Faculty of Science and Technology

Savitribai Phule Pune University

Maharashtra, India

http://unipune.ac.in

Curriculum
for
Second Year of Computer Engineering
(2019 Course)
(With effect from 2020-21)

http://unipune.ac.in/university_files/syllabi.htm
 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Computer Engineering (2019 Course)
(With effect from Academic Year 2020-21)
Table of Contents
Sr. No. Title Page
Number
1. Program Outcomes 3
2. Program Specific Outcomes 3
3. Course Structure 4
(Course titles, scheme for teaching, credit, examination and marking)
4. General Guidelines 5
5. Course Contents (Semester III) 8 To 48

210241: Discrete Mathematics 8

210242: Fundamentals of Data Structures 11
210243: Object Oriented Programming (OOP) 14
210244: Computer Graphics 17
210245: Digital Electronics and Logic Design 20
210246: Data Structures Laboratory 23
210247: OOP and Computer Graphics Laboratory 28
210248: Digital Electronics Laboratory 32
210249: Business Communication Skills 34
210250: Humanity and Social Science 37
210251: Audit Course 3 43
6. Course Contents (Semester IV) 50 To 80

207003: Engineering Mathematics III 50

210252: Data Structures and Algorithms 52
210253: Software Engineering 55
210254: Microprocessor 58
210255: Principles of Programming Languages 61
210256: Data Structures and Algorithms Laboratory 64
210257: Microprocessor Laboratory 68
210258: Project Based Learning II 70
210259: Code of Conduct 75
210260: Audit Course 4 80
7. Acknowledgement 86
8. Task Force at Curriculum Design 87

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Bachelor of Computer Engineering
Program Outcomes (POs)
Learners are expected to know and be able to–
PO1 Engineering Apply the knowledge of mathematics, science, Engineering fundamentals, and
knowledge an Engineering specialization to the solution of complex Engineering problems.
PO2 Problem analysis Identify, formulate, review research literature and analyze complex Engineering
problems reaching substantiated conclusions using first principles of
mathematics, natural sciences and Engineering sciences.
PO3 Design / Design solutions for complex Engineering problems and design system
Development of components or processes that meet the specified needs with appropriate
Solutions consideration for the public health and safety, and the cultural, societal, and
Environmental considerations.
PO4 Conduct Use research-based knowledge and research methods including design of
Investigations of experiments, analysis and interpretation of data, and synthesis of the
Complex Problems information to provide valid conclusions.
PO5 Modern Tool Create, select, and apply appropriate techniques, resources, and modern
Usage Engineering and IT tools including prediction and modeling to complex
Engineering activities with an understanding of the limitations.
PO6 The Engineer and Apply reasoning informed by the contextual knowledge to assess societal,
Society health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering practices.
PO7 Environment and Understand the impact of the professional Engineering solutions in societal and
Sustainability Environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.
PO8 Ethics Apply ethical principles and commit to professional ethics and responsibilities
and norms of Engineering practice.
PO9 Individual and Function effectively as an individual, and as a member or leader in diverse
Team Work teams, and in multidisciplinary settings.
PO10 Communication Communicate effectively on complex Engineering activities with the Engineering
Skills community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
PO11 Project Demonstrate knowledge and understanding of Engineering and management
Management and principles and apply these to one’s own work, as a member and leader in a
Finance team, to manage projects and in multidisciplinary Environments.
PO12 Life-long Learning Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological
change.
Program Specific Outcomes (PSO)
A graduate of the Computer Engineering Program will demonstrate-
PSO1 Professional Skills-The ability to understand, analyze and develop computer programs in the areas
related to algorithms, system software, multimedia, web design, big data analytics, and networking
for efficient design of computer-based systems of varying complexities.
PSO2 Problem-Solving Skills- The ability to apply standard practices and strategies in software project
development using open-ended programming environments to deliver a quality product for business
success.
PSO3 Successful Career and Entrepreneurship- The ability to employ modern computer languages,
environments and platforms in creating innovative career paths to be an entrepreneur and to have a
zest for higher studies.

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Computer Engineering (2019 Course)
(With effect from Academic Year 2020-21)
Semester-III
Course Teaching Scheme Examination Scheme and
Code Course Name (Hours/Week) Marks Credit Scheme

Term work
Mid-Sem
End-Sem
Tutorial

Tutorial
Lecture

Lecture
Practical

Practical
Practical
Oral

Total

Total
210241 Discrete Mathematics 03 - - 30 70 - - - 100 03 -- - 03
210242 Fundamentals of Data Structures 03 - - 30 70 - - - 100 03 - - 03
210243 Object Oriented Programming 03 - - 30 70 - - - 100 03 - - 03
(OOP)
210244 Computer Graphics 03 - - 30 70 - - - 100 03 - - 03
210245 Digital Electronics and Logic 03 - - 30 70 - - - 100 03 - - 03
Design
210246 Data Structures Laboratory - 04 - - - 25 50 - 75 - 02 - 02
210247 OOP and Computer Graphics - 04 - - - 25 25 - 50 - 02 - 02
Laboratory
210248 Digital Electronics Laboratory - 02 - - - 25 - - 25 - 01 - 01
210249 Business Communication Skills - 02 - - - 25 - - 25 - 01 - 01
210250 Humanity and Social Science - - 01 - - 25 - - 25 - - 01 01
210251 Audit Course 3
Total Credit 15 06 01 22
Total . 15 12 01 150 350 125 75 - 700 - - - -
Semester-IV
Course Teaching Scheme Examination Scheme and
Code Course Name (Hours/Week) Marks Credit Scheme
Term work
Mid-Sem
End-Sem
Tutorial

Tutorial
Lecture

Lecture
Practical

Practical
Practical
Oral

Total

Total
207003 Engineering Mathematics III 03 - 01 30 70 25 - - 125 03 -- 01 04
210252 Data Structures and Algorithms 03 - - 30 70 - - - 100 03 - - 03
210253 Software Engineering 03 - - 30 70 - - - 100 03 - - 03
210254 Microprocessor 03 - - 30 70 - - - 100 03 - - 03
210255 Principles of Programming 03 - - 30 70 - - - 100 03 - - 03
Languages
210256 Data Structures and Algorithms - 04 - - - 25 25 - 50 - 02 - 02
Laboratory
210257 Microprocessor Laboratory - 02 - - - 25 - 25 50 - 01 - 01
210258 Project Based Learning II - 04 - - - 50 - - 50 - 02 - 02
210259 Code of Conduct - - 01 - - 25 - - 25 - - 01 01
210260 Audit Course 4
Total Credit 15 05 02 22
Total . 15 10 02 150 350 150 25 25 700 - - - -

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

General Guidelines
1. Every undergraduate program has its own objectives and educational outcomes. These
objectives and outcomes are furnished by considering various aspects and impacts of the
curriculum. These Program Outcomes (POs) are categorically mentioned at the beginning of
the curriculum (ref: NBA Manual). There should always be a rationale and a goal behind the
inclusion of a course in the curriculum. Course Outcomes though highly rely on the contents
of the course; many-a-times are generic and bundled. The Course Objectives, Course
Outcomes and CO-PO mappings matrix justifies the motives, accomplishment and prospect
behind learning the course. The Course Objectives, Course Outcomes and CO-PO Mapping
Matrix are provided for reference and these are indicative only. The course instructor may
modify them as per his or her perspective.

2. @:CO and PO Mapping Matrix (Course Outcomes and Program Outcomes)- The expected
attainment mapping matrix at end of course contents, indicates the correlation levels of 3, 2,
1 and ‘-‘. The notation of 3, 2 and 1 denotes substantially (high), moderately (medium) and
slightly (low). The mark ‘-‘ indicates that there is no correlation between the respective CO
and PO.

3. #:Elaborated examples/Case Studies- For each course, contents are divided into six units-I, II,
III, IV, V and VI. Elaborated examples/Case Studies are included at the end of each unit to
explore how the learned topics apply to real world situations and need to be explored so as to
assist students to increase their competencies, inculcating the specific skills, building the
knowledge to be applicable in any given situation along with an articulation. One or two
sample exemplars or case studies are included for each unit; instructor may extend the same
with more. Exemplar/Case Studies may be assigned as self-study by students and to be
excluded from theory examinations.

4. *:For each unit contents, the desired content attainment mapping is indicated with Course
Outcome(s). Instructor may revise the same as per their viewpoint.

5. For laboratory courses, set of suggested assignments is provided for reference. Laboratory
Instructors may design suitable set of assignments for respective course at their level. Beyond
curriculum assignments and mini-project may be included as a part of laboratory work. The
Inclusion of few optional assignments that are intricate and/or beyond the scope of
curriculum will surely be the value addition for the students and it will satisfy the intellectuals
within the group of the learners and will add to the perspective of the learners.

6. For each laboratory assignment, it is essential for students to draw/write/generate flowchart,

algorithm, test cases, mathematical model, Test data set and comparative/complexity
analysis (as applicable). Batch size for practical and tutorial may be as per guidelines of
authority.

7. For each course, irrespective of the examination head, the instructor should motivate
students to read and publish articles, research papers related to recent development and
invention in the field.

8. For laboratory, instructions have been included about the conduction and assessment of
laboratory work. These guidelines are to be strictly followed. Use of open source software is
appreciated.

9. Term Work[1]–Term work is continuous assessment that evaluates a student's progress

throughout the semester[1]. Term work assessment criteria specify the standards that must be
met and the evidence that will be gathered to demonstrate the achievement of course
outcomes. Categorical assessment criteria for the term work should establish unambiguous
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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University
standards of achievement for each course outcome. They should describe what the learner is
expected to perform in the laboratories or on the fields to show that the course outcomes
have been achieved. It is recommended to conduct internal monthly practical examination as
part of continuous assessment.
Students’ work will be evaluated typically based on the criteria like attentiveness,
proficiency in execution of the task, regularity, punctuality, use of referencing, accuracy of
language, use of supporting evidence in drawing conclusions, quality of critical thinking and
similar performance measuring criteria.

10. Laboratory Journal- Program codes with sample output of all performed assignments are to
be submitted as softcopy. Use of DVD or similar media containing students programs
maintained by Laboratory In-charge is highly encouraged. For reference one or two journals
may be maintained with program prints in the Laboratory. As a conscious effort and little
contribution towards Green IT and environment awareness, attaching printed papers as part
of write-ups and program listing to journal may be avoided. Submission of journal/ term work
in the form of softcopy is desirable and appreciated.

11. Tutorial[1] - Tutorials can never be an individual course but an additional aid to the learners.
Tutorials help the learners to inculcate the contents of the course with focused efforts on
small group of the learners. Tutorial conduction should concentrate more on simplifying the
intricacies converging to clear understanding and application. Assessment of tutorial work is
to be done in a manner similar to assessment of term-work; do follow same guidelines.

12. Audit Course[1]- The student registered for audit course shall be awarded the grade AP/PP (Audit
Course Pass) and the grade ‘AP’/’PP’ shall be included in the Semester grade report for that course,
provided student has the minimum attendance as prescribed by the Savitribai Phule Pune University
and satisfactory performance and secured a passing grade in that audit course. No grade points are
associated with this 'AP’/’PP’' grade and performance in these courses is not accounted in the
calculation of the performance indices SGPA and CGPA. Evaluation of audit course will be done at
institute level itself.
13. $:For courses 210249: Business Communication Skills, 210250: Humanity and Social Science
and 210260: Code of Conduct, one credit can be earned by student if student successfully
completes the Swayam course as listed in curriculum of respective course in this document.
UGC has issued the UGC (Credit Framework for online learning courses through SWAYAM)
Regulation 2016 advising the Universities to identify courses where credits can be transferred on to
the academic record of the students for courses done on SWAYAM. AICTE has also put out gazette
notification in 2016 and subsequently for adoption of these courses for credit transfer [2].
SWAYAM is a programme initiated by Government of India and designed to achieve the three
cardinal principles of Education Policy viz., access, equity and quality. This is done through a platform
that facilitates hosting of the courses to be accessed by anyone, anywhere at any time. Courses
delivered through SWAYAM are interactive, prepared by the best teachers in the country and are
available, free of cost to any learner. However, learners wanting a SWAYAM certificate should register
for the final proctored exams that come at a fee and attend in-person at designated center on
specified dates. Eligibility for the certificate is generally announced on the course page.
Universities/colleges approving credit transfer for these courses can use the marks/certificate
obtained in these courses for the same.[2]

Note: For Examination rules, pattern and assessment please refer [1]

[1]http://collegecirculars.unipune.ac.in/sites/documents/Syllabus%202019/Rules%20and%20Regulati
ons%20F.E.%202019%20Patt_10.012020.pdf
[2] https://swayam.gov.in/about

Abbreviations
TW: Term Work TH: Theory PR: Practical
OR: Oral TUT: Tutorial Sem: Semester
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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Semester IV

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Savitribai Phule Pune University

Home
Second Year of Engineering (2019 Course)
207003: Engineering Mathematics III
Teaching Scheme Credit Scheme Examination Scheme and Marks
Lecture: 03 Hours/Week Theory: 03 Mid_Semester(TH): 30 Marks
Tutorial: 01 Hour/ Week Tutorial: 01 End_Semester(TH): 70 Marks
Term Work: 25 Marks
Prerequisites: Differential & Integral calculus, Taylor series, Differential equations of first order and
first degree, Fourier series, Collection, Classification and Representation of data.
Companion Course : ---
Course Objectives:
To make the students familiar with concepts and techniques in Linear differential equations, Fourier
transform and Z-transform, Statistical methods, Probability theory and Numerical methods. The aim
is to equip them with the techniques to understand advanced level mathematics and its applications
that would enhance thinking power, useful in their disciplines.

Course Outcomes:
On completion of the course learner will able to-
CO1: Solve Linear differential equations, essential in modelling and design of computer-based
systems.
CO2: Apply concept of Fourier transform and Z-transform and its applications to continuous and
discrete systems and image processing.
CO3: Apply Statistical methods like correlation and regression analysis and probability theory for
data analysis and predictions in machine learning.
CO4: Solve Algebraic and Transcendental equations and System of linear equations using
numerical techniques.
CO5: Obtain Interpolating polynomials, numerical differentiation and integration, numerical
solutions of ordinary differential equations used in modern scientific computing.
Course Contents
Unit I Linear Differential Equations (LDE) (08 Hours)
th
LDE of n order with constant coefficients, Complementary function, Particular integral, General
method, Short methods, Method of variation of parameters, Cauchy’s and Legendre’s DE,
Simultaneous and Symmetric simultaneous DE.

Unit II Transforms (08 Hours)

Fourier Transform (FT): Complex exponential form of Fourier series, Fourier integral theorem, Fourier
Sine and Cosine integrals, Fourier transform, Fourier Sine and Cosine transforms and their inverses,
Discrete Fourier Transform.

Z - Transform (ZT): Introduction, Definition, Standard properties, ZT of standard sequences and their
inverses. Solution of difference equations.

Unit III Statistics (07 Hours)

Measures of central tendency, Measures of dispersion, Coefficient of variation, Moments, Skewness
and Kurtosis, Curve fitting: fitting of straight line, parabola and related curves, Correlation and
Regression, Reliability of Regression Estimates.

Unit IV Probability and Probability Distributions (07 Hours)

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Probability, Theorems on Probability, Bayes theorem, Random variables, Mathematical Expectation,

Probability density function, Probability distributions: Binomial, Poisson, Normal and
Hypergeometric, Sampling distributions, Test of Hypothesis: Chi-Square test, t-test.

Home
Unit V Numerical Methods (08 Hours)
Numerical Solution of Algebraic and Transcendental equations: Bisection, Secant, Regula-Falsi,
Newton–Raphson and Successive Approximation Methods, Convergence and Stability.

Numerical Solutions of System of linear equations: Gauss elimination, LU Decomposition, Cholesky,

Jacobi and Gauss-Seidel Methods.
Unit VI Numerical Methods (08 Hours)
Interpolation: Finite Differences, Newton’s and Lagrange’s Interpolation formulae, Numerical
Differentiation. Numerical Integration: Trapezoidal and Simpson’s rules, Bound of truncation error.
Solution of Ordinary differential equations: Euler’s, Modified Euler’s, Runge-Kutta 4th order methods
and Predictor-Corrector methods.
Learning Resources
Text Books:
1. Higher Engineering Mathematics by B.V. Ramana (Tata McGraw-Hill).
2. Higher Engineering Mathematics by B. S. Grewal (Khanna Publication, Delhi).
Reference Books:
1. Advanced Engineering Mathematics, 10e, by Erwin Kreyszig (Wiley India).
2. Advanced Engineering Mathematics, 2e, by M. D. Greenberg (Pearson Education).
3. Advanced Engineering Mathematics, 7e, by Peter V. O'Neil (Cengage Learning).
4. Differential Equations, 3e by S. L. Ross (Wiley India).
5. Introduction to Probability and Statistics for Engineers and Scientists, 5e, by Sheldon M. Ross
(Elsevier Academic Press).
6. Numerical Methods for Scientific and Engineering Computation, by M. K. Jain, S. R. K. Iyengar
And R. K. Jain, 5e, (New Age International Publication)
MOOC Link:
1. NPTEL Course “Transform Calculus And its applications in differential equations”
https://nptel.ac.in/courses/111/105/111105123/
2. NPTEL Course on “Numerical Methods” https://nptel.ac.in/courses/111/107/111107105/
Virtual LAB Link:
1. Numerical Methods: http://vlabs.iitb.ac.in/vlabs-dev/labs/numerical_lab/index.php
Guidelines for Tutorial and Term Work:
i) Tutorial shall be engaged in batches (batch size as per norms) per division.
ii) Term work shall be based on continuous assessment of six assignments (one per each unit) and
performance in internal tests.

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Savitribai Phule Pune University

Second Year of Engineering (2019 Course)

Home
210252: Data Structures and Algorithms
Teaching Scheme Credit Scheme Examination Scheme and Marks
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses: 110005: Programming and Problem Solving
210242: Fundamentals of Data Structures
Companion Course: 210257: Data Structures and Algorithms Laboratory
Course Objectives:
The course is intended to provide the foundations of the practical implementation and usage of Data
Structures and Algorithms to ensure that the learner evolves into a competent programmer capable
of designing and analyzing implementations of data structures and algorithms for different kinds of
problems.
● To develop a logic for graphical modeling of the real life problems.
● To suggest appropriate data structure and algorithm for graphical solutions of the problems.
● To understand advanced data structures to solve complex problems in various domains.
● To operate on the various structured data
● To build the logic to use appropriate data structure in logical and computational solutions.
 To understand various algorithmic strategies to approach the problem solution.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Identify and articulate the complexity goals and benefits of a good hashing scheme for real-
world applications.
CO2: Apply non-linear data structures for solving problems of various domain.
CO3: Design and specify the operations of a nonlinear-based abstract data type and implement them
in a high-level programming language.
CO4: Analyze the algorithmic solutions for resource requirements and optimization
CO5: Use efficient indexing methods and multiway search techniques to store and maintain data.
CO6: Use appropriate modern tools to understand and analyze the functionalities confined to the
secondary storage.
Course Contents
Unit I Hashing (07 Hours)
Hash Table- Concepts-hash table, hash function, basic operations, bucket, collision, probe, synonym,
overflow, open hashing, closed hashing, perfect hash function, load density, full table, load factor,
rehashing, issues in hashing, hash functions- properties of good hash function, division,
multiplication, extraction, mid-square, folding and universal, Collision resolution strategies- open
addressing and chaining, Hash table overflow- open addressing and chaining, extendible hashing,
closed addressing and separate chaining.
Skip List- representation, searching and operations- insertion, removal
#Exemplar/Case Book Call Number and Dictionary
Studies
*Mapping of Course CO1, CO4
Outcomes for Unit I
Unit II Trees (08 Hours)

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Tree- basic terminology, General tree and its representation, representation using sequential and
linked organization, Binary tree- properties, converting tree to binary tree, binary tree

Home
traversals(recursive and non-recursive)- inorder, preorder, post order, depth first and breadth first,
Operations on binary tree. Huffman Tree (Concept and Use), Binary Search Tree (BST), BST
operations, Threaded binary search tree- concepts, threading, insertion and deletion of nodes in in-
order threaded binary search tree, in order traversal of in-order threaded binary search tree.
#Exemplar/Case Use of binary tree in expression tree-evaluation and Huffman's coding
Studies
*Mapping of Course CO2, CO3,CO4
Outcomes for Unit II
Unit III Graphs (07 Hours)
Basic Concepts, Storage representation, Adjacency matrix, adjacency list, adjacency multi list, inverse
adjacency list. Traversals-depth first and breadth first, Minimum spanning Tree, Greedy algorithms
for computing minimum spanning tree- Prims and Kruskal Algorithms, Dikjtra's Single source shortest
path, All pairs shortest paths- Flyod-Warshall Algorithm Topological ordering.
#Exemplar/Case Data structure used in Webgraph and Google map
Studies
*Mapping of Course CO2,CO3, CO4
Outcomes for Unit III
Unit IV Search Trees (08 Hours)
Symbol Table-Representation of Symbol Tables- Static tree table and Dynamic tree table, Weight
balanced tree - Optimal Binary Search Tree (OBST), OBST as an example of Dynamic Programming,
Height Balanced Tree- AVL tree. Red-Black Tree, AA tree, K-dimensional tree, Splay Tree
#Exemplar/Case Keyword search in a document using OBST
Studies
*Mapping of Course CO2, CO3, CO5
Outcomes for Unit IV
Unit V Indexing and Multiway Trees (07 Hours)
Indexing and Multiway Trees- Indexing, indexing techniques-primary, secondary, dense, sparse,
Multiway search trees, B-Tree- insertion, deletion, B+Tree - insertion, deletion, use of B+ tree in
Indexing, Trie Tree.
#Exemplar/Case Heap as a Priority Queue
Studies
*Mapping of Course CO2, CO3, CO5
Outcomes for Unit V
Unit VI File Organization (07 Hours)
Files: concept, need, primitive operations. Sequential file organization- concept and primitive
operations, Direct Access File- Concepts and Primitive operations, Indexed sequential file
organization-concept, types of indices, structure of index sequential file, Linked Organization- multi
list files, coral rings, inverted files and cellular partitions.
#Exemplar/Case External Sort- Consequential processing and merging two lists, multiway
Studies merging- a k way merge algorithm
*Mapping of Course CO4, CO6
Outcomes for Unit VI
Learning Resources
Text Books:
1. Horowitz, Sahani, Dinesh Mehata, “Fundamentals of Data Structures in C++”‖, Galgotia
Publisher, ISBN: 8175152788, 9788175152786.
2. M Folk, B Zoellick, G. Riccardi, “File Structures‖, Pearson Education”, ISBN:81-7758-37-5
3. Peter Brass, “Advanced Data Structures”‖, Cambridge University Press, ISBN: 978-1-107-
43982-5
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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Reference Books:

Home
1. A. Aho, J. Hopcroft, J. Ulman, “Data Structures and Algorithms”‖, Pearson Education, 1998,
ISBN-0-201-43578-0.
2. Michael J Folk, “File Structures an Object Oriented Approach with C++‖”, Pearson Education,
ISBN: 81-7758-373-5.
3. Sartaj Sahani, “Data Structures, Algorithms and Applications in C++”‖, Second Edition,
University Press, ISBN:81-7371522 X.
4. G A V Pai, “Data Structures and Algorithms”‖, McGraw-Hill Companies, ISBN -9780070667266.
5. Goodrich, Tamassia, Goldwasser, “Data Structures and Algorithms in Java”‖, Wiley Publication,
ISBN: 9788126551903
e-Books:
 https://www.ebooks.com/en-us/book/95777110/Python-data-structures-and-algorithms/benjamin-baka/
 https://www.ebookphp.com/advanced-data-structures-epub-pdf/
 https://www.ebookphp.com/data-structures-and-algorithms-professional-edition-beginners-guide-epub-
pdf/
MOOC/ Video Lectures available at:
 https://nptel.ac.in/courses/106/102/106102064/
 https://nptel.ac.in/courses/106/105/106105085
 https:// nptel.ac.in/courses/106/106/106106127
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 2 1 2 1 - - - - - - - -
CO2 1 2 - - - - - - - - - -
CO3 2 - - - - - - - - - - -
CO4 - 2 - 1 - - - - - - - -
CO5 1 - 1 1 - - - - - - - -
CO6 2 1 1 1 - - - - - - - -

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Home
Second Year of Engineering (2019 Course)
210253: Software Engineering
Teaching Scheme Credit Scheme Examination Scheme and Marks
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses : 110005: Programming and Problem Solving
Companion Course : ---
Course Objectives:
The main objective of this course is to introduce the students to software engineering- the
fundaments of software engineering principles and practices, including project management,
configurations management, requirements definition, system analysis, design, testing, and
deployment with hands-on experience in a group software development project.
 To learn and understand the principles of Software Engineering.
 To be acquainted with methods of capturing, specifying, visualizing and analyzing software
requirements.
 To apply design and testing principles to software project development.
 To understand project management through life cycle of the project.
Course Outcomes:
On completion of the course, learner will be able to-
CO1: Analyze software requirements and formulate design solution for a software.
CO2: Design applicable solutions in one or more application domains using software engineering
approaches that integrate ethical, social, legal and economic concerns.
CO3: Apply new software models, techniques and technologies to bring out innovative and
novelistic solutions for the growth of the society in all aspects and evolving into their
continuous professional development.
CO4: Model and design User interface and component-level.
CO5: Identify and handle risk management and software configuration management.
CO6: Utilize knowledge of software testing approaches, approaches to verification and validation.
CO7: Construct software of high quality – software that is reliable, and that is reasonably easy to
understand, modify and maintain efficient, reliable, robust and cost-effective software solutions.
Course Contents
Unit I Introduction to Software Engineering and (06Hours)
Software Process Models
Software Engineering Fundamentals: Introduction to software engineering, The Nature of Software,
Defining Software, Software Engineering Practice. Software Process: A Generic Process Model,
defining a Framework Activity, Identifying a Task Set, Process Patterns, Process Assessment and
Improvement, Prescriptive Process Models, The Waterfall Model, Incremental Process Models,
Evolutionary Process Models, Concurrent Models, A Final Word on Evolutionary Processes. Unified
Process, Agile software development: Agile methods, plan driven and agile development.
#Exemplar/Case Agile Tools- JIRA
Studies
*Mapping of Course CO1, CO3, CO7
Outcomes for Unit I
Unit II Software Requirements Engineering and Analysis (07 Hours)

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Modeling: Requirements Engineering, Establishing the Groundwork, Identifying Stakeholders,

Recognizing Multiple Viewpoints, working toward Collaboration, Asking the First Questions, Eliciting

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Requirements, Collaborative Requirements Gathering, Usage Scenarios, Elicitation Work Products,
Developing Use Cases, Building the Requirements Model, Elements of the Requirements Model,
Negotiating Requirements, Validating Requirements.
Suggested Free Open Source tools: StarUML, Modelio, SmartDraw.
#Exemplar/Case Write SRS in IEEE format for selected Project Statement/ case study
Studies Study SRS of Online Voting system
(http://dos.iitm.ac.in/OOSD_Material/CaseStudies/CaseStudy2/eVote-srs.pdf),
Library management System, Develop use case model for any software
applications.
*Mapping of Course CO1, CO3, CO7
Outcomes for Unit II
Unit III Estimation and Scheduling (07 Hours)
Estimation for Software Projects: The Project Planning Process, Defining Software Scope and
Checking Feasibility, Resources management, Reusable Software Resources, Environmental
Resources, Software Project Estimation, Decomposition Techniques, Software Sizing, Problem-Based
Estimation, LOC-Based Estimation, FP-Based Estimation, Object Point (OP)-based estimation, Process-
Based Estimation, Process-Based Estimation, Estimation with Use Cases, Use-Case–Based Estimation,
Reconciling Estimates, Empirical Estimation Models, The Structure of Estimation Models, The
COCOMO II Mode, Preparing Requirement Traceability Matrix
Project Scheduling: Project Scheduling, Defining a Task for the Software Project, Scheduling.
Suggested Free Open Source Tools: Gantt Project, Agantty, Project Libre.
#Exemplar/Case Write SRS in IEEE format for selected Project Statement/ case study, Study SRS
Studies of Online Voting system, Library management System
(http://dos.iitm.ac.in/OOSD_Material/CaseStudies/CaseStudy2/eVote-srs.pdf),
*Mapping of Course CO1, CO3, CO7
Outcomes for Unit III
Unit IV Design Engineering (07 Hours)
Design Concepts: Design within the Context of Software Engineering, The Design Process, Software
Quality Guidelines and Attributes, Design Concepts - Abstraction, Architecture, design Patterns,
Separation of Concerns, Modularity, Information Hiding, Functional Independence, Refinement,
Aspects, Refactoring, Object-Oriented Design Concept, Design Classes, The Design Model , Data
Design Elements, Architectural Design Elements, Interface Design Elements, Component-Level Design
Elements, Component Level Design for Web Apps, Content Design at the Component Level,
Functional Design at the Component Level, Deployment-Level Design Elements.
Architectural Design: Software Architecture, What is Architecture, Why is Architecture Important,
Architectural Styles, A brief Taxonomy of Architectural Styles.
Suggested Free Open Source Tool: Smart Draw
#Exemplar/Case Study design of Biometric Authentication software
Studies
*Mapping of Course CO1,CO2 CO3, CO7
Outcomes for Unit IV
Unit V Risks and Configuration Management (07 Hours)
Risk Management: Software Risks, Risk Identification, Risk Projection, Risk Refinement, Risk
Mitigation, Monitoring, and Management, The RMMM Plan.
Software Configuration Management: Software Configuration Management, The SCM Repository
The SCM Process, Configuration Management for any suitable software system.
Suggested Free Open Source Tools: CF Engine Configuration Tool, Puppet Configuration Tool.
#Exemplar/Case Risk management in Food delivery software
Studies

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*Mapping of Course CO1,CO2 CO3, CO7

Outcomes for Unit V
Unit VI Software Testing (07 Hours)

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A Strategic Approach to Software Testing, Verification and Validation, Organizing for Software
Testing, Software Testing Strategy—The Big Picture, Criteria for Completion of Testing, Strategic
Issues, Test Strategies for Conventional Software, Unit Testing, Integration Testing, Test Strategies for
Object-Oriented Software, Unit Testing in the OO Context, Integration Testing in the OO Context, Test
Strategies forWebApps, Validation Testing, Validation-Test Criteria, Configuration Review.
Suggested Free Open Source Tools: Selenium, JUnit.
#Exemplar/Case Selemium Testing with any online application
Studies
*Mapping of Course CO1,CO2 CO3, CO6
Outcomes for Unit VI
Learning Resources
Text Books:
1. Roger Pressman, “Software Engineering: A Practitioner‘s Approach”‖, McGraw Hill, ISBN 0–
07–337597–7
2. Ian Sommerville, “Software Engineering”‖, Addison and Wesley, ISBN 0-13-703515-2
Reference Books:
1. Carlo Ghezzi, “Fundamentals of Software Engineering", PHI, ISBN-10: 0133056996
2. Rajib Mall, “Fundamentals of Software Engineering”‖, PHI, ISBN-13: 978-8120348981
3. Pankaj Jalote, “An Integrated Approach to Software Engineering”‖, Springer, ISBN 13:
9788173192715.
4. S K Chang, “Handbook of Software Engineering and Knowledge Engineering”‖, World
Scientific, Vol I, II, ISBN: 978-981-02-4973-1
5. Tom Halt, “Handbook of Software Engineering”, Clanye International ISBN-
10: 1632402939
e-books:
 https://ebookpdf.com/roger-s-pressman-software-engineering
MOOC/ Video Lectures available at:
 https://swayam.gov.in/nd1_noc19_cs69/preview
 https://swayam.gov.in/nd2_cec20_cs07/preview
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - 2 - - - - - - - - - -
CO2 1 - - - - 2 2 2 - - - -

CO3 - - 2 - - 2 - - - - - -
CO4 - 2 2 - - - - - - - -
CO5 - 2 2 - - - - - - - - -

CO6 - 2 2 - - - - - - - - -
CO7 1 - 1 1 - - - - - - - -

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

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Second Year of Engineering (2019 Course)

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210254: Microprocessor
Teaching Scheme Credit Scheme Examination Scheme and Marks
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses : 210248: Digital Electronics and Logic Design
Companion Course : 210258: Microprocessor Laboratory
Course Objectives:
The course is intended to provide practical exposure to the students on microprocessors, design and
coding knowledge on 80386 and introduction to microcontrollers.
 To learn and distinguish the architecture and programmer‘s model of advanced processor.
 To identify the system level features and processes of advanced processors.
 To acquaint the learner with application instruction set and logic to build assembly language
programs.
Course Outcomes:
After successful completion of the course, the learner will be able to-
CO1: Exhibit skill of assembly language programming for the application.
CO2: Classify Processor architectures.
CO3: Illustrate advanced features of 80386 Microprocessor.
CO4: Compare and contrast different processor modes.
CO5: Use interrupts mechanism in applications
CO6: Differentiate between Microprocessors and Microcontrollers.
CO7: Identify and analyze the tools and techniques used to design, implement, and debug
microprocessor-based systems.
Course Contents
Unit I Introduction to 80386 (07 Hours)
Brief History of Intel Processors, 80386 DX Features and Architecture, Programmers Model, Operating
modes, Addressing modes and data types.
Applications Instruction Set: Data Movement Instructions, Binary Arithmetic Instructions, Decimal
Arithmetic Instructions, Logical Instructions, Control Transfer Instructions, String and Character
Transfer Instructions, Instructions for Block Structured Language, Flag Control Instructions,
Coprocessor Interface Instructions, Segment Register Instructions, Miscellaneous Instructions.
#Exemplar/Case Study-Evolution of Microprocessor
Studies
*Mapping of Course CO1,CO2
Outcomes for Unit I
Unit II Bus Cycles and System Architecture (07 Hours)
Initialization- Processor State after Reset. Functional pin Diagram, functionality of various pins, I/O
Organization, Memory Organization (Memory banks), Basic memory read and writes cycles with
timing diagram.
Systems Architecture- Systems Registers (Systems flags, Memory Management registers, Control
registers, Debug registers, Test registers), System Instructions.
#Exemplar/Case Studies Study-Motherboard of Computer and it’s components.
*Mapping of Course CO3
Outcomes for Unit II
Unit III Memory Management (08 Hours)

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Global Descriptor Table, Local Descriptor Table, Interrupt Descriptor Table, GDTR, LDTR, IDTR.
Formats of Descriptors and Selector, Segment Translation, Page Translation, Combining Segment and

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Page Translation.
#Exemplar/Case Try creating an animation by using any of /Study of the tools to create and
Studies access all the type of possible segments in 80386DX.
*Mapping of Course CO1,CO2
Outcomes for Unit III
Unit IV Protection (08 Hours)
Need of Protection, Overview of 80386DX Protection Mechanisms: Protection rings and levels,
Privileged Instructions, Concept of DPL, CPL, RPL, EPL.
Inter privilege level transfers using Call gates, Conforming code segment, Privilege levels and stacks.
Page Level Protection, Combining Segment and Page Level Protection.
#Exemplar/Case Study about- can the security of the system be compromised using CALL
Studies gates?
*Mapping of Course CO4, , CO6
Outcomes for Unit IV
Unit V Multitasking and Virtual 8086 Mode (08Hours)
Multitasking- Task State Segment, TSS Descriptor, Task Register, Task Gate Descriptor, Task
Switching, Task Linking, Task Address Space.
Virtual Mode – Features, Memory management in Virtual Mode , Entering and leaving Virtual mode.
#Exemplar/Case Study about multitasking implemented by using timing interrupt generated
Studies by internal clock of the system. Consider three different tasks: One
displaying a string at first row accessing VRAM directly; Second Blinking the
string with certain time interval and; Third clearing the screen.
*Mapping of Course CO4, CO5, CO6
Outcomes for Unit V
Unit VI Interrupts, Exceptions, and Introduction to (07 Hours)
Microcontrollers
Interrupts and Exceptions: Identifying Interrupts, Enabling and Disabling Interrupts, Priority among
Simultaneous Interrupts and Exceptions, Interrupt Descriptor Table (IDT), IDT Descriptors, Interrupt
Tasks and Interrupt Procedures, Error Code, and Exception Conditions.
Introduction to Microcontrollers: Architecture of typical Microcontroller, Difference between
Microprocessor and Microcontroller, Characteristics of microcontrollers, Application of
Microcontrollers.
#Exemplar/Case Try building a Minimum System using 8051 microcontroller (Provide complete
Studies architecture and component selection with rationale). Indicate Memory Map
explicitly.
*Mapping of Course CO4,CO6, CO7
Outcomes for Unit VI
Learning Resources
Text Books:
1. Douglas Hall, “Microprocessors & Interfacing”, McGraw Hill, Revised 2 Edition, 2006 ISBN 0-
07-100462-9
2. A.Ray, K.Bhurchandi, ”Advanced Microprocessors and peripherals: Arch, Programming &
Interfacing”, Tata McGraw Hill,2004 ISBN 0-07-463841-6
3. Intel 80386 Programmer's Reference Manual 1986, Intel Corporation, Order no.: 231630-011,
December 1995.
4. Intel 80386 Hardware Reference Manual 1986, Intel Corporation, Order no.: 231732-001,
1986.
5. James Turley- “Advanced 80386 Programming Techniques”, McGraw-Hill,
ISBN: 10:0078813425, 13: 978-0078813429.
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Reference Books:
1. Chris H. Pappas, William H. Murray, “80386 Microprocessor Handbooks”, McGraw-Hill

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Osborne Media, ISBN-10: 0078812429, 13: 978-0078812422.
2. Walter A. Triebel, “The 80386Dx Microprocessor: Hardware”, Software, and Interfacing,
Pearson Education, ISBN: 0137877307, 9780137877300.
3. Brey, Barry B, “8086/8088, 80286, 80386 and 80486 Assembly Language Programming”,
Prentice Hall, ISBN: 13: 9780023142475.
4. Mohammad Rafiquzzaman, "Microprocessors: Theory and Applications: Intel and Motorola",
Prentice Hall, ISBN:-10:0966498011, 13:978:0966498011.
5. Introduction to 64 bit Intel Assembly Language Programming for Linux, 2nd Edition, Ray
Seyfarth, ISBN10: 1478119209, ISBN-13: 9781478119203, 2012.
6. Assembly Language Step-by-step: Programming with Linux, 3rd Edition, Jeff Duntemann,
Wiley ISBN:-10 0470497025, ISBN-13: 978-0470497029, 2009.
Intel 80386 Programmer's Reference Manual:
 http://intel80386.com/386htm/toc.htm
 https://css.csail.mit.edu/6.858/2014/readings/i386.pdf
MOOC/ Video Lectures available at:
 https://nptel.ac.in/courses/106/108/106108100/
 https://nptel.ac.in/courses/108/107/108107029/
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
2 2 2 2
CO1 - - - - - - - -
2 - 1 -
CO2 - - - - - - - -
2 - 2 -
CO3 - - - - - - - -
2 - 2 -
CO4 - - - - - - - -
2 - 2 -
CO5 - - - - - - - -
2 1 - -
CO6 - - - - - - - -
2 1 1 1
CO7 - - - - - - - -

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

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Second Year of Engineering (2019 Course)

Home
210255: Principles of Programming Languages
Teaching Scheme Credit Scheme Examination Scheme and Marks
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses : 110005: Programming and Problem Solving,
210253: Object Oriented Programming
Companion Course : 210257: Data Structures and Algorithms Laboratory
Course Objectives:
 To learn basic principles of programming languages and programming paradigms.
 To learn structuring the data and manipulation of data, computation and program structure.
 To learn Object Oriented Programming (OOP) principles using Java Programming Language.
 To learn basic concepts of logical and functional programming language.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Make use of basic principles of programming languages.
CO2: Develop a program with Data representation and Computations.
CO3: Develop programs using Object Oriented Programming language : Java.
CO4: Develop application using inheritance, encapsulation, and polymorphism.
CO5: Demonstrate Multithreading for robust application development.
CO6: Develop a simple program using basic concepts of Functional and Logical programming
paradigm.
Course Contents
Unit I Fundamentals of Programming (06Hours)
Importance of Studying Programming Languages, History of Programming Languages, Impact of
Programming Paradigms, Role of Programming Languages, Programming Environments. Impact of
Machine Architectures: The operation of a computer, Virtual Computers and Binding Times.
Programming paradigms- Introduction to programming paradigms, Introduction to four main
Programming paradigms- procedural, object oriented, functional, and logic and rule based.
#Exemplar/Case A case study: Retail Sales application
Studies
*Mapping of Course CO1
Outcomes for Unit I
Unit II Structuring the Data, Computations and Program (07 Hours)
Elementary Data Types :Primitive data Types, Character String types, User Defined Ordinal Types,
Array types, Associative Arrays, Record Types, Union Types, Pointer and reference Type.
Expression and Assignment Statements: Arithmetic expression, Overloaded Operators, Type
conversions, Relational and Boolean Expressions, Short Circuit Evaluation, Assignment Statements,
Mixed mode Assignment. Statement level Control Statements: Selection Statements, Iterative
Statements, Unconditional Branching. Subprograms: Fundamentals of Sub Programs, Design Issues
for Subprograms, Local referencing Environments, Parameter passing methods.
Abstract Data Types and Encapsulation Construct: Design issues for Abstraction, Parameterized
Abstract Data types, Encapsulation Constructs, Naming Encapsulations.
#Exemplar/Case Data representation and computations in Retail Sales
Studies
*Mapping of Course CO2
Outcomes for Unit II

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Unit III Java as Object Oriented Programming Language- (07 Hours)

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Overview
Fundamentals of JAVA, Arrays: one dimensional array, multi-dimensional array, alternative array
declaration statements,
String Handling: String class methods, Classes and Methods: class fundamentals, declaring objects,
assigning object reference variables, adding methods to a class, returning a value, constructors, this
keyword, garbage collection, finalize() method, overloading methods, argument passing, object as
parameter, returning objects, access control, static, final, nested and inner classes, command line
arguments, variable - length arguments.
#Exemplar/Case Demonstrate classes , objects, data, methods for Online Banking System
Studies using Java.
*Mapping of Course CO3
Outcomes for Unit III
Unit IV Inheritance, Packages and Exception Handling (07 Hours)
using Java
Inheritances: member access and inheritance, super class references, Using super, multilevel
hierarchy, constructor call sequence, method overriding, dynamic method dispatch, abstract
classes, Object class.
Packages and Interfaces: defining a package, finding packages and CLASSPATH, access protection,
importing packages, interfaces (defining, implementation, nesting, applying), variables in interfaces,
extending interfaces, instance of operator. fundamental, exception types, uncaught exceptions, try,
catch, throw, throws, finally, multiple catch clauses, nested try statements, built-in exceptions,
custom exceptions (creating your own exception sub classes).
Managing I/O: Streams, Byte Streams and Character Streams, Predefined Streams, Reading console
Input, Writing Console Output, Print Writer class.
#Exemplar/Case Demonstrate inheritance, Packages and interface for Online Banking System
Studies using Java.
*Mapping of Course CO4
Outcomes for Unit IV
Unit V Multithreading in Java (07 Hours)
Concurrency and Synchronization, Java Thread Model: Thread priorities, Synchronization,
Messaging, Main Thread, Creating thread: Implementing Thread using thread class and Runnable
interface. Creating multiple threads using is Alive() and join().
Web Based Application in Java: Use of JavaScript for creating web based applications in Java,
Introduction to Java script frameworks- ReactJS, VueJS, AngularJS (open source).
#Exemplar/Case Demonstrate Multithreading for Gaming.
Studies
*Mapping of Course CO5
Outcomes for Unit V
Unit VI Logical and Functional Programming (07 Hours)
Functional Programming Paradigm: Understanding symbol manipulation, Basic LISP functions,
definitions, predicates, conditionals and scoping, Recursion and iteration, Properties List array and
access functions, Using lambda definitions, printing, reading and atom manipulation.
Logic Programming Paradigm: An Overview of Prolog, Syntax and Meaning of Prolog Programs, Lists,
Operators, Arithmetic, Using Structures.
#Exemplar/Case Demonstrate Functional and Logic Programming for Software Project
Studies Management.
*Mapping of Course CO6
Outcomes for Unit VI

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Learning Resources

Home
Text Books:
1. T. W. Pratt, M. V. Zelkowitz, "Programming Languages Design and Implementation‖, 4 th
Ed, PHI, ISBN 81-203-2035-2.
2. Sebesta R., "Concepts of Programming Languages", 4th Edition, Pearson Education, ISBN-
81-7808-161-X.
3. Herbert Schildt, "The Complete Reference Java", 9th Ed, TMH,ISBN: 978-0-07-180856-9.
Reference Books:
1. Deugo, ―Java Gems‖, Cambridge University Press, ISBN 10: 0521648246 ISBN 13:
9780521648240
2. Carl Townsend ,”Programming in turbo PROLOG”, Tata-McGraw Hill
3. Ivan Bratko, “ Prolog Programming for Artificial Intelligence”, Wesley Publishers Limited
4. Winston P., Klaus B., Horn P., "LISP", 3rd Edition, Pearson Education, 81 - 7808 -155-5
5. Carlo Ghezzi, Mehdi Jazayeri, ―Programming Language Concepts‖,3rd Ed, Wiley
Publication ISBN : 978-81-265-1861-6.
eBooks:
 https://www.springer.com/gp/book/9781848820319
 https://www.springer.com/gp/book/9781848829138
eBooks:
 https://nptel.ac.in/courses/106/102/106102067/
 https://swayam.gov.in/nd1_noc20_cs08/preview
 https://swayam.gov.in/nd2_aic20_sp13/preview
 https://swayam.gov.in/nd1_noc19_cs84/preview
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
2 2 2 2
CO1 - - - - - - - -
2 - 1 -
CO2 - - - - - - - -
2 - 2 -
CO3 - - - - - - - -
2 - 2 -
CO4 - - - - - - - -
2 - 2 -
CO5 - - - - - - - -
2 1 - -
CO6 - - - - - - - -

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

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Second Year of Computer Engineering (2019 Course)
210256: Data Structures and Algorithms Laboratory
Teaching Scheme Credit Scheme Examination Scheme and Marks
Practical: 04 Hours/Week 02 Term Work: 25 Marks
Practical: 25 Marks
Companion Course : 210252: Data Structures and Algorithms, 210255:Priciples of
Programming Languages
Course Objectives:
 To understand practical implementation and usage of non linear data structures for
solving problems of different domain.
 To strengthen the ability to identify and apply the suitable data structure for the given real
world problems.
 To analyze advanced data structures including hash table, dictionary, trees, graphs,
sorting algorithms and file organization.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand the ADT/libraries, hash tables and dictionary to design algorithms for a
specific problem.
CO2: Choose most appropriate data structures and apply algorithms for graphical solutions of
the problems.
CO3: Apply and analyze non linear data structures to solve real world complex problems.
CO4: Apply and analyze algorithm design techniques for indexing, sorting, multi-way searching,
file organization and compression.
CO5: Analyze the efficiency of most appropriate data structure for creating efficient solutions for
engineering design situations.
Guidelines for Instructor's Manual
The instructor‘s manual is to be developed as a hands-on resource and reference. The instructor's manual
need to include prologue (about University/program/ institute/ department/foreword/ preface),
curriculum of course, conduction and Assessment guidelines, topics under consideration-concept,
objectives, outcomes, set of typical applications/assignments/ guidelines, and references.
Guidelines for Student's Laboratory Journal
The laboratory assignments are to be submitted by student in the form of journal. Journal consists of
prologue, Certificate, table of contents, and handwritten write-up of each assignment (Title, Objectives,
Problem Statement, Outcomes, software and Hardware requirements, Date of Completion, Assessment
grade/marks and assessor's sign, Theory- Concept in brief, algorithm, flowchart, test cases, Test Data
Set(if applicable), mathematical model (if applicable), conclusion/analysis. Program codes with sample
output of all performed assignments are to be submitted as softcopy.
As a conscious effort and little contribution towards Green IT and environment awareness, attaching
printed papers as part of write-ups and program listing to journal may be avoided. Use of DVD containing
students programs maintained by Laboratory In-charge is highly encouraged. For reference one or two
journals may be maintained with program prints at Laboratory.
Guidelines for Laboratory / Term Work Assessment
Continuous assessment of laboratory work should be done based on overall performance and Laboratory
assignments performance of student. Each Laboratory assignment assessment should be assigned
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall
assessment as well as each Laboratory assignment assessment include- timely completion, performance,
innovation, efficient codes, punctuality and neatness.
Guidelines for Laboratory Conduction
The instructor is expected to frame the assignments by understanding the prerequisites, technological
aspects, utility and recent trends related to the topic. The assignment framing policy need to address the

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University
average students and inclusive of an element to attract and promote the intelligent students. The
instructor may set multiple sets of assignments and distribute among batches of students. It is appreciated
if the assignments are based on real world problems/applications. Encourage students for appropriate use
of Hungarian notation, proper indentation and comments. Use of open source software is to be

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encouraged.
In addition to these, instructor may assign one real life application in the form of a mini-project based on
the concepts learned. Instructor may also set one assignment or mini-project that is suitable to respective
branch beyond the scope of syllabus.
Set of suggested assignment list is provided in groups- A, B, C, D, E, F and G. Each student must perform at
least 12 assignments( at least 02 from group A, 03 from group B, 02 from group C, 2 from group D, 01
from group E, 02 from group F.)
Operating System recommended :- 64-bit Open source Linux or its derivative
Programming tools recommended: - Open Source Python - Group A assignments, C++ Programming tool
like G++/GCC
Guidelines for Practical Examination
Both internal and external examiners should jointly set problem statements. During practical assessment,
the expert evaluator should give the maximum weightage to the satisfactory implementation of the
problem statement. The supplementary and relevant questions may be asked at the time of evaluation to
test the student’s for advanced learning, understanding of the fundamentals, effective and efficient
implementation. Consequently encouraging efforts, transparent evaluation and fair approach of the
evaluator will not create any uncertainty or doubt in the minds of the students. Therefore adhering to
these principles will consummate our team efforts to the promising start of the student's academics.
Virtual Laboratory:
 http://cse01-iiith.vlabs.ac.in/Courses%20Aligned.html?domain=Computer%20Science
Suggested List of Laboratory Experiments/Assignments
Sr. No Group A
1 Consider telephone book database of N clients. Make use of a hash table
implementation to quickly look up client‘s telephone number. Make use of two collision
handling techniques and compare them using number of comparisons required to find a
set of telephone numbers
2 Implement all the functions of a dictionary (ADT) using hashing and handle collisions
using chaining with / without replacement.
Data: Set of (key, value) pairs, Keys are mapped to values, Keys must be comparable,
Keys must be unique. Standard Operations: Insert(key, value), Find(key), Delete(key)
3 For given set of elements create skip list. Find the element in the set that is closest to
some given value. (note: Decide the level of element in the list Randomly with some
upper limit)
4 To create ADT that implement the "set" concept.
a. Add (new Element) -Place a value into the set , b. Remove (element) Remove the
value
c. Contains (element) Return true if element is in collection, d. Size () Return number of
values in collection Iterator () Return an iterator used to loop over collection, e.
Intersection of two sets , f. Union of two sets, g. Difference between two sets, h. Subset
Group B
5 A book consists of chapters, chapters consist of sections and sections consist of
subsections. Construct a tree and print the nodes. Find the time and space requirements
of your method.
6 Beginning with an empty binary search tree, Construct binary search tree by inserting
the values in the order given. After constructing a binary tree -
i. Insert new node, ii. Find number of nodes in longest path from root, iii. Minimum data
value found in the tree, iv. Change a tree so that the roles of the left and right pointers
are swapped at every node, v. Search a value
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7 Construct an expression tree from the given prefix expression eg. +--a*bc/def and
traverse it using post order traversal (non recursive) and then delete the entire tree.
8 Read for the formulas in propositional calculus. Write a function that reads such a

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formula and creates its binary tree representation. What is the complexity of your
function?
9 Convert given binary tree into threaded binary tree. Analyze time and space complexity
of the algorithm.
10 Consider threading a binary tree using preorder threads rather than inorder threads.
Design an algorithm for traversal without using stack and analyze its complexity. _
11 A Dictionary stores keywords and its meanings. Provide facility for adding new
keywords, deleting keywords, updating values of any entry. Provide facility to display
whole data sorted in ascending/ Descending order. Also find how many maximum
comparisons may require for finding any keyword. Use Binary Search Tree for
implementation.
12 Implement a file compression algorithm that uses binary tree. Your program should
allow the user to compress and decompress messages containing alphabets using
the standard Huffman algorithm for encoding and decoding.
Group C
13 Represent a given graph using adjacency matrix/list to perform DFS and using adjacency
list to perform BFS. Use the map of the area around the college as the graph. Identify
the prominent land marks as nodes and perform DFS and BFS on that.
14 There are flight paths between cities. If there is a flight between city A and city B then
there is an edge between the cities. The cost of the edge can be the time that flight take
to reach city B from A, or the amount of fuel used for the journey. Represent this as a
graph. The node can be represented by airport name or name of the city. Use adjacency
list representation of the graph or use adjacency matrix representation of the graph.
Check whether the graph is connected or not. Justify the storage representation used.
15 You have a business with several offices; you want to lease phone lines to connect them
up with each other; and the phone company charges different amounts of money to
connect different pairs of cities. You want a set of lines that connects all your offices
with a minimum total cost. Solve the problem by suggesting appropriate data structures.
16 Tour operator organizes guided bus trips across the Maharashtra. Tourists may have
different preferences. Tour operator offers a choice from many different routes. Every
day the bus moves from starting city S to another city F as chosen by client. On this way,
the tourists can see the sights alongside the route travelled from S to F. Client may have
preference to choose route. There is a restriction on the routes that the tourists may
choose from, the bus has to take a short route from S to F or a route having one distance
unit longer than the minimal distance. Two routes from S to F are considered different if
there is at least one road from a city A to a city B which is part of one route, but not of
the other route.
17 Consider the scheduling problem. n tasks to be scheduled on single processor. Let t1,
...,tn be durations required to execute on single processor is known. The tasks can be
executed in any order but one task at a time. Design a greedy algorithm for this problem
and find a schedule that minimizes the total time spent by all the tasks in the system.
(The time spent by one is the sum of the waiting time of task and the time spent on its
execution.)
Group D
18 Given sequence k = k1 <k2 < … <kn of n sorted keys, with a search probability pi for each
key ki . Build the Binary search tree that has the least search cost given the access
probability for each key?

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19 A Dictionary stores keywords and its meanings. Provide facility for adding new
keywords, deleting keywords, updating values of any entry. Provide facility to display
whole data sorted in ascending/ Descending order. Also find how many maximum

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comparisons may require for finding any keyword. Use Height balance tree and find the
complexity for finding a keyword
Group E
20 Consider a scenario for Hospital to cater services to different kinds of patients as Serious
(top priority), b) non-serious (medium priority), c) General Checkup (Least priority).
Implement the priority queue to cater services to the patients.
21 Implement the Heap/Shell sort algorithm implemented in Java demonstrating heap/shell
data structure with modularity of programming language
22 Read the marks obtained by students of second year in an online examination of
particular subject. Find out maximum and minimum marks obtained in that subject. Use
heap data structure. Analyze the algorithm.
Group F
23 Department maintains a student information. The file contains roll number, name,
division and address. Allow user to add, delete information of student. Display
information of particular employee. If record of student does not exist an appropriate
message is displayed. If it is, then the system displays the student details. Use sequential
file to main the data.
24 Company maintains employee information as employee ID, name, designation and
salary. Allow user to add, delete information of employee. Display information of
particular employee. If employee does not exist an appropriate message is displayed. If
it is, then the system displays the employee details. Use index sequential file to maintain
the data.
25 Implementation of a direct access file -Insertion and deletion of a record from a direct
access file
26 Assume we have two input and two output tapes to perform the sorting. The internal
memory can hold and sort m records at a time. Write a program in java for external
sorting. Find out time complexity.
Mini-Projects/ Case Study
27 Design a mini project using JAVA which will use the different data structure with or
without Java collection library and show the use of specific data structure on the
efficiency (performance) of the code.
28 Design a mini project to implement Snake and Ladders Game using Python.
29 Design a mini project to implement a Smart text editor.
30 Design a mini project for automated Term work assessment of student based on
parameters like daily attendance, Unit Test / Prelim performance, Students
achievements if any, Mock Practical.
@The CO-PO Mapping Matrix
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
PO
CO1 1 2 2 - - - - - - - - -
CO2 - 2 2 - - - - - - - - -
CO3
- 2 2 1 - - - - - - - -

CO4 1 2 1 1 - - - - - - - -

CO5 1 1 2 2 - - - - - - - -

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Second Year of Computer Engineering (2019 Course)

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210257: Microprocessor Laboratory
Teaching Scheme Credit Scheme Examination Scheme and Marks
Practical: 02 Hours/Week 01 Term Work: 25 Marks
Practical: 25 Marks
Companion Course : 210254: Microprocessor
Course Objectives:
 To understand assembly language programming instruction set
 To understand different assembler directives with example
 To apply instruction set for implementing X86/64 bit assembly language programs
Course Outcomes:
On completion of the course, learner will be able to–
CO1. Understand and apply various addressing modes and instruction set to implement
assembly language programs
CO2. Apply logic to implement code conversion
CO3. Analyze and apply logic to demonstrate processor mode of operation
Guidelines for Laboratory /Term Work Assessment
Continuous assessment of laboratory work is based on overall performance and Laboratory
assignments performance of student. Each Laboratory assignment assessment will assign
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall
assessment as well as each Laboratory assignment assessment include- timely completion,
performance, innovation, efficient codes, punctuality and neatness.
Guidelines for Laboratory Conduction
The instructor is expected to frame the assignments by understanding the prerequisites,
technological aspects, utility and recent trends related to the topic. The assignment framing
policy need to address the average students and inclusive of an element to attract and promote
the intelligent students. The instructor may set multiple sets of assignments and distribute among
batches of students. It is appreciated if the assignments are based on real world
problems/applications. Use of open source software is encouraged.
In addition to these, instructor may assign one real life application in the form of a mini-project
based on the concepts learned. Instructor may also set one assignment or mini-project that is
suitable to respective branch beyond the scope of syllabus.
Operating System: 64-bit Open source Linux or its derivative.
Programming Tools: Preferably using Linux equivalent or MASM/TASM/NASM/FASM.
Guidelines for Practical Examination
Both internal and external examiners should jointly set problem statements. During practical
assessment, the expert evaluator should give the maximum weightage to the satisfactory
implementation of the problem statement. The supplementary and relevant questions may be
asked at the time of evaluation to test the student’s for advanced learning, understanding of the
fundamentals, effective and efficient implementation. So encouraging efforts, transparent
evaluation and fair approach of the evaluator will not create any uncertainty or doubt in the
minds of the students. So adhering to these principles will consummate our team efforts to the
promising start of the student's academics.
Virtual Laboratory:
 http://209.211.220.205/vlabiitece/mi/MI3.php
Suggested List of Laboratory Experiments/Assignments(any 10)
Sr.
Assignments
No.

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Write an X86/64 ALP to accept five 64 bit Hexadecimal numbers from user and store
1
them in an array and display the accepted numbers.

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2 Write an X86/64 ALP to accept a string and to display its length.
3 Write an X86/64 ALP to find the largest of given Byte/Word/Dword/64-bit numbers.
Write a switch case driven X86/64 ALP to perform 64-bit hexadecimal arithmetic
4
operations (+,-,*, /) using suitable macros. Define procedure for each operation.
5 Write an X86/64 ALP to count number of positive and negative numbers from the array.
Write X86/64 ALP to convert 4-digit Hex number into its equivalent BCD number and 5-
digit BCD number into its equivalent HEX number. Make your program user friendly to
6 accept the choice from user for: (a) HEX to BCD b) BCD to HEX (c) EXIT.
Display proper strings to prompt the user while accepting the input and displaying the
result. (Wherever necessary, use 64-bit registers).
Write X86/64 ALP to detect protected mode and display the values of GDTR, LDTR, IDTR,
7
TR and MSW Registers also identify CPU type using CPUID instruction.
Write X86/64 ALP to perform non-overlapped block transfer without string specific
8
instructions. Block containing data can be defined in the data segment.
Write X86/64 ALP to perform overlapped block transfer with string specific instructions
9
Block containing data can be defined in the data segment.
Write X86/64 ALP to perform multiplication of two 8-bit hexadecimal numbers. Use
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successive addition and add and shift method. (use of 64-bit registers is expected).
Write X86 Assembly Language Program (ALP) to implement following OS commands
11 i) COPY, ii) TYPE
Using file operations. User is supposed to provide command line arguments
Write X86 ALP to find, a) Number of Blank spaces b) Number of lines c) Occurrence of a
particular character. Accept the data from the text file. The text file has to be accessed
12
during Program_1 execution and write FAR PROCEDURES in Program_2 for the rest of
the processing. Use of PUBLIC and EXTERN directives is mandatory.
Write x86 ALP to find the factorial of a given integer number on a command line by
13
using recursion. Explicit stack manipulation is expected in the code.
Write an X86/64 ALP password program that operates as follows:
14 a. Do not display what is actually typed instead display asterisk (“*”).
If the password is correct display, “access is granted” else display “Access not Granted”
Study Assignment:
Motherboards are complex. Break them down, component by component, and
Understand how they work. Choosing a motherboard is a hugely important part of
building a PC. Study- Block diagram, Processor Socket, Expansion Slots, SATA, RAM, Form
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Factor, BIOS, Internal Connectors, External Ports, Peripherals and Data Transfer, Display,
Audio, Networking, Overclocking, and Cooling. 4.
https://www.intel.in/content/www/in/en/support/articles/000006014/boards-and-
kits/desktop-boards.html
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

- 1 2 1 - - - - - - - -
CO1
2 1 - 1 - - - - - - - -
CO2
CO3 - 1 - 1 - - - - - - - -

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Second Year of Computer Engineering (2019 Course)
210258: Project Based Learning II
Teaching Scheme Credit Scheme Examination Scheme and Marks
Practical: 04 Hours/Week 02 Term Work: 50 Marks
Course Objectives:
 To develop critical thinking and problem solving ability by exploring and proposing
solutions to realistic/social problem.
 To Evaluate alternative approaches, and justify the use of selected tools and methods.
 To emphasizes learning activities that are long-term, inter-disciplinary and student-centric.
 To engages students in rich and authentic learning experiences.
 To provide every student the opportunity to get involved either individually or as a group
so as to develop team skills and learn professionalism.
 To develop an ecosystem that promotes entrepreneurship and research culture among
the students.
Course Outcomes:
CO1: Identify the real life problem from societal need point of view
CO2: Choose and compare alternative approaches to select most feasible one
CO3: Analyze and synthesize the identified problem from technological perspective
CO4: Design the reliable and scalable solution to meet challenges
CO5: Evaluate the solution based on the criteria specified
CO6: Inculcate long life learning attitude towards the societal problems
Course Contents
Preamble:
Project-based learning is an instructional approach designed to give students the opportunity
to develop knowledge and skills through engaging projects set around challenges and problems
they may face in the real world. PBL, is more than just projects. With PBL students "investigate
and respond to an authentic, engaging, and complex problem, or challenge" with deep and
sustained attention. PBL is "learning by doing." The truth is, many in education are recognizing
we live in a modern world sustained and advanced through the successful completion of
projects. In short, If students are prepared for success in life, we need to prepare them for a
project-based world. It is a style of active learning and inquiry-based learning. (Reference:
Wikipedia). Project based learning will also redefine the role of teacher as mentor in learning
process. Along with communicating knowledge to students, often in a lecture setting, the
teacher will also to act as an initiator and facilitator in the collaborative process of knowledge
transfer and development. The PBL model focuses the student on a big open-ended question,
challenge, or problem to research and respond to and/or solve. It Brings what students should
academically know, understand, and be able to do and requires students to present their
problems, research process, methods, and results.[1]
Project based learning (PBL) requires regular mentoring by faculty throughout the semester for
successful completion of the idea/project tasks selected by the students per batch. For the
faculty involved in PBL , teaching workload of 4 Hrs/week/batch needs to be considered. The
Batch should be divided into sub-groups of 4 to 5 students. Idea implementation /Real life
problem/Complex assignments / activities / projects. under project based learning is to be
carried throughout semester and Credit for PBL has to be awarded on the basis of internal
continuous assessment and evaluation at the end of semester
Group Structure:
Working in supervisor/mentor monitored groups; the students plan, manage, and complete a
task/project/activity which addresses the stated problem.
1. There should be team/group of 4-5 students
2. A supervisor/mentor teacher assigned to individual groups
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Selection of Project/Problem:

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The problem-based project oriented model for learning is recommended. The model begins
with the identifying of a problem, often growing out of a question or “wondering”. This
formulated problem then stands as the starting point for learning. Students design and analyze
the problem/project within an articulated interdisciplinary or subject frame.
A problem can be theoretical, practical, social, technical, symbolic, cultural, and/or scientific
and grows out of students’ wondering within different disciplines and professional
environments. A chosen problem has to be exemplary. The problem may involve an
interdisciplinary approach in both the analysis and solving phases.
By exemplarity, a problem needs to refer back to a particular practical, scientific, social and/or
technical domain. The problem should stand as one specific example or manifestation of more
general learning outcomes related to knowledge and/or modes of inquiry.
There are no commonly shared criteria for what constitutes an acceptable project. Projects vary
greatly in the depth of the questions explored, the clarity of the learning goals, the content, and
structure of the activity.
• A few hands-on activities that may or may not be multidisciplinary.
• Use of technology in meaningful ways to help them investigate, collaborate, analyse,
synthesize, and present their learning.
• Activities may include- Solving real life problem, investigation, /study and Writing reports of in
depth study, field work.
Assessment:
The institution/head/mentor is committed to assessing and evaluating both student
performance and program effectiveness.
Progress of PBL is monitored regularly on weekly basis. Weekly review of the work is necessary.
During process of monitoring and continuous assessment and evaluation of the individual and
the team performance is to be measured. PBL is monitored and continuous assessment is done
by supervisor /mentor and authorities.
Students must maintain an institutional culture of authentic collaboration, self-motivation, peer-
learning and personal responsibility. The institution/department should support students in this
regard through guidance/orientation programs and the provision of appropriate resources and
services. Supervisor/mentor and Students must actively participate in assessment and
evaluation processes.
Group may demonstrate their knowledge and skills by developing a public product and/or report
and/or presentation.
1. Individual assessment for each student (Understanding individual capacity, role and
involvement in the project)
2. Group assessment (roles defined, distribution of work, intra-team communication and
togetherness)
3. Documentation and presentation
Evaluation and Continuous Assessment:
It is recommended that all activities should to be recorded regularly, regular assessment of
work need to be done and proper documents need to be maintained at college end by both
students as well as mentor (PBL work book).
Continuous Assessment Sheet (CAS) is to be maintained by all mentors/department and
institutes.
Recommended parameters for assessment/evaluation and weightage:
1. Idea Inception and Awareness /Consideration of -Environment/ Social /Ethics/ Safety
measures/Legal aspects (10%)
2. Outcomes of PBL/ Problem Solving Skills/ Solution provided/ Final product (Individual
assessment and team assessment) (40%)
3. Documentation (Gathering requirements, design and modelling, implementation/execution,
use of technology and final report, other documents) (15%)
4. Demonstration (Presentation, User Interface, Usability) (20%)
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5. Contest Participation/ publication (15%)

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PBL workbook will serve the purpose and facilitate the job of students, mentor and project
coordinator. It will reflect accountability, punctuality, technical writing ability and work flow of
the work undertaken.
Note :
 While planning for the assessment, choose a valid method based on your context. It should
be able to understand by both the students as well as the faculty.
 The student group must follow the principles of Software Engineering (Scoping out the
problem, the solution implementation and related documentation).
 Researching the problem and outlining various approaches is key here and should be
emphasized by the tutor and the mentor.
 Aspects of design thinking (from the point of view of the person facing the problem) are
very important. Students should not jump into the technology aspects first.
 The team can follow the principles of Agile Software Development. The weekly meetings
could be used as a Scrum meeting.
 The tutor and mentor should actively help the students to scope the work and the
approach. They must validate the technology choices.
 If the implementation code is well documented, the project can be continued by
subsequent batch – which will help solve a bigger problem.
Text Books:
1. A new model of problem based learning. By Terry Barrett. All Ireland Society for higher
education (AISHE). ISBN:978-0-9935254-6-9; 2017
2. Problem Based Learning. By Mahnazmoallem, woei hung and Nada Dabbagh, Wiley
Publishers. 2019.
3. Stem Project based learning and integrated science, Technology, Engineering and
mathematics approach. By Robert Capraro, Mary Margaret Capraro
Reference Books:
1. De Graaff E, Kolmos A., red.: Management of change: Implementation of problem-based
and project-based learning in engineering. Rotterdam: Sense Publishers. 2007.
2. Gopalan,” Project management core text book”, 2 Indian Edition
3. James Shore and Shane Warden, “ The Art of Agile Development”
Tutors Role in Project Based Learning
 The fundamentals of problem based learning, lies with the Tutors role.
 Tutors are not the source of solutions rather they act as the facilitator and mentor.
 The facilitator skills of the Tutors / Teacher are central to the success of PBL.
Change of Mindset
 Students are not used to the constructivist approach to learning, it is important that they
are carefully told what to expect in PBL.
 Tutors need to explain the differences between PBL and traditional learning.
 Tutors need to explain the principals involved and role of the students in PBL learning.
Designing Problem
 Considering the prior knowledge of the students, their ability and creativity, problem
statement should be designed.
 For 2nd year PBL students the tutor should place more emphasis on getting the students
to perform higher-level tasks.
 It is important for tutors to design problems that are anchored in authentic contexts only
 Students should take ownership of the problem.
 Problems should not be over simplified or well defiled
 Learning should not be the sequencing of instructional events, but the application of
principles for responding to the needs of the situation.
 The problems given to students in PBL should be realistic, complex, and should reflect, as

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much as possible, the actual problems that students would encounter in real life.

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Basic function of the tutor
 A good understanding of the overall curriculum the students have to study, the principles
of problems solving, critical thinking and meta-cognitive skills.
Grouping
 Study the background and profile of each student.
 Make sure that students of different backgrounds and experience are assigned in a group
 It is useful to group students of different abilities, gender, and nationalities together.
 Tutors must have the commitment to devote the time to the tutorial process.
 A good tutor is always interested in helping students to learn better.
 Sufficient resources should be made available for students to take part the PBL tutorial.
 Time management is important.
Assessment of Learning
 It is important for tutors to make sure that assessment is consistent with learning
objectives of the groups in PBL
 Assessment of students should not be focused only on the final leaning product.
 PBL tutors need to understand meaningful ways of assessing students’ work to motivate
learning.
 For assessment to be implemented properly there should be well designed and clearly
defined goals and objectives and well thought out strategies, techniques, criteria, and
marking schemes.
Student's Role in PBL
 Prepare students for PBL before starting the sessions.
 Students must have ability to initiate the task/idea .they should not be mere imitators.
 They must learn to think.
 Students working in PBL must be responsible for their own learning.
 Throughout the PBL process, students have to define and analyze the problem, generate
learning issues and apply what they have learned to solve the problem and act for them-
selves and be free.
 Students must quickly learn how to manage their own learning, Instead of passively
receiving instruction.
 Students in PBL are actively constructing their knowledge and understanding of the
situation in groups.
 Students in PBL are expected to work in groups.
 They have to develop interpersonal and group process skills, such as effective listening or
coping creatively with conflicts.
Inquiry Skills
 Students in PBL are expected to develop critical thinking abilities by constantly relating:
 What they read to do?
 What they want to do with that information?
 They need to analyze information presented within the context of finding answers.
 Modeling is required so that the students can observe and build a conceptual model of
the required processes.
 Formative and summative questions for evaluation:
 How effective is …….?
 How strong is the evidence for ………?
 How clear is ……?
 What are the justifications for thinking?
 Why is the method chosen?
 What is the evidence given to justify the solution?

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Information Literacy
 Information literacy is an integral part of self- directed learning

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Information literacy involves the ability to:
 Know when there is a need for information
 Identify the information needed to solve a given problem or issue
 Be able to locate the needed information
 Use the information to solve the given problem effectively.
 Skills required by students in information literacy include:
 How to prepare the search , How to carry out the research,
 Sorting and assessing of information in general
Collaborative learning
 It is an educational approach to teaching and learning that involves
 groups of students working together to solve a problem or complete a project
 In collaborative learning, learners have the opportunity to talk with peers, exchange
diverse beliefs present and defend ideas, as well as questioning other ideas.
Interpersonal Skills
 Interpersonal skills relating to group process are essential for effective problem solving
and learning.
 It is important that students are made aware of these inter personal skills.
 Consensual decision making skills, Dialogue and discussion skills, Team maintenance skills
 Conflict management skills and Team leadership skills.
Students who have these skills have a better opportunity to learn than students who do
not have these skills and Time Management
Resources
 Students need to have the ability to evaluate the resources used
Students have to evaluate the source of the resources used by asking the following questions:
 How current is it?, Is there any reason to suspect bias in the source?
 How credible and accurate is it?
Meta-cognitive Skills
 Students need to reflect on the processes they are using during the learning process,
 Compare one strategy with another, and evaluate the effectiveness of the strategy used
Reflection Skills
 Reflection helps students refine and strengthen their high-level thinking skills and abilities
through self-assessment.
 Reflection gives students opportunities to think about how they answered a question,
made a decision, or solved a problem.
 What strategies were successful or unsuccessful? ,What issues need to be remembered
for next time? , What could or should be done differently in the future?
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 2 - - - - - - - - - - -
CO2 - 2 - - - - - - - - - -
CO3 - - - 3 - - - - - - - -
CO4 - - - - 2 - - - - - - -
CO5 - - - - - 3 - - - - - -
CO6 - - - - - - - - - - - 2

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Second Year of Computer Engineering (2019 Course)
210259: Code of Conduct
Teaching Scheme Credit Scheme Examination Scheme and Marks
Tutorial: 01 Hours/Week 01$ Term work$: 25 Marks
Preamble:
Engineering is one of the important and cultured professions. With respect to any engineering
profession, engineers are expected to exhibit the reasonable standards of integrity and honesty.
Engineering is directly or indirectly responsible to create a vital impact on the quality of life for
the society. Acceptably, the services provided by engineers require impartiality, honesty, equity
and fairness and must give paramount importance to the protection of the public health, safety,
and welfare. Engineers must perform under a standard of professional behavior that requires
adherence to the principles of ethical conduct.
Prime aim is to recognize and evaluate ethical challenges that they will face in their professional
careers through knowledge and exercises that deeply challenge their decision making processes
and ethics.
Course Objectives:
 To promote ethics, honesty and professionalism.
 To set standards that are expected to follow and to be aware that If one acts unethically
what are the consequences.
 To provide basic knowledge about engineering Ethics, Variety of moral issues and Moral
dilemmas, Professional Ideals and Virtues
 To provide basic familiarity about Engineers as responsible Experimenters, Research
Ethics, Codes of Ethics, Industrial Standards, Exposure to Safety and Risk, Risk Benefit
Analysis
 To have an idea about the Collegiality and Loyalty, Collective Bargaining, Confidentiality,
Occupational Crime, Professional, Employee, Intellectual Property Rights.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand the basic perception of profession, professional ethics, various moral and social
issues, industrial standards, code of ethics and role of professional ethics in engineering
field.
CO2: Aware of professional rights and responsibilities of an engineer, responsibilities of an
engineer for safety and risk benefit analysis.
CO3: Understand the impact of the professional Engineering solutions in societal and
Environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.
CO4: Acquire knowledge about various roles of engineers in variety of global issues and able to
apply ethical principles to resolve situations that arise in their professional lives.
Course Contents
The following are the certain guidelines as far as ethics and code of conduct are concerned to
be clearly and elaborately explained to the students,
Fundamental norms Engineers, in the fulfillment of their professional duties, should include
paying utmost attention to the safety, health, and welfare of the society. Along with that
engineers should execute the services only in their areas of competence. Whenever there is a
need to issue public statements then such statements should be expressed in objective and
truthful manner. Engineer should extend high sense of integrity by acting for each employer or
client as faithful agents or trustees. Whatever may be the working scope engineer should conduct
themselves honorably, responsibly, ethically, and lawfully so as to enhance the honor, reputation,
and usefulness of the profession.

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As far as ethical practices are concerned engineers should not reveal facts, data, or
information without the prior consent of the client or employer except as authorized or required

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by law or Code. Engineers should not permit the use of their name or associate in business
ventures with any person or firm that they believe is engaged in fraudulent or dishonest
enterprise moreover he/she should not aid or abet the unlawful practice of engineering by a
person or firm.
Engineers having knowledge of any alleged violation of the Code should report thereon to
appropriate professional bodies and, when relevant, also to public authorities, and cooperate
with the proper authorities in furnishing such information or assistance as may be required.
Engineers should disclose all known or potential conflicts of interest that could influence or
appear to influence their judgment or the quality of their services. Engineers should not accept
compensation, financial or otherwise, from more than one party for services on the same project,
or for services pertaining to the same project, unless the circumstances are fully disclosed and
agreed to by all interested parties. Engineers should not solicit or accept financial or other
valuable consideration, directly or indirectly, from outside agents in connection with the work for
which they are responsible.
Engineers should never falsify their qualifications or permit misrepresentation of their or
their associates’ qualifications. They shall not misrepresent or exaggerate their responsibility in or
for the subject matter of prior assignments. Brochures or other presentations incident to the
solicitation of employment shall not misrepresent pertinent facts concerning employers,
employees, associates, joint ventures, or past accomplishments.
Engineers should not offer, give, solicit, or receive, either directly or indirectly, any
contribution to influence the award of a contract by public authority, or which may be reasonably
construed by the public as having the effect or intent of influencing the awarding of a contract.
They should not offer any gift or other valuable consideration in order to secure work. They
should not pay a commission, percentage, or brokerage fee in order to secure work, except to a
bona fide employee or bona fide established commercial or marketing agencies retained by them.
There are certain obligations accompanied with engineering profession. Engineers should
acknowledge their errors and should not distort or alter the facts. Candid advises in special cases
are always welcome. Engineers should not accept outside employment to the detriment of their
regular work or interest. Before accepting any outside engineering employment, they will notify
their employers.
Engineers should not promote their own interest at the expense of the dignity and
integrity of the profession furthermore they should treat all persons with dignity, respect,
fairness, and without discrimination. Engineers should at all times strive to serve the public
interest. Engineers are encouraged to participate in civic affairs; career guidance for youths; and
work for the advancement of the safety, health, and well-being of their community. Engineers
are encouraged to adhere to the principles of sustainable development in order to protect the
environment for future generations. Engineers shall continue their professional development
throughout their careers and should keep current in their specialty fields by engaging in
professional practice, participating in continuing education courses, reading in the technical
literature, and attending professional meetings and seminar.
Engineers should not, without consent, use equipment, supplies, laboratory, or office
facilities of an employer to carry on outside private practice. They should not attempt to injure,
maliciously or falsely, directly or indirectly, the professional reputation, prospects, practice, or
employment of other engineers. Engineers who believe others are guilty of unethical or illegal
practice shall present such information to the proper authority for action. “Sustainable
development” is the challenge for the engineers meeting human needs for natural resources,
industrial products, energy, food, transportation, shelter, and effective waste management while
conserving and protecting environmental quality and the natural resource base essential for
future development.
Following are contents to be covered in tutorial session-

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1. Introduction to Ethical Reasoning and Engineer Ethics: Senses of ‘Engineering Ethics’ –

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Variety of moral issues – Types of inquiry – Moral dilemmas –Moral Autonomy – Kohlberg’s
theory – Gilligan’s theory – Consensus and Controversy –Professions and Professionalism –
Professional Ideals and Virtues – Uses of Ethical Theories.
2. Professional Practice in Engineering : Global Issues -Multinational Corporations – Business
Ethics - Environmental Ethics – Computer Ethics - Role in Technological Development –
Weapons Development – Engineers as Managers – Consulting Engineers – Engineers as Expert
Witnesses and Advisors – Honesty – Moral Leadership – Sample Code of Conduct
3. Ethics as Design - Doing Justice to Moral Problems : Engineer’s Responsibility for Safety -
Safety and Risk – Assessment of Safety and Risk – Risk Benefit Analysis – Reducing Risk – The
Government Regulator’s Approach to Risk
4. Workplace Responsibilities and Rights - Collegiality and Loyalty – Respect for Authority –
Collective Bargaining – Confidentiality – Conflicts of Interest – Occupational Crime –
Professional Rights – Employee Rights – Intellectual Property Rights (IPR) – Discrimination
5. Computers, Software, and Digital Information
6. Responsibility for the Environment
#Exemplar/Case Studies :
General Motors ignition switch recalls (2014), Space Shuttle Columbia disaster (2003), Space
Shuttle Challenger disaster (1986), Therac-25 accidents (1985 to 1987), Chernobyl disaster (1986),
Bhopal disaster (1984), Kansas City Hyatt Regency walkway collapse (1981)
Guidelines for Conduction:
The course will exemplify the budding engineers the Code of Conduct and ethics
pertaining to their area and scope of their work. The Instructor/Teacher shall explain the students
the importance and impact of the ethics and code of conduct.
Confined to various courses and project/mini-project development the possible
vulnerabilities and threats need to be elaborated and the students’ participation need to be
encouraged in designing such document explicitly mentioning Code of Conduct and Disclaimers.
Suggested set of Activities
1. Purpose-Introduce the concept of Professional Code of Conduct
Method – Using Group Discussion as a platform, ask students to share one practice in their
family / home that everyone has to follow. For ex. not wearing footwear in the house, taking a
bath first thing in the morning, seeking blessings from elders, etc. Connect this Code of
Conduct in their family to one that exists in the professional world
Outcome – Awareness of profession-specific code of conduct and importance of adherence of
that code specified. Ability to express opinions verbally and be empathetic to diverse
backgrounds and values
2. Purpose-Impress upon the students, the significance of morality
Method – Role play a professional situation where an engineer is not competent and is trying
to copy the work of a colleague and claim credit for that work. Ask observing students to react
to that situation. Alternatively, a short video that clearly shows unethical behavior can be
played and ask viewers their opinion about the situation. Note to teachers – read about
Kohlber’s theory and Gilligan’s theory to understand levels of moral behavior
Outcome – Incite students to contemplate their own immoral behavior in public space or
academic environment (like copying homework or assignment). Will coax students to
introspect their own values and encourage them to choose the right path
3. Purpose-Highlight the importance of professional ideals like conflict management, ambition,
ethical manners and accountability
Method – Each student will have to write a 200 word essay on any of above mentioned virtues
of being a good professional. On evaluation, the top 5 essays can be displayed on the college
wall magazine and rewarded if deemed appropriate
Outcome – Learn to express one’s ideas and identify and relate to good virtues. Build writing
skills, improve language and gain knowledge about how to write an impactful essay

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4. Purpose-Make students aware of proper and globally accepted ethical way to handle work,
colleagues and clients

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Method – Teacher can form groups of 6 – 7 students and assign them different cases (these
can be accessed online from copyright free websites of B-school content)
Outcome – Develop group communication skills. Learn to speak up one’s opinion in a forum.
Cultivate the habit of presenting solution-driven analytical arguments making them
contributors in any team.
5. Purpose – Make students aware that technology can be harmful if not used wisely and ethically
Method – Conduct a quiz on various ethical dilemmas that are relevant in today’s world
pertaining to privacy right, stalking, plagiarism, hacking, weaponizing technology, AI, electronic
garbage creating environmental hazard etc
Outcome – Make students aware of various adverse consequences of technology development
and allow them to introspect on how to use technology responsibly.
6. Purpose – Expose students to professional situations where engineers must use their skills
ethically and for the betterment of society and nation
Method – Students in groups of 4 can be given an assignment in the earlier session to present
in front of the class one specific case where they felt unethical treatment has been meted out
to a person by an engineer – either as a witness, advisor, dishonesty, improper skills testimony
etc. The group has to make a short presentation and also suggested plausible solutions to that
situation. Q&A from other students must encouraged to allow healthy discussion
Outcome – Become aware of unethical code of conduct in the professional world and how to
follow a moral compass especially when one reaches positions of power.
7. Purpose – Provide an insight into rights and ethical behavior.
Method – Movies like The Social Network can be played and students can be asked to discuss
their opinion about collegiality, intellectual property, friendship and professional relationships
Outcome – help them look at success stories from an ethical point of view. Develop critical
thinking and evaluation of circumstances.
8. Purpose – Make students contemplate about ideal and safe professional environment and
decide on making right decisions based on codes of conduct
Method – Students can be asked to write down 5 most important codes of conduct that they
feel that every computer engineer should follow. After evaluation by teacher / experts, the
collection of codes can be converted into a handbook to be given to every student as a
memoir to help them in their professional life.
Outcome – Introspection and think about how to shape the professional environment. Also,
when they carry back with them their own codes of conduct, they could feel bound to adhere
to these ethics.
Term Work Assessment Guidelines
Students must submit the report of all conducted activities. The brief guidelines for report
preparations are as follows:
1. One activity report must be of maximum 3 pages;
2. Combined Report of all activities with cover pages, table of contents and certificate (signed by
instructor) is to be submitted in soft copy (pdf) format only.
3. The report must contain:
 General information about the activity;
 Define the purpose of the activity;
 Detail out the activities carried out during the visit in chronological order;
 Summarize the operations / process (methods) during the activities;
 Describe what you learned (outcomes) during the activities as a student;
 Add photos of the activity;(optional)
 Add a title page to the beginning of your report;
 Write in clear and objective language; and
 Get well presented, timely and complete report submitted.
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Recommended Assessment and Weightage Parameters:

( Attendance 30%, Assignments/Activities- Active participation and proactive learning 50% and

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report 20%)
Term Work Assessment Guidelines
Students must submit the report of all conducted activities conducted during Tutorial (Outside
Classroom) of at least 04 activities (out of 07 activities) from group (of 02-03) students.
The brief guidelines for report preparations are as follows:
1. One activity report must be of maximum 3 pages;
2. Combined Report of all activities with cover pages, table of contents and certificate (signed by
instructor) is to be submitted in soft copy (pdf) format only.
3. The report must contain:
 General information about the activity;
 Define the purpose of the activity;
 Detail out the activities carried out during the visit in chronological order;
 Summarize the operations / process (methods) during the activities;
 Describe what you learned (outcomes) during the activities as a student;
 Add photos of the activity;(optional)
 Add a title page to the beginning of your report;
 Write in clear and objective language; and
 Get well presented, timely and complete report submitted.
Recommended Assessment and Weightage Parameters:
( Attendance 30%, Active participation and proactive learning 50% and report 20%)
Web Links:
 https://www.ieee.org/about/compliance.html
 https://www.cs.cmu.edu/~bmclaren/ethics/caseframes/91-7.html
 https://www.nspe.org/
 http://www.ewh.ieee.org/soc/pes/switchgear/presentations/tp_files/2017-
1_Thurs_Shiffbauer_Singer_Engineering_Ethics.pdf
MOOC/ Video lectures available at:
 https://swayam.gov.in/nd1_noc20_mg44/preview
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - - - - - - 2 2 - - - -
CO2 - - - - - - 2 2 - - - -
CO3 - - - - - - 3 2 - - - -
CO4 - - - - - - 2 3 - - - -

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Savitribai Phule Pune University

Home
Second Year of Engineering (2019 Course)
210260: Audit Course 4
In addition to credits, it is recommended that there should be audit course in preferably in each semester
starting from second year in order to supplement student’s knowledge and skills. Student will be awarded
the bachelor’s degree if he/she earns specified total credits [1] and clears all the audit courses specified in
the syllabus. The student will be awarded grade as AP on successful completion of audit course. The student
may opt for one of the audit courses per semester, starting in second year first semester. Though not
mandatory, such a selection of the audit courses helps the learner to explore the subject of interest in
greater detail resulting in achieving the very objective of audit course's inclusion. List of options offered is
provided. Each student has to choose one audit course from the list per semester. Evaluation of audit course
will be done at institute level itself. Method of conduction and method of assessment for audit courses are
suggested.
Criteria:
The student registered for audit course shall be awarded the grade AP (Audit Course Pass) and shall be
included such AP grade in the Semester grade report for that course, provided student has the minimum
attendance as prescribed by the Savitribai Phule Pune University and satisfactory performance and secured a
passing grade in that audit course. No grade points are associated with this 'AP' grade and performance in
these courses is not accounted in the calculation of the performance indices SGPA and CGPA. Evaluation of
audit course will be done at institute level itself. [1]

Guidelines for Conduction and Assessment (Any one or more of following but not limited to):
 Lectures/ Guest Lectures  Surveys
 Visits (Social/Field) and reports  Mini-Project
 Demonstrations  Hands on experience on focused topic
Course Guidelines for Assessment (Any one or more of following but not limited to):
 Written Test
 Demonstrations/ Practical Test
 Presentations, IPR/Publication and Report
Audit Course 4 Options
Audit Course Code Audit Course Title

AC4-I Water Management

AC4-II Intellectual Property Rights and Patents
AC4-III The Science of Happiness
AC4-IV Stress Relief: Yoga and Meditation
AC4-V Foreign Language (one of Japanese/Spanish/French/German) Course
contents for Japanese( Module 2) are provided. For other languages institute
may design suitably.
Note: It is permitted to opt one of the audit courses listed at SPPU website too, if not opted earlier. [1]
http://collegecirculars.unipune.ac.in/sites/documents/Syllabus%202017/Forms/AllItems.aspx
http://www.unipune.ac.in/university_files/syllabi.htm

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AC4-I: Water Management

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Water is a vital resource for all life on the planet. Only three percent of the water resources on
Earth are fresh and two-thirds of the freshwater is locked up in ice caps and glaciers. One fifth of
the remaining one percent is in remote, inaccessible areas. As time advances, water is becoming
scarcer and having access to clean, safe, drinking water is limited among countries. Pure water
supply and disinfected water treatment are prerequisites for the well-being of communities all
over the world. One of the biggest concerns for our water-based resources in the future is the
sustainability of the current and even future water resource allocation. This course will provide
students a unique opportunity to study water management activities like planning, developing,
distributing and optimum use of water resources. This course covers the topics that
management of water treatment of drinking water, industrial water, sewage or
Wastewater, management of water resources, management of flood protection.
Course Objectives
 To develop understanding of water recourses.
 To study global water cycle and factors that affect this cycle.
 To analyze the process for water resources and management.
 To study the research and development areas necessary for efficient utilization and
management of water recourses.
Course Outcomes
On completion of the course, learner will be able to–
CO1: Understand the global water cycle and its various processes
CO2: Understand climate change and their effects on water systems
CO3: Understand Drinking treatment and quality of groundwater and surface water
CO4: Understand the Physical, chemical, and biological processes involved in water
treatment and distribution.
Course Contents
1. Understanding ‘water’-Climate change and the global water cycle, understanding global
hydrology
2. Water resources planning and management-Water law and the search for sustainability: a
comparative analysis, Risk and uncertainty in water resources planning and management
3. Agricultural water use -The role of research and development for agriculture water use
4. Urban water supply and management - The urban water challenge, Water sensitive urban
design
References:
1. R. Quentin Graft, Karen Hussey, Quentin Graft, Karen Hussey, Publisher, "Water Resources
Planning and Management”, Cambridge University Press, ISBN: 9780511974304,
9780521762588.
2. P. C. Basil, "Water Management in India”, ISBN: 8180690970, 2004.
3. C.A. Brebbia, "Water Resources Management”, ISBN: 978-1-84564-960-9, 978-1-84564-
961-6.
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - - - - - - 1 - - - - -
CO2 - - - - - - 2 - - - - 1
CO3 - - - - - - 1 - - - -
CO4 - - - - - 2 2 - - - - 2

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AC4-II: Intellectual Property Rights and Patents

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Intellectual property is the area of law that deals with protecting the rights of those who create
original works. It covers everything from original plays and novels to inventions and company
identification marks. The purpose of intellectual property laws is to encourage new technologies,
artistic expressions and inventions while promoting economic growth.
Innovation and originality have great potential value. Whatever line of activity you are engaged
in, future success depends on them. The last few years have seen intellectual property rights
become an issue of general interest: the smart phone “patent wars”, the introduction of Digital
Rights management (DRM) and the rise of generic pharmaceuticals and open-source software are
just some examples that have been in the public eye. Protecting your intellectual rights
appropriately should be at a priority. Yet too many people embark on their chosen professions
without even a basic awareness of intellectual property.
Course Objectives:
 To encourage research, scholarship, and a spirit of inquiry
 To encourage students at all levels to develop patentable technologies.
 To provide environment to the students of the Institute for creation, protection, and
commercialization of intellectual property and to stimulate innovation.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand the fundamental legal principles related to confidential information,
copyright, patents, designs, trademarks and unfair competition
CO2: Identify, apply and assess principles of law relating to each of these areas of
intellectual property
CO3: Apply the appropriate ownership rules to intellectual property you have been involved
in creating
Course Contents
1. IntroductiontoIntellectualPropertyLaw–TheEvolutionaryPast-TheIPRToolKit-Para-Legal
Tasks in Intellectual Property Law
2. Introduction to Trade mark – Trade mark Registration Process – Post registration
Procedures -Trade mark maintenance - Transfer of Rights – Inter partes Proceeding –
Infringement - Dilution Ownership of Trade mark
3. Introduction to Copyrights – Principles of Copyright Principles -The subjects Matter of
Copy right – The Rights Afforded by Copyright Law – Copy right Ownership, Transfer and
duration – Right to prepare Derivative works
4. IntroductiontoTradeSecret–MaintainingTradeSecret–PhysicalSecurity–EmployeeLimitation
- Employee confidentiality agreement
Reference:
1. Debirag E. Bouchoux, “Intellectual Property” Cengage learning, New Delhi, ISBN-
10:1111648573
2. Ferrera, Reder, Bird, Darrow, “Cyber Law. Texts and Cases”, South-Western‘s Special Topics
Collections,ISBN:0-324-39972-3
3. Prabhuddha Ganguli, “Intellectual Property Rights”, Tata Mc-Graw–Hill, NewDelhi,ISBN-
10:0070077177
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - - - - - - - 1 - - - 1
CO2 - - - - - - - 2 - - - 1
CO3 - - - - - - - 1 - - - 1

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AC4-III: The Science of Happiness

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Everybody wants to be happy. One can explore innumerable ideas about what happiness is and
how we can get some. But not many of those ideas are based on science. That‘s where this
course comes in. The subject “Science of Happiness” aims to teach the pioneering science of
positive psychology, which explores the ancestry of a happy and meaningful life. Clinical
psychologists have been dealing with miserable feelings since their discipline was established. In
the last 30 years, neuroscientists have made major headway in the understanding of the
sources of anger, depression, and fear.
Today, whole industries profit from this knowledge—producing pills for every sort of
pathological mood disturbance. But until recently, few neuroscientists focused on the subject of
happiness. This course focuses on discovering how cutting-edge research can be applied to their
lives. Students will learn about the Intra-disciplinary research supporting this view, spanning the
fields of psychology, neuroscience, evolutionary biology, and beyond. The course offers
students practical strategies for tapping into and nurturing their own happiness, including trying
several research-backed activities that foster social and emotional well-being, and exploring
how their own happiness changes along the way.
Course Objectives
 To understand the feeling of happiness
 To study the sources of positive feelings
 To analyze the anatomy of the happiness system
 To study the effect of thoughts and emotions on the happiness system
Course Outcomes
On completion of the course, learner will be able to–
CO1: Understand what happiness is and why it matters to you
CO2: Learn how to increase your own happiness
CO3: Understand of the power of social connections and the science of empathy
CO4: Understand what is mindfulness and its real world applications
Course Contents
1. Happiness: what is it? , 2. The secret of smiling
3. The autonomy of positive feelings
4. Positive feelings as a compass
5. The happiness system
6. Foundations: Emotions, Motivation and nature of Wellbeing
7. Subjective well being
8. Love and well being
9. Optimal well being
10. Religion, Spirituality and wellbeing
References:
1. Happier, Stefan Klein, “The Science of Happiness, How Our Brains Make Us Happy and
what We Can Do to Get”, Da Capo Press, ISBN 10: 156924328X, 13: 978-1569243282.
2. C. Compton, Edward Hoffman, “Positive Psychology: The Science of Happiness and
Flourishing”, William, Cengage Learning, 2012, ISBN10: 1111834121.
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - - - 1 - - - - - - - 1
CO2 - - - 1 - - - - - - - 2
CO3 - - - - - - 1 - 1 - - 2
CO4 - - - - - - - - - - - 2

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AC4-IV: Yoga and Meditation

The concepts and practices of Yoga originated in India about several thousand years ago. Its

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founders were great Saints and Sages. The great Yogis presented rational interpretation of their
experiences of Yoga and brought about a practical and scientifically sound method within every
one‘s reach. Yoga today, is no longer restricted to hermits, saints, and sages; it has entered into
our everyday lives and has aroused a worldwide awakening and acceptance in the last few
decades. The science of Yoga and its techniques have now been reoriented to suit modern
sociological needs and lifestyles.
Yoga is one of the six systems of Vedic philosophy. The Yoga advocates certain restraints and
observances, physical discipline, breathe regulations, restraining the sense organs,
contemplation, meditation and Samadhi. The practice of Yoga prevents psychosomatic disorders
and improves an individual‘s resistance and ability to endure stressful situations.
Course Objectives:
 To impart knowledge about the basic technique and practice of yoga, including
instruction in breath control, meditation, and physical postures
 To gain an intellectual and theoretical understanding of the principles embodied in the
Yoga Sutras, the Bhagavad-Gita, and other important texts and doctrines
 Relaxation and stress reduction ,Personal insight and self understanding,
Personal empowerment, Gaining wisdom and spiritual discernment
 Awakening the abilities or powers of the Super conscious mind
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand philosophy and religion as well as daily life issues will be challenged and
enhanced.
CO2: Enhances the immune system.
CO3: Intellectual and philosophical understanding of the theory of yoga and basic related
Hindu scriptures will be developed.
CO4: Powers of concentration, focus, and awareness will be heightened.
Course Contents
1. Meaning and definition of yoga – Scope of Yoga - Aims and Objectives of Yoga –
Misconception about yoga.
2. Ayurveda: an introduction to this system of health care derived from the Vedic tradition
Anatomy and Physiology as they relate to Yoga
3. Yoga Philosophy and Psychology
References:
1. B.K.S. Iyengar, “BKS Iyengar Yoga The Path to Holistic Health” , DK publisher, ISBN-13: 978-
1409343479
2. Osho, “The Essence of Yoga”, Osho International Foundation, ISBN: 9780918963093
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 1 1 - - - 2 - - 2 - - -
CO2 - - - - - 2 1 - - - - -
CO3 - 2 - - - 2 - - - - - -
CO4 - 2 - - - - - 2 - - - -

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AC4-V: Foreign Language ( Japanese) Module 2

W ith changing times, the competitiveness has gotten into the nerves and ‘Being the Best‘ at all

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times is only the proof of it. Nonetheless, ‘being the best‘ differs significantly from
‘Communicating the best‘! The best can merely be communicated whilst using the best… suited
Language!!
Course Objectives:
 To meet the needs of ever growing industry with respect to language support.
 To get introduced to Japanese society and culture through language.
Course Outcomes:
On completion of the course learner will-
1. have ability of basic communication.
2. have the knowledge of Japanese script.
3. get introduced to reading , writing and listening skills
4. develop interest to pursue professional Japanese Language course
Course Contents
1. Katakana basic Script, Denoting things ( nominal and pre nominal demonstratives ),
Purchasing at the Market / in a shop / mall (asking and stating price)
2. Katakana : Modified kana, double consonant, letters with ya, yu, yo, Long vowels,
Describing time, describing starting and finishing time ( kara ~ made ), Point in time
(denoting the time when any action or the movement occurs)
3. Means of transport (Vehicles), Places, Countries, Stating Birth date, Indicating movement
to a certain place by a vehicle.
References:
1. Minna No Nihongo, “Japanese for Everyone”, (Indian Edition), Goyal Publishers and
Distributors Pvt. Ltd.
2. http://www.tcs.com (http://www.tcs.com/news_events/press_releases/Pages/TCS-
Inaugurates- Japan-centric-Delivery-Center-Pune.aspx)
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - - - - - - - - 1 3 1 1
CO2 - - - - 1 - - - - 3 1 1
CO3 - - - - 1 - - - - 3 2 2
CO4 - - - - - - - - - 1 - 1

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Acknowledgement

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It is with great pleasure and honor that I share the curriculum for Second Year of
Computer Engineering (2019 Course) on behalf of Board of Studies (BoS), Computer Engineering.
We, members of BoS are giving our best to streamline the processes and curricula design at both
UG and PG programs.
It is always the strenuous task to balance the curriculum with the blend of core courses,
current developments and courses to understand social and human values. By considering all the
aspects with adequate prudence the contents are designed satisfying most of the necessities as
per AICTE guidelines and to make the graduate competent enough as far as employability is
concerned. I sincerely thank all the minds and hands who work adroitly to materialize these tasks.
I really appreciate everyone’s contribution and suggestions in finalizing the contents.
Success is sweet. But it’s sweeter when it’s achieved thorough co-ordination, cooperation
and collaboration. I am overwhelmed and I feel very fortunate to be working with such a fabulous
team- the Members of Board of Studies, Computer Engineering!
Even in these anxious situation, during the time of this unfortunate pandemic, each and
every person, including the course coordinators and their team members, have worked
seamlessly to come up with this all inclusive curriculum for Second Year of Computer Engineering.
Thank you to all of you for delivering such great teamwork. I don’t think it would have
been possible to achieve the goal without each and every one of your efforts! I would like to
express my deep gratitude to Dr. Rajesh Prasad (SITS), member BoS, Computer Engineering, for
coordinating the complete activity and getting it to completion in a smooth manner.
I deeply appreciate and thank the managements of various colleges affiliated to SPPU for
helping us in this work. These colleges have helped us by arranging sessions for preliminary
discussion in the initial stage and at the same time in conducting Faculty Development Programs
for various courses of the revised curriculum. All your support is warmly appreciated.
I sincerely appreciate, the hard work put in by the course coordinators and their team
members, without your intellectual work and creative mind, and it would have not been possible
to complete this draft. You have been a valuable member of our team!
Special thanks are due to Dr. Parikshit Mahalle, Dr. Swati Bhavsar and Dr. Jayashri Prasad
for helping with the formatting and crisp presentation of this draft. I would like to thank you from
the core of my heart. Thank you for always being your best selves and contributing to the work.
I am thankful to Dr. Nuzhat Shaikh, for the time she has spent in critically reading the draft
and giving the final touches. I appreciate her initiative and thank her for her time, patience and
hard work!
Thank you all, for not only your good work but also for all the support you have given each
other throughout the drafting process, that’s what makes the team stronger! You took the
meaning of teamwork to a whole new level.
Thank you for all your efforts!

Professor (Mrs) Varsha H. Patil

Chairman, Board of Studies (BoS), Computer Engineering, Faculty of Science and Technology,
Savitribai Phule Pune University.
BoS Members- Dr. Shirish Sane, Dr. Sunil Bhirud, Dr. Manik Dhore, Dr. Rajesh Prasad, Dr. Girish
Khilari, Dr. Sachin Lodha, Dr. Parikshit Mahalle, Dr. Pramod Patil, Dr. Venkatesharan, Dr.
Geetanjali Kale, Dr. Suhasini Itkar, Dr. R. V. Patil and Dr. P. M. Yawalkar.

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 Curriculum for Second Year of Computer Engineering (2019 Course), Savitribai Phule Pune University

Task Force at Curriculum Design

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1. Advisors, the Team of Board of Studies-
Dr. Varsha Patil (Chairman), Dr. Shirish Sane, Dr. Sunil Bhirud, Dr. Manik Dhore, Dr. Rajesh Prasad,
Dr. Girish Khilari, Dr. Sachin Lodha, Dr. Parikshit Mahalle, Dr. Pramod Patil, Dr. Venkatesharan, Dr.
Geetanjali Kale, Dr. Suhasini Itkar, Dr. R. V. Patil and Dr. P. M. Yawalkar.

2. Team Leader- Dr. Rajesh Prasad

3. Teams, Course Design-

Name of Course Team Leaders Team Members
Discrete Dr. Nihar Ranjan Dr. S. K. Pathan Dr. V. S. Pawar
Mathematics Dr. Mrs. Archana Dr. Mrs. Snehal Kamlapur Dr. Kailash Shaw
Chaugule Dr. Mrs. Shital Sonawane Prof. Ravindra Rathore
Fundamental of Dr. S R Dhore Dr. Mrs. Gitanjali Shinde Dr. Vinayak Kottawar
Data Structure Dr. Prashant Dr. Mrs. A. P. Kale Prof. Ajitkumar Shitole
& Lab Dhotre Prof. Anupama Phakatkar Prof. Ms. Snehal Kulkarni
Object Oriented Dr. Amol Prof. D. D. Sapkal Dr. Mrs. R. A. Satao
Programming Dhumane Prof. Ms. Poojashree Dr. Mrs. Swati Bhavsar
Dr. Mrs. S. K. Vidap Dr. Mrs. Chiwhane
Wagh Prof. K. M. Sanghavi
Computer Dr. Mrs. N. F. Prof. P. P. Vaidya Dr. Shabnam Farook
Graphics & Lab Shaikh Prof. Dr. Aparna Junnarkar Sayyad
Prof. Mrs. Laxmi Sisode
Digital Dr. Mrs. C. R. Prof. M. B. Lonare Dr. Nilesh Sabale
Electronics and Jadhav Prof. Mrs. M.S. Pokale Prof. Ms. Ila Sawant
Logic Design & Dr. V. V. Dr A. R. Buchade
Lab Kimbahune
Humanities and Dr. Mrs. R. A. Prof. Mrs. Vaidehi Prof. S. P. Pingat
Social Studies & Khan Banerjee Mr. Ranjeet Gawande
Code of Conduct Prof. N. L. Bhale
Data Structures Dr. Mrs. G. S Dr. K. C. Nalavade Prof. Mrs. S. M.
and Algorithms Navale Dr Mrs. A. R. Deshpande Bhadkumbhe
& Lab Dr. S. D. Babar Prof. Ms. Pallavi Baviskar Prof. Ms. Neha Patil

Software Dr. Mrs. J. R. Dr. Mrs. Manjusha Joshi Dr. Hanchate D.B.
Engineering Prasad Prof. Ms. Deipali Gore Prof. Sachin Shinde
Ms. Poonam Dholi
Microprocessor Dr. Sunil M. Prof. Mrs. S.A. Joshi Prof. Nitin M. Shahane
& Lab Sangve Dr. K. N. Honwadkar Prof. N. L. Bhale
Dr. Sable Nilesh P. Prof. Mahendra Salunke Prof. Uday C. Patkar

Principles of Dr. J. R. Pansare Prof. Mrs. Vaishali Latke

Programming Prof. Mrs. P. P. Joshi Prof. Santosh Nagargoje
Languages Prof. Mrs. Sonali Lunavat Prof. Vaibhav
Prof. Ms. Geeta R Gupta Muddebihalkar
Dr. Mrs. Jyoti Rao Prof. Mrs. Snehal Patil Prof. Phadtare Tushar T

Project Based Dr. Mrs. Manisha Dr. Saumitra Das Prof. Subhash Rathod
Learning Bhende Dr. D. T. Mane Prof. Mrs. Swati Shinde
Dr. Chaudhari Dr. Swati Bhavsar Prof. Kushal P. Birla
Manohar Mr. Pravin Andhale

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