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Probability, Distributions and Statistics

Course Code 1BMATCS301 Scheme 2025
Type of Course ASC Semester 3
Teaching Hours/Week (L:T:P) 3:2:0 CIE Marks 50
Total Hours of Pedagogy per semester 42:28:0:50:120
SEE Marks 50
L :T:P:SL&TW:TH
Credits 4 Total Marks 100
Examination type (SEE) Theory Exam Hours 03
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Apply the concepts of modular arithmetic, congruences, linear Diophantine equations, Euler's theorem,
Fermat's theorem, Wilson's theorem, and the RSA cryptographic algorithm to solve engineering and
computational problems.
2. Apply least squares curve fitting, correlation, regression analysis, and rank correlation techniques to
analyse engineering data and establish relationships between variables.
3. Solve engineering problems involving discrete and continuous random variables using probability
distributions, mathematical expectation, variance, and standard probability models such as Binomial,
Poisson, and Normal distributions.
4. Analyse joint probability distributions and Markov chains by determining expectations, covariance,

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correlation, transition probabilities, stationary distributions, and absorbing states for stochastic
systems.
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5. Apply statistical inference techniques including hypothesis testing, confidence intervals, large and
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small sample tests, Student's t-test, Chi-square test, and the Central Limit Theorem to draw valid
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conclusions from engineering data.

Module-1: Modular Arithmetic
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Introduction of modular arithmetic and its applications in Computer Science and Engineering. Introduction
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to Congruences, Linear Congruences, The Remainder theorem, Solving Polynomials, Linear Diophantine
Equation, System of Linear Congruences, Euler’s Theorem, Wilson Theorem and Fermat’s little theorem.
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Applications of Congruences-RSA algorithm.

[Textbook-3: Chapters 4, 5, 6, 7 and 9]

Number of Hours: 8
Module-2: Statistics
Principles of least squares, Curve fitting by the method of least squares in the form: 𝑦 = 𝑎 + 𝑏𝑥 ,
𝑦 = 𝑎 + 𝑏𝑥 + 𝑐𝑥 2 , and 𝑦 = 𝑎𝑥 𝑏 . Correlation, Coefficient of correlation, Lines of regression, Angle between
regression lines, rank correlation.

[Textbook-1: Chapters 11 and 12, Textbook-2: Chapters 13 and 14]

Number of Hours: 8

Module-3: Probability Distributions

Review of basic probability theory. Random variables (discrete and continuous), probability mass and
density functions. Mathematical expectation: mean and variance. Binomial, Poisson and normal distributions-
problems (derivations for mean and standard deviation for Binomial and Poisson distributions only).

[Textbook-1: Chapter -3, 4, 5, 6, Textbook-2: Chapters 6 and 7]

Number of Hours: 9
Module-4: Joint probability distribution
Joint Probability distribution for two discrete random variables, expectation, covariance and correlation.
Markov Chain: Introduction to Stochastic Process, Probability Vectors, Stochastic matrices, Regular stochastic
matrices, Markov chains, Higher transition probabilities, Stationary distribution of Regular Markov chains.

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[Textbook-1: Chapter -3, 4, 5, 6, Textbook-4: Chapter-8] Number of

Hours: 8
Module-5: Statistical Inference
Sampling distribution, standard error. Levels of significance. Testing of hypothesis. Test of significances.
Confidence limits, simple sampling of attributes. Sampling variables, central limit theorem and confidences
limit for unknown mean.
Test of significance for large samples (mean, proportion). Comparison of large samples (mean, proportion).
Test of Significance for means of two small samples, students-‘t’ distribution, and Chi-square distribution as
a test of goodness of fit.
[Textbook-1: Chapter 8 and 10, Textbook-2: Chapters-8, 9, 10 and 12]
Number of Hours: 9
TUTORIAL COMPONENT OF PCC
Tutorial Topic/Problem solving/Case … etc. (for 2 hours each): Number of Hours: 28

1. Practice problems on linear congruences

2. Practice Problems on Linear Diophantine Equation, System of Linear Congruences
3. Practice problems on Euler’s Theorem, Wilson Theorem and Fermat’s little theorem.
4. Practice problems on fitting linear form and quadratic form

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5.
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Practice problems on 𝑦 = 𝑎𝑥 𝑏 and correlation
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6. Practice problems on lines of regression and rank correlation
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7. Practice problems on mathematical expectations

8. Practice problems on Binomial and Poisson distributions
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9. Practice Problems on Normal distributions

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10. Practice problems on covariance, correlation of two discrete random variables

11. Practice problems on Markov chain, stochastic matrices, probability vectors
12. Practice Problems on higher transition probabilities and stationary distributions
13. Practice Problems on test of significance for large samples
14. Practice problems on test of significance for small samples
Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

Textbooks:
1. Ronald E. Walpole, Raymond H Myers, Sharon L Myers & Keying Ye “Probability and Statistics for
Engineers and Scientists”, Pearson Education, Ninth edition, 2012.
2. Murray R. Spiegel, Larry J. Stephens, Statistics, Schaum’s outline series, Third edition,
3. Koshy, Thomas. Elementary number theory with applications. Academic press, 2nd Edition, 2009.
4. Seymour Lipschutz and Marc Lars Lipson, Probability, Schaum’s Outline Series, Second edition, 2011.

Reference books / Manuals:

1. Erwin Kreyszig, “Advanced Engineering Mathematics”, John Wiley & Sons, 9 th Edition, 2006.
2. B. S. Grewal “Higher Engineering Mathematics”, Khanna publishers, 44 th Ed., 2021.
3. Irwin Miller & Marylees Miller, John E. Freund’s “Mathematical Statistics with Applications” Pearson.
Dorling Kindersley Pvt. Ltd. India, 8th edition, 2014.
4. S C Gupta and V K Kapoor, “Fundamentals of Mathematical Statistics”, S Chand and Company, Latest
edition.
5. P. G. Hoel, S. C. Port and C. J. Stone, “Introduction to Probability Theory”, Universal Book Stall, (Reprint),
2003.
6. S. Ross, “A First Course in Probability”, Pearson Education India, 6 th Ed., 2002.

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7. David M Burton: “Elementary Number Theory” Mc Graw Hill, 7th Ed.,2017

Web links and e-Resources:

1. Probability and statistics: [Link]

2. Introduction to Probability and Statistics for Machine Learning:
[Link]
learning-358081

3. Probability and Statistics: [Link] Introduction to

probability, statistics, and random processes: [Link]

4. Introduction to Probability and Statistics: [Link]

statistics-spring-2022/

5. VTU e-Shikshana Program

6. Probability, Distributions and Statistics: [Link]
Teaching-Learning Process (Innovative Delivery Methods):
The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.

● Flipped Classroom Approach

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o Students review video lectures and reading materials before class.
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o Classroom sessions focus on problem-solving, discussions, and applications of transform techniques
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and optimization models.
● Problem-Based Learning (PBL)
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o Real-world engineering problems involving Fourier Transforms, Z-Transforms, and Linear

Programming are assigned for collaborative solution development.
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● ICT-Enabled Teaching (may be conducted in Tutorial hours)

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o Use of MATLAB, Python, and online simulation tools to visualize transforms, optimization problems,
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and signal-processing applications.

● Collaborative Learning (may be conducted in Tutorial hours)

o Group assignments and mini-projects on optimisation models and transform applications.

Assessment Structure:
The assessment in each course is divided equally between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each carrying 50% weightage.

● To qualify and become eligible to appear for SEE, in the CIE, a student must score at least 40% of 50
marks, i.e., 20 marks.
● To pass the SEE, a student must score at least 35% of 50 marks, i.e., 18 marks.
● Notwithstanding the above, a student is considered to have passed the course, provided the
combined total of CIE and SEE is at least 40 out of 100 marks.

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Continuous Comprehensive Assessments (CCA)+ Internal Assessment Test (IA) = Continuous Internal
Evaluation - CIE [25+25=50 marks]
A minimum of two Internal Assessment Tests (IA)shall be conducted, carrying a total of 25 marks.
In addition, Continuous Comprehensive Assessment (CCA) shall be conducted for a total of 25 marks.
It is recommended to include a maximum of two learning activities as part of the CCA to foster the holistic
development of students. These activities shall be:
Sl. No. Name of the Learning activity Maximum Marks
1. Activity-1: Problem-solving assignment at RBTL-3/4 15
2. Activity-2: Solving GATE questions 10

Rubrics for Learning Activity–1: Assignment

Performance Needs Improvement

Superior (2) Good (1) Fair (1)
Indicator (1)

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Understanding of
Demonstrates bu
Good understanding Basic
excellent conceptual Poor understanding
Concepts with minor errors understanding
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clarity and application
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Solves all problems

Problem-Solving Solves most Partial solutions Unable to solve
correctly with proper
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Ability problems correctly with errors problems effectively

methodology

Calculations and Minor

Mathematical
derivations are error- computational Several errors Significant errors
Accuracy
free errors

Rubrics for Learning Activity–2: Solving GATE questions

Performance Superior Good Fair Needs Improvement

Indicator (2) (1) (1) (1)

Excellent logical reasoning Good reasoning Moderate

Analytical Thinking Weak reasoning
and interpretation ability reasoning

Moderate
Accuracy & Precision Very high accuracy Good accuracy Low accuracy
accuracy

Term Work (TW) and Self Learning (SL) components in

Number of Hours per semester
Term work (includes assignments, seminars, micro projects, industrial visits, any other student activities etc.)
Sl. No. Term Work (TW) Activity Number of Hours/
Semester
1 Learning Activity-1 15
2 Learning Activity-2 15

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SL: Self Learning, MOOCs, spoken tutorials, online educational resources etc.
Sl. No. Self-Learning (SL) Activity Number of Hours /
Semester
1 Real-Life Applications of Continuous Probability Distribution 2
([Link]
continuous-probability-distribution/)
2 Probability and statistics 18
([Link]
probability/)

Continuous Internal Evaluation (CIE)

1. The CIE marks shall be decided based on internal tests and other outcome-based activities.
The continuous internal evaluation shall be carried out by the teacher handling the course.
2. Out of 50 marks earmarked for CIE, 25 marks shall be assigned for internal tests. The first
test shall be conducted after completing two modules of the syllabus and the second one after
completing the remaining three modules.
3. The remaining 25 marks shall be assigned for Continuous Course Assessment (CCA),
conducted as per the rubrics listed in the assessment section of the respective syllabus.
4. A student shall obtain a minimum of 40% marks or 20 out of 50 marks allotted to CIE to

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become eligible to appear for the SEE. bu
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Passing requirement in SEE
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1. For a pass in the Semester End Examination (SEE), a student shall secure a minimum of 35
marks out of 100.
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2. For the declaration of a pass grade, the sum of the Continuous Internal Evaluation (CIE)
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marks (out of 50) marks and the SEE marks scaled down to 50 shall be greater than or equal
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to 40 marks.
3. If the total (CIE + SEE) is less than 40 marks, the student shall be awarded the grade ‘F’ (Fail).

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 IPCC (4 Credits) template30.03.2026 1

OBJECT ORIENTED PROGRAMMING WITH JAVA

Course Code 1BCS302 Scheme 2025
Type of course IPCC Semester 3
Teaching Hours/Week (L:T:P) 3:0:2 CIE Marks 50
Total Hours of Pedagogy 42:0:28:50:120
SEE Marks 50
L:T:P:TW&SL:TH
Credits 4 Total Marks 100
Type of Examination Theory- CIE +SEE, and Lab- CIE
(IPCC): only. Exam Hours 03

Course outcome (Course Skill Set)

At the end of the course, the student will be able to:
1. Demonstrate proficiency in writing simple programs involving branching and looping structures.
2. Construct object-oriented solutions using classes, objects, and methods.
3. Develop programs using inheritance, packages, and interfaces.
4. Make use of exception handling and multithreading in solving complex problems
5. Apply concepts of autoboxing, enumerations, and generics in program development.
6. Choose a suitable IDE tool to design, develop, and debug Java programs.

Module-1

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An Overview of Java: Object-Oriented Programming (Two Paradigms, Abstraction, The Three OOP
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Principles), Using Blocks of Code, Lexical Issues (Whitespace, Identifiers, Literals, Comments, Separators,
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The Java Keywords).
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Data Types, Variables, and Arrays: The Primitive Types (Integers, Floating-Point Types, Characters,
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Booleans), Variables, Type Conversion and Casting, Automatic Type Promotion in Expressions, Arrays.
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Operators: Arithmetic Operators, Relational Operators, Boolean Logical Operators, The Assignment
Operator, The ? Operator, Operator Precedence, Using Parentheses.

Control Statements: Java’s Selection Statements (if, The Traditional switch), Iteration Statements (while,
do-while, for, The For-Each Version of the for Loop, Local Variable Type Inference in a for Loop,Nested
Loops), Jump Statements (Using break, Using continue, return).

Textbook: Chapters 2, 3, 4, 5 Number of Hours: 9

Module-2
Introducing Classes: Class Fundamentals, Declaring Objects, Assigning Object Reference Variables,
Introducing Methods, Constructors, the 'this' Keyword, and Garbage Collection.

Methods and Classes: Overloading Methods, Using Objects as Parameters, Argument Passing, Returning
Objects, Recursion, Introducing Access Control, Understanding static, Introducing final, Introducing Nested
and Inner Classes.

Textbook: Chapters 6, 7 Number of Hours: 8

Module-3
Inheritance: Inheritance Basics, Using super, Creating a Multilevel Hierarchy, When Constructors Are
Executed, Method Overriding, Dynamic Method Dispatch, Using Abstract Classes, Using `final` with
Inheritance, Local Variable Type Inference and Inheritance, The Object Class.

Packages: Packages, Packages and Member Access, Importing Packages.

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 IPCC (4 Credits) template30.03.2026 2

Interfaces: Interfaces, Default Interface Methods, Use static Methods in an Interface, Private Interface
Methods.

Textbook: Chapters 8, 9 Number of Hours: 9

Module-4
Exceptions: Exception-Handling Fundamentals, Exception Types, Uncaught Exceptions, Using try and catch,
Multiple catch Clauses, Nested try Statements, throw, throws, finally, Java’s Built-in Exceptions, Creating Your
Own Exception Subclasses, Chained Exceptions.

Multithreaded Programming: The Java Thread Model, The Main Thread, Creating a Thread, Creating
Multiple Threads, Using isAlive() and join(), Thread Priorities,Obtaining a Thread’s State.

Textbook: Chapters 10, 11 Number of Hours: 8

Module-5
Enumerations, Type Wrappers and Autoboxing: Enumerations (Enumeration Fundamentals, The values()
and valueOf() Methods), Type Wrappers (Character, Boolean, The Numeric Type Wrappers), Autoboxing
(Autoboxing and Methods, Autoboxing/Unboxing Occurs in Expressions, Autoboxing/Unboxing Boolean and
Character Values).

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Generics: A Simple Generics Example, A Generic Class with Two Type Parameters, The General Form of a
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Generic Class.
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Textbook: Chapters 12, 14 Number of Hours: 8
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PRACTICAL COMPONENT OF IPCC

1. Develop a Java program to add TWO matrices of suitable order N.
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2. Develop a stack class to hold a maximum of 10 integers with suitable methods. Develop a Java main
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method to illustrate Stack operations.

3. Create a Java class called Student with the USN,Name,Branch,Phone details as variables within it.
Write a Java program to create N Student objects and print the USN, Name, Branch, and Phone of these
objects with suitable headings.
4. Develop a Java program to create a class named Shape. Create three sub classes, namely: circle,
triangle and square. Each class has two member functions named draw and erase. Demonstrate the
concepts of polymorphism by developing appropriate methods, defining member data, and
implementing the main program.
5. Develop a Java program to create an interface Resizable with methods resizeWidth(int width) and
resizeHeight(int height) that allow an object to be resized. Create a class Rectangle that implements
the Resizable interface and implements the resize methods.
6. Develop a Java program to create a package named mypack and import & implement it in a suitable
class.
7. Develop a Java program to raise a custom exception (user-defined exception) for DivisionByZero
using try, catch, throw and finally.
8. Develop a program to create a class MyThread with a class constructor, call the base class
constructor, using super and start the thread. The run method of the class starts after this. It can be
observed that both main thread and created child thread are executed concurrently.

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 IPCC (4 Credits) template30.03.2026 3

9. Develop a Java program using an enumeration called Department containing CSE, ISE, ECE, and
MECH. Accept a department name as input and display the selected department using valueOf().
10. Develop a Java program to read the marks of three subjects as strings, convert them into wrapper
objects, calculate the total and average using autoboxing/unboxing and display the result.
11. Micro Project: A team of two to three students shall develop a project and submit a brief report for
a specific task assigned by the course instructor based on the concepts covered in the syllabus.
Note: Each experiment (1 to 10) will be evaluated for 30 marks (total 300), and the micro-project for 120
marks. Total marks (420) shall be scaled down to 15. Make use of the most recent version of the IDE tool for
program development.
Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

Textbooks:

1. Herbert Schildt and Danny Coward, Java: The Complete Reference, 13 th Edition, McGraw-Hill, 2024.

Reference books / Manuals:

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1. Cay S. Horstmann, Core Java Volume I – Fundamentals, 14th Edition, Oracle Press, 2026.
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2. E. Balagurusamy, Programming with Java, 7th Edition, McGraw-Hill Education, 2024.
Web links and Video Lectures (e-Resources):
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1. Official Java documentation (Oracle): [Link]

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2. Modern Java learning resources (Dev Java): [Link]

3. Java Tutorial: [Link]
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4. Programming examples and practice (GeeksforGeeks): [Link]

5. Infosys Springboard Course on Java Programming Fundamentals:
[Link]
6. HackerRank platform: [Link]
7. Structured video lectures (NPTEL): ([Link]

Teaching-Learning Process (Innovative Delivery Methods):

The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.
1. Flipped Classroom.
2. Problem-Based Learning
3. ICT Enabled Teaching
4. Programming Assignments
5. Tool-Based Learning using Eclipse/IntelliJ IDEA

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 IPCC (4 Credits) template30.03.2026 4

Assessment Structure:
The assessment for each course is equally divided between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each component carrying 50% weightage (i.e., 50 marks each).
The CIE Theory component will be 25 marks and CIE Practical component will be 25 marks.

The CIE Theory component consists of IA tests for 25 marks. The CIE Practical component for continuous
assessments will be for 15 marks through rubrics and for lab tests will be for 10 marks.
● To qualify and become eligible to appear for SEE, in the CIE theory component, a student must
score at least 40% of 25 marks, i.e., 10 marks.
● To qualify and become eligible to appear for SEE, in the CIE Practical component, a student must
secure a minimum of 40% of 25 marks, i.e., 10 marks.
● To pass the SEE, a student must secure a minimum of 35% of 50 marks, i.e., 18 marks.
● A student is deemed to have successfully completed the course if the combined total of CIE and
SEE is at least 40 out of 100 marks.
CIE Practical component:
The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of
the laboratory report using a defined set of rubrics. Each experiment report can be evaluated for 30 marks.
The summation of all the experiments marks to be scaled down to 15 marks.

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The laboratory test (duration 03 hours) at the end of the last week of the semester /after completion of all the
experiments (whichever is early) shall be conducted for 50 marks and scaled down to 10 marks. For the
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laboratory test, the student is required to conduct one experiment (excluding the micro project).
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 IPCC (4 Credits) template30.03.2026 5

Rubrics for CIE of Practical Component:

Criteria/ Scale Superior (5) Good (4) Fair (3) Needs Unacceptable
Improvement (1)
(2)
Fundamental The student Student has good Student is Student has not Student has not
Knowledge: has in depth knowledge of capable of understood the understood the
Understanding the knowledge of some of the narrating the concepts concepts and the
problem statement
the topics topics related to answer but not partially. problem definition
[CO1] related to the problem. capable to Student is able to clearly.
[PO1, PO2] problem. Student is able to show in depth partially
Student is able understand the knowledge and understand the
to completely problem the problem problem
understand the definition. definition. definition.
problem
definition.
Design of program Capable of Discusses Discusses a Explains only the Unable to explain
discussing multiple designs single design basic design. the design.
[CO2-6] multiple but lacks proper with merits and
[PO2, PO3] designs and selection criteria. demerits.
selecting the
best with

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Implementation Implements Correct Correct Implementation Unable to
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using Java optimal implementation implementation contains errors. implement the
solution using with good with partial solution.
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[CO2-6] [PO3, PO8,

PO5] suitable Java explanation. explanation.
constructs and
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OOP features.
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Program Compiles, Corrects errors Corrects errors Corrects errors Unable to debug
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debugging and debugs, and with good with partial with assistance. and test
testing with tests without understanding. understanding. independently.
suitable tools errors;
demonstrates
[CO2-6] full
[PO5, PO8] understanding.
Results & Executes for Executes Executes for a Executes but Unable to verify
interpretation multiple test correctly for all few test cases cannot analyze correctness of
/analysis cases and test cases. and analyzes results. results.
performs results.
[CO1-6] detailed
[PO4, PO5] analysis.
Demonstration and Demonstration Demonstration Demonstration Demonstration Demonstration and
documentation and lab record and lab record is and lab record and lab record is lab record is poorly
is well- organized, with lacks clear poorly organized, organized, with
[CO1-6]
organized, with clear sections, organization or with missing or missing sections.
[PO8, PO9, PO11]
clear sections. but some structure. Some unclear sections. Record not
The record is sections are not sections are The record is not submitted on time.
well structured well-defined. unclear or properly The record is not
with suitable The record is incomplete. structured with structured with
formatting. structured with The record is suitable minimum
formatting. partially formatting. formatting.
structured with
formatting .

Rubrics for CIE Practical Test:

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 IPCC (4 Credits) template30.03.2026 6

Criteria/ Superior (5) Good (4) Fair (3) Needs Unacceptable

Scale Improvement (1)
(2)
The student Student has good Student has Student is capable
Fundamental has well depth knowledge of average of narrating the
Knowledge (2) knowledge of some of the topics knowledge of answer but not Student has not
the topics related to problem some of the topics capable to show in understood the
[CO1]
[PO1] related to the & course. related to problem depth knowledge. concepts clearly.
problem & & course.
course.
Understanding Student is able to
of problem Student is able Student has a basic Student is not
Student is able to show minimal or
definition (1) to completely understanding of able to
understand the unclear
understand the the problem understand the
problem definition understanding of
[CO2-6] problem definition that is problem
[PO2] but not clearly. the problem
definition. partial or definition.
definition.
superficial.
Student is
capable of Student is capable
Design and Student is partially
design and Student is capable of design and
Implementation capable of design
implementing the

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(3) implementing of design and Student is not
bu core part of the and implementing
with best implementing with capable of design
construct for the with some
[CO2-6] suitable java some construct for and
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[PO3, PO5] given problem algorithm for the
construct for the given problem implementing.
given problem
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the given definition. definition .

definition.
problem
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definition.
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Student is able Student will be Student will be

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to run the able to run the able to run the

Student will be
Result & program on program on code for few Student will be
not able to run
Analysis (2) various data various data data/datasets and able to run the
the program and
inputs and inputs and fair analyze the output. code for few data
not able to
[CO2-6] compare the knowledge in inputs but not
[PO4, PO5] analyze the
result with comparing the analyze the output.
result.
proper result with proper
inference. inference.
Good Verbal & Average
nonverbal Good verbal Communication Average
Communication but with precise Poor
(Viva voce) (2) communicatio Communication Communication
and correct Communication
n skills with skills with precise but with imprecise
terminologies/ans (Minimal
[CO1-6] precise and and correct and incorrect
wers. interaction/ans
[PO8, PO9] correct terminologies/ans terminologies/ans
wers)
terminologies/ wers. wers.
answers.

Term Work (TW) and Self Learning (SL) components in

Number of hours per semester
Term work (includes assignments, seminars, micro projects, industrial visits, any other student
activities, etc.)
Sl. No. Term Work (TW) Activity Number of Hours / Semester

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 IPCC (4 Credits) template30.03.2026 7

1. Installation and use of IDE for Java. Writing simple Java 04

programs to understand Java program development and
execution model.
SL: Self Learning, MOOCs, spoken tutorials, online educational resources etc.
Sl. No. Self-Learning (SL) Activity Number of Hours / Semester
1. Springboard course on: Java Programming 36
Fundamentals
2 Solve problems on HackerRank using Java programming 10
[Link]

Continuous Internal Evaluation (CIE)

(i) Theory component

The CIE marks of 25 shall be earmarked for two tests.
The first test shall be conducted after completing two modules of the syllabus and the second
one after completing the rest three modules.
Each test shall be conducted for 25 marks. The average of the two tests scaled down to 25
marks shall constitute the test marks for a maximum of 25 marks.

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(ii) Laboratory component bu
Out of 25 marks, 15 marks shall be assigned for assessment as per the rubrics listed in the
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course syllabus (30 marks scaled down to 15).
The remaining 10 marks shall be based on the practical test conducted by two Internal
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examiners appointed by the HoD. The allotment of marks shall be as per the rubrics defined
for the practical test (50 marks scaled down to 10).
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(i) To qualify and become eligible to appear for the SEE of the IC/IPCC, a student shall secure
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at least 40 % of 25 marks, i.e., 10 marks, in the CIE theory component, and at least 40 % of
25 marks, i.e., 10 marks in the CIE Practical component.

Passing requirement in SEE

For a pass in the Semester End Examination (SEE), a student shall secure a minimum of 35
marks out of 100.
For the declaration of a pass grade, the sum of the Continuous Internal Evaluation (CIE)
marks (out of 50) marks and the SEE marks scaled down to 50 shall be greater than or equal
to 40 marks.
If the total (CIE + SEE) is less than 40 marks, the student shall be awarded the grade ‘F’ (Fail).

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 VTU/PCC-PEC-OEC (3 Credits) template 20 06 20261

Digital Design and Computer Organization

Course Code 1BCS303 Scheme 2025
Type of Course PCC Semester 3
Teaching Hours/Week (L:T:P) 4:0:0 CIE Marks 50
Total Hours of Pedagogy per semester 56:0:0:64:120
SEE Marks 50
L /T/P/SL&TW:
Credits 4 Total Marks 100
Examination type (SEE) Theory Exam Hours 03
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:

1. Apply Boolean algebra principles and logic minimization techniques to design and simplify digital
logic circuits using logic gates, K-maps, and NAND/NOR implementations.
2. Design combinational and sequential logic circuits using adders, decoders, encoders, multiplexers,
latches, and flip-flops.
3. Describe the organization and operation of computer systems, including functional units, bus
structures, instruction sets, and addressing modes.
4. Illustrate memory and input/output organization techniques, including interrupts, DMA, cache
memory, and semiconductor memory systems.
5. Contrast the operation of processing units, hardwired control systems, and pipelining techniques to

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assess computer performance and [Link]
6. Identify computer architecture components, memory organization, and system performance through
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experimentation and case studies
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Module-1
Boolean Algebra and Logic Gates: Basic Theorems And Properties of Boolean Algebra, Boolean Functions, Digital
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Logic Gates, Integrated Circuits.

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Gate-Level Minimization: Introduction, The Map Method, Four-Variable K-Map, Product of sums simplification,
Don’t-Care Conditions, NAND and NOR Implementation.

Textbook-1: Chapter- 2 (2.4, 2.5, 2.8,2.9), Chapter-3 (3.1, 3.2,3.3,3.4, 3.5, 3.6) Number of Hours: 12
Module-2
Combinational Logic: Introduction, Combinational Circuits, Analysis of Combinational Circuits, Design
Procedure, Binary Adder – Subtractor, Decoders, Encoders, Multiplexers.

Synchronous Sequential Logic: Introduction, Sequential Circuits, Storage Elements: Latches, Flip-Flops.

Textbook-1: Chapter- 4 (4.1, 4.2, 4.3, 4.4, 4.5, 4.9, 4.10, 4.11), Chapter-5 (5.1, 5.2, 5.3, 5.4)
Number of Hours: 12
Module-3
Basic Structure of Computers: Functional Units, Basic Operational Concepts, Bus structure, Performance –
Processor Clock, Basic Performance Equation, Clock Rate, Instruction Set: CISC an RISC, Performance
Measurement.

Machine Instructions and Programs: Memory Location and Addresses, Memory Operations, Instruction and
Instruction sequencing, Addressing Modes.

Textbook-2: Chapter -1 (1.2, 1.3, 1.4, 1.6), Chapter -2 (2.2, 2.3, 2.4, 2.5) Number of Hours: 10
Module-4
Input/Output Organization: Accessing I/O Devices, Interrupts – Interrupt Hardware, Enabling and Disabling
Interrupts, Handling Multiple Devices, Direct Memory Access, Buses.

The Memory System: Some Basic Concepts, Semiconductor RAM Memories, Read Only Memory, Speed, size
and Cost of memory systems. Cache Memories – Mapping Functions.

1
 VTU/PCC-PEC-OEC (3 Credits) template 20 06 20262

Textbook-2: Chapter – 4 (4.1, 4.2.1, 4.2.2, 4.2.3, 4.4, 4.5), Chapter-5 (5.1, 5.2, 5.3, 5.4, 5.5.1)
Number of Hours: 12
Module-5
Basic Processing Unit: Some Fundamental Concepts, Execution of a Complete Instruction, Multiple Bus
Organization. Hardwired Control.

Pipelining: Basic concepts, Role of Cache memory, Pipeline Performance.

Textbook-2: Chapter -7 (7.1, 7.2, 7.3,7.4), Chapter – 8 (8.1) Number of Hours: 10
Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

Textbooks:

1. M. Morris Mano & Michael D. Ciletti, Digital Design, 6 th edition, Pearson Education.
2. Carl Hamacher, Zvonko Vranesic, Safwat Zaky, Computer Organization, 5th Edition, Tata McGraw Hill.

Reference books / Manuals:

1. Charles H Roth and Larry L Kinney, Analog and Digital Electronics, Cengage Learning
2. William Stallings: Computer Organization & Architecture, 9th Edition, Pearson, 2015.

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Web links and Video Lectures (e-Resources):
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1. NPTEL Video Course: Digital Computer Organization by Prof. P. K. Biswas, IIT Kharagpur -
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[Link]
2. MIT OpenCourseWare: Computation Structures (6.004) by Prof. Chris Terman, MIT –
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[Link]
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3. Computer Organisation Virtual Lab, IIIT Hyderabad (Virtual Labs) – [Link]

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4. Infosys Springboard Courses: [Link]

Teaching-Learning Process (Innovative Delivery Methods):

The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.
1. Flipped Classroom
2. Problem-Based Learning (PBL)
3. Case-Based Teaching
4. Simulation and Virtual Labs
Assessment Structure:
The assessment in each course is divided equally between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each carrying 50% weightage.

● To qualify and become eligible to appear for SEE, in the CIE, a student must score at least 40% of 50
marks, i.e., 20 marks.
● To pass the SEE, a student must score at least 35% of 50 marks, i.e., 18 marks.
● Notwithstanding the above, a student is considered to have passed the course, provided the
combined total of CIE and SEE is at least 40 out of 100 marks.

2
 VTU/PCC-PEC-OEC (3 Credits) template 20 06 20263

Continuous Comprehensive Assessments (CCA)+ Internal Assessment Test (IA) = Continuous Internal
Evaluation CIE [25+25=50 marks]
A minimum of two Internal Assessment Tests (IA) shall be conducted, carrying a total of 25 marks.
In addition, Continuous Comprehensive Assessment (CCA) shall be conducted for a total of 25 marks.
It is recommended to include a maximum of two learning activities as part of the CCA to foster the holistic
development of students. These activities shall be:
Sl. No. Name of the Learning activity Maximum Marks
1. Develop Verilog HDL programs for the given problem 25
statement

List of Problem Statements:

NOTE: Make use of simulation packages like Xilinx Simulator Interface , Multisim, Modelsim, PSpice or any
other relevant. At the end of the course, the students need to submit the report on conduction of the activity
with relevant data to the course instructor. Evaluation is for 25 marks.

Sl. No. Problem Description

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1.
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Simplify a given 4-variable Boolean expression using appropriate minimization
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techniques and implement the simplified function using basic logic gates through
simulation.
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2. Design and simulate a 4-bit adder–Subtractor circuit using basic logic gates, and verify its
functionality for different input combinations.
ft

3. Design Verilog HDL to implement Binary Adder-Subtractor – Half and Full Adder, Half and
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Full Subtractor.
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4. Design Verilog program to implement types of De-Multiplexer.

5. Design Verilog program for implementing various types of Flip-Flops such as SR, JK and
D.
6. Design and implement Verilog programs for SR and JK Flip-Flops. Verify their functionality
using simulation.
7. Identify and document the processor type, clock speed, cache memory, RAM capacity,
storage devices, and operating system details of a desktop computer using system
information tools.
8. Observe and record CPU utilization, memory usage, disk activity, and running processes
using Task Manager/System Monitor before and after executing multiple applications,
and compare the changes in system resource usage.
9. Measure file transfer rates and access times using desktop computers and discuss their
impact on overall system performance and memory hierarchy.

10. Compare the features, instruction formats, and performance characteristics of CISC and
RISC architectures through the study of modern processors, and summarize the findings
in a comparative table.
11. Study of semiconductor RAM and ROM organization with practical examples by
determining memory capacity, address lines, data lines, and memory locations, and
compare their characteristics.
12. Identify the major hardware components of a computer system through hands-on
inspection, and demonstrate the ability to safely disassemble and reassemble the system
while maintaining its functionality.

3
 VTU/PCC-PEC-OEC (3 Credits) template 20 06 20264

Rubrics for Learning Activity:

Needs
Criteria/ Unacceptable
Superior (5) Good (4) Fair (3) Improvement
Scale (1)
(2)
Demonstrates
Understanding
complete Demonstrate Demonstrate
of Digital Logic
understanding of the s very good s adequate Shows limited
/ Computer Unable to
underlying digital understandin understandin understanding
Organization understand the
logic/computer g with g with minor and requires
Concepts(CO1, concepts.
organization concepts negligible misconceptio guidance.
CO2 / PO1,
and correctly explains errors. ns.
PO2)
the design approach.
Circuit Design Designs correct logic
Design/progr
/ Verilog circuits/Verilog Design/progr Design/progra Unable to
am is mostly
Program programs with am is correct m is partially develop a
correct but
Development( efficient with minor correct with functional
contains
CO2, CO3, CO4 implementation and improvement logical or circuit/progra
moderate

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/ PO2, PO3, proper coding s possible.
bu coding errors. m.
errors.
PO5) practices.
Simulation is Simulation Simulation is
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Simulation, Successfully
correct for works for incomplete or Unable to
Testing and simulates the design,
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most cases standard verification simulate or

Verification(CO verifies all test cases,
with minor cases with contains verify the
2, CO3, CO4 / and accurately
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errors in limited significant design.

PO3, PO4, PO5) interprets the results.
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verification. analysis. errors.

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Analysis of Accurately analyzes

Results / outputs, compares Adequate Incomplete
Good analysis No meaningful
Hardware results, and provides analysis with analysis and
with minor analysis or
Observation(C meaningful limited incorrect
omissions. conclusions.
O3, CO4, CO5 / observations and conclusions. observations.
PO2, PO4) conclusions.
Record is complete,
neatly organized,
Documentation includes circuit Well Adequately
Poor
and Record diagrams/programs, documented documented No proper
documentation
Maintenance(C simulation outputs, with minor with some documentation
and incomplete
O3–CO5 / PO2, observations, and formatting missing submitted.
record.
PO4) follows issues. details.
documentation
standards.

4
 VTU/PCC-PEC-OEC (3 Credits) template 20 06 20265

Term Work (TW) and Self Learning (SL) components in

Number of Hours per semester
Term work (includes assignments, seminars, micro projects, industrial visits, any other
student learning activities etc.)
Sl. No. Term Work (TW) Activity Number of Hours /
Semester
1. Learning Activity 30
SL: Self Learning, MOOCs, spoken tutorials, online educational resources etc.
Sl. No. Self-Learning (SL) Activity Number of Hours /
Semester
1 Infosys springboard course on: Digital Logic Design 04
Overview
2 Infosys springboard course on: Computer Organization 12
3 Infosys springboard course on: VLSI Digital Design - Chip 10
Design and Verilog Programming
4 Virtual lab simulation: Computer Organization 08

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[Link] bu
OR
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Simulation Enabled Experiential Learning (SEEL)
[Link]
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Continuous Internal Evaluation (CIE)

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1. The CIE marks shall be decided based on internal tests and other outcome-based
activities. The continuous internal evaluation shall be carried out by the teacher
handling the course.
2. Out of 50 marks earmarked for CIE, 25 marks shall be assigned for internal tests. The
first test shall be conducted after completing two modules of the syllabus and the
second one after completing the remaining three modules.
3. The remaining 25 marks shall be assigned for Continuous Course Assessment (CCA),
(Learning Activity-Termworks) conducted as per the rubrics listed in the assessment
section of the respective syllabus.
4. A student shall obtain a minimum of 40% marks or 20 out of 50 marks allotted to CIE
to become eligible to appear for the SEE.

Passing requirement in SEE

1. For a pass in the Semester End Examination (SEE), a student shall secure a minimum
of 35 marks out of 100.
2. For the declaration of a pass grade, the sum of the Continuous Internal Evaluation
(CIE) marks (out of 50) marks and the SEE marks scaled down to 50 shall be greater
than or equal to 40 marks.
3. If the total (CIE + SEE) is less than 40 marks, the student shall be awarded the grade
‘F’ (Fail).

5
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

OPERATING SYSTEMS
Course Code 1BCS304 Scheme 2025
Type of Course PCC Semester 3
Teaching Hours/Week (L:T:P) 3:0:0 CIE Marks 50
Total Hours of Pedagogy per semester 42:0:0:48:90
SEE Marks 50
L:T:P:SL:TW&SL:TH
Credits 3 Total Marks 100
Examination type (SEE) Theory Exam Hours 03
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Recall the structure, functions, and services of an operating system.
2. Explain process management concepts, CPU scheduling algorithms, and process synchronisation
mechanisms.
3. Apply appropriate CPU scheduling algorithms and process synchronisation techniques to solve
operating system problems.
4. Apply memory management techniques and deadlock-handling strategies to ensure efficient
resource utilization.
5. Explain file system organisation and secondary storage management techniques.
6. Describe information protection mechanisms, security principles, and access control methods in

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operating systems.
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Module-1
Introduction to operating systems, System structures: What operating systems do; Computer System
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organization; Computer System architecture; Operating System structure; Operating System operations;
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Process management; Memory management; Storage management.

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Operating System Services: User - Operating System interface; System calls; Types of system calls;
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System programs; Operating system design and implementation; Operating System structure;
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Textbook 1: Chapter – 1 (1.1-1.8), 2 (2.2-2.7) Number of Hours: 09

Module-2
Process Management: Process concept; Process scheduling; Operations on processes; Inter-process
communication
communication.

Multi-threaded Programming: Overview; Multithreading models; Thread Libraries; Threading issues.

Process Scheduling: Basic concepts; Scheduling Criteria; Scheduling Algorithms; Thread scheduling;
Multiple-processor scheduling.

Textbook 1: Chapter – 3 (3.1-3.4), 4 (4.1,4.3,4.4,4.6), 5 (5.1 -5.5) Number of Hours: 08

Module-3
Process Synchronization: Background, The critical section problem; Peterson’s solution;
Synchronization hardware; Semaphores; Classical problems of synchronization.

Deadlocks: System model; Deadlock characterization; Methods for handling deadlocks; Deadlock
prevention; Deadlock avoidance; Deadlock detection and recovery from deadlock.

Textbook 1: Chapter – 6 (6.1-6.4, 6.6, 6.7), 7 (7.1 -7.7) Number of Hours: 09

Module-4
Memory Management: Memory management strategies: Background; Swapping; Contiguous memory
allocation; Paging; Structure of page table; Segmentation.

1
 VTU/PCC-PEC-OEC (3 Credits) template30032026 2

Virtual Memory Management: Background; Demand paging; Copy-on-write; Page replacement;

Allocation of frames; Thrashing.

Textbook 1: Chapter -8 (8.1-8.6), 9 (9.1-9.6) Number of Hours: 08

Module-5
File System: File system: File concept; Access methods; Directory and Disk structure; File system mounting;
File sharing.

Implementing File system: File system structure; File system implementation; Directory implementation;
Allocation methods; Free space management.

Mass Storage Structure: Mass storage structures; Disk structure; Disk attachment; Disk scheduling; Disk
management.

Textbook 1: Chapter – 10 (10.1-10.5) , 11 (11.1-11.5), 12 (12.1-12.5) Number of Hours: 08

Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

Textbooks:
1. Abraham Silberschatz, Peter Baer Galvin, Greg Gagne, Operating System Principles, 9th edition,
Wiley-India, 2015.

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Reference books / Manuals:
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1. Ann McHoes Ida M Fylnn, Understanding Operating System, Cengage Learning, 6th Edition
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2. D.M Dhamdhere, Operating Systems: A Concept Based Approach 3rd Ed, McGraw- Hill, 2013.
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3. William Stallings Operating Systems: Internals and Design Principles, 6th Edition, Pearson.
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Web links and Video Lectures (e-Resources):

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1. Introduction to Operating System: [Link]

2. Different Types of Operating Systems: [Link] 3
3. Process Synchronisation in Operating System: [Link]
tuE4&list=PLIemF3uozcAKTgsCIj82voMK3TMR0YE_f
4. Introduction to Unix: [Link]
Teaching-Learning Process (Innovative Delivery Methods):
The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.
1. Case-Based Teaching
2. Simulation and Virtual Labs:
Operating System Lab: [Link]
3. ICT-Enabled Teaching
4. Peer teaching/learning
Assessment Structure:
The assessment in each course is divided equally between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each carrying 50% weightage.

● To qualify and become eligible to appear for SEE, in the CIE, a student must score at least 40% of
50 marks, i.e., 20 marks.
● To pass the SEE, a student must score at least 35% of 50 marks, i.e., 18 marks.
● Notwithstanding the above, a student is considered to have passed the course, provided the
combined total of CIE and SEE is at least 40 out of 100 marks.

2
 VTU/PCC-PEC-OEC (3 Credits) template30032026 3

Continuous Comprehensive Assessments (CCA)+ Internal Assessment Test (IA) = Continuous

Internal Evaluation CIE [25+25=50 marks]
A minimum of two Internal Assessment Tests (IA) shall be conducted, carrying a total of 25 marks.
In addition, Continuous Comprehensive Assessment (CCA) shall be conducted for a total of 25 marks.
It is recommended to include a maximum of two learning activities as part of the CCA to foster the holistic
development of students. These activities shall be:

Sl. No. Name of the Learning activity Maximum Marks

1. Implementation of Operating System Concepts using C 25
Programming

1. Implementation of Operating System Concepts using C Programming

List of Problems:

1. Develop a C program to implement the Process system calls (fork (), exec(), wait(), create process,
terminate process)
2. Simulate the following CPU scheduling algorithms to find the turnaround time and waiting time

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a) FCFS b) SJF
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c) Round Robin d) Priority.
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3. Develop a C program to simulate producer-consumer problem using semaphores.
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4. Develop a C program that demonstrates interprocess communication between a reader process and a
writer process. Use mkfifo, open, read, write, and close APIs in your program.
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5. Develop a C program to simulate Banker's Algorithm for Deadlock Avoidance.

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6. Develop a C program to simulate the following contiguous memory allocation techniques:

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a) Worst fit b) Best fit c) First fit.

7. Develop a C program to simulate page replacement algorithms:

a) FIFO b) LRU

8. Simulate following file organization techniques:

a) Single level directory b) Two level directory

9. Develop a C program to simulate the linked file allocation strategies.

10. Develop a C program to simulate SCAN disk scheduling algorithm.

Note: At the end of the course, the students need to submit the report on conduction of the activity with
relevant data to the course instructor. Evaluation is for 25 marks.

3
 VTU/PCC-PEC-OEC (3 Credits) template30032026 4

Rubrics for Learning Activity:

Needs
Criteria/ Unacceptable
Superior (5) Good (4) Fair (3) Improvement
Scale (1)
(2)
Understandin Demonstrates Demonstrates Demonstrates Shows limited Unable to
g of OS complete very good adequate understanding understand
Concept understanding understanding understandin ; requires the OS
(CO1, CO2 of the OS with negligible g with minor significant concept.
/PO1,PO2) concept and errors. misconceptio guidance.
correctly ns.
identifies the
appropriate
algorithm/techn
ique.
Algorithm Designs an Algorithm is Algorithm is Algorithm is Unable to
Design efficient and correct with mostly correct partially design a
(CO2, CO3, logically correct minor but lacks correct with suitable
CO4 algorithm/flow improvements optimization. logical errors. algorithm.
/PO2,PO3) for the problem. possible.

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C Program Implements the Program bu Program Program Unable to
Implementati solution executes works for executes implement the
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on completely in C correctly with most cases partially with solution in C.
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(CO1-CO5 with correct minor coding with several errors.

/PO1,PO3) syntax, modular issues. moderate
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programming, errors.
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and appropriate
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data structures.
Output Produces Correct output Produces Output is Incorrect
Correctness correct results for most test acceptable partially output or no
and Analysis for all test cases cases with output for correct with meaningful
(CO3, CO4, and accurately minor analysis standard incorrect analysis.
CO5 analyzes the errors. cases. analysis.
/PO2, PO4) outcome.
Code Quality Code is well- Good coding Adequate Poor No
and structured, style with few documentatio documentatio documentatio
Documentatio properly documentation n and n and n; difficult to
n indented, issues. readability. inconsistent understand
(CO3- CO6 commented, and coding style. code.
/PO2,PO4) follows coding
standards.

4
 VTU/PCC-PEC-OEC (3 Credits) template30032026 5

Term Work (TW) and Self Learning (SL) components in

Number of Hours per semester
Term work (includes assignments, seminars, micro projects, industrial visits, any other
student learning activities etc.)
Sl. No. Term Work (TW) Activity Number of Hours /
Semester
1. Implementation of Operating System Concepts Using C 30
Programming
SL: Self Learning, MOOCs, spoken tutorials, online educational resources etc.
Sl. No. Self-Learning (SL) Activity Number of Hours /
Semester
1 Springboard Certification on: Introduction to Unix 18

Continuous Internal Evaluation (CIE)

1. The CIE marks shall be decided based on internal tests and other outcome-based
activities. The continuous internal evaluation shall be carried out by the teacher
handling the course.

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2. Out of 50 marks earmarked for CIE, 25 marks shall be assigned for internal tests. The
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first test shall be conducted after completing two modules of the syllabus and the
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second one after completing the remaining three modules.
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3. The remaining 25 marks shall be assigned for Continuous Course Assessment (CCA),
conducted as per the rubrics listed in the assessment section of the respective
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syllabus.
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4. A student shall obtain a minimum of 40% marks or 20 out of 50 marks allotted to CIE
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to become eligible to appear for the SEE.

Passing requirement in SEE

1. For a pass in the Semester End Examination (SEE), a student shall secure a minimum
of 35 marks out of 100.
2. For the declaration of a pass grade, the sum of the Continuous Internal Evaluation
(CIE) marks (out of 50) marks and the SEE marks scaled down to 50 shall be greater
than or equal to 40 marks.
3. If the total (CIE + SEE) is less than 40 marks, the student shall be awarded the grade
‘F’ (Fail).

5
 1

DATA STRUCTURES AND APPLICATIONS

Course Code 1BCS305 Scheme 2025
Type of Course PCC Semester 3
Teaching Hours/Week (L:T:P) 3:0:0 CIE Marks 50
Total Hours of Pedagogy per semester
42:0:0:48:90 SEE Marks 50
L:T:P:SL:TW&SL:TH
Credits 3 Total Marks 100
Examination type (SEE) Theory Exam Hours 03
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Recall the fundamental concepts, terminology, and characteristics of various data structures.
2. Explain the principles, representation, and operations of linear and non-linear data structures.
3. Implement different primitive data structures, their operations, and primitive applications.
4. Choose a suitable data structure to solve computational and real-world problems.
5. Make use of hashing techniques and leftist trees to organise the data effectively.
Module-1
Introduction: Data Structures, Classifications (Primitive & Non-Primitive).

Pointers and Dynamic Memory Allocation, Arrays, Dynamically Allocated Arrays, Structures and Unions, Polynomials.

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Sparse Matrices: Sparse Matrix Representation and Transposing a Matrix.
lla
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Textbook: Chapter-1 (1.2), Chapter-2 (2.1-2.4, 2.5.2, 2.5.3), Reference Book-1 (1.3) Number of Hours: 08
Module-2
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Stacks: Definition, Stack Operations, Array Representation of Stacks, Stacks using Dynamic Arrays, Stack Applications:
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Polish notation, Infix to Postfix Conversion, Evaluation of Postfix Expression.

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Queues: Definition, Array Representation, Queue Operations.

Textbook: Chapter-3 (3.1-3.3, 3.6) Number of Hours: 08

Module-3
Circular Queues, Circular queues using Dynamic arrays, Multiple Stacks and Queues.

LINKED LISTS: Singly Linked Lists and Chains, Representing Chains in C, Linked Stacks and Queues, Additional List
Operations, Sparse Matrices: Sparse Matrix Representation, Doubly Linked List.

Textbook: Chapter-3 (3.4, 3.7), Chapter-4 (4.1 to 4.3, 4.5, 4.7.1, 4.8) Number of Hours: 09
Module-4
Trees: Introduction-Terminology, Binary Trees, Properties of Binary trees, Array and linked Representation of Binary
Trees, Binary Tree Traversals – preorder, Inorder, postorder, Threaded Binary Trees.

Binary Search Trees – Definition, Searching, Insertion, Deletion, Counting Binary Trees.

Textbook: Chapter-5 (5.1.1, 5.2, 5.3.1-5.3.3, 5.5, 5.7.1- 5.7.4, 5.11.1) Number of Hours: 09
Module-5
GRAPHS: The Graph Abstract Data Types, Elementary Graph Operations.

HASHING: Introduction, Static Hashing, Dynamic Hashing.

PRIORITY QUEUES: Single and double ended Priority Queues, Leftist Trees.

Textbook: Chapter 6 (6.1, 6.2), Chapter 8 (8.1 to 8.3), Chapter 9 (9.1, 9.2) Number of Hours: 08

1
 2

Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

Textbooks:
1. Ellis Horowitz, Sartaj Sahni, and Susan Anderson-Freed, Fundamentals of Data Structures in C, 2nd Ed,
Universities Press, 2023.

Reference books / Manuals:

1. Seymour Lipschutz, Data Structures Schaum's Outlines, Revised 1st Ed., McGraw-Hill, 2014.

2. Aaron M Tenenbaum, Data Structures using C, Pearson Education, 2019.

3. Reema Thareja, Data Structures Using C, 3rd Ed., Oxford Press, 2012.
Web links and Video Lectures (e-Resources):

1. Introduction to Data Structures:

[Link]
2. Stacks: [Link]
3. Queues and Linked Lists:
[Link]

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4. Trees: [Link]
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5. Hashing: [Link]
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6. Infosys Springboard: Data Structures & Algorithms using C++, C and Python – 2026:
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[Link]

7. Virtual Labs: Computer Science and Engineering - Data Structures-1: [Link]

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Teaching-Learning Process (Innovative Delivery Methods):

The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-learning
process and facilitate the achievement of course outcomes.
1. Flipped Classroom
2. Problem-Based Learning (PBL)
3. Case-Based Teaching
4. Simulation and Virtual Labs
5. ICT-Enabled Teaching
Assessment Structure:
The assessment in each course is divided equally between Continuous Internal Evaluation (CIE) and the Semester
End Examination (SEE), with each carrying 50% weightage.

● To qualify and become eligible to appear for SEE, in the CIE, a student must score at least 40% of 50 marks,
i.e., 20 marks.
● To pass the SEE, a student must score at least 35% of 50 marks, i.e., 18 marks.
● Notwithstanding the above, a student is considered to have passed the course, provided the combined total
of CIE and SEE is at least 40 out of 100 marks.

2
 3

Continuous Comprehensive Assessments (CCA) + Internal Assessment Test (IA) = Continuous Internal
Evaluation CIE [25 + 25 = 50 marks]
A minimum of two Internal Assessment Tests (IA) shall be conducted, carrying a total of 25 marks.
In addition, Continuous Comprehensive Assessment (CCA) shall be conducted for a total of 25 marks.
It is recommended to include a maximum of two learning activities in the CCA to foster students' holistic
development. These activities shall be:

Sl. No. Name of the Learning activity Maximum Marks

1. Problem-Solving: Competitive Programming Assignments
15
(HackerRank/HackerEarth/LeetCode)
2. Problems with stack applications, trees, tree traversals, threaded
10
binary trees, BST, graphs, and traversals, Hashing and Liftist trees.

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bu
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3
 4

Rubrics for Learning Activity -1:

Evaluated for 25 marks and scale down to 15. The students need to submit the report on the solutions to the problems
with relevant data to the course instructor.
Needs
Unacceptable
Criteria/Scale Superior (5) Good (4) Fair (3) Improvement
(1)
(2)
Problem Clearly Understands Understands Has partial Unable to
Understanding and understands the the problem the basic understanding interpret the
Analysis problem well and requirements and requires problem
(CO2, CO3 statement, identifies most but misses significant requirements.
/PO1, PO2) identifies constraints some guidance
constraints, and with minor constraints or
selects an guidance. cases.
effective approach
independently.
Selection and Selects the most Selects an Uses a Chooses a Unable to select
Application of Data suitable data appropriate suitable data partially an appropriate
Structures structure (Stack, data structure structure but suitable data data structure.
(CO3, CO5 Queue, List, Tree, with minor lacks structure with

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/PO1, PO2)
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Hashing, etc.) and inefficiencies. optimization limitations.
justifies the choice or
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based on problem justification.
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requirements.
Algorithm Design Designs an Develops a Develops a Algorithm is Unable to
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and Problem- efficient algorithm correct basic partially develop a

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Solving Skills (CO3, with correct logic, algorithm with algorithm correct and workable
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CO5 optimal minor logical that solves requires algorithm.

/PO2, PO3) complexity, and issues. standard improvements.
handles all edge cases.
cases.
Implementation Implements Implements Code works Code has Code is
and Coding Skills error-free, correct code for normal multiple errors incomplete or
(CO4/PO4) modular, readable with minor cases with and passes does not execute
code that passes errors; passes limited limited test successfully.
all test cases on most test cases. errors. cases.
the platform.
Code is incomplete Performs Tests Performs Performs No proper
or does not execute extensive testing, adequately and basic testing limited testing testing or
successfully. handles edge improves and achieves with inefficient optimization is
(CO4, CO5 cases, debugs solution acceptable solutions. performed.
/PO4) effectively, and efficiency with efficiency.
optimizes time minor issues.
and space
complexity.

4
 5

Rubrics for Learning Activity -2:

Evaluated for 25 marks and scale down to 10. The students need to submit the report on problem & solutions to
the course instructor.

Needs
Unacceptable
Criteria/Scale Superior (5) Good (4) Fair (3) Improvement
(1)
(2)
Understanding Demonstrates Demonstrates Understands Shows partial Unable to
of Data comprehensive good basic understanding demonstrate
Structure understanding of understanding concepts and and requires understanding
Concepts fundamental and of concepts with terminology additional of fundamental
through advanced data minor gaps. with limited support. concepts.
Certification structure concepts, depth.
Modules terminology, and
(CO1, CO2 applications through
/PO1,PO2) successful completion
of certification

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Application of Effectively applies Applies Applies basic Applies Unable to
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Data Structures suitable data appropriate data concepts with apply concepts
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in Problem algorithms to solve solve problems concepts to guidance and solving.
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/PO1,PO2) problems and problems.

certification
assessments.
Completion of Successfully Completes most Completes Completes only Does not
Certification completes all assigned modules and required partial complete the
and Learning Infosys Springboard assessments modules modules or assigned
Progress modules, with good with assessments. certification
(CO1, CO4 assessments, and performance. satisfactory activities.
/PO4) certification performance.
requirements with
excellent
performance.
Implementation Demonstrates strong Implements Implements Requires Unable to
Skills and programming skills solutions basic significant implement
Practical by implementing data correctly with programs assistance for programming
Application structures and minor errors. with limited implementatio solutions
(CO4/PO4) algorithms through optimization. n tasks. effectively.
hands-on exercises
and coding activities.
Self-Learning, Demonstrates Shows good Completes Shows limited Does not
Technical Skills, independent learning, self-learning learning engagement demonstrate
and Continuous explores advanced ability and activities with learning self-learning or
Improvement concepts, and applies explores with resources. improvement.
(CO2, CO5 knowledge beyond additional moderate
/PO4, PO11) resources. involvement.

5
 6

the certification
requirements.

Term Work (TW) and Self Learning (SL) components in

Number of Hours per semester

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Term work (includes assignments, seminars, micro-projects, industrial visits, any other
student learning activities etc.)
Sl. No. Term Work (TW) Activity Number of Hours /
Semester
1. Learning Activity -1 20
2. Learning Activity -2 10
SL: Self-learning, MOOCs, spoken tutorials, online educational resources, etc.
Sl. No. Self-Learning (SL) Activity Number of Hours /
Semester
1. Springboard certification on: Data Structures and Algorithms 18

Continuous Internal Evaluation (CIE)

1. The CIE marks shall be decided based on internal tests and other outcome-based
activities. The continuous internal evaluation shall be carried out by the teacher
handling the course.
2. Out of 50 marks earmarked for CIE, 25 marks shall be assigned for internal tests. The
first test shall be conducted after completing two modules of the syllabus and the
second one after completing the remaining three modules.

6
 7

3. The remaining 25 marks shall be assigned for Continuous Course Assessment (CCA),
conducted as per the rubrics listed in the assessment section of the respective
syllabus.
4. A student shall obtain a minimum of 40% marks or 20 out of 50 marks allotted to CIE
to become eligible to appear for the SEE.

Passing requirement in SEE

1. For a pass in the Semester End Examination (SEE), a student shall secure a minimum
of 35 marks out of 100.
2. For the declaration of a pass grade, the sum of the Continuous Internal Evaluation
(CIE) marks (out of 50) marks and the SEE marks scaled down to 50 shall be greater
than or equal to 40 marks.
3. If the total (CIE + SEE) is less than 40 marks, the student shall be awarded the grade
‘F’ (Fail).

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 VTU/AEC Lab/LAB COURSE (1 Credit) template30032026 1

DATA STRUCTURES LABORATORY Scheme 2025

Course Code 1BCSL306 Semester 3
Teaching Hours/Week (L:T:P) 0:0:2 CIE Marks 50
Total Hours of Pedagogy L:T:P:SL:TW 0:0:28:2:30 SEE Marks 50
Credits 1 Total Marks 100
Examination type (SEE) Practical Exam Hours 03
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Develop C programs to implement fundamental data structures and their operations for solving
computational problems.
2. Make use of appropriate data structures to organize, store, and manipulate data for solving real-world
problems using C.
3. Build a laboratory record consisting of problem statements, algorithm/design, implementation,
program outputs, and result with appropriate inferences.

Note:
1. The laboratory syllabus consists of PART-A and PART-B. While PART-A has 6 conventional
experiments, PART-B has 6 typical open-ended experiments. The maximum marks for the laboratory
course are 100.

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2. Both PART-A and PART-B are considered for CIE and SEE.
3. Students have answer 1(one) question from PART-A and 1(one) question from PART-B.
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a. The questions set for SEE shall be from among the experiments under PART-A. It is evaluated for
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70 marks out of the maximum 100 marks.

b. The open-ended question set for SEE shall be any other open-ended question and not selected
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from the experiments under PART-A. It shall be evaluated for 30 marks.

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4. For Continuous Internal Evaluation (CIE) during the semester, classwork shall typically include open-
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ended questions from Part-B, along with other similar questions designed to enhance the students’
skills.
PART – A
FIXED SET OF EXPERIMENTS
1. Develop a Program in C for the following:
a. Define a structure Book with the following fields: Book_ID, Title, Author, Price, Availability Status
(Available/Issued)
b. Dynamically allocate memory to store the details of N books, where N is entered by the user.
c. Implement the following functions:
i. create() – To allocate memory and read the details of N books and store them in the allocated
memory.
ii. display() – To display the details of all books available in the library.
iii. search() – To search for a book using Book ID and display the book details if found.
iv. issueBook() – To issue a book by updating its availability status and display an appropriate
message.
v. returnBook() – To return an issued book by updating its availability status and display an
appropriate message.
d. Provide a menu-driven interface with the following options:
i. Add Book Records
ii. Display All Book Records

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 VTU/AEC Lab/LAB COURSE (1 Credit) template30032026 2

iii. Search Book by Book ID

iv. Issue a Book
v. Return a Book
vi. Exit

2. Develop a menu driven Program in C for the following operations on STACK of Integers (Array
Implementation of Stack with maximum size MAX)
a. Push an Element on to Stack
b. Pop an Element from Stack
c. Demonstrate how Stack can be used to check Palindrome
d. Demonstrate Overflow and Underflow situations on Stack
e. Display the status of Stack
f. Exit
Support the program with appropriate functions for each of the above operations

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3. Develop a program in C for simulating a Printer Queue using Queue data structure with the following
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operations:
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a. Add a print job to the Printer Queue.

b. Process (delete) a print job from the Printer Queue.
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c. Display all pending print jobs in the Queue.

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d. Display the number of print jobs currently waiting in the Queue.

e. Demonstrate Queue overflow and underflow conditions.
f. Exit.

4. Develop a menu-driven Program in C for the following operations on a Singly Linked List of Student
Records:
a. Create a linked list using front insertion.
b. Display all student records and count the number of nodes.
c. Insert and delete nodes at the beginning and end of the list.
d. Search for a student record using USN.

5. Develop a Program in C for the following:

a. Create a Binary Tree by inserting integer elements entered by the user in level order.
b. Implement the following functions:
i. createTree() – Create a binary tree using dynamic memory allocation.
ii. preorder() – Display the elements using Preorder Traversal.
iii. inorder() – Display the elements using Inorder Traversal.
iv. postorder() – Display the elements using Postorder Traversal.
c. Provide a menu-driven interface with the following options:

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 VTU/AEC Lab/LAB COURSE (1 Credit) template30032026 3

i. Create Binary Tree

ii. Display Preorder Traversal
iii. Display Inorder Traversal
iv. Display Postorder Traversal
v. Exit
6. Develop a Program in C for the following operations on Graph(G) of Cities
a. Create an Adjacency Matrix representing the graph of N cities
b. Print all the nodes reachable from a given starting node in a digraph using DFS/BFS method.

PART – B
OPEN ENDED EXPERIMENTS
Open-ended experiments are a type of laboratory activity where the outcome is not predetermined and students
are given the freedom to explore, design, and conduct the experiment based on the problem statements as per
the concepts defined by the course coordinator. It encourages creativity, critical thinking, and inquiry-based
learning.
1. Develop a C program to:

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a. Read two sparse matrices of the same order.
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b. Convert both into 3-tuple representation.
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c. Perform matrix addition.

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d. Display the resultant matrix in both normal matrix form and 3-tuple form.
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2. Develop a C-based Expression Conversion tool that uses stack data structure to convert arithmetic
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expressions from infix notation to postfix notation. The tool should support alphanumeric operands,
parentheses, and the operators (+, -, *, /, %, ^). Analyze the correctness of the conversion by testing various
valid expressions.

3. Develop a menu-driven Program in C for the following operations on Circular Queue (integer/floating point
data):
a. Insert an element into the Circular Queue.
b. Delete an element from the Circular Queue.
c. Display the contents of the Circular Queue.
d. Demonstrate overflow and underflow conditions.
e. Exit.

4. Develop a menu driven Program in C for the following operations on Doubly Linked List (DLL) of Employee
Data with the fields: SSN, Name, Dept, Designation, Sal, PhNo etc.
a. Create a DLL of N Employees Data by using end insertion.
b. Display the status of DLL and count the number of nodes in it
c. Perform Insertion and Deletion at End of DLL
d. Perform Insertion and Deletion at Front of DLL

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 VTU/AEC Lab/LAB COURSE (1 Credit) template30032026 4

e. Demonstrate how this DLL can be used as Double Ended Queue.

f. Exit

5. Develop a menu driven Program in C for the following operations on Binary Search Tree (BST) of Integers.
a. Create a BST of N Integers
b. Traverse the BST in Inorder, Preorder and Post Order
c. Search the BST for a given element (KEY) and report the appropriate message
d. Exit

6. Develop a Program in C for an Employee Record Management System using Hashing with the following
operations:
a. Create a hash table to store employee records using Employee ID as the key.
b. Insert employee records into the hash table using the Hash function H: K →L as H(K)=K mod m
c. Resolve collisions using Linear Probing.

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d. Search for an employee record using a given Employee ID and display the details.
e.
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Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

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Text books:
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1. Ellis Horowitz, Sartaj Sahni and Susan Anderson-Freed, Fundamentals of Data Structures in C, 2nd Ed,
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Universities Press, 2023.

Reference books / Manuals:

1. Reema Thareja, Data Structures using C, 3rd Ed, Oxford press, 2023.
2. A M Tenenbaum, Data Structures using C, PHI, 1989
3. Seymour Lipschutz, Data Structures Schaum's Outlines, Revised 1st Ed, McGraw Hill, 2014.

Web links and Video Lectures (e-Resources):

1. GNU-GCC Documentation: [Link]

2. Virtual Labs on Data Structures-1: [Link]
3. DSA Tutorial: [Link]
algorithms/
4. NPTEL Course on DSA: [Link]
5. NPTEL Course on Introduction to C Programming: [Link]
Teaching-Learning Process (Innovative Delivery Methods):
The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.
1. Engineering tool usage for the conduction of experiment
2. Demonstration through ICT tools
3. Use of virtual labs

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 VTU/AEC Lab/LAB COURSE (1 Credit) template30032026 5

Assessment Structure:
The assessment for each course is equally divided between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each component carrying 50% weightage (i.e., 50 marks each).

The CIE marks awarded shall be based on the continuous evaluation of the laboratory report using a defined set
of rubrics. Each experiment report can be evaluated for 30 marks. Total marks for the all report shall be scaled
down to 30 marks. The laboratory test (duration 03 hours) at the end of the last week of the semester /after
completion of all the experiments (whichever is early) shall be conducted for 50 marks and Marks scored shall
be scaled down to 20 marks. Final average of marks for report and test shall be out of 50 marks.
For both CIE and SEE, the student is required to conduct one experiment each from both Part A and Part B.

Rubrics for CIE – Continuous assessment:

Needs
Unacceptable
Criteria/Scale Superior (5) Good (4) Fair (3) Improvement
(1)
(2)
Demonstrates
Fundamental in-depth Demonstrates
understandin good
Knowledge: Demonstrates Demonstrates
g of data understandin
Understanding satisfactory partial Unable to

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structure g of data
the problem bu understandin understanding understand the
concepts and structure
g and selects and selects an problem or
statement and correctly concepts and
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a suitable inappropriate identify an
selection of identifies the selects an
data or partially appropriate data
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appropriate data most suitable appropriate

structure for suitable data structure.
structure [CO1, data data structure
the problem. structure.
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CO2] [PO1, PO2]
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the given guidance.

problem.
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Develops
multiple
algorithmic Develops
solutions, more than Develops a
Design of compares one design correct Develops an
Algorithm and Unable to design
them, and but provides algorithm incomplete
a suitable
Data Structure justifies the limited and data algorithm or
algorithm or
[CO1, CO2] [PO2, best design justification structure partially
data structure.
PO3] with for selecting with basic correct design.
appropriate the best explanation.
data solution.
structure
selection.
Implements
the selected
data
structure Implements
Implements Implements
Implementation efficiently the selected Unable to
the required the program
(Program using data structure implement the
data with significant
appropriate C correctly and required data
Coding) [CO1, structure errors or
constructs explains the structure
CO2] [PO5, PO8] with minor incomplete
with correct implementati program.
coding issues. operations.
operations on clearly.
and modular
programming
practices.
Program Successfully Identifies and Corrects most Corrects errors Unable to debug
Debugging and compiles, rectifies errors with only with or execute the

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 VTU/AEC Lab/LAB COURSE (1 Credit) template30032026 6

Testing [CO1, debugs, and errors partial assistance and program

CO2] [PO5, PO8] validates the independentl understandin limited successfully.
program for y with good g of understanding.
all test cases understandin debugging.
without g of
syntax, debugging.
semantic, or
logical errors.
Executes the
program
using various
test cases,
Executes Executes the
validates all Executes all
Results and most test program but Unable to verify
data test cases and
cases and provides or interpret the
Analysis [CO1, structure explains the
provides limited or program output
CO2] [PO4] operations, results
basic incorrect correctly.
and provides correctly.
analysis. analysis.
detailed
analysis with
appropriate
conclusions.

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organized
with problem Demonstratio
Demonstratio Demonstration is
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algorithm, satisfactory. is incomplete.

and record is Lab record is
data Lab record Lab record has
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organized incomplete,
Documentation structure contains most missing
with all major improperly
[CO3] [PO8, PO9, representatio required sections or
sections and formatted, or not
PO11] n, program, sections with inadequate
appropriate submitted on
output, acceptable formatting.
formatting. time.
observations, formatting.
and
conclusions
presented
using proper
formatting.

Rubrics for SEE / CIE Test:

Needs
Criteria /Scale Superior (5) Good (4) Fair (3) Improvement Unacceptable (1)
(2)
Demonstrates
excellent Demonstr
Demonstrates
knowledge of ates
good Demonstrates Does not
Fundamental data average
knowledge of limited understand the
Knowledge (2) structures, understan
major data conceptual fundamental
[CO1, CO2] [PO1] their ding of
structure understanding. concepts.
operations, basic
concepts.
and concepts.
applications.
Clearly Demonstr
Understanding of Understands Demonstrates Unable to
understands ates
Problem the problem minimal understand the
the problem partial

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 VTU/AEC Lab/LAB COURSE (1 Credit) template30032026 7

Definition (1) and identifies with minor understan understanding problem

[CO1, CO2] [PO2] the most clarification. ding of the of the problem. statement.
appropriate problem.
data
structure.
Designs an
efficient
algorithm and Implemen
correctly Designs and ts the core Partially
Design and
implements implements the algorithm implements the Unable to design
Implementation
the selected required with solution with or implement the
(3)
data solution with partial significant solution.
[CO1, CO2] [PO3]
structure minor issues. correctnes errors.
using s.
appropriate C
constructs.
Successfully
executes the
Executes
program
the Executes the
using Executes the
program program but
Results and multiple test program Unable to execute
with cannot

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Analysis (2) cases, correctly and or analyze the
bu limited properly
[CO1, CO2] [PO4] validates all provides good program.
test cases analyze the
operations, analysis.
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and basic results.
and provides
analysis.
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accurate
analysis.
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Clearly
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explains the
working of
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the selected
Explains the basic
data Provides Unable to explain
concepts with concepts
Communication structure, incomplete the
good with
(Viva Voce) (2) algorithm, explanations implementation or
communication average
[CO3] [PO8, PO9] implementati with incorrect answer questions
and correct communic
on, and terminology. satisfactorily.
terminology. ation
application
skills.
using correct
technical
terminology.

● To qualify and become eligible to appear for SEE, in the CIE component, a student must secure a
minimum of 40% of 50 marks, i.e., 20 marks.
● To pass the SEE component, a student must secure a minimum of 35% of 50 marks, i.e., 18 marks.
● A student is deemed to have successfully completed the course if the combined total of CIE and
SEE is at least 40 out of 100 marks.

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 VTU/AEC Lab COURSE (1 Credit) template30032026 1

EXPLORATORY DATA ANALYSIS

Course Code 1BAIL307A Scheme 2025
Type of Course AEC Semester 3
Teaching Hours/Week (L :T : P) 0:0:2 CIE Marks 50
Total Hours of Pedagogy 0:0:28:2:30
SEE Marks 50
L:T:P:SL:TW&SL:TH
Credits 1 Total Marks 100
Type of Examination Practical Exam Hours 03
Course outcome (Course Skill Set)
At the end of the course, the student will be able to:
1. Compare real-world datasets having different dataset structures and characteristics using Jupyter
Notebook, NumPy, and Pandas.
2. Apply descriptive statistical techniques to summarize, analyze, and interpret data for exploratory
analysis.
3. Make use of appropriate preprocessing techniques to handle data quality issues such as missing
values, duplicate records, and inconsistencies.
4. Perform data filtering, sorting, grouping, and aggregation operations to extract meaningful
information from datasets.
5. Interpret visualisations using Matplotlib and Seaborn to identify trends, patterns, and relationships

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in data.
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6. Communicate insights through reports and visual presentations of end-to-end Exploratory Data
Analysis (EDA).
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SET OF EXPERIMENTS
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1. Load a real-world dataset such as Student Performance, Employee Information, or Sales Data using
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Pandas in Jupyter Notebook. Explore the dataset by displaying the first few records, identifying the
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number of rows and columns, examining data types, and generating a summary of the dataset to
understand its structure and contents.
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a. Expected Input: CSV dataset containing records and attributes.

b. Expected Output: Display of dataset records, dimensions, column names, data types, and
summary information.
c. Learning Outcome: Ability to load and explore datasets using Pandas and understand the
structure of real-world data.

2. Extract numerical attributes from a dataset and perform basic statistical analysis using NumPy and
Pandas. Compute measures such as mean, median, mode, standard deviation, minimum, and
maximum values, and interpret the results to understand the distribution and characteristics of the
data.
a. Expected Input: Dataset containing numerical attributes.
b. Expected Output: Statistical summary showing central tendency and dispersion measures.
c. Learning Outcome: Ability to perform basic statistical analysis and interpret numerical data
characteristics.

3. Analyze the quality of a dataset by identifying missing values, counting null entries in each attribute,
and calculating the percentage of missing data. Generate a simple data quality report highlighting
attributes that require cleaning before further analysis.
a. Expected Input: Dataset containing missing or incomplete records.
b. Expected Output: Missing value count, percentage of missing data, and data quality report.
c. Learning Outcome: Ability to assess data quality and identify issues affecting analysis.

4. Perform data cleaning by handling missing values using suitable techniques such as replacement with
mean, median, or mode values and removal of incomplete records. Compare the dataset before and
after cleaning and analyze the impact of the cleaning process.
a. Expected Input: Dataset containing missing values.
b. Expected Output: Cleaned dataset and comparison report before and after preprocessing.

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 VTU/AEC Lab COURSE (1 Credit) template30032026 2

c. Learning Outcome: Ability to apply data cleaning techniques and prepare datasets for
analysis.

5. Detect and remove duplicate records from a dataset using Pandas functions. Compare the number of
records before and after duplicate removal and discuss the importance of maintaining data
consistency in analytical applications.
a. Expected Input: Dataset containing duplicate records.
b. Expected Output: Duplicate record count and cleaned dataset without duplicate entries.
c. Learning Outcome: Ability to identify and eliminate duplicate records to improve data
quality.

6. Perform data filtering, sorting, and selection operations on a dataset to answer business-oriented
questions such as identifying high-performing students, top-selling products, or employees with the
highest salaries. Present the extracted information in a meaningful format.
a. Expected Input: Dataset with categorical and numerical attributes.
b. Expected Output: Filtered and sorted data satisfying specified conditions.
c. Learning Outcome: Ability to retrieve and analyze relevant information from large datasets
using query operations.

7. Apply grouping and aggregation techniques using Pandas to generate summaries from a dataset.
Compute category-wise counts, averages, totals, and other statistical measures to derive meaningful

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insights from grouped data.
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a. Expected Input: Dataset containing categorical and numerical attributes.
b. Expected Output: Group-wise summary tables and aggregated results.
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c. Learning Outcome: Ability to summarize and analyze data using grouping and aggregation
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techniques.
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8. Conduct exploratory statistical analysis on a dataset by generating descriptive statistics and

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identifying patterns, variations, and unusual observations. Interpret the results to understand the
overall behavior of the dataset and support data-driven decision-making.
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a. Expected Input: Real-world dataset.

b. Expected Output: Statistical report highlighting key observations and trends.
c. Learning Outcome: Ability to perform exploratory statistical analysis and derive meaningful
insights.

9. Create bar charts and pie charts using Matplotlib or Seaborn to visualize categorical data from a real-
world dataset. Analyze the visualizations and draw conclusions regarding trends, distributions, and
comparisons among different categories.
a. Expected Input: Dataset containing categorical attributes.
b. Expected Output: Bar chart and pie chart visualizations.
c. Learning Outcome: Ability to visualize categorical data and communicate insights effectively.

10. Develop line plots and scatter plots to visualize trends and relationships among variables in a dataset.
Analyze the generated plots to identify growth patterns, variations, correlations, and potential
business insights.
a. Expected Input: Dataset containing numerical attributes.
b. Expected Output: Line plots and scatter plots showing trends and relationships.
c. Learning Outcome: Ability to analyze trends and relationships using graphical visualization
techniques.

11. Perform correlation analysis on a dataset by computing the correlation matrix and visualizing it using
a heat map. Identify strongly and weakly related attributes and discuss the significance of correlation
analysis in exploratory data analysis and machine learning applications.
a. Expected Input: Dataset with multiple numerical attributes.
b. Expected Output: Correlation matrix and heat map visualization.
c. Learning Outcome: Ability to analyze relationships among variables and identify influential
attributes.

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 VTU/AEC Lab COURSE (1 Credit) template30032026 3

12. Carry out a comprehensive Exploratory Data Analysis (EDA) micro-project on a real-world dataset
from domains such as education, healthcare, finance, retail, sports, or social media. The analysis shall
include dataset understanding, data quality assessment, data cleaning, statistical analysis,
visualization, correlation analysis, and presentation of key findings and recommendations through a
Jupyter Notebook report.
a. Expected Input: Real-world dataset selected by the student.
b. Expected Output: Complete EDA report including visualizations, statistical summaries,
observations, and recommendations.
c. Learning Outcome: Ability to independently perform end-to-end exploratory data analysis
on real-world datasets and communicate actionable insights.
Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

Textbooks:
1. Jake VanderPlas, Python Data Science Handbook: Essential Tools for Working with Data, 2nd Edition,
O'Reilly Media, 2022.
2. Elbert L. Hearon, Data Analytics with Applications in Business, LibreTexts Open Educational
Resource, 2025.

Reference books / Manuals:

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1. Wayne L. Winston, Microsoft Excel 2019 Data Analysis and Business Modeling, 6th Edition, Microsoft
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Press, 2019.
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2. Wes McKinney, Python for Data Analysis: Data Wrangling with Pandas, NumPy and Jupyter, 3rd
Edition, O'Reilly Media, 2022.
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3. Documentation of NumPy, Pandas, Matplotlib and Seaborn Libraries available at:

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[Link]
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[Link]
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[Link]
[Link]

Web links and Video Lectures (e-Resources):

1. Python Data Science Handbook (Jake VanderPlas):

[Link]
2. Pandas Documentation: [Link]
3. NumPy Documentation: [Link]
4. Matplotlib Documentation: [Link]
5. Seaborn Documentation: [Link]
6. Kaggle Datasets Repository: [Link]
7. FreeCodeCamp – Data Analysis with Python (Video Course):
[Link]
8. Corey Schafer Python Pandas Tutorial Series:
[Link]

Teaching-Learning Process (Innovative Delivery Methods):

The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.
1. Conduct hands-on laboratory sessions using Jupyter Notebook with real-world datasets from
domains such as education, healthcare, business, sports, and social media to promote experiential
learning and data-driven problem solving.
2. Adopt Problem-Based Learning (PBL) by presenting students with practical data analysis scenarios
that require data exploration, cleaning, visualization, and interpretation to derive meaningful
insights.

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 VTU/AEC Lab COURSE (1 Credit) template30032026 4

3. Encourage collaborative learning through team-based exploratory data analysis activities, peer
discussions, and presentation of analytical findings.
4. Integrate industry-relevant datasets from open repositories such as Kaggle, UCI Machine Learning
Repository, and Government Open Data Portals to expose students to real-world data challenges.
5. Demonstrate data analysis workflows using Python libraries such as NumPy, Pandas, Matplotlib,
and Seaborn, enabling students to learn concepts through practical implementation.
6. Promote inquiry-based learning by encouraging students to formulate analytical questions,
investigate datasets, and interpret results using statistical and visualization techniques.
7. Conduct mini-projects and case studies that require students to perform end-to-end exploratory
data analysis and communicate findings through reports and presentations.
8. Utilize online documentation, video tutorials, and interactive notebooks to support self-learning
and continuous skill development beyond classroom sessions.

Assessment Structure:

The assessment for each course is equally divided between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each component carrying 50% weightage (i.e., 50 marks each).

The CIE marks awarded shall be based on the continuous evaluation of the laboratory report using a defined

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set of rubrics. Each experiment report can be evaluated for 30 marks. Total marks for the all report shall be
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scaled down to 30 marks. The laboratory test (duration 03 hours) at the end of the last week of the semester
/after completion of all the experiments (whichever is early) shall be conducted for 50 marks and Marks scored
lla

shall be scaled down to 20 marks. Final average of marks for report and test shall be out of 50 marks.
Sy

Rubrics for CIE – Continuous assessment:

ft
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Needs
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Unacceptabl
Criteria/Scale Superior (5) Good (4) Fair (3) Improvement
e (1)
(2)
Clearly
understands
dataset Understands Understands Limited Unable to
Dataset structure, dataset basic dataset understanding explain
Understanding attributes, and structure and characteristics of dataset dataset
[CO1, PO1] context; most with minor structure and characteristic
accurately attributes. gaps. attributes. s.
explains data
characteristics.
Correctly
performs
Performs Performs basic
Data Analysis and statistical Unable to
analysis and analysis but Incomplete
Processing analysis and data perform
preprocessin requires analysis and
[CO2, CO3, PO2, preprocessing required
g with minor guidance for preprocessing.
PO5] with appropriate analysis.
errors. interpretation.
methods and
interpretation.
Creates
Creates
appropriate
meaningful Generates
Visualization and visualization Visualizations Unable to
visualizations visualizations
Insight s and are incomplete create
and derives but provides
Generation [CO4, provides or poorly meaningful
accurate insights limited
PO3, PO4, PO5] reasonable interpreted. visualizations.
supported by insights.
interpretatio
data.
ns.

4
 VTU/AEC Lab COURSE (1 Credit) template30032026 5

Efficiently
implements
Basic Significant
solutions using Correct Unable to
Implementation implementatio errors
Python, NumPy, implementati implement
and Tool Usage n with requiring
Pandas, and on with the
[CO1, CO4, PO5] moderate extensive
visualization minor errors. experiment.
assistance. assistance.
libraries with
minimal errors.
Well-organized
notebook/report Good
Adequate Incomplete Poor or
Documentation with clear documentati
documentatio documentation missing
and Presentation observations, on with
n with limited and documentatio
[CO5, CO6, PO9] conclusions, and proper
interpretation. observations. n.
presentation of observations.
results.
Writes clean,
modular, well- Functional Code contains
Code is Unable to
Code Quality, documented code with several
mostly develop
Debugging and code; efficiently moderate logical/syntax
organized functional
Best Practices debugs errors guidance and errors
with minor code or
[CO3, CO6, PO5, and follows limited requiring
debugging resolve

s
PO11] coding standards documentatio extensive
issues. bu errors.
and best n. assistance.
practices.
lla
Sy

Rubrics for SEE / CIE Test:

ft

Criteria/Scale Superior (5) Good (4) Fair (3) Needs Unacceptable

ra

Improvement (1)
D

(2)
Clearly
Problem understands the
Good Basic
Understanding problem Unable to
understandin understandi Limited
and Dataset statement and understand the
g with minor ng of the understanding
Analysis (2) accurately problem
clarification problem and of the task.
[CO1, CO2, PO1, analyzes the statement.
required. dataset.
PO2, PO5] dataset
requirements.
Develops and
Completes
executes a
Program major Partial
complete Unable to
Development and Executes the portions of implementatio
solution develop or
Execution (1) solution with the n with
independently execute the
[CO3, CO4, PO3, minor errors. implementat significant
with correct program.
PO5] ion with errors.
implementation
guidance.
and outputs.
Correctly
Result interprets
Interpretation outputs, Interprets Provides
Limited Unable to
and Insight visualizations, results with basic
interpretation interpret
Generation (3) and derives minor interpretatio
of outputs. results.
[CO2, CO4, CO5, meaningful inaccuracies. n of results.
PO4, PO5] insights from
the data.
Effectively Uses tools Demonstrate
Use of Data Limited ability Unable to use
utilizes Pandas, correctly with s basic usage
Analysis Tools to use tools. required tools.
NumPy, minor errors. of tools.

5
 VTU/AEC Lab COURSE (1 Credit) template30032026 6

and Visualization Matplotlib/Seab

(2) orn and
[CO4, CO5, PO5 appropriate EDA
techniques.
Develops
efficient, well-
structured,
Significant
error-free code Code is mostly
Code Quality and Functional coding and
and correct with Unable to write
Debugging (1) code with debugging
independently minor or debug the
[CO3, CO6, PO5, moderate errors
debugs issues debugging program.
PO11] guidance. requiring
using required.
assistance.
appropriate
programming
practices.
Demonstrates
excellent Good
Viva Voce and conceptual conceptual Unable to
Satisfactory Limited
Communication understanding understandin explain the
responses to conceptual
(2) and g and experiment or
questions. understanding.
[CO6, PO9] communicates communicatio results.

s
findings n.
confidently.
bu
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● To qualify and become eligible to appear for SEE, in the CIE component, a student must secure a
Sy

minimum of 40% of 50 marks, i.e., 20 marks.

● To pass the SEE component, a student must secure a minimum of 35% of 50 marks, i.e., 18 marks.
ft

● A student is deemed to have successfully completed the course if the combined total of CIE and
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SEE is at least 40 out of 100 marks.

D

6
 VTU/AEC Lab COURSE (1 Credit) template300320261

Project Management (with Git)

Course Code 1BCSL307A Scheme 2025
Type of Course AEC (Laboratory) Semester 3
Teaching Hours/Week (L:T: P) 0:0:2 CIE Marks 50
Total Hours of Pedagogy L :T:P:SL:TW 0:0:28:2:30 SEE Marks 50
Credits 1 Total Marks 100
Type of Examination Practical Exam Hours 03
Course outcome (Course Skill Set)

At the end of the course, the student will be able to:

1. Demonstrate the use of basic Git repository commands for version control operations.
2. Implement branch management strategies for collaborative software development
3. Apply collaboration techniques using remote repositories and distributed version control systems.
4. Configure Git tags, releases, and advanced Git operations for effective project management.
5. Modify Git history to maintain repository integrity and support project requirements.
SET OF EXPERIMENTS

1. Setting Up and Basic Commands:

s
Initialize a new Git repository in a directory. Create a new file and add it to the staging area, and
bu
commit the changes with an appropriate commit message.
lla
2. Creating and Managing Branches:
Sy

Create a new branch named "feature-branch." Switch to the "master" branch. Merge the "feature-
branch" into "master."
ft
ra

3. Creating and Managing Branches:

D

Write the commands to stash your changes, switch branches, and then apply the stashed changes
4. Collaboration and Remote Repositories:
Clone a remote Git repository to your local machine.
5. Collaboration and Remote Repositories:
Fetch the latest changes from a remote repository and rebase your local branch onto the updated
remote branch.
6. Collaboration and Remote Repositories:
Write the command to merge "feature-branch" into "master" while providing a custom commit
message for the merge.
7. Git Tags and Releases:
Write the command to create a lightweight Git tag named "v1.0" for a commit in your local
repository.
8. Advanced Git Operations:
Write the command to cherry-pick a range of commits from "source-branch" to the current branch.
9. Analysing and Changing Git History:
Given a commit ID, how would you use Git to view the details of that specific commit, including the
author, date, and commit message?
10. Analysing and Changing Git History:

1
 VTU/AEC Lab COURSE (1 Credit) template300320262

Write the Git command to display all commits made by the author "JohnDoe" between “January 1,
2025” and “December 31, 2025.”
11. Analysing and Changing Git History:
Write the command to display the last five commits in the repository's history.
12. Analysing and Changing Git History:
Write the command to undo the changes introduced by the commit with the ID "abc123".
Suggested Learning Resources: (Text Book/ Reference Book/ Manuals):

Textbooks:
1. Version Control with Git, 3rd Edition, by Prem Kumar Ponuthorai, Jon Loeliger Released October
2022, Publisher(s): O'Reilly Media, Inc.
2. Pro Git book, written by Scott Chacon and Ben Straub and published by Apress,
[Link]

Reference books / Manuals:

1. Git Pocket Guide, by Richard E. Silverman, [Link]

s
guide/9781449327507/ bu
lla
Web links and Video Lectures (e-Resources):
Sy

1. Git and GitHub Fundamentals (Infosys Springboard):

[Link]
ft

shared/overview
ra
D

2. Version Control Using Git (Infosys Springboard):

[Link]
134712177459211926_share%2Foverview

3. Pro Git (Official Git Documentation): [Link]

4. Introduction to Git and GitHub (Coursera Google): [Link]

git-github

Teaching-Learning Process (Innovative Delivery Methods):

The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.
1. Case Studies and Problem-Solving Activities
2. GitHub/GitLab Integration

Assessment Structure:

The assessment for each course is equally divided between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each component carrying 50% weightage (i.e., 50 marks each).

The CIE marks awarded shall be based on the continuous evaluation of the laboratory report using a defined
set of rubrics. Each experiment report can be evaluated for 30 marks. Total marks for the all report shall be
scaled down to 30 marks. The laboratory test (duration 03 hours) at the end of the last week of the semester
/after completion of all the experiments (whichever is early) shall be conducted for 50 marks and Marks scored
shall be scaled down to 20 marks. Final average of marks for report and test shall be out of 50 marks.

2
 VTU/AEC Lab COURSE (1 Credit) template300320263

Rubrics for CIE – Continuous assessment:

Components Needs
Superior Good Fair Unacceptable
CO-PO Mapping Improvement
(5) (4) (3) (1)
(2)
Demonstrates
Git Demonstrates Demonstrates
comprehensive Unable to
Fundamentals good basic Limited
understanding of explain
and Repository understanding understandin understanding
Git concepts, fundamental
Operations of Git concepts g of Git of Git concepts.
repositories, Git concepts.
[CO1] with minor concepts.
commits, and
[PO1, PO5] gaps.
version control.
Performs Performs Requires
Branching and Independently Unable to
branch basic branch significant
Workflow creates, perform
operations operations assistance for
Management manages, and branch
with minor with some branch
[CO2] merges branches operations.
guidance. errors. management.
[PO2, PO3] correctly.

s
Collaboration
bu
Performs most Performs Difficulty in
Efficiently
lla
and Remote remote basic executing Unable to use
performs clone,
Repository repository collaboration remote remote
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fetch, pull, push,

Management operations tasks with repository repositories.
and rebase
[CO3] correctly. assistance. commands.
ft

operations.
ra

[PO2, PO5, PO9]

D

Performs Performs
Tags, Releases Correctly applies Limited ability Unable to
advanced some
and Advanced tags, stash, to perform perform
operations advanced
Git Operations cherry-pick, and advanced advanced Git
with minor operations
[CO4] advanced Git operations. operations
mistakes. with
[PO4, PO11] operations.
guidance.
Git History
Accurately
Analysis and Performs Performs
analyses commit Requires Unable to
Repository history basic history
history and apply assistance to analyse Git
Maintenance analysis with viewing
history analyse history. history.
[CO5] minor errors. commands.
modification
[PO2, PO4,PO5,
commands.
PO11]
Demonstrates Demonstrates
Demonstrates all Demonstrates Unable to
basic limited
experiments most demonstrate
Demonstration experiments understanding
confidently and experiments experiments
and and of experiments
maintains a correctly and effectively and
documentation maintains an and maintains
complete, well- well-organized fails to
[CO1-CO5] adequate lab an incomplete
organized, and lab record with maintain a
[PO10, PO11] record with or poorly
accurate lab minor proper lab
some missing organized lab
record. omissions. record.
details. record.

Rubrics for SEE / CIE Test:

3
 VTU/AEC Lab COURSE (1 Credit) template300320264

Components Needs
Superior Good Fair Unacceptable
CO-PO Mapping Improvement
(5) (4) (3) (1)
(2)
Demonstrates Demonstrates
Git
excellent good Demonstrates Demonstrates
Fundamentals Unable to
understanding understanding basic limited
and Repository explain basic
of Git concepts of Git concepts understanding understanding
Operations (2) Git concepts.
and with minor of Git concepts. of Git concepts.
[CO1] [PO1, PO5]
workflows. gaps.
Clearly
understands Unable to
Understanding of Understands Demonstrates Shows limited
and accurately understand
Problem the task with basic understanding
interprets the the given task
Definition (1) minor understanding of the task
given Git task or
[CO1] [PO2] clarification. of the task. requirements.
and requirements.
requirements.
Designs and
Design and Demonstrates Unable to
implements Git Implements Git Requires
Implementation basic implement
workflows and workflows significant

s
(3) bu implementation the required
operations with minor assistance for
[CO2, CO3, CO4] of Git Git
accurately and errors. implementation
lla
[PO3, PO5] operations. operations.
efficiently.
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Accurately
Result & Analysis analyses Unable to
ft

Analyse results Demonstrates Shows limited

(2) results and interpret or
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with minor basic result ability to

[CO5] [PO4. draws analyse
D

errors. interpretation. analyse results.

PO5] appropriate results.
conclusions.
Communicates
ideas, Demonstrates Communicates Unable to
Communicates
Communication concepts, and basic with difficulty communicate
concepts
(Viva voce) (2) solutions communication and requires concepts or
effectively with
[CO3] [PO8, PO9] clearly and and frequent answer viva
minor errors.
confidently understanding. prompting. questions.
during viva.

● To qualify and become eligible to appear for SEE, in the CIE component, a student must secure a
minimum of 40% of 50 marks, i.e., 20 marks.
● To pass the SEE component, a student must secure a minimum of 35% of 50 marks, i.e., 18 marks.
● A student is deemed to have successfully completed the course if the combined total of CIE and
SEE is at least 40 out of 100 marks.

4
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Community Project / Societal Project (Project-Based Learning)

Course Code 1BCP308 Scheme 2025
Type of Course AEC/SDC Semester 3
Teaching Hours/Week (L:T:P) 0:0:0 CIE Marks 50
Total Hours of Pedagogy per 0:0:0:30:30
SEE Marks 50
Semester CI (L /T):
LI(P):TW&SL:TH
Credits 1 Total Marks 100
Examination type (SEE) Practical Exam Hours 03
Course Objectives:
The Community Project / Societal Project is a practical, project-based learning course that builds students’ awareness
on Educational Social Responsibility (ESR). It focuses on real issues such as the adaptation of technology for rural and
urban development, the application of tools for enhanced governance in civic societies, and sustainable technological
solutions for better living. Students may work individually or in groups of up to four, including interdisciplinary topics,
and assessment is based on the prescribed rubrics.
Course outcome (Course Skill Set):
At the end of the course, the student will be able to:
CO1 (L2 – Understand): Identify and analyze societal problems through field interaction and
technical assessment.
CO2 (L3 – Apply): Develop skills in project planning, field survey, data collection, implementation,

s
documentation, and reporting.
bu
CO3 (L3 – Apply): Apply principles of social responsibility in engineering practice through
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community-oriented interventions
CO4 (L4 – Analyze): Exhibit multidisciplinary learning, problem-solving ability, and communication
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skills based on collected data (requirements), stakeholder feedback, and baseline conditions.
CO5 (L5 – Evaluate): Formulate feasible societal problem statements and solutions considering
ft
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practical constraints and sustainability aspects.

CO6 (L6 – Create): Collaborate with technical and non-technical stakeholders and within the team to
D

deliver a product/project and its impact on society.

Restrictions and professional conduct:
Societal projects should be academic, socially responsible, technically focused, and politically neutral. Students and
faculty must maintain professionalism, ethical conduct, and respect while working with communities and
stakeholders and avoid any political, ideological, commercial, or disruptive activities. Projects should also consider
practical constraints such as cost, resources, safety, social impact, and stakeholder cooperation.

SET OF PROJECT ACTIVITIES (TW/SL = 30 HOURS)

Methods for project identification:
Students may identify the project topic using one or more of the following methods (not limited to): Interaction with
local rural or urban stakeholders such as local leaders, corporation/municipality/Panchayath officers, NGOs, etc.;
review of issues highlighted in print and electronic media and social networks. After selecting a broad topic, collect data
and requirements, conduct a feasibility survey, estimate timelines and resources, approximate expenditure (if
applicable), and define the problem statement with objectives clearly.

List of Project Topics/Titles (Not Limited):

Sl.
Broad Areas/Project titles Measurable engineering outcome Specific POs SDGs
No.

Computer-Based Learning Tool for Design and develop a web/browser- 5, 6 4

1 Mentally Challenged Students based learning tool as per the
requirements of the special school.

Medication management system for Design and develop a web-based 6 3

2 an old-age home. application to monitor the
administration of medicine to senior
citizens residing at an old-age home.
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Virtual Labs for Learning Science Design and Development simulation 5, 6 4

3 environment to do the experimentation
list in Physics/Chemistry/Biology for
high school in a rural area

Local Skill Development and Design and develop a web-based portal 6 4, 8

Employment Information Portal that provides information on local skill
4 development programs, vocational
training, internships, and employment
opportunities for youth in the
community.

Digital Complaint Portal for Gram Design and develop a web-based 6 16

5 Panchayat complaint portal (Specific nature) for
Gram Panchayat

Plant Care Reminder Application Implement a reminder mechanism that 6 13,15

6 generates timely notifications for
watering, fertilizing, pruning, and other
plant-care activities.

Basic Crop Recommendation Develop a basic crop recommendation 6 2, 13, 15

s
7
System bu
system that recommends suitable
crops based on user-provided
lla
parameters such as soil type, season,
rainfall, and water availability
Sy

Lost and Found Application Develop a Lost and Found Application 6 11, 16
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8 that enables users to report, search,

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and manage lost and found items

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Campus Navigation System Develop a campus navigation system 6 15

that enables users to locate important
campus facilities and obtain directions
9 between selected locations, which
provides a simple digital map and
location information for important
facilities on campus.

Public Waste Collection Monitoring Design and develop a web/mobile 6 3, 11, 16

System application that enables citizens to
report uncollected garbage with geo-
10 tagged photos, track complaint status,
and assist local municipal authorities in
monitoring waste collection and
sanitation services.

Volunteer Management System for Develop a web-based system to 6 16

11 NGOs manage volunteer registration, event
scheduling, attendance, and activity
reporting for NGOs.

Local Farmer Market Information Design and develop a digital platform 6 2, 8, 12

System that connects farmers directly with
12 consumers by providing crop
availability, prices, and contact
information.

Government scheme awareness for Design a UI in the native language for 6 11

13 betterment of livelihood people in rural areas to make best
utilization of the government scheme.
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Community Renewable Energy Design and develop a web/mobile portal 6 7, 11, 13

14 Awareness and Management Portal to provide information on renewable
energy resources and estimate energy
savings within the community.

Digital Learning Platform for Rural Design and develop a digital learning 5, 6 4
Government Schools platform (Tool) that provides
interactive learning content and
15 activity-based learning materials in
regional languages for rural and small
village govt schools (primary govt.
schools often lack interactive learning
tools)

Digital Heritage Preservation and Develop a digital platform to 6 11, 16

16 Cultural Information Portal document, preserve, and promote local
heritage sites, cultural events, and
historical information

s
bu
Community Disaster Preparedness Design and develop a web/mobile 6 11, 13
17 and Emergency Information System application for disaster preparedness
lla
and emergency alerts during natural
disasters.
Sy

Pesticide Usage Advisory and Design and develop an application that 6 2, 3, 15

ft

Organic Farming Awareness System provides recommendations on

ra

18 appropriate pesticide usage, promotes

D

organic farming practices, and suggests

suitable organic alternatives based on
soil test reports and crop information.

Cyber Security Awareness Platform Create a simple web app where users 5, 6 16
for Phishing, Digital Arrest Scams, paste suspected text/links to get a risk
19 and Malicious Applications score based on known phishing
patterns, deceptive URLs, and high-risk
keywords

Local Public Transportation Design and develop a web or mobile 6 11, 15

Information and Route Assistance application that provides location-
System based information on available public
20 transportation services, route maps,
estimated travel options, and nearby
transport facilities to improve
accessibility and promote the use of
public transportation.

Design and develop a web-based

inventory, billing, and sales analytics
21 Digital Inventory and Sales system for small businesses with 6 8, 9
Management System
dashboard reports and low-stock
alerts.

Develop a mobile/web application that

helps users manage household
22 Smart Financial Literacy and budgets, savings, government schemes, 6 1, 8
Budget Planner for public
and financial planning through
support.
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Design a digital platform that enables

23 Local Business Promotion and local vendors and small businesses to
6 8, 9
Market Analytics Portal advertise products, analyze customer
trends, and improve digital visibility.

Develop a web/mobile platform to

24 Blood Donor and Emergency Blood connect blood donors, hospitals, and
6 3
Availability Portal patients with real-time blood availability
information.

Develop a mobile application with SOS

25 Women Safety and Emergency Alert alerts, live location sharing, emergency
6 5, 11, 16
Application contacts, and nearby police station
information.

Public Grievance and Civic Issue Develop a web/mobile application that 6 11,15, 16
Reporting System allows citizens to report civic issues such
26 as potholes, streetlight failures, and
drainage problems and monitor
complaint resolution status.

Digital Public Library and Book Design and develop a web-based 6 4

s
27
Exchange System bu
platform that enables community
members or schools to manage book
lla
donations, borrowing, returns, and
book exchange activities.
Sy

Community Water Quality Design and develop a web-based portal 6 3, 6

ft

Reporting and Awareness Portal for citizens to report drinking water

ra

28 issues, record simple water quality

D

observations, and provide awareness

on safe water practices through
educational resources.

Community Blood Donor Registry Design and develop a web/mobile 6 3, 11

and Emergency Request System application that maintains a local blood
29 donor database, enables emergency
blood requests, and notifies eligible
donors based on blood group and
location.

Smart Community Health Camp Design and develop a web/mobile 6 3

Management System application to manage community
health camps by facilitating online
30 patient registration & doctor
scheduling/digital health record
maintenance/medicine inventory
tracking.

Develop a platform connecting

31 Food Waste Reduction and Food restaurants, hotels, and households
6 2, 12
Donation Platform with NGOs to donate surplus food
before it is wasted.

32 Community Tree Plantation and Develop a web/mobile application to

6 13, 15
Green Cover Monitoring Portal record tree plantation activities.

Develop an app to get information on

33 Career Guidance and Information aptitude tests, Course/scholarship 6 4, 8
Portal
alerts/placement information
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1
NGO Donation and Resource
Develop a web application to manage
Management System
34 donations, inventory, volunteers, and
6 16
financial transparency for NGOs.
Smart Local Tourism Business
Develop a web platform promoting local
Portal
35 tourism, homestays, guides, and cultural
6 8, 11, 15
businesses with booking facilities.
Design and develop a platform
Local Artisan and Handicraft
promoting local artisans and traditional
Marketplace
36 handicraft products.
6 8, 11

Waste Recycling Marketplace Develop a digital platform connecting

37 households, recyclers, and scrap
6 11, 12
collectors with pickup scheduling.

Evaluate the accessibility of at least 10

government or public-service websites
using WCAG guidelines, develop
38 Digital Accessibility Evaluation and accessibility improvement 6 16
Improvement for Public Websites
recommendations, and implement a
prototype demonstrating compliance

s
bu
improvements.
lla
Develop a multilingual digital library 6 4
Digital Library and Knowledge
with e-books, educational videos, and
Sy

39 Sharing Platform for Government

quizzes to improve access to learning
Schools
resources.
ft
ra

Design and develop a web/mobile 6 7, 11, 15

D

portal to provide information on

40 Community Renewable Energy renewable energy resources and
Awareness and Management Portal promote the adoption of sustainable
energy practices within the
community.

41 Local Business Digital Marketplace Web portal onboarding of at least 25 6 8, 12

local vendors and product catalog

42 Community Blood Donor and Web/mobile application connecting 6 3

Emergency Volunteer Network donors and volunteers

Develop an application providing

43 Mental Health Awareness and verified helpline contacts, self-help
6 3
Helpline Directory App resources, and stigma-reducing
content.

Develop an application to track and

44 Diet & Nutrition Awareness Tool for suggest balanced meal plans for 5, 6 2, 3
Anganwadi Children
children under a nutrition scheme.

Develop a simplified, accessible web

45 Digital Literacy Portal for Elderly application teaching basic smartphone 6 4, 11
Citizens
and internet skills to senior citizens.

Develop a Web tool matching students

46 Scholarship & Government Scheme to eligible scholarships and welfare 5, 6 4
Eligibility Checker
schemes based on entered criteria.

47 Digital Record-Keeping System for Develop a Ledger and record-keeping

6 5, 8
Self-Help Groups application to help women's SHGs
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1
manage savings, loans, and meeting
records.

Develop an application enabling

48 Elderly Companion & Wellness family/volunteers to schedule and log
6 3
Check-In App wellness check-ins for the elderly living
alone.

Develop a Platform matching

49 Old-Age Home Volunteer volunteers with old-age homes for
6 3, 11
Coordination Portal scheduled visits. events, and support
activities.

Develop a Web application connecting

50 Local Job & Skill Matching Portal for unskilled and semi-skilled workers 6 8
Daily-Wage Workers
with nearby job opportunities.

Develop an application for the registry

51 Street Vendor Digital Registry and helping street vendors to access
6 8
Support Portal municipal registration information and
gain customer visibility.

s
52 Microloan and Repayment Tracker
bu
Develop an application helping small
vendors track micro-loans, 6 8
for Small Vendors
lla
repayments, and daily sales.
Sy

Develop a tool estimating rooftop

53 Rainwater Harvesting Feasibility & rainwater harvesting potential based 5, 6 6,13
ft

Awareness Tool
on roof area and local rainfall data.
ra
D

Develop a Web/mobile application for

54 Water Quality Reporting System for citizens to report water contamination 6 6
a Village / Ward
issues and track resolution status.

Develop an application to register

Community Skill-Building participants and track attendance for
55 Workshop Registration and Tracker community skill-building workshops 6 4, 11
App such as tailoring, computer usage, and
first-aid.

Develop an application aggregating

56 Local Event & Festival Information community event and festival 6 11
Aggregator App
schedules for a town or ward.

Develop an application for local youth

57 Community Sports Ground / to check availability and book shared 6 3, 11
Facility Booking App
sports grounds or courts.

Develop a platform where local sports

58 Talent Scouting Platform for Rural talent can register profiles and gain 6 3
Sports Players
visibility to coaches and scouts.

Develop an application listing local

59 Youth Skill Development and internships, apprenticeships, and skill- 6 4, 8
Internship Finder App
training programs for youth.

Develop an application teaching basic

60 Financial Literacy Awareness App banking, savings, and fraud-avoidance 6 4, 8
for Rural Households
concepts with local-language support.
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Develop a portal listing free legal aid

61 Legal Aid & Rights Awareness contacts with simplified explanations 6 16
Portal
of common citizen legal rights.

Develop a tool helping unorganized-

62 Digital Insurance / Pension Scheme sector workers check eligibility and
5, 6 8
Awareness Tool enroll in government
insurance/pension schemes.

Develop an application to record cattle

63 Livestock Health Record and and livestock health history and 6 15
Vaccination Tracker
vaccination schedules for farmers.

Develop a portal letting farmers book

64 Soil Testing Appointment & Report soil-testing slots and access digital test 6 15
Access Portal
reports.

Develop an application allowing

65 Power Outage Reporting and residents to report and track power 6 7, 11
Tracking App for a Locality
outages to the local utility board.

Develop an application to schedule and

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66 Community Borewell / Water bu
track water tanker deliveries for 6 6, 11
Tanker Scheduling App
water-scarce localities.
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Develop an application educating

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67 Cyber Safety and Digital Fraud students and senior citizens on

6 16
Awareness App common online scams and safe digital
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practices.
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Develop an application to register

68 Adult Literacy Program learners and track attendance and
6 4
Registration and Progress Tracker progress in a community adult-literacy
drive.

Develop a tool delivering audio/visual

69 Inclusive Learning Content tool for learning content adapted for students 5, 6 4
Differently Abled Students
with visual or hearing impairments.

Develop an application for teachers to

70 School Dropout Tracking and record attendance trends and
6 4
Follow-up System flag/follow up on students at risk of
dropping out.

Develop an application for citizens to

71 Public Park / Garden Maintenance report maintenance issues in public
6 11,15
Complaint Tracker parks and gardens and track
resolution.

Develop an application allowing

72 Digital Suggestion Box for Local citizens to submit suggestions and
5, 6 16
Governance feedback to local governing bodies on
civic matters.

Develop an application to schedule and

73 Community Health Screening Camp manage attendance for community
6 3
Scheduler blood-pressure/diabetes screening
camps.

74 Digital Queue Management System Develop a token-based appointment

6 3
for Health Camps and queue management system/app
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1
for medical camps or PHCs.

Develop an application for citizens to

75 Streetlight Fault Reporting System report faulty streetlights using 6 11
photographs and GPS location.

Develop a GIS-enabled or map-based

76 Village Asset Mapping System application to document community
6 11
assets such as schools, hospitals, water
tanks, and roads.

Design and develop a web/mobile

application to record food items,
77 Food Waste Reduction & Expiry monitor expiry dates, provide expiry 6 2, 12
Management System
reminders, and maintain food
inventory to help reduce food wastage.

Design and develop a web-based

platform to manage community hall
78 Community Hall Booking & bookings, track hall availability,
6 11
Management System process booking requests, schedule

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maintenance, and maintain booking
records.
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Design and develop a web-based

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platform to maintain records of public

79 Public Infrastructure Asset infrastructure assets, report
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6 9, 11
Monitoring System maintenance issues, assign
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maintenance requests, and track their

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status.
Teaching Learning Process:
The suggested TLP for Community / Societal Project.

The following structured sequence of activities is to be carried out during the semester.

Week Teaching–Learning
Faculty Role Student Activity Output / Evidence
/ Activity
Phase
Course introduction,
Explain course scope, Understand course
objectives, ethics,
1 rules, rubrics, and requirements and form Team list, course plan
conduct, and
expected deliverables teams
assessment briefing

Community problem Identify local issues

Guide Topic Framing Shortlisted project
2 identification and topic through discussion and
and Feasibility topic
selection observation

Demonstrate survey
Stakeholder interaction methods and Collect initial data from Survey notes,
3
and preliminary survey stakeholder community/users interview record
engagement

Prepare problem
Problem statement and Review and refine Approved problem
4 statement, scope, and
objective formulation problem statement statement
objectives

Literature/case study Suggest relevant

Study existing solutions Baseline analysis
5 review and baseline references and
and compare summary
analysis examples
approaches
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Help teams organize Plan activities, divide

Project planning and Work plan / Gantt
6 tasks, timeline, and roles, and prepare
role assignment chart
responsibilities schedule

Check technical
Feasibility analysis and Generate possible Solution alternatives
7 feasibility and
solution brainstorming engineering solutions sheet
practicality

Selection of final Finalize concept,

Review final concept Concept note / design
8 solution and design methods, and expected
and design logic outline
approach outcome

Data processing / Analyze data, perform

Support Technical analysis
9 calculations / sizing / calculations, prepare
Computations and sheet
mapping maps/charts
technical review
Prototype / model / Monitor progress and
Develop the selected Working model/draft
10 audit / DPR / app correct technical
output DPR / map/app
development issues

Testing, refinement, Evaluate technical Test prototype or

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Test results / revised
11 and implementation correctness and
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output
planning improvements users
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Field implementation / Facilitate community Photos, attendance,

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Conduct implementation
12 demonstration / interaction and implementation
or demonstration
awareness activity documentation record
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Documentation of Review report Compile findings,

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13 outcomes, feedback, structure and stakeholder feedback, Draft report

and impact completeness and observations

Presentation Conduct mock

Prepare slides/poster
14 preparation and viva presentation and Presentation deck
and rehearse
practice feedback

Final presentation, Present project, submit

Evaluate performance Final report,
15 submission, and report, reflect on
using rubrics presentation, viva
reflection learning
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1
Assessment structure:
A. Continuous Internal Evaluation (CIE) – 50 marks
● Students, in batches of 3–4, shall undertake at least one project (or a combination of two related
activities) aiming, as far as possible, at a logical implemented or implementable outcome.
● CIE will be conducted by a departmental committee (HoD/nominee, guide and one senior faculty) using
the following rubrics totalling 50 marks:
CIE pass requirement:
A student shall secure a minimum of 20 marks out of 50 in CIE to become eligible to appear for SEE.
● Students who fail to earn the required CIE marks may be given additional opportunities before closure of
the semester; no re-doing of CIE is permitted after the end of the semester.
B. Semester End Examination (SEE) – 100 marks (scaled to 50)
● Examination duration: 2 hours.
● Maximum examination marks: 100 (entered as 100 in the VTU portal; the ITI-SMU module
automatically scales 100 → 50 for result processing).
● The SEE shall be conducted batch-wise by a committee of three faculty: project guide, one faculty from
the same department and one from a different department.
SEE pass requirement and overall passing rule:
● For a pass in SEE, a student shall secure minimum 35 marks out of 100.

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For declaration of a pass grade, the sum of CIE marks (out of 50) and scaled SEE marks (out of 50) shall
be ≥ 40; otherwise, the student is awarded grade F (Fail).
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CIE Rubric — Continuous Internal Evaluation (Total 50 marks):

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Weight Excellent (Full Needs

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Criterion Good Fair

(marks) marks) Improvement
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Problem clearly
Relevant
identified with Problem
Problem identification problem with
strong evidence defined but Problem unclear
& relevance to 8 clear scope and
of relevance and justification is or not relevant.
society/environment adequate
well-defined weak.
evidence.
scope.

Formation of problem Precise Adequate Partial

statement; engineering statement; sound, statement; statement; Missing or
10
approach, innovation & innovative, feasible with marginal infeasible.
feasibility feasible approach. minor gaps. feasibility.

Thorough Limited
Interaction with engagement; Good engagement; Little or no
stakeholders; data comprehensiv engagement; incomplete stakeholder
8
collection, analysis & e data and adequate data data and contact; no
interpretation well- and analysis. superficial data/analysis.
interpreted analysis.
analysis.
Complete, well-
Project documentation; Complete and Basic with Missing/poorly
organized,
clarity, organization & clear with omissions; organized; no
10 analytical, and
problem-solving some analytical problem- clear problem-
strong
demonstrated content. solving solving.
problem-
limited.
solving.
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Confident, Acceptable but

Clear and
structured, and lacks clarity or Poor or absent;
Communication & satisfactory;
6 answers queries confidence; unable to
presentation skills responds to
fully; visuals weak respond.
most queries.
effective. responses.

Clear, Benefit
demonstrable plausible; Limited or
Contribution & benefit No evident
societal benefit sustainability unclear benefit;
to society (impact, 8 benefit or
and realistic considered sustainability
sustainability) sustainability.
sustainability with minor weak.
path. gaps.

Notes for CIE rubric:

● Minimum CIE pass requirement: 20/50 to be eligible for SEE. [Use departmental committee
(HoD/guide + senior faculty) to apply the rubric and record marks.]
SEE Rubric — Semester End Examination (Enter marks out of 100; scaled to 50 later):

Weight Excellent (Full Needs

Criterion Good Fair
(marks) marks) Improvement

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Problem identification
Clearly
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& relevance to Clear with Problem stated but
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articulated with Poorly defined
society/environment 16 reasonable evidence/context
strong evidence or irrelevant.
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evidence. weak.
and context.
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Formation of
problem Precise; Technically
Basic; limited No viable
statement; demonstrates sound and
technical depth or engineering
engineering 20 engineering feasible with
feasibility approach or
approach, depth, novelty minor
concerns. infeasible plan.
innovation & and feasibility. limitations.
feasibility

Excellent
Interaction with
engagement; Good
stakeholders; data Superficial data Inadequate or
rigorous data engagement
collection, analysis & 16 collection and no data; poor
collection and and acceptable
interpretation limited analysis. analysis.
insightful analysis.
analysis.

Project
documentation; Comprehensive, Complete and Missing key
Lacks technical
clarity, technical technically technically elements or
20 depth or has
rigor & problem- rigorous, and correct with technically
notable omissions.
solving demonstrated systematic. minor gaps. incorrect.

Good
Presents expertly,
Communication, presentation Adequate but fails Poor
defends work
presentation & viva- and to answer some presentation
12 persuasively and
voce responses satisfactory technical and unable to
answers all
answers to questions. defend work.
queries correctly.
most queries.
 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

Clear, evidence-
Contribution & benefit Reasonable
based impact No coherent
to society; impact impact Limited evaluation
assessment with assessment of
assessment & 16 discussion and of impact or
scaling impact or
sustainability sustainability sustainability.
recommendation sustainability.
considerations.
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.

SEE pass rule:

● Student must secure at least 35/100 in SEE itself to be eligible for pass consideration.
● Final passing is based on CIE (out of 50) + SEE (scaled to 50) >= 40. Otherwise, grade F (Fail) is awarded.
Suggested implementation notes (for BoS / exam committees):
● Use numerical scores from the rubric and keep brief evaluator comments for each criterion.
● For team projects: record individual contribution within the documentation and adjust individual
marks using a peer-evaluation sheet or guide’s assessment.
● Maintain evidence (field notes, photos, questionnaires, DPRs, reports) as annexures for SEE moderation.
● Use standardized score sheet (spreadsheet) mapping rubric items to columns for easy aggregation
and archival.

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 VTU/PCC-PEC-OEC (3 Credits) template30032026 1

● Awareness Campaign on Single-Use Plastic and E-Waste Management

Suggested Learning Resources:
Reference Books:
1. Phadke, N. D., Community Engagement and Social Innovation, Oxford University Press, New Delhi.
2. Garg, N. R., Project-Based Learning in Engineering Education, Pearson India Education Services, Noida.
3. Gupta, A. and P. Singh, Service Learning and Community Projects, McGraw-Hill Education (India), New
Delhi.
4. Wilson, G., Practical Guide to Community Development Projects, Routledge, London.

Web links and Video Lectures (e-Resources):

1. VTU e-Learning Centre: [Link]
2. NPTEL courses on Project-Based Learning and Social Innovation.
3. SWAYAM courses on community engagement and sustainability.
4. UN Sustainable Development Goals portal.
5. MyGov India and local civic body portals for community initiatives.
6. YouTube resources on design thinking, social innovation, and community service learning.

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7. NGO and government field-action case studies related to sanitation, water, health, education, and
environment.
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Assessment Structure:
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Continuous Internal Evaluation (CIE) shall be conducted by the Departmental Project Review Committee consisting
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of a Senior Professor, the Project Guide, and one additional faculty member nominated by the Head of the Department.
Semester End Evaluation (SEE) shall be conducted by university-appointed examiners. The evaluation shall be based
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on rubrics designed to assess the attainment of NBA-defined graduate attributes, including problem analysis,
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investigation, design of solutions, communication, teamwork, and professionalism.

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The weightage of marks for CIE and SEE is 50% each.

Pass Criteria: A candidate shall secure a minimum of 40% of the total marks prescribed for Project Work, subject to
the required minimum in Continuous Internal Evaluation and Semester End Evaluation as per VTU regulations.