|
|
|
|
|
CE351 - SUSTAINABLE GREEN TECHNOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
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 |
|
Learning Outcome |
|
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
|
|
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 | |
CY321 - CYBER SECURITY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:0 |
Credits:0 |
Course Objectives/Course Description |
|
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-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-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
|
|
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 | |
Text Books And Reference Books: R1. Matt Bishop, “Introduction to Computer Security”, Pearson, 6th impression, ISBN: 978-81-7758-425-7. R2. Thomas R, Justin Peltier, John, “Information Security Fundamentals”, Auerbach Publications. R3. AtulKahate, “Cryptography and Network Security”, 2nd Edition, Tata McGrawHill.2003 R4. Nina Godbole, SunitBelapure, “Cyber Security”, Wiley India 1st Edition 2011 R5. Jennifer L. Bayuk and Jason Healey and Paul Rohmeyer and Marcus Sachs, “Cyber Security Policy Guidebook”, Wiley; 1 edition , 2012 R6. Dan Shoemaker and Wm. Arthur Conklin, “Cyber security: The Essential Body Of Knowledge”, Delmar Cengage Learning; 1 edition, 2011 R7. Stallings, “Cryptography & Network Security - Principles & Practice”, Prentice Hall, 6th Edition 2014 | |
Essential Reading / Recommended Reading NIL | |
Evaluation Pattern Only CIA will be conducted as per the University norms. No ESE Maximum Marks : 50 | |
EC332 - NETWORK ANALYSIS AND SYNTHESIS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The course aims at
· Analyse a particular circuit energized with independent, dependent sources, using Node, Mesh analysis and network theorems like Superposition, Thevenins Theorem, Nortons Theorem and Maximum Power Transfer Theorem.
· Analyse dynamic circuits energized with ac source using Node, Mesh analysis and network theorems like Superposition , Thevenins and Nortons Theorem
· Analyse circuits using Laplace Transform Design various filters using the T and pi network. |
|
Learning Outcome |
|
CO1: Interpret memoryless circuits using Mesh Analysis, Node Analysis and Network Theorems CO2: Analyze dynamic circuits using Mesh Analysis, Node Analysis and Network Theorems CO3: Analyze electric circuits using Laplace Transform CO4: Categorize analog filters using Butterworth, Chebyshev approximations and realize them using T and pi networks CO5: Analyze port networks using h parameters, Z parameters, Y parameters, and transmission parameters and synthesize one port networks using Foster and Cauer Forms |
Unit-1 |
Teaching Hours:9 |
ANALYSIS OF MEMORYLESS CIRCUITS
|
|
Reference directions for two terminal elements - Kirchhoff’s Laws - Independent and Dependent Sources – Resistance Networks: Node and Mesh analysis of resistance networks containing both voltage and current independent and dependent sources - Source Transformations. Superposition, Thevenin, Norton and Maximum Power Transfer Theorems applied to resistance networks with dependent and independent current, voltage sources. | |
Unit-2 |
Teaching Hours:9 |
SINUSOIDAL STEADY STATE IN DYNAMIC CIRCUITS
|
|
Capacitors and Inductors – Current - voltage relationships – Coupled coils – Mutual Inductance – Dot Convention. Sinusoidal Steady State Analysis: Review of complex numbers – Rectangular and Polar forms – Phasors and the sinusoidal steady state response - Phasor relationships for R, L and C – Impedance and Admittance – Node and Mesh analysis, Superposition, Source transformation, Thevenin and Norton’s theorems applied to Phasor circuits – Sinusoidal Steady State power – Average Power – Maximum power transfer theorem | |
Unit-3 |
Teaching Hours:9 |
ANALYSIS OF DYNAMIC CIRCUITS USING LAPLACE TRANSFORMS
|
|
Laplace Transform as a tool to analyse Circuits – Transformation of a circuit into s domain – Transformed equivalent of resistance, capacitance, inductance and mutual inductance – Impedance and Admittance in the transform domain – Node and Mesh analysis of the transformed circuit - Excitation by sources and initial conditions – Complete response with switched dc sources - Network theorems applied to the transformed circuit – Network Functions: Driving point and Transfer functions - Poles and zeros | |
Unit-4 |
Teaching Hours:9 |
FREQUENCY RESPONSE AND FILTERS
|
|
Frequency Response: Network functions in the sinusoidal steady state with s = jω - Magnitude and Phase response - Magnitude and Phase response of First order Low pass and High pass RC/ RL circuits. Filtering: Frequency domain characteristics of ideal filters –– Non - ideal filters –Approximating functions: Butterworth, Chebyshev and elliptic filters (Magnitude response only). Design of analog filters (Butterworth and Chebyshev). Transformations in the analog domain. Classification of filters, characteristics impedance and propagation constant of pure reactive network, Ladder network, T section, p section, terminating half section. Pass bands and stop bands. Design of constant-K, m-derived filters. Composite filters | |
Unit-5 |
Teaching Hours:9 |
TWO PORT NETWORKS AND SYNTHESIS
|
|
Two Port Networks: Characterization of two port networks, Z, Y, ABCD and h- parameters, reciprocity and symmetry. Inter-relationships between the parameters, inter-connections of two port networks, Ladder and Lattice networks. T & π Representation. Network Synthesis: Realizability, Positive real function, definition and properties; Hurwitz Polynomial, Properties of LC, RC and RL driving point functions, synthesis of LC, RC and RL driving point immittance functions using Foster and Cauer first and second forms. | |
Text Books And Reference Books: T1. Van Valkenburg: “Network Analysis”, Third Edition, Pearson Education,2015 T2. Suresh Kumar K. S, “Electric Circuits and Networks”, First Edition , Pearson Education, 2008 T3. Wai-Kai Chen, “Passive and Active Filters-- Theory and Implementations”, John Wiley & Sons, 2009 T4. W H. Hayt, Kemmerly and S M Durbin, “Engineering Circuit Analysis”, Eighth Edition, Tata Mc.Graw Hill, 2013 | |
Essential Reading / Recommended Reading R1. Franklin F. Kuo: “Network Analysis and Synthesis”, Second Edition, Wiley India, 2010 R2. M.E. Van Valkenburg, “Design of Analog Filters”, Saunder‘s College Publishing, 2008 R3. V. K. Aatre: “Network Theory and Filter Design”, Second Edition, Wiley Eastern,2014 | |
Evaluation Pattern · Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) · End Semester Examination(ESE) : 50% (50 marks out of 100 marks)
Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE) : Theory Papers:
End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. | |
EC333P - ELECTRONIC DEVICES AND CIRCUITS (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The aim of this course is to familiarize the student with the concepts of BJT, FET and OP-AMP based various biasing circuits and applications as amplifiers and filters. Also the students will learn about memory less dynamic circuit operations and analysis using Laplace transformations. |
|
Learning Outcome |
|
CO1: Understand the basic concepts and dc biasing analysis of BJT. CO2: Understand the basic concepts and dc biasing analysis of FET. CO3: Understand the operation of OPAMP as an amplifier and filter. CO4: Analyze memoryless circuits using Mesh Analysis, Node Analysis and Network Theorems CO5: Analyze electric circuits using Laplace Transform |
Unit-1 |
Teaching Hours:9 |
BJT as Amplifier, Switch, Small Signal Analysis, Power & Tuned Amplifier
|
|
BJT as a switch; BJT Amplifier:CE Amplifier, CB Amplifier,CC Amplifier; BJT small signal model: re model & hybrid-model. BJT High Frequency & Low Frequency Analysis. Power Amplifier: Class A, B, AB, Push-Pull amplifiers ; Calculation of efficiency, power output and dissipation. Tuned Amplifiers: Concept of resonance: coil loses, unloaded and loaded Q of tank circuits. Basic tuned amplifier using BJT – Q factor – Selectivity – instability of tuned amplifier – Stabilization techniques; Transistor switching times (Delay, rise, storage and fall time). | |
Unit-2 |
Teaching Hours:9 |
FET- Construction, Biasing & Small Signal Model
|
|
JFET: Construction and Characteristics of JFETs, Transfer Characteristics, Shockley's Equation, JFET Applications; MOSFET: Enhancement type MOSFET and Depletion MOSFET Construction, Operation and Characteristics, CMOS. FET Biasing: Fixed Bias Configuration, Self-Bias Configuration, Voltage Divider Biasing. FET Small-Signal Model; JFET Source-Follower (Common-Drain) Configuration; JFET Common-Gate Configuration; Depletion-Type MOSFETs & Enhancement-Type MOSFETs Drain-Feedback Configuration; Designing FET Amplifier Networks. | |
Unit-3 |
Teaching Hours:9 |
OPAMP as Feedback Amplifier, Application and Active Filter
|
|
Op-amp with negative feedback: General concept of Voltage Series, Voltage Shunt, current series and current shunt negative feedback; Constant Gain Multiplier; Controlled Source; Basic Filter-Low Pass, High Pass, Band Pass & Band Stop, Schmitt Trigger & PLL. Mechanism for start of oscillation and stabilization of amplitude: Tank Circuit. Positive Feedback: Barkhausen Criterion, RC phase shift Oscillator, Wien bridge Oscillator, Analysis of LC Oscillators, Colpitts, Hartley oscillators; Frequency range of RC and LC Oscillators. | |
Unit-4 |
Teaching Hours:9 |
Different Linear Integrated Circuits and their applications
|
|
Multivibrator : Astable, Monostable, Astable; IC555 timer: Triangular, Square & Sawtooth waveform generator; VCO & IC LM566: Basic concepts, application, grounded capacitor and emitter coupled VCO, VCO Filter. PLL & IC LM565: Transient response, linear model, analog & digital phase detector, application of IC LM565. IC 723 & Voltage Regulator: Low voltage and high voltage configurations, Current boosting, Current limiting, Short circuit and Fold-back protection. DAC : DAC characteristics- resolution, output input equations, weighted resistor, R-2R network. ADC: ADC characteristics, Types - Dual slope, Counter ramp, Successive approximation, flash ADC, oversampling and delta sigma ADC. | |
Unit-5 |
Teaching Hours:9 |
Cascade systems power control & oscillator devices
|
|
Cascade Systems: Analysis of frequency response and gain for BJT and FET amplifiers Power Control Devices: Power control devices: PNPN diode (Shockley diode); Thyristor & SCR characteristics; LASCR (Light Activated SCR); TRIAC & DIAC: Structure & Characteristics. Characteristics and equivalent circuit of UJT - intrinsic stand-off ratio. Oscillator Devices: Gun Diode , Impatt Diode, Varactor Diode, and Tunnel Diode (Working Mechanisms). | |
Text Books And Reference Books: T1. Robert L. Boylestead & Louis Nashelsky, “Electronic Devices and Circuit Theory”, 10th ed., Pearson Education, 2009.T2. Van Valkenburg: “Network Analysis”, Third Edition, Pearson Education,2015 T3. Jacob Millman & Christos C. Halkias, “Electronic Devices and Circuits”, Tata McGraw-Hill Education Pvt. Ltd., 2010. | |
Essential Reading / Recommended Reading .R1. Donald A Neamen, “Electronic Circuit Analysis and Design”, 3/e, TMH.
R2. David A. Johns, Ken Martin, “Analog Integrated Circuit Design”, 2nd Edition, Wiley India, 2008.
R3. David A. Bell, “Electronic Devices and Circuits”, 5th Edition, OUP, 2008. R4. Suresh Kumar K. S, “Electric Circuits and Networks”, First Edition , Pearson Education, 2008 | |
Evaluation Pattern CIA I-20 MARKS CIA II -50 MARKS CIA III- 20 MARKS PRACTICAL-50 MAARKS END SEMESTER EXAMINATION -100 MARKS ATTENDANCE- 5 MARKS [SCALED:CIA( THEORY+PRACTICAL) -70 MARKS & ESE-30 MARKS]
| |
EC334P - DIGITAL ELECTRONICS (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
To study the basics of digital circuits and learn methods and fundamental concepts used in the design of digital systems. |
|
Learning Outcome |
|
CO1: To apply the principles of Boolean algebra and K-map to design combinational circuits CO2: To analyze the operation of sequential circuits built with various flip-flops and design of counters, registers CO3: To use state machine diagrams to design finite state machines using various types of flip-flops and combinational circuits with prescribed functionality. CO4: To understand the concepts of data paths, control units, and micro-operations and building blocks of digital systems CO5: To design combinational and sequential circuits using verilog HDL modeling. |
Unit-1 |
Teaching Hours:9 |
COMBINATIONAL CIRCUITS
|
|
Design procedure – Four variable Karnaugh Maps, Adders-Subtractors – Serial adder/Subtractor - Parallel adder/ Subtractor- Carry look ahead adder- BCD adder, Magnitude Comparator. Multiplexer/ Demultiplexer,Encoder / decoder, parity checker, Code converters. Implementation of combinational logic using MUX, ROM, PAL and PLA | |
Unit-1 |
Teaching Hours:9 |
COMBINATIONAL CIRCUITS
|
|
Design procedure – Four variable Karnaugh Maps, Adders-Subtractors – Serial adder/Subtractor - Parallel adder/ Subtractor- Carry look ahead adder- BCD adder, Magnitude Comparator. Multiplexer/ Demultiplexer,Encoder / decoder, parity checker, Code converters. Implementation of combinational logic using MUX, ROM, PAL and PLA | |
Unit-2 |
Teaching Hours:9 |
SEQUENTIAL CIRCUITS
|
|
Classification of sequential circuits, Moore and Mealy -Design of Synchronous counters: state diagram- State table –State minimization –State assignment- ASM-Excitation table and maps-Circuit implementation - Universal shift register – Shift counters – Ring counters | |
Unit-2 |
Teaching Hours:9 |
SEQUENTIAL CIRCUITS
|
|
Classification of sequential circuits, Moore and Mealy -Design of Synchronous counters: state diagram- State table –State minimization –State assignment- ASM-Excitation table and maps-Circuit implementation - Universal shift register – Shift counters – Ring counters | |
Unit-3 |
Teaching Hours:9 |
ASYNCHRONOUS SEQUENTIAL CIRCUITS
|
|
Design of fundamental mode and pulse mode circuits – primitive state / flow table – Minimization of primitive state table –state assignment – Excitation table – Excitation map- cycles – Races, Hazards: Static –Dynamic –Essential –Hazards elimination. | |
Unit-3 |
Teaching Hours:9 |
ASYNCHRONOUS SEQUENTIAL CIRCUITS
|
|
Design of fundamental mode and pulse mode circuits – primitive state / flow table – Minimization of primitive state table –state assignment – Excitation table – Excitation map- cycles – Races, Hazards: Static –Dynamic –Essential –Hazards elimination. | |
Unit-4 |
Teaching Hours:9 |
DIGITAL INTEGRATED CIRCUITS
|
|
Introduction – Special Characteristics – Bipolar Transistor Characteristics – RTL and DTL circuits – Transistor-Transistor Logic (TTL) Emitter Coupled Logic (ECL) – Metal Oxide Semiconductor (MOS) – Complementary MOS (CMOS) – CMOS Transmission Gate circuits | |
Unit-4 |
Teaching Hours:9 |
DIGITAL INTEGRATED CIRCUITS
|
|
Introduction – Special Characteristics – Bipolar Transistor Characteristics – RTL and DTL circuits – Transistor-Transistor Logic (TTL) Emitter Coupled Logic (ECL) – Metal Oxide Semiconductor (MOS) – Complementary MOS (CMOS) – CMOS Transmission Gate circuits | |
Unit-5 |
Teaching Hours:9 |
VERILOG HDL
|
|
Basic Concepts: VLSI Design flow, identifiers, gate primitives, value set, ports, gate delays, structural gate level modeling, Behavioral modeling, Data flow modeling, Design hierarchies, Structural gate level description of combinational and sequential circuits. | |
Unit-5 |
Teaching Hours:9 |
VERILOG HDL
|
|
Basic Concepts: VLSI Design flow, identifiers, gate primitives, value set, ports, gate delays, structural gate level modeling, Behavioral modeling, Data flow modeling, Design hierarchies, Structural gate level description of combinational and sequential circuits. | |
Text Books And Reference Books: T1. M. Morris Mano, Michael D. Ciletti, “Digital Design” 5thEdition, Prentice Hall of India Pvt. Ltd., New Delhi, 2015/Pearson Education (Singapore) Pvt. Ltd., New Delhi, 2003. T2. Samir Palnitkar, “Verilog HDL”, 2 edition, Pearson Education, 2003 T3. Peter.J.Ashenden, “Digital Design: An Embedded Systems Approach Using Verilog”, Elsevier 2010 | |
Essential Reading / Recommended Reading R1. John .M Yarbrough,” Digital Logic Applications and Design”, Thomson- Vikas Publishing house, New Delhi, 2006. R2. S. Salivahanan and S. Arivazhagan, “Digital Circuits and Design”, 5th ed., Vikas Publishing House Pvt. Ltd, New Delhi, 2016. R3. Charles H.Roth, ” Fundamentals of Logic Design”, Thomson Publication Company, 2012. R4. Donald P.Leach and Albert Paul Malvino, “Digital Principles and Applications”,6th Edition, Tata McGraw Hill Publishing Company Limited, New Delhi, 2012. | |
Evaluation Pattern CIA-65 MARKS ESE-35 MARKS | |
EC335 - ELECTRO MAGNETIC FIELDS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course aims at imparting the fundamental concepts of Electrostatics and static magnetic fields, basic concepts of Time varying fields and their behaviour in different media, give understanding about analysis of fields in different geometries and application areas of electromagnetic fields |
|
Learning Outcome |
|
CO-1: Demonstrate the field's potential due to static changes CO-2: Demonstrate behavior of static electric and magnetic fields CO-3: Understand the behavior of electric and magnetic fields in different media CO-4: Demonstrates the electric and magnetic fields with respect to time CO-5: Demonstrates uniform wave propagation in an electric field |
Unit-1 |
Teaching Hours:9 |
STATIC ELECTRIC FIELDS
|
|
Coulomb‘s Law – Definition of Electric Field Intensity – Principle of Superposition – Electric Flux Density – Gauss Law – Proof of Gauss Law – Applications. Charge distributions-line, surface, volume. Electric Scalar Potential Relationship between potential and electric field - Potential due to electrical dipole - Poisson‘s and Laplace‘s equation – Electrostatic energy and energy density - Electric current – Current density – point form of ohm‘s law – continuity equation for current | |
Unit-2 |
Teaching Hours:9 |
STATIC MAGNETIC FIELD
|
|
The Biot-Savart Law– Magnetic Field intensity due to a finite and infinite current carrying wire – Magnetic field intensity on the axis of a circular and rectangular current carrying loop – Ampere‘s circuital law and simple applications. Current distributions –line, surface and volume. Magnetic flux density – The Lorentz force equation for a moving charge and applications – Magnetic moment – Magnetic Vector Potential-Energy density in magnetic fields | |
Unit-3 |
Teaching Hours:9 |
TIME VARYING ELECTRIC AND MAGNETIC FIELDS
|
|
Faraday‘s law – Maxwell‘s Second Equation in integral form from Faraday‘s Law –Equation expressed in point form. Displacement current – Ampere‘s circuital law in integral form – Modified form of Ampere‘s circuital law as Maxwell‘s first equation in integral form – Equation expressed in point form. Maxwell‘s four equations in integral form and differential form | |
Unit-4 |
Teaching Hours:9 |
ELECTROMAGNETIC WAVES
|
|
Derivation of Wave Equation – Uniform Plane Waves – Maxwell‘s equation in Phasor form – Wave equation in Phasor form – Plane waves in free space and in a homogenous material. Wave equation for a conducting medium – Plane waves in lossy dielectrics –Propagation in good conductors – Skin effect, Poynting Vector. | |
Unit-5 |
Teaching Hours:9 |
REFLECTION AND REFRACTION OF UNIFORM PLANE WAVES
|
|
Boundary conditions in vector form - Interaction of waves with dielectric and conducting materials - Normal andOblique incidences, applications of plane waves, Polarization and its types. | |
Text Books And Reference Books:
T1.M. N. O. Sadiku., “Elements of Engineering Electromagnetics”, Oxford University Press, 5th Edition 2010. T2. E.C. Jordan and K.G. Balmain., “Electromagnetic Waves and Radiating Systems”, Prentice Hall of India, 2/E 2ndEdition 2003. T3. Karl E. Lonngren, Sava V. Savov, Randy J. Jost.,“Fundamentals of Electromagnetics with MATLAB”, SciTech Publishing Inc.,2nd Edition 2007. | |
Essential Reading / Recommended Reading R1. RamoWhinnery and Van Duzer., “Fields and Waves in Communications Electronics”, John Wiley & Sons, 3rd Edition 2003. R2. NarayanaRao, N., “Elements of Engineering Electromagnetics”, Prentice Hall of India, New Delhi, 6thEdition 2004. R3. William H.Hayt and John A Buck., “Engineering Electromagnetics”, McGraw-Hill, 6th Edition 2003. | |
Evaluation Pattern Components of the CIA | |
ECHO341CSP - INTRODUCTION TO CRYPTOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The aim of this course is to familiarize the students with the understanding of the essential requirements of a security architecture and the commonly occurring security attacks. Also the course differentiates between block ciphers and stream ciphers using examples. The concepts of Public key cryptography is also imparted. |
|
Learning Outcome |
|
CO1: Apply the knowledge of mathematics, science, engineering and learn about basic concepts of number theory and finite fields
CO2: To understand and learn about classical encryption standards CO3: To understand and analyse the various pseudo random sequence generators CO4: Describe about Public key cryptography and the mechanisms available to implement it. CO5: To learn and understand the concepts of one way hash functions |
Unit-1 |
Teaching Hours:9 |
Basic Concepts of Number Theory and Finite Fields:
|
|
Divisibility and the divisibility algorithm, Euclidean algorithm, Modular arithmetic, Groups, Rings and Fields, Finite fields of the form GF(p), Polynomial arithmetic, Finite fields of the form GF(2n), Galois group of a field extensions, Fixed field and Galois extensions, Fundamental theorem of Galois Theory | |
Unit-1 |
Teaching Hours:9 |
Basic Concepts of Number Theory and Finite Fields:
|
|
Divisibility and the divisibility algorithm, Euclidean algorithm, Modular arithmetic, Groups, Rings and Fields, Finite fields of the form GF(p), Polynomial arithmetic, Finite fields of the form GF(2n), Galois group of a field extensions, Fixed field and Galois extensions, Fundamental theorem of Galois Theory | |
Unit-1 |
Teaching Hours:9 |
Basic Concepts of Number Theory and Finite Fields:
|
|
Divisibility and the divisibility algorithm, Euclidean algorithm, Modular arithmetic, Groups, Rings and Fields, Finite fields of the form GF(p), Polynomial arithmetic, Finite fields of the form GF(2n), Galois group of a field extensions, Fixed field and Galois extensions, Fundamental theorem of Galois Theory | |
Unit-2 |
Teaching Hours:9 |
Classical Encryption Techniques
|
|
Symmetric cipher model, Substitution techniques, Transposition techniques, Steganography, Traditional Block Cipher structure, Data Encryption Standard (DES) | |
Unit-2 |
Teaching Hours:9 |
Classical Encryption Techniques
|
|
Symmetric cipher model, Substitution techniques, Transposition techniques, Steganography, Traditional Block Cipher structure, Data Encryption Standard (DES) | |
Unit-2 |
Teaching Hours:9 |
Classical Encryption Techniques
|
|
Symmetric cipher model, Substitution techniques, Transposition techniques, Steganography, Traditional Block Cipher structure, Data Encryption Standard (DES) | |
Unit-3 |
Teaching Hours:9 |
Pseudo-Random-Sequence Generators
|
|
The AES Cipher, Linear Congruential Generators, Linear Feedback Shift Registers, Design and analysis of stream ciphers, Stream ciphers using LFSRs | |
Unit-3 |
Teaching Hours:9 |
Pseudo-Random-Sequence Generators
|
|
The AES Cipher, Linear Congruential Generators, Linear Feedback Shift Registers, Design and analysis of stream ciphers, Stream ciphers using LFSRs | |
Unit-3 |
Teaching Hours:9 |
Pseudo-Random-Sequence Generators
|
|
The AES Cipher, Linear Congruential Generators, Linear Feedback Shift Registers, Design and analysis of stream ciphers, Stream ciphers using LFSRs | |
Unit-4 |
Teaching Hours:9 |
Principles of Public-Key Cryptosystems
|
|
Prime Numbers, Fermat‘s and Euler‘s theorem, Primality testing, Chinese Remainder theorem, discrete logarithm, The RSA algorithm, Diffie - Hellman Key Exchange, Elliptic Curve Arithmetic, Elliptic Curve Cryptography | |
Unit-4 |
Teaching Hours:9 |
Principles of Public-Key Cryptosystems
|
|
Prime Numbers, Fermat‘s and Euler‘s theorem, Primality testing, Chinese Remainder theorem, discrete logarithm, The RSA algorithm, Diffie - Hellman Key Exchange, Elliptic Curve Arithmetic, Elliptic Curve Cryptography | |
Unit-4 |
Teaching Hours:9 |
Principles of Public-Key Cryptosystems
|
|
Prime Numbers, Fermat‘s and Euler‘s theorem, Primality testing, Chinese Remainder theorem, discrete logarithm, The RSA algorithm, Diffie - Hellman Key Exchange, Elliptic Curve Arithmetic, Elliptic Curve Cryptography | |
Unit-5 |
Teaching Hours:9 |
One-Way Hash Functions
|
|
Background, Snefru, N-Hash, MD4, MD5, Secure Hash Algorithm [SHA],One way hash functions using symmetric block algorithms, Using public key algorithms, Choosing a one-way hash functions, Message Authentication Codes. Digital Signature Algorithm, Discrete Logarithm Signature Scheme | |
Unit-5 |
Teaching Hours:9 |
One-Way Hash Functions
|
|
Background, Snefru, N-Hash, MD4, MD5, Secure Hash Algorithm [SHA],One way hash functions using symmetric block algorithms, Using public key algorithms, Choosing a one-way hash functions, Message Authentication Codes. Digital Signature Algorithm, Discrete Logarithm Signature Scheme | |
Unit-5 |
Teaching Hours:9 |
One-Way Hash Functions
|
|
Background, Snefru, N-Hash, MD4, MD5, Secure Hash Algorithm [SHA],One way hash functions using symmetric block algorithms, Using public key algorithms, Choosing a one-way hash functions, Message Authentication Codes. Digital Signature Algorithm, Discrete Logarithm Signature Scheme | |
Text Books And Reference Books:
William Stallings, Cryptography and Network Security: Principles and Practice, Prentice-Hall | |
Essential Reading / Recommended Reading Cryptography and Network Security, Atul Kahate, TMH, 2003. | |
Evaluation Pattern CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS
SCALED[ CIA(THEORY+PRACTICAL) -70 MARKS & ESE -30 MARKS] | |
MA332 - 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 (MA332) is offered for three credits in the third semester for the branch of Electronics and Communication Engineering. It provides basic pre-requisite to learn the advanced techniques for the core branch. The course has Fourier series, Fourier transform and Z-transform, various coordinate systems like cylindrical, spherical systems and transformation between them, solution of boundary value problems using half range Fourier series. Course Objective: To enable the students to transform the coordinate system, solve the boundary value problems using Fourier series and Fourier transforms as well solving higher order partial differential equations by different methods and difference equations using Z – transform. |
|
Learning Outcome |
|
CO1: Apply vector operators to transform the Cartesian coordinate system into spherical and cylindrical forms {L3} {PO1, PO2, PO3, PO4, PO9} CO2: Predict the nature of partial differential equations and solve it by the method of variable separable. {L3} {PO1, PO2, PO3, PO4, PO9} CO3: Develop the trigonometric series as Fourier expansions. {L4} {PO1, PO2, PO3, PO4, PO9} CO4: Apply Fourier series and solve the boundary value problems {L3} {PO1, PO2, PO3, PO4, PO9} CO5: Solve difference equations using Z transform {L3} {PO1, PO2, PO3, PO4, PO9} |
Unit-1 |
Teaching Hours:9 |
Coordinate Systems
|
|
Curvilinear Coordinate System, Gradient, Divergence, Curl and Laplacian in Cylindrical and Spherical Coordinate system, Transformation between systems. | |
Unit-2 |
Teaching Hours:9 |
Partial Differential Equations
|
|
Formation of partial differential equations by elimination of arbitrary constants and arbitrary functions – Solution of standard types of first order partial differential equations – Lagrange’s linear equation – Linear partial differential equations of second and higher order with constant coefficients. | |
Unit-3 |
Teaching Hours:9 |
Fourier Series & Fourier Transform
|
|
Fourier series – Half range Fourier sine and cosine series – Complex form of Fourier series – Harmonic Analysis. Complex Fourier transform – Sine and Cosine transforms – Properties – Transforms of simple functions – Convolution theorem – Parseval’s identity. Solution of equations using Fourier transform, Limitation of Fourier series and Fourier transform and need for Wavelet.
| |
Unit-4 |
Teaching Hours:9 |
Boundary Value Problems
|
|
Classification of second order quasi linear partial differential equations – Solutions of one dimensional wave equation – One dimensional heat equation – Two dimensional Laplace equation – Steady state solution of two-dimensional heat equation (Insulated edges excluded) – Fourier series solutions in Cartesian coordinates. | |
Unit-5 |
Teaching Hours:9 |
Z ? Transform and Difference Equations
|
|
Z-transform - Elementary properties – Inverse Z – transform – Convolution theorem -Formation of difference equations – Solution of difference equations using Z - transform. | |
Text Books And Reference Books: T1. Dr. B. Grewal, “Higher Engineering Mathematics”, 43rd Edition, Khanna Publishers, July 2014. T2. H. K. Das & Rajnish Verma, “Higher Engineering Mathematics”, 20th Edition, S. Chand & Company Ltd., 2014. T3. Kandasamy, P., Thilagavathy, K., and Gunavathy, K., “Engineering Mathematics Volume III”, S. Chand & Company ltd., New Delhi, 2003. | |
Essential Reading / Recommended Reading R1. 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. Churchill, R.V. and Brown, J.W., “Fourier Series and Boundary Value Problems”, Fourth Edition, McGraw-Hill Book Co., Singapore, 1987. R4. T.Veera Rajan, “Engineering Mathematics [For Semester III]. Third Edition. Tata McGraw-Hill Publishing Company. New Delhi, 2007. R5. S. L. Loney, “Plane Trigonometry”, Cambridge: University Press. | |
Evaluation Pattern Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Quiz / Closed book tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE) : Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern: Question paper consists of two sections. Section A will contain four compulsory questions and Section B will contain one question with either or choice. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows: Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year. The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions
| |
OEC371 - NCC3 (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
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. |
|
Learning Outcome |
|
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 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality Development and leadership
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Knowledge and Technical Skills
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Practical Application and Community Engagement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
OEC372 - ABILITY ENHANCEMENT COURSE III (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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. |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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 :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
Unit-1 |
Teaching Hours:6 |
Technical Reading and Writing Practices :
|
|
| |
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-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. | |
BS451 - 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 |
|
Understanding and application of MATLAB and TINKERCAD for biological analysis which would results in better healthcare and any engineer, irrespective of the parent discipline (mechanical, electrical, civil, computer, electronics, etc.,) can use the disciplinary skills toward designing/improving biological systems. This course is designed to convey the essentials of human physiology.The course will introduce to the students the various fundamental concepts in MATLAB and TINKERCAD for numerical analysis and circuit design using arduino.
|
|
Learning Outcome |
|
CO1: Examine the various applications of bioengineering and using common tool boxes for analysing medical information. |
Unit-1 |
Teaching Hours:30 |
|||||||||||
LIST OF EXPERIMENTS
|
||||||||||||
| ||||||||||||
Unit-1 |
Teaching Hours:30 |
|||||||||||
LIST OF EXPERIMENTS
|
||||||||||||
| ||||||||||||
Text Books And Reference Books: NIL
| ||||||||||||
Essential Reading / Recommended Reading NIL
| ||||||||||||
Evaluation Pattern As per university norms CIA II-50 MARKS END SEM PRACTICAL EXAM -50 MARKS [SCALED:CIA -25 MARKS & ESE -25 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. |
||||||||||||
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) | |
EC431P - ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course introduces the various aspects of the problem space from the artificial intelligence by knowledge representation using semantic networks and rules. It also provides an introduction to basic skill set required in this fast expanding field of machine learning. Students will learn relevant basics in machine learning such as regression, clustering and classification. |
|
Learning Outcome |
|
CO1: Understand the concepts of knowledge representation using an appropriate technique CO2: Formulate the problem space of a problem in artificial intelligence CO3: Analyse the problems in the supervised and unsupervised domain in the context of Machine Learning CO4: Examine the concepts of uncertain knowledge representation using the Baye's inferences CO5: Analyze the algorithms to a real-world problem by optimizing the models learned and report on the expected accuracy that can be achieved by applying the models |
Unit-1 |
Teaching Hours:9 |
KNOWLEDGE REPRESENTATION AND LOGIC
|
|
Logic Concepts: Introduction, Propositional Calculus, Propositional Logic, Natural Deduction System, Axiomatic System. Uncertain knowledge Representation, Decision analysis | |
Unit-2 |
Teaching Hours:9 |
LOGICAL INTELLIGENCE
|
|
Introduction, propositional logic, resolution, first-order logic, Supervised Learning: regression, parameter estimation, learning a decision tree | |
Unit-3 |
Teaching Hours:9 |
MACHINE LEARNING
|
|
Introduction to Machine Learning: Different types of learning, Hypothesis space. Training and test sets, cross validation. Linear Regression: Introduction, Linear regression, Applied Machine Learning | |
Unit-4 |
Teaching Hours:9 |
PROBABILISTIC MODEL
|
|
Introduction to uncertain knowledge review of probability – Baye’s Probabilistic inferences. Learning probabilistic model, Probabilistic model structure, Unsupervised Learning and reinforcement learning. | |
Unit-5 |
Teaching Hours:9 |
DECISION BASED AND INSTANCE LEARNING
|
|
Introduction, Decision tree representation, appropriate problems for decision tree learning, the basic decision tree algorithm, hypothesis space search in decision tree learning, inductive bias in decision tree learning, issues in decision tree learning, Python exercise on Decision Tree. Instance based Learning: K nearest neighbor, the Curse of Dimensionality, Feature Selection: forward search, backward search, univariate , multivariate feature selection approach, Feature reduction (Principal Component Analysis) | |
Text Books And Reference Books: T1. Saroj Kaushik. Artificial Intelligence. Cengage Learning. 2011 T2. Patrick Henry Winston,” Artificial Intelligence”, Addison Wesley, Third edition, 2010 | |
Essential Reading / Recommended Reading R1. Richard E. Neapolitan, Xia Jiang, Artificial Intelligence with an introduction to machine learning, 2nd Ed, CRC Press, 2018 R2. Ethem Alpaydın, Introduction to Machine Learning, 2nd Ed., The MIT Press, London, 2010 R3.Kevin P. Murphy, “Machine Learning: A Probabilistic Perspective”, MIT Press, 2012 | |
Evaluation Pattern CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA(THEORY+PRACTICAL) -70 MARKS & ESE -30 MARKS] | |
EC432P - ANTENNAS AND WAVE PROPAGATION (2023 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course is designed to provide undergraduate students with a comprehensive understanding of antennas and wave propagation, covering fundamental principles, design techniques of antennas and arrays, advanced technologies, propagation types, fabrication and measurements with practical applications. |
|
Learning Outcome |
|
CO1: Utilize antenna fundamentals to solve resonance and radiation parameters CO2: Apply principles of arrays, and construct different special antennas CO3: Choose advanced antenna techniques for various wireless applications CO4: Identify various types of wave propagation methods and applications CO5: Compare various short range and long range antenna measurement methods |
Unit-1 |
Teaching Hours:9 |
ANTENNA FUNDAMENTALS AND RADIATION
|
|
Antenna working principle, types and classification, antenna resonance and radiation parameters, polar coordinate system, beam solid angle, radiation intensity, directivity, gain, E-plane and H-plane and 3D patterns, polarization, Poynting vector, radiation from monopole and dipole antennas | |
Unit-2 |
Teaching Hours:9 |
ARRAYS AND SPECIAL ANTENNAS
|
|
Antenna arrays and types: array factor, total phase shift, n- and 2-element, binomial, planar arrays, smart antennas -phased arrays and beamforming techniques, log-periodic antenna, helical antenna, horn antenna, parabolic reflector | |
Unit-3 |
Teaching Hours:9 |
ADVANCED ANTENNA TECHNOLOGIES
|
|
Structure and materials of patch antennas; design of feeds, rectangular, circular and triangular patch antennas; performance enhancement techniques-aspect ratio, tabs, indentations; antenna miniaturization- fractal and metamaterial antennas, parametric optimization | |
Unit-4 |
Teaching Hours:9 |
WAVE PROPAGATION
|
|
Ground wave propagation-surface and space waves, effect of earth’s curvature and magnetic field, range of LoS propagation, duct propagation.
Sky wave propagation- structure and refractive index of ionosphere, wave bending mechanism, maximum usable frequency, critical frequency, skip distance, fading and diversity reception
| |
Unit-5 |
Teaching Hours:9 |
ANTENNA MEASUREMENTS AND APPLICATIONS
|
|
Antenna Fabrication - Etching, printing, and photolithography, SMA connectors
Antenna testing and measurement: anechoic chamber and types, VNA and SA; Resonant Characteristics - resonant frequency, bandwidth, reflection coefficient, impedance, VSWR; Radiation Characteristics- E and H Plane, 3D patterns, directivity, gain using Friis formula
Case studies and applications of antennas in real-world scenarios (overview)- Antennas for mobile, satellite, cubesat, military, radar and biomedical applications.
| |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern
CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA(THEORY+PRACTICAL) -70 MARKS & ESE -30 MARKS] | |
EC433 - SIGNALS AND SYSTEMS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Analyse and Characterization of total response, impulse response and frequency response of LTI DT systems |
|
Learning Outcome |
|
CO1: Categorize the properties and representation of discrete and continuous time signals and systems CO2: Analyze the continuous time signal using Fourier and Laplace transform CO3: Examine total response, impulse response and frequency response of LTI-CT system CO4: Analyze the discrete time signals using Discrete Time Fourier Transforms and Z transform CO5: Examine total response, impulse response and frequency response of LTI-DT systems |
Unit-1 |
Teaching Hours:9 |
Classification of Signals and Systems
|
|
Continuous Time signals (CT signals), Discrete Time signals (DT signals) - Step, Ramp, Impulse, Exponential, Classification of CT and DT signals - periodic and aperiodic, Energy and power, even and odd, Deterministic and Random signals, Transformation on Independent variables -CT systems and DT systems, Properties of Systems – Linearity, Causality, Time Invariance, Stability, Invertibility and LTI Systems | |
Unit-2 |
Teaching Hours:9 |
Analysis of Continuous Time Signals
|
|
Fourier Series Analysis, Spectrum of CT Signals, Continuous Time Fourier Transform and Laplace Transform in Signal Analysis, Properties of Fourier Transform, Laplace Transform-Properties-ROC, Parseval’s Theorem, Sampling Theorem and Aliasing. | |
Unit-3 |
Teaching Hours:9 |
Linear Time Invariant ?Continuous Time Systems
|
|
Differential Equation- Block diagram representation-impulse response, convolution integrals-Fourier and Laplace transforms in Analysis. | |
Unit-4 |
Teaching Hours:9 |
Analysis of Discrete Time Signals
|
|
Spectrum of DT Signals, Discrete Time Fourier Transform (DTFT), Z-Transform in signal analysis, Z-transform-Properties-ROC and Inverse Z Transform-Partial Fraction-Long Division. | |
Unit-5 |
Teaching Hours:9 |
Linear Time Invariant ?Discrete Time Systems
|
|
Difference Equations- Block diagram representation-Impulse response-Convolution sum-DTFT and Z Transform analysis of Recursive & Non-Recursive systems. | |
Text Books And Reference Books: T1 Alan V. Oppenheim, Alan S. Willsky with S. Hamid Nawab, Signals & Systems, 2ndedn., Pearson Education, 2015 T2. M. J. Roberts, Signals and Systems Analysis using Transform method and MATLAB, TMH 2003. | |
Essential Reading / Recommended Reading R1. Lathi B. P, Signals Systems and Communication, B S Publications, Hyderabad, 2011. R2. Simon Haykin and Barry Van Veen, Signals and Systems, John Wiley, 2009 R3. K. Lindner, “Signals and Systems”, McGraw Hill International, 2009 R4. Michael J Roberts, "Fundamentals of Signals and systems" Tata McGraw Hill, 2007 | |
Evaluation Pattern CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA-50 MARKS & ESE -50 MARKS] | |
EC434 - CONSTRUCTIVE COMPUTER ARCHITECTURE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Study computer architecture by constructing many different machines |
|
Learning Outcome |
|
CO1: Understand the concept of constructive computer architecture and basics of System VeriLog (SV) CO2: Understand the different sequential components in constructive manner CO3: Explain the pipelining concept in computer architecture CO4: Explain memory and cache architecture CO5: Explain the architecture of GPP microprocessor and RISC-V processors |
Unit-1 |
Teaching Hours:9 |
Combinational circuits and modules
|
|
Concept of constructive computer architecture - Basics of SystemVerilog (SV) coding, SV Compiler-Different combinational circuits and its SV coding- a simple ripple carry adder, ALU, combinational ALUs, multiplication. | |
Unit-2 |
Teaching Hours:9 |
Sequential circuits and modules
|
|
Flip-flops and Registers-Sequential loops with registers-SV Modules and Interfaces, Polymorphic multiply module, Register files, Memories and BRAMs | |
Unit-3 |
Teaching Hours:9 |
Pipelining Complex Combinational Circuits
|
|
Multi-rule Systems-Concurrent Rule scheduling-Pipeline registers and Inelastic Pipelines-Elastic Pipelines with FIFOs between stages, One-Element FIFO Implementation, two element FIFO implementation | |
Unit-4 |
Teaching Hours:9 |
Memories and Caches
|
|
Virtual Memory - Different kinds of addresses, Paged Memory Systems, Page Tables, Cache organizations, Blocking Cache Design, Integrating caches into the processor pipeline, Non-blocking cache for the Instruction Memory (Read-Only). | |
Unit-5 |
Teaching Hours:9 |
Introduction to RISC-V Instruction Set Architecture (ISA)
|
|
Architecture of microprocessor, Instruction Set Architectures, Non-pipelined and pipelined RISC-V, Architecturally Visible State and Implementation State-SMIPS processor architecture state-MIPS processor instruction formats-Uniform interface for processor implementations, single-cycle implementation of SMIPS | |
Text Books And Reference Books: T1. Computer Architecture: A Constructive Approach, Arvind, Rishiyur S. Nikhil, Joel S. Emer, and Murali Vijayaraghavan (Revision: August 25, 2015) | |
Essential Reading / Recommended Reading R1. Learning Bluespec: BSV By Example, Rishiyur S. Nikhil and Kathy R. Czecka. R2. Computer Organization and Design: the Hardware/Software Interface, David A. Patterson and John L. Hennessy. R3. Computer Architecture: A Quantitative Approach, John L. Hennessy and David A. Patterson. | |
Evaluation Pattern
CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS
END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA-50 MARKS & ESE -50 MARKS] | |
EC435 - COMPUTER NETWORKS AND SECURITY (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course aims to introduce the concepts, terminologies, and technologies used in modern data communication and computer networking. This course also highlights the security aspects related to computer networks and major principles associated to it. |
|
Learning Outcome |
|
CO1: Explain the network models and terminologies including topologies, transmission media and line coding for a data communication system. CO2: Understand the data link layer services for error control using parity check, Hamming & cyclic codes and flow control techniques using stop & wait, stop & wait ARQ, Go-back n ARQ protocols CO3: Find the path for network layer packet delivery for a given topology using intradomain routing protocols CO4: Understand the essential principles of transport layer including reliable data transfer, congestion control and quality of service CO5: Explain the security aspects related to IP layer along with web security |
Unit-1 |
Teaching Hours:9 |
Data Communications
|
|
Components – Direction of Data flow – networks – Components and Categories – types of Connections – Topologies –Protocols and Standards – ISO / OSI model – Transmission Media – Coaxial Cable – Fiber Optics – Line Coding – Modems – RS232 Interfacing sequences. TCP/IP | |
Unit-2 |
Teaching Hours:9 |
Data Link Layer
|
|
Error – detection and correction – Parity – LRC – CRC – Hamming code – Flow Control and Error control: stop and wait – go back N ARQ – selective repeat ARQ- sliding window techniques – HDLC. LAN: Ethernet IEEE 802.3, IEEE 802.4, and IEEE 802.11 | |
Unit-3 |
Teaching Hours:9 |
Network Layer
|
|
Internetworks - Packet Switching and Datagram approach – IP addressing methods- IP Multicasting and broadcasting – Subnetting – Routing – Distance Vector Routing – Link State Routing – Routers | |
Unit-4 |
Teaching Hours:9 |
Transport Layer
|
|
Duties of transport layer – Multiplexing – Demultiplexing – Sockets – User Datagram Protocol (UDP) – Transmission Control Protocol (TCP) – Congestion Control – Quality of services (QOS) – Integrated Service | |
Unit-5 |
Teaching Hours:9 |
Network Security
|
|
IP Security- IP Security Overview, IP Security Architecture, Authentication Header, Encapsulating Security Payload, Combining Security Associations; Web Security- Web Security Considerations, Secure Sockets Layer and Transport Layer Security, Secure Electronic Transaction | |
Text Books And Reference Books: T1. Behrouz A. Foruzan, “Data communication and Networking”,5th edition , Tata McGraw-Hill, 2012 T2. Stallings, W., “Cryptography and Network Security: Principles and Practice”, Pearson Education Limited, 2014 | |
Essential Reading / Recommended Reading R1. Andrew S. Tannenbaum, “Computer Networks”, PHI, 5th Edition, 2016 R2. William Stallings, “Data and Computer Communication”, 8th Edition, Pearson Education, 2013 | |
Evaluation Pattern
CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS
END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA - 50 MARKS & ESE -50 MARKS] | |
ECHO441CS - INTRODUCTION TO BLOCKCHAIN (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
At the end of the course, the students should be able to: · Understanding the concepts and the various terminologies in blockchain. · Familiarizing the various types of algorithms used in distributed computing. · Understanding the workings of blockchain and the mining process. · Analyzing the various applications of blockchain technologies. · Analyzing the security and privacy issues in the blockchain. |
|
Learning Outcome |
|
CO1: Explain the concepts of Distributed systems, and the fundamentals and types of blockchain CO2: Illustrate the various techniques in distributed computing in connection with the crypto primitives CO3: Infer the operation of blockchain, the various architectures and structures used in it and essential components in Blockchain 1.0. CO4: Illustrate the various applications of blockchain technologies and components of Blockchain 2.0 CO5: Analyze the security issues in blockchain technology |
Unit-1 |
Teaching Hours:9 |
Unit-1: Introduction
|
|
Distributed DBMS – Limitations of Distributed DBMS, Introduction to Block chain – History, Definition, Distributed Ledger, Blockchain Categories – Public, Private, Consortium, Blockchain Network and Nodes, Peer-to-Peer Network, Mining Mechanism, Generic elements of Blockchain, Features of Blockchain, and Types of Blockchain. | |
Unit-1 |
Teaching Hours:9 |
Unit-1: Introduction
|
|
Distributed DBMS – Limitations of Distributed DBMS, Introduction to Block chain – History, Definition, Distributed Ledger, Blockchain Categories – Public, Private, Consortium, Blockchain Network and Nodes, Peer-to-Peer Network, Mining Mechanism, Generic elements of Blockchain, Features of Blockchain, and Types of Blockchain. | |
Unit-1 |
Teaching Hours:9 |
Unit-1: Introduction
|
|
Distributed DBMS – Limitations of Distributed DBMS, Introduction to Block chain – History, Definition, Distributed Ledger, Blockchain Categories – Public, Private, Consortium, Blockchain Network and Nodes, Peer-to-Peer Network, Mining Mechanism, Generic elements of Blockchain, Features of Blockchain, and Types of Blockchain. | |
Unit-2 |
Teaching Hours:9 |
Unit-2: Basic Distributed Computing & Crypto primitives
|
|
Atomic Broadcast, Consensus, Byzantine Models of fault tolerance Hash functions, Puzzle friendly Hash, Collison resistant hash, digital signatures, public key crypto, verifiable random functions, Zero-knowledge systems | |
Unit-2 |
Teaching Hours:9 |
Unit-2: Basic Distributed Computing & Crypto primitives
|
|
Atomic Broadcast, Consensus, Byzantine Models of fault tolerance Hash functions, Puzzle friendly Hash, Collison resistant hash, digital signatures, public key crypto, verifiable random functions, Zero-knowledge systems | |
Unit-2 |
Teaching Hours:9 |
Unit-2: Basic Distributed Computing & Crypto primitives
|
|
Atomic Broadcast, Consensus, Byzantine Models of fault tolerance Hash functions, Puzzle friendly Hash, Collison resistant hash, digital signatures, public key crypto, verifiable random functions, Zero-knowledge systems | |
Unit-3 |
Teaching Hours:9 |
Unit-3: Blockchain 1.0
|
|
Operation of Bitcoin Blockchain, Blockchain Architecture – Block, Hash, Distributer P2P, Structure of Blockchain- Consensus mechanism: Proof of Work (PoW), Proof of Stake (PoS), Byzantine Fault Tolerance (BFT), Proof of Authority (PoA) and Proof of Elapsed Time (PoET) | |
Unit-3 |
Teaching Hours:9 |
Unit-3: Blockchain 1.0
|
|
Operation of Bitcoin Blockchain, Blockchain Architecture – Block, Hash, Distributer P2P, Structure of Blockchain- Consensus mechanism: Proof of Work (PoW), Proof of Stake (PoS), Byzantine Fault Tolerance (BFT), Proof of Authority (PoA) and Proof of Elapsed Time (PoET) | |
Unit-3 |
Teaching Hours:9 |
Unit-3: Blockchain 1.0
|
|
Operation of Bitcoin Blockchain, Blockchain Architecture – Block, Hash, Distributer P2P, Structure of Blockchain- Consensus mechanism: Proof of Work (PoW), Proof of Stake (PoS), Byzantine Fault Tolerance (BFT), Proof of Authority (PoA) and Proof of Elapsed Time (PoET) | |
Unit-4 |
Teaching Hours:9 |
Unit-4: Blockchain 2.0
|
|
Ethereum and Smart Contracts, The Turing Completeness of Smart Contract Languages and verification challenges, Using smart contracts to enforce legal contracts, comparing Bitcoin scripting vs. Ethereum Smart Contracts | |
Unit-4 |
Teaching Hours:9 |
Unit-4: Blockchain 2.0
|
|
Ethereum and Smart Contracts, The Turing Completeness of Smart Contract Languages and verification challenges, Using smart contracts to enforce legal contracts, comparing Bitcoin scripting vs. Ethereum Smart Contracts | |
Unit-4 |
Teaching Hours:9 |
Unit-4: Blockchain 2.0
|
|
Ethereum and Smart Contracts, The Turing Completeness of Smart Contract Languages and verification challenges, Using smart contracts to enforce legal contracts, comparing Bitcoin scripting vs. Ethereum Smart Contracts | |
Unit-5 |
Teaching Hours:9 |
Unit-5: Privacy, Security issues in Blockchain
|
|
Pseudo-anonymity vs. anonymity, Zcash and Zk-SNARKS for anonymity preservation, attacks on Blockchains – such as Sybil attacks, selfish mining, 51% attacks - -advent of algorand, and Sharding based consensus algorithms to prevent these | |
Unit-5 |
Teaching Hours:9 |
Unit-5: Privacy, Security issues in Blockchain
|
|
Pseudo-anonymity vs. anonymity, Zcash and Zk-SNARKS for anonymity preservation, attacks on Blockchains – such as Sybil attacks, selfish mining, 51% attacks - -advent of algorand, and Sharding based consensus algorithms to prevent these | |
Unit-5 |
Teaching Hours:9 |
Unit-5: Privacy, Security issues in Blockchain
|
|
Pseudo-anonymity vs. anonymity, Zcash and Zk-SNARKS for anonymity preservation, attacks on Blockchains – such as Sybil attacks, selfish mining, 51% attacks - -advent of algorand, and Sharding based consensus algorithms to prevent these | |
Text Books And Reference Books: 1.Imran Bashir, “Mastering Blockchain: Distributed Ledger Technology, decentralization, and smart contracts explained”, 2nd Edition, Packt Publishing Ltd, March 2018. 2.Bellaj Badr, Richard Horrocks, Xun (Brian) Wu, “Blockchain By Example: A developer's guide to creating decentralized applications using Bitcoin, Ethereum, and Hyperledger”, Packt Publishing Limited, 2018. | |
Essential Reading / Recommended Reading 1.Andreas M. Antonopoulos , “Mastering Bitcoin: Unlocking Digital Cryptocurrencies”, O’Reilly Media Inc, 2015 2.Arvind Narayanan, Joseph Bonneau, Edward Felten, Andrew Miller and Steven Goldfeder, “Bitcoin and Cryptocurrency Technologies: A Comprehensive Introduction”, Princeton University Press, 2016. | |
Evaluation Pattern
CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA -50 MARKS & ESE -50 MARKS] | |
HS425 - 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 |
|
(a) To understand the moral values that ought to guide the Engineering profession. (b) To resolve the moral issues in the profession.
|
|
Learning Outcome |
|
CO1: Outline professional ethics and human values by realizing the holistic attributes. CO2: Specify the Engineering Professional Ethics to identify problems related to society, safety, health & legal aspects. CO3: Explain the importance of being ethical while using technology in the digital space. CO4: Understand the various Business functions and the ethical principles that govern the global business CO5: Explain the Importance of ethical conduct to safeguard environment and its resources. |
Unit-1 |
Teaching Hours:6 |
INTRODUCTION TO ETHICS
|
|
Introduction to Profession, Engineering and Professionalism, Three types of Ethics / Morality , Positive and Negative faces of Engineering Ethics | |
Unit-1 |
Teaching Hours:6 |
INTRODUCTION TO ETHICS
|
|
Introduction to Profession, Engineering and Professionalism, Three types of Ethics / Morality , Positive and Negative faces of Engineering Ethics | |
Unit-1 |
Teaching Hours:6 |
INTRODUCTION TO ETHICS
|
|
Introduction to Profession, Engineering and Professionalism, Three types of Ethics / Morality , Positive and Negative faces of Engineering Ethics | |
Unit-2 |
Teaching Hours:6 |
RESPONSIBILITY IN ENGINEERING AND ENGINEERING ETHICS
|
|
Introduction, Engineering Standards, Blame – Responsibility and Causation, Liability, Design Standards. Senses of 'Engineering Ethics' - variety of moral issued - types of inquiry - moral dilemmas - moral autonomy - Kohlberg's theory - Gilligan's theory - consensus and controversy – Models of Professional Roles - theories about right action - Self-interest - customs and religion - uses of ethical theories.
| |
Unit-2 |
Teaching Hours:6 |
RESPONSIBILITY IN ENGINEERING AND ENGINEERING ETHICS
|
|
Introduction, Engineering Standards, Blame – Responsibility and Causation, Liability, Design Standards. Senses of 'Engineering Ethics' - variety of moral issued - types of inquiry - moral dilemmas - moral autonomy - Kohlberg's theory - Gilligan's theory - consensus and controversy – Models of Professional Roles - theories about right action - Self-interest - customs and religion - uses of ethical theories.
| |
Unit-2 |
Teaching Hours:6 |
RESPONSIBILITY IN ENGINEERING AND ENGINEERING ETHICS
|
|
Introduction, Engineering Standards, Blame – Responsibility and Causation, Liability, Design Standards. Senses of 'Engineering Ethics' - variety of moral issued - types of inquiry - moral dilemmas - moral autonomy - Kohlberg's theory - Gilligan's theory - consensus and controversy – Models of Professional Roles - theories about right action - Self-interest - customs and religion - uses of ethical theories.
| |
Unit-3 |
Teaching Hours:6 |
SOCIAL AND VALUE DIMENSIONS IN TECHNOLOGY
|
|
Technology – The Promise and Perils, Computer Technology – Privacy and Social Policy, Ownership of Computer Software and public Policy, Engineering Responsibility in Democratic Deliberation on Technology Policy, The Social Embeddedness of Technology. | |
Unit-3 |
Teaching Hours:6 |
SOCIAL AND VALUE DIMENSIONS IN TECHNOLOGY
|
|
Technology – The Promise and Perils, Computer Technology – Privacy and Social Policy, Ownership of Computer Software and public Policy, Engineering Responsibility in Democratic Deliberation on Technology Policy, The Social Embeddedness of Technology. | |
Unit-3 |
Teaching Hours:6 |
SOCIAL AND VALUE DIMENSIONS IN TECHNOLOGY
|
|
Technology – The Promise and Perils, Computer Technology – Privacy and Social Policy, Ownership of Computer Software and public Policy, Engineering Responsibility in Democratic Deliberation on Technology Policy, The Social Embeddedness of Technology. | |
Unit-4 |
Teaching Hours:6 |
ELECTRONICS ENGINEERING AND BUSINESS ETHICS
|
|
Ethics in Business – HR, Marketing, Finance and Accounting, Production and Operation Ethics in Global Business – Ethical principles governing global business, ethical relations to adapting host countries, culture and norms. Ethics in Electronics Engineering - IEEE Code of Ethics, Computer Ethics, Case Studies on ethical conflicts, Corporate Social Responsibility | |
Unit-4 |
Teaching Hours:6 |
ELECTRONICS ENGINEERING AND BUSINESS ETHICS
|
|
Ethics in Business – HR, Marketing, Finance and Accounting, Production and Operation Ethics in Global Business – Ethical principles governing global business, ethical relations to adapting host countries, culture and norms. Ethics in Electronics Engineering - IEEE Code of Ethics, Computer Ethics, Case Studies on ethical conflicts, Corporate Social Responsibility | |
Unit-4 |
Teaching Hours:6 |
ELECTRONICS ENGINEERING AND BUSINESS ETHICS
|
|
Ethics in Business – HR, Marketing, Finance and Accounting, Production and Operation Ethics in Global Business – Ethical principles governing global business, ethical relations to adapting host countries, culture and norms. Ethics in Electronics Engineering - IEEE Code of Ethics, Computer Ethics, Case Studies on ethical conflicts, Corporate Social Responsibility | |
Unit-5 |
Teaching Hours:6 |
ETHICS AND ENVIRONMENT
|
|
Environment in Law and Court Decisions, Criteria for “Clean Environment”, The progressive Attitude towards the Environment, Going beyond the Law, Respect for nature, Scope of Professional Engineering obligations to Environment. | |
Unit-5 |
Teaching Hours:6 |
ETHICS AND ENVIRONMENT
|
|
Environment in Law and Court Decisions, Criteria for “Clean Environment”, The progressive Attitude towards the Environment, Going beyond the Law, Respect for nature, Scope of Professional Engineering obligations to Environment. | |
Unit-5 |
Teaching Hours:6 |
ETHICS AND ENVIRONMENT
|
|
Environment in Law and Court Decisions, Criteria for “Clean Environment”, The progressive Attitude towards the Environment, Going beyond the Law, Respect for nature, Scope of Professional Engineering obligations to Environment. | |
Text Books And Reference Books: T1. Mike Martin and Roland Schinzinger, “Ethics in Engineering”, McGraw-Hill, New York 1996. T2. Govindarajan M, Natarajan S, Senthil Kumar V. S, “Engineering Ethics”, Prentice Hall of India, New Delhi, 2004.
| |
Essential Reading / Recommended Reading R1. Charles D. Fleddermann, “Engineering Ethics”, Pearson Education / Prentice Hall, New Jersey, 2004 (Indian Reprint). R2. Charles E Harris, Michael S. Protchard and Michael J Rabins, “Engineering Ethics – Concepts and Cases”, Wadsworth Thompson Learning, United States, 2000 (Indian Reprint now available) R3. John R Boatright, “Ethics and the Conduct of Business”, Pearson Education, New Delhi, 2003 R4. Edmund G Seebauer and Robert L Barry, “Fundamentals of Ethics for Scientists and Engineers”, Oxford University Press, Oxford, 2001.
| |
Evaluation Pattern Components of the CIA
| |
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.
|
|
Learning Outcome |
|
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
|
|
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
|
|
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-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
|
|
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
|
|
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-4 |
Teaching Hours:11 |
Sorting
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
Definitions – Topological Sort – Shortest-Path Algorithms – Unweighted Shortest Paths – Dijkstra’s Algorithm – Minimum Spanning Tree – Prim’s Algorithm – Applications of Depth- First Search – Undirected Graphs – Bi-connectivity – Introduction to NP-Completeness-case study Practical Experiments / Experiential Learning: Ex 1: Implementing a Hash function/Hashing Mechanism. Ex 2: Implementing any of the shortest path algorithms | |
Text Books And Reference Books: Text Book: T1. Mark Allen Weiss, “Data Structures and Algorithm Analysis in Java”, 3rd Edition, Pearson Education 2013. | |
Essential Reading / Recommended Reading References (Text / Online Ref): R1. Fundamentals of data structure in C by Ellis Horowitz, Sarataj Shani 3rd edition, Galgotia book source PVT,2010. R2.Classic Data Structures , Debasis Samanta ,2nd Edition, PHI Learning PVT,2011 | |
Evaluation Pattern CIA 1 : 20 Marks CIA 2 : 50 Marks CIA 3 : 20 Marks ESE : 100 Marks CIA scaled down to 70 marks and ESE to 30 marks | |
OEC471 - NCC4 (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
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. |
|
Learning Outcome |
|
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 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Fitness and Drill Techniques
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Disaster Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aviation Safety and Operational Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
OEC472 - ABILITY ENHANCEMENT COURSE - IV (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:42 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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. |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-1 |
Teaching Hours:6 |
Presentation Skills
|
|
Planning and Structuring a Presentation > Effective Use of Visual Aids > Engaging the Audience: Techniques and Strategies > Overcoming Stage Fear > Evaluating Presentation Success Nature and Style of sensible writing : 1. Organizing Principles of Paragraphs in Documents, Writing Introduction and Conclusion, Importance of Proper Punctuation, The Art of Condensation (Precise writing) and Techniques in Essay writing, Common Errors due to Indianism in English Communication, Creating Coherence and Cohesion, Sentence arrangements exercises, Practice of Sentence Corrections activities. Importance of Summarising and Paraphrasing. 2. Misplaced modifiers, Contractions, Collocations, Word Order, Errors due to the Confusion of words, Common errors in the use of Idioms and phrases, Gender, Singular & Plural. Redundancies & Clichés.
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-2 |
Teaching Hours:6 |
Assertiveness
|
|
> Understanding the Difference: Assertiveness vs Aggressiveness > Benefits of Being Assertive > Techniques for Assertive Communication > Saying No Politely and Firmly > Assertiveness Role-Plays
Team Work and Collaboration > Characteristics of Effective Teams > Roles and Responsibilities within Teams > Strategies for Collaborative Work > Handling Team Conflicts > Celebrating Team Successes
| |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-3 |
Teaching Hours:6 |
Interview Skills
|
|
Interview Skills
> Introduction to Interviews > The Purpose of an Interview > Different Types of Interviews: Telephonic, Face-to-face, Panel, Behavioral, and Technical
> Before the Interview > Researching the Company/Organization > Analyzing the Job Description > Preparing Relevant Answers for Common Interview Questions
> During the Interview > Dress Code and Personal Grooming > Body Language: Eye Contact, Posture, and Handshake > Listening Actively and Responding Clearly > Asking Thoughtful Questions to the Interviewer
> Technical vs Behavioral Interviews > Understanding Technical Skill Evaluation > STAR Technique (Situation, Task, Action, Result) for Behavioral Questions
> Handling Challenging Questions and Situations > Addressing Gaps in Employment > Discussing Strengths, Weaknesses, and Failures > Navigating Salary Discussions
> After the Interview > Crafting a Follow-up Email or Letter > Reflecting on Interview Performance > Preparing for the Next Steps | |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-4 |
Teaching Hours:8 |
Averages and Alligations mixtures:
|
|
Average: relevance of average, meaning of average, properties of average, deviation method, concept of weighted average. Allegation method: a situation where allegation technique, general representation of allegations, the straight line approach, application of weighted average and allegation method in problems involving mixtures. Application of alligation on situations other than mixtures problems.
Data Sufficiency: Questions based on > Quantitative aptitude > Reasoning aptitude > Puzzles Permutation and Combination: Understanding the difference between the permutation and combination, Rules of Counting-rule of addition, rule of multiplication, factorial function, Concept of step arrangement, Permutation of things when some of them are identical, Concept of 2n, Arrangement in a circle. Probability: Single event probability, multi event probability, independent events and dependent events, mutually exclusive events, non-mutually exclusive events, combination method for finding the outcomes.
| |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Unit-5 |
Teaching Hours:14 |
C++ Object oriented Programming
|
|
· Class and Objects · Dynamic Memory Management POP, · OOPs in C++ · Console Input / Output in C++ · Comment lines in C++ · Importance of function prototyping in C++ · Function overloading · Inline functions and default arguments · Scope Resolution Operator · Structures · Defining function outside the class · Friend functions, Friend class · Array of class objects · Passing class objects to and returning class objects from functions · Nested classes, Namespaces · Dynamic memory allocation using new and deallocation new handler function | |
Text Books And Reference Books: 1.Title: The Elements of Style
Author: William Strunk Jr. and E.B. White
Publisher: Pearson
Edition: 4th Edition ISBN: 9780205309023. 2.Title: Cracking the Coding Interview
Author: Gayle Laakmann McDowell
Publisher: CareerCup
Edition: 6th Edition ISBN: 9780984782857
| |
Essential Reading / Recommended Reading 1.Title: The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and in Relationships Author: Randy J. Paterson Publisher: New Harbinger Publications Edition: 1st Edition ISBN: 9781572242098. 2.Title: Quantitative Aptitude for Competitive Examinations Author: R.S. Aggarwal Publisher: S. Chand Publishing Edition: 2021 ISBN: 9789352836509
3. Title: How to Prepare for Quantitative Aptitude for the CAT Author: Arun Sharma Publisher: McGraw Hill Education
Edition: 10th Edition (2022). 4.Title: Let Us C++
Author: YashavantKanetkar
Publisher: BPB Publications
Edition: 2nd Edition
ISBN: 9789387284904
Solutions Book:
4. Title: Let Us C++ Solutions
Author: YashavantKanetkar
Publisher: BPB Publications
Edition: 1st Edition ISBN: 9789387284911
| |
Evaluation Pattern Total Credits=1 Overall CIA=50 Marks. | |
CSOE561E01 - WEB PROGRAMMING CONCEPTS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
In this syllabus gets you the simple and practical Web Development for beginners covering basics of web programming, HTML5, CSS3, JavaScript and jQuery. The programs and examples trained in each chapter will help you learn all the principles and concepts very quickly and easily. It also provides elementary insights and an overview of the subject that is necessary to understand the world of web technologies. |
|
Learning Outcome |
|
CO1: Demonstrate the understanding of the basics of web programming concepts CO2: Develop a web applications using HTML5 tags. CO3: Construct a JavaScript Scripts for building interactive web applications.
CO4: Apply and Experiment with CSS3 to describe look and formatting for webpages CO5: Analyze lightweight jquery scripts to simplify common web scripting task |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO WEB PROGRAMMING
|
|
Internet and WWW, Web Browsers, Web Servers, URL, HTTP | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-2 |
Teaching Hours:9 |
HTML5
|
|
Presentational Elements Working with Hyperlinks, Adding Multimedia Content, Lists, Tables, Forms | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-3 |
Teaching Hours:9 |
JAVASCRIPT
|
|
JavaScript Arrays, javascript event handling | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-4 |
Teaching Hours:9 |
CSS3
|
|
Introducing CSS3, Defining & Applying a style, Creating style sheets, Understanding selectors, specificity, and cascading, Working with CSS properties | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Unit-5 |
Teaching Hours:9 |
jQuery
|
|
Introduction to jQuery Selectors, jQuery Events, jQuery DOM | |
Unit-5 |
Teaching Hours:9 |
Self-study
|
|
MySQL Database, JSP, ASP | |
Text Books And Reference Books: T1. Training Guide Programming in HTML5 with JavaScript and CSS3 (MCSD) (Microsoft Press Training Guide), 2013 T2. Deitel and Deitel, "Internet & World Wide Web How to Program", 5th edition,Pearson Publishers,2020 T3. York, Richard,Web development with jQuery,Wiley India Pvt Ltd., 2nd edition,2015. | |
Essential Reading / Recommended Reading R1. Matt West, “HTML5 Foundations”, Wiley Publishers: 2013. R2. Bruce Lawson, Remy Sharp, “Introducing HTML 5”, Pearson 2011 R3. Ian Lunn, “CSS3 Foundations”,Wiley Publishers, 2012 R4.Jon Duckett, “JavaScript and JQuery: Interactive Front-End Web Development”, Wiley Publishers: 2014. | |
Evaluation Pattern
(Scaled: CIA – 50 Marks & ESE – 50 Marks) | |
CSOE561E04 - PYTHON FOR ENGINEERS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: Python is an advanced, interpreted programming language known for its readability and simplicity. It supports various programming paradigms, such as procedural, object-oriented, and functional. Python's wide range of applications, from web development and app creation to data analytics and artificial intelligence, underscore its usefulness. Its robust assortment of libraries and frameworks contributes to its popularity among novices and professionals.
Course Objective: • Develop a working knowledge for how computers operate & how computer programs are executed. • Evolve critical thinking and problem-solving skills using an algorithmic approach. • Learn about the programmer’s role in the software development process. • Translate real-world issues into computer-solvable problems. |
|
Learning Outcome |
|
CO1: Demonstrate the basic methods of formatting, outputting data, kinds
of data, operators and variables.(L2) CO2: Interpret with the concepts of Boolean values, utilization of loops and
operators. (L2) CO3: Experiment with functions, passing arguments and data processing.(L3) CO4: Illustrate the concept of modules, exceptions, strings and lists. (L2) CO5: Apply the concepts of python to explore domain based applications.(L3) |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PYTHON
|
|
Programming – absolute basics, Python –Literal constants, Operators and Expressions, Variables, Identifiers, Data types, Input operation, Type conversion, Reserved words, Indentation, Comments, Testing and debugging a python code. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PYTHON
|
|
Programming – absolute basics, Python –Literal constants, Operators and Expressions, Variables, Identifiers, Data types, Input operation, Type conversion, Reserved words, Indentation, Comments, Testing and debugging a python code. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PYTHON
|
|
Programming – absolute basics, Python –Literal constants, Operators and Expressions, Variables, Identifiers, Data types, Input operation, Type conversion, Reserved words, Indentation, Comments, Testing and debugging a python code. | |
Unit-2 |
Teaching Hours:9 |
CONDITIONAL STATEMENTS LOOPING AND ARRAY
|
|
Making decisions in Python, Python's loops, Lists – collections of data, Sorting simple lists, Nested Lists, Cloning Lists, Using Lists as stacks and queues, List comprehensions, Functional programming using Lists, Advanced applications | |
Unit-2 |
Teaching Hours:9 |
CONDITIONAL STATEMENTS LOOPING AND ARRAY
|
|
Making decisions in Python, Python's loops, Lists – collections of data, Sorting simple lists, Nested Lists, Cloning Lists, Using Lists as stacks and queues, List comprehensions, Functional programming using Lists, Advanced applications | |
Unit-2 |
Teaching Hours:9 |
CONDITIONAL STATEMENTS LOOPING AND ARRAY
|
|
Making decisions in Python, Python's loops, Lists – collections of data, Sorting simple lists, Nested Lists, Cloning Lists, Using Lists as stacks and queues, List comprehensions, Functional programming using Lists, Advanced applications | |
Unit-3 |
Teaching Hours:9 |
FUNCTIONS
|
|
Writing functions, How functions communicate with environment, Variable scope and their lifetime, Keyword arguments, Default arguments, Variable length arguments, Lambda functions, Recursive functions, Tuples & dictionaries. | |
Unit-3 |
Teaching Hours:9 |
FUNCTIONS
|
|
Writing functions, How functions communicate with environment, Variable scope and their lifetime, Keyword arguments, Default arguments, Variable length arguments, Lambda functions, Recursive functions, Tuples & dictionaries. | |
Unit-3 |
Teaching Hours:9 |
FUNCTIONS
|
|
Writing functions, How functions communicate with environment, Variable scope and their lifetime, Keyword arguments, Default arguments, Variable length arguments, Lambda functions, Recursive functions, Tuples & dictionaries. | |
Unit-4 |
Teaching Hours:9 |
ERRORS & EXCEPTIONS
|
|
Handling exceptions, Raising exceptions, Built-in and User-defined exceptions, The finally block, Assertions in python, Characters and strings, String methods, Basic concepts of object oriented programming, Generators and closures | |
Unit-4 |
Teaching Hours:9 |
ERRORS & EXCEPTIONS
|
|
Handling exceptions, Raising exceptions, Built-in and User-defined exceptions, The finally block, Assertions in python, Characters and strings, String methods, Basic concepts of object oriented programming, Generators and closures | |
Unit-4 |
Teaching Hours:9 |
ERRORS & EXCEPTIONS
|
|
Handling exceptions, Raising exceptions, Built-in and User-defined exceptions, The finally block, Assertions in python, Characters and strings, String methods, Basic concepts of object oriented programming, Generators and closures | |
Unit-5 |
Teaching Hours:9 |
DOMAIN BASED APPLICATIONS
|
|
Scientific & Numerical applications, Network programming, Embedded applications, Audio & Video applications, Computer aided designing applications, Writing automated tests ,System administration, Games & Graphics | |
Unit-5 |
Teaching Hours:9 |
DOMAIN BASED APPLICATIONS
|
|
Scientific & Numerical applications, Network programming, Embedded applications, Audio & Video applications, Computer aided designing applications, Writing automated tests ,System administration, Games & Graphics | |
Unit-5 |
Teaching Hours:9 |
DOMAIN BASED APPLICATIONS
|
|
Scientific & Numerical applications, Network programming, Embedded applications, Audio & Video applications, Computer aided designing applications, Writing automated tests ,System administration, Games & Graphics | |
Text Books And Reference Books: TEXT BOOKS T1. Eric Matthes, “Python Crash Course”, 2nd Edition: A Hands-On, Project-Based Introduction to Programming, No Starch Press, Inc, 2016. T2. Paul Barry, “Head first Python”, 2nd Edition, O’Reilly, 2017.
| |
Essential Reading / Recommended Reading REFERENCE BOOKS R1. John Zelle, “Python Programming”, 3rd Edition, Franklin - Beedle Pub, 2017. R2. Martin C. Brown, “Python:The Complete Reference”,McGraw Hill Education;Fourth edition,2018. R3. Allen Downey, “Learning with Python: How to Think Like a Computer Scientist”, 3rd Edition, Green Tea Press, 2019. | |
Evaluation Pattern CIA 1 – 20 Marks CIA 2 – 50 Marks CIA 3 – 20 Marks End Semester Examination – 100 Marks Attendance – 5 Marks (Scaled: CIA – 50 Marks & ESE – 50 Marks) | |
EC531 - CONTROL SYSTEMS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course aims at providing students knowledge in the basic concepts of linear control theory, modern control theory and design of control systems. |
|
Learning Outcome |
|
CO1: Describe and categorize linear continuous- time control systems and able to apply the mathematical tool of Laplace transform with aim of obtaining transfer function of physical systems CO2: Developing the ability to describe and apply the methods of block diagram reduction and signal flow graph for analysis of transfer function of linear continuous time systems. CO3: Describe and categorize parameters like time constant of first order systems and rise time, overshoot, settling time of second order systems and able to determine the response for standard inputs and errors. CO4: Analyze the stability of a linear continuous- time system using method of Routh-Hurwitz criteria and to construct root locus, bode plot, polar plot and M-N circles for systems. CO5: Solve continuous-time systems in state space form in general, also in different standard forms of state space representation and can carry conversion from transfer function representation to state space form and vice versa. |
Unit-1 |
Teaching Hours:9 |
SYSTEMS AND THEIR REPRESENTATION
|
|
Basic elements in control systems – Open and closed loop systems – Transfer function. Mathematical Modeling of Systems: Electrical Systems, Mechanical Systems[Translational and Rotational Mechanical Systems], Electro Mechanical Systems. Liquid Level Systems. Electrical analogy of mechanical Systems– Force Voltage and Force Voltage Analogy Block Diagram - Block diagram reduction techniques – Signal flow graphs – Mason’s Gain Formula | |
Unit-2 |
Teaching Hours:9 |
TIME RESPONSE
|
|
Time response – Transient and Steady State Response. Order and Type of System. Concept of Poles and Zeros. Response of First Order Systems to Unit Impulse Input, Unit Step Input and Unit Ramp Input. Response of Second Order Systems to Unit Impulse Input, and Unit Step Input. Time domain specifications – Peak Time, Rise Time, Maximum Overshoot, Settling Time. Error: Steady State Error, Static Error Constants - Generalized error series – Dynamic Error Constants – Controllers, P, PI, PID modes of feedback control | |
Unit-3 |
Teaching Hours:9 |
STABILITY OF CONTROL SYSTEM
|
|
Stability of Control Systems: BIBO Stability. Location of poles and stability. Characteristics equation –Routh Hurwitz criterion Root Locus – Effect of pole, zero addition, Simple design using Root Locus. | |
Unit-4 |
Teaching Hours:9 |
FREQUENCY RESPONSE
|
|
Frequency response – Frequency Response Specifications – Gain Margin, Phase Margin, Bandwidth, Resonant Peak, Resonant Frequency. Bode plot – Constant Gain, Simple and Repeated Pole, Simple and Repeated Zero. Polar plot – Nyquist Stability Criterion. Determination of closed loop response from open loop response. Compensation - Lead, Lag, Lead Lag Compensation | |
Unit-5 |
Teaching Hours:9 |
INTRODUCTION TO MODERN CONTROL THEORY
|
|
State Space Analysis - State Model - State vector - Modeling of electrical and mechanical systems in state space. Decomposition of transfer function - Direct, Cascade, Parallel. State Transition Matrix, Properties, Solution of State Space Equation - Observability and Controllability – Kalman’s and Gilbert’s Test | |
Text Books And Reference Books: T1.K. Ogata,”Modern Control Engineering”, 5th edition, Pearson Education, NewDelhi, 2014 / PHI. T2. I.J. Nagrath & M. Gopal, “Control Systems Engineering”, 4th edition,New Age International Publishers, 2015 | |
Essential Reading / Recommended Reading R1. M. Gopal, “Control Systems, Principles & Design”, 4th edition, Tata McGraw Hill, New Delhi, 2012 | |
Evaluation Pattern As per university norms
Maximum Marks -100 CIA I-20 MARKS CIA 2- MID SEMESTER EXAMINATION - 50 MARKS CIA 3- 20 MARKS ATTENDANCE-05 MARKS End Semester Examination-100 Marks [ Scaled: CIA-50 Marks & ESE-50 Marks] Components of the CIA
CIA I : Subject Assignments / Online Tests : 10 marks
CIA II : Mid Semester Examination (Theory) : 25 marks
CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks
Attendance : 05 marks
Total : 50 marks
| |
EC532P - DIGITAL SIGNAL PROCESSING (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
|
|
Learning Outcome |
|
CO1: Calculate the FFT of a discrete time signal CO2: Demonstrate various FIR filter techniques CO3: Demonstrate various IIR filter techniques CO4: Summarize finite word length effects in signal processing CO5: Explain the fundamentals of Digital signal processor |
Unit-1 |
Teaching Hours:9 |
FAST FOURIER TRANSFORM AND CONVOLUTION
|
|
Introduction to DFT – Efficient computation of DFT- Properties of DFT – FFT algorithms – Radix-2 FFT algorithms – Decimation in Time – Decimation in Frequency algorithms –sectioned convolution- overlap add method- overlap save method | |
Unit-2 |
Teaching Hours:9 |
FINITE IMPULSE RESPONSE DIGITAL FILTERS
|
|
Linear phase filters-Frequency response of linear phase FIR filters-Fourier series method of designing FIR filters-Windowing techniques for design of linear phase FIR filters:Rectangular- Hamming- Hanning-Blackman windows - Gibbs phenomenon –principle of frequency sampling technique- FIR Filter Realization-Direct form,Cascade ,Linear phase FIR realization. | |
Unit-3 |
Teaching Hours:9 |
INFINITE IMPULSE RESPONSE DIGITAL FILTERS
|
|
Review of design of analogue Butterworth and Chebyshev Filters- Design of IIR digital filters using impulse invariance technique –bilinear transformation – pre warping –Frequency transformation in digital domain – IIR Filter Realization - Direct form I, Direct form II, cascade and parallel. | |
Unit-4 |
Teaching Hours:9 |
FINITE WORD LENGTH EFFECTS IN DIGITAL FILTERS
|
|
Binary fixed point and floating point number representations - Comparison- Quantization noise – truncation and rounding-derivation for quantization noise power – input quantization error-coefficient quantization error –limit cycle oscillations-dead band problems - Overflow error-signal scaling | |
Unit-5 |
Teaching Hours:9 |
DIGITAL SIGNAL PROCESSOR
|
|
Introduction to DSP Architecture – Dedicated MAC unit - Features of C6X Processor - Internal Architecture - Functional Units and Operation - Addressing Modes | |
Text Books And Reference Books: T1. John G Proakis- Dimtris G Manolakis, Digital Signal Processing Principles-Algorithms and Application, Pearson/PHI- 4th Edition, 2007 T2. S. K. Mitra- “Digital Signal Processing- A Computer based approach”, TataMc-Graw-Hill, 2001, New Delhi. T3. B. Venkataramani & M.Bhaskar, Digital Signal Processor Architecture-Programming and Application, Tata Mc-GrawHill 2002 | |
Essential Reading / Recommended Reading R1. Allan V.Openheim, Ronald W. Sehafer& John R. Buck-“Discrete Time Signal Processing”, Third edition, Pearson/Prentice Hall,2014. R2. Johny R-Johnson: Introduction to Digital Signal Processing, Prentice-Hall- 1984 R3. Emmanuel I Fetchor “Digital Signal Processing: A Practical Approach”, 2/E -Prentice Hall R4. Li Tan “ Digital Signal Processing” Elsevier-2008 R5. Andreas Antoniou, “Digital Signal Processing”, Tata McGraw Hill, 2006 | |
Evaluation Pattern As per University norms CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS PRACTICAL-50 MARKS END SEMESTER EXAMINATION--100 MARKS ATTENDANCE-5 MARKS [Scaled-CIA (Theory+ Practical)- 70 Marks & ESE-30 MARKS] | |
EC533P - MICROCONTROLLER BASED SYSTEM DESIGN (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course aims atlearning the architecture programming and interfacing of Microcontrollers |
|
Learning Outcome |
|
CO1: Summarize the architectural features of 8051 microcontroller CO2: Apply the knowledge of ALP, Embedded C to solve embedded software concepts CO3: Examine and demonstrate the working of I/O devices CO4: Relate the advance features of ARM processors for efficient embedded system CO5: Interpret unique architectural features of advance processors |
Unit-1 |
Teaching Hours:9 |
8051 ARCHITECTURE
|
|
Architecture – Program memory organization – Data memory organization- Internal RAM-SFR-Flag Register- Timers/Counters & its operation registers –Interrupts of 8051 - I/O ports and its structures Interfacing I/O Devices – External memory interfacing-8051 addressing modes. | |
Unit-2 |
Teaching Hours:9 |
8051 PROGRAMMING
|
|
Instruction set –Data Transfer Instructions - Arithmetic Instructions – Logical Instructions –Control transfer-Bit Manipulation Instructions – Timer/ Counter Programming – Serial Communication Programming- Interrupt Programming & its structure – I/O port Programming Assembly language programming, Introduction to Embedded C. | |
Unit-3 |
Teaching Hours:9 |
SYSTEM DESIGN USING 8051
|
|
Interfacing LCD Display – Matrix Keypad Interfacing – ADC Interfacing –DAC Interfacing –Sensor Interfacing –Interfacing with 8255 Controlling AC appliances – Stepper Motor Control – DC Motor Interfacing. | |
Unit-4 |
Teaching Hours:9 |
HIGH PERFORMANCE RISC ARCHITECTURE: ARM
|
|
The ARM architecture– Bus Architecture-ARM organization and implementation – Addressing Modes-The ARM instruction set - The thumb instruction set– ARM assembly language program | |
Unit-5 |
Teaching Hours:9 |
REAL TIME OPERATING SYSTEMS
|
|
Processors and hardware units in an embedded system-Embedded Systems on a Chip (SoC) –Serial Communication Devices -Parallel Port Devices-Advanced I/O Serial high speed buses-Interrupt Routines Handling in RTOS- RTOS Task scheduling models-Inter process communication and synchronisation -Case Study | |
Text Books And Reference Books: T1. Gibson, “Microprocessor and Interfacing” Tata McGraw Hill,II edition T2. Muhammad Ali Mazidi, Rolin D. Mckinlay, Danny Causey ‘ 8051 Microcontroller and Embedded Systems using Assembly and C ’ ,2nd edition, Prentice Hall of India,2008 | |
Essential Reading / Recommended Reading R1. Myke Predko, “Programming and customizing the 8051 microcontroller”, Tata R2. Steve Furber , ‘’ ARM System On –Chip architecture “Addision Wesley , 2nd edition,2000 | |
Evaluation Pattern As per University Norms CIA I - 20 MARKS CIA II-50 MARKS CIA III-20 MARKS PRACTICAL- 50 MARKS END SEMESTER EXAMINATION- 100 MARKS ATTENDANCE-05 MARKS [Scaled: CIA (Theory + Practical)-70 MARKS & ESE-30 MARKS] | |
EC544E06 - RELIABILITY OF ELECTRONICS SYSTEMS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The aim of the course is to provide an understanding of reliability engineering and the need for reliability. This course also introduces the various standards and method of selection of parts in electronic system design and represent the failure analyses and reliability testing methods |
|
Learning Outcome |
|
CO1: Understand the concept of reliability engineering, its importance and how it is developed CO2: Know about military and other standards, the specifications and how parts of circuits are selected and controlled CO3: Learn how failures are happening and how to analyze and mitigate them CO4: Exposed to the methods which are used for testing reliability of electronic systems CO5: Realize how the systems are analyzed and designed for high reliability |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO RELIABILITY ENGINEERING
|
|
Reliability standards and specifications, objectives and need for reliability engineering, reasons of failure of engineering items, bathtub curve and pattern of failures with time for non-repairable and repairable items, part failures and types, reliability engineering as a design discipline, deterministic versus probabilistic considerations, definitions and terminologies of reliability engineering, statistical distributions used in reliability models, development of reliability engineering, reliability as an effectiveness parameter, reliability program activities, reliability economics and management | |
Unit-2 |
Teaching Hours:9 |
PART SELECTION SPECIFICATION AND CONTROL
|
|
Introduction, details of part selection consideration, Component reliability- mean time between failures(MTBF), failure rate, meantime to failure (MTTF), availability and unavailability, relationship between failure rate and MTBF, component values and tolerances, custom device and VLSI microcircuit considerations, critical parts, custom LSI/VLSI devices, part quality grades, Arrhenius reaction rate model, microcircuit package considerations, screening of microcircuits, derating, stress reliability prediction, derating guidelines, placement and mounting of parts, example problems. | |
Unit-3 |
Teaching Hours:9 |
FAILURES AND ANALYSIS
|
|
Component failure data: Variation of failure data with time, types of failure, factors affecting the failure rate, effect of temperature and failure rate, estimating internal temperature rise, effect of voltage stress, environmental factors, problem of measuring failure rates, confidence limits and levels, evaluating test results; FMEA - design, process and service FMEAs, FMECA, example problems. | |
Unit-4 |
Teaching Hours:9 |
RELIABILITY TESTING
|
|
Introduction to testing, planning and development of test programme – test categories, durability and environments, test documents and specifications, different types of testing – sequential, vibration, temperature, EMI and Beta, accelerated testing, VLSI reliability issues – process monitoring, IC fabrication, CAD of VLSI and testing, reliability of CAD/CAM electronic components, circuits and equipment and manufacturing issues | |
Unit-5 |
Teaching Hours:9 |
ANALYSIS AND DEISGN FOR RELIABILITY
|
|
Circuit analysis methods and techniques: Analog circuit design for reliability, circuit analysis and reliability, circuit tolerance analysis methods, sneak analysis, overview of redundancy, fail-safe circuits, vibration and environmental considerations, Aspects of EMI/EMC/ESD, Electrostatic Discharge(ESD): nature of static electricity, ESD related damage, failure modes and mechanisms, device and equipment susceptibility, ESD design precautions and protective materials | |
Text Books And Reference Books: T1.Norman B. Fuqua, “Reliability Engineering for Electronic Design”Marcel Dekker Inc. T2. Patrick D.T. O’Connor, David Newton and Richard Bromley, “Electronic system Reliability: Practical Reliability Engg., John Wiley & Sons Ltd., 5/e, 2012 T3. J.C. Cluley, “Electronics Equipment Reliability”, The Macmillan Press Ltd., 1/e 1974 | |
Essential Reading / Recommended Reading R1. J. Swingler, “Reliability characterization of electrical and electronic system: Elsevier Pub. 1/e, 2015 R2. Titu Bajenescu and Marius Bazu, : Reliability of Electronic component: A practical guide to electronic system manufacturing, Springer, 1999 R3. MIL –HDBK -338B, 1988, Militray Standard - Electronic reliability design handbook, , Dept. of defense USA R4. White paper: Prajwal Kini A, “ Reliability Estimation for Electronic Design”, 2009 R5. Milton Ohring and Lucian Kasprzak “Reliability and Failure of Electronic Materials and Devices, Academic Press, 2014 R6. MIL-STD-1629A, 1980, Military Standard – procedures for performing failure mode, effects and criticality analysis R7. D.H. Stamatis, “failure Mode and Effect Analysis: FMEA from theory to execution”, Productivity Press India Pvt. Ltd. | |
Evaluation Pattern As per University Norms CIA I- 20 MARKS CIA II- 50 MARKS CIA III-20 MARKS END SEMESTER EXAMINATION -100 MARKS ATTENDANCE -5 MARKS [Scaled: CIA -50 MARKS & ESE -50 MARKS] | |
EC544E10 - OPTICAL FIBER COMMUNICATION (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The objectives of this course is to introduce and explain the various optical fiber modes, configurations and various signal degradation factors associated with an optical fibers, understand about the various optical sources and detectors, identify their use in an optical communication system and study the concepts of digital transmission |
|
Learning Outcome |
|
CO1: Explain the fundamentals of light wave propagation various modes in OFC cables CO2: Analyze the limitations of various fiber cables for attenuation and dispersion CO3: Design a link budget for a given OFC cable and path distance CO4: Discuss the various types of transmitters and receivers used in OFC CO5: Interpret the effect of noise on eye patterns CO6: Estimate the requirement of optical hardware in a optical link |
Unit-1 |
Teaching Hours:9 |
OVERVIEW OF OPTICAL FIBER COMMUNICATION
|
|
Introduction,Historical development, general system, advantages, disadvantages, and applications of optical fiber communication, optical fiber waveguides, Ray theory, single mode fiber, cutoff wave length, mode filed diameter. Optical Fibers: fiber materials, photonic crystal, fiber optic cables specialty fibers. Introduction, Attenuation, absorption, scattering losses, bending loss, dispersion, Intra model dispersion, Inter model dispersion | |
Unit-2 |
Teaching Hours:9 |
OPTICAL SOURCES DETECTORS AND CONNECTORS
|
|
Introduction, LED’s, LASER diodes, Photo detectors, Photo detector noise, Response time, double hetero junction structure, Photo diodes, comparison of photo detectors. fiber alignment and joint loss, , fiber splices, fiber connectors and fiber couplers | |
Unit-3 |
Teaching Hours:9 |
ANALOG AND DIGITAL LINKS
|
|
Analog links – Introduction, overview of analog links, CNR, multichannel transmission techniques, RF over fiber, key link parameters, Radio over fiber links, microwave photonics. Digital links – Introduction, point–to–point links, System considerations, link power budget, resistive budget, short wave length band, and transmission distance for single mode fibers, Power penalties, nodal noise and chirping. | |
Unit-4 |
Teaching Hours:9 |
WDM CONCEPTS AND COMPONENTS
|
|
WDM concepts, overview of WDM operation principles, WDM standards, Mach-Zehender interferometer, multiplexer, Isolators and circulators, optical components, MEMS technology, variable optical attenuators, tunable optical fibers, dynamic gain equalizers, optical drop multiplexers, polarization controllers, chromatic dispersion compensators, tunable light sources. | |
Unit-5 |
Teaching Hours:9 |
OPTICAL NETWORKS
|
|
Optical transmitters and receivers, System block diagram - point to point link – link design, power budget analysis. WDM- DWDM and SONET/SDH. Introduction to AON, PON and FTH | |
Text Books And Reference Books: T1.Gerd Keiser“Optical Fiber Communication” –, 4th Ed., MGH, 2008 T2. John M. Senior “Optical Fiber Communications”, Pearson Education. 3rd Impression, 2007 | |
Essential Reading / Recommended Reading R1. Ramaswami and Kumar N. Sivarajan, “Optical Networks – A Practical Perspective”, Harcourt Publishers International Company 2000 R2. .Gower, “Optical Communication System”, Prentice Hall of India, 2001 | |
Evaluation Pattern As per university norms CIA 1- 20 MARKS CIA 2- 50 MARKS CIA 3 - 20 MARKS END SEMESTER EXAMINATION- 100 MARKS ATTENDANCE-05 MARKS [Scaled CIA- 50 MARKS & ESE -50 MARKS] | |
ECHO541CSP24 - COMPUTING SYSTEM SECURITY (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
To understand the scope and importance of computing systems security towards developing a conscious community for computer security issues, both at global and local scale. |
|
Learning Outcome |
|
CO1: Discover software bugs that pose cyber security threats and to explain how to fix the bugs to mitigate such threats CO2: Discover cyber attack scenarios to web browsers and web servers and to explain how to mitigate such threats CO3: Explain mobile software bugs posing cyber security threats, explain and recreate exploits, and to explain mitigation techniques CO4: Summarize the various concepts of Access Control and isolation CO5: Relate the issues in critical infrastructure and SCADA Security |
Unit-1 |
Teaching Hours:9 |
Software and System Security
|
|
Sample Attacks, The Marketplace for vulnerabilities, Hijacking & Defense: Control Hijacking, More Control Hijacking attacks integer overflow, More Control Hijacking attacks format string vulnerabilities, Defense against Control Hijacking-Platform Defenses, Defense against Control Hijacking-Run-time Defenses, Advanced Control Hijacking attacks. | |
Unit-1 |
Teaching Hours:9 |
Software and System Security
|
|
Sample Attacks, The Marketplace for vulnerabilities, Hijacking & Defense: Control Hijacking, More Control Hijacking attacks integer overflow, More Control Hijacking attacks format string vulnerabilities, Defense against Control Hijacking-Platform Defenses, Defense against Control Hijacking-Run-time Defenses, Advanced Control Hijacking attacks. | |
Unit-1 |
Teaching Hours:9 |
Software and System Security
|
|
Sample Attacks, The Marketplace for vulnerabilities, Hijacking & Defense: Control Hijacking, More Control Hijacking attacks integer overflow, More Control Hijacking attacks format string vulnerabilities, Defense against Control Hijacking-Platform Defenses, Defense against Control Hijacking-Run-time Defenses, Advanced Control Hijacking attacks. | |
Unit-2 |
Teaching Hours:9 |
Network Security & Web Security
|
|
Confidentiality Policies, Confinement Principle, Detour Unix user IDs process IDs and privileges, More on confinement techniques, System call interposition, Error 404 digital Hacking. | |
Unit-2 |
Teaching Hours:9 |
Network Security & Web Security
|
|
Confidentiality Policies, Confinement Principle, Detour Unix user IDs process IDs and privileges, More on confinement techniques, System call interposition, Error 404 digital Hacking. | |
Unit-2 |
Teaching Hours:9 |
Network Security & Web Security
|
|
Confidentiality Policies, Confinement Principle, Detour Unix user IDs process IDs and privileges, More on confinement techniques, System call interposition, Error 404 digital Hacking. | |
Unit-3 |
Teaching Hours:9 |
Security in Mobile Platforms
|
|
Access Control Concepts, Unix and windows access control summary, Introduction to browser isolation, Web security definitions goals and threat models, HTTP content rendering, Major web server threats, Cross site request forgery, Cross site scripting, Defenses and protections against XSS, Secure development. | |
Unit-3 |
Teaching Hours:9 |
Security in Mobile Platforms
|
|
Access Control Concepts, Unix and windows access control summary, Introduction to browser isolation, Web security definitions goals and threat models, HTTP content rendering, Major web server threats, Cross site request forgery, Cross site scripting, Defenses and protections against XSS, Secure development. | |
Unit-3 |
Teaching Hours:9 |
Security in Mobile Platforms
|
|
Access Control Concepts, Unix and windows access control summary, Introduction to browser isolation, Web security definitions goals and threat models, HTTP content rendering, Major web server threats, Cross site request forgery, Cross site scripting, Defenses and protections against XSS, Secure development. | |
Unit-4 |
Teaching Hours:9 |
Access Control and Isolation concepts
|
|
Secure architecture principles isolation and leas, Access Control Concepts, Other issues in access control, Software fault isolation, Rootkits, VM based isolation, ROT13 algorithm | |
Unit-4 |
Teaching Hours:9 |
Access Control and Isolation concepts
|
|
Secure architecture principles isolation and leas, Access Control Concepts, Other issues in access control, Software fault isolation, Rootkits, VM based isolation, ROT13 algorithm | |
Unit-4 |
Teaching Hours:9 |
Access Control and Isolation concepts
|
|
Secure architecture principles isolation and leas, Access Control Concepts, Other issues in access control, Software fault isolation, Rootkits, VM based isolation, ROT13 algorithm | |
Unit-5 |
Teaching Hours:9 |
Issues in Critical Infrastructure and SCADA Security
|
|
Security issues in SCADA, IP Convergence Cyber Physical System Security threats, Threat models in SCADA and various protection approaches, Machine learning and SCADA Security | |
Unit-5 |
Teaching Hours:9 |
Issues in Critical Infrastructure and SCADA Security
|
|
Security issues in SCADA, IP Convergence Cyber Physical System Security threats, Threat models in SCADA and various protection approaches, Machine learning and SCADA Security | |
Unit-5 |
Teaching Hours:9 |
Issues in Critical Infrastructure and SCADA Security
|
|
Security issues in SCADA, IP Convergence Cyber Physical System Security threats, Threat models in SCADA and various protection approaches, Machine learning and SCADA Security | |
Text Books And Reference Books:
1. William Stallings, Lawrie Brown, "Computer Security: Principles and Practice, Pearson; 4 edition, Global Edition, 2018.
2. Michael T. Goodrich and Roberto Tamassia, Introduction to Computer Security: Pearson New International Edition, 2013.
REFERENCE BOOKS:
1. Alfred J. Menezes, Paul C. van Oorschot and Scott A. Vanstone, Handbook of Applied Cryptography, CRC Press, 2001
2. William Stallings, Network Security Essentials: Applications and Standards, Pearson, 6th edition, 2017. | |
Essential Reading / Recommended Reading
1. William Stallings, Lawrie Brown, "Computer Security: Principles and Practice, Pearson; 4 edition, Global Edition, 2018.
2. Michael T. Goodrich and Roberto Tamassia, Introduction to Computer Security: Pearson New International Edition, 2013.
REFERENCE BOOKS:
1. Alfred J. Menezes, Paul C. van Oorschot and Scott A. Vanstone, Handbook of Applied Cryptography, CRC Press, 2001
2. William Stallings, Network Security Essentials: Applications and Standards, Pearson, 6th edition, 2017. | |
Evaluation Pattern CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA(THEORY+PRACTICAL) -70 MARKS & ESE -30 MARKS] | |
ECHO542CS24 - CRYPTOGRAPHY AND SECURITY IMPLEMENTATION (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The objective of this course is to learn various encryption and decryption standars and algorithms and understand about various security protocols implemented at the socket and transport levels and also learn about firewall design principles. |
|
Learning Outcome |
|
CO1: Explain the basic requirements of a Security Architecture and the common security attacks CO2: Understand the difference between Block ciphers and Stream ciphers and get to know their history CO3: Describe about Private key cryptography and the mechanisms available to implement it. CO4: Describe about Public key cryptography and the widely used techniques to realize it. CO5: Understand about security protocols implemented at the socket and transport layer. Also about the firewall design principles |
Unit-1 |
Teaching Hours:9 |
NETWORK SECURITY
|
|
Security Trends-The OSI Security Architecture, Security Attacks, Security Services and Security Mechanisms, A model for Network Security-Classical Encryption Techniques. | |
Unit-1 |
Teaching Hours:9 |
NETWORK SECURITY
|
|
Security Trends-The OSI Security Architecture, Security Attacks, Security Services and Security Mechanisms, A model for Network Security-Classical Encryption Techniques. | |
Unit-1 |
Teaching Hours:9 |
NETWORK SECURITY
|
|
Security Trends-The OSI Security Architecture, Security Attacks, Security Services and Security Mechanisms, A model for Network Security-Classical Encryption Techniques. | |
Unit-2 |
Teaching Hours:9 |
BLOCK CIPHERS
|
|
Number Theory- Modern Block Ciphers: DES, 3DES, AES, Blowfish, CAST-128 - Stream Cipher - Public Key Cryptography: RSA, Diffie-Hellman, Elgamal, ECC. | |
Unit-2 |
Teaching Hours:9 |
BLOCK CIPHERS
|
|
Number Theory- Modern Block Ciphers: DES, 3DES, AES, Blowfish, CAST-128 - Stream Cipher - Public Key Cryptography: RSA, Diffie-Hellman, Elgamal, ECC. | |
Unit-2 |
Teaching Hours:9 |
BLOCK CIPHERS
|
|
Number Theory- Modern Block Ciphers: DES, 3DES, AES, Blowfish, CAST-128 - Stream Cipher - Public Key Cryptography: RSA, Diffie-Hellman, Elgamal, ECC. | |
Unit-3 |
Teaching Hours:9 |
PRIVATE KEY CRYPTOGRAPHY
|
|
MD5 message digest algorithm - Secure hash algorithm (SHA) Digital Signatures: Digital Signatures - authentication protocols - digital signature standards (DSS) - proof of digital signature algorithm - Authentication Applications: Kerberos and X.509 - directory authentication service - electronic mail security-pretty good privacy (PGP) - S/MIME. | |
Unit-3 |
Teaching Hours:9 |
PRIVATE KEY CRYPTOGRAPHY
|
|
MD5 message digest algorithm - Secure hash algorithm (SHA) Digital Signatures: Digital Signatures - authentication protocols - digital signature standards (DSS) - proof of digital signature algorithm - Authentication Applications: Kerberos and X.509 - directory authentication service - electronic mail security-pretty good privacy (PGP) - S/MIME. | |
Unit-3 |
Teaching Hours:9 |
PRIVATE KEY CRYPTOGRAPHY
|
|
MD5 message digest algorithm - Secure hash algorithm (SHA) Digital Signatures: Digital Signatures - authentication protocols - digital signature standards (DSS) - proof of digital signature algorithm - Authentication Applications: Kerberos and X.509 - directory authentication service - electronic mail security-pretty good privacy (PGP) - S/MIME. | |
Unit-4 |
Teaching Hours:9 |
PUBLIC KEY CRYPTOGRAPHY
|
|
Pretty Good Privacy (PGP) and S/MIME. IP SECURITY: Overview, IP Security Architecture, Authentication Header, Encapsulating Security Payload, Combining Security Associations and Key Management. | |
Unit-4 |
Teaching Hours:9 |
PUBLIC KEY CRYPTOGRAPHY
|
|
Pretty Good Privacy (PGP) and S/MIME. IP SECURITY: Overview, IP Security Architecture, Authentication Header, Encapsulating Security Payload, Combining Security Associations and Key Management. | |
Unit-4 |
Teaching Hours:9 |
PUBLIC KEY CRYPTOGRAPHY
|
|
Pretty Good Privacy (PGP) and S/MIME. IP SECURITY: Overview, IP Security Architecture, Authentication Header, Encapsulating Security Payload, Combining Security Associations and Key Management. | |
Unit-5 |
Teaching Hours:9 |
SECURITY PROTOCOLS
|
|
Web Security: Secure socket layer and transport layer security - secure electronic transaction - System Security: Intruders - Viruses and related threads - firewall design principals – trusted systems. | |
Unit-5 |
Teaching Hours:9 |
SECURITY PROTOCOLS
|
|
Web Security: Secure socket layer and transport layer security - secure electronic transaction - System Security: Intruders - Viruses and related threads - firewall design principals – trusted systems. | |
Unit-5 |
Teaching Hours:9 |
SECURITY PROTOCOLS
|
|
Web Security: Secure socket layer and transport layer security - secure electronic transaction - System Security: Intruders - Viruses and related threads - firewall design principals – trusted systems. | |
Text Books And Reference Books: 1. Behrouz A. Forouzan and D. Mukhopadhyay, Cryptography & Network Security, McGraw Hill, New Delhi. 2. William Stallings, Cryptography and Network Security: Principles and Practice, Prentice-Hall REFERENCE BOOKS | |
Essential Reading / Recommended Reading 1. Douglas R. Stinson, Cryptography: Theory and Practice, Chapman and Hall 2. J. Katz and Y. Lindell, Introduction to Modern Cryptography, CRC press | |
Evaluation Pattern CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA(THEORY) -50 MARKS & ESE -50 MARKS] | |
EEOE561E01 - HYBRID ELECTRIC VEHICLES (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course introduces the fundamental concepts, principles, analysis and design of hybrid and electric vehicles. |
|
Learning Outcome |
|
CO1: Understand the concepts of hybrid and electric drive configuration. CO2: Analyze the operation of Series, Parallel and Series-Parallel Drivetrain configurations. CO3: Inspect the operation of Electrical Drives used in Automotive applications. CO4: Identify the Electric & Hybrid Electric Vehicle subsystems and its integration. CO5: Model Energy Management strategies used in Hybrid, Electric and Conventional Vehicles. |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID VEHICLES
|
|||||||||||||||||||||||||||||||||||
History and importance of hybrid and electric vehicles, impact of modern drive-trains on energy supplies. Basics of vehicle performance, vehicle power sources, transmission characteristics, and mathematical models to describe vehicle performance. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
HYBRID TRACTION
|
|||||||||||||||||||||||||||||||||||
Basic concept of hybrid traction, introduction to various hybrid drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. Basic concepts of electric traction, introduction to various electric drive-train topologies, power flow control in hybrid drive-train topologies, fuel efficiency analysis. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
MOTORS AND DRIVES
|
|||||||||||||||||||||||||||||||||||
Introduction to electric components used in hybrid and electric vehicles, configuration and control of DC Motor drives, Configuration and control of Induction Motor drives, configuration and control of Permanent Magnet Motor drives, Configuration and control of Switch Reluctance Motor drives, drive system efficiency. | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
INTEGRATION OF SUBSYSTEMS
|
|||||||||||||||||||||||||||||||||||
Matching the electric machine and the internal combustion engine (ICE), Sizing the propulsion motor, sizing the power electronics, selecting the energy storage technology, Communications, supporting subsystems | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
ENERGY MANAGEMENT STRATEGIES
|
|||||||||||||||||||||||||||||||||||
Introduction to energy management strategies used in hybrid and electric vehicle, classification of different energy management strategies, comparison of different energy management strategies, implementation issues of energy strategies. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. BimalK. Bose, ‘Power Electronics and Motor drives’ , Elsevier, 2011 2. IqbalHussain, ‘Electric and Hybrid Vehicles: Design Fundamentals’, 2nd edition, CRC Pr I Llc, 2010 | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Sira -Ramirez, R. Silva Ortigoza, ‘Control Design Techniques in Power Electronics Devices’, Springer, 2006 2. Siew-Chong Tan, Yuk-Ming Lai, Chi Kong Tse, ‘Sliding mode control of switching Power Converters’, CRC Press, 2011 3. Ion Boldea and S.A Nasar, ‘Electric drives’, CRC Press, 2005 | |||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||
EEOE561E02 - ROBOTICS AND AUTOMATION (2022 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
· To understand concepts in kinematics and dynamics of robotic system. · To introduce control strategies of simple robotic system. · To study the applications of computer based control to integrated automation systems. |
|||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||
CO 1: To understand the basic concepts in robotics. CO 2: To describe basic elements in a robotic system CO 3: To understand the kinematics, dynamics and programming with respect to a robotic system. CO 4: To understand the control system design for a robotic system CO 5: To discuss some of the robotic applications |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-1 |
Teaching Hours:12 |
Introduction
|
|
Robot definitions - Laws of robotics - Robot anatomy - History - Human systems and Robotics - Specifications of Robots - Flexible automation versus Robotic technology - Classification applications | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-2 |
Teaching Hours:12 |
Robotic systems
|
|
Basic structure of a robot – Robot end effectors - Manipulators - Classification of robots – Accuracy - Resolution and repeatability of a robot - Drives and control systems – Mechanical components of robots – Sensors and vision systems - Transducers and sensors - Tactile sensors – Proximity sensors and range sensors - Vision systems - RTOS - PLCs - Power electronics | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-3 |
Teaching Hours:12 |
Robot kinematics, dynamics and programming
|
|
Matrix representation - Forward and reverse kinematics of three degree of freedom – Robot Arm – Homogeneous transformations – Inverse kinematics of Robot – Robo Arm dynamics - D-H representation of forward kinematic equations of robots - Trajectory planning and avoidance of obstacles - Path planning - Skew motion - Joint integrated motion – Straight line motion - Robot languages- Computer control and Robot programming/software | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-4 |
Teaching Hours:12 |
Control system design
|
|
Open loop and feedback control - General approach to control system design - Symbols and drawings - Schematic layout - Travel step diagram, circuit and control modes - Program control - Sequence control - Cascade method - Karnaugh-Veitch mapping - Microcontrollers - Neural network - Artificial Intelligence - Adaptive Control – Hybrid control | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Unit-5 |
Teaching Hours:12 |
Robot applications
|
|
Material handling - Machine loading, Assembly, inspection, processing operations and service robots - Mobile Robots - Robot cell layouts - Robot programming languages | |
Text Books And Reference Books: 1. Nagrath and Mittal, “Robotics and Control”, Tata McGraw-Hill, 2003. 2. Spong and Vidhyasagar, “Robot Dynamics and Control”, John Wiley and sons, 2008. 3. S. R. Deb and S. Deb, ‘Robotics Technology and Flexible Automation’, Tata McGraw Hill Education Pvt. Ltd, 2010. | |
Essential Reading / Recommended Reading 1. Saeed B. Niku, ‘Introduction to Robotics’,Prentice Hall of India, 2003. 2. Mikell P. Grooveret. al., "Industrial Robots - Technology, Programming and Applications", McGraw Hill, New York, 2008. | |
Evaluation Pattern CIA I -20 marks CIA II - midsem 50 marks CIA III - 20 marks ESE - 100 marks | |
EEOE561E03 - SMART GRIDS (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Introducing the concepts of various components of Smart Grid, and their impacts on the energy industry, including renewable integration, PHEV penetration, demand side management, and greenhouse gas (GHG) emissions reductions. Energy policy modelling and analysis, such as policies on GHG emissions reductions and incentives to green energy investments, will be integrated into the course as well. |
|
Learning Outcome |
|
CO1: Understand the difference between Smart Grid (SG) vs. Conventional power system (CPS). CO2: Explore different types of technologies associated with SG and its operational management at consumer level. CO3: Analyze different types of technologies associated with SG and its operational management at substation level. CO4: Understand different information and communication technologies suitable for SG environment. CO5: Understand different ways for handing power quality issues in SG environment at different stages. |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO SMART GRID
|
|
Evolution of Electric Grid, Concept of Smart Grid, Definitions, Need of Smart Grid, Functions of Smart Grid, Opportunities & Barriers of Smart Grid, Difference between conventional & smart grid, Concept of Resilient &Self Healing Grid, Present development & International policies in Smart Grid. Case study of Smart Grid.CDM opportunities in Smart Grid. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-2 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 1
|
|
Introduction to Smart Meters, Real Time Prizing, Smart Appliances, Automatic Meter Reading(AMR), Outage Management System(OMS), Plug in Hybrid Electric Vehicles(PHEV), Vehicle to Grid, Smart Sensors, Home & Building Automation, Phase Shifting Transformers. | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-3 |
Teaching Hours:9 |
SMART GRID TECHNOLOGIES: PART 2
|
|
Smart Substations, Substation Automation, Feeder Automation. Geographic Information System(GIS), Intelligent Electronic Devices(IED) & their application for monitoring &protection, Smart storage like Battery, SMES, Pumped Hydro, Compressed Air Energy Storage, Wide Area Measurement System(WAMS), Phase Measurement Unit (PMU). | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-4 |
Teaching Hours:9 |
INFORMATION AND COMMUNICATION TECHNOLOGY FOR SMART GRID
|
|
Advanced Metering Infrastructure (AMI), Home Area Network (HAN), Neighborhood Area Network (NAN), Wide Area Network (WAN). Bluetooth, ZigBee, GPS, Wi-Fi, Wi-Max based communication, Wireless Mesh Network, Basics of CLOUD Computing & Cyber Security for Smart Grid. Broadband over Power line (BPL). IP based protocols. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Unit-5 |
Teaching Hours:9 |
POWER QUALITY MANAGEMENT IN SMART GRID
|
|
Power Quality & EMC in Smart Grid, Power Quality issues of Grid connected Renewable Energy Sources, Power Quality Conditioners for Smart Grid, Web based Power Quality monitoring, Power Quality Audit. | |
Text Books And Reference Books: 1. Ali Keyhani, Mohammad N. Marwali, Min Dai “Integration of Green and Renewable Energy in Electric Power Systems”, Wiley 2. Clark W. Gellings, “The Smart Grid: Enabling Energy Efficiency and Demand Response”,CRC Press 3. JanakaEkanayake, Nick Jenkins, KithsiriLiyanage, Jianzhong Wu, Akihiko Yokoyama,“Smart Grid: Technology and Applications”, Wiley 4. Jean Claude Sabonnadière, NouredineHadjsaïd, “Smart Grids”, Wiley Blackwell 5. Peter S. Fox Penner, “Smart Power: Climate Changes, the Smart Grid, and the Future ofElectric Utilities”, Island Press; 1 edition 8 Jun 2010 6. S. Chowdhury, S. P. Chowdhury, P. Crossley, “Microgrids and Active DistributionNetworks.” Institution of Engineering and Technology, 30 Jun 2009 7. Stuart Borlase, “Smart Grids (Power Engineering)”, CRC Press | |
Essential Reading / Recommended Reading 1. Andres Carvallo, John Cooper, “The Advanced Smart Grid: Edge Power DrivingSustainability: 1”, Artech House Publishers July 2011 2. James Northcote, Green, Robert G. Wilson “Control and Automation of Electric PowerDistribution Systems (Power Engineering)”, CRC Press 3. MladenKezunovic, Mark G. Adamiak, Alexander P. Apostolov, Jeffrey George Gilbert“Substation Automation (Power Electronics and Power Systems)”, Springer 4. R. C. Dugan, Mark F. McGranghan, Surya Santoso, H. Wayne Beaty, “Electrical PowerSystem Quality”, 2nd Edition, McGraw Hill Publication 5. Yang Xiao, “Communication and Networking in Smart Grids”, CRC Press. | |
Evaluation Pattern Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II: Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |
IC521 - CONSTITUTION OF INDIA (2022 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:0 |
Credits:0 |
Course Objectives/Course Description |
|
It create awareness on the rights and responsibilities as a citizen of India and to understand the administrative structure, legal system in Inida. |
|
Learning Outcome |
|
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
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-1 |
Teaching Hours:3 |
Making of the Constitution and Fundamental Rights
|
|
Introduction to the constitution of India, the preamble of the constitution, Justice, Liberty, equality, Fraternity, basic postulates of the preamble Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights, Right to constitutional remedies | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-2 |
Teaching Hours:3 |
Directive Principles of State Policy and Fundamental Duties
|
|
Directive Principles of State Policy, key aspects envisaged through the directive principles, Article 51A and main duties of a citizen in India | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-3 |
Teaching Hours:3 |
Union Government and Union Legislature
|
|
the president of india, the vice president of india, election method, term, removal, executive and legislative powers, prime minister and council of ministers, election, powers, parliament, the Upper House and the Lower House, composition, function | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-4 |
Teaching Hours:3 |
Indian Judiciary
|
|
Supreme court, high courts, hierarchy, jurisdiction, civil and criminal cases, judicial activism | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Unit-5 |
Teaching Hours:3 |
State Government and Elections in India
|
|
State executive, governor, powers , legislative council and assembly, composition, powers, electoral process, election commission, emergency | |
Text Books And Reference Books: B R Ambedkar, ‘The Constitution of India’. Government of India | |
Essential Reading / Recommended Reading Durga Das Basu, Introduction to the Constitution of India, LexisNexis, 24th edition | |
Evaluation Pattern Only class evaluations and discussions | |
MICSAI533 - FUNDAMENTALS OF ARTIFICIAL INTELLIGENCE (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course provides a strong foundation of fundamental concepts in Artificial Intelligence. To provide a basic exposition to the goals and methods and to enable the student to apply these techniques in applications which involve perception, reasoning and learning. |
|
Learning Outcome |
|
CO1: Study the basic concepts of Artificial Intelligence and Production Systems CO2: Learn about knowledge representation and inferencing for various logic
CO3: Know about Game Playing concepts for toy problems CO4: Introduce the concepts of Learning. |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
|
|
Intelligent Agents – Agents and environments - Good behavior – The nature of environments – structure of agents - Problem Solving - problem solving agents – example problems – searching for solutions – uniformed search strategies - avoiding repeated states – searching with partial information. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-2 |
Teaching Hours:12 |
SEARCHING TECHNIQUES
|
|
Informed Heuristics Search Strategies -Heuristic function - Greedy - best -first
9H+6H
search-A* Algorithms. local search algorithms and optimization problems –Hill- climbing Search, Simulated annealing, Local beam Search, Genetic algorithm - Searching with partial observations - Online Search Agents and Unknown Environment. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-3 |
Teaching Hours:12 |
GAME PLAYING AND CSP
|
|
Games – Optimal decisions in games –Min-Max algorithm- Alpha – Beta Pruning –imperfect real-time decision –Stochastic Games. Constraint Satisfaction Problem (CSP): Definition - Constraint propagation - Backtracking search - Local Search -The Structure of problems. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-4 |
Teaching Hours:12 |
KNOWLEDGE REPRESENTATION
|
|
First order logic – representation revisited – Syntax and semantics for first order
6H+2H
logic – Using first order logic – Knowledge engineering in first order logic - Inference in First order logic – prepositional versus first order logic – unification and lifting – forward chaining – backward chaining - Resolution - Knowledge representation - Ontological Engineering - Categories and objects – Actions - Simulation and events - Mental events and mental objects. | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
Learning from Examples : Forms of Learning - Supervised learning - Learning Decision Trees - Regression and classification with linear models, Artificial Neural Network. Knowledge in Learning : Logical formulation of learning – Explanation based learning – Learning using relevant information – Inductive logic programming. Statistical learning- Learning with complete data - Learning with hidden variable | |
Unit-5 |
Teaching Hours:12 |
LEARNING
|
|
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
|
|
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
|
|
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. |
|
Learning Outcome |
|
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
|
|
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
|
|
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:
|
|
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
|
|
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
|
|
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 | |
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.
| |
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. | |
EC631P - CMOS VLSI DESIGN (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course aims atintroducing the technology, design concepts required in the design of Very Large Scale Integrated Circuits. |
|
Learning Outcome |
|
CO1: To analyze the CMOS characteristics CO2: To describe CMOS process technology CO3: To define strategy for designing the CMOS circuits CO4: To develop in-depth analytical and design capabilities in digital CMOS circuits and chips CO5: To familiarize the system verilog as a hardware description and hardware verification language |
Unit-1 |
Teaching Hours:9 |
|
MOS TRANSISTOR THEORY
|
||
Basic Principle of MOS transistor, The Metal Oxide Semiconductor (MOS) Structure, The MOS system under External Bias, Structure and Operation of MOS Transistor (MOSFET), The Threshold Voltage, MOSFET current-voltage characteristics, Substrate Bias Effect (Body Effect) | ||
Unit-2 |
Teaching Hours:9 |
|
CMOS PROCESSING TECHNOLOGY
|
||
Fabrication process flow, The CMOS n-Well process, Layout design rules, Full-Custom Masks Layout Design, MOSFET scaling & small -geometry effects, MOSFET Capacitances | ||
Unit-3 |
Teaching Hours:9 |
|
DELAY
|
||
Introduction to static characteristics, Voltage Transfer Characteristics, Noise Immunity & Noise Margin, Power & Area Consideration, Resistive-Load Inverter, Enhancement-Load Inverter, Depletion-Load Inverter, CMOS Inverter, DelayTime Definitions, Propagation Delay Time, Calculation of Delay Times, Inverter Design with Delay Constraints, CMOS Logic Circuits, Complex Logic Circuits, Pass Transistor Circuits, CMOS Transmission gates | ||
Unit-4 |
Teaching Hours:9 |
|
CMOS SEQUENTIAL CIRCUITS
|
||
Behavior of Bi-stable elements, SR Latch Circuit, Clocked Latch and Flip-Flop Circuits, Schmitt Trigger Circuit, Basic Principles of Pass Transistor Circuits, Dynamic CMOS Circuit Techniques, High-Performance Dynamic CMOS, BJT Structure & Operation, Basic BiCMOS Circuit Behavior, Switching Delay | ||
Unit-5 |
Teaching Hours:9 |
|
VERILOG SYSTEM
|
||
Introduction to System Verilog-Verification guidelines - Data types - Procedural Statements & Routines - Test Bench- Basic OOP-System | ||
Text Books And Reference Books:
| ||
Essential Reading / Recommended Reading R1. Pucknell DA & Eshraghian K, “Basic VLSI Design”, PHI R2. John P. Uyemura, “Introduction to VLSI circuits and systems”, John Wiley R3. Peter.J.Ashenden, “Digital Design: An Embedded Systems Approach Using Verilog”, Elsevier 2010 R4. Streetman B.G and Banerjee S, “Solid state electronic devices” (Vol. 10). Upper Saddle River: Pearson/Prentice Hall, 2006 | ||
Evaluation Pattern CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA(THEORY+PRACTICAL) -70 MARKS & ESE -30 MARKS] | ||
EC632P - ANALOG AND DIGITAL COMMUNICATION (2022 Batch) | ||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
|
Max Marks:100 |
Credits:4 |
|
Course Objectives/Course Description |
||
This course aims atintroducing the various concepts of Analog and Digital Communication and explores the different types of Analog and Digital Communication.
|
||
Learning Outcome |
||
CO1: Explain the basic concepts of analog modulation schemes. CO2: Discriminate analog modulated waveforms in time /frequency domain and also find modulation index CO3: Understand the types of pulse modulation techniques and Conversion of analog signal to digital format CO4: Illustrate the baseband pulse transmission CO5: Understand the fundamental concept of spread spectrum modulation |
Unit-1 |
Teaching Hours:9 |
AMPLITUDE MODULATION
|
|
Generation and demodulation of conventional AM, DSB-SC-AM, SSB-SC-AM, VSB Signals, Filtering of sidebands, Comparison of various Amplitude modulation systems, Frequency translation, Frequency Division Multiplexing, AM transmitters – Super heterodyne receiver and AM receiver. | |
Unit-2 |
Teaching Hours:9 |
ANGLE MODULATION
|
|
Bandwidth of FM signals, Generation of FM signal – Direct FM – indirect FM, Demodulation of FM signals, FM stereo multiplexing, PLL – Non-linear model and linear model of PLL, Non-linear effects in FM systems, FM Broadcast receivers, FM stereo receivers | |
Unit-3 |
Teaching Hours:9 |
PULSE MODULATION
|
|
Sampling process –PAM- other forms of pulse modulation –Bandwidth –Noise trade off –Quantization –PCM- Noise considerations in PCM Systems, Limitation and modification of PCM-Delta modulation –Linear prediction –differential pulse code modulation – Adaptive Delta Modulation, Time Division Multiplexing.
| |
Unit-4 |
Teaching Hours:9 |
PASSBAND DATA TRANSMISSION
|
|
Introduction – Pass band Transmission model- Generation, Detection, Signal space diagram, bit error probability and Power spectra of BPSK, QPSK, FSK and MSK schemes –Differential phase shift keying – Comparison of Digital modulation systems using a single carrier – Carrier and symbol synchronization. | |
Unit-5 |
Teaching Hours:9 |
SPREAD SPECTRUM MODULATION
|
|
Pseudo- noise sequences –a notion of spread spectrum – Direct sequence spread spectrum with coherent binary phase shift keying – Signal space Dimensionality and processing gain –Probability of error – Frequency –hop spread spectrum –Maximum length and Gold codes.-Introduction to OFDM. | |
Text Books And Reference Books: TEXT BOOK 1. Simon Haykin,”Communication Systems”, John Wiley & sons, NY, 4th Edition, 2006.
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern
CIA I-20 MARKS CIA II-50 MARKS CIA III-20 MARKS ATTENDANCE-5 MARKS PRACTICAL -50 MARKS END SEMESTER EXAMINATION -100 MARKS SCALED[ CIA(THEORY+PRACTICAL) -70 MARKS & ESE -30 MARKS] Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIA III : Quiz/Seminar/Case Studies/Project/ Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE) : Theory Papers:
End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal weightage in terms of marks distribution.
| |
EC635 - SERVICE LEARNING (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course aims to inculcate the purpose of serving the community or society with practical solutions to existing problems. The theme of service learning is selected to be precision agriculture. Through this course, the understanding of soil with their properties is provided along with the information about sensors which they will be applying to solve societal problems by development of final solutions as a working model or a prototype. |
|
Learning Outcome |
|
CO1: Apply the concepts of electronics & communication to solve given real world societal problems through prototypes CO2: Design solutions to given real world societal problems through working prototypes CO3: Select appropriate hardware and software as per the requirement of the project designed to solve given real world societal problems CO4: Understand the impact of the developed projects on environmental factors CO5: Demonstrate project management skills including handling the finances in doing projects for given real world societal problems |
Unit-1 |
Teaching Hours:5 |
UNIT I
|
|
Properties of Soil: Soil - definition - major components - soil forming processes- soil profile -Physical properties - texture – structure-absolute specific gravity - capillary and non-capillary porosity - soil colour - soil consistency - plasticity. Soil air - soil temperature - soil water - soil moisture constants – classification of soil water. Soil water movement. Soil colloids - organic – inorganic. Ion exchange- soil organic matter - pH - nutrient availability. Introduction to precision Agriculture | |
Unit-2 |
Teaching Hours:5 |
UNIT II
|
|
Sensors for Precision Farming: Soil electrical conductivity as a function of soil water content-Near infrared reflectance spectroscopy-prediction of soil macronutrients content using near infrared spectroscopy | |
Unit-3 |
Teaching Hours:5 |
UNIT III
|
|
GPS/GIS for Precision Farming: GPS satellites and their orbits-components of a GPS receiver-Accuracy and errors of a GPS receiver-Differential correction-Introduction to Geographic information system-Analyzing GIS Field work: simple operation on a GPS receiver-how to use a GPS receiver-Locating and plotting coordinates on a map.
| |
Unit-4 |
Teaching Hours:5 |
Unit IV
|
|
Spatial Data Collection and Soil Sampling: Spatial features and attributes-identifying spatial data-creating a data dictionary-analyzing spatial data and features-Soil Sampling: Dividing a field into grids for sampling-pros and cons of grid sampling-exploring alternatives to grid sampling | |
Unit-5 |
Teaching Hours:5 |
Unit V
|
|
Precision Agriculture system Design: Wireless sensor networks for precision agriculture-Sensor motes: TelosB mote, MicaZ motes-prototype wireless sensor network for precision agriculture-design and deploy a wireless sensor network for precision agriculture-WSN for precision agriculture using WiFi and ZigBee-WSN for precision agriculture using custom protocol. | |
Text Books And Reference Books: 1. Terry A.Brase, “Precision Agriculture” Thomson/Delmar Learning, 2006 2. Qin Zhang, “ Precision Agriculture Technology for Crop Farming”, CRC Press, 2015 3.
| |
Essential Reading / Recommended Reading R1. Jao, J.; Bo Sun; Kui Wu, "A Prototype Wireless Sensor Network for Precision Agriculture," in Distributed Computing Systems Workshops (ICDCSW), 2013 IEEE 33rd International Conference on , vol., no., pp.280-285, 8-11 July 2013 R2. Tuan Dinh Le; Dat Ho Tan, "Design and deploy a wireless sensor network for precision agriculture," in Information and Computer Science (NICS), 2015 2nd National Foundation for Science and Technology Development Conference on , vol., no., pp.294-299, 16-18 Sept. 2015 R3. Maribeth Price, “Mastering ArcGIS”, 6th Edition, McGraw Hill Co., 2103
| |
Evaluation Pattern As per University Norms CIA II-50 MARKS ESE- 50 MARKS [Scaled- CIA 25 MARKS & ESE-25 MARKS]
| |
EC644E02 - ADVANCED DIGITAL SYSTEM DESIGN (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The objective of this course is to introduce methods to analyze and design synchronous and asynchronous sequential circuits, introduce variable entered maps and techniques to simplify the Boolean expressions using these maps |
|
Learning Outcome |
|
CO1: Design and optimize manually Mealy and Moore based synchronous sequential circuit digital systems CO2: Develop sequential circuits designs by following procedures and concept maps to design the asynchronous sequential circuit designs CO3: Detect hazards in sequential circuits and design error free circuits CO4: Design a CPU based on the knowledge attained in designing combinational and sequential circuit design logics CO5: Use hardware description language (VHDL) to design |
Unit-1 |
Teaching Hours:9 |
UNIT-1:SYNCHRONOUS SEQUENTIAL CIRCUIT DESIGN
|
|
Analysis of clocked synchronous sequential circuits, Moore / Mealy State diagrams, State Table, State Reduction and Assignment, Design of synchronous sequential circuit. | |
Unit-2 |
Teaching Hours:9 |
UNIT-2:ASYNCHRONOUS SEQUENTIAL CIRCUIT DESIGN
|
|
Analysis of asynchronous sequential circuit, Cycles, Races, Static, Dynamic and Essential Hazards, Primitive Flow Table, State Reductions and State Assignment, Design of asynchronous sequential circuits. | |
Unit-3 |
Teaching Hours:9 |
UNIT-3:VEM AND INTRODUCTION TO MULTI-INPUT SYSTEM CONTROLLER DESIGN
|
|
Variable Entered Maps simplification, System Controllers, Design Phases, Choosing the controller architecture, State Assignment, Next State decoder , Examples of 2s complement system and Pop Vending Machine, Concepts related to the use of conditional outputs. | |
Unit-4 |
Teaching Hours:9 |
UNIT-4: SYSTEM CONTROLLERS USING COMBINATIONAL MSI/LSI CIRCUIT
|
|
Decoders and Multiplexers in system controllers, Indirect Addressed MUX configuration, System controllers using ROM. | |
Unit-5 |
Teaching Hours:9 |
UNIT-5:INTRODUCTION TO VHDL
|
|
Basic VHDL, Constructs, Data types, Objects, Sequential Packages and concurrent statements and libraries Attributes, Predefined operators, variables, timing models, examples on Entity declaration, Behavioural specification, data flow and structural specification. | |
Text Books And Reference Books: 1. William I. Fletcher,” An Engineering Approach to Digital Design”, Prentice Hall India, 2011 2. Charles Roth Jr “Fundamentals of Logic Design” Thomson Learning 2009
| |
Essential Reading / Recommended Reading
3. Nripendra N Biswas “Logic Design Theory” Prentice Hall of India,2001 4. Arun Kumar Singh, “Foundation of switching theory and logic design”, New Age publications, 2008. | |
Evaluation Pattern · Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) · End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIA III : Quiz/Seminar/Case Studies/Project/ Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE) : Theory Papers:
End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |
EC644E04 - OPTOELECTRONIC DEVICES (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The objective of this course is to enable students to understand different types of optical emission, optoelectronic integrated circuits and their applications, optoelectronic devices, optical communication and imaging technique. |
|
Learning Outcome |
|
CO1: Utilize fundamental knowledge of the basic physics and semiconductor behind optoelectronic devices CO2: Design semiconductor optical sources (including light emitting diodes and laser diodes) for a variety of applications CO3: Describe impacts of semiconductor material properties into the fabrications of semiconductor optoelectronic devices CO4: Examine various premises, approaches procedures and results related to optoelectronic systems CO5: Develop the knowledge of optoelectronic devices and fiber optics in order to be able to relate present and future technologies for applications in optical communications, sensor/imaging techniques, as well as energy conversion that has found renewed |
Unit-1 |
Teaching Hours:9 |
ELEMENTS OF LIGHT AND SOLID STATE PHYSICS
|
|
Wave nature of light, Polarization, Interference, Diffraction, Light Source, review of Quantum Mechanical concept, Review of Solid State Physics, Review of Semiconductor Physics and Semiconductor Junction Device. | |
Unit-2 |
Teaching Hours:9 |
DISPLAY DEVICES AND LASERS
|
|
Introduction, Photo Luminescence, Cathode Luminescence, Electro Luminescence, Injection Luminescence, Injection Luminescence, LED, Plasma Display, Liquid Crystal Displays, Numeric Displays, Laser Emission, Absorption, Radiation, Population Inversion, Optical Feedback, Threshold condition, Laser Modes, Classes of Lasers, Mode Locking, laser applications. | |
Unit-3 |
Teaching Hours:9 |
OPTICAL DETECTION DEVICES
|
|
Photo detector, Thermal detector, Photo Devices, Photo Conductors, Photo diodes, Detector Performance | |
Unit-4 |
Teaching Hours:9 |
OPTOELECTRONIC MODULATOR
|
|
Introduction, Analog and Digital Modulation, Electro-optic modulators, Magneto Optic Devices, Acoustoptic devices, Optical, Switching and Logic Devices. | |
Unit-5 |
Teaching Hours:9 |
OPTOELECTRONIC INTEGRATED CIRCUITS
|
|
Introduction, hybrid and Monolithic Integration, Application of Opto Electronic Integrated Circuits, Integrated transmitters and Receivers, Guided wave devices | |
Text Books And Reference Books: T1.Bhattacharya “Semiconductor Optoelectronic Devices”, PHI Learning, New Delhi, 2006 T2. Gerd Keiser, “Optical Fiber Communications”, TMH, 2017 | |
Essential Reading / Recommended Reading R1. Jasprit Singh, “Opto Electronics – As Introduction to materials and devices”, Tata Mc Graw-Hill International Edition, 2014 R2. Djafar K.Mynbaev and Lowell L.Scheiner “ Fiber optic communication Technology” Pearson education, 2001 R3. Eric Udd, Fiber Optic Sensors, John Wiley, New York, 2001 R4. J.H. Franz and V. K. Jain, “ Optical Communication - Components and systems”, Narosa Publishing house, 2000 | |
Evaluation Pattern Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks)
· End Semester Examination(ESE) : 50% (50 marks out of 100 marks)
Components of the CIA
CIA I : Subject Assignments / Online Tests : 10 marks
CIA II : Mid Semester Examination (Theory) : 25 marks
CIA III : Quiz/Seminar/Case Studies/Project/
Innovative Assignments/presentations/publications : 10 marks
Attendance : 05 marks
Total : 50 marks
Mid Semester Examination (MSE) : Theory Papers:
The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE):
The ESE is conducted for 100 marks of 3 hours duration.
The syllabus for the theory papers are divided into FIVE units and each unit carries equal weightage in terms of marks distribution. | |
HS625 - PROFESSIONAL ETHICS (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
(a) To understand the moral values that ought to guide the Engineering profession. (b) To resolve the moral issues in the profession.
|
|
Learning Outcome |
|
CO1: Outline professional ethics and human values by realizing the holistic attributes CO2: Specify the Engineering Professional Ethics to identify and solve problems related to society, safety, health & legal aspects CO3: Explain the importance of being ethical while using technology in the digital space CO4: Understand the various Business functions and the ethical principles that govern the global business CO5: Explain the Importance of ethical conduct to safeguard environment and its resources |
Unit-1 |
Teaching Hours:6 |
INTRODUCTION TO ETHICS
|
|
Introduction to Profession, Engineering and Professionalism, Three types of Ethics / Morality , Positive and Negative faces of Engineering Ethics | |
Unit-2 |
Teaching Hours:6 |
RESPONSIBILITY IN ENGINEERING AND ENGINEERING ETHICS
|
|
Introduction, Engineering Standards, Blame – Responsibility and Causation, Liability, Design Standards. Senses of 'Engineering Ethics' - variety of moral issued - types of inquiry - moral dilemmas - moral autonomy - Kohlberg's theory - Gilligan's theory - consensus and controversy – Models of Professional Roles - theories about right action - Self-interest - customs and religion - uses of ethical theories.
| |
Unit-3 |
Teaching Hours:6 |
SOCIAL AND VALUE DIMENSIONS IN TECHNOLOGY
|
|
Technology – The Promise and Perils, Computer Technology – Privacy and Social Policy, Ownership of Computer Software and public Policy, Engineering Responsibility in Democratic Deliberation on Technology Policy, The Social Embeddedness of Technology. | |
Unit-4 |
Teaching Hours:6 |
ELECTRONICS ENGINEERING AND BUSINESS ETHICS
|
|
Ethics in Business – HR, Marketing, Finance and Accounting, Production and Operation Ethics in Global Business – Ethical principles governing global business, ethical relations to adapting host countries, culture and norms. Ethics in Electronics Engineering - IEEE Code of Ethics, Computer Ethics, Case Studies on ethical conflicts, Corporate Social Responsibility
| |
Unit-5 |
Teaching Hours:6 |
ETHICS AND ENVIRONMENT
|
|
Environment in Law and Court Decisions, Criteria for “Clean Environment”, The progressive Attitude towards the Environment, Going beyond the Law, Respect for nature, Scope of Professional Engineering obligations to Environment. | |
Text Books And Reference Books: T1. Mike Martin and Roland Schinzinger, “Ethics in Engineering”, McGraw-Hill, New York 1996. T2. Govindarajan M, Natarajan S, Senthil Kumar V. S, “Engineering Ethics”, Prentice Hall of India, New Delhi, 2004.
| |
Essential Reading / Recommended Reading R1. Charles D. Fleddermann, “Engineering Ethics”, Pearson Education / Prentice Hall, New Jersey, 2004 (Indian Reprint). R2. Charles E Harris, Michael S. Protchard and Michael J Rabins, “Engineering Ethics – Concepts and Cases”, Wadsworth Thompson Learning, United States, 2000 (Indian Reprint now available) R3. John R Boatright, “Ethics and the Conduct of Business”, Pearson Education, New Delhi, 2003 R4.Edmund G Seebauer and Robert L Barry, “Fundamentals of Ethics for Scientists and Engineers”, Oxford University Press, Oxford, 2001. | |
Evaluation Pattern Components of the CIA
| |
HS628 - PROJECT MANAGEMENT AND FINANCE (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The objective of the course is to familiarize the students with the concepts of Project management, Project networking, Project equipment, Project quality, Project safety and Project finance. |
|
Learning Outcome |
|
CO1: Apply the concept of project management in engineering field through project management life cycle CO2: Understand interpersonal issues for successful project outcomes: This course emphasizes the importance of interpersonal skills in driving successful project Analyze the quality management and project activity in engineering field through work breakdown structure CO3: Analyze the fundamentals of project and network diagram in engineering and management domain through PDM techniques CO4: Understand the fundamentals of project monitoring and control CO5: Understand the meaning and approached to project evaluation and auditing. |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO PROJECT MANAGEMENT
|
|
Introduction to Organisations, Principles of Management - its functions, Skills, Organisation Structure, Financial Feasibility. Introduction to Project, Concept, Project Management, Project Life Cycle, Role of Project Manager - Functional Areas, Qualities and Responsibilities, Impact of Delays in Project Completions. | |
Unit-2 |
Teaching Hours:9 |
Project Plan
|
|
Project management functions - Controlling, directing, project authority, responsibility, accountability, Scope of Planning, Market Analysis, Demand Forecasting, Product line analysis, Product Mix Analysis, New Product development, Plant location, plant capacity, Capital Budgeting, Time Value of Money, Cash flow importance, decision tree analysis | |
Unit-3 |
Teaching Hours:9 |
Project Scheduling
|
|
Introduction, Estimation of Time, Project Network Analysis - CPM and PERT model, Gantt Chart, Resource Loading, Resource Leveling, Resource Allocation. Estimating activity time and total program time, total PERT/CPM planning crash times, software‘s used in project management. | |
Unit-4 |
Teaching Hours:9 |
Project Monitoring and Controlling
|
|
Introduction, Purpose, Types of control, Designing and Monitoring Systems, reporting and types. Financial Control, Quality Control, Human Resource Control, Management Control System, Project Quality Management, Managing Risks. | |
Unit-5 |
Teaching Hours:9 |
Project Evaluation and Auditing
|
|
Types of Project Closures, Wrap-Up closure activities, Purpose of Project Evaluation - Advantages, factors considered for termination of project, Project Termination process, Project Final report. Budgeting, Cost estimation, cost escalation, life cycle cost. Project finance in the roads sector, Project finance (Build Own Operate (BOO) / Build Own Operate Transfer (BOOT) Projects / Build Operate and Transfer (BOT) | |
Text Books And Reference Books: T1. PK. Joy “Total Project Management The Indian context”, Mac Milan India Ltd T2. P C Tripathi and P N Reddy, “Principles of Management”, Tata McGraw-Hill Education, 2012. T3. R. Panneerselvam and P. Senthil Kumar “Project Management” PHI learning India PVT Ltd. | |
Essential Reading / Recommended Reading R1. Bhavesh .M Patel, “Project Management” Vikas Publishing House PVT Ltd R2. S. Choudhury “Project Management” Tata McGraw Hill Co R3. Prasanna Chandra “Projects, Planning, analysis, selection financing, Implementation and Review” Tata McGraw Hill Co R4. CCI P for D.F. Gray and Erik .w Carson “Project Management” Tata McGraw Hill Co R5. P. Gopalakrishnan& VE. Ramamoorthy “Project Management” Macmillan India Ltd R6. Erik W Larson and Clifford F Gray “Project Management – The Managerial Process” McGraw Hill/Irwin Series, Fifth Edition | |
Evaluation Pattern ASSESSMENT - ONLY FOR THEORY COURSE (without practical component) Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII: Quiz/Seminar/Case Studies/Project/ Innovative assignments/ presentations/ publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE): Theory Papers: The MSE is conducted for 50 marks of 2 hours duration. Question paper pattern; Five out of Six questions have to be answered. Each question carries 10 marks End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal Weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |
MICSAI634 - INTRODUCTION TO MACHINE LEARNING (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
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
|
|
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
|
|
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
|
|
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
| |
CEOE761E01 - SUSTAINABLE AND GREEN TECHNOLOGY (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course will equip students with the knowledge and skills needed to address sustainability challenges through the application of green technologies. |
|
Learning Outcome |
|
CO1: To demonstrate a clear understanding and application of sustainability principles to develop and implement green technologies. CO2: To apply concepts of mass conservation and closed energy cycles to analyze and design sustainable energy systems CO3: To apply principles of mass and energy transport systems to analyze and solve problems, integrating economic concepts
To apply principles of mass and energy transport systems to analyze and solve problems, integrating economic concepts
CO4: To analyze and optimize resource allocation strategies to achieve sustainability goals CO5: Interpret the principles of Life Cycle Analysis (LCA) by exploring theoretical foundations, practical applications, and real-world examples |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||
Introduction to definitions and concepts underlying sustainability, State of the world using measures of sustainability | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||
Introduction to definitions and concepts underlying sustainability, State of the world using measures of sustainability | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||
Introduction to definitions and concepts underlying sustainability, State of the world using measures of sustainability | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||
Introduction to definitions and concepts underlying sustainability, State of the world using measures of sustainability | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||
Introduction to definitions and concepts underlying sustainability, State of the world using measures of sustainability | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||
Introduction to definitions and concepts underlying sustainability, State of the world using measures of sustainability | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||
Introduction to definitions and concepts underlying sustainability, State of the world using measures of sustainability | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Conservation and Energy Balance
|
|||||||||||||||||||||||||||||||
Mass conservation and closed energy cycles, Green Design and Green Manufacturing Concepts. Energy Balance – The case of electric batteries and fuel cells | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Conservation and Energy Balance
|
|||||||||||||||||||||||||||||||
Mass conservation and closed energy cycles, Green Design and Green Manufacturing Concepts. Energy Balance – The case of electric batteries and fuel cells | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Conservation and Energy Balance
|
|||||||||||||||||||||||||||||||
Mass conservation and closed energy cycles, Green Design and Green Manufacturing Concepts. Energy Balance – The case of electric batteries and fuel cells | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Conservation and Energy Balance
|
|||||||||||||||||||||||||||||||
Mass conservation and closed energy cycles, Green Design and Green Manufacturing Concepts. Energy Balance – The case of electric batteries and fuel cells | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Conservation and Energy Balance
|
|||||||||||||||||||||||||||||||
Mass conservation and closed energy cycles, Green Design and Green Manufacturing Concepts. Energy Balance – The case of electric batteries and fuel cells | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Conservation and Energy Balance
|
|||||||||||||||||||||||||||||||
Mass conservation and closed energy cycles, Green Design and Green Manufacturing Concepts. Energy Balance – The case of electric batteries and fuel cells | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Conservation and Energy Balance
|
|||||||||||||||||||||||||||||||
Mass conservation and closed energy cycles, Green Design and Green Manufacturing Concepts. Energy Balance – The case of electric batteries and fuel cells | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Transport Systems
|
|||||||||||||||||||||||||||||||
Mass and Energy Transport Systems, Economic Concepts: Net Present Value (NPV) calculations | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Transport Systems
|
|||||||||||||||||||||||||||||||
Mass and Energy Transport Systems, Economic Concepts: Net Present Value (NPV) calculations | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Transport Systems
|
|||||||||||||||||||||||||||||||
Mass and Energy Transport Systems, Economic Concepts: Net Present Value (NPV) calculations | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Transport Systems
|
|||||||||||||||||||||||||||||||
Mass and Energy Transport Systems, Economic Concepts: Net Present Value (NPV) calculations | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Transport Systems
|
|||||||||||||||||||||||||||||||
Mass and Energy Transport Systems, Economic Concepts: Net Present Value (NPV) calculations | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Transport Systems
|
|||||||||||||||||||||||||||||||
Mass and Energy Transport Systems, Economic Concepts: Net Present Value (NPV) calculations | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Transport Systems
|
|||||||||||||||||||||||||||||||
Mass and Energy Transport Systems, Economic Concepts: Net Present Value (NPV) calculations | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Optimization
|
|||||||||||||||||||||||||||||||
Optimization Problems and resource allocation in sustainability, Value Stream Mapping (VSM) – Theory and practice | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Optimization
|
|||||||||||||||||||||||||||||||
Optimization Problems and resource allocation in sustainability, Value Stream Mapping (VSM) – Theory and practice | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Optimization
|
|||||||||||||||||||||||||||||||
Optimization Problems and resource allocation in sustainability, Value Stream Mapping (VSM) – Theory and practice | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Optimization
|
|||||||||||||||||||||||||||||||
Optimization Problems and resource allocation in sustainability, Value Stream Mapping (VSM) – Theory and practice | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Optimization
|
|||||||||||||||||||||||||||||||
Optimization Problems and resource allocation in sustainability, Value Stream Mapping (VSM) – Theory and practice | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Optimization
|
|||||||||||||||||||||||||||||||
Optimization Problems and resource allocation in sustainability, Value Stream Mapping (VSM) – Theory and practice | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Optimization
|
|||||||||||||||||||||||||||||||
Optimization Problems and resource allocation in sustainability, Value Stream Mapping (VSM) – Theory and practice | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Life Cycle Analysis
|
|||||||||||||||||||||||||||||||
Life Cycle Analysis (LCA): Theory – Applications – Examples | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Life Cycle Analysis
|
|||||||||||||||||||||||||||||||
Life Cycle Analysis (LCA): Theory – Applications – Examples | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Life Cycle Analysis
|
|||||||||||||||||||||||||||||||
Life Cycle Analysis (LCA): Theory – Applications – Examples | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Life Cycle Analysis
|
|||||||||||||||||||||||||||||||
Life Cycle Analysis (LCA): Theory – Applications – Examples | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Life Cycle Analysis
|
|||||||||||||||||||||||||||||||
Life Cycle Analysis (LCA): Theory – Applications – Examples | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Life Cycle Analysis
|
|||||||||||||||||||||||||||||||
Life Cycle Analysis (LCA): Theory – Applications – Examples | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
Life Cycle Analysis
|
|||||||||||||||||||||||||||||||
Life Cycle Analysis (LCA): Theory – Applications – Examples | |||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. Dresner, Simon. (2008) The Principles of Sustainability 2nd edition. Styluspub Publishing Inc., Sterling, Virgina. T2. Epstein, Marc (2008) Making Sustainability Work. Berrett-Koehler, Publishers, San Francisco, California. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. AME, Association for Manufacturing Excellence (2007) Green Manufacturing: Case Studies in Lean Manufacturing and Sustainability. Productivity Press, Inc. R2. Doppelt, Robert. (2010) The Power of Sustainability Thinking. Stylus Publishers, Sterling, Virginia. R3. Dornfeld, David (2010) Green Manufacturing: Fundamentals and Applications. Springer. Berlin, Germany. R4. Epstein, Matt and John Elkington (2008) Making Sustainability Work: Best Practices in Managing and Measuring Corporate Social, Environmental, and Economic Impacts. Berrett_Koehler Publishers, San Francisco, California. R5. Hansen, J. (2009) Storms of My Grandchildren: The Truth About the Coming Climate Catastrophe and Our Last Chance to Save Humanity. Bloomsbury Press. R6. Hardisty, P.E. (2010) Environmental and Economic Sustainability. CRC Press. R7.Hitchcock, Darcy and Marsha Willard. (2008) The Step-By-Step Guide to Sustainability Planning. Stylus Publishing, Sterling, Virginia. R8. ISO 14040 “Environment Management – Life Cycle Assessment – Principles and Framework” Geneva, Switzerland (2007) R9. Krosinsky, Cary and Nick Robing (2008) Sustainability Investing. Stylus Publishing, Sterling, Virginia. R10.LEED: “Building Ratings System for New Construction and Major Renovations” Version 3.1: U.S. Green Building Council 2009. R11.Matthew, R.A. (2010) Global Environmental Change and Human Security. MIT Press. R12. McKenny, M., Schock, R. and Yonavjak, L. (2007) Environmental Science: Systems Solutions 4th edition Jones and Bartlett Publishers.
R13. Pierce, J. and G. Randeis (2010) Contemporary Bioethics: A Reader with Cases. Oxford University Press. | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
CEOE761E02 - AIR POLLUTION AND CONTROL (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:03 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
Objective of this is to know the sources, characteristics and effects of air and noise pollution and the methods of controlling the same. The student is expected to know about source inventory and control mechanism like.
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Identify the major sources and sinks of air pollutants. CO2: Understand the key chemical transformations of air pollution. CO3: Relate air pollution regulation and its scientific basis. CO4: Describe engineering solutions to air pollution problems. CO5: Study the burning environmental issues |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
EFFECTS OF AIR POLLUTION
|
|||||||||||||||||||||||||||||||
On Human Health, Animals, Plants and Materials – Major Environmental Air Pollution Episodes – London Smog, Los Angeles Smog & Bhopal Gas Tragedy. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||
Definition – Classification and Characterization of Air Pollutants, Emission Sources, Behavior and Fate of air Pollutants, Chemical Reactions in the Atmosphere, Photo-chemical Smog, Coal-induced smog, Air Pollution Inventories. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
EFFECTS OF AIR POLLUTION
|
|||||||||||||||||||||||||||||||
On Human Health, Animals, Plants and Materials – Major Environmental Air Pollution Episodes – London Smog, Los Angeles Smog & Bhopal Gas Tragedy. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||
Definition – Classification and Characterization of Air Pollutants, Emission Sources, Behavior and Fate of air Pollutants, Chemical Reactions in the Atmosphere, Photo-chemical Smog, Coal-induced smog, Air Pollution Inventories. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
EFFECTS OF AIR POLLUTION
|
|||||||||||||||||||||||||||||||
On Human Health, Animals, Plants and Materials – Major Environmental Air Pollution Episodes – London Smog, Los Angeles Smog & Bhopal Gas Tragedy. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||
Definition – Classification and Characterization of Air Pollutants, Emission Sources, Behavior and Fate of air Pollutants, Chemical Reactions in the Atmosphere, Photo-chemical Smog, Coal-induced smog, Air Pollution Inventories. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
EFFECTS OF AIR POLLUTION
|
|||||||||||||||||||||||||||||||
On Human Health, Animals, Plants and Materials – Major Environmental Air Pollution Episodes – London Smog, Los Angeles Smog & Bhopal Gas Tragedy. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||
Definition – Classification and Characterization of Air Pollutants, Emission Sources, Behavior and Fate of air Pollutants, Chemical Reactions in the Atmosphere, Photo-chemical Smog, Coal-induced smog, Air Pollution Inventories. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
EFFECTS OF AIR POLLUTION
|
|||||||||||||||||||||||||||||||
On Human Health, Animals, Plants and Materials – Major Environmental Air Pollution Episodes – London Smog, Los Angeles Smog & Bhopal Gas Tragedy. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||
Definition – Classification and Characterization of Air Pollutants, Emission Sources, Behavior and Fate of air Pollutants, Chemical Reactions in the Atmosphere, Photo-chemical Smog, Coal-induced smog, Air Pollution Inventories. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
EFFECTS OF AIR POLLUTION
|
|||||||||||||||||||||||||||||||
On Human Health, Animals, Plants and Materials – Major Environmental Air Pollution Episodes – London Smog, Los Angeles Smog & Bhopal Gas Tragedy. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||
Definition – Classification and Characterization of Air Pollutants, Emission Sources, Behavior and Fate of air Pollutants, Chemical Reactions in the Atmosphere, Photo-chemical Smog, Coal-induced smog, Air Pollution Inventories. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
EFFECTS OF AIR POLLUTION
|
|||||||||||||||||||||||||||||||
On Human Health, Animals, Plants and Materials – Major Environmental Air Pollution Episodes – London Smog, Los Angeles Smog & Bhopal Gas Tragedy. | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||
Definition – Classification and Characterization of Air Pollutants, Emission Sources, Behavior and Fate of air Pollutants, Chemical Reactions in the Atmosphere, Photo-chemical Smog, Coal-induced smog, Air Pollution Inventories. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
METEOROLOGY
|
|||||||||||||||||||||||||||||||
Introduction – Meteorological Variables, Primary and Secondary Lapse Rate, Inversions, Stability Conditions, Windrose, General Characteristics of Stack Plumes, Meterological Models. Industrial Plant Location and Planning | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
METEOROLOGY
|
|||||||||||||||||||||||||||||||
Introduction – Meteorological Variables, Primary and Secondary Lapse Rate, Inversions, Stability Conditions, Windrose, General Characteristics of Stack Plumes, Meterological Models. Industrial Plant Location and Planning | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
METEOROLOGY
|
|||||||||||||||||||||||||||||||
Introduction – Meteorological Variables, Primary and Secondary Lapse Rate, Inversions, Stability Conditions, Windrose, General Characteristics of Stack Plumes, Meterological Models. Industrial Plant Location and Planning | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
METEOROLOGY
|
|||||||||||||||||||||||||||||||
Introduction – Meteorological Variables, Primary and Secondary Lapse Rate, Inversions, Stability Conditions, Windrose, General Characteristics of Stack Plumes, Meterological Models. Industrial Plant Location and Planning | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
METEOROLOGY
|
|||||||||||||||||||||||||||||||
Introduction – Meteorological Variables, Primary and Secondary Lapse Rate, Inversions, Stability Conditions, Windrose, General Characteristics of Stack Plumes, Meterological Models. Industrial Plant Location and Planning | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
METEOROLOGY
|
|||||||||||||||||||||||||||||||
Introduction – Meteorological Variables, Primary and Secondary Lapse Rate, Inversions, Stability Conditions, Windrose, General Characteristics of Stack Plumes, Meterological Models. Industrial Plant Location and Planning | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
METEOROLOGY
|
|||||||||||||||||||||||||||||||
Introduction – Meteorological Variables, Primary and Secondary Lapse Rate, Inversions, Stability Conditions, Windrose, General Characteristics of Stack Plumes, Meterological Models. Industrial Plant Location and Planning | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
SAMPLING, ANALYSIS AND CONTROL
|
|||||||||||||||||||||||||||||||
Sampling and Measurement of Gaseous and Particulate matter, Stack Sampling, Analysis of Air Pollutants, Smoke and Smoke Measurement, Air Pollution Control Methods– Particulate, Emission Control, Gravitational Settling Chambers, Cyclone Separators, Fabric Filters, Electrostatic Precipitators, Wet Scrubbers, Selection of a Particulate Collecting Equipment, Control of Gaseous Emissions, Adsorption by Liquids, Adsorption by Solids, Combustion Odours and their control. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
SAMPLING, ANALYSIS AND CONTROL
|
|||||||||||||||||||||||||||||||
Sampling and Measurement of Gaseous and Particulate matter, Stack Sampling, Analysis of Air Pollutants, Smoke and Smoke Measurement, Air Pollution Control Methods– Particulate, Emission Control, Gravitational Settling Chambers, Cyclone Separators, Fabric Filters, Electrostatic Precipitators, Wet Scrubbers, Selection of a Particulate Collecting Equipment, Control of Gaseous Emissions, Adsorption by Liquids, Adsorption by Solids, Combustion Odours and their control. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
SAMPLING, ANALYSIS AND CONTROL
|
|||||||||||||||||||||||||||||||
Sampling and Measurement of Gaseous and Particulate matter, Stack Sampling, Analysis of Air Pollutants, Smoke and Smoke Measurement, Air Pollution Control Methods– Particulate, Emission Control, Gravitational Settling Chambers, Cyclone Separators, Fabric Filters, Electrostatic Precipitators, Wet Scrubbers, Selection of a Particulate Collecting Equipment, Control of Gaseous Emissions, Adsorption by Liquids, Adsorption by Solids, Combustion Odours and their control. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
SAMPLING, ANALYSIS AND CONTROL
|
|||||||||||||||||||||||||||||||
Sampling and Measurement of Gaseous and Particulate matter, Stack Sampling, Analysis of Air Pollutants, Smoke and Smoke Measurement, Air Pollution Control Methods– Particulate, Emission Control, Gravitational Settling Chambers, Cyclone Separators, Fabric Filters, Electrostatic Precipitators, Wet Scrubbers, Selection of a Particulate Collecting Equipment, Control of Gaseous Emissions, Adsorption by Liquids, Adsorption by Solids, Combustion Odours and their control. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
SAMPLING, ANALYSIS AND CONTROL
|
|||||||||||||||||||||||||||||||
Sampling and Measurement of Gaseous and Particulate matter, Stack Sampling, Analysis of Air Pollutants, Smoke and Smoke Measurement, Air Pollution Control Methods– Particulate, Emission Control, Gravitational Settling Chambers, Cyclone Separators, Fabric Filters, Electrostatic Precipitators, Wet Scrubbers, Selection of a Particulate Collecting Equipment, Control of Gaseous Emissions, Adsorption by Liquids, Adsorption by Solids, Combustion Odours and their control. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
SAMPLING, ANALYSIS AND CONTROL
|
|||||||||||||||||||||||||||||||
Sampling and Measurement of Gaseous and Particulate matter, Stack Sampling, Analysis of Air Pollutants, Smoke and Smoke Measurement, Air Pollution Control Methods– Particulate, Emission Control, Gravitational Settling Chambers, Cyclone Separators, Fabric Filters, Electrostatic Precipitators, Wet Scrubbers, Selection of a Particulate Collecting Equipment, Control of Gaseous Emissions, Adsorption by Liquids, Adsorption by Solids, Combustion Odours and their control. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
SAMPLING, ANALYSIS AND CONTROL
|
|||||||||||||||||||||||||||||||
Sampling and Measurement of Gaseous and Particulate matter, Stack Sampling, Analysis of Air Pollutants, Smoke and Smoke Measurement, Air Pollution Control Methods– Particulate, Emission Control, Gravitational Settling Chambers, Cyclone Separators, Fabric Filters, Electrostatic Precipitators, Wet Scrubbers, Selection of a Particulate Collecting Equipment, Control of Gaseous Emissions, Adsorption by Liquids, Adsorption by Solids, Combustion Odours and their control. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
AIR POLLUTION DUE TO AUTOMOBILES
|
|||||||||||||||||||||||||||||||
Air Pollution due to Gasoline Driven and Diesel Driven Engines, Effects, Direct and Indirect Methods of control | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
STANDARDS AND LEGISLATION
|
|||||||||||||||||||||||||||||||
Air Quality and Emission Standards– Legislation and Regulation, Air Pollution Index. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
AIR POLLUTION DUE TO AUTOMOBILES
|
|||||||||||||||||||||||||||||||
Air Pollution due to Gasoline Driven and Diesel Driven Engines, Effects, Direct and Indirect Methods of control | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
STANDARDS AND LEGISLATION
|
|||||||||||||||||||||||||||||||
Air Quality and Emission Standards– Legislation and Regulation, Air Pollution Index. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
AIR POLLUTION DUE TO AUTOMOBILES
|
|||||||||||||||||||||||||||||||
Air Pollution due to Gasoline Driven and Diesel Driven Engines, Effects, Direct and Indirect Methods of control | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
STANDARDS AND LEGISLATION
|
|||||||||||||||||||||||||||||||
Air Quality and Emission Standards– Legislation and Regulation, Air Pollution Index. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
AIR POLLUTION DUE TO AUTOMOBILES
|
|||||||||||||||||||||||||||||||
Air Pollution due to Gasoline Driven and Diesel Driven Engines, Effects, Direct and Indirect Methods of control | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
STANDARDS AND LEGISLATION
|
|||||||||||||||||||||||||||||||
Air Quality and Emission Standards– Legislation and Regulation, Air Pollution Index. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
AIR POLLUTION DUE TO AUTOMOBILES
|
|||||||||||||||||||||||||||||||
Air Pollution due to Gasoline Driven and Diesel Driven Engines, Effects, Direct and Indirect Methods of control | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
STANDARDS AND LEGISLATION
|
|||||||||||||||||||||||||||||||
Air Quality and Emission Standards– Legislation and Regulation, Air Pollution Index. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
AIR POLLUTION DUE TO AUTOMOBILES
|
|||||||||||||||||||||||||||||||
Air Pollution due to Gasoline Driven and Diesel Driven Engines, Effects, Direct and Indirect Methods of control | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
STANDARDS AND LEGISLATION
|
|||||||||||||||||||||||||||||||
Air Quality and Emission Standards– Legislation and Regulation, Air Pollution Index. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
AIR POLLUTION DUE TO AUTOMOBILES
|
|||||||||||||||||||||||||||||||
Air Pollution due to Gasoline Driven and Diesel Driven Engines, Effects, Direct and Indirect Methods of control | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
STANDARDS AND LEGISLATION
|
|||||||||||||||||||||||||||||||
Air Quality and Emission Standards– Legislation and Regulation, Air Pollution Index. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
BURNING ENVIRONMENTAL ISSUES:
|
|||||||||||||||||||||||||||||||
1.Acid Rain 2.Global Warming 3.Ozone Depletion in Stratosphere 4.Indoor Air Pollution | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
BURNING ENVIRONMENTAL ISSUES:
|
|||||||||||||||||||||||||||||||
1.Acid Rain 2.Global Warming 3.Ozone Depletion in Stratosphere 4.Indoor Air Pollution | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
BURNING ENVIRONMENTAL ISSUES:
|
|||||||||||||||||||||||||||||||
1.Acid Rain 2.Global Warming 3.Ozone Depletion in Stratosphere 4.Indoor Air Pollution | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
BURNING ENVIRONMENTAL ISSUES:
|
|||||||||||||||||||||||||||||||
1.Acid Rain 2.Global Warming 3.Ozone Depletion in Stratosphere 4.Indoor Air Pollution | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
BURNING ENVIRONMENTAL ISSUES:
|
|||||||||||||||||||||||||||||||
1.Acid Rain 2.Global Warming 3.Ozone Depletion in Stratosphere 4.Indoor Air Pollution | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
BURNING ENVIRONMENTAL ISSUES:
|
|||||||||||||||||||||||||||||||
1.Acid Rain 2.Global Warming 3.Ozone Depletion in Stratosphere 4.Indoor Air Pollution | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||
BURNING ENVIRONMENTAL ISSUES:
|
|||||||||||||||||||||||||||||||
1.Acid Rain 2.Global Warming 3.Ozone Depletion in Stratosphere 4.Indoor Air Pollution | |||||||||||||||||||||||||||||||
Text Books And Reference Books: T1“Air Pollution – Sampling and Analysis – APHA” T2. “Environmental Engineering and Management” Dhamija S K and kataria S K andSons, Delhi T3. De AK, “Engineers Chemistry”, New Age Publication, Delhi T4. Deswal and SS Deswal; “Environmental Engineering”, Dhanpat Rai andCompany (P) Ltd., Delhi | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1Harper and Row “Air Pollution –Its origin and control”, Wark. K.and Warner. F. publishers, New York R2. Henry C. Perkins “Air Pollution”, McGraw Hill Ltd. R3. Kendeigh SC, “Ecology”, Prentice Hall of India, Delhi R4. Odum EP, “Fundamentals of Ecology”, Amarind publication Co., Delhi | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
EC741E01 - ADVANCED MICROPROCESSOR (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
The objective of this course is to learn the architecture and programming of advanced microprocessors. |
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Outline the basic architecture of Pentium family of processors. CO2: Demonstrate concepts in internal programming model of Intel family of microprocessors. CO3: Describe the programming techniques using MASM, DOS and BIOS function calls CO4: Demonstrate the concepts and application of advanced microprocessors. |
Unit-1 |
Teaching Hours:9 |
ADVANCED MICROPROCESSOR ARCHITECTURE
|
|
Internal Microprocessor Architecture-Real mode memory addressing – Protected Mode Memory addresses –Memory paging - Data addressing modes – Program memory addressing modes – Stack memory addressing modes – Data movement instructions – Program control instructions- Arithmetic and Logic Instructions | |
Unit-2 |
Teaching Hours:9 |
MODULAR PROGRAMMING AND ITS CONCEPTS
|
|
Modular programming – Procedures – Macro - Interrupts - Interrupt service routines – keyboard and Video display –Data Conversions using assembly languages with C/ C++ | |
Unit-3 |
Teaching Hours:9 |
PENTIUM& SUPER COMPUTER ARCHITECTURE
|
|
Special Pentium registers- Pentium memory management – New Pentium Instructions –Pentium Processor –Basic and additional features of Pentium Pro, Pentium II, Pentium III, Pentium IV -SUPERCOMPUTES ARCHITECTURE: Elements in the system architecture of a supercomputer, shared memory in multiprocessor- interconnection network - distributed memory cluster - enclosure and cooling infrastructures - cluster management and monitoring software - parallel programming models | |
Unit-4 |
Teaching Hours:9 |
RASBERRY-PI
|
|
Introduction to Raspberry pi – configuration of Raspberry pi – programming raspberry pi - Implementation of IOT with Rasberry pi | |
Unit-5 |
Teaching Hours:9 |
INTEL CORE DESKTOP PROCESSORS & GPU
|
|
Introduction to i3-500 Desktop Processor- Processor Configuration Registers- Register Terminology- System Address Map- Main Memory Address Space- Configuration Mechanisms- I/O Mapped Registers- Introduction to i5-700 and i7-800 Processors-Interfaces-Power Management concepts. Introduction to Modern GPU Architecture | |
Text Books And Reference Books: T1.Barry B.Brey, The Intel Microprocessors 8086/8088, 80, 86, 80286, 80386 80486, Pentium, Pentium Pro Processor, Pentium II, Pentium III, Pentium 4, Architecture, Programming and interfacing, Prentice Hall of India Private Limited, New Delhi, Pearson Education; Eighth edition, 2012. T2. John Peatman, Design with Microcontroller McGraw Hill Publishing Co Ltd, New Delhi. T3. Alan Clements, “The principles of computer Hardware”, Oxford University Press India; 4 edition, 2013 T4. K. Hwang, Advanced Computer Architecture: Parallelism, Scalability, Programmability, McGraw-Hill T5. Levesque and Williamson, A Guidebook to FORTRAN on Supercomputers, Academic Press | |
Essential Reading / Recommended Reading R1. Rajkamal, The concepts and feature of micro controllers 68HC11, 8051 and 8096; S Chand Publishers, New Delhi R2. Tor M. Aamodt, Wilson Wai Lun Fung, Timothy G. Rogers, General-Purpose Graphics Processor Architectures, Morgan and Claypool publishers R3. Wentk, “Richard Raspberry Pi”, John Wiley & Sons, 2014 | |
Evaluation Pattern As Per University Norms CIA I- 20 MARKS CIA II- 50 MARKS CIA III-10 MARKS ATTENDANCE-05 MARKS. END SEMESTER EXAMINATION- 100 MARKS [Scaled CIA- 50 MARKS & ESE -50 MARKS] Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks | |
EC742E06 - INTERNET AND JAVA (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course aims to introduce the basics of Internetworking, Routing, HTTP protocol used in World Wide Web and Java Programming.
|
|
Learning Outcome |
|
CO1: Summarize the role of protocols in networking and to infer the services and features of the various layers in the protocol stack CO2: Develop java application programs(API) as well as java Standard Library CO3: Use the advanced concepts of java such as servlets & jsp to demonstrate dynamic web pages & add functionality to the WebPages by using XML and HTML CO4: Create client and server program using Java and design a good, effective and dynamic website CO5: Select the elementary socket system calls, advanced socket system calls and Java Socket API and to point the basic concepts relating to TCP and UDP based sockets |
Unit-1 |
Teaching Hours:9 |
INTERNETWORKING WITH TCP / IP:
|
|
Review of network technologies, Internet addressing, Address resolution protocols (ARP / RARP), Routing IP datagrams, Reliable stream transport service (TCP) TCP / IP over ATM networks, Internet applications - E-mail, Telnet, FTP, NFS. WORLD WIDE WEB: HTTP protocol, Web browsers netscape, Internet explorer, Web site and Web page design, HTML, XML, Dynamic HTML | |
Unit-2 |
Teaching Hours:9 |
INTERNET ROUTING:
|
|
Concepts of graph theory, Routing protocols, Distance vector protocols (RIP), Link state protocol (OSPP), Path vector protocols (BGP and IDRP), Routing for high speed multimedia traffic, Multicasting, Resource reservation (RSVP), IP switching.
| |
Unit-3 |
Teaching Hours:9 |
JAVA PROGRAMMING CONCEPTS
|
|
Language features- Java Virtual Machine, Basics of Object Orientation. Basic keywords and Syntax. Classes, Object and methods, Subclassing and dynamic binding. Overview of class library. Exception Handling.
| |
Unit-4 |
Teaching Hours:9 |
JAVA PROGRAMMING
|
|
Implementation of Simple Java programs to understand data types, variables, operators, strings, input and output, control flow, arrays, Inheritance –using java keywords: extends and implements, Exceptions, Method overloading, Constructor overloading, Multi-Threading Concepts. | |
Unit-5 |
Teaching Hours:9 |
INTERNET AND JAVA:
|
|
TCP/IP Socket abstraction –Java net package- TCP Socket class,Server socket, client socket-UDP Socket-connection and Encoding information-Text, Binary Numbers, Framing and Parsing. Multi tasking, Java threads, thread pool. Duplex communication using threads. | |
Text Books And Reference Books: T1.Dauglas E.Comer, "Internetworking with TCP/IP", Vol. I: Pearson; 6 edition, 2013 T2. Herbert Schildt “Java, the complete reference”,McGraw Hill Education; 9 edition, 2014 | |
Essential Reading / Recommended Reading R1. Eric Ladd and Jim O'Donnell, "Using HTML 4, XML and Java 1.2", Que Platinum edition, Prentice Hall of India, 2009 R2. William Stallings, "High Speed Networks", Prentice Hall Inc., Friday, September 26, 2008 R3. Kenneth L Calvert, “KennetTCP/IP Sockets in Java”, Morgan Kaufmann, 2nd edition, 2011 | |
Evaluation Pattern · Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) · End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIA III : Quiz/Seminar/Case Studies/Project/ Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE) : Theory Papers:
End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal weightage in terms of marks distribution. | |
EC742E07 - ARTIFICIAL INTELLIGENCE (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course aims to introduce artificial intelligence by knowledge representation using semantic networks and rules, concepts of logic in artificial intelligence, concepts of planning and learning with an introduction of the expert systems. |
|
Learning Outcome |
|
CO1: Formulate an efficient problem space for a problem in artificial intelligence CO2: Select a search algorithm for a problem and characterize its time and space complexities CO3: Understand the concepts of knowledge representation using an appropriate technique CO4: Apply AI techniques to solve problems of Game Playing, Expert Systems, Machine Learning and Natural Language Processing CO5: Explain expert systems based on architecture, roles and knowledge acquisition |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION
|
|
Introduction, History, Intelligent Systems, Foundations of AI, Sub areas of AI, Applications. Problem Solving – State-Space Search and Control Strategies: Introduction, General Problem Solving, Characteristics of Problem, Exhaustive Searches, Heuristic Search Techniques, Iterative-Deepening A*, Constraint Satisfaction. Game Playing, Bounded Look-ahead Strategy and use of Evaluation Functions, Alpha-Beta Pruning. | |
Unit-2 |
Teaching Hours:9 |
KNOWLEDGE REPRESENTATION AND LOGIC
|
|
Logic Concepts and Logic Programming: Introduction, Propositional Calculus, Propositional Logic, Natural Deduction System, Axiomatic System, Semantic Tableau System in Propositional Logic, Resolution Refutation in Propositional Logic, Predicate Logic, Logic Programming. Knowledge Representation: Introduction, Approaches to Knowledge Representation, Knowledge Representation using Semantic Network, Extended Semantic Networks for KR, Representing Knowledge using rules – Rules based deduction system, Knowledge Representation using Frames | |
Unit-3 |
Teaching Hours:9 |
REASONING UNDER UNCERTAINITY
|
|
Introduction to uncertain knowledge review of probability – Baye’s Probabilistic inferences and Dempster Shafer theory –Heuristic methods – Symbolic reasoning under uncertainty- Statistical reasoning – Fuzzy reasoning – Temporal reasoning- Non monotonic reasoning. | |
Unit-4 |
Teaching Hours:9 |
PLANNING AND LEARNING
|
|
Planning - Introduction, Planning in situational calculus - Representation for planning – Partial order planning algorithm- Learning from examples- Discovery as learning – Learning by analogy – Explanation based learning –Introduction to Neural nets – Genetic Algorithms | |
Unit-5 |
Teaching Hours:9 |
EXPERT SYTEMS
|
|
Expert Systems – Architecture Of Expert Systems, Roles Of Expert Systems – Knowledge Acquisition –Meta Knowledge, Heuristics. Typical Expert Systems – MYCIN, DART, XOON, Expert Systems Shells. Expert Systems – Architecture Of Expert Systems, Roles Of Expert Systems – Knowledge Acquisition –Meta Knowledge, Heuristics. Typical Expert Systems – MYCIN, DART, XOON, Expert Systems Shells. | |
Text Books And Reference Books: T1.Saroj Kaushik. Artificial Intelligence. Cengage Learning. 2011 T2. Patrick Henry Winston,” Artificial Intelligence”, Addison Wesley, Third edition, 2010 T3. Kevin Night And Elaine Rich, Nair B., “Artificial Intelligence (SIE)”, McGraw Hill- 2008 | |
Essential Reading / Recommended Reading R1. George F Luger, Artificial Intelligence, Pearson Education, 6th edition,2009 R2. Engene Charniak and Drew Mc Dermott,” Introduction to Artificial intelligence, Addison Wesley, 2009 R3. Nils J. Nilsson,”Principles of Artificial Intelligence“, Narosa Publishing House, 2000 | |
Evaluation Pattern As per university norms. CIA 1 - 20 MARKS CIA II- 50 MARKS CIA III-20 MARKS ATTENDANCE - 05 MARKS END SEMESTER EXAMINATION- 100 MARKS [Scaled: CIA- 50 MARKS AND ESE -50 MARKS] Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks | |
EC743E04 - MICROSTRIP ANTENNAS (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The aim of the Course is to introduce the basics of microstrip antennas and analyses methods,Concepts and fundamentals of microstrip antenna shapes , design aspects of square & rectangular microstrip antennas , circular & elliptical microstrip antennas and performance |
|
Learning Outcome |
|
CO1: Understand the concepts of microstrip antennas, fundamentals and the analyses methods CO2: Understand the materials used for antenna design CO3: Design the basic square, rectangular, circular and elliptical microstrip antennas CO4: Design microstrip arrays and analyze performance by applying different methods for enhancing the bandwidth of microstrip antennas CO5: Make new designs for applications using the knowledge gained and generate research papers. |
Unit-1 |
Teaching Hours:9 |
BASICS OF MICROSTRIP ANTENNAS
|
|
Origin of Microstrip radiators, microstrip antenna analysis methods, microstrip antenna advantages, disadvantages and applications; materials used for microstrip antennas, feed, ground and substrates and their properties, Common Feed methods, Characteristics of Resonance Frequency, Bandwidth, % BW, Return loss, VSWR, 50 Ohms Characteristic impedance, Axial ratio, Efficiency, Gain, Directivity, Rectangular & Polar Radiation Patterns,Experiment on the design of simple feeds | |
Unit-2 |
Teaching Hours:9 |
RECANGULAR MICROSTRIP ANTENNA MODELS AND CHARACTERISTICS
|
|
Rectangular microstrip antennas- common feed methods, transmission line model, cavity model, TM10 and TM01 modes, return loss, radiation pattern, quarterwave rectangular microstrip antenna, single feed and dual fed circular polarized rectangular microwave antenna design, impedance and axial ratio bandwidth, efficiency, experiment to understand the MSA mode characteristics and various other characteristics of microstrip antenna | |
Unit-3 |
Teaching Hours:9 |
DESIGN GUIDELINES OF MICROSTRIP ANTENNAS
|
|
Design guidelines for a linearly polarized rectangular microstrip antenna, Design guidelines for a circularly polarized rectangular microstrip antenna, electromagnetically coupled rectangular microstrip antenna, ultra-wideband rectangular microstrip antenna, experiment on the design of SMSA, RMSA, UWB | |
Unit-4 |
Teaching Hours:9 |
CIRCULAR MICROSTRIP ANTENNAS
|
|
Circular microstrip antenna properties, directivity, input impedance bandwidth, gain, radiation pattern and efficiency, radiation modesTM11 bipolar mode, TM21 quadrapolar mode, TM02 unipolar mode, cross polarization, annular microstrip antenna, experiment on the design of CMSA and EMSA | |
Unit-5 |
Teaching Hours:9 |
BROADBAND MICROSTRIP ANTENNA, ARRAYS AND PRINTED ANTENNAS
|
|
Broadband microstrip antennas, broadbanding, microstrip antenna matching with capacitive slot, microstrip arrays- planar array theory, array feeding methods – corporate fed and series fed; overview of printed antennas –omnidirectional microstrip antenna, stripline fed tapered slot antenna, Vivaldi antenna, meanderline antenna(ESA) geometry and radiation patterns, PIFA antenna, experiment on the design of BB-MSA and Array | |
Text Books And Reference Books: 1. Randy Bancraft, “Microstrip and Printed Antenna Design”,2nd Edition, Prentice-Hall of India, 2009 2. Ramesh Garg, PrakashBhartia, InderBaul and ApisakIttipiboon, “Microstrip Antenna Design Handbook”, Artech House, 2001 | |
Essential Reading / Recommended Reading 1. Bahl, I.J., Bhartia, P., “ Microstrip Antennas”, ArTech House, 1982. 2. Rod Waterhouse “Microstrip Patch Antennas: A designer’s Guide”, Springer, Kluwer, 2003. | |
Evaluation Pattern As per university norms. CIA 1 - 20 MARKS CIA II- 50 MARKS CIA III-20 MARKS ATTENDANCE - 05 MARKS END SEMESTER EXAMINATION- 100 MARKS [Scaled: CIA- 50 MARKS AND ESE -50 MARKS] Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks | |
EC743E08 - SATELLITE COMMUNICATION (2021 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 student to become familiar with satellites and satellite services |
|
Learning Outcome |
|
CO1: Recognize the fundamentals on satellite systems orbits & launching methods CO2: Explain about geostationary orbit & space segment CO3: Analyze the earth segment and space link CO4: Interpret various satellite access techniques |
Unit-1 |
Teaching Hours:9 |
OVERVIEW OF SATELLITE SYSTEMS, ORBITS AND LAUNCHING METHODS
|
|
Introduction – Frequency Allocations for Satellite Services– Polar Orbiting Satellites – Problems – Kepler’s Law –Definitions of Terms for Earth-orbiting Satellites – Orbital Elements and Perturbations – Calendars (Universal Time / Julian Dates / Sidereal Time) – The Orbital Plane – The Geocentric-Equatorial Coordinate System – Earth Station Referred to the IJK Frame – The Top centric-Horizon Co-ordinate System – The Sub-satellite Point – Predicting Satellite Position. | |
Unit-2 |
Teaching Hours:9 |
GEOSTATIONARY ORBIT & SPACE SEGMENT
|
|
Introduction – Antenna Look Angels – The Polar Mount Antenna – Limits of Visibility – Near Geostationary Orbits – Earth Eclipse of Satellite – Sun Transit Outage – Launching Orbits – Problems – Power Supply – Attitude Control – Spinning Satellite Stabilization – Momentum Wheel Stabilization – Station Keeping – Thermal Control – TT&C Subsystem – Transponders – Wideband Receiver – Input Demultiplexer – Power Amplifier – Antenna Subsystem – Morelos – Anik-E – Advanced Tiros-N Spacecraft | |
Unit-3 |
Teaching Hours:9 |
EARTH SEGMENT & SPACE LINK
|
|
Introduction – Receive-Only Home TV Systems – Outdoor Unit – Indoor Unit for Analog (FM) TV – Master Antenna TV System – Community Antenna TV System – Transmit-Receive Earth Stations – Problems; Equivalent Isotropic Radiated Power – Transmission Losses – Free-Space Transmission – Feeder Losses – Antenna Misalignment Losses – Fixed Atmospheric and Ionospheric Losses – Link Power Budget Equation – System Noise – Antenna Noise – Amplifier Noise Temperature – Amplifiers in Cascade – Noise Factor – Noise Temperature of Absorptive Networks – Overall System Noise Temperature – Carrier-to-Noise Ratio – Uplink – Saturation Flux Density – Input Back Off – The Earth Station HPA – Downlink – Output Back off – Satellite TWTA Output – Effects of Rain – Uplink rain-fade margin – Downlink rain-fade margin – Combined Uplink and Downlink C/N Ratio – Intermodulation Noise. | |
Unit-4 |
Teaching Hours:9 |
SATELLITE ACCESS
|
|
Introduction, FDMA, SPADE System, TDMA, CDMA, DSSS, TCP Link | |
Unit-5 |
Teaching Hours:9 |
SERVICES AND APPLICATIONS
|
|
Fixed and mobile services - Multimedia satellite services - Advanced applications based on satellite platforms - INTELSAT series - INSAT, VSAT, Remote Sensing– Mobile satellite service: GSM, GPS-Orbcomm & Iridium Satellite systems, INMARSAT, Navigation System, Direct to Home service (DTH), Special services, E-mail, Video conferencing and Internet connectivity | |
Text Books And Reference Books: T1.D. Roddy, “Satellite Communications”, 4th edn., New York, US: McGraw-Hill, 2006 | |
Essential Reading / Recommended Reading R1. T. Pratt and C. W. Bostian, “Satellite Communications”, New York, US: John Willy& Sons (Asia) Pvt. Ltd., 2006 R2. W. Pritchard, H. Suyderhoud, and R. A. Nelson, “Satellite Communications Systems Engineering”, 2nd edn., London, UK: Pearson Education Ltd, 2003 R3. M. Richharia, “Satellite Communication Systems: Design Principles”, 2ndedn., London, UK: Macmillan Press LTD, 2003 R4. J. N. Pelton, S. Madry, and S. C. -Lara, “Handbook of Satellite Applications”, 2nd edn., New York, US: Springer, 2013 | |
Evaluation Pattern As per university norms. CIA 1 - 20 MARKS CIA II- 50 MARKS CIA III-20 MARKS ATTENDANCE - 05 MARKS END SEMESTER EXAMINATION- 100 MARKS [Scaled: CIA- 50 MARKS AND ESE -50 MARKS] Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIAIII:Quiz/Seminar/Case Studies/Project/Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks | |
EC744E02 - ASIC DESIGN (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The objective of this course is introduce the types of ASICs and its design flow concepts of VLSI domain |
|
Learning Outcome |
|
CO1: Generalize the basic concepts of CMOS logic cells and its ASIC libraries CO2: Develop the programmable ASIC CO3: Demonstrate the synthesis and simulation of ASIC design aches CO4: Identify the tools and steps for designing the ASIC design CO5: Analyze the fault existence in the circuit |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION TO ASICS, CMOS LOGIC AND ASIC LIBRARY DESIGN
|
|
Types of ASICs - Design flow - Combinational Logic Cell – Sequential logic | |
Unit-2 |
Teaching Hours:9 |
PROGRAMMABLE ASICS, PROGRAMMABLE ASIC LOGIC CELLS AND PROGRAMMABLE ASIC I/O CELLS
|
|
Anti fuse -Static RAM - EPROM and EEPROM technology - PREP | |
Unit-3 |
Teaching Hours:9 |
PROGRAMMABLE ASIC INTERCONNECT, PROGRAMMABLE ASIC DESIGN SOFTWARE AND LOW LEVEL DESIGN ENTRY
|
|
Actel ACT - Xilinx LCA - Xilinx EPLD - Altera MAX 5000 Altera FLEX | |
Unit-4 |
Teaching Hours:9 |
LOGIC SYNTHESIS, SIMULATION
|
|
Logic synthesis -Logic synthesis - Examples for simple combinational logic | |
Unit-5 |
Teaching Hours:9 |
SIMULATION AND FAULT ANALYSIS
|
|
Types of simulation – Types of faults - Fault models – D-calculus- Fault | |
Text Books And Reference Books: T1. M.J.S. Smith, "Application Specific Integrated Circuits”, Addison –Wesley Longman Inc., 1 Edition. | |
Essential Reading / Recommended Reading R1. Farzad Nekoogar and Faranak Nekoogar, “From ASICs to SOCs: A Practical Approach”, | |
Evaluation Pattern Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) | |
EC781 - INTERNSHIP (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course aims to expose the students to physical applications of engineering in their related domains. This course enables the students to get a first-hand exposure regarding the working of the industry and also help them to understand the work ethics and principles, time management and project management. |
|
Learning Outcome |
|
CO1: Design solutions to real time complex engineering problems using the concepts of Electronics & Communication engineering through independent study CO2: Demonstrate teamwork and leadership skills with professional ethics CO3: Prepare an internship report in the prescribed format and demonstrate oral communication through presentation of the internship work |
Unit-1 |
Teaching Hours:60 |
Internship
|
|
Internship | |
Unit-1 |
Teaching Hours:60 |
Internship
|
|
Internship | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern As per university norms | |
EC782 - PROJECT WORK PHASE I (2021 Batch) | |
Total Teaching Hours for Semester:360 |
No of Lecture Hours/Week:24 |
Max Marks:100 |
Credits:12 |
Course Objectives/Course Description |
|
This course provides the students an opportunity to independently design, develop and conduct investigation of real world societal problems pertaining to the knowledge and application of electronics and communication engineering. This course also aims at building the team working skills in addition to making them work as an individual team member and also provides the students the skills of project management including the finance aspects. |
|
Learning Outcome |
|
CO1: Design engineering solutions to complex real world problems using research literature for societal applications through self-study CO2: Use appropriate hardware and software depending on the nature of the project with an understanding of their limitations CO3: Demonstrate teamwork and leadership skills with professional ethics and prepare a project report in the prescribed format CO4: Understand the impact of the developed projects on environmental factors CO5: Demonstrate project management skills including handling the finances in doing projects for given real world societal problems |
Unit-1 |
Teaching Hours:360 |
Project work Phase I
|
|
Project work Phase I | |
Unit-1 |
Teaching Hours:360 |
Project work Phase I
|
|
Project work Phase I | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern CIA 100 marks ESE 100 marks | |
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 |
|
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. |
|
Learning Outcome |
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
|
|
Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
|
|
Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
|
|
Sampling, Measurement and signal conversion of various parameters. Sensors and Actuators, Applications of sensors and actuators | |
Unit-2 |
Teaching Hours:9 |
AUTOMOTIVE INSTRUMENTATION CONTROL
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 | |
MAOE761E01 - NUMERICAL METHODS OF DIFFERENTIAL EQUATIONS (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
To enable the students to solve algebraic and transcendental equations, linear and nonlinear systems of equations, interpolate and extrapolate the given data, differentiate and integrate, solve ordinary differential equations and the boundary value problems numerically. |
|
Learning Outcome |
|
CO1: Solve algebraic and transcendental equations using numerical techniques. CO2: Estimate results by forward and backward interpolation. CO3: Solve integration using numerical techniques. CO4: Apply finite difference method to solve boundary value problems of hyperbolic and elliptic differential equations. CO5: Evaluate differential equations with boundary conditions using advanced computational techniques. |
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-1 |
Teaching Hours:9 |
||||||
Solution of Equations and Eigenvalue Problems
|
|||||||
Solution of algebraic and transcendental equations – Solution of linear and non - linear system of equations - Fixed point iteration method – Newton Raphson and Secant method – Gauss elimination method – Pivoting – Gauss Jordan method – Iterative methods of Gauss Jacobi and Gauss Seidel, Matrix inversion by Gauss Jordan method, Eigenvalues of a matrix by Power method and Jacobi’s method for symmetric matrices. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-2 |
Teaching Hours:9 |
||||||
Interpolation and Approximation
|
|||||||
Interpolation with unequal intervals – Lagrange’s interpolation – Newton’s divided difference interpolation – Cubic Splines –Interpolation with equal intervals – Newton’s forward and backward difference formulae. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-3 |
Teaching Hours:9 |
||||||
Numerical Differentiation and Integration
|
|||||||
Approximation of derivatives using interpolation polynomials – Numerical integration using Trapezoidal, Simpson’s 1/3 rule – Romberg’s Method – Two point and three point Gaussian quadrature formulae – Evaluation of double integrals by Trapezoidal and Simpson’s 1/3 rules. | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-4 |
Teaching Hours:9 |
||||||
Initial Value Problems For Ordinary Differential Equations
|
|||||||
Single step methods – Taylor’s series method – Euler’s method – Modified Euler’s method – Fourth order Runge – Kutta method for solving first order equations – Multi step methods – Milne’s and Adams – Bash forth predictor corrector methods for solving first order ordinary differential equations. Inferences for Proportions and Count Data Inferences on Proportion , Inferences on Comparing Two Proportions | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Unit-5 |
Teaching Hours:9 |
||||||
Boundary Value Problems In Ordinary And Partial Differential Equations
|
|||||||
Finite difference methods for solving second order two – point linear boundary value problems – Finite difference techniques for the solution of two dimensional Laplace’s and Poison’s equations on rectangular domain – One dimensional heat flow equation by explicit and implicit (Crank Nicholson) methods – One dimensional wave equation by explicit method. | |||||||
Text Books And Reference Books: M.K. Jain, “Numerical Solution of Differential Equations”, Wiley Eastern, 1984. | |||||||
Essential Reading / Recommended Reading R1. G.D. Smith, “Numerical Solution of Partial Differential Equations”, Oxford Univ. Press, 2004. R2. M. K. Jain, S.R.K. Iyengar and R.K. Jain, “Computational Methods for Partial Differential Equations”, Wiley Eastern, 2005. R3.. S. S. Sastry, “Numerical Analysis for Engineers”, Tata Mcgraw Hill Edition. R4. C. Chapra and Raymond P. Canale, Solution of simultaneous non-linear algebraic systems, 7th edition, McGraw-Hill, 2014. | |||||||
Evaluation Pattern Continuous Internal Assessment (CIA) : 50% (50 marks out of 100 marks) End Semester Examination(ESE) : 50% (50 marks out of 100 marks)
| |||||||
MEOE761E03 - BASIC AUTOMOBILE ENGINEERING (2021 Batch) | |||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||
Max Marks:100 |
Credits:3 |
||||||
Course Objectives/Course Description |
|||||||
The objective of this course is to impart knowledge to students in various systems of Automobile Engineering and to learn the fundamental principles, construction and auxiliary systems of automotive engines. |
|||||||
Learning Outcome |
|||||||
CO-1: Describe the chassis, body and engine components of an automobile [L2] CO-2: Understand knowledge of transmission, cooling and lubrication systems [L2] CO-3: Understand the working of engine injection and ignition systems. [L2] CO-4: Understand the working of steering, brakes and suspension systems. [L3] CO-5: Apply the knowledge in curbing the emissions from vehicles and methods for control. [L3] |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Engine
|
|||||||||||||||||||||||||||||||||
Engine classifications, number of strokes, cylinders, types of combustion chambers for petrol and diesel engines, valves, valve arrangements and operating mechanisms, piston, design basis, types, piston rings, firing order, fly wheel. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||
Classification of vehicles, options of prime movers, transmission and arrangements. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Carburettors and Injection Systems
|
|||||||||||||||||||||||||||||||||
Carburetors, fuel injection systems for diesel and petrol engines, electronic fuel injection, super chargers, muffers. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Fuel Supply Systems
|
|||||||||||||||||||||||||||||||||
Petrol and diesel engines, fuel pumps, Mechanical and electrical diaphragm pumps, air and fuel filters. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Cooling and Lubrication system for IC Engines
|
|||||||||||||||||||||||||||||||||
Necessity, methods of cooling, air cooling, water cooling, components of water cooling systems, Objective of lubrication, requirements of lubricant, types of lubricant, and various systems of engine lubrication. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Electrical System
|
|||||||||||||||||||||||||||||||||
Ignition system, distributor, electronic ignition, magneto, dynamo, alternator, regulator, starting motor, introduction to various accessories, typical wiring diagram.
| |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Chassis
|
|||||||||||||||||||||||||||||||||
Introduction of chassis, classification, conventional construction, frameless construction, introduction to vehicle dimensions. | |||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Transmission System
|
|||||||||||||||||||||||||||||||||
Introduction to single plate clutch, wet and dry type, clutch actuating mechanisms, study of clutch components, fluid fly wheel. Gear box , Theory, four speed and five speed sliding mesh, constant mesh and synchromesh type, selector mechanism, automatic transmission, overdrive, transfer box four wheel drive, torque converter, propeller shaft. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Steering System
|
|||||||||||||||||||||||||||||||||
Steering mechanisms, types of brakes and brake actuation mechanisms. | |||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||
Suspension System
|
|||||||||||||||||||||||||||||||||
Systems, springs, shock absorbers, axles, front and rear, different methods of floating rear axle, front axle and wheel alignment, types of rims and tyres. | |||||||||||||||||||||||||||||||||
Text Books And Reference Books:
T1- Heywood, John B, “Internal Combustion Engine Fundamentals”, McGraw-Hill, 2007. T2- V Ganesan, “Internal Combustion Engines”, 4th edition, Tata McGraw-Hill publishing company Limited, 2012. T3- Mathur & Sharma, “A Course in International Combustion Engines”, 8th edition, Dhanpat Rai & Sons., 1996. T4- Colin R. Ferguson, Allen T Kirkpatrick, “Internal Combustion Engines”, 3rd edition, John Wiley & sons, 2016. T5- Kripal Singh, “Automobile Engineering”, Vol.-1 & 2, Standard publisher distributors 2015. T6- Joseph Heitner, “Automotive Mechanics”, East-West student edition 2014. | |||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1- Edward. F. Obert, “I.C. Engines”, Harper International edition, 1973. R2- V M Domkundwar, “Internal Combustion Engines”, 4th edition, Danpat Rai & Co, 2014. R3- Willard W. Pulkrabek, “Engineering Fundamentals of the I.C. Engine”, 2nd edition, 2013. R4- Lichty, “Combustion Engine Process”, 6th edition, Judge, 2000. R5- Crouse. W.H. and Angling, D.L “Automobile Mechanics”2009. R6- Judge, A W “Automobile Electrical System” R7- K K Ramalingam, “Automobile engineering”, Scitech publications 2001. | |||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||
MEOE761E04 - SMART MATERIALS AND APPLICATIONS (2021 Batch) | |||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||
This interdisciplinary course not only gives an overview of the smart materials and its applications, but also gives an in-depth understanding of the issues involved. It begins by answering the important question: why miniaturize? This is followed by a quick summary of a variety of sensors, actuators, and systems. It then presents a comprehensive description of micro fabrication. This is followed by a detailed discussion of mechanics of solids as it pertains to micro and smart systems. While this part may be viewed as strength of materials and design, an effort is made to relate this to micro devices and discuss such topics as residual stress and stress gradients, lumped modelling using energy methods, anticlastic curvature, etc. |
|||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||
CO-1: Explain the overview of Smart materials. (L2) CO-2: Explaining the principles of sensing and actuation systems. (L2) CO-3: Evaluating techniques on control design and optics systems using smart materials (L2) CO-4: Compute response of an electro-mechanical smart system using finite element method. (L2) CO-5: Incorporate basic knowledge of micro systems and its applications. (L2) |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||
Characteristics of composites and ceramics materials, Dynamics and controls, cconcepts, Electro-magnetic materials and shape memory alloys-processing and characteristics | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
SENSING AND ACTUATION
|
|||||||||||||||||||||||||||||||||||||||||
Principals of electromagnetic, acoustics, chemical and mechanical sensing and actuation, Types of sensors and their applications, their compatibility writer conventional and advanced materials, signal processing, principals and characterization. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
CONTROL DESIGN
|
|||||||||||||||||||||||||||||||||||||||||
Design of shape memory alloys, Types of MR fluids, Characteristics and application, principals of MR fluid value designs, Magnetic circuit design, MR Dampers, Design issues. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
OPTICS AND ELECTROMAGNETIC
|
|||||||||||||||||||||||||||||||||||||||||
Principals of optical fiber technology, characteristics of active and adaptive optical system and components, design and manufacturing principles. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Micro systems
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro and smart systems, Processing of Sensors, Actuators and micro structures, Applications in diverse fields including Biomedical, Defence, Automobile and Aerospace Engineering. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
MICRO FABRICATION PROCESSES
|
|||||||||||||||||||||||||||||||||||||||||
Overview of Micro Machining Technologies, miniaturization, conventional and silicon micro machining techniques, Ultrasonic machining, sandblasting, laser ablation, spark erosion, and photo lithography. | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: T1. G. K. Anantha Suresh, “Micro and Smart Systems”, Wiley India Pvt. Ltd., 2010. T2. Banks HT, RC Smith, Y Wang, Massow S A, ‘Smart Materials and Structures’, Paris 1996 | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading R1. G. K. Anantha Suresh, “Micro and Smart Systems”, Wiley India Pvt. Ltd., 2010. R2. G. K. Anantha Suresh, K. J. Vinoy, S. Gopalakrishnan, K. N. Bhat, V. Kasudev Aatre, “Micro and Smart Systems: Technology and Modeling”, John Wiley & Sons, 2012. R3. Tai-Ran Hsu, “MEMS and Microsystems: Design and Manufacture”, Tata McGraw Hill Education Private Limited, 2002. R4. ‘M V Gandhi and B S Thompson Chapmen & Hall , ‘Smart Materials and Structures’, London, 1992 (ISBN : 0412370107).
| |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||
MEOE761E05 - BASIC AEROSPACE ENGINEERING (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||
CO1: Recall & Articulate the history, evolution and significance of aircraft and helicopters as well as evolution of space travel and classify flying machines resulting from human endeavor in teams, determination, acumen and application knowledge. CO2: Effectively use International Standard Atmosphere and aerodynamic principles to calculate aerodynamic forces - lift/drag of simple aero foil configurations. To apply principles of mechanics and equations of motion to determine aircraft performance in steady gliding, horizontal and climbing flight. CO3: To describe important physical features and structural construction of aircraft logically based on loads encountered. CO4: To Describe and differentiate the aerospace materials of construction and aircraft systems for safe operation and flight of an aircraft to meet the intended roles efficiently CO5: To distinguish and illustrate different types of aircraft and rocket propulsion arrangements for space exploration and evaluate various operating environmental and safety issues |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Configurations
|
|||||||||||||||||||||||||||||||||||||||||
Brief History- airplanes and Helicopters – Components of an airplane and their functions. Different types of flightvehicles, classifications, Basic instruments for flying | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Principles of Flight
|
|||||||||||||||||||||||||||||||||||||||||
Physical properties and structure of the atmosphere, Temperature, pressure and altituderelationships, Evolution of lift, drag and moment, different types of drag. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Elements of Airplane Performance
|
|||||||||||||||||||||||||||||||||||||||||
Introduction, Equation of motion, Thrust required for level unaccelerated flight, Thrust available and maximum velocity, Power required for level unaccelerated flight, Power available and maximum velocity for reciprocating engine – propeller combination and jet engine, Altitude effect of power available and power required. Rate of climb, gliding flight, Absolute and Ceiling, Time of climb, Range & Endurance for propeller driven and jet air plane. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Introduction to Aerodynamics
|
|||||||||||||||||||||||||||||||||||||||||
Aerodynamic forces on aircraft,Basic characteristics of aerofoils, NACA nomenclature, Classification of NACA aerofoils, propagation of sound, Mach number, subsonic, transonic, supersonic, hypersonic flows. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Structures
|
|||||||||||||||||||||||||||||||||||||||||
General types of construction, Monocoque and Semi-monocoque - construction, Typical wing and fuselage Structures.
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Landing Gears
|
|||||||||||||||||||||||||||||||||||||||||
Introduction to Landing Gears, Types of Landing Gears. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Systems and Instruments
|
|||||||||||||||||||||||||||||||||||||||||
Conventional control, Powered controls, Basic instruments for flying, typical systems for control actuation. | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Aircraft Materials
|
|||||||||||||||||||||||||||||||||||||||||
Metallic and non-metallic materials, Use of aluminium alloy, titanium, stainless steel and composite materials.
| |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Jet Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Basic ideas about piston, turboprop and jet engines – comparative merits, Propellers and Jet for thrust production. | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||
Rocket Propulsion
|
|||||||||||||||||||||||||||||||||||||||||
Principle of operation of rocket, types of rocket and typical applications, Exploration into space, Use of multistage rockets. | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Anderson.J.D., Introduction to Flight, McGraw Hill,2010 T 2. Kermode AC, Mechanics of Flight, Pearson,2004 3. Titterton Aircraft Materials and Processes, 5th Edition , Pitman Publishers, In India Sterling Book House, Mumbai 4. CG Krishnadas Nair, Handbook of Aircraft Materials, Interline Publishing, Bangalore, Copy right ©1993 Aeronautical Society of India | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Shevell,R.S., Fundamentals of flights, Pearson education 2004 | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||
NCCOE02 - NCC2 (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||
This Course is offered for cadets of NCC who have successfully completed their 'B' or 'C'- Certificate in NCC. This Course is offered in Lieu of the Open Elective course offered by the department during the 7th Semester. · On Successful Completion of the 'B' or 'C'- Certificate course that is conducted by the NCC Directorate Centrally. Marks will be awarded for 100 marks. |
|||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate Foot drill, Rifle Drill and ceremonial Drill(L3) CO2: Illustrate the importance and need for National integration(L2) CO3: Make use of Leadership traits to organize critical decisions (L3) CO4: Relate to Social Issues and contribute to the Environmental sustainability (L2) CO5: Utilize Community Development skills for social wellbeing(L3) |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-1 |
Teaching Hours:9 |
Drill
|
|
Foot Drill – Marching Salute- Flight formation- Slow march- Rifle Drill- Guard of honor- Present Arm. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-2 |
Teaching Hours:9 |
National Integration
|
|
Importance & Necessity-Factors Affecting National Integration- Unity in Diversity & Role of NCC in Nation Building- Threats to National Security. | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-3 |
Teaching Hours:9 |
Leadership
|
|
Leadership Defined - Ways of Conceptualizing Leadership -Definition and Components- Leadership Described -Trait Versus Process Leadership - Assigned Versus Emergent Leadership -Leadership and Power - Leadership and Coercion- Leadership and Management- The Trait Description Case Studies: Shivaji, Jhasi Ki Rani | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-4 |
Teaching Hours:9 |
Social Issues and the Environment
|
|
Resettlement and rehabilitation of people - environmental ethics: issues and possible solutions - nuclear accidents and nuclear holocaust -wasteland reclamation consumerism and waste products. Environment protection act air (prevention and control of pollution) act 194- water (prevention and control of pollution) ACT 196 | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Unit-5 |
Teaching Hours:9 |
Community Development
|
|
Contribution of Youth- Social Evils- Protection of Children & Women Safety- Cyber and Mobile Security Awareness - Hygiene and Sanitation (Personal and Camp). | |
Text Books And Reference Books: Airwing Cadet Handbook, Common Subject SD/SW, Maxwell Press, 2015. | |
Essential Reading / Recommended Reading Textbook of Environmental Studies for Undergraduate Courses, Erach Barucha, Orient Black swan Pvt Ltd, 2nd edition, march 2021 | |
Evaluation Pattern The assessment will be carried out as overall internal assessment at the end of the semester for 100 marks based on the following. · Each cadet will appear for 'B' or 'C'- Certificate exam which is centrally conducted by the Ministry of Defense, NCC directorate. The Total marks will be for 350. · Each cadets score will be normalized to a maximum of 100 marks based on the overall marks Secured by each cadet.
| |
PHOE761E01 - NANO MATERIALS AND NANOTECHNOLOGY (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: To distinguish between the concept of bulk and nanomaterials, understand the science of different synthesis methods and characterization of nano materials; analyze physical and chemical properties of different types of nanomaterials and to understand various types of application of nanotechnology in engineering and sciences. Course Objective: · To distinguish between the concept of bulk and nanomaterials. · To understand the science of different synthesis methods and characterization of nanomaterials. · To analyze physical and chemical properties of different types of nanomaterials. · To understand various types of application of nanotechnology in engineering and sciences. |
|
Learning Outcome |
|
CO1: Students will be able to explain the basics of Nanomaterials {L2} {PO1, PO2} CO2: Students will be able to outline the science of different synthesis methods and characterization of nanomaterials. {L2} { PO1, PO2} CO3: Students will be able to analyze physical and chemical properties of different types of nanomaterials {L4} { PO1, PO2, PO3} CO4: Students will be able to explain the basic concepts of Carbon nano tubes{L2} {PO1, PO2} CO5: Students will be able to illustrate the applications of nanotechnology in engineering and sciences. {L3} { PO1, PO2, PO3, PO4}
close |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-1 |
Teaching Hours:8 |
Introduction
|
|
Definition of Nano, Atomic Structure and atomic size, Emergence and challenges of nanoscience and nanotechnology, influence of nano over micro/macro, size effects and crystals, large surface to volume ratio, surface effects on the properties, One dimensional, Two dimensional and Three dimensional nanostructured materials, Examples of nano systems | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-2 |
Teaching Hours:9 |
Synthesis of nanomaterials
|
|
Bottom-up approaches for nanostructure fabrication: Sol-gel method, Top down approaches for nanostructure fabrication: Ball milling, Lithography, melt quenching and annealing. Self Assembled Monolayers (SAM), Chemical Vapour Deposition (CVD), Spin coating. | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-3 |
Teaching Hours:9 |
Characterization of nanomaterials
|
|
X-ray diffraction, particle size analyses using-Scherer`s formula, Scanning Electron Microscope (SEM) –Field Emission Scanning Electron Microscope (FESEM)- Atomic Force Microscopy (AFM ), Transmission Electron Microscopy (TEM). | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-4 |
Teaching Hours:9 |
Nanomaterials
|
|
Microemulsions, colloidal material, nanocomposite polymers, Metal Oxide Nanoparticle, Semiconductor nanostructures, Polymer membranes, carbon nanotubes (CNT’s), single-and multi-walled CNT – nanowires, graphene, Nanomagnetic materials | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Unit-5 |
Teaching Hours:10 |
Applications
|
|
Molecular electronics and nanoelectronics, environmental applications, super hydrophilic hydrophobic surfaces, self-cleaning surfaces, membrane-based application, polymer based application. Nanotechnology based water treatment & purification. Catalytic applications-Fuel Cells.Carbon Nanotubes for energy storage. | |
Text Books And Reference Books: 1. Processing & properties of structural naonmaterials ‐Leon L. Shaw, Nano chemistry: A Chemical Approach to Nanomaterials, Royal Society of Chemistry, Cambridge UK 2005. 2. Nanoparticles: From theory to applications – G. Schmidt, Wiley Weinheim 2004. 3. Advances in Nanotechnology and the Environment, Juyoung Kim, CRC Press, Taylor and Francis Group. 4. W. Gaddand, D.Brenner, S.Lysherski and G.J.Infrate (Eds), Handbook of nanoscience, Engg. and Technology, CRC Press,2002. 5. G. Cao, Naostructures and Nanomaterials: Synthesis, properties and applications, Imperical College Press, 2004. 6. Ghuzang G.Cao, Naostructures and Nanomaterials: Synthesis, properties and applications, Imperical College Press, 2004 | |
Essential Reading / Recommended Reading 1. Chemistry of nano materials: Synthesis, properties and applications by C. N. R. Rao et. al. 2. Environmental Chemistry for a Sustainable World, Volume 1: Nanotechnology and Health RiskEditors: Lichtfouse, Schwarzbauer, Robert. 3. C.N.R. Rao, A. Muller, A.K.Cheetham (Eds), The chemistry of nanomaterials: Synthesis, properties and applications, Wiley VCH Verlag Gmbh&Co, Weinheim, 2004. | |
Evaluation Pattern CIA I - 20 Marks - 2 components
CIA II - Mid Sem Exam - 50 marks
CIA III - 20 Marks - Mooc Course/Project/Test
| |
EC841E06 - WIRELESS SENSOR NETWORKS & IOT (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
To explain and outline the fundamentals of wireless sensor networks, network architectures, different wireless protocols. To demonstrate the various simulation tools. |
|
Learning Outcome |
|
CO1: Understand the architecture wireless sensor network and the challenges involved in their design CO2: Describe the physical layer architectures of wireless sensor networks CO3: Explain the MAC protocols for wireless sensor networks CO4: Define IoT, its applications and design constraints CO5: Demonstrate the concept of IoT by using MSP430 microcontrollers. |
Unit-1 |
Teaching Hours:9 |
UNIT I OVERVIEW OF WIRELESS SENSOR NETWORKS
|
|
Challenges for Wireless Sensor Networks, Single-Node Architecture - Hardware Components, Energy Consumption of Sensor Nodes, Introduction to Wisense Sensor network platform. | |
Unit-2 |
Teaching Hours:9 |
UNIT II PHYSICAL LAYER ARCHITECTURES
|
|
Network Architecture - Sensor Network Scenarios, Optimization Goals and Figures of Merit, Gateway Concepts, Physical Layer and Transceiver Design Considerations.
| |
Unit-3 |
Teaching Hours:9 |
UNIT III NETWORKING SENSORS
|
|
MAC Protocols for Wireless Sensor Networks, Low Duty Cycle Protocols And Wakeup Concepts - S-MAC , The Mediation Device Protocol, Wakeup Radio Concepts, Address and Name Management, Assignment of MAC Addresses, Routing Protocols- Energy-Efficient Routing, Geographic Routing, Experiments using Wisense Platform | |
Unit-4 |
Teaching Hours:9 |
INTRODUCTION TO IOT
|
|
Definition of IoT. Applications and Verticals. System Architecture. Typical Process Flows. Technological Enablers. The Open Standard Reference Model. IoT Software Stack. Design Constraints and Considerations. Sensors and Actuators. IoT Security. Analytics for IoT. Experiments using Wisense Platform (3 hours).
| |
Unit-5 |
Teaching Hours:9 |
IOT EMBEDDED PROGRAMMING USING MSP430
|
|
Introduction to Microcontrollers. The MSP430 Family. Memory Architecture. Clock and Timer Architecture. Working with Interrupts. Low-power Modes. Best Practices for IoT Device Programming. Introduction to Contiki and TinyOS. Interfacing Sensors. Triggering Actuators. Debugging on Target. UART Interfacing, Experiments using Wisense Platform | |
Text Books And Reference Books: 1. Holger Karl & Andreas Willig, "Protocols and Architectures for Wireless Sensor Networks", John Wiley, 2007. 2. Feng Zhao & Leonidas J. Guibas, “Wireless Sensor Networks- An Information Processing Approach", Elsevier, 2007.
| |
Essential Reading / Recommended Reading 1.Kazem Sohraby, Daniel Minoli, & Taieb Znati, “Wireless Sensor Networks-Technology, Protocols, and Applications”, John Wiley, 2007. 2. Anna Hac, “Wireless Sensor Network Designs”, John Wiley, 2003. 3. WiSense Documentation. http://wisense.in/api/html/ 4.Texas Instruments, “MSP430G2955 Datasheet”, March 2013. http://www.ti.com/lit/gpn/msp430g2955 5.Keith Quiring, “MSP430 Software Coding Techniques”, August 2006. http://www.ti.com/lit/pdf/slaa294 6.Texas Instruments, “MSP430x2xx Family User's Guide, Revision J”, July 2013. http://www.ti.com/lit/pdf/slau144 7. WiSense quick reference on sensors. http://wisense.in/docs/WiSenseSensors.pdf
| |
Evaluation Pattern · Continuous Internal Assessment (CIA): 50% (50 marks out of 100 marks) · End Semester Examination(ESE) : 50% (50 marks out of 100 marks) Components of the CIA CIA I : Subject Assignments / Online Tests : 10 marks CIA II : Mid Semester Examination (Theory) : 25 marks CIA III : Quiz/Seminar/Case Studies/Project/ Innovative Assignments/presentations/publications : 10 marks Attendance : 05 marks Total : 50 marks Mid Semester Examination (MSE) : Theory Papers:
End Semester Examination (ESE): The ESE is conducted for 100 marks of 3 hours duration. The syllabus for the theory papers are divided into FIVE units and each unit carries equal weightage in terms of marks distribution. Question paper pattern is as follows. Two full questions with either or choice will be drawn from each unit. Each question carries 20 marks. There could be a maximum of three sub divisions in a question. The emphasis on the questions is to test the objectiveness, analytical skill and application skill of the concept, from a question bank which reviewed and updated every year The criteria for drawing the questions from the Question Bank are as follows 50 % - Medium Level questions 25 % - Simple level questions 25 % - Complex level questions | |
EC841E08 - HIGH SPEED NETWORKS (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course aims to highlight the features of different technologies involved in High Speed Networking and their performance with respect to congestion and traffic management. The course also introduces the Quality of Service aspect required in networking
|
|
Learning Outcome |
|
CO1: Understand the architecture of high speed networks including frame relay, Ethernet and wireless LAN CO2: Describe the queuing models used in traffic management and congestion control CO3: Explain techniques involved to support real-time traffic and congestion control in ATM network CO4: Differentiate the integrated and differentiated services models CO5: Distinguish levels of quality of service (QoS) to networking applications |
Unit-1 |
Teaching Hours:9 |
HIGH SPEED NETWORKS
|
|
Frame Relay Networks – Asynchronous transfer mode – ATM Protocol Architecture, ATM logical Connection, ATM Cell – ATM Service Categories – AAL. High Speed LANs: Fast Ethernet, Gigabit Ethernet, Fiber Channel – Wireless LANs: applications, requirements – Architecture of 802.11 | |
Unit-2 |
Teaching Hours:9 |
CONGESTION AND TRAFFIC MANAGEMENT
|
|
Queuing Analysis- Queuing Models – Single Server Queues – Effects of Congestion – Congestion Control – Traffic Management – Congestion Control in Packet Switching Networks – Frame Relay Congestion Control. | |
Unit-3 |
Teaching Hours:9 |
TCP AND ATM CONGESTION CONTROL
|
|
TCP Flow control – TCP Congestion Control – Retransmission – Timer Management – Exponential RTO backoff – KARN’s Algorithm – Window management – Performance of TCP over ATM. Traffic and Congestion control in ATM – Requirements – Attributes – Traffic Management Frame work, Traffic Control – ABR traffic Management – ABR rate control, RM cell formats, ABR Capacity allocations – GFR traffic management. | |
Unit-4 |
Teaching Hours:9 |
INTEGRATED AND DIFFERENTIATED SERVICES
|
|
Integrated Services Architecture – Approach, Components, Services- Queuing Discipline, FQ, PS, BRFQ, GPS, WFQ – Random Early Detection, Differentiated Services | |
Unit-5 |
Teaching Hours:9 |
PROTOCOLS FOR QOS SUPPORT
|
|
RSVP – Goals & Characteristics, Data Flow, RSVP operations, Protocol Mechanisms – Multiprotocol Label Switching – Operations, Label Stacking, Protocol details – RTP – Protocol Architecture, Data Transfer Protocol, RTCP. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
EC881 - PROJECT WORK PHASE-II (2021 Batch) | |
Total Teaching Hours for Semester:300 |
No of Lecture Hours/Week:20 |
Max Marks:200 |
Credits:10 |
Course Objectives/Course Description |
|
Apply theoretical concepts for real-time engineering problem solving
|
|
Learning Outcome |
|
CO1: Develop and design of prototype and product |
Unit-1 |
Teaching Hours:90 |
||||||||||||||||||||||||||||||||||
Unit 1
|
|||||||||||||||||||||||||||||||||||
unit 1 | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Nil | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Nil
| |||||||||||||||||||||||||||||||||||
Evaluation Pattern Project work may be assigned to a single student (with due approval from department) or to a group of students not exceeding 4 per group. Maximum Marks = 200
ESE 100 MARKS IS EVALUATED AS
|