COURSEPACK

FRAMEWORK

The Course Pack is a comprehensive and complete pedagogical guideline document that describes the components of
instruction delivery by a faculty member. It consists of the scheme of the course, Course Overview, Course Objectives,
Prerequisite course, Program-specific Outcomes (PSOs), Course outcomes (COs), Bloom’s taxonomy (Knowledge Levels),
Types of Courses, Course articulation matrix, Course assessment patterns, Course content, Lesson Plan, Bibliography,
Problem-based learning/case-studies/clinical, and Student-Centred learning (self-learning towards life-long-learning).
It not only provides a uniform design of Course delivery across the University but also ensures freedom and flexibility to
introduce innovations in learning and teaching and create vivid kinds of assessment tools (alternate assessment tools)
by a faculty member.
The course pack is developed by the faculty member teaching a course. If more than one faculty
teaches the same course, all the faculty members teaching the course shall be formed as a cluster,
and a senior faculty member (Course-lead) lead the Course delivery design in a team effort. The
Course Pack provides ample scope and opportunity to bring innovations in teaching pedagogies in a
school/department.
Hence, the Course pack is a comprehensive learning-teaching strategy framework to be followed by
all the faculty members in schools/departments in the university. It is not only a tool for measuring
the learning of a class but also analyses the achievement levels (learning outcomes of the course) of
all the students in a class in a continuous manner.

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1. THE SCHEME
The scheme is an overview of work-integrated learning opportunities and gets students out into the
real world. This will give what a course entails.

Course Title Digital Image Processing Course Type Theory

[Link] (CSE) Vth
Course Code R1UC510T Class Sem
Activity Credits Credit Hours Total Number of Classes per
Assessment in Weightage
Lecture 3 3 Semester

Tutorial 0 0

Practical
Tutorial
Theory
Practical 0 0
Instruction CIE SEE
delivery Self-study 0 0

Total 3 3 45 0 0 50% 50%

Dr. R Sunder Course Dr Yashwant Soni

Course Lead
Coordinator
Theory Practical
Names Course Dr.R Sunder
Instructors Dr. Yashwant Soni
Dr Deepak

2. COURSE OVERVIEW
A course on digital image processing typically builds upon the foundational knowledge of digital image
processing. It delves deeper into more complex image processing algorithmic techniques. This course
explores various paths of digital image processing for computer science and software development. It
focuses on the fundamentals of image processing, image restoration, image compression, image
segmentation and current development on digital image processing.

3. COURSE OBJECTIVE
The purpose of this course is to impart knowledge on various Digital Image Processing Techniques and
their Applications

4. PREREQUISITE COURSE
PREREQUISITE COURSE REQUIRED NO

Course code Course Title

If, yes please fill in the Details
NO NO

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COURSEPACK
FRAMEWORK

5. PROGRAM OUTCOMES (POs):

In general, the Program Outcomes are defined by the respective apex body or council. In the event the POs are not
prescribed by a Council, then the concerned school offering the program to design and develop the POs based on the
PEOs. This has to be approved by the concerned BOS and submitted to the Academic Council for approval.
After the completion of the course, the student will be able to:

PO No. Description of the Program Outcome

PO1 Computing Science knowledge: Apply the knowledge of mathematics, statistics, computing science and
information science fundamentals to the solution of complex computer application problems.
PO2 Problem Analysis: Identify, formulate, review research literature, and analyze complex computing science
problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and computer
sciences.
PO3 Design/development of solutions: Design solutions for complex computing problems and design system
components or processes that meet the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
PO4 Conduct investigations of complex problems: Use research-based knowledge and research methods including
design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions
PO5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern computing science
and IT tools including prediction and modeling to complex computing activities with an understanding of the
limitations
PO6 IT specialist and society: Apply reasoning informed by the contextual knowledge to assess: for internal circulation
only: 5 societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional computing science and information science practice.
PO7 Environment and sustainability: Understand the impact of the professional computing science solutions in societal
and environmental contexts, and demonstrate the knowledge of, and need for sustainable development
PO8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the computing
science practice
PO9 Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and
in multidisciplinary settings.
PO10 Communication: Communicate effectively on complex engineering activities with the IT analyst community and
with society at large, such as, being able to comprehend and write effective reports and design documentation,
make effective presentations, and give and receive clear instructions.
PO11 Project management and finance: Demonstrate knowledge and understanding of the computing science and
management principles and apply these to one’s own work, as a member and leader in a team, to manage projects
and in multidisciplinary environments.
PO12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-
long learning in the broadest context of technological change.

6. PROGRAM SPECIFIC OUTCOMES (PSOs):

Program Specific Outcomes (PSO) are statements that describe what the graduates of a discipline-specific program
should be able to do. Two to Three PSOs per program should be designed.

PO No. Description of the Program-Specific Outcome

PSO1 Have the ability to work with emerging technologies in computing requisite to Industry 4.0.

PSO2 Demonstrate Engineering Practice learned through industry internship and research projects to solve live problems
in various domains.

7. COURSE CONTENT (THEORY + PRACTICAL)

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 Syllabus
DIGITAL IMAGE FUNDAMENTALS
Introduction – Origin, Steps in Digital Image Processing, Components, Elements of Visual Perception,
Image Sensing and Acquisition, Image Sampling and Quantization, Relationships between pixels.
IMAGE ENHANCEMENT
Spatial Domain: Gray level transformations, Histogram processing, Basics of Spatial Filtering–
Smoothing and Sharpening, Spatial Filtering.
Frequency Domain: Introduction to Fourier Transform, Smoothing and Sharpening frequency
domain filters, Ideal, Butterworth and Gaussian filters.
IMAGE RESTORATION
Noise models – Mean Filters, Order Statistics, Adaptive filters, Band reject Filters, Band pass
Filters, Notch Filters, Optimum Notch Filtering, Inverse Filtering, Wiener filtering.
IMAGE COMPRESSION AND SEGMENTATION
Compression: Fundamentals, Image Compression models, Error Free Compression, Variable
Length Coding, Bit-Plane Coding, Lossless Predictive Coding, Lossy Compression, Lossy Predictive
Coding, Wavelet Coding, Compression Standards- JPEG2000.
Segmentation: Detection of Discontinuities–Edge Linking and Boundary detection, Region based
segmentation
CASE STUDIES USING MATLAB / Python
Introduction to Image Processing Toolbox: Filtering, Enhancement, Edge Detection, Morphological
Operations Segmentation; Case studies–Various Image Processing Techniques.
Text Book
1. Rafael C. Gonzales, Richard E. Woods, “Digital Image Processing”, Pearson Education,
Third Edition, 2010.
2. Fundamentals of digital image processing by [Link].
Reference Books
1. Jayaraman S., Esaki Rajan S., [Link] Kumar, “Digital Image Processing”, Tata
2. Bhabatosh Chanda, Dwejesh Dutta Majumder, “Digital Image Processing and analysis”, PHI
Learning Pvt. Ltd., Second Edition, 2011.
3. Malay K. Pakhira, “Digital Image Processing and Pattern Recognition”, PHI Learning Pvt. Ltd.,
First Edition, 2011.
4. Annadurai S., Shanmugalakshmi R., “Fundamentals of Digital Image Processing”, Pearson
Education, First Edition, 2007.

Webliography
● [Link]

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 COURSEPACK
FRAMEWORK

8. COURSE OUTCOMES (COs)

A detailed description of what a student must be able to do at the completion of a course. There can be 3-6
statements/outcomes for every course (suggestive of at least one outcome per credit).
While writing the course outcomes, it is helpful to use verbs that are measurable or that describe an observable action.
Such verbs help faculty and students avoid misconceptions and misinterpretations as well. The best outcomes will
include a description of the conditions and the acceptable performance level to be achieved by the learners/students.
After the completion of the course, the student will be able to:

CO No. Description of the

Course Outcome
R1UC510T.1 Understand the fundamental concepts of digital image processing.

R1UC510T.2 Use various Image enhancement Techniques on image.

R1UC510T.3 Use various restoration techniques on image.

R1UC510T.4 Use and analyze various Image compression and Image segmentation methods

R1UC510T.5 Implement various digital image processing techniques using MATLAB/ Python

9. TAXONOMY LEVEL OF THE COURSE OUTCOMES

Bloom’s taxonomy is a set of hierarchical models used for the classification of educational learning objectives into levels
of complexity and specificity. The learning domains are cognitive, affective, and psychomotor.
Mapping of COs with Bloom’s Level

Remember Understand Apply Analyse Evaluate Create

CO No. KL1 KL 2 KL 3 KL 4 KL 2 KL 6

R1UC510T.1 √

R1UC510T.2 √ √

R1UC510T.3 √ √

R1UC510T.4 √ √ √ √

R1UC510T.5 √ √ √ √

10. COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course Outcomes and Program Outcomes and their
expected strength of mapping in three levels (low, medium and high).
PSO2
PO7

POn
PO3

PO5

PO6

PO8
PO2
PO1

PO4

PSO

POs
-

COs
2
R1UC510T.1
2
R1UC510T.2
2 2
R1UC510T.3
2 2 2 2 2
R1UC510T.4

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 2 2 2 2 2 2
R1UC510T.5
Note: 1-Low, 2-Medium, 3-High \ *first semester first course and first Course Outcome

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11. TYPICAL EXAMPLE OF COURSES, CREDIT HOURS AND TEACHING HOURS

Credits Hours Hours of engagement/ 15 weeks/
Week semester

Self-study

Self-study
Practical

Practical
Type of Course Remarks
Tutorial

Tutorial
Theory

Theory
Total

Total
Total no. of
classes

Theory Course 3 0 0 0 3 3 0 0 0 3 45 45 classes for theory

Theory Course 45 classes for theory and
3 1 0 0 4 3 1 0 0 4 60
with Tutorial 15 for tutorial
Lab Course 0 0 1 0 1 0 0 2 0 2 30 30 hours lab sessions
45 classes for theory and
Integrated Course 3 0 1 0 4 3 0 2 0 5 75
30 hours of lab sessions
Comprehensive 45 classes for theory &
3 0 1 1 5 3 0 2 3 5+3* 75
Course 30 hours of lab sessions
Seminar/Project/
0 0 0 0 1 0 0 0 0 0 0 -
Internship Course

*1 credit = 3 self-learning hours (Not to mention in the lesson plan)

L-No Topic for Delivery Skill Competency

1 DIGITAL IMAGE FUNDAMENTALS Student will be able to CO1
2 Introduction – Origin understand basic concepts of
3 Steps in Digital Image Processing Digital Image Processing
4 Components
5 Elements of Visual Perception
6 Image Sensing and Acquisition
7 Image Sampling and Quantization
8 Relationships between pixels
9 IMAGE ENHANCEMENT Students will be able to CO2
10 Spatial Domain: Gray level transformations understand various filtering,
11 Histogram processing smoothing, sharpening
12 Basics of Spatial Filtering- Smoothing techniques.
13 Sharpening, Spatial Filtering
14 Frequency Domain: Introduction to Fourier Transform
Introduction to Fourier Transform Smoothing and
15 Sharpening
16 frequency domain filters
17 Ideal, Butterworth filters
18 Gaussian filters
19 IMAGE RESTORATION Students will be able to CO3
20 Noise models - Mean Filters understand Image
21 Order Statistics Restoration
22 Adaptive filters
23 Band reject Filters.
24 Band pass Filters.
25 Notch Filters, Optimum Notch Filtering
26 Inverse Filtering,
27 Wiener filtering.
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28 IMAGE COMPRESSION AND SEGMENTATION Students will be able to CO4
Compression: Fundamentals Image Compression understand Image
29 models, Error compression and
30 Free Compression segmentation techniques
31 Variable Length Coding, Bit-Plane coding
32 Lossless Predictive Coding
33 Lossy Compression, Lossy Predictive Coding
34 Wavelet Coding, Compression Standards- JPEG2000
Segmentation: Detection of Discontinuities-Edge
35 Linking
36 Boundary detection
Region based segmentation
37
38 CASE STUDIES USING MATLAB / Python Student will be able to CO5
39 Introduction to Image Processing apply advanced concepts of
40 Toolbox: Filtering Digital Image
41 Enhancement, Edge Detection
42 Operations Segmentation
Case studies–Various Image Processing
Techniques.
43

12. BIBLIOGRAPHY
Text Book

3. Rafael C. Gonzales, Richard E. Woods, “Digital Image Processing”, Pearson

Education, Third Edition, 2010.
4. Fundamentals of digital image processing by [Link].

Reference Books
5. Jayaraman S., Esaki Rajan S., [Link] Kumar, “Digital Image Processing”, Tata
6. Bhabatosh Chanda, Dwejesh Dutta Majumder, “Digital Image Processing and analysis”,
PHI Learning Pvt. Ltd., Second Edition, 2011.
7. Malay K. Pakhira, “Digital Image Processing and Pattern Recognition”, PHI Learning
Pvt. Ltd., First Edition, 2011.
8. Annadurai S., Shanmugalakshmi R., “Fundamentals of Digital Image Processing”,
Pearson Education, First Edition, 2007.

Webliography
[Link]
13. COURSE ASSESSMENT
Assessment forms an integral part of curriculum design. A learning-teaching system can only be effective if the student’s
learning is measured at various stages which means while the student processes learning (Assessment for Learning)
a given content and after completely learning a defined content (Assessment of Learning). Assessment for learning is
referred to as formative assessment, that is, an assessment designed to inform instruction.

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COURSEPACK
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The ability to use and apply the knowledge in different ways may not be the focus of the assessment. With regard
to designing assessments, the faculty members must be willing to put in the time required to create a valid, reliable
assessment, that ideally would allow students to demonstrate their understanding of the information while remaining.
The following are the five main areas that assessment reporting should cover.
1. Learning Outcomes: At the completion of a program, students are expected to know their knowledge, skills, and
attitude. Depending on whether it is a UG or PG program, the level of sophistication may be different. There should
be no strict rule on the number of outcomes to be achieved, but the list should be reasonable, and well-organized.
2. Assessable Outcomes: After a given learning activity, the statements should specify what students can do to
demonstrate. Criteria for demonstration are usually addressed in rubrics and there should be specific examples of
work that doesn’t meet expectations, meets expectations, and exceeds expectations. One of the main challenges
is faculty communication whether all faculty agreed on explicit criteria for assessing each outcome. This can be a
difficult accomplishment when multiple sections of a course are taught or different faculty members. Hence there
is a need for common understanding among the faculty on what is assessed and how it is assessed.
3. Assessment Alignment: This design of an assessment is sometimes in the form of a curriculum map, which can be
created in something as easy as an Excel spreadsheet. Courses should be examined to see which program outcomes
they support, and if the outcome is assessed within the course. After completion, program outcomes should be
mapped to multiple courses within the program.
4. Assessment Planning: Faculty members need to have a specific plan in place for assessing each outcome. Outcomes
don’t need to be assessed every year, but faculty should plan to review the assessment data over a reasonable period
of time and develop a course of action if the outcome is not being met.
5. Student Experience: Students in a program should be fully aware of the expectations of the program. The program
outcomes are aligned on the syllabus so that students are aware of what course outcomes they are required to
meet, and how the program outcomes are supported. Assessment documents should clearly communicate what is
being done with the data results and how it is contributing to the improvement of the program and curriculum.
Designing quality assessment tools or tasks involves multiple considerations if it is to be fit for purpose. The set of
assessments in a course should be planned to provide students with the opportunity to learn as they engage with
formative tasks as well as the opportunity to demonstrate their learning through summative tasks. Encouraging the
student through the use of realistic, authentic experiences is an exciting challenge for the course faculty team, who
are responsible for the review and quality enhancements to assessment practices.

14. DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

a) Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by Course
Faculty to improve their teaching and by students to improve their learning. More specifically, formative assessments
help students identify their strengths and weaknesses and target areas that need work, and faculty members recognize
where students are struggling and address problems immediately. Examples of formative assessments include Mid Term
Exam (MTE) as well as asking students to:
⚫ Draw a concept map in class to represent their understanding of a topic
⚫ Submit one or two sentences identifying the main point of a lecture
⚫ Turn in a research proposal for early feedback

b) Summative assessment
The goal of summative assessment is to evaluate student learning at the end of a Course by comparing it against some
standard or benchmark. Examples of summative assessments include:
⚫ a final project
⚫ a paper
⚫ Semester-End Examination (For courses running in Semester mode)
⚫ End-Term Examination (For courses running in Annual Mode)

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Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
c) Weightage
The formative and summative assessments are given 50-50 weightage to ensure proper learning levels among the
students.

14.1 Assessment Pattern for Theory Course:

Type of Course CIE Total Marks Final Marks

(T) IA1 #
MTE IA2 #
CIE SEE CIE*0.5+SEE*0.5

THEORY 25 50 25 100 100 100

#
Typical Rubric for the Internal Assessments
Type of Assessment Tools QUIZ AAT$/MOOC Certifications
Internal Assessments 10 15
$
AAT is Literature survey, Seminar, Assignment, Term Paper, Slip Test (or) MOOC Certificate relevant to the course

14.2 Assessment Pattern for Integrated (Blended) Course:

Type of Course CIE Total Marks Final Marks

(B) LAB Work@ + Record MTE LAB EXAM* CIE SEE CIE*0.5+SEE*0.5

INTEGRATED 25 50 25 100 100 100

@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one internal and one external)

14.3 Assessment Pattern for Comprehensive Course:

CIE Total Marks
Type of Course Final Marks
LAB@ Course-based
(C) (Work+ Record)
MTE
Project^
CIE SEE CIE*0.5+SEE*0.5

COMPREHENSIVE 25 50 25 100 100 100

@
Lab Work-15 marks + Lab Record-10 marks

^Typical Rubric for the Course-based project

Technical
Type of Assessment Tools Preliminary Project Plan TRL-1 Viva-voce
Seminar
Course-based Project Work 05 05 10 05
PPP (Preliminary Project Plan): The preliminary project plan (PPP) provides an initial, overview of the project and all of its
known parameters. It outlines the project’s objectives, relevance to the program, merit, and conformity to current industry/
government policy, proposed methodology, and expected outcomes. It should also include any known constraints related
to the time frame (Gantt Chart), budget, etc.
TRL (Technology Readiness Level)-1: Basic Research: Initial scientific research has been conducted. Principles are
qualitatively postulated and observed. Focus is on new discovery rather than applications.

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COURSEPACK
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14.4 Assessment Pattern for Two Credit MOOC Courses (Online/Self-Paced Learning)

Type of Course CIE Total Marks Final Marks

(M) IA1 IA2 CIE* SEE CIE+SEE

2 CREDIT MOOC COURSES 25 25 50 50 100

*
from MOOC portal

14.5 Assessment Pattern for Lab Course:

CIE Total Marks
Type of Course Final Marks
(L) LAB Work@ + CIE+SEE
LAB TEST CIE SEE LAB EXAM*
Record

LABORATORY 25 25 50 50 100
@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one internal and one external)

14.6 Assessment Pattern for Seminar/Minor Project/Internship Course:

Type of Course CIE Total Marks Final Marks

(V) IA1@ IA2@ CIE SEE CIE+SEE

SEMINAR/PROJECT/INTERNSHIP 25 25 50 50 100
@
Rubric to be specified by the concerned Faculty

14.7 Assessment Pattern for Final Year Student Capstone Project:

CIE Total Marks
Literature Review/

Final Marks
Result Analysis

CIE+SEE
Experimental/
Identification

Methodology
Applicability

Conclusion/

Type of Course
Problem

Findings

(R) CIE SEE%

CAPSTONE PROJECT 10 10 10 10 10 50 50 100

%Typical Rubric for SEE

Formulation
of Problem TRL (Technology Readiness Level) Presentation Viva Voce
Statement
20 (TRL-1 to TRL-4)
10 0 marks for 5 marks for 10 marks 15 marks 20 marks 10 10
no TRL TRL-1 for TRL-2 for TRL-3 for TRL-4

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 TRL 1 Initial scientific research has been conducted. Principles are qualitatively postulated and
Basic Research observed. Focus is on new discovery rather than applications.

Initial practical applications are identified. Potential of material or process to solve a

TRL 2 Applied Research
problem, satisfy a need, or find application is confirmed.
TRL 3 Critical Function
Applied research advances and early stage development begins. Studies and laboratory
or Proof of Concept
measurements validate analytical predictions of separate elements of the technology.
Established
TRL 4 Lab Testing/
Validation of Alpha Design, development and lab testing of components/processes. Results provide evidence
Prototype Component/ that performance targets may be attainable based on projected or modelled systems.
Process
Note: Council Driven Programs can follow their own assessment pattern.

15. PASSING STANDARDS

High standards are maintained in all aspects of the examination. The relative grading method is followed. The minimum
standard of passing in respect of CIE and SEE for each course as shown in the table shall be effective from the academic
session 2022-23 onwards.
Note: The programs running with the approval of respective councils shall follow the passing standards as defined
by the respective councils.
Passing Criteria for Different Course Types Effective from AY 2022-23 Onwards

[Link]. Course Type Passing Criterion

1. Theory Course (T) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE) and 40% of aggregate marks in
the course including Continuous internal examination (CIE) and SEE/ETE
marks. i.e., the minimum Passing Grade is “P”.
2. Integrated course (B) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE), 30% of the maximum marks in
the LAB EXAM, and 40% of aggregate marks in the course Continuous
internal examination (CIE) and SEE/ETE marks i.e., minimum Passing
Grade in a course is “P”.
3. Comprehensive Course A student shall secure a minimum of 30% of the maximum marks in the
(C) semester-end examination (SEE/ETE) and 40% of aggregate marks in
the course Continuous internal examination (CIE) and SEE/ETE marks i.e.,
minimum Passing Grade in a course is “P”.
4. Lab Course (L) A student shall secure a minimum of 30% of the maximum marks in the
SEE LAB EXAM and 40% of aggregate marks in the course Continuous
internal examination (CIE) and SEE/ETE marks i.e., minimum Passing
Grade in a course is “P”.
5. Seminar/Project/ A student shall secure a minimum of 40% of aggregate marks in the
Internship Course (R) Continuous internal examination (CIE) and SEE/ETE marks i.e., minimum
Passing Grade in a course is “P”.
Note: Students unable to meet the overall passing criteria as mentioned in Sr. No-1, 2 & 3 shall be
eligible for the following options to clear the course:
▪ Appear in the Back Paper Examinations and have to meet the criteria to score 40% in marks overall
▪ appear in summer examinations (internal +External) to meet the criteria as per Sr. No-1, 2 & 3.

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16. PROBLEM-BASED LEARNING/CASE STUDIES/CLINICS

Exercises in Problem-based Learning (Assignments) (Min 54 Problems)

[Link]. Problem KL
1 Write a program to crop an image into 4 quadrants and display all cropped image in single K3
window.
2 Write a program to perform cropping, Zooming of an image. K3

3 Write a program to demonstrate Image negative &Image Enhancement in the Spatial K3

Domain.
4 Write a program to Read a grayscale image and convert it into a binary image using hard K3
thresholding. Make the threshold value as a user defined parameter, vary the threshold
and observe the result.
5 Perform the program for Contrast Stretching of an image K3

6 Perform the program for Histogram Specification in spatial domain. K3

7 Program for Zooming by interpolation and replication K3

8 Read an image and perform histogram equalization of the input image and analyze the K3
result
9 Read a grayscale image and convert it into a binary image using hard thresholding. Make K3
the threshold value as a user defined parameter vary the threshold and observe the
result.
10 Program to perform gray level slicing with background K3

11 Program to perform gray level slicing without background K3

12 Program to perform a Negation of an image K3

13 Program to perform logarithmic transformation K3

14 Read an image and apply a normal averaging filter of size 3X3 and 5X5 to the image. K3

15 Read an image and apply a weighted averaging filter of size 3X3 and 5X5 to the image. K3

16 Read an image, then corrupt the image using 'salt and pepper noise'. now apply a 3X3 K3
box filter, a 5X5 box filter and the median filter to the corrupted image.
17 Read an eight-bit image and extract the eight bit plane in the image (Bit plane slicing). K3

18 Read an eight-bit image, set any of the bit planes 0 to 7 to zero in a user defined K3
manner and reconstruct the image. observe the impact of zeroing the least significant
and most significant bit plane.
19 Program to perform a low pass filter transfer function K3

20 Program to perform code to generate a separable low pass filter transfer function. K3

21 Write a program that performs a two-dimensional Butterworth high pass filter of the given K3
image for two different cutoff frequencies.
22 Program to perform Gaussian low pass filter. K3

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 23 Program to perform Gaussian high pass filter. K3

24 Read an input image and perform a frequency domain low pass filter on the image. K3

25 Read an input image and perform a frequency domain band pass filter on the image. K3

26 Perform the program for spatial domain under Median filtering K3

27 Edge Detection using derivative filter mask by Prewitt K3

28 Edge Detection using derivative filter mask by Sobel K3

29 Edge Detection using derivative filter mask by Laplacian K3

30 Data compression using Huffman coding K3

31 Implement any segmentation method K3

32 Create any project on Image Processing (Image Detection, Recognition, Segmentation, K3

Classification)

17. STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-LONG-

LEARNING)
Self-Learning, self-doing, and application of the knowledge acquired through the course after gaining adequate
knowledge
It’s a typical course-based project to be carried out by a whole class in groups of four students each; they should exhibit
higher level Knowledge Levels (Bloom’s Revised Taxonomy). Toenhancetheirskillsetintheintegratedcourse,thestudents
areadvisedtoexecutecourse-based Design projects.
The students, in a group not exceeding 4, are expected to conceive an idea based on the content (objectives/ outcomes)
and apply the suitable knowledge to demonstrate their ability to learn.
A list of 30-40 project statements can be offered to the students to choose or develop their own ideas (teamwork) to
define a problem statement, design and develop a product/ process/service/application, and provide a suitable solution
(design thinking). They may also upload this Idea on the Yukti Portal (contact the University IIC Team) and also patent the
same.

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