: T1 K.R Arora, “Soil Mechanics and Foundations Engineering”, 9th edition, UBS Publishers and Distributors, New Delhi, 2014.[Unit 1,2,3] T2 V.N.S. Murthy, “Soil Mechanics and Foundation Engineering”, 4th Edition, UBS Publishers and Distributors, New Delhi, 2009. [Unit1, 4] T3 B.C. Punmia, “Soil Mechanics and Foundation Engineering”, 16th Edition Laxmi Publications Co, New Delhi,2015. [Unit 1, 4, 5] | |
Essential Reading / Recommended Reading R1. Karl Terzaghi, Soil Mechanics and Engineering Practices, 3rd edition, Wiley and Sons publishers and distributes, 2017 R2. Alam Singh and G. R. Chowdhary, “Soil Engineering in Theory and Practice”, CBS Publishers and Distributors Ltd., New Delhi, 1994. R3. J. E. Bowles, “Foundation Analysis and Design”, 5th Edition, McGraw Hill Pub. Co. New York, 1996. R4. Braja M. Das, “Principles of Geotechnical Engineering”, 5th Edition, Thomson Business Information India Pvt. Ltd., India, 2002. R5. Craig R. F, “Soil Mechanics”, Van Nostrand Reinhold Co. Ltd, 1987. R6. Gopal Ranjan and A.S.R. Rao, “Basic and Applied Soil Mechanics”, New Age International (P) Ltd., New Delhi, 2000. | |
Evaluation Pattern CIA(CIA1+CIA2+CIA3+Practicals/Lab) - 70 Marks ESE - 30 Marks Total - 100 Marks Credits - 4 | |
CE434 - TRANSPORTATION ENGINEERING (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 objective of this subject is to build a strong understanding in railway tracks and functions, airport planning and runway design, and also have clear understanding on the details of highway geometrics, pavement design, construction, maintenance, transportation planning and traffic operations. |
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Learning Outcome |
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CO1: Understand construction of railway track structures and design airport runways and exit ways as per ICAO and FAA specifications CO2: Analyze and design geometric features of the highway CO3: Design flexible and rigid pavements using IRC method and construction of highway pavements CO4: Compute trip generation and application of gravity model for the trip distribution CO5: Learn different methods of presenting and analyzing traffic study data |
Unit-1 |
Teaching Hours:9 |
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Introduction to Transportation, Railway and Airport Engineering
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Importance of Transportation. Different modes of transportation, characteristics and comparison of different modes. Role of railways in transportation, Indian Railways, selection of routes. Permanent way and all the details and functions. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction to Airport engineering
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Layout of an airport with component parts and functions of each, Aircraft Characteristics – Airport Classifications - Site selection and Planning, Runway Design- Orientation of runway by using wind rose diagram, the runway configurations- basic length of the runway –corrections to runway length by ICAO and FAA specification- runway cross sections, Taxiway Design: Factors affecting the layout of the taxiway-geometrics of taxiway- design of Exit taxiways- ICAO Specifications. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Highway Development and Geometrics
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Highway Development- Road Types and classification, road patterns. Planning surveys, Master plan – saturation system of road planning, phasing road development programme Road Development in India, Present scenario of road development in India and in Karnataka, Road Development Plan Vision 2021. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Highway Geometric Design
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Importance, Factors controlling the design of geometric elements, highway cross section elements. Highway Geometric Design- Sight distance, Types and importance - Design of horizontal and vertical alignment. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Pavement Design, Construction, and Maintenance
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Pavement Design -Types of pavements – Design factors, Determination of ESWL by equal stress criteria and problems. IRC method of flexible pavement design based on CSA method using IRC: 37 – 2001. Stresses in rigid pavement and design of rigid pavement as per IRC: 58 –2011 excluding design of joints. Pavement Construction - Specifications, construction steps and quality control tests for earthwork in cutting, filling and preparation of subgrade, Granular sub base course, common types of bituminous surfacing courses such as surface dressing, premixed carpet (PMC) and bituminous concrete and Rigid pavement (DLC and PQC). | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Highway Drainage System and Pavement Maintenance
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Pavement failures, Types, Causes and remedies. Maintenance of highways. Principles of pavement evaluation – functional and structural evaluation. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Transportation Planning
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Transportation planning process: Basic elements, Urban transport planning, forecasting travel, demand forecasting approach, trip generation, trip distribution, mode choice, traffic assignment, other methods and problems. location-allocation modeling. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Traffic Operations
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Introduction: Components of road traffic - the vehicle, driver and road. Road user characteristics; human and vehicle characteristics, Traffic Engineering Studies and Analysis, methods of traffic study, equipment, data collection, analysis and interpretation (including case studies) of (i) Spot speed (ii) Speed and delay (iii) Volume (iv) Origin - destination (v) Parking. Traffic Regulations and Control: General regulations; Regulations on Vehicles, drivers and flow; other regulations and control. Traffic management; noise and air pollution due to road traffic and method of control
Traffic Control Devices: Traffic signs, markings, signal design; Webster Methods–Problems. ITS: Introduction to Intelligent Transport System- Application of ITS to Traffic Management | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Kadiyali, L.R., “Highway Engineering, Khanna Publishers”, New Delhi. Khanna, S.K. and Justo, C.E.G., ‘Highway Engineering”, Nem Chand and Bros, Roorkee (2003). Subramanyam, K.P., “Transportation Engineering–I”, Scitech Publications, Chennai. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading IRC:37-2012 Tentative guidelines for the design of flexible pavements. Bindra, SP; "A Course on Highway Engineering" New Delhi, Dhanpat Rai and Sons Chakroborty and Das, “Principles of Transportation Engineering”, PHI learning Private Limited Duggal AK, “Maintenance of Highway – a Reader”, TTTI, Sector 26, Chandigarh Duggal AK, Puri VP., "Laboratory Manual in Highway Engineering", Delhi, New Age Publishers (P) Ltd Khanna S. K., and Justo CEG, “Highway Material Testing Laboratory Manual”, Nem Chand and Bros. Roorkee. Mannering, “Principals of Highway Engineering and Traffic Analysis”, Wiley India Pvt. Ltd MORT and H, IRC, “Specifications for Roads and Bridges”, New Delhi (2001). Partha Chakraborty, “Principles of Transportation Engineering”, Prentice-Hall Ponnuswamy S., “Bridge Engineering”, Tata McGraw-Hill Education Pvt. Ltd. Sehgal, SB; and Bhanot, KL; "A Text Book on Highway Engineering and Airport" Delhi, S Chand and Co Sharma, RC; and Sharma, SK; "Principles and Practice of Highway Engineering", New Delhi, Asia Publishing House Vaswani, NK, "Highway Engineering" Roorkee Publishing House. | |||||||||||||||||||||||||||||||
Evaluation Pattern
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CE452 - TOOLS IN CIVIL ENGINEERING (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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The objective of this course aims at enabling the students to prepare Working drawing of Building Components and Building Drawing and Line diagram. |
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Learning Outcome |
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CO1: Draw working drawings of masonry and RCC Wall footing, panelled doors, windows and RCC staircase using AUTOCADD [L3] (PO1, PO2) CO2: Develop and draw plan, elevation and section for residential buildings using AUTOCADD [L3, L6] (PO1, PO2, PO8) CO3: Draw water supply, sanitary and electrical layout in a line diagram using AUTOCADD [L2, L3] (PO1, PO2, PO8) |
Unit-1 |
Teaching Hours:9 |
Introduction to Civil Engineering Drawing
|
|
Basics of AutoCad, Symbols and sign conventions, Coordinate systems, Understanding Civil Engineering Drawings, Functional aspect of residential, institutional and commercial buildings and byelaws | |
Unit-2 |
Teaching Hours:9 |
Preparing Working Drawing
|
|
Prepare working drawing of component of buildings i) Stepped wall footing and isolated RCC column footing, ii) Fully panelled and flush doors, iii) Half panelled and half-glazed window, iv) RCC staircase | |
Unit-3 |
Teaching Hours:9 |
Building Drawing
|
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Development of plan, elevation, section and schedule of openings from the given line diagram of residential buildings, i) Two-bedroom building, ii) Two storeyed building. | |
Unit-4 |
Teaching Hours:9 |
Single Line Diagram Drawing
|
|
For a given single line diagram, preparation of water supply, sanitary and electrical layouts. | |
Unit-5 |
Teaching Hours:9 |
Introduction to Building Information Modelling
|
|
Fundamentals of Building Information Modelling (BIM), Introduction to REVIT Architecture software.
| |
Text Books And Reference Books: T1 Subhash C Sharma & Gurucharan Singh (2005), “Civil Engineering Drawing”, Standard Publishers.
T3 Venugopal (2007), “Engineering Drawing and Graphics + AUTOCAD”, New Age International Pvt. Ltd., | |
Essential Reading / Recommended Reading R1. Balagopal and Prabhu (1987), “Building Drawing and Detailing”, Spades publishing KDR building, Calicut.
| |
Evaluation Pattern CIA marks : 25 ESE marks : 25 Exam hour : 3 | |
CEHO431CP - DESIGN AND CONSTRUCTION OF PILE FOUNDATIONS (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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|
|
Learning Outcome |
|
CO1: Understand the different codal requirements for the Pile Foundations CO2: Be able to perform the Design calculation based on the different soil conditions CO3: Correlate the codal requirements with the different design conditions CO4: Understand the construction procedure for the different types of Pile Foundation CO5: Understand the different types of Piles which are being used |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Introduction to pile foundation Selection criteria of foundation Selection criteria of piles Terminologies used in Pile Foundation Common Design Considerations, Requirements for Driven Cast In - Situ pile, Requirements for Bored Cast In - Situ pile, Requirements for Driven Precast Concrete pile, Requirements for Precast Concrete pile Requirements for Under Reamed pile | |
Unit-2 |
Teaching Hours:12 |
Design of Bored Piles
|
|
Design Procedure for Bored Cast In - situ Pile, Step by step Procedure for construction of bored cast in situ piles Part I, Case study showing the design of bored pile in soil Part I, Case study showing the design of bored pile in Rock Part II, | |
Unit-2 |
Teaching Hours:12 |
Design of Driven Piles
|
|
Design Procedure for Driven Cast In - situ Pile, Step by step Procedure for construction of DCIS pile, Case study showing the design of DCIS pile. Design Procedure for Precast Driven Piles Step by step Procedure for construction of Precast Driven piles Part I, Step by step Procedure for construction of Precast Driven Pile, Case study showing the design of Precast Driven pile
| |
Unit-3 |
Teaching Hours:12 |
Underreamed Piles
|
|
Design Procedure for Under-Reamed piles, Step by step Procedure for construction of Under-Reamed piles, Case study showing the design of Under- Reamed piles, Settlement calculations for Pile | |
Unit-4 |
Teaching Hours:12 |
Pile Load Tests
|
|
Types of Load Tests on Piles and its methodology Part I, Types of Load Tests on Piles and its methodology Part II, Types of Load Tests on Piles and its methodology Part III, Quality Assurance and control of Piling works Health Safety and environment plan for piling works Part I, Quality Assurance and control of Piling works Health Safety and environment plan for piling works Part II. | |
Unit-5 |
Teaching Hours:12 |
Special Piles
|
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Basic understanding of Micro Pile, Basic understanding of Steel or composite pile, Basic understanding of Spun Piles, Basic understanding of CFA piles, Basic understanding of Helical Piles, Bill of Quantities for all types of piles Challenges in construction of pile. | |
Text Books And Reference Books: Analysis and Design of Substructures, 2/E, Sawmi Saran, Oxford and IBH Publishing Co. Pvt. Ltd, New Delhi, 2006 | |
Essential Reading / Recommended Reading Design of foundation system, 3/E, N.P. Kurian, Narosa Publishing House, 2006. Foundation Analysis and Design, 5/E, J. E. Bowles, Tata McGraw Hill New York, 2001
| |
Evaluation Pattern Overall CIA - 100 Marks | |
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 |
|
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 |
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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#
|
|
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#
|
|
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#
|
|
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#
|
|
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#
|
|
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#
|
|
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#
|
|
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#
|
|
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
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
Introduction to AR basics, Plane tracking, AR Foundation, ARCore/ARKit, Building AR experiences. | |
Unit-4 |
Teaching Hours:14 |
Augmented Reality
|
|
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
|
|
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
|
|
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) | |
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) | |
CY421 - 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 |
|
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 |
|
Learning Outcome |
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 -- | |
Evaluation Pattern Only CIA will be conducted as per the University norms. No ESE Maximum Marks : 50 | |
HS423 - 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 |
|
Basic elements of civil engineering professional practice are introduced in this course. Roles of all participants in the process-owners, developers, designers, consultants, architects, contractors, and suppliers - are described. Basic concepts in professional practice, business management, public policy, leadership, and professional licensure are introduced. |
|
Learning Outcome |
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CO1: Understand the importance of planning, management and organization in engineering firms (L2, P11) CO2: Understand the importance of leadership qualities and controlling the processes and work force in organization (L2, P7, P9 P10 and P11). CO3: Understand the importance of professional practice and ethics in engineering (L2, P8). CO4: Understand the basics of contract management (L3, P8 and P11). CO5: Understand the basics of arbitration laws and agreements (L3, P8 and 10). |
Unit-1 |
Teaching Hours:6 |
Principles of Planning and Management
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Managerial Roles, Essential Managerial Skills, Key personal characteristics for Managerial success. Evolution and various schools to management thoughts, continuing management themes – quality and performance excellence, global awareness, learning organization, Characteristics of 21st century Executives. Social responsibility of managers. Planning: steps in planning process; setting and managing objectives – MBO method, Strategies: importance, formulation of policies; Programs: Planning premises: concept, developing effective planning premises; Decision making, approaches to decision making, various techniques used for decision making. Organizing: organization structure, formal and informal organization. Traditional Organization Structures Directions in organizational Structures – Team structure, network structure, boundary less structure, Organizing Trends and Practices – Chain of command, unity of command, span of control, delegation and empowerment, decentralization and use of staff, organizational design and organizational configuration. | |
Unit-2 |
Teaching Hours:6 |
Leadership and Control in Management
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|
Leadership: Leadership and vision, Leadership traits, classic Leadership styles. Leaders behaviour – Likert’s four systems, Managerial Grid. Overlapping role of leader and managers. The organizational context of communication, Directions of communications, channels of communication, Barriers to communication. Motivation and rewards, rewards and performance. Hierarchy of need theory and two factor theory. Integrated model of motivation. Controlling: Control function in management, The basic control process. Types of control – feed forward, concurrent and feedback controls. Factors in control effectiveness. | |
Unit-3 |
Teaching Hours:6 |
Professional Practice & Ethics
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Professional Practice: Respective roles of various stakeholders: Government (constituting regulatory bodies and standardization organizations, prescribing norms to ensure safety of the citizens); Standardization Bodies (ex. BIS, IRC)(formulating standards of practice); professional bodies (ex. Institution of Engineers(India), Indian Roads Congress, IIA/ COA, ECI, Local Bodies/ Planning Authorities) (certifying professionals and offering platforms for interaction); Clients/ owners (role governed by contracts); Developers (role governed by regulations such as RERA); Consultants (role governed by bodies such as CEAI); Contractors (role governed by contracts and regulatory Acts and Standards); Manufacturers/ Vendors/ Service agencies (role governed by contracts and regulatory Acts and Standards), Professional Ethics – Definition of Ethics, Professional Ethics, Business Ethics, Corporate , Ethics, Engineering Ethics, Personal Ethics; Code of Ethics as defined in the website of Institution of Engineers (India); Profession, Professionalism, Professional Responsibility, Professional Ethics; Conflict of Interest, Gift Vs Bribery, Environmental breaches, Negligence, Deficiencies in state-of-the-art; Vigil Mechanism, Whistleblowing, protected disclosures. | |
Unit-4 |
Teaching Hours:6 |
Contract Management
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General Principles of Contracts Management: Indian Contract Act, 1972 and amendments covering General principles of contracting; Contract Formation & Law; Privacy of contract; Various types of contract and their features; Valid & Voidable Contracts; Prime and sub-contracts; Joint Ventures & Consortium; Complex contract terminology; Tenders, Request For Proposals, Bids & Proposals; Bid Evaluation; Contract Conditions & Specifications; Critical /“Red Flag” conditions; Contract award & Notice To Proceed; Variations & Changes in Contracts; Differing site conditions; Cost escalation; Delays, Suspensions & Terminations; Time extensions & Force Majeure; Delay Analysis; Liquidated damages & Penalties; Insurance & Taxation; Performance and Excusable Non-performance; Contract documentation; Contract Notices; Wrong practices in contracting (Bid shopping, Bid fixing, Cartels); Reverse auction; Case Studies; Build-Own-Operate & variations; Public- Private Partnerships; International Commercial Terms; | |
Unit-5 |
Teaching Hours:6 |
Arbitration, Conciliation and Alternative Dispute Resolution (ADR) System
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|
Arbitration – meaning, scope and types – distinction between laws of 1940 and 1996; UNCITRAL model law – Arbitration and expert determination; Extent of judicial intervention; International commercial arbitration; Arbitration agreements – essential and kinds, validity, reference and interim measures by court; Arbitration tribunal – appointment, challenge, jurisdiction of arbitral tribunal, powers, grounds of challenge, procedure and court assistance; Award including Form and content, Grounds for setting aside an award, Enforcement, Appeal and Revision; Enforcement of foreign awards – New York and Geneva Convention Awards; Distinction between conciliation, negotiation, mediation and arbitration, confidentiality, resort to judicial proceedings, costs; Dispute Resolution Boards; Lok Adalats | |
Text Books And Reference Books: T1 R.R. Gaur, R. Sangal, G.P. Bagaria,” A Foundation Course in Human Values and Professional Ethics” Excel Books, Delhi, [Unit: III] T2 Premvir Kapoor, “Professional Ethics and Human Values”, Khanna Book Publishing, [Unit: III] T3 Nair. C. G. K, “Engineering Ethics”, Harshree Publishing Company, Bangalore, 2006 [Unit:III] T4 Raman. B.S and Yaji. R. K, “Constitution of India and Professional Ethics”, United Publishers, Mangalore, 2006 [Unit: III] | |
Essential Reading / Recommended Reading R1. CB Gupta, “A Textbook of Organizational Behaviour”, S. Chand Publications New Delhi, [Unit: II] R2. LM Prasad, “Organizational Behaviour”, Sutan Chand and Sons [Unit:II] R3. B.S. Patil, "Legal Aspects of Building and Engineering Contracts", 1974. [Unit: II and III] R4. The National Building Code, BIS, 2017 [Unit: II and III] R5. RERA Act, 2017 [Unit: III] R6. Meena Rao, "Fundamental concepts in Law of Contract", 3rd Edn. Professional Offset, 2006 R7. NeelimaChandiramani, "The Law of Contract: An Outline", 2nd Edn. Avinash Publications Mumbai,2000 [Unit: IV] R8. Avtar Singh, "Law of Contract", Eastern Book Co., 2002 [Unit: IV] R9. Dutt, "Indian Contract Act", Eastern Law House,1994 [Unit: IV] R10. Anson W.R., "Law of Contract, Oxford University Press,1979, [Unit:IV] R11. Kwatra G.K., "The Arbitration and Conciliation of Law in India with case law on UNCITRAL Model Law on Arbitration, Indian Council of Arbitration", 2005 [Unit: V] R12. Wadhera, "Intellectual Property Rights", Universal Law Publishing Co.,2005 [Unit:V] R13. T. Ramappa, “Intellectual Property Rights Law in India, Asia Law House", 2010 [Unit:V] | |
Evaluation Pattern CIA: 25 Marks ESE:25 Marks Exam: 2 Hours | |
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 |
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 | |
MIMBA432 - ORGANISATIONAL BEHAVIOUR (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: The course is offered as a mandatory core course for all students in Trimester II. The course introduces students to a comprehensive set of concepts and theories, facts about human behaviour and organizations that have been acquired over the years. The subject focuses on ways and means to improve productivity, minimize absenteeism, increase employee engagement and so on thus, contributing to the overall effectiveness. The basic discipline of the course is behavioral science, sociology, social psychology, anthropology and political science
Course Objectives: To make sense of human behaviour, use of common sense and intuition is largely inadequate because human behaviour is seldom random. Every human action has an underlying purpose which was aimed at personal or societal interest. Moreover, the uniqueness of each individual provides enough challenges for the managers to predict their best behaviour at any point of time. A systematic study of human behaviour looks at the consistencies, patterns and cause effect relationships which will facilitate understanding it in a reasonable extent. Systematic study replaces the possible biases of intuition that can sabotage the employee morale in organizations |
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Learning Outcome |
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CO1: Determine the individual and group behavior in the workplace CO2: Assess the concepts of personality, perception and learning in Organizations C03: Analyze various job-related attitudes CO4: Design motivational techniques for job design, employee involvement, incentives, rewards & recognitions CO5: Manage effective groups and teams in organizations |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
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Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
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Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
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|
Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
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|
Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
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|
Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
|
|
Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
|
|
Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Organizational Behaviour
|
|
Historical Development, Behavioural sciences and Organizational behaviour, Meaning, Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and Opportunities, OB model, ethical issues in organizational Behaviour.
Cross-cultural management, managing multicultural teams, communicating across cultures, OB in the digital age. | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
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Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
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Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
|
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Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
|
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Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
|
|
Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
|
|
Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
|
|
Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-2 |
Teaching Hours:9 |
Individual Behaviour ? Personality, Perception and Learning
|
|
Personality: Foundations of individual behaviour, Personality, Meaning and Importance, Development of personality, Determinants of personality, Theories of personality, Relevance of personality to managers. Perception: Nature, Importance and Definition of Perception, Factors involved in perception, The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations. Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as managerial tool | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
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|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
|
|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
|
|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
|
|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
|
|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
|
|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
|
|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-3 |
Teaching Hours:9 |
Attitudes, Values & Job Satisfaction
|
|
Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance Theory. Effects of employee attitude, Job related attitudes Values: meaning, importance, source and types, and applications in organizations. Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and dissatisfied employees on the workplace | |
Unit-4 |
Teaching Hours:9 |
Motivation
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Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-4 |
Teaching Hours:9 |
Motivation
|
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Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-4 |
Teaching Hours:9 |
Motivation
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Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-4 |
Teaching Hours:9 |
Motivation
|
|
Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-4 |
Teaching Hours:9 |
Motivation
|
|
Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-4 |
Teaching Hours:9 |
Motivation
|
|
Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-4 |
Teaching Hours:9 |
Motivation
|
|
Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-4 |
Teaching Hours:9 |
Motivation
|
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Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee involvement, rewards and global implications | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
|
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
|
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
|
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Unit-5 |
Teaching Hours:9 |
Groups & Teams
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Groups: Meaning, classification and nature of groups, Stages of group development, an alternative model for Temporary Groups with punctuated equilibrium model, Group properties: Roles, Norms, Status, Size and Cohesiveness, Group decision making. Teams: Meaning of teams, Types of teams, Creating Effective teams, what makes individuals into effective team players, Team development, Team decision making | |
Text Books And Reference Books: T1. Robbins, S P., Judge, T A and Vohra, N (2016). Organizational Behavior. 16th Edition, Prentice Hall of India | |
Essential Reading / Recommended Reading T1. Robbins, S P., Judge, T A and Vohra, N (2016). Organizational Behavior. 16th Edition, Prentice Hall of India | |
Evaluation Pattern CIA1 - 20 MSE - 50 CIA 3- 20 ESE - 100 | |
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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Physical Fitness and Drill Techniques
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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Teaching Hours:5 |
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Physical Fitness and Drill Techniques
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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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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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Teaching Hours:5 |
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Leadership and Disaster Management
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Teaching Hours:5 |
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Leadership and Disaster Management
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Teaching Hours:5 |
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Leadership and Disaster Management
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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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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.
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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
|
|
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.
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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.
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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-2 |
Teaching Hours:6 |
Assertiveness
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> 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
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Unit-2 |
Teaching Hours:6 |
Assertiveness
|
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> 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
|
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> 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
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> 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
|
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> 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
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> 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
|
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> 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
|
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> 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
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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
|
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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. | |
CE531 - STRUCTURAL ENGINEERING (2022 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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This course aims at providing students with the necessary background on principles of structural engineering and design. Students will be exposed to the theories and concepts of reinforced concrete design, steel design, and the design of prestressed concrete structures at the elementary level. |
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Learning Outcome |
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CO1: Identify the various structural systems. CO2: Calculate various types of loads acting on a structure. CO3: Design reinforced concrete elements such as beams, slabs, and columns. CO4: Design bolted and welded connections for steel sections. CO5: Calculate stresses and losses in prestressed concrete sections. |
Unit-1 |
Teaching Hours:12 |
Introduction to Structural Engineering
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Definition of structure, history of structural engineering, requirements of structural analysis, steps involved in structural engineering, Forms of structures, one-two- and three-dimensional structural systems, the role of an architect, structural engineer, architectural plan, structural framing plan, and building services. The first principle of the design process. | |
Unit-2 |
Teaching Hours:12 |
Introduction to national building code and loading standards
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Static Load: Dead Load, Super Imposed Dead Load, and Live Load Dynamic load: Earthquake Load and Wind Load. Pressure loads: Active and Passive earth pressure and Hydrostatic Load. Self-Straining Loads: Temperature stresses, creek, and shrinkage loads. Provisions for structural design in national building codes. | |
Unit-3 |
Teaching Hours:12 |
Structural Design Criteria ? Design of Reinforced Concrete Elements
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Concept of reinforced concrete, stress-strain characteristics, stress block parameters, the concept of singly reinforced sections. Introduction to design of reinforced RC elements using IS 456:2000. Design of singly and doubly reinforced beam sections, design of one-way and two-way slabs, Design of axially loaded columns. [Analysis and Design of RCC frames using commercially available software] | |
Unit-4 |
Teaching Hours:12 |
Structural Design Criteria - Design of Steel Structures
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Advantages and drawbacks of steel constructions, Steel sections, Introduction to steel design, IS 800:2007, Types of connections, bolted connections, advantages, disadvantages, welded connections, advantages, disadvantages. Numerical problems on bolted and welded connections. | |
Unit-5 |
Teaching Hours:12 |
Structural Design Criteria ? Prestressed Concrete Structures
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Basic Principles of Prestressing: Fundamentals, Load balancing concept, Stress concept, the centre of Thrust. Pre-tensioning and post-tensioning systems, tensioning methods, and end anchorages. Analysis of Sections for Flexure: Stresses in concrete due to pre-stress and loads, stresses in steel due to loads, Cable profiles. Losses of Pre-Stress: Various losses are encountered in pre-tensioning and post-tensioning methods. | |
Text Books And Reference Books: T1. Daniel L Schodek & Martin Bechthold “Structures”, 7th Edition, 2015, Pearson Publications. (Unit 1) T2. Hibbeler R C, “Structural Analysis”, 11th Edition, 2023, Pearson Publications. (Unit 2) T3. Varghese P C, “Limit State Design of Reinforced Concrete”, 2nd Edition, 2004, PHI Learning publications. (Unit 3) T4. Subramanian N, “Design of Steel Structures”, 2nd Edition, 2016, Oxford University Press. (Unit 4)
T5. Krishna Raju N, “Prestressed Concrete”, 6th Edition, 2013, McGraw Hill publications. (Unit 5) | |
Essential Reading / Recommended Reading R1 Hibbeler R C, “Structural Analysis”, 9th Edition, Pearson Publications. (Unit 1 & Unit 2) R2 Park and Paulay, “Reinforced Concrete Structures”, 1st Edition, Wiley Publications. (Unit 3) R3 Duggal S K, “Limit State Design of Steel Structures”, 3rd Edition, McGraw Hill Publications. (Unit 4) R4 Edward G N, “Prestressed Concrete: A Fundamental Approach”, 3rd Edition, Pearson Publication. ((Unit 5))
IS 875: 1987 (Part 1), “Code of Practice for Design Loads - Dead Loads” IS 875: 1987 (Part 2), “Code of Practice for Design Loads - Live Loads” IS 1893: 2016 (Part 1), “Criteria for Earthquake Resistant Design” IS 456: 2000, “Plain and reinforced concrete – Code of practice.” IS 800: 2007, “General Construction in Steel - Code of Practice.” IS 1343: 2012, “Prestressed Concrete – Code of Practice” | |
Evaluation Pattern CIA 1 - Test and Assignment CIA 2 - Mid Semester Examination CIA 3 - Test and Assignment
| |
CE532P - GEOTECHNICAL ENGINEERING (2022 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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The objective of this subject is to study and understand the basic concepts of Soil mechanics and Properties, behavior of soil and their significance under Compaction, Consolidation and Shear strength. |
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Learning Outcome |
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CO1: Demonstrate a comprehensive understanding of the historical development of soil mechanics and formation of soil and proficiently determine soil index properties to evaluate soil behavior for engineering applications .(L2, PO1, P05, PO9, PO10. PSO2) CO2: Classify different types of soils and clay minerals using standard classification systems, and evaluate their engineering properties for geotechnical applications (L3, PO1, PO2, PO5, PO9, PSO2) CO3: Determine the coefficient of percolation and coefficient of permeability in different soils . (L4, PO1, PO5, PO9, PO10, PSO2) CO4: Analyse and Determine compaction and consolidation characteristics of soil. (L5, PO1, PO2, PO5, PSO1) CO5: Analyse and Determine shear parameters of soils. (L5, PO1, PO2, PO5, PO9, PO10, PSO1) |
Unit-1 |
Teaching Hours:10 |
Introduction
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History of soil mechanics, Definition, origin and formation of soil. Phase Diagram, Voids ratio, Porosity, Percentage Air Voids, Air content, Degree of saturation, Moisture content, Specific gravity, Bulk density, Dry density, Saturated density, Submerged density and their inter relationships. | |
Unit-1 |
Teaching Hours:10 |
Index Properties of Soils
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Index Properties of soils- Water content , Specific Gravity, Particle size distribution, Relative Density, Consistency limits and indices, insitu density, Activity of Clay. Determination of Index Properties: Laboratory methods of determination of index properties of soils: Moisture content, Specific gravity, Particle size distribution (Sieve analysis and Hydrometer analysis only), Liquid Limit- Casagrande and cone penetration methods, Plastic limit and shrinkage limit determination. | |
Unit-2 |
Teaching Hours:8 |
Classification of Soils
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Purpose of soil classification, basis for soil classification, Particle size classification – MIT classification and IS classification, Textural classification. Unified soil classification and IS classification - Plasticity chart and its importance, Field identification of soils. | |
Unit-2 |
Teaching Hours:8 |
Clay Mineralogy and Soil Structure:
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Soil structures- Single grained, honey combed, flocculent and dispersed structures. Common clay minerals - Kaolinite, Illite and Montmorillonite. | |
Unit-3 |
Teaching Hours:8 |
Effective stresses
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Effective stress concept-total pressure and effective stress, quick sand phenomena, Capillary Phenomena. | |
Unit-3 |
Teaching Hours:8 |
Flow of Water Through Soils:
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Darcy’s law- assumption and validity, coefficient of permeability and its determination (laboratory and field), factors affecting permeability, permeability of stratified soils, Seepage velocity, Superficial velocity and coefficient of percolation, | |
Unit-4 |
Teaching Hours:10 |
Consolidation of Soils
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Definition, Mass-spring analogy, Terzaghi’s one dimensional consolidation theory-assumption and limitations, Normally consolidated, under consolidated and over consolidated soils, pre-consolidation pressure and its determination by Casagrande’s method. Consolidation Characteristics of soils: Laboratory one dimensional consolidation test, Determination of consolidation characteristics of soils-compression index, coefficient of consolidation, determination of coefficient of consolidation by square root of time fitting method, logarithmic time fitting method and rectangular hyperbola method. | |
Unit-4 |
Teaching Hours:10 |
Compaction of Soils:
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Definition, Principle of compaction, Standard and Modified proctor’s compaction tests, factors affecting compaction, effect of compaction on soil properties, Field compaction control, Proctor needle. Compacting equipment, Dynamic compaction, vibroflotation | |
Unit-5 |
Teaching Hours:9 |
Determination of Shear Properties of Soil:
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Measurement of shear parameters- Direct shear test, unconfined compression test, Triaxial compression test and vane shear test, Test under different drainage conditions. | |
Unit-5 |
Teaching Hours:9 |
Shear Strength of Soils:
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Concept of shear strength, Mohr’s strength theory, Mohr-s Z Coulomb theory, conventional and modified failure envelops, Total and effective shear strength parameters, Concept of pore pressure, factors affecting shear strength of soils. | |
Text Books And Reference Books: T1 K.R Arora, “Soil Mechanics and Foundations Engineering”, 9th edition, UBS Publishers and Distributors, New Delhi, 2014.[Unit 1,2,3] T2 V.N.S. Murthy, “Soil Mechanics and Foundation Engineering”, 4th Edition, UBS Publishers and Distributors, New Delhi, 2009. [Unit1, 4] T3 B.C. Punmia, “Soil Mechanics and Foundation Engineering”, 16th Edition Laxmi Publications Co, New Delhi,2015. [Unit 1, 4, 5] | |
Essential Reading / Recommended Reading R1. Karl Terzaghi, Soil Mechanics and Engineering Practices, 3rd edition, Wiley and Sons publishers and distributes, 2017 R2. Alam Singh and G. R. Chowdhary, “Soil Engineering in Theory and Practice”, CBS Publishers and Distributors Ltd., New Delhi, 1994. R3. J. E. Bowles, “Foundation Analysis and Design”, 5th Edition, McGraw Hill Pub. Co. New York, 1996. R4. Braja M. Das, “Principles of Geotechnical Engineering”, 5th Edition, Thomson Business Information India Pvt. Ltd., India, 2002. R5. Craig R. F, “Soil Mechanics”, Van Nostrand Reinhold Co. Ltd, 1987. R6. Gopal Ranjan and A.S.R. Rao, “Basic and Applied Soil Mechanics”, New Age International (P) Ltd., New Delhi, 2000. | |
Evaluation Pattern CIA(CIA1+CIA2+CIA3+Practicals/Lab) - 70 Marks ESE - 30 Marks Total - 100 Marks Credits - 4 | |
CE533 - HYDROLOGY AND WATER RESOURCES ENGINEERING (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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Course Description Hydrology deals with aspects of water as a resource. It’s the science that deals with space-time characteristics of the quantity and quality of the waters of the earth, encompassing their occurrence, movement, distribution, circulation, storage, exploration, development and management. Hydrology is partitioned into surface water hydrology and groundwater hydrology. The course would primarily address elementary and intermediate level aspects of both surface and ground water hydrology regarding space-time characteristics of the water quantity of the earth. As Earth’s fresh water resources are limited and unevenly distributed, understanding hydrology is critically important for water supply and management issues Course Objectives: The objective of this subject is to study the basics and importance of Hydrologyand Water Resources |
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Learning Outcome |
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CO-1: Explain the components of the hydrological cycle and Analyse the precipitation data CO-2: Estimate evaporation, infiltration, evapo-transportation and runoff CO-3: Develop and interpret hydrographs CO-4: Explain the stream flow measurement techniques and Analyse inflow and outflow hydrographs using flood routing CO-5: Estimate yield in Aquifers and compare rainwater harvesting methods. |
Unit-1 |
Teaching Hours:9 |
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Precipitation
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Definition. Forms and types of precipitation. Measurement of rainfall using Symon’s and Syphon type of rain gauges. Optimum number of rain gauge stations. Consistency of rainfall data (double mass curve method). Computation of mean rainfall (arithmetic average, Thiessen’s polygon and Isohyetal methods). Estimation of missing rainfall data (Arithmetic average, normal ratio and regression methods). Presentation of precipitation data (moving average curve, mass curve, rainfall hyetographs, intensity – duration - frequency curves). Creation of Thiessen polygon map from meteorological data | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
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Introduction
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Definition of hydrology. Importance of hydrology. Hydrologic cycle. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Losses from Precipitation
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Introduction. Evaporation: Definition, Process, factors affecting, measurement using IS Class A Pan. Estimation using empirical formulae. Infiltration: Definition, factors affecting infiltration capacity, measurement (double ring infiltrometer). Harton’s infiltration equation, infiltration indices | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Runoff
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Definition. Concept of the catchment. Water budget equation. Components. Factors affecting. Rainfall-runoff relationship using simple regression analysis. Evapotranspiration: AET, PET, Factors affecting evapotranspiration, Measurement of evapotranspiration, Pennman’s equation and Blaney Criddle’s formula and problems. Verification of losses analytically and by using commercially available software Creation of Rainfall-Runoff model using GIS | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Hydrographs
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Definition. Components of Hydrograph. Unit hydrograph and its derivation from simple storm hydrographs. Base flow separation. S–curve and its uses | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Stream Flow Measurement
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Introduction. Measurement of stage. Measurement of discharge by Area–Velocity method and slope area method. Simple stage-discharge relation. Measurement of streamflow by using commercially available software | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Flood Routing
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Introduction to hydrological flood routing, reservoir and channel routing methods, flood frequency studies and forecasting, analysis of extreme events | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Ground Water Hydrology
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Scope and importance of ground water hydrology. Aquifer parameters. Steady radial flow into wells in unconfined and confined aquifers. Types of wells, Methods of construction | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Rainwater Harvesting
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Introduction. Small scale and small tank harvesting. Urban rainwater harvesting. Methods of ground water recharge | |||||||||||||||||||||||||||||||
Text Books And Reference Books:
T1 Subramanya K, “Engineering Hydrology”, Tata McGraw Hill, New Delhi (Unit 1, 2, 3) T2 Jayarami Reddy, “A Textbook of Hydrology”, Lakshmi Publications, New Delhi (Unit 1, 2, 4) T3 Raghunath. H.M., “Hydrology”, Wiley Eastern Publication, New Delhi (Unit 4, 5) | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
Online Resources: https://nptel.ac.in/content/syllabus_pdf/105107129.pdf http://www.nptelvideos.in/2012/11/advanced-hydrology.html | |||||||||||||||||||||||||||||||
Evaluation Pattern
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CE541E06 - STRUCTURAL ANALYSIS I (2022 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
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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To enable the students with the comprehensive methods of structural analysis with emphasis on structural elements of different geometry and boundary conditions. |
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Learning Outcome |
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CO1: Identify determinate structures and apply the moment area method and conjugate beam method.
CO2: Determine the deflection in a structure by applying the Energy Method, Unit Load Method and using Castigilano's theorem. CO3: Determine the reaction forces and moments in arches and cables CO4: Determine the Support reactions, Shear Force and Bending Moments by using the concept of Consistent Deformation and Clapeyron's theorem of three moments CO5: Determine the Shear Force and Bending Moments for Rolling Loads using Influence Line Method for simply supported rigid beams. |
Unit-1 |
Teaching Hours:9 |
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DETERMINATE AND INDETERMINATE STRUCTURES
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Unit-1 |
Teaching Hours:9 |
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DEFLECTION OF BEAMS
|
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Moment area method, Conjugate beam method. | ||
Unit-2 |
Teaching Hours:9 |
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STRAIN ENERGY
|
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Strain energy and complimentary strain energy, Strain energy due to axial load, bending and shear, Theorem of minimum potential energy, Law of conservation of energy, Principle of virtual work, The first and second theorem of Castigliano, problems on beams, frames and trusses, Betti’s law, Clarke - Maxwell’s theorem of reciprocal deflection. Deflection of beams using strain energy and unit load methods | ||
Unit-3 |
Teaching Hours:9 |
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CABLES
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Analysis of cables under point loads and UDL, length of cables (Supports at same levels and at different levels.) | ||
Unit-3 |
Teaching Hours:9 |
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ARCHES
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Three hinged circular and parabolic arches with supports at same levels and different levels, Determination of thrust, shear and bending moment | ||
Unit-4 |
Teaching Hours:9 |
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ANALYSIS OF BEAMS
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Unit-5 |
Teaching Hours:9 |
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Influence lines and rolling loads
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Rolling load analysis for simply supported beams for several point loads and UDL. Influence line diagram for reaction, SF and BM at a given section for the cases mentioned | ||
Text Books And Reference Books: R1. S.Kinney, Indeterminate Structural Analysis, New Delhi,Oxford Publishing House, 1957. R2. C. K.Wang, Indeterminate Structural Analysis, New Delhi,Tata McGraw Hill, 2010. R3. A.Ghali, A. M.Nevilleand T. G.Brown, Structural Analysis A Unified Classical And Matrix Approach, Sixth Edition, London, Spon Text, 2013. R4. R. C. Hibbeler, Structural Analysis, Sixth Edition, New Delhi, Pearson, 2011. R5. D. L.Schodek and M.Bechthold, Structures, Seventh Edition, New Delhi,PHI Learning, 2014. R6. K. M.Leetand C. M.Uang, Fundamentals of Structural Analysis, New Delhi, Tata McGraw Hill, 2003. | ||
Essential Reading / Recommended Reading
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Evaluation Pattern CIA -1 : 20 MARKS MID SEMESTER EXAM: 50 MARKS CIA-3 : 20 MARKS END SEMESTER EXAM : 50 MARKS
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CE541E08 - INTRODUCTION TO PYTHON AND MATLAB PROGRAMMING (2022 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
|
Course Objectives/Course Description |
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Course objectives:The Course is to: To understand Python and Matlab constructs and use them to build the programs. To analyse different conditional statements and their applications in programs. To learn and use basic data structures. To learn and demonstrate array manipulations by reading data from files. To understand and use different data in a data analytics context |
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Learning Outcome |
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CO1: Describe the constructs of python programming CO2: Use looping and conditional constructs to build programs. CO3: Understand basics of NumPy library. CO4: Use the NumPy constructs for matrix manipulations CO5: Apply basics of Matlab |
Unit-1 |
Teaching Hours:9 |
Introduction to python:
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Introduction to python: Elements of python language, python block structure, variables and assignment statement, data types in python, operations, simple input/output print statements, formatting print statement. | |
Unit-2 |
Teaching Hours:9 |
Decision structure
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Decision structure: forming conditions, if statement, the if-else and nested if-else, looping statements: introduction to looping, python built in functions for looping, loop statements, jump statement. | |
Unit-3 |
Teaching Hours:9 |
The NumPy Library
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The NumPy Library: Ndarray: the heart of the library, Basic operations, indexing, slicing and iterating, conditions and boolean arrays, array manipulation, general concepts, reading and writing array data on files. | |
Unit-4 |
Teaching Hours:9 |
The pandas Library
|
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The pandas Library: an introduction to Data structure, other functionalities on indexes, operations between data structures, function application and mapping | |
Unit-5 |
Teaching Hours:9 |
Introduction to Matlab: Introduction to MATLAB UI, Key Parts Fundamentals of MATLAB Data Types of MATLAB Mathematical Expressions Colon Notations Array Operations and Functions Loop ? for Loop ? while Statement ? break Statement ? continue
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Introduction to Matlab: Introduction to MATLAB UI, Key Parts Fundamentals of MATLAB Data Types of MATLAB Mathematical Expressions Colon Notations Array Operations and Functions Loop – for Loop – while Statement – break Statement – continue | |
Text Books And Reference Books: S. Sridhar, J. Indumathi, V.M. Hariharan “Python Programming” Pearson publishers, 1st edition 2023. Fabio Nelli, “Python Data Analytics”, Apress, Publishing, 1st Edition, 2015 Paul Deitel and Harvey deitel,”Intro to Python for Computer Science and Data science”, 1st edition Pearson Publisher 2020. | |
Essential Reading / Recommended Reading Paul Deitel and Harvey deitel,”Intro to Python for Computer Science and Data science”, 1st edition Pearson Publisher 2020. | |
Evaluation Pattern CIA 1 CIA 2 CIA 3 ESE | |
CEHO531CP - PROJECT MANAGEMENT FOR ENGINEERS (2022 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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• Help learners understand the concepts of project management • Introduce learners how to apply them in real world projects. • Provide a practical understanding of various project management tools and techniques
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Learning Outcome |
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CO1: Describe project lifecycle, List different contracting strategies CO2: Define the project scope, Create a work breakdown structure, Estimate task duration, cost, and resources. CO3: Understand the cost of quality, importance of managing environment, health, and safety in projects, Explain the supply chain strategies, Describe the project monitoring process. CO4: Identify and engage with stakeholders through active listening and effective communication, Identify and prioritize risks, Implement risk responses
CO5: Use MS Project for planning, Tracking and monitoring projects |
Unit-1 |
Teaching Hours:12 |
Introduction to Project Management
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Project and Project Lifecycle, Project Management and its Processes, Project Financial Feasibility Methods, Non-numerical Feasibility Methods. Contract Management: Essential elements of valid contract Common Contract Types in Contracting Business, Tendering and Proposal Preparation, Bid Evaluation and Contract Award. Scope Management, Case Study, WBS Creation. | |
Unit-2 |
Teaching Hours:12 |
Schedule Management
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Schedule Management: Scheduling Approach - Basics, Bar Charts/ Gantt Charts, Sequencing and Dependency, Network Diagram, Activity Duration Estimates, Scheduling Methods and Tools, Critical Path Method - Basics Total Float and Critical Path, Critical, Driving and Non-driving Relationships, Imposed Finish, Dates and Calendar, Precedence Diagramming Method (PDM) | |
Unit-2 |
Teaching Hours:12 |
Resource Management and PERT
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Resource Allocation and Resource Levelling, Schedule Compression, Program Evaluation and Review Technique (PERT) - Basics, PERT to Predict the Probability of Project Completion | |
Unit-3 |
Teaching Hours:12 |
Communication & Stakeholder Management
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Quality & EHS Management: Introduction to Occupational Health, Safety and Environment, Defining Quality, Construction Project Quality, Quality Management System, 7 Quality Tools, Control Chart & Cost of Quality. | |
Unit-3 |
Teaching Hours:12 |
Project Cost Management
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Essentials of Cost Management, Cost Estimation, Cost Budget and Variance Analysis, Cost Monitoring and Control, Essentials of Project Cash Flows | |
Unit-4 |
Teaching Hours:12 |
Communication & Stakeholder Management
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Stakeholder Introduction, Stakeholder Analysis, Stakeholder Engagement, Importance of Communication, Project Communication. | |
Unit-4 |
Teaching Hours:12 |
Project Risk Management
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Risk Introduction, Risk Identification, Risk Analysis, Risk Response Strategy and Implementation. | |
Unit-4 |
Teaching Hours:12 |
Procurement & Subcontracts
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Basic Concepts and Introduction - Procurement, Supply Chain Management, Project Procurement and Subcontract Management, Vendor Management, Inventory Management. | |
Unit-4 |
Teaching Hours:12 |
Project Monitoring & Control
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Introduction to Monitoring and Controlling, Analysis Techniques, Visualization Techniques, Elements of Control, Monitor and Control Schedule, Cost and Resources | |
Unit-5 |
Teaching Hours:12 |
MS Project
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MS Project | |
Text Books And Reference Books: T1“Effective Project Management”, Robert K. Wysocki, Robert Beck. Jr., and David B. Crane; - John Wiley and Sons. T2“Project Planning and Control with CPM and PERT” Dr. B.C. Punmia and K. K. Khandelwal; - Laxmi Publications, New Delhi. | |
Essential Reading / Recommended Reading R1.“Project Management” S. Choudhury, - TMH Publishing Co. Ltd, New Delhi R2.“Total Project Management- The Indian Context” P. K. Joy, - Macmillan India Ltd., Delhi R3.“Project Management in Manufacturing and High Technology Operations” Adedeji Bodunde Badiru, - John Wiley and Sons R4.“Course in PERT and CPM” R.C.Gupta, - DhanpatRai and Sons, New Delhi R5. “Fundamentals of PERT/ CPM and Project Management” S.K. Bhattacharjee; - Khanna Publishers, New Delhi. | |
Evaluation Pattern Overall - CIA 100 Marks | |
CEHO532CP - DESIGN OF STRUCTURAL STEEL BUILDINGS (2022 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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· Get an understanding of practical aspects of structural steel building design. · Cover the various aspects like selection and planning of structural system and its components, evaluation of actual loads, integration of architectural and services requirements. Cover the structural modelling, analysis & design, fabrication, execution and inspection of a structural steel building. |
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Learning Outcome |
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CO1: Ascertain the various aspects that govern the design of structural steel buildings CO2: Assess the actual loads CO3: Select and plan the structural system CO4: Design low to medium rise structural steel building considering the various practical aspects. |
Unit-1 |
Teaching Hours:12 |
Unit 1
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Structural steel buildings, Structural steel and its mechanical properties, Structural steel sections and their classification, Analysis and design of buildings, Introduction to codes of practice, Design process, Design basis report, Site location, Building functionality, geometry and structural systems, Durability of buildings, Load resisting elements and systems, Specifications of construction materials and elements. | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
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Design loads and load combinations, Serviceability requirements, Analysis and design requirements, Services in buildings and its interfaces with structure, Building information modelling (BIM), Sample design basis report, Dead loads Super imposed dead loads, Live loads, Load layouts, Temperature loads, Wind loads, Pressure and force coefficient methods, Earthquake loads, Equivalent static and response spectrum methods, Structural layout planning, Floor systems, Beams, Columns, Service coordination, Significance of lateral load resisting systems and code guidelines, Types of lateral load resisting systems, Lateral load flow in buildings, Planning and preliminary sizing of lateral load resistance systems | |
Unit-3 |
Teaching Hours:12 |
Unit 3
|
|
Geometry, sections and material properties Loads, boundary conditions and member specifications, Analysis and design parameters, Results & reports | |
Unit-4 |
Teaching Hours:12 |
Unit 4
|
|
Design of beams and service integration, Tapered beams and built-up beams, Torsion in beams and backup beam concept, Simplified method for floor vibration check, Design of columns, Design of a beam-column, Design of base plate and anchor bolts, Design of ties Design of braces, Design of roof elements, Design of façade supporting elements, Bolted connections, Design of bolted shear and moment connections, Welded connections, Design of welded shear and moment connections, General requirements. | |
Unit-5 |
Teaching Hours:12 |
Unit 5
|
|
Materials selection, Structural configuration, Loads, Structural components, Grade Slabs & Machine Foundations, Drawings and bill of quantities Fabrication and transportation, Structural steel erection, Inspection methods. | |
Text Books And Reference Books: T1Subramanian N, “Design of Steel Structures”, 3rd Edition, Oxford University Press. T2Duggal S K, “Limit State Design of Steel Structures”, 3rd Edition, McGraw Hill Publications. T3Sussman, J. M., “Perspective on ITS”, Artech House Publishers, 2005. | |
Essential Reading / Recommended Reading R1.Design of Steel Structures - Vol. II, Ramchandra. Standard Book House, Delhi. R2.Design of Steel Structures - Arya A. S., Ajmani J. L., Nemchand and Bros., Roorkee.
| |
Evaluation Pattern OVERALL CIA - 100 MARKS | |
HS523 - CONSTRUCTION PROJECT MANAGEMENT (2022 Batch) | |
Total Teaching Hours for Semester:46 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The purpose of this course is to lay the foundation for a good understanding of project management concepts and principles and to familiarize students with the complexity and challenges of managing public or private projects with tight schedules and limited resources. Students will be able to gain a sound understanding of project management concepts and principles by applying relevant tools and techniques and by making use of case studies and site visits to assimilate that knowledge. |
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Learning Outcome |
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CO-1: Understand the fundamentals of construction management. (L2, PO11) CO-2: Develop competency in project scoping, work definition, and work breakdown structure (WBS) (L3, PO5) CO-3: Build knowledge of project interdependencies of duration, resource and cost. (L3, PO5) CO-4: Analyze the various network analysis techniques. (L4, PO5) CO-5: Apply the resource availability knowledge for project financing. (L3, PO5)
|
Unit-1 |
Teaching Hours:8 |
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PROJECT PRELIMINARIES
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Introduction to Project: Definition of a Project, Sequence of Activities, Unique activities, Complex Activities, Connected Activities, One Goal, Specified Time, Within Budget, According to Specification. Defining a Program, Project parameters: Scope, Quality, Cost, Time, Resources; The scope triangle: Time, Cost, and Resource Availability, Project Classification Project Management: Principles of Project Management: Defining, Planning, Executing, Controlling, Closing; Project Management Life Cycle: Phases of Project Management, Levels of Project Management | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:11 |
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Project Activities and Quality aspects
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Quality Management: Continuous Quality Management Model, Process Quality Management Model; Risk Management, Risk Analysis; Relationship between Project Management and other Methodologies Project Activities: Work Breakdown Structure, Uses of WBS, Generating the WBS: Top-Down/ Bottom-Up Approach, WBS for Small Projects, Intermediate WBS for large projects; Criteria to Test for Completeness in the WBS: Measurable Status, Bounded, Deliverable, Cost/Time Estimate, Acceptable Duration Limits, Activity Independence; Approaches to Building the WBS: various approaches, Representing WBS | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Project Networks
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activity Duration, Resource Requirements, and Cost: Duration: Resource Loading versus Activity Duration, Variation in Activity Duration, Methods for Estimating Activity Duration, Estimation Precision; Resources; Estimating Cost, JPP Session to Estimate Activity Duration and Resource Requirements, Determining Resource Requirements Fundamentals of Project Network Diagram: Project Network Diagram, Benefits to Network-Based Scheduling, Building the Network Diagram Using the PDM, Analyzing the Initial Project Network Diagram. | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Network Analysis
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Network Analysis – PERT: Introduction to Project Evaluation and Review Technique, Event, Activity, Dummy, Network rules, Graphical guidelines for network, Common partial situations in-network, numbering the events, Cycles; Developing the Network, Planning for network construction, modes of network construction, steps in developing network, hierarchies; Time Estimates in PERT, Uncertainties and use of PERT, Time estimates, Frequency distribution, Mean, Variance and standard deviation, Probability distribution, Beta distribution, Expected time; Time Computations in PERT, Earliest expected time, Formulation for TE, Latest allowable occurrence time, Formulation for TL, Combined tabular computations for TE, TL; Slack, Critical Path, Probability of meeting schedule date. Network Analysis- CPM: Introduction to Critical Path Method, Procedure, Networks, Activity time estimate, Earliest event time, Latest allowable occurrence time, Combined tabular computations for TE and TL, Start and Finish times of activity, Float, Critical activities and Critical path. Crashing of project network, Resource levelling and resource allocation | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
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Project Finance
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Project Financing – Means of Finance – Financial Institutions – Special Schemes – Key Financial Indicators – Ratios, Private sector participation in Infrastructure Development Projects - BOT, BOLT, BOOT - Scope of Technology Transfer - Technology Transfer and Foreign Collaborations
| ||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: “Effective Project Management”, Robert K. Wysocki, Robert Beck. Jr., and David B. Crane; - John Wiley and Sons. “Project Planning and Control with CPM and PERT” Dr. B.C. Punmia and K.K.Khandelwal; - Laxmi Publications, New Delhi. | ||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1.“Project Management” S. Choudhury, - TMH Publishing Co. Ltd, New Delhi R2.“Total Project Management- The Indian Context” P. K. Joy, - Macmillan India Ltd., Delhi R3.“Project Management in Manufacturing and High Technology Operations” Adedeji Bodunde Badiru, - John Wiley and Sons R4.“Course in PERT and CPM” R.C.Gupta, - DhanpatRai and Sons, New Delhi “Fundamentals of PERT/ CPM and Project Management” S.K. Bhattacharjee; - Khanna Publishers, New Delhi | ||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||
IC521 - INDIAN CONSTITUTION (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-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
|
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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
|
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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-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 | |
MAOE561E01 - APPLIED STATISTICS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
To enable the students to describe the fundamentals of statistics, estimate best fit curve, correlation and regression through data analysis, develop a deep understanding of axioms, random variables and probability functions, test the hypothesis for small and large samples by various statistical tools. |
|
Learning Outcome |
|
CO1: Determine the mean, median, mode and expectation by using the fundamentals of statistics. CO2: Estimate the best fit curve, correlation and regression through data analysis. CO3: Determine the probability density function of discrete and continuous random variables by applying the key concepts of probability. CO4: Calculate the mean, variance and probability density function of different theoretical distribution. CO5: Test the hypothesis of small and large samples using various statistical tools. |
Unit-1 |
Teaching Hours:9 |
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Probability
|
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Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-1 |
Teaching Hours:9 |
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Probability
|
|||||||||||
Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-1 |
Teaching Hours:9 |
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Probability
|
|||||||||||
Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-1 |
Teaching Hours:9 |
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Probability
|
|||||||||||
Fundamentals of Statistics, Mean, median, mode, expectation. | |||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||
Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-2 |
Teaching Hours:9 |
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Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||
Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||
Curve Fitting
|
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Curve fitting by the method of least squares, y = a + bx, y = ax^b, y = ab^x, y = ae^bx, Correlation and Regression | |||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||
Random Variable
|
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Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||
Random Variable
|
|||||||||||
Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||
Random Variable
|
|||||||||||
Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||
Random Variable
|
|||||||||||
Basic probability theory along with examples, Random variables – Discrete and continuous random variables. Probability mass function (pmf), Probability density function (pdf), cumulative distribution function (cdf), mean, variance. | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Sampling
|
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Theoretical distribution - Binomial, Poisson, Normal and Exponential distributions. | |||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||
Testing Tools
|
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Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Unit-5 |
Teaching Hours:9 |
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Testing Tools
|
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Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Unit-5 |
Teaching Hours:9 |
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Testing Tools
|
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Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||
Testing Tools
|
|||||||||||
Testing of hypothesis, small and large samples, student t – test, F – test, chi – square test, testing by statistical tools | |||||||||||
Text Books And Reference Books: T1. Ross, S., “A first course in probability”, 9th Edition, Pearson Education, Delhi, 2012. T2. T. Veerarajan, “Probability, Statistics and Random process”, 3rd Edition, Tata McGraw Hill, New Delhi, 2008. | |||||||||||
Essential Reading / Recommended Reading Allen., A.O., “Probability, Statistics and Queuing Theory”, Academic press, New Delhi, 1981. | |||||||||||
Evaluation Pattern Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks)
| |||||||||||
MEOE561E03 - BASIC AUTOMOBILE ENGINEERING (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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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. |
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Learning Outcome |
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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 |
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Engine
|
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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 |
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Introduction
|
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Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Carburettors and Injection Systems
|
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Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Fuel Supply Systems
|
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Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Electrical System
|
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Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
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Unit-3 |
Teaching Hours:9 |
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Cooling and Lubrication system for IC Engines
|
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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-4 |
Teaching Hours:9 |
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Chassis
|
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Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Transmission System
|
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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 |
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Suspension System
|
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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 |
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Steering System
|
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Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
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
| |||||||||||||||||||||||||||||||||
MICSAI533 - FUNDAMENTALS OF ARTIFICIAL INTELLIGENCE (2022 Batch) | |||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
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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 |
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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
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|
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
|
|
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
|
|
Learning Outcome |
|
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
|
|
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
|
|
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-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.
| |
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.
| |
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
| |
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 |
|
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.
|
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-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
|
|
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-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
|
|
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. |
|
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
|
|||||||||||||
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 |
|
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. |
|
Learning Outcome |
|
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
|
|
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
|
|
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
|
|
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-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
|
|
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-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
Introduction to Print medium.
Portfolios (Digital Format) | |
Unit-4 |
Teaching Hours:4 |
Print media and Portfolio
|
|
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 |
|
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. |
|
Learning Outcome |
|
CO1: To understand different aspects of acting and to perform a monologue |
Unit-1 |
Teaching Hours:10 |
Unit 1
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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-2 |
Teaching Hours:10 |
Unit 2
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
Outer characterization : Stanislavski’s system., Method of physical actions, Building character’s body language, Building character’s voice,
| |
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 |
|
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
|
|
Learning Outcome |
|
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)
|
|
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)
|
|
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-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 | ||
BTGE658 - DESIGN THINKING (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: Throughout the course students will work on three different challenges; one focused on product design, one focused on service design and one focused on systems or business design. By starting with a very tangible challenge around product design, students will be able to hone their skills in the process before moving into more complex challenges around business and systems level design.
The course will be teamwork-oriented, but students will also complete readings and independent activities that support the group work and ensure individual depth of knowledge.
Course objectives: l Expose students to the design process as a tool for innovation. l Develop students’ professional skills in client management and communication. l Demonstrate the value of developing a local network and assist students in making lasting connections with the business community. l Students develop a portfolio of work to set them apart in the job market. l Provide an authentic opportunity for students to develop teamwork and leadership skills. |
||
Learning Outcome |
||
CO1: Design Process
1. Students develop a strong understanding of the Design Process and how it can be applied in a variety of business settings
2. Students learn to research and understand the unique needs of a company around specific challenges
3. Students learn to build empathy for target audiences from different cultures
4. Students learn to develop and test innovative ideas through a rapid iteration cycle
5. Students learn how to create physical prototypes / a visual representation of an idea
6. Students develop the willingness to take a risk and the ability to deal with failure CO2: Professionalism
1. Students develop professional interpersonal and presentation skills
2. Students develop professional communication skills such as interviewing and crafting professional emails
3. Students learn to take ownership of the quality of their work and final products
4. Students understand their duty to maintain ethical standards in product and strategy design
5. Students understand the value of and have tools to develop a strong network CO3: Leadership and teamwork
1. Students develop self awareness of personal leadership style and how to effectively work as a member of a team
2. Students collaborate on a variety of projects
3. Students develop communication skills necessary to facilitate high performance team formation and maintenance (e.g., leveraging the skills and abilities of all team members, valuing cross-disciplinary/cultural contributions, engaging in difficult conversations and resolving conflict) |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-1 |
Teaching Hours:10 |
Module 1: Intro to Design Thinking and Product Design
|
|
Introduction to Design Thinking Introduction to Design Research Strategies Introduction to Synthesis Introduction to Ideation and Prototyping Strategies | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-2 |
Teaching Hours:10 |
Module 2:Â Team Work and Service Design
|
|
Team work discussion + Launch of Service challenge Design Research - tools for observation + immersion Journey mapping and ideation Develop Final Presentations Final Presentations and Leadership Styles discussion | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Unit-3 |
Teaching Hours:10 |
Module 3:Â Business or Systems Design
|
|
Launch final challenge – system or student challenge Business Model Canvas and Design Research Visualizing ideas Communicating ideas and effective storytelling Final Presentations and class celebration | |
Text Books And Reference Books: Essential References: 1. Design Your Thinking: The Mindsets, Toolsets and Skill Sets for Creative Problem-solving Hardcover – 23 December 2020, by Pavan Soni. 2. The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods, by Michael Lewrick, Patrick Link, Larry Leifer. 3. Design Thinking: Understanding How Designers Think and Work, by Nigel Cross, BERG, Oxford, Newyork. | |
Essential Reading / Recommended Reading Recommended References: 1. HBR's 10 Must Reads on Design Thinking (with featured article "Design Thinking" By Tim Brown) Paperback – 10 August 2020, by Publisher : Harvard Business Review Press (10 August 2020); Penguin Random House. 2. Change by Design, Revised and Updated: How Design Thinking Transforms Organizations and Inspires Innovation, by Tim Brown. Publisher HarperCollins, 2019; ISBN 0062856715, 9780062856715. 3. This is Service Design Thinking: Basics, Tools, Cases, by Marc Stickdorn, Jakob Schneider, Publisher BIS Publ., 2012; ISBN 906369279X, 9789063692797 | |
Evaluation Pattern Evaluation Pattern: This courses do not have CIA-1-2-3 and ESE. It has only Overall CIA (out of 100). This will be treated as the final ESE.
The following case studies will be given for the evaluation of overall CIA.
1. Case Studies focused on product design. 2. Case Studies focused on service design. 3. Case Studies focused on systems or business design. | |
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
|
|
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-2 |
Teaching Hours:10 |
Aircrafts and Aeromodelling
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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. | |
CE631P - ENVIRONMENTAL ENGINEERING (2022 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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The objective of this course is to study the Design of sewers and Materials of sewers, appurtenances and characterization, Effluents and its Treatment, the importance of Environmental science and Environmental studies cannot be disputed. |
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Learning Outcome |
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CO1: Identify different human activities, their impact on the environment and type of water demand on the forecasted population (L2, L3). CO2: Identify reliable water sources, and analyze different collection and conveying system and Infer water quality aspects and parameters as per BIS (L3, L4) CO3: Understanding miscellaneous treatment methods and water Distribution systems (L2) CO4: Appreciate the necessity for sanitation; identify types of sewerage systems, estimate the flow and factors affecting also Classify and compare different sewer appurtenances and plan sewer system. (L2, L6) CO5: Classify different wastewater treatment systems and Criticize functioning of treatment units (L2) |
Unit-1 |
Teaching Hours:9 |
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Introduction , Water Availability and Demand
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Human activities and environmental pollution. Combating Requirement of Water for various beneficial uses. Need for protected water supply. Demand of water: Types of water demands. Per capita consumption –factors affecting per capita demand. Population forecasting, variations in demand of water, peak factors, design periods & factors governing the design periods Intake Structures Sources: Surface and subsurface sources – suitability with regard to quality and quantity Collection and conveyance of water: Intake structures–different types of intakes; factor of selection and location of intakes. Pumps-Necessity, types – power of pumps; factors for the selection of a pump. Pipes– Design of the economical diameter for the rising main; Nomograms – use; Pipe appurtenances. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Water quality standards
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Objectives of water quality management. Concept of safe water. Examination of Water: -– Physical, chemical and Microbiological. Drinking water standards BIS & WHO guidelines. Health significance of Fluoride, Nitrates and heavy metals like Mercury, Cadmium, Arsenic etc. Sampling of water for examination. Water Treatment: Objectives – Treatment flow-chart. Aeration-Principles, types of Aerators Sedimentation: Theory, settling tanks, types, design. Coagulant aided sedimentation, jar test, chemical feeding, flash mixing, and clari-flocculator. Filtration: Mechanism – theory of filtration, types of filters, slow sand, rapid sand and pressure filters including construction, operation, Operational problems in filters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Disinfection and Water Distribution
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Disinfection: Theory of disinfection, types of disinfection, Softening: Definition, methods of removal of hardness by lime soda process and zeolite process RO & Membrane technique. Miscellaneous treatment: Removal of color, odor, taste, use of copper sulfate, adsorption technique, fluoridation and defluoridation. Distribution systems: System of supply, Rainwater harvesting, service reservoirs and their capacity determination, methods of layout of distribution systems, | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:11 |
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Introduction and concept of sewers
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Introduction: Necessity for sanitation, methods of domestic wastewater disposal, types of sewerage systems and their suitability. Dry weather flow, factors affecting dry weather flow, flow variations and their effects on design of sewerage system; Hydraulic formulae for velocity, effects of flow variations on velocity, self-cleansing and non-scouring velocities, Materials of Sewers: Sewer materials, shapes of sewers, laying of sewers, joints and testing of sewers, ventilation and cleaning of sewers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
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Waste water Treatment systems
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Sewer Appurtenances: Catch basins, manholes, flushing tanks, oil and grease traps, Drainage traps. Basic principles of house drainage. Typical layout plan showing house drainage connections, maintenance of house drainage Wastewater Characterization: Sampling, significance, techniques and frequency. Physical, Chemical and Biological characteristics, Aerobic and Anaerobic activity, CNS cycles. BOD, COD and their significance & problems. Treatment of Wastewater: Flow diagram of municipal wastewater treatment plant. Preliminary & Primary treatment: Screening, grit chambers, skimming tanks, Secondary Treatment: Suspended growth and fixed film bioprocess. Trickling filter theory and operation. Activated sludge process- Principle and flow diagram, Anaerobic Sludge digestion, Sludge digestion tanks, Disposal of Effluents: Disposal of Effluents by dilution, self-purification phenomenon. Oxygen sag curve, Zones of purification, Sewage farming, sewage sickness, Effluent Disposal standards for land, surface water & ocean. Low-cost waste treatment method. Septic tank, Oxidation Pond and Oxidation ditches Design. Reuse and recycle of wastewater. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1 Garg. S. K., “Water supply Engineering”, Khanna Publishers., 25th revised edition, 2014 T2 Punmia. B C., and Ashok Jain, “Environmental Engineering-I” , 2nd edition T3 “Manual on Water supply and treatment” –CPHEEO, Ministry of Urban Development, New Delhi. T4 Sawyer and MC Carty “Chemistry for Environmental Engineering and Science”, 5th edition. T5 B C Punmia, “Environmental Engineering vol-II”, Laxmi Publications 2nd, 2016 T6 S.K.Garg, “Environmental Engineering vol-II, Water supply Engineering”, Khanna Publishers, – New Delhi, 28th edition and 2017 T7 Fair, Geyer and Okun“Water and Wastewater Engineering Vol – II”,John Willey Publishers, New York. T8 Metcalf and Eddy Inc: “Wastewater Treatment, Disposal and Reuse”,Tata McGraw Hill Publications | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. Karia G.L., and Christian R.A, “Wastewater Treatment Concepts and Design Approach”, Prentice Hall of India Pvt. Ltd., New Delhi. 3rd, Edition, 2017 R2. Hammer and Hammer “Water Technology”, R3. Howard S. Peavy, Donald R. Rowe, George Tchnobanoglous “Environmental Engineering”, McGraw Hill International Edition. R4. “Manual of Water and Wastewater Analysis”, NEERI Publication. R5. “Standard Methods for Examination of Water and Wastewater (1995)”, American Publication – Association, Water Pollution Control Federation, American Water Works Association, Washington DC. R6. IS Standards: “2490-1974, 3360-1974, 3307-1974”, R7. Sawyer and McCarthy “Chemistry for Environment Engineering”, R8. “Standard Methods for Examination of Water and Wastewater (1995)”, American Publication – Association, Water Pollution Control Federation, American Water Works Association, Washington DC. R9. IS Standards: “2490-1974, 3360-1974, 3307-1974”, | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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CE632P - HIGHWAY ENGINEERING (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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The objective of this subject is to build a Strong, Stable and Deep concept in Highway Engineering, and also to have a clear picture in the details of Design, Construction and Maintenance of Highway structures coming under this field. |
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Learning Outcome |
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CO1: Computation of trip generation and application of gravity model for the trip distribution CO2: Analyze and design geometric features of the highway CO3: Testing of pavement materials and design of pavement mix proportion as per Indian standards CO4: Understand the pavement construction as per Indian standards and highway drainage system CO5: Understand highway economic, financing, and maintenance |
Unit-1 |
Teaching Hours:12 |
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Principles of Transportation Engineering and Highway Development and Planning
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Principles of Transportation Engineering: Importance of Transportation. Different modes of transportation, characteristics and comparison of different modes. Jayakar committee recommendations and implementation. Highway Development and Planning: Road Types and classification, road patterns. Planning surveys, Master plan – saturation system of road planning, phasing road development programme Road Development in India, 1st, 2nd and 3rd 20-year road development plan and problems only on 3rd 20-year road plan. Present scenario of road development in India (NHDP and PMGSY) and in Karnataka (KSHIP and KRDCL) –problems on best alignment among alternate proposals and phasing, Road Development Plan Vision 2021. Introduction to Transportation Planning, Travel demand modeling, Data collection, Trip generation, Trip distribution, Modal split and traffic assignment. | ||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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Highway Alignment Surveys and Geometric Design
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Highway Alignment and Surveys: Ideal alignment, factors affecting alignment, Engineering Surveys For New And Realignment Projects. Highway Geometric Design-1:Importance, Factors controlling the design of geometric elements, highway cross section elements – pavement surface characteristics, camber, width of carriageway, shoulder width, formation width, right of way, typical cross section of roads. Highway Geometric Design-2:Sight distance, Types and importance - Design of horizontal and vertical alignment – Numerical problems on above (No derivation of formulae). (Use of Commercial software for highway geometric design problems as per the Indian standards) | ||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Pavement Materials and Design
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Pavement Materials:Properties and requirements of subgrade soils, HRB and IS soil classification. Determination of CBR and Modulus of subgrade reaction of soil. Properties and requirements of road aggregates, Bitumen – Tar – Emulsion – Cutback, just mention the types of tests on aggregates, bitumen and cut back for evaluating the required properties. Numerical problems on above. Pavement Design:Types of pavements – Design factors, Determination of ESWL by equal stress criteria and problems. IRC method of flexible pavement design based on CSA method using IRC: 37 – 2001. Stresses in rigid pavement and design of rigid pavement as per IRC: 58 –2011 excluding design of joints. | ||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Pavement Construction and Highway Drainage System
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Pavement Construction:Specifications, construction steps and quality control tests for earthwork in cutting, filling and preparation of subgrade, Granular sub base course, Granular base / sub-base courses such as WBM, WMM, CRM, bituminous binder course (BM and DBM), common types of bituminous surfacing courses such as surface dressing, premixed carpet (PMC) and bituminous concrete and Rigid pavement (DLC and PQC). Highway Drainage System: Surface and Sub-subsurface drainage system for road pavements, types, functions and basic design principles. | ||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
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Highway Economics and Financing and Pavement Maintenance
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Highway Economics and Financing:Highway user benefits – VOC using charts only – Highway costs – Economic analysis by annual cost method and benefit cost ratio method, NPV and IRR methods. Numerical problems on above. Highway financing – BOT, BOOT and Annuity concepts Pavement Maintenance: Pavement failures, Types, Causes and remedies. Maintenance of highways. Principles of pavement evaluation – functional and structural evaluation | ||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1-Kadiyali, L.R., “Highway Engineering, Khanna Publishers”, New Delhi. 2-Khanna, S.K. and Justo, C.E.G., ‘Highway Engineering”, Nem Chand and Bros, Roorkee (2003). 3-Subramanyam, K.P., “Transportation Engineering–I”, Scitech Publications, Chennai. | ||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1-IRC:37-2012 Tentative guidelines for the design of flexible pavements. 2-Bindra, SP; "A Course on Highway Engineering" New Delhi, Dhanpat Rai andSons 3-Chakroborty and Das, “Principles of Transportation Engineering”, PHI learning Private Limited 4-Duggal AK, “Maintenance of Highway – a Reader”, TTTI, Sector 26, Chandigarh 5-Duggal AK, Puri VP., "Laboratory Manual in Highway Engineering", Delhi, New Age Publishers (P) Ltd 6-Khanna S. K., and Justo CEG, “Highway Material Testing Laboratory Manual”, Nem Chand and Bros. Roorkee. | ||||||||||||||||||||||||||||||||
Evaluation Pattern
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CE641E07 - FOUNDATION ENGINEERING (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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The objective of this subject is to learn certain fundamental related to Subsoil exploration, Drainage and Dewatering, Stresses in Soil and Flow nets, Lateral Earth Pressure, Stability of Earth Slopes, Safe Bearing capacity of Soil and Foundation settlement. |
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Learning Outcome |
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CO1: Understand the soil investigation methods and solutions, drainage and dewatering methods. (L2) CO2: Understanding the concept of flow nets in soils and Analyze the pressure distribution in soils. (L4) CO3: Understand the concepts of lateral earth pressure theories and Pressure distribution in soils. (L2 and L3) CO4: Determine the stability of slopes by various methods and the bearing capacity of soils.( L4) CO5: Determine the foundation settlements and pile capacity in soils (L4 and L5) |
Unit-1 |
Teaching Hours:9 |
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Subsurface Exploration
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Importance of exploration program, Methods of exploration: Boring, sounding tests, geophysical methods- Electrical resistivity and Seismic refraction methods. Types of samples undisturbed, disturbed and representative samples Samplers, sample disturbance, area ratio, Recovery ratio, clearance stabilization of boreholes -Typical bore log. Number and depth of borings for various civil engineering structures, soil exploration report. | ||
Unit-1 |
Teaching Hours:9 |
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Drainage and Dewatering
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Location of ground water table in fine and coarse-grained soils. Control of ground water during excavation: Dewatering- Ditches and sumps, well point system, Shallow well system, Deep well system, Vacuum method, Electro- Osmosis method. | ||
Unit-2 |
Teaching Hours:9 |
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Stresses in Soils
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Boussinesq’s and Westergaard’s theories for concentrated, circular, rectangular, line and strip loads. Comparison of Boussinesq’s and Westergaard’s analysis. Pressure distribution diagrams, contact pressure, Newmark’s chart. Shallow foundations and deep foundations | ||
Unit-2 |
Teaching Hours:9 |
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Flownets
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Laplace equation (no derivation) assumptions and limitations only, characteristics and uses of flow nets, Methods of drawing flow nets for Dams and sheet piles. Estimating quantity of seepage and Exit gradient. Determination of phreatic line in earth dams with and without filter. Piping and protective filter, graded filter. | ||
Unit-3 |
Teaching Hours:9 |
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Lateral Earth Pressure
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Active and Passive earth pressures, Earth pressure at rest, Earth pressure coefficient. Earth pressure theories- Rankine’s and Coulomb’s –assumptions and limitations, Graphical solutions for active earth pressure (cohesionless soil only) –Culmann’s and Rebhann’s methods. | ||
Unit-3 |
Teaching Hours:9 |
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Lateral earth pressure in cohesive and cohesion less soils
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Lateral earth pressure in cohesive and cohesion less soils, Earth pressure distribution. Lateral earth pressure for different conditions of retaining walls. | ||
Unit-4 |
Teaching Hours:9 |
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Stability of Earth Slopes
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Types of slopes, causes and type of failure of slopes. Definition of factor of safety, Stability of finite and infinite slopes- Method of slices, Friction Circle method, Fellineous method, Taylor’s stability number | ||
Unit-4 |
Teaching Hours:9 |
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Bearing Capacity
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Unit-5 |
Teaching Hours:9 |
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Depth of Foundation
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Introduction to deep foundations, types of piles Selection and Testing of Piles. | ||
Unit-5 |
Teaching Hours:9 |
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Foundation Settlement
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Settlement Analysis, Data for settlement analysis, computation of settlement. BIS specifications for total and differential settlements of footings and rafts. Types of foundation settlements, effects and remedies | ||
Text Books And Reference Books: Textbooks: T1 K.R Arora, “Soil Mechanics and Foundations Engineering”, 9th edition, UBS Publishers and Distributors, New Delhi, 2014. T2 V.N.S. Murthy, “Soil Mechanics and Foundation Engineering”, 4th Edition, UBS Publishers and Distributors, New Delhi, 2009. T3. B.C. Punmia, “Soil Mechanics and Foundation Engineering”, 16th Edition Laxmi Publications Co, New Delhi,2015.
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Essential Reading / Recommended Reading Reference Books: R1. Karl Terzaghi, Soil Mechanics and Engineering Practices, 3rd edition, Wiley and Sons publishers and distributes, 2017 R2.Alam Singh and G. R. Chowdhary, “Soil Engineering in Theory and Practice”, CBS Publishers and Distributors Ltd., New Delhi, 1994. R3.J. E. Bowles, “Foundation Analysis and Design”, 5th Edition, McGraw Hill Pub. Co. New York, 1996. R4.Braja M. Das, “Principles of Geotechnical Engineering”, 5th Edition, Thomson Business Information India Pvt. Ltd., India, 2002. R5.Craig R. F, “Soil Mechanics”, Van Nostrand Reinhold Co. Ltd, 1987. R6.Gopal Ranjan and A.S.R. Rao, “Basic and Applied Soil Mechanics”, New Age International (P) Ltd., New Delhi, 2000. R7.Iqbal H. Khan, “Textbook of Geotechnical Engineering”, 2nd Edition, PHI, India, 2005. R8.Lambe, “Soil Mechanics SI Version”, Wiley India Pvt. Ltd R9. T. G. Sitaram and T. N. Ramamurthy, “Geotechnical Engineering”, S. Chand and Co. New Delhi R10. C. Venkatrahmaiah, “Geotechnical Engineering”, 3rd Edition, New Age International (P) Ltd., New Delhi, 2006. R11. K.H Head, Manual of Soil Laboratory Testing -Vol. I, II, III, Princeton Press, London
R12. K.V.S. Apparao. and V.C.S. Rao, Soil Testing-Laboratory Manual and Question Bank, University Science Press, New Delhi, 2011. | ||
Evaluation Pattern CIA 1 - 10M CIA 2 - 25M CIA 3 - 10M Attendance - 5M ESE - 50M | ||
CE641E08 - INTRODUCTION TO AI IN CIVIL ENGINEERING (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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- Introduce the basics of AI and its significance in civil engineering. - Understand data handling and machine learning fundamentals as they apply to civil engineering problems. - Explore initial applications of AI in different sub-disciplines of civil engineering.
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Learning Outcome |
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CO1: Understand the foundational principles of AI and machine learning. CO2: Apply basic data science and machine learning techniques to civil engineering data.
CO3: Recognize the potential of AI in enhancing the efficiency and sustainability of civil engineering projects. |
Unit-1 |
Teaching Hours:9 |
Basics of AI and Its Role in Civil Engineering
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History of AI, key concepts in AI (algorithms, neural networks, machine learning), overview of AI applications in civil engineering (predictive maintenance, automated design, etc.). | |
Unit-2 |
Teaching Hours:9 |
Data Science Fundamentals for Civil Engineers
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Techniques for data collection (use of sensors, drones, satellite images), data cleaning, preprocessing, and exploratory data analysis specific to civil engineering applications | |
Unit-3 |
Teaching Hours:9 |
Introduction to Machine Learning
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Detailed exploration of supervised vs. unsupervised learning, with civil engineering examples for each. Introduction to decision trees, linear regression, and clustering. | |
Unit-4 |
Teaching Hours:9 |
AI in Structural and Geotechnical Engineering
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Basics of applying AI for structural health monitoring, including sensor data analysis and predictive maintenance. Introduction to machine learning in geotechnical engineering for predicting soil behavior | |
Unit-5 |
Teaching Hours:9 |
AI in Construction Management and Water Resources
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Introduction to AI applications in construction management (optimization of scheduling and resources) and water resources engineering (flood prediction models, water quality monitoring). | |
Text Books And Reference Books: T1. Artificial Intelligence A Modern Approach; Stuart J.Russell, Peter Norvig, Third Edition Pearson Education, Inc., India | |
Essential Reading / Recommended Reading R1. Samui, Pijush, and Dwarkadas Pralhaddas Kothari. Artificial Intelligence in Civil Engineering: AI in Civil Engineering. LAP Lambert Academic Publishing, 2012. | |
Evaluation Pattern CIA 1 - 10 MARKS CIA 2 - 25 MARKS CIA 3 - 10 MARKS ATTENDANCE - 5 MARKS ESE - 50 MARKS | |
CE642E06 - REINFORCED CONCRETE (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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• To learn the different methods adopted in design of RCC structures. • To learn to calculate building loads from IS 875: 1987. • To understand the design provisions recommended in IS 456: 2000. • To learn the design principles and procedure of design of beams, slabs, columns, footings and staircase. • To learn the reinforcement detailing as per SP 34. |
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Learning Outcome |
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CO1: Understand the various methods of RCC design, the flexural and shear behavior of reinforced concrete. (L2) CO2: Design singly and doubly reinforced beam sections as per IS 456:2000. (L6) CO3: Design one way, two-way and cantilever slabs as per IS 456:2000. (L6) CO4: Design columns for axial load and uniaxial bending and rectangular and square isolated footings as per IS 456:2000. (L6) CO5: Design different types of staircases as per IS 456:2000. (L6) |
Unit-1 |
Teaching Hours:9 |
General Features of Reinforced Concrete and Principles of Limit State Design and Ultimate Strength of R.C. Section
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GENERAL FEATURES OF REINFORCED CONCRETE: Introduction, Design Loads, Materials for Reinforced Concrete and Code requirements, Design Philosophy – Limit State Design principles. Philosophy of limit state design, Principles of limit states, Factor of Safety, Characteristic and design loads, Characteristic and design strength. PRINCIPLES OF LIMIT STATE DESIGN AND ULTIMATE STRENGTH OF R.C. SECTION: General aspects of Ultimate strength, Stress block parameters for limit state of collapse, Ultimate strength of RC sections for flexure and shear, Concepts of anchorage and development length. FLEXURE AND SERVICEABILITY LIMIT STATES: General Specification for flexure design of beams-practical requirements, size of beam, cover to reinforcement-spacing of bar. General aspects of serviceability-Deflection limits in IS: 456 – 2000 | |
Unit-2 |
Teaching Hours:9 |
DESIGN OF BEAMS
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|
Design procedures for critical sections for moment and shears. Anchorages of bars check for development length, Reinforcement requirements, Slenderness limits for beams to ensure lateral stability, Design examples for simply supported and Cantilever beams for rectangular and flanged sections. Design of beams under torsion. [Analyze and Design of beams using commercially available software] | |
Unit-3 |
Teaching Hours:9 |
DESIGN OF SLABS and STAIRCASES
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|
Design of Slabs: General consideration of design of slabs, Rectangular slabs spanning one direction, Rectangular slabs spanning in two directions for various boundary conditions. Design of simply supported, cantilever and continuous slabs as per IS: 456 – 2000. [Use of Microsoft Excel to analyze and design the slabs] Design of Staircases: General features, types of staircase, loads on staircases, effective span as per IS code provisions, distribution of loading on stairs, Design of staircases. | |
Unit-4 |
Teaching Hours:9 |
DESIGN OF COLUMNS
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|
General aspects, effective length of column, loads on columns, slenderness ratio for columns, minimum eccentricity, design of short axially loaded columns, design of column subject to combined axial load and uniaxial moment using SP – 16 charts. | |
Unit-5 |
Teaching Hours:9 |
DESIGN OF FOOTINGS
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|
Introduction, load for footing, Design basis for limit state method, Design of isolated rectangular footing for axial load and uniaxial moment, design of pedestal. | |
Text Books And Reference Books: T1. Varghese P C, “Limit state Design of Reinforced Concrete” PHI Learning, 2013. T2. Unnikrishnan Pillai S, Devadas Menon, “Reinforced Concrete Design”, Tata McGraw Hill, 2011. T3. B.C Punmia, Ashok Jain, “Limit State Design of Reinforced Concrete”, Laxmi Publications, 2011 | |
Essential Reading / Recommended Reading R1: Subramanian N, “Design of Reinforced Concrete Structures” Oxford publications, 2012. R2: IS 456: 2000, “Plain and reinforced concrete – Code of practice.” R3: SP 16: 1980, “Design aids for reinforced concrete to IS 456: 1978.” Only Design charts pertaining to column design. R4: Park R and Pauly T “Reinforced Concrete Structures” Wiley-Intercedence Publication. | |
Evaluation Pattern CIA-1 : 10 MARKS CIA-2 : 25 MARKS CIA-3 : 10 MARKS ATTENDANCE : 5 MARKS END SEMESTER EXAM : 50 MARKS TOTAL: 100 MARKS | |
CE651 - EXTENSIVE SURVEY PROJECT (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
|
Course objectives: To familiarise the students in Extensive Survey Training and involving Investigation and Design of the tank projects, Highway Alignment and water supply schemes using modern survey equipment. |
|
Learning Outcome |
|
CO1: Analyse existing highway, modify and align the same w.r.t codal recommendations. (L4, L5, L6) {PO1, PO2, PO3, PO4, PO5, PO6, PO7, PO8, PO9, PO10, PO12, PSO1, PSO3} CO2: Predict the population of village/town, estimate the demand for water, design the water supply network. (L4, L5, L6) {PO1, PO2, PO3, PO4, PO5, PO6, PO7, PO8, PO9, PO10, PO12, PSO3} CO3: Design the earthen bund and channel for new tank project (L4, L5, L6) {PO1, PO2, PO3, PO4, PO5, PO6, PO7, PO8, PO9, PO10, PO12, PSO1, PSO3} CO4: Investigate the old tank project and propose a new alignment for the same (L4, L5, L6) {PO1, PO2, PO3, PO4, PO5, PO6, PO7, PO8, PO9, PO10, PO12, PSO1, PSO3}
|
Unit-1 |
Teaching Hours:6 |
Highway Project
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|
1. Preliminary and detailed investigations of exiting road 2. topographic surveying of strip of land for proposed alignment 3. design of highway geometric elements 4. Analysis of drone images 5. Plotting of longitudinal and cross sections of existing and proposed road | |
Unit-2 |
Teaching Hours:8 |
Water Supply Project
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|
1. Examination of sources of water supply, 2. Calculation of quantity of water required based on existing and projected population. 3. Analysis of drone images 4. Preparation of village map by any suitable method of surveying, location of sites for ground level and overhead tanks | |
Unit-3 |
Teaching Hours:10 |
New Tank Project
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|
1. Alignment of center line of the proposed bund, Longitudinal and cross sections of the center line. 2. Capacity surveys. 3. Details at Waste weir and sluice points. 4. Analysis of drone images 5. Canal alignment. 6. Plotting of longitudinal and cross section of bund and canal6 | |
Unit-4 |
Teaching Hours:6 |
Old Tank Project
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|
1. Alignment of center line of the existing and proposed bund, Longitudinal and cross sections of the center line. 2. Analysis of drone images 3. Capacity surveys. 4. Plotting of existing and proposed longitudinal and cross sections of bund | |
Text Books And Reference Books: T1.B.C. Punmia., Surveying, Vol-1and II, 16th edition, New Delhi, Laxmi Publications, 2016. T2.L.R.Kadiyalliand N.B. Lal, Principles and Practices of Highway Engineering, 4th edition, New Delhi, Khanna Publishers, 2004. T3.S.K.Khanna, C.E.G.Justo and A.Veeraragavan, Highway Engineering, 9th edition, Uttarakhand, Nem Chand and Brothers, 2011. (Chapters: 1, 2, 3, 4 and 20) T4.P.N.Modi., Irrigation, Water Resources, and Water-Power Engineering, 9th edition, New Delhi, Standard Book House, 2014. T5.B.C.Punmia et al, Irrigation and Water-Power Engineering, 16th edition, Laxmi Publications, New Delhi, 2016. T6.S.K.Garg, Water supply Engineering, 29th Edition, New Delhi, Khanna Publishers, 2014.. | |
Essential Reading / Recommended Reading R1 Asawa, C L, “Irrigation Engineering”, New Age Internations (P) Ltd 2008, New Delhi R2 Garg S.K., “Irrigation Engineering and Hydraulic Structures”, Khanna Publications, 2011, New Delhi R3 Sharma, RK; “Text Book of Irrigation Engineering and Hydraulics Structures”, New Delhi : S. Chand and Co, 2002 R5 F. L. Mannering, Principals of Highway Engineering and Traffic Analysis, 5th Edition, Wiley India Pvt. Ltd, 2012. R6 IRC, Specifications for Roads and Bridges, New Delhi, 2001. R7 Peavy. H.S, Rowe. D.R and Tchobanoglous. G, “Environmental Engineering”, McGraw Hill, New Delhi, 2013. | |
Evaluation Pattern Field Work 25 Marks Viva-Voce and Report and Drawing Submission: 25 Marks
| |
CE652 - SERVICE LEARNING (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 enables the students to get educational experience by participating in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility in traffic and environment engineering. |
|
Learning Outcome |
|
CO1: OPTION A: Address real traffic problems in real communities.
OPTION B: Test the given water sample. CO2: OPTION A: Analyze, evaluate, and design transportation system components.
OPTION B: Interpret and use experimental and field data. CO3: OPTION A: Interpret and use experimental and field data;
OPTION B: Work in small teams with individuals. CO4: OPTION A: Work in small teams with individuals.
OPTION B: Make oral and written presentations of analyses and designs to supervisors, other Engineers and the general public. |
Unit-1 |
Teaching Hours:6 |
OPTION A- Unit-1:Traffic Engineering
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Traffic Engineering Studies and Analysis, methods of traffic study, equipment, data collection, analysis and interpretation (including case studies) of Spot speed, Volume studies, Speed and delay, Volume, Origin – destination, Parking, Flow/density/speed relationships. Intersection design, Intersection and highway capacity analysis, accident analysis, road safety. | |
Unit-1 |
Teaching Hours:6 |
OPTION -B-Unit-1Water Quality
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Objectives of water quality management. Concept of safe water, wholesomeness and palatability, water borne diseases. Examination of Water: - Objectives – Physical chemical and Microbiological Examinations, (IS: 3025 and IS: 1622) using analytical and instrumental techniques | |
Unit-2 |
Teaching Hours:6 |
OPTION-A: UNIT-2- Indian Road Congress -Relevant Codes:
|
|
IRC 83:1985-Guidelines on Design and Installation of Road Traffic Signals, IRC 9:1972- Traffic census of Urban Roads, IRC 102.1988-Traffic Studies for Planning Bypasses, IRC SP.19.2001-Manual for Survey, Investigation and Preparation of Reports | |
Unit-2 |
Teaching Hours:6 |
OPTION-B UNIT-2-Standards and Significance
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|
Drinking water standards BIS and WHO guidelines. Health significance of Fluoride, Nitrates and heavy metals like Mercury, Cadmium, Arsenic etc. Sampling of water for examination. | |
Unit-3 |
Teaching Hours:6 |
OPTION-B: UNIT-3: Analysis of Water Quality Parameters
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|
Determination of Alkalinity, Acidity, pH, Electrical conductivity, Chlorides and Sulphates, Dissolved Oxygen, Calcium, Magnesium, Total Hardness, Fluorides, Iron, sodium, potassium and Turbidity- Procedures and demo | |
Unit-3 |
Teaching Hours:6 |
OPTION-A: UNIT-3: Design, Applications and Case studies
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|
Signal design: Webster and IRC Methods –Problems, Applications and Case studies in signal and intersection design. | |
Unit-4 |
Teaching Hours:6 |
OPTION-B: UNIT-4: Field Work
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|
Identification of village, sampling, experiments, data collection, analysis and evaluate. | |
Unit-4 |
Teaching Hours:6 |
OPTION-A: UNIT-4: Field Work
|
|
Identification of junction/intersection, data collection, analysis and evaluation. | |
Unit-5 |
Teaching Hours:6 |
OPTION-A: UNIT-4: Report Work
|
|
Design of junction/intersection/traffic signal and preparation of report | |
Unit-5 |
Teaching Hours:6 |
OPTION-B: UNIT-4: Report Work
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|
Preparation of report and proposing measures. | |
Text Books And Reference Books: OPTION-A T1. L.R. Kadiyali, Traffic Engineering and Transport Planning, New Delhi, Khanna Publishers, 2011. T2. S.K. Khanna, C.E.G. Justo and A. Veeraragavan, Highway Engineering, 10th Edition, Roorkee, India, Nem Chand and Bros, 2017.tp://urbanindia.nic.in/publicinfo/manual_sewage.html OPTION -B T1. S. K. Garg, Environmental Engineering, Vol.II, Khanna Publishers, New Delhi, 29th revised edition 2014 T2. B. C. Punmia, and A. K. Jain, Environmental Engineering, Vol.II, Lakshmi Publications, 2nd reprint, 2014 T3. G.L. Karia, R.A.Christian., Wastewater Treatment Concepts and Design Approach, PHI Learning Private Limited, New Delhi, 2009. T4. Manual on Wastewater Treatment, CPHEEO, Ministry of Urban Development, New Delhi (http://urbanindia.nic.in/publicinfo/manual_sewage.html) | |
Essential Reading / Recommended Reading
R1.IRC 83:1985-Guidelines on Design and Installation of Road Traffic Signals. R2.IRC 9:1972- Traffic census of Urban Roads. R3.IRC 102:1988-Traffic Studies for Planning Bypasses. R4.IRC SP.19:2001-Manual for Survey, Investigation and Preparation of Reports | |
Evaluation Pattern
Passing marks 40% min Do not have ESE and completely evaluated through continuous assessment only, Comprising
| |
CEHO631CP - BUILDING INFORMATION MODELLING (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Enable learners to understand the concept of Building Information Modeling and application of the same in the life cycle of a project. |
|
Learning Outcome |
|
CO1: understand & apply the Fundamentals, Design concepts, Visualization and Applications of BIM. |
Unit-1 |
Teaching Hours:12 |
BIM Model
|
|
BIM Model - Airport & Shipping, BIM Model - Residential & Commercial structures, BIM Model - Water Treatment Plant & Substation, BIM Model - Transport & Material Handling, Isometric View - Introduction, Isometric View – Examples, Problems and Limitations, BIM Introduction and BIM process. | |
Unit-2 |
Teaching Hours:12 |
Design Authoring
|
|
Workflow, Discipline Based Modelling. Design Authoring - Architectural Model, Structural model, HVAC, Plumbing, Electrical. Design Authoring - Federated model.
| |
Unit-2 |
Teaching Hours:12 |
Federated Model
|
|
Introduction & Demo, Strategy and benefits Design Coordination. Introduction to Engineering Analysis, Structural Analysis, Energy Analysis, Lighting Analysis, Design Review. | |
Unit-3 |
Teaching Hours:12 |
Views in Model
|
|
Views in Model, Visualization Modes, Walkthrough of the Model, Fly through the Model, Viewpoints, AR, VR & MR. Introduction to Clash Check, Types of Clashes, Federated Model - Clash avoidance process, Clash Detection Process, Clash Detection - Priority Matrix. 2D drawings generation from BIM model, Cloud Computing, CDE - Traditional Information Sharing, File naming convention, Roles & Responsibilities. | |
Unit-4 |
Teaching Hours:12 |
Chapter 4
|
|
Definition of Level of Development, Level of Detail & Level of Information, Fundamentals of LOD definition, LOD - Wall foundation, Precast Structural Inverted T-Beam, Domestic Water Piping, Plumbing Fixture, Packaged Generator Assembly, Chart. Introduction to construction sequence, Introduction to project schedule, Introduction to 4D, 4D BIM Modelling Reports. 3D Coordination & Visual Communications, Site Utilization Planning, Construction Analysis, Application of wearables in coordination, 3D Control & Planning. | |
Unit-5 |
Teaching Hours:12 |
Chapter 5
|
|
BIM for Safety, Application of Documentation/CDE, Disaster & Risk Analysis, Digital Fabrication, Existing Condition Modelling, Phase Planning, As-built/Record Models. Introduction to 5D in BIM, Basic Knowledge of 5D BIM and Quantity Take off with UOM, Basic Knowledge of 5D BIM with UOM, Demo of Quantity Take Off in the Wall, 5D – Estimation and Analysis, 5D – BIM and Cost Control, Introduction to Asset Information Model. Industrialisation of Construction through BIM, IoT in BIM, BIM and Big Data, Data analytics using AI and ML, Introduction to Smart Infrastructure, Digital Twin – Concepts for Connected Infrastructure, National Digital Twin or a City Level Digital Twin in a Smart City, Digital Twin Applications in Diverse Industries. | |
Text Books And Reference Books: T1 Eastman, C., Teicholz, P., Sacks, R., and Liston, C. (2011). BIM handbook: A guide to building information modeling for owners, managers, designers, engineers and contractors. John Wiley and Sons. T2 Hardin, B., and McCool, D. (2015). BIM and construction management: proven tools, methods, and workflows. John Wiley and Sons. | |
Essential Reading / Recommended Reading R1.Krygiel, E., and Nies, B. (2008). Green BIM: successful sustainable design with building information modeling. John Wiley and Sons. R2.Issa, R. R., and Olbina, S. (Eds.). (2015, May). Building Information Modeling: Applications and Practices. American Society of Civil Engineers. R3.Teicholz, P. (Ed.). (2013). BIM for facility managers. John Wiley and Sons. | |
Evaluation Pattern OVERALL CIA - 100 Marks | |
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 |
|
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. |
|
Learning Outcome |
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
| |
CE731 - QUANTITY SURVEYING AND COST ESTIMATION BY APPLICATIONS OF BIM (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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Whatever type of dwelling, building or construction is to be undertaken, some form of cost estimate is required to determine the economic feasibility of the project and arrange appropriate finance. Before construction commences, a more detailed estimate is usually prepared in order that the actual cost of the project may be forecast with confidence. This course summarises the estimating methods to be adopted. At the end of this course the student shall be able to estimate the material quantities, prepare a bill of quantities, make specifications, and prepare tender documents. Student should also be able to prepare value estimates. |
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Learning Outcome |
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CO1: Estimate the quantities of various materials required for construction of a given project CO2: Draft general and detailed specifications of common item of works in buildings as per National Building Code CO3: Develop rate analysis, for the standard items of work, as per Central Public Works Department CO4: Illustrate the virtual models of infrastructure CO5: Develop and manage time and cost for various items of work in construction. |
Unit-1 |
Teaching Hours:9 |
Estimation
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Estimation: Study of various drawings with estimates, important terms, units of measurement, abstract methods of taking out quantities and cost – center line method. Preparation of detailed and abstract estimates for the following Civil Engineering works – Buildings – RCC framed structures with flat, sloped RCC roofs with all building components.
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Unit-2 |
Teaching Hours:9 |
Estimation and Specifications
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Estimate: Different types of estimates, approximate methods of estimating buildings, cost of materials. Estimation of wooden joineries such as doors, windows and ventilators Estimates: Steel truss, manhole and septic tanks. Specifications: Definition of specifications, objective of writing specifications, essentials in specifications, general and detailed specifications of common items of work in buildings.
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Unit-3 |
Teaching Hours:9 |
Rate Analysis
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Rate Analysis: Definition and purpose. Working out quantities and rates for the following standard items of works – earth work in different types of soils, cement concrete of different mixes, bricks and stone masonry, flooring, plastering, RCC works, centering and form work for different RCC items, wood and steel works for doors, windows, and ventilators. (Current year Schedule of Rates – Central Public Works Department).
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Unit-4 |
Teaching Hours:9 |
Introduction to BIM
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Definition of BIM concept, Basic components of BIM. Introduction to dimensions of BIM process as per ISO 19650, Process and workflow of design review in BIM. Integrated project delivery (IPD) in BIM.
BIM Object Creation: Using Revit, exploring User Interface, Working with Revit Elements, Architectural and Structural planning, Virtual modeling (3D) with building components, Creating, Modifying and Managing views, Controlling object visibility, using dimensions and constraints, working with dimensions, Rendering, Walkthroughs.
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Unit-5 |
Teaching Hours:9 |
Construction Scheduling and Cost Management in BIM
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Concept of 4D, Introduction to construction sequence and project schedule, project scheduling using Gantt Chart and its limitation, 4D BIM Modeling and workflow, Synchronization of 4D BIM Model with project schedule, Reviewing project progress against planned dates and actual dates, generation of report.
5D BIM: Introduction and concepts of 5D BIM, Concept of Quantity take off with Unit of Measure and linking with cost, Level Of Development (LOD) and General Practice of QTO, Cost management and control.
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Text Books And Reference Books:
T1 Practical Information for Quantity Surveyors, Property Valuers, Architects, Engineers and Builders (PVG)by Late P. T. Joglekar | 1 January 2017
T2 Basin P L “Quantity Surveying”, S. Chand and Company: New Delhi.
T3 Birde, G S “Textbook of Estimating and Costing”, Dhanpat Rai and Sons: New Delhi. 2014
T4 Chakraborty, M; “Estimating, Costing and Specification in Civil Engineering”, Calcutta 2006 T5 Dutta, BN; “Estimating And Costing In Civil Engineering Theory And Practice” 28ED (Revised Edition) (Pb 2021)
T6 Eastman, C., Teicholz, P., Sacks, R., and Liston, C. (2011). BIM handbook: A guide to building information modeling for owners, managers, designers, engineers and contractors. John Wiley and Sons. T7 Hardin, B., and McCool, D. (2015). BIM and construction management: proven tools, methods, and workflows. John Wiley and Sons.
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Essential Reading / Recommended Reading
R1. Kohli D D and R.C. Kohli “A Textbook on Estimating, Costing and Accounts”, S. Chand: New Delhi.
R2. Kohli, D; and Kohli, RC; “A Textbook on Estimating and Costing (Civil) with Drawings”, Ambala Ramesh Publications
R3. Nanavati J “Professional Practice for Civil Engineers”,
R4. Pasrija, HD; Arora, CL and S. Inderjit Singh, “Estimating, Costing and Valuation (Civil)”, Delhi, New Asian Publishers
R5. Rangwala S C “Estimating and Specification”, S.C. Rangwala: Charotar publishing house, Anand.
R6. Rangwala, BS; “Estimating and Costing”. Anand, Charotar Book Stall
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Evaluation Pattern CIA Marks - 50 ESE Marks - 50 | |
CE741E06 - PRESTRESSED CONCRETE (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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At the end of this course the student shall have knowledge of Methods of Prestressing, Advantages of Prestressing Concrete, the losses involved and the design methods for Prestressed Concrete Elements under codal provisions |
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Learning Outcome |
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CO1: Analyse prestressed concrete elements based on basic principles of prestressing ( L4) CO2: Analyse and determine the losses in prestressing and deflection. (L4) CO3: Analyse and determine moment of resistance and Shear resistance. (L4) CO4: Design the anchorage zone reinforcement of prestressed concrete members as per IS 1343 codal provisions. (L4) CO5: Design of prestressed concrete bridge decks. (L4) |
Unit-1 |
Teaching Hours:9 |
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Materials, Basic Principles of Prestressing, Analysis of sections for Flexure
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Materials: High strength concrete and steel, Stress-Strain characteristics and properties. Basic Principles of Prestressing: Fundamentals, Load balancing concept, Stress concept, centre of Thrust. Pre-tensioning and post tensioning systems, tensioning methods and end anchorages Analysis of Sections for Flexure: Stresses in concrete due to pre-stress and loads, stresses in steel due to loads, Cable profiles | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Losses of Prestress, Deflection
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Losses of Pre-Stress: Various losses encountered in pre-tensioning and post tensioning methods, determination of jacking force. Deflections: Deflection of a pre-stressed member – Short term and long-term deflections, Elastic deflections under transfer loads and due to different cable profiles. Deflection limits as per IS 1343. Effect of creep on deflection, load verses deflection curve, methods of reducing deflection | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Limit State of Collapse, Design of Beams
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Limit State of Collapse: Flexure-IS Code recommendations–Ultimate flexural strength of sections. Shear - IS Code recommendations, shear resistance of sections, shear reinforcement. Limit state of serviceability – control of deflections and cracking. Design of Beams: Design of pre-tensioned and post-tensioned symmetrical and asymmetrical sections. Permissible stress, design of prestressing force and eccentricity, limiting zone of pre-stressing force cable profile | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Design of End Blocks
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Design of End Blocks: Transmission of prestress in pretensioned members, transmission length, Anchorage stress in post-tensioned members. Bearing stress and bursting tensile force-stresses in end blocks-Methods, I.S. Code, provision for the design of end block reinforcement. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
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Design of Bridges
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Design of Bridges: General aspects – pretensioned prestressed bridge decks – Post tensioned prestressed bridge decks – Principles of design only | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1 Krishna Raju N “Pre-stressed Concrete”, Tata Mc. Graw Publishers. T2 Dayarathnam P “Pre-stressed Concrete”, Oxford and IBH Publishing Co | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1.Krishna Raju N “Prestressed Concrete”, N. Krishna Raju, TataMcgrawhill, 3rd edition, 1995. R2.Pandit. G.S. and Gupta. S.P. “Prestressed Concrete”, CBS Publishers, 1993. R3.Rajagopalan N “Pre-stressed Concrete” R4.Sinha N C and S.K. Roy “Fundamental of pre-stressed concrete” R5.T.Y. Lin and Ned H. Burns “Design of pre-stressed concrete structures”, John Wiley and Sons, New York. R6. IS: 1343: 2012 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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CE742E08 - BRIDGE ENGINEERING (2021 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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Course objectives: Student must have comprehensive design knowledge related to bridge structures, systems that are likely to be encountered in professional practice |
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Learning Outcome |
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CO1: Understand the structural components of bridge, hydrological parameters and IRC standard live loads [L2]
CO2: Analyze and design reinforced cement concrete slab culverts as per IRC manuals and BIS Codes. [L4, L6]
CO3: Analyze and design reinforced Concrete T beam bridges using Pigeauds, Courbons method and empirical design of substructures as per IRC manuals and BIS Standards [L2,L3,L4,L6]
CO4: Analyze and design composite bridges as per BIS standards [L4, L6]
CO5: Understand the types of bearings, expansion joints its design and applications. [L2] |
Unit-1 |
Teaching Hours:6 |
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Substructures and Foundations:
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Types of abutments, piers and wing walls, forces to be considered for the design, Types of foundations and forces to be considered for the design, depth of scour | |||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Bridge Preliminaries
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Classification of bridges and standard loads, Bridge-definition, components of bridges, various classification, types of bridges, forces to be considered for the design, IRC standards. | |||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Hydraulic Design
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Methods of finding design discharge, natural, artificial and linear water ways, afflux, and economic span. | |||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Design of RC Slab Culvert
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Design of RC Slab Culvert for IRC class-AA loading, and class A loading. Design of pipe culvert. Empirical design of bank connections. | |||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Design of RC T Beam Bridge
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Design of RC T Beam Bridge with cross beams by Piegaud’s and Courbon’s method for class-AA loading, empirical design of substructures and foundations | |||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Design of Composite Bridge
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Design of Composite Bridge: Design of composite bridge for EUDL, Shear connectors-design requirements for shear connectors. | |||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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Bearings
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Typical Design and detailing of approach slab, Handrails- Typical design and detailing of slab culverts and girder bridges as per MOT standards. Bearings- forces on bearings, types of bearings, Design of elastomeric bearing, basis for selection of bearing, Intro to expansion joints. | |||||||||||||||||||||
Text Books And Reference Books: T1 Johnson–victor“Essentials of Bridge Engineering”, Oxford IBH Publications, New Delhi. T2 Krishna Raju N“Design of Bridges”,Oxford IBH Publications, New Delhi. | |||||||||||||||||||||
Essential Reading / Recommended Reading R1. Jagadish T. R. and Jayaram M. A “Design of Bridge Structures”, Prentice Hall of India, New Delhi. R2. S. Ponuswamy, "Bridge Engineering", Tata McGraw Hill, New Delhi 2008 R3. Rangwala "Bridge Engineering", Charotar Publishing House Pvt. Ltd., 16th Edition , 2017 R4. N Krishna Raju, "design of Bridges", Oxford and IBH Publishing Co. Pvt. Ltd. New Delhi, 2017 | |||||||||||||||||||||
Evaluation Pattern
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CE781 - INTERNSHIP (2021 Batch) | |||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description: 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. Course Objectives:
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Learning Outcome |
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CO1: Demonstrates professional responsibility based on real life experience and exposure CO2: Demonstrates discipline outcomes in the work setting. CO3: Demonstrate effective listening, oral and written presentation skills |
Unit-1 |
Teaching Hours:60 |
Internship
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1. The student shall undergo an Internship for 60 days starting from the end of 2nd semester examination and completing it during the initial period of 7th semester. 2. The department shall nominate a faculty as a mentor for a group of students to prepare and monitor the progress of the students 3. The students shall report the progress of the internship to the mentor/guide at regular intervals and may seek his/her advice. 4. The Internship shall be completed by the end of 7th semesters. 5. After completion of Internship, students shall submit a report to the department with the approval of both internal and external guides/mentors. 6. There will be an assessment of the internship, in the form of report assessment by the guide/mentor and a presentation on the internship given to department constituted panel. 50 IA and 50 External marks for Internship. 7. The guide shall be the internal examiner and IA marks out of 50 are to be awarded by the internal guide after evaluating the Internship Report submitted by the student. 8. Viva-Voce on internship shall be conducted at the college and the date of Viva-Voce shall be fixed in consultation with the external Guide. 9. Viva-Voce on internship shall be conducted by both internal and external guides and jointly evaluate the internship report for 50 marks. The expenses of external guide are to be borne by the student/college. 10. In case of the non-availability of external guide for the conduct of viva-voce, the Principal shall appoint a senior faculty of the department to conduct viva-voce along with the internal guide, and they jointly evaluate the internship report for 50 marks. 11. The students are permitted to carry out the internship outside India with the following conditions: a. The entire expenses are to be borne by the student or college and the University will not give any financial assistance. b. The Internal Guide has to visit at least once during the student’s internship; the expenses of the visit are to borne by the student/college. c. The external guide from the industry has to be an examiner for the viva voce on Internship, and the expenses are to be borne by the student/ college. d. The University will not provide any kind of Financial Assistance to any student for internship and for the conduct of Viva-Voce on internship. The College shall facilitate and monitor the student internship program. The internship report of each student shall be submitted to the Head of the Department of the college with the approval of the Guide. | |
Text Books And Reference Books: On-site, documents should be referred to. | |
Essential Reading / Recommended Reading IS codes and other relevant codes. | |
Evaluation Pattern Continuous Internal Assessment is based upon
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CE782 - FIELD PRACTICE (2021 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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To provide exposure to Site Practices. To provide insights on adopting codal provision in practice To enable the student to apply theoretical concepts in applications which involve perception, reasoning and learning. |
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Learning Outcome |
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CO1: Compare theoretical concepts with practices and Choose best building practices CO2: Carryout construction practices according to Codal provisions CO3: Discuss the shortfalls of existing practice |
Unit-1 |
Teaching Hours:9 |
Sub Soil
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Marking of Plan, excavation, termite treatment, PCC, stone masonry, footing, Coloumn | |
Unit-2 |
Teaching Hours:9 |
Superstructure
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Masonry, Opening (door & window), lintel and slab casting | |
Unit-3 |
Teaching Hours:9 |
Bar Bending & Reinforcement
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Footing, Column, Beam, Slab, Welding | |
Unit-4 |
Teaching Hours:9 |
Plastering
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Internal and external, tiles cladding, flooring, Finishing-Painting | |
Unit-5 |
Teaching Hours:9 |
Building Services
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Electrical layout, Plumbing Layout, Sanitary layout | |
Text Books And Reference Books: R1.Bhargava D.K, specifications of buildings and methods of measurement R2.Walter Griffin “Civil Engineering Handbook” Anmol Publication,2013. R3.Sanjeev Mathur” Building Construction Handbook” SBS publishers,2012. | |
Essential Reading / Recommended Reading IS 6313-2,2001 Code of Practice for Anti-Termite Measures in Buildings, Part 2: Pre-constructional Chemical Treatment Measures IS 11134,1984 Code of practice for setting out of buildings SP 20,1991 Handbook on Masonry Design and Construction SP 21,2005 Summaries of Indian Standards for Building Materials SP 25,1984 Handbook on Causes and Prevention of Cracks in Building SP 62,1997 Handbook on Building Construction Practices | |
Evaluation Pattern Passing marks 40% min Do not have ESE and completely evaluated through continuous assessment only Continuous Internal Assessment is based upon
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CE783 - PROJECT WORK PHASE - 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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The object of Project Work I is to enable the student to take up investigative study in the broad field of Civil Engineering, either fully theoretical/practical or involving both theoretical and practical work to be assigned by the Department on an individual basis or two/three students in a group, under the guidance of a supervisor |
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Learning Outcome |
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CO1: Discover potential research areas in the field of specialization and outline survey of several available literature in the preferred field of study (L2) (PO1 to PO12) CO2: Compare and contrast the several existing solutions for research challenge and formulate and propose a plan for creating a solution for the research plan identified (L2, L4, L6) (PO1 to PO12) CO3: Demonstrate an ability to work in teams and manage the conduct of the study and develop report for oral and written presentation (L2) (PO1 to PO12) |
Unit-1 |
Teaching Hours:60 |
About Project Work
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Topic for the Project Work may be from any Civil Engineering and interdisciplinary area related to Civil Engineering as mentioned in content at B.E. (Civil). Project/Practical work at B.E. (Civil) will comprise of literature survey/problem formulation /preparation of experimental setup as the case may be of the identified problem. 1. Survey and study of published literature on the assigned topic; 2. Working out a preliminary Approach to the Problem relating to the assigned topic; 3. Conducting preliminary Analysis/Modelling/Simulation/Experiment/Design/Feasibility; 4. Preparing a Written Report on the Study conducted for presentation to the Department; 5. Final oral Presentation before a departmental committee. | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Continuous Internal Assessment: 100 Marks
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ECOE761E01 - AUTOMOTIVE ELECTRONICS (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 aim of this course is to enable student to understand the complete dynamics of automotive electronics, design and implementation of the electronics that contributes to the safety of the automobiles, add-on features, and comforts. |
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Learning Outcome |
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CO1: Implement various control requirements in the automotive system CO2: Comprehend dashboard electronics and engine system electronics CO3: Identify various physical parameters that are to be sensed and monitored for maintaining the stability of the vehicle under dynamic conditions CO4: Understand and implement the controls and actuator system pertaining to the comfort and safety of commuters CO5: Design sensor network for mechanical fault diagnostics in an automotive vehicle |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-1 |
Teaching Hours:9 |
AUTOMOTIVE FUNDAMENTALS
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Use of Electronics In The Automobile, Antilock Brake Systems, (ABS), Electronic steering control, Power steering, Traction control, Electronically controlled suspension | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
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Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-3 |
Teaching Hours:9 |
BASICS OF ELECTRONIC ENGINE CONTROL
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Integrated body- Climate controls, Motivation for Electronic Engine Control, Concept of An Electronic Engine Control System, Definition of General Terms, Definition of Engine Performance Terms, Electronic fuel control system, Engine control sequence, Electronic Ignition, air flow rate sensor, Indirect measurement of mass air flow, Engine crankshaft angular position sensor, Automotive engine control actuators, Digital engine control, Engine speed sensor ,Timing sensor for ignition and fuel delivery, Electronic ignition control systems, Safety systems, Interior safety, Lighting, Entertainment systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-4 |
Teaching Hours:9 |
VEHICLE MOTION CONTROL AND AUTOMOTIVE DIAGNOSTICS
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Cruise control system, Digital cruise control, Timing light, Engine analyzer, On-board and off-board diagnostics, Expert systems. Stepper motor based actuator, Cruise control electronics, Vacuum – antilock braking system, Electronic suspension system Electronic steering control, Computer-based instrumentation system, Sampling and Input\output signal conversion, Fuel quantity measurement, Coolant temperature measurement, Oil pressure measurement, Vehicle speed measurement, Display devices, Trip-Information- Computer, Occupant protection systems | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Unit-5 |
Teaching Hours:9 |
FUTURE AUTOMOTIVE ELECTRONIC SYSTEMS
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Alternative Fuel Engines, Collision Wide Range Air/Fuel Sensor, Alternative Engine, Low Tire Pressure Warning System, Collision avoidance Radar Warning Systems, Low Tire Pressure Warning System, Radio Navigation, Advance Driver information System. Alternative-Fuel Engines, Transmission Control , Collision Avoidance Radar Warning System, Low Tire Pressure Warning System, Speech Synthesis Multiplexing in Automobiles, Control Signal Multiplexing, Navigation Sensors, Radio Navigation, Sign post Navigation , Dead Reckoning Navigation Future Technology, Voice Recognition Cell Phone Dialing Advanced Driver information System, Automatic Driving Control | |
Text Books And Reference Books: T1.A William B. Ribbens, "Understanding Automotive Electronics",6th Edition SAMS/Elsevier publishing, 2007 | |
Essential Reading / Recommended Reading R1. Robert Bosch Gmbh,"Automotive Electrics and Automotive Electronics-Systems and Components, Networking and Hybrid Drive", 5th Edition, Springer, Vieweg, 2007 | |
Evaluation Pattern Components of the CIA | |
CE841E04 - OCCUPATIONAL SAFETY AND HEALTH (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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This course enables students to learn the basic principles of safety, OSH Acts and the national policy. The course helps to acquire knowledge on cause – effect relationships of accidents at the workplaces, the need for ergonomics, hazard identification and control aspects, and fire prevention and control. |
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Learning Outcome |
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CO-1: Describe safety and health principles. CO-2: Classify and compare occupational hazards. CO-3: Develop accident scenarios and describe control measures and remedial Measures. CO-4: Perform basic accident investigation and report preparation. CO-5: Discuss health and safety considerations in the life cycle of construction management.
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Unit-1 |
Teaching Hours:9 |
Unit-1
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Introduction – concept and scope of occupational safety and environmental health, basic requirements for healthy environment and environmental quality, human exposure and impact of environment factors on health. Occupational Safety and Health Occupational Health and Safety Administration- Laws governing OSHA and Right to know, National safety Law, types of diseases and their spread, Health Emergency. | |
Unit-2 |
Teaching Hours:9 |
Unit-2
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Ergonomics at work place - Preventing ergonomic hazards, Ergonomic task analysis, Ergonomic standards, Ergonomic programs. Occupational hazard and control – Hazard analysis, Human error and fault Tree analysis, Emergency response, Principles of Safety. | |
Unit-3 |
Teaching Hours:9 |
Unit-3
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Fire prevention and protection – fire triangle, fire development and its severity, effect of enclosures, early detection of fire, classification of fire and fire extinguishers. Electrical safety, Product safety - safe handling of chemicals, safety procedures of nuclear installations. | |
Unit-4 |
Teaching Hours:9 |
Unit-4
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Accidents – causation, investigation, methods of acquiring accident facts, supervisory role in accident investigation. Personal protective equipments – types and advantages, effects of exposure and treatment for engineering industries, municipal solid waste. Environment management plans (EMP) for safety and sustainability. | |
Unit-5 |
Teaching Hours:9 |
Unit-5
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Occupational health and safety considerations. Water and wastewater treatment plants, handling of chemicals and safety measures in water and wastewater treatment plants and labs, Construction material manufacturing industries like cement plants, RMC plants, precast plants and construction sites. Policies, roles and responsibilities of workers, managers and supervisors
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Text Books And Reference Books: T1.Deshmukh, L.M., (2005), “Industrial Safety Management”, Tata Mcgraw Hill. T2. Helen Lingard and Steve Rowlinson (2005). "Occupational Health and Safety in Construction Project Management", Spon Press (Taylor and Francis Publishing Co.) T3. Heinrich H.W., (2007), “Industrial Accident Prevention - A Scientific Approach”, McGraw Book Co.
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Essential Reading / Recommended Reading R1.Colling D.A., (1990), “Industrial Safety Management and Technology”, Prentice Hall,New Delhi. R2. Della D.E., and Giustina, (1996), “Safety and Environmental Management”, Van Nostrand Reinhold International Thomson Publishing Inc. R3.Biomedical Waste (Handling and Management) Rules CPHEEO Manuals on Water Supply and Sewage Treatment. R4. National Safety Council and Associate (Data) Publishers Pvt. Ltd., (1991), “Industrial Safety and Pollution Control Handbook” R5. Trevethick, R.A., ( (1973), “Environmental and Industrial Health Hazards”- William Heinemann Medical Books Ltd., London
Online resources: https://www.youtube.com/watch?v=Rr-xFmErOTk Video 1 Lecture https://www.youtube.com/watch?v=n7oUOUCIblg Video 2 Lecture https://www.youtube.com/watch?v=8GmIoIlsJ7w Video 3 Lecture https://www.cdc.gov/niosh/index.htm https://www.oshaeducationcenter.com/osha-quick-cards/ Courses (Certification): https://hsalearning.ie/mod/page/view.php?id=24 | |
Evaluation Pattern Evaluation Pattern CIA 1 - 10 Marks CIA2 - 25 Marks CIA3 - 10 Marks ESE - 50 Marks Attendance - 5 Marks | |
CE881 - SEMINAR (2021 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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Course Description: During the seminar session each student is expected to prepare and present a topic on engineering / technology, it is designed to
Course Objective: Students are encouraged to use various teaching aids such as overhead projectors, power point presentation and demonstrative models. This will enable them to gain confidence in facing the placement interviews and intended to increase the score they earn on the upcoming exam above what they would otherwise earn. |
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Learning Outcome |
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CO1: Discover potential research areas in the field of specialization (L2) ( PO1, PO2, PO3, PO4, PO6, PO8, PO9, PO10) CO2: Make use of results of the study to develop report for oral and written presentation (L3) ( PO1, PO2, PO3, PO4, PO6, PO8, PO9, PO10) |
Unit-1 |
Teaching Hours:30 |
About the Topic
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The topic for the Seminar may be related to Civil Engineering area and interdisciplinary area related to Civil Engineering. | |
Text Books And Reference Books: Not Applicable | |
Essential Reading / Recommended Reading Not Applicable | |
Evaluation Pattern Continuous Internal Assessment: 50 Marks Presentation assessed by Panel Members | |
CE882 - PROJECT WORK PHASE - II (2021 Batch) | |
Total Teaching Hours for Semester:300 |
No of Lecture Hours/Week:20 |
Max Marks:300 |
Credits:10 |
Course Objectives/Course Description |
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Course Description: In the fourth year Engineering studies, the student is supposed to apply whatever he has learned through all these years and make a project out of it. If the student is well aware of all the concepts that all the previous semesters have taught him, definitely he can make his project better. Course objectives: 1. To solve development problems of the society Science and Technology 2. Enrich collegiate education through finding solutions to real life problems. 3. Improve understanding and develop methodology of solving complex issues. |
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Learning Outcome |
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CO1: Discover potential research areas in the field of specialization and outline survey of several available literature in the preferred field of study CO2: Compare and contrast the several existing solutions for research challenge and formulate and propose a plan for creating a solution for the research plan identified CO3: Demonstrate ability to work in teams and manage the conduct of the study and develop report for oral and written presentation |
Unit-1 |
Teaching Hours:300 |
About the Topic
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Topic for the Project Work may be from any Civil Engineering and interdisciplinary area related to Civil Engineering as mentioned in content at B.E. (Civil). Project/Practical work at B.E. (Civil) will comprise of literature survey/problem formulation /preparation of experimental setup as the case may be of the identified problem. Submission of the Project: The project report shall be presented in the following form. 1. Definition of the problem. 2. Exhaustive literature survey. 3. Analysis based on type of problem. (as given above) 4. Conclusions, scope for further work. 5. References. The Project Report shall be submitted in the prescribed standard format (04 copies) to the HOD, after the certification of the concerned guide and HOD. | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Continuous Internal Assessment:200 Marks
End Semester Examination:100 Marks
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