3rdsemFinal

B.L.D.E.
A’s
Vachana Pitamaha Dr. P.G. Halakatti
College of Engineering & Technology,
Vijayapur – 586 103
COURSE FILE
2018-19
Semester – III
Department of Information Science &

Engineering
Name :
USN :
Roll No. :
Dear student,
Wish you happy academic year 2018-19.
You can go through this course file which gives overview of each course you are
going to study and its relevance to your program. You will find each course interesting /
understandable if you have complete knowledge of prerequisites. Learning objectives are
defined for each unit followed by lesson plan.
Assignment questions are given at the end of each unit which will help you to
prepare well during I.A. Tests and VTU Exams. Portion for I.A. Tests is known to you in
advance to plan your studies. VTU question papers are put at the end.
This course file will help you and your teacher in delivering curriculum
systematically. Kindly note following to achieve academic excellence.
1) Ask for return of your assignments submitted for checking from

teacher’s atleast three days prior to commencement of I.A. Tests. This will
help you in your preparation.
2) Ensure that each teacher solves VTU question papers in the class room /
Tutorial class.
3) For subject difficulties, each teacher will be announcing contact hours in
the class and display the same outside his cubicle. Utilize these contact
hours to improve your performance.
4) Each teacher will display I.A. Marks within 3 days after completion of last
subject Test.
5) To be eligible to appear for I.A. Tests, cumulative 85% attendance in
theory classes is mandatory.
6) If you abstain from theory classes after II I.A. Test because of scoring well
in I & II I.A. Tests, you will not be allowed to appear for laboratory
internals.
7) Attend meetings with counselors whenever arranged. Speak freely to
counselors about your academic difficulties.
8) Kindly request your parents to attend parents meet whenever your dept.
organizes the same.
If Sl.No. 1 to 4 are not fulfilled contact concerned HOD or Academic Coordinator

immediately for necessary action. If you have any suggestions for further improvement of
course file kindly contact Academic Coordinator.
Prof. R.G.Talasadar Dr. V.P. Huggi

Coordinator (Academic) Principal
B.L.D.E. Associations
V.P. Dr. P.G. Halakatti College of Engineering & Technology, Vijayapur.
DEPARTMENT OF INFORMATION SCIENCE AND ENGINEERING
VISION
To become a Centre of Excellence in Information Technology Education and Research that is

adaptable to the ever-changing needs of the mankind.
MISSION
1. To provide quality technical education coupled with innovative research to boost the
career of students in IT industry, entrepreneurship, higher education and research.
2. To instill moral values, professional ethics and leadership qualities in students to
achieve professional success.
Program Educational Objectives (PEOs)
1. A graduate will be a successful IT professional, with ability to provide solutions to

real-world problems.
2. A graduate will understand the need for and engage in life-long learning and research
to contribute in IT domain.
3. A graduate develops project management techniques by the virtue of leadership
qualities and team work capabilities.
4. A graduate inculcates moral values, understands professional, social and
environmental responsibilities.
Program Outcomes (POs):
1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and engg. specialization to the solution of complex engineering
problems.
2. Problem analysis: Identify, formulate, research literature, and analyze engineering

problems to arrive at substantiated conclusions using first principles of mathematics,
natural, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems

and design system components, processes to meet the specifications with
consideration for the public health and safety, and the cultural, societal, and
environmental considerations.
4. Conduct investigations of complex problems: Use research-based knowledge

including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal, and cultural issues and the consequent
responsibilities relevant to the professional engineering practice.
7. Environment and sustainability: Understand the impact of the professional

engineering solutions in societal and environmental contexts, and demonstrate the
knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities
and norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member or

leader in teams, and in multidisciplinary settings.
10. Communication: Communicate effectively with the engineering community and with
society at large. Be able to comprehend and write effective reports documentation.
Make effective presentations, and give and receive clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of

engineering and management principles and apply these to one’s own work, as a
member and leader in a team. Manage projects in multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have the preparation and ability to
engage in independent and lifelong learning in the broadest context of technological
change.
Program Specific Outcomes:
The Graduates demonstrates the ability to

1. Apply the knowledge of basic science, mathematics and Information Technology to
facilitate automation of various scientific applications.
2. Analyze, design, simulate and implement solutions to multi-disciplinary real-world
problems using relevant hardware and software tools.
3. Develop the IT related product, with the understanding of business aspects and
economic impacts, showcasing the leadership qualities required for IT project
management, and exhibiting ethical, social and environmental responsibilities.
INDEX
SL.NO CONTENTS PAGE NO
1 ENGINEERING MATHEMATICS-III 1
2 ANALOG AND DIGITAL ELECTRONICS 15
3 DATA STRUCTURES AND APPLICATIONS 28
4 COMPUTER ORGANIZATION 40
5 UNIX AND SHELL PROGRAMMING 52
6 DISCRETE MATHEMATICAL STRUCTURES 65
7 ANALOG & DIGITAL ELECTRONICS LABORATORY 78
8 DATA STRUCTURES LABORATORY 80
B.L.D.E.A’s
Dr. P. G. Halakatti College of Engineering and Technology, Vijayapur-586103
Department of Information Science and Engineering
1. ENGINEERING MATHEMATICS-III
B.E.SYLLABUS FOR 2017-2021
(Common to all Branches)
Course Code: 17MAT31 CIE Marks: 40

Contact Hours/Week: 04 SEE Marks: 60
Total Hours: 50 Exam Hours: 03
Semester: III Credits: 04(4:0:0)
_____________________________________________________________________________________
Course Learning Objectives:
The objectives of this course is to introduce students to the mostly used analytical and
numerical methods in the different engineering fields by making them to learn Fourier series,
Fourier transforms and Z-transforms, statistical methods, numerical methods to solve
algebraic and transcendental equations, vector integration and calculus of variations.
MODULES RBT No.

Levels of
Hrs
MODULE-I
Fourier Series: Periodic functions, Dirichlet’s condition, Fourier Series
of periodic functions with period 2π and with arbitrary period 2c. Fourier
series of even and odd functions. Half range Fourier Series, practical L1 & 10
harmonic analysis-Illustrative examples from engineering field. L2
MODULE-II:
Fourier Transforms: Infinite Fourier transforms, Fourier sine and cosine
transforms. Inverse Fourier transforms.
Z-transform: Difference equations, basic definition, z-transform- L1 & 10
definition, Standard z-transforms, Damping rule, Shifting rule, Initial L2
value and final value theorems (without proof) and problems, Inverse z-
transform. Applications of z-transforms to solve difference equations.
MODULE- III:
Statistical Methods: Review of measures of central tendency and
dispersion. Correlation-Karl Pearson’s coefficient of correlation-
problems. Regression analysis- lines of regression (without proof) – L1 & 10
problems L2
Curve Fitting: Curve fitting by the method of least squares- fitting of the
curves of the form, 𝑦 = 𝑎𝑥 + 𝑏, 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 and 𝑦 = 𝑎𝑒 𝑏𝑥 .
Numerical Methods: Numerical solution of algebraic and transcendental
equations by Regula- Falsi Method and Newton-Raphson method.
MODULE- IV :
Finite differences: Forward and backward differences, Newton’s forward
and backward interpolation formulae. Divided differences- Newton’s
divided difference formula. Lagrange’s interpolation formula and inverse L1 & 10
interpolation formula (all formulae without proof)-Problems. L2
Numerical integration: Simpson’s (1/3) and (3/8) rules, Weddle’s rule
(without proof) –Problems.
Information Science and Engineering Page No 1

B.L.D.E.A’s
MODULE-V:
Line integrals-definition and problems, surface and volume integrals-
definition, Green’s theorem in a plane, Stokes and Gauss-divergence
theorem (without proof) and problems. L2 & 10
Calculus of Variations: Variation of function and Functional, variation L3
problems. Euler’s equation, Geodesics, hanging chain, problems.
Course Outcomes: On completion of this course, students are able to:

1. Know the use of periodic signals and Fourier series to analyze circuits and system
communications.
2. Explain the general linear system theory for continuous-time signals and digital signal
processing using the Fourier Transform and z-transform.
3. Employ appropriate numerical methods to solve algebraic and transcendental equations.
4. Apply Green's Theorem, Divergence Theorem and Stokes' theorem in various
applications in the field of electro-magnetic and gravitational fields and fluid flow
problems.
5. Determine the extremals of functionals and solve the simple problems of the calculus of
variations.
Question Paper Pattern:
Note: - The SEE question paper will be set for 100 marks and the marks will be proportionately
reduced to 60.
 The question paper will have ten full questions carrying equal marks.
 Each full question consisting of 20 marks.
 There will be two full questions (with a maximum of four sub questions) from
each module.
 Each full question will have sub question covering all the topics under a module.
 The students will have to answer five full questions, selecting one full question
from each module.
Text Books:
T1. B. S. Grewal," Higher Engineering Mathematics", Khanna publishers, 43 nd edition, 2015.

T2. E Kreyszig, "Advanced Engineering Mathematics”, John Wiley & Sons, - 10th edition
2015.
Reference books:
R1.N.P. Bali and Manish Goyal, "A text book of Engineering Mathematics”, Laxmi
publications, 7th Ed., 2010.
R2. B.V. Ramana, "Higher Engineering Mathematics", Tata McGraw-Hill, 2006.
R3.H. K. Das and Er. Rajnish Verma, "Higher Engineering Mathematics", S. Chand
Publishing, 1st edition, 2011.
1. Prerequisites of the course

B.L.D.E.A’s
This subject requires the student to know about techniques of differentiation,

integrations, partial differentiation, differential equations, infinite series, determinants and
matrices and vector differentiation.
2. Overview of the course
The primary goal of this course is to highlight the essential concepts of (i) Fourier
series (ii) Fourier transforms, difference equation & Z- transform (iii) Statistical and
Numerical methods (iv) Finite differences and Numerical Integration (v) Vector integration
and calculus of variations. The essential feature of Fourier series is to present a technique for
solving problems of the voltage output in circuit and different wave forms. Fourier transforms
is studied which will be useful for solving partial differential equations analytically. A
Fourier transform when applied to a partial differential equation reduces the number of its
independent variables by one. In two dimensional problems, it is sometimes required to apply
the transforms twice and the desired solution is obtained by double inversion. Z- Transforms
operate not on functions of continuous arguments but on sequences of the discrete integer
valued arguments.
Statistics deals with the methods of collection, classification and analysis of
numerical data for drawing valid conclusions and making reasonable decisions. It has
meaningful applications in production engineering, in the analysis of experimental data, etc.
In Numerical methods we discuss some numerical methods for the solution of algebraic and
transcendental equations. Interpolation is the technique of estimating the value of a function
for any intermediate value of the independent variable. Numerical integration is the process
of evaluating a definite integral from a set of tabulated values of the integrand. Vector
integral calculus extends the concept of integral calculus to vector functions. The calculus of
variations is a powerful tool for the solution of the physical problems like dynamics of rigid
bodies and vibration problems.
3. Relevance of the course to this program :
Fourier series: Fourier series plays an important role in classical studies of the heat and
wave equations like: the study of sound, heat conduction, electromagnetic waves, mechanical
vibrations, and signal processing and image analysis. Fourier series is an infinite series
representation of periodic function in terms of trigonometric sine and cosine functions. It can
be used to solve ordinary and partial differential equations particularly with periodic
functions appearing as non-homogeneous terms. Fourier series can be constructed for one
period is valid for all values. Harmonic analysis is the theory of expanding functions in
Fourier series.
Fourier transforms and Z -Transforms: Fourier transform is a powerful tool in diverse
field of science and engineering. Fourier transform affords mathematical devices, through
which solution of numerous boundary value problems of engineering can be obtained, viz.,
conduction of heat, transverse oscillations of an elastic beam, free and forced vibrations of
membrane transmission lines etc. Z- Transforms play an important role in the field of
communication engineering and control engineering at the stage of analysis and
representation of discrete time linear shift in variance system.
Statistical Methods and Numerical methods: Statistical methods have meaningful
applications in production engineering, the analysis of experimental data, etc. The module
also reveals to minimize the error associated with experimental data, using least square
method. Numerical analysis provides various techniques to find approximate solution to
difficult problems using simplest operations. There are many phenomena where the changes
in one variable are related to the changes in the other variable i.e. a simultaneous variation

B.L.D.E.A’s
can be measured by the concept of correlation and regression. While, the correlation
coefficient measures the closeness, the regression equation is used for prediction or
estimation. Numerical methods are easily adoptable to solve algebraic and transcendental
equations by using computers.
Finite differences and Numerical integration: For an unknown function given at a set of
tabulated values, one can obtain interpolating polynomial and prediction of the unknown
function at the specified point, by using the knowledge of finite differences and central
differences. Numerical integration can be used for evaluating certain improper integrals and
to civil engineers for calculating the amount of earth that must be moved to fill a depression
or make a dam. Also, for calculating distance travelled by the particle.
Vector integration and Calculus of Variations: Vector integral calculus has applications in
fluid flow, design of underwater transmission cables, and heat flow in stars, study of
satellites. Line integrals can be used in the calculation of work done by variable forces along
paths in space and the rates at which fluids flow along curves and across boundaries. Green’s
theorem, a great theorem of calculus, which converts line integrals to double integrals,
evaluates flow and flux integrals across closed plane curves in non-conservative vector fields.
Stokes theorem states that the circulation of a vector field around the boundary of a surface in
space equals to the integral of the normal component of the curl of the field over the surface.
Gauss divergence theorem, which is important in electricity, magnetism and fluid flow, says
that the outward flux of a vector field across a close surface equals the triple integral of the
divergence of the field over the region enclosed by the surface. The calculus of variations
concerns with finding maximum or minimum value of a definite integral involving a certain
function. It has many more applications in fast growth in science and engineering.
4. Applications: Application of optical fiber communications includes
telecommunications, data communication video control, and protection
switching sensors, image processing and power application.
5. Module wise Plan:
Module-I Title : Fourier series Planned Hours: 10 hrs.

Learning Objectives: At the end of this module student should be able to
1) Recall facts and definition of periodic function, Dirichlet’s condition, odd & even
function.
2) Interpret the trigonometric series based on Euler’s formula.
3) Recall the techniques of integration when intervals of the functions are given.
4) Express the given function in series form and explain its geometric interpretation.
5) Summarize the nature of even and odd function in Fourier series analysis and find
the Euler’s coefficients.
6) Apply the technique studied in Fourier series to solve Engineering application
problems.
7) Employ the technique of harmonic analysis and determine the Euler’s constants
when numerical data and obtain the periodic function.
Lesson Schedule:
Lect. Teaching PSOs POs COs Ref Book/
no.
Topics covered Method attained attained attained Chapter no.
1 Periodic function – definition,
T1/10,
Dirichlet’s condition, even and 1
T2/11
odd functions 1 1, 2, 4,

B.L.D.E.A’s
2 Fourier series of periodic Chalk 5 & 11

T1/10,
functions with period 2𝜋 and and 1
T2/11
with arbitrary period 2𝑙, Board
Examples on Fourier expansion
T1/10,
3 of continuous functions 1
T2/11
over (0, 2𝜋) & (0, 2𝑙 ) 1 1, 2, 4,
Examples on Fourier expansion 5 & 11
T1/10,
4 of continuous functions 1
T2/11
( ) (
over −𝜋, 𝜋 and −𝑙, 𝑙 )
Examples on Fourier series Chalk
expansion of Functions having and T1/10,
5 1
infinite number of discontinuities Board T2/11
Examples on Fourier series
T1/10,
6 expansion of even and odd 1
T2/11
functions
Half range Cosine series and T1/10,
7 1
examples T2/11
Half range sine series with T1/10,
8 1
examples T2/11
Practical Harmonic Analysis T1/10,
9 1
T2/11
Illustrative examples from T1/10,
10 1
engineering field T2/11
Assignment questions COs RBT

Attained Levels
 x in 0  x  1
1. Find the Fourier series f ( x)   hence
  (2 - x) in 1  x  2
2 
1
deduce that  .
8 1 (2n  1) 2
2. Find the Fourier series for the function f ( x)  x in −𝜋 < 𝑥 < 𝜋
1 1 1 1 2
& −𝑙 < 𝑥 < 𝑙. Hence, deduce that     .... 
12 3 2 5 2 7 2 8 1 L1 &
3. Find Fourier series expansion for f(x) defined L2
 x
 in -   x  
f ( x)   2 2 given that
  -x in   x  3
 2 2
f ( x  2 )  f ( x) .
 1  2x in - 3  x  0
4. Expand f (x)   as a Fourier series and 1 L1 &
 1 - 2x in 0  x  3
L2
2 
1
deduce that 
8 1 (2n  1) 2

B.L.D.E.A’s
5. Find the Fourier series to represent

 x in 0  x  
f ( x)   deduce that
 2 - x in   x  2
2 
1
 .
8 1 (2n  1) 2
 x
6. Obtain the Fourier expansion of f ( x)  in 0 < x < 2 and
2
1 1 1 
deduce that 1     ..... 
3 5 7 4
7. Find the Fourier series of f ( x)  (2 x  x 2 ) in (0,3) .
8. Expand f ( x)  x sin x as a Fourier series in the interval (-,) and
2 1 1 1
deduce that           
4 1.3 3.5 5.7
9. Find the Fourier series for f ( x)  (1  x 2 ) in the interval −1 < 𝑥 <
1.
10. Obtain the Fourier expansion of f ( x)  x(2l  x) over (0,2l ) .
11. Find the Fourier series expansion for f(x) if
  in -   x  0
f (x)   Deduce that
 x in 0  x  
1 1 1 1 2
    .... 
12 3 2 5 2 7 2 8
12. Express f (x ) as Fourier cosine series and sine series when
x
 0 x 
f ( x)   2
  x  2  x  
13. Find the half range cosine series for the function f (x) defined by
( 1 - x) 0x l

f ( x)   4 2
( x  3 4 ) l  xl
2
14. current over a period
t sec. 0 T/6 T/3 T/2 2T/3 5T/6 T
A 1.98 1.30 1.05 1.30 -0.88 -0.25 1.98
(amp)
Show that there is a direct current part of 0.75 amp in the variable
current and obtain the amplitude of the first harmonic.
15. Obtain the Fourier series of ‘y’ up to second harmonics, using the
following table: x: 0 1 2 3 4 5

B.L.D.E.A’s
y=f(x): 9 18 24 28 26 20
Module-II Title: Fourier transforms and Z- transforms Planned Hours: 10 hrs.

Learning Objectives: At the end of this unit student will be able to
1) State the properties of Fourier transforms.
2) Discuss the inverse Fourier transforms which can be applied to obtain the result
(deductions).
3) Obtain the Fourier sine, cosine transforms and its inverse transforms also.
4) Analyze the role of transforms in engineering and science.
5) Recall facts and definitions of Z-transforms.
6) Evaluate the Z-transforms of the given function.
7) Interpret the inverse Z-transforms.
8) Discuss the methods for finding the inverse Z-transforms.
9) Apply the Z-transforms to solve the Difference equations.
10) Recognize the techniques of Z-transforms to study the communication engineering and
control Engineering problems at the stage of analysis.
Lesson Plan:
Ref
Book/
Lect. Teaching PSOs POs COs
Topics covered
no. Method attained attained attained Chapter
no.
Infinite or complex Fourier
T1/22,
11 transforms and its inversion 2
T2/11
formulae, with properties
Examples T1/22,
12 2
T2/11
Fourier sine transforms and 1
T1/22,
13 its inversion formulae and 2
T2/11
examples
Fourier cosine transforms Chalk
and T1/22,
14 and its inversion formulae 2
Board 1, 2, 4, T2/11
and examples
5, 11
Examples T1/22,
15 2
T2/11
Difference equations- Basic
16 2 T1/23
definitions.
Z-transforms: definitions,
standard Z-transforms.
17 2 T1/23
Examples, Properties of Z-
transforms
Damping rule, Shifting rule,
18 initial value theorem, and 2 T1/23
final value theorem (without

B.L.D.E.A’s
proof)
Inverse Z-transforms and
19 2 T1/23
examples
Application of Z-transforms
20 to solve difference 2 T1/23
equations and examples

Attained levels
1. Find the Fourier transform of f ( x)  e  a x , f ( x)  xe x .
2 L1 & L2
a - x in x  a
2. Show that the Fourier transforms of f ( x)  
0 in x  a

2 1  cos a
2
 sin t 
is
 2
. Hence show that 
0

 t 
 dx =

2.
1  x 2 : x  1
3. Find the Fourier transform of f ( x)  
0 : x 1

x cos x  sin x  x
Hence evaluate a) 
0 x 3
cos   dx
2
b)
 L1 & L2
x cos x  sin x
0 x3
dx 2
.
4. Find the Fourier cosine transform of the function f(x) =
 4x : 0  x  1

4  x : 1  x  4
 0: x  4

5. Find the Fourier cosine transform of e -ax and xe -ax and

cos mx 
hence deduce that  dx  e am
0 x2  a2 2a
.
e  ax
6. Find the Fourier sine transform of f ( x)  , a  0, x #0
x

 x  a
 tan
1
hence show that   sin x dx  e
0 a 2
7. Find the inverse Fourier sine transform of
1  a
Fs ( )  e ,   0.


B.L.D.E.A’s
8. Find the Z-transforms of the following: 2𝑛 +

𝑛𝜋
5𝑠𝑖𝑛 ( ) , 𝑛2 𝑎−𝑛 , sin(3𝑛 + 5) , (𝑛 − 1)2 ,
4
𝑎𝑛 𝑎𝑛
𝑒 −𝑎𝑛 𝑐𝑜𝑠𝑛𝜃, cos(𝑛 + 1) 𝜃, 𝑒 −𝑎 , 𝑛𝑝 , (𝑛+1)!
.
𝑛!
2𝑧 2+3𝑧 𝑧 4𝑧
9. Find the inverse Z-transform of i) (𝑧+2)(𝑧−4) , (𝑧−1)2
ii) 𝑧−𝑎 ,
|𝑧 | > |𝑎 |.
10. Using Z-transform solve the following difference equations :
(i) 𝑢𝑛+2 + 4𝑢𝑛+1 + 3𝑢𝑛 = 3𝑛 , 𝑢0 = 0, 𝑢1 = 1 (ii) 𝑦𝑛+2 −
2𝑦𝑛+1 + 𝑦𝑛 = 3𝑛 + 5.
Module-III Title : Statistical Methods , Curve fitting and Numerical Planned Hours: 10
methods hrs.
Learning Objectives: At the end of this unit student should be able to
1) Compute Karl Pearson’s coefficient of correlation

2) Define regression and calculate regression coefficients and obtain the lines of
regression.
3) Fit curves by least square method.
4) Compute the real root of a given equation by different numerical methods -Regula –
Falsi method and Newton-Raphson Method.
5) Estimate the solution to a desired degree of accuracy.
6) Apply the numerical techniques to find the approximate solution of difficult
problems.
7) Solve engineering and physical problems applying the numerical methods.
Lesson Plan:
Ref Book/
Teaching PSOs POs COs
Lect. no. Topics covered
Method attained attained attained Chapter no.
Review of measures of
21 3 T1/25.12,13
central tendency and T2/30.9
dispersion
Define correlation,
22 Karl Pearson’s 3 T1/25.14
correlation coefficient T2/30.9
formula and Examples
Define regression and
23 regression coefficients. 3 T1/25.16
Regression lines T2/30.10
Examples. 1 1, 2, 4,
Fitting of straight line:
24 5 & 11 3 T1/25.16
𝑦 = 𝑎𝑥 + 𝑏 and T2/30.10
examples

B.L.D.E.A’s
Fitting of parabola:
25 3 T1/24.5
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 and T2/30.3
examples
Fitting of curves: 𝑦 = Chalk T1/24.6
26 3
𝑎𝑒 𝑏𝑥 and problems and T2/30.4
About numerical Board
27 solutions of algebraic 3 T1/24.6
& transcendental T2/30.4
equations
28 Regula-Falsi method 3 T1/28.2
and examples T2/32.1
29 Newton-Raphson 3 T1/25.12,13
method and examples T2/30.9
T1/25.12,13
30 Examples 3 T2/30.9
Title : Finite differences and Numerical Planned hours: 10

Module-IV Integration hrs.

1) Recall facts and definitions of finite differences, Interpolation and Extrapolation.
2) Compute the missing terms of the given data by using definitions of finite
differences.
3) Estimate the value of a function by using various interpolation formulae.
4) Evaluate the definite integral of the unknown function or the value of the definite
integral without calculating the actual integration.
5) Apply numerical integration techniques to find the solution of civil engineering
application problems.
6) Interpret the studied numerical methods for solving the engineering application
problems.
Lesson Plan:
Lect. Teaching PSOs POs COs Ref Book/

Topics covered
no. Method attained attained attained Chapter no.
Definitions: Finite T1/29.30,
differences, Types of finite T2/32
31 4
differences, Interpolation
and Extrapolation.
Newton-Gregory forward Chalk 1 1, 2, 4, T1/29.30,
32 and back word interpolation and 5 & 11 4 T2/32
formulae & examples. Board
Some more examples T1/29.30,
33 4
T2/32
Newton’s divided T1/29.30,
34 difference interpolation 4 T2/32

B.L.D.E.A’s
formula and examples.
Lagrange’s inverse T1/29.30,

35 interpolation formula and 1, 2, 4, 4 T2/32
examples. 5 & 11
Some examples on 1 T1/29.30,
36 Interpolation and 4 T2/32
Extrapolation Chalk
37 Numerical integration: and T1/29.30,
4
Theory Board T2/32
38 Simpson’s one third rule T1/29.30,
4
and examples T2/32
39 Simpson’s three eighth rule T1/29.30,
4
and problems T2/32
40 Weddle’s rule and T1/29.30,
4
examples T2/32
COs RB
Attaine T
d level
Assignment questions s
1. From the following data estimate the number of persons having income
between 2000 and 2500
Income Below500 500-1000 1000-2000 2000-3000 3000-4000
Number 6000 4250 3600 1500 650
of
persons
2. The table gives the distances in nautical miles of the visible horizon for
the given heights in feet above the earth’s surface.
X=height: 10
150 200 250 300 350 400
0
Y=distance 10.63 13.0 15.0 16.8 18.4 19.9 21.2
: 3 4 1 2 0 7 4 L1
&
Find the values of Y when X=218 ft and 410 ft.
L2
3. Using Lagrange’s interpolation formula find f(5.0) given
X: 1 3 4 6 9
Y: -3 9 30 132 156
4. Using Newton’s divided difference formula evaluate f(8) and f(15)
given,
X: 4 5 7 10 11 13
Y: 48 100 294 900 1210 2028
5. The following table given. The viscosity of an oil as a function of
temperature use Lagrange’s formula to find viscosity of oil at a
temperature of 140.

B.L.D.E.A’s
Temp 110 130 160 190 L1

&
Viscosity 10.8 8.1 5.5 4.8
𝜋 L2
6. Evaluate ∫0 √𝑐𝑜𝑠𝜃 𝑑𝑥 by dividing the interval in to eight equal parts.
2
5.2
7. Evaluate ∫4 log 𝑥 𝑑𝑥 by applying Weddle’s rule, taking six equal
4
parts.
1 1
8. Evaluate the integral ∫0 𝑑𝑥 by using the Weddle’s rule with h =
1+𝑥 2
0.5. Compare the result with the actual value.
1 2
9. Given Evaluate the integral ∫0 𝑒 −𝑥 𝑑𝑥 using Simpson’s three eighth
rule.
2 1
10. Evaluate ∫0 𝑑𝑥 using Simpson’s (1/3)rd rule.
1+𝑥 3
Module-V Title : Vector Integration and Calculus of Planned Hours: 10

Variations hrs.
1. Evaluate the line integrals on given curve in a plane.
2. Compute surface and volume integrals
3. Apply the Green’s theorem, Stoke’s theorem and Gauss-divergence theorem for
problems on integrations.
4. Recall function, functional, variational function.
5. Derive the Euler’s equation
6. Apply Euler’s equation to solve standard problems-Geodesics, minimal surface of
revolution, hanging chain.
7. Evaluate variational problems using Euler’s equations.
Lesson Schedule:
Teaching PSOs POs COs Ref Book/
Lect.
Topics covered Method attained attained attained Chapter
no.
no.
41 About line integrals, 5 T1/8, T2/21
problems on line integrals
42 Examples on surface 5 T1/8, T2/21
integrals
Examples on volume 5 T1/8, T2/21
43
integrals.
Green’s and stoke’s 5 T1/8, T2/21
44 Chalk 1 1, 2, 4,
theorem, examples on it.
Gauss divergence and 5, 11 5 T1/8, T2/21
45 Board
theorem, examples on it.
46 Define variation of 5 T1/8, T2/21
B.L.D.E.A’s
function, functional,
Derivation of Euler’s
equations.
Std. variational problems- T1/35,
47
Geodesics, 1 , 2, 4, 5, 5 T2/21
Std. variational problems- Chalk 11 T1/35,
48 and
hanging chain. 5
Examples on Euler’s Board 5 T1/35,
49
equation
50 Some more examples 5 T1/35,

Attained levels
1. Show that the shortest distance between two points in a plane is

a straight line.
2. Show that the geodesic on a sphere of radius 𝑟 are its great
circles.
3. Find the geodesics on a right circular cylinder of radius 𝑎.
4. A heavy cable hangs freely under gravity between two fixed
points show that the shape of the cable is a catenary.
𝜋⁄
5. On which curve the function ∫0 2 (𝑦′ 2 − 𝑦 2 + 2𝑥𝑦)𝑑𝑥 with L2 &
𝜋
5 L3
𝑦(0) = 0, 𝑦 ( 2 ) = 0 be exremized.
6. A vector field is given by 𝐹 = 𝑠𝑖𝑛𝑦 𝑖 + 𝑥(1 + 𝑐𝑜𝑠𝑦)𝑗.

Evaluate the line integral over a circular path given by 𝑥 2 +
𝑦 2 = 𝑎2 , 𝑧 = 0.
7. Evaluate ∫𝑆 𝐹 ∙ 𝑁 𝑑𝑠 where 𝐹 = 18𝑧 𝐼 − 12 𝐽 + 3𝑦 𝐾 and 𝑆 is
the portion of the plane 2𝑥 + 3𝑦 + 6𝑧 = 12 in the first octant.
8. Using Green’s theorem, evaluate ∫𝐶 [(𝑦 − 𝑠𝑖𝑛𝑥 )𝑑𝑥 + 𝑐𝑜𝑑𝑥𝑑𝑦],
where 𝐶 is the plane triangle enclosed by the lines 𝑦 = 0, 𝑥 =
2
𝜋⁄2 and 𝑦 = 𝜋 𝑥.
9. Verify Stoke’s theorem for 𝐹 = (𝑥 2 + 𝑦 2 )𝐼 − 2𝑥𝑦 𝐽 taken
around the rectangle bounded by the lines 𝑥 = ± 𝑎, 𝑦 = 0, 𝑦 =
𝑏.
10. Verify Divergence theorem for 𝐹 = (𝑥 2 − 𝑦𝑧)𝐼 +
(𝑦 2 − 𝑧𝑥 )𝐽 + (𝑧 2 − 𝑥𝑦)𝐾 taken over the rectangular
parallelepiped 0 ≤ 𝑥 ≤ 𝑎, 0 ≤ 𝑦 ≤ 𝑏, 0 ≤ 𝑧 ≤ 𝑐.

B.L.D.E.A’s
8. Portion for Internal Assessment Test

Test Modules COs attained
I IA test 1, 2 1& 2
II IA test 3,4 3&4
III IA test 5 5

B.L.D.E.A’s
2. ANALOG AND DIGITAL ELECTRONICS
Semester: III Year: 2018-19
Subject Title: Analog and Digital Electronics Subject Code: 17CS32

Number of Lecture Hours/Week 04 IA Marks 40
Total Number of Lecture Hours 50 Exam Marks 60
Credits 04 Exam Hours 03
Staff : Prof. S.M.Chadchan
Course objectives:
This course will enable students to
1. Recall and Recognize construction and characteristics of JFETs and MOSFETs and
differentiate with BJT
2. Demonstrate and Analyze Operational Amplifier circuits and their applications
3. Describe, Illustrate and Analyze Combinational Logic circuits, Simplification of Algebraic
Equations using Karnaugh Maps and Quine McClusky Techniques.
4. Describe and Design Decoders, Encoders, Digital multiplexers, Adders and Subtractors,
Binary comparators, Latches and Master-Slave Flip-Flops.
5. Describe, Design and Analyze Synchronous and Asynchronous Sequential
6. Explain and design registers and Counters, A/D and D/A converters.
MODULE - 1 10 Hours
Field Effect Transistors: Junction Field Effect Transistors, MOSFETs, Differences between JFETs
and MOSFETs, Biasing MOSFETs, FET Applications, CMOS Devices. Wave-Shaping Circuits:
Integrated Circuit(IC) Multivibrators. Introduction to Operational Amplifier: Ideal v/s practical
Opamp, Performance Parameters, Operational Amplifier Application Circuits:Peak Detector Circuit,
Comparator, Active Filters, Non-Linear Amplifier, Relaxation Oscillator, Current-To-Voltage
Converter, Voltage-To- Current Converter.
(Text book 1:- Ch5:5.2, 5.3, 5.5, 5.8, 5.9, 5.1.Ch13: 13.10.Ch 16: 16.3, 16.4)
MODULE - 2 10 Hours
The Basic Gates: Review of Basic Logic gates, Positive and Negative Logic, Introduction to HDL.
Combinational Logic Circuits: Sum-of-Products Method, Truth Table to Karnaugh Map, Pairs Quads,
and Octets, Karnaugh Simplifications, Don’t-care Conditions, Product-of-sums Method, Product-of
sums simplifications, Simplification by Quine-McCluskyMethod, Hazards and Hazard covers, HDL
Implementation Models.
(Text book 2:- Ch2: 2.4,2.5. Ch3: 3.2 to 3.11.)
MODULE - 3 10 Hours
Data-Processing Circuits: Multiplexers, Demultiplexers, 1-of-16 Decoder, BCD to Decimal Decoders,
Seven Segment Decoders, Encoders, Exclusive-OR Gates, Parity Generators and Checkers,
Magnitude Comparator, Programmable Array Logic, Programmable Logic Arrays, HDL
Implementation of Data Processing Circuits. Arithmetic Building Blocks, Arithmetic Logic Unit Flip-
Flops: RS Flip-Flops, Gated Flip-Flops, Edge-triggered RS FLIP-FLOP, Edgetriggered D FLIP-
FLOPs, Edge-triggered JK FLIP-FLOPs.
(Text book 2:- Ch4:- 4.1 to 4.9, 4.11, 4.12, 4.14.Ch6:-6.7, 6.10.Ch8:- 8.1 to 8.5.)
MODULE - 4 10 Hours
Flip- Flops: FLIP-FLOP Timing, JK Master-slave FLIP-FLOP, Switch Contact Bounce Circuits,
Various Representation of FLIP-FLOPs, HDL Implementation of FLIP-FLOP. Registers: Types of
Registers, Serial In - Serial Out, Serial In - Parallel out, Parallel In - Serial Out, Parallel In - Parallel

B.L.D.E.A’s
Out, Universal Shift Register, Applications of Shift Registers, Register implementation in HDL.
Counters: Asynchronous Counters, Decoding Gates, Synchronous Counters, Changing the Counter
Modulus.
(Text book 2:- Ch 8: 8.6, 8.8, 8.9, 8.10, 8.13. Ch 9: 9.1 to 9.8. Ch 10: 10.1 to
MODULE - 5 10 Hours
Counters: Decade Counters, Pre settable Counters, Counter Design as a Synthesis problem, A Digital
Clock, Counter Design using HDL. D/A Conversion and A/D Conversion: Variable, Resistor
Networks, Binary Ladders, D/A Converters, D/A Accuracy and Resolution, A/D Converter-
Simultaneous Conversion, A/D Converter-Counter Method, Continuous A/D
Conversion, A/D Techniques, Dual-slope A/D Conversion, A/D Accuracy and Resolution.
(Text book 2:- Ch 10: 10.5 to 10.9. Ch 12: 12.1 to 12.10)
Text Book:
T1. Anil K Maini, Varsha Agarwal: Electronic Devices and Circuits, Wiley, 2012.
T2. Donald P Leach, Albert Paul Malvino & Goutam Saha: Digital Principles and Applications, 7 th
Edition, Tata McGraw Hill, 2014
Reference Books:
R1. Stephen Brown, Zvonko Vranesic: Fundamentals of Digital Logic Design with VHDL, 2nd
Edition,
Tata McGraw Hill, 2005.
R2. R D Sudhaker Samuel: Illustrative Approach to Logic Design, Sanguine-Pearson, 2010.
R3. M Morris Mano: Digital Logic and Computer Design, 10th Edition, Pearson, 2008.
ANALOG AND DIGITAL ELECTRONICS COURSE PLAN

Course Prerequisites:
Basic knowledge of the Analog and digital Electronics which includes Semiconductor devices,
number system and basic gates.
Course Overview and its relevance to program:
Analog and Digital Electronic Circuits is one of the important subject in a course in Computer
Science and Engineering discipline. An electronic circuit is composed of individual electronic
components ( resistors, transistors, capacitors, inductors and diodes, connected by conductive wires or
traces through which electrical current can flow. The combination of components and wires allows
various simple and complex operations to be performed: signals can be amplified, computations can
be performed, and data can be moved from one place to another. Hence, the knowledge of Analog
electronic to study the behavior of electronic components and Digital electronics to design complex
logics is necessary.
This course covers wide range of topics related to analog electronics, which includes the
study of FET, MOSFETs, CMOS, IC 555 timers and OP Amps. The course also covers the
applications of OP-Amps and IC-Timers. In digital electronics, the course covers wide range of digital
devices and designing of digital circuits. It deals with basics of digital logic and logic gates as
building blocks of digital design. It enables students to design complex circuits using logic gates,
simplifying circuits using Boolean Algebra, K-maps and Quine-McCluskey methods. The course also
discusses the design and applications of higher level digital circuits- Multiplexers, decoders,
comparators, ALU, Flip flops, Shift registers etc. The students will be able to design different
counters using different flip flops. It deals with the study of different techniques related to Analog to
Digital conversion (ADC) and Digital to Analog Conversions (DAC). The course also enables
students to understand and use one high-level hardware description languages (VHDL or Verilog) to
design combinational or sequential circuits. The design process for today's billion-transistor digital
systems becomes a more programming based process than before and hence programming skills are
important.
Course Outcomes:

B.L.D.E.A’s
After Studying this course, students will be able to:

Acquire knowledge digital principles and digital logic, OpAmps.,
CO232.1 simplification techniques for Boolean logic and understand the working
of digital devices.
Apply the knowledge to design of Analog and Digital Circuits for
CO232.2 electronic applications.
Analyze the performance of JFET, MOSFET and OpAmp based Analog
CO232.3 circuits, and Digital circuits.
Graduate Attributes (as per NBA)
1. Engineering Knowledge
2. Design/Development of Solutions(partly)
3. Modern Tool Usage
4. Problem Analysis
Applications:
1. Analog Electronic Circuits helps in design of analog circuits.
2. Digital electronics is used in the design of computer hardware/peripherals and embedded
system.
MODULE-1
MODULE WISE PLAN
Module Numbers: 1 No. of Hours: 10
Learning Objectives: At the end of this module students will be able to:
1. Types of FETs: JFETs and MOSFETs, Construction and operation of JFETs , Construction
and operation of MOSFETs, Comparison between JFETs and MOSFETs, Biasing of the
MOSFETs, Introduction to CMOS
2. Multivibrator circuits configuration around digital integrated circuits, Multivibrator circuits
configured around timer IC 555
3. Difference between an ideal and practical opamp Peak Detector Circuit, Absolute Value
Circuit Comparator, Active Filters, Phase Shifters Non-Linear Amplifier, Relaxation
Oscillator Current-To-Voltage Converter, Voltage-To-Current Converter, Sine Wave
Oscillators
Lesson Plan:
Text or
Lecture Teaching POs PSOs COs Reference
Topics Covered
No. Method Attained Attained Attained Book/Chapter
No.
Field Effect
Transistors: Chalk &
L 21 Junction Field Board, 1, 2 T1/5
Effect Transistors, PPT
MOSFETs, 1,2,3,4,5,11 1,2,3
Differences
Chalk &
between JFETs
L 22 Board, 1 T1/5
and MOSFETs,
PPT
Biasing

B.L.D.E.A’s
MOSFETs,
Chalk &
FET
Board,
L 23 Applications, 2, 3 T1/5
PPT
CMOS Devices.
Wave-Shaping
Circuits: Chalk &
L 24 Integrated Circuit Board, 2, 3 T1/13
(IC) PPT
Multivibrators.
Introduction to
Operational
Amplifier: Ideal Chalk &
L 25 v/s practical Board, 1,2 T1/16
Opamp, PPT
Performance
Parameters,
Operational
Amplifier Chalk &
L 26 Application Board, 3 T1/16
Circuits: Peak PPT
Detector Circuit,
Chalk &
L 27 Comparator Board, 2,3 T1/16
PPT
Chalk &
L 28 Active Filters Board, 2,3 T1/16
TPS
Non-Linear
Chalk &
Amplifier,
L 29 Board, 2, 3 T1/16
Relaxation
PPT
Oscillator
Current-To-
Voltage Chalk &
L 30 Converter, Board, 2,3 T1/16
Voltage-To- PPT
Current Converter
Questions for practice:

Questions Cos Attained
1. Draw the cross-sectional view of an N-channel JFET and explain its principal of
operation. Draw the ID versus VDS graph for different values of VGS and 1,2
highlight the different region of operation.
2. Write short note on the following: 2
a. FET as a voltage variable resistance

B.L.D.E.A’s
b. Differences between the CMOS and MOSFETs

c. Comparison between JFETs and MOSFETs
3. With the help of neat diagram, describe the operation of N-channel depletion
1,2
and enhancement MOSFETs.
4. Why FETs are known as unipolar devices? 1
5. Draw the circuit for the voltage-divider configuration using enhancement 1,2
MOSFETs. Also derive the expression for the operation point.
6. What are CMOS devices? Explain with the help of relevant diagram the 1
operation of a CMOS NAND gate.
7. An experimental setup using a JFET gave the following readings:
a. With VGS=0V and VDS=15V, ID=15mA
b. With VGS=0V and VDS=10V, ID=14mA
c. With VGS=-1V and VDS=15V, ID=13mA
Determine the values of 2,3
a. Drain resistance
b. Transconductance
c. Amplification factor
d. Type of JFET
8. With the help of circuit diagram briefly describe the operation of timer IC based
astable multivibrator in which output HIGH and LOW state time periods can be 2
set independently.
9. How would you characterize an ideal opamp? How does a practical opamp
differ from an ideal opamp? Use Thevinin’s equivalent circuit model to 1
comparator an ideal opamp with a practical opamp.
10. What is primarily responsible for given an opamp the following characteristic?
a. High input impedance
b. Low output impedance
c. High open loop gain 1
d. High common mode rejection ratio
e. Frequency response down to DC
f. CMRR
11. Briefly describe the following types of opamp with reference to major
performance parameters.
a. Slew rate 1
b. Open loop gain
c. Setting time
12. What is the main advantage of using a comparator with hysteresis over a
conventional comparator? Explain with the help of relevant transfer 1,2
characteristics.
13. With the help of relevant circuit schematic of a non-inverting comparator with
1,2
hysteresis, briefly describe its operation and draw its transfer characteristics
14. Design an opamp based current to voltage converter having a Tranresistance
3
gain of 100,000.
15. Design a non inverting aero crossing detector with a hysteresis of 100mV. If the
opamp had output saturation voltage of ±10V, determine the highest input
frequency that would yield output waveform transition time of not more than 3
10% of half of the time period of input signal. Chosen opamp has slew rate of
10V/µs.

B.L.D.E.A’s
MODULE-2
MODULE WISE PLAN

1. Write the truth tables and draw the symbols for OR, AND, NOT, NOR, and NAND gates.
2. Demonstrate the ability to use basic Boolean laws.
3. Use the sum-of-products method to design a logic circuit based on a design truth table.
4. Be able to make Karnaugh maps and Entered variable maps and use them to simplify
Boolean expressions.
5. Use the product-of-sums method to design a logic circuit based on a design truth table.
6. Use Quine-McClusky tabular method for logic simplification.
7. Analyze hazards in logic circuit and provide solution for them.
8. HDL Implementation Models
Lesson Plan:
Text or
Lecture Topics Teaching POs PSOs Cos Reference
No. Covered Method Attained Attained Attained Book/Chapter
No.
Basic gates Chalk &
L 01. NOT, OR, Board, 1 T2/2
AND PPT
Universal Logic Chalk &
L 02 Gates NOR, Board, 1 T2/2
AND PPT
Chalk &
Positive and
L 03 Board, 1 T2/2
Negative Logic
PPT
Introduction to Chalk &
L 04 Board, 1 T2/2
HDL
PPT
Sum of- Chalk &
1,2,3,4,5,11 1,2,3
L 05 products Board, 1 T2/3
Method PPT
Truth Table to Chalk &
L 06 Karnaugh Map, Board, 2,3 T2/3
Pairs, Quads
and Octets PPT
Karnaugh
Simplifications
Chalk &
L 07 Don’t Care 2,3 T2/3
Board,
Conditions,
PPT
Product-of-
sums Method
L 08 Product-of- Chalk & 2,3 T2/3
sums Board,

B.L.D.E.A’s
Simplification PPT
Simplification
Chalk &
by Quine-
L 09 Board, 2,3 T2/3
McClusky
PPT
Method
Hazards and
Hazard Covers, Chalk &
L 10 HDL Board, 2,3 T2/3
Implementation PPT
Models
Questions for Practice:
Questions COs attained
1. Construct 3-I/O AND gate and 3 – I/O OR gate 1,2
2. What are universal gates? Realize basic gates using only NAND gates. 1,3
3. What is the purpose of using an expander with an AND-OR-INVERT gate?
Write a logic circuit of an expander driving expandable AND-OR-INVERT 1,3
gate.
4. Implement the following function using universal gates only
3
((A+B)C)D
5. Write the truth table of the logic circuits having 3 inputs A,B,C and the
output expressed as
Y= A B C + A B C + A B C + A B C 3
Also simplify the expression using Boolean algebra and implement the logic
circuit
6. Simplify the following logic equation using Karnaugh map and give the
implementation of the simplified expression 3
F(A,B,C,D)=∑m(7) + d(10,11,12,13,14,15)
7. What are the drawbacks of K-map? Simplify the following Quine-Mc
2,3
Clusky method F(A,B,C,D)=∑ (0,1,2,3,10,11,12,13,14,15)
8. Find Product Of Sum
3
Y= A B + A C + A D
9. Suppose a 4 input combinational logic circuit has high output for an input of
0000, low output, for 0001 to 1001 and don’t care s for 1010 to 1111 what is 3
the simplest logic circuit draw the truth table.
MODULE-3
MODULE WISE PLAN
MODULE Numbers: 3 No. of Hours: 10
Learning Objectives: The main objectives of this module are to:
1. Determine the output of a multiplexer or demultiplexer based on input condition

2. Find, based on input conditions, the output of an encoder or decoder
3. Draw the symbol and write the truth table for an exclusive-OR gate
4. Explain the purpose of parity checking
5. Show how a magnitude comparator works

B.L.D.E.A’s
6. Describe a ROM, PROM, EPROM, PAL and PLA

7. Describe characteristic equations of Flip-Flops and analysis techniques of sequential
circuits
8. Describe excitation table of Flip-Flops and explain Conversion of Flip-Flops as synthesis
example
.
9. Describe operation of basic RS flip-flop and explain the purpose of the additional input on
the gated RS flip-flop
10. Show the truth table for the edge-triggered. RS flip-flop, edge-triggered D flip-flop, and
.edge-triggered JK flip-flop and describe its operation.
Lesson Plan:
Reference
Lecture Teaching POs PSOs COs
Topics Covered Book/
No. Method attained Attained attained
Unit No.
Chalk &
Multiplexers,
L11. Board, 1,2 T2/4
Demultiplexers
PPT
Chalk &
1-of-16 Decoder , BCD-
L12. Board, 1,2 T2/4
to-Decimal Decoders
PPT
Chalk &
L13. Seven-segment 1,2 T2/4
Board,
Decoders, Encoders
PPT
EX -OR gates, Parity Chalk &
L14. Generators and Board, 1,2 T2/4
Checkers PPT
Magnitude Comparator, Chalk &
L15. Programmable Array Board, 2,3 T2/4
Logic PPT
Programmable Logic
Chalk & 1,2,3,4,5,11 1,2,3
L16. Array, HDL 2, 3 T2/4
Board,
Implementation of Data
PPT
Processing Circuits
Arithmetic Building Chalk &
L17. Blocks, Arithmetic Board, 2 T2/6
Logic Unit PPT,
Flip- Flops: RS Flip-
Chalk &
L18. Flops Gated Flip-Flops, 1,2 T2/8
Board,
Edge-triggered RS FLIP-
PPT
FLOP
Chalk &
Edge triggered
L19. Board, 1,2 T2/8
D FLIP-FLOPs
PPT
Chalk &
L20. Edge-triggered JK FLIP- 1,2 T2/8
Board,
FLOPs.
PPT
1. Design a 32 to 1 multiplexer using two 16 to 1 multiplexer and one 2 to 1 3

B.L.D.E.A’s
multiplexer
2. Show that using a 3 to 8 decoder and multi-input OR gate. The following
Boolean expressions can be realized
F1(A,B,C) = ∑m(0,4,6) 3
F2(A,B,C) = ∑m(0,54,6)
F3(A,B,C) = ∑m(1,2,3,7)
3. Show how two 1 to 16 demultiplexer can be connected to get a 1 to 32 3
demultiplexers.
4. Design Decimal to BCD encoder 3
5. What are different types of PLD’s and implement the 7-segment decoder 2,3
using PLA?
6. What is a magnitude comparator? Write the truth table and circuit diagram 1,2
of 1 bit comparator
7. Give verilog HDL code for 4-to-1 multiplexer using conditional assign and 3
case statements
8. Write verilog code for a combinational logic circuit that compares two 4-bit
output numbers A and B generates a 3-bit output Y. The 3-bits of Y 3
represent A=B, A>B & A<B
9. Explain the different types of flip flops along with their truth table. Also 1,2
explain the race around condition in flip flop
MODULE-4
MODULE WISE PLAN

Show the truth table for the edge-triggered. RS flip-flop, edge-triggered D flip-flop,
1.
and edge-triggered JK flip-flop and describe its operation.
2. State the cause of contact bounce and describe a solution for this problem.
Understand serial in-serial out, serial in-parallel out, parallel in- parallel out, parallel in-
3. serial out shift registers and be familiar with the basic features of the 74LS91, 74166,
74LS91, 74174 and 7495A register.
4. State various uses of shift register
5. Implementation in HDL
Lesson Plan:
Lecture Teaching POs PSOs COs Reference
No. Method attained attained attained
Unit No.
FLIP-FLOP Timing, JK
Master-slave FLIP- Chalk &
L 31 1,2 T2/8
FLOP, Switch Contact, Board, PPT
Bounce Circuits
Various Representation
of FLIP-FLOPs, Chalk & 1,2,3,4,5,11 1,2,3
L 32 1,2 T2/8
HDL Implementation of Board, PPT
FLIP-FLOP.
Chalk &
L 33 Types of Registers 1 T1/9
Board, PPT

B.L.D.E.A’s
L 34 Serial In-Serial Out, Chalk & 1 T1/9

Serial In-Parallel Out Board, PPT
Parallel In-Serial Out, Chalk &
L 35 1 T1/9
Parallel In-Parallel Out, Board, PPT
L 36 Chalk & 1 T1/9
Universal Shift Register
Board, PPT
L 37 Applications of Shift Chalk & 2,3 T1/9

Registers Board, PPT
Register Implementation
L 38 Chalk & 2 T1/9,10
in HDL, Asynchronous
Board, PPT
Counters
L 39 Decoding Gates, Chalk & 2,3 T1/10
Synchronous Counters Board, PPT
Changing the Counter Chalk &
L 40 2,3 T1/10
Modulus. Board, PPT

1. Explain a 4 bit serial input shift register in details and give its timing
1,2
diagram
2. Design a mod-5 synchronous up counter using JK Flip-flop 3
3. Write Verilog code for switched-tail counter using ‘assign’ and ‘always’
2,3
statements
4. Explain ant two types of shift register with waveforms. How Johnson
1,2
counter is obtained from shift register?
5. Mention the differences between ripple and synchronous counters. 1
6. Realize the sequential circuit for the state diagram shown below in
7. Show how to convert d flip flop to JK flip-flop 1,2
MODULE-5
MODULE WISE PLAN
MODULE Numbers: 5 No. of Hours: 10

B.L.D.E.A’s
1. Design and implement Decade Counters, Pre settable Counters

2. Understand Counter Design as a Synthesis problem
3. Be able to do calculations related to variable resistor and binary ladder networks.
4. Recall some of the sections of a typical D/A resolution.
5. Understand A/D conversion using the simultaneous, counter, continuous and dual
slope methods.
6. Discuss the accuracy and resolution of A/D converters
Lesson Plan:
Reference
Lecture Teaching POs PSOs COs
No. Method attained attained attained
Unit No.
Chalk &
L 41 Decade Counters Board, 2,3 T1/10
PPT
Pre settable Counters, Chalk &
L 42 Counter Design as a Board, 2,3 T1/10
Synthesis Problem PPT
Chalk &
L 43 A Digital Clock Board, 2 T1/10
PPT
Chalk &
Counter Design using
L 44 Board, 2,3 T1/10
HDL PPT
Variable, Resistor Chalk &
L 45 Networks, Binary Board, 2,3 T1/12
Ladders PPT
D/A Converters, D/A
Accuracy and 1,2,3,4,5,11 1,2,3
Chalk &
Resolution A/D
L 46 Board, 1,2 T1/12
Converter- PPT
Simultaneous
Conversion
Chalk &
L 47 A/D Converter- 1,2 T1/12
Board,
Counter Method PPT
Continuos A/D Chalk &
L 48 Conversion, A/D Board, 1,2 T1/12
Techniques, PPT
Chalk &
L 49 Dual-Slope A/D 1,2 T1/12
Board,
Conversion PPT
Chalk &
L 50 A/D Accuracy and 1,2 T1/12
Board,
Resolution PPT

B.L.D.E.A’s

1. Draw the gates necessary to decode the 16 states of mod-16 counter
3
7493. What are decoding glitches? How to eliminate them?
2. What are pre-settable counters? What is lock out of a counter? Show
how to construct mod-13 counter ring using 74163 synchronous 2,3
binary counter IC
3. Explain ripple counter(Asynchronous counter) with truth table and
2
wave form
4. Design a self-correcting mod-6 counter as described in the state
sequence of figure given below in which all the unused states leads to
state CBA=000
2,3
5. With the help of a suitable example, explain the following operations

in a shift register. 2
i)SISO ii) PISO iii)Twisted ring counter
6. Name and explain the four basic types of shift registers and draw a 1
block diagram for each.
7. What is a binary ladder? Explain the binary ladder with a digital input 1,2
of 1000
8. Explain a 2- bit simultaneous A/D converter 1,2
9. What is accuracy and resolution of D/A converter? What the
resolution of a 12 bit D/A converter which uses a binary ladder? If the 1,3
full-scale output is +10v, what is the resolution in volts?
10. Explain successive approximation A/D converter 1
11. Find the following for a 12-bit counter-type A/D converter using a 1-
MHz clock
i) Maximum conversion time 1,3
ii) Average conversion time
iii) Maximum conversion rate
ASSIGNMENT QUESTIONS
ASSIGNMENT - I COs attained
Q.1. Simplify using K-maps F(a,b,c,d)= Min(7) +d(10,11,12,13,14,15) to 3
Min. SoP and PoS forms.
Q.2. Write HDL codes using –Structural Model, Dataflow Model and 2,3
Behavioural Model for Y = ~A+B.~C

B.L.D.E.A’s
Q.3. Simplify using Quine-Mc Clusky Method: 3

F(w,x,y,z) = Min( 1,2,3,4, 7,8,9,10, 15)
Q.4. Design the HDL implementation of JK-Flipflop 3
Q.5. Design a Mod 9 ripple up counter. 2,3,4,6
Q.6. Write – Characteristics Table, Transition Table, Characteristic 1,2
equation and State Diagram for RS, JK, D and T- flip flops.
ASSIGNMENT - II COs attained

Q.1. Design F(w,x,y,z) = Min( 1,2,3,4, 7,8,9,10, 15) using 16x1 MUX and 3
8x1 MUX
Q.2. Design F(a,b,c) = Min(2,5,6) using 3 to 8 Decoder. 3
Q.3. Design the PLA implementation of F(a,b,c) = Min(2,3,5,6,7) 3
Q.4. Differentiate between BJT and FET, JFET and MOSFET. Explain 1
CMOS inverters.
Q.5. Explain Monostable multivibrator using 555 Timer. 1
Q.6. Design a second order LP filter – with Cutoff frequency 15 KHz, and 3
Gain 20dB. Draw the frequency response plots.
ASSIGNMENT - III COs attained

Q.1. Design 4-bit PISO Shift reister. If clock is 10MHz, find the time
3
require to input 4-bit data and read 4-bit data from SR.
Q.2. Design Mod 10 Synchronous UP Counter 3
Q.3. Design Mod 6 Synchronous Down counter 3
Q.4. Explain the design of Digital clock 2,3
Q.5. Discuss the HDL implementations of MOD 5 up counter using JK 3
flipflop.
Q.6. Design a 4-bit R-2R ladder DAC. Assume Vref=10V. 3
PORTION FOR THE I.A. TEST
Test Modules
IA Test –I Module-1, Module-2
IA Test –II Module-3, Module-4
IA Test –III Module-5

B.L.D.E.A’s
3. DATA STRUCTURES AND APPLICATIONS

Subject Title: DATA STRUCTURES AND APPLICATIONS Subject Code: 17CS33
Total Lecture Hours: 50 Duration of Exam : 03
Total Exam Marks: 60 Total IA Marks : 40
Staff Name: SAHEBGOUDA R PATIL Credits-04
Course objectives: This course will enable students to
· Understand, Practice and Assimilate fundamentals of data structures and their applications
essential for programming/problem solving
· Describe, Analyze, Design and Evaluate the Linear Data Structures: Stack, Queues, and
Lists
· Describe, Analyze, Design and Evaluate the Non-Linear Data Structures: Trees, Graphs
· Describe, Analyze, Design and Evaluate the sorting & searching algorithms
. Assess appropriate data structure during program development/Problem Solving
Module -1 10 Hour
Introduction: Data Structures, Classifications (Primitive & Non Primitive), Data structure
Operations, Review of Arrays, Structures, Self-Referential Structures, and Unions. Pointers
and Dynamic Memory Allocation Functions. Representation of Linear Arrays in Memory,
Dynamically allocated arrays, Array Operations: Traversing, inserting, deleting, searching,
and sorting. Multidimensional Arrays, Polynomials and Sparse Matrices. Strings: Basic
Terminology, Storing, Operations and Pattern Matching algorithms. Programming Examples.
Text 1: Ch 1: 1.2, Ch2: 2.2 -2.7
Text 2: Ch 1: 1.1 -1.4, Ch 3: 3.1-3.3,3.5,3.7, Ch 4: 4.1-4.9,4.14
Ref 3: Ch 1: 1.4
Module -1I 10 Hours

Stacks and Queues
Stacks: Definition, Stack Operations, Array Representation of Stacks, Stacks using
Dynamic Arrays, Stack Applications: Polish notation, Infix to postfix conversion,
evaluation of postfix expression, Recursion - Factorial, GCD, Fibonacci Sequence,
Tower of Hanoi, Ackerman's function. Queues: Definition, Array Representation, Queue
Operations, Circular Queues, Circular queues using Dynamic arrays, Dequeues, Priority
Queues, A Mazing Problem. Multiple Stacks and Queues. Programming Examples.
Text 1: Ch3: 3.1 -3.7
Text 2: Ch6: 6.1 -6.3, 6.5, 6.7-6.10, 6.12, 6.13
Module -1II 10 Hours
Linked Lists: Definition, Representation of linked lists in Memory, Memory allocation;

Garbage Collection. Linked list operations: Traversing, Searching, Insertion, and Deletion.
Doubly Linked lists, Circular linked lists, and header linked lists. Linked Stacks and Queues.
Applications of Linked lists – Polynomials, Sparse matrix represent ation. Programming
Examples
Text 1: Ch4: 4.1 -4.8 except 4.6
Text 2: Ch5: 5.1 – 5.10

B.L.D.E.A’s
Module -1V 10 Hours

Trees: Terminology, Binary Trees, Properties of Binary trees, Array and linked
Representation of Binary Trees, Binary Tree Traversals - Inorder, postorder, preorder;
Additional Binary tree operations. Threaded binary trees, Binary Search Trees – Definition,
Insertion, Deletion, Traversal,Searching, Application of Trees-Evaluation of Expression,
Programming Examples
Text 1: Ch 5: 5.1 –5.5, 5.7
Text 2: Ch 7: 7.1 – 7.9
Module -V 10 Hours
Graphs: Definitions, Terminologies, Matrix and Adjacency List Representation Of
Graphs, Elementary Graph operations, Traversal methods: Breadth First Search and Depth
First Search. Sorting and Searching: Insertion Sort, Radix sort, Address Calculation Sort.
Hashing: Hash Table organizations, Hashing Functions, Static and Dynamic Hashing. Files
and Their Organization: Data Hierarchy, File Attributes, Text Files and Binary Files,
Basic File Operations, File Organizations and Indexing
Text 1: Ch6: 6.1 –6.2, Ch 7:7.2, Ch 8:8.1-8.3
Text 2: Ch8: 8.1 – 8.7, Ch 9:9.1-9.3,9.7,9.9
Reference 2: Ch 16: 16.1 - 16.7
Text Books:
T1. Fundamentals of Data Structures in C - Ellis Horowitz and SartajSahni, 2nd edition,
2014,
Universities Press
T2. Data Structures: A Pseudo-code approach with C - Gilberg&Forouzan, 2nd edition,
2014, Cengage Learning
Reference Books:
R1. Data Structures using C, second edition, Reemathareja, Oxford press
R2. Data Structures - Seymour Lipschutz, Schaum's Outlines, revised 1st edition,McGraw
Hill
R3. An Introduction to Data Structures with Applications- Jean-Paul Tremblay & Paul G.
Sorenson, 2nd Edition, 2013, McGraw Hill
R4. Data Structures using C - A M Tenenbaum, Pearson
R5. Data Structures and Program Design in C - Robert Kruse, PHI
DATA STRUCTURES WITH C COURSE PLAN

1) Prerequisites:
1. Fundamentals of C Programming Concepts.
2. Fundamentals of Computer Concepts.
3. Concepts of Algorithms.
2) Course Overview and its relevance to programme:
A Computer is a machine that manipulates the information. The study of Computer Science
includes the study of how the information is organized in a computer, how it can be
manipulated and how it can be utilized efficiently from a programmer’s perspective. Thus, it
is exceedingly important for a Student of Computer Science to understand the concepts of
information organization and manipulation i.e. Structural arrangement of the Data.
The study of Data Structures is both exciting and challenging. It is exciting because it
presents a wide range of programming techniques that makes it possible to solve larger and

B.L.D.E.A’s
most complex problems. It is challenging because the complex nature of the data structure
brings with it many concepts that change the way we approach the designs of programs.
This course covers the concepts ranging from Pointers to Linked Lists and even the
Graphical approach of these concepts like Trees, Graphs etc.
Applications:
1. Data Structures is applicable in studying Design and Analysis of Algorithms.
2. Data Structures helps in the Design of Microprocessors, Microcontrollers,
Compilers, and Text Editors.
3. Stacks closely relate to the Recursion concept that is used to solve complex
practical problems very easily and efficiently.
4. Linked lists are used in Polynomial Arithmetic.
5. Trees are extensively used in Computer Science to represent Algebraic formulae.
Module wise plan

Module -1
Module : 01 No. of Hours: 10
Title: Introduction to Data Structures
1 Analyze concepts of Pointers, arrays, Structures ,unions

2 Develop knowledge about Static and Dynamic allocations, Algorithms.
3 Write algorithm or Program’s Performance Analysis and Measurement.
4 Develop abstract data type Array, Dynamically allocated 1D and 2D arrays.
5 Analyze internal representation of Structures, Unions, Sparse matrices.
6 Implement concept of Multi-dimensional array and polynomial representations.
Lesson Plan:
Lectur Teachin COs Reference

Topics Pos PSOs
e g attaine Book/Chapte
Covered attained attaine
No. Method d r No.
d
L1 Data Structures, Chalk and 1,2,5,6 2,3 T1, R1
Classifications Board 1,2,3,4,5,9,1
(Primitive & 2
Non Primitive)
L2 Data structure Chalk and 1,2,5,6 2,3 T1, R1
Operations, Board
Review of
Arrays,
Structures
L3 Self-Referential Chalk and 1,2,5,6 2,3 T1, R1
Structures, and Board
Unions
L4 Pointers and Chalk and 1,2,5,6 2,3 T1, R1
Dynamic Board
Memory
B.L.D.E.A’s
Allocation
Functions.
L5 Representation Chalk and 1,2,5,6 2,3 T1,T2, R1
of Linear Arrays Board
in Memory,
Dynamically
allocated arrays
L6 Traversing, Chalk and 1,2,5,6 2,3 T1, T2,R1
inserting, Board
deleting,
searching, and
sorting
L7 Multidimensiona Chalk and 1,2,5,6 2,3 T1, T2,R1
l Arrays, Board
Polynomials and
Sparse Matrices
L8 Strings: Basic Chalk and 1,2,5,6 2,3 T1,T2, R1
Terminology, Board
Storing
L9 Operations and Chalk and 1,2,5,6 2,3 T1, T2,R1
Pattern Matching Board
algorithms
L10 Programming Chalk and 1,2,5,6 2,3 T1, T2,R1
Examples Board
T1: Text book No.1 in VTU Syllabus. R1: Reference Book No.1 in VTU
Syllabus.
T2: Text book No.2 in VTU Syllabus.
Assignment Questions:
Assignment Questions COs attained
Q1)Given the following declarations: int x; double d; int *p; double *q; 1,2
Which of the following expressions are not allowed? i. p=&x; ii.
p=&d; iii. q=&x; iv. q=&d; v. p=x;
Q2) Write a C program that prints out the integer values of x, y, z in 1,2
ascending order using pointers.
Q3) What is a pointer variable? Can we have multiple pointers to a 1,2
variable?
Q4)Differentiate between: 1,2
i. Static memory allocation and Dynamic memory allocation.
ii. malloc( ) and calloc( ) functions.
Q5)Write a C program using pass by reference method to swap two char 1,2
an two float variables.
Q6) Give any two advantages and disadvantages of using pointers. 1,2,5
Q7) Write both iterative and recursive C functions to compute n !. 2
th
Q8) Write both iterative and recursive C functions to compute n 1,2
Fibonacci number.
Q9) Determine time and space complexity of iterative and recursive 1,2
functions to compute n ! and which among the two is better?

B.L.D.E.A’s
Q10) Determine time and space complexity of iterative and recursive 1,2
functions to compute nth Fibonacci number and which among the two is
better?
Q11) Write a C program to add two input matrices using dynamically 1,2
allocated arrays.
Q12) Write a C program to multiply two input matrices using dynamically 1,2,5
allocated arrays.
Q13) Write a C function to find the transpose of matrix using dynamically 1,2,5
allocated arrays.
Q14) Develop a structure to represent a Vehicle having properties like: 1,2
No. of wheels, Fuel, Seating capacity, Registration No. Create two
variables each for a Two-wheeler and a Four-wheeler category and place
the relevant data.
Module -2
Title: Linear Data structures and their sequential storage representations
1 Incorporate concept of Stacks and its importance in Program memory.

2 Express concepts of Queue, Circular queue and their applications.
3 Implement applications of Stack like conversion of infix to postfix, evaluation of
postfix etc.
Lesson Plan:
Lectur Teachin COs Reference

Topics Pos PSOs
e g attaine Book/Chapte
Covered attained attaine
No. Method d r No.
d
L11 Stacks: Chalk and 1,3,5,6 2,3 T1, T2
Definition, Board 1,2,3,4,5,9,10,1
Stack 2
Operations,
Array
Representation
of Stacks
L12 Stacks using Chalk and 1,3,5,6 2,3 T1, T2
Dynamic Board
Arrays, Stack
Applications:
Polish
notation,
L13 Infix to Chalk and 1,3,5,6 2,3 T1, T2
postfix Board
conversion
evaluation of
postfix

B.L.D.E.A’s
expression
L14 Recursion - Chalk and 1,3,5,6 2,3 T1, T2
Factorial, Board
GCD,
Fibonacci
Sequence
L15 Tower of Chalk and 1,2,5,6 2,3 T1, T2
Hanoi, Board
Ackerman's
function
L16 Queues: Chalk and 1,3,5,6 2,3 T1, T2
Definition, Board
Array
Representation
, Queue
Operations
function.
L17 Circular Chalk and 1,3,5,6 2,3 T1, T2
Queues, Board
Circular
queues using
Dynamic
arrays
L18 Dequeues, Chalk and 1,3,5,6 2,3 T1, T2
Priority Board
Queues, A
Mazing
Problem
L19 Multiple Chalk and 1,3,5,6 2,3 T1, T2
Stacks and Board
Queues
L20 Programming Chalk and 1,3,5,6 2,3 T1, T2
Examples Board
T1: Text book No.1 in VTU Syllabus. T2: Text book No.2 in VTU Syllabus.
Assignment Questions: COs

attained
Q1) What is a stack? Explain and implement the basic operations on stack 1,3
using C.
Q2) Write a C program to implement stacks using dynamic arrays. 1,3,5
Q3) What is Queue? Explain various operations on Queue along with their C 1,3
functions.
Q4) Write a C program to implement a Circular queue. 1,3
Q5) Explain the concept of circular queue using dynamic arrays. Circular 1,3
queue is efficient than ordinary queue. Discuss.
Q6) State and explain Initial Maze algorithm. 1,3

B.L.D.E.A’s
Q7) Explain the concepts of Infix, Postfix and Prefix expressions with 1,3
examples.
Q8) Convert the following Infix expressions into Postfix and Prefix 1,3,5
expressions:
i. ( ( A + B ) – C * D ^ E / F ) ii. A + ( B – C ) * D.
Q9) Write an algorithm to evaluate a valid postfix expression. Trace the 1,3,6
algorithm with a sample input.
Q10) Write a C program to convert a given valid parenthesized infix 1,3,5
expression to postfix.
Q11) Using the Stacks, write a C program to reverse an input string and 1,3,5
check for palindrome. Display appropriate messages.
Module -3
Title: Linear Data structures and their linked storage representations
1 Define the concept of Linked lists and its applications.

2 Implement the concept of Polynomial arithmetic using linked lists.
3 Apply operations on linked lists and the Doubly linked list.
Lesson Plan:
PSOs Reference
Lecture Teaching Pos Cos attained Book/
Topics Covered
No. Method attained attained Chapter
No.
L21 Linked Lists: Chalk and 1,3,5,6 2,3 T2, R3
Definition, Board 1,2,3,4,5,10,12
Representation of
linked lists in
Memory
L22 Memory Chalk and 1,3,5,6 2,3 T2, T1
allocation; Board
Garbage
Collection
L23 Linked list Chalk and 1,3,5,6 2,3 T2, T1
operations: Board
Traversing,
Searching
L24 Insertion and Chalk and 1,3,5,6 2,3 T2, T1
Deletion. Doubly Board
Linked lists
L25 Circular linked Chalk and 1,2,5,6 2,3 T2, T1
lists, and header Board
linked lists
L26 Linked Stacks and Chalk and 1,3,5,6 2,3 T2, T1

B.L.D.E.A’s
Queues Board
L27 Applications of Chalk and 1,3,5,6 2,3 T2, T1
Linked lists Board
L28 Chalk and 1,3,5,6 2,3 T2, T1
Polynomials Board
L29 Sparse matrix Chalk and 1,3,5,6 2,3 T2, T1
represent ation Board
Examples Board
T1: Text book No.1 in VTU Syllabus. T2: Text book No.2 in VTU Syllabus.

attained
Q1) With a neat diagram, explain the following operations on a singly linked list. 1,3
i. Insert front, rear ii. Delete front, rear iii. Display.
Q2) Write a C program to implement all the above operations on a singly linked 1,3,5
list.
Q3)Write a C program to implement Stacks using linked list.
Q4) Write a C program to implement Queues using linked list. 1,3
Q5)Write an algorithm to add two polynomials. Trace the algorithm with sample 1,3
input.
Q6) Write the C functions to: i. Reverse a linked list i. Concatenate two 1,3
lists.
Q7) Write a C program to find the equivalence classes. 1,3
Q8) With a neat diagram, explain the linked representation of the sparse matrix by 1,3
taking a 4 x 4 sparse matrix.
Q9) List the advantages of doubly linked list over the singly linked list. 1,3,5
Q10) Write a C function to insert a Node at the specified position in a doubly 1,3,6
linked list.
Module -4
Title: NonLinear Data structures
1 Define the importance of Trees: Binary and Threaded binary trees.
2 Write implementation of Trees and their traversals.
Lesson Plan:
PSOs Reference
Lectu Teaching POs Cos attaine Book/
Topics Covered
re No. Method attained attained d Chapter
No.
L31 Trees: Terminology, Chalk and 1,3,5,6 2,3 T2, T1
Binary Trees Board 1,2,3,4,5,7,
L32 Properties of Binary Chalk and 11,12 1,3,5,6 2,3

B.L.D.E.A’s
trees Board
L33 Array and linked Chalk and 1,3,5,6 2,3 T2, T1
Representation of Board
Binary Trees
L34 Binary Tree Chalk and 1,3,5,6 2,3 T2, T1
Traversals - Board
Inorder, postorder,
preorder
L35 Additional Binary Chalk and 1,2,5,6 2,3 T2, T1
tree operations. Board
Threaded binary
trees
L36 Binary Search Trees Chalk and 1,3,5,6 2,3 T2, T1
– Definition, Board
L37 Insertion, Deletion Chalk and 1,3,5,6 2,3 T2, T1
Board
L38 Chalk and 1,3,5,6 2,3 T2, T1
Traversal,Searching Board
L39 Application of Chalk and 1,3,5,6 2,3 T2, T1
Trees-Evaluation of Board
Expression
Examples Board
T21: Text book No.1 in VTU Syllabus. T2: Text book No.2 in VTU
Syllabus
attained
Q1) Explain with an example: 1,3
i. Trees ii. Degree of a Tree iii. Binary Tree iv. Priority Queues v.
Max Heap.
Q2) Prove that (i) the maximum number of nodes on level i of a binary 1,3,5
tree is 2i-1,
i ≥ 1. (ii) the maximum number of nodes in a binary tree of depth k is 2k –
1, k ≥ 1.
Q3) Write a recursive C function for inorder traversal of a binary tree 1,3,5
and trace it with a sample input.
Q4) Write a recursive C program to implement inorder, preorder and 1,3,5
postorder traversals of a binary tree.
Q5) Write the C functions to implement iterative inorder traversal and 1,3,5
level-order traversal of a binary tree.
Q6) Write the C functions to: i. Count the number of leaf nodes in a 1,3,5
binary tree. ii. Copy a binary tree.
Q7) Explain the concept of Threaded binary tree with a neat diagram 1,3,5
showing its memory representation.
Module -5
Title: Graphs

B.L.D.E.A’s
1 Define Depth First search, Breadth First Search.

2 Implement the hashing functions
3 Learn Sequential, Indexed Sequential, Random access File organizations
Lesson Plan:
PSOs Reference
Lecture Teaching Pos Cos attained Book/
Topics Covered
No. Method attained attained Chapter
No.
L41 Graphs: Chalk and 1,4,5,6 2,3 T1,T2, R2
Definitions, Board 1,2,3,4,5,7,11,12
Terminologies
L42 Matrix and Chalk and 1,4,5,6 2,3 T1,T2, R2
Adjacency List Board
Representation
Of Graphs
L43 Elementary Chalk and 1,4,5,6 2,3 T1,T2, R2
Graph Board
operations,
Traversal
methods:
Breadth First
Search and
Depth First
Search
L44 Sorting and Chalk and 1,4,5,6 2,3 T1,T2, R2
Searching: Board
Insertion Sort
L45 Radix sort, Chalk and 1,4,5,6 2,3 T1,T2, R2
Address Board
Calculation Sort
L46 Hashing: Hash Chalk and 1,4,5,6 2,3 T1,T2, R2
Table Board
organizations,
Hashing
Functions
L47 Static and Chalk and 1,4,5,6 2,3 T1,T2, R2
Dynamic Board
Hashing
L48 Files and Their Chalk and 1,4,5,6 2,3 T1,T2, R2
Organization: Board
Data Hierarchy
L49 File Attributes, Chalk and 1,4,5,6 2,3 T1,T2, R2
Text Files and Board
Binary Files
L50 Basic File Chalk and 1,4,5,6 2,3 T1,T2, R2

B.L.D.E.A’s
Operations, File Board

Organizations
and Indexing
T1: Text book No.1 in VTU Syllabus. R2: Reference Book No.2 in VTU
Syllabus.
T2: Text book No.2 in VTU Syllabus
attained
Q1) Define: i. Graph ii. Directed Graph iii. Subgraphs iv. Path v. 1,4,5,6
Cycle.
Q2) Explain with an example the representation of Graphs as: 1,4,5,6
i. Adjacency Matrix ii. Adjacency Lists.
Q3)Distinguish between Static and Dyanamic Hashing. 1,4,5,6
Q4)Describe sequential and Indexed File structures 1,4,5,6
Q5)With suitable example, explain depth first search and breadth first search 1,4,5,6
algorithms.
Q6)Write the pseudo codes for both. Derive the time complexities. Explain its 1,4,5,6
use in topological sorting
Q7)Define BFS. Expalin briefly how it differs from DFS. 1,4,5,6
ASSIGNMENT QUESTIONS
ASSIGNMENT - I COs attained
1.Determine time and space complexity of iterative and recursive functions 1,2
to compute n ! and which among the two is better?
2.Determine time and space complexity of iterative and recursive functions 1,2
to compute nth Fibonacci number and which among the two is better?
3. What is a stack? Explain and implement the basic operations on stack 1,3
using C.
4. Write a C program to implement stacks using dynamic arrays. 1,3,5
5. What is Queue? Explain various operations on Queue along with their C 1,3
functions.
6. Write a C program to implement a Circular queue. 1,3
ASSIGNMENT - II COs attained

1. Write a C program to implement Queues using linked list. 1,3
2.Write an algorithm to add two polynomials. Trace the algorithm with 1,3
sample input.
3. Write the C functions to: 1,3
i. Reverse a linked list ii. Concatenate two lists.
4. Write a recursive C function for inorder traversal of a binary tree and 1,3,5
trace it with a sample input.
5. Write a recursive C program to implement inorder, preorder and 1,3,5
postorder traversals of a binary tree.
6. Write the C functions to implement iterative inorder traversal and level- 1,3,5
order traversal of a binary tree.

B.L.D.E.A’s
ASSIGNMENT - III CO’s attained

1. Define: i. Graph ii. Directed Graph iii. Subgraphs iv. Path v. 1,4,5,6
Cycle.
2. Explain with an example the representation of Graphs as: 1,4,5,6
i. Adjacency Matrix ii. Adjacency Lists.
3.Distinguish between Static and Dyanamic Hashing. 1,4,5,6
4.Describe sequential and Indexed File structures 1,4,5,6
5.With suitable example, explain depth first search and breadth first 1,4,5,6
search algorithms.
PORTION FOR THE I.A. TEST

Test Modules
IA Test –I Module-1, Module-2
IA Test –II Module-3, Module-4
IA Test –III Module-5

B.L.D.E.A’s
4. COMPUTER ORGANIZATION
Subject Title: Computer Organization Subject Code: 17CS34
Number of Lecture
04 IA Marks 40
Hours/Week
Total Number of Lecture
50 Exam Marks 60
Hours
Credits 04 Exam Hours 03
MODULE – 1 10 Hours
Basic Structure of Computers: Basic Operational Concepts, Bus Structures, Performance –
Processor Clock, Basic Performance Equation, Clock Rate, Performance Measurement.
Machine Instructions and Programs: Memory Location and Addresses, Memory Operations,
Instructions and Instruction Sequencing, Addressing Modes, Assembly Language, Basic
Input and Output Operations, Stacks and Queues, Subroutines, Additional Instructions,
Encoding of Machine Instructions
MODULE - 2 10 Hours
Input/Output Organization: Accessing I/O Devices, Interrupts – Interrupt Hardware, Enabling
and Disabling Interrupts, Handling Multiple Devices, Controlling Device Requests,
Exceptions, Direct Memory Access, Buses Interface Circuits, Standard I/O Interfaces – PCI
Bus, SCSI Bus, USB.
MODULE - 3 10 Hours
Memory System: Basic Concepts, Semiconductor RAM Memories, Read Only Memories,
Speed, Size, and Cost, Cache Memories – Mapping Functions, Replacement Algorithms,
Performance Considerations, Virtual Memories, and Secondary Storage.
MODULE - 4 10 Hours
Arithmetic: Numbers, Arithmetic Operations and Characters, Addition and Subtraction of
Signed Numbers, Design of Fast Adders, Multiplication of Positive Numbers, Signed
Operand Multiplication, Fast Multiplication, Integer Division, Floating-point Numbers and
Operations.
Basic Processing Unit: Some Fundamental Concepts, Execution of a Complete Instruction,
Multiple Bus Organization, Hard-wired Control, and Micro programmed Control. Pipelining,
Embedded Systems and Large Computer Systems: Basic Concepts of pipelining, Examples of
Embedded Systems, Processor chips for embedded applications, Simple Microcontroller,
Forms of parallel processing, Array Processors, The structure of General-Purpose
Multiprocessors.
Text Books:
T1. Carl Hamacher, ZvonkoVranesic, SafwatZaky:Computer Organization, 5th Edition, Tata
McGraw Hill, 2002.(Listed topics only from Chapters 1, 2, 4, 5, 6, 7, 8, 9 and12)
Reference Books:
R1. William Stallings: Computer Organization & Architecture, 7 th Edition, PHI, 2006.
COMPUTER ORGANIZATION COURSE PLAN

1) Prerequisites:
1. Basic knowledge of computer programming in high-level language.
2. Basic knowledge of Digital logic circuits.

B.L.D.E.A’s
3. Fundamentals of elementary formal logic.
2) Course overview and its relevance to this programme:

Basic principles of computer organization, operation and performance.Overview of
computer hardware and software.Methodical treatment of machine instructions, addressing
techniques and instruction sequencing. Input output organization, semiconductor memories,
Rambus and flash memory, arithmetic unit of a computer, register-transfer level treatment of
the implementation of instruction fetching and execution in a processor.
To expose students to the register level architecture of a modern processor and gain
experience programming in the assembly language for that processor. In the design of a
computer system, knowledge of computer architecture is important for understanding trade-
offs of CPU speed, memory size, cache size, disk speed, etc. necessary to obtain the desired
performance. This knowledge is applicable to most courses in the graduate curriculum.
Applications:
Knowledge of computer organization is needed to understand the design,
infrastructure and behind code meanings of every program in the computer and how it is
processed and determined by the computer.
Course outcome
CO.1: Define the Number System, Arithmetic Operations and Characters, flip-flops, register,
counters and memory.
CO.2: Demonstrate Computer Types, Functional Units and Basic Operational Concepts of
computer, Bus Structures, Processor working, Memory Operations, Instructions and
Instruction Sequencing, Addressing Modes, Assembly Language, Basic Input and Output
Operations, Stacks and Queues, Subroutines, Encoding of Machine Instructions, different
types of memories, pipeline and embedded system.
CO.3: Apply knowledge of Basic Input/Output Operations and Arithmetic Operations in
Input/Output Organization and arithmetic unit organization respectively.
CO.4: Dissect the Interrupt, DMA, PCI Bus, SCSI Bus, USB, memories like static and
dynamic and cache memories, arithmetic unit, basic processing unit and Multiprocessors.
CO.5: Determine performance of Processor, clock rate, cache memories and Multiprocessors.
CO.6: Adapt basic in the organization of the computer peripherals, Multiprocessors and
Embedded System
MODULE WISE PLAN

Module Number:1 No. of Hours: 10
Learning Objectives: The main objectives of this module are to

1. Computer performs the function of storing and processing the information.
2. It has various functional units, and has evolved to the present day form after generations
3. Computer executes programs, i.e. a set of instructions along with some operands.
4. These instructions and operands are stored generally in memory
5. In this chapter we study how these instructions and operands are brought from memory
to the processor and executed.
Lesson Plan:
Lecture Teaching POs PSOs Cos Text or
Topics Covered
No. Method attained attained attained Reference

B.L.D.E.A’s
Book/Chapter
No.
Computer Types,
L1. Functional Units,
PPT 1,2 T1/1
Basic Operational
Concepts
Bus Structures,
PPT,
Performance –
Chalk
L2. Processor Clock, 1,2 T1/1
and
Basic Performance
Board
Equation
Clock Rate,
PPT,
Performance
Chalk
L3. Measurement, 1,2 T1/1
and
Historical
Board
Perspective
Numbers, Memory PPT,
L4. Location and Chalk
1,2 T1/2
Addresses, Memory and
Operations, Board
PPT,
Instructions and
L5. Chalk
Instruction 1,2,3 T1/2
and
Sequencing 1,3,12 1,2
Board
PPT,
L6. Addressing Modes, Chalk
1,2,3 T1/2
Assembly Language and
Board
PPT,
L7. Basic Input and Chalk
1,2 T1/2
Output Operations and
Board
PPT,
L8. Stacks and Queues, Chalk
1,2 T1/2
Subroutines and
Board
PPT,
Additional Chalk
L9. 2 T1/2
Instructions, and
Board
PPT,
Encoding of
Chalk
L10. Machine 2,3 T1/2
and
Instructions
Board
Questions COs Attained
1. Explain Big-Endian, Little-Endian assignment and byte 1,2

B.L.D.E.A’s
addressability.
2. Represent (-56)10 and (56)10 in sign magnitude, 1’s complement
1,2
and 2’s complement methods
3. Explain different functional units of a digital computer. 1,2,3
4. List and explain the developments made during different
1
generations of a computer.
5. What is a bus? Explain single bus structure in architecture.
1,2
6. Explain clearly SPEC Rating and its significance. 1,2
7. What is addressing mode?Explain different addressing modes
2,3
with example for each.
8. What is stack frame? Illustrate the use of stack frame in
1,2,3
subroutines.
9. Describethe use of shift and rotate with examples 2,3
10. Explain Byte addressability 2
11. What are assembler directives? Explain any two directives. 2,3
12. Convert the following pairs of decimal numbers to 5-bit, signed,
2’s complement binary numbers and add them. State whether or
not overflow occurs in each case.
a. 7 and 13
1,2,3,4
b. 7 and 13
c. -5 and 7
d. -14 and 11
e. -10 and -13
13. With the help of suitable examples, illustrate encoding of
2,3
machine instructions.
MODULE-2
Module Number: 2 No. of Hours: 10
1. One of the basic features of a computer is its ability to exchange data with other devices.
2. It means computer performs various input/output operations.
3. One of the basic features of a computer is its ability to exchange data with other devices.
4. It means computer performs various input/output operations.
Lesson Plan:
Text or
No.
Accessing PPT,
L11. I/O Devices Chalk and 2,3 T1/5
Board
Interrupts – PPT, 1,3,12 1,2
L12. Interrupt Chalk and 2,3 T1/5
Hardware, Board
L13. Enabling PPT, 2,3 T1/5
B.L.D.E.A’s
and Chalk and

Disabling Board
Interrupts,
Handling PPT,
L14. Multiple Chalk and 2,3,4 T1/5
Devices, Board
Controlling PPT,
L15. Device Chalk and 2,3 T1/5
Requests, Board
Exceptions,
Direct PPT,
L16. Memory Chalk and 2 T1/5
Access, Board
Buses
PPT,
Interface
L17. Chalk and 2 T1/6
Circuits,
Board
Standard I/O PPT,
L18. Interfaces – Chalk and 2 T1/6
PCI Bus, Board
PPT,
PCI Bus,
SCSI Bus
Board
PPT,
L20. USB Bus Chalk and 2,4 T1/6
Board
1. Differentiate memory mapped I/O and I/O mapped I/O. 4
2. Describe the use of Interrupts with an example. 2
3. In the interrupt mechanism, how the simultaneous arrivals of
interrupts from various (multiple) devices (I/O) are handled? 2,4
4. Describe how 4 devices can be connected in daisy chain method

2,3
to process their requests.
5. Compare programmed I/O. interrupt driven I/O and DMA based
4
I/O
6. Define and explain briefly the following
a. Interrupt
b. Vectored interrupt. 2
c. Interrupt nesting
d. An exception and give two examples
7. Why is bus arbitration required? Explain clearly the Bus
2,4
Arbitration Methods.
8. Compare serial and parallel interfaces for efficiency and
4
complexity with examples
9. What are the features of SCSI bus? Write a note on arbitration 2

B.L.D.E.A’s
and selection on SCSI bus

10. Describe the split bus operation. How can it be connected to two
2,4
fast devices and one slow device?
11. Explain the significant features of the following bases
a. PCI
2
b. SCSI
c. USB
12. Explain the following with respect to USB.
a. USB architecture
2,3,4
b. USB addressing
c. USB protocols.
13. In a computer system, PCI bus is used to connect devices to the
processor (system bus) bus. Consider a bus transaction in which
the processor read four 32-bit words from the memory. Explain 3,4
the read operation on the PCI bus between memory and
processor. Give signal and timing diagram.
MODULE-3
Module Number: 3 No. of Hours: 10
Learning Objectives: The main objectives of this MODULE are to
1. Programs and the data operated on are stored in the memory of a computer.
2. The execution speed of programs is highly dependent on the speed with which
instructions and data can be transferred between the processor and the memory.
Lesson Plan:
Text or
No.
PPT,
Basic
L21. Chalk and 1,2 T1/7
Concepts,
Board
Semiconductor PPT,
L22. RAM Chalk and 2,3,4 T1/7
Memories, Board
PPT,
Read Only
Memories
Board
1,2,3,9,12 1,2
PPT,
Speed, Size,
and Cost
Board
PPT,
Cache
Memories
Board
PPT,
Mapping
Functions,
Board

B.L.D.E.A’s
PPT,
Replacement
Algorithms
Board
PPT,
Performance
Considerations
Board
PPT,
Virtual
Memories
Board
PPT,
Secondary
Memory
Board

1. Give the organization of 1Mx32 memory using 512x8 SRAM
1,2,3,4,6
chips. Clearly show the address decoding.
2. Define Hit ratio and miss penalty for cache access. 2,5
3. Give Hit ratio=0.92, cache access time 40ns. Main memory
2,3,4,5
access time 300 ns. Calculate the average access time.
4. Discuss direct mapped, associative mapped and set associative
2,4
mapped cache memory system with suitable diagrams
5. What are the various factors to be considered in the choice of a
2,4
memory chip? Explain
6. What are the key factors that affect the performance and cost of a
2,3,5
computer with respect to memory? Explain briefly.
7. How TLB can be used in implementing virtual memory? Explain
2,4
with block diagram
8. Explain working principle of magnetic disk 2
9. Write notes on
a. Optical technology used in CD system. 2
b. RAID Disk arrays
10. A disk unit has 24 recording surfaces. It has a total of 14,000
cylinders. There are an average of 400 sectors per track. Each
sector contains 512 bytes of data. Answer the following
questions.
a. What is the maximum no. of Gigabytes that can be stored in this
3,4
unit?
b. What is the data transfer rate in bytes/sec at a rotational speed of
7200 rpm?
c. Using a 32-bit word, suggest a suitable scheme for specifying
the disk address, assuming that there are 512 bytes/sector
MODULE-4
Learning Objectives: The main objectives of this Module are to

B.L.D.E.A’s
1. A basic operation in all digital computers is the addition or subtraction of two

numbers.
2. Arithmetic operations occur at the machine instruction level.
3. They are implemented along with basic logic functions.
4. Arithmetic operations occur at the machine instruction level.
5. They are implemented along with basic logic functions.
Lesson Plan:
Text or
No.
Arithmetic:
Numbers,
PPT,
Arithmetic
L31. Chalk and 1,2,4 T1/6
Operations
Board
and
Characters,
Addition and
PPT,
Subtraction of
Signed
Board
Numbers,
Addition and
PPT,
Subtraction of
Signed
Board
Numbers,
PPT,
Design of Fast
L34. Chalk and 2,3,4,6 T1/6
Adders
Board
Multiplication PPT, 1,2,3,4,12 1,2
L35. of Positive Chalk and 2,3,4 T1/6
Numbers, Board
Multiplication PPT,
L36. of Positive Chalk and 3,4 T1/6
Numbers, Board
Signed PPT,
L37. Operand Chalk and 2,3,4 T1/6
Multiplication, Board
PPT,
Fast
Multiplication,
Board
PPT,
Integer
Division,
Board
Floating-point PPT,
L40. Numbers and Chalk and 2,4 T1/6
Operations. Board

B.L.D.E.A’s

1. Explain 4 bit carry-look ahead adder and use it to build a 12 bit
2,4,6
carry-look ahead adder.
2. Perform 56-78 using 1’s complement and 2’s complement
2,3
methods.
3. Give the basic features of IEEE floating point number standard 2
4. Using Booth algorithm multiply (-13) and (+107). 2,3
5. Give the circuit diagram for binary division and explain. 2
6. Differentiate restoring and non-restoring division. 4
7. With a clear diagram explain the floating point addition –
2
subtraction unit
8. Perform division of number 8 by 3 (8 % 3) using non restoring
2,3,4
division algorithm.
MODULE-5
A typical computing task consists of a series of steps specified by a sequence of
1.
machine instructions that constitute a program.
In this chapter we focus on the processing unit, which executes machine
2.
instructions and coordinates the activities of other units.
Pipelining as a means for improvingperformance by overlapping the execution
3.
ofmachine instructions
4. Embedded applications
5. Microcontrollers for embedded systems
Lesson Plan:
Text or
Teachin PSOs Cos
Lectur POs Reference
Topics Covered g Attaine Attaine
e No. Attained Book/Chapte
Method d d
r No.
PPT,
Some Chalk
L41. Fundamental and 2,4 T1/7
Concepts, Board
PPT,
Execution of a Chalk
L42. Complete and 2,3,4 T1/7
Instruction, Board
1,2,3,4,9,1
PPT, 1,2
2
Chalk
Multiple Bus
L43. and 3,4 T1/7
Organization,
Board
PPT,
Chalk
Hard-wired
L44. and 2,3,4 T1/7
Control
Board

B.L.D.E.A’s
PPT,
Chalk
Microprogramme
L45. and 2,3,4 T1/7
d Control
Board
PPT,
Chalk
Microprogramme
L46. and 2,3,4 T1/7
d Control
Board
Pipelining,
Embedded
PPT,
Systems and
Chalk
L47. Large Computer and 2,4 T1/8
Systems: Basic
Board
Concepts
of pipelining,
Examples of
Embedded PPT,
Systems, Chalk
L48. Processor chips and 2,3,4 T1/9
for embedded Board
applications,
PPT,
Simple
Chalk
Microcontroller,
L49. and 2,4 T1/9,12
Forms of parallel
Board
processing
Array Processors, PPT,

Chalk
L50. The structure of and 2,4 T1/12
General-Purpose Board
Multiprocessors.
Questions for practice :

1. Explain hardwired control unit with diagram. 2,3
2. Write and explain control sequences for execution of the
2,3,4,6
instruction SUB R1, (R4).
3. With a diagram which shows the separate Decoding and
2
Encoding functions. Explain hard wired control.
4. Differentiate between hardwired and micro programmed control. 4
5. Explain the process of fetching a word from memory using
timing diagram of memory read operation. Also give an example 2,3
for the same

B.L.D.E.A’s
6. With neat diagram, explain three bus organization and write

2,3,4,6
control sequence for the instruction Add R1,R2,R3.
7. Explain hardwired control unit with diagram. 2
8. Explain the pipeline with neat diagram 2
9. Define embedded system with an example 2
10. Write a note on multiprocessor 2
Assignment questions:
Assignment 1:
3. What are assembler directives? Explain any two directives. 2,3
4. Why is bus arbitration required? Explain clearly the Bus
2,4
Arbitration Methods.
5. Define and explain briefly the following
e. Interrupt
f. Vectored interrupt. 2
g. Interrupt nesting
h. An exception and give two examples
Assignment 2:
1. Discuss direct mapped, associative mapped and set associative
2,4
mapped cache memory system with suitable diagrams
2.What are the various factors to be considered in the choice of a
2,4
memory chip? Explain
3 .A disk unit has 24 recording surfaces. It has a total of 14,000
cylinders. There are an average of 400 sectors per track.
Each sector contains 512 bytes of data.
Answer the following questions
a) What is the maximum no. of Gigabytes that can be stored in
this unit? 3,4
b) What is the data transfer rate in bytes/sec at a rotational speed
of 7200 rpm?
c) Using a 32-bit word, suggest a suitable scheme for
specifying the disk address, assuming that there are
512 bytes/sector.
4. Explain 4 bit carry-look ahead adder and use it to build a 12 bit
2,4,6
carry-look ahead adder.
5. Perform division of number 8 by 3 (8 % 3) using non restoring
2,3,4
division algorithm .
Assignment 2:
1.Differentiate between hardwired and micro programmed control. 4
2.Explain the process of fetching a word from memory using timing
diagram of memory read operation. Also give an example for the 2,3
same
3.With neat diagram, explain three bus organization and write control
2,3,4,6
sequence for the instruction Add R1,R2,R3.
4.Explain the pipeline with neat diagram 2
5.Define embedded system with an example 2

B.L.D.E.A’s
COMPUTER ORGANIZATION IA PORTION

I. A. Test No. Modules
I 1,2
II 3
III 4,5

B.L.D.E.A’s
5. UNIX AND SHELL PROGRAMMING

[As per Choice Based Credit System (CBCS) scheme]
(Effective from the academic year 2017 -2018)
Semester: III
Year: 2018-19
Subject Title: Unix and Shell Programming Subject Code: 17CS35
Total Contact Hours: 40 Duration of Exam : 03
Staff : Prof. A. A. Javaji
MODULE - 1 8 Hours
Introduction, Brief history. Unix Components/Architecture. Features of Unix. The UNIX
Environment and UNIX Structure, Posix and Single Unix specification. The login prompt.
General features of Unix commands/ command structure. Command arguments and options.
Understandingof some basic commands such as echo, printf, ls, who, date, passwd, cal,
Combining commands. Meaning of Internal and external commands. The type command:
knowing the type of a command and locating it. The man command knowing more about
Unix commands and using Unix online manual pages. The man with keyword option and
whatis. The more command and using it with other commands. Knowing the user terminal,
displaying its characteristics and setting characteristics. Managing the non-uniform behaviour
of terminals and keyboards. The root login. Becoming the super user: su command. The
/etc/passwd and /etc/shadow files. Commands to add, modify and delete users.
Topics from chapter 2 , 3 and 15 of text book 1,chapter 1 from text book 2
Unix files. Naming files. Basic file types/categories. Organization of files. Hidden files.
Standard directories. Parent child relationship. The home directory and the HOME variable.
Reaching required files- the PATH variable, manipulating the PATH, Relative and absolute
pathnames. Directory commands – pwd, cd, mkdir, rmdir commands. The dot (.) and double
dots (..) notations to represent present and parent directories and their usage in relative path
names. File related commands – cat, mv, rm, cp, wc and od commands. File attributes and
permissions and knowing them. The ls command with options. Changing file permissions: the
relative and absolute permissions changing methods. Recursively changing file permissions.
Directory permissions.
The vi editor. Basics. The .exrc file. Different ways of invoking and quitting vi. Different
modes of vi. Input mode commands. Command mode commands. The ex mode commands.
Illustrative examples Navigation commands. Repeat command. Pattern searching. The search
and replace command. The set, map and abbr commands. Simple examples using these
commands. The shells interpretive cycle. Wild cards and file name generation. Removing the
special meanings of wild cards. Three standard files and redirection. Connecting commands:
Pipe. Splitting the output: tee. Command substitution. Basic and Extended regular
expressions. The grep, egrep. Typical examples involving different regular expressions.
Topics from chapters 7, 8 and 13 of text book 1. Topics from chapter 2 and 9 ,10 of
text book 2

B.L.D.E.A’s
Shell programming. Ordinary and environment variables. The .profile. Read and readonly
commands. Command line arguments. exit and exit status of a command. Logical operators
for conditional execution. The test command and its shortcut. The if, while, for and case
control statements. The set and shift commands and handling positional parameters. The here
( << ) document and trap command. Simple shell program examples. File inodes and the
inode structure. File links – hard and soft links. Filters. Head and tail commands. Cut and
paste commands. The sort command and its usage with different options. The umask and
default file permissions. Two special files /dev/null and /dev/tty.
Topics from chapter 11, 12, 14 of text book 1,chapter 17 from text book2
Meaning of a process. Mechanism of process creation. Parent and child process. The ps
command with its options. Executing a command at a specified point of time: at command.
Executing a command periodically: cron command and the crontab file.. Signals. The nice
and nohup commands. Background processes. The bg and fg command. The kill command.
The find command with illustrative example. Structure of a perl script. Running a perl script.
Variables and operators. String handling functions. Default variables - $_ and $. –
representing the current line and current line number. The range operator. Chop() and
chomp() functions. Lists and arrays. The @- variable. The splice operator, push(), pop(),
split() and join(). File handles and handling file – using open(), close() and die () functions..
Associative arrays – keys and value functions. Overview of decision making loop control
structures – the foreach. Regular expressions – simple and multiple search patterns. The
match and substitute operators. Defining and using subroutines.
Topics from chapter 9 and 19 of text book 1. Topics from chapter 11 of reference book 1
Course outcomes:
After studying this course, students will be able to:
 Explain UNIX system and use different commands.
 Compile Shell scripts for certain functions on different subsystems.
 Demonstrate use of editors and Perl script writing
Question paper pattern:

The question paper will have ten questions.
There will be 2 questions from each module.
Each question will have questions covering all the topics under a module.
The students will have to answer 5 full questions, selecting one full question from each
module.
Text Books:
1. Sumitabha Das., Unix Concepts and Applications., 4th Edition., Tata McGraw Hill
2. Behrouz A. Forouzan, Richard F. Gilberg : UNIX and Shell Programming- Cengage
Learning – India Edition. 2009.
Reference Books:
1. M.G. Venkatesh Murthy: UNIX & Shell Programming, Pearson Education.
2. Richard Blum , Christine Bresnahan : Linux Command Line and Shell Scripting Bible,
2ndEdition ,Wiley,2014.
1. Prerequisites:
1. Basic knowledge of computers

B.L.D.E.A’s
2. Operating System and Networking Concepts.

3. Basic C programming Concepts.
2. Course Overview and its relevance to Program:
UNIX Shell Programming provides a complete introduction of UNIX operating system. It
gives a knowledge regarding shell programming and foundation for system prohramming.
The UNIX environment is no longer exception; rather it is the usual practice for software
applications. Also gives information for file system management, process management and
other advanced concepts that gives a strong foundation for learning similar concepts of other
operating systems and concept in other high level languages.
3. Applications:
1. Gives a complete introduction of UNIX operating system.
2. Gives knowledge of shell programming and working with command mode.
3. Gives Knowledge of file systems in Unix.
4. Gives adequate information of process creation and deletion.
4. Course Outcomes:
C235.1 Explain multi user OS UNIX and its basic features.
C235.2 Interpret UNIX Commands, Shell basics, and shell environments.
C235.3 Design and develop shell programming, communication, System calls and terminology. 
C235.4 Design and develop UNIX File I/O and UNIX Processes
C235.5 Design and develop perl programs and handle processes
C235.6 Apply the knowledge of Unix commands, shell & Perl programming
Practically.
5. Module wise Plan:
MODULE – 1
Module Number: 1 Planned Hours: 08
Learning Objectives: At the end of this chapter students will be able to:
1) Explain Unix architecture and its basic features.
2) Express various operations on a file system.
3) Perform File security and permissions.
Lesson Plan:
PSOs Reference
Lecture Teaching POs COs
Topics Covered Attained Book/
No. Method Attained Attained
Chapter
Introduction, Brief No.
history. Unix
Chalk
Components/Architecture.
L1 Features of Unix. The and 1 T1/1
UNIX Board
Environment and UNIX
1,3,5,12
Structure
Posix and Single Unix T1/1
specification. The login Chalk 2
L2 prompt. General features and 1
of Unix commands/ Board
command structure.
Command arguments and
options

B.L.D.E.A’s
Understanding of some T1/1

basic commands such as Chalk
L3 echo, printf, ls, who, date, and 1
passwd, cal, Combining Board
commands
Meaning of Internal and T1/3
external commands. The Chalk
L4 type command: knowing and 1
the type of a command Board
and locating it.
The man command Chalk T1/3
knowing more about Unix
L5 commands and using Unix
and 1
online manual pages. The Board
man with
The morekeyword
command option
and T1/3
and whatis.it
using withother Chalk
L6 commands. Knowing the and 1
user terminal, displaying Board
its characteristics and
setting
Managing the non- T1/4
characteristics.
uniform behaviour of Chalk
terminals and keyboards.
L7 and 1
The root login.
Becoming the super user: Board
su command
The /etc/passwd and Chalk T1/4
/etc/shadow files.
L8 Commands to add,
and 1
modify and delete users. Board

Q1) With diagram, explain the relationship between the kernel & shell in
1
UNIX.
Q2) Explain the salient features of UNIX operating system. 1
Q3) Write a note on man documentation. Also give the usage of apropos 1
and whatis.
Q4) What is the output of the following commands: 1

i)echo $PATH ii) ls-l/wc-l iii) type mkdir; mkdir new iv)
who>userlist
Q5) Explain different types of files in UNIX. 1

Q6) Explain the following commands with examples: 1
i)mkdir ii) ls –l iii) echo iv) cd
Q7) What is parent-child relationship? With the help of neat diagram 1

explain, UNIX file system tree.
Q8) What is the output of following command: 1
i) man man ii) cmp f1 f2 (both identical) iii) ls-i

B.L.D.E.A’s
Q9) Explain the concept of absolute & relative pathname with suitable 1
examples.
Q10) Explain briefly the file attributes listed using ls –l command. 1
Q11) What is file permission? What are different ways of setting file 1
permission? Explain.
MODULE – 2
1) Explain basics of vi editor.
2) Writes programs to illustrate the features of vi editor.
3) Express the basics of shell programming.
4) Demonstrates the working of Shell programming.
Lesson Plan:
PSOs Reference
Lecture Teaching POs Attained Cos Book/
Topics Covered
No. Method Attained Attained Chapter
No.
Unix files. Naming T1/2
files. Basic file
Chalk
types/categories.
L9 Organization of files. and 2
Hidden files. Standard Board
directories. Parent child
relationship.
The home directory and T1/2
the HOME variable. Chalk
L10 Reaching and 2
required files- the Board 2
PATH variable,
manipulating the PATH
Relative and absolute 2 T1/2
pathnames. Chalk
L11 Directory commands – and 1,2,3,4,5,12
pwd, cd, mkdir, rmdir Board
commands
The dot (.) and double 2 T1/2
dots (..) notations Chalk
to represent present and
L12 parent directories and
and
their usage in relative Board
path names
File related 2 T1/5

Chalk
commands – cat, mv,
L13 rm, cp, wc and od
and
commands Board

B.L.D.E.A’s
File attributes and 2 T1/5

permissions and Chalk
L14 knowing and
them. The ls command Board
with options
Changing file 2 T1/5
permissions: the Chalk
L15 relative and absolute and
permissions changing Board
methods
Recursively changing Chalk 2 T1/5
L16 file permissions. and
Directory permissions. Board

Q1) Explain the different modes of operation in a vi editor with neat
2
diagram.
Q2) How to do the following using vi editor:
i) Combine 5 lines in to single line ii) Move the cursor to last line
in a file iii) Replace has with have in the current line iv) Add /* at the 2
beginning of the and */ at end of line
Q3) Explain the commands search for pattern and search & replace in vi
2
editor.
Q4) Explain the following with respect to vi editor. 2
i) Search for a pattern printf, then repeat the search in both forward and
backward direction. ii) :$s|director| member|g iii) : .w tempfile iv) : . , $w
tempfile v)recover vi) 20h
Q5) What is a Standard input, Standard output & Standard error? Explain 2
with respect to UNIX.
Q6) Frame wild-card patterns: 2
i) Where the last character is not numeric. ii) That have atleast four
characters.
Q7) Explain the concept of Escaping and Quoting with suitable examples. 2
Q8) What is job? Describe different job control facilities with suitable 2
examples.
Q9) Explain the mechanism of process creation and role of system calls. 2
Q10) Explain the ps & kill commands with suitable example and list its 2
options.
Q11) Explain following environment variables with examples. 2
i) TERM ii) PATH iii) HOME iv) PS1

B.L.D.E.A’s
MODULE – 3
1) Explain basics of communication.
2) Express features of interactive Korn shell.
3) Write Korn shell program to illustrate the features in Korn shell.
Lesson Plan:
PSOs Reference
Lecture Teaching POs Cos
Topics Covered Attained Book/
No. Method Attained Attained Chapter
The vi editor. Basics. No.
T1/7
Chalk
The .exrc file. Different
L17 ways of invoking and
and 3,4
quitting vi Board
3,4 T1/7
Different modes of Chalk
vi. Input mode
L18 commands. Command
and
mode commands. Board
2,3
The ex mode 3,4 T1/13
commands. Illustrative
Chalk
L19 examples Navigation and
commands. Repeat Board
command.
Pattern searching. The 3,4 T1/13
Chalk
search and replace
L20 command. The set, map
and
and abbr commands. Board 1,2,3,4,5,12
Simple examples using 3,4 T1/13
these commands. Chalk
L21 The shells interpretive and
cycle. Wild cards and Board
file name generation
Removing the special 3,4 T1/14

meanings Chalk
of wild cards. Three
L22 standard files and
and
redirection. Connecting Board
commands: Pipe.
Splitting the Chalk 3,4 T1/14

L23 output: tee. Command and
substitution. Board

B.L.D.E.A’s
Basic and Extended 3,4 T1/14

regular expressions. Chalk
L24 The grep, egrep. and
Typical examples Board
involving different
regular expressions
Q1) Define the talk utility and describe its application. 3,4
Q2) Define the ftp utility.what does ftp stand for?what is its application? 3,4
Q3) When do we use each of the following utilities? 3,4
a.talk b.write c.mail d.telnet e.ftp
Q4) Explain the two processes of the Korn shell. 3,4
Q5) How can you create a child shell? How can you move to the parent shell 3,4
after creating a child?
Q6) What is piping? What is the pipe operator? 3,4
Q7) Write each of the following expressions in Korn shell. 3,4
a. 3 + 4 b. 4 / x
c. x * 14 d. x % 5
Q8) What is the exit status of each of the following command ? 3,4
a. (( 0 )) b. (( -5 ))
c.(( 5 )) d. (( ))
Q9) Write each of the following file expression in Korn shell: 3,4
a. File 1 is empty
b. File 2 is not readable
Q10) Devise a way to repeat a command 100 times using a for-in loop.what 3,4
about 1000 times?
MODULE – 4
1) Explain the basics of file I/O.
2) Express the process creation ,deletion and any modifications that can be done to
process.
3) Write program to illustrate file I/O operations and process activities.
Lesson Plan:
Reference
Lecture Teaching POs PSOs Cos Book/
Topics Covered
No. Method Attained Attained Attained Chapter
No.

B.L.D.E.A’s
Shell programming.
Ordinary and Chalk
environment variables.
L25 and 5 T2/3
The .profile. Read and
readonly Board
commands.
Command line Chalk T2/3
L26 arguments. exit and exit and 5
status of a command. Board
T2/3
Logical operators for Chalk
conditional execution.
L27 The test command and
and 5
its shortcut. Board
The if, while, for and T2/3

case control statements. Chalk
The set and shift
L28 and 5
commands and
handling positional Board
parameters. 1,2,3,5,7,12 2
T2/7
The here ( << ) Chalk
document and trap
L29 command. Simple shell
and 5
program examples. Board
File inodes and the T2/7

inode structure. Chalk
L30 File links – hard and and 5
soft links. Filters. Head Board
and tail commands.
T2/7
Cut and paste Chalk
commands. The sort
L31 command and its usage
and 5
with different options. Board
The umask and default Chalk T2/7
L32 file permissions. Two and 5
special Board
files /dev/null and
Questions/dev/tty.
for Practice:
Q1) when reading or writing a disk file, are the functions unbuffered?
5
Explain.
Q2) Assume the process executes following three function calls.
fd1=open(pathname,oflags);
fd2=dup(fd1);
fd3=open(pathname,oflags); 5
Draw the resulting picture.which descriptors are affected by fcnt1 on
fd1 with a command of F_SETFD? Which descriptors are are affected
by an fcnt1 on fd1 with a command F_SETFL?

B.L.D.E.A’s
Q3) if you open a file for read-write with the append flag,can you still read
from anywhere in the file using lseek? Can you use lseek to replace existing 5
data in the file? Write a program to verify this.
Q4) is there any way for a function that is called by main to examine the
command-line arguments,without (a) passing argc and argv as arguments
5
from main to the function, or (b) having main copy argc and argv into global
variables?
Q5) Some Unix implementations purposely arrange that, when a program is
5
executed , location 0 in the data segment is not accessible. Why?
Q6) If we allocate an array of longs using calloc is the array initialized to 0?
If wqe allocate an array of pointers using calloc is the array initialized to null 5
pointers?
Q7)Use the typedef facility of C to define a new data type Exitfunc for an
5
exit handler . Redo the prototype for atexit using this data type.
MODULE – 5
1) Explain process control mechanism.
2) Express the relationship between the processes.
3) Demonstrate the process control activities and process relationships through programming.
Lesson Plan:
Reference
Topics Covered
No. Method Attained Attained Attained Chapter
No.
Meaning of a 6 T2/8
process. Mechanism
of process creation. Chalk
Parent and child
L33 process. The ps and
command Board
with its options.
Executing a
command a at
Executing a 6 T2/8
specified point of
command
time: at command.
periodically: cron Chalk 1,2,3,4,5,7,12 1,2
L34 command and the and
crontab file.. Signals. Board
The nice and nohup
commands.
Background 6 T2/8
The bg and fg
processes.
command. The kill Chalk
L35 command. The find and
command with Board
illustrative example.

B.L.D.E.A’s
Structure of a perl 6 T2/8

script. Running a perl Chalk
L36 script. Variables and and
operators. String Board
handling functions
6 T2/9
Default variables - $_
and $. – representing
the current line and Chalk
current line number.
L37 The range
and
operator. Chop() and Board
chomp() functions.
Lists and arrays.
The @- variable. The 6 T2/9

splice operator,
push(), pop(), split() Chalk
and join(). File
L38 handles and handling
and
file – using open(), Board
close() and die ()
functions.
Associative arrays – 6 T2/9

keys and value
functions. Overview Chalk
L39 of decision making and
loop Board
control structures –
the foreach.
Regular expressions 6 T2/9
– simple and multiple
search patterns. The Chalk
L40 match and substitute and
operators. Defining Board
and using
subroutines.

1)How can a process obtain its saved set_user_ID? 6
2) Write a program that creates a zombie and then call system to execute the
6
ps(1) command to verify that the process is a zombie.
3) In program we call exec1 , specifying the pathname of the interpreter file.
If we called exec1p instead, specifying a filename to tsetinterp, and if the
6
directory /home/stevens/bin was a path prefix, what would be printed as
argv[2] when the program is run.
4) in the discussion of utmp and wtmp. Why are the logout records written by
6
the 4.3+BSD init process? Is this handled the same way for a network login?

B.L.D.E.A’s
5) Write a small program that calls fork and has the child create a new
session. Verify that the child becomes a process group leader, and that the 6
child no longer has a controlling terminal.
Assignment Questions
Assignment 1:
Q1) With diagram, explain the relationship between the kernel & shell in
1
UNIX.
Q2) Explain the salient features of UNIX operating system. 1
Q3) Explain briefly the file attributes listed using ls –l command. 1
Q4) Explain the different modes of operation in a vi editor with neat 2
diagram.
Q5) How to do the following using vi editor: 2
i) Combine 5 lines in to single line ii) Move the cursor to last line
in a file iii) Replace has with have in the current line iv) Add /* at the
beginning of the and */ at end of line
Assignment 2:
Q1) ) How can you create a child shell? How can you move to the parent
3,4
shell after creating a child?
Q2) Define the ftp utility.what does ftp stand for?what is its application? 3,4
Q3) When do we use each of the following utilities? 3,4
a.talk b.write c.mail d.telnet e.ftp
Q4) Assume the process executes following three function calls.
fd1=open(pathname,oflags);
fd2=dup(fd1);
fd3=open(pathname,oflags); 5
Draw the resulting picture.which descriptors are affected by fcnt1 on
fd1 with a command of F_SETFD? Which descriptors are are affected
by an fcnt1 on fd1 with a command F_SETFL?
Q5) if you open a file for read-write with the append flag,can you still read
from anywhere in the file using lseek? Can you use lseek to replace existing 5
data in the file? Write a program to verify this.
Assignment 3:
Q1)How can a process obtain its saved set_user_ID? 6
Q2) Write a program that creates a zombie and then call system to execute
6
the ps(1) command to verify that the process is a zombie.
Q3) In program we call exec1 , specifying the pathname of the interpreter
file. If we called exec1p instead, specifying a filename to tsetinterp, and if the
6
directory /home/stevens/bin was a path prefix, what would be printed as
argv[2] when the program is run.
Q4) in the discussion of utmp and wtmp. Why are the logout records written
by the 4.3+BSD init process? Is this handled the same way for a network 6
login?

B.L.D.E.A’s
Q5) Write a small program that calls fork and has the child create a new
session. Verify that the child becomes a process group leader, and that the 6
child no longer has a controlling terminal.
5) Portion for I. A. Tests:
Test Units COs Attained
I Module 1, Module 2 1, 2, 3
II Module 3, Module 4 (4 hours) 1, 4, 5
III Module 4(4 hours), Module 5 5, 6

B.L.D.E.A’s
6. DISCRETE MATHEMATICAL STRUCTURES

Subject Title: DISCRETE MATHEMATICAL
Subject Code: 17CS36
STRUCTURES
Total Lecture Hours: 50 Duration of Exam : 03
Staff Name: Santosh S C. Credits-04
Module-1 10 Hours
Fundamentals of Logic: Basic Connectives and Truth Tables, Logic Equivalence – The
Laws of Logic, Logical Implication – Rules of Inference. The Use of Quantifiers, Quantifiers,
Definitions and the Proofs of Theorems.
Module-2 10 Hours
Properties of the Integers: Mathematical Induction, the Well Ordering Principle –
Mathematical Induction, Recursive Definitions. Fundamental Principles of Counting: The
Rules of Sum and Product, Permutations, Combinations – The Binomial Theorem,
Combinations with Repetition
Module-3 10Hours
Relations and Functions: Cartesian Products and Relations, Functions – Plain and One-to-
One, Onto Functions. The Pigeon-hole Principle, Function Composition and Inverse
Functions. Properties of Relations: Computer Recognition – Zero-One Matrices and
Directed Graphs, Partial Orders – Hasse Diagrams, Equivalence Relations and Partitions.
Module-4 10 Hours
The Principle of Inclusion and Exclusion: The Principle of Inclusion and Exclusion,
Generalizations of the Principle, Derangements – Nothing is in its Right Place, Rook
Polynomials. Recurrence Relations: First Order Linear Recurrence Relation, The Second
Order Linear Homogeneous Recurrence Relation with Constant Coefficients.
Module-5 10Hours
Introduction to Graph Theory: Definitions and Examples, Subgraphs, Complements, and
Graph Isomorphism, Vertex Degree, Euler Trails and Circuits. Trees: Definitions, Properties,
and Examples, Routed Trees, Trees and Sorting, Weighted Trees and Prefix Codes.
Text Books:
T1. Discrete and Combinatorial Mathematics, Ralph P. Grimaldi, 5 th Edition, PHI/Pearson

Education, 2004 (Chapter 3.1, 3.2, 3.3, 3.4, Appendix 3, Chapter 2, Chapter 4.1, 4.2,Chapter
5.1 to 5.6, Chapter 7.1 to 7.4, Chapter 16.1, 16.2, 16.3, 16.5 to 16.9, and Chapter 14.1, 14.2,
14.3).
Reference Books:
R1. Basavaraj S Anami and Venakanna S Madalli: Discrete Mathematics – A Concept based
approach,Universities Press, 2016
R2. Kenneth H. Rosen: Discrete Mathematics and its Applications, 6th Edition, McGraw
Hill, 2007.
R3. Jayant Ganguly: A Treatise on Discrete Mathematical Structures, Sanguine-Pearson,2010
R4. D.S. Malik and M.K. Sen: Discrete Mathematical Structures: Theory and Applications,
Thomson, 2004
R5. Thomas Koshy: Discrete Mathematics with Applications,, Elsevier, 2005,Reprint 2008.

B.L.D.E.A’s
DISCRETE MATHEMATICAL STRUCTURES COURSE PLAN

Prerequisites:
1. Basic concepts of Mathematics
2. Concepts of Digital gates.
Course Overview and its relevance to program:
We are living in a digital era. The digital signals criss cross and transcends us at all
times and at all points. It’s difficult to live without using an application related to the
digitalizing concepts. As the name of the word suggests, we are to deal with digits, the
discrete numbers and their fantastic properties. Humanity has narrowed down on two of the
ten digits known, the numbers 0 and 1 as basic code elements and thus developed the concept
of digitalizing.
Still, philosophers and scientists wonder at questions like whether nature is discrete or
continuous at a very fundamental level, whether time, without which we cannot imagine a
motion, is discrete or continuous. So, a fundamental understanding of this discreteness is in
demand, A young and dynamic can never rest until is quenches its thirst of knowledge about
this discreteness
Discrete mathematics is intended to supply the typical freshmen in computer

science and related disciplines with a first exposure to the mathematical topics essential to
their study of computer science or digital logic. It also provides students who are preparing
for an advanced-degree program with the background necessary for further study in
theoretical computer science. It offers a unified treatment of the material outlined in all
current national recommendations on discrete methods and applied algebra.
Course Learning Objectives: At the end of this course students will

1. Apply a number of Discrete Mathematical Structures found to be serving as tools
even today in the development of theoretical computer science.
2. Evaluates how discrete structures actually helped computer engineer to solve
problems occurred in the development of programming languages.
3. Demonstrates the importance of discrete structures towards a simulation of a problem
in computer science and engineering.
4. Implement a number of case studies involving problems of computer technology.
Course Outcomes: At the end of the course students will be able to

B.L.D.E.A’s
1. State the correctness of an argument using proportional and predicate logic and truth
tables.
2. Explain mathematical arguments using logical connectives, quantifiers, methods of proof
and disproof, and mathematical induction.
3. Solve problems involving relations, recurrence relations and generating functions.
4. Solve problems using basic graph theory and Identify induced subgraphs, Hamiltonian
and/or Eulerian in graphs.
5. Identify properties of trees and solve problems using weighted trees and prefix codes.
6. Compute the number of possible outcomes of elementary Combinatorial processes such
as permutations and combinations, addition principle, rook polynomials.
Applications:
Computer implementations are significant in applying ideas from discrete

mathematics to real-world problems, such as in operations research. Applied logic: It means
logic applied to the study of natural sciences, education, law etc. Theorems can be proved by
using following proof techniques:
1) Direct proof
2) Indirect method
3) Proof by contradiction
4) Proving by Implications
5) Proving Equivalent Statement.
MODULE WISE PLAN
MODULE-1
Module: 1 Planned Hours: 10
Module Title: Fundamentals of logic
1 Define logic
2 Write Logic connectives and construction of truth table
3 Evaluate Tautologies and contradiction
4 Defines logic implications
5 Analyze logic equivalence, duality and laws of logic
6 Apply rules of inference.
7 Define and evaluate the truth values of quantifiers.
8 Incorporate methods of proof and disproof
Lesson Plan:

B.L.D.E.A’s
Reference
Lecture Teaching POs PSOs COs Book/
Topics Covered
No. Method attained attained attained Chapter
No.
Chalk and T1/2
Introduction to the Board & 1
L1. TPS 1
mathematical logic
(Think, Pair
& Share)
Basic connectives and Chalk and T1/2
L2. Board, 1 1
truth tables
Logical equivalence- TPSand
Chalk T1/2
L3. Board, 1 1
Laws of logic
TPSand T1/2
Chalk
L4. Problems on the same 1 1
Board
1,
Logical Implication - Chalk and 2, T1/2
L5. Board, 1 1
Rules of inference 9,
TPSand
Chalk 11. T1/2
L6 Problems on the same Board, 1 1
TPSand
Chalk
L7. The Use of Quantifiers Board 1 1,2 T1/2
Logical implication Chalk and

L8. 1 2 T1/2
involving Quantifiers Board
Methods of Proof and Chalk and

L9. 1 2 T1/2
Disproof Board
Chalk and
L10 Problems on the same 1 2 T1/2
Board
T1/2: Text book No.1 in VTU Syllabus and chapter No.2 in that text book.
Assignment Questions COs
attained
1. Let p ,q be primitive statements for which the implication p->q is false
1
determine the truth values (i) p Λ q (ii) p  q (iii)q → p (iv) q→ p.
2. Verify that [(p↔ q) Λ (q↔ r) Λ (r↔ p)  [(p → q) Λ (q→ r) Λ(r→ p)
2
for any primitive statements p,q and r.
3. Prove the logical equivalence using laws of logic: p  [ p  ( p  q )] p 2
4. Establish the validity of the following argument using rules of inference
2
pΛ(p → q) Λ(s  r) Λ(r → q ) => s
5. If the q has truth value 1, determine all truth value assignments for the 2

B.L.D.E.A’s
primitive statements p, r, and s for which the truth value of the statement
(q→[(  p  r) Λ  s]) Λ [  s → (  r Λ q)] is 1
6. Define the tautology [(p→ q) Λ (p→ r) Λ(q→ r)] → r is a tautology by
2
constructing truth table.
7. Define dual of logic statement write the the dual of logic statement
1
(p  T0) Λ(q  F0)  (rΛsΛT0)
8. Give: i) A direct proof ii) An indirect proof iii) Proof by contradiction, for 2
the Following statement, “If n is an odd integer, then n+9 is an integer”.
9. Test the validity of the following arguments using rule of inference.
i) If there is strike by students, then examination will be postponed.
Examination was not postponed
 There was no strike by students

2
ii) If Ravi studies, then he will pass in DMS paper
If Ravi does not play cricket, then he will study
Ravi failed in DMS paper
 Ravi played cricket

10. Prove the following.
1
[p Λ(p->q) Λr]=>[(pVq)->r]
MODULE-2
Module Title: Properties of the Integers
1 Define Mathematical Induction
2 Express the Well Ordering Principle – Mathematical Induction
3 Define Recursive Definitions
4 Explain the concept and rules of sum and product
5 Explain Permutation and Combination theory and its applications
6 Differentiate combinations with repetitions from combinations
7 Apply the concept of Binomial theorem and Catalan numbers
Lesson Plan:

B.L.D.E.A’s
.T1/4: Text book No.1 in VTU Syllabus and chapter No.4 in that text book.
Reference
Lecture Teaching POs PSOs COs Book/
Topics Covered
No.
L11, Mathematical Chalk and
Board 1 2 T1/4
Induction
Chalk and
L12. Problems on the same Board 1 2 T1/4
The Well Ordering T1/4
Chalk and
L13. Principle – 1 2
Board
Mathematical
Induction Chalk and T1/4
L14. Recursive Definitions 1 2
Board
The Rules of Sum and Chalk and 1,
L15. 2, 1 6 T1/1
Product Board
3,
Chalk and
L16, 9,
Permutations Board, 1 6 T1/1
10.
TPS
Chalk and
L17. Combinations Board & 1 6 T1/1
PPT
L18, Chalk and
The Binomial Theorem 1 6 T1/1
Board
Combinations with Chalk and 1
L19. Board 6 T1/1
Repetition
Chalk and 1 6
L20. Problems on the same Board T1/1
attained
1. A sequence { a n } defined by a1  4, an  n  an1 forn  2 show that explicit
2
1
expression of a n = 3  (n 2  n)
2
2. Prove by mathematical induction, O[P(A)]= . If O(A)=n where A is given
2
set.
3.Prove by mathematical induction , that
1 2
12  3 2  5 2      (2n  1) 2  n(2n  1)( 2n  1) For all integers n>=1.
3
4. Obtain a recursive definition for the sequence { a n } in each of the following 2

B.L.D.E.A’s
cases i) a n =5n ii) a n = 6 n

5. Apply backtracking technique to obtain an explicit formula for the sequence,
2
defined by the recurrence relation =2 +1 with initial condition =7
6. How many Bytes contain i) Exactly two 1’s ii) Exactly four 1’s iii) Exactly 6
six 1’s and iv) At least six 1’s.
7. i) How many nine letter words can be formed using the letters of the word 6
DIFFICULT?
ii) Find the number of arrangements of the letters in TALLAHASSEE
which have no adjacent A’s.
8. i) How many arrangements are there for all the letters in SOCIOLOGICAL? 6
ii) In how many of the arrangements in part (i) are A and G adjacent?
iii) In how many of the arrangements in part (i) are all the vowels
adjacent?
9. State and explain the meaning of Binomial theorem. Find the coefficient of 6
a2b3c2d5 in the expansion (a+2b-3c+2d+5)16 and find the sum of all the
coefficient in the expansion of (x+y) 10.
10. Find the coefficient of: 6
i) x2y2z3 in (3x-2y-4z)7 ii) xyz2 in (2x-y-z)4.
MODULE-3
Module Title: Relations and Functions
Learning Objectives: At the end of this chapter student will be able to:
1 Define Cartesian product and relations, properties of Relations
2 Define the functions and different types of functions
3 Evaluate Problems on stirling numbers of the second kind
4 Defines the pigeon-hole principle.
5 Implement function composition and inverse function
6 Create the Computer Recognition –Zero- One Matrices
7 Express in the form of Directed graphs
8 Implement the partial order and Hasse Diagram
9 Evaluate equivalence Relations and partitions
Lesson Plan:
Reference
Lecture Topics Covered Teaching POs PSOs COs Book/
No.
Chalk and
Cartesian Products and
L21. Board, 1, 1 3 T1/5
Relations
PPT 2,
Functions – Plain and Chalk and 3,
L22 One-to-One,Onto Board, 4, 1 3 T1/5
Functions PPT 5,

B.L.D.E.A’s
Chalk and 11.

Stirling Numbers of the
L23 Board, 1 3 T1/5
Second Kind
TPS
Chalk and
L24 Special Functions 1 3 T1/5
Board
The Pigeon-hole Chalk and
L25 1 3 T1/5
Principle Board
Chalk and
L26 Function Composition 1 3 T1/5
Board
Chalk and
L27 Inverse Functions 1 3 T1/5
Board
Chalk and
L25 Properties of Relations 1 3 T1/7
Board
Computer Recognition Chalk and
L26 1 3 T1/7
– Zero-One Matrices Board
Chalk and
L27 Directed Graphs 1 3 T1/7
Board
Chalk and
L28 Partial Orders 1 3 T1/7
Board
Chalk and
L29 Hasse Diagrams 1 3 T1/7
Board
Equivalence Relations Chalk and
L30 1 3 T1/7
Partitions Board
attained
1. Prove that the function f: AB is invertible .if it is one to one and onto. 3
2. Define stirlings number of 2nd kind. If |A| =7,|B|=4 find number of onto
3
function from A to B that is p (m,n).
3.Define the function composition and let A={1,2,3,4},B={a,b,c} and
C={w,x,y,z} With f: A B and g: BC, given by f={(1,a),(2,a),(3,b),(4,c)} and 3
g={( a,x),(b,y),(c,z)}.For each of the element of A find gof.
4. If f(x) =x-1,g(x)=3x, h(x)= 0 x even
1 x odd 3
Show that fo (goh) =(fog)oh.
5. State the pigeonhole principle. Let ABC be an equilateral triangle with
AB=1.show that if we select five points in the interior of this triangle, there must 3
be at least two whose distance apart is less than ½.
1. 6. Define a poset .consider the Hasse diagram of a poset (A, R).given below in 3

B.L.D.E.A’s
fig.
If B={ c, d ,e }, find ( if they exist)
i) The least upper bound of B
ii) The greatest lower bound of B
7.For each of the following function,determine whether it is one-to-one and

determine its range
i) f :ZZ, f(x)=2x+1 ii)f: QQ, f(x)=2x+1 iii)f :ZZ , f(x)= x 3 3
x
iv) f: RR, f(x)= e
v)f: [0, ] R, f(x)=sin(x)
8. Let f:RR be defined by f(x)= 3x-5 x>0
-3x+1 x<=0. 3
Find f -1 (0), f -1 (1) and f -1 (-1)
2 3 
9. A={1,2,3,4} and R={(1,2),(1,3),(2,4),(4,4} compute i) R ii) R iii) R
t 3
iv)MR v) (MR)
10.Evaluate the S(8,7),given that S(7,6)=21 3
MODULE-4

Module Title: The Principle of Inclusion and Exclusion
1 Evaluate theoretical concepts of Inclusion and Exclusion
2 Deduce generalized inclusion and exclusion principle
3 Apply the concept of derangements and the Rook polynomials
4 Apply the first order and second order linear homogeneous recurrence relations
5 Explain the concept of non-homogeneous recurrence relations
6 Analyze generating functions and its applications
Lesson Plan:

B.L.D.E.A’s
Reference
Lecture Topics Covered Teaching POs PSOs COs Book/
No.
The Principles of Chalk and
L31. Inclusion and 1 6 T1/8
Board, PPT
Exclusion
Examples on the Chalk and
L32 1 6 T1/8
principle Board
Generalizations of the Chalk and
L33. 1 6 T1/8
principle Board
Examples on the Chalk and
L34. 1 6 T1/8
generalizations Board, PPT
Derangements-
Chalk and
L35 Nothing is in its Right 1 6 T1/8
Board, PPT
Place 1,
Rook polynomials and Chalk and 2,
L36. 9. 1 6 T1/8
examples Board
First order Linear Chalk and
L37. recurrence relation 1 3 T1/10
Board
Examples on first Chalk and
L38. order Linear Board, PPT 1 3 T1/10
recurrence relation
Second order Linear Chalk and
L39 Homogeneous Board, PPT 1 3 T1/10
Recurrence
Examples on Second Chalk and
L40. order Linear Board, PPT 1 3 T1/10
Homogeneous
COs
Assignment Questions attained
1. Determine the number of +ve integers n where 1 ≤ n ≤ 100 and n is not 3
divisible by 2, 3, or 5.
2. In how many ways can 4A’s, 3B’s and 2C’s be arranged so that all identical 3
letters are not in a single block?
3. Find the number of permutations of a, b, c, ……, z in which none of the 3
patterns spin, game, path or net occurs.
4. An Apple, a Banana, a Mango and an Orange are to be distributed to four boys 3
B1, B2, B3 and B4. The boys B1 and B2 do not wish to have the Apple, the boy B3
does not want the Banana or Mango and B4 returns the Orange. In how many ways

B.L.D.E.A’s
the distribution can be made so that no boy is displeased?

5. A girl student has Sarees of 5 different colors: Blue, Green, Red, White and 3
Yellow. On Mondays, she does not wear Green; on Tuesdays, Blue or Red; on
Wednesdays, Blue or Green; on Thursdays, Red or Yellow; on Fridays, Red. In
how many ways can she dress without repeating a color during a week (from
Monday to Friday)?
6. Solve the recurrence relation: an+2 + 3an+1 + 2an = 3n; n ≥ 0; a0 = 0, a1 = 1. 6
7. Solve the recurrence relation: 2an+3 = an+2 + 2an+1 - an; n ≥ 0; a0 = 0, a1=1, 6
a2=2.
8. Find and solve a recurrence relation for the number of binary sequences of 6
length n ≥ 1 that have no consecutive 0’s.
9. The number of Virus affected files in a system is 1000 (to start with) and this 6
increases 250% every two hours. Use a recurrence relation to determine the
number of virus affected files in the system after one day.
10. Find a generating function for the recurrence relation 6
an+2 - 2an+1 + an = 2n for n ≥ 0; given a0 = 1, a1 = 2. Hence solve it.
MODULE-5
Module: 5 Planned Hours:10
Module Title: Introduction to Graph Theory
1 Explain the concept of directed and undirected graphs

2 Express about the subgraphs, complements and graph isomorphism
3 Analyze the concept of vertex degree, Euler trails and circuits
4 Define the concepts and terms related to the trees
5 Express the properties of trees, routed trees
6 Apply sorting techniques using trees, weighted trees and prefix codes
Lesson Plan:
Reference
Topics Covered
No.
Definition and Chalk and
L40. 1 4 T1/11
examples, Subgraphs Board
Complements, Graph Chalk and
L41. 1 4
isomorphism Board T1/11
Vertex degree and Chalk and
L42. 2, 1 4
Euler trails and circuits Board T1/11
3,
Problems on Euler Chalk and 4,
L43. trails and circuits, 1 4
Board 9, T1/11
Classical problems
B.L.D.E.A’s
Reference
Topics Covered
No.
Definitions and related Chalk and 10,
L44. 11. 1
terms Board T1/11
Chalk and
L45. Properties, Examples 1 4
Board T1/11
Chalk and
L46. Routed Trees Board 1 5 T1/12
Trees and Sorting Chalk and

L47. 1 5 T1/12
techniques Board
Chalk and
L48. Weighted Trees 1 5 T1/12
Board
Chalk and
L49. Prefix Codes 1 5 T1/12
Board
Chalk and
L50. Problems on the same 1 5 T1/12
Board
attained
1. ) Define, with one example for each: Directed Graphs, Graphs, In-Degree, Out- 4
Degree, Isolated Vertex, Pendant Vertex, Induced Subgraph, Spanning
Subgraph, Connected Graph, Regular Graph, Complement of a Graph, Euler
Trail and Euler Circuit, Complete Graph, Isomorphism of Graphs.
2. Explain the Handshaking property with an example. 4
3. Explain Isomorphism of graphs with an example. 4
4. Show that in a graph G, the number of odd degree vertices is even. Find the 4
number of vertices and number of edges in K4,7 and K7,11.
5. Explain the Konigsberg’s Seven Bridge Problem. 4
6. If a graph with n vertices and m edges is k-regular, show that m = kn / 2. 4
Does there exist a cubic graph with 15 vertices?
7.Define, with one example for each: Trees, Rooted Binary Trees, Optimal 5
Trees, Balanced Trees, Prefix Codes, Spanning Trees, Minimal Spanning
Trees, Complete Binary Trees.
8. Obtain the optimal prefix codes for the following messages: 5
i) ROAD IS GOOD ii) FALL OF THE WALL. Indicate the codes.

B.L.D.E.A’s
9. A classroom has 25 Computers that must be connected to a wall socket that 5

has four outlets. Connections are made using extension cords that have four
outlets each. What is the least number of cords needed to get the computers
set up for the class?
10. Obtain an optimal prefix code for the symbols that occur with frequencies: 5
78, 16, 30, 35, 125, 31, 20, 50, 80, 3.
5) Portion for I. A. Test:

I.A. TEST MODULES
IA Test –I Module-I, Module-II
IA Test –II Module-III, Module-IV,
IA Test –III Module-V
Course Coordinator Module Coordinator

B.L.D.E.A’s

B.L.D.E.A’s

B.L.D.E.A’s

B.L.D.E.A’s

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B.L.D.E.

Department of Information Science &

1) Ask for return of your assignments submitted for checking from

If Sl.No. 1 to 4 are not fulfilled contact concerned HOD or Academic Coordinator

Prof. R.G.Talasadar Dr. V.P. Huggi

DEPARTMENT OF INFORMATION SCIENCE AND ENGINEERING

To become a Centre of Excellence in Information Technology Education and Research that is

Program Educational Objectives (PEOs)

1. A graduate will be a successful IT professional, with ability to provide solutions to

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering

2. Problem analysis: Identify, formulate, research literature, and analyze engineering

3. Design/development of solutions: Design solutions for complex engineering problems

4. Conduct investigations of complex problems: Use research-based knowledge

7. Environment and sustainability: Understand the impact of the professional

9. Individual and team work: Function effectively as an individual, and as a member or

11. Project management and finance: Demonstrate knowledge and understanding of

The Graduates demonstrates the ability to

Course Code: 17MAT31 CIE Marks: 40

MODULES RBT No.

Information Science and Engineering Page No 1

Course Outcomes: On completion of this course, students are able to:

Question Paper Pattern:

T1. B. S. Grewal," Higher Engineering Mathematics", Khanna publishers, 43 nd edition, 2015.

1. Prerequisites of the course

Information Science and Engineering Page No 2

This subject requires the student to know about techniques of differentiation,

Information Science and Engineering Page No 3

Module-I Title : Fourier series Planned Hours: 10 hrs.

Information Science and Engineering Page No 4

2 Fourier series of periodic Chalk 5 & 11

Assignment questions COs RBT

Information Science and Engineering Page No 5

5. Find the Fourier series to represent

Information Science and Engineering Page No 6

Module-II Title: Fourier transforms and Z- transforms Planned Hours: 10 hrs.

Information Science and Engineering Page No 7

Assignment questions COs RBT

Information Science and Engineering Page No 8

8. Find the Z-transforms of the following: 2𝑛 +

Learning Objectives: At the end of this unit student should be able to

1) Compute Karl Pearson’s coefficient of correlation

Information Science and Engineering Page No 9

Title : Finite differences and Numerical Planned hours: 10

Learning Objectives: At the end of this unit student should be able to

Lect. Teaching PSOs POs COs Ref Book/

Information Science and Engineering Page No 10

formula and examples.

Lagrange’s inverse T1/29.30,

Information Science and Engineering Page No 11

Temp 110 130 160 190 L1

Module-V Title : Vector Integration and Calculus of Planned Hours: 10

Assignment questions COs RBT

1. Show that the shortest distance between two points in a plane is

6. A vector field is given by 𝐹 = 𝑠𝑖𝑛𝑦 𝑖 + 𝑥(1 + 𝑐𝑜𝑠𝑦)𝑗.

Information Science and Engineering Page No 13

8. Portion for Internal Assessment Test

Information Science and Engineering Page No 14

2. ANALOG AND DIGITAL ELECTRONICS

Semester: III Year: 2018-19

Subject Title: Analog and Digital Electronics Subject Code: 17CS32