STAT PG LOCF To COE

PG Syllabus – 2021-22 onwards – Department of Statistics
GOVERNMENT ARTS COLLEGE (AUTONOMOUS)

COIMBATORE 641 018
LEARNING OUTCOMES BASED CURRICULUM FRAMEWORK
(LOCF) for
M.Sc. STATISTICS
(With effect from 2021 – 2022 onwards)
POSTGRADUATE AND RESEARCH

DEPARTMENT OF STATISTICS
MAY 2021
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Table of Contents
S.No Title Page
3
1 Preamble
3
2 Introduction
3
Learning Outcomes based Approach to
3
Curriculum Planning and Development
4
4 Post Graduate Attributes
6
5 Qualification Descriptors in Course
7
6 Programme Learning Outcomes
12
7 Structure of M.Sc. Statistics
73
8 Teaching-Learning Methodologies
74
9 Assessment Methods
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Preamble:
Statistics is aggregate of facts. Statistical techniques are used to make many decisions that
influence our day-to-day life. Statistics is a science of collecting, organizing, presenting, analyzing,
and interpreting data to assist in making more effective decisions.
Post Graduate Studies in Statistics is the confluence of application and research in diverse
fields of Statistics. The curriculum and syllabi of two year M.Sc. degree course in Statistics is
scaffold by the expert committee. Over the past decades the higher education system of our country
has undergone substantial structural and functional changes resulting in both quantitative and
qualitative development of the beneficiaries. Such changes have gained momentum with the
introduction of Choice Based Credit System (CBCS) which further expects learning outcome-
based curriculum in order to maximize the benefits of the newly designed curriculum. The learning
outcome-based curriculum will definitely help the teachers of the discipline to visualize the
curriculum more specifically in terms of the learning outcomes expected from the students at the
end of the instructional process. It is pertinent to mention here that the purpose of education is to
develop an integrated personality of the individual and the educational system provides all
knowledge and skills to the learner for this.
Tamil Nadu State Council for Higher Education (TANSCHE) has formed the State Integrated
Boards of Studies, which, with great diligence and expertise has devised the mandatory areas that
have to be covered for three-year undergraduation and two-year postgraduation courses to realize
the facilitation of the mobility of faculty and students from one university to another and to easily
solve the problem of equivalence among courses. Great care has been taken so that these areas
would take 75% of the course content and the remaining 25% can be decided by the individual
institutions. The areas that must be covered by the student that are mandatory for earning the
degree to have due value has been worked out so that the student will gain enough depth of
knowledge in the subject concerned. 25% percent of the syllabus should be designed by the
institutions, and the areas covered under this also must have a weightage of 25%. This gives the
autonomous institution seamless liberty on every Board of Studies (BOS) to innovate and
experiment, and more importantly, it is here that the institution devises appropriate strategies by
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which (i) to make creative and critical applications of what has been learnt in the mandatory
components, and (ii) to meaningfully connect the learners to the career demands and expectations.
It is essential that the theoretical subject knowledge of the students must be translated into practical
hands-on experience.
One of the significant reforms in the undergraduate education is to introduce the Learning
Outcomes-based Curriculum Framework (LOCF) which makes it student-centric, interactive and
outcome-oriented with well-defined aims, objectives and goals to achieve. LOCF also aims at
ensuring uniform education standard and content delivery across the country which will help the
students to ensure similar quality of education irrespective of the institute and location. With
initiatives of University Grants Commission (UGC) for nation-wide adoption and implementation
of the LOCF for bachelor’s programmes in colleges, universities and HEIs in general. A Core
Expert Committee (CEC) was constituted to formulate the modalities for developing the LOCF in
various subjects being taught in the undergraduate courses in sciences, humanities, commerce and
professional courses. The CEC also constituted the Subject Expert Committees (SEC) in various
subjects to prepare detailed guidelines for the LOCF in subjects concerned.
The key components of the planning and development of LOCF are given in terms of clear and
unambiguous description of the Graduate Attributes (GA), Qualification Descriptors (QD),
Program Learning Outcomes (PLO) and Course Learning Outcomes (CLO) to be achieved at the
end of the successful completion of each undergraduate program to be offered by HEIs. In
undergraduate education in Information Technology, the programme of study leading to the degree
of B.Sc. in Information Technology is discussed herewith.
The Qualification Descriptors (QD), Program Learning Outcomes (PLO) and the Course Learning
Outcomes (CLO) were also finalized keeping the broad requirement of the programme in view.
The LOCF also gives general guidelines for the Teaching Learning Process (TLP) corresponding
to each component of theory, experiment, tutorials, projects and industrial / field visits to be
followed in order to achieve the stated outcomes for each component. Finally, some suggestions
for using various methods in the assessment and evaluation of learning levels of students are also
made. It is a student centric framework where they are expected to learn fundamentals of
Information Technology along with the latest trends and techniques like Artificial Intelligence,
Internet of Things, Machine Intelligence along with advanced skillsets that include Mobile
Application Development, Object Oriented Programming among many other courses.
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1. Introduction
M.Sc. Statistics programme consists of 90 credits spread over four semesters. This programme is
focused on both theory and applied Statistics with an inculcation of practical and project. It is
structured to provide advanced knowledge in Statistics and to develop computing skills. This may
lead to employability of students in many fields of industries.
1.1 Types of courses and Course structure
Each program may have three types of courses namely Core courses, Eelective courses and
Self-study/Skill-based courses
1.1.1 Core Courses
The Core courses are those courses whose knowledge is deemed essential for the students
registered for a particular Master’s degree program. Where feasible and necessary two or more
programs may prescribe one or more common core courses.
• The core courses shall be mandatory for all the students registered for the master’s degree
program.
• The core courses shall be spread all the semesters of the program.
1.2.1 Elective courses
The elective courses can be chosen from a pool of papers. These courses are intended to
• allow the student to specialize in one or more branches of the broad subject area;
• help the student to acquire knowledge and skills in a related area that may have applications
in the broad subject area;
• help the student to bridge any gap in the curriculum and enable acquisition of essential
skills, for example, statistical, computational, language, communication skills etc.
• help the student to pursue area of interest
• The student may also choose additional elective courses offered by the college to enable
him /her to acquire extra credits from the discipline or across the discipline
1.3.1 project work
A course (core/elective/self-study/skill based) may take the form of a project work.

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2. Learning Outcomes Based Approach to Curriculum Planning

One of the significant reforms in the undergraduate education is to introduce the Learning
Outcomes-based Curriculum Framework (LOCF) which makes it student-centric, interactive and
outcome-oriented with well-defined aims, objectives and goals to achieve. Outcome based learning
is the principal end of pedagogical transactions in higher education in today’s world in the light of
exponential changes brought about in science and technology, especially in mathematics, and the
prevalent utilitarian world view of the society. The learning outcomes are attained by students
through skills acquired during a programme of study. Programme learning outcomes will include
subject-specific skills and generic skills, including transferable global skills and competencies. It
would also focus on knowledge and skills that prepare students for further study, employment, and
citizenship. They help ensure comparability of learning levels and academic standards across
colleges/universities and provide a broad picture of the level of competence of graduates.
The quality education in a subject like Statistics is a very challenging task for Higher
Education System in India. UGC has already taken an appropriate measure to define the minimum
levels of learning for Statistics courses for post-graduate levels. The quality of higher education in
Statistics should be improved in such a manner that young minds are able to compete in this field
globally in terms of their knowledge and skills in the globalised era of the date. Also, there is an
urgent need of sustained initiatives to be taken by colleges/institutes/universities for outcome-
oriented higher education in Statistics so that graduates are enabled to enhance the chances of
employability. Presently, the goal of higher education in Statistics may be achieved using the
following measures:
i. Curriculum reform based on a learning outcomes-based curriculum framework
(LOCF).
ii. Improving learning environment and academic resources.
iii. Elevating the quality of teaching and research.
iv. Involving students in discussions, problem-solving and out of box thinking about
various ideas of Statistics and their applicability, which may lead to empowerment
and enhancement of the social welfare at large.
v. Encouraging the learners to make use of LOCF to learn Statistics through distance
education.
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vi. Motivating the learners to understand various concepts of Statistics keeping in

view the regional context.
vii. Enabling learners to create research atmosphere in Statistical sciences in their
colleges/institutes/universities.
viii. Teach courses of mathematics based on Choice Based Credit System (CBCS).
One of the benchmarks to measure the progress of a country is the advancement of the
knowledge of Statistics. Hence, innovative measures should be taken to improve the
quality of mathematical knowledge in our society. This is also because Statistics has wide
ranging applications in engineering, technology and a host of other areas.
2.1 Nature and Extent of the M.Sc. Statistics Programme

The M.Sc. Statistics Programme has some unique features such as Theory, practical and
independent projects. Students are given practical training on realistic problems and extensive
insight into Statistical Analysis using latest computer languages.
Students are given in hand training in Statistical Software such as SPSS, R and Python.
The course has been designed in such a way that besides the core courses, a student can opt for
outcome based elective courses from the streams such as Computer Programming, Database
Development and Numerical Methods.
The final semester project work is one of the major components of this programme and the
students have liberty in choosing the area of specialization. M.Sc. Statistics programme is of two
years duration, with semester pattern and have the following features.
• During the first semester, students will be given advanced knowledge in Probability and
distributions.
• During the second semester it is focused on applied statistics and computing skills.
• The third semester, students are exposed Hypothesis Testing, Design of Experiments and
Numerical analysis.
• During the final semesters, Advanced Operations Research, Practical and Project are
entertained.
2.2 Aims of Master Degree Programme in Statistics
• To prepare post graduate students to fit into interdisciplinary areas such as Information
Technology, Agriculture, Government, Business, Telecommunication and medicine. As a
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result, they can pursue their future career either in the core field or in the applied field of
Statistics.
• To coach students with computational techniques and software applications for Statistical
Analysis.
• To expose students for competitive examinations.
• To train students in developing Statistical models for solving realistic problems.
3. Attributes in Statistics
• Disciplinary Knowledge: The proposed curriculum is expected to provide the students a
sound knowledge of Statistics covering various aspects. As a result, they will not only
appear appropriate for pursuing higher studies in the subject but also develop skill to apply
the statistical knowhow to a variety of real life problems.
• Critical Thinking: The proposed course is designed to enrich the students with ability to
examine the various statistical issues in a more logical and methodical manner. It is
expected that the students will strengthen themselves both computationally and
analytically.
• Problem Solving: The students will be able to critically examine various hypotheses and
research queries, and will be able to identify and consult relevant resources to find their
rational answers.
• Analytical Reasoning: The students are expected to develop capability to identify logical
flaws and loopholes in the arguments of practicing Statisticians, analyse and synthesise
data from a variety of sources and accordingly draw conclusions.
• Research Related Skills:The students should be able to develop original thinking for
formulating new problems and providing their solutions. As a result, they will be able to
develop research related skills for their own subject as well as for those who are practicing
Statistics
• Communication Skills and Team Work: The students are expected to develop effective
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and confident Communication skill after completion of the course. They will have an
ability to work in a team as well as in isolation.
• Moral and Ethical Awareness: After completion of the course, the students are expected
to develop ethical and social responsibility as well. As a result, the students will be able to
identify ethical issues, avoid unethical behaviour such as fabrication, falsification or
misrepresentation and misinterpretation of data.
• Scientific Reasoning: The students will be able to analyse, interpret and draw appropriate
conclusions from both quantitative and qualitative data and critically evaluate ideas,
evidence and experiences with an unbiased and consistent approach.
• Reflective thinking: The students should be sensitive to real experiences with respect to
self, society and nation.
• Information/Digital literacy: The proposed course is expected to develop digital literacy

among the students for using ICT in different learning situations. The students should be
able to equip themselves with in depth programming and simultaneously use appropriate
Statistical software for advanced Statistical computing with high level graphical interface.
• Self-directed Learning: The students are expected to be familiar with data collection,
compilation, analysis and interpretation and writing of project reports independently.
• Multicultural Competence: The students are expected to be aware of values and beliefs
of different cultures and have a global perspective by examining various forms of primary
and secondary data resources.
• Leadership Readiness/Qualities: The students will be capable of mapping out the tasks
of a team or an organization, formulating an inspiring vision, building a team for achieving
the desired objectives, motivating and inspiring team members accordingly, and using
management skills to guide people in the right direction smoothly and efficiently.
• Lifelong Learning: The proposed course is designed to develop independent, coherent

and decisive thoughts among the students that will ultimately develop
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4. Qualification Descriptors
Qualification descriptors for a Master Degree in Statistics:
The qualification descriptors for a Post Graduate Degree in Statistics will
• demonstrate (i) a systematic, extensive, coherent knowledge of an academic field of study
and its applications, links to interdisciplinary areas of study with a critical knowledge of
the subject and a number of emerging issues, (ii) procedural knowledge that creates
professionals in the field of Statistics including research and development, teaching,
government and public services, (iii) skills in areas related to specialization and current
developments in Statistics.
• demonstrate skills in collection of relevant quantitative and/or qualitative data, analysis and
interpretation of data using appropriate statistical methodologies.
• use knowledge, understanding and skills for critical assessment of a wide range of ideas
and complex problems and issues relating to the chosen field of study.
• communicate the results of studies undertaken in statistics in a range of different contexts
using the main concepts, constructs and techniques of the subject.
• address one’s learning needs relating to current and emerging areas of study, making use
of research, development and professional materials as appropriate, including those related
to new frontiers of knowledge.
• apply one’s statistical knowledge and skills to new contexts and to identify and analyse
problems and issues and seek solutions to real-life problems.
• demonstrate subject-related skills that are relevant to some of the job trades and
employment opportunities.
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5. Programme Learning Outcomes in M.Sc. Statistics

The student graduating with the Degree M.Sc. Statistics should be able to
1. Demonstrate the ability to use skills in Statistics and its related areas of technology for
formulating and tackling Statistical related problems and identifying and applying appropriate
principles and methodologies to solve a wide range of problems associated with Statistics.
2. Acquire
(i) a fundamental/systematic or coherent understanding of the academic field of Statistics, its
different learning areas and applications in Medical Statistics, Actuarial Statistics, Psychological
Statistics, Agricultural Statistics, Industrial Quality control, Econometrics, etc.,
(ii) procedural knowledge that creates different types of professionals related to the
disciplinary/subject area of Statistics, including professionals engaged in research and
development, teaching and government/public service;
(iii) skills in areas related to one’s specialization area within the disciplinary/subject area of
Statistics and current and emerging developments in the field of Statistics.
3. Recognize the importance of statistical modelling simulation and computing, and the role of
approximation and mathematical approaches to analyze the real world problems.
4. Plan and execute Statistical related experiments or investigations, analyze and interpret
data/information collected using appropriate methods, including the use of appropriate software
such as programming languages and purpose-written packages, and report accurately the findings
of the experiment/investigations while relating the conclusions/findings to relevant theories of
Statistics.
5. Demonstrate relevant generic skills and global competencies such as
(i) problem-solving skills that are required to solve different types of Statistics-related problems
with well-defined solutions, and tackle open-ended problems that belong to the disciplinary-area
boundaries;
(ii) investigative skills, including skills of independent investigation of Statistics-related issues and
problems;
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(iii) communication skills involving the ability to listen carefully, to read texts and research papers
analytically and to present complex information in a concise manner to different groups/audiences
of technical or popular nature;
(iv) analytical skills involving paying attention to detail and ability to construct logical arguments
using correct technical language related to Statistics and ability to translate them with popular
language when needed;
(v) ICT skills;
(vi) personal skills such as the ability to work both independently and in a group.
6. Demonstrate professional behavior such as

(i) being objective, unbiased and truthful in all aspects of work and avoiding unethical, irrational
behavior such as fabricating, falsifying or misrepresenting data or committing plagiarism;
(ii) the ability to identify the potential ethical issues in work-related situations;
(iii) appreciation of intellectual property, environmental and sustainability issues; and
(iv) promoting safe learning and working environment.
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Program Educational Objectives (PEOs)
On successful completion of the M.Sc. Statistics program, the students will be able to:
PEO1 Get employment in Government, Public and Private sectors.
PEO2 Apply Statistical Techniques in diverse field
PEO3 Gain advanced knowledge and to focus on Research activities
PEO4 Develop Computing Skills through latest computer programming
Store Data, View Data and to Interpret Data and can Serve as a good
PEO5
academician.
Program Specific Outcomes (PSOs)
On successful completion of M. Sc. Statistics program, the students are expected to
PSO1 Know the importance of Statistics in diverse fields
PSO2 Identify the advancement in Statistics
PSO3 To improve programming skills for data analysis and interpretation
PSO4 Apply statistical methods in experimental outcomes.
PSO5 Understand the advancements and novel Statistical methods.
Program Outcomes (POs)
On successful completion of the M. Sc. Statistics program, students will be able to
PO1 Possess adequate knowledge in theory and applications
PO2 Implement conceptual ideas, principles and methods in diversified fields of study
PO3 Utilize analytical skills for basic mathematical computation
PO4 Understand the conditions and limitations of statistical methods in application
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PO5 Critically analyze statistical data and make interpretations
PO6 Utilize software skills for statistical computation
PO7 Gain effective skills to perform data analysis using statistical tools
Recognize the importance and value of statistical principles and approach for
PO8 problem solving on a diversified disciplines
Prepare to participate in competitive examinations at the state and national level

PO9
and job placements.
P10 Gain impetus to move for learning at higher level
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6. Structure of M.Sc. Statistics Course

PG - SCHEME OF EXAMINATIONS: CBCS PATTERN
(For the students admitted during the academic year 2021-2022 and onwards)
Internal (CA)
Total Pass
Ext– Min.
Sub Code
External
Credits
Marks
Marks
Marks
Mark
Total
(wk)
Hrs
Title of the Paper
Semester – I
21MST11C Core I : Real Analysis & 50 50 100 25 50
6 5
Linear Algebra
21MST12C Core II : Probability Theory 6 50 50 100 25 50 5
21MST13C Core III : 50 50 100 25 50
6 5
Distribution Theory
21MST14E Elective I - Big Data 50 50 100 25
Analytics using Python 50
6 3
Programming
21MST25P Core Practical I :

3 -
Practical - I
21MST26P Core Practical II :
3 -
Practical - II (Using Python)
Semester – II
21MST21C Core IV: Sampling Theory 6 50 50 100 25 50 5
21MST22C Core V : Statistical 50 50 100 25
6 50 5
Estimation Theory
21MST23C Core VI : 50 50 100 25
Statistical Quality Control 6 50 5
& Reliability Estimation
21MST24E Elective -II: Introduction to 50 50 100 25
Data Base Management 6 50 3
System
21MST25P Core Practical I : 4

3 50 50 100 25 50
Practical - I
21MST26P Core Practical II : 4
3 50 50 100 25 50
Practical-II (Using Python)
15 | 7 8
Ext– Min Pass

Internal (CA)
Total Pass
Sub Code
External
Credits
Marks
Marks
Marks
Mark
Mark
Total
(wk)
Hrs
Title of the Paper
Semester – III
21MST31C Core VII : Testing 50 50 100 25 5
6 50
Statistical Hypothesis
21MST32C Core VIII: Linear 50 50 100 25
Models & Design of 6 50 5
Experiments
21MST33C Core IX : 50 50 100 25 5
6 50
Multivariate Analysis
21MST34E Elective III : 50 50 100 25
6 50 3
Numerical Analysis
21MST44P Core Practical III : -

2
Practical - III
21MST45P Core Practical IV : -
2
Practical–IV (Using SPSS)
21MST46C Project / Dissertation 2 -
Semester – IV
21MST41C Core X : 6 50 50 100 25 50 5
Stochastic Processes
21MST42C Core XI : Econometrics 6 50 50 100 25 50 5
21MST43C Core XII : Advanced 6 50 50 100 25 50 5
Operations Research
21MST44P
Core Practical III : 25 50 4
4 50 50 100
Practical - III
21MST45P Core Practical IV :

Practical–IV 4 50 50 100 25 50 4
(Using SPSS)
21MST46C Core: Project / 50 50 100 25 50 5
4
Dissertation
Total Hours 120 Total Credits 90
Cores & Electives -Include theory and practical. Includes 50 continuous Internal Assessment Marks for Theory and
Practical papers respectively. Project 50 Marks Continuous Internal Assessment mark. Final Project evaluation done
by both Internal (25) and External examiner (25) for a Total of 50 Marks.
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Subject Hours/
Year Sem Title of the Paper
Code Week
CORE I: REAL ANALYSIS AND LINEAR
2021-2022 onwards I 21MST11C 6
ALGEBRA
COURSE LEVEL OUTCOMES:
On the successful completion of the course, students will be able to:
Explain the fundamental concepts of real and Linear Algebra and their role in modern mathematics and
1.
applied contexts.
2. Estimate certain theorems like Role’s theorem, Lagrange’s and Cauchy’s mean value theorem
Discuss Riemann Integrability, Algebra of Integrable functions, Fundamental theorem of Integral
3.
Calculus, First and Second Mean value theorems.
Extend Riemann - Stieljtes integral, Algebra of RS integral functions and Relation between R-Integral
4.
and RS Integral.
Summarize Matrices, Rank of a matrix , inverse of a matrix , symmetric and orthogonal matrices,
5.
Characteristic roots of a vector and Cayley-Hamilton theorem
Discuss the concept of Quadratic form –Canonical reduction and orthogonal reduction of real quadratic
6.
forms
Generalize the Nature of quadratic forms. Sylvester’s law of inertia. Simultaneous reduction of a pair
7.
of quadratic forms.
Unit - I
Limits - Algebra of limits-Continuity-Theorems on continuity-Differentiability-Progressive and Regressive
derivatives - Necessary condition for the existence of finite derivatives - Darbouxproperty-Role’s Theorem-
Lagrange’s Mean Value Theorem-Cauchy’s Mean Value theorem.
Unit - II
Riemann Integral - Partitions and Sums –Upper and Lower R – Integrals – Riemann Integrability –
Riemann’s necessary and sufficient conditions for R – Integrability – Algebra of Integrable functions -
Fundamental theorem of Integral Calculus – First and Second Mean value theorems.
17 | 7 8
Unit - III
Riemann Stieltjes Integral – Partitions – Lower and Upper RS sums and integrals. RS integral as a limit of
sums- Algebra of RS integral functions- Relationship between R-Integral and RS Integral.
Unit - IV
Matrices – Rank of a matrix – inverse of a matrix – symmetric and orthogonal matrices – Characteristic
roots of a vector – Cayley - Hamilton theorem. Minimum polynomial, similar matrices, algebraic and
geometric multiplicities of a characteristic root - Spectral decomposition of a real symmetric matrix.
Unit - V
Quadratic form –Canonical reduction and orthogonal reduction of real quadratic forms - Nature of quadratic
forms- Sylvester’s law of inertia - Simultaneous reduction of a pair of quadratic forms.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Classroom Discussion
• Questioning
• Seminar
• Class Test
• Quiz & Drill Practice
• Providing feedback
REFERENCES:
1 J.N. Sharma and A.R.Vashista. (2014), Real Analysis, Krishna Series.
Shanti Narayan, Dr.M.D. Raisinghania, (2008), Elements of Real Analysis, S.Chand& company limited,
2
New Delhi,.
3 K.B.Datta, (2011), Matrix and Linear Algebra, Prentice Hall of India
18 | 7 8
FURTHER READING:
1 A.R. Rao, andP. Bhimasankaran, (2000), Linear Algebra, Hindustan BookAgency, Hyderabad.
F.A. Graybill, (1983), Matrices and Applications in Statistics, Wadsworth Publishing Company,
2
Belmont, California, USA.
3 R.R.Goldberg, (1976), Methods of Real Analysis,Oxford & IBH Publishing Company, New Delhi
4 T.M. Apostol, (1986), Mathematical Analysis, Addison-Wesley, New York.
Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]

1 https://www.jirka.org/ra/realanal.pdf
2 http://synechism.org/primer/primer-real-analysis.pdf
http://www.astronomia.edu.uy/progs/algebra/Linear_Algebra,_4th_Edition__(2009)Lipschutz-
3
Lipson.pdf
4 https://nptel.ac.in/courses/111/101/111101134/
5 https://nptel.ac.in/courses/111/106/1111060
Programme Level Course Level Outcomes (CLO)

Outcomes 1 2 3 4 5 6 7
Disciplinary
Knowledge ✓ ✓ ✓ ✓ ✓
Communication Skills ✓ ✓ ✓ ✓
Critical
Thinking ✓ ✓ ✓ ✓
Research related Skills ✓ ✓ ✓ ✓ ✓
Analytical Reasoning ✓ ✓ ✓ ✓ ✓ ✓ ✓
Problem
Solving ✓ ✓ ✓ ✓ ✓ ✓
Team
Work ✓ ✓ ✓ ✓
Moral and Ethical
Awareness ✓ ✓ ✓ ✓
Multicultural
competence ✓ ✓ ✓ ✓
19 | 7 8
Subject
Year Sem Title of the Paper Hours/Week
Code
2021-2022
I 21MST12C Core II : PROBABILITY THEORY 6
onwards
Explain the basics of Probability space, Discrete and General probability space,
1. Conditional probability space, Functions and Inverse Functions and Induced probability
space by the Random variables
Extrapolate the concept of Independence- Kolmogorov 0-1 law - Borel – Cantelli lemma
2.
- Borel 0-1 law.
3. Identify the applications of inequalities in probability theory
Summarize the Mathematical Expectation and Conditional Expectation properties,

4. Inequalities based on Expectation, Basic Inequality, Holder’s Inequality, Markov
Inequality, and Jenson’s Inequality.
Recognise the Concepts of Convergence of sequence of random variables and
5. Characteristic function, Definition and Properties of Inversion Theorem and Uniqueness

Theorem.
6. Explore the application of law of large numbers and central limit theorems.
Discuss the concepts relating to law of large numbers Bernoulli’s Weak Law of Large
Numbers, Kolmogorov’s Strong Law of Large Numbers, Central Limit Theorem,
7. Liaponov’s, Lindeberg Levy theorem, Lindeberg and Feller Central Limit Theorem for
i.i.d. random variables.
Unit - I
Probability space – Discrete and General probability space- Conditional probability space-
Functions and Inverse Functions - Random Variables – Induced probability space by the Random
variables.
20 | 7 8
Unit - II
Distribution Function – properties - Decomposition theorem - Distribution function of vector
random variables - Conditional distribution function - Concept of Independence- Kolmogorov 0-
1 law - Borel – Cantelli lemma - Borel 0-1 law-Helly-Bray lemma.
Unit – III - Mathematical Expectation – properties - Conditional Expectation – properties -

Inequalities based on Expectation - Basic Inequality - Holder’s Inequality - Markov Inequality -
Jenson’s Inequality – Applications of Inequalities-simple problems.
Unit - IV
Convergence of sequence of random variables - mode of convergence and their relationships-
Convergence in rth mean - monotone convergence theorem - Characteristic Function – Definition
and Properties – Inversion Theorem –– Uniqueness Theorem – Simple problems only.
Unit - V
Law of Large Numbers -Weak and Strong Law of Large Numbers – Bernoulli’s Weak Law of
Large Numbers - Kolmogorov’s Strong law of large numbers – Central Limit Theorems -
Lindeberg – Levy’s central limit theorem - Liaponov’s central limit theorem - Lindberg – Feller’s
central limit theorem (Statement only) – Application of Theorems.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
21 | 7 8
REFERENCES:
B.R. Bhat (2015): Modern Probability Theory – An Introductory Text Book, Fourth
1.
Edition, New Age international (P) Ltd
K.N. Kapoor (2011), : A Text Book on Probability Theory, First Edition, International
2.
Book House Pvt. Ltd.,
V.K. Rohatgi and A.K. Md. EhranesSaleh (2009): An Introduction to Probability and
3.
Statistics, Second Edition, Wiley Student Edition, India,
FURTHER READING:
William Feller (2013): An Introduction to Probability Theory and its Applications,
1.
Volume II.
2. S.M. Ross (2010), A First Course in Probability, 2010, Pearson Prentice Hall.
Feller, W (2008). An Introduction to Probability Theory and its Applications, Volume II,
3.
John Wiley & Sons, New York.

1. https://onlinecourses.nptel.ac.in/noc20_ma18/preview
2. https://nptel.ac.in/courses/111/102/111102111/
Programme Course Level Outcomes (CLO)

Level Outcomes 1 2 3 4 5 6 7
Disciplinary
Communication
Skills ✓ ✓ ✓ ✓ ✓
Critical
Research related
Skills ✓ ✓ ✓ ✓ ✓
Analytical ✓
Reasoning
✓ ✓ ✓ ✓ ✓ ✓
Problem
Solving ✓ ✓ ✓ ✓ ✓
Team
Work ✓ ✓ ✓ ✓ ✓
Moral and
Ethical ✓ ✓ ✓ ✓
Awareness
Multicultural
competence ✓ ✓ ✓ ✓ ✓
22 | 7 8
Subject Hours/
Code Week
2021-2022
I 21MST13C Core Paper III: DISTRIBUTION THEORY 6
onwards
1. Explain the Random variables and its distributions
2. Derive properties of distributions
3. Demonstrate Moments of the distribution
4. Analyze Non-Central distributions
5. Discuss the concepts of Ordered Statistics and its distributions.
6. Derive probability distributions that are applied in real time situation.
7. Compute various measures of distribution.
Unit - I
Random Variables and Distributions – Theorems on Random Variables – Distribution Function –
Properties of Distribution Function - Probability Mass Function – Probability Density Function – Two
Dimensional Random Variables – Joint Distributions – Joint Densities – Marginal Densities – Conditional
Densities – Transformation of one dimensional random variable – Fundamental Theorem – Transformation
of two dimensional random variables - Distribution of sum, difference, product, quotient of random
variables – Simple Problems.
Unit - II
Discrete Distributions – Binomial – Poisson – Geometric - Hyper-geometric - Negative Binomial -
Multinomial distributions –Power Series distributions – limiting cases – Moments - Properties.
23 | 7 8
Unit - III
Continuous Distributions - Normal - Log normal distributions – Uniform distribution - Gamma
distribution – Beta distribution of first kind - Beta distribution of second kind - Exponential distribution -
Laplace (Single parameter) - Weibull distributions – Cauchy - Logistic Distributions.
Unit - IV
Non-central distributions – Non-central t - Non-central F - Non-central χ2 distributions - Its Properties -
Distribution of Sample correlation co-efficient for null case - Distribution of regression co-efficient.
Unit - V
Order statistics – Distribution of order statistics – Joint distribution of order statistics – Distribution of
the smallest and largest order statistics –asymptotic distribution of rth order statistics - Distribution of range
- Mid-range - Median – Simple Problems.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
Mood, A.M., F.A. Greybill& D.C. Boes, (2001), Introduction to the Theory of Statistics, Tata Mc
1
Graw–Hill Education Pvt Limited, New Delhi.
Gupta, S.C., and V.K. Kapoor (2012), Fundamentals of Mathematical Statistics, Sultan Chand Sons
2 Publishers, New Delhi.
24 | 7 8
FURTHER READING:
Rohatgi V.K. and A.K. Md. EhranesSaleh (2009), An Introduction to Probability and Statistics,
1 Wiley Student Edition, India.
2 Hogg R.V., and A.T.Craig (2012), An Introduction to Mathematical Statistics, New York.
Johnson, N. L., Kotz, S., and Balakrishnan, N. (2004). Continuous Univariate Distributions. Vol.I,
3. John Wiley and Sons (Asia), Singapore.
Johnson, N. L., Kotz, S., and Balakrishnan, N. (2014). Continuous Univariate Distributions, Vol. II.
4. John Wiley and Sons (Asia), Singapore.

https://nptel.ac.in/courses/111/104/111104032/
1
2

Disciplinary
Communication
Skills ✓ ✓ ✓ ✓ ✓
Critical
Research related
Skills ✓ ✓ ✓ ✓ ✓
Analytical ✓
Reasoning
✓ ✓ ✓ ✓ ✓ ✓
Problem
Team
Work ✓ ✓ ✓ ✓
Moral and Ethical
Multicultural
25 | 7 8
Subject Hours/
Code Week
2021-2022 Elective Paper I : BIG DATA ANALYTICS
I 21MST14E 6
onwards USING PYTHON PROGRAMMING

1 Discuss the Big Data concepts and Structure of Data
2 Demonstrate the Visualization of Big Data using pyplot.
3 Appraise data, variables and declarations in Python
4 Explain Python Operators and Control Structures
5 Compute Strings and String Manipulations in Python
6 Describe about Lists, Tuples, Sets and Dictionary in Python.
7 Design Python Programs for Big Data Analytics.
Unit - I
Big Data Analytics – Big Data Definition – Data Sets in Big Data – Big Data in various fields –
Dimensions of Big Data – Volume – Variety - Veracity - Velocity – Analysis - Categories of Big
Data – Business Intelligence - Data Mining (Concept only) - Statistical Applications - Predictive
analysis and Data Modeling – Categories of Data – Structured – Unstructured - Semi Structured –
Sources of Big Data – Big Data Analytics using Python.
Unit - II
Introduction to Python – Key Features – Interactive Mode Programming – Script Mode
Programming – Saving Python Script – Executing Python Script – Input and Output Functions –
Comments (Documentation Section ) – Indentation – Tokens of Python - Operators in Python – Data
types – Lists – Tuples – Sets – Dictionary.
Unit - III
Control Structures in Python – Sequential Statement – if Statement – if-else Statement – if-elif
Statement – Nested if-else Statement – Nested if-elif Statement. Iteration or looping constructs –
While Loop – for Loop – Jump Statements – Break – Continue – Pass.
26 | 7 8
Unit - IV
Python Functions – Defining Functions – Types of Functions – User defined functions – Built-in
functions – Lambda functions – Recursion functions – Block – Nested Block – Advantages of User
defined functions – Calling a function – Passing Parameters in functions – Function Arguments –
Anonymous Functions – Return Statement –Scope of Variables – Composition in functions –
Recursive function.
Strings and Manipulation of Strings – Creating Strings – Accessing Characters in a String –

Modifying and Deleting Strings – String Operators – Formatting Operators – Formatting Characters
– The format() function – Escape Sequence – String functions.
Unit - V
Python Classes and Objects – Definition of class – Creating Objects – Accessing class members –
Class methods – Constructor – Destructor – Public and Private Data members – Data Model –
Hierarchical Model – Relational Model – Network Database Model – Object Model.
File operation in Python – open() – Python file modes – close() – reader functions – sorting function
– writing functions - Big Data Visualization using Pyplot – Data Visualization Definition – Types
of visualization– uses – Big Data Plots using Matplotlib and Clustering using Scikit-learn.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
27 | 7 8
REFERENCES:
Seema Acharyaet.al (2018), Big Data Analytics using Python –– McGraw Hill Education,
1
India.
2 Frank Ohlhorst (2019), Big Data Analytics –– Wiley & SAS Series.
FURTHER READING:
Wes McKinney – O-Reilly (2020), Python for Data Analysis – Oreilly Publisher.
1
Website: (http://oreilly.com/safari).

COURSE LEVEL MAPPING OF PROGRAM LEVEL OUTCOMES
Course Level Outcomes
Program Level
CLO-1 CLO-2 CLO-3 CLO-4 CLO-5 CLO-6 CLO-7
Outcomes (PLO)
Disciplinary ✓ ✓ ✓ ✓ ✓ ✓ ✓
Knowledge
Communication ✓ ✓ ✓ ✓
Skills
Critical ✓ ✓ ✓ ✓ ✓
Thinking
Research ✓ ✓ ✓ ✓ ✓
related Skills
Analytical ✓ ✓ ✓ ✓ ✓
Reasoning
Problem ✓ ✓ ✓ ✓ ✓ ✓
Solving
Team ✓ ✓ ✓ ✓ ✓ ✓ ✓
Work
Moral and
Awareness
Multicultural ✓ ✓ ✓ ✓
competence
28 | 7 8
Subject Hours/
Code Week
2021-2022
II 21MST21C CORE IV: SAMPLING THEORY 6
onwards
1. Associate the theory of Census and Sample surveys.
2. Distinguish Simple Random Sampling with and without replacement.
3. Generalize Stratified and Systematic Random sampling.
4. Predict PPS sampling with& without replacement.
5. Summarize Ratio Estimator and Regression Estimator.
6. Discuss Cluster Sampling.
7. Extrapolate Two and Three stage sampling.
Unit - I
Census and Sample surveys– Concept of Population- Sample- Sampling units – Merits and
Limitations of Sampling technique -Principal steps in sample survey - Preparation of Questionnaire
and Schedules - Concept of sampling and non-sampling errors.
Simple Random Sampling (with and without replacement) - Unbiased Estimate of Mean and
Variance – Simple Random Sampling of Attributes – Estimation of mean and variance -
Determination of sample size.
Unit - II
Stratified Random Sampling and systematic random sampling - Principles and Advantages of
stratification- allocation of sample size in different strata- Estimation of mean and variance of
Stratified Random Sampling and Systematic Random Sampling - Comparison of Simple Random
Sampling, Stratified Random Sampling and Systematic Random Sampling.
29 | 7 8
Unit - III
Varying Probability Sampling- Introduction - Procedures of selecting a sample, Estimation in
Probability proportional to size (PPS) sampling with replacement - population total and its variance
- Gain due to PPS sampling with replacement - PPS sampling without replacement - Procedures of
selection of a PPS sampling without replacement - Estimation in PPS sampling without replacement
- Population total and its sampling variance.
Unit - IV
Ratio estimators - Introduction - Definition and notations - Bias of ratio estimators, approximate
variance of ratio estimator-Ratio estimators in stratified sampling - comparison of separate and
combined ratio estimator.
Regression estimators – Introduction - Difference estimator - regression estimator - Regression
estimator in stratified sampling
Unit - V
Cluster sampling-Introduction-Notations-Equal cluster sampling –Estimation of mean and
variance – Relative efficiency of cluster sampling – optimum cluster size –Cluster sampling for
proportions.
Two stage sampling - with equal and unequal first stage units – Estimation of mean and variance.
Three stagesampling - with equal probability - Estimation of mean and variance.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
30 | 7 8
REFERENCES:
Daroga Singh and F.S.Chowdhary (2002), Theory and analysis of Sampling Survey Design,
1.
John Wiley & Sons, New Age International (P) Ltd., Publishers,New Delhi.
2. Wiiliam G. Cocharan(2011) , Sampling Techniques:, John Wiley & Sons.
FURTHER READING:
1. Des Raj (1978), Sampling Theory, Tata McGraw Hill, New Delhi
2. Murthy, M. N. (1967). Sampling Theory and Methods, Statistical Publishing Society, Calcutta.
3. Sampath, S. (2000). Sampling Theory and Methods, Narosa Publishing Company, New Delhi.

2. https://nptel.ac.in/content/storage2/courses/111104073/Module14/Lecture42.pdf
3. https://www.mooc-list.com/tags/sampling-methods
Disciplinary
Communication
Skills ✓ ✓ ✓ ✓ ✓
Critical
Research related
Skills ✓ ✓ ✓ ✓ ✓
Analytical ✓
Reasoning
✓ ✓ ✓ ✓ ✓ ✓
Problem
Team
Work ✓ ✓ ✓ ✓
Moral and Ethical
Multicultural
31 | 7 8
Subject Hours/
Code Week
2021-2022 CORE V :
II 21MST22C 6
onwards STATISTICAL ESTIMATION THEORY

1 Discuss the concept of Characteristics of estimators and Minimal sufficient statistics.
2 Explain the procedures and demonstrate Unbiasedness – Cramer – Rao inequality –

Minimum variance bound estimator – Bhattacharya bounds
3 Illustrate the Methods of Estimation and its properties.
4 Construct Interval Estimation and Shortest length confidence intervals.
5 Derive and estimate the Exponential family – location and scale family – Location invariant
estimator – Scale invariant Estimator.
6 Describe the Concept of Bayesian Inference and Baye’s Estimator.
7 Demonstrate the methods of estimating for different distributions.
Unit - I
Point Estimation – Characteristics of Estimators – Consistency – Sufficient condition for
consistency – Sufficient statistics – Factorization theorem – Fisher’s information – Minimal
sufficient statistics.
Unit - II
Unbiasedness – Cramer – Rao inequality – Minimum variance bound estimator – Bhattacharya
bounds – Chapman Robbins Inequality.
Efficient Estimator – UMVUE – Sufficient and Complete statistic – Rao-Blackwell theorem.
Unit – III
Methods of Point Estimation – Method of MLE – Method of Moments, Method of Minimum
Chi-square – Method of Modified minimum Chi-square.
32 | 7 8
Unit IV
Interval Estimation – Confidence level and confidence co-efficient – Shortest length confidence
intervals – Construction of Confidence intervals for Population Proportion-– Confidence intervals
for mean, variance of a normal population – Confidence intervals for Difference between means-
Confidence intervals for ratio of variances.
Unit - V
Exponential family – location and scale family – Location invariant estimator – Scale invariant
Estimator – Pitman estimator for location and scale – Simple Problems- Principles of decision
theory-Loss and Risk functions-Concept of Bayesian Inference - Baye’s Estimator – Posterior
Baye’s Estimator (Concept Only).
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
M. Rajagopal and P. Dhanavandan (2012): “Statistical Inference “, PHI Learning Private
1
Linited, New Delhi.
2. S.C.Gupta and V.K.Kapoor, (2013), “Fundamentals of Mathematical Statistics”, Eleventh
2
Edition, Sultan Chand & Sons, New Delhi.
Mood M, A. Greybill, C. Boes, (1974), Introduction to the Theory of Statistics, Tata Mc Graw
3
– Hill Education Pvt Limited, New Delhi.
33 | 7 8
FURTHER READING:
Hogg .R.V. and A.T. Craig (2019) , An Introduction to Mathematical Statistics, Third Edition,
1
Amerind, New York, London.
V.K. Rohatgi., A.K. Md. Ehsanes Saleh (2013), “ An Introduction to Probability and Statistics”,
2
Wiley Series in Probability and Statistics, Texts and references section.
Goon A.M., M.K. Gupta and B. Das Gupta (1973) – An Outline of Statistical Theory, Volume
3
2, World Press Pvt Ltd., Calcutta.

2 https://nptel.ac.in/content/syllabus_pdf/117103018.pdf
https://nptel.ac.in/content/syllabus_pdf/117103018.pdf
3

Knowledge
Program Level Outcomes (PLO)
Skills
Critical ✓ ✓ ✓ ✓ ✓ ✓ ✓
Thinking
Research related ✓ ✓ ✓ ✓
Skills
Reasoning
Problem ✓ ✓
Solving
Team ✓ ✓ ✓ ✓ ✓
Work
Moral and
Awareness
Multicultural
✓ ✓ ✓ ✓ ✓ ✓ ✓
competence
34 | 7 8
Subject
Code
CORE PAPER VI :
2021-2022
II 21MST23C STATISTICAL QUALITY CONTROL AND 6
onwards
RELIABILITY ESTIMATION

1 Discuss the concept of Process Control, To Monitor Process, To develop Attribute control charts
2 Describe about variable control charts, CUSUM control charts for short run
3 Demonstrate attribute sampling plans, to derive various efficiency measures, to construct tables for applications
Analyze sampling plans for continuous production, Sequential sampling procedure, Selection of Sampling
4
Plans from Mil-Std-105D and Mil-Std- 414.
Design Sampling Plans for variable quality characteristics, To determine the parameters of the sampling
5
plans.
Assess Statistical Quality Control on Reliability Models – Model development – Data through Type I
6
and Type II Censoring – Evaluating Reliability.
Derive MLE of Reliability and Reliability Estimation, Parallel and Series configuration – MTBF &
7
MTTR – Availability and Maintainability.
Unit - I
Basics of control charts – Shewart control charts for Variable characteristics - 𝑋̅& R Control Charts – OC
and ARL of control charts - Shewart control charts for Attribute characteristics - p Chart – np Chart - C Chart
and their uses – CUSUM Control Chart – concept and use of V-mask procedure - Tabular CUSUM Chart.
Unit - II
Control Charts for Individual Observations – Moving Range and Moving Average Charts - Exponentially
Weighted Moving Average Charts – Process Capability Analysis.
35 | 7 8
Unit - III
Attribute Sampling Plans –Single Sampling Plan –conditions of applications – operation procedure – measures
of performance – OC – ASN – AOQ - ATI functions of SSP – Double Sampling Plans - MIL STD 105-
D(concept only) - Continuous Sampling Plans – CSP-1 Derivations Of OC Function (For CSP-1 Only )-CSP-
2 and CSP-3 Plans(concepts only) – Sequential Sampling Plans By Attributes.
Unit - IV
Variable Sampling Plans –Single Sampling Plan - Operating Procedure – OC Function – Comparison of OC
Curve with respective n and k - Determination of the parameters - Known & Unknown Sigma Plans for One
Sided Specifications - MIL STD 414 (Concept Only).
Unit - V
Need For Reliability – Definitions of Reliability – Basic Elements of Reliability – Hazard Rate – Measurement
Of Reliability – Exponential Model Hazard Rate – Mean Time Between Failure (MTBF)-Mean Time To Repair
(MTTR)- Censored Samples – MLE of Reliability Under Type –I Censoring and Type –II Censoring In
Exponential Case – Reliability for Series and Parallel Systems – k Out of m System - Maintainability (Concept
Only).
REFERENCES:
DOUGLAS C. MONTGOMARY (2008), Introduction to Statistical Quality Control ,Wiley India(p) Ltd,
1
fourth edition, New Delhi.
EDWARD G. SCHILLING (1982), Acceptance Sampling In Quality Control , Marcel Dekker, Inc, ASQC
2
Quality Press, USA.
3 M.MAHAJAN (2009) - Statistical Quality Control, Dhanpat Rai& Co (P)Ltd,Delhi.
FURTHER READING:
1 DUNCAN, AJ (1985), Quality Control and Industrial statistics, Irwin Homewood
GUPTA S.C. and V.K.KAPOOR (2009), Fundamentals of Applied statistics, Fourth revised edition, Sultan
2
Chand & Sons publishers, New Delhi
36 | 7 8
EUGENE L GRANT, RICHARD S LEAVENWORTH (2017), Statistical Quality Control, Tata McGraw
3
Hill Publication, India.
4 BHISHAM C. GUPTA (2021) , Statistical Quality Control: Using MINITAB, R, JMP and Python

1

Knowledge
Communication ✓ ✓ ✓
Skills
Critical ✓ ✓ ✓ ✓ ✓ ✓ ✓
Thinking
Research ✓ ✓ ✓ ✓
related Skills
Analytical ✓ ✓ ✓ ✓ ✓ ✓ ✓
Reasoning
Problem ✓ ✓ ✓ ✓ ✓ ✓ ✓
Solving
Team ✓ ✓ ✓ ✓ ✓ ✓ ✓
Work
Moral and
Awareness
Multicultural ✓ ✓ ✓ ✓ ✓ ✓ ✓
competence
37 | 7 8
Subject Hours
Code /Week
2021-2022 CORE PAPER X: INTRODUCTION TO
II 21MST24E 6
onwards DATABASE MANAGEMENT SYSTEM
1. Describe the fundamentals of data models to conceptualize and to depict a database system
using ER diagram.
2. Summarize the basics of SQL and construct queries using SQL
3. Discuss the basic concepts and the applications of database systems
4. Paraphrase the relational database design principles
5. Demonstrate the internal storage structures which will help in physical DB design.
6. Explain the fundamental concepts of transaction processing- concurrency control techniques
and recovery procedure.
7. Recognize the database storage structures and access techniques
Unit - I
Database Management System - Introduction - Data Processing Vs. Data Management Systems
- File Oriented Approach - Database Oriented Approach to Data Management - Characteristics of
Database - Advantages and Disadvantages of a DBMS - Instances and Schemas - Database Languages
- Database Architecture and Independence.
Unit - II
Data Modeling Using E-R Approach - Introduction to Database Design and Data Modeling -
Entity-Relationship (E-R) Model - Entity types - Entity set - Attribute and key – Relationships -
Relation types - Roles and structural constraints - Weak entities – Enhanced E-R and object modelling
- Sub classes - Super classes – Inheritance.
38 | 7 8
Unit - III
Building Data Model – Steps - Developing the Basic Schema. Relational Model - Introduction
- Concepts - Relational Model Constraints - Relational Languages - Relational Algebra - A Relational
Database Management Systems - ORACLE - Data storage and Querying.
Unit - IV
SQL - Introduction, History and Commands of SQL - Data Definition Language (DDL) - Data
Manipulation Language (DML) - Transaction Control Language (TCL) - Constraints – Indexes –
Difference between SQL Vs No SQL Databases, Pros and Cons with examples. Introduction -
Query Optimization - Heuristic in Query optimization - Basic Algorithms for Executing Query
Operation.
Unit - V
Relational Database Design and Normalization - Introduction - Informal Design Guidelines for
Relational Schemas - Functional Dependencies - Multivalued Dependencies - Relational
Database - First Normal Form - Second Normal Form - Third Normal Form. Database Recovery
Concepts. Current and Future Trends in DBMS – International certifications related to DBMS.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
RAMEZ ELMASRI & SHAMKANT B. NAVATHE (2003), Fundamentals of Database

1
Systems, Pearson Addison-Wesley, Boston San Francisco, New York, 4th edition.
ABRAHAM SILBERSCHATZ & HENRY F. KORTH (2013), Data Base System Concepts,
2
McGraw Hill, 6th Edition.
39 | 7 8
FURTHER READING:
1 RAGHURAMA KRISHNAN & JOHANNES GEHRKE (2008), Data Base Management

Systems, Tata McGraw Hill, 3rd Edition.
2 ABRAHAM SILBERSCHATZ, HENRY F & KORTH, S. SUDARSHAN, (2011) Database
System Concepts, Tata McGraw Hill 6th Edition.
3 C.J. DATE, A.KANNAN & S.SWAMI NADHAN, (2004)An Introduction to Database
systems, Pearson Addison-Wesley, Boston San Francisco, New York, 8th Edition.

1 https://www2.cs.sfu.ca/CourseCentral/354/zaiane/material/notes/contents.html
2 https://www.oracle.com/in/database/what-is-data-management/
3 https://www.guru99.com/introduction-to-database-sql.html
4 https://www.ibm.com/cloud/blog/sql-vs-nosql
https://www.mbmsoftware.com/blog/technology/6-trends-in-database-management-
5
2985.html
https://www.quest.com/community/blogs/b/database-management/posts/5-dbms-trends-
6
impacting-database-administration
7 https://www.guru99.com/database-interview-questions.html (Question Bank).
8 https://www2.cs.sfu.ca/CourseCentral/354/zaiane/material/notes/contents.html
9 https://www.oracle.com/in/database/what-is-data-management/

Disciplinary
Knowledge
✓ ✓ ✓ ✓ ✓ ✓ ✓
Communication
Skills
✓
Critical
Thinking
✓ ✓ ✓ ✓
Research
related Skills
✓ ✓ ✓ ✓
Analytical
Reasoning
✓ ✓ ✓ ✓
Problem
Solving
✓ ✓ ✓ ✓ ✓ ✓ ✓
Team
Work
✓ ✓ ✓ ✓ ✓ ✓ ✓
Moral and
Awareness
Multicultural
competence
✓ ✓ ✓ ✓ ✓ ✓ ✓
40 | 7 8
Subject
Code
2021–2022
I & II CORE PRACTICAL I : PRACTICAL - I 3
Onwards 21MST25P
1. Estimate the parameters using methods of estimation.
Estimate the Probability proportionate sampling with replacement, Probability proportionate
2.
sampling without replacement.
3. Fitting of the Binomial, Poisson, Normal, lognormal and logistic distributions.
Constructions of the Single sampling plans, Double sampling plans, Sequential Sampling
4.
plans
5. Design practical Problems to Sampling plans.
6. Estimate the parameters using method of moments and MLE.
7. Estimate the Cluster sampling. Ratio Estimation and Regression Estimation.

STATISTICAL ESTIMATION THEORY
1. MLE and Standard error of MLE of Poisson.

2. MLE and Standard error of MLE of Binomial.
3. MLE and Standard error of MLE of Normal.
4. Minimum Chi-Square method of estimation.
SAMPLING THEORY
5. Probability proportionate sampling with replacement.
6. Probability proportionate sampling without replacement
7. Cluster sampling.
8. Ratio Estimation.
9. Regression Estimation.
DISTRIBUTION THEORY
10. Fitting Poisson distribution.
11. Fitting Binomial distribution.
12. Fitting Normal distribution.
13. Fitting lognormal distribution.
14. Fitting logistic distribution
41 | 7 8
STATISTICAL QUALITY CONTROL & RELIABILITY

15. Single sampling plans.
16. Double sampling plans.
17. Sequential Sampling plans.
18. CUSUM control chart.
19. Reliability of Type – I censoring.
20. Reliability of Type – II censoring.
PEDAGOGY STRATERGIES:
1. Lecturing
2. Assignment
3. Classroom Discussion
4. Questioning
5. Seminar
6. Class Test
7. Quiz
REFERENCES:
Myer, P.L. (1970): Introductory Probability and Statistical Applications, Oxford &IBH
1
Publishing, New Delhi
Miller, Irwin and Miller, Marylees (2006): John E. Freund’s Mathematical Statistics
2
with Applications, (7th Edn.), Pearson Education, Asia.
Johnson, R.A. and Bhattacharya, G.K. (2001): Statistics-Principles and Methods, 4th
3
Edn. John Wiley and Sons.
Mood, A.M., Graybill, F.A. and Boes, D.C. (2007): Introduction to the Theory of
4
Statistics, 3rd Edn. (Reprint).Tata McGraw-Hill Pub. Co. Ltd.
5 Gupta, S.C &Kapoor, V.K. (2013): Fundamentals of Applied Statistics, Sultan & Sons, Delhi.
FURTHER READING:
Goon A.M., Gupta M.K. and Dasgupta B. (2002): Fundamentals of Statistics, Vol. I
1
& II, 8th Edn. The World Press, Kolkata
Miller, Irwin and Miller, Marylees (2006): John E. Freund’s Mathematical Statistics
2
with Applications, (7th Edn.), Pearson Education, Asia.
Hogg, R.V. and Tanis, E.A. (2009): A Brief Course in Mathematical Statistics.
3
Pearson Education.
Rohatgi V. K. and Saleh, A.K. Md. E. (2009): An Introduction to Probability and
4
Statistics. 2ndEdn. (Reprint) John Wiley and Sons
Montogomery, D. C. (2009): Introduction to Statistical Quality Control, 6th Edition,
5
Wiley India Pvt. Ltd.
42 | 7 8

1 http://www.stats.ox.ac.uk/~dlunn/b8_02/b8pdf_8.pdf
2 https://nptel.ac.in/content/storage2/courses/103106120/LectureNotes/Lec3_3.pdf
4
https://nptel.ac.in/content/syllabus_pdf/111102112.pdf
Knowledge
Communication ✓ ✓ ✓
Skills
Critical ✓ ✓ ✓ ✓ ✓
Thinking
related Skills
Analytical ✓ ✓ ✓ ✓
Reasoning
Problem ✓ ✓
Solving
Team ✓ ✓ ✓ ✓
Work
Moral and
Awareness
Multicultural ✓ ✓ ✓ ✓ ✓ ✓
competence
43 | 7 8
Subject Hours/
Code Week
CORE PRACTICAL II -
2021-2022
I & II 21MST26P PRACTICAL II - USING PYTHON 3
onwards
PROGRAMMING

1 Apply the theory through practical oriented training.
2 Perform the Visualization of Big data.
3 Design Python Programming Scripts for Descriptive Statistics.
4 Write Python Programs to fit Probability Distributions.
5 Compute Model fitting by developing python programs.
6 Perform Computations for Correlation and Regression Equations
7 Develop computing skills for Big Data Analytics.
LIST OF EXPERIMENTS
1. Visualization of Big Data.
2. Program to find total and average marks using class and methods.
3. Program using tuples, list, dictionary & sets.
4. Program using function to find area of geometry.
5. Program to use arithmetic, relational, logical and conditional operators
6. Program to Grade the students according to the average marks using nested if.
7. Fitting Binomial Distribution and Poisson Distributions.
8. Fitting Normal and Gamma Distributions.
9. Calculation of Probabilities under Normal Distribution & drawing cumulative curve.
10. Partial and Multiple Correlation Coefficients
11. Simple and Multiple Regression Coefficients
12. Fitting Linear Trend by Least Square method and Forecasting
13. Finding mean vector and covariance matrix
14. Construction of control charts for Mean and Range
15. Probability of Acceptance & drawing OC Curve using Poisson distribution
16. Finding Expected values of Random Variables.

17. t-test for single and two means.
18. Chi-square test for independence of attributes and goodness of fit
19. One way and two way ANOVA.
20. Factorial Experiments with two factors 22 and 32 .
44 | 7 8
REFERENCES:
1 Seema Acharyaet.al (2018), Big Data Analytics using Python –– McGraw Hill Education, India.
2 Frank Ohlhorst (2019), Big Data Analytics –– Wiley & SAS Series.
FURTHER READING:
Wes McKinney – O-Reilly (2020), Python for Data Analysis – Oreilly Publisher.
1
Free Website: (http://oreilly.com/safari).
R related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]


Disciplinary ✓ ✓ ✓ ✓
Knowledge
Skills
Critical ✓ ✓ ✓ ✓
Thinking
related Skills
Reasoning
Problem ✓ ✓ ✓ ✓ ✓ ✓ ✓
Solving
Team ✓ ✓ ✓ ✓ ✓ ✓ ✓
Work
Moral and
Awareness
competence
45 | 7 8
Subject Hours/
Code Week
2021-2022 CORE VII :
III 21MST31C 6
onwards TESTING STATISTICAL HYPOTHESIS

Demonstrate testing of statistical hypothesis, basic terms of testing of statistical hypothesis
1
and Monotone Likelihood Property.
2 Explain the procedures for Uniformly Most Powerful Unbiased Test and Similar test.
Analyze Likelihood Ratio Test based on some important distributions. That should be
3
followed in statistical inference.
Describe how to establishment and interpreted to Non-Parametric Tests based on one Sample
4
and Two Sample Problems
Derive Monotone Likely Ratio Property and established Sequential Probability Ratio Test.
5
Discuss the concept of Hypothesis Testing for Bayesian Approach.
Apply Mann-Whitney ‘U’ Test (One Sample and Two Sample Problems) - Kolmogorov’s
6
Smirnov One Sample Test- Kruskal Wallis Test.
7 Design test on the analysis of OC and ASN functions in Sequential Probability Ratio test.
Unit - I
Test of hypothesis - Simple and Composite hypothesis – Types of Errors – Critical Regions –
Randomized and Non-Randomized tests – Generalized Neyman – Pearson Lemma Power function
– Most powerful test – Uniformly Most Powerful Test- Neyman – Pearson Lemma – Monotone
Likelihood Ratio property.
Unit - II
Unbiased test - Uniformly Most Powerful Unbiased Test – Similar test – UMP similar test –
Unbiased test for one parameter exponential family – Test with Neyman Structure.
Invariant test – Uniformly Most powerful invariant tests- Maximal Invariant Test.
46 | 7 8
Unit – III
Likelihood Ratio test – Construction- LR test for Standard Distributions (Binomial, Poisson,
Normal and Exponential distributions) – Asymptotic distribution of LRT – Consistency of LRT-
Bartlett test for homogeneity of variances.
Unit – IV
Non-parametric tests - Definition - Advantages and Disadvantages – One sample tests –
Kolmogorov – Smirnov test – test for randomness – Sign test- Wilcoxon’s signed rank test – Two
sample tests – Run test, Median test, K-S test and Mann -Whitney U tests- More than two Sample
test - Kruskal-Wallis H test.
Unit - V
SPRT - Basic structure – Determination of the constants A and B – Derivation of OC function–
ASN function – Derivations based on Binomial, Poisson, Normal and Exponential distributions -
Power function. Hypothesis Testing for Bayesian Approach (Concept only).
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
1 M. Rajagopalan& P. Dhanavandan (2012), Statistical Inference, Prentice Hall.
Goon A.M, Gupta M.K and Das Gupta B (2013)., An Outline of Statistical Theory, Volume 2,
2
World Press Pvt Ltd., Calcutta.
47 | 7 8
FURTHER READING:
Hogg R.V. and Craig A.T., (1978) An introduction to Mathematical Statistics, Third Edition,
1
Amerind, New York, London.
Rohatgi V.K., (1976), Introduction to Probability theory and Mathematical Statistics, Wiley
2
Eastern Limited, New Delhi.
3 Lehmann E.L., (2005), Testing Statistical Hypothesis, 2nd Edition, Springer.
3 https://freevideolectures.com/course/3499/statistical-inference
4 http://www.stats.ox.ac.uk/~dlunn/b8_02/b8pdf_8.pdf

Knowledge
Skills
Critical ✓ ✓ ✓ ✓ ✓ ✓ ✓
Thinking
related Skills
Reasoning
Problem ✓ ✓ ✓ ✓
Solving
Team ✓ ✓ ✓ ✓ ✓
Work
Moral and
Awareness
competence
48 | 7 8
Subject Hours/
Code Week
2021-2022 CORE PAPER VIII – LINEAR MODELS
III 21MST32C 6
onwards AND DESIGN OF EXPERIMENTS

Describe the theoretical underpinning of the linear model, analysis of variance and design of
1
experiments.
2 Identify the type of any given experiment and the type of design apt for its analysis.
3 Explain the structure and applications of Randomized designs
4 Reproduce the advanced models in various designs
5 Apply various designs of experiments in several practical situations and evaluate its results.
6 Make further analyses which are specific to the objectives of any experiment.
Create new types of designs as per the requirements and study their behavior while
7
proceeding to the research.
Unit - I
Linear Models - Assumptions on Error Components - Fixed/Mixed and Random effect Models –
Generalized linear model - Gauss-Markov setup – Estimation of parameters – Least square method
– MLE method - Gauss-Markov theorem-BLUE – Linear parametric function and the condition for
its estimability -Test for Linear Hypothesis.
Unit - II
Experimental Design - Basic Principles of Experimentation – Experimental Error – Review of CRD
& RBD - LSD – Applications – Layout of LSD – Advantages and Disadvantages of LSD – Statistical
Analysis of LSD – Least Square Estimates of parameters – Multiple comparison methods – Least
Significant Difference method – DMRT and Tukey’s Test.
49 | 7 8
Unit - III
Factorial Experiments – Introduction –Advantages and limitations – Main effects and interaction
effects– Statistical Analysis of 22 and 23 Factorial Experiments – Yates method of computing 22 and
23 factorial totals. Analysis of 2n Factorial Experiment - 32 Factorial Experiment - Confounding –
Partial confounding and complete Confounding.
Unit - IV
Split Plot Design – Introduction – model description – Statistical Analysis – Advantages and
Disadvantages. - Analysis of Covariance with one Concomitant variable – model – Least Square
Estimates for parameters – Estimation of variance – Statistical analysis in CRD & RBD.
Unit - V
Incomplete Block Designs – Introduction – Balanced Incomplete Block Designs – Parametric
Relationships – Symmetric BIBD – Statistical Analysis of Balanced Incomplete Block Designs
(Intra Block only) - Partial BIBD.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
S.C. Gupta and V.K. Kapoor (2015) : Fundamental of Applied Statistics – Sultan Chand &
1
Sons.
Paneerselvam, R. (2012). Design and Analysis of Experiments, PHI Learning Private Ltd., New
2
Delhi
50 | 7 8
3 M.N. Das and N.P. Giri (2008) : Design and Analysis of Experiments, New Age International.
FURTHER READING:
1 Graybill, F.A. (1961): An Introduction to Linear Statistical Models, McGraw Hill Co., London.
2 Montgomery (2009) : Design and Analysis of Experiments, John Wiley & Sons (p) Ltd.
Das, M. N., and Giri, N. C. (2011). Design and Analysis of Experiments, Second Edition, New
3
Age International Private Ltd., New Delhi
RELATED ONLINE CONTENTS [MOOC, SWAYAM, NPTEL, Websites etc.]

Course Level Outcomes (CLO)

1 2 3 4 5 6 7
Disciplinary
1 Knowledge ✓ ✓ ✓ ✓ ✓
Communication
2 Skills ✓ ✓ ✓ ✓ ✓ ✓
3
Critical
✓ ✓ ✓ ✓
Thinking
Research related
4 Skills ✓ ✓ ✓ ✓ ✓
Analytical ✓
5 Reasoning
✓ ✓ ✓ ✓ ✓ ✓
Problem
6 Solving ✓ ✓ ✓ ✓ ✓
Team
7 Work ✓ ✓ ✓ ✓
Moral and Ethical
8 Awareness ✓ ✓ ✓ ✓
Multicultural
8 competence ✓ ✓ ✓ ✓
51 | 7 8
Subject Hours/
Year Sem. Title of the Paper
Code Week
2021-2022 6
III 21MST33C CORE IX: MULTIVARIATE ANALYSIS
onwards

1 Derive the Bi-variate and Multivariate normal distribution and estimate the mean vector and
Covariance matrix.
2 Expertise on linear combination of random variables and Maximum Likelihood estimation of
parameters of the multivariate normal distribution.
3 Discuss the Characteristic function and properties of Wishart distribution and know the
derivation of generalized T-square distribution.
4 Assess Multiple Regression Analysis and its expansion.
5 Familiarize the multivariate statistical methods that include Factor Analysis and its application
in diversified fields.
6 Describe the objectives and assumption on discriminant analysis and the problem of
classification.
7 Possess through knowledge on Cluster analysis and its applications.
Unit - I
Multivariate Analysis: Introduction - Application of Multivariate techniques – Organisation of
Multivariate data –Derivation of Bi-variate and multivariate normal distributions and its properties
- Determination of mean vector and covariance matrix of Multivariate Normal Distribution - The
mean vector and covariance matrix for Linear combinations of Random Variables – The maximum
likelihood estimators of the mean vector and covariance matrix of Multivariate Normal Distribution.
Unit - II
Wishart Distribution: Introduction - Characteristic function and properties of Wishart Distribution.
Generalized T-Square Statistic: Introduction – Derivation of the Generalized T-Square Statistic
(Hotelling T Square) distribution – uses – applications. Hotelling T Square and Likelihood Ratio
Tests.
52 | 7 8
Unit - III
Multiple Linear Regression: Introduction –Classical Linear Regression Model – Least Square
Estimators - Inferences about the Regression Model – Inferences from the Estimated Regression
Function – Model Checking and Other Aspects of Regression – Multivariate Multiple Regression.
Unit - IV
Principal Components: Objectives – Population Principal Components – Extraction of Principal
Components.
Factor Analysis: Introduction – Model Description (The Orthogonal Factor Model) – Methods of
estimation – Factor rotation - Factor Scores – Perspectives and a strategy for Factor Analysis.
Unit - V
Discriminant Analysis: Objectives and assumptions - Fisher’s Discriminant Function - Problem of
Classification with Two or More Populations.
Cluster Analysis: Objectives – Assumptions - Research design – Formation of clusters – Clustering
algorithm.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
Richard A. Johnson & Dean W. Wichern, (2012) Applied Multivariate Statistical Analysis: PHI
1
Learning Private Limited, New Delhi (Sixth Edition).
53 | 7 8
Lawrence S. Meyers & Glenn Gamst & Guarino A.J, (2005), Applied Multivariate Research
2 Design and interpretation: Sage Publications, New Delhi.
FURTHER READING:
Anderson T.W, (2011), An Introduction to Multivariate Statistical Analysis: Wiley India
1
Pvt.Ltd, New Delhi (Third Edition).
Hair, Black, Babin& Anderson & Tatham, (2005), Multivariate Data Analysis: Pearson
2
Education (5th Edition).
RELATED ONLINE CONTENTS

4 https://www.udemy.com/topic/Multivariate-Analysis
CLO-1 CLO- CLO-3 CLO-4 CLO-5 CLO-6 CLO-7

2
Disciplinary ✓ ✓ ✓ ✓ ✓ ✓
Knowledge
Communication ✓ ✓ ✓ ✓ ✓
Program Level Outcome (PLO)
Skills
Thinking
related Skills
Reasoning
Problem ✓ ✓ ✓ ✓ ✓
Solving
Team ✓ ✓ ✓ ✓
Work
Moral and ✓ ✓ ✓ ✓ ✓
Ethical
Awareness
competence
54 | 7 8
Subject Hours/
Code Week
2021-2022 ELECTIVE III:
III 21MST34E 6
onwards NUMERICAL ANALYSIS

1 Discuss the types of errors in computation
2 Compute the various types of errors
3 Solve the Algebraic and Transcendental equations
4 Compute System of linear equations
5 Determine the numerical solution of initial value problems and boundary value problems.
6 Solve partial differential equations.
7 Know the applications of numerical Analysis
Unit - I
Errors in computation - Introduction –rules for estimating errors – Error propagation – Error and
their Computations - Errors in the approximation of a function – Error in series approximation –
order of approximation – growth of error. Application of numerical analysis in real life situations.
Unit - II
Solution of Algebraic and Transcendental equations – Bisection Method – Method of False
position – Iteration method – Newton-Raphson method – Horner’s method.
Unit - III
Solution of Linear system of equations – Gauss - elimination method – Gauss-Jordon method –
Iterative methods – Gauss - Jacobi and Gauss – Seidal methods – Inverse of a matrix by Gauss –
Elimination method
55 | 7 8
Unit - IV
Initial value problems for Ordinary Differential Equations – Introduction – Taylor series
method – Euler’s method – Modified Euler’s method – Runge-Kutta methods – Predictor –
Corrector methods – Adam’s and Milne’s method.
Unit - V
Numerical solution for Partial Differential Equations – Introduction – Finite Difference
approximations to derivatives – Laplace’s equation – Parabolic equations
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
Dr. B.S. Grewal (2000) - Numerical Methods in Engineering & Science, Fifth Edition, ,
1 Khanna Publishers, New Delhi.
S.S. Sastry (2013)- Introductory methods of Numerical Analysis, Fifth Edition, PHI Learning
2 Pvt Ltd, New Delhi.
56 | 7 8
FURTHER READING:
Dr. M.K. Venkataraman (2001) - Numerical Methods in Science and Engineering, Fifth
1
Edition, The National Publishing Company, Chennai.

https://www.ukessays.com/essays/computer-science/study-on-the-applications-of-
1 numerical-analysis-computer-science-essay.php
Knowledge
Communication ✓ ✓ ✓ ✓ ✓ ✓ ✓
Skills
Thinking
related Skills
Reasoning
Solving
Team ✓ ✓ ✓ ✓
Work
Moral and ✓ ✓ ✓ ✓
Ethical
Awareness
competence
57 | 7 8
Subject Hours/
Code Week
2021-2022 CORE PAPER X :
IV 21MST41C 6
onwards STOCHASTIC PROCESSES
1. Compute n-step transition probability matrix and its long run probabilities.
2. Distinguish the states of a Markov chain.
3. Discuss the concept of branching process and to compute extinction probabilities.
4. Describe the concept of renewal process and its applications.
5. Forecast using various stationary time series techniques.
6. Identify the real-life situations where to apply the random processes.
7. Interpret the results of the random process studied.
Unit - I
Introduction to Stochastic Processes – Definition – Classification of Stochastic Processes According
to State Space and Time Domain – Markov Process – Markov Chain – Countable State Markov
Chain –Transition Probability Matrix – Chapman- Kolmogrov Equations – Calculation of ‘n’ Step
Transition Probability Matrix.
Unit - II
Classification of States of a Markov Chain – Recurrent and Transient states – Criteria for
Classification of the States – Random Walk with Absorbing and Reflecting Barriers – Probability
of Absorption – Duration of Random Walk – Gambler’s Ruin Problem.
Unit - III
58 | 7 8
Continuous Time Markov Chain- Kolmogrov’s Differential Equations – Poisson Process – Pure
Birth process - Birth and Death Process – Queuing Systems – Birth and Death Processes in Queuing
Theory.
Unit - IV
Branching Process (one dimension only) – Definition – Generating Functions – Properties of
Generating Functions of Branching Process. Brownian Motion - Concept of Weiner Process –
Weiner Process as a Limit of Random Walk – Differential equations for a Weiner Process.
Unit - V
Renewal Process – Renewal Function and its Properties – Elementary Renewal Theorem – Strict
and Wide Sense Stationary Processes with Examples – Basic Ideas of Time Series – Auto-
Regressive and Moving Average Processes - Autoregressive Integrated Moving Average Processes.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
1 MEDHI. J (1994), Stochastic Processes, Wiley Eastern limited, New Delhi, Second Edition.
KARLIN & TAYLOR (1975), A first course in Stochastic Processes, Vol. No.1, Second
2
Edition, Academic Press, New York.
HANKE, J.E & WICHERN, D.W. (2009), Business Forecasting, PHI Learning Pvt Limited,
3
8th edition, New Delhi.
FURTHER READING:
59 | 7 8
HYDE SHELDON M. ROSS (1995), Stochastic Processes, Wiley Series in Probability and
1
Statistics, Second Edition.
BHAT. B. R. (2004), Stochastic Models - Analysis and Applications: New Age international
2
(P) Limited, New Delhi.
Adke, S. R., and Manjunath, S. A. (1984): An Introduction to Finite Markov Processes, Wiley
3
Eastern, New Delhi.

1 https://nptel.ac.in/courses/111/103/111103022/ Stochastic Processes–IIT Guwahati
2 https://ocw.mit.edu/courses/mathematics/18-445-introduction-to-stochastic-processes-spring-
2015/lecture-notes/
3 https://www.stat.auckland.ac.nz/~fewster/325/notes/325book.pd

1 2 3 4 5 6 7
Disciplinary
1
Knowledge
✓ ✓ ✓ ✓ ✓
Multicultural
2 Competence ✓ ✓ ✓ ✓
Self-directed ✓
3 learning ✓ ✓ ✓
Reflective
4 thinking ✓ ✓ ✓ ✓
Analytical ✓
5
Reasoning
✓ ✓ ✓ ✓ ✓
Problem
6
Solving
✓ ✓ ✓ ✓ ✓ ✓
Cooperation / ✓ ✓
7 Team work ✓ ✓
Moral and ethical
8
awareness ✓ ✓ ✓ ✓ ✓
Multicultural
competence
✓ ✓ ✓ ✓ ✓ ✓
60 | 7 8
Subject Hours/
Code Week
2021-2022
IV 21MST42C CORE XI – ECONOMETRICS 6
onwards

1 Describe the concepts of Econometrics, methodology and scope of Econometrics
2 Derive Generalized Least Square estimators and its properties.
3 Address the problem of basic assumptions of GLS.
4 Focus on the problem of Identification and its conditions.
5 Find the solution for structural and reduced form models.
6 Obtain reliable and optimal solution under simultaneous equation models.
7 Classify and explore the econometric models in planning.
Unit - I
Preliminaries on Econometrics - Definition and Scope of Econometrics - Goals and Division of
Econometrics - Specification and Estimation of the model - Evaluation of the parameter estimates -
Forecasting power of the model - Desirable properties of an econometric model.
Unit – II - Ordinary Least Squares and Its Properties - Simple Linear Regression Model: OLS
method of estimating the parameters - properties of OLS estimators. Multiple Regression: Model
with two explanatory variables.
Unit – III - Auto correlation and Multicollinearity - Auto correlation - Assumptions of serial
independence - Sources and Consequences of Auto correlation – Tests for Auto correlation. Multi-
collinearity: Meaning - Consequences of Multi-collinearity - Tools for handling Multi-collinearity
– Heteroscedasticity.
Unit - IV
61 | 7 8
Simultaneous Linear Equation Models - Identification - The problem of identification - Formal

rules for identification - Identifying restrictions - Single and Simultaneous Equation methods -
Estimation of parameters – Indirect Least Squares - Two - Stage Least Squares.
Unit - V
Econometric Models in Planning - Asymptotic properties of Two - Stage Least Square Estimator
- Limited Information Maximum Likelihood - Econometric Models in Planning - Harrod’s growth
model - Assumptions - Domar’s model - Assumptions - Mathematical or equational form –
Similarities and dissimilarities between Harrod and Domar Models.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
A. Koutsoyiannis, (1977) - Theory of Econometrics, Second Edition, PALGRAVE, Replica
1
Press Pvt. Ltd, India.
2 Johnson, J - (1997)Econometric Methods, Fourth Edition,McGraw Hill.
FURTHER READING:
Damodar N. Gujarati and Sangeetha (2015) -Basic Econometrics, Fourth Edition, Tata McGraw
1
Hill Private Limited, New Delhi.
S.P.Singh, Anil K. Parashar&H.P.Singh (1997) - Econometrics and Mathematical Economics,
2
Seventh Edition, S. Chand & Company Ltd, Ramnagar, New Delhi - 110 055.
62 | 7 8
3 Wooldridge (2008) - Introductory Econometrics, Fourth Edition, Cengage Learning, India

1 https://swayam.gov.in/nd2_cec20_ma10/preview
2 https://swayam.gov.in/nd1_noc19_ma29/preview

Knowledge
Communication ✓ ✓ ✓ ✓ ✓ ✓
Skills
Critical ✓ ✓ ✓
Thinking
Research related ✓ ✓ ✓ ✓
Skills
Reasoning
Solving
Team ✓ ✓ ✓ ✓ ✓ ✓ ✓
Work
Moral and Ethical ✓ ✓ ✓ ✓
Awareness
competence
63 | 7 8
Subject Hours/
Code Week
2021-2022 CORE PAPER XII –
IV 21MST43C 6
onwards ADVANCED OPERATIONS RESEARCH

1 Formulate a LPP for a given resources and able to solve it.
2 Compute the optimal solution for the industrial situations.
3 Apply the Non linear programming problem and arrive the optimal solution.
4 Solve the Queueing problems raised in various situations
5 Simulate the current events and predict the future behavior of the events
6 Identify the events and activities and solve it by Network analysis
7 Discuss the different decision making environment and make optimal decisions
Unit - I
Linear Programming Problem - Artificial variable techniques – Big M method - Two phase
method – Concept of Duality – Primal and Dual relationships - Duality and Dual solution – Dual
Simplex algorithm – Concept and Simple problems
Unit - II
Non-linear Programming - Introduction – General NLPP – Constrained optimization with equality
constraints – Necessary and Sufficient conditions for a General NLPP - Constrained optimization
with inequality constraints - Kuhn-Tucker Necessary and Sufficient conditions for General NLPP
with m (< n) constraints – Graphical solution
Unit - III
Queuing Theory - Introduction – Queuing system – Elements and Operating characteristics of
Queuing system – Pure Birth process – Pure Death process – Classification of Queuing models -
Problems from Single Server: Infinite Population Model (M/M/1): (FCFS/∞/∞) and Finite
Population Model (M/M/1): (FCFS/N/∞) - Problems from Multi Server: Infinite Population Model
(M/M/C): (FCFS/∞/∞) and Finite Population Model (M/M/C): (FCFS/N/∞)
64 | 7 8
Unit - IV
Network Analysis - Network and Basic components – Logical Sequencing – Rules of Network
construction – Fulkerson’s rule – Critical Path Method – Total Float, Free Float and Independent
Float - PERT algorithm – Differences between PERT and CPM – Cost considerations in PERT and
CPM - Crashing.
Unit - V
Decision Analysis - Decision making environment – Decisions under uncertainty – Decisions under
Risk – EMV, EOL and EVPI approach – Decision-Tree analysis.
Simulation - Introduction - Advantages and Disadvantages – Monte-Carlo method – Algorithm –
Application of Simulation in Inventory and Queuing problems – Simple problems.
PEDAGOGY STRATEGIES
• Lecturing
• Assignment
• Questioning
• Seminar
• Class Test
REFERENCES:
KantiSwarup, P.K. Gupta and Manmohan (2009)- Operations Research Sultan Chand & Sons,
1
New Delhi,
V. Sundaresan, K.S. Ganapathy Subramanian, K. Ganesan (2000)- Resource Management
2
Techniques, A.R. Publications, Tamil Nadu, New Revised Edition.
FURTHER READING:
65 | 7 8
Taha, H. A. (1982). Operations Research: An Introduction, 3rd Edition, McMillan Publishing

1
Co., Inc., London
Sharma, S. D. (2017). Operations Research: Theory, Methods and Applications, KedarNath,
2
Ram Nath and Co, Meerut.
3 J.K. Sharma (2007) - Operations Research - Theory & Applications – Macmillan India Ltd.

3 https://onlinecourses.swayam2.ac.in/cec20_ma10/preview

1 2 3 4 5 6 7
Disciplinary
Knowledge
✓ ✓ ✓ ✓ ✓
Communication
Skills
✓ ✓ ✓ ✓
Critical
Thinking
✓ ✓ ✓ ✓ ✓
Research
related Skills
✓ ✓ ✓ ✓ ✓
Analytical ✓
Reasoning
✓ ✓ ✓ ✓ ✓ ✓
Problem
Solving
✓ ✓ ✓ ✓ ✓
Team
Work
✓ ✓ ✓ ✓ ✓ ✓
Moral and
Awareness
Multicultural
competence
✓ ✓ ✓ ✓
66 | 7 8
Subject Hours/
Code Week
CORE PRACTICAL – III :
2021-2022
III& IV 21MST44P 3
onwards PRACTICAL – III

1 Apply the logical skills for performing statistical analysis
2 Solve numerical problems using different methods
3 Analyze and interpret the various design of experiments
4 Perform various tests of significance using multivariate data
5 Analyze the appropriate tests of significance.
6 Evaluate the critical region and power curves
7 Solve network and queuing problems
8 Simulate using monte-carlo technique
DESIGN OF EXPERIMENTS
1.1. Latin Square Design
2.2. 23 Factorial experiments
3.3. 32 Confounding factorial experiments
4.4. Balanced Incomplete Block Design
NUMERICAL ANALYSIS
5. Newton Raphson Method
6. Gauss Elimination Method
7. Gauss Jacobi Method
8. Taylor Series
9. Runge-Kutta Method
MULTIVARIATE ANALYSIS
10. Estimation of Mean Vector and Covariance matrices
11. Hotelling’s T2 statistic – testing for mean vector
67 | 7 8
12. Hotelling’s T2 statistic – Testing for equality of means

13. Fisher’s discriminant function
14. Principal component analysis
STATISTICAL INFERENCE – II (Testing of Hypothesis)
15. Critical regions and power curves concerning testing of hypothesis of
the Normal distribution
16. Critical regions and power curves concerning testing of hypothesis of
17. Exponential distribution
18. Median test
19. Run test
20. Non-parametric test: Kolmogorov-Smirnov test – one and two samples
21. Mann-Whitney U test
ADVANCED OPERATIONS RESEARCH
22. Critical Path Method
23. Program Evaluation and Review Technique
24. Queuing model: (M/M/1) : (FCFS/N/∞)
25. Monte Carlo Simulation
26. Critical Path Method
REFERENCES:
1 S.C. Gupta and V.K. Kapoor (2015)- Fundamental of Applied Statistics, Fourth Edition, Sultan Chand
&Sons ,New Delhi.
2 Anderson T.W, (2011), An Introduction to Multivariate Statistical Analysis, Third Edition, Wiley India
Pvt. Ltd, New Delhi.
3 P. Kandasamy, V. Thilagavathy, K. Gunavathi (2016)- Numerical Methods , S.Chand& Company Ltd,
New Delhi.
4 S.P. Gupta (2011) – Statistical Methods, fortieth Revised Edition, Sultan Chand & Sons,
New Delhi.
5 KantiSwarup, Gupta, P. K., and Man Mohan (2017) – Operations Research, Nineteenth Edition, Sultan
Chand & Sons, New Delhi.
68 | 7 8
FURTHER READING
1 Taha, H. A. (1982). Operations Research: An Introduction, Third Edition, McMillan Publishing Co.,
Inc., London.
2 R. Panneer Selvam (2012)- Design And Analysis of Experiments, Prentice Hall.
3 Richard A. Johnson & Dean W. Wichern (2012) - Applied Multivariate Statistical Analysis, Sixth
Edition, PHI Learning Private Limited, New Delhi
https://www.udemy.com/topic/Multivariate-Analysis
https://freevideolectures.com/course/3499/statistical-inference
CLO- CLO- CLO- CLO- CLO- CLO- CLO- CLO-
1 2 3 4 5 6 7 8
Disciplinary ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Knowledge
Communication ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Skills
Critical ✓ ✓ ✓ ✓ ✓ ✓ ✓
Thinking
Research ✓ ✓ ✓ ✓ ✓ ✓ ✓
related Skills
Analytical ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Reasoning
Problem ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Solving
Team ✓ ✓ ✓ ✓
Work
Moral and ✓ ✓ ✓ ✓ ✓ ✓
Ethical
Awareness
Multicultural ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
competence
69 | 7 8
Hours/
Year Sem Subject Code Title of the Paper
Week
2021-2022 Core Practical – IV :
III & IV 21MST45P 3
onwards PRACTICAL – IV (Using SPSS)
1. Apply the theory through practical oriented training.

2. Perform the basic operations of SPSS Package.
3. Utilize the SPSS package for Data Analytics.
4. Compute Parametric and Non-parametric Tests.
5. Fit the important probability distributions.
6. Analyse the given data using Correlation, Regression measures.
7. Perform analyses for various designs of experiment.
Using SPSS the students have to draw / analyze the given data using the following statistical
techniques
1. Diagrammatic Representation (Multiple Bar, Pie-chart)
2. Descriptive Measures: Mean, Median, Mode, SD and Correlation Coefficient

3. Construction of Regression Equations – SPSS
4. Chi-square test for independence of attributes
5. Factor Analysis
6. One-way ANOVA
7. Two-way ANOVA
8. 23-Factorial Design
9. t-test for means
10. F-test for two variances
11. χ2- test for Independence of Attributes
12. Fitting Binomial Distribution
13. Fitting Poison Distribution
14. Fitting Normal Distribution
15. Partial and Multiple Correlation Coefficients
16. Construction of Multiple Regression Equation
17. Fitting Linear Trend by Least Square method
18. Finding mean vector and covariance matrix
19. Construction of control charts for Mean and Range
20. Probability of Acceptance & drawing OC Curve using Poisson distribution
21. Kolmogorov – Smirnov’s one sample test
22. Kruskal-Wallis Test – Independent samples.
23. Wilcoxon’s signed rank test
24. Sign Test for Two Samples
25. Freedman’s test 2-way ANOVA
70 | 7 8
Books for Further study:

1. Landau, S., and Everitt, B.S. (2004). A Handbook of Statistical Analyses using SPSS,
Chapman & Hall/CRC Press, New York
2. Almquist, Y. B., Ashir, S., and Brännström, L. A Guide to SPSS: The Basics, Version 1.0.1,
Stockholm University, Sweden.

2. NPTEL :: Mathematics - NOC: Non-parametric Statistical Inference

1 2 3 4 5 6 7
Disciplinary
1
Knowledge
✓ ✓ ✓ ✓
Multicultural
2 Competence ✓ ✓ ✓ ✓
Self-directed
3 learning ✓ ✓ ✓
Reflective
4 thinking ✓ ✓ ✓
Analytical ✓
5
Reasoning
✓ ✓ ✓
Problem
6
Solving
✓ ✓ ✓ ✓ ✓ ✓ ✓
Cooperation /
7 Team work
✓ ✓ ✓ ✓ ✓ ✓ ✓
Moral and ethical
8 awareness ✓ ✓ ✓ ✓
Multicultural
competence
✓ ✓ ✓ ✓
71 | 7 8
M.C.A. Degree Course

(For the students admitted during the academic year 2021-2022 and onwards)
Internal (CA)
Total Pass
Ext– Min.
Sub Code
External
Credits
Marks
Marks
Marks
Mark
Total
(wk)
Hrs
Title of the Paper
Semester – I
21MCA25C CORE PAPER V –
PROBABILITY AND 4 50 50 100 25 50 5
STATISTICS
Subject Hou
Year Sem. Title of the Paper
Code rs/Week
2021-2022 CORE PAPER V –

II 21MCA25C 4
onwards PROBABILITY AND STATISTICS
1 Distinguish between different types of probability concepts.
2 Demonstrate an understanding of the basic concepts of random variables.
3 Discuss the concept of expectation and joint probability distribution of random variables.
4 Describe the main properties of probability distributions and its applications.
5 Exhibit different types of probability distributions with real life problems.
6 Apply the test of significance concept for large and small sample theories.
7 Identify the applications of z-test, t-test and Chi-Square test with appropriate examples.
72 | 7 8
UNIT - I
Probability - Basic Definitions - Mathematical Probability - Statistical Probability - Axiomatic

Approach to Probability - Addition Theorem - Multiplication Theorem - Independent Events –
Conditional Probability - Baye’s Theorem - Simple Problems.
UNIT - II
Random Variables - Discrete Random Variable - Probability Mass Function – Continuous

Random Variable - Probability Density Function - Simple Problems.
UNIT– III
Mathematical Expectation of a Random Variable – Properties of Expectation - Moment

Generating Function - Joint Probability Distribution of Two-Dimensional Random Variables -
Marginal and Conditional Distributions - Simple Problems.
UNIT– IV
Discrete Distributions - Binominal and Poison Distributions - Results and it’s Applications –
Continuous Distributions – Rectangular (Uniform) and Normal Distributions - Results and it’s
Applications - Simple Problems. (No derivations).
UNIT- V
Tests of Significance for Large Samples - Basic Definitions - Normal Test of Single Mean and
Difference of Means - Tests of Significance for Small Samples - t-Test for Single Mean and
Difference of Means - Chi-Square Test for Independence of Attributes.
PEDAGOGY STRATEGIES
• Lecturing
• Questioning
• Seminar
• Assignment
• Class Test
73 | 7 8
REFERENCES:
1Gupta,S.C.and Kapoor, V.K. (2018)- Fundamentals of Mathematical Statistics, Sultan Chand
1 & Sons, New Delhi, 11threvisedEdition.
2
Kapoor J. N. and Sexena H. C. (2011) – Mathematical Statistics - Sultan Chand &
2 Sons.
FURTHER READING:
1 HoggR.V and craig A.H. (2012) – Introduction to Mathematical

Statistics,SeventhEdition,PearsonEducation.
1
2 Gupta, S.P.(2014)-StatisticalMethods,SultanChand&Sons,NewDelhi,44th Thoroughly

RevisedEdition.e
2
3 Rohatgi. V.K. – An Introduction to Probability Theory and Mathematical Statistics, Wiley

Eastern, New Delhi.
3

1
1
2
2
https://www.dcpehvpm.org/E-
3
Content/Stat/FUNDAMENTAL%20OF%20MATHEMATICAL%20STATISTICS-
3
S%20C%20GUPTA%20&%20V%20K%20KAPOOR.pdf
74 | 7 8
Disciplinary
Knowledge
✓ ✓ ✓ ✓ ✓ ✓ ✓
Communication
Skills
✓ ✓ ✓ ✓
Critical
Thinking
✓ ✓ ✓ ✓
Research
related Skills
✓ ✓ ✓ ✓
Analytical
Reasoning
✓ ✓ ✓ ✓
Problem
Solving
✓ ✓ ✓ ✓ ✓ ✓ ✓
Team
Work
✓ ✓ ✓ ✓ ✓ ✓
Moral and
Awareness
Multicultural
competence
✓ ✓ ✓ ✓
75 | 7 8
Teaching Learning Processes

The teaching learning processes play the most important role in achieving the desired aims and
objectives of the postgraduate programs in Statistics as elaborated in detail in the Learning Based
Curriculum Framework (LOCF). Statistics is the science which deals with data collection, analysis
and interpretation of numerical data. While such ideas and concepts originate in the minds of the
genius, anywhere and anytime in the universe, their verifications and confirmations have to be
done in the data analysis. To achieve this goal, the appropriate training of young individuals to
become competent statisticians in future has to be accomplished. For this purpose, a competitive
postgraduate program in Statistics is focused.
We have:
• Necessary and sufficient infrastructural facilities for the class rooms, laboratories and
libraries, equipped with adequate modern and modular furniture and other requirements.
• Modern and updated computer laboratory equipment are needed for the undergraduate
programme.
• Recent reference and text books for the libraries are to be updated
• Sufficient infrastructure for ICT and other facilities needed for technology-enabled
learning like computer facilities, PCs, laptops, Wi-Fi and internet facilities with all the
necessary software.
• Sufficient number of teachers in permanent position to do all the class room teaching and
perform and supervise the computer laboratory experiments to be done by the students.
• All the teachers should be qualified as per the UGC norms and should have good
communication skills.
• Sufficient number of technical and other support staff to run the laboratories, libraries,
equipment and maintain the infrastructural facilities like buildings, electricity, sanitation,
cleanliness etc.
• Teachers should make use of all the approaches for an efficient teaching-learning process
i.e.,
(i) Class room teachings with lectures using traditional as well as electronic boards,
ii) Use of smart class rooms for simulation and demonstration for conveying the difficult concepts
and tools of Statistics in class room teaching and laboratories,
(iii) Tutorials must be an integral part of all the theory and laboratory courses. Theory courses
76 | 7 8
should have 1-2 tutorials every week depending upon the nature of the course,
(iv) Teaching should be complimented with student’s seminar to be organized very frequently,
(v) Guest lectures and seminars/workshops should be arranged by eminent teachers to be invited
by the concerned college/university/HEI,
vi) Open-ended project work should be given to all students individually or in group to 2-3 students
depending upon the nature of the course,
(vii) Special attempts should be made by the institution to develop problem-solving skills and
design of Statistics projects for demonstration at the UG level. For this purpose, a mentor system
may be evolved where 3-4 students may be assigned to each faculty member,
(viii) Teaching load should be managed such that the teacher has enough time to interact with the
students to encourage an interactive/participative learning.
8. Assessment Methods
In the PG education of Statistics leading to the M.Sc. Statistics degree, the assessment and
evaluation methods focus on testing the conceptual understanding of the Advanced Techniques,
development of Statistical skills and experimental techniques retention and ability to apply the
knowledge acquired to explain with analysis and reason what has been learnt and to solve new
problems and communicate the results and findings effectively. Since the learning objectives are
defined clearly for each course in detail, it is easier to design methods to monitor the progress in
achieving the learning objectives during the course and test the level of achievement at the end of
the course.
• The courses offered in the M.Sc. Statistics are the advanced courses at the college/
University level, the priority is given to Formative Assessment for monitoring the progress
towards achieving the Learning Objectives while keeping its weightages lower than
Summative Assessments. This is to assure that the students know their strengths and
weaknesses periodically through the results of Formative Assessments and make amends
for the gaps in their knowledge without affecting their final grades in any significant way.
• In this context it is suggested that 25-30% weightage be given to Formative Assessments
in case of theory components while 30-40% weightage be given to the Laboratory/Field
work/Projects/Case Study/Dissertation components of the various courses.
• Some of the methods suggested for Theory Component with regard to Formative
77 | 7 8
Assessment are i) Regular Tutorial assignments ii) Seminar presentations

iii) Performance in group discussions iv) Problem based longer assignments (other than
tutorials) v) True/False Tests vi) Multiple Choice Tests vii) Short Answer Tests
viii) viva-voce tests ix) Any other innovative tests in the context of the course.
• In the case of substantive Summative Assessment for the theory papers, can be a
combination of the following i) Mid-Semester test ii) Seminar Report iii) Individual /Team
Project report iv) Oral Presentations of Seminar/Projects v) Viva -Voce Examination on
the above reports.
• End Semester closed book examination in the pattern of a) Multiple Choice b) Short
Answer c) Long Answer. End Semester Open Book Examination in the form of a) Peer
review by a group of experts by written and oral examinations, b) Any other innovative
method depending upon the nature of the course.
• Laboratory Experiments / Field work / Projects / Case Study / Dissertation can be assessed
for Formative Assessment through i) Regular evaluation of Lab. experiments regarding
written report of each experiment and Viva-Voce on each experiment, ii) Mid semester
examination.
78 | 7 8
MODEL QUESTION PAPER FOR ENDSEMESTER EXAMINATIONS
Government Arts College (Autonomous)

Coimbatore -641018
PG and Research Department of Statistics
I M.Sc Statistics
Real Analysis and Linear Algebra
Max.Marks:50
Part A (5 x 1 =5)
(i) Choose the best Answer (5 x 1 =5)

Answer All questions
1. A function f is said to be right hand limit

a. lim 𝑓(𝑥) = 𝑙 b. lim 𝑓(𝑥) = 𝑙 c. lim 𝑓(𝑥) = 𝑙
𝑥→𝑐− 𝑥→𝑐+ 𝑥→𝑐
d.lim 𝑓(𝑥) = 𝑙
2. If P1 and P2 are two partitions of P1U P2 is called a ______________of P1 and P2

a. Upper sum b. Common refinement c. Norm d. Lower sum
3. U (P, f, α) is
a. ∑𝑛𝑖=1 𝑀∆∝i 𝑏. ∑𝑛𝑖=1 𝑚∆∝ 𝑐. ∑𝑛𝑖=1 𝑀∆∝ 𝑑. ∑𝑛𝑖=1 𝑀𝑚∆∝
4. A square matrix A of order n is similar to a diagonal matrix D Iff A has a linearly

independent
a. Eigen values b. Eigen space c. Eigen vectors d. Euclidean space
5. If P and PT are non-singular, then congruent matrices have the ____________rank

a.Different b. unequal c. identity d. Same
(ii) Short answer ( 3 x 2 =6)

Answer any Three questions
6. Define Derivative at a point
7. Define Upper and Lower Darboux sum.
8. Define Riemann Stieltjes integral.
9. Define Eigen Values and Eigen vectors.
79 | 7 8
10. Write down the classification of Quadratic forms.
Part B (5 x 3 = 15)
Answer All questions
11. a)State and prove necessary condition for the existence of a finite integral. (or)
b) State and prove that the limit of a sum is equal to the sum of the limits.
12. a)State and prove first mean value theorem of R-Integral.

(or)
b) What is Refinement of a partition and Oscillatory sum?
13. a) State and prove that the lower RS-Integral cannot exceed the Upper RS-Integral.
(or)
b) What I upper and lower Riemann Stieltjes integral.
14. a) State and prove that the eigen space for a matrix is a subspace. (or)
b) State any three properties of Eigen values.
1 2 3
15. a) Let A= 2 5 −4 Find a non-singular matrix P such that D= PTAP is
−3 −4 8
diagonal.(or)
b) State and prove Sylvester’s law of inertia.
Part c (3 x 8 = 24)
Answer any Three questions
16. State and prove First and second mean value theorem.
17. State and prove the Necessary and Sufficient condition for integrability.
18. State and prove RS-Integral of f relative to g on [ a, b] is equal to the R-integral of fg’ on
[a, b].
19. State and Prove Cayley Hamilton Theorem.

80 | 7 8
2 −2
20. Let A = be a real symmetric matrix. Find an Orthogonal matrix P such that P-
−2 5
1
AP is diagonal.
81 | 7 8

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PG Syllabus – 2021-22 onwards – Department of Statistics

GOVERNMENT ARTS COLLEGE (AUTONOMOUS)

LEARNING OUTCOMES BASED CURRICULUM FRAMEWORK

POSTGRADUATE AND RESEARCH

S.No Title Page

1.1.1 Core Courses

1.2.1 Elective courses

1.3.1 project work

A course (core/elective/self-study/skill based) may take the form of a project work.

2. Learning Outcomes Based Approach to Curriculum Planning

vi. Motivating the learners to understand various concepts of Statistics keeping in

2.1 Nature and Extent of the M.Sc. Statistics Programme

• Information/Digital literacy: The proposed course is expected to develop digital literacy

• Lifelong Learning: The proposed course is designed to develop independent, coherent

5. Programme Learning Outcomes in M.Sc. Statistics

6. Demonstrate professional behavior such as

Program Educational Objectives (PEOs)

PEO1 Get employment in Government, Public and Private sectors.

PEO2 Apply Statistical Techniques in diverse field

PEO3 Gain advanced knowledge and to focus on Research activities

PEO4 Develop Computing Skills through latest computer programming

Program Specific Outcomes (PSOs)

On successful completion of M. Sc. Statistics program, the students are expected to

PSO1 Know the importance of Statistics in diverse fields

PSO2 Identify the advancement in Statistics

PSO3 To improve programming skills for data analysis and interpretation

PSO4 Apply statistical methods in experimental outcomes.

PSO5 Understand the advancements and novel Statistical methods.

Program Outcomes (POs)

On successful completion of the M. Sc. Statistics program, students will be able to

PO1 Possess adequate knowledge in theory and applications

PO3 Utilize analytical skills for basic mathematical computation

PO4 Understand the conditions and limitations of statistical methods in application

PO5 Critically analyze statistical data and make interpretations

PO6 Utilize software skills for statistical computation

Prepare to participate in competitive examinations at the state and national level

P10 Gain impetus to move for learning at higher level

6. Structure of M.Sc. Statistics Course

21MST25P Core Practical I :

21MST25P Core Practical I : 4

Ext– Min Pass

21MST44P Core Practical III : -

21MST45P Core Practical IV :

Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]

Programme Level Course Level Outcomes (CLO)

3. Identify the applications of inequalities in probability theory

Summarize the Mathematical Expectation and Conditional Expectation properties,

5. Characteristic function, Definition and Properties of Inversion Theorem and Uniqueness

Unit – III - Mathematical Expectation – properties - Conditional Expectation – properties -

Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]

Programme Course Level Outcomes (CLO)

1. Explain the Random variables and its distributions

2. Derive properties of distributions

3. Demonstrate Moments of the distribution

4. Analyze Non-Central distributions

5. Discuss the concepts of Ordered Statistics and its distributions.

6. Derive probability distributions that are applied in real time situation.

7. Compute various measures of distribution.

Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]