VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Advanced VLSI
Course Code 21EC71 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 Learn overview of VLSI design flow
 Emphasise on Back end VLSI design flow
 Learn basics of verification with reference to System Verilog
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply
recall it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Introduction to ASICs: Full custom, Semi-custom and Programmable ASICs, ASIC Design flow, ASIC
cell libraries. CMOS Logic: Data path Logic Cells: Data Path Elements, Adders: Carry skip, Carry bypass,
Carry save, Carry select, Conditional sum, Multiplier (Booth encoding), Data path Operators, I/O cells,
Cell Compilers. Text Book 1
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-2
Floor planning and placement: Goals and objectives, Measurement of delay in Floor planning, Floor
planning tools, Channel definition, I/O and Power planning and Clock planning. Placement: Goals and
Objectives, Min-cut Placement algorithm, Iterative Placement Improvement, Time driven placement
methods, Physical Design Flow.
Routing: Global Routing: Goals and objectives, Global Routing Methods, Global routing between
blocks, Back annotation. Text Book 1
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
 Module-3
Verification Guidelines: The verification process, basic test bench functionality, directed testing,
methodology basics, constrained random stimulus, randomization, functional coverage, test bench
components, layered testbench.
Data Types: Built in Data types, fixed and dynamic arrays, Queues, associative arrays, linked lists,
array methods, choosing a type, creating new types with type def, creating user defined structures,
type conversion, Enumerated types, constants and strings, Expression width.
Text Book 2
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-4
Procedural Statements and Routines: Procedural statements, Tasks, Functions and void functions,
Task and function overview, Routine arguments, returning from a routine, Local data storage, time
values.
Connecting the test bench and design: Separating the test bench and design, The interface
construct, Stimulus timing, Interface driving and sampling, System Verilog assertions.
Text Book 2
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-5
Randomization: Introduction, What to randomize? , Randomization in System Verilog, Random
number functions, Common randomization problems, Random Number Generators.
Functional Coverage: Coverage types, Coverage strategies, Simple coverage example, Anatomy of
Cover group and Triggering a Cover group, Data sampling, Cross coverage, Generic Cover groups,
Coverage options, Analyzing coverage data, measuring coverage statistics during simulation.
Text Book 2
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Course outcomes (Course Skill Set)
At the end of the course the student will be able to:
1. Understand VLSI design flow
2. Describe the concepts of ASIC design methodology
3. Create floor plan including partition and routing with the use of CAD algorithms
4. Will have better insights into VLSI back-end design flow
5. Learn verification basics and System Verilog
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student
shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module..

Suggested Learning Resources:

Text Books:
1. Michael John Sebastian Smith, Application - Specific Integrated Circuits, Addison-Wesley
Professional, 2005.
2. Chris Spear, System Verilog for Verification – A guide to learning the Test bench language
features, Springer Publications, Second Edition, 2010.

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

 Use EDA tool to design basic Analog blocks like amplifiers and 4-bit RAM
 Prepare a white paper on ASIC design flow referring to literatures of Cadence and Synopsys EDA
tools
 Mini project using System Verilog
 VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI
B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Optical & Wireless Communication

Course Code 21EC72 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 2:0:0:1 SEE Marks 50
Total Hours of Pedagogy 30 Total Marks 100
Credits 2 Exam Hours 3
Non-MCQ pattern of CIE and SEE
Course objectives:
This course will enable students to:
 Learn the basic principle of optical fiber communication with different modes of light propagation.
 Understand the transmission characteristics and losses in optical fiber.
 Study of optical components and its applications in optical communication networks.
 Understand the concepts of propagation over wireless channels from a physics standpoint
 Understand the multiple access techniques used in cellular communications standards.
 Application of Communication theory both Physical and networking to understand GSM systems
that handle mobile telephony.
Teaching-Learning Process (General Instructions)
The sample strategies, which the teacher can use to accelerate the attainment of the various course
outcomes are listed in the following:
1. Lecture method (L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain the functioning of various techniques.
3. Encourage collaborative (Group) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply
recall it.
6. Topics will be introduced in multiple representations.
7. Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.
Module-1
Optical Fiber Structures: Optical Fiber Modes and Configurations, Mode theory for circular
waveguides, Single mode fibers, Fiber materials.
Attenuation and Dispersion: Attenuation, Absorption, Scattering Losses, Bending loss, Signal
Dispersion: Modal delay, Group delay, Material dispersion.
[Text1 : 3.1, 3.2, 2.3[2.3.1 to 2.3.4], 2.4[2.4.1, 2.4.2],2.5, 2.7].
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-2
Optical Sources and detectors: Light Emitting Diode: LED Structures, Light source materials,
Quantum efficiency and LED power, Laser Diodes: Modes and threshold conditions, Rate equations,
External quantum efficiency, Resonant frequencies, Photodetectors: The pin Photodetector,
Avalanche Photodiodes.
 WDM Concepts: Overview of WDM, Isolators and Circulators, Fiber grating filters, Dielectric thin-film
filters, Diffraction Gratings.
[Text1: 4.2 ,4.3, 6.1, 10.1, 10.3, 10.4, 10.5, 10.7]
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-3
Mobile Communication Engineering: Wireless Network generations, Basic propagation
Mechanisms, Mobile radio Channel.
Principles of Cellular Communications: Cellular terminology, Cell structure and Cluster, Frequency
reuse concept, Cluster size and system capacity, Frequency Reuse Distance, Cochannel Interference
and signal quality.
[ Text2: 1.4, 2.4, 2.5, 4.1 to 4.4, 4.6, 4.7]
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-4
Multiple Access Techniques: FDMA, TDMA, CDMA, SDMA, Hybrid Multiple Access Techniques,
Multicarrier Multiple Access Schemes.
A Basic Cellular System: A basic cellular system connected to PSTN, Parts of basic cellular system,
Operation of a cellular system.
[Text2: 8.2, 8.3, 8.4.5, 8.5, 8.6, 8.10, 9.2.2, 9.2.3, 9.3]
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Module-5
Global System for Mobile (GSM): GSM Network Architecture, GSM signalling protocol architecture,
Identifiers used in GSM system, GSM Channels, Frame structure for GSM, GSM Call procedures, GSM
hand-off Procedures, GSM Services and features.
[Text2: 11.1, 11.2,11.3,11.4, 11.5, 11.8, 11.9. 11.10]
Teaching-Learning Chalk and talk method, Power point presentation
Process RBT Level: L1, L2, L3
Course outcomes (Course Skill Set)
At the end of the course the student will be able to:
1. Classification and characterization of optical fibers with different modes of signal propagation.
2. Describe the constructional features and the characteristics of optical fiber and optical devices
used for signal transmission and reception.
3. Understand the essential concepts and principles of mobile radio channel and cellular
communication.
4. Describe various multiple access techniques used in wireless communication systems.
5. Describe the GSM architecture and procedures to establish call set up, call progress handling
and call tear down in a GSM cellular network.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student
shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together
Continuous Internal Evaluation (CIE):
CIE will be the same as other core theory courses.
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester End Examination (SEE):
For non-MCQ pattern of CIE and SEE
Continuous Internal Evaluation (CIE):
At the beginning of the semester, the instructor/faculty teaching the course has to announce the
methods of CIE for the course.
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module.
Suggested Learning Resources:
Text Books
1. Gerd Keiser, Optical Fiber Communication, 5 th Edition, McGraw Hill Education (India) Private
Limited, 2016. ISBN:1-25-900687-5.
2. T L Singal, Wireless Communications, McGraw Hill Education (India) Private Limited, 2016, ISBN:0-
07-068178-3.
Reference Books
1. John M Senior, Optical Fiber Communications, Principles and Practice, 3rd Edition, Pearson
Education, 2010, ISBN:978-81-317-3266-3
2. Theodore Rappaport, Wireless Communications: Principles and Practice, 2nd Edition, Prentice Hall
Communications Engineering and Emerging Technologies Series, 2002, ISBN 0-13-042232-0.
3. Gary Mullet, Introduction to Wireless Telecommunications Systems and Networks, First Edition,
Cengage Learning India Pvt Ltd., 2006, ISBN - 13: 978-81-315-0559-5.
 VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI
B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering
NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)
(Effective from the academic year 2021 – 22)
VII Semester

Digital Image Processing

Course Code 21EC722 CIE Marks 50
Teaching Hours/Week (L:T:P:S) 3:0:0:1 SEE Marks 50
Total Hours of Pedagogy 40 Total Marks 100
Credits 3 Exam Hours 3
Course objectives:
 Understand the fundamentals of digital image processing.
 Understand the image transform used in digital image processing.
 Understand the image enhancement techniques in spatial domain used in digital image processing.
 Understand the Color Image Processing and frequency domain enhancement techniques in digital
image processing.
 Understand the image restoration techniques and methods used in digital image processing.
Teaching-Learning Process (General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment of the various course
outcomes.
1. Show Video/animation films to explain the functioning of various image processing concepts.
2. Encourage cooperative (Group) Learning through puzzles, diagrams, coding etc., in the class.
3. Encourage students to ask questions and investigate their own ideas helps improve their
problem-solving skills as well as gain a deeper understanding of academic concepts.
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Students are encouraged to do coding based projects to gain knowledge in image processing.
6. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop
thinking skills such as the ability to evaluate, generalize, and analyze information rather than
simply recall it.
7. Topics will be introduced in multiple representations.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding
9. Arrange visits to nearby PSUs such as CAIR (DRDO), NAL, BEL, ISRO, etc., and small-scale
software industries to give industry exposure.

Module-1
Digital Image Fundamentals: What is Digital Image Processing?, Origins of Digital Image Processing,
Examples of fields that use DIP, Fundamental Steps in Digital Image Processing, Components of an
Image Processing System, Elements of Visual Perception, Image Sensing and Acquisition, Image
Sampling and Quantization, Some Basic Relationships Between Pixels.
[Text 1: Chapter 1, Chapter 2: Sections 2.1 to 2.5]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos, Videos on Image
Learning processing applications
Process Self-study topics: Arithmetic and Logical operations
Practical topics: Problems on Basic Relationships Between Pixels.
RBT Level: L1, L2, L3
 Module-2
Image Transforms: Introduction, Two-Dimensional Orthogonal and Unitary Transforms, Properties
of Unitary Transforms, Two-Dimensional DFT, cosine Transform, Haar Transform.
Text 2: Chapter 5: Sections 5.1 to 5.3, 5.5, 5.6, 5.9]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos of various
Learning transformation techniques and related applications.
Process Self-study topics: Sine transforms, Hadamard transforms, KL transform, Slant transform.
Practical topics: Problems on DFT and DCT
RBT Level: L1, L2, L3
Module-3
Spatial Domain: Some Basic Intensity Transformation Functions, Histogram Processing,
Fundamentals of Spatial Filtering, Smoothing Spatial Filters, Sharpening Spatial Filters
[Text: Chapter 3: Sections 3.2 to 3.6]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos and animations of
Learning Intensity Transformation Functions, Histogram Processing, Spatial domain filters.
Process Self-study topics: Point, line and edge detection.
Practical topics: Problems on Intensity Transformation Functions, Histogram, Spatial
domain filters
RBT Level: L1, L2, L3
Module-4
Frequency Domain: Basics of Filtering in the Frequency Domain, Image Smoothing and Image
Sharpening Using Frequency Domain Filters.
Color Image Processing: Color Fundamentals, Color Models, Pseudo-color Image Processing.
[Text 1: Chapter 4: Sections 4.7 to 4.9 and Chapter 6: Sections 6.1 to 6.3]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos on frequency domain
Learning filtering, Color image processing.
Process Self-study topics: Basic concept of segmentation.
Practical topics: Problems on Pseudo-color Image Processing
RBT Level: L1, L2, L3
Module-5
Restoration: A model of the Image Degradation/Restoration Process, Noise models, Restoration in the
Presence of Noise Only using Spatial Filtering and Frequency Domain Filtering, Inverse Filtering,
Minimum Mean Square Error (Wiener) Filtering.
[Text 1: Chapter 5: Sections 5.1, to 5.4.3, 5.7, 5.8]
Teaching- Chalk and talk method, PowerPoint Presentation, YouTube videos on Noise models,
Learning filters and its applications.
Process Self-study topics: Linear position invariant degradation, Estimation of degradation
function.
RBT Level: L1, L2, L3
Course outcomes (Course Skill Set)
At the end of the course the student will be able to:
1. Understand image formation and the role of human visual system plays in perception of gray and
color image data.
2. Compute various transforms on digital images.
3. Conduct independent study and analysis of Image Enhancement techniques.
4. Apply image processing techniques in frequency (Fourier) domain.
5. Design image restoration techniques.
Assessment Details (both CIE and SEE)
The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). A student
shall be deemed to have satisfied the academic requirements and earned the credits allotted to each
subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end
examination (SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of the 10th week of the semester
3. Third test at the end of the 15th week of the semester
Two assignments each of 10 Marks
4. First assignment at the end of 4th week of the semester
5. Second assignment at the end of 9th week of the semester
Group discussion/Seminar/quiz any one of three suitably planned to attain the COs and POs for 20
Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100 marks
and will be scaled down to 50 marks
(to have less stressed CIE, the portion of the syllabus should not be common /repeated for any of the
methods of the CIE. Each method of CIE should have a different syllabus portion of the course).
CIE methods /question paper is designed to attain the different levels of Bloom’s taxonomy as
per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for the subject (duration 03 hours)
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
The students have to answer 5 full questions, selecting one full question from each module..
Suggested Learning Resources:
Text Books:
1. Digital Image Processing- Rafael C Gonzalez and Richard E Woods, PHI, 3rd Edition 2010.
2. Fundamentals of Digital Image Processing- A K Jain, PHI Learning Private Limited 2014.
Reference Book:
Digital Image Processing- S Jayaraman, S Esakkirajan, T Veerakumar, Tata McGraw Hill, 2014.
Web links and Video Lectures (e-Resources)
 Image databases, https://imageprocessingplace.com/root_files_V3/image_databases.htm
 Student support materials,
https://imageprocessingplace.com/root_files_V3/students/students.htm
 NPTEL Course, Introduction to Digital Image Processing, https://nptel.ac.in/courses/117105079
 Computer Vision and Image Processing, https://nptel.ac.in/courses/108103174
 Image Processing and Computer Vision – Matlab and Simulink,
 https://in.mathworks.com/solutions/image-video-processing.html
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
 Verilog /VHDL coding for Image manipulation.
 Simulink models for Image processing.